It is too often assumed that the communicative needs of Aboriginal and Torres Strait Islander speakers can be accommodated in the provision and use of the standard dialect. It should be added that a better understanding of Aboriginal English is a desirable outcome of the education of all Australians, as it is not only necessary for Aboriginal and Torres Strait Islander speakers to be able to operate with confidence in the context of the English of other Australians , but also that other Australians appreciate the values that underlie the preservation of this dialect by its speakers. The following section will illustrate, drawing on both published material and field notes, some of the key ways in which Aboriginal English, from the standpoint of Aboriginal and Torres Strait Islander speakers, represents an enhancement of the expressive power of English.
At one level, then, Aboriginal English is an alternative way of using the existing English system. Our focus here will be on seven prominent ways in which Aboriginal English makes English a better vehicle for expressing its speakers' worldview. One of the strongest defining features of Aboriginal English is its ever-present awareness of the relevance of the group to the speaker and to what is being talked about.
Aboriginal English speakers may refer to the environment in distinctive ways, suggesting cultural activities and assumptions through morphology, syntax and lexicon. Aboriginal English makes extensive use of deixis, consistent with the need to maintain the conceptualization of the speaker as observer. Another way to support the speaker's status as an observer is by placing a stronger emphasis on descriptive sentences.
In Aboriginal English it is not unusual for what is expressed by a noun in other Englishes to be expressed in the form of a verb.
Enhancement of Emphasis
At the discourse level, Aboriginal English speakers can achieve greater emphasis by parallelism, whereby information is conveyed twice in grammatically different ways:.
Enhancement of immediacy
The lexis of Aboriginal English invokes schemas that are not part of non-Indigenous English.
Cultural Schematic Reference
It gives access to an alternative cultural perspective, where one's group awareness increases and one's relationship with the environment and what it communicates to the senses is more clear. It facilitates the expression of a less static view of experience and the generation of a response to the world that exhibits greater immediacy and emphasis. Aboriginal English has been developed and maintained by its speakers because it is inseparable from the life and values they have inherited and wish to preserve.
Aboriginal English and Responsive Pedagogy
- Linguistic Authenticity
- Social Authenticity
- Cultural Authenticity
- Global access
To do this we need to develop a pedagogy that allows new knowledge to be generated through this dialect and expressed as part of the repertoire of Aboriginal and Torres Strait Islander speakers. Responsive pedagogy will avoid monolingual and SAE monodialectal bias and be inclusive of the home language that Aboriginal and Torres Strait Islander students bring to the classroom (Konigsberg et al., 2012, Focus Area 10, pp. 9-30). When students use Aboriginal English in this way, it is important that their English is not corrected.
It is clear that the relevance of the learner's home language to the language they are learning makes the role of the "bilingual helpers" (Gibbons, 1991, p. 66) central in the classroom. It is necessary that learning is assessed, but with sensitivity to the cultural appropriateness of the means used (Malcolm, 2011;. The school is only one element in the lives of its students, and must be seen within the context of the students refuse.
The importance of contextualization is especially relevant for Aboriginal and Torres Strait Islander learners, who are sensitive. Local people's views should be integrated wherever possible, not just in remote areas, as its importance has also been confirmed by Aboriginal and Torres Strait Islanders from rural and metropolitan environments (Department of Education of Western Australia, Perth, 2016). Culturally authentic pedagogy for Aboriginal and Torres Strait Islander learners will take these orientations into account.
One of the findings of the State of Reconciliation in Australia report was that cycles of failure in Aboriginal and Torres Strait Islander education were caused by non-Indigenous educators only taking control. The relevance of the community to the education provided to its children cannot be understated. Too many times in the past, good intentions for Aboriginal and Torres Strait Islander education have been generated primarily from non-Indigenous sources.
Pedagogy responsive to the actualities of Aboriginal and Torres Strait Islander communicative experience must, we would argue, be the essential way forward. In short, a responsive pedagogy for Aboriginal and Torres Strait Islander students will be based on a respectful understanding and inclusion in the teaching process, of the culture these students represent and embed in the way they use English. Responsive pedagogy involves, on the part of educators, learning from the linguistic, social and cultural evidence of Aboriginal English (as outlined above) and interacting with members of the community about appropriate ways to meet their needs.
This echoes the aspiration set out by the Department of the Prime Minister and Cabinet Closing the Gap Report 2020, which recognizes the need for "a process that is truthful, strengths-based, community-led and puts Aboriginal and Torres Strait Islander people at the centre" " (Commonwealth of Australia, 2020, p. 3). Langwj Comes to School: promoting literacy among speakers of Aboriginal English and Australian Creole, Department of Employment, Education and Training, Canberra. Aboriginal and Torres Strait Islander aspirations and expectations for schooling in very remote Australian schools.
The Representation of Aboriginal English in School Literacy Materials, Center for Applied Language and Literacy Research, Edith Cowan University.
