Dr Amy Catherine Farndale PhD
1980
FAR01230
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Amy
Catherine Farndale is the daughter of Clifford and Geraldine Farndale (FAR01047). She married Norman Otieno Mujema. Their daughter, Christina Eunice Farndale Mujema, was born in 2009.
The Farndale Family website provides access to the historical
story of the family. This page is a starting point into the genealogy of the
family. Follow the hyperlinks to explore the ancestral record, and the history
of the wider Farndale family back to medieval times.
You can explore the Farndale story by:
·
Clicking on parentage links to travel backwards in time through
your direct lineage;
·
Clicking on your Family Line, and then following the family lines
which link to yours back through time;
·
Reading the Farndale
Story, which tells the wider story of the
family.
(Email from Amy,
February 2010)
https://people.unisa.edu.au/Amy.Farndale
Dr Amy Farndale is a member of UniSA's Centre for Research in Education and Social
Inclusion (CRESI). Under her academic title of Early Childhood Language and
Literacy Lecturer, she is a researcher, course coordinator, and tutor within
the literacy/English and early childhood teams specialising in cultural,
linguistic and communicative diversity at UniSA. Amy
is also a PhD and Masters research supervisor and is a member of several
research teams investigating Family Multiliteracies and Emotional Wellbeing in
Early Childhood Settings.
Dr Farndale's research contributes to
identifying culturally sustaining and culturally expanding educational
responses to support diverse 0-6 year old children's ways of communicating, so
to develop preschoolers' multilingual and multimodal language and literacy, in
collaboration with early childhood educators and service providers, in
connection with families.
Dr Farndale's research expertise contributes
to supporting diverse children's cultural and linguistic diversity by
sustaining and expanding bilingual preschoolers' language and literacy
development by identifying ways educators consider power, interactions, and
emotions, when supporting multilingual language learning. Her recent projets have involved exploring children's communicative
capital and the creation of bilingual books with children, their families,
educators and co-researchers. Amy was awarded a deLissa
Scholarship to undertake research with culturally and linguistically diverse
preschoolers, with Professor Pauline Harris and completed the research in 2018.
Dr Farndale's case study and action research (2019), inspired by ethnographic
techniques (participant observation included), explored conceptual frameworks
incorporating Bourdieu's (1991) cultural and linguistic capital; social
interactionist theories of Rogoff (2004); Vygotsky's SCT (1978); and Reggio
Emilia principles (Rinaldi 2013); as well as culturally and linguistcially
responsive and sustaining pedagogies, and Aboriginal ways of learning. Dr
Farndale additionally draws from Systemic Functional Linguistics' context of
culture and situation (Halliday 2004), and diverse preschoolers' communication
through promoting multiple modes (Antsey & Bull
2012). She currently explores cultural expansion where children extend their
cultural and linguistic knowledge and learn from one another in their
community.
Amy has worked for both UniSA
and the Department for Education since 2001, as well as internationally in
educational settings in the UK, Kenya and France. Dr Farndale incorporates
theories of emotions in her research on functional language use (Plutchik 2001;
MacIntye 2002; Swain 2013)--she argues that:
'Emotions impact on people's speech and
expression. Emotions should be considered within the context of culture and
situation (field, tenor and mode). Emotions act as our amplifier to speak, or
not, and if we do speak, emotions impact on what we say and to whom. When
educators are aware of this, they can adapt the context to encourage more
opportunities for children to communicate with others.'
Balancing bilingualism is another concept
explored by Dr Farndale as she argues that education should not be dominated by
English, but rather should incorporate children's community, family and
community languages. The term 'community languages' is preferred by Dr Farndale
to 'home languages', which can suggest confining a child's family language to
the home. Recently Dr Farndale has been authoring articles about Communicative
Capital - to note how children who are bilingual translanguage
at preschool with their community. She explores how First Nations children and
all children can be encouraged to express themselves in many ways (moving
bodies and props in dramatic play for instance in relation to Yunkaporta's (2009) 8 ways); and how children with Autism
can express themselves through the 'moving language' to create stories. Her
pedagogy highlights inclusion, Aboriginal and Torres Straight
Islander perspectives, and recognition of children's Communicative Capital.
Dr Farndale's led a collaborative project with
an undergrad student, Amelia Lambden, who received a UniSA
vacation scholarship, under mentorship with Associate Professor Sue Hill and
with contributions from Celia Couthard, an
Adnyamathanha dual language book illustrator) as they researched "The
power in first nations children's literature". Their research questions
included 'where can educators source First Nations dual language and
interlingual books in South Australia for 3 to 6 year olds?' as well as
"What types of tier 2 vocabulary did the books promote?". The study
was presented at the Australian Literacy Educators Association (ALEA)
conference in 2021.
Dr Farndale's life mission involves:
acknowledging the power of children's multiple languages and understanding the
contexts in which children express themselves; appreciating and promoting the
multimodal ways children express themselves (through social interactions);
while tuning in with how emotions affect language learning. She recently
presented "Keeping culture and languages alive to thrive in early years
settings" at the 2022 ALEA conference with Dr Gunay Aghayeva
and "Professional learning fostering multilingual children’s social and
emotional development" at the 2023 Early Childhood Australia conference
with Professor Elspeth McInnes; Professor Victoria Whitington and Dr Bec Neill.
Dr Farndale's supervisory interests lie in
supporting researchers of translanguaging and the topic of literacy in the
early years of education. Her current PhD candidate, Natalie Natsias, is exploring multilingual support for
preschoolers. Amy also co-supervisors Ed.D students
Glenn Saxby (focusing on graphic novels in primary school settings), Mirielle
Flesch (focusing on the cultural diversity of Non verbal
behaviours in primary school settings) and Belle Nui (focusing on tertiary
students learning English communicative competence through dance using VR equiptment).
Dr Farndale's view of literacy draws from the
Early Years Learning Framework (2023, p.66) in that 'Language and Literacy: in
the early years, literacy includes a range of modes of communication including
music, movement, gesture, dance, song,drama,
storytelling, visual arts, digital literacies,and
media, as well as listening, talking, signing,viewing,
reading and writing' ... [in many languages].
Amy is a member of the UniSA
literacy team and early childhood de Lissa research group. She teaches in the
Bachelor of Education program where she co-coordinates English Curriculum:
Language classes, while also tutoring in English Curriculum: Reading. Amy has
experience leading classes in the Masters of Education program for Curriculum
Specialisation (literacy focus) and the ECE literacy intensive Birth to 5
course.
Preparing pre-service teachers for supporting
culturally and linguistically diverse learners is Amy's specialty. She
continues to consider herself a preschool teacher for life (and volunteers to
read books to children at Ronald McDonald House Charity - where children are
receiving medical care from the Women and Children's hospital). She works for UniSA full-time as an academic (drawing attention to the
injustice of an English only curriculum and combatting deficit approaches to
children's langauge learning when English monolingual
focus can be of detriment). Reducing English language dominance and
de-colonizing the curriculum are goals Amy sets herself in her
teaching/tutoring/lecturing and her research. Amy enjoys regularly making
supervision visits to local preschools to liaise with undergraduates who are on
professional experience with educators in the field as well.
Amy shared-care parents a 15 year old daughter
who loves musical theatre - dancing, singing, and acting - communicating in
multimodal ways expressing her culturally diverse British, German, Irish,
Kenyan, Australian heritage. Amy has taught Swahili at the Kenyan Ethnic
Schools Association; she learned Bahasa Indonesian in her own schooling (and
recently co-created a Bahasa Indonesian children's book in a project funded by
SCANLON as well as a Mandarin/Chinese and Persian Families' bilingual book).
Amy previously self-taught some French during her working travels nannying and
teaching bilingual children in Paris. Being curious and demonstrating cultural
humility and sensitivity is part of Amy's identity. Amy also dances and
performs Brazilian Zouk and Angolan Kizomba interstate and loves nature, hikes
and camping. She merges expression via movement (non-verbals)
with verbals (and loves to sing with children) to
combine semiotic systems to communicate ideas - this in the niche that Dr Amy
Farndale works and lives in - communicative capital and expanding cultural and
linguistic knowledge.