Escolar Documentos
Profissional Documentos
Cultura Documentos
It can be a challenge for the students to engage or show an interest in various types of literature, due to it
having little or no connection to them and their culture (Shipp, 2011). They may be faced with the challenge
of having to keep up with strong ICT demands which require skills in producing or creating different types of
texts which they may have missed out on due to their mobile lifestyle (Burridge & Evans 2012).
If English is an additional language to them, it may take longer to process information in a range of modes.
It may be difficult for indigenous students to be assessed if they are using Aboriginal English (AE), rather
than Standard Australian English (SAE), which is not recognised or valued in standardised testing such as
the NAPLAN (Shipp, 2011). It may also be the case that Indigenous students may not possess the
appropriate metalanguage or be able to apply language conventions to be successful in a literacy context in
an Australian mainstream school, which can be a challenge when producing various texts to be assessed
(Derewianka & Jones, 2012). There may be communication difficulties in the classroom between the
Indigenous student and non-Indigenous teacher which can present a challenge for the student may feel
they cannot effectively communicate in a literacy classroom (Shipp, 2011).
Deacon can draw on his personal experiences and culture in the way he interprets texts and feels about
particular characters and share these with the other students, whilst allowing other students the opportunity
to share their interpretations based on their different cultures and experiences as well (ACELT1613) (See
Appendix 1). He can share stories from his culture and translate or explain the meanings and morals
featured in these stories. (ACELT1613) (See Appendix 1)
When responding to literature, Deacon has the opportunity to identify and share some of the similarities
and differences in texts that have similar topics or themes to some of his cultural “Dreaming” stories,
however, challenges may be arise when comparing and contrasting different texts that don’t personally
relate to him or aren’t written in a style he understands or can comprehend (ACELT1614) (See appendix 1).
He may not be the most competent in Standard Australian English, which may make the analysis of the use
of narrator, narrative structure, voice, language style, and register a difficult task (Shipp, 2011). This could
restrict his ability to be engaged in the tasks, which in turn, could affect his participation and achievement
(Shipp, 2011).
Creating literature presents Deacon with the opportunity to engage with and incorporate a variety of modes
in the production of texts, including the use of digital media and oral modes (ACELT1618) (Mills, Davis-
Warra, Sewell, & Anderson 2016) (See Appendix 3). He can express his culture to peers, showing his
strengths rather than deficit, to entertain, inspire and engage students also from indigenous backgrounds,
and those from non-indigenous backgrounds (Winch, et al 2014) (Henderson, 2004).
Teachers must look at all students as bringing resources in the classroom and use them as opportunities to
incorporate other cultures literature and language conventions (Colton, 2017) (Nichols & Bayetto 2004).
Indigenous students are an incredibly authentic resource and present wonderful opportunities to share their
literature in a modern culturally diverse literacy classroom (Shipp, 2011) (Mills, Davis-Warra, Sewell, &
Anderson 2016).
Teachers must expect growth for all of their students and ensure each learning outcome is articulated in a
form that is achievable for each student (Colton, 2017). Although indigenous students may be in and out of
the classroom irregularly, the time given for students to complete reading or writing tasks can be adjusted
to allow the student to achieve the learning outcomes (Burridge & Evans 2012).
To increase engagement and participation with indigenous students, it may help to work closely with
students like Deacon to uncover their interests, abilities and their ZPD in the literacy classroom (Gray,
2007) (AITSL, 2017). Working with students to discuss and plan what they would like to achieve, articulate
goals they have and setting expectations for them whilst they are present at school, can be an effective
way to involve students in the learning process and give them a sense of responsibility for their learning
(Colton, 2017). Planning early in this way can help to accommodate for the irregular attendance (Burridge &
Evans 2012).
To achieve learning outcomes ACELT1613 and ACELT1614 (See Appendix 1), strategies such as allowing
indigenous students to select which texts they would like to engage with, and providing them with a range
of rich and readily accessible resources in the classroom, can encourage them to possess a more eager
approach to their learning as well as allow them to make those connections to their own experiences in the
indigenous culture (Shipp, 2011) (ACARA, 2016) (See Appendix 2). Small group work in analysing
literature can be helpful in encouraging indigenous students develop confidence to share experiences and
connections they have made from their culture and literature and allows for their perspectives and voice to
be heard in the classroom (Shipp, 2011). Small conferences between the teacher and the student for
reading and writing, and the use of clapping sticks to help mitre the way sounds/words are segmented can
assist in reading more English texts (Shipp, 2011) (Burridge & Evans 2012). It can be useful to ensure that
teachers provide indigenous students with options as to which mode they engage with texts (Mills, Davis-
Warra, Sewell, & Anderson 2016) (See Appendix 3). Some may prefer to listen to the audiobook of stories,
as they are used to hearing stories orally/spoken their culture, where some may enjoy watching a movie,
reading with peers or depending on the competency of their SAE, may prefer to try and read a short piece
of text (Mills, Davis-Warra, Sewell, & Anderson 2016) (Shipp, 2011) (See Appendix 3).
Teachers can provide an inclusive literacy environment for indigenous students by allowing their abilities to
show in the classroom by modifying tasks for the individual and creating them to be more personalized
(Colton, 2017). It may be an effective strategy to integrate a less linear approach in the tasks set, by using
the pocket book approach to literacy, outlined by Wanich, 2009, where students are the creators of
knowledge rather than passive learners (Godinho, Woolley, Webb & Winkel 2014) (Shipp, 2011). This
approach aims to accommodate the inevitable interruptions in attendance so that students can pick up
where they left off more easily (Shipp, 2011). Created collaboratively by the student and teacher, the
pocket book has shorter and modified tasks for the student to complete whilst present in the classroom.
The student creates different types of texts throughout the term to be summatively assessed, and the
student may be given a range of ways in which they will demonstrate their learning (ACELT1618) (ACARA,
2016) (See Appendix 1) (Mills, Davis-Warra, Sewell, & Anderson 2016) (See Appendix 3).
EDUC 3062 The University of South Australia Student ID: 110136197
The use of Multimodality in text production allows these students to show their strengths, and with new
technologies in the classroom, it will improve indigenous students outcomes because the students can
bring their life world into the classroom through their learning (Shipp, 2011). Burridge & Evans (2012),
discovered that the integration of digital media heavily increased student engagement in the literacy
classroom and allowed them to demonstrate their learning in more creative ways.
Raelee Minuzzo
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Melbourne, Australia.
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middle school intervention. Literacy Learning: The Middle Years, Vol. 22, No. 1, Jan 2014, pp 7-9
Gray, Brian (2007). Accelerating the Literacy Development of Indigenous Students: The National
Accelerated Literacy Program (NALP). Darwin, N.T.: Charles Darwin University Press (CDU Press).
Henderson, R 2004, Recognising difference: One of the challenges of using a multiliteracies approach
Practically Primary vol. 9 no. 2, pp. 11-14
Hyde, M, Carpenter, L & Conway, R 2014, Diversity, inclusion and engagement, 2nd edition, Oxford
University Press, South Melbourne, VIC.
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(ACARA, 2016)
Specific resources that can be used in the classroom to support indigenous students
STORY ARTS (multimodal communications that give shape to cultural, educational, and spiritual
experience)
• Do Not Go Around the Edges – By Daisy Utemorrah and Pat Torres (1990)
• As I Grew Older – By Ian Abdullah (1994)
• Tucker – By Ian Abdullah (1994)
• Bilby and the Bushfire – By Joanne Crawford, illustrated by Grace Fielding (2007)
• My Home Broome – By Tamzyne and Bronwyn Houston (2012)
• Stradbroke Dreamtime – By Oodgeroo Noonuccal and Bronwyn Bancroft (1993)
• Dingos Tree – By Gladys Milroy and Jill Milroy (2012)
• Shake a Leg – By Boori Monty Pryor and Jan Ormerod (2011)
• The Old Frangipani Tree at Flying Fish Point – By Trina Saffioti, illustrated by Maggie Prewett
(2009)
• Integration of The Arts (Dance, Music, Visual Art, Media Arts & Drama)
• Technology (ICT)
• Visual aids
• Drawing
• Oral language – verbalise learning through spoken dialect – in English or native language
• Interactive Whiteboards
• Poster
• Presentations
• iMovie
• interviews
• magazine article