History of Bilingual Education in the Northern Territory People Programs and Policies 1st Edition by Brian Clive Devlin, Samantha Disbray, Nancy Regise Friedman Devlin ISBN 9789811020780 9811020787

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ISBN 10: 9811020787
ISBN 13: 9789811020780
Author: Brian Clive Devlin, Samantha Disbray, Nancy Regise Friedman Devlin

History of Bilingual Education in the Northern Territory People Programs and Policies 1st Edition Table of contents:

1 A Thematic History of Bilingual Education in the Northern Territory

A Thematic History Told Through an Ethnographic Lens

The Northern Territory: History and Languages

Parts and Chapters

References

2 A Glimmer of Possibility

Introduction

The 1950 Agreement

The Decision to Introduce Bilingual Education in the Northern Territory

Justification for the Decision

The ‘Bilingual Unit’ Is Set up in Darwin

Starting Out

Missionary Linguists Provided Considerable Assistance

Self-determination

Conclusion

Acknowledgments

References

3 Reflecting on Team Teaching

Developing Team-Teaching in Arnhem Land

Developing a Northern Territory Approach to Team Teaching

References

4 ‘Bilingual Time’ at Willowra: The Beginnings of a Community-Initiated Program, 1976–1977

Introduction

Willowra: The Place and the Community

The Historical Context

What Was at Stake?

1976–1977

Conclusion

References

Archival correspondence

5 Lessons Learned from Bilingual Education

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

References

6 Starting Out at Bamyili: Factors Specific to the Development of the Kriol Program

The Consultative Committee

First Steps

Language Status

Kriol and Variation

Variation and Orthography

Designing a Program

Teaching First Language Literacy

Teaching English in the Bilingual Program

And Finally, the Program Began

References

7 Boom and then Bust: Lessons Learnt from My Time Teaching in Three Bilingual Schools in the Norther

Introduction

Story 1: Milingimbi

Lessons Learnt

Story 2: Willowra

Lessons Learnt

Story 3: Yirrkala

Lessons Learnt

Discussion

Conclusion

References

8 The Policy Framework for Bilingual Education in Australian Indigenous Languages in the Northern Te

Introduction

The Indigenous Languages in the History of Australia

Language Policy in Australia

Beginnings of Bilingual Education in the Northern Territory

Pressures on Policy

Conclusion

References

9 Consolidation, Power Through Leadership and Pedagogy, and the Rise of Accountability, 1980–1998

Introduction

Consolidation and Developing Bilingual Education Expertise

Power Through Pedagogy and Leadership

Power Through School Policy and Practice

Teachers and Pedagogy

Power and Local Curriculum

Accountability and Shifting Policy

Conclusion

References

10 The Development of Successful Bilingual, Biliterate and Bicultural Pedagogy: Place for Tiwi Teach

Introduction

The Bilingual Teaching Context

Intercultural Team Teaching

My Role as Monolingual English-Speaking Teacher in the Bilingual, Bicultural Teaching Team

Empowering English for Bilingual Competency in Academic Learning and the Development of Walking Talk

An Active Role for HL in Learning and for Tiwi Teachers in Teaching

From Two Parallel Teaching Programs to a Bilingual, Bicultural Teaching Program

Closing

Final Word

References

11 Developing Local Curriculum Materials—Learning Metaphors, Insightful Collaborations, Community

Introduction

Milingimbi 1972

Bilingual Education at Milingimbi

Aboriginalisation at Yirrkala 1980s

References

12 The Quest for Community Control at Yirrkala School

References

13 Language Revitalisation in a Bilingual Program—The Case of Numbulwar School

Introduction

Language Context

Historical Background

People in the Program

Securing Positions and a Physical Space for the Program

Strengthening Skills

Strengthening Communication

Developing the Program

Strengthening the Teaching-Learning Cycle

Work Towards a Local Curriculum

System Level Recognition and Accountability

Access to a curriculum for language revitalisation

Assessment

Biannual Program Reviews

The Importance of Oracy

Oral Language Teaching and Learning Strategies

Kriol

Concluding Remarks

Postscript 2009–2015

References

14 Threatened Closure: Resistance and Compromise (1998–2000)

Overview

Introduction

The Link Between Bilingual Education and Human Rights

The Decision

Justification for the Decision

Reactions to the December 1998 Decision

The NT Government’s Response

Conclusion

References

15 Defending Our Program at Wadeye

Tobias Ngardinithi Nganbe ‘A Positive Learning—A Step Forward in Community’

What We Know About Mother Tongue Development

References

16 Sources of Evidence on Student Achievement in Northern Territory Bilingual Education Programs

Introduction

Which Perspective Counts When We Measure a Program’s Success?

Two Claims Regarding Bilingually Educated Students’ Achievement in Literacy and Numeracy

Levels of Evidence

Conclusion

References

17 Policy Change in 2008: Evidence-Based or a Knee-Jerk Response?

Introduction

Rationale for This Chapter

Bilingual Programs as They Were at the Beginning of 2008

The First Release of National Student Assessment Results in September, 2008

The Government’s Decision to Dismantle the Step-Model Bilingual Programs

Data Used to Justify the Government’s Decision

Response by the Northern Territory Department of Employment, Education and Training

Northern Territory Government Policy in 2010

Reactions to the NT Government’s Decision (October, 2008)

Conclusions

References

18 The Areyonga Case: Utulu Kutju Nintiringanyi ‘Learning Together’

Introduction

The Aims of Bilingual Education

Closing the Gap

The Influence of National Testing

Achievement Timelines for Indigenous EAL/D Students

Areyonga Community’s Reaction

Meeting with the Minister

Different Perspectives of Educational Goals and Aspirations

The Importance of Perspective

‘The Human Rights and Equal Opportunity Commission Complaint’ by Neil Bell

A Resolution

References

19 Policy and Practice Now

Introduction

Languages and Education Policy Now

The Indigenous Education Review and Languages in Education

Teaching and Learning in and Out of Schools

Partnerships with Schools

Out of School Learning Spaces

Conclusion

References

20 Starting Out at Yuendumu School—Teaching in Our Own Language

Part 1

Part 2 by Wendy Baarda

The First Warlpiri Books

Some Set Backs

Jeannie Egan

The Present

Conclusion

References

21 Stories from Central Australian Indigenous Community Schools in the Pintupi-Luritja Region

Foreword

Stories

References

22 Yipirinya School: That Generation, This Generation

The Early Aims and Aspirations of Yipirinya School

Generational Change

The Mission Generation

The Assimilation Generation

The Emergence of a New Kind of Community

Anwernekenhe Itirrentye Kaltyelenthetyeke—Teach Our Culture, Teach Our Way, the Yipirinya Way

‘Moving Freely with Knowledge and Confidence in Both Aboriginal and European Society’

Learning for What Future?

Bush Life

Town Life

Conclusion

Acknowledgments

References

23 The Program at Wadeye, Past and Present

Part 1 by Deminhimpuk Francella Bunduck

Part 2 by Teresa Ward

The Past

The Present

The Future

24 We Did It! A Case Study of Bilingual/Bicultural Education at Ltyentye Apurte Catholic School

Introduction

A Brief Background to the School and Community

Changes to Curriculum Policy for Indigenous Students—The Introduction of Bilingual Education

Developing a Bilingual Teaching Team

Arrernte Teacher Training and the Intelyape-Lyape Curriculum

Introduction of a Model 1 Bilingual Program at Ltyentye Apurte School

Another Model

The Current Situation

Conclusion

References

25 Forty Years on: Seeking a Way for the Future—Dhawal’yurr Yuwalkku Dhukarr. Reflections on Bil

Introduction

Historical Context

Starting Out

Language of Instruction

Teaching English as a Second Language

Curriculum Development

Professional Development and Training

The Between Years

Forty Years on and Looking to the Future

Curriculum

Team Teaching

The Teacher-Linguist Position

Professional Development

Management and Leadership

School Council

Conclusion

References

26 Reminiscences: Working Together in a Bilingual Classroom

Nancy’s Story

Gapany’s Story

Nancy’s Note

27 Reflections on My Years at Elcho and Mäpuru (1978–2015)

Starting Out and Adapting

Getting to Know the Yolŋu People

Attempts to Make Schooling More Meaningful

Yolŋu-Initiated Reforms

Teaching Mathematics

The Hidden Curriculum and the Problem with Just Teaching in Basic English

Schooling in the Smaller Townships (also Referred to as Homelands)

Mäpuru

Stories About How Mäpuru School Is Making a Positive Difference

A Practical Example of Working Bilingually and Biculturally

Reference

28 Digital Futures for Bilingual Books

References

Afterword

The Legitimacy of Bilingual Education as a Policy Option

The Common Underlying Proficiency or Interdependence Hypothesis

Causes of Underachievement and High-Impact Educational Responses

Conclusion

References

Glossary

Places Index

NT Languages Index

Other Languages Index

Subject Index

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Brian Clive Devlin,Samantha Disbray,Nancy Regise Friedman Devlin,Bilingual Education