(1994). Issues in the Maintenance of Aboriginal Languages and Aboriginal English. Activities at Edith Cowan University (Australia) in support of the maintenance of Aboriginal languages and Aboriginal English are discussed. Discussion begins with an examination of the concept of language maintenance and the reasons it merits the attention of linguists, language planners, and language teachers. Australian policy concerning maintenance of Aboriginal languages is briefly outlined. Research on language maintenance and language shift in relation to endangered languages is also reviewed, and the ambiguous role of education in language maintenance is considered. Two areas in which Edith Cowan University has been active are then described. The first is a pilot study of Aboriginal and Torres Strait Islander language development and maintenance needs and activities, a national initiative with its origins in national language and literacy policy. The second is an effort to mobilize teachers for bidialectal education, in both Aboriginal English and standard spoken English…. [PDF]
(1997). The Story of Feliks–Bidialectal Education. The 10-year history leading to publication of "Making the Jump: A Resource Book for Teachers of Aboriginal Students" is chronicled. The book focuses on acceptance of the Aboriginal students' home language, often a creole or a dialect of English, and the use of that language as a jumping-off point for teaching Standard Australian English (SAE). The book was designed for use in the Kimberley region of Western Australia, but the approach and resources can be applied to other students who speak creole or a non-standard dialect of English. The FELIKS (Fostering English Language in Kimberley Schools) professional development course was developed by a language team within the Catholic Education Office consisting of linguists and English-as-a-Second-Language resource teachers. The course was designed to inform teachers and Aboriginal teacher assistants of the validity of the Aboriginal children's language and provide ideas on how to approach the teaching of SAE. The projects'… [PDF]
(1980). A Comparison of Reading and Language Achievement between Non-Native and Native Pupils in an Elementary School in Regina. A total of 96 Canadian elementary school children (48 "natives" and 48 nonnatives) participated in a study to determine if there were differences in the reading, writing, speaking, and listening skills of native and nonnative children in the same grades in the same school. The subjects were tested for oral and silent reading skills, constrained oral expression, unconstrained oral expression, and written expression. The results showed that there were no significant differences between the native and nonnative groups in terms of oral and silent reading skills; that the nonnative group performed better than the native group in responding orally to the constrained response questions; that their performance dropped drastically when responding to the unconstrained response questions, whereas the native group's performance on this task receded more slowly; and that there were no significant differences between the two groups in terms of written expression. (FL)…
(1966). REPORT OF THE PILOT PROJECT FOR THE TRAINING OF TEACHER AIDES, DETROIT PUBLIC SCHOOLS, SUMMER, 1966. AS A RESULT OF THE SUCCESSFUL EXPERIENCE IN FOUR PILOT SCHOOLS, IN WHICH APPROXIMATELY 350 AIDES WERE EMPLOYED WITHOUT THE BENEFIT OF PRE-SERVICE ORIENTATION OR TRAINING, A GRANT WAS SOUGHT AND ATTAINED FROM THE U.S. OFFICE OF ECONOMIC OPPORTUNITY FOR A PILOT PROJECT TO TRAIN TEACHER-AIDES. FORTY AIDES AND FORTY TEACHERS WERE SELECTED FROM FOUR PILOT SCHOOLS TO PARTICIPATE IN THE PROJECT. SINCE THE FEASIBILITY OF USING AIDES IN CLERICAL, MONITORIAL, AND ROUTINE TASKS WAS WELL ESTABLISHED, IT WAS DECIDED TO INVESTIGATE THE POSSIBILITY OF USING AIDES AS SUBPROFESSIONALS, WHO WOULD PERFORM SELECTED TEACHING TASKS. TEACHERS IDENTIFIED TEACHING TASKS, THAT COULD BE PERFORMED IN TOTAL OR IN PART BY A TRAINING AIDE. PARTICIPANTS IN THE PROJECT ATTENDED LECTURES, MADE LESSON PLANS, HAD A DAILY IN-CLASSROOM PRACTICUM, EVALUATED THEMSELVES AND WERE OBSERVED BY CONSULTANTS. EVIDENCE GATHERED IN THE PROJECT WAS THE BASIS OF SEVERAL RECOMMENDATIONS FOR THE NEED FOR–(1) CITY-WIDE STANDARDS FOR…
(1969). Professionalization and the New Careerist. This master's thesis is centered around the whole issue of whether New Careerists become more professionally oriented as time goes by, and if so, whether they are able to preserve their low-income characteristics and orientation and retain their ability to perform a bridging function in the low-income community at the same time. The instrument used to survey attitudes of the New Careerists was based on the marginal man theory and statistical analysis of the data gathered from the questionnaire. It was hypothesized that their marginal status would hinder professionalization in terms of attitudes and skills acquisition. The subjects were 200 New Careerists in Minneapolis, Minnesota. The data indicated that New Careerists did become professionalized but only in specific ways (professional mandate and universalistic criteria of judgment) and that the marginality hypothesis was not supported. The implication was that while New Careerists were professionalized to a degree, the bridging… [PDF]
(1985). The Plight of Indigenous Peoples. Social Education, v49 n6 p457-62 Sep. Recent estimates suggest that 40 percent of the people around the world do not enjoy basic civil liberties and human rights. Among indigenous people–sometimes called aboriginals, native peoples, or tribal peoples–this percentage is much greater. Why and how indigenous peoples continue to be victims of oppression is discussed. (RM)…
(2004). Every Child. Volume 10, Number 1, Summer 2004. Early Childhood Australia "Every Child" is Australia's premier early childhood publication, aimed at anyone involved in the care and education of children from birth to eight years–in particular child care professionals, teachers, child care students and the parents of young children. Published quarterly, it contains informative and entertaining articles on such issues as early childhood curriculum, ethics, health and professional development. This summer issue of the "Every Child" is the tenth anniversary issue. It reflects back to the first edition of "Every Child" which discussed how the new Quality Assurance and Accreditation System had just emerged and how people basked in the knowledge that Australia was the only country in the world to establish a mandated, national accreditation system for long day care centres. Since then the development of a quality assurance system for family day care has been seen. This quality assurance system acknowledges the importance of the… [PDF]
(1999). American Indians of the Local Region. Grade 3 Model Lesson for Unit 2, Standard 2. California History-Social Science Course Models. The indigenous people of the Los Angeles, California, region were called Gabrielino Indians by the first Spanish explorers. They were possibly the richest, largest, and most powerful tribe in southern California. In 1770 there were about 5,000 Gabrielino (or Tongva) Indians in the area, but smallpox, introduced by the explorers, killed most of them. Terrible wars with the Aleuts, Russian fur traders, and others over the resource rich area killed many more. Gabrielino villages became part of the rancho and the tribe's history became part of Los Angeles regional history. Students identify the American Indians of the local region (Los Angeles) and explain how their way of life was influenced by their environment. They also summarize information learned about the tribe's system of government and their economic structure. Suggested time for unit implementation is 3 weeks. The lesson plan provides teacher background; lists focus questions; and gives information and student activities,…
(1999). "We Learn A Lot from Mr. Hart": A Qualitative Study of an Effective Teacher of Aboriginal Students. A profile of an effective teacher of Aboriginal Australian students was constructed based on research on the teaching of Aboriginal students. Using the profile as a framework, this paper reports on an ethnographic study of an effective teacher in action with Aboriginal students. The study consisted of semi-participative observation of a teacher of grades 6-7 in a Perth (Australia) metropolitan school in which 45 percent of the students were Aboriginal. Data were gathered via observation, conversation, and recorded interviews with the teacher, principal, and students. Elements identified as critical to effective teaching of Aboriginal students were: an understanding of Aboriginal culture and family background; the teacher's capacity to develop relationships based on openness, flexibility, empathy, and a collegial rather than authoritarian stance; a student-centered, relationship-based pedagogy featuring peer tutoring, small-group work, cooperative learning, and self-responsibility… [PDF]
(1995). Teaching an Aboriginal Language a University Level. Babel: Australia, v30 n2 p4-11,38 Jul-Oct. Argues that universities in Australia have done little to assist in the preservation of Aboriginal languages. The article maintains that provision by the government of adequate financial support to universities would enable them to make a significant contribution to the cause of saving endangered languages from extinction. (Author/CK) (17 references)…
(1989). Movement to Repatriate American Indian Bones Gains Momentum, despite Lingering Resistance from Archaeologists. Chronicle of Higher Education, v36 n2 pA4-5,12 Sep 13. A conference that brought together archaeologists, museum professionals, and indigenous groups from around the world to discuss the reburial issue is discussed. Participants said the issue is as much about wresting control of the past as it is about limiting scientific research in the interests of spiritual values. (MLW)…
(1994). Spontaneous Cultural Compatibility: Mazahua Students and Their Teachers Constructing Trusting Relations. Peabody Journal of Education, v69 n2 p60-70 Win. Describes changes in school practices in a rural Mexican elementary school, presenting examples of social interactions that illustrate how the changes were constructed and the nature of the underlying cultural compatibility they expressed. Teacher-student relations became characterized by a tacitly recognized acceptance and respect of Mazahua culture and values. (SM)…
(1991). Language Core Values in a Multicultural Setting: An Australian Experience. International Review of Education/Internationale Zeitschrift fuer Erziehungswissenschaft/Revue Internationale de Pedagogie, v37 n1 p33-52. Reviews European Community and Australian language policies. Considers cultural-economic interface in Australia with respect to current interest in teaching Asian languages for trade purposes. Discusses Australia's growing acceptance of languages other than English and its affect on Aboriginal people. Urges the better utilization of the country's existing linguistic resources. (DMM)…
(2000). Aboriginal Language-Learning in Cyberspace: A Typology of Language-Related Web Sites and Their Potential Uses. Canadian Journal of Native Education, v24 n2 p120-33. The literature on language diversity, linguistic human rights, and language renewal is reviewed, and Web sites dedicated to Aboriginal languages are examined. The Internet provides a resource center where grammars, lexicons, fonts, and other resources can be developed; a means of learning languages; and a medium for communicating in Aboriginal languages. (Contains 35 references and 18 Web sites.) (TD)…
(1999). Other Ways to Wisdom: Learning through the Senses across Cultures. International Review of Education/Internationale Zeitschrift fuer Erziehungswissenschaft/Revue Internationale de l'Education, v45 n3-4 p269-280. Contends that Westerners are accustomed to learning about the world through our senses of sight and hearing, and that "lower" senses–smell, taste, and touch–tend to be associated with "savagery" or sensualism. Provides a cross-cultural look at the Colombian Desana people who acquire knowledge through full-bodied experience and interpretation of the environment. Contains 24 references. (VWC)…