Teaching Reading Topic 3 - Indigenous students and the teaching of English Presented by Andrew Webb Michael Hoskin

By the end of this topic, you should be able to Articulate a range of linguistic, social and cultural factors pertaining to Indigenous students and school English Outline some current approaches to English for Indigenous students in a variety of contexts. Relate approaches to own knowledge and skills of literacy learning

The following Information was taken from the Readings: Merridy Malin: The visibility and invisibility of Aboriginal students in an urban classroom (1994) and Munns, Lawson & Mootz Aboriginal literacy research project (2000)Aboriginal literacy research project

Our aim is to Facilitate meaningful engagement with the key ideas from these readings via activities, discussion and questions Provide information about the theory, ideas and principles of the readings, and how they relate to the teaching of reading Present and describe some resources which you can use

The take home Key ideas from the readings Aboriginal people have different ways of living and learning Language difference presents linguistic, conceptual and relationship problems Curriculums have lacked culturally appropriate material Many teachers have a deep-rooted deficit view of literacy abilities of Aboriginal students A set of four social practices were designed specifically to suit literacy teaching to Aboriginal students

Set the context of differing cultural upbringing Pictures of whit and ab

Aboriginal people have different ways of living and learning- start with a quote In the early years, Aboriginal children’s learned behaviours are autonomous compared to Anglo children who possess more learned behaviours geared toward adult awareness This behaviour is often misinterpreted by teachers They learn best when lessons are more related to real-life context-specific situations characterised by observation, imagination, imitation and personal trial and error.

Language difference presents linguistic, conceptual and relationship problems There has been research around bilingual speakers and introduction of bilingual programs or two way schooling. After early studies into this encouraged teachers to value AE at school more and since emphasised the importance of AE in classroom situations. It is now considered essential to the relationship between teachers and Aboriginal students, it is central to their literacy relationship.

Historically, curriculums have lacked culturally appropriate material In the past, teachers drew on the state curriculum which failed to consider culturally appropriate content Attempts have been made to promote natural language development, literacy content and resources that were culturally appropriate and meaningful to them. There has been a push to make a more inclusive and socially just syllabus/curriculum, with an aim for students to become designers of their own futures. Visible meaning the lessons /programs were explicitly explained and reinforced with structure and feedback.

Many teachers have a deep-rooted deficit view of literacy abilities of Aboriginal students-start with a quote Studies showed that teachers deficit view & low expectations compromised classroom expectations Many teachers still hold this view and it is reflected in reduced instructional time, lower order questioning combined with limited and unhelpful feedback This can be changed with a relationship with student, parent and teacher, to shape mutually shaped expectations. Teachers need to raise their expectations.

A set of four social practices were designed specifically to suit literacy teaching to Aboriginal students

How do these key points relate to the teaching of reading to indigenous students? Do we discuss this as we go?

Resources which you can use in a reading session A good place to start could be introducing to the whole class the concept of Dreamtime the-Dreaming the-Dreaming Another great site is the 8 Aboriginal ways of learning