Introduction: Reframing language in teaching and learning: Leveraging students’ meaning-making repertoires

2023

TiC

Education in Australia is changing in ways that reflect increasing cultural and linguistic diversity of students and also teachers. Responding to increased cultural and linguistic diversity, Australian educators have recognised the importance of providing a diverse range of opportunities for social learning, multicultural engagement and support for students learning English as an additional language or dialect (EAL/D). However only a few studies examine the experience and work EAL/D teachers (Cruickshank et al., 2003; Hammond, 2014) especially in reference to the standards framework provided by the Australian Professional Standards for Teachers (APST). In this case study teachers’ perceptions about their roles, as teachers of EAL/D students, are explored. The lens of activity theory and expansive learning is used to examine the tensions and conflicts they reveal especially in respect to the APST which are currently used to describe teachers’ work. Data was collected through both focus group and individual interviews across four sites. All the participants were teachers of EAL/D students working in public schools in NSW. It is hoped that this study will raise awareness of the professional learning needs of teachers who work with EAL/D students.

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Teachers’ perceptions about their work with EAL/D students in a standards-based educational context.

Nguyen

2023

TiC

“…Strong research evidence already exists demonstrating that language development, including greater language development in the second language (L2) or dialect [16], is supported through practices and pedagogy that allow students to use their home languages in the classroom [17]). Translanguaging, a term originating from Williams' research in Welsh settings, is now being widely used [12,[18][19][20] to avoid a conceptualisation of bilingual language in which, depending on the situation, one linguistic system is privileged over the other, as is the case with "code switching" [21] (p. 7). Translanguaging has been described as "new language practices that make visible the complexity of language exchanges among people with different histories .…”

Section: Translanguaging Language and Literacymentioning

confidence: 99%

“…Classroom practice that embraces translanguaging more easily establishes equitable, empowering language learning [2,13,23,[27][28][29] by transforming teacher-student power relations [18] and shaping inclusion and social justice in an educational context. Teaching practices, however, that do not embrace the translanguaging framework can marginalise students and undermine the rights of language-minority students [22] and this is exacerbated when students are unable to even use their first language for learning [12].…”

mentioning

confidence: 99%

Representing Identity: The Importance of Literature and the Translanguaging Space for EAL/D Early Years Literacy Learning

Dutton

2023

Education Sciences

Quality literature is a natural fit when choosing resources to support learning in early years settings. This qualitative research reports how literary texts can be used to foster EAL/D students’ poetry writing and represent their identity. During professional learning, teachers were supported to select a range of engaging literary texts and design quality literacy experiences focused on thirdspace drama and other creative strategies. Students were afforded agency to respond to the texts and then employed Janks’ redesign cycle to craft identity text poems using their home language(s) and English. The lesson sequence generated a creative translanguaging space, and the poems highlight the richness of the students’ stories and give voice to their distinctive views of self and the world.

Drama pedagogy: subverting and remaking learning in the thirdspace

Dutton

2022

AJLL

This qualitative, ethnographic research highlights how drama pedagogy using translanguaging-based Readers Theatre supports students learning English as an Additional Language or Dialect (EAL/D) to develop knowledge of language central to their engagement with learning (Authors, 2020). Using socio-spatial theory of Lefebvre (1991) and Soja (Annals of the Association of American Geographers 70:207–225, 1980), we argue that drama pedagogy can shape a creative translanguaging space as reported by Li (Journal of Pragmatics 43:1222–1235, 2011) in which the high-stakes test based pressure to narrow curriculum and pedagogical breadth can be resisted, and classroom spaces remade so that literacy learning is identity-affirming and caters for the diverse needs of students.