Australian classrooms are among the most linguistically diverse in the world, with more than 350 languages spoken across the nation. Yet, despite this rich reality, schools continue to be shaped by the enduring dominance of English monolingualism. Translanguaging in Australian Classrooms calls for a fundamental rethinking of teacher education, curriculum, and pedagogy to better reflect and harness the plurilingual repertoires of today's learners.

At the heart of this book is the concept of Plurilingual Pedagogical Knowledge (PPK), a transformative framework that equips teachers to move beyond traditional literacy models and to value, mobilise, and affirm students' full communicative resources. Drawing on practitioner inquiry and richly detailed case studies, the book demonstrates how translanguaging can be enacted across subject areas, from mathematics and science to social studies and the arts.

Challenging entrenched language ideologies, this volume positions teachers as agents of linguistic equity, capable of designing inclusive classrooms that support both academic success and cultural identity. It offers a compelling vision for teacher education in Australia, one that places linguistic justice at the centre of professional practice and reimagines the future of schooling through the dynamic possibilities of plurilingualism.

Presents a unique perspective on pedagogical translanguaging from an Australian perspective Offers a range of useful methodologies for researching the growth in teachers' pedagogical language knowledge Includes rich and varied case studies

Autorentext

Sue Ollerhead is Associate Professor of Education in Literacy and Language at the University of the South Pacific in Fiji. Her academic career spans several countries and continents, shaped by a lifelong commitment to linguistic and social justice in education. Before moving to the Pacific, she held senior roles at the University of New South Wales and Macquarie University in Australia, where she was Director of Secondary Education and specialised in language teacher education. Born and raised in South Africa, a country known for its twelve official languages, Sue developed an early interest in multilingualism and the role of language in shaping educational opportunity. This interest has guided and shaped her career, which has included roles in language teaching and educational publishing across sub-Saharan and North Africa, the United Kingdom, and Australia. Sue’s work focuses on the relationship between language, identity, and power in schools, with a particular emphasis on multilingual classrooms and the need for culturally responsive teaching. She has written extensively on these themes and her research is widely published in academic journals. Her writing explores how teachers can better support diverse learners through approaches that honour students’ languages, backgrounds, and ways of knowing. Across all her roles, as a researcher, teacher educator, and advocate, Sue brings a deep commitment to equity and a belief in the transformative power of education when it is inclusive, grounded in context, and informed by the communities it serves.

Klappentext

This book expands the theory of pedagogical language knowledge to foreground multilingual approaches, especially pedagogical translanguaging. It illustrates the ways in which the author has worked with a diverse body of teachers to develop an expanded view of pedagogical language knowledge that foregrounds a range of multilingual teaching approaches. Primary amongst these is pedagogical translanguaging, whereby teachers systematically incorporated their multilingual learners’ rich linguistic resources into classroom activities to scaffold either disciplinary content, language or both.

Offering a careful selection of empirical accounts of how teachers in diverse Australian classrooms are beginning to reorient their work through a multilingual lens, this book provides instructive examples of ways in which teachers’ beliefs, understandings and knowledge of how to teach multilingual learners are probed, developed and enacted. It also explores the myriad way in which teachers can become active researchers of their own language assumptions and understandings and use their findings to develop strategies that support the language development of all learners.

Inhalt

Teachers in Linguistically Diverse Classrooms: The Australian Context.- Expanding upon Teacher Pedagogical Language Knowledge: Adapting to Multilingual Realities in Australia.- Methodologies for Researching Teachers' Pedagogical Language Knowledge.- Teachers as Communicators.- Case Study 1: Making the Language of Science Accessible to Multilingual Learners.- Teachers as Educators.- Case Study 2: Multilingual and Multimodal Approaches to Teaching Poetry.- Teachers as Evaluators.- Case Study 3: Multilingual Storytelling with Young Learners.- Teachers as Learners.- Case Study 4: Pre-service Teachers of Science Learning about Literacy from Refugee-background Multilingual Learners.- Teachers as Agents of Social Change.- Case Study 5: Learning to Enact Humanising Pedagogies with Multilingual Learners in an Adult Literacy Program.- implications for Teacher Education.