The Mother (Murdered) Tongues: Perspectives on Translingual Practices in English-Only Teaching and Learning among "Non-Native Monolingual" Speakers of English
Zoom; Feb. 28-Mar. 1
Facilitation Team:
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| Olalekan Adepoju | Ganiu Bamgbose |
Abstract: The endorsement of English-only teaching and learning practices in countries where English is a second language has become popular. The question remains if the exclusivity of English in teaching and learning in ESL countries can be reconsidered from translingual perspectives to achieve both linguistic competence and academic success. We invite participants to question the normative assumptions that define languages as fixed and what such assumptions mean for a monolingual English speaker in an ESL country. Also, what does destabilizing this normative monolingual status of English-only teaching and learning practice in ESL countries mean for effective academic writing performance? Finally, in what ways do indigenous languages serve as a vehicle for translingual practices in teaching and learning in ESL countries?
The purpose of this project is to develop an edited collection featuring timely conversations about the ways to approach transcending monolingual assumptions of English-only teaching and learning practices in ESL countries.
What Draft Deliverable will be Presented at the Conference Showcase? We intend to present a general outline or framework for the future edited collection, including main topics and associated theoretical frameworks. Each participant will compose (or begin) a proposal for the collection. We will have a general timeline of the work needed to produce and where we hope to end up.
Who Should Apply to Participate? Our aim for this project is to provide an avenue for educators, administrators and policymakers in countries where English is used as a second language to discuss innovative and inclusive language teaching practices. We recognize that scholars have started giving increasing attention to practices that problematize English-only instructions in countries where English is used as a second language. For this project, we seek to bring not only scholars but also other stakeholders in education such as policymakers and administrators together to outline a transnational theoretical framework to address this focus. We seek a range of identities and expertise from all stages of careers, including experienced teachers (either elementary or secondary school) teaching assistants, graduate students, early career researchers, and other professionals. To that extent, we invite language teachers, pedagogical linguistics, and educational policymakers from different ESL countries around the world to contribute to this collaborative.
What Do Participants Need to Prepare? [Note: The facilitation team will email all materials and instructions once all participants have been selected]
- Participants will be asked to read a brief text before the conference: Parmegiani, Andrea. "Translanguaging in a bilingual writing programme: The mother tongue as a resource for academic success in a second language." Language, Culture and Curriculum 35.3 (2022): 290-302.
- Participants can also bring a copy of their country’s National Policy on Education to the conference if they can find one.
What Happens After the Conference? We intend for the participants to have a rough proposal and outline of how to move their chapter forward at the end of the conference. Afterward, facilitators will check in with participants once in two months. We will plan a writing workshop on Zoom in the fall to share progress reports and provide feedback as needed.