Rhonda Oliver
Datos Biográficos
| ID | 88799 |
|---|---|
| NOMBRE | Rhonda Oliver |
| NOMBRES | Rhonda |
| APELLIDO | Oliver |
| FIRMA | OLIVER R |
| AFILIACIONES | Curtin University |
| ORCID | 0000-0001-6233-8750 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 38 |
| TOTAL DE CITAS | 129 |
| TOTAL COMO AUTOR | 36 |
| TOTAL COMO EDITOR | 4 |
| PRIMER AÑO DE PUBLICACIÓN | 1998 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 6 |
Translanguaging On Country
Intergenerational trauma, rooted in histories of colonization and systemic exclusion, continues to impact the educational and psychological well-being of Indigenous communities, including Aboriginal and Torres Strait Islander peoples of Australia. In response to the enduring impact of intergenerational trauma, this study explores how a trauma-responsive framework can be strengthened through a translanguaging On Country framework that integrates t…
Kidding around
As with many First Nations peoples around the world, Australian Aboriginal peoples have suffered dispossession and continue to experience educational and socio-economic disadvantage. This narrative, however, fails to recognise their inherent strength reflected in over 65,000 years of living history in Australia. A number of factors contribute to this resilience — one receiving scant attention over the years is humour. Of those studies that have e…
Changing pedagogy to change attendance, engagement and retention of First Nations Australian students
It “bendy dis one”
There is a considerable body of research documenting the languages First Nations children bring to school. However, despite language being a key factor impacting on educational outcomes, there is little research focussing on the students’ language use within schools outside specific learning contexts. Therefore, in this study we sought to explore the language resources used by Australian Aboriginal children at school, particularly those underexam…
Agency and voice
This paper details a unique study undertaken at a regional Western Australian Vocational Education and Training (VET) Aboriginal boarding school, describing the research design, an overview of the research project and the findings that evolved. The study sought to answer the question of how well the school was preparing its young people to transition from school to life beyond school. It involved the teachers working as teacher researchers and th…
What makes quality teachers in remote First Nations schools and what difference do they make
First Nations students need to feel safe
Applied Linguistics in Aboriginal and Torres Strait Islander contexts (1977–2026)
The journal, Australian Review of Applied Linguistics ( ARAL ) was first published in 1977, and in the second issue of that year, its first paper on Applied Linguistics in Aboriginal and Torres Strait Islander contexts was published. Since then, forty-three articles have been published. In this study, we survey the field of Applied Linguistics in Aboriginal and Torres Strait Islander contexts as represented in ARAL . We identify the main subfield…
‘Learning can be anywhere’ – On the ground views of what impacts student engagement and attendance in remote Australian schools
Despite contrary evidence, attendance remains a measurement of success in remote First Nations education. This motivation, in part, derives from the Australian Government’s ‘Closing the Gap’ policies, which in the past included attendance targets for First Nations students. These assumed that increased school attendance led to improved school outcomes. Our article provides an account of what students, school staff and community members living, wo…
Children learning Mongolian as an additional language through the implementation of a task-based approach
This study was undertaken at a Mongolian community language school which aims to support Mongolian heritage children to learn their home language and culture. The learners were aged 4–15 years with diverse abilities in the Mongolian language. Informed by both purpose-developed Needs and Interest Analyses, a task-based language teaching (TBLT) program was developed and implemented over a six-month period. To evaluate the usefulness of this, two me…
Translingual Practices
Bringing together work from a team of international scholars, this groundbreaking book explores how language users employ translingualism playfully, while, at the same time, negotiating precarious situations, such as the breaking of social norms and subverting sociolinguistic boundaries. It includes a range of ethnographic studies from around the globe, to provide us with insights into the everyday lives of language users and learners and their l…
Translingual Practices
The mundanity of translanguaging and Aboriginal identity in Australia
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 phe…
Recognising the human in humanities [Australian Review of Applied Linguistics]
In this essay we reflect upon Wolfgang Klein’s 1989 paper Schreiben oder Lesen, aber nicht beides, oder: Vorschlag zur Wiedereinführung der Keilschrift mittels Hammer und Meißel ( Zeitschrift für Literaturwissenschaft und Linguistik 74. 116–119) about the exponential development of knowledge and the imbalance between the production and reception of this. Whilst appreciating the sentiment, we argue against what seems to be his underestimation of t…
Distraction in Australian language education policy
In this paper, we provide an overview of the policies that have existed in relation to Australian First Nations students' languages, and English language and literacy learning before exploring how the politics of distraction manifests in this context. We then share our findings of an analysis of Australian language education policies for First Nations children and the media discourses which surround them. We argue that, in the context of First Na…
Sustainable mindsets
Aboriginal and Torres Strait Islander peoples are the traditional owners of Australia. It has been predicted that they have been the custodians of these lands for at least 60,000 years. Their traditional lands are inextricably linked to their languages, cultural practices and spiritual being. As the custodians they have used their traditional Indigenous knowledge to care for the land – its plants, animals and waterways, protecting unique ecosyste…
Remote secondary education retention
Over recent years there has been a strong emphasis on year 12 completion as an indicator of success in remote First Nations education. The research reported in this article explores what students, school staff and community members say leads to secondary school retention and, ultimately, completion. The research was conducted in the Northern Territory and Western Australia during 2023 by a team of researchers from Batchelor Institute of Indigenou…
Developing culturally relevant and collaborative research approaches
Examining Deductive Versus Guided Instruction From an Interactionist Perspective
The interactionist hypothesis holds that conversational interaction facilitates second language (L2) learning by providing learners opportunities to receive meaningful input, modify their output, and attend to language form. Although research has often explored the efficacy of different types of L2 instruction (deductive or inductive), few studies have done so from an interactionist perspective. This study explores small-group interactions of 19 …
The effect of task repetition on the patterns of interaction of ESL children
Research on collaborative work has explored the benefits of task repetition (TR) for L2 development. TR has been claimed to improve L2 complexity, accuracy and fluency, provide opportunities for feedback, and increase learners’ engagement in their L2, as reported in studies that have explored patterns of interaction. Research on this topic, particularly that undertaken with EFL children as participants, has gained attention in recent years. Howev…
Identity, translanguaging, linguicism and racism
Eight adult Aboriginal people residing in a remote community in the north-west of Australia participated in this research. The data were collected from an ‘inside’ perspective and, as culturally appropriate, through informal interviews (yarning) and ongoing conversations. These data were recorded as field notes and audio files which were transcribed and used to formulate case studies. Because the authors are not Aboriginal people, the voices of t…
Teaching Young Second Language Learners
Teaching Young Second Language Learners
Children working it out together
Teaching Australian Aboriginal higher education students
This paper reports findings from a recent study of Australian Aboriginal higher education student experience. Reported here are extracts from a set of case studies of staff, specifically those working in Indigenous Centres, involved with these students in both teaching and support capacities. These participants provided a rich set of qualitative data regarding their own experiences in the learning and teaching of Australian Aboriginal students. T…
Age Differences in Negotiation and Feedback in Classroom and Pairwork
This study examines whether differences exist in the provision and use of negative feedback, according to the age of the learners and the context of the interaction. The data were collected from 20 classrooms (10 adult and 10 child ESL classes) and 32 NS-NNS dyads (16 adult and 16 child). Transcriptions of these formed the basis of analysis and were coded to reflect three parts of the conversational exchange and the interactional patterns to whic…
The relationship between language learning strategies, proficiency, age and self-efficacy beliefs
Interactional Input and The Incorporation of Feedback
Given the documented benefits of participation in communicative interaction (e.g., Gass & varonis, 1994; Mackey, 1999), the present study investigated the effects of interlocutor type on the provision and incorporation of feedback in task-based interaction. The interactions of 48 dyads, evenly divided among adults and children, and native speaker-nonnative speaker and nonnative speaker-native speaker, were analyzed to assess the effect of interlo…
Teaching Australian Aboriginal higher education students
This paper reports findings from a recent study of Australian Aboriginal higher education student experience. Reported here are extracts from a set of case studies of staff, specifically those working in Indigenous Centres, involved with these students in both teaching and support capacities. These participants provided a rich set of qualitative data regarding their own experiences in the learning and teaching of Australian Aboriginal students. T…
Interactional feedback and children’s L2 development
Language learning strategies used by bilingual school-aged children
Indigenous Student Perspectives on Support and Impediments at University
Aboriginal Australians are entering university in greater numbers than in past decades, yet many struggle to complete their degrees. This paper reports on the qualitative component of a research project aimed at enhancing understandings about this issue by investigating student perspectives about those structures that facilitate or impede their retention. Interview and survey data were gathered from 57 participants at one university and analysed …
Examining Deductive Versus Guided Instruction From an Interactionist Perspective
The interactionist hypothesis holds that conversational interaction facilitates second language (L2) learning by providing learners opportunities to receive meaningful input, modify their output, and attend to language form. Although research has often explored the efficacy of different types of L2 instruction (deductive or inductive), few studies have done so from an interactionist perspective. This study explores small-group interactions of 19 …
The impact of planning time on children’s task-based interactions
The Attitudes of Bilingual Children to their Languages
This study examines the attitudes of 58 bilingual primary-school children towards their first and second languages, and the attitudes they attribute to parents, teachers and peers in the context of the home, the classroom and the playground. It also examines whether students' attitudes to language are moderated by whether or not they were born in Australia, the cultural group to which they belong, whether or not they had received English as a Sec…
Children working it out together
Addressing the Language and Literacy Needs of Aboriginal High School VET Students who Speak SAE as an Additional Language
Vocational Education and Training (VET) in high schools has had positive effects on the retention of Indigenous students, providing important pathways into further education and the workforce. However, low-level literacy (and numeracy) skills can make successful completion difficult, especially for students who speak Standard Australian English as an additional language or dialect. This article describes research undertaken to inform the developm…
Distraction in Australian language education policy
In this paper, we provide an overview of the policies that have existed in relation to Australian First Nations students' languages, and English language and literacy learning before exploring how the politics of distraction manifests in this context. We then share our findings of an analysis of Australian language education policies for First Nations children and the media discourses which surround them. We argue that, in the context of First Na…
Task Familiarity and Interactional Feedback in Child ESL Classrooms
In this article we report on a study undertaken with ESL children between 7 and 8 years old. They carried out communicative tasks in pairs in second language classrooms. We examined patterns of their task‐based conversational interactions while we manipulated their familiarity with the procedure and content of the tasks. We found that learners working through unfamiliar tasks (in terms of both content and procedure) produced more clarification re…
Attitudes of Primary School Australian Aboriginal Children to their Linguistic Codes
This study examined the attitudes of 114 Nyungar Aboriginal school children toward Aboriginal English (AE) and Standard Australian English (SAE), and the attitudes they attributed to their teachers and peers. Students were generally positive about using AE at home and in the playground but negative about using SAE in those contexts. Students did not feel positive about using either AE or SAE in the classroom. Ethnolinguistic Identity Theory is us…
Children learning Mongolian as an additional language through the implementation of a task-based approach
This study was undertaken at a Mongolian community language school which aims to support Mongolian heritage children to learn their home language and culture. The learners were aged 4–15 years with diverse abilities in the Mongolian language. Informed by both purpose-developed Needs and Interest Analyses, a task-based language teaching (TBLT) program was developed and implemented over a six-month period. To evaluate the usefulness of this, two me…
Sustainable mindsets
Aboriginal and Torres Strait Islander peoples are the traditional owners of Australia. It has been predicted that they have been the custodians of these lands for at least 60,000 years. Their traditional lands are inextricably linked to their languages, cultural practices and spiritual being. As the custodians they have used their traditional Indigenous knowledge to care for the land – its plants, animals and waterways, protecting unique ecosyste…
The Attitudes of Bilingual Children to their Languages
This study examines the attitudes of 58 bilingual primary-school children towards their first and second languages, and the attitudes they attribute to parents, teachers and peers in the context of the home, the classroom and the playground. It also examines whether students' attitudes to language are moderated by whether or not they were born in Australia, the cultural group to which they belong, whether or not they had received English as a Sec…
Language learning strategies used by bilingual school-aged children
Age Differences in Negotiation and Feedback in Classroom and Pairwork
This study examines whether differences exist in the provision and use of negative feedback, according to the age of the learners and the context of the interaction. The data were collected from 20 classrooms (10 adult and 10 child ESL classes) and 32 NS-NNS dyads (16 adult and 16 child). Transcriptions of these formed the basis of analysis and were coded to reflect three parts of the conversational exchange and the interactional patterns to whic…
Lexical Variation among Western Australian Primary School Children
This paper investigates the use of Australianisms by Western Australian primary school students. A selected set of lexical items from Bryant (1989a) were used in the study. Results showed less use of some items deemed to be indicative of Western Australia by Bryant and some infiltration of terms from the eastern states, clearly caused by internal migration. Other changes could be attributed to changes in Australian lifestyles generally and Americ…
Interactional feedback and children’s L2 development
Attitudes of Primary School Australian Aboriginal Children to their Linguistic Codes
This study examined the attitudes of 114 Nyungar Aboriginal school children toward Aboriginal English (AE) and Standard Australian English (SAE), and the attitudes they attributed to their teachers and peers. Students were generally positive about using AE at home and in the playground but negative about using SAE in those contexts. Students did not feel positive about using either AE or SAE in the classroom. Ethnolinguistic Identity Theory is us…
The Acquisition of Colloquial Terms by Western Australian Primary School Children from Non-English-speaking Backgrounds
(2003). The Acquisition of Colloquial Terms by Western Australian Primary School Children from Non-English-speaking Backgrounds. Journal of Multilingual and Multicultural Development: Vol. 24, No. 5, pp. 413-430
Interactional Input and The Incorporation of Feedback
Given the documented benefits of participation in communicative interaction (e.g., Gass & varonis, 1994; Mackey, 1999), the present study investigated the effects of interlocutor type on the provision and incorporation of feedback in task-based interaction. The interactions of 48 dyads, evenly divided among adults and children, and native speaker-nonnative speaker and nonnative speaker-native speaker, were analyzed to assess the effect of interlo…
The impact of planning time on children’s task-based interactions
The relationship between language learning strategies, proficiency, age and self-efficacy beliefs
Task Familiarity and Interactional Feedback in Child ESL Classrooms
In this article we report on a study undertaken with ESL children between 7 and 8 years old. They carried out communicative tasks in pairs in second language classrooms. We examined patterns of their task‐based conversational interactions while we manipulated their familiarity with the procedure and content of the tasks. We found that learners working through unfamiliar tasks (in terms of both content and procedure) produced more clarification re…
Addressing the Language and Literacy Needs of Aboriginal High School VET Students who Speak SAE as an Additional Language
Vocational Education and Training (VET) in high schools has had positive effects on the retention of Indigenous students, providing important pathways into further education and the workforce. However, low-level literacy (and numeracy) skills can make successful completion difficult, especially for students who speak Standard Australian English as an additional language or dialect. This article describes research undertaken to inform the developm…
Small Screen Technology Use Among Indigenous Boarding School Adolescents from Remote Regions of Western Australia
The uptake of small screen technology by adolescents is widespread, particularly in industrial nations. Whether the same is true for Australian Aboriginal youth is less clear as there is a dearth of research in this regard. Therefore, in this exploratory study the use of small screen technology by Indigenous students was examined. Twenty-four Indigenous adolescents (mean age 16.4 years) attending a boarding school in a remote region of Western Au…
Relationship building in Vietnamese English written business communication
English has a long history in Vietnam and in the last two decades, particularly for business communication, it has developed with an unprecedented speed. Despite this ascendancy, there is an absence of research regarding English in Vietnamese business correspondence. The current study is an in-depth investigation of this with a particular focus on the written features of English, reflecting the importance of written documents in this context. Thi…
Indigenous Student Perspectives on Support and Impediments at University
Aboriginal Australians are entering university in greater numbers than in past decades, yet many struggle to complete their degrees. This paper reports on the qualitative component of a research project aimed at enhancing understandings about this issue by investigating student perspectives about those structures that facilitate or impede their retention. Interview and survey data were gathered from 57 participants at one university and analysed …
Children working it out together
Teaching Australian Aboriginal higher education students
This paper reports findings from a recent study of Australian Aboriginal higher education student experience. Reported here are extracts from a set of case studies of staff, specifically those working in Indigenous Centres, involved with these students in both teaching and support capacities. These participants provided a rich set of qualitative data regarding their own experiences in the learning and teaching of Australian Aboriginal students. T…
Teaching Young Second Language Learners
Teaching Young Second Language Learners
The effect of task repetition on the patterns of interaction of ESL children
Research on collaborative work has explored the benefits of task repetition (TR) for L2 development. TR has been claimed to improve L2 complexity, accuracy and fluency, provide opportunities for feedback, and increase learners’ engagement in their L2, as reported in studies that have explored patterns of interaction. Research on this topic, particularly that undertaken with EFL children as participants, has gained attention in recent years. Howev…
Identity, translanguaging, linguicism and racism
Eight adult Aboriginal people residing in a remote community in the north-west of Australia participated in this research. The data were collected from an ‘inside’ perspective and, as culturally appropriate, through informal interviews (yarning) and ongoing conversations. These data were recorded as field notes and audio files which were transcribed and used to formulate case studies. Because the authors are not Aboriginal people, the voices of t…
Developing culturally relevant and collaborative research approaches
Examining Deductive Versus Guided Instruction From an Interactionist Perspective
The interactionist hypothesis holds that conversational interaction facilitates second language (L2) learning by providing learners opportunities to receive meaningful input, modify their output, and attend to language form. Although research has often explored the efficacy of different types of L2 instruction (deductive or inductive), few studies have done so from an interactionist perspective. This study explores small-group interactions of 19 …
Translingual Practices
Bringing together work from a team of international scholars, this groundbreaking book explores how language users employ translingualism playfully, while, at the same time, negotiating precarious situations, such as the breaking of social norms and subverting sociolinguistic boundaries. It includes a range of ethnographic studies from around the globe, to provide us with insights into the everyday lives of language users and learners and their l…
Translingual Practices
Psychology (30 obras) · Linguistics (20 obras) · EFL/ESL Teaching and Learning (18 obras) · Multilingual Education and Policy (17 obras) · Second Language Learning and Teaching (17 obras) · Sociology (16 obras) · Pedagogy (14 obras) · Mathematics education (12 obras) · Computer Science (10 obras) · Indigenous Health, Education, and Rights (10 obras)