Celebrating First Nations Languages Language Learning in Australian - Stories Across Generations of Language Activism, Advocacy and Allyship

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.

List 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:
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

About the author

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.

Product details

• Authors: Carly (Curtin University Steele
• Assisted by: Robyn Ober (Editor), Oliver Rhonda (Editor), Carly Steele (Editor)
• Publisher: Taylor & Francis Ltd.
• Languages: English
• Product format: Hardback
• Released: 21.04.2025
• EAN: 9781032577975
• ISBN: 978-1-0-3257797-5
• No. of pages: 260
• Subjects: Humanities, art, music > Education > School education, didactics, methodology; EDUCATION / General, Anthropology, LANGUAGE ARTS & DISCIPLINES / Linguistics / General, SOCIAL SCIENCE / Anthropology / General, SOCIAL SCIENCE / Indigenous Studies, EDUCATION / Bilingual Education, Relating to indigenous peoples, Teaching of a specific subject, Bilingualism & multilingualism, Primary & middle schools, Bilingualism and multilingualism, Primary and middle schools, EDUCATION / Schools / Levels / Elementary, Education of bilingual or multilingual students