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Improving
outcomes in Literacy
Literacy in Standard Australian English (SAE) is as central
to the educational success of Indigenous students as it is
to the success of other students. But, broadly-speaking, the
literacy levels of Indigenous students are below those of
their non-Indigenous counterparts.
Issues
related to the development of literacy learning are complex.
There is disagreement, for example, about exactly what might
be meant by the term 'literacy' itself. Research approaches
have yielded programs with differing emphases and their own
'languages'. Schools have seen these come and go, and teachers
pick and choose from among the literacy pedagogies they have
been exposed to. In relation to literacy for Indigenous students
in particular, there are other possible crucial overlays —
dialectal differences, for example or learning English as
a second language - which may go unrecognised or be accommodated
inadequately.
Evidence
suggests that there are many routes to the same goal, and
that intentness of purpose and intensity of individual support
will work. Teachers need to have the expectation that Indigenous
students can and will achieve as highly as their non-Indigenous
counterparts.
And
an evidence-based approach is required. Regardless of what
we think ought to work, professional action should
be on the basis of what can actually be demonstrated
to work. These materials do not advocate a single way of literacy
learning for Indigenous students, but they do provide information
about several approaches which have produced improved outcomes.
Some
useful resources...
The
messages
Here
are some messages to think about and some case studies to
help your thinking:
- Take
account of the fact that many Indigenous students
are learning SAE as a second dialect or second
or third language.
Develop classroom practices which work with Indigenous
students' home languages as well as SAE.
- Consider
scaffolded approaches to literacy.
| Schools
which are using scaffolded approaches have
seen improved literacy outcomes for Indigenous
students. These approaches originate in the
work of Brian Gray and others at the University
of Canberra. |
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- Remember
that consistent attendance will greatly contribute
to literacy learning.
Without
consistent attendance, student progress is often
limited. So taking action to improve attendance
is a step towards improving literacy levels.
-
Arrange for non-Indigenous teachers to develop
their knowledge and understanding of Indigenous
communities.
In
remote, rural and urban settings, evidence suggests
that teachers are more effective, and student
outcomes improved, when non-Indigenous teachers
are able to learn about local Indigenous communities.
-
Incorporate aspects of Indigenous culture
in literacy learning.
Curriculum
materials which are written by and deal with the
experience of Indigenous people and their culture
can be motivational for students. You may be able
to generate such materials locally.
- Do
not ignore what you already know about good
practice in literacy teaching and learning.
If
a pedagogy is working for non-Indigenous students,
do not exclude Indigenous students from similar
programs.
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