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.

I outlined five essential elements for developing CMLA: recognition of language ideologies, understanding power dynamics, developing inclusive pedagogical practices, fostering empathy through real examples, and supporting multilingual development. In my own teaching context, I’ve implemented several innovative tasks, including language mapping analysis, creative meme-making activities challenging native-speakerism, and book creation projects showcasing multilingual knowledge. Through our Translanguaging Community of Practice at the University of Melbourne, we’re working to bridge the gap between theory and practice, sharing resources and experiences that create more equitable learning environments.

The development of CMLA is an ongoing process requiring both theoretical understanding and practical application, with success measured by student empowerment and the creation of more equitable learning spaces.

The webinar was recorded so feel free to have a look if you have time: https://www.youtube.com/watch?v=vzRe30EKci4

Special thanks to Dr. Mark Fifer Seilhamer and Ms. Phoebe Zhang, NIE NTU Singapore for inviting me!

Ow Yeong Wai Kit, a participant in the webinar, shared his reflections on teacher agency and the language portrait activity discussed in my presentation:

“I learned that classroom teachers can be empowered to resist and challenge problematic language policies. It was refreshing and inspiring to see that, despite assumptions about time constraints limiting their capacity to question these systems, many teachers can advocate for change. I also absolutely loved the language portrait activity! It’s a rich and engaging tool for language teachers, particularly in diverse multilingual and multicultural contexts like Singapore’s.”