Teaching Creole-Speaking Children: Issues, Concerns and Resolutions for the Classroom

Autor/inn/en	Wigglesworth, Gillian; Billington, Rosey
Titel	Teaching Creole-Speaking Children: Issues, Concerns and Resolutions for the Classroom
Quelle	In: Australian Review of Applied Linguistics, 36 (2013) 3, S.234-249 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-0640
Schlagwörter	Foreign Countries; Indigenous Populations; Creoles; English (Second Language); Second Language Learning; Language Attitudes; Standard Spoken Usage; Cultural Background; Teacher Education; Knowledge Base for Teaching; Language Minorities; Language Variation; Academic Achievement; Communication Problems; Child Behavior; Cultural Differences; Cultural Context; Language Tests; Literacy; Testing; Metalinguistics; Bilingual Education; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Kreole; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachverhalten; Gesprochene Sprache; Umgangssprache; Lehrerausbildung; Lehrerbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Sprachminderheit; Sprachenvielfalt; Schulleistung; Kommunikationsbarriere; Kultureller Unterschied; Language test; Sprachtest; Alphabetisierung; Schreib- und Lesefähigkeit; Testdurchführung; Testen; Metalanguage; Metasprache; Bilingual teaching; Bilingualer Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	There are now significant numbers of children who speak a language other than English when they enter the formal school system in Australia. Many of these children come from a language background that is entirely different from the school language. Many Indigenous children, however, come from creole-speaking backgrounds where their home language may share features with the school language whilst remaining substantially different in other ways. What often makes this situation more challenging is the tendency to view creole, rather than as a different language, as a kind of deficient version of the standard language. Children entering the school system with a creole thus often encounter considerable difficulties. In addition, teachers who are not trained in teaching creole-speaking children may not recognise these difficulties. This paper explores some of these issues in the Australian context with reference to home languages such as Kriol and Torres Strait Creole (TSC) as well as minority dialects such as Australian Aboriginal English (AAE), and discusses possible resolutions. (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