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The Resource History of Bilingual Education in the Northern Territory : People, Programs and Policies

History of Bilingual Education in the Northern Territory : People, Programs and Policies

Creator
Contributor
Language
eng
Work
Publication
Extent
1 online resource (386 pages)
Contents
  • Foreword -- Preface -- Acknowledgements -- Contents -- Government Support for NT Bilingual Education: A Short Timeline -- References -- Editors and Contributors -- 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 Northern Territory -- 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 Territory -- 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 Teachers and Tiwi Language in Learning -- 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 Talking Texts -- 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 Involvement -- 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 Bilingual Education at Shepherdson College, Galiwin'ku -- 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 Yol{u014B}u People -- Attempts to Make Schooling More Meaningful -- Yol{u014B}u-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
Isbn
9789811020780
Link
http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=4819649
Instance
Label
History of Bilingual Education in the Northern Territory : People, Programs and Policies
Title
History of Bilingual Education in the Northern Territory
Title remainder
People, Programs and Policies
Creator
Contributor
Subject
Language
eng
Member of
Cataloging source
MiAaPQ
Literary form
non fiction
Nature of contents
dictionaries
Series statement
Language Policy Ser.
Series volume
v.12
History of Bilingual Education in the Northern Territory : People, Programs and Policies
Label
History of Bilingual Education in the Northern Territory : People, Programs and Policies
Link
http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=4819649
Publication
Copyright
Related Contributor
Related Location
Related Agents
Related Authorities
Related Subjects
Related Items
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Foreword -- Preface -- Acknowledgements -- Contents -- Government Support for NT Bilingual Education: A Short Timeline -- References -- Editors and Contributors -- 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 Northern Territory -- 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 Territory -- 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 Teachers and Tiwi Language in Learning -- 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 Talking Texts -- 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 Involvement -- 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 Bilingual Education at Shepherdson College, Galiwin'ku -- 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 Yol{u014B}u People -- Attempts to Make Schooling More Meaningful -- Yol{u014B}u-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
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1 online resource (386 pages)
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online
Isbn
9789811020780
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