“Four Corners” introduces an important problem for Australia’s Aboriginal children and their difficulties with the English language. The new rule which requires the first four hours of school to be taught in English has proven completely disadvantaging and disastrous to students and their ability to learn (Whitmount, 2009).
There are several, such as Aboriginal English, Creole, Pidgin and sign language which is non-verbal (Nicholls, 1994). Aboriginal language is valued, but more importantly, the nuances of culture that accompany the language are also key to children’s communication.
As mentioned in the “Teaching and Learning in Indigenous Education”, students must feel a close connection to their culture and comprehension of the requirements. A positive environment should be created, so that students will feel less strain while learning a new language (Harrison, 2009).
As the article “Watch Your Language Eh?“ mentions, I believe teachers must be aware of different grammatical structure of several dialects and make sure that they are being understood properly (Nicholls, 1994). I think it is extremely important that each student gets a personal approach, so that their strength and areas of improvement can be worked out and used to their learning benefit (Ogilvie, 1994).
Howard Groome writes on the importance of identity and the role it plays in schooling. I agree that students must feel confident in themselves and teachers, who must use understanding and support (Groome, 1995).
The facts show that the schooling of Aboriginal students is a very slow process which is strained by cultural differences, insecurities and interaction with other students and teachers (Beresford, Partington & Gower, 2012).
I support the idea of programs that allow for more affective assimilation by providing cultural services and community oriented approach would be best in the implementation of Aboriginal students into the educational system. As a result, the government of South Wales is taking active steps having “allocated $100,000 for a ‘rolling’ small grants program…and $200,000 for larger one-off grants…” (NSW Government revitalizes Aboriginal languages, 2013).
In order for children to learn effectively, the school and teachers need to value Aboriginal English and move students to Standard Australian English. Aboriginal English is often used at home while SAE is more appropriate for a school setting. Resources such as INDIJ or Honey ant readers might be used to gain more knowledge or a dialectal approach to teaching Native’s own language in SAE.
“Ways of Being, Ways of Talk” is an interactive opportunity for students to learn about the new culture and their own. Many materials, such as videos, graphics, interviews, pictures and articles are provided to enrich and enhance the learning experience (Ways of Being, Ways of Talk, 2002).
I have learned that the way people are taught and how the information is presented, are key methods in bettering the learning process (Fraser, 2002). I think that teaching is not a simple transference of information; it is an interaction between the student and the teacher who facilitates better understanding and further involvement in the quest for knowledge (Harrison, 2009).
The teaching must offer a differential setting and environment with flexible organization and techniques (Whitmount, 2009). I would alter the program in order to provide structure and enable to focus on the necessary skills of each person but at the same time, an original and diverse approach that is geared towards a better comprehension of the material (Craven, 2012).
Even math can be presented in an interesting and applicable ways, connecting it to real life and teaching how to use as an advantage (Matthews, 2012). I support the fact that learning space is very important in the responsiveness and encouragement of learning and trying of new techniques, so routine must be replaced with unpredictable, yet organized learning (Mathematics in Indigenous Contexts Years K–6, 2007).
References
Craven, R. (2012). Teaching Aboriginal Studies. Crowns Nest, Australia: Allen and Unwin.
Fraser, S. (2002). Authentic childhood: Experiencing Reggio Emilia in the classroom. Albany, NY: Delmar Thomson Learning.
Harrison, N. (2009). Teaching and Learning in Indigenous Education. Victoria, Australia: Oxford University Press.
Mathematics in Indigenous Contexts Years K–6. (2007). Web.
Matthews, C. (2012). Maths as Storytelling: Maths is Beautiful. Aboriginal & Torres Strait Islander Education, 94-111.
Ways of Being, Ways of Talk. (2002). Eastern Perth, WA: Department of Education and Training.
Whitmount, D. (2009). Going Back to Lajamanu. Web.