ABSTRACT
Pedagogy for internationalisation is a growing and crucial aspect for all secondary schools and this chapter focuses specifically on the Australian context. Australia has intentionally been marketing and recruiting international students into the secondary school sector. This chapter presents an Australian case study secondary school which was examined for the pedagogical approaches and other aspects that impacted teaching and learning for internationalisation. The methodology used to collect data was through questionnaires, focus groups, individual interviews and document analysis. The four key administrative features that impacted pedagogy for internationalisation were identified as communication, school climate, the opportunities given for support and provision of teacher professional development and staff collaboration. Teachers at this case study school also identified that they had implemented changes to their practice specifically for internationalisation. These changes included: classroom communication, teaching and learning strategies, classroom management and school curriculum and assessment modifications. Across this investigation there is clear evidence of pedagogy for internationalisation; however, this study identified areas that need improvement and further development in order to embrace pedagogy for internationalisation more. These recommendations focus on the teachers: getting to know their students, knowing their student’s education needs, embarking on further professional development in working with culturally and linguistically diverse students.
