The Multicultural Classroom: Learning from Australian First Nations Perspectives / Jasmin Peskoller, Bernd Klewitz

Format:

Book

Author/Creator:

Peskoller, Jasmin, Author.

Contributor:

Klewitz, Bernd, Editor.

Series:

Nota bene -- bilingualism and intercultural dialog ; Volume 2.

Nota bene – Bilingualism and Intercultural Dialog 2

Language:

English

Subjects (All):

Indigene australische Schüler.

Indigenous Australian Students.

Learning.

Lernen.

Muttersprache.

Native Language.

Schule.

Local Subjects:

Indigene australische Schüler.

Indigenous Australian Students.

Learning.

Lernen.

Muttersprache.

Native Language.

Schule.

Physical Description:

1 online resource (189 pages)

Edition:

1st ed.

Place of Publication:

Hannover ibidem 2021

Biography/History:

Jasmin Peskoller is a researcher in the field of Foreign Language Education at the University of Innsbruck, Austria. Her research interests include cultural learning and global education as well as diversity-sensitive approaches to teaching and learning in the contemporary foreign language classroom. For her outstanding research in the Australian educational context, she was awarded the Würdigungspreis by the Austrian Federal Ministery of Education, Research and Economy. Barbara Hinger is Professor of foreign language education (Fremdsprachendidaktik) at Graz University, Austria. From 2012 to 2020 she held this same position at Innsbruck University, Austria, where she was head of the department of subject-specific education and the area of language education. At Innsbruck University, she established the Innsbruck Model of Foreign Language Education (IMoF) and worked in a multilingual team of teacher educators including the languages English, French, Italian, Russian, Spanish, and Latin. Her research focuses on instructed second language acquisition, classroom-based language assessment and multilingual teacher education.

Summary:

The scope of multilingualism and multiculturalism within societies is increasing on a global scale. As this is happening, discussions are emerging concerning the significance of including a variety of perspectives in classroom discourse as well as the imperative of ridding it of a prevailing monocultural straitjacket. Against the backdrop of these changing realities, authors have advocated for a revision and adaptation of current teaching methodology and classroom materials in order to do greater justice to an increasingly diverse student population. This book presents the findings from a qualitative research project conducted in Australia, a country acclaimed for its linguistic and cultural diversity. Specifically, the study investigated the educational context of Indigenous Australian learners by shedding light on the incorporation of First Nations perspectives in teaching materials and methodology. Additionally, the project identified therewith-related challenges and possibilities for improvement. The results provide insights into the multifacetedness of language- as well as culture-related factors, which prove vital for learning processes. Moreover, the results reveal the complexities arising in connection with the incorporation of First Nations perspectives in classroom discourse. The data also point towards dimensions for improvement and recommendations for action for educators working in diverse classroom settings. As growing linguistic and cultural diversity has become a global reality, this volume, addressing Australian First Nations perspectives, offers an important contribution to the field of contemporary education.

Contents:

Intro

Acknowledgments

List of Tables

List of Figures

List of Abbreviations

Preface

Chapter I Introduction

1. Background and Relevance

2. Approach and Objectives

3. Structure of the Book

Chapter II Foundations of Multicultural Classrooms

1. Language and Multilingualism

2. Culture and Multiculturalism

3. Teaching and Learning in Multicultural Classrooms

3.1 Perspectives on Diversity in Education

3.2 Implementing Bilingual and Bicultural Approaches

3.2.1 Two-Way Education

3.2.2 Immersion Education

3.3 Education Policies

Chapter III Languages and Cultures in Australia

1. Multilingualism and Multiculturalism

2. The Multicultural Australian Classroom

3. Indigenous Australia

3.1 The Bilingual Context

3.1.1 The Significance of Indigenous Languages

3.1.2 The Significance of the English Language

3.2 The Bicultural Context

Chapter IV First Nations Education in Australia

1. A History of First Nations Education

2. Foundations of Indigenous Teaching and Learning

2.1 Relationships

2.2 Storytelling and Yarning

2.3 The Concept of Shame

3. Proposed Frameworks and Pedagogies

3.1 Eight Ways of Aboriginal Learning

3.2 Culturally Nourishing Pedagogy

3.3 Culturally Responsive Pedagogy

4. Adopted Approaches in Australian Schools

4.1 Two-way Schooling

4.1.1 Two-way Bidialectal Education

4.1.2 Worawa Aboriginal College

4.2 The Stronger Smarter Approach

5. Challenges in Indigenous Australian Education

Chapter V Research Study

1. Current Research Directions

2. Objectives and Design of the Study

2.1 Procedure

2.1.1 Constructing the Interview Form

2.1.2 Transcribing the Interview Data

2.1.3 Coding the Transcripts

2.2 Sample

3. Findings

3.1 The Role of Indigenous Languages

3.1.1 Pride vs. Embarrassment.

3.1.2 Recognition of Linguistic Heritage

3.1.3 Orality of Indigenous Languages

3.1.4 Code-switching

3.1.5 Language Concepts and Worldview

3.2 The Role of Indigenous Cultures

3.2.1 Pride in Culture

3.2.2 Relationship Building

3.2.3 Family and Community Involvement

3.2.4 Home Values and Worldview

3.2.5 Cultural Concepts and Learning Styles

3.3 Frequency Analyses of Language and Culture Categories

3.4 Challenges in Indigenous Education

3.4.1 Historical Burden

3.4.2 Culture-related Differences

3.4.3 Lack of Awareness and Recognition

3.4.4 Systemic Shortcomings in Education

3.4.5 Lack or Stereotypical Inclusion of Culture

3.4.6 Socio-economic and Health Parameters

3.5 Frequency Analyses of Challenge Categories

3.6 Incorporating Indigenous Perspectives

3.6.1 The Importance of Incorporating Indigenous Language and Culture

3.6.2 Strategies for Incorporating First Nations Perspectives

3.6.3 Analysis of the Honey Ant Readers Textbooks

4. Summary and Discussion of Findings

4.1 Summary of Findings

4.2 Discussion of Findings

5. Implications for Teaching Practice

Chapter VI Conclusion and Outlook

Bibliography

Appendix: Interview Form.

ISBN:

3-8382-7587-X

OCLC:

1272997364

Publisher Number:

9783838275871