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| Autor/in | Malcolm, Ian G. |
|---|---|
| Titel | Aboriginal English: A Case for the Recognition of Prior Learning. |
| Quelle | (2002), (22 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Aboriginal Australians; Dialects; Elementary Secondary Education; English; Foreign Countries; Grammar; Indigenous Populations; Language Minorities; Literacy Education; Morphology (Languages); Morphophonemics; Phonology; Prior Learning; Schemata (Cognition); Second Language Learning; Semantics; Sociolinguistics; Syntax |
| Abstract | This paper discusses Aboriginal English speakers in Australia, noting the importance of recognizing prior learning and of recognizing Aboriginal English within the context of programs that understand the particular areas where Aboriginal English speakers need support to achieve outcomes in standard English. It defines recognition of prior learning (learning from experience that children bring to their schooling, particularly when the experience has been in a speech community different from that of the school), then discusses: prior learning and language/literacy acquisition, recognition of prior minority language knowledge and second language acquisition, Aboriginal English prior learning and education, and the relationship of dominant and alternative discourses. The paper goes on to discuss linguistic processes present in Aboriginal English, examining some of the phonological, morphological, syntactic, semantic, and discoursal processes, schemas, and genres that underlie it. Finally, it examines community (vernacular) literacy practices of aboriginal youth, presenting information from a study of the vernacular literacy practices of Aboriginal high school students. Analyses were conducted at the sociolinguistic, linguistic, and semiotic levels. The paper concludes by presenting outcomes where Aboriginal English speakers' prior knowledge can be utilized and where speakers may need help in literacy education. (Contains 16 references.) (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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