1st Edition
Celebrating First Nations Languages and Language Learning in Australian Schools Stories Across Generations of Language Activism, Advocacy and Allyship
Introduction
Carly Steele, Robyn Ober & Rhonda Oliver
Part One: Contexts, Theories, Principles, Practices and Protocols for Language Learning and Teaching in Schools
1. Language Learning in Schools: Contexts, Theories and Practice
Rhonda Oliver, Carly Steele, Robyn Ober, Lynette Gordon
2. Consent, Copyright, Consultation, Collaboration and Co-design: Principles & Protocols for Developing School Language Programs
Vincent Backhaus, Mike Exell, Graeme Gower
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
Elizabeth Milmilany, Barbara Martin Napanangka, Merrkiyawuy Ganambarr, Fiona Gibson Napaljarri, Emma Browne, Melanie Wilkinson
4. Teaching First Nations Languages in Queensland Schools
Des Crump, Larena Thompson, Naomi Fillmore, Samantha Disbray
5. Western Australia Department of Education, Aboriginal Languages Teaching Training Course
Lola Jones, Coleen Sherratt, Debbie O’Hara, Coco Yu, Judith Birchall
6. The Journey to the Opening of Gumbaynggirr Giingana Freedom School
Clark Webb
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
Denise Angelo, Carly Steele, Bernadine Yeatman, Allan Yeatman
8. Kriol in the Northern Territory
Rikke L. Bundgaard-Nielsen, Brett J. Baker, Jocelyn E. Uibo
9. Aboriginal English in Education
Ian Malcolm, Patricia Königsberg, Glenys Collard
Part Four: Learning and Teaching the Curriculum through Aboriginal and Torres Strait Islander Languages
10. Gija Curriculum at Purnululu School
Sophia Mung, Libby Lee-Hammond, Rhonda Oliver
11. Content Language Integrated Learning (CLIL) for Learning Aboriginal and Torres Strait Islander Languages
Helen C.D. McCarthy, Jacqueline Hunter, Russell Cross, Rhonda Oliver
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
Robyn Ober
13. Aboriginal and Torres Strait Islander Students’ Language Learning for Literacy Development
Debra Hannagan, Grace Lewis
14. Understanding the EAL/D Extra: Assessing English as an Additional Language or Dialect in First Nations Contexts
Denise Angelo, Catherine Hudson, Suberia Bowie
Conclusion
Carly Steele, Robyn Ober & Rhonda Oliver
Biography
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.
