Balanda Talk: My Ideological Becoming as an English Literacy Teacher of Culturally and Linguistically Diverse First Nations Australian Students

Autor/in	Delphine, Tim
Titel	Balanda Talk: My Ideological Becoming as an English Literacy Teacher of Culturally and Linguistically Diverse First Nations Australian Students
Quelle	In: Changing English: Studies in Culture and Education, 30 (2023) 3, S.183-194 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2022.2151418
Schlagwörter	Indigenous Populations; Foreign Countries; Literacy Education; Teacher Attitudes; Language Attitudes; Diaries; English (Second Language); Second Language Learning; Second Language Instruction; Cultural Awareness; Justice; Cultural Differences; Language Teachers; Acceleration (Education); National Competency Tests; Numeracy; Reflective Teaching; Self Concept; Native Language; Language Usage; Languages; Attitude Change; Psychological Patterns; Australia; National Assessment Program Literacy and Numeracy + Suchen Sie Ihr Suchwort? Sinti und Roma; Ausland; Lehrerverhalten; Sprachverhalten; Diary; Tagebuch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Cultural identity; Kulturelle Identität; Gerechtigkeit; Kultureller Unterschied; Language teacher; Sprachunterricht; Acceleration; Beschleunigung; Rechenkompetenz; Selbstkonzept; Sprachgebrauch; Language; Sprache; Attitudinal change; Einstellungsänderung; Australien
Abstract	Teaching English literacy in First Nations Australian communities is bound up with the policy aim of improving the social and economic outcomes of Aboriginal and Torres Strait Islander peoples and the desire to acknowledge, recognise and respect their unique cultural identities, languages and knowledges. But for English literacy teachers working in these communities, realising these aims is not so straightforward, and they find themselves situated at the nexus of conflicting ideas about education and justice for their students. In this essay, I reveal the ideological work of English and literacy teaching through self-dialogue captured in my research journal over the 2019 school year in a school with a large First Nations Australian student population in the Northern Territory. The essay unfolds chronologically as I narrate selected excerpts from my journal to provide an analytical account of the ideological tensions I experienced in my praxis as an English literacy teacher. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01