Post on 21-Jan-2016
Two-Way bidialectal education
Facilitator A Facilitator BLocation
Date
Workshop objectives
The objectives of this workshop include understanding:• what Two-Way bidialectal education is• the importance of recognising and valuing the learner’s
home language or dialect• how to set up and work successfully as a Two-Way Team
Activity
• pidgin• creole• Kriol• Aboriginal English• dialect• standard language• Standard Australian English
Please turn to your neighbour and discuss your understanding of the following words:
Language and dialect
It’s ALL English!They are ALL dialects!‘Language is a dialect
with an army.’Weinreich, 1945
‘Dialects are not good or bad, nice or nasty, right or wrong – they are just different from one another.’
Trudgill, P. and Hannah, J. (1994). International English: A Guide to Varieties of Standard English. Third ed. London: Edward Arnold.
Development of dialects in Australia
• We all speak a dialect
• Aboriginal English and Standard Australian English are both dialects of English
Summary: Dialects
Activity
Language variation
Aboriginal English
• English spoken by Aboriginal people throughout Australia
• Distinctive features of accent, grammar, words, meanings, use of language and interpretations; features show continuity with traditional Aboriginal languages
• Powerful vehicle for the expression of Aboriginal identity and cultural maintenance
Activity
Moving from one dialect to two dialects
The learning of an additional dialect (Standard Australian English) is significantly enhanced when learners are able to use their first dialect (Aboriginal English) in that process.
Moving from one dialect to two dialects
Discuss:• the bias toward Standard Australian English speakers in existing
educational materials• the subsequent exclusion that hinders involvement.
What does ‘bidialectal’ mean?
• being equally skilled in two dialects• being competent in using either dialect:
– at the right time– in the right place
Activity
Learning an additional language or dialect is different from learning a first language or dialect
Difference versus deficit
Two-Way bidialectal education
Moving knowledge and understanding in two directions
• Traditional Anglo-Australian educational model: knowledge is passed from non-Aboriginal educator to Aboriginal learner
• Two-Way bidialectal education model: Aboriginal learners and educators’ prior knowledge and skills are recognised in the learning/work environment. It provides opportunities for Two-Way learning and sharing of knowledge
Activity
What is a Two-Way Team?
Activity
What does a Two-Way Team do:• when facilitating workshops and providing advice to
other trainers and educators?• when working with learners?
Please turn to your neighbour and brainstorm the following questions.
Protocols for setting up a Two-Way Team
• Being part of a Two-Way Team is voluntary
• A Two-Way Team member needs to have the desire to make a difference
• Both members of a newly-formed Two-Way Team need to be open minded and tolerant of cultural difference
Activity
Setting up a Two-Way Team
Successful Two-Way Teams
What makes a successful Two-Way Team?• discussing protocols• investing time in learning about each other• building relationships• recognising that both members are experiencing
biculturalism and bidialectalism• keeping journals
The ABC of Two-Way bidialectal education
• A – Acceptance of Aboriginal English
• B – Bridging to Standard Australian English and
• C – Cultivating Aboriginal ways of approaching experience and knowledge
As simple as ‘ABC’!
Summarising and reflecting
In pairs, discuss the following questions:• What main points will you take from this workshop?• How will you apply your new understandings at your
education/training site?
Workshop evaluation
Please let us know your thoughts about the workshop.