Overview

This book introduces key underlying principles for teaching First Nations languages and language learners in schools across a range of contexts. It takes a comprehensive approach covering traditional languages, new languages, and English. At a critical time for Indigenous languages across the globe, the United Nations Decade of Indigenous Languages (2022–2032) draws attention to the endangerment of these languages and advocates for the role of education to preserve and revitalise Indigenous languages. At the same time, many new language varieties spoken by Indigenous peoples often remain unrecognised in education systems, and their English language learning needs are left unaddressed. This book provides crucial information to enhance the reader’s knowledge of these critical issues in language and education with a view to promote future action. The chapters showcase the advocacy, activism, and allyship for First Nations languages and language learners undertaken by educators, education systems, and researchers in Australia. With a practical focus, this book illustrates innovative and contemporary approaches to language learning for First Nations students; educators can use this text to guide and develop language-learning approaches in their respective contexts. This is a foundational resource for both Indigenous and non-Indigenous teachers and aspiring teachers alike, and all education professionals who appreciate the fundamental importance of language in education.

Full Product Details

Author:   Carly Steele (Curtin University, Australia) ,  Robyn Ober (Batchelor Institute of Indigenous Tertiary Education, Australia) ,  Rhonda Oliver (Curtin University, Australia)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.670kg
ISBN:  

9781032577975

ISBN 10:   1032577975
Pages:   260
Publication Date:   30 April 2025
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Introduction Part One: Contexts, Theories, Principles, Practices and Protocols for Language Learning and Teaching in Schools 1. Language Learning in Schools: Contexts, Theories and Practice 2. Consent, Copyright, Consultation, Collaboration and Co-design: Principles & Protocols for Developing School Language Programs Part Two: Learning and Teaching Traditional Aboriginal and Torres Strait Islander Languages in Schools 3. Teaching Aboriginal Languages as First Languages in the Northern Territory: Reflections of Educators in the Warlpiri Triangle and Yolŋu Communities 4. Teaching First Nations Languages in Queensland Schools 5. Western Australia Department of Education, Aboriginal Languages Teaching Training Course 6. The Journey to the Opening of Gumbaynggirr Giingana Freedom School Part Three: Aboriginal and Torres Strait Islander Contact Languages in Education 7. The Diverse Indigenous Creole Languages and First Nations Language Repertoires in Queensland, with Information for Educators 8. Kriol in the Northern Territory 9. Aboriginal English in Education Part Four: Learning and Teaching the Curriculum through Aboriginal and Torres Strait Islander Languages 10. Gija Curriculum at Purnululu School 11. Content Language Integrated Learning (CLIL) for Learning Aboriginal and Torres Strait Islander Languages Part Five: Learning, Teaching and Assessing Learning in Standard Australian English for Speakers of Aboriginal and Torres Strait Islander Languages 12. Aboriginal and Torres Strait Islander Students’ Language and Learning through a Both Ways Approach 13. Aboriginal and Torres Strait Islander Students’ Language Learning for Literacy Development 14. Understanding the EAL/D Extra: Assessing English as an Additional Language or Dialect in First Nations Contexts Conclusion

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Author Information

Carly Steele is a non-Indigenous applied linguist and qualified teacher with experience in diverse educational contexts. She holds the position of Senior Lecturer and Master of Education course coordinator in the School of Education at Curtin University, Perth. Her research focuses on culturally and linguistically responsive pedagogies. Robyn Ober is a Mamu/Djirribal woman from North Queensland. She is the Indigenous research practice leader at Batchelor Institute. Her research focus and expertise is on both-ways pedagogy, working to combine Indigenous and non-Indigenous ways of knowing, being and learning in teaching practice and research. Rhonda Oliver has researched extensively in the areas of second language and dialect acquisition, and task-based language learning. Her recent work includes studies within Australian Aboriginal education settings. She co-edited the award-winning textbook Indigenous Education in Australia Learning and Teaching for Deadly Futures.

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