Department of EducationDepartment of Trainingand Workforce Development
P A R T
2
Tracks to Two-Way Learning
P A R T
1
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.
Material identified with is made available under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported (CC BY-NC-ND) licence – for more information please visit http://creativecommons.org/licenses/by-nc-nd/3.0/ Under this licence you may copy, print and communicate the material for personal or non-commercial purposes, including educational or organisational use, provided you do not alter it in any way and you attribute the Department of Education WA/Department of Training and Workforce Development, and link to the Creative Commons website named above.
Material identified with is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported (CC BY-NC-SA) licence – for more information please visit http://creativecommons.org/licenses/by-nc-sa/3.0/ Under this licence you may copy, print, communicate and adapt the material for personal or non-commercial purposes, including educational or organisational use, provided you attribute the Department of Education WA/Department of Training and Workforce Development, link to the Creative Commons website named above and license any new work created incorporating material from this resource under a CC BY NC SA Licence.
Whilst every effort has been made to ensure the accuracy of the information contained in this publication, no guarantee can be given that all errors and omissions have been excluded. No responsibility for loss occasioned to any person acting or refraining from action as a result of the material in this publication can be accepted by either Department.
Requests and enquiries concerning copyright should be addressed to:
Manager Intellectual Property and Copyright
Department of Education
Email: [email protected]
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
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
Ab
or
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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
Ab
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Tracks To Two-way Learning
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.
Tracks To Two-way Learning
Facilitators Guide
6
dE
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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.
7
dE
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Tracks To Two-way Learning
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
Two-Way Teamcommunity
community
colleagues learners learners colleagues
communityTwo-Way
Team(at an education/
training site)
Two-WayTeam
(at an education/ training site)
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
Two-Way Teamcommunity
community
colleagues learners learners colleagues
communityTwo-Way
Team(at an education/
training site)
Two-WayTeam
(at an education/ training site)
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
Two-Way Teamcommunity
community
colleagues learners learners colleagues
communityTwo-Way
Team(at an education/
training site)
Two-WayTeam
(at an education/ training site)
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
Two-Way Teamcommunity
community
colleagues learners learners colleagues
communityTwo-Way
Team(at an education/
training site)
Two-WayTeam
(at an education/ training site)
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
Two-Way Teamcommunity
community
colleagues learners learners colleagues
communityTwo-Way
Team(at an education/
training site)
Two-WayTeam
(at an education/ training site)
Capacity
Building Team
ABC of Two-Way Literacy and Learning: Capacity Building Project
Tracks To Two-way Learning
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.
9
wE
’ll
tE
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u A
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or
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mo
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of
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r m
ob
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E s
to
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Tracks To Two-way Learning
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.
Tracks To Two-way Learning
Facilitators Guide
10
The Tracks To TWo-Way LearninG packaGe
P A R T
1
FACIL ITAT O R S G U I D
E
P A R T
3SA
M
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
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
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
F
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
Tracks To Two-way Learning
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
Tracks To Two-way Learning
Facilitators Guide
12
int
ro
du
ct
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
int
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Tracks To Two-way Learning
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.
Tracks To Two-way Learning
Facilitators Guide
14
int
ro
du
ct
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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Tracks To Two-way Learning
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.
Tracks To Two-way Learning
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)
Tracks To Two-way Learning
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)
Tracks To Two-way Learning
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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Tracks To Two-way Learning
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
Tracks To Two-way Learning
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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Tracks To Two-way Learning
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
Tracks To Two-way Learning
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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Tracks To Two-way Learning
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.
Tracks To Two-way Learning
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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Tracks To Two-way Learning
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
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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.
29
lE
Ad
ing
tw
o-w
Ay
ch
An
gE
Tracks To Two-way Learning
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.
Tracks To Two-way Learning
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
Tracks To Two-way Learning
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.
Tracks To Two-way Learning
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
Tracks To Two-way Learning
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.
Tracks To Two-way Learning
Facilitators Guide
34
35
Tracks To Two-way Learning
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
Progression Chart .................................................................................................................59
Stage 1 Checklist ....................................................................................................................61
Stage 2 Checklist ...................................................................................................................65
Stage 3 Checklist ...................................................................................................................69
Stage 4 Checklist ...................................................................................................................73
Inclusive Policy and Practice
Progression Chart .................................................................................................................77
Stage 1 Checklist....................................................................................................................79
Stage 2 Checklist ...................................................................................................................83
Stage 3 Checklist ...................................................................................................................88
Stage 4 Checklist ...................................................................................................................93
Motivated and Engaged Learners
Progression Chart .................................................................................................................97
Stage 1 Checklist....................................................................................................................99
Stage 2 Checklist .................................................................................................................104
Stage 3 Checklist .................................................................................................................109
Stage 4 Checklist ................................................................................................................. 112
Tracks To Two-way Learning
Facilitators Guide
36
37
Tracks To Two-way Learning
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
Tracks To Two-way Learning
Facilitators Guide
38
39
Tracks To Two-way Learning
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
Tracks To Two-way Learning
Facilitators Guide
40
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
(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
Tracks To Two-way Learning
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
(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
Tracks To Two-way Learning
Facilitators Guide
42
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
(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
Tracks To Two-way Learning
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
(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.
Tracks To Two-way Learning
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
profEssionAl prActicE – stAgE 2 chEcklist
45
Tracks To Two-way Learning
Facilitators Guide
profEssionAl prActicE – stAgE 2 chEcklist
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
Tracks To Two-way Learning
Facilitators Guide
46
profEssionAl prActicE – stAgE 2 chEcklist
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
Tracks To Two-way Learning
Facilitators Guide
profEssionAl prActicE – stAgE 2 chEcklist
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.
Tracks To Two-way Learning
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
profEssionAl prActicE – stAgE 3 chEcklist
49
Tracks To Two-way Learning
Facilitators Guide
profEssionAl prActicE – stAgE 3 chEcklist
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
Tracks To Two-way Learning
Facilitators Guide
50
profEssionAl prActicE – stAgE 3 chEcklist
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
Tracks To Two-way Learning
Facilitators Guide
profEssionAl prActicE – stAgE 3 chEcklist
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…
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ttp
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nes
do
c.u
nes
co.o
rg/
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es/0
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716
0m
.pd
f
Tracks To Two-way Learning
Facilitators Guide
52
profEssionAl prActicE – stAgE 3 chEcklist
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
Tracks To Two-way Learning
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/
profEssionAl prActicE – stAgE 4 chEcklist
Tracks To Two-way Learning
Facilitators Guide
54
profEssionAl prActicE – stAgE 4 chEcklist
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
Tracks To Two-way Learning
Facilitators Guide
profEssionAl prActicE – stAgE 4 chEcklist
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
Tracks To Two-way Learning
Facilitators Guide
56
profEssionAl prActicE – stAgE 4 chEcklist
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
57
Tracks To Two-way Learning
Facilitators Guide
profEssionAl prActicE – stAgE 4 chEcklist
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
Tracks To Two-way Learning
Facilitators Guide
58
Tracks To Two-way Learning
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
Tracks To Two-way Learning
Facilitators Guide
60
61
Tracks To Two-way Learning
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
Tracks To Two-way Learning
Facilitators Guide
62
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
(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
Tracks To Two-way Learning
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
(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
/
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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
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EngAgEd community – stAgE 2 chEcklist
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
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EngAgEd community – stAgE 2 chEcklist
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
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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
Tracks To Two-way Learning
Facilitators Guide
68
EngAgEd community – stAgE 2 chEcklist
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
69
Tracks To Two-way Learning
Facilitators Guide
EngAgEd community – stAgE 3 chEcklist
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
Tracks To Two-way Learning
Facilitators Guide
70
EngAgEd community – stAgE 3 chEcklist
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
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gE
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W e
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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
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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
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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
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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.
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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
Tracks To Two-way Learning
Facilitators Guide
76
EngAgEd community – stAgE 4 chEcklist
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
Tracks To Two-way Learning
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
Tracks To Two-way Learning
Facilitators Guide
78
79
Tracks To Two-way Learning
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.
Tracks To Two-way Learning
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
inclusivE policy And prActicE – stAgE 1 chEcklist
81
Tracks To Two-way Learning
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
inclusivE policy And prActicE – stAgE 1 chEcklist
Tracks To Two-way Learning
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
inclusivE policy And prActicE – stAgE 1 chEcklist
83
Tracks To Two-way Learning
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
inclusivE policy And prActicE – stAgE 2 chEcklist
Tracks To Two-way Learning
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.
inclusivE policy And prActicE – stAgE 2 chEcklist
85
Tracks To Two-way Learning
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
inclusivE policy And prActicE – stAgE 2 chEcklist
Tracks To Two-way Learning
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
inclusivE policy And prActicE – stAgE 2 chEcklist
87
Tracks To Two-way Learning
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
inclusivE policy And prActicE – stAgE 2 chEcklist
Tracks To Two-way Learning
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
inclusivE policy And prActicE – stAgE 3 chEcklist
89
Tracks To Two-way Learning
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
llow
ing
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urc
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ead
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ay E
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ays
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k (b
oo
k
and
DV
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Sam
ple
Act
ion
Pla
n f
or
Sta
nd
ard
E
ng
lish
Lea
rner
s fr
om
Lo
s A
ng
eles
U
nifi
ed S
cho
ol D
istr
ict
(20
01)
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DF
Po
licy
an
d
Pra
ctic
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(c)
Rel
evan
t an
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
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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
.sm
artc
op
yin
g.e
du
.au
/sc
w/g
o/p
id/8
20
inclusivE policy And prActicE – stAgE 3 chEcklist
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.
Tracks To Two-way Learning
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
inclusivE policy And prActicE – stAgE 3 chEcklist
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
91
Tracks To Two-way Learning
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
inclusivE policy And prActicE – stAgE 3 chEcklist
Tracks To Two-way Learning
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
inclusivE policy And prActicE – stAgE 3 chEcklist
93
Tracks To Two-way Learning
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
inclusivE policy And prActicE – stAgE 4 chEcklist
Tracks To Two-way Learning
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)
inclusivE policy And prActicE – stAgE 4 chEcklist
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
Tracks To Two-way Learning
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
s d
ata
colle
ctio
n a
nd
an
aly
sis
to i
mp
rov
ed
per
form
ance
of
lear
ner
s.
All
rele
van
t in
form
atio
n i
s av
aila
ble
wh
en n
eed
ed.
Co
nti
nu
e to
pro
vid
e fo
r th
e o
ng
oin
g u
pd
atin
g o
f re
lev
ant
dat
a.
Mo
du
le 1
2.4
Qu
alit
ies
of
an E
AD
/EA
L
ed
uc
ato
rM
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
tIn
dig
eno
us
Cu
ltu
ral a
nd
In
telle
ctu
al
Pro
per
ty R
igh
ts
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mar
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py
ing
.ed
u.a
u/
scw
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/pid
/82
0
Po
licy
an
d
Pra
ctic
e 4
(d
)
Mo
nit
ori
ng
, as
sess
men
t an
d r
epo
rtin
g
pra
ctic
es
Mo
nit
ori
ng
, ass
essm
ent
and
rep
ort
ing
pra
ctic
es
are
fully
in
clu
siv
e o
f ad
dit
ion
al la
ng
uag
e an
d
add
itio
nal
dia
lect
lear
nin
g.
Rep
ort
ing
pro
ced
ure
s g
ive
du
e re
gar
d t
o t
he
aud
ien
ce
for
wh
ich
th
e re
po
rts
are
inte
nd
ed a
nd
pro
vid
e ad
equ
ate
info
rmat
ion
re
lati
ng
to
pro
gre
ss m
ade
by
bid
iale
ctal
lear
ner
s.
Mo
no
dia
lect
al a
sses
smen
t p
ract
ices
are
no
lon
ger
ta
ken
fo
r g
ran
ted
.S
taff
are
kee
n t
o d
evel
op
m
on
ito
rin
g a
nd
use
as
sess
men
t p
roce
du
res
that
are
mo
re a
pp
rop
riat
e fo
r th
eir
lear
ner
p
op
ula
tio
n.
Wo
rk w
ith
Tw
o-W
ay
Tea
ms
and
po
licy
mak
ers
wit
hin
th
e ed
uca
tio
n/
trai
nin
g s
ite
to d
evel
op
a
full
ran
ge
of
Tw
o-W
ay
bid
iale
ctal
ass
essm
ent
mea
sure
s an
d s
har
e n
eed
s in
net
wo
rks
to e
nli
st t
he
acce
pta
nce
of
thes
e b
y t
he
rele
van
t au
tho
riti
es.
CC
RE
Qu
alit
y I
nd
icat
ors
. Av
aila
ble
fr
om
th
e A
cad
emic
En
gli
sh M
aste
ry
Pro
gra
m (L
os
An
gel
es U
nifi
ed
Sch
oo
l Dis
tric
t).
htt
p:/
/no
teb
oo
k.la
usd
.net
/po
rtal
/p
age?
_pag
eid
=3
3,1
86
03
5&
_d
ad=
ptl
&_s
chem
a=P
TL
_EP
Cap
po
n, P
. (2
00
8).
Me
asu
rin
g
Su
cc
ess
in F
irst
Nat
ion
s, I
nu
it, a
nd
M
éti
s L
ear
nin
g. P
oli
cy
Op
tio
ns.
O
ttaw
a: C
anad
ian
Co
un
cil o
n
Lea
rnin
g.
htt
p:/
/ww
w.c
cl-c
ca.c
a/N
R/
rdo
nly
res/
0D
0A
5FA
7-11
91-
43
D9
-A
46
D-F
13D
7C9
BE
CA
B/0
/Cap
po
n_
Po
licy
Op
tio
ns.
pd
f
inclusivE policy And prActicE – stAgE 4 chEcklist
Tracks To Two-way Learning
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.
htt
p:/
/ww
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
im
ple
men
tati
on
o
f th
e p
oli
cy b
y e
xist
ing
an
d i
nco
min
g s
taff
.
Lan
g, J
. (2
00
7). H
ow
to
Su
cc
ee
d w
ith
E
du
cat
ion
fo
r S
ust
ain
abil
ity
– L
ittl
e
Bo
oks
of
Big
Id
eas
. Car
lto
n S
ou
th,
Vic
.: C
urr
icu
lum
Co
rpo
rati
on
inclusivE policy And prActicE – stAgE 4 chEcklist
97
Tracks To Two-way Learning
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
Tracks To Two-way Learning
Facilitators Guide
98
99
Tracks To Two-way Learning
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
Tracks To Two-way Learning
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
motivAtEd And EngAgEd lEArnErs – stAgE 1 chEcklist
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
Tracks To Two-way Learning
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
motivAtEd And EngAgEd lEArnErs – stAgE 1 chEcklist
Tracks To Two-way Learning
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
motivAtEd And EngAgEd lEArnErs – stAgE 1 chEcklist
103
Tracks To Two-way Learning
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
motivAtEd And EngAgEd lEArnErs – stAgE 1 chEcklist
Tracks To Two-way Learning
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
motivAtEd And EngAgEd lEArnErs – stAgE 2 chEcklist
105
Tracks To Two-way Learning
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
motivAtEd And EngAgEd lEArnErs – stAgE 2 chEcklist
Tracks To Two-way Learning
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
motivAtEd And EngAgEd lEArnErs – stAgE 2 chEcklist
107
Tracks To Two-way Learning
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
motivAtEd And EngAgEd lEArnErs – stAgE 2 chEcklist
Tracks To Two-way Learning
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
motivAtEd And EngAgEd lEArnErs – stAgE 2 chEcklist
109
Tracks To Two-way Learning
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
motivAtEd And EngAgEd lEArnErs – stAgE 3 chEcklist
Tracks To Two-way Learning
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
motivAtEd And EngAgEd lEArnErs – stAgE 3 chEcklist
111
Tracks To Two-way Learning
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
motivAtEd And EngAgEd lEArnErs – stAgE 3 chEcklist
Tracks To Two-way Learning
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
motivAtEd And EngAgEd lEArnErs – stAgE 4 chEcklist
113
Tracks To Two-way Learning
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
motivAtEd And EngAgEd lEArnErs – stAgE 4 chEcklist
Tracks To Two-way Learning
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
motivAtEd And EngAgEd lEArnErs – stAgE 4 chEcklist
115
Tracks To Two-way Learning
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
motivAtEd And EngAgEd lEArnErs – stAgE 4 chEcklist
Tracks To Two-way Learning
Facilitators Guide
116
117
big
wo
rd
gu
idE
(gl
os
sA
ry
)
Tracks To Two-way Learning
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’
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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
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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
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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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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
212 F OC U S A R E A S
P A R T
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