Associate Professor Jacqueline D'warte

Associate Professor Jacqueline D'warte

Associate Professor in English/Literacy/ESL Curriculum and Pedagogy, K-6,
Primary Education

Associate Professor in English/Literacy/ESL Curriculum and Pedagogy, K-6,
Primary Education


Jacqueline D'warte completed her undergraduate studies and a Masters of Education at Sydney University. She has also undertaken postgraduate courses in TESOL at the University of Technology Sydney. Jacqueline has a Ph.D. from the University of California Los Angeles (UCLA), School of Education and Information Studies. Jacqueline's research interests include exploring connections between language, identity and learning and how these influence educational equity, teacher and student expectations and teacher practice in culturally and linguistically diverse educational settings. Jacqueline is informed by critical sociocultural theory and critical anthropological and sociological perspectives. She employs and a range of qualitative methodologies, including participatory research, ethnography, design research and visual methodologies. Jacqueline’s recent research involves students in primary and high school in being ethnographers of their own language and literacy practices. This research builds on the rich linguistic and cultural diversity in Australian classrooms by engaging young people in exploring how they use, change, invent and reinvent language and literacy practices in new and interesting ways. Jacqueline's recent research explores the linguistic and cultural 'funds of knowledge' of Pre-Service Teachers and includes a program of research associated with the WSU Exceptional Teaching for Exceptional Schools (ETES) program (formally NETDS), focused on teaching and leadership positions in low SES schools.

Jacqueline has 15 years of K-12 teaching experience in Australia, the United Kingdom, and India. She began her career as an elementary school teacher teaching a range of grades and specializing in ESL and literacy development. Jacqueline has written and edited literacy materials for inclusion in professional development packages and curriculum documents for Australian Public Schools in New South Wales (NSW). Jacqueline has been a Lecturer at the University of California, Irvine and at the University of California, Los Angeles and was involved in both, curriculum and staff development in the U.S., working on a variety of interdisciplinary language and literacy projects. Jacqueline was involved in training and scoring performance assessments for Californian Teachers and working on large-scale research projects such as Literacy in the History Classroom. Jacqueline also had a continuing role as a Literacy Consultant for the New York City Public Schools.

This information has been contributed by Associate Professor D'warte.


  • PhD University of California

Professional Memberships

  • LRA (2015 - 2020)
  • AERA (2002 - 2020)
  • ALEA (1995 - 2020)
  • PETA (1996 - 2020)


  • CER Early Career Writing Fellowhip 2013-08-01


  • Reading and writing curriculum and pedagogy; second language acquisition; equity, diversity and multicultural education, action research methodology, sociocultural theory

Organisational Unit (School / Division)

  • Primary Education
  • Primary Education


Email: J.D'
Phone: (02) 9772 6454
Mobile: 0430034218
Location: 4.1.12

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Previous Teaching Areas

  • 101579 Primary English and Literacy 1, 2014
  • 101586 Primary English and Literacy 2, 2014
  • 102075 Researching and Developing Engaging Pedagogies, 2017
  • 102646 Language and Literacy in the Early Years, 2022



  • Dutton, J., D'warte, J., Rossbridge, J. and Rushton, K. (2018), 'Tell Me Your Story: Confirming Identity and Engaging Writers in the Middle Years', : Primary English Teachers' Association 9781925132458.

Chapters in Books

  • D'warte, J. and Slaughter, Y. (2024), 'Examining plurilingual repertoires : a focus on policy, practice, and assessment in the Australian context', Assessment of Plurilingual Competence and Plurilingual Learners in Educational Settings: Educative Issues and Empirical Approaches, Routledge 9781032011097.
  • D'warte, J. (2023), 'Relevant and responsive teaching and learning : linguistically sustaining pedagogies for increasingly diverse classrooms', Global Perspectives and New Challenges in Culturally Responsive Pedagogies: Super-Diversity and Teaching Practice, Routledge 9781032371818.
  • D'warte, J. (2019), 'Explorations of place, communication and conflict : navigating local and global contexts in culturally and linguistically diverse classrooms', The Nexus among Place, Conflict and Communication in a Globalising World, Palgrave Macmillan 9789811359248.
  • D'warte, J. (2019), 'Exploring, thinking, and learning about languages and literacies with young people in super-diverse Australian classrooms', Language and Cultural Practices in Communities and Schools: Bridging Learning for Students from Non-Dominant Groups, Routledge 9781138597877.
  • D'warte, J. (2018), 'Creating space for a shared repertoire : re-imagining pedagogies to cultivate transcultural and translingual competencies', Resisting Educational Inequality: Reframing Policy and Practice in Schools Serving Vulnerable Communities, Routledge 9781138089303.
  • D'warte, J. (2016), 'Students as linguistic ethnographers : super-diversity in the classroom context', Super Dimensions in Globalisation and Education, Springer 9789811003103.
  • D'warte, J. (2016), 'Exploring linguistic repertoires : applications for writing', Teaching, Writing and Representing in the Primary School Years, Pearson Australia 9781488613708.
  • Arthur, L. and D'warte, J. (2016), 'Diverse languages and dialects', Anti-bias Approach in Early Childhood, MultiVerse Publishing 9780995379503.
  • D'warte, J. (2015), 'Reflections on language and literacy : recognising what young people know and can do', Understanding Sociological Theory for Educational Practices, Cambridge University Press 9781107477469.
  • D'Warte, J. and Somerville, M. (2014), 'Language mapping : researching marginalised students' everyday language and literacy practices', Contemporary Issues of Equity in Education, Cambridge Scholars Publishing 9781443863322.

Journal Articles

  • D'warte, J. and Woodrow, C. (2023), 'Engaging methods for exploring 'funds of identity' in early childhood contexts', Education Sciences, vol 13, no 1 .
  • Rasmussen, P., D'Warte, J., Gannon, S., Hansen, H., Jacobs, R., Knage, F., Naidoo, L. and S?ndergaard, D. (2023), '[In Press] 'Reworldings' : exploring perspectives on the future from Danish and Australian youth during COVID-19', Journal of Youth Studies, .
  • Naidoo, L., D'warte, J., Gannon, S. and Jacobs, R. (2022), 'Sociality, resilience and agency : how did young Australians experience online learning during Covid-19?', Australian Educational Researcher, vol 49, no 1 , pp 81 - 96.
  • Cross, R., D'warte, J. and Slaughter, Y. (2022), 'Plurilingualism and language and literacy education', Australian Journal of Language and Literacy, vol 45, no 3 , pp 341 - 357.
  • D'Warte, J. (2021), 'Facilitating agency and engagement : visual methodologies and pedagogical interventions for working with culturally and linguistically diverse young people', Language Teaching Research, vol 25, no 1 , pp 12 - 38.
  • D'warte, J. and Slaughter, Y. (2021), 'Introduction : reframing language in teaching and learning : leveraging students' meaning-making repertoires', Language Teaching Research, vol 25, no 1 , pp 5 - 11.
  • Gannon, S., Jacobs, R., D'warte, J. and Naidoo, L. (2021), ''But w'rry not we shall banquet again someday' : creativity and socially distanced English', English in Australia, vol 56, no 2 , pp 38 - 48.
  • D'warte, J. (2020), 'Recognizing and leveraging the bilingual meaning-making potential of young people aged six to eight years old in one Australian classroom', Journal of Early Childhood Literacy, vol 20, no 2 , pp 296 - 326.
  • Tan, L., Zammit, K., D'warte, J. and Gearside, A. (2020), 'Assessing multimodal literacies in practice : a critical review of its implementations in educational settings', Language and Education, vol 34, no 2 , pp 97 - 114.
  • D'warte, J. (2019), 'Mapping languages and literacies with multilingual students in Australian classrooms', The Reading Teacher, vol 72, no 5 , pp 663 - 669.
  • D'warte, J., Daniel, P. and Allan, A. (2018), 'Enhancing learning through building on students' and parents' linguistic and cultural repertoires in Year 1 classrooms', Practical Literacy, vol 23, no 1 , pp 31 - 34.
  • Naidoo, L. and D'warte, J. (2017), 'The Western Sydney rustbelt : recognizing and building on strengths in pre-service teacher education', Australian Journal of Teacher Education, vol 42, no 4 , pp 69 - 83.
  • D'warte, J. (2015), 'Building knowledge about and with students : linguistic ethnography in two secondary school classrooms', English in Australia, vol 50, no 1 , pp 39 - 48.
  • D'Warte, J. (2014), 'Exploring linguistic repertoires : multiple language use and multimodal literacy activity in five classrooms', Australian Journal of Language and Literacy, vol 37, no 1 , pp 21 - 30.
  • D'Warte, J. (2014), 'Linguistic repertoires : teachers and students explore their everyday language worlds', Language Arts, vol 91, no 5 , pp 352 - 362.
  • Somerville, M. and D'Warte, J. (2014), 'Researching children's linguistic repertoires in globalized classrooms', Knowledge Cultures: A Multidisciplinary Journal, vol 2, no 4 , pp 133 - 151.
  • D'Warte, J. (2012), 'Talking about texts : middle school students' engagement in metalinguistic talk', Linguistics and Education, vol 23, no 1 , pp 123 - 134.
  • Orellana, M. and D'Warte, J. (2010), 'Recognizing different kinds of "head starts"', Educational Researcher, vol 39, no 4 , pp 295 - 300.

Other Publications

  • 2021, 'Investigating Pre-service Teachers' Linguistic Funds of Knowledge', Report
  • 2018, 'Enhancing English Learning: Building on Linguistic and Cultural Repertoires in 3 School Settings', Report
  • 2016, 'Building on Children's Linguistic Repertoires to Enrich Learning: A Project Report for the NSW Department of Education', Report
  • 2015, 'Mapping Students' Everyday Multimodal Language Practices in a High Needs School: Final Project Report', Report
  • 2013, 'Pilot Project: Reconceptualising English Learners' Language and Literacy Skills, Practices and Experiences', Report

Previous Projects

Title: Reconceptualising English Learners' Language and Literacy Skills, Practices and Experiences
  • Department of Education
Western Researchers: Jacqueline D'Warte
Years: 2012-10-08 - 2016-02-28
ID: P00021027
Title: Tertiary EFL teachers' professional development in Vietnam: Present status and solutions
  • Ministry of Education and Training, Vietnam
Western Researchers: Jacqueline D'Warte and Mohamed Moustakim
Years: 2016-02-15 - 2020-02-14
ID: P00023184
Title: An investigation into some Baria-Vungtau Junior High Schools' application of writing methodology and suggestions to improve writing instructions
  • Ministry of Education and Training, Vietnam
Western Researchers: Jacqueline D'Warte and Lynde Tan
Years: 2016-03-23 - 2020-06-30
ID: P00023385
Title: Enhancing English learning: Building on linguistic and cultural repertoires in 3 school settings
  • Department of Education (NSW)
Western Researchers: Jacqueline D'Warte
Years: 2016-06-29 - 2017-10-15
ID: P00023099
Title: Investigating Pre-Service Teachers' Funds of Knowledge
  • Collier Charitable Fund
Western Researchers: Jacqueline D'Warte
Years: 2019-11-01 - 2023-05-31
ID: P00025971
Title: Building on children's linguistic repertoires to enrich English learning
  • Department of Education
  • Department of Education
Western Researchers: Margaret Somerville, Jacqueline D'Warte and Wayne Sawyer
Years: 2015-01-08 - 2016-01-31
ID: P00022445
Title: Mapping students everyday multimodal language practices in a high needs school
  • Willmot Public School
Western Researchers: Jacqueline D'Warte and Margaret Somerville
Years: 2014-05-29 - 2015-01-31
ID: P00021968


Associate Professor D'warte is available to be a principal supervisor for doctoral projects

Current Supervision

Thesis Title: The Application of the Australian Core Skills Framework to assessments in the Adult Migrants English Program
Field of Research:
Thesis Title: Reluctance of Saudi Female Students to Participate Orally in Classroom English Lessons
Field of Research:
Thesis Title: Teacher identity in English as Medium of Instruction (EMI) context at a Vietnamese Higher Education Institution.
Field of Research:
Thesis Title: NO LABELS! Discarding Homogenisation and Incorporating Cultural Capital to Facilitate the Learning of Refugee Students
Field of Research:
Thesis Title: Creative Writing Assessment in English: Perspectives of Practice and Purpose in Highly Diverse NSW High Schools
Field of Research:
Thesis Title: A Study of the Role of an Instructional Leader in a NSW Primary School Measured by Student, Teacher and Community Outcomes
Field of Research:

Previous Supervision

Thesis Title: An Investigation into some Baria-Vungtau Junior High Schools' Application of Writing Methodology and Suggestions to Improve Writing Instructions
Field of Research:
Thesis Title: Professional Development of EFL Lecturers in Vietnam - A Cultural-Historical Activity Theory Perspective.
Field of Research: Teacher Education, N.e.c.
Thesis Title: Reconceptualising Parent Involvement in a Culturally and Linguistically Diverse (CALD) School Community
Field of Research: Other Education
Thesis Title: Metadiscourse in Academic Writing Instruction for Iraqi EFL Tertiary Students: A Mixed Methods Approach.
Field of Research: Education


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