This book addresses how language is conceptualised in Australian schoolingto deliver a better understanding of how multilingualism can be incorporatedinto everyday teaching and learning, practice, and policy. By integrating different educational domains – namely, subject English,teaching English to speakers of other languages (TESOL), Languages as asubject area, and the learning of languages across the curriculum – the text(re-)frames language(s) learning for all students, including first-generationimmigrants, international students, students born in Australia to immigrantparents, Indigenous students, and students with no exposure to other languages at home. Itis distinctive in that it brings together scholars from across the L1 and L2fields. Presenting a novel framework that addresses the positioning of bothlanguage and opportunity across different domains at school, this book offersa multilingual vision for all teachers. The Australian setting depicted serves asa rich example for similar contexts worldwide. This is an invaluable resource for students and academics in disciplinesrelated to language(s) and education, as well as teacher educators, schoolleaders, and practitioners.