10:00am - 4:00pm
BYOD Digital Pre-Conference Workshop
Associate Professor Yu-Chuan Joni Chao
Multilingual Pedagogies Across The Curriculum
Professor Constant Leung
3:00pm - 6:00pm
Speaker Prep Room Open
6:00pm - 8:00pm
Registration and Welcome Function
EAL Expertise and Taking a Multilingual Stance
Ester will talk about the impact of increased linguistic and cultural diversity on education around the world. Using examples from different school contexts around the world (including the U.S., France, South Africa), she will address how increased complexity affects our decisions in terms of our programs, policies, and practices. This includes grounding our decision-making in a principled stance that recognizes EAL expertise and multilingualism as a resource.
In Conversation: (Dis-)invention of languages, translanguaging, multilingualism, English as Lingua Franca – how relevant are these for TESOL and teaching in English across the curriculum?
TESOL professionals are facing unprecedented challenges. The mobility of people, languages and cultural practices in local and global geographical and virtual spaces has destabilized the conventional notions of additional language learners. At the same time recent research in applied language studies has problematized classroom use of English in TESOL, and indeed the nature of English itself. Our discussion anticipates shifts that will impact on teaching and learning of English for bi-/multilingual students in different contexts, against the backdrop of a world in which diverse learner identities, learning purposes and teaching practices have to be reconsidered with contemporary sensibilities.
English and English as a medium of instruction (EMI) in broader Asia: Why, How, For Whom, By Whom, and So?
Phan Le-Ha (also written Phan Le-Ha)
University of Hawaii at Manoa (U.S.A) & Universiti Brunei Darussalam (Brunei)
In this talk Phan Le-Ha shows how in the broader Asia, that includes Australia and the Middle East, the increasing middle-class and elite populations, the emergence of English-speaking marginalized communities and individuals, the constant movements of people and ideas across space and place, and the commercialisation of the internationalisation of education have made English more desirable across the board. With this have come competing social and ideological discourses surrounding English and English as a medium of instruction (EMI). Phan Le-Ha discusses how and why on the one hand native-speaker teachers and goals continue to be supported by powerful and elitist groups, while on the other hand practices and pedagogies associated with World Englishes, EIL, ELF, and translanguaging are also on the rise. She argues that such competing discourses and practices have generated fertile space for the normalisation of the desirability of the idea of ‘the native speaker’ which is often associated with the idea of ‘the West’. These same competing discourses, simultaneously, have generated transformative space for often-looked-down upon actors to participate and grow in varied EMI environments.
In Conversation: Can authentic use of mobile technologies promote accurate and elaborated learning of English?
Students today communicate in complex mixtures of languages and other symbolic systems. Communicative uses of mobile technologies outside the classroom offer a rich and varied resource for classroom based learning. Teachers need to promote and exploit this potential.
Indigenous learning in remote Australia: translanguaging, mobility and the role of digitisation
For students in the more remote schools in Australia, their introduction to the English-speaking world often coincides with their entrance into the school system. Indigenous children in remote areas often come from a multilingual language background and they may have had access to various codes, none of which are English. The recent rise of translanguaging, as a key concept in multilingual research and educational practice, with its questioning of language as a single and bounded system, has provided educators with the theory and practice that allows them to build on all of the learner’s linguistic resources (Garcia & Wei, 2015).
In this paper, I examine the potential roles of translanguaging in the context of Indigenous children’s acquisition of English in remote communities in Australia, drawing on some empirical data collected from teachers and students in the classroom, and from students in the playground. We will explore potential roles for translanguaging in school contexts and consider the value of the role it might play. I also explore how a greater recognition of the children’s full repertoire of languages might help with their acquisition of English, and how the use of digital resources might be used to address some of the concerns around Indigenous student mobility.