Plurilingual Perspectives

Language Teacher Education and Language Teaching in Oceania
1. Auflage 2026
ISBN: 978-1-041-22394-8
Verlag: Taylor & Francis Ltd

Buch, Englisch, 264 Seiten, Format (B × H): 152 mm x 229 mm

Reihe: Routledge Studies in Plurilingualism

This collection offers unique insights into the landscape of language teacher education and language teaching in the culturally and linguistically diverse Oceanic region.

The volume explores the impact of political, linguistic, cultural, and ecological imperatives on language teacher education and language teaching in a region characterized by a long history of colonization and migration giving away to a varied but fragile plurilingualism. Chapters feature research studies of such pertinent issues as linguistically responsive pedagogies, curricula supporting plurilingualism, language policy, and the importance of perspectives from language teachers and other key stakeholders. In so doing, the collection offers a window into the challenges and opportunities of language teaching and language teacher education in the region, including around linguistic diversity, indigenous language revitalisation, and heritage language teaching. The volume brings together a range of perspectives on grappling with Oceania’s complex history while finding ways forward for inclusive approaches to linguistic plurality.

This book will appeal to students and scholars interested in plurilingualism, multilingualism, language education, language teacher education, language policy and planning, applied linguistics, and Pacific studies.

Zielgruppe

Academic

Autoren/Hrsg.

Gabillon, Zehra

Slaughter, Yvette

Boulard, Florence

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Soziolinguistik
• Geisteswissenschaften Sprachwissenschaft Sprachwissenschaften

Inhaltsverzeichnis

Foreword: Plurilingual perspectives: Language teacher education and language teaching in Oceania. A préambule of gratitude (Danièle Moore), Introduction: Plurilingual perspectives in Oceania (Zehra Gabillon), Part 1: Socio-historical and socio-political perspectives in language teaching and teacher education, Language teaching tensions in Nauru: Considerations for curriculum reform (Greg Burnett, Wili Suluma & Susan Bennett), He Ra ki Tua – Normalising te reo Maori for the future (Arianna Berardi-Wiltshire, María Celina Bortolotto & Hone Waengarangi Morris), From Policy to Practice: The management of languages in post-colonial Samoan classrooms (Grace Manuleleua & Yvette Slaughter), Part 2: Sustainable initial teacher education and ongoing teacher development, Languages teacher education in Australia: Pathways, programming challenges, and prospects for a plurilingual future (Trent Newman, Yvette Slaughter, Andrea Truckenbrodt, Annamaria Paolino & Renata Aliani), Exploring intercultural understanding of pre-service teachers in multilingual classrooms beyond the Australian curriculum: A Praxis Inquiry Model in action (Nataša Ciabatti & Oksana Razoumova), Enacting plurilingual professional learning in Pacific Bilingual and Immersion Education in Aotearoa New Zealand (Rae Si'ilata, Meg Jacobs, Martha Aseta, Kyla Hansell, Avikaila Tilialo, Grace Ormsby-Abazu, Malo Sepuloni, Maliana Taufalele & Lineni Paea), Part 3: Culturally and ecologically responsive language teaching and teacher education, Promoting plurilingual and pluricultural pedagogy of French through short-term mobility programs in the Pacific region (Diane Saint-Léger & Kerry Mullan), Building the Aboriginal and Torres Strait Islander language educatior workforce – What is needed? (Carolyn Barker, Ella Woods, Nikki Moodie & Jillian Bowie), Part 4: Teachers' voices and identity, Examining plurilingual identities of pre-service language teachers – A qualitative study of identity, plurilingualism and interculturality (Ruth Fielding & Gary Bonar), French Polynesian pre-service teachers' linguistic repertoires and complex language and cultural identity issues (Zehra Gabillon & Yvette Slaughter), A Collective Autoethnography of Language Educators in Oceania (Karine Frogier Leocadie & Florence Boulard), Concluding comments, Plurilingualism thought from Oceania (Yvette Slaughter, Zehra Gabillon & Florence Boulard), Index.

Über Autor(innen)

Zehra Gabillon is Associate Professor of English Studies at the University of French Polynesia and has published widely on language teaching in plurilingual contexts.

Yvette Slaughter is Professor, Languages and Literacies Education at the University of Melbourne. Her research seeks to problematise and challenge monolingual-centric assumptions that underpin curriculum, pedagogy and assessment in education, working towards pedagogical and curriculum innovations that position students’ linguistic and cultural resources as an asset for learning.

Florence Boulard is Associate Professor in the College of Arts, Society and Education at James Cook University, Australia, where she works as Director of the Academy of Modern Languages. Her research and teaching interests focus on Pacific-mindedness.