Factors affecting language and literacy development in Australian Aboriginal children: Considering dialect, culture and health

Abstract

Australian Aboriginal children, in general, lag behind their mainstream peers in measures of literacy. This article discusses some of the complex and interconnected factors that impact Aboriginal children's early language and literacy development. Poor health and historically negative socio-political factors are known influences on Aboriginal children's participation and achievement in education. Cultural and dialectal differences are also considered in this article for the effect these variables may have on children's learning, in terms of both the child's ability to code-shift between dialects and the development of the educator-child relationship. The importance of this relationship is discussed, partly because of the valuable communicative interactions that are involved. These educator-child interactions allow children an opportunity to extend their oral language skills, which are essential precursors to literacy development. This discussion concludes with some suggestions for further research.

Picture Books and Young Learners’ Reading Identities

“…Overall, youth illiteracy is significantly more widespread in less wealthy and less developed nations, but literacy levels within communities in wealthy nations also reflect higher levels of illiteracy in disadvantaged sections of communities (UNICEF, 2019). Often, minorities or marginalized social or cultural groups are disproportionately represented in statistics on low levels of literacy (Dunn, 2001; Webb & Williams, 2018).…”

Perceptions of a culturally responsive school-based oral language and early literacy programme

“…Such programmes may contribute to reducing the gap in school-based language skills experienced by Aboriginal students in the early school years, compared to non-Indigenous peers (Australian Early Development Census, 2016). Language and literacy development in Australian Aboriginal children is potentially influenced by the language spoken at home (Webb and Williams, 2017). It is estimated that 80% of Australian Aboriginal people, predominantly those living in rural and remote communities, speak a dialectal variation of English known as Aboriginal English, with some additionally speaking one or more traditional languages (Webb and Williams, 2017).…”

Interactions between children and their early childhood educators: The effect of cultural match on communication

“…This has the potential to affect their future life opportunities both economically and socially in the broader Australian society (AIHW, 2011; Ritzer, 2016). The factors influencing Aboriginal children’s development and academic performance are many, complex and inter-related (Biddle & Cameron, 2012; Kikkawa, 2016; Webb & Williams, 2018). The historical socio-political disadvantages of Aboriginal people in Australia have impacted on Aboriginal children’s vulnerability today (Eckermann et al, 2010; Kikkawa, 2016).…”