From the Periphery to the Centre: Securing the Place at the Heart of the TESOL Field for First Nations Learners of English as an Additional Language/Dialect

Autor/inn/en	Angelo, Denise; Hudson, Catherine
Titel	From the Periphery to the Centre: Securing the Place at the Heart of the TESOL Field for First Nations Learners of English as an Additional Language/Dialect
Quelle	In: TESOL in Context, 29 (2020) 1, S.5-35 (31 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Angelo, Denise) ORCID (Hudson, Catherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1030-8385
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Nonstandard Dialects; Indigenous Populations; Language Attitudes; Creoles; Language Variation; Teaching Methods; Student Needs; Student Evaluation; Evaluation Methods; Foreign Countries; Metalinguistics; Content and Language Integrated Learning; Language Proficiency; Language Tests; Cultural Differences; Cultural Awareness; Elementary Secondary Education; Australia + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Sinti und Roma; Sprachverhalten; Kreole; Sprachenvielfalt; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Ausland; Metalanguage; Metasprache; CLIL; Lernkonzept; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Kultureller Unterschied; Cultural identity; Kulturelle Identität; Australien
Abstract	Indigenous learners of English as an Additional Language or Dialect (EAL/D) have historically not been the central focus of TESOL expertise here in Australia, or overseas. Despite moves towards inclusion increasing over the last two decades, there is an ongoing tendency for Indigenous EAL/D learners to remain on the periphery of current TESOL advocacy, research and practices in Australia. They are still often overlooked, as identification processes and support settings for migrant and refugee services are mismatched to Indigenous EAL/D learning contexts. Indigenous EAL/D learners, especially with un-/under-recognised contact languages (creoles and related varieties), can remain invisible in classrooms with mainstream curriculum and assessment practices (Angelo, 2013; Angelo & Hudson, 2018; Gawne et al., 2016; Macqueen et al., 2019). Hence, we argue that understanding and consideration of Indigenous EAL/D learners' needs should become a priority in TESOL initiatives. This paper aims to place Indigenous EAL/D learners at the centre by alerting the TESOL field to a recent body of research and development on new Indigenous contact languages and whole class EAL/D teaching and assessment practices. Clarifying substantial issues and providing solutions, the paper makes Indigenous EAL/D its central focus, highlighting areas that otherwise result in "forgettings" about needs particular to Indigenous EAL/D learners. Thus informed, the Australian TESOL profession will surely include First Nations EAL/D learners at the heart of future discourse and initiatives. (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