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First Knowledging, First Languaging: Australian Teacher Education.

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Title: First Knowledging, First Languaging: Australian Teacher Education.
Authors: Dovchin, Sender1 (AUTHOR) sender.dovchin@curtin.edu.au, Gower, Graeme1 (AUTHOR), Oliver, Rhonda1 (AUTHOR), Steele, Carly1 (AUTHOR)
Source: TESOL Journal. Jun2026, Vol. 17 Issue 2, p1-9. 9p.
Subject Terms: *Language attrition, *Teacher education, *Language acquisition, Indigenous authors, Colonial administration, Realization (Linguistics), Social justice, Decolonization
Geographic Terms: Australia
Abstract: Colonial policy and practices in Australia have led to the current situation of economic and social disadvantage for First Nations peoples. These policies were also instrumental in the demise of their traditional languages, from approximately 250 to now only 12 being learnt as a first language. The consequence of this has been deleterious for the speakers in terms of their self‐identity, well‐being and for the cultural transmission. Using the indigenist methodology of yarning to reflect upon the issues, the authors describe the need for a social justice turn through First Knowledging and First Languaging in Australian Teacher Education. These will serve to counter colonialinguistic policies and practices and to challenge systemic inequities in language ideologies. [ABSTRACT FROM AUTHOR]
Copyright of TESOL Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
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PubType: Academic Journal
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  Data: First Knowledging, First Languaging: Australian Teacher Education.
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  Data: <searchLink fieldCode="JN" term="%22TESOL+Journal%22">TESOL Journal</searchLink>. Jun2026, Vol. 17 Issue 2, p1-9. 9p.
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  Data: *<searchLink fieldCode="DE" term="%22Language+attrition%22">Language attrition</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+authors%22">Indigenous authors</searchLink><br /><searchLink fieldCode="DE" term="%22Colonial+administration%22">Colonial administration</searchLink><br /><searchLink fieldCode="DE" term="%22Realization+%28Linguistics%29%22">Realization (Linguistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Social+justice%22">Social justice</searchLink><br /><searchLink fieldCode="DE" term="%22Decolonization%22">Decolonization</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: Colonial policy and practices in Australia have led to the current situation of economic and social disadvantage for First Nations peoples. These policies were also instrumental in the demise of their traditional languages, from approximately 250 to now only 12 being learnt as a first language. The consequence of this has been deleterious for the speakers in terms of their self‐identity, well‐being and for the cultural transmission. Using the indigenist methodology of yarning to reflect upon the issues, the authors describe the need for a social justice turn through First Knowledging and First Languaging in Australian Teacher Education. These will serve to counter colonialinguistic policies and practices and to challenge systemic inequities in language ideologies. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of TESOL Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194013922
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        Value: 10.1002/tesj.70118
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      – Code: eng
        Text: English
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        PageCount: 9
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      – SubjectFull: Language attrition
        Type: general
      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Language acquisition
        Type: general
      – SubjectFull: Indigenous authors
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      – SubjectFull: Colonial administration
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      – SubjectFull: Realization (Linguistics)
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      – SubjectFull: Social justice
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      – SubjectFull: Decolonization
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      – SubjectFull: Australia
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      – TitleFull: First Knowledging, First Languaging: Australian Teacher Education.
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            NameFull: Gower, Graeme
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            NameFull: Oliver, Rhonda
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              M: 06
              Text: Jun2026
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              Y: 2026
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