Welcome to this book. We welcome local and international readers in both rural and urban contexts. This book is about linguistic diversity in schools and how teachers can harness multilingual resources and diverse worldviews to promote the wellbeing and achievement of all students.

Throughout the book we present examples of effective practice in classrooms around Australia, ranging from Menindee (New South Wales) to Yarrabah State School (Queensland), from Kalgoorlie (Western Australia) to the Eyre Peninsula (South Australia) and from Mallacoota (Victoria) to Tennant Creek (Northern Territory). The principles and pedagogies promoted here will also apply to multilingual classrooms and communities globally. In Australia or elsewhere, you may be training to become a teacher, or may be a graduated teacher wishing to expand your skills. Our goal is that this book will shape new ideas and perspectives on teaching practice within all schools.

Children learn to distinguish registers for different roles: talk as child versus as adult, as girl versus boy, as parent versus child, as teacher, as doctor, marking each “voice” with intonation, vocabulary, and speech acts. They learn to mark gender and status with each role; what counts as polite, how to address different people, how to mark membership in a speech community (e.g., family, school, tennis players, chess players), and how to convey specific goals in conversation. They reply on experts for new word meanings and identify some adults as reliable sources of such information. They mark information as reliable or as second-hand, through use of evidentials. They adapt their speech to each addressee and take into account the common ground relevant to each from as young as 1;6 on. They keep track of what is given and what new, making use of articles (a versus the), and moving from definite noun phrases (new) to pronouns (given). They learn to be persuasive, and persistent, bargaining in their negotiations. They give stage directions in pretend play. And they start to use figurative language. They learn how questions work at school. And they learn how to tell stories.

This chapter revisits the Expert Transition Cycle presented in Chapter 3 from the perspective of how identity changes. Five stages of the Expert Transition Cycle operate during transition. Intention orients and clarifies choices and provides drive. Inquiry holds open the transition process with criteria for choice and discrimination based upon intention. Exploration actively investigates the familiar and the new elements of identity, roles, social situations, work opportunities, beliefs, and performance. Commitment narrows and targets the choices made regarding those elements. Integration modifies and adapts the identity to include new elements, knowledge, experience, and beliefs. Each stage of the Expert Transition Cycle is reviewed in light of the operation of the transition experiences, such as cognitive flexibility and purpose. This is discussed in light of the retrospective interviews with twenty-four elite performers in three domains (business, sports, and music) who successfully and repeatedly transitioned to higher positions within their field.

Strategic communication is the art of using your writing, presenting, storytelling, online and media skills to achieve your aims. To do so effectively you need to be clear on your goals, and must draw up a plan which identifies your key audiences, how to reach them and when. This chapter also looks at the dark arts of dealing with difficult news, as well as strategies for handling a crisis if you’re ever unfortunate enough to suffer one.

This chapter discusses the contextualization of human traits in situations. Most of the research on contextualizing traits has, up to now, been centered on personality traits. Therefore, much of the examination is on how personality traits relate to situations, but it extrapolates those findings to virtues and discusses theory and research related to the contextualization of virtue traits. In the exploration of trait contextualization, the chapter clarifies that current understandings of traits do not take them to be simplistic behavioral tendencies that manifest despite contextual influences. Instead, the contemporary understanding of traits is that they are virtually always influenced by situational factors. It explores direct situational influence on action, the ways individuals influence situations, and three types of person–situation interactions. It then presents practical wisdom as a generally neglected feature of person-situation interactions. The chapter argues that practical wisdom's role in person–situation interactions goes beyond what shows up in personality research by clarifying that some individuals see more opportunities for virtue trait expression in situations than others. Moreover, this practical wisdom underwrites high-quality decision-making. It concludes by discussing how a virtue perspective adds important elements (agency, aspiration, and practical wisdom) to the contextualization of traits.

This chapter discusses the contextualization of human traits in social roles. It begins by exploring how personality traits relate to social roles, then it extrapolates those findings related to virtues and discusses theory and research on social roles and virtue traits. The discussion of the social role contextualization is based on identity theory, which explains that social roles are repetitive patterns of action that are included in social structures and result in role identity formation in the individual. The chapter reiterates that up-to-date trait conceptualizations do not view them as simplistic behavioral tendencies that manifest in any social role. Instead, traits are currently understood as influenced by social role expectations. Practical wisdom plays a large part in the expression of virtues through social roles. Practical wisdom adds an element to virtue expression and social roles that is absent in personality research because some individuals see more opportunities for virtue trait expression within a role than others. It then clarifies this theoretical discussion with examples of common role and virtue enactments from the parenting, teaching, and healing roles. It concludes by discussing how a virtue perspective adds important elements (agency, aspiration, and practical wisdom) to the contextualization of traits.

Chapter 3 examines the psychological processes that are important when people are forming perceptions of procedural fairness. The psychology of perceived procedural fairness discussed here argues that quite often people start out with a general hunch that things do not feel right. Cognitive processes help us to understand how to interpret this hunch, allowing people to start forming perceptions of procedural fairness in more confident ways. Groups may facilitate this process, for example, by communicating certain frames about how to interpret what has happened and what group members should do about this. People need to know that they are making progress toward meaningful goals, and this also plays a crucial role in the formation of fairness judgments. How these psychological processes work out in institutional contexts is also important and is discussed as well.

Most crisis studies assume that crisis response should end disruption and restore order. This approach effectively upholds the status quo and tends to neglect structural inequalities in society. In particular, gender, race, and class inequalities render some groups more vulnerable than others. Response operations may even further discriminate against marginalized groups. Such discrimination can go unnoticed, since crisis organizations are often characterized by internal discrimination against members of these social groups as well. Alternatively, by explicitly recognizing the political nature of crisis response, frontline personnel can also try to reform society and correct structural inequalities through social transformation, although this is very challenging in practice. The goal of crisis response, therefore, constitutes a dilemma. At the very least, frontline response should avoid reinforcing discrimination and commit to social equity. Striving for more diverse and inclusive organizations would mean a step toward more equitable crisis responses. Even though our expectations should be modest, crisis response operations can and should contribute to fairness and justice.

In this chapter, we highlight key approaches to building strong therapeutic relationships with Black female clients. We also review the challenges that therapists may face in building strong therapeutic relationships with Black women and provide strategies to overcome these challenges. We discuss the occurrence of microaggressions in therapy and provide specific strategies for how to frame conversations about micro-aggressions to validate historical and present client experiences both in and outside of therapy.

Research on goals and motivation started almost a century ago and continues to thrive today. In this chapter, we distill the rich literature on consumer goals and motivation by presenting recent works against the backdrop of foundational theories. We start with a discussion of how consumers initiate goal pursuit. Next, we examine the factors that help consumers stay motivated in the face of internal and external obstacles, and what happens once consumers attain their goals. We then explore research on how consumers’ goal pursuit interacts with the surrounding social world. Finally, we suggest some broad areas for future inquiries on consumer goals and motivation.

Introduces the volume, identifying themes, methodology and goals; positions it in relation to other works; and outlines the chapters and their running order as well as those features that unite chapters or lead from one to the next.