Challenging the Achievement Gap: Teaching English in Indigenous Schools

Autor/in	Shopen, Glenda
Titel	Challenging the Achievement Gap: Teaching English in Indigenous Schools
Quelle	In: English in Australia, 44 (2009) 3, S.9-17 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-2147
Schlagwörter	Indigenous Populations; National Standards; National Surveys; Foreign Countries; English Instruction; Language Proficiency; English (Second Language); Literacy Education; Achievement Gap; Rural Schools; Bilingual Students; Cultural Differences; Low Achievement; Social Bias; Writing Skills; Australia + Suchen Sie Ihr Suchwort? Sinti und Roma; Ausland; English langauage lessons; Englischunterricht; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Kultureller Unterschied; Unterdurchschnittliche Leistung; Writing skill; Schreibfertigkeit; Australien
Abstract	The most reported outcome of programs for teaching English in Indigenous schools in Australia is that there continues to be a significant gap in the level of attainment of English language and literacy between Indigenous students as a group and other Australian students (Department of Education, Employment and Workplace Relations (DEEWR), 2008a, 2008b, 2008c). The notion of the gap is currently maintained using the National Surveys of English Literacy Achievement in Years 3, 5, 7 and 9 which are benchmarked against National Standards (Masters & Foster, 1997). Drawing on extensive ethnographic work undertaken in a variety of educational settings in Indigenous contexts, this article challenges the notion that there is a single image of failure that has resulted from English language and literacy programs for Indigenous students in Australia. It argues instead that the potential for success that exists in these programs is sometimes realised in practice but is never assessed as part of policy. Furthermore, it is clear that there are institutional structures, organising principles and cultural values which are so pervasive that they systematically put at risk their potential for success. (As Provided).
Anmerkungen	Australian Association for the Teaching of English. English House, 416 Magill Road, Kensington Gardens, SA 5068 Australia. Tel: +61-8-8332-2845; Fax: +61-8-8333-0394; e-mail: aate@aate.org.au; Web site: http://www.aate.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10