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What is the value of incorporating Indigenous literacy and language in the

classroom?

Teaching and learning about Indigenous literacy and language, in particular

Aboriginal English, is very valuable in contemporary classrooms. This value is not

exclusive to Aboriginal and Torres Strait Islander students; all Australian students will

benefit from a deeper understanding of Indigenous cultures and histories that develops

through study of literacy. Identifying the significance and relevance of these key

factors of Aboriginal and Torres Strait Islander education and putting them into action,

enhances your effectiveness in the classroom and your role as a future teacher.

One of the main challenges for teachers of Indigenous students is developing

literacy. The gap between Indigenous and non-indigenous students outcomes remains

far too wide in key areas, particularly literacy (Reynolds, 2012). On average,

Indigenous students still achieve significantly lower levels than non-indigenous

students by the time they reach Year Three (Purdie, 2005). According to the

Department of Education, Science and Training, in 2002, 89.3% of non-indigenous

Year 5 students reached the national benchmark in Reading, whereas only 68% of

Indigenous peers attained this. Though the gaps are closing, this still demands that we

review our teaching practices. It is absolutely vital for teachers, especially those with

Indigenous students, to become familiar with the local Aboriginal and Torres Strait

Islander communities (Reynolds, 2012).

The United Nations Declaration on the Rights of Indigenous Peoples (2007)

states that Aboriginal and Torres Strait Islander students have the right to education in
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and about their own languages. Indigenous peoples have the right to establish and

control their educational systems and institutions providing education in their own

languages, in a manner appropriate to their cultural methods of teaching and learning

(Australian Human Rights Commission, 2007). Studies show that teaching an

Aboriginal or Torres Strait Islander language improve not just academics, but

develops a strong sense of identity, pride, self-esteem and engagement in education

(Price, 2012). Jeanie Bell (2002) states, our languages are key to maintaining and

preserving ourselves as Aboriginal and Torres Strait Islander peoples. Schools have an

important role in working with us to maintain and revitalize our languages (Price,

2012, p. 132). There is an estimate of 250 Indigenous languages or dialects in

Australia and because of our past policies to assimilate Aboriginal peoples into

mainstream society, the intergenerational transmission of these languages slowed or

stopped. Hence, now are in danger of becoming extinct. As preparing to be teachers of

the future it is important we understand the importance of our role to revitalize and

bring these languages into the classroom, especially those of the local area.

Generally, many Aboriginal students speak Aboriginal English (AE) as a first

or second language (Reynolds, 2012). Aboriginal English is a dialectal form of

English that reflects [Aboriginal] language and culture the form and structure of

this language exhibit some speech patterns of Standard English as well as speech

characteristics and words originating from Aboriginal languages (Williams, 1988). It

is an effective medium of communication that has progressed over time to meet the

needs and circumstances of its speakers (Williams, 1988). Aboriginal Englishs come

in many varieties due to the large diversity of language groups. Some Aboriginal

Englishs are influenced more by the traditional Aboriginal language, whereas others
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are influenced more by Standard Australian English (SAE). There are many

phonological, grammatical, semantic and pragmatic features to Aboriginal English

that are very different to Standard Australian English, which make it difficult for

teachers to identify whats the right way to teach literacy. For example, When we

was going back to school (AE) and When I was going back to school (SAE)

(Harrison, 2012, p.119). In the past, linguistic differences were considered to be a

result of learning difficulties and cultural differences were behavioral issues. It is

essential that teachers recognize the difference and understands that Aboriginal

dialogues contain linguistic and cultural differences to the traditional language used in

most classrooms (Reynolds, 2012). A lack of understanding by teachers contributes to

poor literacy outcomes, hence a lack of engagement and fulfillment in school by the

students. Although, Indigenous students need to learn Standard Australian English

and about non-Indigenous Australian culture, teachers need to do this in a way that is

not at the expense of their own culture and language, and allows then to interpret it

through their own cultural lens (Reynolds, 2012, p. 219).

For Aboriginal and Torres Strait Islander students, learning their own language

can positively impact their overall learning and identity, which may lead to improved

engagement and social inclusion in the school environment (ACARA, 2013). The

many social benefits of learning Indigenous languages leads to an improved academic

achievement, as the students feel more valued within the school environment. Studies

demonstrate that the use of the students first dialect or language in long-term

educational programs leads to an increase in overall academic achievement

(Harrison, 2012, p. 122). For all students, learning the traditional languages of
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Australia provides an understanding and relationship with the country they live in.

Learning these languages is also another step towards reconciliation (ACARA, 2013).

The Australian Curriculum Assessment and Reporting Authority (ACARA)

acknowledges the social impact that can occur if young people understand and

embrace the Indigenous history and cultures of this country. It states, the Australian

Curriculum must be both relevant to the lives of students and address the

contemporary issues they face (Price, 2012, p. 135). Many schools have already

recognized the positive impact of learning Indigenous languages and started to

immerse it into the classroom. For example, in NSW there is the Aboriginal

Languages Program, which involves the local community to assist and give

permission to teach the language in the school (Reynolds, 2012). The Australian

curriculum has also provided many resources and guidance for the immersion of

Indigenous languages and literacy into education, such as The Shape of the Australian

Curriculum: Languages and The framework for Aboriginal languages and Torres

Strait Islander languages (Price, 2012).

Indigenous Perspectives is a cross-curriculum priority in our Australian

Curriculum. Meaning it should be covered in all key-learning areas, particularly

literacy. Apart from acknowledging, accepting and learning the local indigenous

languages, there are many other ways to engage Indigenous and non-indigenous

students in Indigenous literacy. An improvement in Indigenous students participation

and achievement at school centers around creating space in the classroom for

aboriginal culture, perspectives and voices (Shipp, 2012). A strategy towards

Indigenous literacy is providing students with more relevant and culturally

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appropriate reading materials. This would contribute to the goal of social inclusion,

providing a sense of identity and worth. It is important that students see their lives or

lives relevant to their own as worthy to be in literature (Department of Education,

Science and Training, n.d). brown kids want to see brown kids on the page (Heiss,

2013). This connects to the Quality Teaching Model dimension relevance

(Department of Education and Training, 2008).

Studies suggest new technologies in the classroom can improve Aboriginal

students outcomes (Shipp, 2012). The use of technology is important tool in

increasing engagement in contemporary classrooms. There is a huge amount of

technology available to assist students learning literacy and it is now easier for

teachers to cater for the individual child through the use of technology (Department of

Education, Science and Training, n.d.). Getting out of the classroom and learning in a

different environment is said to be a good strategy for student engagement in literacy,

especially for Indigenous students, as the environment plays a huge role in their

culture. If students are not behaving or engaging in classwork, they may behave

positively when taken into contexts, which already have meaning for them. This is

called Contextual Teaching and Learning (Department of Education, Science and

Training, n.d.). Many other strategies applicable to Indigenous students include

personalized and small group instruction and scaffolding literacy (Shipp, 2012). It is

important for the school and teachers to establish a connection with families and the

local community and consider all areas in a students life that makes them who they

are. Once a teacher understands this, teaching and catering for the childs unique

abilities become easier.

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Our role of future teachers is to express equality and celebrate the diversity of

all students, especially our Aboriginal and Torres Strait Islander students. The

dimensions of the Quality Teaching Model (2008)- intellectual quality, quality

learning environment and significance, provide future teachers a guide as to the

importance of creating a holistic education (Department of Education and Training.

As we move from tradition teaching to a student centered approach, it is important to

focus on the how each individual student best learns in order to achieve the best

possible results and engagement. This should be considered for all students, with

particular attention to those, like our Indigenous students that speak a language other

than Standard Australian English.

My professional experience school had a large population of Indigenous

students and the school put in place many similar strategies to educate and engage

students in Indigenous education and create a social inclusive environment. The

school has an aboriginal learning room, the students learn the local language and have

regular visits from community elders and participates heavily in NAIDOC and

Reconciliation week. The relationship between the local Indigenous community and

the school is very important and was highly evident in my experience. Like the

teachers at this particular school, future teachers should definitely educated

themselves on the traditional languages and cultures of our country, so the Indigenous

perspective and voice is within the classroom, creating an inclusive environment.

Teaching Indigenous education, especially Indigenous literacy, is an important step

towards the future of reconciliation and acknowledgment.

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Indigenous literacy and language is a valuable aspect of education in

Australian and should be present within contemporary classrooms. The impact of

providing an Indigenous perspective and voice into the classroom is significant, not

just on indigenous students, but also non-indigenous students. It is important for

future teachers to understand the relevance and significance of this particular area of

Indigenous education and become educated on the local Aboriginal community. This

will enhance effectiveness in the classroom and create a more inclusive environment.
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References:

Australian Curriculum Assessment and Reporting Authority. (2013). Framework for

Aboriginal Languages and Torres Strait Islander Languages. Retrieved from

http://www.acara.edu.au/verve/_resources/ACARA_Aboriginal_Languages_and_

Torres_Strait_Islander_Languages_Info_sheet_May_2013.pdf

Australian Human Rights Commission. (2007). UN Declaration on the Rights of

Indigenous Peoples. Retrieved from

https://www.humanrights.gov.au/publications/un-declaration-rights-indigenous-

peoples-1

Department of Education and Training. (2008). Quality Teaching to support the NSW

Professional Teaching Standards. Retrieved from

http://dei.eduone.net.au/ashford/DEPASCSCURRICULUM/HSIE

%20UNIT/Quality%20Teaching%20Framework.pdf

Department of Education, Science and Training. (n.d). What Works: Literacy for

Succeeding at School. Retrieved from

http://www.whatworks.edu.au/upload/1250830886867_file_3Literacy.pdf

Harrison, N. (2012). Teaching and Learning in Aboriginal Education. South

Melbourne: Oxford University Press.

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Price, K. (2012). Aboriginal and Torres Strait Islander Education. Port Melbourne:

Cambridge University Press.

Purdie, N., & Stone, A. (2005). Indigenous Students and Literacy and Numeracy.

Professional Educator, 4(2), 10-13. Retrieved from

http://research.acer.edu.au/indigenous_education/17/

Reynolds, R. (2012). Teaching History, Geography and SOSE in the Primary School

(2nd ed.). South Melbourne: Oxford University Press.

Shipp, C. (2012). Why Indigenous Perspectives in School. English in Australia, 47(3),

20-24. Retrieved from ticles/85222386/why-indigenous-perspectives-school-

consideration-current-australian-education-landscape-ambiguities-be-addressed-

literacy-teaching

Williams, M. (1988). Aboriginal English. The Nunga Code, 10. Retrieved from

http://www.tesol.org.au/esl/docs/whatis.pdf
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