The teaching if speaking in world language education (with)in Australian is entangled with multiple facets of the coloniality of languaging (Veronelli, 2019) including: a pervasive monolingual mindset (Clyne, 2004), the dominance of English (Schalley et al., 2015), expectations of neutrality and stoicism (Heinrichs, 2022), and the responsibility of maintaining the "purity" of the language (Casanova, 2018) often through fluency, comprehensibility, intelligibility and accent modelled on "native-speakers". As such, speaking practices that deviate from the path of the coloniality of languaging through multilingualism, affectivity, informality and (im)perfections are often invisible in educational contexts. In this presentation, I share examples of the transitions beyond these native-speaker models as onto-epistemological (dis)obedience in the face of the coloniality of languaging during a project exploring the decolonising of the teaching of Spanish. Based on transformative action research (García & Kleyn, 2016), I highlight examples of students' affective responses to alternative ways of thinking about speaking Spanish. In doing so, I suggest that marginalised ways of speaking Spanish might spark transitions towards a more onto-epistemological approach to language education that reflects the generative, local language practices relevant to the unique Australian context.
Casanova, M. V. (2018). Los criterios de corrección en las gramáticas de la Real Academia Española. Boletín de la Real Academia Española, 97(316), 581-631. http://revistas.rae.es/brae/article/view/206
Clyne, M. (2004). Trapped in a monolingual mindset. Principal Matters(59), 18-20.
García, O., & Kleyn, T. (2016). Translanguaging with multilingual students: Learning from classroom moments. Routledge. https://doi.org/10.1080/15235882.2018.1468365
Heinrichs, D. H. (2022). Spanish as a world(ing) languaging: A multimodal critical discourse analysis of teachers' everyday practices in Australia University of Queensland].
Schalley, A. C., Guillemin, D., & Eisenchlas, S. A. (2015). Multilingualism and assimilationism in Australia's literacy-related educational policies. International Journal of Multilingualism, 12(2), 162-177. https://doi.org/10.1080/14790718.2015.1009372
Veronelli, G. (2019). La colonialidad del lenguaje y el monolenguajear como práctica lingüística de racialización. Polifonia, 26(44), 146-159. http://www.periodicoscientificos.ufmt.br/ojs/index.php/polifonia/article/view/9002
