From the periphery to the centre: Securing the place at the heart of the TESOL field for First Nations learners of English as an Additional Language/Dialect
Indigenous learners of English as an Additional Language or Dialect (EAL/D) have historically not been the central focus of TESOL expertise here in Australia, or overseas. Despite moves towards inclusion increasing over the last two decades, there is an ongoing tendency for Indigenous EAL/D learners...
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Australian Council of TESOL Associations
2020
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ftdeakinunivojs:oai:ojs.ojs-dev.deakin.edu.au:article/1421 2023-05-15T16:15:35+02:00 From the periphery to the centre: Securing the place at the heart of the TESOL field for First Nations learners of English as an Additional Language/Dialect Angelo, Denise Hudson, Catherine 2020-12-30 application/pdf https://ojs.deakin.edu.au/index.php/tesol/article/view/1421 https://doi.org/10.21153/tesol2020vol29no1art1421 eng eng Australian Council of TESOL Associations https://ojs.deakin.edu.au/index.php/tesol/article/view/1421/1365 https://ojs.deakin.edu.au/index.php/tesol/article/view/1421 doi:10.21153/tesol2020vol29no1art1421 Copyright (c) 2020 TESOL in Context TESOL in Context; Vol. 29 No. 1 (2020): Growing TESOL in Aboriginal and/or Torres Strait Islander contexts; 5-35 2209-0916 1030-8385 TESOL field First Nations/Indigenous learners EAL/D EFL ESL ESD ELL mainstream classroom teachers contact language ecologies language awareness CLIL language proficiency assessment info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article 2020 ftdeakinunivojs https://doi.org/10.21153/tesol2020vol29no1art1421 2023-01-10T17:06:53Z Indigenous learners of English as an Additional Language or Dialect (EAL/D) have historically not been the central focus of TESOL expertise here in Australia, or overseas. Despite moves towards inclusion increasing over the last two decades, there is an ongoing tendency for Indigenous EAL/D learners to remain on the periphery of current TESOL advocacy, research and practices in Australia. They are still often overlooked, as identification processes and support settings for migrant and refugee services are mismatched to Indigenous EAL/D learning contexts. Indigenous EAL/D learners, especially with un-/under-recognised contact languages (creoles and related varieties), can remain invisible in classrooms with mainstream curriculum and assessment practices (Angelo, 2013; Angelo & Hudson, 2018; Gawne et al., 2016; Macqueen et al., 2019). Hence, we argue that understanding and consideration of Indigenous EAL/D learners’ needs should become a priority in TESOL initiatives. This paper aims to place Indigenous EAL/D learners at the centre by alerting the TESOL field to a recent body of research and development on new Indigenous contact languages and whole class EAL/D teaching and assessment practices. Clarifying substantial issues and providing solutions, the paper makes Indigenous EAL/D its central focus, highlighting areas that otherwise result in “forgettings” about needs particular to Indigenous EAL/D learners.Thus informed, the Australian TESOL profession will surely include First Nations EAL/D learners at the heart of future discourse and initiatives. Article in Journal/Newspaper First Nations Deakin University: openjournals@Deakin Hudson TESOL in Context 29 1 5 35 |
institution |
Open Polar |
collection |
Deakin University: openjournals@Deakin |
op_collection_id |
ftdeakinunivojs |
language |
English |
topic |
TESOL field First Nations/Indigenous learners EAL/D EFL ESL ESD ELL mainstream classroom teachers contact language ecologies language awareness CLIL language proficiency assessment |
spellingShingle |
TESOL field First Nations/Indigenous learners EAL/D EFL ESL ESD ELL mainstream classroom teachers contact language ecologies language awareness CLIL language proficiency assessment Angelo, Denise Hudson, Catherine From the periphery to the centre: Securing the place at the heart of the TESOL field for First Nations learners of English as an Additional Language/Dialect |
topic_facet |
TESOL field First Nations/Indigenous learners EAL/D EFL ESL ESD ELL mainstream classroom teachers contact language ecologies language awareness CLIL language proficiency assessment |
description |
Indigenous learners of English as an Additional Language or Dialect (EAL/D) have historically not been the central focus of TESOL expertise here in Australia, or overseas. Despite moves towards inclusion increasing over the last two decades, there is an ongoing tendency for Indigenous EAL/D learners to remain on the periphery of current TESOL advocacy, research and practices in Australia. They are still often overlooked, as identification processes and support settings for migrant and refugee services are mismatched to Indigenous EAL/D learning contexts. Indigenous EAL/D learners, especially with un-/under-recognised contact languages (creoles and related varieties), can remain invisible in classrooms with mainstream curriculum and assessment practices (Angelo, 2013; Angelo & Hudson, 2018; Gawne et al., 2016; Macqueen et al., 2019). Hence, we argue that understanding and consideration of Indigenous EAL/D learners’ needs should become a priority in TESOL initiatives. This paper aims to place Indigenous EAL/D learners at the centre by alerting the TESOL field to a recent body of research and development on new Indigenous contact languages and whole class EAL/D teaching and assessment practices. Clarifying substantial issues and providing solutions, the paper makes Indigenous EAL/D its central focus, highlighting areas that otherwise result in “forgettings” about needs particular to Indigenous EAL/D learners.Thus informed, the Australian TESOL profession will surely include First Nations EAL/D learners at the heart of future discourse and initiatives. |
format |
Article in Journal/Newspaper |
author |
Angelo, Denise Hudson, Catherine |
author_facet |
Angelo, Denise Hudson, Catherine |
author_sort |
Angelo, Denise |
title |
From the periphery to the centre: Securing the place at the heart of the TESOL field for First Nations learners of English as an Additional Language/Dialect |
title_short |
From the periphery to the centre: Securing the place at the heart of the TESOL field for First Nations learners of English as an Additional Language/Dialect |
title_full |
From the periphery to the centre: Securing the place at the heart of the TESOL field for First Nations learners of English as an Additional Language/Dialect |
title_fullStr |
From the periphery to the centre: Securing the place at the heart of the TESOL field for First Nations learners of English as an Additional Language/Dialect |
title_full_unstemmed |
From the periphery to the centre: Securing the place at the heart of the TESOL field for First Nations learners of English as an Additional Language/Dialect |
title_sort |
from the periphery to the centre: securing the place at the heart of the tesol field for first nations learners of english as an additional language/dialect |
publisher |
Australian Council of TESOL Associations |
publishDate |
2020 |
url |
https://ojs.deakin.edu.au/index.php/tesol/article/view/1421 https://doi.org/10.21153/tesol2020vol29no1art1421 |
geographic |
Hudson |
geographic_facet |
Hudson |
genre |
First Nations |
genre_facet |
First Nations |
op_source |
TESOL in Context; Vol. 29 No. 1 (2020): Growing TESOL in Aboriginal and/or Torres Strait Islander contexts; 5-35 2209-0916 1030-8385 |
op_relation |
https://ojs.deakin.edu.au/index.php/tesol/article/view/1421/1365 https://ojs.deakin.edu.au/index.php/tesol/article/view/1421 doi:10.21153/tesol2020vol29no1art1421 |
op_rights |
Copyright (c) 2020 TESOL in Context |
op_doi |
https://doi.org/10.21153/tesol2020vol29no1art1421 |
container_title |
TESOL in Context |
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29 |
container_issue |
1 |
container_start_page |
5 |
op_container_end_page |
35 |
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1766001346889121792 |