The previous chapters have explored the teaching methodologies and concepts related to different forms of the Arts, as well as methodologies for integration and organisation. However, in addition to being able to teach the Arts, we need to have in place a system for evaluating the teaching process to ensure the outcomes and goals we wish to achieve are met for the learners. There has been a great deal of research to identify specific teaching practices that can improve children’s outcomes. This chapter does not intend to analyse the validity or otherwise of these outcomes, as these are mandated by the various examination and education boards. In part, this is because it is difficult to isolate any specific technique or learning skill that works for individuals because all children have unique and individual learning styles. For these reasons, the focus of recent research has been to isolate general characteristics. This chapter looks at the application of reflective learning tools to enhance teaching of the Arts, as well as inclusion and diversity in the classroom (specifically disability). Its focus, therefore, is to separate teaching from subjective assessment of teachers.

Chapter 1 encourages readers to reflect on their own experience of linguistic diversity, and their perception of the multilingual nature of rural, remote and urban Australia today. The chapter establishes its relevance to readers’ development in the first AITSL Teaching Standards (‘Know your students and how they learn’).

Chapter 2 engages you with both international and local research evidence of the clear connections between teacher support of multilingualism in students, and student wellbeing and school achievement. Understanding the implications of these research findings is core to the argument of the book, and to your engagement with and commitment to developing pedagogy for linguistically diverse classrooms.