![]() Confronting beliefs related to the institutional centrality of English in a country like Australia is an important step in leveraging students’ language resources at school. This focus has recently been catalysed by a translanguaging perspective which challenges deficit understandings of the ‘English language learner’ and promotes the idea of a holistic linguistic repertoire (García, 2017). Further, the affirmation of linguistic identities was found to be less challenging for the teachers than the leveraging of students’ linguistic repertoire for specific learning objectives.ĪB - Leveraging students’ languages as a resource for learning has been advocated in TESOL literature for the past three decades. Thematic analysis evidenced a shift in teachers’ thinking of what it meant to be bi/multilingual. Data were collected from interviews, teachers’ group discussions, lesson plans, written reflections and students’ work samples. Seven generalist teachers attended professional learning in which they worked to incorporate students’ language practices into their lessons. This chapter reports on research that aimed to encourage teachers in three linguistically diverse primary schools to draw on students’ repertoires in the classroom. N2 - Leveraging students’ languages as a resource for learning has been advocated in TESOL literature for the past three decades. T1 - Incorporating Australian primary students’ linguistic repertoire into teaching and learning Further, the affirmation of linguistic identities was found to be less challenging for the teachers than the leveraging of students’ linguistic repertoire for specific learning objectives.Ībstract = "Leveraging students linguistic repertoire for specific learning objectives.", ![]() ![]() Leveraging students’ languages as a resource for learning has been advocated in TESOL literature for the past three decades.
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