Aboriginal English and Responsive Pedagogy in Australian Education

Autor/inn/en	Malcolm, Ian G.; Königsberg, Patricia; Collard, Glenys
Titel	Aboriginal English and Responsive Pedagogy in Australian Education
Quelle	In: TESOL in Context, 29 (2020) 1, S.61-93 (33 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Malcolm, Ian G.) ORCID (Königsberg, Patricia) ORCID (Collard, Glenys)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1030-8385
Schlagwörter	Indigenous Populations; Pacific Islanders; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Foreign Countries; Language Variation; Social Influences; Cultural Influences; Dialects; Culturally Relevant Education; Language of Instruction; Standard Spoken Usage; Morphology (Languages); Syntax; Vocabulary; Language Usage; Diachronic Linguistics; Australia + Suchen Sie Ihr Suchwort? Sinti und Roma; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Sprachenvielfalt; Sozialer Einfluss; Cultural influence; Kultureinfluss; Dialect; Dialekt; Teaching language; Unterrichtssprache; Gesprochene Sprache; Umgangssprache; Morphology; Morphologie; Wortschatz; Sprachgebrauch; Linguistics; Diachronische Sprachbetrachtung; Historische Linguistik; Australien
Abstract	Aboriginal English, the language many Aboriginal and Torres Strait Islander students bring to the classroom, represents the introduction of significant change into the English language. It is the argument of this paper that the linguistic, social and cultural facts associated with the distinctiveness of Aboriginal English need to be taken into account in the English language education of both Aboriginal/Torres Strait Islander and non-Indigenous students in Australia. The paper illustrates seven significant changes of expression which Aboriginal English has made possible in English. It then proposes a "responsive pedagogy" to represent a realistic and respectful pedagogical response to the linguistic, social and cultural change which underlies Aboriginal English, drawing on current literature on second language and dialect acquisition and making frequent reference to materials which have been developed to support such pedagogy. It is implied that only with a pedagogy responding to Aboriginal English as it is, and to its speakers, will a viable English medium education for Aboriginal and Torres Strait Islander people be enabled. (As Provided).
Anmerkungen	Australian Council of TESOL Associations. P.O. Box 2019, Smithfield, New South Wales 2164, Australia. e-mail: actaexec@yahoo.com.au; Web site: http://www.tesol.org.au/Publications/TESOL-in-Context
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01