Translating translanguaging into our classrooms: possibilities and challenges

Oliver, Rhonda, Wigglesworth, Gillian, Angelo, Denise, and Steele, Carly (2021) Translating translanguaging into our classrooms: possibilities and challenges. Language Teaching Research, 25 (1). pp. 134-150.

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With a focus on Australian Aboriginal students, in this article we argue that translanguaging provides a useful resource for multilingual learners. We point out that although translanguaging is a relatively recent term, in Indigenous Australia is has been used consistently throughout the ages as people from different languages communicated with each other. We argue that through the use of translanguaging in the classroom, children can be supported to draw on the wide range of linguistic resources they bring with them to school. Using data collected from an Aboriginal school in the Northern Territory and one in Western Australia, we illustrate the ways in which this perspective can inform approaches to teaching which will both enhance these learners’ communication skills in Standard Australian English (SAE) in the classroom, and, importantly, at the same time demonstrate that the languages the children come to school with are valued.

Item ID: 63735
Item Type: Article (Research - C1)
ISSN: 1477-0954
Keywords: Aboriginal, classroom, indigenous, multilingual, Standard Australian English (SAE), translanguaging
Copyright Information: © The Author(s) 2020
Funders: Australian Research Council (ARC)
Projects and Grants: ARC DP170101735
Date Deposited: 17 Aug 2020 11:35
FoR Codes: 39 EDUCATION > 3901 Curriculum and pedagogy > 390108 LOTE, ESL and TESOL curriculum and pedagogy @ 50%
45 INDIGENOUS STUDIES > 4502 Aboriginal and Torres Strait Islander education > 450201 Aboriginal and Torres Strait Islander curriculum and pedagogy @ 50%
SEO Codes: 93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939901 Aboriginal and Torres Strait Islander Education @ 50%
93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 50%
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