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    Translating translanguaging into our classrooms: Possibilities and challenges

    82994.pdf (265.3Kb)
    Access Status
    Open access
    Authors
    Oliver, Rhonda
    Wigglesworth, G.
    Angelo, D.
    Steele, Carly
    Date
    2021
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Oliver, R. and Wigglesworth, G. and Angelo, D. and Steele, C. 2021. Translating translanguaging into our classrooms: Possibilities and challenges. Language Teaching Research. 25 (1): pp. 134-150.
    Source Title
    Language Teaching Research
    DOI
    10.1177/1362168820938822
    ISSN
    1362-1688
    Faculty
    Faculty of Humanities
    School
    School of Education
    Funding and Sponsorship
    http://purl.org/au-research/grants/arc/DP170101735
    Remarks

    Oliver R, Wigglesworth G, Angelo D, Steele C. Translating translanguaging into our classrooms: Possibilities and challenges, Language Teaching Research (25(1)) pp.134-150. Copyright © 2021 (The Authors) doi:10.1177/1362168820938822

    URI
    http://hdl.handle.net/20.500.11937/82992
    Collection
    • Curtin Research Publications
    Abstract

    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.

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