Blurring English Language Binaries: A Decolonial Analysis of Multilingualism with(in) EAL/D Education

Autor/inn/en	Heinrichs, Danielle H.; Hager, Gail; McCormack, Brittany A.; Lazaroo, Natalie
Titel	Blurring English Language Binaries: A Decolonial Analysis of Multilingualism with(in) EAL/D Education
Quelle	In: Changing English: Studies in Culture and Education, 30 (2023) 3, S.286-300 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heinrichs, Danielle H.) ORCID (Lazaroo, Natalie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2023.2214086
Schlagwörter	Foreign Countries; Bilingualism; Multilingualism; English (Second Language); Second Language Learning; Second Language Instruction; Standard Spoken Usage; Language Attitudes; Language Variation; Case Studies; Educational Change; Teaching Methods; Language Usage; Colonialism; Dialects; Barriers; Teacher Education; Native Language; Teacher Student Relationship; Elementary Secondary Education; Australia + Suchen Sie Ihr Suchwort? Ausland; Bilingualismus; Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Gesprochene Sprache; Umgangssprache; Sprachverhalten; Sprachenvielfalt; Case study; Fallstudie; Case Study; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Kolonialismus; Dialect; Dialekt; Lehrerausbildung; Lehrerbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Australien
Abstract	This article aims to visibilise the opportunities for decolonising standardised language practices for multilingual students learning English as an additional language or dialect (EAL/D) in Australian schools. We suggest that a decolonising approach to language education would value the multilingual, non-standard, and diverse language practices of learners. Using the Australian state of Queensland as a case study, we trace examples of decolonising language practices highlighted by teachers in focus groups and analyse these examples using a theoretically-informed, reflexive thematic analysis to unpack how teachers disrupt colonial binaries in EAL/D education. Our findings show that teachers encourage multilingualism, relationality, and the discomfort of unknowing but are confronted with practical barriers that limit their capacity to enact this further. As such, we outline the implication for EAL/D education and teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01