Understanding Children’s Language Acquisition Project

1. Understanding Children’s Language Acquisition Project Denise Angelo, Nina Carter & Sophie McIntosh A project funded through the: Universal Access to Early Childhood Education 2007-2008 Program (Australian Government, Department of Education, Employment and Workplace Relations)

2. Outline of Presentation • Rationale for focusing on language • Overview of project • Findings & transcription activity • Significant issues • Recommendations • Professional development • Goals for children’s language use

3. Why is a Focus on Language Important? • Language is an influential factor in relation to children’s educational opportunities and outcomes, yet is not often made distinct/visible within discussions of literacy and culture. • Children’s acquisition of Standard Australian English (SAE) is often assumed, rather than targeted. • In Queensland Early Childhood (EC) settings: ‘Closing the gap’ education strategy (early years) & Foundations for Success. • Nationally: Australian Early Development Index (AEDI), COAG targets for EC and formal education & the six domains in the Indigenous Education Action Plan 2010-2014. • Need for professional development and pre-service training about language.

4. Brief Overview of theUnderstanding Children’s Language Acquisition Project (UCLAP) WORKSHOPS • Identification of EC settings with Indigenous children enrolled. • Delivery of professional development to EC educators, about the Indigenous language situation in Qld and second/ subsequent language acquisition. • MATERIALS • Substantial collection of data about young Indigenous children’s language varieties and language acquisition, for use in workshops. • OUTCOMES • Framework developed for delivery of professional development. • On-the-ground consultation, widespread awareness raising (and ongoing data collection) about language. • Interest generated at the level of pre-service education. • Findings have relevance for national, state and school strategies.

5. Findings: The Indigenous ‘langscape’ • Most of the children filmed were not speaking Standard Australian English (SAE). • Children’s ‘home languages’ (HLs) have mixed origins and are frequently misunderstood. • There are obvious differences in the communicative ease of conversations when children speak to people from different linguistic backgrounds. • HLs mark identity and where you are from. Hence, they need to be acknowledged, valued and integrated into EC services.

6. Activity • 1st Excerpt: Read along with the speaker • We bin go back rouna bay • weya my Aunty Tanya • 2nd Excerpt: Try to write down what the speaker says • _________________________________________________________ • _________________________________________________________ • _________________________________________________________

7. Activity ctd. • Try to translate what the speaker said • We bin go back rouna bay ______________ • weya my Aunty Tanya _________________ • an we bin go in mission ________________ • an we bin go swim in da saltwarder _______ v. where jeddy _______________________

8. Significant Issues • Educational settings currently do not often meet Indigenous ESL learners’ needs: • “that was what was sad for me, was knowing that for a long, long, long time, our education system’s let these people down”...“instead of changing the kids to fit our system, we should be changing our teaching practices to fit our kids” (ChloreneFatnowna, 2008). • Young Indigenous ESL learners need to be recognised and EC settings staffed accordingly with more local bilingual or multilingual staff (valued for their linguistic prowess). • Deficit and inaccurate views of ESL learners need to be changed.

9. Where to now? - Recommendations • Further research, education and training about young Indigenous ESL learners is vital, if teachers who speak SAE as their L1 are to successfully support children’s language learning. • The UCLAP identified the need for the following future actions: • Delivering targeted pre-service training and professional development • Conducting more linguistic research • Raising language awareness across the education system • Developing educational and information materials • Encouraging cooperative language links • Supporting appropriate pedagogical approaches

10. Professional Development ‘Broad’ Base of Stakeholders: • Parents and community members • EC professionals and teachers • Centre administrators and principals • Specialists and support people • Curriculum and policy providers • Tertiary training and research institutions • ‘Deep’ Learning Areas: • Language acquisition • Language situation • Language structures • Multilingualism

11. Stages of Professional Growth

12. Overall Language Goals • Utilise and develop their first language(s) to continue learning about the world, and to maintain ongoing family communication and community participation. • Engage actively in early learning experiences of Standard Australian English (SAE) as a positive and productive beginning foundation for becoming powerful users of SAE. • Participate in using and maintaining, learning and revitalising, or investigating and reviving the traditional languages of their cultural heritage.

13. References • Christie, M. J. (1985). Aboriginal Perspectives on Experience and Learning: The role of language in Aboriginal education. Victoria: Deakin University. • Commonwealth of Australia (2010). Budget 2010-11. Closing the Gap – Building Momentum [Online]. Available URL:http://www.budget.gov.au/2010-11/content/ministerial_statements/indigenous/download/ms_indigenous.pdf(accessed 10th June 2010). • Council Of Australian Governments (COAG) (2008a). National Partnership: Literacy and Numeracy Agreement[Online]. Available URL: http://www.coag.gov.au/intergov_agreements/federal_financial_relations/docs/national_partnership/national_partnership_on_literacy_and_numeracy.pdf (accessed 29th January 2010). • Council Of Australian Governments (COAG) (2008b). Closing the Gap: National Partnership Agreement on Indigenous Early Childhood development [Online]. Available URL: http://www.coag.gov.au/coag_meeting_outcomes/2009-07-02/docs/NP_indigenous_early_childhood_development.pdf (accessed 29th January 2010). • DeCamp, D. (1977). The development of pidgin and creole studies. In A. Valdman (ed). Pidgin and Creole Linguistics (pp.3-20). London: Indiana University Press. • Department of Education and the Arts (2006a). Bound for Success: Education strategy for Cape York [Online PDF]. Available URL: http://education.qld.gov.au/schools/indigenous/strategies/bfs-cape-york.html (accessed 12th August 2009). • Department of Education and the Arts (2006). Bound for Success: Education strategy for Torres Strait [Online PDF]. Available URL: http://education.qld.gov.au/schools/indigenous/strategies/bfs-torres-strait.html (accessed 12th August 2009). • Department of Education and Training (QLD) (2009).Closing the Gap: Education Strategy [Online]. Available URL: http://education.qld.gov.au/schools/indigenous/pdfs/closing-gap.pdf (accessed 12 August 2009). • Department of Education, Training and the Arts (DETA) (2008a). P-12 Curriculum Framework Guidelines: Bandscales for English as a Second Language (ESL) learners [Online]. Available URL: http://education.qld.gov.au/curriculum/framework/p-12/esl-learners.html (accessed 9th June 2010).  • Department of Education, Training and the Arts (DETA) (2008b). P-12 Curriculum Framework Guidelines: Guidelines for English as a Second Language (ESL) learners [Online]. Available URL: http://education.qld.gov.au/curriculum/framework/p-12/esl-learners.html (accessed 9th June 2010).  • Eades, D. (1993). Aboriginal English [Research report]. Primary English Teaching Association. • Education Queensland (2002). Bandscales for Aboriginal and Torres Strait Islander Learners. Brisbane: Education Queensland. • Kaldor, S. & Malcolm, I. (1982). Aboriginal English in country and remote areas: a western Australian perspective. In R. Eagleson, S. Kaldor & I. Malcolm, English and the Aboriginal Child (pp.75-112). Dickson, ACT: The Curriculum Development Centre. • McKay, P., Sapuppo, M. & Hudson, C. (1994). The ESL Bandscales. In NLLIA ESL Development: Language and Literacy in Schools. Canberra: National Languages and Literacy Institute of Australia. • Mertens, D. (2005). Research and Evaluation in Education and Psychology: Integrating diversity with quantitative, qualitative, and mixed methods, 2nd Ed. California: Sage Publications. • Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA) (2009/2010). National Indigenous Education Action Plan Draft 2010-2014 [Online]. Available URL: http://www.mceecdya.edu.au/verve/_resources/IEAP_Stage_Two_Consultation_Draft_(2).pdf (accessed 18th January 2010). • Shnukal, A. (1982). Why Torres Strait ‘Broken English’ is not English. In J. Bell (ed.), pp.25-34. Aboriginal Languages Association. • Queensland Studies Authority (2006). Early Years Curriculum Guidelines[Online]. Available URL: http://www.qsa.qld.edu.au/downloads/p-9/ey_cg_06.pdf (accessed 18th January 2010). 

14. Questions?