Addressing the Language and Literacy Needs of Aboriginal High School VET Students Who Speak SAE as an Additional Language

Autor/inn/en	Oliver, Rhonda; Grote, Ellen; Rochecouste, Judith; Exell, Mike
Titel	Addressing the Language and Literacy Needs of Aboriginal High School VET Students Who Speak SAE as an Additional Language
Quelle	In: Australian Journal of Indigenous Education, 41 (2012) 2, S.229-239 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
DOI	10.1017/jie.2012.23
Schlagwörter	Indigenous Populations; Dialects; Literacy; Vocational Education; Rural Areas; Foreign Countries; Second Language Learning; English (Second Language); Language Research; Models; Oral Language; Student Needs; Academic Persistence; Numeracy; High School Students; Course Descriptions; Interviews; Focus Groups; Australia + Suchen Sie Ihr Suchwort? Sinti und Roma; Dialect; Dialekt; Alphabetisierung; Schreib- und Lesefähigkeit; Ausbildung; Berufsbildung; Rural area; Ländlicher Raum; Ausland; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachforschung; Analogiemodell; Oral interpretation; Mündlicher Sprachgebrauch; Rechenkompetenz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kursstrukturplan; Interviewing; Interviewtechnik; Australien
Abstract	Vocational Education and Training (VET) in high schools has had positive effects on the retention of Indigenous students, providing important pathways into further education and the workforce. However, low-level literacy (and numeracy) skills can make successful completion difficult, especially for students who speak Standard Australian English as an additional language or dialect. This article describes research undertaken to inform the development of a "second language and literacy needs analysis model" designed for high school VET teachers to address the needs of Indigenous students. The study draws on second language acquisition research, which demonstrates the value of using "tasks" as the basis for language teaching syllabus design, with "needs analysis" as a fundamental aspect of this. The project centred on Aboriginal high school VET students from remote and rural communities in Western Australia, who speak English as an additional language/dialect. Data collected included: individual and focus group interviews, training materials, and observation field notes on the language and literacy practices in classrooms and workplaces. The major findings focus on the development of oral language (for both job-oriented and social interactions in the workplace) and literacy skills, as well as the need to overcome "shame" and develop confidence for speaking to non-Aboriginal people. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10