Tracks to Two-Way Learning

Department of EducationDepartment of Trainingand Workforce Development

P A R T

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Tracks to Two-Way Learning

P A R T

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facilitatOrs gUide

Department of EducationDepartment of Trainingand Workforce Development

First published 2012

ISBN: 978-1-74205-799-6 SCIS No: 1552456

© Department of Education, Western Australia and Department of Training and Workforce Development 2012

All copyright in this material is jointly owned by the Department of Education, Western Australia and the Department of Training and Workforce Development, unless otherwise indicated.

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Published by WestOne Services www.westone.wa.gov.au

moRE infoRmation

Department of Education, Western australia

institute for Professional Learning

Principal Consultant Leadership, Teaching and Support, EAL/EAD

tel: 1300 610 801

Email: [email protected]

Website: www.det.wa.edu.au/professionallearning

Department of training and Workforce Development

Policy Planning and Research

Senior Literacy Officer

tel: (08) 6551 5511

Website: www.dtwd.wa.gov.au

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Tracks to Two-Way Learning

FaciLiTaTors Guide

for delivery of Two-Way training

2

Acknowledgements

Project Management and Coordination

Patricia Königsberg

Glenys Collard

Margaret McHugh

Academic Research and Resource Development Team

Dr Judith Rochecouste

Professor Ian Malcolm

Professor Farzad Sharifian

Coral Brockman

Aileen Hawkes

Cheryl Wiltshire

Dr Ellen Grote

Anna Bennetts

Kathrin Dixon

Alison Hill

Anne MacKay

Project Reference Group

Karen Webster

Majella Stevens

Adriano Truscott

Karen Cowie

Jacqui Williams

Dorothy O’Reilly

Allison Heinritz

Corel Gillespie

Strategic Project Support

Kevin O’Keefe

Naomi Ward

Peter Dunnell

Bill Mann

Paul Bridge

Juanita Healy

Rosemary Cahill

Janine Milton

Capacity-Building Two-Way Teams

Bernie Ryder – Roz Tritton

Caelene Bartlett – Zoei Nixon

Charmaine Dershow –Catherine Good (deceased)

Dawn Holland (deceased) – Nola Chromiack

Diane Gray – Sue Kennedy

Elsie Woods – Ros Fleay

Garry Taylor – Jan Ackroyd

Gloria Mc Callum – Karen Cowie

Marion Baumgarten – Michael Harvey

Maxine Williams – Anne Thomason

Nicki Patterson – Carla Richards

Rowena Puertollano – Denise Shillinglaw

Stephanie Armstrong – Jane Salt

Wayne Coles – Moya Glasson

Community Consultation

Allan Mitchell (deceased)

Celina Eggington

Denis Eggington

Dumbartung Aboriginal Corporation

Eva Sahana

Louella Eggington

Mallee Aboriginal Corporation

Robert Cox

Robert Eggington

Sylvia and Don Collard

Professor Ted Wilkes

Parent and Community Engagement Program (PaCE), Shire of Swan

Site-based Two-Way Teams/Educators (and Partnership Schools, 2004-2011)

Basil Kickett – Lisa Ledger (Narrogin Primary School)

Denise Thornton – Taryn Linden (Nulsen Primary School)

Georgina Coomer – Andrea Gadd (Karratha Primary School)

Gina Riley – Nathan Bushby (Yulga Jinna Remote Community School)

Gloria Dann – Bronwyn Mumme (Djidi Djidi Primary School)

Jo Kelly – Aaron Chaplin (South Hedland Primary School)

Joyce Drummond – Eleanor Kruger (Vocational Education and Training)

Libby DeJon – Beth Griffen (Onslow Primary School)

Linda Hutchinson – Susie De Jong (Castletown Primary School)

Lorraine Cherabun – Jacqui Trevenen – Sharon Shandley (Bayulu Remote Community School)

Louise Dalgety – Deb Berryman (Beachlands Primary School)

Marion Cheedy – Alicia Croxford (Roebourne District High School)

Irene Hayes – Merle Ashburton (Onslow Primary School)

Natalie Stream – Kellie Heales (Marble Bar Primary School)

Natasha Ryan – Peta Stokes (Meekawaya Aboriginal Kindergarten)

Nola Bell and Irene Gilmarten – Diane Fraser (Rangeway Primary School)

Nora Derschow – Tracey Millington (Pegs Creek Primary School)

Anne Shinkfield (Ngaanyatjarra Lands School)

Claire Smoker (Settlers Primary School)

Erica Bowers (Merriwa Primary School)

Judy De Grauw (Girawheen Senior High School)

Mark Major (Tranby Primary School)

Maxine Tomlin – Jody O’Brien (Vocational Education and Training)

Richard Ludeman (Vocational Education and Training)

Rosemary Reddingius – Rene Reddingius (Leonora Primary School)

3

Project Advisers and Friends

Alana Loo

Albert Pianta

Amanda Biggs

Ania Niedzwiadek

Ann Thomason

Anne Mead

Annette Millar

Dr Anthea Taylor

Antoinette Krakowizer

Ashley Collard

Barb Horan

Cam Rielly

Caro Kay

Carol Curtis

Carol Johnson

Carolyn Couper

Cheryl Ridgeway

Christine Jackson

Christine Reich

Coral Gillespie

Coral Jenkins

Daisy Ward

David Callow

David Knox

Di Rees

Di Tomazos

Donna Bridge

Donna Harts

Edie Wright

Ellen Thompsett

Erica McGuire

Freda Ogilvie

Gavin Morris

Glenda Traynor

Grace Abraham

Heather Elmer

Helen Spiers

Helen Tew

Kylie McLerie

Jackie Barry

Jane Shiels

Jennifer Kniveton

Jenny Evans

Jill Rathbone

Joanne Allan

Joanne Cross

John Burke

Jude Tupman

Judith Duff

Julie Buist

Julie Hillin

Karren Philp

Kate Mason

Katrina Merrells

Ken Molyneux

Kerry Rowe

Kevin Dorizzi

Kirsty Maley

Linda Markovic

Lis Turner

Lisa Edwards

Liz Healy

Lola Jones

Lyall Garlett

Marg Rutter

Mark Bonshore

Melissa Jones

Michelle Nipper

Miranda Hamilton

Nicole Murphy

Norma Furniss

Pam Pollard

Patricia Wood

Penny James

Peta Lawrence

Phillip Nieuwenhuis (deceased)

Robyn Weston

Robyn Strickland

Ross Fuhrman

Shelley McCleary

Simon Forrest

Steve Milton

Steve Wells

Sue Knight

Sue Lysle

Tanya Jones

Tessa Burrows

Tracey Bevan

Tracey Cullen

Tracey Gosling

Vicky Kirk

Warren Grellier

Wayne Coles

Yvette Harrison

Art (front cover): Deborah Bonar

Design: Dessein

Supporting School Principals

Alan Dowsett (Spencer Park Primary School)

Anne Mead (Roebourne District High School)

Felicity Dear (Djidi Djidi Primary School)

Geoff Bayliss (Belmay Primary School)

Gillian Murgia (Willagee Primary School)

Graham Butler (Gilmore College)

Janet Mathews (South Hedland Primary School)

Jeremy Shephard (Beachlands Primary School)

Judith Lill (Marble Bar Primary School)

Justin Grasso (Pegs Creek Primary School)

Lucina Cross (Nullagine Remote Community School)

Mark Smythe (Pegs Creek Primary School)

Maxine Auguston (Mount Lockyer Primary School)

Mike Devlin (Challis Early Childhood Education Centre)

Paul Read (Onslow Primary School)

Pauline Grewar (Castletown Primary School)

Peter Rigden (Rangeway Primary School)

Rowan Shinkfield (Ngaanyatjarra Lands School)

Shane Cumming (West Northam Primary School)

Stuart Cummings (Withers Primary School)

Yvonne Messina (Mullewa District High School)

Tracks To Two-way Learning

Facilitators Guide

4

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aboriGinaL enGLish and The oriGins oF Tracks To TWo-Way LearninG

People who grow up speaking English

usually have little trouble in communicating

while they stay within their own group.

For many Australians, the English they use

within their own group is largely the same as

the English that is spoken in the country as a

whole. Apart from watching their Ps and Qs

in polite company, they can usually take it

for granted that their English will serve their

needs in education and in the wider society.

They often think this must be the same for

all English speakers, not realising that when

they think this way they are excluding people

who have grown up with a different English

inheritance.

A few generations ago, it was commonly

assumed that, to speak English ‘properly’,

Australians had to imitate the English. Now

nobody has any problem with the idea that

Australian English is different from British

English, and that it is appropriate for use in

Australian contexts. There remains, however,

a linguistic blind spot with many Australians

when it comes to the use of Aboriginal

English. This leads to practices in public life,

and particularly in education, that effectively

exclude many Aboriginal people.

The problem is to some extent that there

has been a lag in getting the findings of

linguistic research out to the general public.

For half a century now, linguistic research

has been focusing on the way in which

Aboriginal people across the continent use

English, and it has revealed that, since the

time of European settlement, two different

major varieties of English have developed

(both, of course, showing some regional

variation): Australian English, which is

spoken within the wider community; and

Aboriginal English, which is spoken within

the Aboriginal community.

This is not to say that every Aboriginal

Australian speaks only Aboriginal English.

Many Aboriginal people speak traditional

Aboriginal languages, others speak creoles,

and many use Standard Australian English

for most purposes. However, most Aboriginal

Australians have the English spoken within

their own community as their point of

reference when it comes to using English,

and this gives them a distinctive starting

point for education.

The more linguists have learned about

Aboriginal English, the more they have been

convinced that the differences that separate

it from Australian English are not superficial.

Research commencing in Queensland in the

1960s, followed by studies in the Northern

Territory and Western Australia in the

1970s and 1980s, in New South Wales and

Victoria in the 1970s, 1980s and 1990s and in

South Australia in the 1990s has confirmed

the existence of English varieties across

Aboriginal Australia that share many features

with one another and many differences from

Australian English.

There has been a particular concentration

of research in Western Australia for the past

40 years, aided by the collaboration that

has occurred between academics from the

University of Western Australia and Edith

Cowan University and educators, both

Aboriginal and non-Aboriginal, from the

Education Department and the Department

of Training and Workforce Development.

Progressively, research has shown the

ways in which the sounds, vocabulary

and grammatical structures of Aboriginal

English differ systematically from those of

Australian English. It has been possible, on

the basis of these features, and of historical

reconstruction, to see how Aboriginal

5

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Facilitators Guide

English developed through processes that

included the direct and indirect influence,

within Aboriginal communities, of pidgin

and creole contact varieties, some of which

are still in existence in northern areas.

Aboriginal English is not only a dialect, but

also a way of behaving in an Aboriginal

communicative context. It involves

understood rules about such things as how

to interact, how to respond to questions,

how to narrate stories, how to listen, how

to show respect, how to evoke humour and

how to show group identification. A number

of research studies at doctoral level at the

University of Western Australia and Edith

Cowan University have provided detailed

documentation of these matters, and of the

way in which they influence the process of

communication in educational contexts.

A more recent, and highly significant,

distinctive contribution to research on

Aboriginal English coming from Western

Australia has been the demonstration that it

is not only a dialect, and not only a way of

behaving in social settings, but also a way

of dealing with knowledge and experience.

It has been shown that Aboriginal speakers,

even in urban settings where their speech

has few distinctive ethnic markers, draw on

different cognitive resources, or ‘schemas’,

in interpreting the English input that they

receive and in structuring the spoken and

written English they produce.

Tracks to Two Way Learning is a resource

that draws on this accumulated research

– the outcome of decades of long-

standing collaboration between Aboriginal

people, linguists and educators – to give

it expression in educational practices that

are based in bidialectal reality, which is the

way English exists in the lives of Aboriginal

learners.

It assumes that, as our research-based

knowledge has come about only through

Aboriginal and non-Aboriginal English users

working together with mutual respect, so our

implementation of effective education will

come about by the same path.

Ian G. Malcolm

Emeritus Professor of Applied Linguistics,

Edith Cowan University.


Facilitators Guide

6

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TWo-Way LearninG

The Tracks to Two-Way Learning resource

forms part of the ABC of Two-Way Literacy

and Learning Project and is informed by

collaborative research conducted since

1996 with academic experts at Edith Cowan

University, Perth and Monash University,

Melbourne, and with independent academic

consultants.

In 2004, in collaboration with the training

sector (now the Department of Training and

Workforce Development) the precursor to

the development of this resource, the ABC

Capacity Building Project, was established.

Its aim was to further improve the learning

outcomes of Aboriginal learners across all

phases of education and training and to

ensure the sustainability of existing Two-

Way bidialectal programs.

Over 50 Aboriginal and non-Aboriginal

educators contributed to this project, trialing

much of the prototype activities developed

in this resource. A train-the-trainer model

was employed whereby a Two-Way Team

(consisting of an Aboriginal and a non-

Aboriginal person), supported by academic

staff and with input from the community,

led 14 Two-Way Teams in nine education

districts, providing professional learning and

a forum for exchange of ideas.

These 14 district-based Two-Way Teams

used their newly-acquired knowledge and

skills to deliver professional learning to

other Two-Way Teams based at education

and training sites. These Teams in turn

provided further support to their colleagues

at their sites. Community involvement

and collaboration occurred at all levels of

this process. Resources were trialed and

adapted to suit local needs and a process

for continuous feedback between all parties

was promoted. The model employed by

the ABC Capacity Building Project led to

an ongoing improvement of resources, a

strengthening of relationships at all levels

and the promotion of an ever-increasing

circle of expertise.

Although the Capacity Building Project

saw marked positive outcomes in terms

of participants’ knowledge, skills and

understandings, it also highlighted the need

for additional support materials. Tracks to

Two-Way Learning has been developed to

address this need.

The initial proposal and conceptual

framework for the resource were developed

in 2005 and the writing phase commenced

in 2006, with continued contributions from a

range of practitioners in all sectors.

A graphic interpretation of the structure of

the Capacity Building Project appears on

page 7. It shows how the research findings

were deployed from a central base to reach

individual learners at education and training

sites across the entire State, how outcomes

from site trials were fed back into a central

level and how the community was involved

at all phases of development.

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Facilitators Guide

District

Two-Way Teamcommunity

community

colleagues learners learners colleagues

communityTwo-Way

Team(at an education/

training site)

Two-WayTeam

(at an education/ training site)

District


community


communityTwo-Way


training site)

Two-WayTeam


District


community


communityTwo-Way


training site)

Two-WayTeam


District


community


communityTwo-Way


training site)

Two-WayTeam


District


community


communityTwo-Way


training site)

Two-WayTeam


District


community


communityTwo-Way


training site)

Two-WayTeam


District


community


communityTwo-Way


training site)

Two-WayTeam


District


community


communityTwo-Way


training site)

Two-WayTeam


District


community


communityTwo-Way


training site)

Two-WayTeam


District


community


communityTwo-Way


training site)

Two-WayTeam


Capacity

Building Team

ABC of Two-Way Literacy and Learning: Capacity Building Project


Facilitators Guide

8

The spiraL

Glenys Collard developed the idea of the Spiral to describe her experience as a Nyungar woman

living in contemporary Western society.

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Facilitators Guide

We’LL TeLL you a sTory… mosT oF our mob knoW The sTory

The Aboriginal English story represents the

Australian Aboriginal story. To us, it is a way

of expressing our past, and sharing where we

are from. It represents how we think about

the world around us, and this is different from

the non-Aboriginal Australian story.

A few of us move between our traditional

ways of being and ways of talk, and

mainstream society. Aboriginal English is the

main way we can have access to two kinds of

power – in both worlds that we live in.

For many years, the way we talk was not

taken seriously and was said to be wrong.

Even some of our people considered it

shame, and often still do.

Attitudes developed against the way we speak

because some features that make Aboriginal

English different from Standard Australian

English are seen as wrong.

Aboriginal English represents more than just

dialect. When we learn, we all view the world

differently, so learning Standard English at

schools and for training can be real hard

for us.

Researchers now know that learners who are

learning in their second language/dialect

will be more comfortable and achieve more if

their first language/dialect is maintained and

valued.

This resource will build greater

understanding about where we come from

and what is important to our culture. It will

help our educators to understand more about

Aboriginal ways of being and ways of talk,

and help us to understand other cultures

better.

We can create a future of shared

understanding between Aboriginal and

non-Aboriginal learning through this

resource.

Aboriginal English…..too deadly.


Facilitators Guide

10

The Tracks To TWo-Way LearninG packaGe

P A R T

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FACIL ITAT O R S G U I D

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P A R T

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PL E WOR K S H O P S G

UID

EP A R T

212 F OC U S A R E A S

Understanding language and dialectOur dialects, our lives

Our views, our waysAboriginal knowledge, beliefs, today

The grammar of dialect di�erenceDi�erence, talking, hearing, understanding

How we shape experienceYarning, seeing, watching, doing

How we represent our worldArt, symbols, gestures, opportunityManners, reading, knowledge, time limits

Language and inclusivityHow we include and how we exclude

F

O C U S A R E A

FO C U S A R E A

F

O C U S A R E A

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O C U S A R E A

F

O C U S A R E A

F

O C U S A R E A

F

O C U S A R E A

F

O C U S A R E A

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O C U S A R E A

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O C U S A R E A

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O C U S A R E A

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O C U S A R E A

Making texts work… in a Two-Way learning environment

From speaking to writingWhat’s right and what’s wrong

How we talkHow we talk, when we can talk

Making a di�erence for learnersWe can do it like this Show me what

Hearin’ the voicesTell me your story(includes ten storybooks)

Toolkit for teachingWhat we do with our mob

• Includes three sample workshops

• Includes electronic version on CD

YOU ARE HERE * * * * * * * **********************

****

* ** * * * *

11


Facilitators Guide

fAcilitAtors guidE for delivery of Two-way Training

Introduction ................................................................................................................................................ 12

The Analytical Model and Tools .............................................................................................................. 15

Leading Two-Way Change ....................................................................................................................... 22

Stage Overviews ..........................................................................................................................................30

Site Evaluation Matrix ............................................................................................................................... 35

Professional Practice – Progression Chart .......................................................................................................38

Engaged Community – Progression Chart ......................................................................................................60

Inclusive Policy and Practice – Progression Chart ........................................................................................ 78

Motivated and Engaged Learners – Progression Chart ................................................................................98

Big Word Guide (Glossary) .......................................................................................................................117


Facilitators Guide

12

int

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ion introduction

This package has been developed for Aboriginal and non-Aboriginal

educators working together in pairs to improve the quality of teaching

and learning for Aboriginal people.

The materials in the package support the

professional development of teachers,

trainers, mentors, education support

workers and others employed in education

and vocational training organisations.

The materials may also be useful to

workers in other organisations who want

to communicate more effectively with

Aboriginal people as co-workers or clients.

The materials will be used most effectively

by those educators who already have some

knowledge about bidialectal approaches to

literacy and learning.1

The package has three parts (refer to page 10):

1. Facilitators Guide

2. 12 Focus Areas (containing resources and

activities to deliver workshops)

3. Sample Workshops Guide.

Together, the three parts show the way

through a process that:

• identifies and analyses opportunities for

improvement

• prioritises challenges and develops an

action plan

• creates a program of staff development

• establishes ongoing review and quality

improvement.

Aboriginal people and non-Aboriginal people

must be part of this process at every stage.

The advice and involvement of Aboriginal

people are critical to bringing about

results that improve learning outcomes for

Aboriginal children and adults. Only through

strong collaboration and contributions from

both perspectives will education and training

organisations become more responsive to

the needs and aspirations of the Aboriginal

community.

Bidialectal approach to literacy and learning

A bidialectal approach to literacy and learning

recognises that speakers of Aboriginal English

are using a form of language that is rule-

governed but different in many ways from

Standard Australian English.

When teachers and their students use

different forms of English, they may fail to

understand one another. For Aboriginal

people to thrive in formal learning

institutions, whether as school-aged learners

or adults, their existing language practice

must be recognised and valued by their

teachers and used as a basis for teaching new

skills in Standard Australian English in both

its spoken and written forms.

A bidialectal approach fosters the

development of SAE literacy skills with

reference to the first dialect used by the

learner. At the same time as developing

literacy skills (reading and writing), the learner

is also systematically taught the new dialect

as a set of spoken language and literacy

practices. Research in Australia and overseas

provides evidence that this method produces

more equitable educational outcomes for

learners who do not enter education speaking

a standard form of the language.2

1 This may have been developed through their involvement with the ABC of Two-Way Literacy and Learning Project or by reading any of the ABC resources that are available from the Department of Education, Western Australia, such as Two-Way English, Solid English, Deadly Ways to Learn and Ways of Being, Ways of Talk.

2 Refer to the Background reading of Focus Area 12 for more information.

13

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Facilitators Guide

Two-Way

‘Two-Way’ is a term used in Western

Australian research to describe close

collaboration and communication between

people from two different language groups.

In the first group are speakers of Standard

Australian English and these people are

often teachers and other government

officials. In the second group are speakers of

Aboriginal English. This group will vary in

the amount of contact it has with speakers of

Standard Australian English. Such language

experiences may come from communication

with government agencies and services,

either as clients or by occupying positions of

authority within the public sector.

The different forms of the English language

share some features but are also different

in many important ways. Two-Way

communication is necessary when two or

more forms of English are in use – each

obeying different structural and social rules

and deriving from different conceptual

frameworks – so that the speakers of the

different forms may begin to understand

one another. The term ‘Two-Way’ flags the

need for a communication flow going in

two directions at once to clarify language

differences and meanings and provide

explanatory bridges for both groups.

The term ‘Two-Way’, as used in this resource,

acts as an invitation to education and

training organisations3 and systems to enter

into collaborative interaction with Aboriginal

English speaking learners, clients and

stakeholders to better incorporate Aboriginal

ways of being into service delivery. The same

invitation is issued to Aboriginal English

speaking people and communities.

Two-Way Teams

The term ‘Two-Way Team’ has a specific

meaning in this publication. A Two-

Way Team is a pair of educators, one

Aboriginal and one non-Aboriginal. These

two work together to teach one another

about their respective languages and how

these languages are used by their speech

communities. As educators, they collaborate

to develop effective teaching and learning

methodologies and resources, thereby

adopting a bidialectal approach to education

and training. The impact of their joint work

is that Aboriginal English is recognised,

respected and better understood. As a

consequence learners who speak Aboriginal

English – seeing their cultural inheritance is

not being threatened by Standard Australian

English – become engaged, included and

successful in the teaching and learning

environment.

There will often be a power or status

difference between the individuals who

form these pairs because being a speaker

of Standard Australian English confers

many benefits, including access to higher

education. The difference in power is one

more challenge for the Two-Way Team

to address together. Successful Two-Way

Teams will be able to model even-handed,

respectful and productive communication

and collaboration.

To make effective use of Tracks to Two-

Way Learning, it is necessary to have some

linguistic knowledge about different forms of

English and to understand the implications of

language difference for pedagogical practice.

The material provided in the 12 Focus Areas

offers a starting point for those new to this

kind of expertise. There are others – many of

whom have contributed to this project – who

have been working as Two-Way Teams in

some Western Australian schools and training

sites. This resource offers a means for existing

knowledge and expertise to be replicated

and fostered more broadly. All the material

in the 12 Focus Areas has been designed to

support professional development, especially

for those working in language and literacy

education with people of all ages.

3 This includes schools, adult education and/or training sites and workplace sites.


Facilitators Guide

14

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ion Tracks to Two-Way Learning provides

the means for new Two-Way Teams to be

established and supported in schools and in

adult education and training organisations.

Workplaces employing and training

Aboriginal people may also find value in

developing an understanding of the way

people use language differently.

The learning journey

The information and advice in Tracks to Two-

Way Learning is based on Two-Way learning

principles and practices and many years of

linguistic research. However, the learning

journey does not end with the publication of

this resource. In one sense the work is only

just beginning. In every educational sector

there is renewed emphasis on achievement

for Aboriginal people. This package makes a

contribution to the effort in all organisations

to understand the critical success factors that

will enable Aboriginal people to realise the

educational, employment and other aspirations

they have for themselves and for their children.

The ability to operate successfully across

different languages and dialects is clearly a

fundamental and critical factor contributing to

educational achievement and maximising life

opportunities.

For this resource to work, it must not remain

static. The emphasis given to establishing

and maintaining a Two-Way flow of

communication between individuals who

speak different varieties of English also

implies that this Two-Way flow must take

place between agencies and institutions and

the Aboriginal community.

Organisations will need the help of

Aboriginal people to establish collaborations

and conversations that have productive

outcomes. This cannot happen unless

Aboriginal people are willing and able to

provide their frank advice and unless non-

Aboriginal people make a genuine effort to

incorporate such advice into daily practice.

Aboriginal people have knowledge about their

own language practices and can therefore

make a difference to the way teachers teach

and then to how learners learn.

Where to from here?

When Two-Way Teams use the information

and advice in this package, they will do so

selectively. They will adapt it to their own

situations and localities and create additional

material for learning that they decide is most

relevant to their own communities.

The Tracks to Two-Way Learning package

has three distinct but overlapping parts (refer

to the diagram on page 10):

• this Facilitators Guide, which provides an

introduction, some background on how

to use the materials and a Site Evaluation

Matrix, the link to the rest of the resource

• the 12 Focus Areas, which provide the

academic and practical content for

professional development

• the Sample Workshops Guide, which

offers additional advice for teachers and

trainers working as Two-Way Teams,

as they plan and deliver professional

development workshops for their

colleagues and others.

All three parts have been designed to help

with two main types of activities:

• evaluating an education or training

organisation’s activities with respect

to Two-Way education and use of

bidialectal approach (also called

‘Tracking Needs’)

• planning and delivering workshops for

staff (and possibly the community) to

enhance the capacity of the organisation

to improve its interaction with learners

and external stakeholders (including the

community) and to improve education

and training outcomes (also called

‘Developing Organisational Capacity’).

The next section of this guide provides

guidance on how to use and interpret the

analytical tools for Tracking Needs and

for Developing Organisational Capacity in

education and/or training sites.

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Facilitators Guide

thE AnAlyticAl modEl And tools

This section provides important prerequisite reading for Two-Way

Teams seeking to familiarise themselves with the information and tools

they will need to identify opportunities for improvement and to lead

change in their organisations.

Please note:

The tools that are provided in this guide are marked with italics throughout the text.

The analytical model described here

provides a framework for analysing

and understanding different kinds of

organisational behaviours and processes

at an education or training site. These

behaviours and processes are analysed

and interpreted through four dimensions.

Changing some of these behaviours and

processes is likely to contribute to improving

outcomes for Aboriginal learners.

This model supports a process to be used by

Two-Way Teams to identify those aspects of

organisational behaviour or processes that

may need to change and to devise an Action

Plan for endorsement by the management

team. This process is called ‘Leading

Two-Way Change’ (pages 22-29). It

enables Two-Way Teams to lead a

change management process within the

organisation and between the organisation

and its stakeholders. The tools to assist Two-

Way Teams to conduct an analysis and create

a Two-Way Action Plan are the Progression

Charts and Checklists collectively labelled the

Site Evaluation Matrix (pages 35-115).

The analytical model involves two key

concepts: Dimensions and Stages. The

term ‘Dimension’ is used to describe

organisational behaviours and processes.

Four Dimensions have been identified and

these are further broken down into

sub-components called Aspects; see (a) to

(f), left-hand column in the Site Evaluation

Matrix.

The Four Stages describe notional points of

progress along each of the Dimensions.

The Stage Overviews (pages 30-33) give

an overview of each Stage across all Four

Dimensions. Simply put, at Stage 1, the

organisation is at the beginning of the

journey, whereas by Stage 4, the aspiration is

fully realised and the challenge is to maintain

the achievement.

The Progression Charts (pages 37, 59, 77,

97) give an alternative view, providing an

overview of each Dimension across all Four

Stages.

Before the Two-Way Team can begin a Site

Evaluation, they may need to familiarise

themselves with the concepts of Dimensions

and Stages. In the following pages, further

explanations are given. It may be necessary

to dedicate some time to working through

these explanations as a team to make sure

that there is shared understanding. The

members of the Two-Way Team will bring

differing perspectives to this process and this

is the most powerful component of the Two-

Way approach.


Facilitators Guide

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• Professional Practice, which refers

to the staff’s knowledge of Aboriginal

English and Two-Way bidialectal

education and associated practices.

[Staff]

• Engaged Community relates to the

involvement of the community in

program evaluation, design, delivery

and re-evaluation, including effective

communication and the establishment

of Two-Way Teams. [Community]

• Inclusive Policy and Practice focuses

on the various areas of inclusivity

within policy and practice, such as

time allocation, resource selection,

assessment practices, methodologies of

program delivery and strategic planning

documents. [Policy and Practice]

• Motivated and Engaged Learners refers

to learners’ engagement, performance,

knowledge and self-efficacy. [Learners]

These Four Dimensions are not hierarchical

but each overlaps with all the others. For

example, a problem with learner attendance

may have its causes in professional practice

and lack of engagement with external

stakeholders. Taking this example one step

further, problems with professional practice

and engagement with external stakeholders

may stem from policy settings or entrenched

processes. The concept of Dimension is used

to create a model that describes a complex

environment in which many factors combine

in cause and effect relationships.

Each education or training organisation will

have different strengths and weaknesses and

different problems to solve. The priorities and

possibilities for change will be different in

each case. The Dimensions and their Aspects

help the Two-Way Team to identify specific

priorities where change might be possible

and productive.

The activity outlined in the box below will

assist with further clarifying the concepts of

Dimensions and their related Aspects.

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Facilitators Guide

ACTIVITY: What are the Four Dimensions all about?

On the next two pages are four diagrams, each focusing on a Dimension, which is represented

by a coloured circle. The overlapping circles indicate that no one Dimension can be understood

fully in isolation from the others.

The Aspects (a), (b), (c), etc of each Dimension are questions that direct the needs analysis.

To familiarise yourselves with each Dimension and its Aspects, answer the questions together,

writing down anything that is said. Use the written responses for further discussion so that

different perspectives are explained and accommodated.

You may find that you are discussing specific examples of organisational behaviour or processes

at your place of work and that these examples will help you later when you are ready to conduct a

Site Evaluation.

You may also find it helpful to consult the left-hand columns in the Checklists of the Site

Evaluation Matrix (pages 35-115).

STAFF

COMMUNITY

LEARNERS

POLICY ANDPRACTICE

(a) What does the

sta� know about

Aboriginal English?

(b) What does

the sta� know

about

bidialectism?

(c) How is the

sta� working

Two-Way?

(d) How suitable

are the teaching/

training programs?

(e) How suitable

are the

resources?

Figure 1: Professional Practice Dimension expanded to show Aspects (a)-(e)

COMMUNITY

STAFF

LEARNERS

POLICY ANDPRACTICE

(a) What is the community

involvement in the

education/training site?

(b) How e�ective

is the communication

between the

community and the

education/training

site?

(c) How is the community

involved in program design

and delivery at the

education/training

site?

(d) What does the

community know about

Aboriginal English and

Two-Way bidialectal

education?

Figure 2: Engaged Community Dimension expanded to show Aspects (a)-(d)

POLICY AND PRACTICE

LEARNERS

STAFF

COMMUNITY

(a) How is the site’ssta� being trained inTwo-Way bidialectal

education?

(b) How does themanagement team support

sta�, so that they canfacilitate Two-Way bidialectal

education (materials, guidance, time)?

(c) How appropriate and relevant is the

data collectionon learners’

language?

(d) How do monitoring,assessment and reporting policies

take the learners’cultural and languagebackground into account?

(e) How is the curriculumbeing delivered and enhanced

so that it is appropriatefor Two-Way bidialectal

education?

(f) How is AboriginalEnglish included in the site’s

policies and practices?

Figure 3: Inclusive Policy and Practice Dimension expanded to show Aspects (a)-(f)

LEARNERS

POLICY ANDPRACTICE

STAFF

COMMUNITY

(a) How engaged

are they?

(b) How do

they perform?

(c) What do they know

about dialect variation?

(d) How do they

experiement with

language (dialect

variation, code-switching,

register)?

Figure 4: Motivated and Engaged Learners Dimension expanded to show Aspects (a)-(e)


Facilitators Guide

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STAFF

COMMUNITY

LEARNERS

POLICY ANDPRACTICE

(a) What does the

sta� know about

Aboriginal English?

(b) What does

the sta� know

about

bidialectism?

(c) How is the

sta� working

Two-Way?

(d) How suitable

are the teaching/

training programs?

(e) How suitable

are the

resources?

Figure 1: Professional Practice Dimension expanded to show Aspects (a)-(e)

Inclusive Policy and Practice Dimension

POLICY AND PRACTICE

LEARNERS

STAFF

COMMUNITY

(a) How is the site’ssta� being trained inTwo-Way bidialectal

education?

(b) How does themanagement team support

sta�, so that they canfacilitate Two-Way bidialectal

education (materials, guidance, time)?

(c) How appropriate and relevant is the

data collectionon learners’

language?

(d) How do monitoring,assessment and reporting policies

take the learners’cultural and languagebackground into account?

(e) How is the curriculumbeing delivered and enhanced

so that it is appropriatefor Two-Way bidialectal

education?

(f) How is AboriginalEnglish included in the site’s

policies and practices?

Figure 3: Inclusive Policy and Practice Dimension expanded to show Aspects (a)-(f)

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Facilitators Guide

Engaged Community Dimension

COMMUNITY

STAFF

LEARNERS

POLICY ANDPRACTICE

(a) What is the community

involvement in the

education/training site?

(b) How e�ective

is the communication

between the

community and the

education/training

site?

(c) How is the community

involved in program design

and delivery at the

education/training

site?

(d) What does the

community know about

Aboriginal English and

Two-Way bidialectal

education?

Figure 2: Engaged Community Dimension expanded to show Aspects (a)-(d)

Motivated and Engaged Learners Dimension

LEARNERS

POLICY ANDPRACTICE

STAFF

COMMUNITY

(a) How engaged

are they?

(b) How do

they perform?

(c) What do they know

about dialect variation?

(d) How do they

experiement with

language (dialect

variation, code-switching,

register)?

Figure 4: Motivated and Engaged Learners Dimension expanded to show Aspects (a)-(e)


Facilitators Guide

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Matrix and the Four Stages

The Site Evaluation Matrix is a tool used to

assist with evaluating the effectiveness of an

education or training organisation in terms

of its capacity to achieve the best possible

outcomes for Aboriginal learners.

It provides detailed information on the

Four Dimensions at different Stages. The

Site Evaluation Matrix (pages 35-115) is

made up of two different kinds of tools:

The Progression Charts, which provide a

summary of each Dimension across all Four

Stages, and a set of Checklists for each Stage

in each Dimension.

The Four Stages mark the degree of

accommodation and recognition of

Aboriginal English at a particular point in

time. They are characterised by certain

behaviours and processes in an education or

training site. Over time, the sites can show

progression through the Stages (for example,

moving from a lack of awareness and the

absence of inclusive practices at Stage 1 to

a full realisation of effective and sustainable

Two-Way processes and strategies at Stage 4).

Stages 2 and 3 may be starting points in those

organisations that have begun to address

inclusive practices or points achieved along

the way to Stage 4.

The journey to Stage 4 is exemplified through

the four Stage Overviews (pages 30-33).

Use the Stage Overviews (1-4) to familiarise

yourself with what each Stage represents

across all Four Dimensions. This knowledge

will assist with the Site Evaluation.

At this point, if you have not already done

so, you need to familiarise yourself with the

two components of the Site Evaluation Matrix

(the Progression Charts and the Checklists) in

more detail.

The Progression Charts for each of the

Dimensions can be found as follows:

• Professional Practice: page 37

• Engaged Community: page 59

• Inclusive Policy and Practice:

page 77

• Motivated and Engaged Learners:

page 97.

These Progression Charts will be needed for

an initial on-balance judgement of the Stage

at which a site is at.

The Checklists provide reference points for

the Site Evaluation. These reference points

are descriptors of the various Aspects ([a],

[b], [c], etc) within a Dimension. They are

organised as follows:

• Professional Practice: pages 39-57

• Engaged Community: pages 61-76

• Inclusive Policy and Practice:

pages 79-96

• Motivated and Engaged Learners:

pages 99-115.

These Checklists will be used for the Site

Evaluation and serve two functions. The

left-hand columns provide a description

of the features of organisational behaviour

that characterise the particular Stage. The

right-hand columns suggest solutions and

link to the 12 Focus Areas and the Sample

Workshops Guide. The Focus Areas contain

background reading and workshop modules,

which provide activities and materials

(handouts, worksheets, content for slides

[‘powerpoints’], etc).

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Facilitators Guide

The Four Dimensions and the Four Stages

Figure 5 illustrates the relationship between

Dimensions and Stages.

When an education or training organisation

is at Stage 1 for every Dimension, there

is no overlap between the Dimensions.

This illustrates a situation in which the

causal relationship between organisational

behaviours and outcomes for learners is not

well understood.

When an organisation is at Stage 4, all of

the Dimensions overlap, indicating that the

organisation recognises the interdependence

of all Four Dimensions: Professional Practice,

Engaged Community, Inclusive Policy

and Practice and Motivated and Engaged

Learners. At this Stage, Two-Way bidialectal

education has been achieved. The result —

and benefit — of such an achievement is that

bidialectal learners are more successful.

The effective integration of the Four

Dimensions and the resulting learner success

is illustrated by the star shape at the centre of

the diagram.

Figure 5: The four Dimensions

and the four Stages

Two-WaySUCCESS

MOTIVATEDAND

ENGAGEDLEARNERS

INCLUSIVEPOLICY

ANDPRACTICE

ENGAGEDCOMMUNITY

PROFESSIONALPRACTICE

Stage 1

Stage 2

Stage 3

Stage 4


Facilitators Guide

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The following pages outline the process for initiating and implementing

change to bring about, or consolidate, Two-Way bidialectal education in

an education or training organisation.

The first phase in initiating change is to

investigate the status quo: we call this

‘Tracking Needs’. It will include a site

evaluation and the completion of a Two-Way

Action Plan.

Completion of

Two-Way

Action Plan

Endorsement

of Two-Way

Action Plan

Enactment

of Two-Way

Action Plan

Site

Evaluation

Figure 6: Leading Two-Way change process

Tracking Needs

Developing Organisational Capacity

The second phase is to design and facilitate

a change management process: we call this

‘Developing Organisational Capacity’. It will

involve the endorsement of the Two-Way

Action Plan and its implementation.

Figure 6 illustrates these two phases as a

four-part process.

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Facilitators Guide

Tracking Needs

The Tracking Needs phase involves the following two steps:

The goal of Tracking Needs is to find out how much an education or training organisation

already incorporates Two-Way bidialectal education and where there is room for further

improvement.

Completion of

Two-Way

Action Plan

Site

Evaluation

Figure 7: Tracking Needs

Finding out where your

education/training

site is at, using the

Site Evaluation Matrix

Identifying priorities

for improvement and

possible actions, using

the Two-Way Action Plan


Facilitators Guide

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Site Evaluation

An effective Site Evaluation requires the

following steps:

• a first quick estimate of what Stage the

site is at

• a more detailed evaluation, using four

Checklists (one for each Dimension).

In conducting a quick estimate, the Two-Way

Team makes an on-balance judgement for

each of the Four Dimensions to determine

where the starting point of the evaluation

should be, ie which Checklists need to

be selected for each Dimension. This is

necessary because it is quite likely that a site

will have a ‘spiky’ profile, ie be at a different

Stage for each Dimension. It is also perfectly

possible that a site is at a different Stage for

different Aspects within a Dimension. Such a

profile is demonstrated in Figure 8.

Through the quick estimate, the Two-

Way Team can select the most appropriate

Checklist for each Dimension for the detailed

evaluation of their site.

Figure 8: sample profile of an

education or training site

To conduct the detailed evaluation you will

need:

• your notes from the activity about the

Four Dimensions

• knowledge of what a Stage roughly

represents, which you have gained

through your familiarisation with the

Stage Overviews (pages 30-33)

• the four Progression Charts, one for each

Dimension, from the Site Evaluation

Matrix (pages 35-115)

• 16 Checklists, four for each Dimension,

from the Site Evaluation Matrix

• your experiences and knowledge of your

site.

Instructions

• Use the Progression Chart for the

Dimension you would like to look at

first (for example, Professional Practice).

Determine which Stage best describes

the educational practice within that

particular Dimension.

• Use on-balance judgements to identify

the most appropriate Checklist (Stage 1,

2, 3 or 4); this will be your main reference

tool for the evaluation.

• Photocopy or print the Progression

Chart and the four Checklists for that

Dimension (see Site Evaluation Matrix

pages 35-115).

• Virtually or literally walk through your

site and discuss the Checklists in your

Two-Way Team. Start off with the

Checklist that you identified as your

main reference tool (see second dot-

point). Taking the second and third

columns as a starting point, make

decisions about whether the descriptions

fit your site and enter a () in the fourth

column when they do. You may find

that your ticks go across more than one

Checklist, depending on the profile of

your organisation. That means that the

Aspects can be at different Stages, as

exemplified in Figure 8.

• Repeat this process for the other three

Dimensions.

0

1

2

3

4

(e)(d)(c)(b)(a)(f)(e)(d)(c)(b)(a)(d)(c)(b)(a)(e)(d)(c)(b)(a)

Professional Practice

Aspects (a) - (e) of Professional Practice

Engaged Community

Inclusive Policy and Practice

DIMENSIONS

Motivated and Engaged Learners

Aspects (a) - (d) of Engaged Community

Aspects (a) - (f) of Inclusive Policy and Practice

Aspects (a) - (e) of Motivatied and Engaged Learners

ST

AG

ES

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Facilitators Guide

Completion of Two-Way Action Plan

When the Two-Way Team has completed the

Site Evaluation, the next task is to identify

opportunities for improvement.

This information can be used to create a

Two-Way Action Plan. The Two-Way Action

Plan is a document that the Two-Way

Team can use to discuss options with the

management team and reach agreement on

the priorities that should be selected for the

education and/or training site.

Please note: you can work on the Two-Way

Action Plan even if you have only evaluated

one Dimension at your site. However, most

long-term improvements will be achieved

if all Four Dimensions are taken into

consideration.

Helpful tools

• Two-Way Action Plan (page 26)

• completed Checklists from the Site

Evaluation

• your experiences and ideas about how

to integrate Two-Way education at your

site.

Instructions

• Photocopy or print out the Two-Way

Action Plan (page 26) and record on it the

results of your Site Evaluation.

• Discuss and record the current Stages of

each Dimension (make an on-balance

judgment).

• Discuss the priorities for improvement.

You may have identified a number

of opportunities for improvement by

working through the Checklists. The

column ‘What can Two-Way Teams do?’

can give you ideas on how to formulate

priorities. Record these on the Two-Way

Action Plan.

• Discuss and decide on possible actions

to address these priorities. Again, refer to

‘What can Two-Way Teams do?’ (second

column from right) in the Checklists.

You may be able to suggest actions

under each of the Four Dimensions.

Some actions could be put in place

immediately while others may require

longer-term planning and commitment

of resources.

• To get additional information and

identify appropriate resources, use the

right-hand column ‘Resources’ of the

Checklists. This column provides links

to the 12 Focus Areas and the Sample

Workshops Guide of the Tracks to Two-

Way Learning package. It also includes

references to hard copy materials, links

to web pages and online resources.

Familiarise yourself with these resources

and use them to complete your planning.

Note that, as indicated in the Checklists,

the suggested Focus Area modules do

not need to be used in a particular order.

• Record the results of your discussion as

a set of suggestions in your Two-Way

Action Plan on the right-hand side. This

plan will then assist you with presenting

your ideas to the management team.

• If your site has been evaluated with

Tracking Needs before, compare the

outcomes, reflect on differences and

share and celebrate improvements.


Facilitators Guide

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Two-Way Action Plan Date of assessment__________

Dim

ensi

on

Sta

ge

Pri

ori

ties

W

hat

are

ou

r g

oal

s?

Act

ion

s (p

oli

cy c

han

ges

, ev

ents

, wo

rksh

op

s, p

rog

ram

s, e

tc)

Act

ion

s n

ow

Act

ion

s la

ter

Pro

fess

ion

al P

ract

ice

[Sta

ff]

En

gag

ed C

om

mu

nit

y[C

om

mu

nit

y]

Incl

usi

ve

Po

licy

an

d

Pra

ctic

e[P

oli

cy a

nd

Pra

ctic

e]

Mo

tiv

ated

an

d E

ng

aged

L

earn

ers

[Lea

rner

s]

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Facilitators Guide

Developing organisational capacity

After the Two-Way Action Plan has been completed, the next step is to negotiate with the

management team what actions can be undertaken immediately.

When agreement has been reached with the management team, the Two-Way Team will design

and facilitate a change management process.

It is likely that at least some of the suggestions in the Two-Way Action Plan will relate to the need

for professional learning. This will require the design, development and delivery of workshops by

Two-Way Teams for their colleagues and other stakeholders.

Endorsement of

Two-Way Action Plan

Enactment of

Two-Way Action Plan

Present outcomes of

evaluation and decide

actions with

mangagement team

Facilitate actions to lead

change, including professional

learning for colleagues

and others


Facilitators Guide

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Endorsement of Two-Way Action Plan

In negotiating an agreement to take action

with the management team, the Two-Way

Team will need to initiate a process for

discussion and approval.

Helpful tools

• completed Two-Way Action Plan

• completed Checklists

• your ideas and enthusiasm

• a copy of the Tracks to Two-Way

Learning package.

All these are needed when meeting with the

management team.

Instructions

• Organise a meeting with the

management team and present the

outcomes of the Site Evaluation.

• Suggest, discuss and decide on possible

actions using the Two-Way Action Plan.

• Firstly, discuss and decide on immediate

actions—changes to policy or practice

that management is able and willing to

decide on immediately.

• Secondly, discuss plans for a professional

learning program for staff or other

initiatives that could include community

members and other stakeholders.

• If you are planning a professional

learning program, you may need to

negotiate time for the preparation and

delivery of workshops. You can also

discuss learning topics and modules and

determine the number of workshops you

propose to deliver.

• You may also need to discuss other

resurveying issues that may affect

the delivery of the program, eg hiring

venues, paying experienced and

competent presenters, contracting relief

staff for the time required for workshops

and paying for any related travel,

accommodation and catering expenses.

• Keep a detailed record of the agreed

actions.

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Facilitators Guide

Enactment of Two-Way Action Plan

Having gained approval from the

management team for their suggestions,

the Two-Way Team is now ready to take

action. This stage includes the development

of organisational capacity. This is likely to

include the planning, design and delivery of

one or more workshops for colleagues and

other staff and for parents, caregivers and

community members.

Helpful tools

• your knowledge of the site and your

participants/colleagues’ needs

• your ideas on how to create successful

workshops

• enthusiasm

• 12 Focus Areas

• Sample Workshops Guide (including

Microsoft® PowerPoint® templates)

• your completed Two-Way Action Plan

• laptop, printer, photocopier, data

projector, speakers, writing materials, etc.

Instructions

• Use the Sample Workshops Guide for

further information on how to plan and

deliver workshops. Refer to the 12 Focus

Areas for in-depth information about

relevant content and activities.

• If you need additional support, ask

other Two-Way Teams for help and

invite external presenters to deliver

professional learning.

• Invite community members as

participants, planners and/or facilitators

of your workshops.

• Evaluate your workshops for the purpose

of further planning.

• Establish continuous improvements by

conducting the Tracking Needs process

again.

Important note

• The teaching and learning resources

contained in the 12 Focus Areas can

be used selectively to create a program

of learning that is designed to suit the

needs of each site.

• Although the 12 Focus Areas divide the

different kinds of complex linguistic,

cultural and educational knowledge

into manageable components, to

some extent this division is arbitrary.

The topics should not be treated as

discrete units. Each Focus Area overlaps

with one or more of the other Focus

Areas. Therefore, Two-Way Teams are

encouraged to select material from

across Focus Areas when designing their

professional development workshops.

The material does not have to be used in

any sequential order but should address

the specific needs as identified in the Site

Evaluation.In each Focus Area there is

background reading about the topic and

a series of modules designed to create

new knowledge, understandings and

practical skills relating to that topic. It is

essential that you read the background

reading for each Focus Area so that you

can answer questions.


Facilitators Guide

30

st

Ag

E o

vE

rv

iEw

sstAgE ovErviEws

stA

gE

1 o

vE

rv

iEw

– a

ne

ed

Fo

r a

cT

ion

sWhere is the education/training site at?

Pro

fess

ion

al P

ract

ice

[Sta

ff]

•S

taff

are

no

t w

ork

ing

Tw

o-W

ay.

•S

taff

do

no

t k

no

w a

bo

ut

Ab

ori

gin

al E

ng

lish

an

d b

idia

lect

ism

an

d s

ee t

he

lan

gu

age

of

Ab

ori

gin

al le

arn

ers

as a

pro

ble

m.

•S

taff

do

no

t u

se s

uit

able

tea

chin

g/t

rain

ing

pro

gra

ms

and

res

ou

rces

.

En

gag

ed C

om

mu

nit

y [C

om

mu

nit

y]

•T

he

com

mu

nit

y i

s n

ot

inv

olv

ed.

•T

he

com

mu

nit

y d

oes

no

t k

no

w a

bo

ut

Ab

ori

gin

al E

ng

lish

an

d T

wo

-Way

bid

iale

ctal

ed

uca

tio

n; i

s n

ot

info

rmed

ab

ou

t p

rog

ram

des

ign

and

del

iver

y.

•T

he

com

mu

nic

atio

n b

etw

een

co

mm

un

ity

an

d t

he

edu

cati

on

/tra

inin

g s

ite

is i

neff

ecti

ve.

Incl

usi

ve

Po

licy

an

d P

ract

ice

[Po

licy

an

d P

ract

ice]

•T

her

e is

no

sta

ff t

rain

ing

in

Tw

o-W

ay b

idia

lect

al e

du

cati

on

.

•A

bo

rig

inal

En

gli

sh i

s n

ot

incl

ud

ed i

n t

he

site

’s p

oli

cies

an

d p

ract

ices

.

•T

he

curr

icu

lum

del

iver

y i

s n

ot

app

rop

riat

e fo

r T

wo

-Way

bid

iale

ctal

ed

uca

tio

n.

Mo

tiv

ated

an

d E

ng

aged

Lea

rner

s [L

earn

ers]

•T

he

lear

ner

s ar

e n

ot

eng

aged

an

d n

ot

con

fid

ent

in t

hei

r le

arn

ing

an

d c

om

mu

nic

atio

n.

•T

he

lear

ner

s h

ave

no

op

po

rtu

nit

ies

to u

se A

bo

rig

inal

En

gli

sh.

•T

he

lear

ner

s d

o n

ot

kn

ow

ab

ou

t d

iale

ct v

aria

tio

n a

nd

do

no

t co

nsc

iou

sly

rec

og

nis

e co

de-

swit

chin

g.

To

be

use

d f

or

fam

ilia

risa

tio

n o

f w

hat

Sta

ge

1 re

pre

sen

ts.

31

st

Ag

E o

vE

rv

iEw

s


Facilitators Guide

stA

gE

2 o

vE

rv

iEw

– c

ha

nG

inG

min

dse

Ts

an

d F

irsT

ac

Tio

ns

Where is the education/training site at?P

rofe

ssio

nal

Pra

ctic

e [S

taff

]

•S

om

e st

aff e

xplo

re T

wo

-Way

pro

cess

es.

•S

om

e st

aff d

evel

op

an

un

der

stan

din

g o

f A

bo

rig

inal

En

gli

sh, b

idia

lect

ism

an

d c

od

e-sw

itch

ing

.

•S

om

e st

aff a

re s

tart

ing

to

use

su

itab

le t

each

ing

/tra

inin

g p

rog

ram

s an

d r

eso

urc

es.

En

gag

ed C

om

mu

nit

y [C

om

mu

nit

y]

•T

he

com

mu

nit

y i

s in

vit

ed t

o p

arti

cip

ate

at t

he

edu

cati

on

/tra

inin

g s

ite.

•T

he

com

mu

nit

y (b

oth

Ab

ori

gin

al a

nd

no

n-A

bo

rig

inal

) un

der

stan

ds

the

imp

ort

ance

of

Ab

ori

gin

al E

ng

lish

an

d T

wo

-Way

bid

iale

ctal

edu

cati

on

.

•S

taff

rec

og

nis

e g

oo

d r

elat

ion

ship

s as

th

e ke

y t

o e

ffec

tiv

e co

mm

un

icat

ion

wit

h t

he

com

mu

nit

y.

•O

pp

ort

un

itie

s to

est

abli

sh r

elat

ion

ship

s ar

e ex

plo

red

.

Incl

usi

ve

Po

licy

an

d P

ract

ice

[Po

licy

an

d P

ract

ice]

•A

ll st

aff a

re e

nco

ura

ged

to

par

tici

pat

e in

tra

inin

g i

n T

wo

-Way

bid

iale

ctal

ed

uca

tio

n.

•S

om

e st

aff a

re e

xplo

rin

g w

ays

of

incl

ud

ing

Ab

ori

gin

al E

ng

lish

in

th

e si

te’s

po

lici

es a

nd

pra

ctic

es.

•T

her

e is

aw

aren

ess

of

the

exis

ten

ce o

f b

idia

lect

al m

ater

ials

.

•T

he

nee

d f

or

app

rop

riat

e cu

rric

ulu

m d

eliv

ery

is

reco

gn

ised

by

so

me

staff

.

Mo

tiv

ated

an

d E

ng

aged

Lea

rner

s [L

earn

ers]

•T

he

lear

ner

s ar

e d

evel

op

ing

tru

st i

n t

hei

r te

ach

ers

and

sh

ow

mo

re c

on

fid

ence

in

th

eir

lear

nin

g a

nd

co

mm

un

icat

ion

.

•T

he

lear

ner

s h

ave

op

po

rtu

nit

ies

to u

se A

bo

rig

inal

En

gli

sh.

•T

he

lear

ner

s ar

e d

evel

op

ing

an

un

der

stan

din

g o

f b

idia

lect

ism

an

d a

re s

tart

ing

to

exp

erim

ent

wit

h c

od

e-sw

itch

ing

.

To

be

use

d f

or

fam

ilia

risa

tio

n o

f w

hat

Sta

ge

1 re

pre

sen

ts.


Facilitators Guide

32

st

Ag

E o

vE

rv

iEw

s

stA

gE

3 o

vE

rv

iEw

– m

or

e a

cT

ion

s a

nd

pr

om

isin

G o

uT

co

me

sWhere is the education/training site at?

Pro

fess

ion

al P

ract

ice

[Sta

ff]

•M

ost

sta

ff a

re w

ork

ing

Tw

o-W

ay.

•M

ost

sta

ff r

eco

gn

ise

Ab

ori

gin

al E

ng

lish

an

d s

eek

bid

iale

ctal

co

mp

eten

cies

as

an e

du

cati

on

al o

utc

om

e.

•A

ll st

aff a

re f

amil

iar

wit

h s

uit

able

res

ou

rces

an

d t

each

ing

/tra

inin

g p

rog

ram

s fo

r b

idia

lect

al le

arn

ers.

En

gag

ed C

om

mu

nit

y [C

om

mu

nit

y]

•T

he

com

mu

nit

y i

s fr

equ

entl

y i

nv

olv

ed.

•T

he

com

mu

nit

y (b

oth

Ab

ori

gin

al a

nd

no

n-A

bo

rig

inal

) val

ues

an

d u

nd

erst

and

s th

e co

mp

lexi

ty o

f A

bo

rig

inal

En

gli

sh a

nd

Tw

o-W

ay

bid

iale

ctal

ed

uca

tio

n.

•S

tro

ng

rel

atio

nsh

ips

hav

e b

een

dev

elo

ped

an

d p

roce

sses

to

bu

ild

mo

re r

elat

ion

ship

s ar

e in

pla

ce.

Incl

usi

ve

Po

licy

an

d P

ract

ice

[Po

licy

an

d P

ract

ice]

•T

rain

ing

in

Tw

o-W

ay b

idia

lect

al e

du

cati

on

is

atte

nd

ed b

y s

taff

an

d p

rom

ote

d a

s es

sen

tial

at

the

edu

cati

on

/tra

inin

g s

ite.

•A

bo

rig

inal

En

gli

sh a

nd

Tw

o-W

ay b

idia

lect

al e

du

cati

on

are

in

clu

ded

in

th

e si

te’s

po

lici

es a

nd

pra

ctic

es.

•P

rog

ram

s th

at a

re a

pp

rop

riat

e fo

r T

wo

-Way

bid

iale

ctal

ed

uca

tio

n a

re a

ctiv

ely

pro

mo

ted

.

Mo

tiv

ated

an

d E

ng

aged

Lea

rner

s [L

earn

ers]

•A

bo

rig

inal

an

d n

on

-Ab

ori

gin

al le

arn

ers

are

wo

rkin

g t

og

eth

er a

nd

sh

ow

co

nfi

den

ce i

n t

hei

r le

arn

ing

an

d c

om

mu

nic

atio

n.

•L

earn

ers

dem

on

stra

te a

n u

nd

erst

and

ing

th

at d

iffer

ent

lan

gu

ages

an

d d

iale

cts

are

equ

ally

val

id, a

re r

ule

go

ver

ned

an

d c

han

ge

acco

rdin

g t

o a

ud

ien

ce, p

urp

ose

an

d c

ult

ura

l co

nte

xt.

•L

earn

ers

are

dem

on

stra

tin

g p

rog

ress

in

co

de-

swit

chin

g c

om

pet

enci

es a

nd

in

Sta

nd

ard

Au

stra

lian

En

gli

sh.

To

be

use

d f

or

fam

ilia

risa

tio

n o

f w

hat

Sta

ge

1 re

pre

sen

ts.

33

st

Ag

E o

vE

rv

iEw

s


Facilitators Guide

stA

gE

4 o

vEr

viE

w –

ma

inTa

inin

G T

Wo

-Wa

y b

idia

Lec

TaL

edu

ca

Tio

n

Where is the education/training site at?P

rofe

ssio

nal

Pra

ctic

e [S

taff

]

•A

ll st

aff a

re w

ork

ing

Tw

o-W

ay.

•A

ll st

aff r

eco

gn

ise

the

imp

ort

ance

of

Ab

ori

gin

al E

ng

lish

an

d T

wo

-Way

bid

iale

ctal

ed

uca

tio

n a

nd

tea

ch/t

rain

acc

ord

ing

ly.

•A

ll st

aff c

on

tin

ual

ly e

xplo

re w

ays

of

imp

rov

ing

th

eir

bid

iale

ctal

tea

chin

g s

trat

egie

s.

En

gag

ed C

om

mu

nit

y [C

om

mu

nit

y]

•T

he

com

mu

nit

y i

s h

igh

ly i

nv

olv

ed (i

n c

lass

roo

ms,

po

lici

es, p

rog

ram

des

ign

, del

iver

y a

nd

ass

essm

ent)

.

•T

he

com

mu

nit

y e

mb

race

s an

d s

har

es a

n u

nd

erst

and

ing

of

Ab

ori

gin

al E

ng

lish

an

d T

wo

-Way

bid

iale

ctal

ed

uca

tio

n.

•T

he

com

mu

nic

atio

n b

etw

een

th

e co

mm

un

ity

an

d t

he

edu

cati

on

or

trai

nin

g s

ite

is e

ffec

tiv

e an

d f

req

uen

t.

•B

oth

th

e A

bo

rig

inal

an

d n

on

-Ab

ori

gin

al c

om

mu

nit

ies

val

ue

the

incl

usi

on

of

Ab

ori

gin

al p

ersp

ecti

ves

.

Incl

usi

ve

Po

licy

an

d P

ract

ice

[Po

licy

an

d P

ract

ice]

•T

her

e is

su

pp

ort

fo

r st

aff a

nd

fo

r re

gu

lar

trai

nin

g i

n T

wo

-Way

bid

iale

ctal

ed

uca

tio

n.

•A

bo

rig

inal

En

gli

sh a

nd

Tw

o-W

ay b

idia

lect

al e

du

cati

on

are

sy

stem

atic

ally

in

clu

ded

in

th

e si

te’s

po

lici

es a

nd

pra

ctic

e.

•T

wo

-Way

Tea

ms

ensu

re a

pp

rop

riat

e cu

rric

ulu

m d

eliv

ery

an

d e

nh

ance

men

t.

Mo

tiv

ated

an

d E

ng

aged

Lea

rner

s [L

earn

ers]

•A

ll le

arn

ers

are

con

fid

ent

and

su

cces

sfu

l in

th

eir

lear

nin

g a

nd

can

co

mm

un

icat

e in

a r

ang

e o

f so

cial

, ed

uca

tio

nal

an

d e

mp

loy

men

t

sett

ing

s.

•A

ll le

arn

ers

con

tin

ual

ly i

ncr

ease

th

eir

un

der

stan

din

g o

f la

ng

uag

e an

d i

mp

rov

e th

eir

com

pet

ence

in

Sta

nd

ard

Au

stra

lian

En

gli

sh.

•A

ll le

arn

ers

are

pro

ud

an

d i

n c

on

tro

l of

cod

e-sw

itch

ing

.

To

be

use

d f

or

fam

ilia

risa

tio

n o

f w

hat

Sta

ge

1 re

pre

sen

ts.


Facilitators Guide

34

35


Facilitators Guide

sitE EvAluAtion mAtrix

Professional Practice

Progression Chart .................................................................................................................37

Stage 1 Checklist....................................................................................................................39

Stage 2 Checklist ...................................................................................................................44

Stage 3 Checklist ...................................................................................................................48

Stage 4 Checklist ...................................................................................................................53

Engaged Community


Stage 1 Checklist ....................................................................................................................61

Stage 2 Checklist ...................................................................................................................65

Stage 3 Checklist ...................................................................................................................69

Stage 4 Checklist ...................................................................................................................73

Inclusive Policy and Practice


Stage 1 Checklist....................................................................................................................79

Stage 2 Checklist ...................................................................................................................83

Stage 3 Checklist ...................................................................................................................88

Stage 4 Checklist ...................................................................................................................93

Motivated and Engaged Learners


Stage 1 Checklist....................................................................................................................99

Stage 2 Checklist .................................................................................................................104

Stage 3 Checklist .................................................................................................................109

Stage 4 Checklist ................................................................................................................. 112


Facilitators Guide

36

37


Facilitators Guide

proFessionaL pracTice [sTaFF]

progrEssion chArt – Where is The proFessionaL pracTice aT?aspect stage 1 stage 2 stage 3 stage 4

Staff (a)

Knowledge of Aboriginal English

Teachers/trainers have no knowledge of Aboriginal English or Standard Australian English as first or additional dialects.

Some teachers/trainers are becoming aware of the existence of Aboriginal English. Others may have partial or incomplete understandings. Teachers/trainers may not be convinced this applies to their own Aboriginal learners.

Teachers/trainers recognise the existence of Aboriginal English and are becoming aware of its complexity.Teachers/trainers recognise Aboriginal English as an additional dialect spoken by their Aboriginal learners.

Teachers/trainers are confident about the place of Aboriginal English in their Aboriginal learners’ education/training. Teachers/trainers recognise the importance of the use of Aboriginal English in learning programs for the benefit of all learners. Teachers/trainers apply knowledge of Aboriginal English in the design and delivery of programs.

Staff (b)

Knowledge of bidialectalism

The language of Aboriginal learners is seen as problematic. The view exists that the learners speak a pidgin language.

Teachers/trainers are recognising Aboriginal English as a distinct and rule-governed dialect. Teachers/trainers are developing an understanding that the use of another dialect is not a deficit. Notions of bidialectal competencies are being explored.

Key staff are developing an understanding of the linguistic complexities of Aboriginal English specifically and of language variation in general, ie the sounds, structures, meanings, functions and differences in cultural conceptualisation.Bidialectal competencies are being sought as an educational outcome. Teachers/trainers are exploring Aboriginal English and allowing learners to use it while also learning Standard Australian English. Teachers/trainers and learners are exploring useful and effective ways to practise code-switching.

All staff are aware of the existence of Aboriginal English and of notions of bidialectalism.Key staff have a sound understanding of the linguistic complexities of Aboriginal English and of differences between Aboriginal English and Standard Australian English.Teachers/trainers are continually exploring ways to improve their bidialectal teaching strategies.

Staff (c)

Implementation of Two-Way processes

Aboriginal staff are not involved in any decision making. Community involvement is not seen as important or relevant.

Notions of Two-Way are being explored and Two-Way Teams set up. The relevance of Aboriginal community involvement is being explored.

Aboriginal staff and/or community members are involved in education/training issues and are consulted for clarification on Aboriginal English and cultural and conceptual differences. Two-Way Teams are working collaboratively.

Aboriginal staff and/or community members are involved in the assessment of learning outcomes for Aboriginal learners and in the planning of programs. Two-Way processes are applied in learning and teaching.Two-Way Teams are fully operational with clear protocols to implement Two-Way education/training. Two-Way Teams work together and are constantly learning about each other.

Staff (d)

Suitable program implementation

There is a general lack of awareness among staff of the issues relating to language variation in teaching/training programs.Remedial and/or withdrawal programs are used to address the needs of Aboriginal English speaking learners.

Staff are aware of language variation and the use of the home dialect as a bridge to the standard dialect. Some limited opportunities are included in teaching/training programs for the use of alternative dialects, eg Aboriginal English.Teachers/trainers see the need to teach Standard Australian English grammar and structure explicitly to extend the range of language available to all learners.

Learners are taught about language variation and its social importance.Alternative dialects are accommodated in teaching/training programs.Teachers/trainers develop and use materials for the explicit teaching of Standard Australian English.Assessment that takes account of additional dialect/language acquisition processes is being explored.

Programs take full account of bidialectalism.Teaching/training programs provide opportunities for learners to experiment with register and dialect difference.Assessment strategies take account of bidialectalism. Assessment strategies are varied, eg they include demonstration of both spoken and written language.

Staff (e)

Use of relevant resources

There is a general lack of awareness of suitable teaching/training resources.The materials and texts in use are often culturally and linguistically inappropriate for Aboriginal learners.

Two-Way bidialectal materials (films and texts) are being explored and are readily available to all staff. Due to limited knowledge, teachers/trainers may still make inappropriate text choices.

All staff are familiar with relevant materials and related research reports.EAL/EAD4 materials are being used to teach bidialectal learners.

Teachers/trainers can evaluate materials regarding their inclusivity for all learners from all dialect backgrounds.Teachers/trainers select and/or adapt texts to suit learners’ additional language/dialect learning needs.

4

4 English as an Additional Language/English as an Additional Dialect

pr

oFe

ssio

na

L p

ra

cT

ice

– p

ro

Gr

essi

on

ch

ar

T


Facilitators Guide

38

39


Facilitators Guide

profEssionAl prActicE – stAgE 1 chEcklist

stA

gE

1 c

hEc

kli

st –

Wh

ere

is T

he

pr

oFe

ssio

na

L p

ra

cT

ice

aT

?A

spec

tW

her

e th

e st

aff a

re a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Sta

ff 1

(a)

Kn

ow

led

ge

of

Ab

ori

gin

al

En

gli

sh

Tea

cher

s/tr

ain

ers

hav

e n

o

kn

ow

led

ge

of

Ab

ori

gin

al

En

gli

sh o

r S

tan

dar

d

Au

stra

lian

En

gli

sh a

s fi

rst

or

add

itio

nal

dia

lect

s.

Th

ere

are

clai

ms

that

A

bo

rig

inal

lear

ner

s ca

nn

ot

spea

k ‘p

rop

erly

’. T

her

e is

a la

ck o

f k

no

wle

dg

e ab

ou

t th

e ex

iste

nce

or

nat

ure

of

Ab

ori

gin

al E

ng

lish

.

Rai

se a

war

enes

s th

rou

gh

w

ork

sho

p(s

) ab

ou

t th

e ex

iste

nce

an

d o

rig

ins

of

Ab

ori

gin

al E

ng

lish

an

d

abo

ut

lan

gu

age

var

iati

on

in

WA

.P

rov

ide

teac

her

s/tr

ain

ers

wit

h b

ackg

rou

nd

in

form

atio

n t

hro

ug

h

new

slet

ters

, pam

ph

lets

an

d li

nk

s to

rec

om

men

ded

re

adin

gs.

Mo

du

le 1

.1 W

hat

is A

bo

rig

inal

E

ng

lish

?M

od

ule

1.2

Lay

ers

of

lan

gu

age

Mo

du

le 1

.4 L

ang

uag

e a

nd

ide

nti

tyM

od

ule

8.5

Ora

l ve

rsu

s w

ritt

en

la

ng

uag

eM

od

ule

10

.1 M

ov

ing

fro

m o

ne

dia

lec

t to

tw

o d

iale

cts

Mo

du

le 1

2.8

Ora

l lan

gu

age

an

d

lite

rac

y d

eve

lop

me

nt

Sam

ple

wo

rksh

op

: Tw

o-W

ay

bid

iale

cta

l ed

uc

atio

n a

re a

lso

re

lev

ant.

Web

site

s an

d w

ebsi

te li

nk

s w

ith

in

form

atio

n o

n A

bo

rig

inal

En

gli

sh:

htt

p:/

/ww

w.p

etaa

.ed

u.a

u P

EN

150

htt

p:/

/ww

w.p

etaa

.ed

u.a

u P

EN

09

3h

ttp

://w

ww

.tes

ol.o

rg.a

u/e

sl/i

nd

ex.

htm

lh

ttp

://w

ww

.dn

ath

an.c

om

/VL

/au

stL

ang

.htm

htt

p:/

/ww

w.h

awai

i.ed

u/s

ato

cen

ter/

lan

gn

et/d

efin

itio

ns/

abo

rig

inal

.htm

l

http://www.petaa.edu.au

http://www.tesol.org.au/esl/index.html

http://www.tesol.org.au/esl/index.html

http://www.dnathan.com/VL/austLang.htm

http://www.dnathan.com/VL/austLang.htm

http://www.hawaii.edu/satocenter/langnet/definitions/aboriginal.html

http://www.hawaii.edu/satocenter/langnet/definitions/aboriginal.html


Facilitators Guide

40


stA

gE

1 c

hEc

kli

st –

Wh

ere

is T

he

pr

oFe

ssio

na

L p

ra

cT

ice

aT

?A

spec

tW

her

e th

e st

aff a

re a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Sta

ff 1

(b

)

Kn

ow

led

ge

of

bid

iale

ctal

ism

Th

e la

ng

uag

e o

f A

bo

rig

inal

lear

ner

s is

see

n

as p

rob

lem

atic

. T

he

vie

w e

xist

s th

at t

he

lear

ner

s sp

eak

a p

idg

in

lan

gu

age.

Tea

cher

s/tr

ain

ers

com

pla

in a

bo

ut

thei

r A

bo

rig

inal

lear

ner

s’

‘gra

mm

ar’ a

nd

p

ron

un

ciat

ion

. T

each

ers/

trai

ner

s in

sist

th

at le

arn

ers

use

Sta

nd

ard

A

ust

rali

an E

ng

lish

at

all

tim

es.

Tea

cher

s/tr

ain

ers

pen

alis

e le

arn

ers

for

no

t u

sin

g

‘ap

pro

pri

ate

lan

gu

age’

. L

earn

ers

are

bla

med

fo

r n

ot

kn

ow

ing

/or

lear

nin

g

Sta

nd

ard

Au

stra

lian

E

ng

lish

.S

pee

ch p

ath

olo

gis

ts a

nd

p

sych

olo

gis

ts a

re i

nv

ited

to

th

e ed

uca

tio

n/t

rain

ing

si

te t

o a

ssis

t in

rec

tify

ing

th

ese

‘pro

ble

ms’

.

Dis

cuss

an

d d

emo

nst

rate

d

iale

ct d

iffer

ence

, ho

me

talk

vs

Sta

nd

ard

Au

stra

lian

E

ng

lish

, diffi

cult

ies

face

d

by

lear

ner

s w

hen

fo

rced

to

sp

eak

a la

ng

uag

e th

at

has

no

t b

een

pra

ctis

ed

and

of

wh

ich

th

ey k

no

w

litt

le, a

nd

lack

of

Sta

nd

ard

A

ust

rali

an E

ng

lish

mo

del

s.In

vo

lve

stu

den

t se

rvic

es

staff

, su

ch a

s p

sych

olo

gis

ts

and

sp

eech

pat

ho

log

ists

, w

ho

are

alr

ead

y w

ork

ing

w

ith

peo

ple

at

yo

ur

loca

tio

n.

Mo

du

le 1

.1 W

hat

is A

bo

rig

inal

E

ng

lish

?M

od

ule

1.2

Lay

ers

of

lan

gu

age

Mo

du

le 1

.6 T

wo

-Way

bid

iale

cta

l e

du

cat

ion

Mo

du

le 8

.1 B

ein

g p

resc

rip

tiv

e a

nd

d

esc

rip

tiv

eM

od

ule

8.4

Pro

nu

nc

iati

on

Mo

du

le 1

2.1

Diff

ere

nc

e v

ers

us

de

fic

it

mo

de

lsS

amp

le w

ork

sho

p: T

wo

-Way

b

idia

lec

tal e

du

cat

ion

an

d S

amp

le

wo

rksh

op

: Un

de

rsta

nd

ing

dia

lec

tal

diff

ere

nc

es

are

also

rel

evan

t

41


Facilitators Guide


stA

gE

1 c

hEc

kli

st –

Wh

ere

is T

he

pr

oFe

ssio

na

L p

ra

cT

ice

aT

?A

spec

tW

her

e th

e st

aff a

re a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Sta

ff 1

(c)

Imp

lem

ent-

atio

n o

f T

wo

-W

ay p

roce

sses

Ab

ori

gin

al s

taff

are

no

t in

vo

lved

in

an

y d

ecis

ion

m

akin

g.

Co

mm

un

ity

in

vo

lvem

ent

is n

ot

seen

as

imp

ort

ant

or

rele

van

t.

Ab

ori

gin

al e

du

cati

on

st

aff a

re r

equ

ired

to

se

ttle

iss

ues

rel

atin

g t

o

Ab

ori

gin

al le

arn

ers,

eg

at

ten

dan

ce, h

om

e m

atte

rs.

Ab

ori

gin

al s

taff

are

no

t co

nsu

lted

in

in

terp

reti

ng

le

arn

ers’

sp

eech

.A

bo

rig

inal

sta

ff d

o n

ot

feel

co

mfo

rtab

le a

rou

nd

oth

er

staff

. Th

ere

is a

‘th

em’ a

nd

‘u

s’ m

enta

lity

.T

he

inv

olv

emen

t o

f co

mm

un

ity

is

no

t se

en a

s re

lev

ant

to t

he

edu

cati

on

o

r tr

ain

ing

co

nte

xt.

Dis

cuss

an

d d

emo

nst

rate

ad

dit

ion

al r

ole

s fo

r A

bo

rig

inal

ed

uca

tio

n

staff

wh

ereb

y A

bo

rig

inal

le

arn

ers’

exp

ress

ion

s an

d

lan

gu

age

are

dis

cuss

ed

and

ed

uca

tio

nal

pro

gre

ss

in S

tan

dar

d A

ust

rali

an

En

gli

sh i

s p

lan

ned

co

llab

ora

tiv

ely.

E

xplo

re n

oti

on

s o

f T

wo

-W

ay a

nd

set

up

Tw

o-W

ay

Tea

ms.

Rai

se c

om

mu

nit

y

awar

enes

s an

d

un

der

stan

din

g o

f h

ow

th

ey c

an c

on

trib

ute

to

ed

uca

tio

nal

pro

gra

ms.

Mo

du

le 1

.6 T

wo

-Way

bid

iale

cta

l e

du

cat

ion

Mo

du

le 1

.7 T

wo

-Way

par

tne

rsh

ips

Mo

du

le 1

.8 R

aisi

ng

co

mm

un

ity

aw

are

ne

ss

Mo

du

le 2

.1 F

amily

re

lati

on

ship

s M

od

ule

2.4

Dis

cri

min

atio

n a

nd

st

ere

oty

pin

gM

od

ule

2.5

Ab

ori

gin

al c

ult

ura

l id

en

tity

Mo

du

le 2

.9 W

ork

ing

to

ge

the

rM

od

ule

6.1

In

clu

sio

n, e

xclu

sio

n a

nd

m

ino

rity

lear

ne

rsM

od

ule

6.2

Exc

lusi

on

in e

du

cat

ion

al

dis

co

urs

eM

od

ule

6.3

Exc

lusi

on

th

rou

gh

lac

k o

f aw

are

ne

ssM

od

ule

6.6

Id

en

tify

ing

exc

lusi

on

Sam

ple

wo

rksh

op

: In

clu

siv

ity

are

al

so r

elev

ant


Facilitators Guide

42


stA

gE

1 c

hEc

kli

st –

Wh

ere

is T

he

pr

oFe

ssio

na

L p

ra

cT

ice

aT

?A

spec

tW

her

e th

e st

aff a

re a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Sta

ff 1

(d

)

Su

itab

le

pro

gra

m

imp

lem

ent-

atio

n

Th

ere

is a

gen

eral

lack

of

awar

enes

s am

on

g s

taff

o

f th

e is

sues

rel

atin

g

to la

ng

uag

e v

aria

tio

n

in t

each

ing

/tra

inin

g

pro

gra

ms.

Rem

edia

l an

d/o

r w

ith

dra

wal

pro

gra

ms

are

use

d t

o a

dd

ress

th

e n

eed

s o

f A

bo

rig

inal

En

gli

sh

spea

kin

g le

arn

ers.

Sta

ff s

ee la

ng

uag

e v

aria

tio

n a

s a

stu

mb

lin

g

blo

ck t

o le

arn

ing

.T

each

ers/

trai

ner

s se

ek

imp

lem

enta

tio

n o

f re

med

ial o

r w

ith

dra

wal

p

rog

ram

s w

ith

litt

le o

r n

o a

war

enes

s o

f h

ow

th

e sp

ecifi

c n

eed

s o

f o

ther

d

iale

ct s

pea

kers

can

be

add

ress

ed w

ith

in t

hei

r cl

asse

s.

Rai

se a

war

enes

s o

f E

ng

lish

lan

gu

age

var

iati

on

o

n a

wo

rld

wid

e sc

ale,

an

d

exam

ine

atti

tud

es t

ow

ard

la

ng

uag

e v

aria

tio

n i

n t

he

lig

ht

of

rece

nt

and

rel

evan

t E

AL

/EA

D r

esea

rch

. E

xplo

re t

he

teac

hin

g o

f th

e ‘s

tan

dar

d’ o

r ‘o

ffici

al’

lan

gu

age

in t

erm

s o

f p

ow

er r

elat

ion

ship

s an

d

excl

usi

ve

pra

ctic

es.

Exp

lore

th

e b

enefi

ts f

or

all l

earn

ers

of

bid

iale

ctal

ed

uca

tio

n.

Mo

du

le 1

.1 W

hat

is A

bo

rig

inal

E

ng

lish

?M

od

ule

1.3

Sta

nd

ard

En

gli

sh: T

he

la

ng

uag

e o

f p

ow

er

and

ac

ce

ssM

od

ule

1.6

Tw

o-W

ay b

idia

lec

tal

ed

uc

atio

nM

od

ule

5.5

Un

de

rsta

nd

ing

an

d

val

uin

g d

iale

cta

l diff

ere

nc

es

in t

ext

Mo

du

le 6

.1 I

nc

lusi

on

, exc

lusi

on

an

d

min

ori

ty le

arn

ers

Mo

du

le 6

.2 E

xclu

sio

n in

ed

uc

atio

nal

d

isc

ou

rse

Mo

du

le 8

.1 B

ein

g p

resc

rip

tiv

e a

nd

d

esc

rip

tiv

eM

od

ule

10

.2 E

igh

t p

rin

cip

les

of

Tw

o-

Way

bid

iale

cta

l le

arn

ing

Mo

du

le 1

0.4

Ass

um

pti

on

s th

at a

ffe

ct

ed

uc

atio

nM

od

ule

10

.5 L

ear

nin

g is

sue

sM

od

ule

12

.1 D

iffe

ren

ce

ve

rsu

s d

efi

cit

m

od

els

Mo

du

le 1

2.3

Ge

ttin

g t

o k

no

w

lear

ne

rsS

amp

le w

ork

sho

p: I

nc

lusi

vit

y

43


Facilitators Guide


stA

gE

1 c

hEc

kli

st –

Wh

ere

is T

he

pr

oFe

ssio

na

L p

ra

cT

ice

aT

?A

spec

tW

her

e th

e st

aff a

re a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Sta

ff 1

(e)

Use

of

rele

van

t re

sou

rces

Th

ere

is a

gen

eral

lack

o

f aw

aren

ess

of

suit

able

te

ach

ing

/tra

inin

g

reso

urc

es.

Th

e m

ater

ials

an

d t

exts

in

use

are

oft

en c

ult

ura

lly

and

lin

gu

isti

cally

in

app

rop

riat

e fo

r A

bo

rig

inal

lear

ner

s.

Th

ere

is n

o e

vid

ence

o

f st

aff u

sin

g T

wo

-Way

b

idia

lect

al e

du

cati

on

m

ater

ials

5. T

hey

do

n’t

kn

ow

ab

ou

t th

em, o

r th

ey h

ave

no

t b

een

use

d

to i

nfo

rm t

each

ing

an

d

lear

nin

g p

roce

sses

.S

om

e o

f th

e te

xts

that

are

u

sed

are

ou

t-o

f-d

ate

or

use

d i

nap

pro

pri

atel

y.

Pro

vid

e co

pie

s o

f T

wo

-W

ay b

idia

lect

al e

du

cati

on

m

ater

ials

(bo

ok

s, r

epo

rts

and

film

s) u

sed

in

w

ork

sho

p(s

) fo

r re

flec

tio

n

and

ref

eren

ces

to fi

nd

sp

ecifi

c in

form

atio

n.

Th

e fo

llow

ing

AB

C r

eso

urc

es6:

De

adly

Way

s to

Le

arn

Pro

jec

t (t

wo

b

oo

ks

and

DV

D)

So

lid

En

gli

shT

wo

-Way

En

gli

shW

ays

of

Be

ing

, Way

s o

f T

alk

(bo

ok

an

d D

VD

)S

amp

le w

ork

sho

p: T

wo

-Way

b

idia

lec

tal e

du

cat

ion

an

d S

amp

le

wo

rksh

op

: Un

de

rsta

nd

ing

dia

lec

tal

diff

ere

nc

es

are

also

rel

evan

t.K

ey I

nst

ruc

tio

nal

Str

ate

gie

s b

y t

he

Aca

dem

ic E

ng

lish

Mas

tery

Pro

gra

m

(Lo

s A

ng

eles

Un

ified

Sch

oo

l D

istr

ict)

. h

ttp

://n

ote

bo

ok

.lau

sd.n

et/p

ls/

ptl

/do

cs/P

AG

E/C

A_L

AU

SD

/L

AU

SD

NE

T/A

BO

UT

_US

/IN

ITIA

TIV

ES

/AE

MP

/CA

G_H

OM

E/

CR

RE

_CL

EA

RIN

GH

OU

SE

/C

RR

E_C

LA

SS

_RE

SO

UR

CE

S/A

EM

P_

CL

AS

SR

OO

M%

20

OB

SE

RV

AB

LE

S.

PD

F

56 5

Tw

o-W

ay b

idia

lect

al e

du

cati

on

res

ou

rces

in

clu

de

all m

ater

ials

dev

elo

ped

th

rou

gh

th

e A

BC

of

Tw

o-W

ay L

ite

rac

y a

nd

Le

arn

ing

Pro

jec

t (D

epar

tmen

t o

f E

du

cati

on

, Wes

tern

Au

stra

lia)

: Tw

o-W

ay E

ng

lish

, S

oli

d E

ng

lish

, De

adly

Way

s to

Le

arn

Pro

jec

t (t

wo

bo

ok

s an

d D

VD

), W

ays

of

Be

ing

, Way

s o

f T

alk

(bo

ok

an

d D

VD

), Im

pro

vin

g U

nd

ers

tan

din

g o

f A

bo

rig

inal

Lit

era

cy

Fac

tors

in T

ext

Co

mp

reh

en

sio

n a

nd

re

late

d r

esea

rch

rep

ort

s an

d p

ub

lish

ed a

rtic

les.

6

wo

-Way

Tea

ms

can

ob

tain

AB

C o

f T

wo

-Way

Lit

era

cy

an

d L

ear

nin

g P

roje

ct

reso

urc

es f

rom

th

e D

epar

tmen

t o

f E

du

cati

on

, Wes

tern

Au

stra

lia.

http://notebook.lausd.net/pls/ptl/docs/PAGE/CA_LAUSD/LAUSDNET/ABOUT_US/INITIATIVES/AEMP/CAG_HOME/CRRE_CLEARINGHOUSE/CRRE_CLASS_RESOURCES/AEMP_CLASSROOM OBSERVABLES.PDF









Facilitators Guide

44

stA

gE

2 c

hEc

kli

st –

Wh

ere

is T

he

pr

oFe

ssio

na

L p

ra

cT

ice

aT

?A

spec

tW

her

e th

e st

aff a

re a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Sta

ff 2

(a)

Kn

ow

led

ge

of

Ab

ori

gin

al

En

gli

sh

So

me

teac

her

s/tr

ain

ers

are

bec

om

ing

aw

are

of

the

exis

ten

ce o

f A

bo

rig

inal

E

ng

lish

. Oth

ers

may

hav

e p

arti

al o

r in

com

ple

te

un

der

stan

din

gs.

T

each

ers/

trai

ner

s m

ay n

ot

be

con

vin

ced

th

is a

pp

lies

to

th

eir

ow

n A

bo

rig

inal

le

arn

ers.

Tea

cher

s/tr

ain

ers

talk

ab

ou

t th

e w

ay A

bo

rig

inal

p

eop

le t

alk

bu

t fi

nd

it

diffi

cult

to

hea

r it

in

th

eir

ow

n le

arn

ers.

Pro

vid

e sp

ecifi

c w

ork

sho

p(s

) wit

h f

ocu

s o

n s

om

e o

f th

e fe

atu

res

of

Ab

ori

gin

al E

ng

lish

. U

se t

ran

scri

pts

fro

m d

ata

of

ow

n e

du

cati

on

/tra

inin

g

site

.

Mo

du

le 1

.1 W

hat

is A

bo

rig

inal

E

ng

lish

?M

od

ule

8.2

Ab

ori

gin

al E

ng

lish

wo

rds

and

me

anin

gs

Mo

du

le 8

.3 E

xpan

din

g le

arn

ers

’ v

oc

abu

lary

Mo

du

le 8

.5 O

ral v

ers

us

wri

tte

n

lan

gu

age

Focu

s A

rea

3 T

he

gra

mm

ar o

f d

iale

ct

diff

ere

nc

eM

od

ule

9.3

Mis

inte

rpre

tati

on

s b

ase

d

on

diff

ere

nt

cu

ltu

ral a

nd

lin

gu

isti

c

fun

cti

on

sM

od

ule

9.4

Ob

serv

ing

pro

toc

ols

Mo

du

le 9

.5 T

ime

, sp

ace

an

d

qu

anti

fic

atio

nS

amp

le w

ork

sho

p: U

nd

ers

tan

din

g

dia

lec

tal d

iffe

ren

ce

s


45


Facilitators Guide


stA

gE

2 c

hEc

kli

st –

Wh

ere

is T

he

pr

oFe

ssio

na

L p

ra

cT

ice

aT

?A

spec

tW

her

e th

e st

aff a

re a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Sta

ff 2

(b

)

Kn

ow

led

ge

of

bid

iale

ctal

ism

Tea

cher

s/tr

ain

ers

are

reco

gn

isin

g A

bo

rig

inal

E

ng

lish

as

a d

isti

nct

an

d

rule

-go

ver

ned

dia

lect

. T

each

ers/

trai

ner

s ar

e d

evel

op

ing

an

u

nd

erst

and

ing

th

at t

he

use

of

ano

ther

dia

lect

is

no

t a

defi

cit.

N

oti

on

s o

f b

idia

lect

al

com

pet

enci

es a

re b

ein

g

exp

lore

d.

Tea

cher

s/tr

ain

ers

are

beg

inn

ing

to

to

lera

te

acti

ve

use

of

oth

er d

iale

cts

in t

he

clas

sro

om

.T

each

ers/

trai

ner

s al

low

le

arn

ers

to c

od

e-sw

itch

in

so

me

clas

sro

om

act

ivit

ies.

Dem

on

stra

te t

he

diffi

cult

ies

Ab

ori

gin

al

lear

ner

s fa

ce w

hen

th

ey

com

e to

th

e ed

uca

tio

n/

trai

nin

g s

ite,

eg

ho

me

lan

gu

age

vs

Sta

nd

ard

A

ust

rali

an E

ng

lish

, lac

k

of

Sta

nd

ard

Au

stra

lian

E

ng

lish

mo

del

s, c

od

e-sw

itch

ing

.E

xplo

re s

om

e o

f th

e d

iffer

ence

s b

etw

een

S

tan

dar

d A

ust

rali

an

En

gli

sh a

nd

Ab

ori

gin

al

En

gli

sh la

ng

uag

e fe

atu

res.

Mo

du

le 1

.6 T

wo

-Way

bid

iale

cta

l e

du

cat

ion

Focu

s A

rea

3 T

he

gra

mm

ar o

f d

iale

ct

diff

ere

nc

eM

od

ule

4.1

Co

nc

ep

tual

isat

ion

sM

od

ule

4.7

Usi

ng

ora

l te

xts

Mo

du

le 6

.1 In

clu

sio

n, e

xclu

sio

n a

nd

m

ino

rity

lear

ne

rsM

od

ule

9.7

Co

de

-sw

itc

hin

gS

amp

le w

ork

sho

p: U

nd

ers

tan

din

g

dia

lec

tal d

iffe

ren

ce

s

Sta

ff 2

(c)

Imp

lem

enta

tio

n

of

Tw

o-W

ay

pro

cess

es

No

tio

ns

of

Tw

o-W

ay a

re

bei

ng

exp

lore

d a

nd

Tw

o-

Way

Tea

ms

set

up

. T

he

rele

van

ce o

f A

bo

rig

inal

co

mm

un

ity

in

vo

lvem

ent

is b

ein

g

exp

lore

d.

Ab

ori

gin

al s

taff

are

in

clu

ded

in

wo

rksh

op

(s)

and

Tw

o-W

ay p

roce

sses

h

ave

bee

n e

stab

lish

ed t

o

‘sta

rt t

he

bal

l ro

llin

g’ o

n

liai

son

bet

wee

n A

bo

rig

inal

an

d n

on

-Ab

ori

gin

al s

taff

.

Info

rm t

each

ers/

trai

ner

s o

f th

e k

no

wle

dg

e th

at

Ab

ori

gin

al s

taff

can

co

ntr

ibu

te o

n A

bo

rig

inal

E

ng

lish

an

d h

ow

tea

ms

of

Ab

ori

gin

al a

nd

no

n-

Ab

ori

gin

al e

du

cato

rs c

an

wo

rk i

n p

artn

ersh

ips

to

imp

lem

ent

Tw

o-W

ay

bid

iale

ctal

ed

uca

tio

n.

Org

anis

e re

lev

ant

wo

rksh

op

(s) t

o d

evel

op

te

ach

ers/

trai

ner

s’

kn

ow

led

ge

furt

her

.

Mo

du

le 1

.6 T

wo

-Way

bid

iale

cta

l e

du

cat

ion

Mo

du

le 2

.2 C

ult

ura

l re

spo

nsi

bil

itie

sM

od

ule

2.3

Sh

are

d v

alu

es

Mo

du

le 2

.8 E

du

cat

ion

or

trai

nin

g

sett

ing

s: E

ng

en

de

rin

g t

rust

Mo

du

le 2

.9 W

ork

ing

to

ge

the

r


Facilitators Guide

46


stA

gE

2 c

hEc

kli

st –

Wh

ere

is T

he

pr

oFe

ssio

na

L p

ra

cT

ice

aT

?A

spec

tW

her

e th

e st

aff a

re a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Sta

ff 2

(d

)

Su

itab

le

pro

gra

m

imp

lem

enta

tio

n

Sta

ff a

re a

war

e o

f la

ng

uag

e v

aria

tio

n a

nd

th

e u

se o

f th

e h

om

e d

iale

ct a

s a

bri

dg

e to

th

e st

and

ard

d

iale

ct.

So

me

lim

ited

o

pp

ort

un

itie

s ar

e in

clu

ded

in

tea

chin

g/t

rain

ing

p

rog

ram

s fo

r th

e u

se o

f al

tern

ativ

e d

iale

cts,

eg

A

bo

rig

inal

En

gli

sh.

Tea

cher

s/tr

ain

ers

see

the

nee

d t

o t

each

Sta

nd

ard

A

ust

rali

an E

ng

lish

g

ram

mar

an

d s

tru

ctu

re

exp

lici

tly

to

ext

end

th

e ra

ng

e o

f la

ng

uag

e av

aila

ble

to

all

lear

ner

s.

Sta

ff a

sk f

or

mo

re

info

rmat

ion

ab

ou

t d

iale

cts

and

lan

gu

age

diff

eren

ce

and

rec

og

nis

e th

eir

lear

ner

s’ la

ng

uag

e u

se a

s th

eir

ow

n r

esp

on

sib

ilit

y.S

om

e te

ach

ers/

trai

ner

s ar

e ad

apti

ng

exi

stin

g

pro

gra

ms

to e

nco

mp

ass

bid

iale

ctal

ism

.T

each

ers/

trai

ner

s as

k

for

mat

eria

ls t

o t

each

d

iale

ct s

pea

kers

Sta

nd

ard

A

ust

rali

an E

ng

lish

.

Pro

vid

e al

tern

ativ

es

to r

emed

ial p

rog

ram

s,

eg m

ore

in

clu

siv

e te

ach

ing

pra

ctic

e, g

reat

er

reco

gn

itio

n o

f A

bo

rig

inal

E

ng

lish

, EA

L/E

AD

te

ach

ing

str

ateg

ies.

Dis

cuss

/ w

ork

sho

p/t

rial

b

idia

lect

al c

lass

roo

m

pro

gra

ms

and

str

ateg

ies

wit

h f

ollo

w-u

p

con

sult

atio

n a

nd

fee

db

ack

.

Mo

du

le 1

.6 T

wo

-Way

bid

iale

ctal

ed

uca

tio

nM

od

ule

1.5

Lea

rnin

g t

o t

alk

abo

ut

talk

Mo

du

le 1

.7 T

wo

-Way

par

tner

ship

sM

od

ule

1.8

Rai

sin

g c

om

mu

nit

y

awar

enes

sM

od

ule

4.1

Co

nce

ptu

alis

atio

ns

Mo

du

le 6

.1 I

ncl

usi

on

, exc

lusi

on

an

d

min

ori

ty le

arn

ers

Mo

du

le 7

.1 H

ow

to

ass

ess

the

incl

usi

vity

of

text

sM

od

ule

7.3

Ho

w t

o d

evel

op

incl

usi

ve

text

sM

od

ule

8.5

Ora

l ver

sus

wri

tten

la

ng

uag

eM

od

ule

8.6

Wri

tin

g in

a d

iale

ctM

od

ule

9.1

Way

s o

f co

mm

un

icat

ing

Mo

du

le 1

2.2

Pla

nn

ing

an

EA

L/E

AD

p

rog

ram

Mo

du

le 1

2.4

Qu

alit

ies

of

an E

AL

/EA

D

edu

cato

rM

od

ule

12

.5 S

elec

tin

g t

exts

Sask

atch

ewan

Lea

rnin

g (2

00

6).

En

glis

h L

ang

uag

e A

rts:

A C

urr

icu

lum

G

uid

e fo

r th

e M

idd

le L

evel

(Gra

des

6

-9) –

cu

rric

ulu

m f

or

EA

L a

nd

EA

D

lear

ner

s, in

clu

din

g g

uid

elin

es a

nd

sa

mp

le c

hec

klis

ts

47


Facilitators Guide


stA

gE

2 c

hEc

kli

st –

Wh

ere

is T

he

pr

oFe

ssio

na

L p

ra

cT

ice

aT

?A

spec

tW

her

e th

e st

aff a

re a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Sta

ff 2

(d

)

Su

itab

le

pro

gra

m

imp

lem

enta

tio

n

(co

nti

nu

ed)

htt

p:/

/ww

w.e

du

cati

on

.go

v.sk

.ca/

CU

RR

/ela

-8

Sas

kat

chew

an M

inis

try

of

Ed

uca

tio

n

(19

94

). L

ang

uag

e A

rts

for

Ab

ori

gin

al

and

Me

tis

Stu

de

nts

. A G

uid

e

for

Ad

apti

ng

En

gli

sh L

ang

uag

e

arts

: A C

urr

icu

lum

Gu

ide

fo

r th

e

Ele

me

nta

ry L

eve

l. P

rov

ides

a g

uid

e to

ad

apti

ng

En

gli

sh la

ng

uag

e te

ach

ing

fo

r E

AL

an

d E

AD

lear

ner

s;

pro

vid

es p

rog

ram

min

g e

xam

ple

s.h

ttp

://w

ww

.ed

uca

tio

n.g

ov.

sk.c

a/N

S10

Sta

ff 2

(e)

Use

of

rele

van

t re

sou

rces

Tw

o-W

ay b

idia

lect

al

mat

eria

ls (fi

lms

and

tex

ts)

are

bei

ng

exp

lore

d a

nd

are

re

adil

y a

vai

lab

le t

o a

ll st

aff.

Du

e to

lim

ited

kn

ow

led

ge,

te

ach

ers/

trai

ner

s m

ay s

till

mak

e in

app

rop

riat

e te

xt

cho

ices

.

Res

ou

rces

are

rea

dil

y

avai

lab

le a

nd

are

bei

ng

ci

rcu

late

d a

mo

ng

sta

ff.

Pro

vid

e fu

rth

er m

ater

ials

as

req

ues

ted

. O

ffer

wo

rksh

op

s fo

r te

ach

ers/

trai

ner

s to

hel

p

them

‘mak

e th

e m

ost

of

thei

r m

ater

ials

’.

Th

e fo

llow

ing

AB

C r

eso

urc

es7 :

De

adly

Way

s to

Le

arn

Pro

jec

t (t

wo

b

oo

ks

and

DV

D)

So

lid

En

gli

shT

wo

-Way

En

gli

shW

ays

of

Be

ing

, Way

s o

f T

alk

(bo

ok

an

d D

VD

)Fo

cus

Are

a 11

He

arin

’ th

e v

oic

es

and

ass

oci

ated

Ab

ori

gin

al E

ng

lish

st

ory

bo

ok

s

7 7 T

wo

-Way

Tea

ms

can

ob

tain

AB

C o

f T

wo

-Way

Lit

era

cy

an

d L

ear

nin

g P

roje

ct

reso

urc

es f

rom

th

e D

epar

tmen

t o

f E

du

cati

on

, Wes

tern

Au

stra

lia.

http://www.education.gov.sk.ca/CURR/ela-8

http://www.education.gov.sk.ca/CURR/ela-8

http://www.education.gov.sk.ca/NS10

http://www.education.gov.sk.ca/NS10


Facilitators Guide

48

stA

gE

3 c

hEc

kli

st –

Wh

ere

is T

he

pr

oFe

ssio

na

L p

ra

cT

ice

aT

?A

spec

tW

her

e th

e st

aff a

re a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Sta

ff 3

(a)

Kn

ow

led

ge

of

Ab

ori

gin

al

En

gli

sh

Tea

cher

s/tr

ain

ers

reco

gn

ise

the

exis

ten

ce

of

Ab

ori

gin

al E

ng

lish

an

d

are

bec

om

ing

aw

are

of

its

com

ple

xity

.T

each

ers/

trai

ner

s re

cog

nis

e A

bo

rig

inal

E

ng

lish

as

an a

dd

itio

nal

d

iale

ct s

po

ken

by

th

eir

Ab

ori

gin

al le

arn

ers.

Sta

ff a

tten

d w

ork

sho

p(s

), ac

kn

ow

led

ge

that

th

eir

lear

ner

s sp

eak

a d

iffer

ent

dia

lect

an

d a

re k

een

to

lear

n m

ore

ab

ou

t A

bo

rig

inal

En

gli

sh.

Pro

vid

e w

ork

sho

p(s

) on

id

enti

fyin

g o

utc

om

es i

n

Ab

ori

gin

al E

ng

lish

as

wel

l as

Sta

nd

ard

Au

stra

lian

E

ng

lish

.P

rov

ide

wo

rksh

op

(s)

on

co

gn

itiv

e/cu

ltu

ral

diff

eren

ces

as s

ho

wn

in

d

iale

ct s

pee

ch a

nd

wri

tin

g.

Focu

s A

rea

3 T

he

gra

mm

ar o

f d

iale

ct

diff

ere

nc

eM

od

ule

5.2

Te

xt s

tru

ctu

re in

A

bo

rig

inal

En

gli

shM

od

ule

8.1

Be

ing

pre

scri

pti

ve

an

d

de

scri

pti

ve

Mo

du

le 9

.7 C

od

e-s

wit

ch

ing

Mo

du

le 4

.1 C

on

ce

ptu

alis

atio

ns

Mo

du

le 4

.2 L

ang

uag

e a

nd

cu

ltu

ral

co

nc

ep

tual

isat

ion

sM

od

ule

4.3

Cu

ltu

ral

co

nc

ep

tual

isat

ion

s in

Ab

ori

gin

al

En

gli

shM

od

ule

7.1

Ho

w t

o a

sse

ss t

he

in

clu

siv

ity

of

text

sM

od

ule

7.3

Ho

w t

o d

eve

lop

inc

lusi

ve

te

xts

Mo

du

le 7

.4 M

ate

rial

s fr

om

Ab

ori

gin

al

lan

gu

age

so

urc

es

Mo

du

le 8

.2 A

bo

rig

inal

En

gli

sh w

ord

s an

d m

ean

ing

sS

amp

le w

ork

sho

p: U

nd

ers

tan

din

g

dia

lec

tal d

iffe

ren

ce

s


49


Facilitators Guide


stA

gE

3 c

hEc

kli

st –

Wh

ere

is T

he

pr

oFe

ssio

na

L p

ra

cT

ice

aT

?A

spec

tW

her

e th

e st

aff a

re a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Sta

ff 3

(b

)

Kn

ow

led

ge

of

bid

iale

ctal

ism

Key

sta

ff a

re d

evel

op

ing

an

un

der

stan

din

g o

f th

e li

ng

uis

tic

com

ple

xiti

es

of

Ab

ori

gin

al E

ng

lish

sp

ecifi

cally

an

d o

f la

ng

uag

e v

aria

tio

n i

n

gen

eral

, ie

the

sou

nd

s,

stru

ctu

res,

mea

nin

gs,

fu

nct

ion

s an

d

diff

eren

ces

in c

ult

ura

l co

nce

ptu

alis

atio

n.

Bid

iale

ctal

co

mp

eten

cies

ar

e b

ein

g s

ou

gh

t as

an

ed

uca

tio

nal

ou

tco

me.

T

each

ers/

trai

ner

s ar

e ex

plo

rin

g A

bo

rig

inal

E

ng

lish

an

d a

llow

ing

le

arn

ers

to u

se i

t w

hil

e al

so le

arn

ing

Sta

nd

ard

A

ust

rali

an E

ng

lish

. T

each

ers/

trai

ner

s an

d

lear

ner

s ar

e ex

plo

rin

g

use

ful a

nd

eff

ecti

ve

way

s o

f p

ract

isin

g c

od

e-sw

itch

ing

.

Lea

rner

s ar

e en

cou

rag

ed

to u

se A

bo

rig

inal

En

gli

sh

free

ly i

n t

he

clas

sro

om

.T

each

ers/

trai

ner

s u

nd

erst

and

th

at t

her

e ar

e d

iale

ct d

iffer

ence

s in

th

eir

clas

sro

om

s an

d t

hat

th

ese

wil

l be

sho

wn

in

b

oth

lan

gu

age

use

an

d

mea

nin

gs.

Pro

vid

e w

ork

sho

p(s

) to

en

han

ce t

each

ers/

trai

ner

s’ u

nd

erst

and

ing

s o

f h

ow

co

nce

ptu

al

un

der

stan

din

gs

diff

er

acro

ss d

iale

cts.

Mo

du

le 4

.3 C

ult

ura

l c

on

ce

ptu

alis

atio

ns

in A

bo

rig

inal

E

ng

lish

M

od

ule

4.5

Me

tap

ho

rs a

nd

c

on

ce

ptu

alis

atio

ns

Mo

du

le 4

.7 U

sin

g o

ral t

ext

sM

od

ule

5.1

Te

xt s

tru

ctu

re in

S

tan

dar

d A

ust

rali

an E

ng

lish

. M

od

ule

5.2

Te

xt s

tru

ctu

re in

A

bo

rig

inal

En

gli

shM

od

ule

5.5

Un

de

rsta

nd

ing

an

d

val

uin

g d

iale

cta

l diff

ere

nc

es

in t

ext

M

od

ule

11.

2 D

jiti

Dji

tS

amp

le w

ork

sho

p: T

wo

-Way

b

idia

lec

tal e

du

cat

ion

S

amp

le w

ork

sho

p: U

nd

ers

tan

din

g

dia

lec

tal d

iffe

ren

ce

s


Facilitators Guide

50


stA

gE

3 c

hEc

kli

st –

Wh

ere

is T

he

pr

oFe

ssio

na

L p

ra

cT

ice

aT

?A

spec

tW

her

e th

e st

aff a

re a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Sta

ff 3

(c)

Imp

lem

enta

tio

n

of

Tw

o-W

ay

pro

cess

es

Ab

ori

gin

al s

taff

an

d/o

r co

mm

un

ity

mem

ber

s ar

e in

vo

lved

in

ed

uca

tio

n/

trai

nin

g i

ssu

es a

nd

are

co

nsu

lted

fo

r cl

arifi

cati

on

o

n A

bo

rig

inal

En

gli

sh a

nd

cu

ltu

ral a

nd

co

nce

ptu

al

diff

eren

ces.

T

wo

-Way

Tea

ms

are

wo

rkin

g c

olla

bo

rati

vel

y.

Tea

cher

s/tr

ain

ers

dis

cuss

th

eir

lear

ner

s’

wo

rk, l

iter

acy

lev

els

and

b

ackg

rou

nd

s co

nfi

den

tly.

Ab

ori

gin

al t

each

ers/

trai

ner

s ar

e ac

tiv

ely

se

ekin

g a

dv

ice

on

ho

w t

o

add

ress

sta

ff q

uer

ies.

Ab

ori

gin

al t

each

ers/

trai

ner

s ar

e ca

lled

on

to

g

ive

inte

rpre

tati

on

s o

f le

arn

ers’

lan

gu

age

and

li

tera

cy le

vel

s.C

om

mu

nit

y m

emb

ers

are

bei

ng

in

vit

ed t

o c

on

trib

ute

to

cla

ssro

om

act

ivit

ies.

Pro

vid

e A

bo

rig

inal

te

ach

ers/

trai

ner

s w

ith

k

no

wle

dg

e to

res

po

nd

to

q

ues

tio

ns

fro

m s

taff

an

d

the

com

mu

nit

y.S

ug

ges

t w

ays

in w

hic

h t

he

com

mu

nit

y c

an b

e fu

rth

er

inv

olv

ed.

Ext

end

no

n-A

bo

rig

inal

te

ach

ers/

trai

ner

s’

kn

ow

led

ge

and

u

nd

erst

and

ing

s o

f A

bo

rig

inal

En

gli

sh a

nd

T

wo

-Way

bid

iale

ctal

p

roce

sses

.

Mo

du

le 1

.1 W

hat

is A

bo

rig

inal

E

ng

lish

?M

od

ule

1.7

Tw

o-W

ay p

artn

ers

hip

sM

od

ule

1.8

Rai

sin

g c

om

mu

nit

y

awar

en

ess

Mo

du

le 2

.3 S

har

ed

val

ue

sM

od

ule

2.8

Ed

uc

atio

n o

r tr

ain

ing

se

ttin

gs:

En

ge

nd

eri

ng

tru

stM

od

ule

2.9

Wo

rkin

g t

og

eth

er

Mo

du

le 6

.1 I

nc

lusi

on

, exc

lusi

on

an

d

min

ori

ty le

arn

ers

Mo

du

le 7

.1 H

ow

to

ass

ess

th

e

inc

lusi

vit

y o

f te

xts

Mo

du

le 7

.5 H

ow

to

wo

rk w

ith

te

xts

that

may

no

t b

e in

clu

siv

eM

od

ule

9.1

Way

s o

f co

mm

un

icat

ing

Mo

du

le 1

0.3

Sc

en

ario

s o

f ‘o

ne

-way

’ e

du

cat

ion

Mo

du

le 1

2.2

Pla

nn

ing

an

EA

L/E

AD

p

rog

ram

Mo

du

le 1

2.4

Qu

alit

ies

of

an E

AL

/EA

D

ed

uc

ato

rS

amp

le w

ork

sho

p: U

nd

ers

tan

din

g

dia

lec

tal d

iffe

ren

ce

s

51


Facilitators Guide


stA

gE

3 c

hEc

kli

st –

Wh

ere

is T

he

pr

oFe

ssio

na

L p

ra

cT

ice

aT

?A

spec

tW

her

e th

e st

aff a

re a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Sta

ff 3

(d

)

Su

itab

le

pro

gra

m

imp

lem

enta

tio

n

Lea

rner

s ar

e ta

ug

ht

abo

ut

lan

gu

age

var

iati

on

an

d i

ts

soci

al i

mp

ort

ance

.A

lter

nat

ive

dia

lect

s ar

e ac

com

mo

dat

ed

in t

each

ing

/tra

inin

g

pro

gra

ms.

Tea

cher

s/tr

ain

ers

dev

elo

p

and

use

mat

eria

ls f

or

the

exp

lici

t te

ach

ing

o

f S

tan

dar

d A

ust

rali

an

En

gli

sh.

Ass

essm

ent

that

tak

es

acco

un

t o

f ad

dit

ion

al

dia

lect

/lan

gu

age

acq

uis

itio

n p

roce

sses

is

bei

ng

exp

lore

d.

Inst

ruct

ion

an

d

curr

icu

lum

in

clu

des

ex

per

imen

tati

on

wit

h

lan

gu

age

diff

eren

ce,

reg

iste

r an

d d

iale

ct

diff

eren

ce.

Pla

nn

ing

dis

cuss

ion

b

egin

s to

in

clu

de

Ab

ori

gin

al t

each

ers/

trai

ner

s an

d r

efer

ence

to

EA

L/E

AD

acr

oss

th

e cu

rric

ulu

m.

Pro

vid

e w

ays

of

incl

ud

ing

E

AL

/EA

D a

cro

ss t

he

curr

icu

lum

.U

p-s

kil

l Ab

ori

gin

al

teac

her

s/tr

ain

ers

to h

elp

th

em r

esp

on

d t

o t

he

new

d

eman

ds

bei

ng

pla

ced

on

th

em.

Mo

du

le 2

.5 A

bo

rig

inal

cu

ltu

ral i

den

tity

Mo

du

le 2

.6 G

row

ing

th

e se

edM

od

ule

2.8

Ed

uca

tio

n o

r tr

ain

ing

se

ttin

gs:

En

gen

der

ing

tru

stM

od

ule

6.2

Exc

lusi

on

in e

du

cati

on

al

dis

cou

rse

Mo

du

le 7

.1 H

ow

to

ass

ess

the

incl

usi

vity

of t

exts

Mo

du

le 7

.2 F

ine-

gra

ined

an

aly

ses

Mo

du

le 7

.3 H

ow

to

dev

elo

p in

clu

sive

te

xts

Mo

du

le 7

.5 H

ow

to

wo

rk w

ith

tex

ts t

hat

m

ay n

ot

be

incl

usi

veM

od

ule

8.5

Ora

l ver

sus

wri

tten

la

ng

uag

eM

od

ule

8.6

Wri

tin

g in

a d

iale

ctM

od

ule

10

.4 A

ssu

mp

tio

ns

that

aff

ect

edu

cati

on

Mo

du

le 1

0.5

Lea

rnin

g is

sues

Mo

du

le 1

2. 2

Pla

nn

ing

an

EA

L/E

AD

p

rog

ram

Mo

du

le 1

2.5

Sel

ecti

ng

tex

tsM

od

ule

12

.6 S

elec

tin

g c

on

ten

tM

od

ule

12

.7 T

each

ing

str

ateg

ies

and

le

arn

ing

exp

erie

nce

sM

od

ule

12

.8 O

ral l

ang

uag

e an

d li

tera

cy

dev

elo

pm

ent

Mo

du

le 1

2.9

Mu

ltile

vel g

rou

ps

of

lear

ner

sT

he

Un

iver

sal D

ecla

rati

on

on

C

ult

ura

l Div

ersi

ty (U

NE

SCO

Gen

eral

C

on

fere

nce

) lay

s d

ow

n g

ener

al

gu

idel

ines

ab

ou

t cu

ltu

ral r

igh

ts a

nd

p

rovi

des

act

ion

ste

ps

to e

nco

ura

ge

effec

tive

ap

plic

atio

n. O

ne

ob

ject

ive

(6)

is ‘e

nco

ura

gin

g li

ng

uis

tic

div

ersi

ty –

w

hile

res

pec

tin

g t

he

mo

ther

to

ng

ue…

’h

ttp

://u

nes

do

c.u

nes

co.o

rg/

imag

es/0

012

/00

1271

/12

716

0m

.pd

f

http://unesdoc.unesco.org/images/0012/001271/127160m.pdf

http://unesdoc.unesco.org/images/0012/001271/127160m.pdf


Facilitators Guide

52


stA

gE

3 c

hEc

kli

st –

Wh

ere

is T

he

pr

oFe

ssio

na

L p

ra

cT

ice

aT

?A

spec

tW

her

e th

e st

aff a

re a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Sta

ff 3

(e)

Use

of

rele

van

t re

sou

rces

All

staff

are

fam

ilia

r w

ith

re

lev

ant

mat

eria

ls a

nd

re

late

d r

esea

rch

rep

ort

s.E

AL

/EA

D m

ater

ials

are

b

ein

g u

sed

to

tea

ch

bid

iale

ctal

lear

ner

s.

Tea

cher

s/tr

ain

ers

are

try

ing

to

ob

tain

mo

re

reso

urc

es, e

spec

ially

th

ose

ap

pro

pri

ate

to t

he

loca

l ar

ea.

Tea

cher

s/tr

ain

ers

bec

om

e p

roac

tiv

e in

cre

atin

g t

hei

r o

wn

res

ou

rces

.

Rai

se a

war

enes

s o

f re

sou

rces

in

Ab

ori

gin

al

En

gli

sh a

nd

th

e p

oss

ibil

itie

s fo

r cr

eati

ng

m

ore

mat

eria

ls.

Pro

vid

e tr

ain

ing

on

b

idia

lect

al c

om

pet

ency

.O

ffer

a w

ork

sho

p o

n

spel

lin

g c

on

ven

tio

ns

to m

ake

sure

an

y n

ew

reso

urc

es a

re c

on

sist

ent.

Faci

lita

te r

elev

ant

net

wo

rk

mee

tin

gs.

Mo

du

le 7

.1 H

ow

to

ass

ess

th

e

inc

lusi

vit

y o

f te

xts

Mo

du

le 7

.2 F

ine

-gra

ine

d a

nal

yse

sM

od

ule

7.3

Ho

w t

o d

eve

lop

inc

lusi

ve

te

xts

Mo

du

le 7

.4. M

ate

rial

s fr

om

A

bo

rig

inal

lan

gu

age

so

urc

es

Mo

du

le 7

.5 H

ow

to

wo

rk w

ith

te

xts

that

may

no

t b

e in

clu

siv

eFo

cus

Are

a 11

He

arin

’ th

e v

oic

es

and

ass

oci

ated

Ab

ori

gin

al E

ng

lish

st

ory

bo

ok

sS

amp

le w

ork

sho

p: U

nd

ers

tan

din

g

dia

lec

tal d

iffe

ren

ce

s

53


Facilitators Guide

stA

gE

4 c

hEc

kli

st –

Wh

ere

Th

e p

ro

Fess

ion

aL

pr

ac

Tic

e is

aT

?A

spec

tW

her

e th

e st

aff a

re a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Sta

ff 4

(a)

Kn

ow

led

ge

of

Ab

ori

gin

al

En

gli

sh

Tea

cher

s/tr

ain

ers

are

con

fid

ent

abo

ut

the

pla

ce

of

Ab

ori

gin

al E

ng

lish

in

th

eir

Ab

ori

gin

al le

arn

ers’

ed

uca

tio

n/t

rain

ing

. T

each

ers/

trai

ner

s re

cog

nis

e th

e im

po

rtan

ce

of

the

use

of

Ab

ori

gin

al

En

gli

sh i

n le

arn

ing

p

rog

ram

s fo

r th

e b

enefi

t o

f al

l lea

rner

s.

Tea

cher

s/tr

ain

ers

app

ly

kn

ow

led

ge

of

Ab

ori

gin

al

En

gli

sh i

n t

he

des

ign

an

d

del

iver

y o

f p

rog

ram

s.

Tea

cher

s/tr

ain

ers

are

kn

ow

led

gea

ble

ab

ou

t A

bo

rig

inal

En

gli

sh a

nd

la

ng

uag

e v

aria

tio

n.

Tea

cher

s/tr

ain

ers

see

Ab

ori

gin

al E

ng

lish

as

an

alte

rnat

ive

dia

lect

wh

ich

, if

rec

og

nis

ed, w

ill i

mp

rov

e le

arn

ing

ou

tco

mes

.

Mai

nta

in t

his

kn

ow

led

ge

bas

e b

y p

rov

idin

g

wo

rksh

op

(s) t

o a

ll in

com

ing

tea

cher

s/tr

ain

ers.

O

rgan

ise

a T

wo

-Way

T

eam

to

act

as

men

tors

fo

r n

ew s

taff

to

pro

vid

e ad

vic

e o

n A

bo

rig

inal

En

gli

sh i

n

the

clas

sro

om

.

Mo

du

le 2

.1 F

amily

re

lati

on

ship

sS

ee M

od

ule

4.2

Lan

gu

age

an

d

cu

ltu

ral c

on

ce

ptu

alis

atio

ns

Mo

du

le 4

.3 C

ult

ura

l c

on

ce

ptu

alis

atio

ns

in A

bo

rig

inal

E

ng

lish

Mo

du

le 4

.4 S

ch

em

as in

Ab

ori

gin

al

En

gli

sh a

nd

Sta

nd

ard

Au

stra

lian

E

ng

lish

Mo

du

le 4

.5 M

eta

ph

ors

an

d

co

nc

ep

tual

isat

ion

sM

od

ule

4.7

Usi

ng

ora

l te

xts

Sam

ple

wo

rksh

op

: Tw

o-W

ay

bid

iale

cta

l ed

uc

atio

n

Sam

ple

wo

rksh

op

: In

clu

siv

ity

.C

en

ter

for

Ap

pli

ed

Lin

gu

isti

cs

US

A -

d

iale

cts

pag

e.

htt

p:/

/ww

w.c

al.o

rg/t

op

ics/

dia

lect

s/


http://www.cal.org/topics/dialects/aae.htm


Facilitators Guide

54


stA

gE

4 c

hEc

kli

st –

Wh

ere

Th

e p

ro

Fess

ion

aL

pr

ac

Tic

e is

aT

?A

spec

tW

her

e th

e st

aff a

re a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Sta

ff 4

(b

)

Kn

ow

led

ge

of

bid

iale

ctal

ism

All

staff

are

aw

are

of

the

exis

ten

ce o

f A

bo

rig

inal

E

ng

lish

an

d o

f n

oti

on

s o

f b

idia

lect

alis

m.

Key

sta

ff h

ave

a so

un

d

un

der

stan

din

g o

f th

e li

ng

uis

tic

com

ple

xiti

es o

f A

bo

rig

inal

En

gli

sh a

nd

o

f d

iffer

ence

s b

etw

een

A

bo

rig

inal

En

gli

sh a

nd

S

tan

dar

d A

ust

rali

an

En

gli

sh.

Tea

cher

s/tr

ain

ers

are

con

tin

ual

ly e

xplo

rin

g

way

s to

im

pro

ve

thei

r b

idia

lect

al t

each

ing

st

rate

gie

s.

Key

sta

ff m

emb

ers

ack

no

wle

dg

e th

e co

mp

lexi

ty o

f d

iale

ct

diff

eren

ce a

nd

dis

cuss

w

ays

of

acco

mm

od

atin

g i

t in

tea

chin

g p

ract

ice.

Tea

cher

s p

rais

e le

arn

ers’

d

iale

ct w

riti

ng

by

ex

pre

ssin

g a

n i

nte

rest

in

it

an

d w

ork

ing

wit

h t

he

con

ten

t an

d i

dea

s.T

each

ers/

trai

ner

s ca

n

acco

mm

od

ate

Ab

ori

gin

al

En

gli

sh s

chem

a st

ruct

ure

s an

d c

oh

esiv

e p

atte

rns

in

lear

ner

s’ w

riti

ng

an

d o

ral

nar

rati

ve

pre

sen

tati

on

s.T

each

ers/

trai

ner

s ex

pre

ss

an i

nte

rest

in

im

pro

vin

g

thei

r b

idia

lect

al t

each

ing

st

rate

gie

s.

Co

nti

nu

e m

akin

g

wo

rksh

op

(s) a

vai

lab

le

wh

enev

er a

new

sta

ff

mem

ber

co

mes

to

th

e ed

uca

tio

n/t

rain

ing

sit

e.

Sp

end

tim

e in

dis

cuss

ion

s in

vo

lvin

g t

he

new

sta

ff

mem

ber

an

d t

he

Tw

o-W

ay

Tea

m.

Pro

vid

e fe

edb

ack

fo

r th

e w

ork

bei

ng

do

ne

in t

he

clas

sro

om

.In

vit

e te

ach

ers/

trai

ner

s to

sh

are

thei

r ex

per

ien

ces

in

bid

iale

ctal

tea

chin

g w

ith

o

ther

s.O

rgan

ise

net

wo

rk

mee

tin

gs

thro

ug

h w

hic

h

teac

her

s/tr

ain

ers

are

able

to

co

nti

nu

e to

bu

ild

on

an

d i

mp

rov

e b

idia

lect

al

pro

gra

ms

and

str

ateg

ies.

Mo

du

le 7

.3 H

ow

to

dev

elo

p in

clu

siv

e

text

sM

od

ule

7.4

Mat

eri

als

fro

m A

bo

rig

inal

so

urc

es

Mo

du

le 8

.1 B

ein

g p

resc

rip

tiv

e a

nd

d

esc

rip

tiv

eM

od

ule

8.6

Wri

tin

g in

a d

iale

ct

Mo

du

le 9

.3 M

isin

terp

reta

tio

ns

bas

ed

o

n d

iffe

ren

t c

ult

ura

l an

d li

ng

uis

tic

fu

nc

tio

ns

Mo

du

le 1

0.1

Mo

vin

g f

rom

on

e d

iale

ct

to t

wo

dia

lec

tsM

od

ule

10

.2 E

igh

t p

rin

cip

les

of

Tw

o-

Way

bid

iale

cta

l le

arn

ing

Mo

du

le 1

0.3

Sc

en

ario

s o

f T

wo

-Way

b

idia

lec

tal e

du

cat

ion

Mo

du

le 1

0.5

Le

arn

ing

issu

es

Sam

ple

wo

rksh

op

: Un

de

rsta

nd

ing

d

iale

cta

l diff

ere

nc

es

55


Facilitators Guide


stA

gE

4 c

hEc

kli

st –

Wh

ere

Th

e p

ro

Fess

ion

aL

pr

ac

Tic

e is

aT

?A

spec

tW

her

e th

e st

aff a

re a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Sta

ff 4

(c)

Imp

lem

enta

tio

n

of

Tw

o-W

ay

pro

cess

es

Ab

ori

gin

al s

taff

an

d/o

r co

mm

un

ity

mem

ber

s ar

e in

vo

lved

in t

he

asse

ssm

ent

of

lear

nin

g o

utc

om

es f

or

Ab

ori

gin

al le

arn

ers

and

in

th

e p

lan

nin

g o

f p

rog

ram

s.

Tw

o-W

ay p

roce

sses

are

ap

pli

ed i

n le

arn

ing

an

d

teac

hin

g.

Tw

o-W

ay T

eam

s ar

e fu

lly

op

erat

ion

al, w

ith

cle

ar

pro

toco

ls t

o i

mp

lem

ent

Tw

o-W

ay e

du

cati

on

/tr

ain

ing

. T

wo

-Way

Tea

ms

wo

rk t

og

eth

er a

nd

are

co

nst

antl

y le

arn

ing

ab

ou

t ea

ch o

ther

.

Ab

ori

gin

al t

each

ers/

trai

ner

s ar

e se

en t

o

con

trib

ute

to

tea

chin

g

pla

ns

and

to

th

e d

eliv

ery

o

f p

rog

ram

s, s

uch

as

in

team

tea

chin

g s

itu

atio

ns.

T

each

ers

and

Ab

ori

gin

al

teac

her

s/tr

ain

ers

mee

t re

gu

larl

y t

o d

iscu

ss t

he

teac

hin

g p

rog

ram

s to

en

sure

acc

om

mo

dat

ion

o

f A

bo

rig

inal

En

gli

sh a

nd

in

clu

siv

ity.

Co

mm

un

ity

mem

ber

s ar

e in

vit

ed t

o le

arn

ab

ou

t n

ew

pro

gra

ms.

Tw

o-W

ay T

eam

s ar

e ta

kin

g r

esp

on

sib

ilit

y f

or

imp

lem

enti

ng

ch

ang

es i

n

the

sch

oo

l/tr

ain

ing

sit

e/w

ork

pla

ce c

ult

ure

an

d i

n

the

curr

icu

lum

.

Pro

vid

e/tr

ial s

trat

egie

s fo

r b

idia

lect

al c

lass

roo

ms

and

co

llect

fee

db

ack

o

n s

ucc

ess

and

ap

pro

pri

aten

ess

of

the

stra

teg

ies.

K

eep

a jo

urn

al o

f th

e ed

uca

tio

n/t

rain

ing

si

te’s

pro

gre

ss (y

ou

r in

terv

enti

on

an

d t

he

lear

ner

s’ r

esp

on

se/

reac

tio

n) f

or

futu

re

refe

ren

ce.

Co

nsu

lt r

egu

larl

y w

ith

T

wo

-Way

Tea

ms

and

in

vit

e th

em t

o s

har

e th

eir

exp

erie

nce

s w

ith

oth

ers.

Mo

du

le 2

.4 D

isc

rim

inat

ion

an

d

ste

reo

typ

ing

Mo

du

le 2

.6 G

row

ing

th

e s

ee

dM

od

ule

2.7

Ag

en

cie

s th

at m

ay b

e

imp

acti

ng

on

Ab

ori

gin

al le

arn

ers

Mo

du

le 4

.6 W

hat

can

Tw

o-W

ay

Te

ams

do

?M

od

ule

8.5

Ora

l ve

rsu

s w

ritt

en

la

ng

uag

eM

od

ule

8.6

Wri

tin

g in

a d

iale

ct

Mo

du

le 1

2.7

Te

ach

ing

str

ate

gie

s an

d

lear

nin

g e

xpe

rie

nc

es

Cas

e S

tud

y: W

est

ern

Au

stra

lian

C

ou

rse

in A

pp

lie

d V

oc

atio

nal

Stu

dy

S

kills

(CA

VS

S).

htt

p:/

/ww

w.n

vea

c.n

ates

e.g

ov.

au/

go

od

_pra

ctic

e_eq

uit

y_i

n_v

et

http://www.nveac.natese.gov.au/good_practice_equity_in_vet

http://www.nveac.natese.gov.au/good_practice_equity_in_vet


Facilitators Guide

56


stA

gE

4 c

hEc

kli

st –

Wh

ere

Th

e p

ro

Fess

ion

aL

pr

ac

Tic

e is

aT

?A

spec

tW

her

e th

e st

aff a

re a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Sta

ff 4

(d

)

Su

itab

le

pro

gra

m

imp

lem

enta

tio

n

Pro

gra

ms

take

fu

ll ac

cou

nt

of

bid

iale

ctal

ism

.T

each

ing

/tra

inin

g

pro

gra

ms

pro

vid

e o

pp

ort

un

itie

s fo

r le

arn

ers

to e

xper

imen

t w

ith

re

gis

ter

and

dia

lect

d

iffer

ence

.A

sses

smen

t st

rate

gie

s ta

ke

acco

un

t o

f b

idia

lect

alis

m.

Ass

essm

ent

stra

teg

ies

are

var

ied

, eg

th

ey i

ncl

ud

e d

emo

nst

rati

on

of

bo

th

spo

ken

an

d w

ritt

en

lan

gu

age.

Cla

ss/t

rain

ing

tas

ks

enco

mp

ass

the

loca

l A

bo

rig

inal

cu

ltu

re a

nd

th

e lo

cal v

aria

tio

n o

f A

bo

rig

inal

En

gli

sh.

Cla

ssro

om

s/tr

ain

ing

ro

om

s ar

e fi

lled

wit

h

mat

eria

ls a

nd

dis

pla

ys

that

re

flec

t a

bid

iale

ctal

an

d

bic

ult

ura

l ap

pro

ach

.L

earn

ing

ou

tco

mes

are

as

sess

ed i

n t

he

alte

rnat

ive

dia

lect

wh

ere

po

ssib

le a

nd

ap

pro

pri

ate.

Tea

cher

s/tr

ain

ers

reco

gn

ise

the

val

ue

and

im

po

rtan

ce o

f o

ral

com

mu

nic

atio

n a

s an

as

sess

men

t m

easu

re.

Dem

on

stra

te/w

ork

sho

p

the

Tw

o-W

ay b

idia

lect

al

mat

eria

ls f

or

any

new

sta

ff.

Sh

are

incl

usi

ve

pra

ctic

es

of

mo

nit

ori

ng

ou

tco

mes

.C

olle

ct e

xam

ple

s o

f te

ach

ing

pro

gra

ms

and

as

sess

men

t to

ols

. P

ho

tog

rap

h c

lass

roo

ms/

trai

nin

g r

oo

ms

to u

se a

s ex

amp

les

in w

ork

sho

p/s

(f

or

Sta

ge

1-3

ed

uca

tio

n/

trai

nin

g s

ites

).W

ith

th

e p

arti

cip

ants

’ p

erm

issi

on

, film

an

y c

ross

-dia

lect

or

Ab

ori

gin

al/n

on

-Ab

ori

gin

al

colla

bo

rati

ve

wo

rk f

or

wo

rksh

op

(s).

Ead

es, D

. (19

93

). A

bo

rig

inal

En

gli

sh.

PE

N 9

3.

htt

p:/

/ww

w.p

etaa

.ed

u.a

uH

aig

, Y.,

Kö

nig

sber

g, P

. an

d C

olla

rd,

G (2

00

5).

Te

ach

ing

stu

de

nts

wh

o

spe

ak A

bo

rig

inal

En

gli

sh. P

EN

15

0.

htt

p:/

/ww

w.p

etaa

.ed

u.a

uW

A C

urr

icu

lum

Co

un

cil E

AL

/EA

D

Cu

rric

ulu

m (u

pd

ated

20

10).

htt

p:/

/ww

w.c

urr

icu

lum

.wa.

edu

.au

/in

tern

et/S

enio

r_S

eco

nd

ary

/C

ou

rses

/WA

CE

_Co

urs

es/E

ng

lish

_as

_an

_Ad

dit

ion

al_L

ang

uag

e_D

iale

ctC

ou

rse

in U

nd

erp

inn

ing

Ski

lls f

or

Ind

ust

ry Q

ual

ific

atio

ns

(US

IQ)

and

C

ert

ific

ate

I in

En

try

to

Ge

ne

ral

Ed

uc

atio

n (

EG

E).

htt

p:/

/ww

w.v

etin

fon

et.d

et.w

a.ed

u.

au/A

du

ltL

iter

acy

/Ov

erV

iew

.as

px?

men

u=

1&m

enu

Item

=6



http://www.curriculum.wa.edu.au/internet/Senior_Secondary/Courses/WACE_Courses/English_as_an_Additional_Language_Dialect




http://www.vetinfonet.det.wa.edu.au/AdultLiteracy/OverView.aspx?menu=1&menuItem=6



57


Facilitators Guide


stA

gE

4 c

hEc

kli

st –

Wh

ere

Th

e p

ro

Fess

ion

aL

pr

ac

Tic

e is

aT

?A

spec

tW

her

e th

e st

aff a

re a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Sta

ff 4

(e)

Use

of

rele

van

t re

sou

rces

Tea

cher

s/tr

ain

ers

can

ev

alu

ate

mat

eria

ls

reg

ard

ing

th

eir

incl

usi

vit

y

for

all l

earn

ers

fro

m a

ll d

iale

ct b

ackg

rou

nd

s.T

each

ers/

trai

ner

s se

lect

an

d/o

r ad

apt

text

s to

su

it le

arn

ers’

ad

dit

ion

al

lan

gu

age/

dia

lect

lear

nin

g

nee

ds.

Th

e T

wo

-Way

bid

iale

ctal

m

ater

ials

are

act

ivel

y u

sed

in

th

e ed

uca

tio

n/t

rain

ing

si

te a

nd

are

fre

qu

entl

y

seen

in

th

e st

aff r

oo

m o

r cl

assr

oo

m.

Th

e ed

uca

tio

n/t

rain

ing

si

te h

as r

equ

este

d

add

itio

nal

co

pie

s o

f th

e m

ater

ials

.

Pro

vid

e an

d w

ork

sho

p

mat

eria

ls (fi

lms

and

tex

ts)

for

all n

ew s

taff

.K

eep

tea

cher

s/tr

ain

ers

up

to

dat

e o

n n

ew m

ater

ials

d

evel

op

men

t.E

nco

ura

ge

eval

uat

ion

fo

r in

clu

siv

ity

of

all n

ew

teac

hin

g a

nd

lear

nin

g

mat

eria

l.

Mo

du

le 7

.1 H

ow

to

ass

ess

th

e

inc

lusi

vit

y o

f te

xtM

od

ule

7.2

Fin

e-g

rain

ed

an

aly

ses

Mo

du

le 7

.4 M

ate

rial

s fr

om

Ab

ori

gin

al

lan

gu

age

so

urc

es

Mo

du

le 7

.5 H

ow

to

wo

rk w

ith

te

xts

that

may

no

t b

e in

clu

siv

eM

od

ule

12

.9.4

Ad

apti

ng

ac

tiv

itie

s fo

r m

ult

ilev

el g

rou

ps

of

lear

ne

rsD

ive

rse

Vo

ice

s: S

ele

cti

ng

Eq

uit

able

R

eso

urc

es

for

Ind

ian

an

d M

éti

s E

du

cat

ion

(Sas

kat

chew

an E

du

cati

on

, 19

92

-20

03

). S

amp

le g

uid

elin

es a

nd

ch

eckl

ists

fo

r se

lect

ing

mat

eria

ls

in c

ult

ura

lly a

nd

lin

gu

isti

cally

ap

pro

pri

ate

way

s.h

ttp

://w

ww

.ed

uca

tio

n.g

ov.

sk.c

a/d

iver

se-v

oic

es

http://www.education.gov.sk.ca/diverse-voices

http://www.education.gov.sk.ca/diverse-voices


Facilitators Guide

58


Facilitators Guide

59

progrEssion chArt – hoW enGaGed is The communiTy?aspect stage 1 stage 2 stage 3 stage 4

Community (a)

Community’s involvement in the education /training site

Community is not involved in much of what goes on at the education/training site.

Efforts are made to make the education/training site open and welcoming to the Aboriginal community.

Aboriginal people are frequently involved in both formal and informal education and training activities.

There are well-established processes for Aboriginal people to be engaged fully in all relevant activities at the education/training site.

Community (b)

Community understanding of Aboriginal English and Two-Way bidialectal education

There is no understanding of Aboriginal English as a rule-governed dialect of English.Negative attitudes toward dialects other than Standard Australian English dominate.There is a fear of allowing dialects other than Standard Australian English to be used at education/training sites.

There is understanding that Aboriginal English is a distinct dialect and is used to maintain culture and identity.There is an understanding that improving outcomes for education/training depends on recognition of dialectal difference.

Community members are aware of the complexities involved in learning an unfamiliar dialect.Community members value the maintenance of the home dialect as well as support the learning of Standard Australian English.The community supports the inclusion of Aboriginal English in teaching/training programs.

Community members encourage others to appreciate the benefits that understanding dialectal difference can bring.Community members support policies and practices concerning Aboriginal English and Two-Way bidialectal education/training.

Community (c)

Program design and delivery

The Aboriginal community is not informed effectively about program design and delivery.The non-Aboriginal community does not recognise the need to modify programs to meet the requirements of Aboriginal learners.

Aboriginal perspectives and resources are included in programs. However, this may occur without consultation with the local Aboriginal community. The community provides artefacts and support. However these are not related to program design and delivery, and occur on an ad hoc basis.

There are some processes in place to enable the Aboriginal community to provide advice about improvements in program design and delivery. The non-Aboriginal community is beginning to understand the argument that programs need to be customised to meet different social and cultural needs.

There is a well-established process by which the Aboriginal community participates fully in the design, delivery and assessment of programs for Aboriginal learners.The non-Aboriginal community appreciates and values the inclusion of Aboriginal perspectives in the design and delivery of programs for all.

Community (d)

Communication

Effective communication has not been established because communication processes are unintentionally inappropriate.

It is understood that effective communication depends on establishing relationships based on mutual respect and acceptance of different backgrounds. Opportunities to build relationships within and beyond the education/training site are explored.

Processes to build relationships have been developed.The relationships that have been developed have generated mutual trust and are therefore sustainable.

There are well-established processes to conduct and expand a Two-Way flow of information and advice.

enGaGed communiTy

en

Ga

Ge

d c

om

mu

niT

y –

pr

oG

re

ssio

n c

ha

rT


Facilitators Guide

60

61


Facilitators Guide

EngAgEd community – stAgE 1 chEcklist

stA

gE

1 c

hEc

kli

st –

ho

W e

nG

aG

ed i

s T

he

co

mm

un

iTy

?A

spec

tW

her

e th

e co

mm

un

ity

is

at

Ho

w d

o I

kn

ow

th

is?

W

hat

can

Tw

o-W

ay

Tea

ms

do

?R

eso

urc

es

Co

mm

un

ity

1

(a)

Co

mm

un

ity

’s

inv

olv

emen

t in

th

e ed

uca

tio

n/

trai

nin

g s

ite

Co

mm

un

ity

is

no

t in

vo

lved

in

mu

ch o

f w

hat

g

oes

on

at

the

edu

cati

on

/tr

ain

ing

sit

e.

Wh

ere

ther

e is

ch

oic

e,

Ab

ori

gin

al p

eop

le h

ave

dec

ided

no

t to

en

rol a

t th

e ed

uca

tio

n/t

rain

ing

sit

e.A

bo

rig

inal

par

ents

are

re

luct

ant

to v

isit

th

e ed

uca

tio

n/t

rain

ing

sit

e.T

he

Ab

ori

gin

al

com

mu

nit

y’s

att

itu

de

is t

hat

th

e ed

uca

tio

n/

trai

nin

g s

ite

excl

ud

es

them

. A

bo

rig

inal

peo

ple

nev

er

freq

uen

t th

e ed

uca

tio

n/

trai

nin

g s

ite

on

a

vo

lun

tary

bas

is.

Th

ere

are

no

eff

ecti

ve

pro

cess

es t

o i

nv

ite

the

Ab

ori

gin

al c

om

mu

nit

y t

o

com

e to

th

e ed

uca

tio

n/

trai

nin

g s

ite.

Est

abli

sh i

nfo

rmal

lin

ks

wit

h t

he

Ab

ori

gin

al

com

mu

nit

y a

nd

act

as

amb

assa

do

rs f

or

the

edu

cati

on

/tra

inin

g s

ite.

Incl

ud

e lo

cal a

rtw

ork

or

oth

er c

ult

ura

l pro

du

cts

at t

he

edu

cati

on

/tra

inin

g

site

.E

nco

ura

ge

Ab

ori

gin

al

peo

ple

to

par

tici

pat

e in

ac

tiv

itie

s at

th

e ed

uca

tio

n/

trai

nin

g s

ite.

En

cou

rag

e A

bo

rig

inal

p

eop

le t

o c

on

trib

ute

to

a

com

mu

nit

y e

ven

t at

th

e ed

uca

tio

n/t

rain

ing

sit

e.

Exp

lore

way

s o

f in

crea

sin

g

inv

olv

emen

t b

y A

bo

rig

inal

co

mm

un

ity,

eg

mee

tin

gs,

g

rou

p d

iscu

ssio

ns,

‘wo

rd

of

mo

uth

’, n

etw

ork

ing

.S

et u

p T

wo

-Way

pro

cess

es

to d

eal w

ith

beh

avio

ura

l or

oth

er p

rob

lem

s.

Mo

du

le 1

.1 W

hat

is A

bo

rig

inal

En

glis

h?

Mo

du

le 1

.2 L

ayer

s o

f lan

gu

age

Mo

du

le 1

.4 L

ang

uag

e an

d id

enti

tyM

od

ule

1.6

Tw

o-W

ay b

idia

lect

al

edu

cati

on

Mo

du

le 1

.7 T

wo

-Way

par

tner

ship

sM

od

ule

1.8

Rai

sin

g c

om

mu

nit

y

awar

enes

sM

od

ule

2.1

Fam

ily r

elat

ion

ship

s M

od

ule

2.2

Cu

ltu

ral R

esp

on

sib

iliti

es

Mo

du

le 6

.1 I

ncl

usi

on

, exc

lusi

on

an

d

min

ori

ty le

arn

ers

Focu

s A

rea

11 H

eari

n’ t

he

voic

es

and

ass

oci

ated

Ab

ori

gin

al E

ng

lish

st

ory

bo

oks

Sam

ple

wo

rksh

op

: In

clu

sivi

tySa

mp

le w

ork

sho

p: T

wo

-way

b

idia

lect

dal

ed

uca

tio

nSa

mp

le w

ork

sho

p: U

nd

erst

and

ing

d

iale

ctal

diff

eren

ces

Sam

ple

co

mm

un

ity

rep

rese

nta

tive

co

mm

itm

ent o

n p

.7 o

f A

cad

emic

E

ng

lish

Mas

tery

Pro

gra

m –

St

akeh

old

er A

gre

emen

ts (L

os

An

gel

es

Un

ified

Sch

oo

l Dis

tric

t, 2

010

). h

ttp

://n

ote

bo

ok.

lau

sd.n

et/p

ls/p

tl/u

rl/

ITE

M/F

8E

A2

C9

22

58E

90

44

E0

330

A0

81F

B59

04

4‘C

om

mu

nit

y c

on

sult

atio

n a

nd

p

artn

ersh

ips’

an

d ‘I

nd

igen

ou

s in

pu

t to

dec

isio

n m

akin

g’ i

n W

ork

ing

w

ith

Div

ersi

ty: Q

ual

ity

Tra

inin

g fo

r In

dig

eno

us

Au

stra

lian

s.h

ttp

://w

ww

.wes

ton

e.w

a.g

ov.

au/

wo

rkin

gw

ith

div

ersi

ty/i

nd

ex.h

tml

http://notebook.lausd.net/pls/ptl/url/ITEM/F8EA2C92258E9044E0330A081FB59044



http://www.westone.wa.gov.au/workingwithdiversity/index.html



Facilitators Guide

62


stA

gE

1 c

hEc

kli

st –

ho

W e

nG

aG

ed i

s T

he

co

mm

un

iTy

?A

spec

tW

her

e th

e co

mm

un

ity

is

at

Ho

w d

o I

kn

ow

th

is?

W

hat

can

Tw

o-W

ay

Tea

ms

do

?R

eso

urc

es

Co

mm

un

ity

1

(b)

Co

mm

un

ity

u

nd

erst

and

ing

o

f A

bo

rig

inal

E

ng

lish

an

d

Tw

o-W

ay

bid

iale

ctal

ed

uca

tio

n

Th

ere

is n

o u

nd

erst

and

ing

o

f A

bo

rig

inal

En

gli

sh a

s a

rule

-go

ver

ned

dia

lect

of

En

gli

sh.

Neg

ativ

e at

titu

des

to

war

d d

iale

cts

oth

er

than

Sta

nd

ard

Au

stra

lian

E

ng

lish

do

min

ate.

Th

ere

is f

ear

of

allo

win

g

oth

er d

iale

cts

oth

er t

han

S

tan

dar

d A

ust

rali

an

En

gli

sh t

o b

e u

sed

at

edu

cati

on

/tra

inin

g s

ites

.

Ab

ori

gin

al E

ng

lish

is

calle

d ’r

ub

bis

h t

alk

’ or

sim

ilar

an

d c

om

mu

nit

y

mem

ber

s th

ink

th

at

edu

cati

on

/tra

inin

g

site

s sh

ou

ld ju

st f

ocu

s o

n S

tan

dar

d A

ust

rali

an

En

gli

sh.

Sec

on

dar

y le

arn

ers

and

m

atu

re-a

ge

lear

ner

s in

th

e tr

ain

ing

sec

tor

hav

e si

mil

ar v

iew

s to

th

e co

mm

un

ity

in

th

at t

hey

re

gar

d A

bo

rig

inal

En

gli

sh

as a

defi

cit

lan

gu

age

var

ian

t.

Tal

k w

ith

co

mm

un

ity

m

emb

ers

abo

ut

ho

w

Ab

ori

gin

al E

ng

lish

is,

to

day

, a m

ean

s o

f ca

rry

ing

o

n A

bo

rig

inal

cu

ltu

re.

Tal

k w

ith

co

mm

un

ity

m

emb

ers

abo

ut

the

val

ue

of

wh

at a

lear

ner

bri

ng

s to

an

ed

uca

tio

nal

co

nte

xt

and

ho

w i

t aff

ects

fu

ture

le

arn

ing

.S

ho

w D

VD

s an

d b

oo

ks

pu

bli

shed

in

Ab

ori

gin

al

En

gli

sh.

Sh

are

som

e ex

trac

ts o

f su

ch m

ater

ials

an

d e

xpla

in

som

e o

f th

e ke

y f

eatu

res

of

Ab

ori

gin

al E

ng

lish

. D

iscu

ss t

ho

se a

spec

ts t

hat

co

uld

no

t b

e tr

ansl

ated

ea

sily

. Po

int

ou

t th

e cu

ltu

ral c

apit

al i

n t

hes

e te

xts.

Mo

du

le 1

.3 S

tan

dar

d A

ust

rali

an

En

gli

sh: T

he

lan

gu

age

of

po

we

r an

d

acc

ess

Mo

du

le 1

.4 L

ang

uag

e a

nd

ide

nti

tyM

od

ule

1.6

Tw

o-W

ay b

idia

lec

tal

ed

uc

atio

nM

od

ule

1.8

Rai

sin

g c

om

mu

nit

y

awar

en

ess

Mo

du

le 2

.6 G

row

ing

th

e s

ee

dM

od

ule

2.8

Ed

uc

atio

n o

r tr

ain

ing

se

ttin

gs:

En

ge

nd

eri

ng

tru

stM

od

ule

2.9

Wo

rkin

g t

og

eth

er

Focu

s A

rea

11 H

ear

in’ t

he

vo

ice

s an

d a

sso

ciat

ed A

bo

rig

inal

En

gli

sh

sto

ryb

oo

ks

All

thre

e S

amp

le W

ork

sho

ps

‘Lan

gu

age

and

lite

racy

iss

ues

’ in

W

ork

ing

wit

h D

ive

rsit

y: Q

ual

ity

T

rain

ing

fo

r In

dig

en

ou

s A

ust

rali

ans.

htt

p:/

/ww

w.w

esto

ne.

wa.

go

v.au

/w

ork

ing

wit

hd

iver

sity

/in

dex

.htm

l



63


Facilitators Guide


stA

gE

1 c

hEc

kli

st –

ho

W e

nG

aG

ed i

s T

he

co

mm

un

iTy

?A

spec

tW

her

e th

e co

mm

un

ity

is

at

Ho

w d

o I

kn

ow

th

is?

W

hat

can

Tw

o-W

ay

Tea

ms

do

?R

eso

urc

es

Co

mm

un

ity

1

(c)

Pro

gra

m d

esig

n

and

del

iver

y

Th

e A

bo

rig

inal

co

mm

un

ity

is

no

t in

form

ed e

ffec

tiv

ely

ab

ou

t p

rog

ram

des

ign

an

d

del

iver

y

Th

e n

on

-Ab

ori

gin

al

com

mu

nit

y d

oes

no

t re

cog

nis

e th

e n

eed

to

m

od

ify

pro

gra

ms

to

mee

t th

e re

qu

irem

ents

of

Ab

ori

gin

al le

arn

ers.

Info

rmat

ion

is

sen

t o

ut

in

a w

ritt

en f

orm

th

at m

ay

be

inac

cess

ible

fo

r so

me

peo

ple

.It

is

app

aren

t th

at

Ab

ori

gin

al p

eop

le a

re n

ot

awar

e o

f cu

rren

t p

ract

ice

and

ch

ang

es i

n p

rog

ram

d

eliv

ery.

Th

ere

is g

ener

al c

riti

cism

am

on

g t

he

no

n-A

bo

rig

inal

co

mm

un

ity

ab

ou

t th

e ‘s

pec

ial t

reat

men

t’ A

bo

rig

inal

lear

ner

s ar

e re

ceiv

ing

.P

rog

ram

des

ign

an

d

del

iver

y p

roce

sses

are

d

evo

id o

f an

y A

bo

rig

inal

co

nte

nt

or

per

spec

tiv

es.

Iden

tify

wh

ere

Ab

ori

gin

al

val

ues

an

d s

oci

al p

ract

ice

may

cla

sh w

ith

pro

gra

m

des

ign

an

d d

eliv

ery

p

roce

sses

. Id

enti

fy w

hic

h c

on

cep

ts

and

ter

min

olo

gy

are

n

ot

easi

ly s

har

ed a

nd

u

nd

erst

oo

d.

Iden

tify

op

po

rtu

nit

ies

to

imp

rov

e co

mm

un

icat

ion

ab

ou

t p

rog

ram

des

ign

an

d

del

iver

y p

roce

sses

.P

rod

uce

in

form

atio

n t

hat

ex

pla

ins

and

pro

mo

tes

the

ben

efits

of

edu

cati

on

al

pro

gra

ms

that

are

cu

sto

mis

ed t

o a

dd

ress

d

iffer

ent

lear

ner

s’ n

eed

s.

Mo

du

le 1

.6 T

wo

-Way

bid

iale

cta

l e

du

cat

ion

Mo

du

le 1

.8 R

aisi

ng

co

mm

un

ity

aw

are

ne

ssM

od

ule

2.3

Sh

are

d v

alu

es

Mo

du

le 2

.4 D

isc

rim

inat

ion

an

d

ste

reo

typ

ing

Mo

du

le 2

.6 G

row

ing

th

e s

ee

dM

od

ule

2.9

Wo

rkin

g t

og

eth

er

Mo

du

le 6

.1 I

nc

lusi

on

, exc

lusi

on

an

d

min

ori

ty le

arn

ers

Mo

du

le 9

.7 C

od

e-s

wit

ch

ing

Mo

du

le 1

0.1

Mo

vin

g f

rom

on

e d

iale

ct

to t

wo

dia

lec

tsM

od

ule

10

.2 E

igh

t p

rin

cip

les

of

Tw

o-

Way

bid

iale

cta

l ed

uc

atio

nM

od

ule

11.

4 M

e ‘n

Gla

dy

sFo

cus

Are

a 11

He

arin

’ th

e v

oic

es

and

ass

oci

ated

Ab

ori

gin

al E

ng

lish

st

ory

bo

ok

sSa

mp

le w

ork

sho

p: I

ncl

usi

vity

Sam

ple

wo

rksh

op

: Tw

o-w

ay

bid

iale

ctd

al e

du

cati

on

Sam

ple

wo

rksh

op

: Un

der

stan

din

g

dia

lect

al d

iffer

ence

s‘C

ult

ura

lly a

pp

rop

riat

e d

eliv

ery

’ in

Wo

rkin

g w

ith

Div

ers

ity

: Qu

alit

y

Tra

inin

g f

or

Ind

ige

no

us

Au

stra

lian

s.h

ttp

://w

ww

.wes

ton

e.w

a.g

ov.

au/

wo

rkin

gw

ith

div

ersi

ty/i

nd

ex.h

tml

An

ti-r

acis

m e

du

cati

on

pro

gra

ms

and

str

ateg

ies:

htt

p:/

/ww

w.r

acis

mn

ow

ay.c

om

.au

/



http://www.racismnoway.com.au/


Facilitators Guide

64


stA

gE

1 c

hEc

kli

st –

ho

W e

nG

aG

ed i

s T

he

co

mm

un

iTy

?A

spec

tW

her

e th

e co

mm

un

ity

is

at

Ho

w d

o I

kn

ow

th

is?

W

hat

can

Tw

o-W

ay

Tea

ms

do

?R

eso

urc

es

Co

mm

un

ity

1

(d)

Co

mm

un

icat

ion

Eff

ecti

ve

com

mu

nic

atio

n

has

no

t b

een

es

tab

lish

ed b

ecau

se

com

mu

nic

atio

n p

roce

sses

ar

e u

nin

ten

tio

nal

ly

inap

pro

pri

ate.

Th

e ed

uca

tio

n/t

rain

ing

si

te u

ses

acad

emic

, fo

rmal

la

ng

uag

e o

r ed

uca

tio

n

jarg

on

in

mee

tin

gs

wh

en

com

mu

nic

atin

g w

ith

th

e A

bo

rig

inal

co

mm

un

ity.

Th

e m

ain

mea

ns

of

com

mu

nic

atio

n i

s a

‘on

e-w

ay’ d

istr

ibu

tio

n o

f in

form

atio

n i

n p

rin

t.T

her

e ar

e fe

w

op

po

rtu

nit

ies

for

edu

cati

on

/tra

inin

g s

taff

to

mee

t w

ith

co

mm

un

ity

m

emb

ers.

Th

e A

bo

rig

inal

co

mm

un

ity

pro

vid

es

info

rmat

ion

bu

t th

is i

s n

ot

acte

d o

n a

t th

e ed

uca

tio

n/

trai

nin

g s

ite.

Rev

iew

pri

nt-

bas

ed

mat

eria

l fo

r th

e co

mm

un

ity

fo

r it

s re

lian

ce

on

jarg

on

an

d c

on

cep

ts

that

wil

l no

t b

e fa

mil

iar

ou

tsid

e th

e ed

uca

tio

n/

trai

nin

g s

ite.

R

evie

w d

ocu

men

tati

on

fo

r as

sum

pti

on

s th

at i

t m

akes

ab

ou

t so

cial

pra

ctic

e an

d

asse

ss h

ow

ap

pro

pri

ate

it i

s fo

r th

e A

bo

rig

inal

co

mm

un

ity.

Inv

esti

gat

e if

th

ere

are

sou

rces

of

adv

ice

fro

m

the

com

mu

nit

y a

nd

d

eter

min

e w

het

her

th

ese

hav

e b

een

act

ed o

n.

Mak

e p

rop

osa

ls t

o d

evel

op

al

tern

ativ

e m

ean

s o

f co

mm

un

icat

ion

.

Mo

du

le 2

.1 F

amily

re

lati

on

ship

sM

od

ule

2.4

Dis

cri

min

atio

n a

nd

st

ere

oty

pin

g

Mo

du

le 2

.7 A

ge

nc

ies

that

may

be

im

pac

tin

g o

n A

bo

rig

inal

lear

ne

rsM

od

ule

2.9

Wo

rkin

g t

og

eth

er

Mo

du

le 1

0.2

Eig

ht

pri

nc

iple

s o

f T

wo

-W

ay b

idia

lec

tal e

du

cat

ion

Mo

du

le 2

.10

Th

e S

pir

alS

amp

le w

ork

sho

p: T

wo

-Way

b

idia

lec

tal e

du

cat

ion

S

amp

le w

ork

sho

p: U

nd

ers

tan

din

g

dia

lec

tal d

iffe

ren

ce

s‘I

nd

igen

ou

s In

pu

t to

Dec

isio

n

Mak

ing

’ in

Wo

rkin

g w

ith

Div

ers

ity

: Q

ual

ity

Tra

inin

g f

or

Ind

ige

no

us

Au

stra

lian

s.h

ttp

://w

ww

.wes

ton

e.w

a.g

ov.

au/

wo

rkin

gw

ith

div

ersi

ty/i

nd

ex.h

tml



65


Facilitators Guide


stA

gE

2 c

hEc

kli

st –

ho

W e

nG

aG

ed i

s T

he

co

mm

un

iTy

Asp

ect

Wh

ere

the

com

mu

nit

y

is a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Co

mm

un

ity

2

(a)

Co

mm

un

ity

’s

inv

olv

emen

t in

th

e ed

uca

tio

n/

trai

nin

g s

ite

Eff

ort

s ar

e m

ade

to m

ake

the

edu

cati

on

/tra

inin

g

site

op

en a

nd

wel

com

ing

to

th

e A

bo

rig

inal

co

mm

un

ity.

Ab

ori

gin

al a

rtw

ork

is

dis

pla

yed

pro

min

entl

y.A

bo

rig

inal

res

ou

rces

are

in

clu

ded

in

th

e d

esig

n a

nd

p

rog

ram

min

g o

f te

ach

ing

/le

arn

ing

act

ivit

ies.

Th

ere

are

Ab

ori

gin

al

peo

ple

on

sta

ff.

Eff

ort

s ar

e m

ade

to m

eet

Ab

ori

gin

al p

eop

le o

uts

ide

of

the

edu

cati

on

/tra

inin

g

site

.T

her

e is

so

me

resp

on

se t

o

inv

itat

ion

s to

Ab

ori

gin

al

peo

ple

to

att

end

ev

ents

h

eld

in

th

e ed

uca

tio

n/

trai

nin

g s

ite.

An

aly

se A

bo

rig

inal

en

rolm

ent

and

att

end

ance

p

atte

rns

to i

den

tify

o

pp

ort

un

itie

s fo

r im

pro

vem

ent.

Ap

pro

ach

th

e A

bo

rig

inal

co

mm

un

ity

fo

r su

gg

esti

on

s th

at c

ou

ld

imp

rov

e en

rolm

ents

an

d

atte

nd

ance

.Id

enti

fy o

pp

ort

un

itie

s fo

r co

mm

un

ity

mem

ber

s to

be

par

t o

f b

oth

fo

rmal

an

d i

nfo

rmal

ed

uca

tio

n/

trai

nin

g a

ctiv

itie

s.E

nco

ura

ge

Ab

ori

gin

al

peo

ple

to

bec

om

e m

emb

ers

of

bo

ard

s an

d

off

er t

rain

ing

to

su

pp

ort

th

is i

f re

qu

este

d.

Mo

du

le 2

.7 A

ge

nc

ies

that

may

be

im

pac

tin

g o

n A

bo

rig

inal

lear

ne

rs

Mo

du

le 2

.8 E

du

cat

ion

or

trai

nin

g

sett

ing

s: E

ng

en

de

rin

g t

rust

Mo

du

le 2

.9 W

ork

ing

to

ge

the

rM

od

ule

9.3

Mis

inte

rpre

tati

on

s b

ase

d

on

diff

ere

nt

cu

ltu

ral a

nd

lin

gu

isti

c

fun

cti

on

sM

od

ule

9.4

Ob

serv

ing

pro

toc

ols

Mo

du

le 9

.7 C

od

e-s

wit

ch

ing

Mo

du

le 1

0.4

Ass

um

pti

on

s th

at a

ffe

ct

ed

uc

atio

nM

od

ule

10

.5 L

ear

nin

g is

sue

sN

atio

nal

Ab

ori

gin

al a

nd

To

rre

s S

trai

t Is

lan

de

r E

du

cat

ion

Po

lic

y (A

EP

):•

Maj

or

Go

al 1

list

s st

rate

gie

s fo

r in

crea

sin

g i

nv

olv

emen

t o

f A

bo

rig

inal

an

d T

orr

es S

trai

t Is

lan

der

peo

ple

in

ed

uca

tio

nal

d

ecis

ion

mak

ing

.•

Maj

or

Go

al 4

, Po

ints

8 a

nd

9

aim

to

en

able

bo

th I

nd

igen

ou

s an

d n

on

-In

dig

eno

us

lear

ner

s to

val

ue

Ind

igen

ou

s tr

adit

ion

al

and

co

nte

mp

ora

ry c

ult

ure

s.h

ttp

://w

ww

.dee

wr.

go

v.au

/In

dig

eno

us/

Sch

oo

lin

g/

Po

licy

Gu

idel

ines

/Pag

es/a

ep.a

spx

‘In

dig

eno

us

trai

ner

s’ i

n W

ork

ing

w

ith

Div

ers

ity

: Qu

alit

y T

rain

ing

fo

r In

dig

en

ou

s A

ust

rali

ans.

htt

p:/

/ww

w.w

esto

ne.

wa.

go

v.au

/w

ork

ing

wit

hd

iver

sity

/in

dex

.htm

l

http://www.deewr.gov.au/Indigenous/Schooling/PolicyGuidelines/Pages/aep.aspx






Facilitators Guide

66


stA

gE

2 c

hEc

kli

st –

ho

W e

nG

aG

ed i

s T

he

co

mm

un

iTy

Asp

ect

Wh

ere

the

com

mu

nit

y

is a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Co

mm

un

ity

2

(b

)

Co

mm

un

ity

u

nd

erst

and

ing

o

f A

bo

rig

inal

E

ng

lish

an

d

Tw

o-W

ay

bid

iale

ctal

ed

uca

tio

n

Th

ere

is u

nd

erst

and

ing

th

at A

bo

rig

inal

En

gli

sh i

s a

dis

tin

ct d

iale

ct a

nd

is

use

d

to m

ain

tain

cu

ltu

re a

nd

id

enti

ty.

Th

ere

is a

n u

nd

erst

and

ing

th

at i

mp

rov

ing

ou

tco

mes

fo

r ed

uca

tio

n/t

rain

ing

d

epen

ds

on

rec

og

nit

ion

of

dia

lect

al d

iffer

ence

.

Info

rmat

ion

ab

ou

t d

iale

ct

diff

eren

ce i

s b

ein

g s

pre

ad

by

Ab

ori

gin

al a

nd

no

n-

Ab

ori

gin

al t

each

ers/

trai

ner

s.C

on

cep

ts s

uch

as

incl

usi

vit

y a

nd

dia

lect

d

iffer

ence

are

bei

ng

in

tro

du

ced

in

mee

tin

gs,

n

etw

ork

ing

an

d

new

slet

ters

.

En

cou

rag

e A

bo

rig

inal

co

mm

un

ity

fo

cus

gro

up

s to

tal

k t

hro

ug

h i

ssu

es o

f d

iale

ct a

nd

lan

gu

age.

Tw

o-W

ay T

eam

s ca

n

dev

elo

p i

nfo

rmat

ion

p

ack

ages

an

d o

rgan

ise

mee

tin

gs

at t

he

edu

cati

on

/tr

ain

ing

sit

e w

her

e th

ese

un

der

stan

din

gs

can

be

imp

rov

ed.

Mo

du

le 1

.1 W

hat

is A

bo

rig

inal

E

ng

lish

?M

od

ule

1.2

Lay

ers

of

lan

gu

age

Mo

du

le 1

.4 L

ang

uag

e a

nd

ide

nti

tyM

od

ule

1.6

Tw

o-W

ay b

idia

lec

tal

ed

uc

atio

nM

od

ule

1.7

Tw

o-W

ay p

artn

ers

hip

sS

ee M

od

ule

6.4

Arg

um

en

ts f

or

and

ag

ain

st b

idia

lec

tal e

du

cat

ion

Mo

du

le 6

.6 I

de

nti

fyin

g e

xclu

sio

nM

od

ule

9.7

Co

de

-sw

itc

hin

gM

od

ule

10

.1 M

ov

ing

fro

m o

ne

dia

lec

t to

tw

o d

iale

cts

Mo

du

le 1

0.2

Eig

ht

pri

nc

iple

s o

f T

wo

-W

ay b

idia

lec

tal e

du

cat

ion

Mo

du

le 1

2.1

Diff

ere

nc

e v

ers

us

de

fic

it

mo

de

lsS

amp

le w

ork

sho

p: U

nd

ers

tan

din

g

dia

lec

tal d

iffe

ren

ce

s

67


Facilitators Guide


stA

gE

2 c

hEc

kli

st –

ho

W e

nG

aG

ed i

s T

he

co

mm

un

iTy

Asp

ect

Wh

ere

the

com

mu

nit

y

is a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Co

mm

un

ity

2

(c)

Pro

gra

m d

esig

n

and

del

iver

y

Ab

ori

gin

al p

ersp

ecti

ves

an

d r

eso

urc

es a

re

incl

ud

ed i

n p

rog

ram

s.

Ho

wev

er, t

his

may

occ

ur

wit

ho

ut

con

sult

atio

n

wit

h t

he

loca

l Ab

ori

gin

al

com

mu

nit

y.

Co

mm

un

ity

pro

vid

es

arte

fact

s an

d s

up

po

rt.

Ho

wev

er t

hes

e ar

e n

ot

rela

ted

to

pro

gra

m d

esig

n

and

del

iver

y, a

nd

occ

urs

o

n a

n a

d h

oc

bas

is.

Ab

ori

gin

al r

eso

urc

es a

re

bei

ng

pu

rch

ased

, acq

uir

ed

or

use

d b

ut

may

hav

e n

o r

elev

ance

to

th

e lo

cal

Ab

ori

gin

al c

om

mu

nit

y.T

he

pro

gra

m m

ay i

ncl

ud

e A

bo

rig

inal

co

nte

nt

bu

t n

ot

Ab

ori

gin

al p

ersp

ecti

ves

.T

he

lan

gu

age

spo

ken

b

y t

he

loca

l Ab

ori

gin

al

com

mu

nit

y d

oes

no

t in

flu

ence

th

e p

rog

ram

d

esig

n a

nd

del

iver

y.A

bo

rig

inal

co

mm

un

ity

m

emb

ers

are

no

t in

vit

ed

to d

eliv

er p

arts

of

the

pro

gra

m.

Set

up

in

form

al m

eeti

ng

s to

sh

ow

th

e A

bo

rig

inal

co

mm

un

ity

wh

at

reso

urc

es t

hey

hav

e an

d

gau

ge

the

lev

el o

f in

tere

st

and

/or

end

ors

emen

t fo

r th

em.

Asc

erta

in w

het

her

th

ere

are

exis

tin

g lo

cal m

ater

ials

th

at c

ou

ld a

lso

be

use

d i

n

pro

gra

m d

eliv

ery.

Fin

d o

ut

wh

eth

er a

ny

on

e h

as a

n i

nte

rest

in

mak

ing

n

ew r

eso

urc

es, s

uch

as

sto

ryb

oo

ks

or

aud

io/fi

lm

reco

rdin

gs.

Fin

d o

ut

wh

eth

er a

ny

on

e is

in

tere

sted

in

tak

ing

p

art

in t

he

des

ign

an

d/o

r d

eliv

ery

of

pro

gra

ms.

Incl

ud

e in

new

slet

ters

, as

go

od

new

s st

ori

es, a

ny

in

itia

tiv

es u

nd

erta

ken

w

ith

th

e A

bo

rig

inal

co

mm

un

ity

an

d t

he

asso

ciat

ed b

enefi

ts t

o lo

cal

com

mu

nit

ies.

Mo

du

le 2

.9 W

ork

ing

to

ge

the

rM

od

ule

6.1

In

clu

sio

n, e

xclu

sio

n a

nd

m

ino

rity

lear

ne

rsM

od

ule

6.2

Exc

lusi

on

in e

du

cat

ion

al

dis

co

urs

eM

od

ule

8.5

Ora

l ve

rsu

s w

ritt

en

la

ng

uag

eM

od

ule

8.6

Wri

tin

g in

a d

iale

ct

Mo

du

le 1

0.2

Eig

ht

pri

nc

iple

s o

f T

wo

-W

ay b

idia

lec

tal e

du

cat

ion

Mo

du

le 1

0.4

Ass

um

pti

on

s th

at a

ffe

ct

ed

uc

atio

n

Mo

du

le 1

0.5

Le

arn

ing

issu

es

Focu

s A

rea

11 H

ear

in’ t

he

vo

ice

s an

d a

sso

ciat

ed A

bo

rig

inal

En

gli

sh

sto

ryb

oo

ks

Mo

du

le 1

2.2

Pla

nn

ing

an

EA

L/E

AD

p

rog

ram

Sam

ple

wo

rksh

op

: Un

de

rsta

nd

ing

d

iale

cta

l diff

ere

nc

es


Facilitators Guide

68


stA

gE

2 c

hEc

kli

st –

ho

W e

nG

aG

ed i

s T

he

co

mm

un

iTy

Asp

ect

Wh

ere

the

com

mu

nit

y

is a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Co

mm

un

ity

2

(d)

Co

mm

un

icat

ion

It i

s u

nd

erst

oo

d t

hat

eff

ecti

ve

com

mu

nic

atio

n

dep

end

s o

n e

stab

lish

ing

re

lati

on

ship

s b

ased

o

n m

utu

al r

esp

ect

and

ac

cep

tan

ce o

f d

iffer

ent

bac

kgro

un

ds.

O

pp

ort

un

itie

s to

bu

ild

re

lati

on

ship

s w

ith

in a

nd

b

eyo

nd

th

e ed

uca

tio

n/

trai

nin

g s

ite

are

exp

lore

d.

Th

e g

ivin

g a

nd

rec

eiv

ing

o

f in

form

atio

n i

s u

sed

to

b

uil

d r

elat

ion

ship

s.S

ign

ifica

nt

info

rmat

ion

is

pro

vid

ed i

n m

any

fo

rms,

in

clu

din

g f

orm

al a

nd

in

form

al v

erb

al c

han

nel

s o

f co

mm

un

icat

ion

.R

elat

ion

ship

s an

d

net

wo

rks

are

dev

elo

ped

to

en

sure

th

at a

ll si

gn

ifica

nt

info

rmat

ion

is

com

mu

nic

ated

eff

ecti

vel

y

to m

emb

ers

of

the

com

mu

nit

y.R

elat

ion

ship

s ar

e u

sed

to

ac

cess

fee

db

ack

fro

m t

he

com

mu

nit

y.T

he

lan

gu

age

and

fo

rmat

o

f d

ocu

men

ts s

uch

as

new

slet

ters

is

easi

ly

un

der

sto

od

, wid

ely

ac

cess

ible

an

d u

ser

frie

nd

ly.

Mak

e su

re s

taff

un

der

stan

d

that

go

od

co

mm

un

icat

ion

w

ith

th

e A

bo

rig

inal

co

mm

un

ity

dep

end

s o

n

rela

tio

nsh

ips.

Exp

lore

wit

h s

taff

th

e w

ay

diff

eren

t cu

ltu

res

con

stru

ct

and

mai

nta

in r

elat

ion

ship

s.M

ake

sure

sta

ff u

nd

erst

and

th

e d

iffer

ent

pra

gm

atic

ru

les

of

com

mu

nic

atio

n

bet

wee

n A

bo

rig

inal

En

gli

sh

and

Sta

nd

ard

Au

stra

lian

E

ng

lish

an

d h

ow

th

ey m

ay

lead

to

mis

un

der

stan

din

gs.

Iden

tify

op

po

rtu

nit

ies

for

wo

rkin

g w

ith

th

e A

bo

rig

inal

co

mm

un

ity

to

dem

on

stra

te t

he

diff

eren

t p

rag

mat

ic r

ule

s o

f co

mm

un

icat

ion

bet

wee

n

Ab

ori

gin

al E

ng

lish

an

d

Stan

dar

d A

ust

rali

an E

ng

lish

an

d h

ow

th

ey m

ay le

ad t

o

mis

un

der

stan

din

gs.

Faci

lita

te o

pp

ort

un

itie

s fo

r d

iscu

ssio

n a

nd

info

rmat

ion

ex

chan

ge

wit

h t

he

Ab

ori

gin

al c

om

mu

nit

y.

Invi

te c

om

mu

nit

y

mem

ber

s to

co

ntr

ibu

te t

o

the

edu

cati

on

/tra

inin

g s

ite

new

slet

ter

wit

h t

hei

r vi

ews

and

new

s.

Mo

du

le 1

.3 S

tan

dar

d A

ust

rali

an

En

gli

sh: T

he

lan

gu

age

of

po

we

r an

d

acc

ess

Mo

du

le 1

.4 L

ang

uag

e a

nd

ide

nti

tyM

od

ule

1.5

Le

arn

ing

to

tal

k ab

ou

t ta

lkM

od

ule

2.4

Dis

cri

min

atio

n a

nd

st

ere

oty

pin

gM

od

ule

2.9

Wo

rkin

g t

og

eth

er

Mo

du

le 8

.5 O

ral v

ers

us

wri

tte

n

lan

gu

age

Mo

du

le 9

.3 M

isin

terp

reta

tio

ns

bas

ed

o

n d

iffe

ren

t c

ult

ura

l an

d li

ng

uis

tic

fu

nc

tio

ns

Mo

du

le 9

.4 O

bse

rvin

g p

roto

co

lsM

od

ule

9.7

Co

de

-sw

itc

hin

g

Ele

men

ts o

f S

amp

le w

ork

sho

p:

Inc

lusi

vit

y a

re a

lso

rel

evan

t.‘K

ey B

ackg

rou

nd

In

form

atio

n’ i

n

Wo

rkin

g w

ith

Div

ers

ity

: Qu

alit

y

Tra

inin

g f

or

Ind

ige

no

us

Au

stra

lian

s.

htt

p:/

/ww

w.w

esto

ne.

wa.

go

v.au

/w

ork

ing

wit

hd

iver

sity

/in

dex

.htm

lT

AF

E D

irec

tors

Au

stra

lia

(20

09

). C

ase

Stu

die

s R

efl

ec

tin

g B

est

Pra

cti

ce

in

In

dig

en

ou

s V

oc

atio

nal

Ed

uc

atio

n

and

Tra

inin

g.

htt

p:/

/ww

w.t

da.

edu

.au

/res

ou

rces

/O

ccQ

120

09

.pd

f



http://www.tda.edu.au/resources/OccQ12009.pdf


69


Facilitators Guide


stA

gE

3 c

hEc

kli

st –

ho

W e

nG

aG

ed i

s T

he

co

mm

un

iTy

?A

spec

tW

her

e th

e co

mm

un

ity

is

at

Ho

w d

o I

kn

ow

th

is?

W

hat

can

Tw

o-W

ay

Tea

ms

do

?R

eso

urc

es

Co

mm

un

ity

3

(a)

Co

mm

un

ity

’s

inv

olv

emen

t in

th

e ed

uca

tio

n

and

tra

inin

g

site

Ab

ori

gin

al p

eop

le a

re

freq

uen

tly

in

vo

lved

in

b

oth

fo

rmal

an

d i

nfo

rmal

ed

uca

tio

n a

nd

tra

inin

g

acti

vit

ies.

Ab

ori

gin

al e

nro

lmen

ts

are

stro

ng

an

d e

ven

in

crea

sin

g.

Att

end

ance

pat

tern

s ar

e im

pro

vin

g.

Th

e si

te h

as w

ays

of

enli

stin

g t

he

hel

p o

f th

e A

bo

rig

inal

co

mm

un

ity

to

so

lve

pro

ble

ms

wit

h o

r fo

r le

arn

ers.

Ab

ori

gin

al p

eop

le o

ften

ac

cep

t in

vit

atio

ns

to

par

tici

pat

e in

fo

rmal

or

info

rmal

ed

uca

tio

n a

nd

tr

ain

ing

act

ivit

ies.

Su

gg

esti

on

s p

rese

nte

d b

y

Ab

ori

gin

al c

om

mu

nit

y

are

met

wit

h p

osi

tiv

e re

spo

nse

s.

Th

ere

are

acti

ve

Ab

ori

gin

al

mem

ber

s o

f m

anag

emen

t an

d a

dv

iso

ry b

oar

ds.

Co

nso

lid

ate

the

pro

cess

es

by

wh

ich

th

e co

mm

un

ity

b

eco

mes

in

vo

lved

.D

evel

op

way

s o

f g

ivin

g

app

rop

riat

e re

cog

nit

ion

to

co

mm

un

ity

mem

ber

s w

ho

mak

e o

uts

tan

din

g

com

mit

men

ts t

o t

he

edu

cati

on

/tra

inin

g s

ite.

Co

nsi

der

(an

d, w

her

e p

oss

ible

, act

) on

an

y

sug

ges

tio

ns

fro

m t

he

com

mu

nit

y.M

ake

sure

th

at i

ssu

es

imp

ort

ant

to A

bo

rig

inal

co

mm

un

ity

mem

ber

s ar

e in

clu

ded

on

mee

tin

gs

agen

das

. M

ake

sure

th

at a

ny

new

fa

mil

ies

com

ing

to

th

e d

istr

ict

are

con

tact

ed a

nd

k

no

w a

bo

ut

op

po

rtu

nit

ies

for

bec

om

ing

in

vo

lved

.S

urv

ey c

om

mu

nit

y t

o fi

nd

o

ut

ho

w i

nv

olv

emen

t ca

n

be

incr

ease

d.

Mo

du

le 2

.1 F

amily

re

lati

on

ship

sM

od

ule

2.2

Cu

ltu

ral r

esp

on

sib

ilit

ies

Mo

du

le 2

.3 S

har

ed

val

ue

sM

od

ule

2.8

Ed

uc

atio

n o

r tr

ain

ing

se

ttin

gs:

En

ge

nd

eri

ng

tru

stM

od

ule

2.9

Wo

rkin

g t

og

eth

er

Mo

du

le 6

.1 I

nc

lusi

on

, exc

lusi

on

an

d

min

ori

ty le

arn

ers

Mo

du

le 6

.3 E

xclu

sio

n t

hro

ug

h la

ck

of

awar

en

ess

Mo

du

le 9

.7 C

od

e-s

wit

ch

ing

Sam

ple

wo

rksh

op

: In

clu

siv

ity

‘Co

llab

ora

tio

n w

ith

Ab

ori

gin

al a

nd

T

orr

es S

trai

t Is

lan

der

Lea

der

s an

d

the

Co

mm

un

ity

’ in

NC

VE

R (2

00

9).

Gu

ide

to

Su

cc

ess

fo

r O

rgan

isat

ion

s in

Ac

hie

vin

g E

mp

loy

me

nt

Ou

tco

me

s fo

r A

bo

rig

inal

an

d T

orr

es

Str

ait

Isla

nd

er

Pe

op

le.

htt

p:/

/ww

w.n

cver

.ed

u.a

u/

pu

bli

cati

on

s/2

125

.htm

l T

AF

E D

irec

tors

Au

stra

lia

(20

09

). C

ase

Stu

die

s R

efl

ec

tin

g B

est

Pra

cti

ce

in

In

dig

en

ou

s V

oc

atio

nal

Ed

uc

atio

n

and

Tra

inin

g.

htt

p:/

/ww

w.t

da.

edu

.au

/res

ou

rces

/O

ccQ

120

09

.pd

f

http://www.ncver.edu.au/publications/2125.html

http://www.ncver.edu.au/publications/2125.html




Facilitators Guide

70


stA

gE

3 c

hEc

kli

st –

ho

W e

nG

aG

ed i

s T

he

co

mm

un

iTy

?A

spec

tW

her

e th

e co

mm

un

ity

is

at

Ho

w d

o I

kn

ow

th

is?

W

hat

can

Tw

o-W

ay

Tea

ms

do

?R

eso

urc

es

Co

mm

un

ity

3

(b

)

Co

mm

un

ity

u

nd

erst

and

ing

o

f A

bo

rig

inal

E

ng

lish

an

d

Tw

o-W

ay

bid

iale

ctal

ed

uca

tio

n

Co

mm

un

ity

mem

ber

s ar

e aw

are

of

the

com

ple

xiti

es

inv

olv

ed i

n le

arn

ing

an

u

nfa

mil

iar

dia

lect

.C

om

mu

nit

y m

emb

ers

val

ue

the

mai

nte

nan

ce o

f th

e h

om

e d

iale

ct a

s w

ell

as s

up

po

rt t

he

lear

nin

g

of

Sta

nd

ard

Au

stra

lian

E

ng

lish

.C

om

mu

nit

y s

up

po

rts

the

incl

usi

on

of

Ab

ori

gin

al

En

gli

sh i

n t

each

ing

/tr

ain

ing

pro

gra

ms.

Co

mm

un

ity

is

kep

t u

p t

o

dat

e o

n t

he

dev

elo

pm

ent

of

Tw

o-W

ay b

idia

lect

al

edu

cati

on

.A

bo

rig

inal

co

mm

un

ity

m

emb

ers

hav

e ra

ised

aw

aren

ess

and

in

crea

sed

ac

cep

tan

ce o

f th

e u

se o

f A

bo

rig

inal

En

gli

sh w

ith

in

the

edu

cati

on

/tra

inin

g

site

.C

om

mu

nit

y m

emb

ers

are

inv

ited

to

th

e cl

assr

oo

m t

o t

ell s

tori

es,

rela

te e

xper

ien

ces

and

d

emo

nst

rate

co

de-

swit

chin

g.

Ev

ents

are

arr

ang

ed

spec

ifica

lly f

or

com

mu

nit

y

mem

ber

s to

see

Ab

ori

gin

al

lear

ner

s’ w

ork

sam

ple

s in

Ab

ori

gin

al E

ng

lish

an

d S

tan

dar

d A

ust

rali

an

En

gli

sh.

Pro

vid

e w

ork

sho

p(s

) to

Ab

ori

gin

al t

each

ers/

trai

ner

s to

giv

e th

em

the

kn

ow

led

ge

and

u

nd

erst

and

ing

s to

kee

p

com

mu

nit

y m

emb

ers

up

to

dat

e.D

evel

op

way

s o

f m

akin

g

the

val

uin

g o

f A

bo

rig

inal

E

ng

lish

exp

lici

t w

ith

in t

he

edu

cati

on

/tra

inin

g s

ite.

Pra

ise

and

en

cou

rag

e cl

assr

oo

m a

ctiv

itie

s th

at

inv

olv

e A

bo

rig

inal

or

no

n-

Ab

ori

gin

al c

om

mu

nit

y

mem

ber

s.S

up

po

rt T

wo

-Way

b

idia

lect

al e

du

cati

on

w

ith

exa

mp

les

of

cod

e-sw

itch

ing

fro

m A

bo

rig

inal

li

tera

ture

.U

se c

om

mu

nit

y e

ven

ts

to g

ive

mem

ber

s th

e o

pp

ort

un

ity

to

ext

end

th

eir

kn

ow

led

ge

of

the

way

Ab

ori

gin

al E

ng

lish

aff

ects

ed

uca

tio

n.

Mo

du

le 1

.1 W

hat

is A

bo

rig

inal

E

ng

lish

?M

od

ule

1.2

Lay

ers

of

lan

gu

age

Mo

du

le 1

.6 T

wo

-Way

bid

iale

cta

l e

du

cat

ion

Mo

du

le 4

.1 C

on

ce

ptu

alis

atio

ns

Mo

du

le 4

.2 L

ang

uag

e a

nd

cu

ltu

ral

co

nc

ep

tual

isat

ion

sM

od

ule

4.6

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Mo

du

le 4

.7 U

sin

g o

ral t

ext

sM

od

ule

6.1

In

clu

sio

n, e

xclu

sio

n a

nd

m

ino

rity

lear

ne

rsM

od

ule

6.2

Exc

lusi

on

in e

du

cat

ion

al

dis

co

urs

eM

od

ule

6.4

Arg

um

en

ts f

or

and

ag

ain

st b

idia

lec

tal e

du

cat

ion

Mo

du

le 1

2.1

Diff

ere

nc

e v

ers

us

de

fic

it

mo

de

lsM

od

ule

12

.5 S

ele

cti

ng

te

xts

Mo

du

le 1

2.6

Se

lec

tin

g c

on

ten

tS

amp

le w

ork

sho

p: U

nd

ers

tan

din

g

dia

lec

tal d

iffe

ren

ce

s

71


Facilitators Guide


stA

gE

3 c

hEc

kli

st –

ho

W e

nG

aG

ed i

s T

he

co

mm

un

iTy

?A

spec

tW

her

e th

e co

mm

un

ity

is

at

Ho

w d

o I

kn

ow

th

is?

W

hat

can

Tw

o-W

ay

Tea

ms

do

?R

eso

urc

es

Co

mm

un

ity

3

(c)

Pro

gra

m d

esig

n

and

del

iver

y

Th

ere

are

som

e p

roce

sses

in

pla

ce t

o e

nab

le t

he

Ab

ori

gin

al c

om

mu

nit

y

to p

rov

ide

adv

ice

abo

ut

imp

rov

emen

ts i

n p

rog

ram

d

esig

n a

nd

del

iver

y.

Th

e n

on

-Ab

ori

gin

al

com

mu

nit

y i

s b

egin

nin

g

to u

nd

erst

and

th

e ar

gu

men

t th

at p

rog

ram

s n

eed

to

be

cust

om

ised

to

m

eet

diff

eren

t so

cial

an

d

cult

ura

l nee

ds.

.

Th

e co

mm

un

ity

has

in

pu

t in

to d

ecis

ion

s ab

ou

t th

e se

lect

ion

an

d p

urc

has

e o

f re

sou

rces

.T

he

com

mu

nit

y h

as

pro

vid

ed i

dea

s fo

r th

e in

clu

sio

n o

f A

bo

rig

inal

co

nte

nt

in p

rog

ram

s.C

om

mu

nit

y m

emb

ers

par

tici

pat

e in

var

iou

s w

ays

in p

rog

ram

del

iver

y.A

dv

ice

fro

m t

he

com

mu

nit

y i

s ro

uti

nel

y

sou

gh

t to

im

pro

ve

pro

gra

m d

eliv

ery.

Tw

o-W

ay T

eam

s id

enti

fy

wea

kn

esse

s in

pro

gra

m

des

ign

, del

iver

y o

r o

utc

om

es t

hat

may

be

add

ress

ed w

ith

th

e h

elp

of

the

com

mu

nit

y.T

wo

-Way

Tea

ms

iden

tify

exp

erti

se i

n t

he

com

mu

nit

y a

nd

cre

ate

op

po

rtu

nit

ies

to b

uil

d t

his

in

to p

rog

ram

del

iver

y.H

elp

tea

cher

s/tr

ain

ers

to

adap

t p

rog

ram

s to

in

clu

de

Ab

ori

gin

al p

ersp

ecti

ves

an

d m

ater

ials

co

ntr

ibu

ted

b

y t

he

Ab

ori

gin

al

com

mu

nit

y.C

reat

e a

‘lear

nin

g c

ircl

e’ o

r si

mil

ar f

or

the

pro

du

ctio

n

of

sto

ryb

oo

ks

and

/or

oth

er

mat

eria

ls.

Sh

ow

case

su

cces

sfu

l p

rod

uct

s to

th

e n

on

-A

bo

rig

inal

co

mm

un

ity.

Mo

du

le 2

.3 S

har

ed v

alu

esM

od

ule

2.9

Wo

rkin

g t

og

eth

erM

od

ule

4.3

Cu

ltu

ral

con

cep

tual

isat

ion

s in

Ab

ori

gin

al

En

glis

hM

od

ule

4.7

Usi

ng

ora

l tex

tsM

od

ule

5.1

Tex

t st

ruct

ure

in S

tan

dar

d

Au

stra

lian

En

glis

hM

od

ule

5.2

Tex

t st

ruct

ure

in

Ab

ori

gin

al E

ng

lish

M

od

ule

7.1

Ho

w t

o a

sses

s th

e in

clu

sivi

ty o

f te

xts

Mo

du

le 7

.4 M

ater

ials

form

Ab

ori

gin

al

lan

gu

age

sou

rces

Mo

du

le 7

.5 H

ow

to

wo

rk w

ith

tex

ts

that

may

no

t b

e in

clu

sive

Mo

du

le 9

.1 W

ays

of

com

mu

nic

atin

gM

od

ule

9.2

Fin

din

g o

ut

Info

rmat

ion

Mo

du

le 9

.5 N

on

-ver

bal

co

mm

un

icat

ion

Mo

du

le 9

.6 T

ime,

sp

ace

and

q

uan

tifi

cati

on

Focu

s A

rea

11 H

eari

n’ t

he

voic

es

and

ass

oci

ated

Ab

ori

gin

al E

ng

lish

st

ory

bo

oks

Mo

du

le 1

2.1

Diff

eren

ce v

ersu

s d

efici

t m

od

els

Mo

du

le 1

2.2

Pla

nn

ing

an

EA

L/E

AD

p

rog

ram

Mo

du

le 1

2.5

Sel

ecti

ng

tex

tsM

od

ule

12

.6 S

elec

tin

g c

on

ten

tSa

mp

le w

ork

sho

p: U

nd

erst

and

ing

d

iale

ctal

diff

eren

ces


Facilitators Guide

72


stA

gE

3 c

hEc

kli

st –

ho

W e

nG

aG

ed i

s T

he

co

mm

un

iTy

?A

spec

tW

her

e th

e co

mm

un

ity

is

at

Ho

w d

o I

kn

ow

th

is?

W

hat

can

Tw

o-W

ay

Tea

ms

do

?R

eso

urc

es

Co

mm

un

ity

3

(d)

Co

mm

un

icat

ion

Pro

cess

es t

o b

uil

d

rela

tio

nsh

ips

hav

e b

een

d

evel

op

ed.

Th

e re

lati

on

ship

s th

at

hav

e b

een

dev

elo

ped

h

ave

gen

erat

ed m

utu

al

tru

st a

nd

are

th

eref

ore

su

stai

nab

le.

Th

e A

bo

rig

inal

co

mm

un

ity

co

mm

un

icat

es w

ith

th

e ed

uca

tio

n/t

rain

ing

sit

e th

rou

gh

a n

um

ber

of

esta

bli

shed

ch

ann

els.

Key

info

rmat

ion

is

effec

tive

ly r

each

ing

th

e A

bo

rig

inal

co

mm

un

ity.

If p

rob

lem

s ar

ise,

th

ese

are

solv

ed jo

intl

y w

ith

th

e co

mm

un

ity

bec

ause

re

lati

on

ship

s an

d c

han

nel

s o

f co

mm

un

icat

ion

are

wel

l es

tab

lish

ed.

Th

ere

are

few

er in

stan

ces

of

mem

ber

s o

f th

e co

mm

un

ity

exp

ress

ing

g

riev

ance

s.C

om

mu

nit

y m

emb

ers

atte

nd

bo

ard

an

d o

ther

m

eeti

ng

s an

d e

xhib

it

con

fid

ence

th

at s

ho

uld

th

ey r

aise

Ab

ori

gin

al

per

spec

tive

s o

r co

mm

un

ity

is

sues

, th

is w

ill b

e m

et w

ith

an

ap

pro

pri

ate

resp

on

se

even

if n

o im

med

iate

re

solu

tio

n c

an b

e fo

un

d.

Co

mm

un

ity

mem

ber

s co

ntr

ibu

te t

o t

he

edu

cati

on

/tra

inin

g s

ite

new

slet

ter

wit

h t

hei

r vi

ews

and

new

s.

Est

abli

sh a

nd

m

ain

tain

ch

ann

els

of

com

mu

nic

atio

n.

Mo

nit

or

the

succ

ess

of

stra

teg

ies

to p

rov

ide

info

rmat

ion

to

th

e co

mm

un

ity.

Pro

vid

e su

pp

ort

to

st

aff a

nd

Ab

ori

gin

al

com

mu

nit

y m

emb

ers

to d

evel

op

th

e co

mm

un

icat

ion

sk

ills

n

eces

sary

to

co

nti

nu

e so

lvin

g p

rob

lem

s jo

intl

y.W

ork

wit

h p

eop

le w

ho

o

rgan

ise

and

ru

n f

orm

al

mee

tin

gs

to e

nsu

re t

hat

m

eeti

ng

pro

cess

es a

nd

co

mm

un

icat

ion

pro

toco

ls

are

incl

usi

ve

of

Ab

ori

gin

al

mem

ber

s.

Mo

du

le 2

.3 S

har

ed

val

ue

sM

od

ule

2.8

Ed

uc

atio

n o

r tr

ain

ing

se

ttin

g -

En

ge

nd

eri

ng

tru

stM

od

ule

2.9

Wo

rkin

g t

og

eth

er

Mo

du

le 2

.10

Th

e S

pir

alM

od

ule

4.5

Me

tap

ho

rs a

nd

c

on

ce

ptu

alis

atio

ns

Mo

du

le 9

.3 M

isin

terp

reta

tio

ns

bas

ed

o

n d

iffe

ren

t c

ult

ura

l an

d li

ng

uis

tic

fu

nc

tio

ns

Mo

du

le 9

.4 O

bse

rvin

g p

roto

co

ls‘P

artn

ers

in a

Lea

rnin

g C

ult

ure

’ in

W

ork

ing

wit

h D

ive

rsit

y: Q

ual

ity

T

rain

ing

fo

r In

dig

en

ou

s A

ust

rali

ans.

h

ttp

://w

ww

.wes

ton

e.w

a.g

ov.

au/

wo

rkin

gw

ith

div

ersi

ty/i

nd

ex.h

tml



73


Facilitators Guide


stA

gE

4 c

hEc

kli

st –

ho

W e

nG

aG

ed i

s T

he

co

mm

un

iTy

?A

spec

tW

her

e th

e co

mm

un

ity

is

at

Ho

w d

o I

kn

ow

th

is?

W

hat

can

Tw

o-W

ay

Tea

ms

do

?R

eso

urc

es

Co

mm

un

ity

4

(a)

Co

mm

un

ity

’s

inv

olv

emen

t in

th

e ed

uca

tio

n

and

tra

inin

g

site

Th

ere

are

wel

l-es

tab

lish

ed

pro

cess

es f

or

Ab

ori

gin

al

peo

ple

to

be

eng

aged

fu

lly

in a

ll re

lev

ant

acti

vit

ies

at t

he

edu

cati

on

/tra

inin

g

site

.

All

com

mu

nit

y m

emb

ers

exh

ibit

ow

ner

ship

of

the

edu

cati

on

/tra

inin

g s

ite.

Co

mm

un

ity

mem

ber

s co

ntr

ibu

te t

o d

ecis

ion

s ab

ou

t te

ach

ing

/tra

inin

g

pro

gra

ms.

Ab

ori

gin

al m

emb

ersh

ip o

f co

mm

itte

es i

s in

crea

sin

g.

Ab

ori

gin

al c

on

trib

uti

on

s to

co

mm

itte

e w

ork

are

p

roac

tiv

e.

An

tici

pat

e p

oss

ible

p

rob

lem

s an

d a

dd

ress

th

em e

arly

.P

rov

ide

reg

ula

r fe

edb

ack

to

man

agem

ent

on

p

rog

ress

th

at h

as b

een

m

ade.

Lo

ok

fo

r o

pp

ort

un

itie

s fo

r g

oo

d-n

ews

sto

ries

.S

eek

way

s o

f m

akin

g

furt

her

im

pro

vem

ents

.M

ake

sure

th

at a

ny

new

fa

mil

ies

com

ing

in

to t

he

dis

tric

t ar

e co

nta

cted

.

Mo

du

le 2

.2 C

ult

ura

l re

spo

nsi

bil

itie

sM

od

ule

2.7

Ag

en

cie

s th

at m

ay b

e

imp

acti

ng

on

Ab

ori

gin

al le

arn

ers

Mo

du

le 6

.1 I

nc

lusi

on

, exc

lusi

on

an

d

min

ori

ty le

arn

ers

Mo

du

le 6

.2 E

xclu

sio

n in

ed

uc

atio

nal

d

isc

ou

rse

Mo

du

le 9

.3 M

isin

terp

reta

tio

ns

bas

ed

o

n d

iffe

ren

t c

ult

ura

l an

d li

ng

uis

tic

fu

nc

tio

ns

Mo

du

le 9

.4 O

bse

rvin

g p

roto

co

lsM

od

ule

9.6

Tim

e, s

pac

e a

nd

q

uan

tifi

cat

ion

Mo

du

le12

.5 S

ele

cti

ng

te

xts

Mo

du

le 1

2.6

Se

lec

tin

g c

on

ten

tS

amp

le w

ork

sho

p: U

nd

ers

tan

din

g

dia

lec

tal d

iffe

ren

ce

s S

amp

le w

ork

sho

p: I

nc

lusi

vit

y


Facilitators Guide

74


stA

gE

4 c

hEc

kli

st –

ho

W e

nG

aG

ed i

s T

he

co

mm

un

iTy

?A

spec

tW

her

e th

e co

mm

un

ity

is

at

Ho

w d

o I

kn

ow

th

is?

W

hat

can

Tw

o-W

ay

Tea

ms

do

?R

eso

urc

es

Co

mm

un

ity

4

(b

)

Co

mm

un

ity

u

nd

erst

and

ing

o

f A

bo

rig

inal

E

ng

lish

an

d

Tw

o-W

ay

bid

iale

ctal

ed

uca

tio

n

Co

mm

un

ity

mem

ber

s en

cou

rag

e o

ther

s to

ap

pre

ciat

e th

e b

enefi

ts

that

un

der

stan

din

g

dia

lect

al d

iffer

ence

can

b

rin

g.

Co

mm

un

ity

mem

ber

s su

pp

ort

po

lici

es a

nd

p

ract

ices

co

nce

rnin

g

Ab

ori

gin

al E

ng

lish

an

d

Tw

o-W

ay

bid

iale

ctal

ed

uca

tio

n/

trai

nin

g.

Ab

ori

gin

al t

each

ers/

trai

ner

s re

po

rt a

gre

ater

v

alu

ing

of

Ab

ori

gin

al

En

gli

sh a

nd

its

ro

le

in A

bo

rig

inal

cu

ltu

re

and

so

ciet

y w

ith

in t

he

com

mu

nit

y.C

om

mu

nit

y m

emb

ers

off

er t

hei

r o

wn

res

ou

rces

(e

xper

ien

ces,

sto

ries

, et

c) t

o s

up

po

rt T

wo

-Way

b

idia

lect

al

teac

hin

g, e

g c

om

mu

nit

y

mem

ber

s re

gu

larl

y m

ake

gu

est

app

eara

nce

s in

cl

asse

s to

tal

k t

o le

arn

ers

bo

th f

orm

ally

an

d

info

rmal

ly.

Pro

vid

e o

ng

oin

g

info

rmat

ion

to

Tw

o-

Way

Tea

ms

to k

eep

co

mm

un

ity

mem

ber

s u

p

to d

ate

on

iss

ues

rel

atin

g

to A

bo

rig

inal

En

gli

sh

and

Tw

o-W

ay b

idia

lect

al

edu

cati

on

.M

ake

sure

th

at t

he

incl

usi

on

of

the

Ab

ori

gin

al

com

mu

nit

y i

s en

cou

rag

ed

and

rec

og

nis

ed b

eyo

nd

th

e ed

uca

tio

n/t

rain

ing

si

te.

Ro

le-p

lay

sce

nar

ios

or

sho

w fi

lms

to t

he

com

mu

nit

y i

n w

hic

h

Ab

ori

gin

al E

ng

lish

an

d

Sta

nd

ard

Au

stra

lian

E

ng

lish

are

use

d

app

rop

riat

ely.

Mo

du

le 2

.8 E

du

cat

ion

or

trai

nin

g

sett

ing

s: E

ng

en

de

rin

g t

rust

Mo

du

le 2

.9 W

ork

ing

to

ge

the

rM

od

ule

4.4

Sc

he

mas

in A

bo

rig

inal

E

ng

lish

an

d S

tan

dar

d A

ust

rali

an

En

gli

shM

od

ule

5.5

Un

de

rsta

nd

ing

an

d

val

uin

g d

iale

cta

l diff

ere

nc

es

in t

ext

Mo

du

le 6

.2 E

xclu

sio

n in

ed

uc

atio

nal

d

isc

ou

rse

Mo

du

le 7

.1 H

ow

to

ass

ess

th

e

inc

lusi

vit

y o

f te

xts

Mo

du

le 7

.3 H

ow

to

dev

elo

p in

clu

siv

e

text

sM

od

ule

8.6

Wri

tin

g in

a d

iale

ct

Mo

du

le 8

.5 O

ral v

ers

us

wri

tte

n

lan

gu

age

Sam

ple

wo

rksh

op

: In

clu

siv

ity

Th

e fo

llow

ing

AB

C r

eso

urc

es8:

De

adly

Way

s to

Le

arn

Pro

jec

t (t

wo

b

oo

ks

and

DV

D)

Way

s o

f B

ein

g, W

ays

of

Tal

k (b

oo

k

and

DV

D)

Ead

es, D

. (19

95

). A

bo

rig

inal

En

gli

sh.

Sy

dn

ey: N

ew S

ou

th W

ales

Bo

ard

of

Stu

die

s

8

Tw

o-W

ay T

eam

s ca

n o

bta

in A

BC

of

Tw

o-W

ay L

ite

rac

y a

nd

Le

arn

ing

Pro

jec

t re

sou

rces

fro

m t

he

Dep

artm

ent

of

Ed

uca

tio

n, W

este

rn A

ust

rali

a.

75


Facilitators Guide


stA

gE

4 c

hEc

kli

st –

ho

W e

nG

aG

ed i

s T

he

co

mm

un

iTy

?A

spec

tW

her

e th

e co

mm

un

ity

is

at

Ho

w d

o I

kn

ow

th

is?

W

hat

can

Tw

o-W

ay

Tea

ms

do

?R

eso

urc

es

Co

mm

un

ity

4

(c)

Pro

gra

m d

esig

n

and

del

iver

y

Th

ere

is a

wel

l-es

tab

lish

ed

pro

cess

by

wh

ich

th

e A

bo

rig

inal

co

mm

un

ity

p

arti

cip

ates

fu

lly i

n t

he

des

ign

, del

iver

y a

nd

as

sess

men

t o

f p

rog

ram

s fo

r A

bo

rig

inal

lear

ner

s.T

he

no

n-A

bo

rig

inal

co

mm

un

ity

ap

pre

ciat

es

and

val

ues

th

e in

clu

sio

n

of

Ab

ori

gin

al p

ersp

ecti

ves

in

th

e d

esig

n a

nd

del

iver

y

of

pro

gra

ms

for

all.

Th

e p

rog

ram

is

ach

iev

ing

im

pro

vin

g s

ucc

ess

rate

s fo

r A

bo

rig

inal

lear

ner

s.T

he

pro

gra

m s

ucc

essf

ully

m

eets

co

mm

un

ity

nee

ds.

Ab

ori

gin

al le

arn

ers

acce

ss

furt

her

ed

uca

tio

n a

nd

tr

ain

ing

.E

mp

loy

men

t ra

tes

for

Ab

ori

gin

al p

eop

le a

re

imp

rov

ing

.E

mp

loy

ers

app

reci

ate

the

nee

d t

o p

rov

ide

on

go

ing

su

pp

ort

fo

r ad

dit

ion

al d

iale

ct s

pea

kers

o

f S

tan

dar

d A

ust

rali

an

En

gli

sh.

Co

mm

un

ity

asp

irat

ion

s fo

r cu

ltu

ral m

ain

ten

ance

ar

e su

pp

ort

ed.

Pro

vid

e in

du

ctio

ns

for

new

sta

ff t

o e

nsu

re t

hat

th

e g

ain

s in

im

pro

ved

d

esig

n a

nd

del

iver

y o

f p

rog

ram

s ar

e m

ain

tain

ed.

Mak

e co

nta

ct w

ith

fam

ily

o

f n

ew le

arn

ers

(wh

ere

app

rop

riat

e) i

n o

rder

to

m

ake

sure

th

ey k

no

w

abo

ut

the

op

po

rtu

nit

ies

to

hav

e in

pu

t in

to p

rog

ram

d

esig

n a

nd

del

iver

y

pro

cess

es.

Mo

nit

or

pro

gra

m

ou

tco

mes

an

d i

den

tify

o

pp

ort

un

itie

s fo

r p

rom

oti

ng

th

e v

alu

e o

f T

wo

-Way

pro

gra

ms

to t

he

edu

cati

on

/tra

inin

g s

ite

com

mu

nit

y a

nd

ou

tsid

e ag

enci

es.

Net

wo

rk w

ith

a r

ang

e o

f g

rou

ps,

in

clu

din

g

emp

loy

men

t ag

enci

es

and

em

plo

yer

s, t

o f

ost

er

con

tin

ued

su

pp

ort

fo

r b

idia

lect

al le

arn

ers.

Mo

du

le 5

.5 U

nd

ers

tan

din

g a

nd

v

alu

ing

dia

lec

tal d

iffe

ren

ce

s in

te

xtM

od

ule

7.3

Ho

w t

o d

eve

lop

inc

lusi

ve

te

xts

Mo

du

le 8

.5 O

ral v

ers

us

wri

tte

n

lan

gu

age

Mo

du

le 8

.6 W

riti

ng

in a

dia

lec

tM

od

ule

12

.5 S

ele

cti

ng

te

xts

Mo

du

le 1

2.6

Se

lec

tin

g c

on

ten

tM

od

ule

12

.7 T

eac

hin

g s

trat

eg

ies

and

le

arn

ing

exp

eri

en

ce

sM

od

ule

12

.8 O

ral l

ang

uag

e a

nd

li

tera

cy

dev

elo

pm

en

tM

od

ule

12

.9 M

ult

ilev

el g

rou

ps

of

lear

ne

rsM

od

ule

12

.10

Mak

ing

jud

ge

me

nts

ab

ou

t le

arn

er

pro

gre

ssS

amp

le w

ork

sho

p: U

nd

ers

tan

din

g

dia

lec

tal d

iffe

ren

ce

s S

amp

le w

ork

sho

p: I

nc

lusi

vit

y


Facilitators Guide

76


stA

gE

4 c

hEc

kli

st –

ho

W e

nG

aG

ed i

s T

he

co

mm

un

iTy

?A

spec

tW

her

e th

e co

mm

un

ity

is

at

Ho

w d

o I

kn

ow

th

is?

W

hat

can

Tw

o-W

ay

Tea

ms

do

?R

eso

urc

es

Co

mm

un

ity

4

(d)

Co

mm

un

icat

ion

Th

ere

are

wel

l-es

tab

lish

ed

pro

cess

es t

o c

on

du

ct a

nd

ex

pan

d a

Tw

o-W

ay fl

ow

of

info

rmat

ion

an

d a

dv

ice.

Th

ere

is a

rea

dy

su

pp

ly

of

vo

lun

teer

s fr

om

th

e co

mm

un

ity

an

d f

rom

th

e st

aff t

o u

nd

erta

ke r

ole

s in

b

oth

fo

rmal

an

d i

nfo

rmal

co

mm

itte

es a

nd

act

ivit

ies.

Sta

ff a

nd

co

mm

un

ity

to

get

her

are

rea

dy

to

ta

ke o

n m

ore

co

mp

lex

pro

ble

ms

or

init

iate

in

no

vat

ion

. C

om

mu

nic

atio

n p

roce

sses

co

ntr

ibu

te t

o i

mp

rov

ed

ou

tco

mes

in

man

y a

spec

ts

of

the

core

bu

sin

ess

of

edu

cati

on

/tra

inin

g s

ites

.

Cel

ebra

te t

he

join

t ac

hie

vem

ents

of

the

Ab

ori

gin

al c

om

mu

nit

y

and

th

e ed

uca

tio

n/

trai

nin

g s

ite.

Mai

nta

in t

he

pro

fess

ion

al

dev

elo

pm

ent

that

u

nd

erp

ins

succ

essf

ul

com

mu

nic

atio

n s

trat

egie

s.R

aise

aw

aren

ess

abo

ut

the

lin

k b

etw

een

su

cces

sfu

l co

mm

un

icat

ion

str

ateg

ies

and

im

pro

ved

ou

tco

mes

.

Mo

du

le 5

.2 T

ext

str

uc

ture

in

Ab

ori

gin

al E

ng

lish

Mo

du

le 5

.5 U

nd

ers

tan

din

g a

nd

v

alu

ing

dia

lec

tal d

iffe

ren

ce

s in

te

xtM

od

ule

6.2

Exc

lusi

on

in e

du

cat

ion

al

dis

co

urs

eM

od

ule

6.3

Exc

lusi

on

th

rou

gh

lac

k o

f aw

are

ne

ssM

od

ule

6.6

Id

en

tify

ing

exc

lusi

on

Mo

du

le 7

.4 M

ate

rial

s fr

om

Ab

ori

gin

al

lan

gu

age

so

urc

es

77


Facilitators Guide

incLusive poLicy and pracTice

progrEssion chArt – hoW incLusive are The poLicy and pracTice?aspect stage 1 stage 2 stage 3 stage 4

Policy and Practice (a)

Provision of professional development on language variation and Two-Way bidialectal education

The education/training site is unaware of the significant benefits that come with staff training on language variation and Two-Way bidialectal education for improving Aboriginal standards in education/training.Training for staff in bidialectal education is not offered.

The education/training site is providing staff with information about training in language variation and Two-Way bidialectal education and encouraging them to participate.

Staff attend training on language variation and Two-Way bidialectal education and education/training site promotes this training as essential for all staff.

Programs raising awareness of language variation and Two-Way bidialectal education are implemented within the education/training site and offered to new staff on an ongoing basis.It is normal practice for all staff to have attended training on language variation and Two-Way bidialectal education and all new staff participate in induction programs.

Policy and Practice (b)

Provision of dedicated time and access to Two-Way/inclusive materials and networks

There are no materials on language variation and Two-Way bidialectal education at the education/training site.There is limited reference material, information or guidance regarding the treatment of Aboriginal English, language variation and its impact on teaching and learning.

There is awareness of the existence of materials relating to language variation and Two-Way bidialectal education but they are not being used.Staff are not made aware of any networking or references on Two-Way bidialectal education.

All staff are encouraged to participate in workshops on language variation and Two-Way bidialectal education.Staff meet regularly to evaluate and discuss how current organisational policies and practices affect Aboriginal learners and whether they support the implementation of Two-Way bidialectal education.Induction sessions for new staff are organised.

New staff are mentored in using materials on language variation and Two-Way bidialectal education.All staff are given the time to network and plan for Two-Way bidialectal education, including relevant monitoring and assessment of learners’ progress.A policy on the induction of all new staff to understand the effects of language variation on learning and to adopt Two-Way approaches is implemented fully and is highly valued by staff.

Policy and Practice (c)

Relevant and appropriate data collection

There is no understanding of the relevance of the cultural and linguistic composition of the learner cohort.The organisation values the cognitive skills of learners only when these are expressed in Standard Australian English.

Information on learners’ cultural and linguistic backgrounds may be collected but such data are not interpreted appropriately or used to analyse service delivery.

Staff are able to cross-reference linguistic and cultural information with performance data and adjust programs accordingly.

Data collection includes the use of monitoring, assessment and reporting tools that take account of additional language or additional dialect acquisition processes.There is a continuous improvement cycle that links data collection and analysis to the improved performance of learners.

Policy and Practice (d)

Monitoring, assessment and reporting practices

Aboriginal learners are seen as ‘at risk’ and as having deficient or no language skills. Dialect features are assessed using mainstream tools only and consequently misdiagnosed as deficient.Reporting practices fail to take account of the cultural and linguistic backgrounds of the learners or their families.

The education/training site is investigating the use of monitoring, assessment and reporting tools that take account of learners' capacity in their home language and enable them to demonstrate their knowledge and understanding.

Appropriate monitoring, assessment and reporting tools are used by staff because they enable demonstration of the incremental achievement through developmental stages in additional language or additional dialect acquisition. Assessment practices are inclusive of language and dialect variation.

Monitoring, assessment and reporting practices are fully inclusive of additional language and additional dialect learning.Reporting procedures give due regard to the audience for which the reports are intended and provide adequate information relating to progress made by bidialectal learners.

Policy and Practice (e)

Curriculum development and delivery

There is no development or implementation of curriculum to accommodate dialect difference or Two-Way bidialectal education.There is no awareness of the benefits associated with working in Two-Way Teams.

The need for specific policy in accommodating dialect difference and Two-Way bidialectal education is understood by some teachers/trainers but this view is not shared across the entire education/training site.

Teaching/training sites actively promote programs that systematically incorporate the principles and practices of Two-Way bidialectal education.Key staff are appointed and/or consultants are engaged to assist with implementing Two-Way curriculum improvement.

Two-Way Teams are established to facilitate Two-Way teaching and training practices and develop or implement more appropriate curriculum.

Policy and Practice (f)

Policy on Aboriginal English

There is no policy about the acceptance and use of alternative dialects, eg Aboriginal English. Current policies and practices do not take account of culturally and linguistically diverse learners.

Staff recognise that dialectal variation has an impact on education/training performance and are exploring development of appropriate policy and practices.

The education/training site has developed a policy on language variation and Two-Way bidialectal education.

Policy on Aboriginal English and Two-Way bidialectal education is implemented systematically to develop and maintain linguistically and culturally inclusive education/training.

inc

Lusi

ve

po

Lic

y a

nd

pr

ac

Tic

e –

pr

oG

re

ssio

n c

ha

rT


Facilitators Guide

78

79


Facilitators Guide

stA

gE

1 c

hEc

kli

st –

ho

W i

nc

Lusi

ve

ar

e T

he

po

Lic

y a

nd

pr

ac

Tic

e?A

spec

tW

her

e th

e p

oli

cy a

nd

p

ract

ice

is a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Po

licy

an

d

Pra

ctic

e 1

(a)

Pro

vis

ion

of

pro

fess

ion

al

dev

elo

pm

ent

on

lan

gu

age

var

iati

on

an

d

Tw

o-W

ay

bid

iale

ctal

ed

uca

tio

n

Th

e ed

uca

tio

n/t

rain

ing

si

te i

s u

naw

are

of

the

sig

nifi

can

t b

enefi

ts t

hat

co

me

wit

h s

taff

tra

inin

g

on

lan

gu

age

var

iati

on

an

d T

wo

-Way

bid

iale

ctal

ed

uca

tio

n f

or

imp

rov

ing

A

bo

rig

inal

sta

nd

ard

s in

ed

uca

tio

n/t

rain

ing

.T

rain

ing

fo

r st

aff i

n

bid

iale

ctal

ed

uca

tio

n i

s n

ot

off

ered

.

No

tea

cher

s/tr

ain

ers

hav

e u

nd

erta

ken

wo

rksh

op

(s)

add

ress

ing

Tw

o-W

ay

bid

iale

ctal

ed

uca

tio

n.

Th

ere

is a

gen

eral

lack

of

awar

enes

s o

f la

ng

uag

e v

aria

tio

n a

nd

dia

lect

d

iffer

ence

th

rou

gh

ou

t th

e ed

uca

tio

n/t

rain

ing

sit

e.

Gen

erat

e in

tere

st a

mo

ng

th

e st

aff f

or

Tw

o-W

ay

bid

iale

ctal

ed

uca

tio

n

wo

rksh

op

(s) a

nd

th

en a

sk

the

edu

cati

on

/tra

inin

g s

ite

to p

rov

ide

the

trai

nin

g.

Mo

du

le 1

.1 W

hat

is A

bo

rig

inal

E

ng

lish

?M

od

ule

1.6

Tw

o-W

ay b

idia

lec

tal

ed

uc

atio

nM

od

ule

1.7

Tw

o-W

ay p

artn

ers

hip

sM

od

ule

1.8

Rai

sin

g c

om

mu

nit

y

awar

en

ess

Mo

du

le 6

.1 I

nc

lusi

on

, exc

lusi

on

an

d

min

ori

ty le

arn

ers

Mo

du

le 1

2.1

Diff

ere

nc

e v

ers

us

de

fic

it

mo

de

lsS

amp

le w

ork

sho

p: T

wo

-Way

b

idia

lec

tal e

du

cat

ion

Po

licy

an

d

Pra

ctic

e 1

(b)

Pro

vis

ion

of

ded

icat

ed t

ime

and

acc

ess

to T

wo

-Way

/in

clu

siv

e m

ater

ials

an

d

net

wo

rks

Th

ere

are

no

mat

eria

ls

on

lan

gu

age

var

iati

on

an

d T

wo

-Way

bid

iale

ctal

ed

uca

tio

n a

t th

e ed

uca

tio

n/t

rain

ing

sit

e.T

her

e is

lim

ited

ref

eren

ce

mat

eria

l, in

form

atio

n o

r g

uid

ance

reg

ard

ing

th

e tr

eatm

ent

of

Ab

ori

gin

al

En

gli

sh, l

ang

uag

e v

aria

tio

n a

nd

its

im

pac

t o

n

teac

hin

g a

nd

lear

nin

g.

Th

ere

are

no

mat

eria

ls

avai

lab

le a

t th

e ed

uca

tio

n/

trai

nin

g s

ite

on

Tw

o-W

ay

bid

iale

ctal

ed

uca

tio

n.

Th

ere

is a

gen

eral

lack

o

f k

no

wle

dg

e th

at s

uch

m

ater

ials

exi

st.

Intr

od

uce

co

pie

s o

f te

xts

and

film

s o

n T

wo

-Way

b

idia

lect

al e

du

cati

on

to

th

e ed

uca

tio

n/t

rain

ing

si

te.

Ord

er t

hem

fo

r al

l sta

ff

and

co

nfi

rm t

hat

th

e ed

uca

tio

n/t

rain

ing

sit

e ca

n o

rder

mo

re.

En

sure

lib

rary

or

staff

ro

om

has

a f

ull

set

of

Tw

o-

Way

mat

eria

ls.

Th

e fo

llow

ing

AB

C r

eso

urc

es9:

De

adly

Way

s to

Le

arn

Pro

jec

t

(tw

o b

oo

ks

and

DV

D)

So

lid

En

gli

shT

wo

-Way

En

gli

shW

ays

of

Be

ing

, Way

s o

f T

alk

(bo

ok

an

d D

VD

)

inclusivE policy And prActicE – stAgE 1 chEcklist

9

Tw

o-W

ay T

eam

s ca

n o

bta

in A

BC

of

Tw

o-W

ay L

ite

rac

y a

nd

Le

arn

ing

Pro

jec

t re

sou

rces

fro

m t

he

Dep

artm

ent

of

Ed

uca

tio

n, W

este

rn A

ust

rali

a.


Facilitators Guide

80

stA

gE

1 c

hEc

kli

st –

ho

W i

nc

Lusi

ve

ar

e T

he

po

Lic

y a

nd

pr

ac

Tic

e?A

spec

tW

her

e th

e p

oli

cy a

nd

p

ract

ice

is a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Po

licy

an

d

Pra

ctic

e 1

(c)

Rel

evan

t an

d

app

rop

riat

e d

ata

coll

ecti

on

Th

ere

is n

o u

nd

erst

and

ing

o

f th

e re

lev

ance

of

the

cult

ura

l an

d li

ng

uis

tic

com

po

siti

on

of

the

lear

ner

co

ho

rt.

Th

e o

rgan

isat

ion

val

ues

th

e co

gn

itiv

e sk

ills

of

lear

ner

s o

nly

wh

en t

hes

e ar

e ex

pre

ssed

in

Sta

nd

ard

A

ust

rali

an E

ng

lish

.

Th

ere

is n

o r

eco

rd o

f th

e le

arn

ers’

cu

ltu

ral o

r li

ng

uis

tic

bac

kgro

un

d i

n

edu

cati

on

/tra

inin

g s

ite

file

s.T

her

e is

no

rec

ord

of

the

lin

gu

isti

c an

d c

ult

ura

l co

nte

xt o

f th

e le

arn

ers’

fa

mil

ies

or

com

mu

nit

ies.

Th

e la

ng

uag

e o

f le

arn

ers

is n

ot

anal

yse

d i

n t

erm

s o

f la

ng

uag

e v

aria

tio

n.

Co

nd

uct

an

in

itia

l su

rvey

of

on

e cl

ass

to

dem

on

stra

te t

he

rele

van

ce

of

lin

gu

isti

c an

d c

ult

ura

l d

iver

sity

.

Mo

du

le 1

.1 W

hat

is A

bo

rig

inal

E

ng

lish

?M

od

ule

2.1

Fam

ily r

ela

tio

nsh

ips

Mo

du

le 2

.4 D

isc

rim

inat

ion

an

d

ste

reo

typ

ing

Mo

du

le 1

0.5

Le

arn

ing

issu

es

Mo

du

le 1

2.9

Mu

ltil

eve

l gro

up

s o

f le

arn

ers

Mo

du

le 1

2.1

0 M

akin

g ju

dg

em

en

ts

abo

ut

lear

ne

r p

rog

ress

Sam

ple

wo

rksh

op

: Tw

o-W

ay

bid

iale

cta

l ed

uc

atio

n

Po

licy

an

d

Pra

ctic

e 1

(d)

Mo

nit

ori

ng

, as

sess

men

t an

d r

epo

rtin

g

pra

ctic

es

Ab

ori

gin

al le

arn

ers

are

seen

as

‘at

risk

’ an

d a

s h

avin

g d

efici

ent

or

no

la

ng

uag

e sk

ills

. Dia

lect

fe

atu

res

are

asse

ssed

u

sin

g m

ain

stre

am t

oo

ls

on

ly a

nd

co

nse

qu

entl

y

mis

dia

gn

ose

d a

s d

efici

ent.

Rep

ort

ing

pra

ctic

es f

ail

to t

ake

acco

un

t o

f th

e cu

ltu

ral a

nd

lin

gu

isti

c b

ackg

rou

nd

s o

f th

e le

arn

ers

or

thei

r fa

mil

ies.

Th

ere

is n

o r

eco

gn

itio

n

of

the

lin

gu

isti

c sk

ills

th

at

Ab

ori

gin

al le

arn

ers

bri

ng

to

th

e ed

uca

tio

n/t

rain

ing

si

te.

Ab

ori

gin

al le

arn

ers

are

no

t p

erfo

rmin

g w

ell o

n

the

curr

ent

(mai

nst

ream

) as

sess

men

t to

ols

.A

bo

rig

inal

lear

ner

s ar

e as

sess

ed a

s if

th

ere

wer

e n

o n

eed

to

diff

eren

tiat

e th

em f

rom

lear

ner

s w

ho

se h

om

e la

ng

uag

e is

Sta

nd

ard

Au

stra

lian

E

ng

lish

.

Pre

ss f

or

the

dev

elo

pm

ent

of

Tw

o-W

ay b

idia

lect

al

asse

ssm

ent.

Sh

ow

ho

w e

xist

ing

as

sess

men

t to

ols

are

d

iale

ct-i

nse

nsi

tiv

e an

d

cou

nte

r-p

rod

uct

ive.

Mo

du

le 6

.1 I

ncl

usi

on

, exc

lusi

on

an

d

min

ori

ty le

arn

ers

Mo

du

le 1

2.8

Ora

l lan

gu

age

and

lit

erac

y d

evel

op

men

tM

od

ule

12

.9 M

ult

ilev

el g

rou

ps

of

lear

ner

sM

od

ule

12

.10

Mak

ing

jud

gem

ents

ab

ou

t le

arn

er p

rog

ress

WA

Cu

rric

ulu

m C

ou

nci

l. E

AL

/EA

D

Cu

rric

ulu

m (u

pd

ated

20

10).

htt

p:/

/ww

w.c

urr

icu

lum

.wa.

edu

.au

/in

tern

et/S

enio

r_S

eco

nd

ary

/Co

urs

es/

WA

CE

_Co

urs

es/E

ng

lish

_as_

an_

Ad

dit

ion

al_L

ang

uag

e_D

iale

ctS

amp

le w

ork

sho

p: U

nd

erst

and

ing

d

iale

ctal

diff

eren

ces

Sam

ple

wo

rksh

op

: In

clu

siv

ity






81


Facilitators Guide

stA

gE

1 c

hEc

kli

st –

ho

W i

nc

Lusi

ve

ar

e T

he

po

Lic

y a

nd

pr

ac

Tic

e?A

spec

tW

her

e th

e p

oli

cy a

nd

p

ract

ice

is a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Po

licy

an

d

Pra

ctic

e 1

(e)

Cu

rric

ulu

m

dev

elo

pm

ent

and

del

iver

y

Th

ere

is n

o d

evel

op

men

t o

r im

ple

men

tati

on

o

f cu

rric

ulu

m t

o

acco

mm

od

ate

dia

lect

d

iffer

ence

or

Tw

o-W

ay

bid

iale

ctal

ed

uca

tio

n.

Th

ere

is n

o a

war

enes

s o

f th

e b

enefi

ts a

sso

ciat

ed

wit

h w

ork

ing

in

Tw

o-W

ay

Tea

ms.

Cu

rric

ulu

m m

ater

ials

m

ake

no

ref

eren

ce t

o t

he

nee

ds

of

dia

lect

sp

eake

rs

and

do

no

t ac

com

mo

dat

e th

eir

par

ticu

lar

nee

ds.

Rai

se a

war

enes

s o

f T

wo

-W

ay b

idia

lect

al e

du

cati

on

an

d i

ts a

dv

anta

ges

fo

r d

iale

ct s

pea

kers

.

Sch

oo

l Cu

rric

ulu

m a

nd

Sta

nd

ard

s A

uth

ori

ty. E

AL

/EA

D C

urr

icu

lum

(u

pd

ated

20

10).

htt

p:/

/ww

w.c

urr

icu

lum

.wa.

edu

.au

/in

tern

et/S

enio

r_S

eco

nd

ary

/C

ou

rses

/WA

CE

_Co

urs

es/E

ng

lish

_as

_an

_Ad

dit

ion

al_L

ang

uag

e_D

iale

ct(A

co

urs

e th

at v

alu

es A

bo

rig

inal

E

ng

lish

as

lear

ner

s’ fi

rst

lan

gu

age

and

ou

tlin

es s

pec

ific

kn

ow

led

ge,

sk

ills

an

d u

nd

erst

and

ing

s o

f S

tan

dar

d A

ust

rali

an E

ng

lish

req

uir

ed

for

lear

ner

s in

th

eir

fin

al y

ears

of

sch

oo

lin

g.)

Ac

ade

mic

En

gli

sh M

aste

ry P

rog

ram

–

Sta

keh

old

er

Ag

ree

me

nts

(Lo

s A

ng

eles

Un

ified

Sch

oo

l Dis

tric

t,

20

10).

htt

p:/

/no

teb

oo

k.la

usd

.net

/pls

/ptl

/ u

rl/I

TE

M/F

8E

A2

C9

22

58

E9

04

4E

03

30

A0

81F

B5

90

44

Co

urs

e in

Un

de

rpin

nin

g S

kills

fo

r In

du

stry

Qu

alifi

cat

ion

s (U

SIQ

) an

d

Ce

rtifi

cat

e I

in E

ntr

y t

o G

en

era

l E

du

cat

ion

(E

GE

).h

ttp

://w

ww

.vet

info

net

.det

.wa.

edu

.au

/Ad

ult

Lit

erac

y/O

ver

Vie

w.

asp

x?m

enu

=1&

men

uIt

em=

6













Facilitators Guide

82

stA

gE

1 c

hEc

kli

st –

ho

W i

nc

Lusi

ve

ar

e T

he

po

Lic

y a

nd

pr

ac

Tic

e?A

spec

tW

her

e th

e p

oli

cy a

nd

p

ract

ice

is a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Po

licy

an

d

Pra

ctic

e 1

(f)

Po

licy

on

A

bo

rig

inal

E

ng

lish

Th

ere

is n

o p

oli

cy o

n t

he

acce

pta

nce

an

d u

se o

f al

tern

ativ

e d

iale

cts,

eg

A

bo

rig

inal

En

gli

sh.

Cu

rren

t p

oli

cies

an

d

pra

ctic

es d

o n

ot

take

ac

cou

nt

of

cult

ura

lly

and

lin

gu

isti

cally

div

erse

le

arn

ers.

Po

licy

do

cum

ents

mak

e n

o r

efer

ence

to

Ab

ori

gin

al

En

gli

sh o

r to

dia

lect

d

iffer

ence

.

Wo

rk w

ith

like

-min

ded

te

ach

ers/

trai

ner

s to

dra

ft

a p

oli

cy o

n A

bo

rig

inal

E

ng

lish

fo

r co

nsi

der

atio

n

by

th

e re

lev

ant

auth

ori

ties

.

Ack

no

wle

dg

men

t o

f v

alu

e o

f A

bo

rig

inal

En

gli

sh: i

n N

atio

nal

S

tate

me

nt

for

Lan

gu

age

s E

du

cat

ion

in

Au

stra

lian

Sc

ho

ols

(Min

iste

rial

C

ou

nci

l on

Ed

uca

tio

n, E

mp

loy

men

t,

Tra

inin

g a

nd

Yo

uth

Aff

airs

, 20

05

), 3

.h

ttp

://w

ww

.cu

rric

ulu

m.

edu

.au

/ver

ve/

_res

ou

rces

/la

ng

uag

eed

uca

tio

n_fi

le.p

df

Dep

artm

ent

of

Ed

uca

tio

n E

ffe

cti

ve

T

eac

hin

g P

oli

cy

(20

08

, 2):

‘Eff

ecti

ve

teac

her

s …

un

der

stan

d t

hat

lear

ner

s le

arn

bes

t w

hen

th

ey a

re p

rese

nte

d

wit

h n

ew m

ater

ial i

n a

way

th

at

enab

les

them

to

co

nn

ect

it t

o w

hat

th

ey a

lrea

dy

un

der

stan

d a

nd

kn

ow

h

ow

to

do

Eff

ecti

ve

teac

her

s al

so u

nd

erst

and

th

at le

arn

ers

lear

n b

est

if t

hei

r p

arti

cula

r cu

ltu

re, b

ackg

rou

nd

an

d

abil

itie

s ar

e ac

kn

ow

led

ged

by

th

e te

ach

er i

n t

he

way

th

ey t

each

.h

ttp

://w

ww

.det

.wa.

edu

.au

/po

lici

es/

det

cms/

cms-

serv

ice/

do

wn

load

/as

set/

?ass

et_i

d=

63

212

14P

oli

cy f

or

the

trai

nin

g s

ecto

r re

gar

din

g t

he

use

of

dia

lect

an

d

lan

gu

ages

oth

er t

han

En

gli

sh i

n

trai

nin

g a

nd

ass

essm

ent.

htt

p:/

/ww

w.a

qf.

edu

.au

/P

ort

als/

0/D

ocu

men

ts/

Han

db

oo

k/A

ust

Qu

als%

20

Frm

wrk

Firs

tEd

itio

nJu

ly2

011

_FIN

AL

.p

df


http://www.curriculum.edu.au/verve/_resources/languageeducation_file.pdf



http://www.det.wa.edu.au/policies/detcms/cms-service/download/asset/?asset_id=6321214



http://www.aqf.edu.au/Portals/0/Documents/Handbook/AustQuals FrmwrkFirstEditionJuly2011_FINAL.pdf





83


Facilitators Guide

stA

gE

2 c

hEc

kli

st –

ho

W i

nc

Lusi

ve

ar

e T

he

po

Lic

y a

nd

pr

ac

Tic

e?A

spec

tW

her

e th

e p

oli

cy a

nd

p

ract

ice

is a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Po

licy

an

d

Pra

ctic

e 2

(a)

Pro

vis

ion

of

pro

fess

ion

al

dev

elo

pm

ent

on

lan

gu

age

var

iati

on

an

d

Tw

o-W

ay

bid

iale

ctal

ed

uca

tio

n

Th

e ed

uca

tio

n/t

rain

ing

si

te i

s p

rov

idin

g s

taff

w

ith

in

form

atio

n a

bo

ut

trai

nin

g i

n la

ng

uag

e v

aria

tio

n a

nd

Tw

o-W

ay

bid

iale

ctal

ed

uca

tio

n a

nd

en

cou

rag

ing

th

em t

o

par

tici

pat

e.

Sta

ff a

re a

war

e o

f A

bo

rig

inal

En

gli

sh

and

so

me

of

its

imp

lica

tio

ns,

alt

ho

ug

h

no

t al

l are

co

nv

ince

d

of

the

rele

van

ce o

f th

is

un

der

stan

din

g.

Ou

tlin

e th

e k

ind

of

wo

rksh

op

(s) t

hat

is

req

uir

ed t

o c

han

ge

atti

tud

es a

mo

ng

rel

uct

ant

staff

.

Mo

du

le 1

.1 W

hat

is A

bo

rig

inal

E

ng

lish

?M

od

ule

1.2

Lay

ers

of

lan

gu

age

Mo

du

le 1

.6 T

wo

-Way

bid

iale

cta

l e

du

cat

ion

Mo

du

le 4

.1 C

on

ce

ptu

alis

atio

ns

Mo

du

le 4

.2 L

ang

uag

e a

nd

cu

ltu

ral

co

nc

ep

tual

isat

ion

s M

od

ule

6.1

In

clu

sio

n, e

xclu

sio

n a

nd

m

ino

rity

lear

ne

rsM

od

ule

6.6

Id

en

tify

ing

exc

lusi

on

Sam

ple

wo

rksh

op

: Tw

o-W

ay

bid

iale

cta

l ed

uc

atio

n

Sam

ple

wo

rksh

op

: Un

de

rsta

nd

ing

d

iale

cta

l diff

ere

nc

es



Facilitators Guide

84

stA

gE

2 c

hEc

kli

st –

ho

W i

nc

Lusi

ve

ar

e T

he

po

Lic

y a

nd

pr

ac

Tic

e?A

spec

tW

her

e th

e p

oli

cy a

nd

p

ract

ice

is a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Po

licy

an

d

Pra

ctic

e 2

(b

)

Pro

vis

ion

of

ded

icat

ed t

ime

and

acc

ess

to T

wo

-Way

/in

clu

siv

e m

ater

ials

an

d

net

wo

rks

Th

ere

is a

war

enes

s o

f th

e ex

iste

nce

of

mat

eria

ls

rela

tin

g t

o la

ng

uag

e v

aria

tio

n a

nd

Tw

o-W

ay

bid

iale

ctal

ed

uca

tio

n b

ut

they

are

no

t b

ein

g u

sed

.S

taff

are

no

t m

ade

awar

e o

f an

y n

etw

ork

s o

r re

fere

nce

s o

n T

wo

-Way

b

idia

lect

al e

du

cati

on

.

So

me

cop

ies

of

film

s an

d t

exts

on

Tw

o-W

ay

bid

iale

ctal

ed

uca

tio

n a

re

in t

he

edu

cati

on

/tra

inin

g

site

bu

t th

ey a

re n

ot

dis

trib

ute

d t

o e

ver

yo

ne.

Rai

se a

war

enes

s o

f T

wo

-W

ay b

idia

lect

al m

ater

ials

at

th

e ed

uca

tio

n /

trai

nin

g

site

an

d m

ake

sure

th

at

mo

re c

op

ies

are

mad

e av

aila

ble

.

Th

e fo

llow

ing

AB

C r

eso

urc

es10

:D

ead

ly W

ays

to L

ear

n P

roje

ct

(tw

o

bo

ok

s an

d D

VD

)S

oli

d E

ng

lish

Tw

o-W

ay E

ng

lish

Way

s o

f B

ein

g, W

ays

of

Tal

k (b

oo

k

and

DV

D)

Mo

du

le 6

.1 I

nc

lusi

on

, exc

lusi

on

an

d

min

ori

ty le

arn

ers

Mo

du

le 6

.2 E

xclu

sio

n in

ed

uc

atio

nal

d

isc

ou

rse

Mo

du

le 6

.4 A

rgu

me

nts

fo

r an

d

agai

nst

Tw

o-W

ay b

idia

lec

tal

ed

uc

atio

nM

od

ule

7.1

Ho

w t

o a

sse

ss t

he

in

clu

siv

ity

of

text

sM

od

ule

7.5

Ho

w t

o w

ork

wit

h t

ext

s th

an m

ay n

ot

be

inc

lusi

ve

Mo

du

le 9

.3 M

isin

terp

reta

tio

ns

bas

ed

o

n d

iffe

ren

t c

ult

ura

l an

d li

ng

uis

tic

fu

nc

tio

ns

Mo

du

le 1

0.2

Eig

ht

pri

nc

iple

s o

f T

wo

-W

ay b

idia

lec

tal l

ear

nin

g

Sam

ple

wo

rksh

op

: Tw

o-W

ay

bid

iale

cta

l ed

uc

atio

n

10

Tw

o-W

ay T

eam

s ca

n o

bta

in A

BC

of

Tw

o-W

ay L

iter

acy

an

d L

earn

ing

Pro

ject

res

ou

rces

fro

m t

he

Dep

artm

ent

of

Ed

uca

tio

n, W

este

rn A

ust

rali

a.


85


Facilitators Guide

stA

gE

2 c

hEc

kli

st –

ho

W i

nc

Lusi

ve

ar

e T

he

po

Lic

y a

nd

pr

ac

Tic

e?A

spec

tW

her

e th

e p

oli

cy a

nd

p

ract

ice

is a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Po

licy

an

d

Pra

ctic

e 2

(c)

Rel

evan

t an

d

app

rop

riat

e d

ata

coll

ecti

on

Info

rmat

ion

on

lear

ner

s’

cult

ura

l an

d li

ng

uis

tic

bac

kgro

un

ds

may

be

colle

cted

bu

t su

ch d

ata

are

no

t in

terp

rete

d

app

rop

riat

ely

or

use

d t

o

anal

yse

ser

vic

e d

eliv

ery.

So

me

info

rmat

ion

on

th

e cu

ltu

ral a

nd

lin

gu

isti

c b

ackg

rou

nd

of

lear

ner

s is

av

aila

ble

.

Beg

in t

o c

olle

ct

mo

re r

efin

ed d

ata

on

cu

ltu

ral a

nd

lin

gu

isti

c b

ackg

rou

nd

s fr

om

on

e g

rou

p o

f le

arn

ers

as a

m

od

el f

or

wh

at c

ou

ld b

e d

on

e w

ith

oth

ers.

Mo

du

le 2

.1 F

amily

re

lati

on

ship

sM

od

ule

2.7

Ag

en

cie

s th

at m

ay b

e

imp

acti

ng

on

Ab

ori

gin

al le

arn

ers

Mo

du

le 1

0.5

Le

arn

ing

issu

es

Mo

du

le 1

2.3

Ge

ttin

g t

o k

no

w

lear

ne

rsS

amp

le w

ork

sho

p: I

nc

lusi

vit

yIn

dig

eno

us

Cu

ltu

ral a

nd

In

telle

ctu

al

Pro

per

ty R

igh

ts

htt

p:/

/ww

w.s

mar

tco

py

ing

.ed

u.a

u/

scw

/go

/pid

/82

0

Po

licy

an

d

Pra

ctic

e 2

(d

)

Mo

nit

ori

ng

, as

sess

men

t an

d r

epo

rtin

g

pra

ctic

es

Th

e ed

uca

tio

n/t

rain

ing

si

te is

inv

esti

gat

ing

th

e u

se

of

mo

nit

ori

ng

, ass

essm

ent

and

rep

ort

ing

to

ols

th

at

take

acc

ou

nt

of

lear

ner

s'

cap

acit

y i

n t

hei

r h

om

e la

ng

uag

e an

d e

nab

le

them

to

dem

on

stra

te

thei

r k

no

wle

dg

e an

d

un

der

stan

din

g.

So

me

reco

gn

itio

n i

s g

iven

to

th

e n

eed

fo

r sp

ecia

l in

terp

reta

tio

n o

f A

bo

rig

inal

lear

ner

s’ t

est

resu

lts.

Mo

ve

tow

ard

th

e d

evel

op

men

t o

f a

mo

del

of

bid

iale

ctal

co

mm

un

icat

ive

com

pet

ence

fo

r th

e re

lev

ant

gro

up

.P

rov

ide

an o

utl

ine

of

wh

at

such

a m

od

el w

ou

ld n

eed

to

acc

ou

nt

for.

Mo

du

le 1

0.2

Eig

ht

pri

nc

iple

s o

f T

wo

-W

ay b

idia

lec

tal l

ear

nin

gM

od

ule

12

.2 P

lan

nin

g a

n E

AL

/EA

D

pro

gra

mM

od

ule

12

.8 O

ral l

ang

uag

e a

nd

li

tera

cy

dev

elo

pm

en

tM

od

ule

12

.9 M

ult

ilev

el g

rou

ps

of

lear

ne

rsM

od

ule

12

.10

Mak

ing

jud

ge

me

nts

ab

ou

t le

arn

er

pro

gre

ssS

amp

le w

ork

sho

p: T

wo

-Way

b

idia

lec

tal e

du

cat

ion

Ore

llan

a, M

. F. a

nd

D'w

arte

, J. (

20

10).

Rec

og

niz

ing

diff

eren

t k

ind

s o

f ‘h

ead

st

arts

’. E

du

cat

ion

al R

ese

arc

he

r, 3

9(4

), 2

95

-30

0


http://www.smartcopying.edu.au/scw/go/pid/820



Facilitators Guide

86

stA

gE

2 c

hEc

kli

st –

ho

W i

nc

Lusi

ve

ar

e T

he

po

Lic

y a

nd

pr

ac

Tic

e?A

spec

tW

her

e th

e p

oli

cy a

nd

p

ract

ice

is a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Po

licy

an

d

Pra

ctic

e 2

(e)

Cu

rric

ulu

m

dev

elo

pm

ent

and

del

iver

y

Th

e n

eed

fo

r sp

ecifi

c p

oli

cy i

n a

cco

mm

od

atin

g

dia

lect

diff

eren

ce a

nd

T

wo

-Way

bid

iale

ctal

ed

uca

tio

n i

s u

nd

erst

oo

d

by

so

me

teac

her

s/tr

ain

ers

bu

t th

is v

iew

is

no

t sh

ared

acr

oss

th

e en

tire

ed

uca

tio

n/t

rain

ing

sit

e.

So

me

teac

her

s/tr

ain

ers

talk

ab

ou

t th

e b

enefi

ts

of

Tw

o-W

ay b

idia

lect

al

edu

cati

on

fo

r al

l lea

rner

s b

ut

thei

r o

pin

ion

s ar

e n

ot

shar

ed b

y a

ll st

aff.

Rai

se t

he

issu

e o

f cu

rric

ulu

m d

evel

op

men

t o

r im

ple

men

tati

on

to

in

corp

ora

te T

wo

-Way

b

idia

lect

al e

du

cati

on

.S

ho

w h

ow

th

is c

an b

enefi

t al

l lea

rner

s.

Focu

s A

rea

3 T

he

gra

mm

ar o

f d

iale

ct

diff

ere

nc

eM

od

ule

4.1

Co

nc

ep

tual

isat

ion

sM

od

ule

4.2

Lan

gu

age

an

d c

ult

ura

l c

on

ce

ptu

alis

atio

ns

Mo

du

le 4

.7 U

sin

g o

ral t

ext

sM

od

ule

5.5

Un

de

rsta

nd

ing

an

d

val

uin

g d

iale

cta

l diff

ere

nc

es

in t

ext

Mo

du

le 6

.2 E

xclu

sio

n in

ed

uc

atio

nal

d

isc

ou

rse

Mo

du

le 6

.3 E

xclu

sio

n t

hro

ug

h la

ck

of

awar

en

ess

Mo

du

le 7

.1 H

ow

to

ass

ess

th

e

inc

lusi

vit

y o

f te

xts

Mo

du

le 1

0.1

Mo

vin

g f

rom

on

e d

iale

ct

to t

wo

dia

lec

tsM

od

ule

10

.2 E

igh

t p

rin

cip

les

of

Tw

o-

Way

bid

iale

cta

l le

arn

ing

Mo

du

le 1

0.3

Sc

en

ario

s o

f T

wo

-Way

b

idia

lec

tal l

ear

nin

gM

od

ule

10

.4 A

ssu

mp

tio

ns

that

aff

ec

t e

du

cat

ion

Mo

du

le 1

0.5

Le

arn

ing

issu

es

Mo

du

le 1

2.5

Se

lec

tin

g t

ext

sM

od

ule

12

.6 S

ele

cti

ng

co

nte

nt

Sam

ple

wo

rksh

op

: Un

de

rsta

nd

ing

d

iale

cta

l diff

ere

nc

es


87


Facilitators Guide

stA

gE

2 c

hEc

kli

st –

ho

W i

nc

Lusi

ve

ar

e T

he

po

Lic

y a

nd

pr

ac

Tic

e?A

spec

tW

her

e th

e p

oli

cy a

nd

p

ract

ice

is a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Po

licy

an

d

Pra

ctic

e 2

(f)

Po

licy

on

A

bo

rig

inal

E

ng

lish

Sta

ff r

eco

gn

ise

that

d

iale

ctal

var

iati

on

has

an

im

pac

t o

n e

du

cati

on

/tr

ain

ing

per

form

ance

an

d a

re e

xplo

rin

g

the

dev

elo

pm

ent

of

app

rop

riat

e p

oli

cy a

nd

p

ract

ice.

Th

e ed

uca

tio

n/t

rain

ing

si

te o

nly

has

an

im

pli

cit

(un

wri

tten

) po

licy

on

A

bo

rig

inal

En

gli

sh a

nd

o

ther

dia

lect

s.

Mak

e th

e im

pli

cit

po

licy

ex

pli

cit

by

wri

tin

g d

ow

n

un

der

stan

din

gs

abo

ut

acco

mm

od

atin

g o

ther

d

iale

cts

and

by

dev

elo

pin

g

an a

gre

ed p

oli

cy

do

cum

ent.

Mo

du

le 1

.2 L

aye

rs o

f la

ng

uag

eM

od

ule

1.4

Lan

gu

age

an

d id

en

tity

Mo

du

le 1

.6 T

wo

-Way

bid

iale

cta

l e

du

cat

ion

M

od

ule

1.8

Rai

sin

g c

om

mu

nit

y

awar

en

ess

Mo

du

le 2

.5 A

bo

rig

inal

cu

ltu

ral

ide

nti

tyM

od

ule

9.3

. Mis

inte

rpre

tati

on

s b

ase

d

on

diff

ere

nt

cu

ltu

ral a

nd

lin

gu

isti

c

fun

cti

on

sM

od

ule

9.4

Ob

serv

ing

pro

toc

ols

Mo

du

le 9

.7 C

od

e-s

wit

ch

ing

Mo

du

le 1

2.1

Diff

ere

nc

e v

ers

us

de

fic

it

mo

de

lsS

amp

le w

ork

sho

p: T

wo

-Way

b

idia

lec

tal e

du

cat

ion

S

amp

le w

ork

sho

p: I

nc

lusi

vit

y



Facilitators Guide

88

stA

gE

3 c

hEc

kli

st –

ho

W i

nc

Lusi

ve

ar

e T

he

po

Lic

y a

nd

pr

ac

Tic

e?A

spec

tW

her

e th

e p

oli

cy a

nd

p

ract

ice

is a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Po

licy

an

d

Pra

ctic

e 3

(a)

Pro

vis

ion

of

pro

fess

ion

al

dev

elo

pm

ent

on

lan

gu

age

var

iati

on

an

d

Tw

o-W

ay

bid

iale

ctal

ed

uca

tio

n

Sta

ff a

tten

d t

rain

ing

on

la

ng

uag

e v

aria

tio

n a

nd

T

wo

-Way

bid

iale

ctal

ed

uca

tio

n a

nd

th

e ed

uca

tio

n/t

rain

ing

sit

e p

rom

ote

s th

is t

rain

ing

as

esse

nti

al f

or

all s

taff

.

Sta

ff a

ttit

ud

es t

o d

iffer

ent

dia

lect

s, i

ncl

ud

ing

A

bo

rig

inal

En

gli

sh

are

po

siti

ve

and

are

re

flec

ted

in

a c

han

ge

in

pro

fess

ion

al p

ract

ice.

Mak

e su

re t

hat

sta

ff s

har

e th

eir

awar

enes

s w

ith

o

ther

s an

d w

ith

new

sta

ff.

Mo

du

le 1

.1 W

hat

is A

bo

rig

inal

E

ng

lish

?M

od

ule

1.6

Tw

o-W

ay b

idia

lec

tal

ed

uc

atio

nM

od

ule

1.7

Tw

o-W

ay p

artn

ers

hip

sFo

cus

Are

a 3

Th

e g

ram

mar

of

dia

lec

t d

iffe

ren

ce

Mo

du

le 4

.1 C

on

ce

ptu

alis

atio

ns

Mo

du

le 4

.2 L

ang

uag

e a

nd

cu

ltu

ral

co

nc

ep

tual

isat

ion

Sam

ple

wo

rksh

op

: Tw

o-W

ay

bid

iale

cta

l ed

uc

atio

n

Sam

ple

wo

rksh

op

: Un

de

rsta

nd

ing

d

iale

cta

l diff

ere

nc

es


89


Facilitators Guide

stA

gE

3 c

hEc

kli

st –

ho

W i

nc

Lusi

ve

ar

e T

he

po

Lic

y a

nd

pr

ac

Tic

e?A

spec

tW

her

e th

e p

oli

cy a

nd

p

ract

ice

is a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Po

licy

an

d

Pra

ctic

e 3

(b

)

Pro

vis

ion

of

ded

icat

ed t

ime

and

acc

ess

to T

wo

-Way

/in

clu

siv

e m

ater

ials

an

d

net

wo

rks

All

staff

are

en

cou

rag

ed t

o

par

tici

pat

e in

wo

rksh

op

s o

n la

ng

uag

e v

aria

tio

n

and

Tw

o-W

ay b

idia

lect

al

edu

cati

on

.S

taff

mee

t re

gu

larl

y t

o

eval

uat

e an

d d

iscu

ss h

ow

cu

rren

t o

rgan

isat

ion

al

po

lici

es a

nd

pra

ctic

es

affec

t A

bo

rig

inal

lear

ner

s an

d w

het

her

th

ey s

up

po

rt t

he

imp

lem

enta

tio

n o

f T

wo

-W

ay b

idia

lect

al e

du

cati

on

.In

du

ctio

n s

essi

on

s fo

r n

ew s

taff

are

org

anis

ed.

Mat

eria

ls o

n T

wo

-Way

b

idia

lect

al e

du

cati

on

an

d

dia

lect

diff

eren

ce a

re

read

ily

av

aila

ble

at

the

edu

cati

on

/tra

inin

g s

ite.

Sta

ff a

re i

den

tify

ing

wh

ere

ther

e m

ay b

e cl

ash

es

bet

wee

n t

he

pri

nci

ple

s o

f T

wo

-Way

bid

iale

ctal

ed

uca

tio

n a

nd

an

y c

urr

ent

site

po

lici

es.

Mak

e su

re t

hat

all

teac

her

s/tr

ain

ers

kn

ow

ab

ou

t th

e m

ater

ials

an

d

hav

e at

ten

ded

wo

rksh

op

s re

lati

ng

to

th

eir

use

.A

dv

oca

te f

or

and

fac

ilit

ate

net

wo

rk m

eeti

ng

s fo

r st

aff.

Th

e fo

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ing

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Tw

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ay E

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lish

Way

s o

f B

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g, W

ays

of

Tal

k (b

oo

k

and

DV

D)

Sam

ple

Act

ion

Pla

n f

or

Sta

nd

ard

E

ng

lish

Lea

rner

s fr

om

Lo

s A

ng

eles

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nifi

ed S

cho

ol D

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ict

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Po

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Rel

evan

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d

app

rop

riat

e d

ata

coll

ecti

on

Sta

ff a

re a

ble

to

cro

ss-

refe

ren

ce li

ng

uis

tic

and

cu

ltu

ral i

nfo

rmat

ion

w

ith

per

form

ance

dat

a an

d a

dju

st p

rog

ram

s ac

cord

ing

ly.

Imp

rov

ed r

eco

rd-k

eep

ing

is

hel

pin

g s

taff

to

ad

just

p

rog

ram

s ac

cord

ing

to

le

arn

ers’

cu

ltu

ral a

nd

li

ng

uis

tic

bac

kgro

un

ds.

Sh

ow

ho

w t

he

reco

rds

can

mak

e ed

uca

tio

nal

p

lan

nin

g m

ore

rel

evan

t to

sp

eake

rs o

f o

ther

dia

lect

s.

Mo

du

le 1

2.9

Mu

ltil

eve

l gro

up

s o

f le

arn

ers

Mo

du

le 1

2.1

0 M

akin

g ju

dg

em

en

ts

abo

ut

lear

ne

r p

rog

ress

Sh

ow

exa

mp

les

of

ES

L/E

SD

Pro

gre

ss

Map

dat

a co

llect

ion

, su

ch a

s w

ork

sa

mp

les

Ind

igen

ou

s C

ult

ura

l an

d I

nte

llect

ual

P

rop

erty

Rig

hts

h

ttp

://w

ww

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artc

op

yin

g.e

du

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/sc

w/g

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id/8

20


11

Tw

o-W

ay T

eam

s ca

n o

bta

in A

BC

of

Tw

o-W

ay L

ite

rac

y a

nd

Le

arn

ing

Pro

jec

t re

sou

rces

fro

m t

he

Dep

artm

ent

of

Ed

uca

tio

n, W

este

rn A

ust

rali

a.

http://notebook.lausd.net/pls/ptl/docs/PAGE/CA_LAUSD/LAUSDNET/ABOUT_US/INITIATIVES/AEMP/CAG_HOME/CAG_PUBLICATIONS/THE ACTION PLAN .PDF








Facilitators Guide

90

stA

gE

3 c

hEc

kli

st –

ho

W i

nc

Lusi

ve

ar

e T

he

po

Lic

y a

nd

pr

ac

Tic

e?A

spec

tW

her

e th

e p

oli

cy a

nd

p

ract

ice

is a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Po

licy

an

d

Pra

ctic

e 3

(d

)

Mo

nit

ori

ng

, as

sess

men

t an

d r

epo

rtin

g

pra

ctic

es

Ap

pro

pri

ate

mo

nit

ori

ng

, as

sess

men

t an

d r

epo

rtin

g

too

ls a

re u

sed

by

sta

ff

bec

ause

th

ey e

nab

le

dem

on

stra

tio

n o

f in

crem

enta

l ach

iev

emen

t th

rou

gh

dev

elo

pm

enta

l st

ages

in

ad

dit

ion

al

lan

gu

age

or

add

itio

nal

d

iale

ct

acq

uis

itio

n.

Ass

essm

ent

pra

ctic

es a

re

incl

usi

ve

of

lan

gu

age

and

d

iale

ct v

aria

tio

n.

Use

of

the

ES

L/E

SD

12

Pro

gre

ss M

ap o

r o

ther

E

SL-

end

ors

ed m

on

ito

rin

g

do

cum

ents

is

a re

cog

nis

ed

par

t o

f th

e p

roce

du

res

of

the

edu

cati

on

/tra

inin

g

site

.

Co

nti

nu

e to

mo

nit

or

the

use

of

ES

L/E

SD

P

rog

ress

Map

or

oth

er

ES

L-en

do

rsed

mo

nit

ori

ng

d

ocu

men

ts a

nd

p

rog

ress

ivel

y r

efin

e th

em.

Th

e E

SL

/ES

D P

rog

ress

Map

is

an

inte

gra

ted

tea

chin

g, m

on

ito

rin

g

and

ass

essm

ent

sup

po

rt r

eso

urc

e fo

r u

se w

ith

EA

L/E

AD

lear

ner

s fr

om

K

-10

. It

is a

pp

lica

ble

to

EA

L/E

AD

in

al

l lea

rnin

g a

reas

an

d c

urr

icu

lum

co

nte

xts,

an

d i

ncl

usi

ve

of

Ab

ori

gin

al

En

gli

sh-s

pea

kin

g le

arn

ers.

htt

p:/

/ww

w.d

et.w

a.ed

u.a

u/

curr

icu

lum

sup

po

rt/p

rim

ary

/d

etcm

s/n

avig

atio

n/l

iter

acy

/esl

-esd

-as

sess

men

t/W

her

e th

e W

este

rn A

ust

rali

an

ES

L/E

SD

Pro

gre

ss M

ap i

s n

ot

avai

lab

le, u

tili

se o

ther

ES

L-en

do

rsed

m

on

ito

rin

g d

ocu

men

ts. H

ow

ever

, th

ese

may

no

t ca

ter

exp

lici

tly

fo

r A

bo

rig

inal

En

gli

sh-s

pea

kin

g

lear

ner

s.C

ou

rse

in U

nd

erp

inn

ing

Ski

lls f

or

Ind

ust

ry Q

ual

ific

atio

ns

(US

IQ) a

nd

C

erti

fica

te I

in

En

try

to

Ge

ne

ral

Ed

uc

atio

n (E

GE

). h

ttp

://w

ww

.vet

info

net

.det

.wa.

edu

.au

/Ad

ult

Lit

erac

y/O

ver

Vie

w.

asp

x?m

enu

=1&

men

uIt

em=

6


12

ES

L/E

SD

Pro

gre

ss M

ap i

s av

aila

ble

fro

m W

estO

ne

Ser

vic

es, D

epar

tmen

t o

f T

rain

ing

an

d W

ork

forc

e D

evel

op

men

t w

pc.

wes

ton

e.w

a.g

ov.

au

http://www.det.wa.edu.au/curriculumsupport/primary/detcms/navigation/literacy/esl-esd-assessment/







91


Facilitators Guide

stA

gE

3 c

hEc

kli

st –

ho

W i

nc

Lusi

ve

ar

e T

he

po

Lic

y a

nd

pr

ac

Tic

e?A

spec

tW

her

e th

e p

oli

cy a

nd

p

ract

ice

is a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Po

licy

an

d

Pra

ctic

e 3

(e)

Cu

rric

ulu

m

dev

elo

pm

ent

and

del

iver

y

Ed

uca

tio

n/t

rain

ing

sit

es

acti

vel

y p

rom

ote

pro

gra

ms

that

sy

stem

atic

ally

in

corp

ora

te t

he

pri

nci

ple

s an

d p

ract

ices

of

Tw

o-W

ay

bid

iale

ctal

ed

uca

tio

n.

Key

sta

ff a

re a

pp

oin

ted

an

d/o

r co

nsu

ltan

ts a

re

eng

aged

to

ass

ist

wit

h

imp

lem

enti

ng

Tw

o-W

ay

curr

icu

lum

im

pro

vem

ent.

Th

ere

is r

aise

d a

war

enes

s at

th

e ed

uca

tio

n/

trai

nin

g s

ite

wit

h r

egar

d

to a

pp

lyin

g T

wo

-Way

b

idia

lect

al e

du

cati

on

p

ract

ices

in

an

d a

cro

ss t

he

curr

icu

lum

.

Pro

vid

e w

ork

sho

p(s

) on

ap

pro

pri

ate

curr

icu

lum

d

evel

op

men

t fo

r sp

eake

rs

of

oth

er d

iale

cts.

Wo

rksh

op

Tw

o-W

ay

bid

iale

ctal

pro

gra

m

dev

elo

pm

ent

wit

h

app

rop

riat

e st

rate

gie

s.P

rom

ote

th

e u

se o

f cu

rric

ulu

m t

hat

exp

lici

tly

re

cog

nis

es t

he

nee

ds

of

lear

ner

s o

f an

ad

dit

ion

al

dia

lect

.

Un

ite

d N

atio

ns

De

cla

rati

on

on

th

e

Rig

hts

of

Ind

ige

no

us

Pe

op

les

(20

07,

2

00

9) A

rtic

les

8, 1

3, 1

4, 1

5, 1

6, R

igh

ts

of

Ind

igen

ou

s p

eop

les

to m

ain

tain

th

eir

cult

ure

s an

d la

ng

uag

es.

Art

icle

13

in

clu

des

: ‘…

to

en

sure

th

at

ind

igen

ou

s p

eop

les

can

un

der

stan

d

and

be

un

der

sto

od

in

po

liti

cal,

leg

al

and

ad

min

istr

ativ

e p

roce

edin

gs’

. A

vai

lab

le f

rom

pu

bli

c li

bra

ries

or

on

li

ne.

htt

p:/

/ww

w.u

n.o

rg/e

sa/s

ocd

ev/

un

pfi

ih

ttp

://w

ww

.hre

oc.

go

v.au

/so

cial

_ju

stic

e/d

ecla

rati

on

/in

dex

.htm

l In

tern

atio

nal

Co

ve

nan

t o

n C

ivil

an

d

Po

liti

cal

Rig

hts

(19

80

) A

rtic

le 2

7 in

clu

des

‘… m

ino

riti

es s

hal

l n

ot

be

den

ied

th

e ri

gh

t… t

o e

njo

y

thei

r o

wn

cu

ltu

re,…

use

th

eir

ow

n

lan

gu

age’

.h

ttp

://w

ww

.au

stli

i.ed

u.a

u/a

u/o

ther

/d

fat/

trea

ties

/19

80

/23

.htm

lC

ou

rse

in U

nd

erp

inn

ing

Ski

lls f

or

Ind

ust

ry Q

ual

ific

atio

ns

(US

IQ) a

nd

C

erti

fica

te I

in

En

try

to

Ge

ne

ral

Ed

uc

atio

n (E

GE

). h

ttp

://w

ww

.vet

info

net

.det

.wa.

edu

.au

/Ad

ult

Lit

erac

y/O

ver

Vie

w.

asp

x?m

enu

=1&

men

uIt

em=

6


http://www.hreoc.gov.au/social_justice/declaration/index.html

http://www.hreoc.gov.au/social_justice/declaration/index.html

http://www.austlii.edu.au/au/other/dfat/treaties/1980/23.html

http://www.austlii.edu.au/au/other/dfat/treaties/1980/23.html





Facilitators Guide

92

stA

gE

3 c

hEc

kli

st –

ho

W i

nc

Lusi

ve

ar

e T

he

po

Lic

y a

nd

pr

ac

Tic

e?A

spec

tW

her

e th

e p

oli

cy a

nd

p

ract

ice

is a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Po

licy

an

d

Pra

ctic

e 3

(f)

Po

licy

on

A

bo

rig

inal

E

ng

lish

Th

e ed

uca

tio

n/t

rain

ing

si

te h

as d

evel

op

ed a

po

licy

o

n la

ng

uag

e v

aria

tio

n

and

Tw

o-W

ay b

idia

lect

al

edu

cati

on

.

Th

e im

ple

men

tati

on

o

f ap

pro

pri

ate

po

licy

is

dis

cuss

ed a

mo

ng

te

ach

ers/

trai

ner

s an

d

Tw

o-W

ay T

eam

s ar

e in

vit

ed t

o p

arti

cip

ate.

Tw

o-W

ay T

eam

s p

rov

ide

adv

ice

and

ass

ista

nce

to

im

ple

men

t th

e p

oli

cy.

Mo

du

le 2

.8 E

du

cat

ion

or

trai

nin

g

sett

ing

s: E

ng

en

de

rin

g t

rust

M

od

ule

6.6

.3 P

oli

cie

s o

n in

clu

siv

ity

U

niv

ers

al D

ec

lara

tio

n o

f H

um

an

Rig

hts

(19

48

) Art

icle

s 2

, 26

, 27.

B

asic

rig

hts

of

all p

eop

le n

ot

to

be

dis

crim

inat

ed a

gai

nst

on

th

e g

rou

nd

s o

f ra

ce o

r la

ng

uag

eh

ttp

://w

ww

.un

.org

/en

/do

cum

ents

/u

dh

r/in

dex

.sh

tml

Co

nv

en

tio

n o

n t

he

Rig

hts

of

the

C

hil

d (1

98

9) A

rtic

les

2,1

4,1

7, 2

9, 3

0 –

A

rtic

le 2

in

clu

des

‘...s

hal

l res

pec

t an

d

ensu

re t

he

rig

hts

...[o

f] e

ach

ch

ild

...

wit

ho

ut

dis

crim

inat

ion

of

any

kin

d,

irre

spec

tiv

e o

f th

e ch

ild

’s o

r h

is o

r h

er p

aren

ts’ o

r le

gal

gu

ard

ian

’s...

la

ng

uag

e.’

htt

p:/

/ww

w2

.oh

chr.

org

/en

gli

sh/l

aw/

crc.

htm


http://www.un.org/en/documents/udhr/index.shtml

http://www.un.org/en/documents/udhr/index.shtml

http://www2.ohchr.org/english/law/crc.htm

http://www2.ohchr.org/english/law/crc.htm

93


Facilitators Guide

stA

gE

4 c

hEc

kli

st –

ho

W i

nc

Lusi

ve

ar

e T

he

po

Lic

y a

nd

pr

ac

Tic

e?A

spec

tW

her

e th

e p

oli

cy a

nd

p

ract

ice

is a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Po

licy

an

d

Pra

ctic

e 4

(a)

Pro

vis

ion

of

pro

fess

ion

al

dev

elo

pm

ent

on

lan

gu

age

var

iati

on

an

d

Tw

o-W

ay

bid

iale

ctal

ed

uca

tio

n

Pro

gra

ms

rais

ing

aw

aren

ess

of

lan

gu

age

var

iati

on

an

d T

wo

-Way

b

idia

lect

al e

du

cati

on

are

im

ple

men

ted

wit

hin

th

e ed

uca

tio

n/t

rain

ing

sit

e an

d o

ffer

ed t

o n

ew s

taff

on

an

on

go

ing

bas

is.

It i

s n

orm

al p

ract

ice

for

all s

taff

to

hav

e at

ten

ded

tr

ain

ing

on

lan

gu

age

var

iati

on

an

d T

wo

-Way

b

idia

lect

al e

du

cati

on

an

d

ind

uct

ion

pro

gra

ms

all

new

sta

ff p

arti

cip

ate

in.

Th

e ed

uca

tio

n/t

rain

ing

si

te e

nsu

res

that

ev

ery

on

e h

as h

as p

arti

cip

ated

in

w

ork

sho

p(s

) on

Tw

o-W

ay

bid

iale

ctal

ed

uca

tio

n a

nd

la

ng

uag

e v

aria

tio

n.

Sta

ff a

re i

ncr

easi

ng

ly

cap

able

of

imp

lem

enti

ng

T

wo

-Way

bid

iale

ctal

ed

uca

tio

n.

Co

nti

nu

e to

mo

nit

or

the

imp

lem

enta

tio

n o

f T

wo

-W

ay b

idia

lect

al e

du

cati

on

an

d d

eal w

ith

on

go

ing

p

rob

lem

s as

th

ey a

rise

.M

ake

sure

th

at y

ou

are

in

form

ed o

f ch

ang

es i

n

staffi

ng

so

th

at g

aps

in

kn

ow

led

ge

amo

ng

th

e st

aff c

an b

e ad

dre

ssed

.K

eep

all

staff

in

form

ed o

n

furt

her

dev

elo

pm

ents

in

re

sear

ch a

nd

Tw

o-W

ay

bid

iale

ctal

cu

rric

ulu

m

imp

lem

enta

tio

n.

Mo

du

le 6

.1 I

nc

lusi

on

, exc

lusi

on

an

d

min

ori

ty le

arn

ers

Mo

du

le 6

.2 E

xclu

sio

n in

ed

uc

atio

nal

d

isc

ou

rse

Mo

du

le 8

.1 B

ein

g p

resc

rip

tiv

e a

nd

d

esc

rip

tiv

eM

od

ule

8.5

Ora

l ve

rsu

s w

ritt

en

la

ng

uag

eM

od

ule

8.6

Wri

tin

g in

a d

iale

ct

Mo

du

le 9

.3 M

isin

terp

reta

tio

ns

bas

ed

o

n d

iffe

ren

t c

ult

ura

l an

d li

ng

uis

tic

fu

nc

tio

ns

Mo

du

le 9

.7 C

od

e-s

wit

ch

ing

Mo

du

le 1

0.1

Mo

vin

g f

rom

on

e d

iale

ct

to t

wo

dia

lec

ts

Focu

s A

rea

11 H

ear

in’ t

he

vo

ice

s an

d a

sso

ciat

ed A

bo

rig

inal

En

gli

sh

sto

ryb

oo

ks



Facilitators Guide

94

stA

gE

4 c

hEc

kli

st –

ho

W i

nc

Lusi

ve

ar

e T

he

po

Lic

y a

nd

pr

ac

Tic

e?A

spec

tW

her

e th

e p

oli

cy a

nd

p

ract

ice

is a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Po

licy

an

d

Pra

ctic

e 4

(b

)

Pro

vis

ion

of

ded

icat

ed t

ime

and

acc

ess

to T

wo

-Way

/in

clu

siv

e m

ater

ials

an

d

net

wo

rks

New

sta

ff a

re m

ento

red

in

usi

ng

mat

eria

ls o

n

lan

gu

age

var

iati

on

an

d

Tw

o-W

ay b

idia

lect

al

edu

cati

on

.A

ll st

aff a

re g

iven

th

e ti

me

to n

etw

ork

an

d p

lan

fo

r T

wo

-Way

bid

iale

ctal

ed

uca

tio

n, i

ncl

ud

ing

re

lev

ant

mo

nit

ori

ng

an

d

asse

ssm

ent

of

lear

ner

s’

pro

gre

ss.

A p

oli

cy o

n t

he

ind

uct

ion

o

f al

l new

sta

ff t

o

un

der

stan

d t

he

effec

ts

of

lan

gu

age

var

iati

on

on

le

arn

ing

an

d t

o a

do

pt

Tw

o-W

ay a

pp

roac

hes

is

imp

lem

ente

d f

ully

an

d i

s h

igh

ly v

alu

ed b

y s

taff

.

All

staff

are

aw

are

of

the

mat

eria

ls a

nd

Tw

o-W

ay

Tea

ms

are

info

rmed

of

new

sta

ff w

ho

nee

d t

o

be

intr

od

uce

d t

o t

he

mat

eria

ls.

Mak

e su

re t

hat

mat

eria

ls

and

wo

rksh

op

(s) a

re

avai

lab

le f

or

all n

ew s

taff

.U

pd

ate

alre

ady

k

no

wle

dg

eab

le s

taff

on

n

ew m

ater

ials

an

d n

ew

rese

arch

dev

elo

pm

ents

.

Th

e fo

llow

ing

AB

C r

eso

urc

es13

:D

ead

ly W

ays

to L

ear

n P

roje

ct

(tw

o

bo

ok

s an

d D

VD

)S

oli

d E

ng

lish

Tw

o-W

ay E

ng

lish

Way

s o

f B

ein

g, W

ays

of

Tal

k (b

oo

k

and

DV

D)


13

Tw

o-W

ay T

eam

s ca

n o

bta

in A

BC

of

Tw

o-W

ay L

ite

rac

y a

nd

Le

arn

ing

Pro

jec

t re

sou

rces

fro

m t

he

Dep

artm

ent

of

Ed

uca

tio

n, W

este

rn A

ust

rali

a.

95


Facilitators Guide

stA

gE

4 c

hEc

kli

st –

ho

W i

nc

Lusi

ve

ar

e T

he

po

Lic

y a

nd

pr

ac

Tic

e?A

spec

tW

her

e th

e p

oli

cy a

nd

p

ract

ice

is a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Po

licy

an

d

Pra

ctic

e 4

(c)

Rel

evan

t an

d

app

rop

riat

e d

ata

coll

ecti

on

Dat

a co

llect

ion

in

clu

des

th

e u

se o

f m

on

ito

rin

g,

asse

ssm

ent

and

rep

ort

ing

to

ols

th

at t

ake

acco

un

t o

f ad

dit

ion

al la

ng

uag

e o

r ad

dit

ion

al d

iale

ct

acq

uis

itio

n p

roce

sses

.T

her

e is

a c

on

tin

uo

us

imp

rov

emen

t cy

cle

that

li

nk

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ata

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n a

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an

aly

sis

to i

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rov

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form

ance

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All

rele

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t in

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atio

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aila

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wh

en n

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telle

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)

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Mo

nit

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ss m

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Pro

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oli

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Op

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ttaw

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http://www.ccl-cca.ca/NR/rdonlyres/0D0A5FA7-1191-43D9-A46D-F13D7C9BECAB/0/Cappon_PolicyOptions.pdf





Facilitators Guide

96

stA

gE

4 c

hEc

kli

st –

ho

W i

nc

Lusi

ve

ar

e T

he

po

Lic

y a

nd

pr

ac

Tic

e?A

spec

tW

her

e th

e p

oli

cy a

nd

p

ract

ice

is a

t H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Po

licy

an

d

Pra

ctic

e 4

(e)

Cu

rric

ulu

m

dev

elo

pm

ent

and

del

iver

y

Tw

o-W

ay T

eam

s ar

e es

tab

lish

ed t

o f

acil

itat

e T

wo

-Way

tea

chin

g a

nd

tr

ain

ing

pra

ctic

es a

nd

d

evel

op

or

imp

lem

ent

mo

re a

pp

rop

riat

e cu

rric

ulu

m.

Cu

rric

ulu

m i

s re

vie

wed

co

nti

nu

ou

sly

in

rel

atio

n

to i

ts a

pp

rop

riat

enes

s fo

r d

iale

ct s

pea

kers

.

Pro

vid

e o

ng

oin

g a

nd

co

nti

nu

ou

sly

up

dat

ed

sup

po

rt a

nd

ad

vic

e fo

r cu

rric

ulu

m d

evel

op

ers.

Sas

kat

chew

an E

du

cati

on

(20

03

re

pr.

). In

dia

n a

nd

Mé

tis

Ed

uc

atio

n

Po

lic

y f

rom

Kin

de

rgar

ten

to

G

rad

e 1

2.

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p:/

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w.e

du

cati

on

.go

v.sk

.ca/

IME

-po

licy

Sam

ple

po

licy

, tak

ing

acc

ou

nt

of

cult

ura

l diff

eren

ces

of

Can

adia

n

Ab

ori

gin

al p

eop

le

Po

licy

an

d

Pra

ctic

e 4

(f)

Po

licy

on

A

bo

rig

inal

E

ng

lish

Po

licy

on

Ab

ori

gin

al

En

gli

sh a

nd

Tw

o-W

ay

bid

iale

ctal

ed

uca

tio

n

is i

mp

lem

ente

d

syst

emat

ical

ly t

o d

evel

op

an

d m

ain

tain

lin

gu

isti

cally

an

d c

ult

ura

lly i

ncl

usi

ve

edu

cati

on

/tra

inin

g.

Ab

ori

gin

al le

arn

ers’

an

d c

om

mu

nit

y n

eed

s ar

e b

ein

g a

dd

ress

ed

effec

tiv

ely

th

rou

gh

firm

p

oli

cy.

Mak

e su

re t

her

e ar

e p

roce

du

res

for

the

on

go

ing

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ple

men

tati

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o

f th

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oli

cy b

y e

xist

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an

d i

nco

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g s

taff

.

Lan

g, J

. (2

00

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to

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du

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fo

r S

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abil

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e

Bo

oks

of

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eas

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http://www.education.gov.sk.ca/IME-policy

http://www.education.gov.sk.ca/IME-policy

97


Facilitators Guide

progrEssion chArt – hoW moTivaTed and enGaGed are The Learners?aspect stage 1 stage 2 stage 3 stage 4

Learner (a)

Learner engagement

Aboriginal learners are displaying a general lack of motivation in learning and show little interest in literacy-focused learning.Absenteeism is a problem.

Learners explore the effects of varying register and/or dialect in communication and Aboriginal learners show increased interest in class discussions and activities.

Aboriginal and non-Aboriginal learners work collaboratively on language-based tasks.Aboriginal learners participate actively and show increased interest and competence in language-based tasks.

All learners, regardless of their language/dialect backgrounds, collaborate in learning tasks.Aboriginal learners demonstrate a sense of pride in their bidialectal competence.Absenteeism is reduced.

Learner (b)

Performance

There is no parity of outcomes between Standard Australian English speakers and Aboriginal learners from linguistically diverse backgrounds.Learners’ linguistic competence in home language is invisible to teachers/trainers.

Aboriginal learners develop written skills in their home language/dialect to support their learning.Aboriginal learners develop increased understanding of the differences in language features for the different dialects and experiment with writing in Standard Australian English.

Aboriginal learners show increased confidence in their learning ability and are demonstrating staged progress in Standard Australian English.

Aboriginal learners have the opportunity to demonstrate their skills and knowledge through their existing language competence, including the use of Aboriginal English. Aboriginal learners demonstrate incremental improved competence in Standard Australian English.

Learner (c)

Knowledge and understanding of dialect variation

Learners lack awareness of the social and linguistic dimensions of dialect and register variation.Aboriginal learners may know that they speak differently and are frequently misunderstood but are unable to rectify the situation.Aboriginal learners may be unaware that misunderstanding occurs because of dialect difference.

Aboriginal learners explore expressing themselves in writing in Aboriginal English.Standard-Australian English speakers have a higher regard for non-standard dialects and their speakers.

All learners demonstrate awareness that difference is not deficit and that language changes according to audience, purpose and cultural context.Learners understand that languages and dialects are all valid, that they are rule-governed and that different languages and dialects have different rules.

Learners have increased understanding of language structure and function, including sounds, grammar, meanings, social conventions and cognitive/cultural conceptualisations. Aboriginal English speaking learners continue to explore features of Standard Australian English and learn these effectively as an additional and separate code.

Learner (d)

Experimentation with register and dialect variation

Register and dialect variation are not consciously recognised by learners.If used, code-switching skills are employed without meta-cognitive awareness.Negative attitudes toward dialect variation inhibit creative expression.

All learners engage in explorations relating to language variation in their own communities.All learners become increasingly aware of how Standard Australian English and Aboriginal English differ and interpret meaning on alternative logic.

Learners can identify the features of language that may change with different dialects. These features include sounds, pronunciation, morphology, syntax, lexicon, discourse, speech acts, word origins and developments, grammatical and discourse innovation and register variation.Learners develop skills to communicate effectively in Standard Australian English.

Learners can change dialect and register (code-switch) according to purpose, audience, context and conceptualisation for a range of communication and learning purposes. Aboriginal English learners control their use of language/dialect variation and register, particularly where Standard Australian English is required in non-Aboriginal formal and academic settings.

Learner (e)

Self efficacy

Aboriginal learners exhibit a marked lack of involvement in their education/training environment and may display passive-resistant or disruptive behaviours.

Aboriginal learners develop trust in their teachers/trainers.Aboriginal learners show increased confidence in their bidialectal competence.

Aboriginal learners are confident in their heritage and their language skills and openly acknowledge their cultural and linguistic backgrounds in a range of formal and less-formal settings.

Aboriginal learners communicate with confidence in a range of social, educational and employment settings to realise their goals and aspirations.

moTivaTed and enGaGed Learners

mo

Tiv

aT

ed

an

d e

nG

aG

ed

Le

ar

ne

rs

– p

ro

Gr

ess

ion

ch

ar

T


Facilitators Guide

98

99


Facilitators Guide

stA

gE

1 c

hEc

kli

st –

ho

W m

oT

iva

Ted

an

d e

nG

aG

ed a

re

Lea

rn

ers?

Asp

ect

Wh

ere

are

lear

ner

s at

?H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Lea

rner

s 1

(a)

Lea

rner

en

gag

emen

t

Ab

ori

gin

al le

arn

ers

are

dis

pla

yin

g a

gen

eral

lack

o

f m

oti

vat

ion

in

lear

nin

g

and

sh

ow

litt

le i

nte

rest

in

li

tera

cy-f

ocu

sed

lear

nin

g.

Ab

sen

teei

sm i

s a

pro

ble

m.

Lac

k o

f at

ten

dan

ce i

s se

en b

y s

taff

as

a p

rob

lem

th

at li

es e

nti

rely

wit

h t

he

lear

ner

, th

eir

fam

ily

or

thei

r co

mm

un

ity.

Th

e co

nte

nt

of

the

mat

eria

ls a

nd

tex

ts

con

tain

s ev

ents

an

d e

xper

ien

ces

ou

tsid

e th

e le

arn

ers’

co

nce

ptu

alis

atio

n.

Dis

cuss

cu

ltu

ral a

nd

co

mm

un

ity

co

mm

itm

ents

o

f le

arn

ers

and

th

eir

resp

on

sib

ilit

ies

and

p

rio

riti

es.

Su

gg

est

mo

re i

ncl

usi

ve

pra

ctic

e.

Pro

vid

e w

ork

sho

p(s

) on

te

xt a

nal

ysi

s re

gar

din

g

cult

ura

l in

clu

siv

ity,

etc

.

Mo

du

le 2

.1 F

amily

re

lati

on

ship

sM

od

ule

2.2

Cu

ltu

ral r

esp

on

sib

ilit

ies

Mo

du

le 2

.7 A

ge

nc

ies

that

may

be

im

pac

tin

g o

n t

he

lear

ne

rFo

cus

Are

a 3

Th

e g

ram

mar

of

dia

lec

t d

iffe

ren

ce

M

od

ule

4.1

Co

nc

ep

tual

isat

ion

sM

od

ule

4.3

Cu

ltu

ral

co

nc

ep

tual

isat

ion

s in

Ab

ori

gin

al

En

gli

shM

od

ule

4.7

Usi

ng

ora

l te

xts

Mo

du

le 5

.1 T

ext

str

uc

ture

in

Sta

nd

ard

Au

stra

lian

En

gli

shM

od

ule

5.2

Te

xt s

tru

ctu

re in

A

bo

rig

inal

En

gli

shM

od

ule

5.3

Par

agra

ph

s in

Sta

nd

ard

A

ust

rali

an E

ng

lish

Mo

du

le 6

.1 I

nc

lusi

on

, exc

lusi

on

an

d

min

ori

ty le

arn

ers

Mo

du

le 1

2.3

Ge

ttin

g t

o k

no

w

lear

ne

rsM

od

ule

12

.5 S

ele

cti

ng

te

xts

Mo

du

le 1

2.6

Se

lec

tin

g c

on

ten

tM

od

ule

12

.9 M

ult

ilev

el g

rou

ps

of

lear

ne

rsS

amp

le w

ork

sho

p: U

nd

ers

tan

din

g

dia

lec

tal d

iffe

ren

ce

s

motivAtEd And EngAgEd lEArnErs – stAgE 1 chEcklist


Facilitators Guide

100

stA

gE

1 c

hEc

kli

st –

ho

W m

oT

iva

Ted

an

d e

nG

aG

ed a

re

Lea

rn

ers?

Asp

ect

Wh

ere

are

lear

ner

s at

?H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Lea

rner

s 1

(b)

Per

form

ance

Th

ere

is n

o p

arit

y o

f o

utc

om

es b

etw

een

S

tan

dar

d A

ust

rali

an

En

gli

sh s

pea

kers

an

d

Ab

ori

gin

al le

arn

ers

fro

m

lin

gu

isti

cally

div

erse

b

ackg

rou

nd

s.L

earn

ers’

lin

gu

isti

c co

mp

eten

ce i

n h

om

e la

ng

uag

e is

in

vis

ible

to

te

ach

ers/

trai

ner

s.

Tea

cher

s fr

equ

entl

y

dis

cuss

th

e lo

w le

vel

s o

f ac

hie

vem

ent

amo

ng

A

bo

rig

inal

lear

ner

s as

in

dic

atin

g a

nee

d f

or

spec

ific

rem

edia

l an

d

wit

hd

raw

al p

rog

ram

s.

Pro

vid

e w

ork

sho

p(s

) o

n a

sses

sin

g o

utc

om

es

as d

emo

nst

rate

d i

n

Ab

ori

gin

al E

ng

lish

. P

rov

ide

wo

rksh

op

(s) o

n

EA

L/E

AD

mo

nit

ori

ng

to

ols

, su

ch a

s th

e E

SL

/ES

D

Pro

gre

ss M

ap14

.

Mo

du

le 1

.4 L

ang

uag

e a

nd

ide

nti

tyM

od

ule

2.7

Ag

en

cie

s th

at m

ay b

e

imp

acti

ng

on

Ab

ori

gin

al le

arn

ers

Mo

du

le 4

.7 U

sin

g o

ral l

ang

uag

eM

od

ule

5.5

Un

de

rsta

nd

ing

an

d

val

uin

g d

iale

cta

l diff

ere

nc

e in

te

xtM

od

ule

8.1

Be

ing

pre

scri

pti

ve

an

d

de

scri

pti

ve

Mo

du

le 8

.5 O

ral v

ers

us

wri

tte

n

lan

gu

age

Mo

du

le 1

2.8

Ora

l lan

gu

age

an

d

lite

rac

y d

eve

lop

me

nt

Mo

du

le 1

2.9

Mu

ltil

eve

l gro

up

s o

f le

arn

ers

Mo

du

le 1

2.1

0 M

akin

g ju

dg

em

en

ts

abo

ut

lear

ne

r p

rog

ress

Sam

ple

wo

rksh

op

: Un

de

rsta

nd

ing

d

iale

cta

l diff

ere

nc

es


14

ES

L/E

SD

Pro

gre

ss M

ap i

s av

aila

ble

fro

m W

estO

ne

Ser

vic

es, D

epar

tmen

t o

f T

rain

ing

an

d W

ork

forc

e D

evel

op

men

t w

pc.

wes

ton

e.w

a.g

ov.

au

101


Facilitators Guide

stA

gE

1 c

hEc

kli

st –

ho

W m

oT

iva

Ted

an

d e

nG

aG

ed a

re

Lea

rn

ers?

Asp

ect

Wh

ere

are

lear

ner

s at

?H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Lea

rner

s 1

(c)

Kn

ow

led

ge

and

u

nd

erst

and

ing

o

f d

iale

ct

var

iati

on

Lea

rner

s la

ck a

war

enes

s o

f th

e so

cial

an

d li

ng

uis

tic

dim

ensi

on

s o

f d

iale

ct a

nd

re

gis

ter

var

iati

on

.A

bo

rig

inal

lear

ner

s m

ay

kn

ow

th

at t

hey

sp

eak

d

iffer

entl

y a

nd

are

fr

equ

entl

y m

isu

nd

erst

oo

d

bu

t ar

e u

nab

le t

o r

ecti

fy

the

situ

atio

n.

Ab

ori

gin

al le

arn

ers

may

be

un

awar

e th

at

mis

un

der

stan

din

g

occ

urs

bec

ause

of

dia

lect

d

iffer

ence

.

Ab

ori

gin

al le

arn

ers

are

no

t co

nfi

den

t ab

ou

t ta

lkin

g i

n

clas

s.

Cu

rren

t te

ach

ing

met

ho

ds

are

nei

ther

in

clu

siv

e o

f n

or

ben

efici

al f

or

no

n-E

ng

lish

sp

eak

ing

b

ackg

rou

nd

or

add

itio

nal

d

iale

ct le

arn

ers.

Arr

ang

e aw

aren

ess-

rais

ing

wo

rksh

op

(s) a

bo

ut

dia

lect

diff

eren

ce b

etw

een

h

om

e an

d e

du

cati

on

an

d/

or

trai

nin

g s

ite

lan

gu

age/

dia

lect

. P

oin

t o

ut

po

ssib

le a

bse

nce

o

f m

od

els

of

Sta

nd

ard

A

ust

rali

an E

ng

lish

. S

ug

ges

t st

rate

gie

s th

at a

re

mo

re i

ncl

usi

ve.

Mo

du

le 1

.1 W

hat

is A

bo

rig

inal

E

ng

lish

?M

od

ule

1.4

Lan

gu

age

an

d id

en

tity

Mo

du

le 1

.5 L

ear

nin

g t

o t

alk

abo

ut

talk

Focu

s A

rea

3 T

he

gra

mm

ar o

f d

iale

ct

diff

ere

nc

eM

od

ule

4.3

Cu

ltu

ral

co

nc

ep

tual

isat

ion

s in

Ab

ori

gin

al

En

gli

shM

od

ule

5.5

Un

de

rsta

nd

ing

an

d

val

uin

g d

iale

cta

l diff

ere

nc

e in

te

xtM

od

ule

6.1

In

clu

sio

n, e

xclu

sio

n a

nd

m

ino

rity

lear

ne

rsM

od

ule

6.3

Exc

lusi

on

th

rou

gh

lac

k o

f aw

are

ne

ssM

od

ule

8.2

Ab

ori

gin

al E

ng

lish

wo

rds

and

me

anin

gs

Mo

du

le 8

.3 E

xpan

din

g le

arn

ers

’ v

oc

abu

lary

Mo

du

le 8

.4 P

ron

un

cia

tio

nM

od

ule

9.5

No

n-v

erb

al

co

mm

un

icat

ion

Mo

du

le 9

.7 C

od

e-s

wit

ch

ing

Mo

du

le 1

0.1

Mo

vin

g f

rom

on

e d

iale

ct

to t

wo

dia

lec

tsM

od

ule

10

.2 E

igh

t p

rin

cip

les

of

Tw

o-

Way

bid

iale

cta

l le

arn

ing

Sam

ple

wo

rksh

op

: Un

de

rsta

nd

ing

d

iale

cta

l diff

ere

nc

es



Facilitators Guide

102

stA

gE

1 c

hEc

kli

st –

ho

W m

oT

iva

Ted

an

d e

nG

aG

ed a

re

Lea

rn

ers?

Asp

ect

Wh

ere

are

lear

ner

s at

?H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Lea

rner

s 1

(d)

Exp

erim

enta

tio

n

wit

h r

egis

ter

and

d

iale

ct v

aria

tio

n

Reg

iste

r an

d d

iale

ct

var

iati

on

are

no

t co

nsc

iou

sly

rec

og

nis

ed b

y

lear

ner

s.If

use

d, c

od

e-sw

itch

ing

sk

ills

are

em

plo

yed

w

ith

ou

t m

eta-

cog

nit

ive

awar

enes

s.N

egat

ive

atti

tud

es t

ow

ard

d

iale

ct v

aria

tio

n i

nh

ibit

cr

eati

ve

exp

ress

ion

.

Tea

cher

s co

rrec

t th

eir

lear

ner

s’ o

ral a

nd

wri

tten

la

ng

uag

e w

ith

Sta

nd

ard

A

ust

rali

an E

ng

lish

fo

rms.

Arr

ang

e w

ork

sho

p(s

) on

d

iale

ct d

iffer

ence

, att

itu

des

to

lan

gu

age

var

iati

on

an

d

the

effec

t o

f th

ese

atti

tud

es

on

tea

chin

g a

nd

lear

nin

g.

Mo

du

le 1

.1 W

hat

is A

bo

rig

inal

E

ng

lish

?M

od

ule

1.2

Lay

ers

of

lan

gu

age

Mo

du

le 1

.5 L

ear

nin

g t

o t

alk

abo

ut

talk

Mo

du

le 4

.2 L

ang

uag

e a

nd

cu

ltu

ral

co

nc

ep

tual

isat

ion

sM

od

ule

4.6

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Mo

du

le 5

.2 T

ext

str

uc

ture

in

Ab

ori

gin

al E

ng

lish

Mo

du

le 5

.4 F

req

ue

ntl

y u

sed

A

bo

rig

inal

En

gli

sh s

tory

pat

tern

sM

od

ule

5.5

Un

de

rsta

nd

ing

an

d

val

uin

g d

iale

cta

l diff

ere

nc

es

in t

ext

Mo

du

le 8

.2 A

bo

rig

inal

En

gli

sh w

ord

s an

d m

ean

ing

Mo

du

le 8

.3 E

xpan

din

g le

arn

ers

’ v

oc

abu

lary

M

od

ule

9.3

Mis

inte

rpre

tati

on

s b

ase

d

on

diff

ere

nt

cu

ltu

ral a

nd

lin

gu

isti

c

fun

cti

on

sM

od

ule

9.7

Co

de

-sw

itc

hin

gM

od

ule

12

.3 G

ett

ing

to

kn

ow

le

arn

ers

Mo

du

le 1

2.4

Qu

alit

ies

of

an E

AL

/EA

D

ed

uc

ato

rS

amp

le w

ork

sho

p: U

nd

ers

tan

din

g

dia

lec

tal d

iffe

ren

ce

s


103


Facilitators Guide

stA

gE

1 c

hEc

kli

st –

ho

W m

oT

iva

Ted

an

d e

nG

aG

ed a

re

Lea

rn

ers?

Asp

ect

Wh

ere

are

lear

ner

s at

?H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Lea

rner

s 1

(e)

Sel

f effi

cacy

Ab

ori

gin

al le

arn

ers

exh

ibit

a m

arke

d la

ck

of

inv

olv

emen

t in

th

eir

edu

cati

on

/tra

inin

g

env

iro

nm

ent

and

may

d

isp

lay

pas

siv

e-re

sist

ant

or

dis

rup

tiv

e b

ehav

iou

rs.

Lea

rner

s ar

e re

luct

ant

to p

arti

cip

ate

in c

lass

ac

tiv

itie

s b

ecau

se o

f th

eir

exp

erie

nce

of

no

t b

ein

g

un

der

sto

od

.L

earn

ers

do

no

t en

gag

e w

ith

th

e m

ater

ials

of

text

s u

sed

in

th

e cl

assr

oo

m.

Pro

vid

e w

ork

sho

p(s

) on

te

xt c

om

pre

hen

sio

n,

sch

emas

, tex

t st

ruct

ure

.

Mo

du

le 4

.2 L

ang

uag

e a

nd

cu

ltu

ral

co

nc

ep

tual

isat

ion

sM

od

ule

4.3

Cu

ltu

ral

co

nc

ep

tual

isat

ion

s in

Ab

ori

gin

al

En

gli

shM

od

ule

4.4

Sc

he

mas

in A

bo

rig

inal

E

ng

lish

an

d S

tan

dar

d A

ust

rali

an

En

gli

shM

od

ule

4.5

Me

tap

ho

rs a

nd

c

on

ce

ptu

alis

atio

ns

Mo

du

le 5

.1 T

ext

str

uc

ture

in

Sta

nd

ard

Au

stra

lian

En

gli

shM

od

ule

5.2

Te

xt S

tru

ctu

re in

A

bo

rig

inal

En

gli

sh

Mo

du

le 6

.1 I

nc

lusi

on

, exc

lusi

on

an

d

min

ori

ty le

arn

ers

Sam

ple

wo

rksh

op

: Un

de

rsta

nd

ing

d

iale

cta

l diff

ere

nc

es



Facilitators Guide

104

stA

gE

2 c

hEc

kli

st –

ho

W m

oT

iva

Ted

an

d e

nG

aG

ed a

re

Lea

rn

ers?

Asp

ect

Wh

ere

are

lear

ner

s at

?H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Lea

rner

s 2

(a)

Lea

rner

en

gag

emen

t

Lea

rner

s ex

plo

re t

he

effec

ts o

f v

ary

ing

re

gis

ter

and

/or

dia

lect

in

co

mm

un

icat

ion

an

d

Ab

ori

gin

al le

arn

ers

sho

w

incr

ease

d i

nte

rest

in

cla

ss

dis

cuss

ion

s an

d a

ctiv

itie

s.

Lea

rner

s’ d

iale

ct u

se i

s n

o

lon

ger

co

rrec

ted

exp

lici

tly.

Lea

rner

s b

eco

me

mo

re a

war

e o

f d

iale

ct

sep

arat

ion

.

Hel

p le

arn

ers

to u

se p

eer

and

co

mm

un

ity

so

urc

es

to m

on

ito

r ap

pro

pri

ate

use

o

f th

eir

dia

lect

.E

nco

ura

ge

smal

l-g

rou

p,

inte

ract

ive

lear

nin

g

app

roac

hes

to

mak

e it

ea

sier

fo

r le

arn

ers

to t

alk

fr

eely

.

Mo

du

le 2

.8 E

du

cat

ion

or

trai

nin

g

sett

ing

s: E

ng

en

de

rin

g t

rust

Mo

du

le 2

.9 W

ork

ing

to

ge

the

rM

od

ule

4.7

Usi

ng

ora

l te

xts

Mo

du

le 5

.2 T

ext

str

uc

ture

in

Ab

ori

gin

al E

ng

lish

Mo

du

le 5

.4 F

req

ue

ntl

y u

sed

A

bo

rig

inal

En

gli

sh s

tory

pat

tern

sM

od

ule

9.7

Co

de

-sw

itc

hin

gM

od

ule

10

.5 L

ear

nin

g is

sue

sM

od

ule

12

.3 G

ett

ing

to

kn

ow

le

arn

ers

Mo

du

le 1

2.7

Te

ach

ing

str

ate

gie

s an

d

lear

nin

g e

xpe

rie

nc

es

Mo

du

le 1

2.8

Ora

l lan

gu

age

an

d

lite

rac

y d

eve

lop

me

nt

Mo

du

le 1

2.9

Mu

ltil

eve

l gro

up

s o

f le

arn

ers


105


Facilitators Guide

stA

gE

2 c

hEc

kli

st –

ho

W m

oT

iva

Ted

an

d e

nG

aG

ed a

re

Lea

rn

ers?

Asp

ect

Wh

ere

are

lear

ner

s at

?H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Lea

rner

s 2

(b

)

Per

form

ance

Ab

ori

gin

al le

arn

ers

dev

elo

p w

ritt

en s

kil

ls i

n

thei

r h

om

e la

ng

uag

e/d

iale

ct t

o s

up

po

rt t

hei

r le

arn

ing

.A

bo

rig

inal

lear

ner

s d

evel

op

in

crea

sed

u

nd

erst

and

ing

of

the

diff

eren

ces

in la

ng

uag

e fe

atu

res

for

the

diff

eren

t d

iale

cts

and

exp

erim

ent

wit

h w

riti

ng

in

Sta

nd

ard

A

ust

rali

an E

ng

lish

.

Ab

ori

gin

al le

arn

ers

are

pra

ised

fo

r th

eir

wri

tin

g

effo

rts

and

th

eir

idea

s ar

e id

enti

fied

by

th

e te

ach

er

and

dis

cuss

ed w

ith

th

e le

arn

er.

Hel

p le

arn

ers

to s

et

them

selv

es a

pp

rop

riat

e b

idia

lect

al o

utc

om

es.

Mo

du

le 1

.5 L

ear

nin

g t

o t

alk

abo

ut

talk

Mo

du

le 5

.5 U

nd

ers

tan

din

g a

nd

v

alu

ing

dia

lec

tal d

iffe

ren

ce

s in

te

xtM

od

ule

7.3

Ho

w t

o d

eve

lop

inc

lusi

ve

te

xts

Mo

du

le 7

.4 M

ate

rial

s fr

om

Ab

ori

gin

al

lan

gu

age

so

urc

es

Mo

du

le 8

.5 O

ral v

ers

us

wri

tte

n

lan

gu

age

Mo

du

le 8

.6 W

riti

ng

in a

dia

lec

tM

od

ule

9.7

Co

de

-sw

itc

hin

gM

od

ule

10

.2 E

igh

t p

rin

cip

les

of

Tw

o-

Way

bid

iale

cta

l le

arn

ing

M

od

ule

10

.5 L

ear

nin

g is

sue

sFo

cus

Are

a 11

He

arin

’ th

e v

oic

es

and

ass

oci

ated

Ab

ori

gin

al E

ng

lish

st

ory

bo

ok

sM

od

ule

12

.5 S

ele

cti

ng

te

xts

Sam

ple

wo

rksh

op

: Tw

o-W

ay

bid

iale

cta

l ed

uc

atio

n



Facilitators Guide

106

stA

gE

2 c

hEc

kli

st –

ho

W m

oT

iva

Ted

an

d e

nG

aG

ed a

re

Lea

rn

ers?

Asp

ect

Wh

ere

are

lear

ner

s at

?H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Lea

rner

s 2

(c)

Kn

ow

led

ge

and

u

nd

erst

and

ing

o

f d

iale

ct

var

iati

on

Ab

ori

gin

al le

arn

ers

exp

lore

exp

ress

ing

th

emse

lves

in

wri

tin

g i

n

Ab

ori

gin

al E

ng

lish

.S

tan

dar

d A

ust

rali

an

En

gli

sh s

pea

kers

hav

e a

hig

her

reg

ard

fo

r n

on

-st

and

ard

dia

lect

s an

d t

hei

r sp

eake

rs.

Ab

ori

gin

al E

ng

lish

sp

eak

ing

lear

ner

s u

se

Ab

ori

gin

al E

ng

lish

in

th

e cl

assr

oo

m o

ccas

ion

ally

w

ith

eac

h o

ther

.A

bo

rig

inal

En

gli

sh

spea

kin

g le

arn

ers

exp

lore

th

e u

se o

f S

tan

dar

d

Au

stra

lian

En

gli

sh.

No

n-A

bo

rig

inal

lear

ner

s b

egin

to

sh

ow

an

in

tere

st

in la

ng

uag

e v

aria

tio

n.

En

cou

rag

e p

rais

e fo

r le

arn

ers’

bid

iale

ctal

sk

ills

.E

nco

ura

ge

lear

ner

ex

per

imen

tati

on

s w

ith

co

de-

swit

chin

g.

Ass

ist

lear

ner

s to

exp

lore

an

d u

nd

erst

and

th

e d

iffer

ent

lin

gu

isti

c fe

atu

res

for

alte

rnat

ive

cod

es.

En

cou

rag

e le

arn

ers

to

exp

lore

lan

gu

age

var

iati

on

as

it

rela

tes

to c

ult

ure

an

d c

on

cep

tual

isat

ion

, p

urp

ose

, au

die

nce

an

d

con

text

.

Mo

du

le 1

.5 L

ear

nin

g t

o t

alk

abo

ut

talk

Focu

s A

rea

3 T

he

gra

mm

ar o

f d

iale

ct

diff

ere

nc

eM

od

ule

4.4

Sc

he

mas

of

Ab

ori

gin

al

En

gli

sh a

nd

Sta

nd

ard

Au

stra

lian

E

ng

lish

Mo

du

le 5

.5 U

nd

ers

tan

din

g a

nd

v

alu

ing

dia

lec

tal d

iffe

ren

ce

s in

te

xtM

od

ule

7.3

Ho

w t

o d

eve

lop

inc

lusi

ve

te

xts

Mo

du

le 8

.6 W

riti

ng

in a

dia

lec

tM

od

ule

8.5

Ora

l ve

rsu

s w

ritt

en

la

ng

uag

eM

od

ule

9.6

Tim

e, s

pac

e a

nd

q

uan

tifi

cat

ion

Mo

du

le 9

.7 C

od

e-s

wit

ch

ing

Mo

du

le 1

0.1

Mo

vin

g f

rom

on

e d

iale

ct

to t

wo

dia

lec

tsM

od

ule

12

.8 O

ral l

ang

uag

e a

nd

li

tera

cy

dev

elo

pm

en

tS

amp

le w

ork

sho

p: U

nd

ers

tan

din

g

dia

lec

tal d

iffe

ren

ce

s


107


Facilitators Guide

stA

gE

2 c

hEc

kli

st –

ho

W m

oT

iva

Ted

an

d e

nG

aG

ed a

re

Lea

rn

ers?

Asp

ect

Wh

ere

are

lear

ner

s at

?H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Lea

rner

s 2

(d)

Exp

erim

enta

tio

n

wit

h r

egis

ter

and

d

iale

ct v

aria

tio

n

All

lear

ner

s en

gag

e in

ex

plo

rati

on

s re

lati

ng

to

la

ng

uag

e v

aria

tio

n i

n t

hei

r o

wn

co

mm

un

itie

s.A

ll le

arn

ers

bec

om

e in

crea

sin

gly

aw

are

of

ho

w S

tan

dar

d A

ust

rali

an

En

gli

sh a

nd

Ab

ori

gin

al

En

gli

sh d

iffer

an

d in

terp

ret

mea

nin

g o

n a

lter

nat

ive

log

ic.

Ab

ori

gin

al E

ng

lish

sp

eak

ing

lear

ner

s id

enti

fy

them

selv

es a

s A

bo

rig

inal

an

d a

s sp

eak

ing

‘th

eir

talk

/li

ng

o’.

No

n-A

bo

rig

inal

le

arn

ers

incr

ease

th

eir

un

der

stan

din

g o

f la

ng

uag

e v

aria

tio

n a

nd

d

evel

op

hig

h r

egar

d

for

the

com

pet

ence

of

bid

iale

ctal

ism

.

Pro

vid

e cl

earl

y-d

efin

ed

op

po

rtu

nit

ies

to u

se b

oth

d

iale

cts.

Mo

du

le 4

.5 M

eta

ph

ors

an

d

co

nc

ep

tual

isat

ion

sM

od

ule

4.7

Usi

ng

ora

l te

xts

Mo

du

le 5

.1 T

ext

str

uc

ture

in

Sta

nd

ard

Au

stra

lian

En

gli

shM

od

ule

5.2

Te

xt s

tru

ctu

re in

A

bo

rig

inal

En

gli

shM

od

ule

5.3

Par

agra

ph

s in

Sta

nd

ard

A

ust

rali

an E

ng

lish

Mo

du

le 5

.5 U

nd

ers

tan

din

g a

nd

v

alu

ing

dia

lec

tal d

iffe

ren

ce

s in

te

xtM

od

ule

8.5

Ora

l ve

rsu

s w

ritt

en

la

ng

uag

eM

od

ule

8.6

Wri

tin

g in

a d

iale

ct

Mo

du

le 9

.7 C

od

e-s

wit

ch

ing

Mo

du

le 1

2.8

Ora

l lan

gu

age

an

d

lite

rac

y d

eve

lop

me

nt



Facilitators Guide

108

stA

gE

2 c

hEc

kli

st –

ho

W m

oT

iva

Ted

an

d e

nG

aG

ed a

re

Lea

rn

ers?

Asp

ect

Wh

ere

are

lear

ner

s at

?H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Lea

rner

s 2

(e)

Sel

f effi

cacy

Ab

ori

gin

al le

arn

ers

dev

elo

p t

rust

in

th

eir

teac

her

s/tr

ain

ers.

Ab

ori

gin

al le

arn

ers

sho

w

incr

ease

d c

on

fid

ence

in

th

eir

bid

iale

ctal

co

mp

eten

ce.

Ab

ori

gin

al le

arn

ers

are

incr

easi

ng

ly r

eco

gn

ised

fo

r th

eir

ach

iev

emen

t.

Dev

elo

p a

pp

rop

riat

e re

war

d o

r ce

leb

rati

on

sy

stem

s.

Mo

du

le 2

.5 A

bo

rig

inal

cu

ltu

ral

ide

nti

tyM

od

ule

4.3

Cu

ltu

ral

co

nc

ep

tual

isat

ion

s in

Ab

ori

gin

al

En

gli

shM

od

ule

5.5

Un

de

rsta

nd

ing

an

d

val

uin

g d

iale

cta

l diff

ere

nc

es

in t

ext

Mo

du

le 7

.3 H

ow

to

dev

elo

p in

clu

siv

e

text

sM

od

ule

9.1

Way

s o

f co

mm

un

icat

ing

Mo

du

le 1

0.2

Eig

ht

pri

nc

iple

s o

f T

wo

-W

ay b

idia

lec

tal e

du

cat

ion

Mo

du

le 1

2.4

Qu

alit

ies

of

an E

AL

/EA

D

ed

uc

ato

rFo

cus

Are

a 11

He

arin

’ th

e v

oic

es

and

ass

oci

ated

Ab

ori

gin

al E

ng

lish

st

ory

bo

ok

sS

amp

le w

ork

sho

p: I

nc

lusi

vit

y


109


Facilitators Guide

stA

gE

3 c

hEc

kli

st –

ho

W m

oT

iva

Ted

an

d e

nG

aG

ed a

re

Lea

rn

ers?

Asp

ect

Wh

ere

are

lear

ner

s at

?H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Lea

rner

s 3

(a)

Lea

rner

en

gag

emen

t

Ab

ori

gin

al a

nd

no

n-

Ab

ori

gin

al le

arn

ers

wo

rk c

olla

bo

rati

vel

y o

n

lan

gu

age-

bas

ed t

ask

s.A

bo

rig

inal

lear

ner

s p

arti

cip

ate

acti

vel

y a

nd

sh

ow

in

crea

sed

in

tere

st

and

co

mp

eten

ce i

n

lan

gu

age-

bas

ed t

ask

s.

Lea

rner

s ta

lk f

reel

y a

nd

co

nfi

den

tly

in

cla

ss.

Sam

ple

s o

f A

bo

rig

inal

E

ng

lish

wri

tin

g, a

rtw

ork

, et

c ar

e d

isp

lay

ed a

lon

g

wit

h o

ther

wo

rk a

nd

la

bel

led

as

Ab

ori

gin

al

En

gli

sh d

iale

ct w

ork

.

Mak

e su

re t

hat

lear

ner

s ar

e aw

are

of

wh

y A

bo

rig

inal

E

ng

lish

is

app

rop

riat

e fo

r so

me

pu

rpo

ses

and

S

tan

dar

d A

ust

rali

an

En

gli

sh f

or

oth

ers.

Mo

du

le 1

.5 L

ear

nin

g t

o t

alk

abo

ut

talk

Mo

du

le 8

.3 E

xpan

din

g le

arn

ers

’ v

oc

abu

lary

Mo

du

le 9

.1 W

ays

of

com

mu

nic

atin

gM

od

ule

9.2

Fin

din

g o

ut

info

rmat

ion

Mo

du

le 9

.4 O

bse

rvin

g p

roto

co

lsM

od

ule

9.5

No

n-v

erb

al

co

mm

un

icat

ion

Mo

du

le 9

.7 C

od

e-s

wit

ch

ing

Sam

ple

wo

rksh

op

: Un

de

rsta

nd

ing

d

iale

cta

l diff

ere

nc

es

Lea

rner

s 3

(b

)

Per

form

ance

Ab

ori

gin

al le

arn

ers

sho

w

incr

ease

d c

on

fid

ence

in

th

eir

lear

nin

g a

bil

ity

an

d

are

dem

on

stra

tin

g s

tag

ed

pro

gre

ss i

n S

tan

dar

d

Au

stra

lian

En

gli

sh.

Acc

epta

nce

an

d

app

reci

atio

n o

f A

bo

rig

inal

E

ng

lish

wri

tin

g i

s sh

ow

n

wit

h t

he

idea

s in

th

e te

xts

bei

ng

pra

ised

by

th

e te

ach

er/A

IEO

.

Hel

p le

arn

ers

to s

ee

op

po

rtu

nit

ies

to e

xpre

ss

thei

r cr

eati

vit

y b

y u

sin

g

thei

r b

idia

lect

al s

kil

ls.

Mo

du

le 1

.5 L

ear

nin

g t

o t

alk

abo

ut

talk

Mo

du

le 4

.1 C

on

ce

ptu

alis

atio

ns

Mo

du

le 4

.4 S

ch

em

as in

Ab

ori

gin

al

En

gli

sh a

nd

Sta

nd

ard

Au

stra

lian

E

ng

lish

Mo

du

le 5

.5 U

nd

ers

tan

din

g a

nd

v

alu

ing

dia

lec

tal d

iffe

ren

ce

s in

te

xtM

od

ule

7.3

Ho

w t

o d

eve

lop

inc

lusi

ve

te

xts

Mo

du

le 8

.6 W

riti

ng

in a

dia

lec

tM

od

ule

9.7

Co

de

-sw

itc

hin

gM

od

ule

12

.7 T

eac

hin

g s

trat

eg

ies

and

le

arn

ing

exp

eri

en

ce

sS

amp

le w

ork

sho

p: U

nd

ers

tan

din

g

dia

lec

tal d

iffe

ren

ce

s



Facilitators Guide

110

stA

gE

3 c

hEc

kli

st –

ho

W m

oT

iva

Ted

an

d e

nG

aG

ed a

re

Lea

rn

ers?

Asp

ect

Wh

ere

are

lear

ner

s at

?H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Lea

rner

s 3

(c)

Kn

ow

led

ge

and

u

nd

erst

and

ing

o

f d

iale

ct

var

iati

on

All

lear

ner

s d

emo

nst

rate

aw

aren

ess

that

diff

eren

ce

is n

ot

defi

cit

and

th

at

lan

gu

age

chan

ges

ac

cord

ing

to

au

die

nce

, p

urp

ose

an

d c

ult

ura

l co

nte

xt.

Lea

rner

s u

nd

erst

and

th

at

lan

gu

ages

an

d d

iale

cts

are

all v

alid

, th

at t

hey

are

ru

le-g

ov

ern

ed a

nd

th

at

diff

eren

t la

ng

uag

es a

nd

d

iale

cts

hav

e d

iffer

ent

rule

s.

Lea

rner

s ar

e o

bse

rved

to

co

de-

swit

ch w

hen

ta

lkin

g t

o n

on

-Ab

ori

gin

al

teac

her

s/tr

ain

ers,

etc

.L

earn

ers

sho

w a

gre

ater

u

nd

erst

and

ing

of

lan

gu

age

diff

eren

ce.

Lea

rner

s ar

e re

spo

nd

ing

p

osi

tiv

ely

to

tas

ks

that

in

corp

ora

te t

hei

r li

ng

uis

tic

div

ersi

ty.

Sh

ow

all

lear

ner

s th

e co

mp

lexi

ty i

nv

olv

ed i

n

man

agin

g a

tw

o-d

iale

ct

rep

erto

ire.

Pro

vid

e cl

assr

oo

m

stra

teg

ies

and

Ab

ori

gin

al

En

gli

sh t

exts

.

Focu

s A

rea

3 T

he

gra

mm

ar o

f d

iale

ct

diff

ere

nc

eM

od

ule

4.4

Sc

he

mas

in A

bo

rig

inal

E

ng

lish

an

d S

tan

dar

d A

ust

rali

an

En

gli

shM

od

ule

5.1

Te

xt s

tru

ctu

re in

S

tan

dar

d A

ust

rali

an E

ng

lish

Mo

du

le 5

.2 T

ext

str

uc

ture

in

Ab

ori

gin

al E

ng

lish

Mo

du

le 8

.3 E

xpan

din

g le

arn

ers

’ v

oc

abu

lary

Mo

du

le 9

.7 C

od

e-s

wit

ch

ing

Mo

du

le 1

0.1

Mo

vin

g f

rom

on

e d

iale

ct

to t

wo

dia

lec

tsFo

cus

Are

a 11

He

arin

’ th

e v

oic

es

and

ass

oci

ated

Ab

ori

gin

al E

ng

lish

st

ory

bo

ok

sM

od

ule

12

.7 T

eac

hin

g s

trat

eg

ies

and

le

arn

ing

exp

eri

en

ce

sS

amp

le w

ork

sho

p: U

nd

ers

tan

din

g

dia

lec

tal d

iffe

ren

ce

s


111


Facilitators Guide

stA

gE

3 c

hEc

kli

st –

ho

W m

oT

iva

Ted

an

d e

nG

aG

ed a

re

Lea

rn

ers?

Asp

ect

Wh

ere

are

lear

ner

s at

?H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Lea

rner

s 3

(d)

Exp

erim

enta

tio

n

wit

h r

egis

ter

and

d

iale

ct v

aria

tio

n

Lea

rner

s ca

n i

den

tify

th

e fe

atu

res

of

lan

gu

age

that

may

ch

ang

e w

ith

d

iffer

ent

dia

lect

s.

Th

ese

feat

ure

s in

clu

de

sou

nd

s, p

ron

un

ciat

ion

, m

orp

ho

log

y, s

yn

tax,

le

xico

n, d

isco

urs

e, s

pee

ch

acts

, wo

rd o

rig

ins

and

d

evel

op

men

ts,

gra

mm

atic

al a

nd

d

isco

urs

e in

no

vat

ion

an

d

reg

iste

r v

aria

tio

n.

Lea

rner

s d

evel

op

sk

ills

to

co

mm

un

icat

e eff

ecti

vel

y

in S

tan

dar

d A

ust

rali

an

En

gli

sh.

Ab

ori

gin

al E

ng

lish

sp

eak

ing

lear

ner

s ar

e o

bse

rved

wri

tin

g i

n

Ab

ori

gin

al E

ng

lish

(f

or

per

son

al/

jou

rnal

ex

erci

ses)

.A

bo

rig

inal

En

gli

sh w

ritt

en

in t

he

app

rop

riat

e co

nte

xt

is n

ot

corr

ecte

d e

xpli

citl

y.B

idia

lect

al s

pea

kin

g

lear

ner

s w

illi

ng

ly t

ake

par

t in

ro

le p

lay

s, d

ram

as, e

tc

that

en

able

th

em t

o u

se

thei

r d

iale

ct.

Bid

iale

ctal

sp

eak

ing

le

arn

ers

are

beg

inn

ing

to

co

de-

swit

ch c

on

scio

usl

y,

con

fid

entl

y a

nd

ap

pro

pri

atel

y.

En

cou

rag

e fr

ee w

riti

ng

in

a d

iale

ct o

f ch

oic

e,

wit

ho

ut

the

req

uir

emen

t th

at i

t b

e sh

ared

.E

xplo

re f

urt

her

way

s th

at

dia

lect

diff

eren

ce c

an b

e ac

com

mo

dat

ed a

nd

use

d

in t

he

clas

sro

om

/on

th

e tr

ain

ing

sit

e.

Mo

du

le 2

.1 F

amily

re

lati

on

ship

sM

od

ule

4.4

Sc

he

mas

in A

bo

rig

inal

E

ng

lish

an

d S

tan

dar

d A

ust

rali

an

En

gli

shM

od

ule

4.5

Me

tap

ho

rs a

nd

c

on

ce

ptu

alis

atio

ns

Mo

du

le 5

.4 F

req

ue

ntl

y u

sed

A

bo

rig

inal

En

gli

sh s

tory

pat

tern

sM

od

ule

8.2

Ab

ori

gin

al E

ng

lish

wo

rds

and

me

anin

gs

Mo

du

le 8

.4 P

ron

un

cia

tio

nM

od

ule

8.5

Ora

l ve

rsu

s w

ritt

en

la

ng

uag

eM

od

ule

8.6

Wri

tin

g in

a d

iale

ct

Mo

du

le 9

.6 T

ime

, sp

ace

an

d

qu

anti

fic

atio

n

Lea

rner

s 3

(e)

Sel

f effi

cacy

Ab

ori

gin

al le

arn

ers

are

con

fid

ent

in t

hei

r h

erit

age

and

th

eir

lan

gu

age

skil

ls

and

op

enly

ack

no

wle

dg

e th

eir

cult

ura

l an

d

lin

gu

isti

c b

ackg

rou

nd

s in

a

ran

ge

of

form

al a

nd

less

fo

rmal

set

tin

gs.

Cla

ssro

om

dy

nam

ics

are

rela

xed

an

d i

ncl

usi

ve.

Lea

rner

s co

mm

un

icat

e m

ore

wil

lin

gly

wit

h t

hei

r te

ach

ers/

lect

ure

rs a

nd

o

ther

lear

ner

s.

Giv

e in

crea

sin

g

resp

on

sib

ilit

y t

o

Ab

ori

gin

al le

arn

ers

in

lear

nin

g m

atte

rs.

Mo

du

le 1

0.5

Le

arn

ing

issu

es

Focu

s A

rea

11 H

ear

in’ t

he

vo

ice

s an

d a

sso

ciat

ed A

bo

rig

inal

En

gli

sh

sto

ryb

oo

ks

Mo

du

le 1

2.3

Ge

ttin

g t

o k

no

w

lear

ne

rs



Facilitators Guide

112

stA

gE

4 c

hEc

kli

st –

ho

W m

oT

iva

Ted

an

d e

nG

aG

ed a

re

Lea

rn

ers?

Asp

ect

Wh

ere

are

lear

ner

s at

?H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Lea

rner

s 4

(a)

Lea

rner

en

gag

emen

t

All

lear

ner

s, r

egar

dle

ss

of

lan

gu

age/

dia

lect

b

ackg

rou

nd

, co

llab

ora

te i

n

lear

nin

g t

ask

s.A

bo

rig

inal

lear

ner

s d

emo

nst

rate

a s

ense

of

pri

de

in t

hei

r b

idia

lect

al

com

pet

ence

.A

bse

nte

eism

is

red

uce

d.

Ab

ori

gin

al a

nd

no

n-

Ab

ori

gin

al le

arn

ers

par

tici

pat

e in

co

llab

ora

tiv

e w

riti

ng

tas

ks.

Mak

e su

re t

hat

cro

ss-

cult

ura

l gro

up

ing

s ar

e fo

rmed

wh

erev

er

po

ssib

le a

nd

dev

elo

p

app

rop

riat

e p

roce

du

res

for

com

mu

nic

atio

n w

ith

in

the

gro

up

s.

Mo

du

le 9

.1 W

ays

of

co

mm

un

icat

ing

Mo

du

le 9

.2 F

ind

ing

ou

t in

form

atio

nM

od

ule

9.4

Ob

serv

ing

pro

toc

ols

Mo

du

le 9

.5 N

on

-ve

rbal

c

om

mu

nic

atio

nM

od

ule

12

.3 G

ett

ing

to

kn

ow

le

arn

ers

Sam

ple

wo

rksh

op

: Un

de

rsta

nd

ing

d

iale

cta

l diff

ere

nc

es


113


Facilitators Guide

stA

gE

4 c

hEc

kli

st –

ho

W m

oT

iva

Ted

an

d e

nG

aG

ed a

re

Lea

rn

ers?

Asp

ect

Wh

ere

are

lear

ner

s at

?H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Lea

rner

s 4

(b

)

Per

form

ance

Ab

ori

gin

al le

arn

ers

hav

e th

e o

pp

ort

un

ity

to

d

emo

nst

rate

th

eir

skil

ls

and

kn

ow

led

ge

thro

ug

h

thei

r ex

isti

ng

lan

gu

age

com

pet

ence

, in

clu

din

g

the

use

of

Ab

ori

gin

al

En

gli

sh.

Ab

ori

gin

al le

arn

ers

dem

on

stra

te i

ncr

emen

tal

imp

rov

ed c

om

pet

ence

in

Sta

nd

ard

Au

stra

lian

E

ng

lish

.

Th

e cl

ass

pro

du

ces

wri

tin

g

in b

oth

Ab

ori

gin

al E

ng

lish

an

d S

tan

dar

d A

ust

rali

an

En

gli

sh d

epen

din

g o

n

the

diff

eren

t p

urp

ose

s/au

die

nce

s.

Co

nti

nu

e to

dev

elo

p

app

rop

riat

e cr

iter

ia f

or

the

eval

uat

ion

of

lear

nin

g

ou

tco

mes

in

bo

th d

iale

cts.

Mo

du

le 4

.7 U

sin

g o

ral t

ext

sM

od

ule

5.5

Un

de

rsta

nd

ing

an

d

val

uin

g d

iale

cta

l diff

ere

nc

es

in t

ext

Mo

du

le 6

.2 E

xclu

sio

n in

ed

uc

atio

n

dis

co

urs

eM

od

ule

6.3

Exc

lusi

on

th

rou

gh

lac

k o

f aw

are

ne

ssM

od

ule

6.6

Id

en

tify

ing

exc

lusi

on

Mo

du

le 7

.3 H

ow

to

dev

elo

p in

clu

siv

e

text

sM

od

ule

7.5

Ho

w t

o w

ork

wit

h t

ext

s th

at m

ay n

ot

be

inc

lusi

ve

Mo

du

le 9

.3 M

isin

terp

reta

tio

ns

bas

ed

o

n d

iffe

ren

t c

ult

ura

l an

d li

ng

uis

tic

fu

nc

tio

ns

Mo

du

le 1

0.2

Eig

ht

pri

nc

iple

s o

f T

wo

-W

ay b

idia

lec

tal e

du

cat

ion

Mo

du

le 1

0.4

Ass

um

pti

on

s th

at a

ffe

ct

ed

uc

atio

nM

od

ule

10

.5 L

ear

nin

g is

sue

sS

amp

le w

ork

sho

p: U

nd

ers

tan

din

g

dia

lec

tal d

iffe

ren

ce

sS

amp

le w

ork

sho

p: I

nc

lusi

vit

y



Facilitators Guide

114

stA

gE

4 c

hEc

kli

st –

ho

W m

oT

iva

Ted

an

d e

nG

aG

ed a

re

Lea

rn

ers?

Asp

ect

Wh

ere

are

lear

ner

s at

?H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Lea

rner

s 4

(c)

Kn

ow

led

ge

and

u

nd

erst

and

ing

o

f d

iale

ct

var

iati

on

Lea

rner

s h

ave

incr

ease

d

un

der

stan

din

g o

f la

ng

uag

e st

ruct

ure

an

d

fun

ctio

n, i

ncl

ud

ing

so

un

ds,

gra

mm

ar,

mea

nin

gs,

so

cial

co

nv

enti

on

s an

d

cog

nit

ive/

cult

ura

l co

nce

ptu

alis

atio

ns.

A

bo

rig

inal

En

gli

sh

spea

kin

g le

arn

ers

con

tin

ue

to e

xplo

re

feat

ure

s o

f S

tan

dar

d

Au

stra

lian

En

gli

sh a

nd

le

arn

th

ese

effec

tiv

ely

as

an a

dd

itio

nal

an

d s

epar

ate

cod

e.

Lea

rner

s ar

e co

nfi

den

t in

usi

ng

th

eir

dia

lect

of

En

gli

sh i

n t

he

clas

sro

om

.L

earn

ers

hav

e g

reat

er

un

der

stan

din

g o

f la

ng

uag

e d

iffer

ence

.L

earn

ers

are

con

fid

ent

in

exp

lain

ing

th

e d

iffer

ence

b

etw

een

th

eir

dia

lect

an

d S

tan

dar

d A

ust

rali

an

En

gli

sh.

No

n-A

bo

rig

inal

lear

ner

s sh

ow

an

in

tere

st i

n d

iale

ct

and

reg

iste

r d

iffer

ence

.

En

cou

rag

e le

arn

ers

to

dev

elo

p p

eer-

agre

ed

stan

dar

ds

wit

h r

esp

ect

to

Ab

ori

gin

al E

ng

lish

an

d t

o

mo

tiv

ate

on

e an

oth

er t

o

imp

rov

ed p

erfo

rman

ce

in S

tan

dar

d A

ust

rali

an

En

gli

sh.

Mo

du

le 1

.5 L

ear

nin

g t

o t

alk

abo

ut

talk

Mo

du

le 8

.2 A

bo

rig

inal

En

gli

sh w

ord

s an

d m

ean

ing

sM

od

ule

8.3

Exp

and

ing

lear

ne

rs’

vo

cab

ula

ryM

od

ule

8.6

Wri

tin

g in

a d

iale

ct

WA

Cu

rric

ulu

m C

ou

nci

l EA

L/E

AD

C

urr

icu

lum

(up

dat

ed 2

010

).h

ttp

://w

ww

.cu

rric

ulu

m.w

a.ed

u.

au/i

nte

rnet

/Sen

ior_

Sec

on

dar

y/

Co

urs

es/W

AC

E_C

ou

rses

/En

gli

sh_

as_a

n_A

dd

itio

nal

_Lan

gu

age_

Dia

lect

Sam

ple

wo

rksh

op

: Un

de

rsta

nd

ing

d

iale

cta

l diff

ere

nc

es






115


Facilitators Guide

stA

gE

4 c

hEc

kli

st –

ho

W m

oT

iva

Ted

an

d e

nG

aG

ed a

re

Lea

rn

ers?

Asp

ect

Wh

ere

are

lear

ner

s at

?H

ow

do

I k

no

w t

his

?

Wh

at c

an T

wo

-Way

T

eam

s d

o?

Res

ou

rces

Lea

rner

s 4

(d)

Exp

erim

enta

tio

n

wit

h r

egis

ter

and

d

iale

ct v

aria

tio

n

Lea

rner

s ca

n c

han

ge

dia

lect

an

d r

egis

ter

(co

de-

swit

ch)

acco

rdin

g t

o p

urp

ose

, au

die

nce

, co

nte

xt a

nd

co

nce

ptu

alis

atio

n f

or

a ra

ng

e o

f co

mm

un

icat

ion

an

d le

arn

ing

pu

rpo

ses.

A

bo

rig

inal

En

gli

sh

lear

ner

s co

ntr

ol t

hei

r u

se o

f la

ng

uag

e/d

iale

ct

var

iati

on

an

d r

egis

ter,

p

arti

cula

rly

wh

ere

Sta

nd

ard

Au

stra

lian

E

ng

lish

is

req

uir

ed i

n n

on

-A

bo

rig

inal

fo

rmal

an

d

acad

emic

set

tin

gs.

Th

e cl

assr

oo

m h

as a

d

yn

amic

, in

tera

ctiv

e,

incl

usi

ve

atm

osp

her

e.L

earn

ers

con

tin

ual

ly

cod

e-sw

itch

dep

end

ing

o

n t

hei

r au

die

nce

.N

on

-Ab

ori

gin

al le

arn

ers

acco

mm

od

ate

oth

er

dia

lect

s b

y a

skin

g f

or

mea

nin

gs.

Lea

rner

s ar

e g

iven

th

e o

pp

ort

un

ity

to

wri

te i

n

bo

th d

iale

cts.

Hel

p le

arn

ers

to s

ee h

ow

th

eir

com

pet

ence

in

an

oth

er d

iale

ct c

an b

e u

sed

as

a su

pp

ort

fo

r th

eir

acq

uis

itio

n o

f S

tan

dar

d

Au

stra

lian

En

gli

sh

com

pet

ence

.M

ake

a re

cord

/wri

te a

jo

urn

al a

bo

ut

the

lear

ner

su

cces

ses.

Co

llect

sam

ple

s o

f le

arn

ers’

wo

rk t

hat

sh

ow

th

e im

pac

t o

f T

wo

-Way

b

idia

lect

al e

du

cati

on

.

Mo

du

le 1

.5 L

ear

nin

g t

o t

alk

abo

ut

talk

Focu

s A

rea

3 T

he

gra

mm

ar o

f d

iale

ct

diff

ere

nc

eM

od

ule

5.1

Te

xt s

tru

ctu

re in

S

tan

dar

d A

ust

rali

an E

ng

lish

Mo

du

le 5

.2 T

ext

str

uc

ture

in

Ab

ori

gin

al E

ng

lish

M

od

ule

5.3

Par

agra

ph

s in

Sta

nd

ard

A

ust

rali

an E

ng

lish

Mo

du

le 5

.5 U

nd

ers

tan

din

g a

nd

v

alu

ing

dia

lec

tal d

iffe

ren

ce

s in

te

xtM

od

ule

8.6

Wri

tin

g in

a d

iale

ct

Mo

du

le 1

0.1

Mo

vin

g f

rom

on

e d

iale

ct

to t

wo

dia

lec

tsM

od

ule

12

.7 T

eac

hin

g s

trat

eg

ies

and

le

arn

ing

exp

eri

en

ce

sM

od

ule

12

.10

Mak

ing

jud

ge

me

nts

ab

ou

t le

arn

er

pro

gre

ss

Sam

ple

wo

rksh

op

: Un

de

rsta

nd

ing

d

iale

cta

l diff

ere

nc

es

Lea

rner

s 4

(e)

Sel

f effi

cacy

Ab

ori

gin

al le

arn

ers

com

mu

nic

ate

wit

h

con

fid

ence

in

a r

ang

e o

f so

cial

, ed

uca

tio

nal

an

d

emp

loy

men

t se

ttin

gs

to

real

ise

thei

r g

oal

s an

d

asp

irat

ion

s.

Th

e A

bo

rig

inal

lear

ner

s re

late

wel

l to

th

eir

teac

her

.T

he

atm

osp

her

e o

f th

e cl

assr

oo

m i

s p

osi

tiv

e.L

earn

ers

are

mo

tiv

ated

to

le

arn

.

Giv

e d

iale

ct s

pea

kers

in

crea

sin

gly

im

po

rtan

t le

ader

ship

ro

les

as t

hey

g

row

in

co

nfi

den

ce.

Mo

du

le 1

0.1

Mo

vin

g f

rom

on

e d

iale

ct

to t

wo

dia

lec

tsM

od

ule

10

.2 E

igh

t p

rin

cip

les

of

Tw

o-

Way

bid

iale

cta

l ed

uc

atio

nM

od

ule

10

.5 L

ear

nin

g is

sue

sM

od

ule

12

.3 G

ett

ing

to

kn

ow

le

arn

ers

Mo

du

le 1

2.7

Te

ach

ing

str

ate

gie

s an

d

lear

nin

g e

xpe

rie

nc

es



Facilitators Guide

116

117

big

wo

rd

gu

idE

(gl

os

sA

ry

)


Facilitators Guide

big word guidE (glossAry)

aBc (of Two-way

Literacy and

Learning Project)

A – Acknowledging Aboriginal English

B – Bridging to Standard Australian English

C – Cultivating Aboriginal ways of interpreting knowledge and

experience

aboriginal educators include Aboriginal and Islander Education Officers (AIEOs), Aboriginal

teachers, Aboriginal Liaison Officers (ALOs), Aboriginal Education

Coordinators (AECs) and Aboriginal Education Managers

aboriginal english

(ae)

A rule-governed dialect of English that developed originally from a

contact variety, New South Wales Pidgin, to become a lingua franca

among Aboriginal people, Aboriginal English is the most widespread

form of communication among Aboriginal Australians.

accent An individual’s own particular pronunciation of words, eg ‘dance' –

da(r)nce, ‘that’ – dat. Accent is one of the things that makes a dialect

different.

adjective A word that is used to describe something. It usually comes before

a noun, eg an angry kangaroo or after forms of the verb ‘to be’ (is,

was, are, were), eg she was sad, he is hot, they are poor, they were

disappointed.

adverb a word used to describe a verb, eg they walked slowly

article the, a or an

bicultural staff staff members who are able to move between two cultures

bidialectal being able to speak two dialects of language

biliteracy literacy skills in two dialects/languages

categorisation the activity (mental or physical) of grouping things together, usually

on the basis of some similarity

code-mixing using a word or words from one language or dialect while speaking to

a person in another

code-switching selecting the appropriate dialect to use in different situations; moving

comfortably between one dialect and another and, ultimately, between

one culture and another

cohesion The way in which words, sentences and paragraphs are linked

together to make a text. This may involve use of the same word, a

synonym (a word with the same meaning), a pronoun (he, she, etc), a

conjunction (and, thus, because, etc) or a discourse marker (in addition

to, as a result of, consequently, etc).

concept a newly expressed or familiar idea that is stored in the brain

conceptualisation a person’s understanding of something or of how something works,

eg the concepts of ‘house’ or ‘family’


Facilitators Guide

118

big

wo

rd

gu

idE

(g

lo

ss

Ar

y)

contraction a shortened form of a word, eg don’t (do not), can’t (cannot), won’t (will

not), wouldn’t (would not), it’s (it is)

creole A language that develops when people who do not understand each

other’s language have to communicate with each other. They will first

use words and utterances that each group understands (a pidgin) and

use their own language when speaking with their own people. When

a generation is born immersed in the pidgin and uses it for more than

only communicating with the speakers of the other language, the

pidgin is called a creole.

descriptive a way of looking at language that involves an interest in how it works

and how we make ourselves understood (as opposed to prescriptive)

dialect A variety of a language, including standard and non-standard forms.

Regional dialects derive from geographically separated groups of

speakers and social dialects from socially separated groups. A dialect

develops through variation in a language over time, often to the point

where it is no longer understood by a speaker of the original language.

discourse Written or spoken language that may vary according to time, place

and subject (for example, legal discourse, medical discourse).

Discourse styles vary across languages, dialects and cultures. For

example, some cultures tolerate and value silence more than others

and some cultures require more structure and detail in their discourse

than others.

discourse community A group or groups who share similar ways of speaking and writing and

conform to all the agreed norms and conventions for these practices.

Individuals can belong to more than one discourse community.

Discourse communities can be (but are not necessarily) associated

with geographical or ethnic regions. They can also be associated

with particular professions or interests, eg academic discourse

communities.

eaD English as an Additional Dialect

eaL English as an Additional Language

english The language of the worldwide community of people who identify

themselves as English speakers. There are many forms of English,

including national standard varieties and distinctive regional, ethnic

and social varieties.

exclusion language or behaviour that situates the listener or reader as an

outsider

formative assessment a type of assessment used to provide feedback to learners, generally

during a course of study rather than at the end of it (as opposed to

summative assessment)

gender masculine (eg he, his), feminine (eg she, hers) or neither (eg it, its)

genre a type of writing, eg narrative (story), report, essay

119

big

wo

rd

gu

idE

(gl

os

sA

ry

)


Facilitators Guide

grammar The set of rules that determines the structures of sentences and

utterances in a language or dialect. Because most of these rules

are shared by all speakers of a language or dialect, users are able to

understand each other.

home dialect/home

language

the language or dialect used at home; therefore, the one a person is

most familiar and comfortable with

idiom a group of words used in such a way that the meaning of the

individual words is not the meaning of the whole expression, eg bread

and butter is delicious; my bread and butter is shearing

inclusivity a situation in which speakers of other languages/dialects or members

of other (minority) groups are included

iterative process a repetitive process

kriol the creole language spoken in northern Australia

language The primary means of communication (written or spoken) among

humans. Note that in Aboriginal English, this usually refers only to

‘Aboriginal language’.

language acquisition the process of becoming competent in a first or additional language

language system generally refers to the grammar and functions of a language

language variation the process that occurs when a group of speakers of a language

changes that language as a result of its linguistic, social, temporal or

geographic separation from other speakers

lexical refers to the words of a language

linguistics the study of language

metaphor words or phrases that use tangible or identifiable concepts to explain

something that is more abstract, eg my memory is a little foggy

metonymy the process of giving a new name to something on the basis of its

existing attributes (for example, a man of the cloth means a clergyman,

who wears the clothing of his church; a red letter day is an important

date/day, which is often marked in red on calendars)

morphology the way in which words are broken down into meaningful parts,

eg stronger: strong+er; snakes: snake+s

negative grammatical process of showing that something does/did/will not

happen (he wouldn’t go there), does not exist (it’s not true), etc

noun a word that names things (visible or invisible), eg table, chair, tree, love,

hope (common nouns); Dave, Kev, Geraldton, Pilbara (proper nouns)

object a person or thing to which something happens, eg they shot a

kangaroo; Megan made me eggs on toast


Facilitators Guide

120

big

wo

rd

gu

idE

(g

lo

ss

Ar

y)

phonology The study of the inventory of sounds in a language and the rules

that govern their use/arrangement, such as how particular sounds

in a language carry meaning, eg ‘bat’ vs ‘bit’ (the [a] and the [i] are

meaningful units in these words as changing them changes the

meaning). Some sounds change in the environment of others (for

example, the plural ‘s’ in ‘cats’ is pronounced differently from the plural

‘s’ in ‘dogs’.)

pidgin a type of communication that initially develops when people who do

not speak the same language are forced to communicate with each

other

plural More than one. In Standard English, this is indicated by adding an ‘s’,

eg snake – snakes, emu – emus, language – languages. Some Standard

English words have a special plural form, eg child – children, that

differs significantly from its singular form.

possessive The grammatical word for pertaining to ownership. In Standard

English, an apostrophe and ‘s’ or ‘of’ are used to show possession,

eg Kev’s car, the end of the financial year. Another way of showing

ownership is to use a possessive pronoun, eg my car, his car, their car.

pragmatics the way in which people use language in different situations

preposition a word that indicates the position of something, eg on the table, near

the window, underneath the car, above your head, to the movies

prescriptive a way of looking at language that focuses on correctness and

incorrectness and validates only one agreed way of producing

language; that of dictionaries and formal grammars (as opposed to

descriptive)

primary discourse the spoken and/or written communication patterns that learners bring

to their education/training settings and which have resulted from their

home lives and their social settings

pronoun A small word that represents a previously named person or thing in

a text, eg The boy went fishing. He took along the minnows he had

caught earlier in the day.

prosodics the ways in which we use our voices to make words loud or soft, long

or short and high or low in pitch, eg there was a bi-i-i-i-g mob there

quantifiers Words that measure things, eg big, small, lots, many, much. Time is

also measured with quantifiers (such as directly, shortly, previously).

register The words we use when we change our use of language in certain

settings. For example, we may use words and expressions from our

workplaces when we are talking to colleagues or workmates. We

may speak formally or carefully when we are speaking to a person in

authority and casually to our friends and family.

repertoire inventory or list, eg an educator’s repertoire of teaching strategies

includes all the strategies they use

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Facilitators Guide

standard australian

english (sae)

the variety of English used in education and wider public discourse

in Australia and also generally (sometimes in a colloquial variety) in

anglo background homes and families

standard english That variety or set of closely related varieties of English that enjoys the

highest social prestige. It serves as a model for the teaching of English

throughout the world.

schema An understanding or conceptualisation of patterns of behaviour or

events. Schemas come to mind when ideas are introduced, eg the

word ‘hunting’ generates images of hunting in terms of what it means

to the listener or reader.

semantics the meanings of words

singular reference to one entity, person or thing, eg girl, as opposed to the

plural form, girls; child compared with children

sociolinguistics the study of language use within and/or across different societies or

social classes

speech community A group or groups of people who share a spoken language, dialect or

register. A person may belong to more than one speech community

if he/she speaks more than one language/dialect or socialises using

different registers, eg work, home, sport.

standard dialect the variety of a language that enjoys the highest social prestige

story pattern the arrangement of ideas and events in a narrative

subject A grammatical term for the person or object doing the action of the

verb, eg Wayne kicked the footie; Glenys cooked a roast; The project is

coming along; The dog ate the shank. The word subject is also used to

mean the topic of a conversation, unit of study, etc.

summative

assessment

a type of assessment that evaluates knowledge and/or skills acquired

after a set period of learning (as opposed to formative assessment)

syntax the way in which words fit together within a sentence in certain

rule-governed ways (sequences)

tense an expression of time using verbs, eg he is coming (present);

I am (present); he went (past); I have done that (past); they did that

(past); she will do it (future)

text a string of sentences that is spoken/heard or written/read; any

communication, eg a book, an SMS, a song, the ‘land’, can be a text

text structure the arrangement of information in a text

training organisation An organisation that is registered to deliver accredited vocational

training and adult education. It can be a state training provider (TAFE),

community-based organisation or enterprise-based organisation.

Two-way the reciprocal flow of information and learning between Aboriginal

and non-Aboriginal knowledge systems


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Two-way Team a pair of educators, one of whom is Aboriginal and the other

non-Aboriginal, who assume responsibility for establishing and

developing Two-Way bidialectal learning in an education/training

context

variety one of a collection of closely related things (languages, plants, etc)

verb a word that describes actions or states of being, eg catch (action), know

(state [of knowing])

vocabulary the words of a language

word association the connection between a word and closely linked concepts that are

stimulated by that word

Facilitators Guide

P A R T

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This Facilitators Guide is Part 1 of the Tracks to Two-Way Learning package.

Tracks to Two-Way Learning is a new three-part

train-the-trainer package for teachers and trainers.

It is a collaboratively developed resource for use by Aboriginal and

non-Aboriginal educators working together to improve the quality

of teaching and learning for Aboriginal people.

• Includes electronic version on CD

P A R T

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