Multilingualism as a Resource - UNSW · Language maintenance in multilingual transnational families...

Symposium, 4 December 2017

Abstracts

Multilingualism as a Resource: Bringing Home Languages to the Fore

Jaydon Andor Hancock, age 5, Hungarian-English bilingual

Multilingualism as a Resource: Bringing Home Languages to the Fore2

Acknowledgement of Country

We would like to respectfully acknowledge the Bediagal people of the Eora Nation who are the Traditional Custodians of the land on which this conference takes place.

Acknowledgement of Funding

I am grateful to the Faculty of Arts and Social Sciences and the School of Humanities and Languages for funding this event.

Dr Anikó Hatoss – Convenor


Table of ContentsAcknowledgement of Country ................................................................................................................2Acknowledgement of Funding................................................................................................................2Keynote Address by Professor Anne Pauwels .......................................................................................4Language maintenance in multilingual transnational families ................................................................4Keynote Address by Professor Terry Lamb ............................................................................................4Challenging the monolingual habitus in super-diverse urban spaces .................................................... 41. Multilingual Sydney: Whose Sydney? Whose multilingualism? ........................................................ 7 Alice Chik ........................................................................................................................................72. “More doors can be open for them if they have two languages”: Family language policies of new-Australian mothers of Arabic-speaking background ...................... 7 Areej Yousef and Kerry Taylor-Leech .............................................................................................. 73. Intergenerational language transmission in an Australian Greek-Cypriot community: Roles for ethnic identity and cultural practices ...................................... 8 James Lee and Maria Zarimis ......................................................................................................... 84. Linguistic shift and heritage language maintenance in Australia: an intergenerational analysis of languages spoken at home in Sydney. ........................................... 8 Jim Forrest ......................................................................................................................................85. Linguistic Life Histories of the Superdiverse Generation .................................................................. 9 Zozan Balci .....................................................................................................................................96. Korean immigrant mothers’ beliefs and family literacy practices (FLP) r egarding their children’s bilingualism living in Australia ................................................................... 9 Eun Kyong Park ...............................................................................................................................97. Multilingualism as the key to creating knowledge building societies: Some insights into bottom-up initiatives. ....................................................................................... 10 Shirley O’Neill ............................................................................................................................... 108. Language shift in transnational families ......................................................................................... 10 Lisa Gilanyi .................................................................................................................................... 109. Language choices, preferences and attitudes of second and third generation Italo-Australians .... 11 Antonia Rubino .............................................................................................................................. 1110.Ideal school settings for enhancing children’s bilinguality – an insight from a Japanese case study 11 Hideyuki Taura & Amanda Taura ................................................................................................... 1111. Once upon a time: a temporal study of storytelling in a multilingual community ............................ 12 Gill Pennington .............................................................................................................................. 1212. Language choices of siblings in Italian/English families ................................................................ 12 Daniela Panico .............................................................................................................................. 1213. The influence of local pragmatic varieties on the teaching of a heritage language: teacher perceptions. ................................................................................. 13 Jill Murray & Efrosini Deligianni ..................................................................................................... 1314. Tablet technologies and language socialization: A study of first-generation Hungarian immigrant families living in Sydney, Australia ...................... 13 Maria Gabriella Peter .................................................................................................................... 1315. What can L2 French learners self-repair of determiners during spontaneous conversation teach us

about their interlanguage? ............................................................................................................ 14 Hugues Peters ............................................................................................................................... 1416. Investigating translanguaging pedagogies in an Australian Intensive English Classroom ............. 14 Sue Ollerhead ............................................................................................................................... 1417. Parental agency in intergenerational language maintenance: A case study of a Hungarian playgroup in Australia ....................................................................... 15 Anikó Hatoss ................................................................................................................................. 1518.On being a language vessel II: 2.5 years later ............................................................................... 17Joshua Nash ...................................................................................................................................... 17


Keynote Address by Professor Anne PauwelsLanguage maintenance in multilingual transnational families

The past half century has seen a dramatic increase in mobility: global transnational, inter-regional, border-crossing, voluntary and forced, short- and long-term, etc. Not only do many more people move more often, for many ‘being on the move’ has become a permanent state of being, sometimes voluntarily but often forced. The linguistic consequences of this ‘constant’ mobility include greater diversity and rapid changes in the linguistic make up of populations, multilingual land- and soundscapes, and various forms of multilingualism affecting individuals, families and groups. The growth in transnational families

whose communicative practices draw upon various languages is particularly noticeable in large urban centres in western societies. To date sociolinguistic studies of language choice and language maintenance efforts in families have focused mainly on those involving two and possibly three languages Here I would like to present some case studies of families with multiple languages and examine the question of what constitutes language maintenance in such families.

Anne Pauwels is Professor of Sociolinguistics at the School of Oriental and African Studies, University of London. Her main research relates to transnational and immigrant multilingualism. Her latest book is entitled Language maintenance and shift (CUP, 2016)

Keynote Address by Professor Terry LambChallenging the monolingual habitus in super-diverse urban spaces

Globalisation brings with it increasing linguistic diversity in our neighbourhoods and schools. This presentation will argue that multilingualism is a valuable resource for individuals, communities, cities and nations, but that it is, in some contexts, problematized and excluded not only from educational spaces, but also from public spaces. This presentation will argue that we need to create spaces, which challenge the monolingual habitus, and that this must engage the collective autonomy

of linguistic communities themselves. In so doing, it will draw on a number of research projects and creative initiatives in the UK and other European contexts and will make specific reference to the researcher’s work with the European Centre for Modern Languages of the Council of Europe, including the Supporting Multilingual Classrooms initiative and materials developed to stimulate plurilingual pedagogies.

Professor Terry Lamb, BSc (Hons), PGCE, MA, PhD, FRSA, Chevalier dans l’Ordre des Palmes Académiques. A former secondary school languages teacher, Terry is Professor of Languages and Interdisciplinary Pedagogy and Director of the Centre for Teaching Innovation at the University of Westminster. He has published extensively in the areas of learner autonomy, multilingualism and language teacher development, and is founder editor of the academic journal Innovation in Language Learning and Teaching. He has carried


out consultancies and presented keynote papers in many countries and been involved in numerous research projects, including several at the European Centre for Modern Languages in Graz. Terry has worked closely with the UK and other Governments, including as Chair of the 14-19 Diploma Development Partnership for Languages and International Communication, which developed a cutting-edge curriculum for languages. He has been awarded the honour of Chevalier des Palmes Académiques.

Terry is former President of the Association for Language Learning and currently Secretary General (and Past President) of FIPLV (Fédération Internationale des Professeurs de Langues Vivantes), an NGO of both UNESCO and the Council of Europe.


WelcomeKeynote Address: Prof Anne Pauwels

LANGUAGE MAINTENANCE IN MULTILINGUAL TRANSNATIONAL FAMILIES1pm-2pm, Central Lecture Block CLB 4

Time Central Lecture Block CLB3 Central Lecture Block CLB 4 Central Lecture Block CLB 5

2:00-2:30pm 1 Multilingual Sydney: Whose Sydney? Whose multilingualism?

Alice Chik

Macquarie University

2“More doors can be open for them if they have two languages”: Family language policies of new-Australian mothers of Arabic-speaking background

Areej Yousef and Kerry Taylor-Leech

Griffith University

3 Intergenerational language transmission in an Australian Greek-Cypriot community: Roles for ethnic identity and cultural practices

James Lee and Maria Zarimis

UNSW

2:30-3:00pm 4 Linguistic shift and heritage language maintenance in Australia: an intergenerational analysis of languages spoken at home in Sydney.

Jim Forrest

Macquarie University

5 Linguistic Life Histories of the Superdiverse Generation

Zozan Balci

UTS

6 Korean immigrant mothers’ beliefs and family literacy practices (FLP) regarding their children’s bilingualism living in Australia

Eun Kyong Park

UNSW

3pm-3.30pm Coffee Break

3:30-4:00pm 7 Multilingualism as the key to creating knowledge building societies: Some insights into bottom-up initiatives

Shirley O’Neill

University of Southern Queensland

8 Language shift in transnational families

Lisa Gilanyi

UNSW

9 Language choices, preferences and attitudes of second and third generation Italo-Australians

Antonia Rubino

University of Sydney

4:00-4:30pm 10 Ideal school settings for enhancing children’s bilinguality – an insight from a Japanese case study

Hideyuki Taura & Amanda Taura

Ritsumeikan University and Setsunan University

11Once upon a time: a temporal study of storytelling in a multilingual community

Gill Pennington


12 Language choices of siblings in Italian/English families

Daniela Panico


4:30-5:00pm 13 The influence of local pragmatic varieties on the teaching of a heritage language: teacher perceptions.

Jill Murray and Efrosini Deligianni

Macquarie University and UNSW

14 Tablet technologies and language socialization.

A study of first generation Hungarian immigrant families living in Sydney, Australia

Maria Gabriella Peter

UTS

15 What can L2 French learners self-repair of determiners during spontaneous conversation teach us about their interlanguage?

Hugues Peters

UNSW

5:00-5:30pm 16 Investigating translanguaging pedagogies in an Australian Intensive English Classroom

Sue Ollerhead

UNSW

17 Parental agency in intergenerational language maintenance: A case study of a Hungarian playgroup in Australia

Anikó Hatoss

UNSW

18 On being a language vessel II: 2.5 years later

Joshua Nash

University of New England

Keynote Address: Prof Terry Lamb

CHALLENGING THE MONOLINGUAL HABITUS IN SUPER-DIVERSE URBAN SPACES

5.30-6.30pm, Central Lecture Block CLB 4

Drinks and Canapés, Penny Lane Bar & Cafe 6:30-7:30pm


1. Multilingual Sydney: Whose Sydney? Whose multilingualism? Alice Chik

In 2016, 52% of all public-school students have a language background other than English (LBOTE), and the population is higher in the early childhood sector. Then, what do pre-service early childhood and primary school teachers think about multilingualism and Sydney as a multilingual city? Findings from an online survey completed by 280 teachers suggest that non-LBOTE teachers have a much lower degree of awareness of Sydney being a multilingual city than their LBOTE counterparts. The findings point to the pressing

need to raise awareness and provide catering pedagogies among pre-service teachers on multilingualism in classrooms and in urban settings.

Alice Chik is a Senior Lecturer in Educational Studies at Macquarie University. She specializes in informal learning, digital literacies, and multilingualism. She is currently coediting, ‘The multilingual city: Sydney case studies’ (Routledge, 2018).

2. “More doors can be open for them if they have two languages”: Family language policies of new-Australian mothers of Arabic-speaking background

Areej Yousef and Kerry Taylor-LeechResearch studies on how bilingual families around the world plan language use at home showthree common approaches, widely referred to as: (i) one-person- one-language, (ii) minority-language-at-home, and (iii) mixed-language. Research also shows that within families, it ismothers who take on primary responsibility for intergenerational language transmission andraising bilingual children (King & Fogle, 2006; Okita,

2002). Although studies have been conducted within a range of different immigrant groups, little research has been done with new-Australian families of Arabic-speaking background. We present findings from a study of four Arabic-speaking new-Australian mothers. Taking a community-of- practice perspective, we focus on the strategies they used at home to support their children’s language development in English and Arabic. We assess their awareness of the three most common family strategies for raising bilingual children.

King, K., & Fogle, L. (2006). Bilingual parenting as good parenting: Parents’ perspectives on family language policy for additive bilingualism. International Journal of Bilingual Education and Bilingualism, 9(6), 695-712. Okita, T. (2002). Invisible work: Bilingualism, language choice and childrearing in intermarried families. Studies in Language and Society, (Vol. 12). Philadelphia: John Benjamins Publishing

Areej Yousef completed her Research Master’s in 2016 in the School of Education at Griffith University, Queensland. Her thesis studied the family language policies and practices of bilingual Arabic-speaking new-Australian mothers. Email: [email protected]

Kerry Taylor-Leech is an applied sociolinguist based at Griffith University, Queensland. Her research focuses mainly on language policy and planning and identity, particularly in post-colonial and migrant contexts.


3. Intergenerational language transmission in an Australian Greek-Cypriot community: Roles for ethnic identity and cultural practices

James Lee and Maria ZarimisThe present study examines language transmission across three generations of three Greek-Cypriot families who reside in Sydney, Australia and finds roles for ethnic identify and cultural practices. The research is based on semi-structured interviews conducted with the nine family members, who ranged in age from 20 to 79 years old. Generation 1 are Cypriot-born and migrated to Australia as adults in 1951, 1962 and 1966.

Generation 2 are their Australian-born children aged 47-58. Generation 3 are Generation 2’s Australian-born children and Generation 3’s grandchildren; they are aged 20-31. The interviewees’ participation in the activities of the Cyprus Community Club in Stanmore proved to be a unifying factor in transmission.

James F Lee researches the second language acquisition of linguistic structures, particularly among early-stage classroom learners, and does so from a processing perspective. His recent work incorporates eye-tracking methodology to explore the processes and products seen with processing instruction.

Maria Zarimis is Adjunct Lecturer at the UNSW School of Humanities and Languages. and an active member of the Greek community of Sydney. She is currently working (with A/Prof James Lee) on intergenerational cultural and language transmission within families of the Greek-Cypriot Club in Stanmore, Sydney. This project was funded by the Ministry of Education and Culture of the Republic of Cyprus.

4. Linguistic shift and heritage language maintenance in Australia: an intergenerational analysis of languages spoken at home in Sydney.

Jim ForrestAnalysis of intergenerational linguistic shift and heritage language maintenance among non-English speaking background among immigrant groups, their children and grandchildren, based on language spoken at home from the 2016 census shows, in general, the expected decline in maintenance in the 2nd and 3rd (studied here for the first time) generations, but with noticeable differences among different ancestral groups especially between the 2nd and 3rd generations. On the other hand, mapping languages spoken at home across Sydney by suburb shows a picture of multicultural Sydney perhaps unrecognisable to many: English is a minority language in some areas, including,

for example, the Eastwood-Epping and Chatswood areas; only outer suburbs present an English-only situation; elsewhere there is a huge mix of heritage languages scattered across the city which denies any sense that particular linguistic (ethnic) groups can be characterised as dominating particular parts of the city.

Jim Forrest is Associate Professor in the Department of Geography and Planning, Macquarie University


5. Linguistic Life Histories of the Superdiverse GenerationZozan Balci

The accelerated rate of migration has seen the emergence of more culturally hybrid families which raises a number of questions about multilingualism: Why do some children identify with their heritage culture and language? Why do some reject it? This study aims to explore how perceptions and personal experiences shape multilingual competence and heritage language use in participants who come from a trilingual background comprised of two HLs in addition to their own native language. The qualitative research findings will give

insights into experiences that have led to either the resistance or acceptance of the linguistic and cultural identity available to them by heritage. Zozan Balci is a PhD Candidate with the School of Communications at UTS. Inspired by her own multicultural and multilingual background, her research interests are sociolinguistics, particularly in the context of identity studies, hybridity and superdiversity.

6. Korean immigrant mothers’ beliefs and family literacy practices (FLP) regarding their children’s bilingualism living in Australia

Eun Kyong ParkAs a marker of successful bilingual development, many researchers have paid attention to certain types of language and literacy opportunities that parents provide at home for their children in bicultural situations (Guardado, 2002; Joo, 2009; Tompkins, 2006). This project is based on the general components of a qualitative inquiry, with six Korean immigrant mothers attending of the community Korean language programs run by a church in Sydney, Australia. It aims to understand their ideas and beliefs about bilingualism and to get a snapshot of family literacy practices (FLP) for their children, which are “lived, negotiated and transmitted’ (Li, 2009, p.xvi).

Eun Kyong Park is a Master by Research student at SED, UNSW. She is an Early Childhood Teacher, who has worked as a bicultural support consultant, Korean family worker and family counsellor.


7. Multilingualism as the key to creating knowledge building societies: Some insights into bottom-up initiatives.

Shirley O’Neill This presentation explores the concept of knowledge building societies in terms of Bindé’s (2005) vision for global citizenship and the ability of communities across the world to collaborate on global issues of mutual concern. His argument for education that ensures citizens are at least bilingual and able to access the Internet is considered in relation to the symposium theme. Examples of the way seeds might be sown to foster collaboration at the local community level to address languages learning needs are provided. It concludes with a discussion of the challenges involved in making policy and planning changes that are appropriate to allow this ideal to be more effectively addressed.

Shirley O’Neill is Professor of Language and Literacies Education in the School of Linguistics, Adult and Specialist Education, and the Coordinator of the Applied Linguistics Discipline at the University of Southern Queensland. She has a special interest in TESOL, dialogic pedagogy, reading and writing, and student capacity building.

8. Language shift in transnational familiesLisa Gilanyi

The impact of permanent migration on language maintenance is well documented, however few studies consider the impact of temporary migration on family language practices. Furthermore, little is known about the long-term effects of language shift on children who must resume schooling in their home countries after extended periods living abroad. In this presentation I describe the language practices of three International Student families in Australia. I examine the factors influencing their language practices and the effect these practices have on children’s maintenance of their first language. I conclude by exploring the potential impact of language shift on their

children when they return to their home countries.

Lisa Gilanyi is a PhD student in the School of Education and my research examines the language investment of Spouses of International Students in Australia. She is a bilingual speaker of English and German.


9. Language choices, preferences and attitudes of second and third generation Italo-Australians

Antonia RubinoThis paper presents a project exploring linguistic choices, preferences and attitudes among trilingual (English, Italian and Dialect) Italo-Australian youth. The participants are females and males aged between 18 and 30 whose parents or grandparents migrated from Italy. Data were gathered through an online survey and in-depth interviews. The survey (259 respondents) includes socio-demographic information and self-assessed language competence and use. Interviews (12 to-date) focus on linguistic autobiographies, highlighting perceptions of language use and identity claims. Findings point to participants’ stronger

preference for Italian compared to Dialect. Both languages, but more so Dialect, appear to hold little instrumental value but emotional connotations linked to family and ‘roots’.

Antonia Rubino is Associate Professor at the School of Languages and Cultures of the University of Sydney. Her main research interests are in multilingualism, specifically on the linguistic practices of Italo-Australians in various sites, and on processes of maintenance/shift from the first to subsequent generations of Italians.

10. Ideal school settings for enhancing children’s bilinguality – an insight from a Japanese case study

Hideyuki Taura & Amanda TauraThis research presents two case studies taken from a unique school in Japan, exploring how a similar school system could be implemented in Australia to enhance children’s bilinguality. We tracked two high-school students for 6 years and 3 years respectively: (1) a Japanese monolingual from Grade 7 when her formal English learning began, and (2) a Grade 10 English-dominant Japanese returnee student upon her return to Japan from the U.S.A. The Grade 7 student’s English acquisition and the Grade 10 student’s

Japanese acquisition are linguistically and neuro-linguistically discussed to investigate how much the school environment contributes to the students’ bilinguality.

Hideyuki Taura and Amanda Taura have been examining Japanese-English bilinguals from the perspectives of linguistic, narrative, and brain development, with particular focus on their less dominant language. Affiliation: Ritsumeikan University and Setsunan University, JAPAN.


11. Once upon a time: a temporal study of storytelling in a multilingual communityGill Pennington

The multilingual skills and knowledge that EAL/D students bring into the classroom are often undervalued by educators. This doctoral study seeks to recognise the linguistic resources held within families by exploring the nature of the storytelling presented to young children within the Vietnamese-Australian community. Data analysis employs ecological models to explore the ways in which storytelling resources emerge from the intersections between historical and personal events over a lifetime. Stories told to Vietnamese-Australian children reflect the complex pattern of meanings constructed of experiences and trajectories over time and space within a globalized society. Told variously in English and home languages, they also raise issues about language usage

within established diasporic communities.

Gill Pennington is an EAL/D consultant (K-6) working in government and non-government schools and has recently completed her doctoral studies at the University of Sydney. She is an ATESOL NSW councillor.

12. Language choices of siblings in Italian/English families Daniela Panico

This paper will present some early findings from a qualitative sociolinguistic study that investigates the language practices of bilingual siblings and their parents in Italian/English families residing in Sydney. The main source of data are video recordings of naturally occurring parent-children and child-to child interactions during every day routines (i.e., family mealtimes and sibling playtime) which are analysed through a conversational analytical approach. This presentation focuses on one family, investigating patterns of language negotiation at the dinner table and, more specifically, the interactional practices involving the minority language speaking parent and the children. As the minority language speaking parent is

a second-generation Italian, in addition to providing insights into the dynamics of the family language policy, the paper also yields insights into heritage language maintenance.

Daniela Panico is currently a PhD candidate in the Department of Italian Studies of The University of Sydney where she also works as a tutor of Italian.


13. The influence of local pragmatic varieties on the teaching of a heritage language: teacher perceptions.

Jill Murray & Efrosini DeligianniOne largely unexplored issue in heritage language education concerns the divergence between the local variants developed in the diaspora communities and standard varieties used in formal education in the source country. Socio-pragmatic aspects of variation are of particular interest as they play an important role in learners’ overall communicative competence and are

frequently neglected in teaching materials. This study investigates how local variants are evaluated by Greek teachers working in community language schools in Sydney, and how they react to their students’ use of Greek-Australian forms. We explore the origins of these beliefs and their impact on classroom practice.

Jill Murray is a Lecturer at Macquarie University, where she teaches pragmatics, intercultural communication, SLA and TESOL. Her research interests include the development of pragmatic competence, assessment and language identity.

Efrosini Deligianni is a Lecturer in Greek Studies and Linguistics at UNSW. Among her research interests are sociolinguistic variation and language change, as well as pragmatics and intercultural communication.

14. Tablet technologies and language socialization: A study of first-generation Hungarian immigrant families living in Sydney, Australia

Maria Gabriella PeterInternet communication technologies, including tablet technologies, have established a strong presence in Australian households. This study aims to investigate the potential of tablet technologies as a domain for language development and language maintenance among a group of Hungarian first-generation immigrant families living in Sydney, Australia. The conceptual framework for this research is developed with reference to Bronfenbrenner’s bio-ecological model aligned with Bourdieu’s social concept of habitus and the concept of language socialisation. A multiple case study methodology using

a sociocultural approach is adopted and a wide range of data are gathered and subjected to a multimodal interactional analysis.

Maria Gabriella Peter is a doctoral candidate at UTS, Faculty of Arts and Social Sciences, School of Education. Her research interests include language and technology, home language maintenance, language development, and language socialisation.


15. What can L2 French learners self-repair of determiners during spontaneous conversation teach us about their interlanguage?

Hugues PetersL2 learners’ spontaneous speech is filled with disfluencies (pauses, fillers, various forms of retracing). Assuming that repair phenomena, usually considered prime examples of pure performance hiccups can reveal deeper aspects of the underlying grammatical competence, and in continuation of numerous research on the syntax of the determiner phrase in the interlanguage of L2 French learners, we provide an analysis of corpus data on self-repairs of definite and indefinite determiners to provide a more precise morpho-syntactic representation of the conscious and unconscious grammatical interlanguage knowledge of L2 learners, based on current linguistic theories (Minimalism and Distributed Morphology).

Hugues Peters is Senior Lecturer in French studies at UNSW. His research focuses on the grammar of the French language and on the acquisition of French as a foreign language.

16. Investigating translanguaging pedagogies in an Australian Intensive English Classroom

Sue OllerheadIn Australia there is little understanding of the depth and diversity of linguistic resources and cultural funds of knowledge that migrant students bring to classrooms, and the ways in which these might enrich classroom learning experiences for all students. This paper draws upon data from a qualitative, ethnographically oriented case study research project in which teachers and researchers collaborated to explore the potential of translanguaging and trans-semiotising pedagogies to enhance communication and classroom learning amongst multilingual students from migrant backgrounds.

The aim was to draw upon students’ observable languaging practices from their full repertoire of languages, and to tap into their existing cultural and linguistic funds of knowledge.

Sue Ollerhead is a Lecturer in Literacies and English as an additional language in the School of Education. She has worked in English language and literacy teaching and training in Africa, Europe and Australia. Her main interests are developing disciplinary literacies across the curriculum, learner and teacher identity in language and literacy education; translanguaging pedagogies and practices and refugee background learners


17. Parental agency in intergenerational language maintenance: A case study of a Hungarian playgroup in Australia

Anikó HatossThis paper discusses methodological challenges in the study of intergenerational language maintenance and shift and draws attention to subjectivities such as attitudes, motivation and parental agency. Drawing on prior work with Australian migrant communities, it presents the preliminary findings of a project set in the context of a newly formed Hungarian playgroup. Data is being collected from Hungarian first-generation immigrants raising 3-6-year-old children. The project is particularly interested in the emotional well-being of these families and language rules in the family domain. Insights from stories of successful intergenerational maintenance and lessons from families where language shift is already happening inform theories of parental

agency in intergenerational language maintenance and micro-level language planning. The study was funded by the School of Humanities and Languages, UNSW.Anikó Hatoss is Senior Lecturer in Linguistics in the School of Humanities and Languages, UNSW. She has conducted research in the Hungarian, German, South African and South Sudanese communities of Australia. Her research is focussed on intergenerational language maintenance and shift, Hungarian-English bilingualism, language planning, displacement and refugee pathways in education. Her latest monograph is entitled Displacement, language maintenance and identity (John Benjamins 2013).

18. On being a language vessel II: 2.5 years laterJoshua Nash

This presentation reports on the work in progress results of a linguist father speaking a non-native, non-heritage language, namely Danish, to his now 4-year old daughter with the support of his English-speaking partner in Armidale, New South Wales. Using research into linguistic privilege and the struggles of raising a bilingual child in an English dominant environment (Demont-Heinrich 2016; Saunders 1988), it reflects on the acquisition of grammar, lexicon, and cultural memes and elements by all family

members. The outcomes demonstrate that with persistence, a lot of stubbornness, and a good dictionary, the possibilities of raising a child in a non-native language are vast.

Demont-Heinrich, C. 2016. The Struggle to Raise Bilingual Children in the Belly of the English Hydra Beast: The United States of America. In P. Bunce, et al. (Eds.), Why English?: Confronting the Hydra (pp. 220). Bristol: Multilingual Matters.Saunders, George. 1988. Bilingual Children: From Birth to Teens. Philadelphia: Multilingual Matters.

Joshua Nash is postdoctoral research fellow at the University of New England, Armidale.He is a linguist and an environmentalist and his research intersects ethnography, the anthropology of religion, architecture, pilgrimage studies, and language documentation. He has conducted linguistic fieldwork on Norfolk Island, South Pacific and Kangaroo Island, South Australia, environmental and ethnographic fieldwork in Vrindavan, India, and architectural research in outback Australia.

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