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Growing recognition of multilingualism supports incorporating students’ home languages and multilingual abilities into teaching and learning. This paper proposes principles for effective multilingual pedagogy, illustrated through examples from students learning English as an additional language or dialect (EALD) and their teachers in two South Australian secondary schools.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/eroding-the-monolingual-monolith-paper/593898/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/eroding-the-monolingual-monolith-paper/593898.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the paper address in Australian education?","Question",{"text":112,"@type":113},"It addresses the persistence of a “monolingual mindset” that treats English as the only valuable language for learning, despite the growing multilingual diversity in schools.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper define a multilingual stance for EALD education?",{"text":117,"@type":113},"It frames multilingual competence as a connected, dynamic repertoire of language functions and views English learners as multilingual users whose full multilingual repertoires should be acknowledged, built on, and developed.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the authors hope the proposed principles will enable?",{"text":121,"@type":113},"They aim to extend discussion on multilingual resources and translanguaging practices and encourage collaboration among students, teachers, and researchers through action research and development of multilingual pedagogies.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593898,1792101615,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","| |  OPEN ACCESS\u003Cbr>Australian Journal of Applied Linguistics\u003Cbr>ISSN 2209-0959\u003Cbr>[https://journals.castledown-publishers.com.au/ajal/](https://journals.castledown-publishers.com.au/ajal/) |\n| --- | --- |\n\nAustralian Journal ofApplied Linguistics, 3 (1), 91-114 (2020) [https://doi.org/10.29140/ajal.v3n1.302](https://doi.org/10.29140/ajal.v3n1.302)  \nEroding the Monolingual  \nMEI FRENCH a  \nJANET ARMITAGE b  \nMonolith  \na University of South Australia, Australia b University of South Australia, Australia  \n[mei.french@mymail.unisa.edu.au](mei.french@mymail.unisa.edu.au) [janet.armitage@mymail.unisa.edu.au](janet.armitage@mymail.unisa.edu.au)  \nAbstract  \nAustralian schools are increasingly linguistically and culturally diverse places, and yet, the monolithic weight of the “monolingual mindset” (Clyne, 2008) still hulks at the centre of Australian education systems. Despite this, there is increasing recognition of the value of multilingualism, and the importance of incorporating students’ home languages and multilingual abilities into teaching and learning. Teachers, teacher educators and curriculum developers seek guiding principles for multilingual approaches and examples of effective strategies which can be adapted and translated for diverse educational contexts. This paper suggests some principles which support effective multilingual pedagogy, illustrated with examples from students learning English as an additional language or dialect (EALD) and their teachers in two South Australian secondary schools. At a foundational level, a multilingual stance underpins the success of multilingual pedagogies. Attention to both vertical and horizontal dimensions of multilingualism (Heugh, 2018) is central to effective multilingual pedagogy. Additionally, the expertise of both students and teachers must be recognised and specified. Multilingual students are experts in using and managing their multilingual repertoires for interaction and learning, while teachers are responsible for learning design, teaching school literacies, and maintaining a supportive learning environment. A key to success is that multilingual pedagogies are developed from and respond to students’ existing multilingual practices. It is hoped that these principles can help extend discussion around the use of multilingual resources and translanguaging practices in school-based learning, and give impetus to collaboration engaging students, teachers and researchers in action research and development of multilingual pedagogies. In this way, Australian education might begin to emerge from the shadow of the monolingual monolith.  \nKeywords: multilingualism, EALD, multilingual pedagogies, culturally responsive pedagogies, secondary school  \nIntroduction  \nWhile Uluru, a sandstone monolith rising out of the desert, is recognised as a symbol of central Australia, another monolith is firmly embedded at the centre of Australian education. That is the“monolingual monolith”(Crisfield, 2017), the idea that the only valuable language of and for learning is English. However in truth Australian schools are multicultural, multilingual places. Nearly one quarter of school-aged students nationwide speak a language other than English at home (Australian Bureau of Statistics, 2018), and some schools, like the two schools described in this paper, represent an even higher rate of cultural and linguistic diversity.  \nAt sites such as these, a multilingual stance (see Ollerhead, Choi, & French, 2018, pp. 5–6) is a starting point in challenging the monolingual mindset. This is grounded in an understanding of multilingual competence as a connected and dynamic repertoire of “different functions served by different languages,” rather than separate understandings of discrete languages (Canagarajah, 2011, p. 1) . In the context of English as an additional language or dialect (EALD) education, a multilingual stance entails viewing learners of English as multilingual learners and users of language and ","cbCaioNXPXVySjoN","https://ap.wps.com/l/cbCaioNXPXVySjoN","pdf",1166930,24,"English","# Introduction\n## Multilingual stance and challenging the monolingual mindset\n## Context of EALD education and classroom practice\n## Action in two South Australian secondary schools","[{\"question\":\"What problem does the paper address in Australian education?\",\"answer\":\"It addresses the persistence of a “monolingual mindset” that treats English as the only valuable language for learning, despite the growing multilingual diversity in schools.\"},{\"question\":\"How does the paper define a multilingual stance for EALD education?\",\"answer\":\"It frames multilingual competence as a connected, dynamic repertoire of language functions and views English learners as multilingual users whose full multilingual repertoires should be acknowledged, built on, and developed.\"},{\"question\":\"What do the authors hope the proposed principles will enable?\",\"answer\":\"They aim to extend discussion on multilingual resources and translanguaging practices and encourage collaboration among students, teachers, and researchers through action research and development of multilingual pedagogies.\"}]","Eroding the Monolingual Monolith - paper | PDF",1792078133]