Queensland Aboriginal and Torres Strait Islander Languages - PowerPoint PPT Presentation

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Queensland Aboriginal and Torres Strait Islander Languages

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Torres Strait Islander. urban, regional, remote. Approaches ... Aboriginal and Torres Strait Islander communities. Different community/regional contexts ... – PowerPoint PPT presentation

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Title: Queensland Aboriginal and Torres Strait Islander Languages


1
Queensland Aboriginal and Torres Strait Islander
Languages
  • Learning P-12

2
Queensland Context
  • Languages
  • Significant diversity
  • Various states of health
  • Urgent need for language revival, reclamation,
    maintenance
  • Communities
  • Aboriginal
  • Torres Strait Islander
  • urban, regional, remote
  • Approaches
  • No strategic state-wide approach to language
    learning in schools across P-12
  • Some areas of strong Indigenous leadership in
    schools and broader community
  • Several areas have traditions of language revival
    and maintenance through community programs (out
    of school)

3
Why P-12 Indigenous Languages?
  • Indigenous student achievement in mainstream
    education appears strongest in areas where
    Indigenous leadership is evident and Indigenous
    culture is valued by the whole school
  • strong relationships between school and community
  • Process
  • Engaged a consultant to undertake state-wide
    consultation
  • Education sectors
  • Aboriginal and Torres Strait Islander communities
  • Different community/regional contexts
  • Indigenous Language Centres
  • Develop a design brief and conceptual framework
    for learning
  • Indigenous Language P-12

4
Proposals from consultation
  • P-12 Framework
  • Early Years learning statements
  • Middle Years learning statements
  • Senior Years syllabus for an Authority Subject
  • Community empowerment through engagement
    paramount i.e. connection to language centres,
    teachers/teacher aides, local community learners
  • Effective implementation of the Aboriginal and
    Torres Strait Islander Studies Senior Syllabus
    can only occur when there is alignment with
    Indigenous knowledge principles and local
    community

5
Two approaches within P-12
  • Learning a Language
  • School site learning of the language of the land
  • Learning experiences heavily interdependent on
    community and country interaction
  • Resembles current approaches to language learning
  • Working with Languages
  • School site may not have density of language
    resources to plan and implement a course purely
    based around language hence this approach
  • Working with languages (after a community
    consultation) building up language resources,
    interconnectedness with community histories
  • These 2 approaches will inform practice at school
    sites and interaction with
  • communities

6
Snapshot of organisation from consultations
  • Early Phase
  • Approach negotiated with communities school,
    local language group, local Indigenous community
  • In some communities a Learning a Language
    approach may resemble immersion program
    leading up to Year 3 juncture
  • In other communities language maybe an instigator
    for joint revival of languages with language
    centres Working with Languages
  • Middle Phase
  • Approach negotiated with communities school,
    local language group, local Indigenous community
  • Use current Languages Essential Learnings but
    identify specific content and processes for
    Indigenous languages
  • Immersion continuation proposition
  • Senior Phase
  • Approach negotiated with communities school,
    local language group, local Indigenous community
  • Authority subject Learning a Language/Working
    with Languages
  • Immersion possibilities

7
Major considerations for state/national success
  • In P-12 language learning
  • content descriptions need to recognise that
    Indigenous knowledge, language and culture are
    deeply connected to place and community
  • assessment approaches should provide
    opportunities for students to engage with their
    local communities
  • external exams unlikely to meet the need
  • modes of assessment engage with concepts of
    Indigenous knowledge and learning
  • must provide flexibility to enable schools to
    respond to local contexts
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