Peter Mickan is Visiting Research Fellow (Applied Linguistics) in the Faculty of Arts at the University of Adelaide, and Director of the Adelaide Research Institute (Adelaide Education Group) in South Australia. He established and managed the postgraduate applied linguistics program at the university (2000–2013). Theoretically, his work is based on Halliday’s language as a social semiotic and learning as socialisation experiences. The theory frames his studies in curriculum design, languages pedagogy, academic literacies, language and literacy, workplace communication, German language revival and language assessment.Ilona Wallace is an editor and writer based in South Australia, with professional interests in educational resources and education policy. She holds an MA in applied linguistics from the University of Adelaide.

• IntroductionChapter 1 — Language education curriculum design: voices for uncertain timesPeter Mickan and Ilona WallaceSection 1: Language curriculum design: perspectives, policies and practicesChapter 2 — Freedom and authority, success and failure in Australian education: disruptive designs in curriculum policy and practicePeter Mickan and Ilona WallaceChapter 3 — From policy to practice: How context and contestation shape the implementation of Timor-Leste’s language education curriculumLaura OgdenChapter 4 — Curriculum design and English Without Borders (Brazil)Elaine Maria Santos and Rodrigo Belfort GomesSection 2: Designs across the curriculumChapter 5 — Grammatics for ameliorating reading comprehension skills: a social semiotic approachHesham AlyousefChapter 6 — The implementation of content and language integrated learning in Spain: strengths, weaknesses, opportunities and threatsMaría Luisa Carrió-PastorChapter 7 — Knowledge about (English) language across the curriculum in EAL and CLIL contextsMarianne TurnerSection 3: Curriculum designs in language educationChapter 8 — Language and literacy education in remote Indigenous schools: the pedagogic roundaboutBronwyn Parkin and Helen HarperChapter 9 — A university reading and writing course for indigenous students: a permanency policy in the field of languages and literaciesBruna Morelo and Camilla DilliChapter 10 — Translanguaging the curriculum: a Critical Language Awareness Curriculum for silenced Indigenous voicesNina Carter, Denise Angelo and Catherine HudsonChapter 11 — English language teaching goes CLIL: fostering literacy and language development in secondary schools in Spain Ana HalbachSection 4: Curriculum resources, evaluation and assessmentChapter 12 — Transformative curriculum design: functional linguistics applied in text-based teachingPeter MickanChapter 13 — Textbook analysis and design: social semiotic and communicative perspectivesIrma KuciChapter 14 — Grading and gathering evidence in Swiss elementary and lower secondary school English language classroomsLaura Loder Buechel and Karine LichtenauerChapter 15 — Connecting worlds: Linguistic landscapes as transformative curriculum artefacts in schools and universitiesDonna Starks, Shem Macdonald, Howard Nicholas and Jana RoosSection 5: Teacher education, research and future projectsChapter 16 — Enacting a content-based vocational English (VE) curriculum in an Indonesian secondary schoolHandoyo Puji WidodoChapter 17 — A cross-linguistic and multilingual pre-service teacher education program: insights from the Innsbruck Model of Foreign Language Teacher Education (IMoF)Barbara Hinger, Eva M Hirzinger-Unterrainer and Katrin SchmidererChapter 18 — Building a curriculum to teach English to young learners in Brazil: a constructive-collaborative experienceAna Paula de Lima and Samuel de Souza NetoConclusionChapter 19 — Curriculum design in language education: Research, evaluation and renewalPeter Mickan