Paul teaches and researches in the Language and Literacy Education (LALE) Cluster within the Melbourne Graduate School of Education. He lectures specifically in the area of primary school language and literacy pedagogy. His teaching duties encompass subjects within the Master of Teaching, Bachelor of Education, and Bachelor of Early Childhood Education courses. Paul also supervises research at postgraduate level, and supports students engaged in undergraduate, pre-service research projects.

Paul is a member of the following Australian professional associations: the Australian Literacy Educators’ Association (ALEA) and the Primary English Teaching Association (PETA/e:lit). He is also registered with the Victorian Institute of Teaching (VIT). Industrially, he is a member of the National Tertiary Education Union (NTEU) and the Australian Education Union (AEU).

• PhD, University of Melbourne.
• Master of Education, University of Melbourne.
• Graduate Diploma of Librarianship, Melbourne State College.
• Diploma of Teaching Primary, Melbourne State College.

Paul commenced full-time lecturing duties at The University of Melbourne in 2005. Prior to taking up this position he worked as a teacher and curriculum leader in Victorian government schools, and as a literacy/curriculum consultant in the United States and Vietnam.

Paul teaches a range of undergraduate and postgraduate subjects in language and literacy education. He currently lectures in the Master of Teaching (Primary) and Bachelor of Education courses, and coordinates and teaches subjects in the Postgraduate Certificate in Curriculum Literacies stream.

Paul’s research interests centre on issues of educational access and success for students from linguistically and culturally diverse backgrounds. He is particularly interested in student identity formation, as issues of language, culture, and socio-economic status intersect with schooling.

Paul's Ph.D. thesis investigated bilingual education arrangements for students from immigrant and refugee backgrounds learning in inner city Melbourne. This largely qualitative study drew heavily on the perspectives of bilingual education arrangements articulated by the students themselves, their parents and their teachers. Since that time, he has investigated students' perspectives on national identity, and the role of language in these constructions (Faculty of Education Competitive Grant, 2006) and the learning experiences and educational outcomes of students from language backgrounds other than English who are learning in bilingual education programs in Victorian schools (Early Career Research Grant, 2008).

Earlier, for his Master of Education thesis, Paul investigated key stakeholders’ perceptions of curriculum change in a multigrade, bilingual education project catering for ethnic minority students in Vietnam.

Thesis:
Molyneux, Paul (2005) "Transportable Literacies and Transformative Pedagogies: An Investigation of the Tensions and Choices in the Provision of Education for Bilingualism and Biliteracy." PhD thesis, University of Melbourne.


Refereed academic titles:
Molyneux, P. (2009) "Education for biliteracy: Maximising the linguistic potential of diverse learners in Australia’s primary schools." Australian Journal of Language and Literacy, 32 (2), pp. 97-117.

Molyneux, Paul (2006) “The Importance of a Theory-Informed Understanding of Additive Bilingual Education". Babel: Journal of the AFMLTA 40 (2), pp. 18 – 22, 35 & 38.

Molyneux, Paul (2004) “Pride and empowerment: Bilingually educated students reflect on their learning. Australian Language and Literacy Matters 1 (2), pp. 4 – 10.

Molyneux, Paul & Woolley, Marilyn (2004) “Partnership for multigrade and bilingual education in Vietnam” in S. Mitchell, P. Klinck & J. Burger (eds.) Worldwide Partnerships for Schools with Voluntary Organizations, Foundations, Universities, Companies and Community Councils. Lewiston, NY: Mellen Press.


Other selected publications:
Caldwell, B., Kelly, H & Molyneux, P. (2004) “Best Practice Governance in Education Policy and Service Delivery: Case Study of Australia”, University of Melbourne/ APEC Best Practice Project.

Hamston, J. & Molyneux, P. (2005) "Start in Your Own Patch and Infiltrate Where You Can: An Evaluation of the Literacy in the context of the Middle Years of Schooling Project Literacy Professional Development in Residence Program." University of Melbourne.


Selected conference presentations:
"Bilingual education as a bridge to (bi)literacy" AATE/ALEA National Conference, Hobart, July 2009.

"Not entirely 'relaxed and comfortable', John: Primary school-aged students' constructions of personal and national identity" Discourses and Cultural Practices Conference, University of Technology, Sydney, December 2007.

"Bilingual learning at a crossroads: A case study of immigrant and refugee learners in an Australian school" Language, Education and Diversity Conference, University of Waikato, New Zealand, November 2007.

Invited speaker for conference colloquium: Australian Research Into Education For Additive Bilingualism - "Vietnamese-English and Mandarin-English Additive Bilingual Education in a Melbourne Primary School." Applied Linguistics Association of Australia (ALAA) Conference, Brisbane, July, 2006.

Invited speaker for conference colloquium: Crossing Communities and Cultures: Languages Other than English in Australian Schools - "Bilingual Education in an Immigrant/Refugee Community in Melbourne." Applied Linguistics Association of Australia (ALAA) Conference, Melbourne, September, 2005.

"Transportable Literacies and Transformative Pedagogies: Implementing Empowering Bilingual Education with Immigrant and Refugee Students." International Language in Education Conference (ILEC), Hong Kong Institute of Education, December 2004.

"Towards a Transformative Pedagogy: Reporting on a Critical Ethnography of Bilingual Education in Action." Australian Association for Research in Education Conference (AARE), Melbourne, December 2004.


Contributions to the following publications:
Pigdon, K., Clarke, D., Marotta, A. & Roe, R. (1999) Researching Education, (CD ROM) University of Melbourne.

Assessment information on UNICEF website for teachers, “Teachers Talking About Learning” (www.unicef.org/teachers).

Paul has undertaken additional research into a literacy professional development initiative in the independent school sector in Victoria (with Dr. Julie Hamston) and has assisted in the preparation of case studies of best practice in educational governance in APEC economies (with Prof. Brian Caldwell and Mr. Howard Kelly). His current research project is entitled "Bilingual Education: Students’ Perspectives and Learning Within an Innovative Program."