Literaturnachweis - Detailanzeige
| Autor/inn/en | Cahill, Rosemary; Collard, Glenys |
|---|---|
| Titel | 'Deadly ways to learn' ... a yarn about some learning we did together. |
| Quelle | In: Comparative education, 39 (2003) 2, S. 211-219Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben 7 |
| Sprache | englisch; englische Zusammenfassung |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0305-0068 |
| Schlagwörter | Kultur; Forschung; Unterrichtsbeobachtung; Akzeptanz; Aborigines; Akzeptanz; Australien; Curriculum; Englisch; Forschung; Sprache; Unterricht; Projekt; Kultur; Unterrichtsbeobachtung; Sprachfertigkeit; Förderungsmaßnahme; Lesekompetenz; Minderheit; Bikulturalität; Curriculum; Unterricht; Sprache; Sprachfertigkeit; Projekt; Bilingualer Unterricht; Englisch; Lesekompetenz; Minderheit; Aborigines; Australien |
| Abstract | The title of Western Australia's "Deadly Ways to Learn" project, an action research project aimed at facilitating and enhancing the teaching and learning of Australian Aboriginal students, was inspired by Aboriginal English in which "deadly" means "really good". Aboriginal English is the first dialect of most Indigenous Australians and differs in fundamental and consistent ways from Standard Australian English which is the language of instruction in most Australian schools. Accordingly, most Aboriginal students receive schooling in a second dialect. "Deadly Ways to Learn" brought this dilemma into focus and engaged teachers and Indigenous Education Officers (IEOs) from several government, Catholic and independent schools in action research to develop two-way bi-dialectal teaching practices that would support literacy acquisition among Aboriginal students. Getting teachers and IEOs to accept the existence and validity of Aboriginal English was a huge task. The real challenge, however, was getting teachers to respect the sociocultural perspectives and value systems that Aboriginal English is used to express. Teachers and partner IEOs jointly participated in a series of collaborative forums in which candid discussions about culture and linguistics were carefully facilitated. Over a relatively short period, profound changes were observed and self-reported among participants. This paper outlines the collaborative processes employed in the project, qualitative changes that occurred among participants and key findings about two-way bi-dialectal teaching. (DIPF/Orig.) |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2004_(CD) |
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