Translanguaging has emerged as an important theoretical and pedagogical framework for understanding how culturally and linguistically diverse (CALD) populations mobilise their full linguistic repertoires across social, educational, and digital contexts. Moving beyond traditional views of bilingualism and multilingualism that conceptualise languages as separate and bounded systems, translanguaging recognises the fluid and dynamic ways individuals draw on multiple linguistic and semiotic resources to communicate, learn, and construct identities. Research increasingly demonstrates that translanguaging practices are central to the lived experiences of migrant, refugee, Indigenous, and multilingual communities worldwide.<\/p>\n\n\n\n
Within the Australian context, studies of CALD populations have highlighted the significance of translanguaging for educational participation, social integration, and wellbeing. Schools and institutions have traditionally privileged Standard Australian English, often overlooking students\u2019 broader linguistic resources. Such language ideologies can contribute to linguistic marginalisation and deficit perspectives toward multilingual learners. Recent scholarship argues that translanguaging can challenge these inequalities by validating students\u2019 linguistic repertoires and creating more inclusive educational spaces. Research has shown that translanguaging supports academic engagement, identity negotiation, and stronger connections between home and school contexts.<\/p>\n\n\n\n
International research similarly identifies translanguaging as a strategy for promoting educational equity and social inclusion among diverse populations. Studies across North America, Europe, Asia, and Africa demonstrate that multilingual individuals employ translanguaging to navigate migration experiences, digital communication, and transnational networks. Despite increasing research attention, significant gaps remain regarding how translanguaging practices intersect with experiences of linguistic racism, power relations, and structural inequalities across different CALD communities. Further research is needed to understand how translanguaging can be harnessed to empower CALD populations in Australia and beyond, informing policies and practices that recognise linguistic diversity as a social resource rather than a challenge or deficit.<\/p>\n\n\n\n
Aim <\/p>\n\n\n\n
This project aims to investigate the role of translanguaging practices among culturally and linguistically diverse (CALD) populations in Australia and beyond, with a focus on understanding how multilingual individuals draw on their linguistic repertoires across educational, social, and digital contexts. The project seeks to examine how translanguaging contributes to identity formation, social participation, and wellbeing while also addressing broader issues of linguistic equity and inclusion.<\/p>\n\n\n\n
Specifically, the project aims to:<\/p>\n\n\n\n
Examine how CALD populations employ translanguaging practices in everyday communication across educational, community, and digital settings.
Explore the relationships between translanguaging, identity construction, belonging, and social participation among multilingual individuals and communities.
Investigate the ways translanguaging practices intersect with experiences of linguistic discrimination, linguistic racism, and structural inequalities.
Identify the challenges and opportunities associated with recognising and supporting translanguaging practices within educational and institutional contexts.
Develop evidence-based recommendations for educators, policymakers, and community organisations to promote inclusive practices that recognise linguistic diversity as a social and educational resource. For a stronger ARC Future Fellowship style, you could condense this into a higher-level framing: The project aims to generate new knowledge on how translanguaging can empower CALD populations and foster more equitable educational and social systems in Australia and internationally.<\/p>\n\n\n\n
Objectives <\/p>\n\n\n\n
To achieve the project aims, the study will pursue the following objectives:<\/p>\n\n\n\n
Significance <\/p>\n\n\n\n
This project is significant because it addresses pressing social, educational, and policy challenges associated with increasing linguistic and cultural diversity in Australia and globally. Contemporary societies are becoming increasingly multilingual due to migration, globalisation, digital communication, and transnational mobility; however, many educational and institutional systems continue to operate through monolingual assumptions that privilege dominant languages and marginalise diverse linguistic practices. Such approaches can create barriers to educational participation, social inclusion, and equitable opportunities for culturally and linguistically diverse (CALD) populations.<\/p>\n\n\n\n
By focusing on translanguaging, this project advances understanding of how multilingual individuals strategically draw upon their full linguistic and semiotic repertoires to communicate, learn, construct identities, and participate in society. Rather than viewing multilingualism as a challenge, the project reconceptualises linguistic diversity as a valuable social, cultural, and educational resource. This perspective contributes to emerging scholarship that challenges deficit-oriented approaches toward CALD populations.<\/p>\n\n\n\n
The project is also significant in addressing gaps in current research. Although translanguaging has gained increasing attention internationally, limited research has examined its relationship with broader issues of linguistic racism, social inequalities, and lived experiences across diverse CALD populations in Australia and comparative international contexts. Investigating these intersections will generate new theoretical and empirical knowledge regarding language, power, and inclusion.<\/p>\n\n\n\n
The outcomes of this project have the potential to create substantial academic, practical, and policy impacts. Findings will inform educators, schools, policymakers, and community organisations by providing evidence-based strategies to foster inclusive language practices. The project will contribute to policies that support linguistic diversity and social equity while improving educational and social outcomes for multilingual populations. Ultimately, the project seeks to strengthen more inclusive and linguistically just societies in Australia and beyond.<\/p>\n\n\n\n
Ideal Candidate<\/p>\n\n\n\n
We are seeking a highly motivated PhD candidate with strong organisational, communication, and analytical skills, and an interest in multilingualism, translanguaging, sociolinguistics, language education, or migration studies. Candidates with experience in qualitative and\/or mixed-methods research, including interviews, ethnography, digital methods, or community-based research, are desirable. Familiarity with multilingual communities, culturally and linguistically diverse (CALD) populations, or issues relating to linguistic diversity and social inclusion would be advantageous. Applicants must be eligible to enrol in a PhD program at Curtin University and demonstrate the ability to work independently and collaboratively.<\/p>\n\n\n\n
This project is open to International and Domestic applicants. <\/p>\n\n\n\n
Scholarship <\/p>\n\n\n\n
If you are identified as the preferred candidate for this project, you may be considered for an RTP scholarship<\/a>. <\/p>\n\n\n\n Enquires and How to Apply <\/p>\n\n\n\n For enquires about this opportunity contact Professor Sender Dovchin at\u00a0Sender.Dovchin@curtin.edu.au<\/a><\/p>\n\n\n\n