Educational Failure or Success: Aboriginal Children's Non-Standard English Utterances

Autor/in	Dixon, Sally
Titel	Educational Failure or Success: Aboriginal Children's Non-Standard English Utterances
Quelle	In: Australian Review of Applied Linguistics, 36 (2013) 3, S.302-315 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-0640
Schlagwörter	Academic Failure; Indigenous Populations; Foreign Countries; English (Second Language); Second Language Learning; Nonstandard Dialects; Literacy; Oral Language; Native Language; Scores; Language Proficiency; Longitudinal Studies; Computational Linguistics; Error Analysis (Language); Teaching Methods; Evaluation Methods; Grammar; Children; Video Technology; Academic Achievement; Discourse Analysis; Australia + Suchen Sie Ihr Suchwort? Sinti und Roma; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Alphabetisierung; Schreib- und Lesefähigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Linguistics; Computerlinguistik; Error analysis; Language; Fehleranalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; Child; Kind; Kinder; Schulleistung; Diskursanalyse; Australien
Abstract	Within the Australian education system, Aboriginal students' use of non-standard English features is often viewed simplistically as evidence of non-attainment of literacy and oral-English milestones. One reason for this is the widespread use of assessment tools which fail to differentiate between native-English speakers and students who are learning English as a second language. In these assessments, non-standard English features are framed as "mistakes" and low scores taken as evidence of "poor" performance. This paper will contrast a mistake-oriented analysis with one that incorporates knowledge of the students' first language. It will clearly show that when consideration is given to the first language, a more nuanced picture of English proficiency emerges: one that is attuned to the specific second language learning pathway and thus far better placed to inform both assessment and classroom instruction. (As Provided).
Anmerkungen	Applied Linguistics Association of Australia. e-mail: info@alaa.org.au; Web site: http://www.alaa.org.au/page/aral_journal.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10