Denise Angelo
Biographic Data
| ID | 3581316 |
|---|---|
| NAME | Denise Angelo |
| GIVEN NAMES | Denise |
| FAMILY NAME | Angelo |
| SIGNATURE | ANGELO D |
| AFFILIATIONS | Australian National University |
| ORCID | 0000-0002-9119-0481 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 63 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Co-constructed co-signed gestures (CoCos)
This article presents co-constructed co-signed gestures (CoCos), a toolkit for second language (L2) teaching in which gestures are developed by teacher and students, together, as a device for understanding and representing the meaning or function of each element of sentences selected from a spoken or written focus text. We trace the emergence of CoCos from L2 English teaching for Indigenous Australian students, through to its application to the r…
Projecting Voices
The connection between social and emotional wellbeing and Indigenous language use varies across language ecologies in Australia
This research examines relationships between social and emotional wellbeing in various language ecology contexts. Previous studies have shown a correlation between speaking an Indigenous language and improved social and emotional wellbeing among Aboriginal and Torres Strait Islander peoples within the population nationally. This study considers the rich variety of contemporary Indigenous language contexts and the extent to which traditional langu…
Toward a typology of Australian contact languages
Indigenous Language Ecologies framework
Linguistic research with Indigenous communities over several decades has shown that Indigenous contact languages have a large presence in the contemporary Indigenous landscapes of Australia, but this is not reflected in an equitable presence in policy or programs. Policy has not taken up or responded to the available language research and recommendations, nor is policy reliably informed by solid government language data. As a response to such iss…
Phantom young English language learners
This paper examines how English language learners (ELLs) remain shadowy figures in the Australian Early Development Census (AEDC), a national early childhood development assessment, which since 2009 has been completed triennially by classroom teachers in all Australian jurisdictions for every child in their first year of schooling. It shows how ELLs elude clear identification and appropriate English as a Second/Additional language (L2) assessment…
Including the excluded
Assessment plays a key role in recognising the multilingual capacities of young (early childhood, primary and secondary) language learners and in revealing and supporting their language learning needs.This special issue of Studies in Language Assessment (SiLA) focuses on identifying and responding to invisibilities and gaps in assessment for young multilingual learners from diverse language backgrounds.This is a complex and exciting area for lang…
Seeing the positives in assessment. Contributing to a “literature of doing” school-based Aboriginal language revival programs
In this paper, the authors, Seymour, an Aboriginal language teacher and researcher of Dharug, the Sydney language, and Angelo, a non-Indigenous Aboriginal laanguage teacher educator, explore the present context of “doing assessment” in Aboriginal language revival programs in New South Wales schools. Language assessment is a critical but very ordinary part of planning for teaching and learning, giving feedback to students and reporting to parents.…
Instantiating justice, fairness and inclusiveness in English as an Additional Language/Dialect assessment frameworks
Equity and fairness in schooling is embedded in and represented by assessment practices which are inclusive of diverse cohorts. They must also have the capacity to communicate to stakeholders for accountability purposes. Importantly, these assessment tools must be grounded in principles, theory, teacher experience and be evidence informed. This paper will present an overview of the Bandscales State Schools (Queensland (Qld)) for EAL/D learners, t…
Insights from the perspective of language ecologies and new contact languages in Australia
Preview this article: Insights from the perspective of language ecologies and new contact languages in Australia, Page 1 of 1 /docserver/preview/fulltext/lab.22081.osh-1.gif
Recognising Yarrie Lingo, the creole language of Yarrabah community in far north-eastern QueenslandAustralia
Yarrie Lingo is the local name for the English-lexified creole language spoken in the Aboriginal community of Yarrabah in far north-eastern Queensland, Australia. This creole has only recently been gaining recognition but it is the main language of everyday interactions in Yarrabah. This study describes the recognitional trajectory of Yarrie Lingo and what has fostered this language awareness. With a focus on the experiences of the local Aborigin…
From the periphery to the centre
Indigenous learners of English as an Additional Language or Dialect (EAL/D) have historically not been the central focus of TESOL expertise here in Australia, or overseas. Despite moves towards inclusion increasing over the last two decades, there is an ongoing tendency for Indigenous EAL/D learners to remain on the periphery of current TESOL advocacy, research and practices in Australia. They are still often overlooked, as identification process…
Concepts underpinning innovations to second language proficiency scales inclusive of Aboriginal and Torres Strait Islander learners
This paper discusses the concepts underlying two proficiency scale innovations which include and describe the development of Aboriginal and Torres Strait Islander learners of Standard Australian English (SAE). Both scales, developed in Queensland, are adaptations of the National Languages and Literacy Institute of Australia (NLLIA) ESL Bandscales (McKay, Hudson, & Sapuppo, 1994). The revisions attempt to describe very complex terrain: the develop…
Everywhere and nowhere
The language ecologies of Aboriginal and Torres Strait Islander communities in Queensland are characterised by widespread language shift to contact language varieties, yet they remain largely invisible in discourses involving Indigenous languages and education. This invisibility – its various causes and its many implications – are explored through a discussion of two creoles which developed in Queensland: Yumplatok (formerly Torres Strait Creole)…
From the periphery to the centre
Indigenous learners of English as an Additional Language or Dialect (EAL/D) have historically not been the central focus of TESOL expertise here in Australia, or overseas. Despite moves towards inclusion increasing over the last two decades, there is an ongoing tendency for Indigenous EAL/D learners to remain on the periphery of current TESOL advocacy, research and practices in Australia. They are still often overlooked, as identification process…
Concepts underpinning innovations to second language proficiency scales inclusive of Aboriginal and Torres Strait Islander learners
This paper discusses the concepts underlying two proficiency scale innovations which include and describe the development of Aboriginal and Torres Strait Islander learners of Standard Australian English (SAE). Both scales, developed in Queensland, are adaptations of the National Languages and Literacy Institute of Australia (NLLIA) ESL Bandscales (McKay, Hudson, & Sapuppo, 1994). The revisions attempt to describe very complex terrain: the develop…
Everywhere and nowhere
The language ecologies of Aboriginal and Torres Strait Islander communities in Queensland are characterised by widespread language shift to contact language varieties, yet they remain largely invisible in discourses involving Indigenous languages and education. This invisibility – its various causes and its many implications – are explored through a discussion of two creoles which developed in Queensland: Yumplatok (formerly Torres Strait Creole)…
The connection between social and emotional wellbeing and Indigenous language use varies across language ecologies in Australia
This research examines relationships between social and emotional wellbeing in various language ecology contexts. Previous studies have shown a correlation between speaking an Indigenous language and improved social and emotional wellbeing among Aboriginal and Torres Strait Islander peoples within the population nationally. This study considers the rich variety of contemporary Indigenous language contexts and the extent to which traditional langu…
Everywhere and nowhere
The language ecologies of Aboriginal and Torres Strait Islander communities in Queensland are characterised by widespread language shift to contact language varieties, yet they remain largely invisible in discourses involving Indigenous languages and education. This invisibility – its various causes and its many implications – are explored through a discussion of two creoles which developed in Queensland: Yumplatok (formerly Torres Strait Creole)…
Concepts underpinning innovations to second language proficiency scales inclusive of Aboriginal and Torres Strait Islander learners
This paper discusses the concepts underlying two proficiency scale innovations which include and describe the development of Aboriginal and Torres Strait Islander learners of Standard Australian English (SAE). Both scales, developed in Queensland, are adaptations of the National Languages and Literacy Institute of Australia (NLLIA) ESL Bandscales (McKay, Hudson, & Sapuppo, 1994). The revisions attempt to describe very complex terrain: the develop…
From the periphery to the centre
Indigenous learners of English as an Additional Language or Dialect (EAL/D) have historically not been the central focus of TESOL expertise here in Australia, or overseas. Despite moves towards inclusion increasing over the last two decades, there is an ongoing tendency for Indigenous EAL/D learners to remain on the periphery of current TESOL advocacy, research and practices in Australia. They are still often overlooked, as identification process…
Phantom young English language learners
This paper examines how English language learners (ELLs) remain shadowy figures in the Australian Early Development Census (AEDC), a national early childhood development assessment, which since 2009 has been completed triennially by classroom teachers in all Australian jurisdictions for every child in their first year of schooling. It shows how ELLs elude clear identification and appropriate English as a Second/Additional language (L2) assessment…
Including the excluded
Assessment plays a key role in recognising the multilingual capacities of young (early childhood, primary and secondary) language learners and in revealing and supporting their language learning needs.This special issue of Studies in Language Assessment (SiLA) focuses on identifying and responding to invisibilities and gaps in assessment for young multilingual learners from diverse language backgrounds.This is a complex and exciting area for lang…
Seeing the positives in assessment. Contributing to a “literature of doing” school-based Aboriginal language revival programs
In this paper, the authors, Seymour, an Aboriginal language teacher and researcher of Dharug, the Sydney language, and Angelo, a non-Indigenous Aboriginal laanguage teacher educator, explore the present context of “doing assessment” in Aboriginal language revival programs in New South Wales schools. Language assessment is a critical but very ordinary part of planning for teaching and learning, giving feedback to students and reporting to parents.…
Instantiating justice, fairness and inclusiveness in English as an Additional Language/Dialect assessment frameworks
Equity and fairness in schooling is embedded in and represented by assessment practices which are inclusive of diverse cohorts. They must also have the capacity to communicate to stakeholders for accountability purposes. Importantly, these assessment tools must be grounded in principles, theory, teacher experience and be evidence informed. This paper will present an overview of the Bandscales State Schools (Queensland (Qld)) for EAL/D learners, t…
Insights from the perspective of language ecologies and new contact languages in Australia
Preview this article: Insights from the perspective of language ecologies and new contact languages in Australia, Page 1 of 1 /docserver/preview/fulltext/lab.22081.osh-1.gif
Recognising Yarrie Lingo, the creole language of Yarrabah community in far north-eastern QueenslandAustralia
Yarrie Lingo is the local name for the English-lexified creole language spoken in the Aboriginal community of Yarrabah in far north-eastern Queensland, Australia. This creole has only recently been gaining recognition but it is the main language of everyday interactions in Yarrabah. This study describes the recognitional trajectory of Yarrie Lingo and what has fostered this language awareness. With a focus on the experiences of the local Aborigin…
Toward a typology of Australian contact languages
Indigenous Language Ecologies framework
Linguistic research with Indigenous communities over several decades has shown that Indigenous contact languages have a large presence in the contemporary Indigenous landscapes of Australia, but this is not reflected in an equitable presence in policy or programs. Policy has not taken up or responded to the available language research and recommendations, nor is policy reliably informed by solid government language data. As a response to such iss…
Projecting Voices
The connection between social and emotional wellbeing and Indigenous language use varies across language ecologies in Australia
This research examines relationships between social and emotional wellbeing in various language ecology contexts. Previous studies have shown a correlation between speaking an Indigenous language and improved social and emotional wellbeing among Aboriginal and Torres Strait Islander peoples within the population nationally. This study considers the rich variety of contemporary Indigenous language contexts and the extent to which traditional langu…
Co-constructed co-signed gestures (CoCos)
This article presents co-constructed co-signed gestures (CoCos), a toolkit for second language (L2) teaching in which gestures are developed by teacher and students, together, as a device for understanding and representing the meaning or function of each element of sentences selected from a spoken or written focus text. We trace the emergence of CoCos from L2 English teaching for Indigenous Australian students, through to its application to the r…
Multilingual Education and Policy (10 works) · Sociology (9 works) · Australian Indigenous Culture and History (8 works) · Indigenous (7 works) · Linguistics (7 works) · Pedagogy (6 works) · Psychology (6 works) · Mathematics education (5 works) · Political science (5 works) · Second Language Learning and Teaching (5 works)