Recognising the SAE language learning needs of Indigenous primary school students who speak contact languages

Steele, Carly; Wigglesworth, Gillian

doi:10.1080/09500782.2021.2020811

Cited by 2 publications

(1 citation statement)

References 33 publications

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“…Furthermore, in parts of Australia, for example remote Aboriginal communities, very little SAE may be spoken and it may be limited to school settings (Poetsch, 2020;Angelo & Hudson, 2021;Wigglesworth et al, 2018). These environments are akin to learning 'English as a Foreign Language' (EFL) where generally, in EFL language learning environments language input and opportunities for language use/practice are reduced and language acquisition is slower (Steele & Wigglesworth, 2023). In other contexts, EAL/D learners might be required to use SAE in almost all their daily interactions resulting in rapid SAE acquisition (Dobinson & Steele, under review).…”

Section: Using Teacher-researcher Collaborations To Respond To the De...mentioning

confidence: 99%

Using teacher-researcher collaborations to respond to the demands of ‘real-world’ EAL/D learning contexts across the curriculum

Steele,

Dobinson,

Winkler

2023

TiC

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Despite the increasing levels of cultural and linguistic diversity represented in Australian classrooms, many universities do not adequately prepare teachers to teach English as an additional language or dialect (EAL/D). Moreover, in neoliberal educational regimes, teaching tends to remain steadfastly focused on monolingual conceptions of literacy development, and ‘evidence-based’ practices tend to reflect this stance. In this paper, we argue that due to the diversity and complexity of EAL/D learner cohorts, and current systemic constraints, teacher-researcher collaborations can be one avenue available to teachers to develop their knowledge and skills whilst simultaneously guiding future research. Drawing on ‘identity texts’ and arts-based approaches, we describe our collaboration with a teacher in a super-diverse primary school classroom setting to illustrate the ‘messiness’ of classroom research, the challenges, and the considerable opportunities to effectively respond to EAL/D learner needs whilst valuing and embracing their diverse linguistic repertoires.

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Section: Using Teacher-researcher Collaborations To Respond To the De...mentioning

confidence: 99%

Using teacher-researcher collaborations to respond to the demands of ‘real-world’ EAL/D learning contexts across the curriculum

Steele,

Dobinson,

Winkler

2023

TiC

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Distraction in Australian language education policy: a call to re-centre language rights

Steele,

Oliver

2024

Current Issues in Language Planning

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Recognising the SAE language learning needs of Indigenous primary school students who speak contact languages

Cited by 2 publications

References 33 publications

Using teacher-researcher collaborations to respond to the demands of ‘real-world’ EAL/D learning contexts across the curriculum

Using teacher-researcher collaborations to respond to the demands of ‘real-world’ EAL/D learning contexts across the curriculum

Distraction in Australian language education policy: a call to re-centre language rights

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