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СКАЧАТЬ education and First Nations perspectives, Hornberger (2009, 197) expresses a “deep conviction that multilingual education constitutes a wide and welcoming educational doorway toward peaceful coexistence of peoples and especially restoration and empowerment of those who have been historically oppressed.” Thus, proceeding from an Indigenous perspective, Hornberger proposes ten certainties about multilingual education policy and practice which are relevant for any classroom at a global age (Hornberger 2009, 197):

       National multilingual language education policy opens up ideological and implementational spaces for multilingual education.

       Local actors may open up—or close down—agentive spaces for multilingual education as they implement, interpret and perhaps resist policy initiatives.

       Ecological language policies take into account the power relations among languages and promote multilingual uses in all societal domains.

       Models of multilingual education instantiate linguistic and sociocultural histories and goals in each context.

       Language status planning and language corpus planning go hand in hand.

       Communicative modalities encompass more than written and spoken language.

       Classroom practices can foster transfer of language and literacy development alongside receptive-productive, oral-written and L1-L2 dimensions, and across modalities.

       Multilingual education activates voices for reclaiming the local.

       Multilingual education affords choices for reaffirming our own.

       Multilingual education opens spaces for revitalizing the Indigenous.

      With these certainties and the revealed potential of multilingual education for Indigenous voices and perspectives in mind, the next chapter focuses on languages and cultures in Australia.

1 Modified from Edmondson & House 2011, 8.

2 This book makes use of the terms multilingualism and multilingual to refer to the totality of an individual’s or society’s linguistic resources. Bilingualism and bilingual is used with the same inclusive reference.

3 Data and Images retrieved from García 2009, 72–74.

4 Within the scope of this book, an exhaustive presentation of the concept of culture cannot be given. Therefore, an overview of select discussions in the field, and the definition of culture underpinning this research study, is provided.

5 Data retrieved from Baker 2011, 207.

6 Modified from Baker & Wright 2017, 199.

7 Data retrieved from Tedick, Christian & Fortune 2011, 2.

8 Data retrieved from Baker 2011, 239.

9 A specific analysis of education policies relevant for Indigenous Australian learners can be found in IV.5.

10 OECD is an acronym for the Organization for Economic Co-operation and Development, an international organization which was founded in 1961.

11 Modified from Churchill 1986, 157.

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