Conference Papers
Session E.2.2 Literacy
1. Jane Qinjuan Zhang: Engaging Indigenous Students in Literacy Skill development: a capacity-based approach in teaching
There has been much emphasis in higher education internationally on the need for developments in learning and teaching to be supported by evidence-based practice (Cousin et al, 2005) which requires more research in classroom practice. This paper attempts to share a capacity-based approach in teaching Indigenous students in a literacy unit which provides clear evidence of effective learning and a significant impact on strengthening the students’ self-confidence in learning. Drawing from a research in teaching and learning, this paper will show how Indigenous students are better influenced in learning by the lecturer’s responsiveness to their learning needs in literacy skill development which has a strong impact on their capacity building. Poor literacy skills have long been the biggest barrier for Indigenous students in succeeding their courses in higher education. In order to help students overcome the barrier, the lecturer as a researcher explored a responsive way to students’ learning needs throughout the unit delivery which fully engaged students in their literacy development. Encouragingly, the students have gained better understanding of the domains of literacy learning and become more active learners. This paper hopes to increase awareness of the teachers of Indigenous students that there is a growing demand for the development of the scholarship of teaching to better serve disadvantaged students. It is also hoped to show that grounding teaching clearly in the needs and interests of students can achieve better learning outcomes and that explicit teaching plays a key role in supporting students’ learning.
Author bio: Jane Zhang is a lecturer in the Department of Teacher Education at Batchelor Institute. She comes from Non-English speaking background and has worked for the Institute since the beginning of 1992. Jane is specialised in three areas: Applied Linguistics, Adult Education and Teacher Education; and has worked in various sections within the institute during the past 20 years.Jane’s research interest lies in the area of adult learning and adult teaching in cross-cultural contexts.
2. Kaye Lowe: Pedagogy, literacy, and Indigenous learners
This is a pedagogical investigation aimed at improving learning experiences, promoting culturally-responsive conditions and enhancing the life-long learning opportunities of Indigenous students. Principles of Indigenous pedagogies are described and the common ground between Indigenous pedagogies and optimal pedagogies for all learners is explored. The investigation uncovers principles that can be adapted by teachers to guide and inform classroom instruction that supports learners aspire to and reach their potentials. Culturally aware and sensitive teachers value, respect and accommodate the language, culture and communities of their students. In a learning community built on trust and meaningful engagement, students master the language and literacy skills necessary for success in school and the wider community. It is acknowledged that pedagogical principles are dynamic, constantly being informed by research and impacted on by the changing nature of classrooms especially with the advent of technologies. This paper explores ways of making literacy relevant and exciting for Indigenous learners.
Authro bio: Associate Professor Kaye Lowe is Director of the National Capital Centre for Literacy Research and Co-ordinator of U-CAN READ: Literacy Intervention Years 3-10 at the University of Canberra. She was a literacy professor at the University of Kentucky and the State evaluator of Reading First (US) for eight years. Her research interests include literacy for disengaged students, parent literacy education, technology, supporting Indigenous learners and online programs including the use of voice recognition software. Kaye has written three books, numerous articles on literacy and completed three research projects of National Significance. Her work with Indigenous learners is extensive. She was Research Fellow at Charles Darwin University where she evaluated Accelerated Literacy; subject expert in the development of online programs for Indigenous learners including “Read English on the Web” and “Indigenous Kids Read”; and currently works with Indigenous learners enrolled in U-CAN READ and Project CLaim (Community Literacy is our Aim). She conducts parent education programs for Indigenous Parents.
3. Jo Caffery: Connecting generations through language: Literacy issues in linguistics training programmes
Indigenous adults usually undertake linguistics courses to assist in the transmission of their traditional language and culture to future generations. However, undertaking such courses can be difficult if their English literacy skills are below the education institutions expectations. This paper discusses factors that impede the progress of Indigenous tertiary students in linguistics training programmes across northern Australia. Low literacy levels of students were found to be the main impediment to successfully completing or coping with course requirements. Other factors include the language used in the classroom and the delivery method of the course. Few graduates of a formal linguistics course work in the field documenting and maintaining their traditional languages, therefore not reaching their goal of passing on their language and culture to future generations. This paper discusses why this is the case based on the views of 70 remote Indigenous Australians, from over 30 language groups.
Author bio: Jo Caffery has worked with Indigenous Australians, teaching the linguistics skills to document and maintain traditional languages, for over 20 years. Her PhD reviewed linguistics courses for Indigenous adults from an Indigenous grassroots perspective. Jo is currently developing academic literacy and learning strategies and culturally appropriate and relevant curricula for Indigenous adults and other equity groups in tertiary education.