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dc.contributor.authorOliver, Rhonda
dc.contributor.authorNguyen, B.
dc.date.accessioned2017-12-10T12:40:06Z
dc.date.available2017-12-10T12:40:06Z
dc.date.created2017-12-10T12:20:13Z
dc.date.issued2017
dc.identifier.citationOliver, R. and Nguyen, B. 2017. Translanguaging on Facebook: Exploring Australian aboriginal multilingual competence in technology-enhanced environments and its pedagogical implications. Canadian Modern Language Review. 73 (4): pp. 463-487.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/59378
dc.identifier.doi10.3138/cmlr.3890
dc.description.abstract

In this study, we explore how Aboriginal multilingual speakers use technology-enhanced environments, specifically Facebook, for their translanguaging practices. Using data collected from Facebook posts written by seven Aboriginal youth over a period of 18 months, we investigate how the participants move between Aboriginal English (AE) and Standard Australian English (SAE) creatively and strategically to express humour and group membership, and to identify as an Aboriginal person. We also observe how these practices have the potential to enhance rather than detract from their development of SAE. The findings of the study have important implications for teaching bilingual and bidialectal speakers in general and AE speakers in particular, highlighting the importance of creating a translanguaging space to enable them to maximize their knowledge and understanding of different subject matter and develop competencies in their various linguistic codes.

dc.titleTranslanguaging on Facebook: Exploring Australian aboriginal multilingual competence in technology-enhanced environments and its pedagogical implications
dc.typeJournal Article
dcterms.source.volume73
dcterms.source.number4
dcterms.source.startPage463
dcterms.source.endPage487
dcterms.source.issn0008-4506
dcterms.source.titleCanadian Modern Language Review
curtin.departmentSchool of Education
curtin.accessStatusFulltext not available


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