* Professor Language and Literacy Education
*Associate Dean (Global Relations);
* Co-Director (with Professor Simon Marginson) Strategic Research Initiative: Knowledge Economies in the Asia-Pacific;
* Chair, Language Studies Committee and Council Member of the Australian Academy of the Humanities;

Public Recognition and Awards
(i) Medal, International Literacy Year 1990;
(ii) British Chevening Fellowship 1991;
(iii) Collaboration Award from Goethe Institute and French Ministry of Foreign Affairs 1992;
(iv) Fellow, Australian Institute of Company Directors 1992;
(v) Andrew W. Mellow United States Fellowship 1995;
(vi) Fellow, Australian College of Education: “…for an outstanding contribution to education” 1997;
(vii) Order of Australia: “for contributions to language policy and planning in Australia and overseas” 1998;
(viii) Commendatore: ’Ordine di Merito della Repubblica Italiana' awarded by President of the Republic of Italy for Australian-Italian cultural relations, 1999;
(ix) Fellow, Australian Academy of the Humanities, citation: “one the most influential writers in applied linguistics in Australia and internationally” 1999;
(x) Charles A. Ferguson Fellowship for Excellence in Sociolinguistics, Center for Applied Linguistics, Washington DC, 2002;
(xi) Centennial Medal: for contribution to Australian society and to literacy policy 2003;
(xii) College Medal, Australian College of Educators, 2007

Associations
Immediate Past President, Applied Linguistics Association of Australia;
Chair Language Studies Committee, Australian Academy of the Humanities;
Council Member, Australian Academy of the Humanities;
Fellow: Australian College of Educators and Association of the Order of Australia;
Member: American Council for the Teaching of Foreign Languages;
Adviser: Alliance for Heritage Languages, Washington DC.

(i) Bachelor of Economics; Monash University (Macro and Micro Economics, Political Philosophy);
(ii) Graduate Diploma; Migration Studies, Monash University (Sociology of Migration);
(iii)Certificato Studi Linguistici e Culturali; Universita` degli Studi di Venezia, Italy;
(iv)Bachelor of Education; La Trobe University (Literacy, English, Anthropology of Education);
(v) Masters of Arts (Hons. I); University of Melbourne (Bilingual Education);
(vi) Company Directors’ Diploma; University of Sydney (Financial Law and Company Management);
(vii) Doctor of Philosophy; Australian National University (US Language Policy).

English as a Second Language (TESOL, TEFL);
Content and Language Integrated Learning;
Literacy Education and Multi-Literacies;
International English;
Multilingualism and Cultural Diversity in Education;
Asian Studies in Australian Education;
Bilingualism, Bilingual Education, Foreign/Second Languages;
Language Policy and and Language Planning;
Content and Language Integrated Learning;
Innovation and Change in Language Education;
Intercultural Language Teaching.

Professor Lo Bianco is best known as the author of the 1987 National Policy on Languages, adopted as a bipartisan national plan for English, Indigenous languages, Asian and European languages, and Interpreting and Translating services and now used worldwide as a model of rational language planning.
He has been an invited short-term consultant on constitutional language planning in many settings: post-Apartheid South Africa; language education in the US State of Hawaii; integration of Muslim immigrants in European Schools for the Council of Europe; indigenous and foreign languages in Alberta (Canada); Chinese teaching in the state of Alberta (Canada); official English and heritage languages in the United States for the several national organisations and agencies; Tamil and Malay in Singaporean language education; bilingual literacy in Western Samoa and eight other Pacific Island countries; culture and intercultural education for the Japan Foundation; Cantonese and English medium in Hong Kong schools; the Goethe Institut and the French Ministry of Education of shared language policy; the integration of Asian immigrant children into schooling in Tuscany, Lombardy and the Veneto regions of Italy.

In 1999 he wrote the National Language Education plan for the Government of Sri Lanka under World Bank financing as part of the peace negotiations in that country. During 2000-2002 he was commissioned to provide language policy advice in Scotland; in 2001 he was invited to work with the Northern Ireland Department of Education on language and multiculturalism as part of the Good Friday Peace Agreement. He has been invited to contribute to policy development on languages for the European Year of Languages 2001 and the Council of Europe (2003) and to the Sydney Organising Committee for the Olympic Games from 1997-2000. This work was used for both the Athens 2004 Olympics but more substantially for London 2012 and was the subject of an invited presentation in London in March 2006.

Professor Lo Bianco was a member of the Australian National Commission for UNESCO for ten years. He set up the Melanesian Literacy Project as part of the International Literacy Year in 1990, the Manual for Indigenous Literacy in SE Asian countries in 1997 and the Manual on the role of English in Sri Lankan intercultural policy for the British Council in 2002.

Professor Lo Bianco has more than 100 scholarly refereed articles and has written or edited 32 books and reports. Selected Publications:

2007-2010 PUBLISHED AND IN PRESS

Books
* Lo Bianco, J. (2010) Deliberative Democracy and Language Planning.
* Lo Bianco, J. (2010), Language Learning from the Inside: Learners’ Voices & Public Policy Ambitions, with Renata Aliani, Clevedon, Avon., UK: Multilingual Matters

* Lo Bianco, J., J. Orton, and G. Yihong, editors, (2009) China and English: Globalisation and Dilemmas of Identity, Clevedon, UK: Multilingual Matters.

* Lo Bianco, J. editor, (2007), The Emergence of Chinese, editor, Special Issue Language Policy, Volume 6, Number 1, March, Dordrecht, Netherlands: Springer
* Pauwels, A., J. Winter and J. Lo Bianco, editors, (2007), Maintaining Minority Languages in Trans-National Contexts, , Basingstoke, Hampshire, UK: Palgrave Macmillan.
* Woolfolk A. and K. Margetts, Associate Authors: S. Godinho, E. Frydenberg, J. Lo Bianco, L. Freeman and J. Munro, (2007), Educational Psychology, Frenchs Forest, NSW: Pearson Prentice Hall.

Book Section
* Lo Bianco J, and D. Véronique, editors, (2008) Institutions et pouvoir, chapter 7, pp 331-377, in Précis de didactique du plurilinguisme et du pluriculturalisme, edited by Geneviève Zarate, Danielle Lévy and Claire Kramsch, 41 rue Barrault Paris: Editions des archives contemporaines
* Lo Bianco J, and D. Véronique, (2008) Introduction, pp 331- 341 in Précis de didactique du plurilinguisme et du pluriculturalisme, edited by Geneviève Zarate, Danielle Lévy and Claire Kramsch, 41 rue Barrault Paris: Editions des archives contemporaines
* Lo Bianco, J. (2008), Translation as Institution, Legacy and Practice, pp 347-353 in Précis de didactique du plurilinguisme et du pluriculturalisme, edited by Geneviève Zarate, Danielle Lévy and Claire Kramsch, 41 rue Barrault Paris: Editions des archives contemporaines

Book Chapters
* Lo Bianco, J. (2008), Intercultural Encounters and Deep Cultural Beliefs Pp 15-39 in J. Lo Bianco, J. Orton, and G. Yihong, editors, China and English: Globalisation and Dilemmas of Identity, Clevedon, UK: Multilingual Matters.
* Lo Bianco, J. (2008), English and Home in China: How Far Does the Bond Extend?, pp 130-144 in J. Lo Bianco, J. Orton, and G. Yihong, editors, China and English: Globalisation and Dilemmas of Identity, Clevedon, UK: Multilingual Matters
* Lo Bianco, J. (2008), Being Chinese, Speaking English, pp 200-211 in J. Lo Bianco, J. Orton, and G. Yihong, editors, China and English: Globalisation and Dilemmas of Identity, Clevedon, UK: Multilingual Matters
* Lo Bianco, J. (2008), Policy Activity for Heritage Languages: Connections with Representation and Citizenship, pp 53-71 in Heritage Language: A New Field Emerging, edited by D. Brinton, O. Kagan and S. Bauckus, Laurence Erlbaum Publishers, New York.
* Lo Bianco, J. (2008), World Report on Cultural Diversity, Paris: UNESCO. (Chapter three Languages: An Indicator of Diversity, sub-chapter 2: Multilingualism, Language Planning And Policy Making; text adapted from contribution ordered by UNESCO for preparation of World Report)

* Lo Bianco, J. (2007), Advantage plus Identity: Neat Discourse, Loose Connection: Singapore’s Medium of Instruction Policy, pp, 5-22, Language, Capital, Culture: Critical Studies Of Language In Education In Singapore V. Vaish, S. Gopinathan and Y. Liu (eds), Amsterdam: SensePublishers.
* Lo Bianco, J. (2007), Contrasting and Comparing Minority Language Policy: Europe and Australia, pp 78-106 in A. Pauwels, J. Winter and J. Lo Bianco, eds, Maintaining Minority Languages in Transnational Contexts. Basingstoke, Hampshire, UK: Palgrave Macmillan.
* Lo Bianco, J. (2007), Culture and Community, pp 176-218, chapter 5, in Education Psychology, authors A. Woolfolk and K. Margetts, Associate Authors: S. Godinho, E. Frydenberg, J. Lo Bianco, L. Freeman and J. Munro, 2006; Frenchs Forest, NSW: Pearson Prentice H

SOME CURRENT RESEARCH PROJECTS
Japanese and Italian teaching in Victorian Schools (CELOTE project, Western suburbs of Melbourne), with Renata Aliani;

Writers' Words, for Oxford University Press, on most commonly used words by the youngest writers;

As chair of the Language Studies Committee of the Australian Academy of the Humanities co-organised February 2009 Colloquium on Languages in Australian Higher Education (to be held at University of Melbourne), Beyond the Crisis, and the ongoing project of the AAH to revitalise University language teaching in Australia;

With International Alliance on Heritage Languages, based at Center for Applied Linguistics, Washington DC, conducting seminar 2009 in San Diego on HL and its sociolinguistic characteristics and role in public policy;

With Dublin City University, Geneva University and University of Wales preparing a 20 year strategy for the Irish language;

Policy and planning input to Royal Institute of Thailand on a National Language Plan for the Kingdom of Thailand.

2003-2006 RESEARCH AND SELECTED PROJECTS
• Providing advice for Online and other web-based language learning for the United States State Department funded language proficiency activity called LangNet, through the National Foreign Language Center in Washington DC, specifically assessing the culturally oriented listening tasks incorporated in LangNet;
• Education manager guiding a Learning Federation of Australia and New Zealand project for languages (LOTE 2) preparation of intercultural education learning objects in (Mandarin) Chinese, Indonesian and Japanese, based on Intercultural Language Teaching. This project involved guiding writers and developers through the process of developing approximately 100 digital learning objects in the three languages;
• Commissioned advice to the Australian Customs Department on intercultural sensitivity and effective non native speaker English communication training (questioning techniques, ‘deception detection’); this project involved close observation of the operations of Customs Officials (enforcement officers) undertaking ‘cold targeting’ of incoming passengers at Sydney International Airport, interviewing the officers, assessing existing training and conducting a focus group to determine needed new training;
• Input to a project at Flinders University in South Australia on the establishment of a Warlpiri Education Region in the Aboriginal lands belonging to Warlpiri;
• A commissioned invitation by the British Council to provide consultancy services to the Regional English Language Centres throughout Sri Lanka: academic input to the professional development component for English language teacher education, in-service teacher training for intercultural education. In this role he conducted training workshops on Language and Peace, The Cultural Other, and Schooling Identity and Culture, over three years. The British Council published this work as a Trainer’s Manual that is now used extensively to ‘train trainers’ on infusing multicultural and peace perspectives in the school English curriculum throughout the country.

Current areas of writing include global English, English in China; the expansion of Chinese and the use of Chinese as a medium of instruction; public discourse and social harmony, literacy, romanisation and script change in Vietnam; as well as country specific language policy research with PhD students in East Timor, Laos, Italy, the UK, the US and Australia.