Developing a multilingual identity approach to intercultural understanding in languages education—a document analysis of languages curriculum in Australia

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Abstract

This chapter explores how multilingual identity is a core component of meaningful intercultural understanding within language education. Using a document analysis of language curriculum documents from New South Wales (NSW), Australia, the chapter applies the newly developed Multilingual Identity Approach to Intercultural Understanding (Fielding, 2021) within a document analysis to examine the ways in which these curriculum documents refer to identity and multilingual identity as part of the curriculum references to intercultural understanding. This new theorisation has argued for multilingual identity to play a more central role in intercultural language education. In exploring the curriculum documents, the chapter highlights where further focus on multilingual identity is needed in curriculum implementation, and where monolingual bias may still be present in curriculum documents. Recommendations are made suggesting that increasing the emphasis upon multilingual identity—rather than a broader conceptualisation of identity—and emerging multilingualism for all language learners could deepen the intercultural experience for students and teachers within the language classroom.
Original languageEnglish
Title of host publicationMultilingualism, Identity and Interculturality in Education
EditorsRuth Fielding
Place of PublicationSingapore Singapore
PublisherSpringer
Chapter2
Pages21-40
Number of pages20
Edition1st
ISBN (Electronic)9789811958489
ISBN (Print)9789811958472
DOIs
Publication statusPublished - 2022

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