Translanguaging the Curriculum

Carter, Nina; Angelo, Denise; Hudson, Catherine

doi:10.4324/9781315661032-10

Cited by 90 publications

(6 citation statements)

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“…This might perhaps centre on language use in the family with children or in the community more widely, including the school (Angelo, Fraser, et al 2019;Meakins 2008;O'Shannessy 2012;Wigglesworth & Simpson 2008;Yeatman & Angelo this Issue). Or there might be a focus on the welfare or achievement of contact language-speaking students in English-medium schooling (Angelo & Carter 2015;Carter et al 2020). In addition, there is often an exploration of the contact language make-up (O'Shannessy 2005) or a particular facet of it (Disbray & Simpson 2005;Meakins 2010Meakins , 2011.…”

Section: Contact Language Recognitionmentioning

confidence: 99%

“…Angelo, Fraser et al 2019). More generally, a program suite of community engagement, language awareness, language description and naming assists communities with their language story (Carter et al 2020;Yeatman & Angelo this Issue).…”

Section: Contact Language Recognitionmentioning

confidence: 99%

“…The statement also asserts the need for raising awareness about language varieties (in the plural) spoken in and around the community, alerting viewers to a complex language ecology that includes the depicted 10. For the process of developing a Community Vernacular Language Poster see Angelo, Fraser, et al (2019); for examples of using a Community Vernacular Language Poster for various language awareness activities see Carter, Angelo et al (2020) for purpose, process and impact for Yarrie Lingo see Yeatman and Angelo This Issue. creole. The poster title, Kowanyama Talkbud 'Kowanyama Talking' , positions the depicted creole language as the main language of the community.…”

Section: Contact Language Recognitionmentioning

confidence: 99%

“…In addition, on-the-ground language awareness initiatives have enabled discussions within contact language-speaking communities about their vernaculars, pushing back on legacies of colonisation, language suppression and English hegemony, and recognising their often complex and dynamic situations and their multilingual language aspirations (e.g. Angelo, Fraser, et al 2019;Carter et al 2020;Ponsonnet 2010;Yeatman & Angelo this Issue). As this paper will show, however, this contact language research and these language awareness initiatives have not automatically percolated into policy nor into the underlying contextual understandings and data processes on which such policy making is founded and justified.…”

Section: Introductionmentioning

confidence: 99%

“…To combat contact language invisibility and misrecognition in Australian contexts, there is also a well-documented need for language awareness initiatives for speakers of creoles and other contact languages -and the professionals they interact with -as well as the kinds of on-the-ground or in-class activities that have proven effective (e.g. Angelo & Carter 2015;Angelo, Fraser et al 2019;Berry & Hudson 1997;Carter et al 2020;Knight 2003;Oliver, Wigglesworth, Angelo, & Steele 2020;Yeatman & Angelo this Issue). In spite of all such activity, the post-colonial Indigenous language landscape is still not widely acknowledged to include contact languages, even in general terms, including by policy makers.…”

Section: Introductionmentioning

confidence: 99%

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Indigenous Language Ecologies framework

Angelo

2024

JPCL

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Linguistic research with Indigenous communities over several decades has shown that Indigenous contact languages have a large presence in the contemporary Indigenous landscapes of Australia, but this is not reflected in an equitable presence in policy or programs. Policy has not taken up or responded to the available language research and recommendations, nor is policy reliably informed by solid government language data. As a response to such issues, the Indigenous Language Ecologies framework has been developed. It is designed as a tool to assist policy makers to see and include the needs of contact language-speaking communities. The simple framework differentiates the main configurations of multilingualism in Indigenous communities in Australia today, comparing and contrasting the typical repertoires of speakers of contact languages, of Englishes and of traditional languages. It is intended to function as a useful heuristic and, as such, represents an example of translational research where specialist linguistic knowledge has been distilled for a non-specialist policy audience. The paper lays out the rationale for, and design of, this language ecologies approach, and its impact on policy and research to date.

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Section: Contact Language Recognitionmentioning

confidence: 99%

Section: Contact Language Recognitionmentioning

confidence: 99%

Section: Contact Language Recognitionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Indigenous Language Ecologies framework

Angelo

2024

JPCL

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Promoting pedagogical translanguaging in pre-service teachers’ training: material design for a multilingual context with a regional minority language

Orcasitas-Vicandi

Perales-Fernández-de-Gamboa

2022

International Journal of Multilingualism

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In recent years multilingual approaches to teaching have been widely discussed and translanguaging has been proposed as a pedagogy that offers very positive results in many contexts. Overall, the need to reverse monolingual assumptions among teachers and to adapt pedagogical translanguaging to each context has been highlighted. For that purpose, training preservice teachers on multilingualism, translanguaging and on how to transform their educational practises is fundamental. In the present study, we train 117 preservice teachers on translanguaging and materials' design and analyse the created materials quantitatively and qualitatively. The outcomes reveal some common traces among the materials presented and these are analysed as related to infant and primary teachers' professional development and to a broader educational context.

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The Oxford Guide to Australian Languages

2023

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The Oxford Guide to Australian languages is a wide-ranging reference work that provides information about the more than 550 traditional and new Indigenous languages of Australia. There are chapters covering phonology, morphology, and syntax; language change, typology, and language classification, and language in the social sphere, including sociolinguistics and language variation, child-directed speech, and multilingualism. It describes the contemporary linguistic landscape, including language endangerment and reclamation. It is an up-to-date compendium of knowledge on traditional and contemporary languages, with a particular focus on material which is not covered in the handbooks from the past.

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Translanguaging the Curriculum

Cited by 90 publications

References 0 publications

Indigenous Language Ecologies framework

Indigenous Language Ecologies framework

Promoting pedagogical translanguaging in pre-service teachers’ training: material design for a multilingual context with a regional minority language

The Oxford Guide to Australian Languages

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