Teacher awareness and understandings about Aboriginal English in Western Australia

Rhonda Oliver · Judith Rochecouste · Samantha Vanderford · Ellen Grote

61 citations0/0 files storedAustralian Review of Applied Linguistics

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Multilingual Education and Policy Australian Indigenous Culture and History Indigenous and Place-Based Education

Abstract

Repeated assessments of literacy skills have shown that Aboriginal students do not achieve at the same level as their non-Aboriginal peers. Many Aboriginal students speak Aboriginal English, a dialect different from the Standard Australian English used in schools. Research shows that it is crucial for educators in bidialectal contexts to be aware of students’ home language and to adopt appropriate educational responses. For over a decade, the ABC of Two-Way Literacy and Learning Professional Development Program has sought to improve outcomes for Aboriginal students in Western Australia. By promoting a two-way bidialectal approach to learning, Aboriginal English is valued, accommodated and used to bridge to learning in Standard Australian English. This paper draws on a large research project, which used qualitative and quantitative methods to evaluate the impact of the on-going professional development for teachers. It reports on the attitudes and understandings of teachers, with and without professional development and working in different contexts.

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2013A task-based needs analysis for Australian Aboriginal students: Going beyond the target situation to address cultural issues 2012Addressing the Language and Literacy Needs of Aboriginal High School VET Students who Speak SAE as an Additional Language 2020Identity, translanguaging, linguicism and racism: the experience of Australian Aboriginal people living in a remote community 2020The impact of linguistic bias upon speech-language pathologists’ attitudes towards non-standard dialects of English

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