Bridging Australian Indigenous Language Learner's Guides with SLA Materials Development Frameworks

Autor/inn/en	Chiang, Yu-Ting; Zhao, Helen; Nordlinger, Rachel
Titel	Bridging Australian Indigenous Language Learner's Guides with SLA Materials Development Frameworks
Quelle	In: Language and Education, 36 (2022) 6, S.487-508 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chiang, Yu-Ting) ORCID (Zhao, Helen) ORCID (Nordlinger, Rachel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2021.1970179
Schlagwörter	Indigenous Populations; Instructional Materials; Language Maintenance; Languages; Guidelines; Second Language Learning; Second Language Instruction; Teaching Methods; Foreign Countries; Grammar; Material Development; Communicative Competence (Languages); Educational Resources; Needs Assessment; Linguistic Theory; Guides; Australia + Suchen Sie Ihr Suchwort? Sinti und Roma; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Sprachpflege; Language; Sprache; Richtlinien; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Grammatik; Lehrmaterialentwicklung; Communicative competence; Languages; Kommunikative Kompetenz; Bildungsmittel; Bedarfsermittlung; Linguistische Theorie; Handbuch; Leitfaden; Australien
Abstract	The learner's guide (LG) is a genre of pedagogical materials for Australian Indigenous languages, but LGs developed by field linguists are often questioned regarding their capacity to effectively facilitate language learning and, eventually, language revitalisation. This reflects a gap in the literature where applied linguistics perspectives are limited in Indigenous language studies, and vice versa. This study aims to address this gap by examining nine existing LGs published over the past four decades using a modified framework based on Tomlinson's guidelines for second language acquisition (SLA) materials development. Findings show that the LGs are designed based on one of the three model types: (1) Type 1: non-communicative grammar-based, (2) Type 2: practice-integrated grammar-based, and (3) Type 3: text-driven meaning-based, among which the text-driven model has, theoretically speaking, the best potential to achieve pedagogical purposes. Yet, in general, existing LGs likely fail to equip learners with communicative competence. Other issues of greater complexity are also raised, including material comprehensibility and limited resources. A critical implication for the field is the necessity of empirical needs analyses for future LG development. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01