Promote Aboriginal Language

In regards to the AITSL standard 1.4, it is essential to include a curriculum and teaching practices, which respects Indigenous peoples perspectives in order to build positive learning relationships between educators and their students in the classroom. Educators can incorporate various approaches in many ways; however, they must ensure that the curriculum is applicable and respectful towards Aboriginal Torres Strait Islander knowledge, ensure they continuously develop and release engaging and culturally inclusive curriculum in learning environments. As for literacy and numeracy accomplishments, it is essential to advance in teaching practices of valuing and respecting the knowledge of including Aboriginal Torres Strait Islander language.

There were three main languages which also consisted of various dialects. Darug was the largest spoken language. The Gadigal people spoke a dialect of Darug. Dharawal was another language spoken which also consists of various dialects based on regions. Many Indigenous Australians could speak more than one of these languages as Central Sydney was where many tribes would come together, so it was quite common that many tribes or clans would be in this same area at the same time, allowing them to learn the languages of each others tribes.

There are many strategies that can be put in place to effectively communicate with Aboriginal and Torres Strait Islander people. Effective communication helps establish safe workplaces and means the person receiving information interprets it exactly how the sender intended it. Strategies include:

In this essay we will try to provide a brief overview of educational issues of Aboriginal communities in Australia and Victoria and the elements that influence the educational outcomes of young Aboriginal people, such as culture and contemporary challenges. In addition to this, the inclusion of Aboriginal content in the Victorian curriculum and classroom practices will be explored as well as contemporary government policies.

The participation and full engagement of all students in education is a ‘key factor affecting the life chances of all Australians’ (Buckley & Armstrong, 2011, p. 62). It is clear from current statistical information, that participation and eventual success in educational studies is particularly vital for Aboriginal and Torres Strait Islanders who among us all have the lowest level of participation in education (Buckley & Armstrong, 2011). Ockenden (2014) notes that whilst more Indigenous students are completing Year 12 than ever before, there still exists a significant gap between educational achievement in literacy, numeracy

Teachers in Australia have the responsibility of catering to the learning needs and abilities of the students in their classroom. Additionally they are also responsible for catering to the unique cultural backgrounds of each student, in particular the cultures of Indigenous Australians. The teacher can cater to the diverse and complex Indigenous cultures by creating a learning environment that is based on effective student engagement for Aboriginal students. Studies have shown that Aboriginal students are currently not academically achieving as well as non-Aboriginal students (What Works: Core Issue 5). Closing the academic performance gap is considered a national priority. As a result, the Aboriginal Cultural Standards Framework has been developed to ensure that schools are delivering the best possible education to all students, specifically those who identify as Aboriginal. During term 3, 2017, I completed my final practicum at Baler Primary School in a year 4 classroom. The students in my class came from a diverse range of cultural backgrounds, many of which identified as Aboriginal. Throughout this essay I will use examples from my final practicum at Baler Primary School in South Hedland to discuss how to make learning engaging, accessible and culturally responsive for Aboriginal students.

Why is it fundamental for a teacher to recognise Indigenous literacies and Aboriginal English in your classroom?

Throughout the last fifty years two diametrically opposed views have played out. H.C. Coombs argued that the priority was to use the curriculum and teaching methods to rebuild and sustain traditional Aboriginal culture destroyed by colonisation, racism and oppression. He supported Moira Kingston’s view that all Aborigines had a “world view derived from the Dreaming and irreconcilable with the demands of a modern industrialised market economy.” Sir Paul Hasluck represented the opposing assimiliationist view that schools should give priority to literacy, numeracy and technical and scientific knowledge to asssist integration in the workforce.Many theorists and practitioners have focused on the one third of students in Aboriginal schools with a specifically Aboriginal education rather than the majority attending the same schools as non-Indigenous children. In either case major problems were indentified with Aboriginal education by 2000.

As a pre-service teacher I would respect and motivate all of my students equally, irrespective of their cultural background. In this aspect I totally agree with Mr.Jim Gallacher, Director of Aboriginal Education in the Northern Territory Department of Education, who emphasised 50 years ago that Aboriginal students must be motivated in the same way as white children if they are to succeed (Harrison, 2011, p.27). The Australian Curriculum and Assessment Reporting Authority acknowledges the importance of reconciliation between indigenous and non indigenous Australians, and is currently writing the national history curriculum. Teachers need to play a vital role in the reconciliation process. Some important points to consider are:

Cultural awareness training (CAT) involves the education about the culture of Indigenous people to health care providers (Downing & Kowal, 2011) whereas, cultural safety is an active reflection done by the nurse with regards to his practice (Molloy, Lead, Hons & Grootjans, 2014).

Lack of Communication: Talking with Aboriginal people is very important to make them feel engaged and to ensure creation of opportunities for Aboriginal voice and decision making for organization’s planning, Cultural safety is about how your organization is experienced by Aboriginal people and in particular by Aboriginal children. Good Communication Bridge should be built between educators and Aboriginal parents as well as Aboriginal

By the late 70s, the government had moved towards a hybrid system of having bilingual educators use indigenous language in primary schools to teach the national Spanish-based curriculum with Spanish materials (Hamel, “Indigenous Education” 275). After failing once again to produce positive educational outcomes, the government moved to a “bilingual and bicultural” model in the 80s, then an “intercultural” one in the 90s that is still in use today (Hamel, “Indigenous Education” 275). In 1991, the Mexican constitution was amended to explicitly recognize indigenous rights for the first time by promising to “protect and promote the development of [indigenous] languages [and] cultures” (Hamel, “Indigenous Education” 276). This right was further elaborated

Another issue to consider when reviewing EAL curriculum is the politicalness of the English language teaching itself. It is for sure that English proficiency is critical for individuals to “intergrade” into the English-speaking society, but as a compulsory subject, it is arguable if more emphasis should be put onto the students’ native languages. The case of Aboriginal or Torres Islanders students is a controversial example. While the public sector and many scholars has been trying to preserve the cultural and language heritage of Aboriginal and Torres Islands, the current education system means that students can only succeed using English. While it is likely that only a fundamental change to the entire system in Australia can really improve the current situation, it is still a critical issue that politicians, educators and curriculum designers should bear in mind.

Education plays an important role in one’s life. From a young age, one enters the education system and spends many years in it. Education shapes who one is. It teaches them about the world around them and society as a whole. Education is meant to be a positive experience, where one is opened to many new experiences. Furthermore, education prepares one to be successful in society. It is through education that one learns necessary skills. One is also influenced by their education. What they learn in school or do not has an impact on their lives. Aboriginal peoples have had a complex relationship with the Canadian education system. In fact, throughout the years, the education system has failed them in many ways. This essay will demonstrate Aboriginal peoples experiences with the education system in Canada and the impact it has had on their lives. It will also explore the notion of education as a human right and examine its role in Aboriginal education.

Australia is a multicultural country, with a great deal of linguistic diversity. Many students in schools have English as an additional language or dialect other than English(EAL/D), this includes students who are born overseas or in Australia whose first language is not English and Aboriginal and Torres Strait Islander students whose