Charles Darwin University

CDU eSpace
Institutional Repository

 
CDU Staff and Student only
 

Miscommunication between Aboriginal students and their non-Aboriginal teachers in a biliginual school

Lowell, A and Devlin, B (1998). Miscommunication between Aboriginal students and their non-Aboriginal teachers in a biliginual school. Language, Culture and Curriculum,11(3):367-389.

Document type: Journal Article
Citation counts: Google Scholar Search Google Scholar

Title Miscommunication between Aboriginal students and their non-Aboriginal teachers in a biliginual school
Author Lowell, A
Devlin, B
Journal Name Language, Culture and Curriculum
Publication Date 1998
Volume Number 11
Issue Number 3
ISSN 0790-8318   (check CDU catalogue open catalogue search in new window)
Start Page 367
End Page 389
Place of Publication Cleveland, England
Publisher Multilingual Matters
HERDC Category C1 - Journal Article (DEST)
Abstract A crucial question in cross-cultural education is how to bridge the cultural and linguistic differences between home and school so that a child's identity can be supported without limiting his or her chances of academic success (Eades, 1991). Various models of bilingual education have been implemented in Aboriginal communities in the Northern Territory of Australia but the implementation of such programmes is often far from ideal. In the school where this ethnographic study was conducted, miscommunication between Aboriginal students and their non-Aboriginal teachers was found to be commonplace. Even by late primary school, children often did not comprehend classroom instructions in English. In addition, many students attended school irregularly, and many had a history of mild hearing loss due to otitis media (middle ear infection) which is highly prevalent in Australian Aboriginal communities. Cultural differences in communication were not easily differentiated from hearing-related communication problems by non-Aboriginal educators. These difficulties were exacerbated by the lack of specialist support and appropriate training for teachers in cross-cultural communication and ESL teaching. Although the Aboriginal teaching assistants were often effective in minimising communication breakdown, the extent of miscommunication severely inhibited the children's education when English was the language of instruction and interaction. The problem identified is one that should be of major concern to all concerned with Aboriginal education.
 
Versions
Version Filter Type
Access Statistics: 86 Abstract Views  -  Detailed Statistics
Created: Fri, 12 Sep 2008, 08:35:25 CST by Administrator