Embracing plurality through oral language

Bich H N Nguyen, Rhonda Oliver, Judith Rosemary Rochecouste

Research output: Contribution to journalArticleResearchpeer-review

Abstract

The transmission and dissemination of knowledge in Aboriginal societies for the most part occurs orally in an Aboriginal language or in Aboriginal English. However, whilst support is given to speaking skills in Indigenous communities, in our education system less emphasis is given to developing equivalent oral communicative competence in Standard Australian English (SAE). Instead the focus is given to the ongoing assessment of reading and writing skills and grammatical knowledge this is in direct contrast to the existing language experience of Aboriginal students.
Therefore, for Aboriginal students to participate in mainstream society, we suggest that there is a need to nurture oral language skills in SAE and provide learners with the experience to develop their code-switching ability to maintain continuity with their first language or dialect. Drawing on previous research that we and others have undertaken at several schools, this paper highlights the need for three fundamental changes to take place within language education: (1) school policies to change and explicitly accept and support Aboriginal English in code-switching situations; (2) familiarity among school staff about the major differences between Aboriginal English and SAE; and (3) tasks that focus on developing and practising the ‘when, why and how’ of code-switching.
Original languageEnglish
Pages (from-to)97-111
Number of pages15
JournalLanguage and Education
Volume29
Issue number2
DOIs
Publication statusPublished - 2015

Cite this

Nguyen, B. H. N., Oliver, R., & Rochecouste, J. R. (2015). Embracing plurality through oral language. Language and Education, 29(2), 97-111. https://doi.org/10.1080/09500782.2014.977294
Nguyen, Bich H N ; Oliver, Rhonda ; Rochecouste, Judith Rosemary. / Embracing plurality through oral language. In: Language and Education. 2015 ; Vol. 29, No. 2. pp. 97-111.
@article{350d8f9ed0bc41d98f5415a1dd3b324f,
title = "Embracing plurality through oral language",
abstract = "The transmission and dissemination of knowledge in Aboriginal societies for the most part occurs orally in an Aboriginal language or in Aboriginal English. However, whilst support is given to speaking skills in Indigenous communities, in our education system less emphasis is given to developing equivalent oral communicative competence in Standard Australian English (SAE). Instead the focus is given to the ongoing assessment of reading and writing skills and grammatical knowledge this is in direct contrast to the existing language experience of Aboriginal students.Therefore, for Aboriginal students to participate in mainstream society, we suggest that there is a need to nurture oral language skills in SAE and provide learners with the experience to develop their code-switching ability to maintain continuity with their first language or dialect. Drawing on previous research that we and others have undertaken at several schools, this paper highlights the need for three fundamental changes to take place within language education: (1) school policies to change and explicitly accept and support Aboriginal English in code-switching situations; (2) familiarity among school staff about the major differences between Aboriginal English and SAE; and (3) tasks that focus on developing and practising the ‘when, why and how’ of code-switching.",
author = "Nguyen, {Bich H N} and Rhonda Oliver and Rochecouste, {Judith Rosemary}",
year = "2015",
doi = "10.1080/09500782.2014.977294",
language = "English",
volume = "29",
pages = "97--111",
journal = "Language and Education",
issn = "0950-0782",
publisher = "Taylor & Francis",
number = "2",

}

Nguyen, BHN, Oliver, R & Rochecouste, JR 2015, 'Embracing plurality through oral language' Language and Education, vol. 29, no. 2, pp. 97-111. https://doi.org/10.1080/09500782.2014.977294

Embracing plurality through oral language. / Nguyen, Bich H N; Oliver, Rhonda; Rochecouste, Judith Rosemary.

In: Language and Education, Vol. 29, No. 2, 2015, p. 97-111.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Embracing plurality through oral language

AU - Nguyen, Bich H N

AU - Oliver, Rhonda

AU - Rochecouste, Judith Rosemary

PY - 2015

Y1 - 2015

N2 - The transmission and dissemination of knowledge in Aboriginal societies for the most part occurs orally in an Aboriginal language or in Aboriginal English. However, whilst support is given to speaking skills in Indigenous communities, in our education system less emphasis is given to developing equivalent oral communicative competence in Standard Australian English (SAE). Instead the focus is given to the ongoing assessment of reading and writing skills and grammatical knowledge this is in direct contrast to the existing language experience of Aboriginal students.Therefore, for Aboriginal students to participate in mainstream society, we suggest that there is a need to nurture oral language skills in SAE and provide learners with the experience to develop their code-switching ability to maintain continuity with their first language or dialect. Drawing on previous research that we and others have undertaken at several schools, this paper highlights the need for three fundamental changes to take place within language education: (1) school policies to change and explicitly accept and support Aboriginal English in code-switching situations; (2) familiarity among school staff about the major differences between Aboriginal English and SAE; and (3) tasks that focus on developing and practising the ‘when, why and how’ of code-switching.

AB - The transmission and dissemination of knowledge in Aboriginal societies for the most part occurs orally in an Aboriginal language or in Aboriginal English. However, whilst support is given to speaking skills in Indigenous communities, in our education system less emphasis is given to developing equivalent oral communicative competence in Standard Australian English (SAE). Instead the focus is given to the ongoing assessment of reading and writing skills and grammatical knowledge this is in direct contrast to the existing language experience of Aboriginal students.Therefore, for Aboriginal students to participate in mainstream society, we suggest that there is a need to nurture oral language skills in SAE and provide learners with the experience to develop their code-switching ability to maintain continuity with their first language or dialect. Drawing on previous research that we and others have undertaken at several schools, this paper highlights the need for three fundamental changes to take place within language education: (1) school policies to change and explicitly accept and support Aboriginal English in code-switching situations; (2) familiarity among school staff about the major differences between Aboriginal English and SAE; and (3) tasks that focus on developing and practising the ‘when, why and how’ of code-switching.

UR - http://goo.gl/24XVCI

U2 - 10.1080/09500782.2014.977294

DO - 10.1080/09500782.2014.977294

M3 - Article

VL - 29

SP - 97

EP - 111

JO - Language and Education

JF - Language and Education

SN - 0950-0782

IS - 2

ER -