This paper employs autoethnography in a multilingual indigenous community in the north of
Australia to examine the in‐practice challenges of both oracy and dialogue in a classroom in …

This multi-year autoethnographically oriented practitioner inquiry was concerned with
Pasifika English Language Learner (ELL) students, teachers, and staff in a multilingual …

In this paper an argument is made for paying attention to the discursive features of
classroom talk; particularly, for how the teacher authorises ways of knowing and speaking …

This paper presents an analysis of the classroom discourse and strategies of Marcia, an
early childhood teacher of a class with a high percentage of Indigenous Australian students …

Historical failures to address disparities between the academic achievement of Māori and
non-Māori students have had devastating outcomes for Māori in New Zealand society as …

Representations of Aboriginal youth in Australia are typically characterised by deficit
discourses often in relation to normative, Eurocentric educational criteria. They are …

Educating for culturally and linguistically diverse (CALD) learners emerged as a policy
'problem'that gained attention from the 1970s to the 1990s through Australian multicultural …

Cultural and linguistic diversity in educational settings is the new normal internationally.
However, domestic research shows that Indigenous Australian students are still not …

In this paper, I reflect upon an action research investigation with experienced Non-
Aboriginal teachers from the Northwest Territories into place-conscious writing practices. I …

In higher education institutions in South Africa, educators working in the fields of language
and academic literacy need to be sensitive and responsive to the linguistic and cultural …