Category: Projects

1. ARTP in Unimelb’s Assessment and GenAI Symposium

   How is ARTP helping us rethink assessment and pedagogy in the era of GenAI in higher education? This was the guiding question behind Melissa's and Julie's recent presentation at the University of Melbourne's Assessment and GenAI Symposium on 3 June 2025, where Melissa shared part of my PhD project exploring how a multilingual university student in Australia engages with academic reading and writing using both digital tools and multilingual resources. Continue Reading ARTP in Unimelb’s Assessment and GenAI Symposium

   blogs.unimelb.edu.au/art-pl/artp-in-unimelbs-assessment-and-genai-symposium

2. Award for Excellence in Place-based Initiatives

   We are deeply thrilled and humbled to receive the 2024 University of Melbourne Excellence Award in the Place-based Initiatives category. Bringing together everything we value and cherish - the arts, translanguaging, picture books, and literacy - through our work brings us such profound joy and fulfillment. Thank you to communities, artists, teachers, students, colleagues, and the university for all your ongoing support! Continue Reading Award for Excellence in Place-based Initiatives

   blogs.unimelb.edu.au/art-pl/award-for-excellence-in-place-based-initiatives

3. Developing Critical Multilingual Language Awareness Through Language Becomings

   At a recent webinar for the National Institute of Education Singapore's English Language & Literature Department, I discussed the crucial transition needed in Critical Multilingual Language Awareness (CMLA) from theoretical frameworks to evidence-based classroom practices. Drawing on insights from my teaching and research, including work from my PhD student Melissa Slamet, I explored how we can develop CMLA effectively in teacher education. The talk centered on addressing the gap identified by Van Gorp & De Costa - the need to move from theoretical understanding to concrete classroom strategies. Continue Reading Developing Critical Multilingual Language Awareness Through Language Becomings

   blogs.unimelb.edu.au/art-pl/developing-critical-multilingual-language-awareness-through-language-becomings

4. Multilingual Authors “Standing Taller” in Multimodal Translanguaging Spaces: Developing Writerly Identities through Arts-rich Translanguaging Pedagogies  

   In many schools around the world, plurilingual students are positioned through a deficit lens as language and literacy learners and struggle to find their way into a writer’s identity. The importance of creating a translanguaging space to support plurilingual learners is well established in the literature (Durán & Palmer, 2014; Espinosa et al., 2021; García et al., 2017). Schools have much to learn from community organizations and initiatives that create space for learners to bring their full meaning making repertoires to bear. Working from this viewpoint, we will explore a case study of an arts-rich bookmaking experience in and out-of-school settings demonstrating how it opens up multiple entry points into resourceful multilingual writerly identities.  Continue Reading Multilingual Authors “Standing Taller” in Multimodal Translanguaging Spaces: Developing Writerly Identities through Arts-rich Translanguaging Pedagogies  

   blogs.unimelb.edu.au/art-pl/multilingual-authors-standing-taller-in-multimodal-translanguaging-spaces-developing-writerly-identities-through-arts-rich-translanguaging-pedagogies