Identity, Translanguaging, Linguicism and Racism: The Experience of Australian Aboriginal People Living in a Remote Community

Autor/inn/en	Oliver, Rhonda; Exell, Mike
Titel	Identity, Translanguaging, Linguicism and Racism: The Experience of Australian Aboriginal People Living in a Remote Community
Quelle	In: International Journal of Bilingual Education and Bilingualism, 23 (2020) 7, S.819-832 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1713722
Schlagwörter	Rural Areas; Code Switching (Language); Second Language Learning; English (Second Language); Language Variation; Case Studies; Indigenous Populations; Personal Narratives; Languages; Creoles; Language Usage; Standard Spoken Usage; Language Proficiency; Racial Bias; Social Bias; Multilingualism; Role of Education; Foreign Countries; Adults; Self Concept; Australia + Suchen Sie Ihr Suchwort? Rural area; Ländlicher Raum; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachenvielfalt; Case study; Fallstudie; Case Study; Sinti und Roma; Erlebniserzählung; Language; Sprache; Kreole; Sprachgebrauch; Gesprochene Sprache; Umgangssprache; Language skill; Language skills; Sprachkompetenz; Racial discrimination; Rassismus; Mehrsprachigkeit; Multilingualismus; Bildungsauftrag; Ausland; Selbstkonzept; Australien
Abstract	Eight adult Aboriginal people residing in a remote community in the north-west of Australia participated in this research. The data were collected from an 'inside' perspective and, as culturally appropriate, through informal interviews (yarning) and ongoing conversations. These data were recorded as field notes and audio files which were transcribed and used to formulate case studies. Because the authors are not Aboriginal people, the voices of the participants were used to tell their personal stories and experiences. The findings indicate that each identified as Aboriginal and according to their language group. They recognized their wide-ranging linguistic repertoire which included Aboriginal English (AE), Kriol and, to various degrees, traditional languages. They believed they were more connected to their culture because of their Aboriginal dialects and languages. Their language use was fluid and they engaged in translanguaging. Not all claimed to be proficient in Standard Australian English and some described feeling 'shame' when speaking this and their Aboriginal language varieties. They also reported experiences with linguicism and racism, even in their own community because of their language use and because of the color of their skin. Our findings suggest a key role for education in providing support for multilingual Aboriginal people. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01