Academic success for speakers of Koorie English: the need for teacher intervention

Master of EducationThis study examines teacher intervention as a means of promoting academic success for speakers of non-standard English, in particular, Koorie English. It comes as a response to an initiative of the Goulburn Valley Aboriginal Education Consultative Group in Victoria and was prompted by the fact that very few Koorie students reach senior secondary level in Victorian schools. The need for, and effectiveness of, teacher intervention if this situation is to change is illustrated in three case studies involving senior secondary Koorie students, their teachers, a local Koorie Educator and the author, a literacy consultant. The significance of the fact that Koorie English is the first language of the students is explored. Outcomes include a recommendation that students and teachers can benefit from increased metalinguistic awareness of the differences between Koorie English and Standard Australian English, in an environment where both are respected and used according to a particular audience. Unless speakers of non-standard English are given explicit teaching that shows linguistic differences between their language and Standard Australian English, they will fail to achieve academically. The study shows that with such teacher intervention, students can achieve. However, the study also shows that classroom tuition alone cannot bring about this achievement but needs to be coupled with other supporting mores. The VCE Text Response task is used to demonstrate that links can be created between the personal experiences and cultural background of Koorie students and mainstream or Standard Australian English textual content. Without these links being taught Koorie students are severely disadvantaged. Concept mapping is shown to be another useful teaching and learning strategy in bridging these cultural and linguistic gaps. The major findings and recommendations from this study are the need for schools to (i) listen to Koorie students when planning curriculum and policies; (ii) recognise Standard Australian English as a second language for Koorie students; (iii) intervene in language acquisition by explicit teaching of linguistic forms; and, (iv) develop school disciplinary policies that support rather than destroy the literacy efforts of both Koorie students and their teachers