The mundanity of translanguaging and Aboriginal identity in Australia

Abstract

Drawing on ethnographic interview analysis of Aboriginal participants in Australia, this study seeks to expand the critical discussions in Applied Linguistics by understanding the concept of translanguaging in relation to its “mundanity” (or ordinariness). Our data shows that rather than perceiving translanguaging as extraordinary, for Aboriginal speakers it is more likely to be considered normal, unremarkable, mundane, and as a long-existing phenomenon. The concept of the mundanity of translanguaging is thereby expanded through three main discussions in this article: 1) negotiating identity and resisting racism, where the Aboriginal speakers choose to translanguage using their full linguistic repertoires, but with appropriate communicative adjustments made for their interlocutor; 2) a display of respect towards their land, heritage and language; and 3) as an inherent and mundane everyday practice where they constantly negotiate between heritage languages, English, Kriol, and Aboriginal English varieties. The significance of this study lies in the normalisation of translanguaging as a mundane disinvention strategy, as this urges us to perceive linguistic separateness as a colonial ideological construct that is used to exhibit control over diverse peoples and to maintain uniformity and stability of nation-states.

Integrating Indigenous epistemologies into mainstream foreign language teaching

“…More theoretical work is needed to elevate translanguaging and decolonisation from subaltern theories to mainstream theories, and to apply them in a national project that affects and involves people from all backgrounds. It is also important to remember that although translanguaging practices containing the Indigenous language have become an ordinary practice for Indigenous peoples in settler countries (Seals & Olsen-Reeder, 2020;Tankosić et al, 2022;Wigglesworth et al, 2011), it may not be common among other ethnic communities. It cannot be taken for granted that every teacher and student is capable of translanguaging between Māori and English or is well-versed in Indigenous languages when no formal or mandatory training is provided.…”

“…In teaching, teachers supported embedding cultures and worldviews Indigenous to New Zealand to genuinely engage Māori students in their classes. In particular, the two teachers in low-decile schools with more Indigenous students from low socioeconomic families found that this new policy was already reflected in the mundanity of their everyday teaching practices (Tankosić et al, 2022). They shared examples of how they enacted translanguaging involving Chinese, English, and te reo Māori to give instruction in class and engage students in learning activities.…”

Power dynamics in translingual practices for Chinese as a Second Language writing education

“…This perspective also suggests an awareness of the power that language has in defining cultural and personal identity. Recognizing the potential for language to empower or marginalize CSL writers is important in developing a translingual identity (Tankosić, 2022;Tankosić et al, 2022;Zheng, 2017) to appreciate the fluidity and synergy of language resources in producing unique and creative ideas.…”

Review of selected research in applied linguistics published in Australia (2015–2022)

“…With her co-author Gelderen, they describe how this resource can be used for a 'Lonydju'yirri (side-by-side) multi-literacy and transcultural approach. A small number of other studies have explored the impact of traditional language use and AAE on developing positive self-identity (e.g., Oliver & Exell, 2019Tankosić et al, 2022). It also should be noted that because of the burgeoning interest of applied linguists concerning unique contexts, as with the other themes described in this review, several Australian researchers working with Aboriginal and Torres Strait Islander participants have published their work internationally, rather than in national journals (e.g., Disbray & Martin, 2018;Macqueen et al, 2019;Oliver et al, 2021;Simpson & Wigglesworth, 2018;Steele et al, 2022).…”

“…Understanding international students' experience in Australia through their translingual practices and processes is critical for classroom practices and activities. The significance of these studies lies in the normalisation of translanguaging by people from different backgrounds as a way for them to maintain their cultural and linguistic diversity (Tankosić et al, 2022).…”