Volume 3, Issue 1 April 2020, pp. 91–114 Download PDF

Special Issue: Translanguaging as a Resource in Teaching and Learning

Eroding the monolingual monolith

Mei French https://orcid.org/0000-0001-8883-24071, & Janet Armitage https://orcid.org/0000-0002-1269-94912

1 University of South Australia, AUSTRALIA mei.french@mymail.unisa.edu.au
2 University of South Australia, AUSTRALIA janet.armitage@mymail.unisa.edu.au

DOI: https://doi.org/10.29140/ajal.v3n1.302


Abstract

Australian schools are increasingly linguistically and culturally diverse places, and yet, the monolithic weight of the "monolingual mindset" (Clyne, 2008) still hulks at the centre of Australian education systems. Despite this, there is increasing recognition of the value of multilingualism, and the importance of incorporating students' home languages and multilingual abilities into teaching and learning. Teachers, teacher educators and curriculum developers seek guiding principles for multilingual approaches and examples of effective strategies which can be adapted and translated for diverse educational contexts. This paper suggests some principles which support effective multilingual pedagogy, illustrated with examples from students learning English as an additional language or dialect (EALD) and their teachers in two South Australian secondary schools. At a foundational level, a multilingual stance underpins the success of multilingual pedagogies. Attention to both vertical and horizontal dimensions of multilingualism (Heugh, 2018) is central to effective multilingual pedagogy. Additionally, the expertise of both students and teachers must be recognised and specified. Multilingual students are experts in using and managing their multilingual repertoires for interaction and learning, while teachers are responsible for learning design, teaching school literacies, and maintaining a supportive learning environment. A key to success is that multilingual pedagogies are developed from and respond to students' existing multilingual practices. It is hoped that these principles can help extend discussion around the use of multilingual resources and translanguaging practices in school-based learning, and give impetus to collaboration engaging students, teachers and researchers in action research and development of multilingual pedagogies. In this way, Australian education might begin to emerge from the shadow of the monolingual monolith.



Copyright

© Mei French, Janet Armitage

CC  4.0
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.


Suggested citation

French, M., & Armitage, J. (2020). Eroding the monolingual monolith. Australian Journal of Applied Linguistics, 3(1), 91–114. https://doi.org/10.29140/ajal.v3n1.302


Related Articles:

Beginning again
Glenn Stockwell
Australian Journal of Applied Linguistics Published: 1 April, 2018, Volume 1(1), 1–2. Download PDF


Insights from replication on the factors affecting task engagement in mobile-based learning activities
Glenn Stockwell
Technology in Language Teaching and Learning Published: 28 June, 2019, Volume 1(1), 33–51. Download PDF


Syntactical and lexical development in NNS-NNS Asynchronous CMC
Glenn Stockwell
The JALT CALL Journal Published: 31 December, 2005, Volume 1(3), 33–49. Download PDF


Investigating an intelligent system for vocabulary learning through reading
Glenn Stockwell
The JALT CALL Journal Published: 31 December, 2013, Volume 9(3), 259–274. Download PDF


Review of Developing writing skills for IELTS: A research-based approach
Hassan Mohebbi
Australian Journal of Applied Linguistics Published: 28 April, 2021, Volume 4(1), 34–36. Download PDF


Making global knowledge accessible to EFL speakers of an undergraduate leadership program through a flipped and ubiquitous learning environment
Nobue Tanaka-Ellis, Sachiyo Sekiguchi
Technology in Language Teaching and Learning Published: 28 June, 2019, Volume 1(1), 3–20. Download PDF


Encouraging autonomy through the use of a social networking system
Adrian Leis
The JALT CALL Journal Published: 30 April, 2014, Volume 10(1), 69–80. Download PDF


Exploring EFL teachers’ professional identity development in a CALL teacher preparation program
Hussein Meihami, Rajab Esfandiari
The JALT CALL Journal Published: 25 August, 2021, Volume 17(2), 135–157. Download PDF


(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Díaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 83–99. Download PDF


Reframing and hospicing mobility in higher education: Challenges and possibilities
Adriana Raquel Díaz, Marisa Cordella, Samantha Dispray, Barbara E. Hanna, Anna Mikhaylova
Intercultural Communication Education Published: 19 April, 2021, Volume 4(1), 106–121. Download PDF