2022 RTP Disrupting the dominant English language mindset to enable linguistic inclusivity, empowerment, and belonging.

Status: Open

Applications open: 12/07/2021
Applications close: 30/08/2021

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About this scholarship
Description/Applicant information

Linguistic isolation can lead to feelings of loneliness and self-debasement (Fanon, 1969) as well as loss of identity. It may also cause resettled multilingual populations to be disadvantaged in forming social and, most importantly, economic networks necessary for adjustment to their new setting (Heu et al., 2020). The monolingual population may view migrants who speak their own languages negatively and marginalise them using hegemonic language ideologies and covert racialising discourses aligned with monolingual policies to produce a perception of languagelessness of the subordinated language speaker (Rosa, 2019). Those perceived to have poor skills in the dominant language, are also assumed to have inadequate ability in their first language and to be a less than fully-fledged person, as a result (Rosa, 2019), contributing to increased instances of implicit or explicit dehumanising acts from the dominant group (da Silva Rebelo et al., 2020; Huang & Liu, 2018). 
In 2020, being heard became even more difficult for migrants living in countries across the world. Local governments reported difficulties in communicating with multilingual populations who had become isolated during the government mandated physical distancing requirements of the pandemic. They suggested language was a major hindrance in effective communication supports available to vulnerable communities (Ahmad & Hillman, 2020; OECD, 2020).  This put into sharp focus the need for more work on inclusionary language practices in diverse contexts for reasons of communication, including greater use of translation into migrants L1s and more encouragement of migrants using their full linguistic repertoire to communicate with acceptance of this by the monolingual community. Outside of the pandemic situation, migrants can suffer from lack of home/heritage language representation within the dominant discourse of the community. Sustainable efforts need to be made to focus on migrant students’ identities and ideologies in terms of their language (Seltzer, 2020).  Crucial to being heard is being given license to translanguage or use your full linguistic repertoire to create meaning; taking advantage of fluid language practices at your disposal across multiple named languages and varieties that enhance communication (Li, 2018).  Inclusive linguistic practices have two major roles; one in facilitating communication and one in ensuring identity retention and recognition.
During 2020, Curtin University’s School of Education was involved in collaborative research with local communities . The project found several pre-existing, strengths-based, and community driven, initiatives that connected individuals across linguistic and cultural backgrounds. The project also led to increased opportunities for perspective giving and perspective taking (Bruneau & Saxe, 2012), which resulted in efforts to strengthen partnerships with multilingual communities through further community dialogue, intercultural collaboration, and program co-design.  Through this project it became apparent that language was key to connection for migrants. This was not only language access but the promotion of L1 opportunities across social contexts, including education, community activism, and interactions with local government.  This prompted researchers to consider language as a critical priority of this project.  Through collaborative research with a local multilingual primary school in the City of Canning, Curtin university teacher-researchers worked together with primary school teacher-researchers, plurilingual migrant parents and children to foster a sustainable stance which sees diverse linguistic practices as valuable resources to be built upon and leveraged not only in the classroom but in the community at large. The project worked on researching the integration of in-school and out-of-school language practices, with the aim of collaboratively building confidence in translanguaging practices in Australian school settings (García et al., 2017; (Tian & Shepard-Carey, 2020). Advocates of translanguaging encourage the use of fluid language practices across multiple named languages and varieties that enhance communication (Li, 2018). It has at its core the ‘multilingual turn’ which is an ‘epistemological shift that continues to challenge the framing of monolingualism as the norm’ (May, 2013: 50).
The research team is seeking to expand this language focus to include  working with key migrant community leaders and the parents and children of plurilingual communities to conduct research that focuses on L1 becoming an integral part of sustainable and inclusive community-based programs, with a focus on educational and local government contexts.  The research would track how these programs are co-designed, developed, and implemented in specific contexts; through this, it would document translanguaging practices across these phases, focusing on the role of linguistically inclusive practices in relation to empowerment and belonging.  Likewise, it would investigate how leveraging L1 can disrupt historically exclusionary practices and reshape the way we consider language in educational contexts. 

Student type

• Future Students

Faculty

• Faculty of Humanities

Course type

• Higher Degree by Research

Citizenship

• Australian Citizen
• Australian Permanent Resident
• New Zealand Citizen
• Permanent Humanitarian Visa

Scholarship base

• Merit Based

Value

Total value of the annual scholarships (stipend and fees) is approx. $60,000 - $70,000 p.a. Curtin PhD Stipends are valued at $28,597 p.a. for up to a maximum of 3.5 years.

Successful applicants will receive a 100% Fee offset.

Scholarship Details
Maximum number awarded

1

Eligible courses

All applicable HDR courses

Eligibility criteria

The HDR applicant should have a genuine interest in language, particularly the way that language can empower or disempower people, and a sense of mission to help bring about change in the way that home/heritage languages are viewed. They should feel comfortable initiating data collection by working collaboratively and in partnership with migrants, local migrant community leaders and other community members.  Ideally they may already have experience in conducting one on one in-depth interviews, shadowing research participants, recording interaction, analysing data thematically and through critical discourse analysis as these would be valuable skillsets to have for this project. 

Application process

If this project excites you, and your research skills and experience are a good fit for this specific project, you should email the project lead, expressing your interest (EOI) in this project.

Your EOI email should include your current curriculum vitae, a summary of your research skills and experience and the reason you are interested in this specific project.

Enrolment Requirements

Eligible to enrol in a Higher Degree by Research Course at Curtin University by March 2022

Enquiries

To enquire about this project opportunity contact the Project lead (listed below).

Name: Associate Professor Toni Dobinson 

Email: [email protected]

Contact Number: 9266 4311

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