Dr Denise Angelo
Research interests
I have a longterm research interest in describing "shifting langscapes" at a local level, and have worked in Kriol-speaking communities in the Katherine region of the Northern Territory, as well as many sites throughout Queensland and the Torres Strait with contact language ecologies. My research focuses on changing broad and underdifferentiated narratives about language contact into localised, community-generated descriptions. As such I have initiated a number of community-based investigations into local contact language ecologies in Queensland which have resulted in visual representations of the local vernacular (e.g. At da Crick, a poster in Yarrie Lingo). This work includes detailed linguistic description of local contact languages. Other aspects to this research include detailed historical research to reveal specific factors which have led to distinctive features in local varieties, as well as the documentation of changes afoot in intergenerational and current communication technology usages.
An associated line of translational research involves the place of speakers of contact languages educational and other policy responses for students and communities. The local constellation of languages, the local language ecology, is of particular interest here, as it represents a mechanism for understanding Aboriginal and Torres Strait islander people's uses and experiences of languages in daily life and mismatches between service provisions and individuals' language repertoires. For example, Aboriginal and Torres Strait Islander school students speaking English-lexified contact language varieties undertake their schooling through English-medium instruction in "mainstream curriculum". I am interested in how these learners' second language acquisition trajectories differ from those with first languages which are clearly separated from the target, including the invisibility of their language backgrounds, their multilingualism and additional language learning pathways in school curriculum, effective pedagogy and assessment validity. I collaborate with Dr Catherine Hudson in this education research.
Publications
- Angelo, D & Hudson, C 2021, 'From the periphery to the centre: Securing the place at the heart of the TESOL field for First Nations learners of English as an Additional Language/Dialect.', TESOL in Context, vol. 29, no. 1, pp. 5-35.
- Oliver, R, Wigglesworth, G, Angelo, D et al. 2020, 'Translating translanguaging into our classrooms: Possibilities and challenges', Language Teaching Research, vol. 21, no. 1, pp. 134-150.
- Hudson, C & Angelo, D 2020, 'Teacher Views on the Implementation of English Language Proficiency Scales for Young Indigenous Learners of Standard English', Language Assessment Quarterly, vol. -, no. -, pp. 1-28.
- Angelo, D 2020, 'Creoles, education and policy', in Umberto Ansaldo, Miriam Meyerhoff (ed.), The Routledge Handbook of Pidgin and Creole Languages, Routledge Taylor & Francis Group, London & New York, pp. 286-301.
- Carter, N, Angelo, D & Hudson, C, 2020. 'Translanguaging the Curriculum: A Critical Language Awareness Curriculum for silenced Indigenous voices', in P Mickan and I Wallace (ed.), The Routledge Handbook of Language Education Curriculum Design, Routledge Taylor and Francis Group, United States, pp. 144-174.
- Dinku, Y, Markham, F, Venn, D et al. 2020, Language use is connected to indicators of wellbeing: Evidence from the National Aboriginal and Torres Strait Islander Social Survey 2014-15 .
- DITRC, AIATSIS: J. Battin, J. Lee, D. Marmion, R. Smith, T. Wang, ANU: Y. Dinku, J. Hunt, F. Markham, D. Angelo, E. Browne, I. Kral, C. O’Shannessy, J. Simpson & H. Smith (2020) National Indigenous Languages Report. Canberra: Department of Infrastructure, Transport, Regional Development and Communications, formerly the Department of Communications and the Arts. https://www.arts.gov.au/what-we-do/indigenous-arts-and-languages/national-indigenous-languages-report
- Poetsch, S, Jarrett, M & Angelo, D 2019, 'Learning and teaching Gumbaynggirr through story: Behind the scenes of professional learning workshops for teachers of an Aboriginal language', Language Documentation and Conservation, vol. 13, pp. 231-252.
- Angelo, D & Poetsch, S 2019, 'From the ground up: How Aboriginal languages teachers design school-based programs in their local language ecology, with Carmel Ryan, Marmingee Hand, Nathan Schrieber and Michael Jarrett', Babel, vol. 54, no. 1&2, pp. 11-20.
- Angelo, D, Fraser, H & Yeatman, B 2019, 'The art of recognition: Visualising contact languages with community vernacular language posters', Babel, vol. 54, no. 1&2, pp. 34-40.
- Angelo, D, O'Shannessy, C, Simpson, J et al. 2019, Well-being & Indigenous Language Ecologies (WILE): A strengths-based approach. http://hdl.handle.net/1885/186414
- Angelo, D & Hudson, C 2018, 'Dangerous Conversations: Teacher-Student Interactions with Unidentified English Language Learners', in G Wigglesworth, J Simpson, J Vaughan (ed.), Language Practices of Indigenous Children and Youth: The Transition from Home to School, Palgrave Macmillan, United Kingdom, pp. 207-235.
- Simpson, Jane Helen; Angelo, Denise;Browne, Emma Clare,;Kral, Inge; Markham, Francis; O'Shannessy, Carmel; Venn, Danielle 2018, 'Census data on Australian Languages', 22nd Annual Conference of the Foundation for Endangered Languages, ed. Sebastian Drude, Nicholas Ostler, Marielle Moser, FEL & EL Publishing, United Kingdom, pp. 115-120.
- Angelo, D & Schultze-Berndt, E 2016, 'Beware bambai-lest it be apprehensive', in Felicity Meakins and Carmel O'Shannessy (ed.), Loss and Renewal: Australian Languages Since Colonisation, De Gruyter Mouton, Boston/Berlin, pp. 255-296.
- Mushin, I, Angelo, D & Munro, J 2016, 'Same but different: Understanding language contact in Queensland Indigenous settlements', in Jean-Christophe Verstraete and Diane Hafner (ed.), Land and Language in Cape York Peninsula and the Gulf Country, John Benjamins Publishing Company, Amsterdam and Philadelphia, pp. 383-407.
- Angelo, D & Carter, N 2015, 'Schooling within shifting langscapes: Educational responses in complex Indigenous language contact ecologies', in Androula Yiakoumetti (ed.), Multilingualism and Language in Education: Sociolinguistic and Pedagogical Perspectives from Commonwealth Countries, Cambridge University Press, Cambridge United Kingdom, pp. 119-140.
- Dixon, S & Angelo, D 2014, 'Dodgy data, language invisibility and the implications for social inclusion: A critical analysis of indigenous student language data in Queensland Schools', Australian Review of Applied Linguistics (print edition), vol. 37, no. 3, pp. 213-233.
- Hudson, C & Angelo, D 2014, 'Concepts underpinning innovations to second language proficiency scales inclusive of Aboriginal and Torres Strait Islander learners: a dynamic process in progress', Papers in Language Testing and Assessment, vol. 3, no. 1, pp. 44-85.
- Angelo, D & McIntosh, S 2014, 'Anomalous data about Aboriginal and Torres Strait Islander Language Ecologies', in Elke Stracke (ed.), Intersections: Applied Linguistics as a Meeting Place, Cambridge Scholars Publishing, Newcastle upon Tyne, pp. 270-293pp..
- Angelo, D. & McIntosh, S. 2014. 'Anomalous data about Aboriginal and Torres Strait Islander language ecologies in Queensland', Stracke, E., (Ed) Intersections: Applied linguistics as a meeting place. Cambridge Scholars Publishing
- Angelo, D 2013, 'NAPLAN implementation: Implications for classroom learning and teaching, with recommendations for improvement', TESOL in Context, vol. 23, no. 1&2, pp. 53-73.
- Angelo, D 2013, 'Identification and assessment contexts of Aboriginal and Torres Strait Islander learners of Standard Australian English: Challenges for the language testing community', Papers in Language Testing & Assessment, Vol. 2, Issue 2, 67-102.
- Sellwood, J & Angelo, D 2013, 'Everywhere and nowhere: Invisibility of Aboriginal and Torres Strait Islander contact languages in education and indigenous language contexts', Australian Review of Applied Linguistics (print edition), vol. 36, no. 3, pp. 250-266.
Projects and Grants
Grants information is drawn from ARIES. To add or update Projects or Grants information please contact your College Research Office.
- External review of benefits and content of the online professional development tool: the EAL/D Hub (Secondary Investigator)
- Evaluation of the English Language Learning for Indigenous Children (ELLIC) trial - Phase 1 and 2 (Secondary Investigator)
- Working papers on improving Education Outcomes for Indigenous Student (Secondary Investigator)
- Indigenous Languages Project (Secondary Investigator)
