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• Challenge the monolingual English norm in intercultural doctoral education. • Motivate bilingual doctoral researchers' translingual capabilities for theorising. • Develop a translingual pedagogy for bilingual doctoral researcher education by drawing upon the Chinese character jiāo/jiào 教. • Resolve bilingual doctoral researchers' doubts and concerns about translingual theorising. • Highlight supervisors' three roles when supervising bilingual doctoral researchers. The transcultural and translingual diversity of bilingual doctoral researchers who speak languages other than English, in particular those with non-Anglophone backgrounds, has been emphasised in recent years to challenge the monolingual English norm. To explore effective pedagogies to motivate these bilingual doctoral researchers to theorise translingually, this paper draws upon methodologies about translingualism and intercultural doctoral education to dispel the recurrent doubts raised by these bilingual doctoral researchers. Thus, semi-structured interviews were conducted with 12 Chinese bilingual doctoral researchers and their supervisors in Australia and China to understand their perceptions and practices regarding using the linguistic and epistemological resources buried in Chinese for academic purposes. In response to the concerns expressed by the participants, three critical roles of supervisors are highlighted, namely exemplifying, teaching and demanding translingual theorising. These three roles are further developed into a pedagogical framework inspired by the Chinese word jiāo/jiào 教, which itself is an example of translingual theorising. [ABSTRACT FROM AUTHOR]

• Students' unsolicited initiations in a science classroom as displays of competence. • Student unsolicited initiations offer potential displays of student competence in science education. • Displays of student competence are co-constructed, and are matters for, and achieved in, interaction. • There is an interplay between interactional competence and discipline competence. • Practices surrounding displays of competence shed light on assessment and teacher decision-making as they occur in the moment. Previous research has shown that students orient to being seen as competent, displayed through their answers to teacher questions, and through their questions and comments. This paper adds to previous research by focusing on students' initiations in making sense of concepts in a science classroom through unsolicited comments and the teacher's responses to them. The data is drawn from lessons in the first year of high school in Australia where students are being introduced to chemistry concepts. Using the methods of conversation analysis, the analysis focused on unsolicited student initiations to uncover the interplay between interactional and discipline competences. Findings reveal that the students offered displays and applications of their understanding through their multimodal initiations which led to the co-construction of student competence through teacher affirmation and validation. This was made visible in the teacher's feedback, expansion of points, and invitations to further explore concepts and initial noticings. [ABSTRACT FROM AUTHOR]

This study explores South-Sudanese parents' accounts of parenting conflicts in Australia through oral narratives collected in an interview setting. The paper takes a historical perspective looking back to the early years of settlement, focussing on the way participants positioned themselves and voiced their parental agency (and lack of it). The findings of this study contribute to our understanding of cultural conceptions of good parenting and intergenerational conflicts in culturally and linguistically diverse migrant communities. The study provides empirical evidence for the utility of positioning theory in unpacking identity positionings vis-à-vis moral duties and rights and social forces as entextualised in storylines (Slocum-Bradley, 2009). The results of this study demonstrate that South Sudanese parents felt disempowered in their parenting role and feared the consequences for their children's future. The study has implications for education and parenting in intercultural contexts and the study of identity work in oral narratives. [ABSTRACT FROM AUTHOR]

• Classroom procedural instructions occur in a range of formats. • Grammatical formats are contingent on interplays of action type and deontic positioning. • The authority of the instruction is derived from the teacher or the wider curriculum. This paper presents an Please provide keywords. -->analysis of the linguistic design of teacher turns that can be characterised as procedural instructions. Adopting an Interactional Linguistic framework, we examine a corpus of around 100 h -->of classroom interaction in early years classrooms in Australia. Procedural instructions were delivered to the whole class during 'carpet time', and are used to direct students to follow the steps of a planned activity in a subsequent phase of the lesson. Unlike previous studies of the linguistic formats of teacher directives, these procedural instructions were predominantly found to occur in declarative formats of various kinds (future or present tense, modalised), rather than imperatives. However, there is a range of formats for procedural instructions found over the corpus, and it is shown how their linguistic design linguistic design is highly sensitive to the kinds of actions being undertaken and to the local contingencies in which such actions appear in the course of classroom interaction. [ABSTRACT FROM AUTHOR]