Indigenous Learning – Language and Literacy
Literacy is a central issue in Indigenous education and encompasses a range of teaching challenges such as bilingual education, Teaching English as a Second Language, Aboriginal English and Creole. Without sufficient literacy and numeracy skills it is difficult for any individual to participate effectively in the community.
There are important differences between Aboriginal communities and states and territories with regard to Indigenous literacy. For example the 1996 census found that English was spoken at home by 80 per cent of Indigenous people. About 13 per cent spoke an Indigenous language at home. In the Northern Territory however, 61 per cent of Indigenous people spoke an Indigenous language at home, while in New South Wales less than one per cent spoke an Indigenous language at home (ABS Census of Population and Housing Aboriginal and Torres Strait Islander People cat. No.2034.0, Canberra, 1998 p85)
The NSW Government’s review of Indigenous education found that Aboriginal literacy was a primary challenge to education providers. Many Aboriginal students in NSW speak Aboriginal English at home. Despite the fact that Aboriginal English and Standard Australian English overlap significantly in vocabulary and grammar, forms, discourse patterns and concepts may differ.
Aboriginal people feel very strongly about language; the historical degradation of all Aboriginal languages is well documented and ongoing. So much has been taken from Aboriginal people since invasion that, like the land, language had become a precious and binding force which equates with identity. To respect and value Aboriginal languages and Aboriginal English in the classroom is to respect and value the students themselves.
Websites
Katu Kalpa Report
The Katu Kalpa Report is an inquiry into the effectiveness of education and training programs for Indigenous Australians. It contains a whole chapter on literacy issues.
English as a second language and English as a second dialect
The Department of Education and Training in Western Australia runs a web based resource on English as a Second Language and English as a Second Dialect. The material resources which can be accessed from this website includes learning packages, videos and professional development materials for improving understanding of Aboriginal literacy.
Indigenous Learners and Language – Improving the educational outcomes of indigenous learners through a focus on the Aboriginal English/ESL Interface
Indigenous Learners and Language – Improving the educational outcomes of Indigenous learners through a focus on the Aboriginal English/ESL Interface
This resource can be used by trainers of Indigenous learners to investigate the use of Aboriginal English. The site allows users to look at research and findings, reports and case studies on Indigenous literacy and numeracy from across the nation. It contains links to media releases, reports, statistical information and websites that have a prime focus on Indigenous literacy and numeracy.
YACHAD Accelerated Learning Program
YACHAD Accelerated Learning Program is an educational approach that aims to improve literacy and numeracy amongst Indigenous and non Indigenous students in remote regional and rural locations in Australia. A three year intervention pilot program is underway. It is a partnership between Indigenous and non Indigenous communities; government, industry and philanthropy; and Israel and Australia.
Making Up for Lost Time in Literacy
Making Up for Lost Time in Literacy ( MULTILIT) is a program based at the Macquarie University Special Education Centre. The program targets low performing students and uses research based programs to provide intensive tuition to these students. It is currently being applied as part of the Cape York Partnership’s Computer Culture project. (see also www.cyi.com.au )
Publications
MCGLUSKY Narelle, and THAKER Lenora 2006 Literacy support for Indigenous people: Current systems and practices in Queensland NCVER Adelaide
This study explores the literacy and numeracy support systems available to Indigenous VET students and determines which systems work for both students and teachers and produce positive outcomes for Indigenous students including successful completion. This has resulted in a set of best practice guidelines for designing and developing literacy and numeracy support systems for Indigenous students.
MC GLUSKY Narelle, THAKER, 2006 Lenora, Good Practice Guide Literacy Support for Indigenous Students Indigenous Studies Product Development Unit, Tropical North Queensland Institute of TAFE, NCVER Adelaide
Building upon earlier findings that literacy is only relevant if it is linked in a useful way to the roles and responsibilities of the community, the Guide identifies best practice principles for training in literacy and numeracy skills for Indigenous students and communities. They are:
- Develop positive relationships with each student
- Recognise that adult learners bring existing knowledge and skills
- Develop your cultural awareness and cross cultural skills
- Collaborate with Indigenous communities and Indigenous staff
- Customise resources to the individual student to make it meaningful for their day to day life
- Work with other teachers, learning centres and resources
KRAL Inge, and FALK Ian, 2004 What is all this Learning For? Indigenous adult English literacy practices, training, community capacity and health. NCVER Adelaide
This report is based on a study of a remote Indigenous community in its quest to implement a culturally appropriate health service and integrate training and employment of local Indigenous people as a means of strengthening community capacity. The authors found education and training, including literacy, must be linked to community goals and aspirations. Literacy, in particular, is more likely to be adopted if linked to cultural and religious activities and community responsibilities.
MCKENNA Rosa and FITZPATRICK Lynne 2005, Integrated approaches to teaching adult literacy in Australia: A snapshot of practice in community services NCVER, Adelaide
The study identified the use of integrated English language and literacy practices in the delivery of the Community Services and Health Training Package. The research verified that the extent of integration of language literacy and numeracy with vocational competencies depended upon the facilitator’s ability to understand training packages and to develop appropriate teaching and learning strategies. For some facilitators, actually understanding the package was a challenge.
WICKERT Rosie and MCGUIRK Jenny 2005 Using partnerships to build literacy and numeracy capabilities in communities NCVER Adelaide.
The review of workplace learning sites confirmed the success of initiatives in integrating literacy, numeracy and vocational skills acquisition through ‘built in’ not ‘bolted on’ practices. This investigation of five welfare and community sites revealed the importance of working in partnerships, but also the challenges of this approach, in particular, finding a balance between accountability requirements and local flexibility.
MCGINTY Sue, JIMBIDIE Tarungka Irene, SMILER Pangkaylala Gail, 2000 Karraylil: Adult Education in a remote Australian community. Aboriginal Studies Press, Canberra
Karrayili is an adult education centre for the Aboriginal communities of Fitzroy Crossing. Karrayili Council ensures members determine curriculum development, financial control and overall administration of Karrayili. Karrayili extended a holistic approach to literacy and numeracy to preserve local histories in local languages, provide leadership in education to the community and develop courses that suited the stated needs of the local community. Karrayili led to the establishment of Mangkaja Aboriginal Arts and the Wangkiyuparnanupurra Radio Station and serves as a best practice model for adult education generally.
DEPARTMENT OF EDUCATION SCIENCE AND TRAINING 2000 National Indigenous English Literacy and Numeracy Strategy DEST, Canberra
The report outlines the National Indigenous English Literacy and Numeracy Strategy (NIELNS) which aims to bring the literacy and numeracy skills of Indigenous students up to the same standards as non-Indigenous Australian students. It outlines six key elements to the achievement of these goals and some critical factors for success.
AUSTRALIAN INSTITUTE OF ABORIGINAL AND TORRES STRAIT ISLANDER STUDIES in association with the FEDERATION OF ABORIGINAL AND TORRES STRAIT ISLANDER INITIATIVES 2005 National Indigenous Languages Survey Report Commonwealth of Australia
The report seeks to address the rapid loss of Indigenous languages as an immediate priority. It identifies the provision of programs for children, as the most effective way of meeting that need. It provides data and recommendations regarding Aboriginal language use in Australia
BURGOYNE Ursula and HULL Oskana 2007 Teaching learners from highly oral cultural backgrounds: Good Practice Guide NCVER Adelaide
While drawn from research with refugees in Australia, the Guide concerns languages which do not have a written form. This guide provides a set of ‘good practice’ strategies for designing effective English language, literacy and numeracy programs for all adult learners from highly oral cultural backgrounds, which encompass Australian Indigenous cultures.
STORRY Kirsten 2006 Tackling literacy in remote Aboriginal communities. The Centre for Independent Studies Issue Analysis no. 73
This report calls for literacy programs to target not just school children but adult learners as well, if the gap between Indigenous and non-Indigenous literacy is to be addressed. It looks at programs which have been applied in Indigenous Australia and calls for better data, innovative solutions and partnerships between governments, the community sector, and the private sector