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Embedding Literacy in Indigenous Education through Assistant Teachers: Lessons from the National Accelerated Literacy Program

Cooper, J (2008). Embedding Literacy in Indigenous Education through Assistant Teachers: Lessons from the National Accelerated Literacy Program. The Australian Journal of Indigenous Education,37:120-129.

Document type: Journal Article
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Title Embedding Literacy in Indigenous Education through Assistant Teachers: Lessons from the National Accelerated Literacy Program
Author Cooper, J
Journal Name The Australian Journal of Indigenous Education
Publication Date 2008
Volume Number 37
ISSN 1326-0111   (check CDU catalogue open catalogue search in new window)
Start Page 120
End Page 129
Total Pages 10
Place of Publication Brisbane
Publisher University of Queensland
Field of Research 1303 - Specialist Studies in Education
HERDC Category C1 - Journal Article (DEST)
Abstract This paper addresses the potential importance of assistant teachers in confronting the challenges of Indigenous literacy education. A discussion is raised with reference to a range of relevant literature, while reflections drawn from the author’s involvement in evaluating the National Accelerated Literacy Program (NALP) in the Northern Territory are used to highlight an urgent need and vital opportunity to support assistant teachers – as mainstay figures in Indigenous education – in becoming “wellsprings” of literate practice and principled pedagogy. An overview of Accelerated Literacy methodology and the NALP is provided as a framework for considering how to embed strong literate practices and principled pedagogy in remote Indigenous communities through the provision of empowering professional development to Indigenous assistant teachers: facilitating for them a genuine and qualified status as literacy educators. The prospects and challenges of pursuing such an opportunity, in the context of NALP, are likewise considered.
 
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Created: Tue, 12 May 2009, 15:05:32 CST by Sarena Wegener