English Studies 2 SP5 2017 Melissa Hylan 110137261

Assignment 1: Case Study.

Inclusive Literacy Learning for Indigenous Students

Insights into challenges

Brim and Mannion (2012, p. 8) discuss that across Australia, one in two Indigenous
children do not attend preschool prior to beginning school and in remote communities
this may be even higher. This places Indigenous children at disadvantage when they
begin school.

Indigenous children, particularly from remote communities, or with family still on the
lands, may come to school with traditional Indigenous language, Aboriginal English,
or creole, which are distinct from Australian Standard English (ASE) in meanings,
grammar, structure and worldviews (Mcleod et al 2013; James, 2014). Indigenous
children may be fluent in more than one traditional language when they begin school.
Their competence and flexibility to comprehend between their languages allows them
to be highly literate in their culture, however if they have little or no exposure to ASE,
literacy learning for them may present challenges.

Indigenous children who have been exposed to ASE may ‘code-switch’ between their
traditional language/s and ASE during their conversations (Prior 2013, p.128), showing
flexibility and comprehension. However without a sound understanding of ASE, this
can cause difficulty and confusion in literacy aspects of reading and writing.
Indigenous languages are lexically and grammatically different to ASE (ACARA
2017b), the phonology varies (Prior 2013, p.127), and this can make it difficult for
children to make sense of ASE sounds, letters, words and print (Prior 2013, p.127). A
limited vocabulary may inhibit communication, the ability to decipher a text and the
ability to comprehend it. These factors or a lack of code breaking skills when reading
and writing, may create feelings of confusion and diminished confidence in their
abilities. This may be reflected through poor academic achievement, low attendance
rates, poor engagement or a lack of willingness to learn. (Prior 2013, p. 124).

Family and environmental contexts may also impact on English literacy learning.
Parents of children who hold a negative view of Western schooling (Brim & Mannion
2012, p. 8), from their own experiences, or have poor levels of education themselves

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(Prior 2013, p.126) can directly affect learning attitudes of their children, or create
difficulties for family to support their child’s literacy learning. The literacy practices
used within school may vary to those used within their home and family context
(James, 2014, p. 79).

Teachers and schools may also contribute to the challenges faced by Indigenous
children and their families in ASE literacy learning. If learning environments are not
supportive and educators are not knowledgeable about the child’s language, culture
and context, they will not be able to meet the needs of the child. Indigenous children
have different learning styles to children who are non- Indigenous (Schott 2005, p. 55),
highlighting the importance of a knowledgeable educator.

Focusing on the ACE Literature Strand

The Year 2 Literacy Strand, Text in context, ‘Discuss different texts on a similar topic,
identifying similarities and differences between the texts’ (Australian, Curriculum,
Assessment and Reporting Authority [ACARA] 2017a,ACELY1665) allows Indigenous
students to engage in the listening of texts. As traditional oral narratives are a part of
Indigenous culture (Colton 2017c), this can be a learning opportunity to utilise their
listening skills and practice of their ASE abilities/learning. Learning experiences could
provide opportunities for group work, discussion, clarification and processing of ideas.
This area would allow for the use of texts relevant to their culture or interest and thus
allowing them to reflect and utilise knowledge from their own context.

Challenges that children may face would be reflective of their ASE skills.
Understanding of new vocabulary may hinder their ability to comprehend the text.
Their ability to utilise ASE to join in on group discussion and be able to communicate
their thoughts, may also create challenges as they may not be able to explain or clarify
their ideas and the information presented to them.

The literacy strand, Creating texts, ‘Create short imaginative, informative and
persuasive texts using growing knowledge of text structures and language features for
familiar and some less familiar audiences, selecting print and multimodal elements
appropriate to the audience and purpose’ (ACARA 2017a, ACELY1671), allows
Indigenous students to practice and utilise abilities or developing abilities in the area
of verbal communication and written. Learning experiences would directly teach

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Assignment 1: Case Study.

students how to compose different forms of texts, with their audience in mind. Students
would be able to use their own understandings of visual elements in telling a story to
portray their own, which would allow them to utilise ideas from their own culture.

Challenges that students may face would be in the area of text structures, and the
language features required, if they have an underdeveloped knowledge of ASE.
Students may not have been exposed to these different forms of texts before, therefore
they may not understand the purpose that they serve. They may also find spelling
challenging and the organisation of their ideas if they do not have the vocabulary
required to express themselves in speaking or writing.

Inclusive literacy teaching

Inclusive literacy teaching begins with teachers knowing their students and their
literacy capabilities. Developing positive relationships with the student and their family
allows opportunity to discuss and observe their characteristics, knowledge, language
and literacy influences, this should be done using a multiple lenses approach
(Henderson 2004, p. 11). Knowledge of a child’s abilities can assist in the development
of the child as a code-breaker, text user, text participant and text analyst (Winch et al.
2014, pp. 25-28).

Literacy learning experiences for Indigenous students should be designed to be

engaging, student centred and relevant. Multimodal forms of text should be culturally
appropriate and options should be provided to make representation in different forms.
Developing positive relationships with families can help to build resources to utilise in
the classroom. (Colton 2017c).

Environments that promote interaction, collaboration and understanding can assist

inclusivity. They should be safe for children to take risks, allow for children to extend
themselves, practice and develop their skills and resources. Students should also feel
able to ask for help and view this as an essential part of their learning (Colton 2017a).

An inclusive literacy program would ensure that the child’s linguistic abilities (Scull &
Bremner 2013, p. 22) and their learning style (Schott 2005, p.53) are considered.
Students may find it difficult to produce speech sounds, or produce vocabulary
required, understanding its meaning, or be unable to utilise it in different contexts

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Assignment 1: Case Study.

(Colton 2017b). Teachers must ensure inclusivity, by scaffolding students where

required and being sensitive to individuals needs and abilities. Being flexible in delivery
and modelling correct use of ASE will assist Indigenous children in their learning.

Inclusive Strategies for literacy teaching

As a teacher of a year 2 Indigenous student, I would expect growth in literacy learning,

with an understanding that their abilities are contextual (Colton 2017a). Developing an
understanding of the child’s cultural and linguistic diversity and how they utilise this in
their home contexts can help me when planning (Henderson 2004, p. 11) learning
experiences and designing assessment tasks. If I am aware of the child’s resources I
will be able to design pathways for the child to reach learning outcomes, using their
strengths.

To meet learning outcomes of ACELY1665 (ACARA 2017a, ACELY1665) I would

utilise texts that were culturally appropriate and have meaning for the child. I would
source texts from the child’s family or community and incorporate oral text by inviting
the child’s family to come and tell a story to the class.

I would use visual texts to begin in this learning area, as a group discussion on the
text, the visual texts would be simple and age appropriate. I would then introduce short
texts, about something of interest to the child. I would utilise the texts in the classroom
before using them for this learning activity, so that all students had a familiarity with
them, before they had to compare their similarities and differences.

I would present this learning activity by reading to the class. I would ensure that the
text used had pictures to promote engagement and give clues about the content. I
would read slowly and clearly and be mindful of my pronunciation. I would ensure that
I stopped and discussed words which were new, and allow appropriate time for
discussion and questions.

I would include activities which were centred in small group work. Using social
interaction for responsive teaching, according to Vygotskian theory (Boon &
Lewthwaite 2016, p. 457). Group work would provide an opportunity for modelling and
scaffolding to occur through peer support.

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Assignment 1: Case Study.

For any written components of the learning activities the student would be given the
option to discuss their ideas, and have somebody scribe for them and have them copy
the scribed writing.

To meet learning outcomes of ACELY1671 (ACARA 2017a, ACELY1671) focusing on

narrative texts I would encourage the student to present their text in their chosen form,
this could be oral, written or visual. To begin this learning experience I would allow all
students to produce a narrative of their choice. This would allow the Indigenous
student an opportunity to utilise narratives from their culture and utilise their contextual
abilities (Colton 2017a). By allowing the student to choose their form of presentation I
am enabling them to reach the outcome through their chosen pathway (Colton 2017a).
If the child chose to present their narrative in the form of a written text, I would provide
opportunity for them to use a word processor to publish their work, or to have
somebody scribe their oral story for them. This would provide opportunity for the
student to be scaffolded with their English vocabulary where needed.

I would provide scaffolding where needed, in the areas of spelling, sentence structure
and text structure. With this student I would develop a word book for them to use when
they were writing. In this book we would add any new words that they had used or
found in their learning. This could become a tool for them to use when they were
developing their own stories. The words would be written in English, but the student
could also write it in their Indigenous language, to remind them what it was.

Future Challenges

Being an inclusive literacy educator involves understanding a student’s diversity,

culturally and linguistically. This can assist when planning and developing inclusive
learning experiences. A future challenge is ensuring that each student is viewed with
multiple lenses (Henderson 2004, p. 11-12) and that their abilities are contextual.
Finding the best way for students to utilise and develop their tools and resources
(Colton 2017a), will be important for inclusive literacy teaching, and as an educator I
need to ensure I consider these aspects at all times during my teaching.

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Assignment 1: Case Study.

References

Australian Curriculum, Assessment and Reporting Authority [ACARA] 2017a, F-10

Curriculum, English: Year 2 Literacy, v8.3, Australian Curriculum, Assessment and
Reporting Authority, viewed 18 August 2017,

https://www.australiancurriculum.edu.au/f-10-
curriculum/english/?year=11576&strand=Language&strand=Literature&strand=Litera
cy&capability=ignore&capability=Literacy&capability=Numeracy&capability=Informati
on+and+Communication+Technology+%28ICT%29+Capability&capability=Critical+a
nd+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethic
al+Understanding&capability=Intercultural+Understanding&priority=ignore&priority=A
boriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+A
ustralia%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations
=true&elaborations=false&scotterms=false&isFirstPageLoad=false

Australian Curriculum, Assessment and Reporting Authority [ACARA] 2017b,

Student Diversity, Students for whom EAL/D, v8.3, Australian Curriculum,
Assessment and Reporting Authority, viewed 24 August 2017,

https://www.australiancurriculum.edu.au/resources/student-diversity/students-for-
whom-eald/

Boon, H & Lewthwaite, B, 2016, ‘Signatures of quality teaching for Indigenous

students’, The Australian Education Researcher, vol. 43, no. 4, pp. 453-471.

Brim, R & Mannion, K 2012, ‘Families as first teachers: Giving Indigenous children a
strong start for a brighter future’, Educating Young Children- Learning and Teaching
in the Early Years, vol. 18, no. 2, pp. 8-12.

Colton, J 2017a, ‘Principles of Inclusive Literacy Teaching’, EDUC3062, University of

South Australia, Adelaide, 31 July.

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Assignment 1: Case Study.

Colton, J 2017b, ‘Literacy Learning Difficulties’, EDUC3062, University of South

Australia, Adelaide, 7 August.

Colton, J 2017c, ‘Linguistic and Cultural Diversity’, EDUC3062, University of South

Australia, Adelaide, 14 August.

Henderson, R 2004, ‘Recognising Difference: One of the challenges of using a

mutliliteracies approach?’, Practically Primary, vol. 9, no. 2, pp. 11-14.

James, M 2014, ‘The Honey Ant Readers: An innovative and bold approach to
engaging rural Indigenous students in print literacy through accessible, culturally and
linguistically appropriate resources’, Australian and International Journal of Rural
Education, vol. 24, no. 1, pp. 79-89.

McLeod, S, Verdon, S & Kneebone, L.B 2013, ‘Celebrating young Indigenous

Australian children’s speech and language competence’, Early Childhood Research
Quarterly, vol. 29, pp. 118-131.

Molyneux, P 2009, ‘Education for biliteracy: Maximising the linguistic potential of

diverse learners in Australia’s primary schools’, Australian Journal of Language and
Literacy, vol. 32, no. 2, pp. 97-117.

Prior, M 2013, ‘Language and literacy challenges for Indigenous children in

Australia’, Australian Journal of Learning Difficulties, vol. 18, no. 2, pp. 123-137.

Schott, J 2005, ‘Effective teaching strategies for Indigenous learners’, Literacy

Learning for Middle Years, vol. 13, no. 2, pp. 50-56.

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Assignment 1: Case Study.

Scull, J & Bremner, P 2013, ‘From conversation to oral composition. Supporting

Indigenous students’ language for literacy’, BABEL, vol. 48, no. 1, pp. 20-29.

Winch, G, Ross Johnston, R, March, P, Ljungdahl, L & Holliday, M 2014, Literacy:

Reading, Writing and Children’s Literature, 5th edn, Oxford University Press, Victoria,
Australia.

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Assignment 1: Case Study.

Appendix

Year 2 Content Descriptors

Literacy: Text in contexts:

‘Discuss different texts on a similar topic, identifying similarities and differences

between the texts’ (ACELY1665).

Literacy: Creating texts:

‘Create short imaginative, informative and persuasive texts using growing knowledge
of text structures and language features for familiar and some less familiar
audiences, selecting print and multimodal elements appropriate to the audience and
purpose’ (ACELY1671).