Carly Steele
Biographic Data
| ID | 5879170 |
|---|---|
| NAME | Carly Steele |
| GIVEN NAMES | Carly |
| FAMILY NAME | Steele |
| SIGNATURE | STEELE C |
| AFFILIATIONS | Curtin University |
| ORCID | 0000-0003-4587-1654 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Working together for stronger Aboriginal and Torres Strait Islander languages: In the decade of Indigenous Languages
Exploring land, language and culture through playworld translanguaging: One child’s meaning-making practices
Foregrounded in the work of Elizabeth Povinelli and drawing on semiotic theory, translanguaging and play-based learning pedagogies, this article presents findings from a critical participatory action research project conducted in an early years classroom in a remote Aboriginal community school in Western Australia. It describes how two educators, from both non-Aboriginal and Aboriginal backgrounds, collaborated to create spaces for the children i…
Doing and undoing reparative educational futures for First Nations teachers in Australia
This study explores the experiences of teachers and stakeholders involved with an Australian First Nations initial teacher education pathway with a long history of working to secure a reparative educational future. Using the lens of Decolonising Race Theory (DRT), we critically analyse interview data to identify ongoing tensions between DRT tenets of the logic of elimination and reparative activism and explain how these forces work to simultaneou…
To what extent do Australian universities offer dedicated units to prepare pre-service teachers to support EAL/D learners
Framed by social justice perspectives, in this article, we present our findings from an audit of Initial Teacher Education (ITE) degrees offered by Australian universities. The purpose is to establish which degrees (and universities) offered dedicated English as an Additional Language and/or Dialect (EAL/D) units that explicitly and solely focus on EAL/D learning and teaching, as core units or elective units, or as a specialisation for secondary …
From English-only to only English: Exploring children’s linguistic and cultural identities in a primary school classroom
Children’s languages are often rendered invisible in Australian primary school classrooms where monolingual norms govern interaction. For heritage language learners this can be reinforced by parental and social expectations and their language use subsequently relegated to specific sites. In our critical participatory action research (CPAR) project, using culturally and linguistically responsive teaching (CLRT), we investigated how children in a m…
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…
Towards a playworld translanguaging approach in early childhood education
In this conceptual paper, we integrate interdisciplinary perspectives from early childhood education and applied linguistics to propose a new framework: Playworld Translanguaging . This framework refers to the intentional blending of pedagogical translanguaging and conceptual playworlds to create a supportive, inclusive pedagogy in early childhood education settings for children from diverse linguistic and cultural backgrounds. We argue that peda…
Translingual Entanglements of Emotions and Translanguaging in Language Learning and Teaching Contexts
In this review article, we present the idea of “translingual entanglements of emotions,” which seeks to illustrate how emotions can be inherently entangled within language learning and teaching contexts in relation to language users’ translanguaging practices. Just like the trajectory of translanguaging approaches seeks to transcend what is generally seen as language or divisions between named languages, we suggest the idea of translingual entang…
Using contrastive analysis to develop language awareness for speakers of an Indigenous contact language in an Australian classroom
In Australia, many Aboriginal and Torres Strait Islander children speak contact languages, dialects and creoles, formed from traditional languages and English. Upon entry to the schooling system, these students are required to learn standardized Australian English (SAE) to access curriculum content. In our experiences, dominant monolingual English-only teaching approaches did not meet the English as an additional language and/or dialect (EAL/D) l…
Meeting standards: (Re)colonial and subversive potential of AI modification
AI potential to recolonise language practices by reproducing existing marginalisations in novel ways has already instilled fears of a ‘contemporary dystopia’ ( Miras et al., 2022 ) — a space of cultural and linguistic erasure. Accents represent a distinctive aspect of language practice associated with one’s sociocultural, and ethno-racial characteristics. They account for one’s social identity, status, and proficiency ( De Klerk & Bosch, 1995 ). …
Decolonizing or recolonizing: AI through the eyes of applied linguists, language teachers, and language learners
Creating and enacting culturally responsive assessment for First Nations students in higher education settings
In this article, we argue that current assessment practices in higher education require urgent examination and should be re-imagined in culturally responsive ways to ensure fairness for all. From sociocultural and social justice perspectives, we highlight examples of cultural and linguistic bias in assessment that disadvantages many First Nations students. Incorporating a constructivist viewpoint, we argue that assessment practices must keep pace…
Distraction in Australian language education policy: A call to re-centre language rights
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…
Using teacher-researcher collaborations to respond to the demands of ‘real-world’ EAL/D learning contexts across the curriculum
Despite the increasing levels of cultural and linguistic diversity represented in Australian classrooms, many universities do not adequately prepare teachers to teach English as an additional language or dialect (EAL/D). Moreover, in neoliberal educational regimes, teaching tends to remain steadfastly focused on monolingual conceptions of literacy development, and ‘evidence-based’ practices tend to reflect this stance. In this paper, we argue tha…
Recognising the SAE language learning needs of Indigenous primary school students who speak contact languages
Most Indigenous peoples live in urban and regional locations across Australia and no longer speak their traditional languages fluently. Instead contact languages, creoles and dialects, are widely spoken. In many educational settings, educators may know little about the first languages of the Indigenous children they teach, and not recognise these as different languages or dialects. Consequently, these students may not be treated as second languag…
Non-Indigenous Initial Teacher Education students navigating the cultural interface
Islander content across all levels of education in Australia, it is frequently reported that these aims are not being met. Settler ignorance and resistance are key contributing factors. However, recently, in our experiences teaching Initial Teacher Education (ITE) courses in the university sector, we found students who are, without being required to, including Aboriginal and Torres Strait Islander content into their lesson plans, representing a s…
Language Practices of Indigenous Children and Youth: The Transition From Home to School
LANGUAGE PRACTICES OF INDIGENOUS CHILDREN AND YOUTH: THE TRANSITION FROM HOME TO SCHOOLWigglesworth, G., Simpson, J., & Vaughan, J. (Eds.) Springer, 2018
Teaching English as an Additional Language or Dialect to Young Learners in Indigenous Contexts
This chapter explores the diversity of Indigenous contexts and their differing learning needs related to Standard Australian English. It discusses some of the key theories of language learning and pedagogical approach within these contexts and how these have been applied to classroom practice in Indigenous contexts. The chapter highlights current local and mainstream assessment practices used with this group of learners, and the implications for …
Translingual Entanglements of Emotions and Translanguaging in Language Learning and Teaching Contexts
In this review article, we present the idea of “translingual entanglements of emotions,” which seeks to illustrate how emotions can be inherently entangled within language learning and teaching contexts in relation to language users’ translanguaging practices. Just like the trajectory of translanguaging approaches seeks to transcend what is generally seen as language or divisions between named languages, we suggest the idea of translingual entang…
Distraction in Australian language education policy: A call to re-centre language rights
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…
Non-Indigenous Initial Teacher Education students navigating the cultural interface
Islander content across all levels of education in Australia, it is frequently reported that these aims are not being met. Settler ignorance and resistance are key contributing factors. However, recently, in our experiences teaching Initial Teacher Education (ITE) courses in the university sector, we found students who are, without being required to, including Aboriginal and Torres Strait Islander content into their lesson plans, representing a s…
Teaching English as an Additional Language or Dialect to Young Learners in Indigenous Contexts
This chapter explores the diversity of Indigenous contexts and their differing learning needs related to Standard Australian English. It discusses some of the key theories of language learning and pedagogical approach within these contexts and how these have been applied to classroom practice in Indigenous contexts. The chapter highlights current local and mainstream assessment practices used with this group of learners, and the implications for …
Language Practices of Indigenous Children and Youth: The Transition From Home to School
LANGUAGE PRACTICES OF INDIGENOUS CHILDREN AND YOUTH: THE TRANSITION FROM HOME TO SCHOOLWigglesworth, G., Simpson, J., & Vaughan, J. (Eds.) Springer, 2018
Using teacher-researcher collaborations to respond to the demands of ‘real-world’ EAL/D learning contexts across the curriculum
Despite the increasing levels of cultural and linguistic diversity represented in Australian classrooms, many universities do not adequately prepare teachers to teach English as an additional language or dialect (EAL/D). Moreover, in neoliberal educational regimes, teaching tends to remain steadfastly focused on monolingual conceptions of literacy development, and ‘evidence-based’ practices tend to reflect this stance. In this paper, we argue tha…
Recognising the SAE language learning needs of Indigenous primary school students who speak contact languages
Most Indigenous peoples live in urban and regional locations across Australia and no longer speak their traditional languages fluently. Instead contact languages, creoles and dialects, are widely spoken. In many educational settings, educators may know little about the first languages of the Indigenous children they teach, and not recognise these as different languages or dialects. Consequently, these students may not be treated as second languag…
Non-Indigenous Initial Teacher Education students navigating the cultural interface
Islander content across all levels of education in Australia, it is frequently reported that these aims are not being met. Settler ignorance and resistance are key contributing factors. However, recently, in our experiences teaching Initial Teacher Education (ITE) courses in the university sector, we found students who are, without being required to, including Aboriginal and Torres Strait Islander content into their lesson plans, representing a s…
Meeting standards: (Re)colonial and subversive potential of AI modification
AI potential to recolonise language practices by reproducing existing marginalisations in novel ways has already instilled fears of a ‘contemporary dystopia’ ( Miras et al., 2022 ) — a space of cultural and linguistic erasure. Accents represent a distinctive aspect of language practice associated with one’s sociocultural, and ethno-racial characteristics. They account for one’s social identity, status, and proficiency ( De Klerk & Bosch, 1995 ). …
Decolonizing or recolonizing: AI through the eyes of applied linguists, language teachers, and language learners
Creating and enacting culturally responsive assessment for First Nations students in higher education settings
In this article, we argue that current assessment practices in higher education require urgent examination and should be re-imagined in culturally responsive ways to ensure fairness for all. From sociocultural and social justice perspectives, we highlight examples of cultural and linguistic bias in assessment that disadvantages many First Nations students. Incorporating a constructivist viewpoint, we argue that assessment practices must keep pace…
Distraction in Australian language education policy: A call to re-centre language rights
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…
To what extent do Australian universities offer dedicated units to prepare pre-service teachers to support EAL/D learners
Framed by social justice perspectives, in this article, we present our findings from an audit of Initial Teacher Education (ITE) degrees offered by Australian universities. The purpose is to establish which degrees (and universities) offered dedicated English as an Additional Language and/or Dialect (EAL/D) units that explicitly and solely focus on EAL/D learning and teaching, as core units or elective units, or as a specialisation for secondary …
From English-only to only English: Exploring children’s linguistic and cultural identities in a primary school classroom
Children’s languages are often rendered invisible in Australian primary school classrooms where monolingual norms govern interaction. For heritage language learners this can be reinforced by parental and social expectations and their language use subsequently relegated to specific sites. In our critical participatory action research (CPAR) project, using culturally and linguistically responsive teaching (CLRT), we investigated how children in a m…
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…
Towards a playworld translanguaging approach in early childhood education
In this conceptual paper, we integrate interdisciplinary perspectives from early childhood education and applied linguistics to propose a new framework: Playworld Translanguaging . This framework refers to the intentional blending of pedagogical translanguaging and conceptual playworlds to create a supportive, inclusive pedagogy in early childhood education settings for children from diverse linguistic and cultural backgrounds. We argue that peda…
Translingual Entanglements of Emotions and Translanguaging in Language Learning and Teaching Contexts
In this review article, we present the idea of “translingual entanglements of emotions,” which seeks to illustrate how emotions can be inherently entangled within language learning and teaching contexts in relation to language users’ translanguaging practices. Just like the trajectory of translanguaging approaches seeks to transcend what is generally seen as language or divisions between named languages, we suggest the idea of translingual entang…
Using contrastive analysis to develop language awareness for speakers of an Indigenous contact language in an Australian classroom
In Australia, many Aboriginal and Torres Strait Islander children speak contact languages, dialects and creoles, formed from traditional languages and English. Upon entry to the schooling system, these students are required to learn standardized Australian English (SAE) to access curriculum content. In our experiences, dominant monolingual English-only teaching approaches did not meet the English as an additional language and/or dialect (EAL/D) l…
Working together for stronger Aboriginal and Torres Strait Islander languages: In the decade of Indigenous Languages
Exploring land, language and culture through playworld translanguaging: One child’s meaning-making practices
Foregrounded in the work of Elizabeth Povinelli and drawing on semiotic theory, translanguaging and play-based learning pedagogies, this article presents findings from a critical participatory action research project conducted in an early years classroom in a remote Aboriginal community school in Western Australia. It describes how two educators, from both non-Aboriginal and Aboriginal backgrounds, collaborated to create spaces for the children i…
Doing and undoing reparative educational futures for First Nations teachers in Australia
This study explores the experiences of teachers and stakeholders involved with an Australian First Nations initial teacher education pathway with a long history of working to secure a reparative educational future. Using the lens of Decolonising Race Theory (DRT), we critically analyse interview data to identify ongoing tensions between DRT tenets of the logic of elimination and reparative activism and explain how these forces work to simultaneou…
Multilingual Education and Policy (12 works) · Sociology (12 works) · Psychology (10 works) · Pedagogy (9 works) · Linguistics (7 works) · Political science (7 works) · Indigenous (6 works) · Second Language Learning and Teaching (6 works) · Education Systems and Policy (5 works) · Project commissioning (5 works)