Caught between a bilingual policy and monolingual English practices in Chile: Opportunities and challenges of translanguaging

The current language policy in Chile aims to develop bilingualism in English and Spanish. However, these aims are highly contested as policy and related curriculum directions are based on English-only monolingual ideologies with little room for translanguaging. To begin with, this chapter introduces language-in-education policies and relevant Teaching English to Speakers of Other Languages (TESOL) teacher training provisions in Chile. Then, the results of an empirical study are discussed which explored TESOL stakeholders’ views about multilingual training experiences and expectations by drawing on interviews with teacher educa-tors and teacher candidates in a regional university in Chile. The discursive data provide evidence that the current monolingual policy and curriculum directions are unsatisfactory, and there is an urgent need to incorporate translanguaging practices connecting with students’ full linguistic repertoires. Participants also felt that if bilin-gualism is officially promoted, then Mapudungun—the most widely spoken indige-nous language in Chile—should be included, even at the expense of English. These findings call for replacing monolingual English ideologies and incorporating multi-lingual strategies in TESOL teacher training contexts as well as into the practices of teaching English as a global lingua franca

Lexical Borrowing in the Speech of First-Generation Hungarian Immigrants in Australia

This article reports findings of a sociolinguistic project which investigated language contact phenomena in the speech of first-generation Hungarian Australians living in Sydney. The research aimed to identify and analyze English lexical items borrowed into the spoken Hungarian of first-generation Hungarian–English bilinguals. This research had a mixed methods approach including a quantitative element (count of lexical manifestations by categories such as part of speech) and a qualitative element in which the various lexical manifestations have been subjected to a linguistic analysis. The Hungarian National Corpus was used as a reference guide to determine the status of these phenomena in the lexicon of Standard Hungarian. The data were collected through semi-structured sociolinguistic interviews with 22 Hungarian Australians living in Sydney. The findings demonstrate that (a) first-generation Hungarians are highly creative language users and integrate a large number of English lexical items into their speech. Most lexical borrowings belong to the derivational blends with the highest proportion of the nominal group. Lexical borrowings from English are morphologically integrated with Hungarian-derivational suffixes and inflectional case markings. This research provides original empirical data to better understand the various inter-language lexical manifestations in Hungarian–English bilingual contexts. The study adds to the relatively small body of research on Hungarian–English bilingualism in diasporic context and contributes to understanding lexical borrowing from a contact linguistic perspective

Gendered barriers to educational opportunities: resettlement of Sudanese refugees in Australia

This paper argues that whilst equitable educational pathways are integrated into educational policy discourses in Australia, there are significant gendered barriers to educational participation among members of the Sudanese refugee groups. The specific conditions of forced migration reinforce disadvantage and further limit opportunities. Cultural factors play a key role in this, as the data from this study demonstrate. Participants in this study are Sudanese refugees who arrived in Australia as part of the humanitarian programme. The paper draws upon interviews and focus group data that were collected for a larger study on the broader issue of resettlement of Sudanese refugees in Australia. This paper argues that women from refugee backgrounds are particularly at risk and face cultural and linguistic barriers in accessing educational opportunities

Community-level approaches in language planning: the case of Hungarian in Australia

This paper provides an example of micro-planning which involves community, government and non-government organisations both in the context of immigrants’ source and host countries. The community in question is the Hungarian diaspora in Australia. The language planning activities are aimed at maintaining an immigrant heritage language and identity. The paper first gives a theoretical discussion on the definition of language policy and planning, with specific focus on micro-planning, then describes the Hungarian linguistic minorities in the Carpathian basin and in Australia. Then, the paper presents the micro-level language planning activities initiated by the Hungarian non-government organisations in Australia with specific focus on the interaction between Australian non-government organisations, Hungary-based non-government organisations and with government bodies in Hungary and Australia. The paper argues that micro-planning is initiated in the community, but can only be interpreted within the wider scope of macro-level planning. The paper also argues that micro-planning initiatives are essential complementary elements of language planning: neither macro- nor micro level planning is sufficient on its own