![]() ![]() ![]() ![]() However, we approach this growing interest in translanguaging mindful that pedagogy – and teachers’ professional knowledge and practice – is highly situated ( Cross, 2010 Johnson, 2006, 2009): what might be an ideal strategy under one set of conditions may have unintended consequences when taken up in other sites and contexts ( Bax, 2003 Butler, 2005, 2011 Holliday, 1994 Hu, 2005 Kumaravadivelu, 2006 McDonough & Chaikitmongkol, 2007 Phan, 2008). In so doing, the study engages with the recent ‘multilingual turn’ in the field of applied linguistics which has turned attention to the potential of new pedagogical strategies in teaching English as a second or other language (TESOL) – such as translanguaging – to positively influence the acquisition of language by drawing on students’ existing skills, knowledge, and competence in their background language(s) ( García & Lin, 2017 May, 2014). This article examines the teaching of English as an Additional Language (EAL) in the context of transitional English language schools in Australia, with particular attention to teachers’ awareness of languages other than English within such contexts, and their perception of those languages as a potential resource to support EAL development (e.g. The findings illustrate pedagogical practices which go at least some way to subverting the dominance of English-only structures, as well as demonstrating that teacher positioning towards the use of first languages is dynamic in that it is responsive to changes in student context, as well as to new knowledge, as gained through the language mapping activities. This research, therefore, sought to explore the use of language mapping to build teachers’ awareness of their students’ communicative lifeworlds, and to reflect on their stance towards students’ languages (other than English) in contexts where the focus is learning English as an additional language. As we move towards identifying and systematizing plurilingual practices, it is imperative we understand teacher stance towards the use of languages other than English in the classroom. Even though many teachers identify with the need to draw on students’ linguistic repertoires, a lack of pedagogical guidance can result in disengagement with this issue. ![]() This challenges commonplace practices within English as an Additional Language (EAL) education in Australia, where curriculum, pedagogy, and assessment are predicated on monolingual (English-only) structures. All subjects Allied Health Cardiology & Cardiovascular Medicine Dentistry Emergency Medicine & Critical Care Endocrinology & Metabolism Environmental Science General Medicine Geriatrics Infectious Diseases Medico-legal Neurology Nursing Nutrition Obstetrics & Gynecology Oncology Orthopaedics & Sports Medicine Otolaryngology Palliative Medicine & Chronic Care Pediatrics Pharmacology & Toxicology Psychiatry & Psychology Public Health Pulmonary & Respiratory Medicine Radiology Research Methods & Evaluation Rheumatology Surgery Tropical Medicine Veterinary Medicine Cell Biology Clinical Biochemistry Environmental Science Life Sciences Neuroscience Pharmacology & Toxicology Biomedical Engineering Engineering & Computing Environmental Engineering Materials Science Anthropology & Archaeology Communication & Media Studies Criminology & Criminal Justice Cultural Studies Economics & Development Education Environmental Studies Ethnic Studies Family Studies Gender Studies Geography Gerontology & Aging Group Studies History Information Science Interpersonal Violence Language & Linguistics Law Management & Organization Studies Marketing & Hospitality Music Peace Studies & Conflict Resolution Philosophy Politics & International Relations Psychoanalysis Psychology & Counseling Public Administration Regional Studies Religion Research Methods & Evaluation Science & Society Studies Social Work & Social Policy Sociology Special Education Urban Studies & Planning BROWSE JOURNALSĬurrent theories of bilingualism argue that the language practices of bilinguals are drawn from a single linguistic repertoire, and that enabling access to the full breadth of students’ language practices can be a vital resource for further language development. ![]()
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