Migration, education, and translation : cross-disciplinary perspectives on human mobility and cultural encounters in education settings

This multidisciplinary collection examines the connections between education, migration and translation across school and higher education sectors, and a broad range of socio-geographical contexts. Organised around the themes of knowledge, language, mobility, and practice, it brings together studies from around the world to offer a timely critique of existing practices that privilege some ways of knowing and communicating over others. With attention to issues of internationalisation, forced migration, minorities and indigenous education, this volume asks how the dominance of English in education might be challenged, how educational contexts that privilege bi- and multi-lingualism might be re-imagined, what we might learn from existing educational practices that privilege minority or indigenous languages, and how we might exercise 'linguistic hospitality' in a world marked by high levels of forced migration and educational mobility. As such, it will appeal to scholars across the social sciences with interests in education, migration and intercultural communication. This book contains the following chapters: Introduction (Vivienne Anderson and Henry Johnson); (1) Migration and Decolonising Doctoral Education through Knowledge Translation: Postmonolingual Research, Human Mobility, and Encounters with Intellectual Cultures (Michael Singh); (2) The Worlding of Words: Postmonolingual Education at the Asian University for Women in Chittagong, Bangladesh (Tiffany Cone); (3) Translating the International Baccalaureate in Different Educational Contexts: The Benefits of and Constraints on Teachers Sharing a Common Lexicon (Lucas Walsh and Niranjan Casinader); (4) "I Feel More Korean Now": Heritage Language Learning and Identity Transformation of a Mixed-Heritage Korean New Zealander (Mi Yung Park); (5) "We Don't Count You as Polish, You're Just Like Us Now": Language, Integration, and Identity for Adolescent Migrants in Glasgow (Sadie Ryan); (6) "With a Little Help from My Friends": Translation, Education, and Linguistic Activism in a Context of Migration (Henry Johnson); (7) English Language Teaching as a Pathway to University Employment for Native English-Speaking Migrants to Japan (Naoko Inoue and Vivienne Anderson); (8) "Immigrants of Doubtful Value": Translating Policy Discourse about International Students in New Zealand (Andrew Butcher); (9) Mobilities, Pluralities, and Neoliberal Priorities: Considering the International Student Perspective to Explore Tensions in Higher Education and Academic Literacy Practice (Laura Gurney and Sherrie Lee); (10) Is There Any Appetite For "Linguistic Hospitality" in Monolingual Educational Spaces? The Case for Translanguaging in Australian Higher Education (Sue Ollerhead and Sally Baker); (11) Beyond Words: Language Hybridity in Postcolonial Multilingual Classroom Environments--Malta's Way Forward (Michelle Panzavecchia and Sabine Little); (12) Education for Nikkei Citizens in Pre-War America: Japanese Language Schools and Textbooks in California and Washington (Toyotomi Morimoto); (13) Rights, Resources, and Relationships: A "Three Rs" Framework for Enhancing the Educational Resilience of Refugee Background Youth (Rachel Rafferty); (14) Indigenous Pedagogies in Practice in Universities (Karyn Paringatai); and Response: Listen to the Land's Language: Learn to Translate, Again (Alison Phipps) Cover 1 Half Title 2 Series Page 3 Title Page 4 Copyright Page 5 Dedication 6 Table of Contents 8 List of illustrations 11 List of contributors 12 Foreword by Konai Helu Thaman 17 Series Editor’s Preface 20 Acknowledgements 22 Abbreviations 23 Introduction 26 Note 32 References 32 Part 1: Knowledge 36 1: Migration and decolonising doctoral education through knowledge translation: Post-monolingual research, human mobility, and encounters with intellectual cultures 38 Introduction 38 Debating languages and knowledge in research 39 Post-monolingual research methodologies face challenges 48 Conclusion 50 References 51 2: The worlding of words: Post-monolingual education at the Asian University for Women in Chittagong, Bangladesh 54 Introduction 54 Research context 56 Project outline and discussion 56 Conclusions 66 Notes 66 References 67 3: Translating the International Baccalaureate in different educational contexts: The benefits of and constraints on teachers sharing a common lexicon 69 Intrroduction 69 Context, theory, and method 70 The migration and translations of the PYP 72 Problematic translations of the PYP 76 Discussion 78 Conclusion 79 Acknowledgement 80 References 80 Part 2: Language 82 4: “I feel more Korean now”: Heritage language learning and identity transformation of a mixed-heritage Korean New Zealander 84 Introduction 84 The study 85 Resistance to embracing her Korean heritage 87 Regret for not learning Korean 88 Development of an interest in Korean and a new identity as a HL learner 90 Growing comfort with the Korean language and a hybrid identity 92 Discussion and conclusion 95 Acknowledgement 96 References 97 5: “We don’t count you as Polish, you’re just like us now”: Language, integration, and identity for adolescent migrants in Glasgow 98 Intrroduction 98 Methodology 100 Integrative motivation at St. John’s 102 The acquisition of aye 103 Conclusion: Beyond integrative motivation 109 References 111 6: "With a Little Help from My Friends": Translation, education, and linguistic activism in a context of migration 114 Introduction 114 Migration 116 Language decline 118 Education, translation, and activism 121 Conclusion 123 Notes 124 References 125 Part 3: Mobility 128 7: English language teaching as a pathway to university employment for native English-speaking migrants to Japan 130 Introduction 130 English language teachers in Japan 131 The study 132 English language teaching outside the university sector as a pathway to employment 133 English language teaching outside the university sector as a “dead-end” 135 Conclusion 138 Notes 139 References 139 8: "Immigrants of doubtful value": Translating policy discourse about international students in New Zealand 142 Introduction 142 Policy discourse about international students 143 International students as part of soft power 144 International students as economic agents 144 International students as sources of income 146 International students as immigrants of doubtful value 148 Conclusion 150 References 152 9: Mobilities, pluralities, and neoliberal priorities: Considering the international student perspective to explore tensions in higher education and academic literary practice 154 Monolingual ethos in higher education 156 Problematising monolingual practice in higher education 157 Research exploring academic literacy practice through the views and experiences of international students 158 Conclusion 164 References 165 Part 4: Practice 168 10: Is there any appetite for “linguistic hospitality” in monolingual educational spaces?: The case for translanguaging in Australian higher education 170 Introduction 170 Learning from linguistic and cultural diversity 170 “Super-diversity” in Australia: Challenges and opportunities 171 Emergent plurilinguals entering secondary schooling in Australia 172 Emergent plurilinguals in tertiary education in Australia 173 Towards new theoretical lenses for multilingual education: A social semiotic perspective of multilingual classrooms 173 Translanguaging and trans-semiotising pedagogies 174 The research 175 Case study 1: Translanguaging as a resource for learning in secondary schools 176 Case study 2: Identifying the need for plurilingual approaches in higher education for CALD migrants and refugees 176 Translanguaging and trans-semiotic approaches: Towards a humanising pedagogy for CALD students in Australian higher education 177 Is there an appetite for “linguistic hospitality” in Australian higher education? 179 Conclusion 180 Notes 181 References 181 11: Beyond words: Language hybridity in postcolonial multilingual classroom environments: Malta’s way forward 186 Introduction 186 Worldwide migration trends 186 Translanguaging and transglossia 187 Malta’s language history and bilingual situation 188 Malta’s education system 190 Malta’s multilingual classrooms 191 The way forward: Learning for and from Malta 192 Conclusion 195 References 196 12: Education for Nikkei citizens in pre-war America: Japanese language schools and textbooks in California and Washington 199 Japanese language schools and the compilation of textbooks 200 Japanese language schools in Washington and the textbooks used 201 The compilation process and the contents of California Japanese Readers 203 Characteristics of the California Japanese Readers 204 Compilation of other Japanese Readers 206 Conclusion 207 Acknowledgement 209 References 209 13: Rights, resources, and relationships: A “Three Rs” framework for enhancing the educational resilience of refugee background youth 211 Postsettlement challenges faced by refugee background students 212 How rights, resources, and relationships support educational resilience 213 Translating the Three Rs into practice and policy 215 Structural violence in refugee education: Notes from Aotearoa New Zealand 216 Conclusions 220 References 221 14: Indigenous pedagogies in practice in universities 224 Introduction 224 Tertiary teaching pedagogies 225 Māori performing arts 225 Enhanced awareness of Indigenous issues 228 Personal growth 230 Enjoyment in learning 234 References 236 Response: Listen to the land’s language: Learn to translate, again 238 Silence in between 240 Halt. Pause. Interrupt. Silence 240 Listen to the land 243 Listen to the river; let the language fall 243 Gather round 246 References 247 Index 248 "This book examines the connections between education, migration and translation across a range of educational sectors in various socio-geographical contexts, offering a critique of existing practices that privilege certain ways of knowing, and asking how the dominance of the English language in education might be challenged"-- Provided by publisher