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Student Name and Number: Georgia Stewart-226337

Subject Code and Name: Teaching Indigenous Learners-EIP310


Assignment Number: Assessment 3

Assessment Item 3 Essay


Over time there have been a number of acknowledgements of the negative differences in the
teaching of Indigenous Learners, within the education sector. Amongst these differences there
are positive outcomes which set Indigenous education from Non-Indigenous education. The
aim of this essay is to shed light upon the differences of Indigenous education and how to
include teaching strategies, which will empower and engage the Indigenous learner within the
classroom. To achieve this differences have to viewed, which include: communication of the
students, linguistics, the access and retention of the students in the classroom, accessibility to
technology, the under valuing of the Indigenous learner, bilingual education and the use of
two way education. Then a number of strategies will be discussed and these include: the
introduction of technology into the classroom, valuing of Indigenous education, the use of
ESL within Indigenous schools, the changing of teachers perception of Indigenous
communication, the importance of Bilingual education and two way education, and teachers
communicating with Indigenous learners with cultural reverence. All of these factors will
assist in proving that for the advancing Indigenous education towards a more positive
outcome requires the teachers to develop a higher level of respect for the culture of the
Indigenous learners and put this respect into the education of these learners.

The difference in Indigenous education is the communication of the Indigenous learners; they
are capable of connecting with others freely, especially when the people being connected with
are from the same cultural background. This is supported by the learners family and
community, who encourage the learner to be open with communicating within a context that
can be fully understood by all. The way Indigenous learners communicate which can be
misunderstood by people from outside the learners community (Partington, 1998, p. 125).

Within the classroom, it is the teacher who determines the form of communication, which is
used. Although for the Indigenous learner, outside of the classroom has control over which
form of communication style is used and understood. This is vital as the Indigenous learner is
given autonomy over the form of communication used and this will then allow the learner to
vision their world. Even though the learner has autonomy of their communication style
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Student Name and Number: Georgia Stewart-226337


Subject Code and Name: Teaching Indigenous Learners-EIP310
Assignment Number: Assessment 3

outside the classroom, when the learner is in the classroom, this control over communication
goes back to the teacher. With Non-Indigenous learners, the teacher has control over the
amount of freedom of communication within and outside of the classroom (Malcolm, 1994).

Malcolm (1999) writes the Linguistics of the Indigenous learner is not acknowledged by
those outside of the Indigenous community and especially the education sector. This is
because the grammar of the Indigenous learner has been developed over time to incorporate
the images of Indigenous culture and blended this into their understanding of English. The
education of Indigenous learners in the past and present has been expected to forgo the
cultural importance of their own linguistics (Malcolm, 1999). Another aspect of the
difference of the linguistic of the Indigenous learner is that the individual places emphasis on
information being relayed. An example of this is when the Indigenous learner is talking about
an event occurring within the past, the learner prefers to modify the use of the auxiliary in
their grammar (Malcolm, 1994).

Herbert (2011) looks at the access and retention of the Indigenous learners in the classroom
as being another difference of the education of Indigenous learners within the education
sector. When an educational program is developed, it has been the practice that the program is
run over a period of time. The program is reviewed and any improvements are added to the
program. For any program to be successful the time period for the running of the program,
must be for the long term, as trust within the Indigenous communities has to be earned and
this takes time. By implementing programs which have the needs of the Indigenous learners
at its centre, and then making sure that the program is there for the long haul, then the
Indigenous learner will be given access to the program. This will then encourage the learner
to retain the lessons being taught (Herbert, 2011).

Another difference between the education of Indigenous learners and Non-Indigenous


learners is the accessibility to technology with the classroom. The classrooms of the
Indigenous learners are still designed and arranged to reflect the classroom of the past. This
means that within the classroom, there may be some computers or an interactive whiteboard,
but the teaching is still focused upon book work and not bringing the Indigenous learners into
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Student Name and Number: Georgia Stewart-226337


Subject Code and Name: Teaching Indigenous Learners-EIP310
Assignment Number: Assessment 3

the technological society. By leading the learners and teachers into this new style of learning,
the Indigenous culture will not be diminished but enhanced to empower the learner and the
Indigenous community (Rigney, 2011).

Therefore the under valuing of the Indigenous learner is also another difference which Milroy
(2011) discusses as being a factor in the success of the Indigenous learner. The difference
between the values which Indigenous learners place upon education is not the same as that of
the teacher. For the Indigenous learner their place and learning first comes from the
community in which they are apart. It is within this community that the Indigenous learner is
introduced to the stories of their ancestors and these assist the learner to understand their
culture. If this is not understood by the teacher or the education sector, then the value of the
Indigenous learner will be less than that of a Non-Indigenous learner (Milroy, 2011).

Bilingual language has been a very clear difference which exists within the Indigenous
learners education over the years. Since most Indigenous learners speak two languages,
which include the language of the community and English, which is their second language.
With the use of bilingual language within the classroom, the teacher is providing the learner
with the opportunity to use English in the classroom. Most teachers and the educational
sector do not encourage the learner to use their cultural language within the classroom and
this hinders their learning (McKeown & Freebody, 1988).

With the introduction into the educational system of two way language education, the
difference of this program is that the language of the classroom has at it centre, an equal
balance of the marginal and the mainstream languages. Malcolm (1999) discusses how two
way language education and bilingual education goes hand in hand. This is because the two
forms of language education, empowers Indigenous learners to view their cultural language
as being important to hold onto (Malcolm, 1999).

By introducing technology into the classroom and bring the teaching of the Indigenous
learner into the 21st century is a strategy which should be placed into the classrooms. With
providing the Indigenous learner with access to the new technology, the learners will be ready
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Student Name and Number: Georgia Stewart-226337


Subject Code and Name: Teaching Indigenous Learners-EIP310
Assignment Number: Assessment 3

to take on the evolving world with these new skills. The education system is trying to bring
the gap which exists between the Indigenous learners and Non-Indigenous learners, and have
failed to recognise the need in this area (Rigney, 2011).

Placing value upon the education of Indigenous learner by the teacher is another strategy
which would be implemented into a classroom lead by me. As the teacher it is my role that all
of the learners within the classroom are encouraged to learn. With Indigenous learners this is
not simple but once the learner is able to see that I am genuinely interested in their learning
and that I am investing valuable time and effort, trust will develop the learners and teacher
(Malcolm, 2002).

With the use of the ESL (English as a Second Language) structure in the classroom, this
strategy assists both the teacher and Indigenous learner with the management of the English
language being used within the classroom. This will require of the teacher to focus on the
relationship of interaction with the Indigenous learners. By developing learning relationships
with the learner will aid the learner to accomplish in gaining new communication skills. It is
important that the teacher is to remain completely culturally respectful (Barnett, 1997).

Another strategy that would be introduced into the educational system would be to change a
teachers perception of communication by Indigenous learners. When a teacher does not
speak the Indigenous language of the learner, it is easy for the teacher to consider it to be
inferior and a reason for the failure of the learner within the classroom. By gaining an
understanding of the communication style of the learner, then the teacher can allow enough
time for the learner to respond, within an environment which will encourage the thriving of
the learner (Malcolm, 1994).

The strategy of Bilingual education allows the Indigenous learner to bring to their learning
experience the very lesson they have learnt from their community. This includes the very
stories of their ancestors which can assist the learner to understand the lessons being taught
within the classroom and how the two cultures can work together in unison. The Indigenous

Student Name and Number: Georgia Stewart-226337


Subject Code and Name: Teaching Indigenous Learners-EIP310
Assignment Number: Assessment 3

learner will see that their cultural background is equally important to the teacher as well as to
themselves (Malcolm, 1999).

Marika (2000) discusses the link between the interaction between the family unit and the
learner. This is a strategy which needs to be installed into the education system and the
structure of the educating of the teachers. With this in mind the link between family and the
two way language education can be fully implemented and maintained to provide the learner
with a wider understanding of the lesson. The Indigenous learner is a part of the community
in which they live and they will learn from their elders, as well as their classroom teacher
(Marika, 2000). The two way language education has been developed amongst the traditional
integration thinking of Australia (McMahon & Murray, 2000).

Making sure that the teachers communicate with Indigenous learners with cultural reverence
is another strategy to implement into the education system. When a teacher has a greater
understanding of how to communicate with Indigenous learners, the teacher is passionate
about teaching the learners, and this shows to the learners and inspires them to learn more.
How the teacher talks to the learners plays a crucial part in reaching the learners and then
assisting the learners to participate within the lesson (Malcolm, 2003).

The way that a teacher communicates with the learners, can either pull the learner towards
gaining more of an understanding of the lesson, or it can alienate the learner. It is vital that
the teacher implement the strategy of communicating with Indigenous learners with cultural
reverence, as this will also entice the community to become a part of the learning process.
There is significant value in learning from the community and especially the elders, as they
pass onto the younger ones, the importance of keeping their culture alive as well as gaining
an education (Beresford & Partington, 2011, p. 256).

The aim of this essay was to acknowledge the differences which exist within the education
system and how these differences have shaped the Indigenous education for the individual
Indigenous learner. The differences can be viewed as a way of learning from the past errors or
programs which worked but needed to evolve for the advancement of Indigenous education.
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Student Name and Number: Georgia Stewart-226337


Subject Code and Name: Teaching Indigenous Learners-EIP310
Assignment Number: Assessment 3

And from looking at some of the differences which exist, the strategies which can be
implemented into the education system have also been examined. The overall outcome from
these factors is that the education system has to implement changes which lead to positive
outcomes for the Indigenous learner. From this the teacher will be able to instil into the
learners that the education system values their culture and the individual as a person.

Student Name and Number: Georgia Stewart-226337


Subject Code and Name: Teaching Indigenous Learners-EIP310
Assignment Number: Assessment 3

References

Barnett, J. (1997). Reconstructing classroom speech events: student power in an Aboriginal


ESL context. TESOL in Context, 17(1), 20-25. doi:1030-8385

Beresford, Q., & Partington, G. (Eds.). (2003). Reform and resistance in Aboriginal
education: The Australian experience. Crawley: University of Western Australia Press.
Herbert, J. (2011). Educational success: A sustainable outcome for all Indigenous Australian
students when teachers understand where the learning journey begins. Indigenous
Education: Pathways to success, 3-5. www.ebscohost.com

Malcolm, I., G. (1994). Aboriginal English inside and outside the classroom. ARAL
Australian Review of Applied Linguistics, 17(2), 147-180. doi:0155-0640

Malcolm, I., G. (2002). Aboriginal English: what you gotta know. Literacy Learning: the
middle years, 10(1), 9-27. doi:1320-5692

Malcolm, I., G. (1999). English and inclusivity in education for Indigenous students. ARAL
Australian Review of Applied Linguistics, 22(2), 51-66. doi:0155-0640

Malcolm, I., G. (2003). English language and literacy development and home language
support: Connections and directions in working with Indigenous students. TESOL in
Context, 13(1), 5-18. doi:1030-8385

Student Name and Number: Georgia Stewart-226337


Subject Code and Name: Teaching Indigenous Learners-EIP310
Assignment Number: Assessment 3

Marika, R. (2000). Milthun Latju Wana Romgu Yolnu: Valuing Yolnu knowledge in the
education system. TESOL in Context, 10(2), 45-52. doi:1030-8385

McKeown, G., & Freebody, P. (1988). The language of Aboriginal and non-Aboriginal
children and the texts they encounter in schools. Australian Journal of Reading, 11(2),
115-126. doi:0156-0301

McMahon, K., & Murray, F. (2000). Bilingual education: Looking for the big picture. TESOL
in Context, 10(2), 37-44. doi:1030-8385

Milroy, J. (2011). Incorporating and understanding different ways of knowing in the


education of Indigenous students. Indigenous Education: Pathways to success, 38-40.
www.ebscohost.com

Partington, G. (Eds.). (2005). Perspectives on Aboriginal and Torres Strait Islander


Education. South Melbourne: Cengage Learning Australia.

Rigney, L., I. (2011). Indigenous education: Creating classrooms of tomorrow today.


Indigenous Education: Pathways to success, 6-9. www.ebscohost.com

Student Name and Number: Georgia Stewart-226337


Subject Code and Name: Teaching Indigenous Learners-EIP310
Assignment Number: Assessment 3

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