Marianne Turner
Biographic Data
| ID | 3802863 |
|---|---|
| NAME | Marianne Turner |
| GIVEN NAMES | Marianne |
| FAMILY NAME | Turner |
| SIGNATURE | TURNER M |
| AFFILIATIONS | Monash University |
| ORCID | 0000-0002-2760-7641 |
| VERIFIED | Yes |
| TOTAL WORKS | 27 |
| TOTAL CITATIONS | 18 |
| AUTHOR COUNT | 27 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Translation research and the space for translanguaging
This paper is a systematic review of the literature on translation in English as a foreign language (EFL) teaching in secondary and higher education settings. The review was conducted in order to explore translation-in-education research in relation to a translanguaging lens. The review follows the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines. We used both inclusion and exclusion criteria to identify the …
Developing teachers’ critical language awareness through multilingual digital multimodal composing in Australian primary classrooms
Language hierarchies and human rights
Linguistic hierarchies in Kenya have impacted three categories of human rights: access to education, use of one’s own language, and children’s right to not suffer abuse. These hierarchies revolve around English, Kiswahili and (other) mother tongues. Many Kenyan families of different ethnicities have adopted Kiswahili and English as dominant languages at home, a consequence of creating a national language alongside a colonial language in a country…
Language diversity and teaching practices
In Japan, as in many Asian countries, English is still widely taught in schools in standardised forms that are attributed to ‘native speakers’. However, scholarship on linguistic diversity is well-established in the field of Teaching English to Speakers of Other Languages (TESOL), and teachers’ conceptualisation of language can influence their teaching in different ways. In this article we discuss the relationship between six Japanese high school…
Bringing plurilingual strategies into linguistically diverse classrooms
It has been widely recognised that plurilingual pedagogy offers many benefits both for language learning and learning in general. However, in contexts where the linguistic profile of students is diverse, it can still be challenging for teachers to view working with the language resources of their students as feasible. In this article, we discuss how engaging students in digital multimodal composing (DMC) can support teachers’ uptake of plurilingu…
Translanguaging
In this article we develop translanguaging as a theoretical perspective in education by drawing together ideas of process and symbolic power. We first outline critiques of translanguaging, most particularly the issue of deconstructivism and concerns about transformative limitations. We then focus on the potential of translanguaging as a conceptual frame for how language mediates learning in the context of social inequity (schools). We primarily d…
Exploring the waning interest in Nuosu Yi education in Liangshan, China
Interest in formal Nuosu Yi language programmes has been waning in Liangshan, China, even though Nuosu Yi continues to be widely spoken among Yi residents. In this paper, we adopt Hornberger (2004. “The Continua of Biliteracy and the Bilingual Educator: Educational Linguistics in Practice.” International Journal of Bilingual Education and Bilingualism 7 (3): 155–171.)’s continua of biliteracy and a translanguaging perspective to explore this phen…
Language Diversity in “Monolingual” Japan
Decades of research has investigated the heterogeneity of English among speakers of various linguistic and cultural backgrounds, but there still remains a significant gap between how English is taught in schools in Japan and the use of the language in international communication. The "standard English" of formal education is considered to relate to ways in which students perceive kyōtsūgo (common language), as a correct and universally intelligib…
I need to learn Vietnamese to speak to my grandma’
This study focuses on family relationships and their potential to successfully impact family language policy. The interview data with two bilingual Vietnamese immigrant families in Australia were analysed to show examples of successful versus unsuccessful family language policy practices. Using Bourdieu's (Citation1986) notion of capital, the study explored the reciprocal relationships between family relationships (family social capital) and the …
Using a translanguaging multimodal approach to develop teachers’ language awareness in linguistically diverse classrooms in Australia
More research is needed on the role of teacher language awareness in the incorporation of students' language knowledge in linguistically diverse classrooms. This article reports on a design-based research project that involved in-service professional learning for seven teachers from five linguistically diverse Australian schools. Teachers learned about and implemented plurilingual strategies. Data on their subsequent language awareness were drawn…
Including children's voice in family language policy
This article discusses family language policy and the tensions between mothers’ and children's language beliefs in two Vietnamese immigrant families in Melbourne. These tensions have frequently been discussed from the parental perspective, but it is less common to include the children's voice. We draw on a larger in-depth qualitative study of family language policy in Vietnamese families living in Australia to explore the language beliefs of both…
Ethnic minority language policies and practices in China
In order to distinguish between language-related ideologies, Ruiz (1984 Ruiz, R. 1984. “Orientations in Language Planning.” NABE Journal 8 (2): 15–34. https://doi.org/10.1080/08855072.1984.10668464.[Taylor & Francis Online] , [Google Scholar]) proposed three language orientations, namely ‘language-as-problem’, ‘language-as-right’ and ‘language-as-resource’. Although this typology has been applied to various countries and regions around the globe,…
Home language literacy practices
It is well-established in both scholarship and policy documents that students’ home language practices can be leveraged as a key resource for their learning. However, it can be challenging for teachers to embed students’ language resources in class activities in ways that link to wider learning objectives. We report how the inclusion of home language literacy practices can both enhance English language learning and promote multiliteracies. Data a…
The distributed knowledge base
Parental evaluation of ‘success’ and its influence on the implementation of bilingual education programmes in Australian primary settings
In this paper we consider parents as unofficial evaluators of success in primary bilingual programmes that are not subject to any standardised bilingual outcomes. Small-scale, opt-in programmes that are reliant on parental buy-in are increasing in Australia. Given the importance of parental choice on the sustainability of these programmes, we seek to understand parents’ evaluation of success in their implementation. We apply Mehisto’s ([2015]. “F…
The significance of university practices in the repatriation of scholars
Many scholars from developing countries receive financial incentives to go to Western countries to study and are then expected to return to develop their home country’s research capacity. Given the common assumption that diasporic study will be beneficial for local research, the repatriation of these academics is an issue worthy of exploration. In this article, we propose that tension can result from the relationship between the expectations of s…
Rooted in Strength
ROOTED IN STRENGTH: USING TRANSLANGUAGING TO GROW MULTILINGUAL READERS AND WRITERS Cecilia M. Espinosa & Laura Ascenzi-MorenoNew York: Scholastic, 2021
Embedding a multilingual stance in secondary teacher education
Translanguaging and named languages
In this article, we address the epistemological conflict inherent in the relationship between named languages and translanguaging theory. Following with interest Turnbull’s (2016) reframing of foreign language education as bilingual education and García’s (2017) response, we see the logic of this reframing, but we also acknowledge García’s concern that the notion of deficit lies at the heart of language learning as it is commonly conceptualized, …
CLIL Teacher training and teachers’ choices
The term ‘CLIL’ has been used in Australia for over a decade, and the approach has helped to invigorate languages education in both primary and secondary schools. In particular, the flexibility of CLIL has led to a range of teachers accessing CLIL training: from teachers in structured programs where schools have committed to organisational change, to teachers driving initiatives where schools have accepted, but not substantially committed to, ini…
Framing Vietnamese scholars’ negotiation of knowledge production
For many years now, knowledge production at universities and in countries like Vietnam has been framed by centre/periphery discourses. In this paper, we suggest that interpreting academics’ research identities in relation to these discourses can assist in understanding ways in which Vietnamese academics negotiate knowledge production. For this article, data on six participants are drawn from a qualitative study in which semi-structured interviews…
Exploring the Positioning of Teacher Expertise in Tesol‐Related Curriculum Standards
This article explores the kinds of teacher knowledge promoted in TESOL‐related curriculum standards in five jurisdictions (Australia and England at the national level, New York City and New York State in the United States, and Ontario, Canada, at the subnational level). Such documents are increasingly important in defining, and potentially undermining, the professional status of specialist TESOL knowledge and roles in schools. Part of the influen…
Integrating content and language in institutionally monolingual settings
Translanguaging pedagogy offers a way to differentiate between students’ varying linguistic repertoires when embedding an additional language across the curriculum. In this article I draw on positioning theory to show the relevance of teacher positioning to translanguaging pedagogy and differentiation. Differentiation is discussed in relation to qualitative data drawn from two Australian secondary schools. In one school a Japanese language teache…
The significance of affordances on teachers’ choices
In Australia, although content and language integrated learning (CLIL) has been introduced in some mainstream schools, monolingual structures prevail. In this article, I suggest that translanguaging pedagogy may be a useful way of thinking about the integration of language and content in the Australian mainstream context, but that attention initially needs to be paid to affordances, or institutional opportunities and constraints. The qualitative …
CLIL in Australia
Content and Language Integrated Learning (CLIL) has been gaining in popularity and is influencing ways in which various non-European countries approach bilingual education. For example, some Australian bilingual programmes are now being officially referred to as CLIL programmes. Although CLIL methodology shows potential outside Europe, this article argues that certain aspects of CLIL should be subject to scrutiny before programmes are adopted in …
Framing Vietnamese scholars’ negotiation of knowledge production
For many years now, knowledge production at universities and in countries like Vietnam has been framed by centre/periphery discourses. In this paper, we suggest that interpreting academics’ research identities in relation to these discourses can assist in understanding ways in which Vietnamese academics negotiate knowledge production. For this article, data on six participants are drawn from a qualitative study in which semi-structured interviews…
Including children's voice in family language policy
This article discusses family language policy and the tensions between mothers’ and children's language beliefs in two Vietnamese immigrant families in Melbourne. These tensions have frequently been discussed from the parental perspective, but it is less common to include the children's voice. We draw on a larger in-depth qualitative study of family language policy in Vietnamese families living in Australia to explore the language beliefs of both…
Ethnic minority language policies and practices in China
In order to distinguish between language-related ideologies, Ruiz (1984 Ruiz, R. 1984. “Orientations in Language Planning.” NABE Journal 8 (2): 15–34. https://doi.org/10.1080/08855072.1984.10668464.[Taylor & Francis Online] , [Google Scholar]) proposed three language orientations, namely ‘language-as-problem’, ‘language-as-right’ and ‘language-as-resource’. Although this typology has been applied to various countries and regions around the globe,…
Embedding a multilingual stance in secondary teacher education
Integrating content and language in institutionally monolingual settings
Translanguaging pedagogy offers a way to differentiate between students’ varying linguistic repertoires when embedding an additional language across the curriculum. In this article I draw on positioning theory to show the relevance of teacher positioning to translanguaging pedagogy and differentiation. Differentiation is discussed in relation to qualitative data drawn from two Australian secondary schools. In one school a Japanese language teache…
Content-based Japanese Language Teaching in Australian Schools
Japanese Language Teaching (JLT) is well established in Australia but the number of students studying Japanese has been declining. This decline is due to various factors, among them the rise of Mandarin as a language taught in schools and a reduction in government support for JLT. Content and Language Integrated Learning (CLIL), a popular content-based teaching approach developed in Europe, is currently being trialled in Australian primary and se…
Language Diversity in “Monolingual” Japan
Decades of research has investigated the heterogeneity of English among speakers of various linguistic and cultural backgrounds, but there still remains a significant gap between how English is taught in schools in Japan and the use of the language in international communication. The "standard English" of formal education is considered to relate to ways in which students perceive kyōtsūgo (common language), as a correct and universally intelligib…
I need to learn Vietnamese to speak to my grandma’
This study focuses on family relationships and their potential to successfully impact family language policy. The interview data with two bilingual Vietnamese immigrant families in Australia were analysed to show examples of successful versus unsuccessful family language policy practices. Using Bourdieu's (Citation1986) notion of capital, the study explored the reciprocal relationships between family relationships (family social capital) and the …
Using a translanguaging multimodal approach to develop teachers’ language awareness in linguistically diverse classrooms in Australia
More research is needed on the role of teacher language awareness in the incorporation of students' language knowledge in linguistically diverse classrooms. This article reports on a design-based research project that involved in-service professional learning for seven teachers from five linguistically diverse Australian schools. Teachers learned about and implemented plurilingual strategies. Data on their subsequent language awareness were drawn…
CLIL Teacher training and teachers’ choices
The term ‘CLIL’ has been used in Australia for over a decade, and the approach has helped to invigorate languages education in both primary and secondary schools. In particular, the flexibility of CLIL has led to a range of teachers accessing CLIL training: from teachers in structured programs where schools have committed to organisational change, to teachers driving initiatives where schools have accepted, but not substantially committed to, ini…
Negotiating 'Community' in Educational Settings
In the culturally diverse Australian context, the relationship between culture, community and learning is a significant factor in educational outcomes. We argue that teachers and service providers can assist refugee students by being mindful of the students' negotiation of widening circles of community rather than by viewing the learning environment as independent of students' orientation to community. Data for this paper is derived from an ethno…
Negotiating 'Community' in Educational Settings
In the culturally diverse Australian context, the relationship between culture, community and learning is a significant factor in educational outcomes. We argue that teachers and service providers can assist refugee students by being mindful of the students' negotiation of widening circles of community rather than by viewing the learning environment as independent of students' orientation to community. Data for this paper is derived from an ethno…
CLIL in Australia
Content and Language Integrated Learning (CLIL) has been gaining in popularity and is influencing ways in which various non-European countries approach bilingual education. For example, some Australian bilingual programmes are now being officially referred to as CLIL programmes. Although CLIL methodology shows potential outside Europe, this article argues that certain aspects of CLIL should be subject to scrutiny before programmes are adopted in …
Content-based Japanese Language Teaching in Australian Schools
Japanese Language Teaching (JLT) is well established in Australia but the number of students studying Japanese has been declining. This decline is due to various factors, among them the rise of Mandarin as a language taught in schools and a reduction in government support for JLT. Content and Language Integrated Learning (CLIL), a popular content-based teaching approach developed in Europe, is currently being trialled in Australian primary and se…
The significance of affordances on teachers’ choices
In Australia, although content and language integrated learning (CLIL) has been introduced in some mainstream schools, monolingual structures prevail. In this article, I suggest that translanguaging pedagogy may be a useful way of thinking about the integration of language and content in the Australian mainstream context, but that attention initially needs to be paid to affordances, or institutional opportunities and constraints. The qualitative …
Integrating content and language in institutionally monolingual settings
Translanguaging pedagogy offers a way to differentiate between students’ varying linguistic repertoires when embedding an additional language across the curriculum. In this article I draw on positioning theory to show the relevance of teacher positioning to translanguaging pedagogy and differentiation. Differentiation is discussed in relation to qualitative data drawn from two Australian secondary schools. In one school a Japanese language teache…
Exploring the Positioning of Teacher Expertise in Tesol‐Related Curriculum Standards
This article explores the kinds of teacher knowledge promoted in TESOL‐related curriculum standards in five jurisdictions (Australia and England at the national level, New York City and New York State in the United States, and Ontario, Canada, at the subnational level). Such documents are increasingly important in defining, and potentially undermining, the professional status of specialist TESOL knowledge and roles in schools. Part of the influen…
Translanguaging and named languages
In this article, we address the epistemological conflict inherent in the relationship between named languages and translanguaging theory. Following with interest Turnbull’s (2016) reframing of foreign language education as bilingual education and García’s (2017) response, we see the logic of this reframing, but we also acknowledge García’s concern that the notion of deficit lies at the heart of language learning as it is commonly conceptualized, …
CLIL Teacher training and teachers’ choices
The term ‘CLIL’ has been used in Australia for over a decade, and the approach has helped to invigorate languages education in both primary and secondary schools. In particular, the flexibility of CLIL has led to a range of teachers accessing CLIL training: from teachers in structured programs where schools have committed to organisational change, to teachers driving initiatives where schools have accepted, but not substantially committed to, ini…
Framing Vietnamese scholars’ negotiation of knowledge production
For many years now, knowledge production at universities and in countries like Vietnam has been framed by centre/periphery discourses. In this paper, we suggest that interpreting academics’ research identities in relation to these discourses can assist in understanding ways in which Vietnamese academics negotiate knowledge production. For this article, data on six participants are drawn from a qualitative study in which semi-structured interviews…
Rooted in Strength
ROOTED IN STRENGTH: USING TRANSLANGUAGING TO GROW MULTILINGUAL READERS AND WRITERS Cecilia M. Espinosa & Laura Ascenzi-MorenoNew York: Scholastic, 2021
Embedding a multilingual stance in secondary teacher education
Parental evaluation of ‘success’ and its influence on the implementation of bilingual education programmes in Australian primary settings
In this paper we consider parents as unofficial evaluators of success in primary bilingual programmes that are not subject to any standardised bilingual outcomes. Small-scale, opt-in programmes that are reliant on parental buy-in are increasing in Australia. Given the importance of parental choice on the sustainability of these programmes, we seek to understand parents’ evaluation of success in their implementation. We apply Mehisto’s ([2015]. “F…
The significance of university practices in the repatriation of scholars
Many scholars from developing countries receive financial incentives to go to Western countries to study and are then expected to return to develop their home country’s research capacity. Given the common assumption that diasporic study will be beneficial for local research, the repatriation of these academics is an issue worthy of exploration. In this article, we propose that tension can result from the relationship between the expectations of s…
Home language literacy practices
It is well-established in both scholarship and policy documents that students’ home language practices can be leveraged as a key resource for their learning. However, it can be challenging for teachers to embed students’ language resources in class activities in ways that link to wider learning objectives. We report how the inclusion of home language literacy practices can both enhance English language learning and promote multiliteracies. Data a…
The distributed knowledge base
Bringing plurilingual strategies into linguistically diverse classrooms
It has been widely recognised that plurilingual pedagogy offers many benefits both for language learning and learning in general. However, in contexts where the linguistic profile of students is diverse, it can still be challenging for teachers to view working with the language resources of their students as feasible. In this article, we discuss how engaging students in digital multimodal composing (DMC) can support teachers’ uptake of plurilingu…
Translanguaging
In this article we develop translanguaging as a theoretical perspective in education by drawing together ideas of process and symbolic power. We first outline critiques of translanguaging, most particularly the issue of deconstructivism and concerns about transformative limitations. We then focus on the potential of translanguaging as a conceptual frame for how language mediates learning in the context of social inequity (schools). We primarily d…
Exploring the waning interest in Nuosu Yi education in Liangshan, China
Interest in formal Nuosu Yi language programmes has been waning in Liangshan, China, even though Nuosu Yi continues to be widely spoken among Yi residents. In this paper, we adopt Hornberger (2004. “The Continua of Biliteracy and the Bilingual Educator: Educational Linguistics in Practice.” International Journal of Bilingual Education and Bilingualism 7 (3): 155–171.)’s continua of biliteracy and a translanguaging perspective to explore this phen…
Language Diversity in “Monolingual” Japan
Decades of research has investigated the heterogeneity of English among speakers of various linguistic and cultural backgrounds, but there still remains a significant gap between how English is taught in schools in Japan and the use of the language in international communication. The "standard English" of formal education is considered to relate to ways in which students perceive kyōtsūgo (common language), as a correct and universally intelligib…
I need to learn Vietnamese to speak to my grandma’
This study focuses on family relationships and their potential to successfully impact family language policy. The interview data with two bilingual Vietnamese immigrant families in Australia were analysed to show examples of successful versus unsuccessful family language policy practices. Using Bourdieu's (Citation1986) notion of capital, the study explored the reciprocal relationships between family relationships (family social capital) and the …
Using a translanguaging multimodal approach to develop teachers’ language awareness in linguistically diverse classrooms in Australia
More research is needed on the role of teacher language awareness in the incorporation of students' language knowledge in linguistically diverse classrooms. This article reports on a design-based research project that involved in-service professional learning for seven teachers from five linguistically diverse Australian schools. Teachers learned about and implemented plurilingual strategies. Data on their subsequent language awareness were drawn…
Including children's voice in family language policy
This article discusses family language policy and the tensions between mothers’ and children's language beliefs in two Vietnamese immigrant families in Melbourne. These tensions have frequently been discussed from the parental perspective, but it is less common to include the children's voice. We draw on a larger in-depth qualitative study of family language policy in Vietnamese families living in Australia to explore the language beliefs of both…
Ethnic minority language policies and practices in China
In order to distinguish between language-related ideologies, Ruiz (1984 Ruiz, R. 1984. “Orientations in Language Planning.” NABE Journal 8 (2): 15–34. https://doi.org/10.1080/08855072.1984.10668464.[Taylor & Francis Online] , [Google Scholar]) proposed three language orientations, namely ‘language-as-problem’, ‘language-as-right’ and ‘language-as-resource’. Although this typology has been applied to various countries and regions around the globe,…
Language diversity and teaching practices
In Japan, as in many Asian countries, English is still widely taught in schools in standardised forms that are attributed to ‘native speakers’. However, scholarship on linguistic diversity is well-established in the field of Teaching English to Speakers of Other Languages (TESOL), and teachers’ conceptualisation of language can influence their teaching in different ways. In this article we discuss the relationship between six Japanese high school…
Translation research and the space for translanguaging
This paper is a systematic review of the literature on translation in English as a foreign language (EFL) teaching in secondary and higher education settings. The review was conducted in order to explore translation-in-education research in relation to a translanguaging lens. The review follows the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines. We used both inclusion and exclusion criteria to identify the …
Sociology (22 works) · Second Language Learning and Teaching (20 works) · Pedagogy (19 works) · Psychology (18 works) · Multilingual Education and Policy (17 works) · EFL/ESL Teaching and Learning (14 works) · Political science (13 works) · Linguistics (12 works) · Mathematics education (12 works) · Computer Science (8 works)