DOCONEI? RESUME
BD 126 683 FL 007 71
TITLE Second Progress Report on the Bilingual E tion Programin Schools in,the Northern Territ INSTITUTION Northern Territory Dept. of Education,Dar (Australia).
PUB DATE . Dec 74 NOTE 67p. A EDES PRICE MF-50.83 BC-33.50 Plus Postage. DESCRIPTORS *Australian Aboriginal Languages; *Bilingual Education; Creoles; Educational Programs;*English (Seccnd Language); Instructional Materials; *Language of Instruction; Language Planning; Linguistics; Pidgins; Program Descriptions ABSTRACT This is the second progress reporton the BilingUal Education Program implemented in 1973 in theNorthern Territory of Australia, As of December 1974 theprogram includes 11 schools and 10 aboriginal languages usedas medium of instruction.'Tbe'topics discussed include the following: the fourtypes of bilingual programs seen as evolving, and the appropriate approaches to eachone; criteria important to the success of bilingualeducation; the administration of the program; the O'Grady/BaleReport, which reviewed the program feworably,and madesome recommendations; the importance of linguistics in thesuccess of the program, as well as 0 the establishment in 1974 of the School of AustralianLinguistics as part-of Darwin Community College; experiments inthe use of Creole as medium of instruction; and the teaching of Englishas a Second Language. In addition, the report providesa list of school materials published by the Education Department in eightAboriginal langiages. 4n appendix contains reports from individualschools on programs incorporating Aboriginal languages. (AM) ,q1
vittlitt**********************4444*********************mmt********** :r... * . Documents acquired by ERIC include many informal unpublished * * materials not available from othersources. ERIC makes every * * to obtain the best copy available. Nevertheless, Items of margins * * * reproducibility are often encountered amd,this affects the guailtr,* , * of tiG microfiche and hardcopy reproductions ERIC makesavailable -d,* * via he ERIC Document Reproduction Service (EDRS). EDRS isnot * * .responsible for the quality of the original document.ReproduCtions * * supplied by EDRS are the best thatcan be made fro the original.- * *************4444**0********************************************Avv*** r ) Q octdruNLP rtitAititbb REPORT
on the likktgual EducationProgram in Schools in the 115 Northern Territory
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6 Preficice
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t This second Progress Reporton the Bilingual Education Program in the Northern Territory was compiled by officers of the Bilingual Education- Section, of the Northern Terfitor* Education DiVision. It has been, prepared mainly for the information" of education personnel in the Northern Territory but may be of interest to educationists and the wider public throughout Australia and elsewhere interested in Aboriginal education in general, and bilingual education in particular.
(W. J. McGRATH) , Principal` Education Adviser, Bilingual Education
ob Contents
2 Types of Bilingual Programs 3 Criteria for the Establishment of Bilingual Education Programs 4 Administration of the Program 5 0 Grady4HaleReportRecommendations concm Bilingual Education in the Northern Territory 6 Involvement oy Linguists 7 The School of Australianinguistics 8 Inservice Courses Plaedfor 1975 9 Publications on Aspec s of Bilingual Education Supplied to Schools 10 Nino al Education Consultative Committee :11, Visit to the United States aA Canadaby the Prina.l rducation Adviser, Bilingual Education 12 South Pacific Commission Bilingual Eduattononference 5-13 ber, 1974 13 Film on Bilingbal Education 14 Reports from Schools on Programs incorporating Abongirlal lariguages .15 Creole Programs 16 Rdsearch and Evaluation 17 Materials in Aboriginal Languages ,18 Teaching English,as a Second Language )19.Outstation Schools 20 Some Problems Encountered 21 Some Highlights of the Program 22 Conclusion
APPENDIX Reports from Schools on Programs . . Incorporating Aboriginal Languages 1.. IntrOdUction
Whereas. 1973was basically an instruction in bilingual programs. More experimental year in the implementation schools will commence bilingual programs and development of 'programs of bilingual in 1975Preparation for this has been education, 1974 can be regarded as one of underway during this year, however the consolidation and further development of precise number whichdo begin will depend such programs in schools in Aboriginal on. a number of factors including the communities Of necessity availability of school staff. Because of this, experimentation has -continued, and will and because some schools are continue for a number of years yet experimenting withthe wider use of cen be stated with some Aboriginal languages in their programs, the justification that the basic g nclix contains retorts from scAools the implementation of bilingual programs which have n 'tin ual has now been laid One area requiring educaticin programs as welLas_those-which rather urgent attention, and one which will have. be closely examined in 1975,isthe The various tections of pis report are not adaptation and development of curricula arranged -in any particular order and, in __ _more relevant to the- use of Aboriginal languages at-the-rnedturn-of general, the information in each is brief to. _keep the report to a manageable size. Six additional schools, to the initial five in As with the first,progresto 1973, commenced bilingual programsin been to present -up-to -date information on 1974 Five more language groups became bilingual'educationin the orthern involved taking to ten the pumber of" Territory and, in this case, to desc the languages which are uted as 'mediums of situation as it is inrDecember, 1
2. Types'of Bilingual Programs
With the expansion of bilingual prograrris (c)revival programs (where a community during 1974, it became possible to defirie has asked for an Aboriginal language more closely the types of Wing ualp rogram, no longer spoken by the children to be which are evolving There appear to befoul revived and taught in the school); and tYPes- (a) programs based on initial literacy in the Aboriginallanguage,followedby (d) "elective" programs (where, generally literacy in English (where there is a in multi-lingual communities, children , pracfical orthograr5hy in the Abonginal are given the opportunity to do work in language, and where materials are their own language--usually the older groups). , available for teaching initial literacy in' thei.language).
(b) programs based on early instruction in A differentapproach is- necessarily the Aboriginal languagebutwith initial followed in each type of program, thus literacy m English (where a practical .more detail is given to describe precisely orthographyintheAboriginal how each operates. Pre-school programs language may --ITOTFiviibeen which are basically oral in nature and thus established and/or where materials are - similarinallschools withbilingual not available for teaching initial literacy .education will be described separately first
m that language); . of at 5 Pre-School Type (b) Pre-schools cater for children of the 3+ and During the first year after Pre-school (age 4- age groups During the first year nearly 5+)themajorityoftheprogramis all activities areconducted in the conducted in the Aboriginal language with Aboriginal uage The non-Aboriginal from 45 minutes to one hour pertlay being teacher es En sh in an informal way devoted toEnglishHere the principle with t children to enable them to become followed is that the children can best learn famar,to some extent, withitsuse, in their own language until they acquire a
1 ruing to follow simple instructions and sufficient command of English Some time ecognizing that there is another language inthe second year, depending. on the !asides their own During the second year a development of the pupils, a start is made more formal type of English program is on literacy in English while a number of introducedwherethenon-Aboriginal subjects continue to be taught in the teacher conducts short activities withamall Aboriginal language By the end of the next groups in the English language with the aim year (age 7+) about half the work is done in of teaching some basic vocabulary and English. and in subsequent- -years the structures Again the major proportion of majority of the work will be in English with the activities is conducted in the Aboriginal about an hour per day being devoted to language by Aboriginal teachers Work is work in the Aboriginal language usually prepared and planned in a team approach with the non-Aboriginal teacher frequently assuming a teacher-trainer role where necessary Type (c) Revival programs have not commenced as ye 1.bitjtisenvisaged that these will Type (a) necessarily involve teaching the language, After following a readinessprogram, which probably commencing withthe older may have commenced in the Pre-school, children in the school children begin.to learn the skills of reading and writing in their own language The time of starting this varies with the maturity of the pUpils but usually commences some Type (d) time during second term During this year the majority of other work is carried out in One "elective" program is operating in an the Aboriginal language. A structured Oral Aboriginal community. (It is interesting to English program is also commenced with note that one High School has commenced froni thirty to forty-five minutes per day a course in an Aboriginal language using being devoted to this During the second Aboriginalstudentsinthe schoot as year (6+ age group) thereading and writing teachers, and another is keen to commence one) program the Aboriginal language is ,5 continued and -the English program is expanded to about one hobr per day In some schools Maths is now taught in both languages Also it has been found that Finally,it should be mentioned that all some children have completed the basic bilingual schools make provisions for the primer series and are ready to commence a teaching of aspects of Aboriging3 culture. reading programin 'English Inother This is done by the Aboriginal teachers or schools the progress has been slower and members of the local community or both. In reading in English will not commence until' some cases the cultural program is carried the following year (age 7+) By that year it is out at the Wool' and in others in specially anticipated that about half theprogram will designated areas away from' the school, be in English. In subsequent years the dependingon the wishes of those teaching. majority of the work will be in Engligh with In short, all bilingual programs could more about an hour per day being devoted to_ accurately be referred tO jpbilingual - work in the Aboriginal language bicuftural programs.
*it Criteria for the Estab ment of Bilingual Education Programs
in the establishment of bilingual prOgrams (e). a basic reading scheme in the language or the preparation for such programs there andsupporting supplementary are certaincriteria which need to be materials, .observed to ensure the greatest chance of (f)a resident linguist, or a linguist f success These are with the languag= who ly (a) the agreement, and support of the availableto vid = ad and communityin principlefor 'the assistance when requi , and introduction of. a bilingual program. (g) agreement and co- operation of the (Where such a move is initiated by the 'school P incipal and his staff. (The schoolstaff,consultation with the totalsch needs.eit community to gauge_ its reaction is 4r tobe committed to alingual program or at necessary beforetheEducation least have an open mind regardipg it. A Department is prepared to support and bilingual program needs to be an assist the development of bilingual integral partof totatschool education), organisationandnot a semi- (b) the agreement and support of the autonomous unit within it). 41community for the use of a particular It will be obvious that not all these criteria _Aboriginal language as a medium of will apply to each type of bilingual program instruction (particularly vital in a multi- (see Section 2). There is no doubt, however, lingualormulti-dialectical ,that criteria (a), (b), (c), (d) and (g) will be communittlx necessary in any type of program. Criteria (e) and (f) become essential in a program (c) Aboriginaltekihersorteaching based oh initial literacy in the Aboriginal assistantsavailableto-carryout tanguage, but may not be so in a program instruction in the Aboriginal language, where early instruction is in the Aboriginal, language but initial literacy is in English. (d) suitable non-Aboriginal teachers to For the revivaltype of program criterion (e) form effective teaching teams with the may nbt be ,essential in the early stages Aboriginal teachers, where only-oral language is taught
4. Administration of the Program
The administrative,and advisory staff of the Senior Research Officer, Grade 2, Bilingual Education Section is as follows. (Linguist)five positions. , Pr ipal Education Adviser The position:of Senior Education'Adviser, -Linguistics has been vacant since July, Senior cation Adviser, TESL 1974 with 'the occupant taking up the Senior Edu n Adviser. Pre-Primary positton of Program, Chairman of the Senior Education Adviser, Anthropology School of Australian Linguistics. It is hoped to fill the vacancy early in'1975. Senior Education Adviser, Linguistics The appointment of EduCation Adviser,' Education Adviser, Darw.in Alice Springs, has been made and the Education Adviser', Mice Springs &wilt will take up his position in February, 1975 The position of EduCatiqn. TheSeniorEducationAdviser, Adviser, Darwin was filled in May, 1974. Anthropology has been involved more and One linginst was appointed in August,197k more throughouttheyearwiththe (to Groote Eylandt)Itis expected that development of education programs in another will take up a position at Yuend umu "outstation" communitiesItis expected irFebruary, 1975 Two others are expected that this officerwill, transfer from the to 'commence later in the first half, of 1975 The fifth position is being re-advertised and Bilingual Education Section to a new it is hoped that there will be an applicant to Section for "outstation schools" from' the work in-Pitianiatiara or Aranda beginning of 1975
4.
5.O'Grady/Hale Report ,Recommendations
concerning Bilingual Education- - in the Northern Territory 1 . p ror the month of June, 1974, Dr. Geoff The report contains a total of twenty -five, O'Grady and Dr Ken Hale wereengaged as recommendations. These are prefeed-by___ consultants to the bilingual education the statement: Jortogram- in the Northern Territory. Dr r'Grady is Professor of Linguistics at the "Many of the ideas that have occurred University of Victotia, British Columbia, to us during our visit are, in one form or Canada and Dr. Hale is Professor of another, already in effect in the existing Linguistics at-the Massachusetts institute program.We west however;to of Technology, United States Both men encourage theircORtmuande and, had considerable previous experience in where it is not yet the case, to urge that working in Australian Aboriginal languages they be given formal recognition as and are acknowledged as two of thagleading necessary components of the bilingual authonties.in Australian Linguistics. ethication prOgram." During June they visited a number of schools where bilingual programs operate or were likely to start in the near future, the A further staterneflt, in the Introduction, is Batchelor Aboriginal Teacher Education worthy of special note: Centre, Dhupuma and Kormilda rbsidential colle6es,the Summer 'Instituteof 'We are extremely impressed with the Linguistics and the Darwi Community Nort TerritoryBilinggel College Bilingual school% were seen in ogramsb much, so that we are operation and lengthy dis ussions we inclined to. assert 'that this program heldwith teachers li ists, constitutes one of the-most exciting representatives--fremmiss n authorities educational eventsin the modern and the Department of Aboriginal Affairs as world." wellas withvarious o icersofthe Education-Department. Th indicated in _. The report was tabled in Parliament by the -their report: Minister for Education in mid-Ndvember, "We feel that the struce of our visit. and the recommendations were examined was such that it enable us to gain an indetailby the BilingualEducation overall appreciation of the bilingual Consultative Committee in the lest week of progiam. . . we'were ble,to gain a November. Comments onthe rather detailed picture o the linguistic recommendations are 'contained itt the and pedagogical fou dation upon report of ' that Consultative Cqmmitfee
' which the program is bOing built," - meeting.. . 4 6. -involvement of Linguists
The dependence onlinguistsfor the (e) providing linguistic advice to school successful developmentof bilingual personnel and advisory staff programs was again highlighted in 1974 In general, schoolsinwhichbilingual education shoived most advancement were In general most non-Government linguists those which could call on the services of a see their involvement in.bilingual programs linguistThe Department of 'Education becoming less and less with the finalisation recognises its debt to the number of 'of a structured reading program and related linguists working for church missions and materials This will leave schools with the -the Summer Institute of Linguistics for the problem of producing materials in other considerable assistance given particularly areassupplementary stories, social in the following ways. studies,- natural science and so onIt is hoped that Aborigin* linguists or literacy ,Aaj preparationofstructuredreading Ichemes and other materialsin the workers being trained by the school, for Aboriginal language, Australian Linguistics (see Section,")will be able, to fill the vacuum (b)- preparation of Aboriginal teachers to use the above materials, The Government linguists will continueto (c)-Organisation of classesin Aboriginal be deeply languaglos...Mr" non - Aboriginal involvedinlocalbilingual teachers, programs, 'but in time it is hoped that they can work their way out of a job in a (d) editing stones to be printed in the particularareabytraining Aboriginal Arltinginat language, and people tolake their places
7.The School of Australian'Linguistic
The Progress Report for 1973 includeda by Departmental representation section on the The Proposed College. of _Advisory Council to 'the School.embers. Australian Linguistics. During 1974° the of the' Advisory Council are: School of Australian Linguistics was duly' Mr.W. establishedas a partofthe Darwin J.McGrath(Dep Education, Darwin)-7-Chairman -Community Colleges As mentionedin the previous report the main function 'of the Dr C D Metcalfe (Program Chalifnan, School of Australian Linguistics, Darwin) School is to train Aboriginalpeople as linguists, and thus tp provide much needed Dr P.Ucko (AustralianInstitutefor support to bilingual education programs. Aboriginal Studies, Canberra) In the latter part of 1974 *ism weeks course Prof, R.. Dixon (Austialian Institute for was run for eight Aboriginal students. In , Aboriginal Studies, Canberra) 1975 the School plans to run four short Mr: .D. Glasgow (Summer = Institute of 1 courses Of eight to ten weeks each for an Linguistics,.Darwin) 'expanded number of students -) Ms: A. Campbell (Department of Aboriginalt. Close liaison is maintained between the Affairs) School of Austvilian Linguistics and the Mr.W.FejoC.,(NaTional A boritines Bilingual EducationSectionofthe Consultative Committee) , Department of Education. Rtigula* haiSon Representative of the suicients Of the. throughout the year is further strengthened School of Australian Idnguistics.
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8. Inservice CoursesN planed for 1975
For 975 it has been planned to conduct a Education Advisers, Pre-School Officers number of inservice courses, conferences and Curriculum Specialists). 4 and workshops inihe first half of the year VenueBatchelor In addition, the advisory staff will conduct . numbers of short workshops in schools 1-11' April whicji express a need for these throughout Pre-School Workshop the year The courses planned for 1975 are: (To.prepare teaching notesnfor Aboriginal pre-schbol teachers). 3-7 March Teaching English as a Second Language VenueDarwin (For teachers in Aboriginal schools in the Ace Springs region To provide theoretical 5-9 May .andpractical knowledge forteaching Child Dmtelopment 0-6 Years and Its , English to Aboriginal children). aR vancelo the Pre-School (FrAboriginal Teaching Officers and VenueAlice Springs T aChing Assistants) Ven*--Batchelor 17-21 March TeachinEnblish as a Second Language 24-26 June (For teacrs in Aboriginal schools in the Outstation Schooli Conference Top End 0 provide theoretical and ' (For outstation teachers, visiting teachers practical kno dge for teaching English to a Principals of schools where there are Aboriginal children). stations). VenueBatchelor VenueBatchelor
24-25 March 30.June-1 July BilingualEducationinAboriginal Outstation Schools Confprence Communities (For Heads of Branches: and Principal (A conference f r Principals of schools in Education Advisers) Aboriginalc mmunities; Principal VenueDarwin
9. Publications on Aspects of Bilin Education Supplied to Scols
All schools in Aboriginal communities have Recommendations. Concerning Bilingual been supplied with copies of the following, Education inthe Northern Territory publications which deal in some way wit O'Grady and Hale. Dept. of Education, aspects of bilingual education. _Darwin. 1st July, 1974. Bilingual Education in Schools'in Aboriginal Communities in the Northern HandbookforTeachersinBilingual TerritoryWatts, McGrath, Tandy. Dept. of SchoolsDept.ofEducation,Darwin. Edutcation. March. 1973. December, 1973: (Out of print. Will be , , revised and reprinted early in 1975). Progress Report on the Bili ngual Education . Program in Schooltinthe Northern, Report on Meeting of Bilingual Education TerritoryDept.ofEducattoni..Darwin. Consultative Committee,' 13-17 _August,,y December, 1973. 1973. Dept. of Education, Darwin. 7
A ManualofLiteracy'for,Preliterate A Bridge Course in Practical PhoneticsM peoples Sarah G. Guds tuns S.I L, Boase Dept. of Education, barwin, 1974 Likarumpa, Papua New Gin a,z1173. Other booklets in the 'process of being published, and which will be sent to schools Readings in Bilingualducatn (A series when available are of 38 duplicatedeadings nmatters relating to BiltrIgual education 1974 Progress Report on the Bili gual Ecitication.Programinthety rthern Oral. Englis11,,SyllabiTis1974 Dept,Of Territory Education, Darwin -(Being repnr ed This Report on Second Meeting of the Bilingual contains units of Oral English for the first- Education 'Consultative Committee, 18-22 year program) March, 1974,
10.Bilingual' Educa ion borlultative Committee
TheBilingual 'EducationConsultati Committee. It was also_decided to invite a .Cprnernittee met twice in 1974 The firs 'presentative, fromtheEducation 'meeting was held in Alice Spnngs from 18- Departments of Queensland, South 22 March. and the second in Darwin from Australia and Western Australia to future 27-29 November. meetings as observers, since these states
. Early in 1974 Dr. Maria Brandi took up a. embarked on programs of bilingual position in the Qepertment of Educati cation. and, vacatedherposition on ConsutrapveCommitteeThis sic groundwork had been laid for biting 1 education in subsequently filled by Dr Ni as theNorthern Territory,it Peterson, aResearch Fellowatthe was decidedthatfuture . 4 meetings should be held once a yedr. Australian National University. ,
/' At its November meeting the Committee Reports of the meetings of the Consultative / decided to increase its membership by one Committee are being published and will be toincludearepresentativefrom the made available to interested. individuals National Aborigines Consultative and organisations. to, 11.Visit to the United States and-Canada by the PrincipalEducation Adviser, Bilingdal Education SponsoredbytheDepirtmentof with bilingual education enableda general . Educatio,n, the Piincipal Education assessment of the approach being followed Adviser, Bilingual Education visited in the Northern Territory. The general . Canada and the United States for six weeks ' conclusionreachedwas 'thatthe 'in September and October toAtudy recent achievements in such short .time developments in bilingcial education. The Nortliern.' Territorycompare quite visit enables the development of bilingual favourably with 'Mutt was being achievedin education in the Northern Territory to be bilingual programs in North America. put into a more interliational perspectWe. The examination of programs, and 'the A detailed report qn the visit has been discussionswithteachersandother prepared and is available /to interested personnel involved directly or indirectly individuals. 8
South Pacific- COmmission Bilingua), Education COnferende 5-13 December, 1974
Our delegatt to the conference held in as areourAboriginal sChciolsThe American Samoa was the Senior Education _Conference recommended emphasising of Adviser.inAnthropology.Other indigenous resources, cultural and human, participants came 'from -American Samoa. in developing,bilingual/bicultural British, Solomon Islands, Fiji, Guam, Nive programsIt recognised -that changes in - Papua New Guinea,AmericanTrust these.education systems; including Territories-of the Pacific Islands, Western. bilingual programs, are cl ly a political Samoa and New Zealand -ConsultentS- issue; bgth.on the local and ational levels. cafne frbm Canada, New Zealand andthe -It also 67ged-the acknowl6 ement of the United States of America. Insights made responsibility of educators to preserve the into bilingual education at the conference unique humanachievefnentsoforal are important -CommOn difficulties are traditions , . r shared throughout the region, despite the diversity of local issues and' problem's A report on thCcdnfernCe 41k be issued in Sthools'and education syStems on tfr 1975 by the South Pacifi ommission and
-Pacific derive fronwor are snodelled. on , availabletainte ed people through the, those of thewestern inetropolitan nations Department of cation ,-
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a - 13. Film'OnBilirrgual Edudation .
. ----____ , In their report (gee Section PYGritOan,d bilingual schools in the Northern Territory Hale recommend' 1 is a preparatory step for scripting. It is: anticipated that the actual filming, will h"That, the Department ofd commence ip late March or, early April,- arrange for -th,e. Otoductioni ofne or 1075, "" more feature-Jengthfilmsdtplcingthe The film wine between 20 and 30minutes<""- Bilingual Educatioe P ogrrim in - duration and will concentrate on one or two, operation " , bilingualschools.Itwillportray the Towards 'theendof , Oc , 1974. 'involvement. of bothAbOiiginal and non- Ministerial aPprovewas given 10funds to Aboriginal teachert4ihe resident-linguist' be proviblidfor the production ofhb film by -and advilory staff. It will also refer to 'the Film Australia , wprk of the Aboriginilleacher'eduoatiOn show the centre at #atchkOr, the Summer School of The basic aim of 'the -film IS t Linguistics:fluid Ite School of Australian, . public whatbilingual ad c`aion,. Isall 4.3.ngu4-tICS:isf is also ttoped that thef din will is. meant , bilingual aboutwhat Indicate clearly that "This lathe Stage the' education and hov4it worts. it la program has reached. What will happen in hoped that the film will alSO.cmmunicate I ,0 the future?"' ' acme of the values and sp I qualities of the riginalculture d - In general, tttefilm should provide valuable 0 herit assistana on , Ant* 'rime this report.asPiipared `the intrOdycing bilingual programs to other final ript had not swrittep7. buffhe Schools,both in the Northern Territory and had viiited ether. Statet.,?2, Pr ft:141111(44 # tf,
, . ; -- recruiting' staff for Northern Territory Australian public of positive acton being schools, taken on the education of Aboriginals, and orientating new staff appointedto the Northern Territory, acquaintingpersonnelin 'overseas bilingual programs with the nature of the. public relations, 'including informing the Atistralian experience
- 14.Reports from'Sefioolson Programs incorporatinb-A0oriOinal languages
Torards the end of1974, schooli in literaW m the Aboriginal language used in-' Aboriginal "commlinittes were asked td the school compile a report on the.part played by the 2 L eraci classes Aboriginal language in the school program fornon-Aboriginal tea s The %reports were compiled under the following headings 3 umbers of Aboriginal teachers with training, and numbers in training. A. THE AS IT OPERATES 4 The type of assistance/training givento Aboriginal teachers by non-Aboriginal 1 Classes involv9the nymber of children .staff. ' in each, the tchers the language used (Include senior classes in the school who 5. The-type of assistafice/traininggiven to have literacyclassesintheirown non-Aboriginal teachers by Aboriginal staff 4 language). - 6 AreasofneedforfullIkrstaff 2 The Type of Program. (emitialliteracy development arldi_or training in an AbOriginal _language, or an oral prograr0 in..the Aboriginal language which will be followed by initialliteracyin C.MATERIAL or a literacy program for senior pupils only) Briefly describe 1 Indicate who are involved in materials production (Include' classy ow teaching (a) the foie of the ASorigral teachef aids, etc , in the local languapf as well as (b) the role of the non - Aboriginal teacher primers," workbooks, suppleTentary (c) the re of other people involved readers, stPries).. 2 A list of the materials produced- locally 3smiling English. A brief description of and in use in the school"4. at is done. oral English, Reading. etc. 3 A list orthe materials 'printed by the epatation for the Coming Year,. t Deparrnent for use in the school. Planned for 19751 (egexpoion .of 4. A list of materialszM proces; of being literacy program for senior pup. ,initial produced introdUclion of a progrgiiii io Infants I. etc).., 5. A brief indication ofttie type of materials 5 dulteriil Activities. Briefly outline' What is to be produced in tht3,6ext twelve months 'done, and who is involved, time allocated, aWio psi COMMUNITs/ IIEVOLVEMENT B. STAFF oEviLopmEln. Mention could be made of participial:in in school activities: school council, general 1. Literacy clasSes for AbOriginal teachers 'Itwareness among the peopleof what is Indicate whethel the Aboriginal shin is happening at _ 1.3 s tC
E. PROBLEMS ENCOUNTERED H. OTHER COMMENTS If any. F. SUMMARY OF.HIGHLIGHTS A condensed version ofreportsfroni schools where, the use of tiv_Aboriginal language plays a significant role in the . A GENERAL ASSESSMENT OF THE school programiscontainedinthe PROGRAM Appendix to this report
15. Creole Programs
Following discussions with the respective Margaret Sharpe who is recognized as one communities to ascertain their wishes on of the leading figures the study of the 'the matter. experimental programs using Creole used at Roper River. andMr.John Creole (Pidgin English) as a language of Sandefur.a memllerofthe Summbr instruction will be commenced at the Roper Institute of Linguistics River and Barn Schools with the pre- schbol classes41975 These pr'ograms. being expenmental in Expert advice given to the Department naturewll be reviewefl at the end of 1975 of Education fo assist in arriving at this andthe reactionoftherespective decision by two linguists who have spent communities will be reass.-..ssed before a considerable time in studying the use of decision whether or notdocontinue with Creole in thesicommues They are Dr the programs is made
16.Research and Evaluation
The Research Branch of the Department of Arrangements, have been completed for a Education- in Canberra has produced a research study into the learning contexts of . research proposal for the evaluation of Aboriginal children to commence early in bilingual education The proposal contains 1975. This study will continue over a period a detailed rationale and a comprehensive of about eighteen months anditis data collection instrument for the purpose of obtaining as much base-line data as anticipated that the findings of this study possible from both schools following a will form a basis for the development of bilingual program and those which are not., curricula in the early. years of schooling It is anticipated that the collection of the . where theAtimiginill language is the main relevant data will commence early in '1975_ medium of instruction.
17.' Materials 'inAbOriginaf.,Languages
Since September 1973 aconsiderable AnIndllyrilete.three small booklets. .impunt ca material for school use has.been published bY the*ducationDepartmentip Burma. Three. including a complete different Aboriginal languages` In all f52 pruner series in one book of 131 pages. and a teachers guide to the primer of 262 pages. items have peen published in eight different langoages. The breakdown is: . 4-Oumalf. Thirty -two. Includi=rkbook. Arawda. Sevdgeneral stades__ suPPlernentarY-rPaderlan0 stories- , ft, ... - N 10.14- Gupapuyngu.Nine.including a 'produced two booklets in Pit jantiatiara for supplementary reader and general stories use at Areyonga School As wellas all these materials considerably Mating.Sixty-six,including primers. more have been produced locally in a supplementary readers and general stories duplicated form and are being tried out Many of these are supplementary readers before they are sent for publisting Also containing as few as ten pages there are many charts, caption books, Nunggubuyu. Two sit-all booklets Qames, activity materials and picture books produced by the various teaching teams in Pintupi.Thirtyincludingprimers, the local languages supplementary 'readers. teachers' guides It is anticipated that the nurnberof items td and gerferal stories bepublishedbythe Departmentof Education in the next twelve months will be Inaddition the Institute for Abbriginal Considerably more than those printedin the Development in Alice Springs has last fifteen months
18.. Teaching 'Englishas a Second Language ,
One point sometimes lost sightofin End teachers These two courses wilt discussions on bilingual education is the providetheoretical and.practicat importance of teaching English as a second infoima forteachm' 'Englishto language -in Northern Territory schools Aborigi Idren where a large proportion of the staff is recruited from the various states. many The Senior Adviser (TESL) has produceda teachershavehadlittletrainingor revised first year course in Oral English experience in the theory or methodology of which was used in schools in Aboriginal teaching English as a second language communities during 1974 This is designed for To remedy six year old childrenThe revised thissituationtheSenior second year course is now ready for EducationAdviser (TESL), andthe publicaboh and it is anticipated that the Education Adviser (DaLwin) conducted a third year course will be ready during 1975 number of workshops at schools in various parts of the Northern Territory These will Also''ABridge 'CourseinPractical continue in schools which request them in Phonetics" has beenpublishedThis 1975 In addition two week-long courses -course provides suggestions and teaching will be held early in 1975 for teachers of strategies to assist pupils in ,producing English in Aboriginal school's One will be English speech Sounds. and as such it held in AlicctSprings for teachers in that forms one aspect of bridging material from region and another at Batchelor for Top the vernacular to English
19.Outstation Schools
-There were eightoutstation schools grotkps of Aboriginals who, for various operating in 1974, -in the following areas reasons, have decided to move away from Maningrida-4. Oenpelli-1. Papunya-1, centralisedsettlehienti) and Yirrkala-2. Reqpeits have been .Outstation schools are de facto bilpgual submitted for the commencement of a schools since all groups so far contacted substantially greater number in1975 have requested the use of their language (Outstations are geneially formed by small and English is their education program *15, '2
All such schools are staffed by Aboriginals accommodation and transfer for non- chosen by the community. and are usually Atioribinal teachers assisted by one or more non-Aboriginal teachers The non-Aboriginal involvement Advantages which have already emerged varies from permanent at four schools and include * on a visiting basis in the others strongcommunity interestand Problems associated. withestablishin4 involvement,
outstation schools include . recruiting suitable and interested nOn- opportunity for a real exchange of , opinion on education between Aboriginals Aboriginal staff, and non-Aboriginals; maintaining:established' edUcation standards: insights into developing relevant programs for Aboriginals in all schools, and minimally trained or untrained Aboriginal teachers. and commitment of Aboriginal teachers
t
20.Some Problems Encountered
Some of the problems listed in the Progress Abogginal languages during 1974, there is -Report for 1973 have been overcome, some still along way;jo go before each school has still remain, while others, have emerged% its complete needs satisfied. during 1974: '(a) Retention of Aboriginal Staff On' the (d)Obtaining Linguists. The result of an whole this is a problem which has largely Australia-wide advertisement for linguists been overcome The majority of Aboriginal has resulted in the offering of positions to staff" associatedwithbilingual classes, four people 'There were a considerable appear to have identified well with the numberofapplicationsbutsuitably program and there has been little turnover. qualified people were hard to find A short term problem -which has emerged is associated with a growing ,interest in (e)ReplacingtheSeniorEducation trainer) d courses by Untrained or partially Adviser, Linguistics. Since the resignation trained Aboriginal teachers A number who . of the former occupant of this position to work with bilingual classes have applied to take the position of program Chairman of attendtrainingcourses.Perhapsthis The School of Australian Linguistics at the should be regarded,as a highligtit, but the end of June, 1974 it has not awn possible to problem of -their temporary replacement find a suitable replaCzemenl. It appears that While training has arisen teachers with qualifications in linguistics are difficult tofind. (b) Retention of non-Aboriginal Staff. This problem remains, but there is angrowing (f-) providingTrainingforAboriginal co?e.bf. non-Aboriginal teachers who are Teabers. As many es forty Aboriginal developing a great degree of expertise in people attend training courSesiforteaching bilingual education Nevertheless, it would assistantsarEd/orteachers be unrealistic to assume that many schools atthe in Aboriginarcommunitiesmill acquire-staff . Vocational Training Centre at Batchelor (80 Miles from Darwin) each year. However preparedto spend a considerable there is a significant number ivbodfannot proportion of their teaching careers hying attend residential courses for a number of in isolabid trees. reasons, including: family commitments. (c) Develeprnentof Materials and Literature reluctance of parents to agree to daughters Production.While therehas been a (inparticular)leavinghome and considerable build Up ofmaterialin community responsibilitiesand 16 1 4,
commitmentsIn the main the people system by which training can be carved out affected are the more mature ones whose on site There are obviously numbers of services are so valuable to the school organisational problems which occur at the Numbers of localis:0Thservice courses local, school level Usually these problem's have been providfd to cater for these. re peculiar to the particular school and are people but what is really required is a n listed here
4) 21.Some Highlights of theProgram
Some of the highlights listed in the 1973 children who were-required to learn to read Progress Report continue to be in evidence first of all in English. Most of this evidenceis particularly the continued professional rather impressionistic at this stage but itis development of the Aboriginal teachers, hoped to provide more objective evidence the growing interest of the, community, during 1975 ease of adjustment to school and the productionofmaterialsinthelocal (c)Transfer of Reading Skills to English. communities Some more are worthy of One small group of children commenced mention here an English reading program in _July after (a)GrowingExpertise completing the basic course in theirown. ofAboriginal Ien,gUage Writers. In a number of centres, there have Thesechildrenhave emerged some very competent writers in experienced, very few problems in the transfer to reading in English Their teacher Aboriginal languages Anincreasing number of Aboriginal people ace seeking to has indicated that they are reading English be literate in their own tongue. and many of with a higher degree of competence, than these are contributing to the growing children who are completing their third volume of material in Aboriginal languages. year of school following a total English program While it is not possible to judge b)Competence in Reading Skills. There the success of the program on a small appears to be mounting evidence that group of children, it does seem to indicate - children learning to read initially in their that the bilingual program may produce own language are acquiring the basic skills pupils who can read more competently_ in of readingfar more quickly than did English
22.Conclusion
There has been rapielexpansion in theuse roc raising the standard of educationin of Aboriginal languages and in preparation schools in Aboriginal communities. There ter the use of Aboriginal languagesin still remain small pockets of resistanceand schools throughout the Northern Territory a few individuals who appear to be opposed during 1974 More and more Aboriginal to the principle of bilingual education, not communities are becoming awarethat their only teachers but also non-Abiinginal language can become an important vehicle personnel living inAboriginal of instruction in their school if they so communities Experience has shown that desireit. More and more teachers are most of this resistance comes from a lack of becoming aware ofthe- principlesof understanding of what bilingual education bilingual education and the promise it has really elm:rites,- and -once the concept if is
explained much of the resistance appears bilingual programs but theywillgive todissipateThere appearsto be a recognition to the role of the Aboriginal widespread desire among the Aboriginal languages in the school- people for the recognition and use of their language in the school The major prob in this regard appears to occur in m !- While it is rather difficult to predict what the lingual communities Plans are in h future holds for bilingual education,it 'however toprovideopportunitie in would appear. that this form of education is Schools for the use of the major languages now firmly established in the Northern inthese communities. Such programs Territory and will only go from strength to which develop may not be fullscale strength
,.
141
18 15
Appendix ":41" ' "/"- 04.; .;%:,%.4:;a642-(W?:* e
Reports from schools on _programs incorporating Abbriginaf languages
1 Angurilgu School 2 Areyonga School 3.Bamyili School 4 Docker River School 5 Garden Point School 6 Gordqn Sweeney School. klAntrigrida 7 Goulburn Island School 8 Hooker creek SChoot 9 Lake Evplla School 10 Milingimbi School 11 NumbulwAr School 12 Oenpelli School 13 Gumadirr School (Oenpelli Outstation) 14 Port Keats School f5Shepherdson College, elcho Island 16 Snake Bay School 17 St Therese's School, BathurstIsland 18 Yayayi School 19 Yirrkala Schdol 20 Yuendurno School
19 17
Angurugu School
A. THE PROGRAM AS IT OPERATES
1 The vernacular language used at Angurugu is Anindilyaugwa A bilingualprogram began here in 1973 The classes involvedare
Enrolment Teachers: Se491°. Teachers: Aboriginal Non-Aboriginal Pre-School 50 2, 1 Infants 1 20 1 1 Infants 2 16 1 Primary 1 -(Cid 3/4) 25 1 Post Primary 22 **2 An Aboriginalassistant has only (b) The non-Aboriginal teacher is recently been available for this clany responsibleforallprogramming and Vernacular reading and writingwas organisation as well.as directing of all work taught by the linguist until she went on and the teaching of Oral English. leave:Two classes a week will shortly resume with an Aboriginal teacher, (c)Others involved: Two linguistsare observed by the new assistant. working on materials such asprimers and readersThey areavailable - Mission staff have taken Post Primary for consultation The community librarianhas grades 1,- 2 and 3 for regular lessons, alsodone muchtowardspreparing helped by assistants as for materials. short periods of timeThe have been divided into two groups and use 3: Teaching English the adult literacy materials of one pre- Oral English is being taught according to reader and three adult primers. These the 'Oral English Syllabus 1974' published are currently undergoing revision and by thenepartinent of Education, Northern wilt be reformed intothirty small Territory. Some lnfants 2 children are booklets. making the change into reading English (1 2. The type of program hour each week). In the Pre-School the programis oral. 4. Preparation for 1975 Children receiveinstruction inthe In 1975 the program 'will extend intoInfants vernacular, listen to stories and picture" 3, as the children are promoted talks, sing songs and play listening games. through the They listen to tapes. and therb is some develppment of pre-reading skills, such as The shortage of materials whichhas slowed recognising big/linle same/different and the program should-be partlyovercome by sorting. dailyafternoon workshopsfor -those directly involved in the program: The Infants 1 & 2 classes have a structured Program of pre-reading and writing and 5. Culhiral Activities phonics followed by reading and writing, Cultural activities are limitedbecause of for initial literacy. lack of interest in the community and Students in Primary 1 and Post primary 1, 2 continuing unreliability of assistants. Some and 3 already read in English. They transfer senior people come into the claksroomfor these skills and through gradad lesions storytelling, and opportunities to observe develop fluency in Anindilyaugwa. ceremimiallifehave been taken as Teachers \available, but art and music tend to follow European trends. Traditional art and music (a) The Aboriginal teacher is responsibli are not child oriented. In the community the for as much vernacular instruction child is an observer of song, dapce and art possible, especially reading and writing. form based pn tribal history. mythologyand 20 family. patterns He will learn what is right 6 Areas of Needs for Staff Developinent for him, according to custom, at the right and/or Training time Traditional song and dance would be More Aboriginals need to Offee,for training out of context in the school situation, and to become teaching officers with the usuallyonlycertaindances canbe Department performed by certain children:- Local art materials (bark and ochre)could C.MATERIALS be used but not for traditional patterns 1. Production of Materials which belong to certain groups Bush walks with mothers have been planned, as an Production of materials is only just ahead of opportunity to learn about bush food and basic needs Non-Aboriginals have their names produced aids, flash cards, duplicated work sheets and charts. Use has been made of polaroid film to illustrate booklets with local B.STAFF DEVELOPMENT interest. Assistance has also been given by external staff, who have duplicated and 1 Literacy Classes for Aboriginal Teachers stapled books, hand printed charts and All adults have the opportunity to attend booklets and prepared illustrations. literacy classes Two of those involved in Materials Produced Locally and Used in the program are able to read the vernacular the School and are improving their ability to write it The others are learning Primers, readers, supplementary readers and:story books have all been prepared 2 Lderacy Classes for Non- Aboriginar locallyInfant 1 class used twenty five Teachers Instant. Readers. Infants 2 has twelve story All general and school staff can attend readers and fiVe units of the primer series language classes and are encouraged to do which consists of twenty little booklets. The - soNotes and tapes are available for adult materials are currently being revieed reference and listening keerles of lectures and will be presentedinthirtysmall on Contrastive Linguistics was held in. primers. 1-12 are complete. October by the linguist Other lectures on 3 Materials Produced by the Department topics such as traditional life have been liven from time to time: One story reader has been printed but is already out of ,date due to necessary rsai 3. Aboriginal Teachers-Training alterations in the phonemic alphabet. Two One two-year trained'teaching officer and primers are 'with the prirtter. Copies of one one-year trained pre-school teacher books in the Maung language have been from the community are not now working in received for reference and sharing of ideas. the school, which is disappointing Four 4. Miteriali in the Process of Production untrained assistants are working directly withtheprogram., Therecently Revision of materials isan ongoing concern Commenced workshops are a training as no -pilot program was run to test the period as well as preparation time. material. Literatepeopleare'being encouraged to write stories to be put into 4. Assistance and Training for Aboliginal readerform. Adultmaterialisbeing Staff revisedPrimer 12-30. ABreakthrough to . Thenon-Aboriginal suppor .ts the Literacy'kitisbeingpreparedfor: Abongihal as much as possible helping vernacular reading and writing: ., with preparation of materials and conduct 5.Materials Planned for 1975 Production of the class as well as explaining the aims of a lesson and solving problems that arise. 100 more booklets will be produced to *completetheInfant,primerseries. fornon- 5 Assistance Ind Training Anindilyaugwa captionsare-to be added to Aboriginal Staff p PM readers'. Teachers' Manuals will be The Aboriginal assistant supports the non- produced to accompany both the adult and Abqriginal, expliining, as required, So that VanimMIVAIMPAMIffsffiffeettlellrealelffiiffalia
the Children understand her How. much ; the PM series of readers are published by this is done depends on the ability of the Kea Press Ltd., Wellington New Zealand. non Aborigine! to encourage initiative.' 24- iq
infant series It is anticipated that aspeople e) Aboriginal teaching assistants need become more confident they will write training so that they can effectively assume suitable stories to be incorporated in the responsibility for the vernacular side of the program. program, D. COMMUNITY INVOLVEMENT f) Ideally, the program shoutd have been introduced only, after teaching materials There is little interest of an ongoing nature had been testedwith apilotgroup. shown in the program by those outside the Materials are being written and produced school situation Several people have been only a little ahead of the program, and
employed as informants, illustrators etc , but only'for short periods The Community g) Linguiptic difficulties are outlined on Council has been involved in decision Pages 11 and 12 of the booklets "Bilingual making as much as possible but interest Education Program at Angurugu, Groote Eylandt, 1974" (available from Angurugu has not extended much beyond wanting to School) know why the school wanted to do certain things.Mothersinterviewed'recently expressed much satisfaction that their F.HIGHLIGHTS children were- learningirftheir own Post primary 'slow learners' have managed language but were adamant that they must to reach and maintain a standard of learn English too The community accepts . performance equivalent lo their 'brighter what the school is doing as good but don't peers The program has received impetus involve themselves from the recent appointment of Miss Velma E. PROBLEMS Leeding, a linguist, to Groote Eylandt and from the recently arranged daily workshops 'a) Lack of a primer typewriter has delayed which-kv benefitting all involved. production of materials, b) Changes in both non-Aboriginal and G. GENERAL ASSESSMENT Aboriginalstaff have preventedthe program from 'progressing as well as it The program has suffered bothmajor and might have, minorsetbacks, bur'thoseinvolved continue to be enthusiastic. c) Absentebismalso slows down the progress that is able to be made Irregular attenders hold back the regular attenders. H. OTHER COMMENTS- d) Teachers are more aware that traditional A booklet "Bilingual Education Programat teaching methods need tobe adapted or Angurugu Gtoote Eylandt, 1974has been omitted Morestudyofthecultural prepared.fQr people who write to the school environment is needed; requesting information
Areyonga School
A. THE PROGRAM AS 11,0 ERATES A bilingual program began here in 1973. 1.
Pass Enrolment Teachers Teachers Language Non-Aboriginal Aboriginal Used Pri-schoOl 22 1 2 Pitjantjara Infants 1 6-8 1 1
`S. Infants 2 & 3 14 .1 1 Intermediate (one class)' 13 1 1 Pitjantjara English Senior (one class) 16 1. English Post Primary English 22 ) 2 The type of program composition, speech rhymes,songs, The program for the pre-school is an oral stories, drama; and general conversation one in the Aboriginal language, Pitjantjara In the Intermediate classes formal oral The English sounds which are not used in English continues and some lessons are Pitjantjara are introduced to the children taught in EnglishLiteracy in English is The non-Aboriginal teacher uses English commenced during the day It is hoped that the children In senior classes all lessons are taken in become familiar with their sounds before English andoralEnglishlessons are they complete their two years of pre- extended together with reading and writing school in English I n_the first year of primary school a program 4 Preparation for the coming year of literacy, in the vernacular is commenced Itis then expected at some .time in the It is expected that the following ideas can following two 'years to initiate an English be implemented in 1975: literacy program an expansion of the literacy program to Some children who spent about a year on a include senior children, - vernacular literacy program commenced a program for interested adults,. an English literacy program at the start of an extension of the literacy team to second term this year They are using a includeinterestedadults,andolder phonetic word attack approach and are children, prOgressing well production of original stories illustrated The intermediate class has one hour per / bytheauthorsorby a series,of day devoted to vernacular oracy and photographs, literacy slalls The program is taken by an Aboriginal teacher inclusion of pre-school children at inma. (This is the dame given to the tirw when Unfortunately, itfras: been imPossible to chuldren artaught traditionallinging and continue the program commenced last year danCing), and, with the senior,class extension of Aboriginal cultural activities (a) The Role of the Aboriginal Teacher into the school The role of the Aboriginal teacher changes 5 Cultural activities according to where he is placed in the Inma. school Traditional singing and dancing is taught' For the pre-school and approximately the by certain old women tb all the girls This first three years of primaryschool his main activity takes One school afternoon per role is to operate a successful and effective week. It is usually held in the village area. . class unit independentlyIn the upper This has proved very successful as often an grades his role is to run an extended oracy audience gathers and adds reality to the wand literacy-program -"- activity. (b) The of the Non-Aboriginal Teacher Sometimes mma is not held, 'This may It non-Aboriginal teacher's role to happen because of adverse weather or teach the sections of the program which are absence of an important period. Classes to be taken in English -remain at school if an mma is not held The Pitjantjara, people are. still very tribally , 3 'Teaching English oriented and much of their culture is still passed On in the usual manner. ACtivities of In the pre-schoOl English sounds not used traditionalorculturalimportanceare inPitjantjara are introduced Common relatively common. vocabulary items and general commands are taught At Kulpiyara time orl'f he Festival of Music' held at Areyonga each year there is one Infants 1 has thirty minutes of formal oral night given to traditional songs and dances. English each day Mostvisitorshelptosupplythe Infants 2 and 3 also have thirty minutes of entertainment on that' night. Ihma during formal oral English- daily One hour each the second term iecin preparation for the week is given to short units ui English oral festival. 3 B. STAFF DEVELOPMENT . story books. Series of photographs have 1. Literacy Classes for Aboriginal Teachers been' used effectively to stimulate the Two of the Aboriginal staff are competent writing of books suitable for reading to the in children, the vernacular./Three others are atvarious stages of development Classes for literacy assistance has been given to encourage in, the vernacular are taken by one of the the production of supplementary readers non-Aboriginal. teachers One hour per using a limitedphonicconstructed week of formal activity is taken vocabulary, In third to i w rogram for several of lesson types are developed' and then a theschoolauxiliarys series qt lessons are developed and puton interested'adults will be startedas a pilot to be used during the lesson, and scheme for an adult eduction program whe4evera ne vious some means 2Literacy classes for Non-Aboriginal Of meeting that need is foun Teachers 5. The Type' of Assistance/Training Given ,ere are five" non-Aboriginalstaff to Non-Aboriginal Teachers by Aboriginal members at the school Two have donean Stiff. intensive Pitiantiara language Course. The Incidental assistanceisgiven to non- other three staff membelPs'are interested in Aboriginal staff by the Aboriginal staff The doing a language course and are constantly .amount of assistance depends on the trying to learn in the real rife situation A personal relationshigs developed between course at Areyonga may develop in third the people involved term, 1974 . 6.Area'sof Need forFurther Stag 3 Numbers of Aboriginal Teilliers with Development and/or Veining. . Training and the Number in Training I 4 formal teacher training ,for, Aboriginal No Aboriginal teachers on the staff have school staff most continue if the bilingual had any formal training, Thereare two men aplaroach is nOt ,to stagnate, doing thefirstyear teaching officers" course this year They will return to the for the upper classes-there should bean school for the 1975 school year 'The Aboriginal-teacher who can take an oracy "and 'literacy program, " secbnd formal year of their course will be 1976 AboriginalteachersshbUldbe Two men have decided to attend their first encouraged to run adult literacy courses year of training in 1975 This is* an area that needs immediate and concentrated action. 4 The Type of Assistance/Training Given to Aboriginal Teachers by Non-Aboriginal some attempt Shobld berrade to improueitie Staff the mathematical' understanding of -the- Aboriginal teachers, Literacy classes in the vernacular are taken, any of the Aboriginal teachers with special talents e.g. playing en instrument or one hour per week is used to dismiss drawing, should be encouraged to improve teabhing aims and methodsK this, skill, , .thirty minutes each week is spent on teachers at bilingual schools should. be cirawing techniques inair attempt_ to 'giventhe opportunitytospeakwith develop the teacher's ability to illustrate teachers in similar situations, booksandothermaterialsforthe classroom. there should be more contact betw schoolsinthe same language gr Englishspeakingandliteracyis Exchange of ideas,.materials, etc., s ould- attemptedindividually, when aneed be regular, presents itself, Aboriginal staff should be traid in the assistance is given to 'produce finger ,use.ofschoolequipment, nd theca plays, songs and rhymes in thevernacular, encouraged to ink' them, and assistance is given to the Aboriginal the literacy, team should teachers to encourage them to produce any interested literate adult. 4
A. 22
C. MATERIALS 3 A Listof Materials Prinled by the Ctepartment for use in the School 1 Indicate Who is Involved in Material Production PrOduction by the Department of materials A total of four non-Aboriginal and up to five for use in the school has been very .synall Aboriginal teachers are involved in the They do however supply a number of useful production of materialsItis hoped to materialsMost of the schools inthis involve some more adults and older language group are in other states, South \children in this work' Australia and Western Australia, and most ,orthe materials have also been produced 2 A List of the Materipis Produced, locally andprintedbytherespectivestate and in use in the School . departments of education Books in the vernacular include- The Areyonta School will soon' have a _sickles illustrated by the author, number of materials to submit for printing storiesto accompany aseriesof -anditis hoped that these materials,if photographs, printed,will be made available to the o 'Pitjantjara schools in other states. supplementary books for the reading scheme, Oicture books 'inEnglish wherehe 4. A list of Materials in the Process of Being Pitjantjara has been included, Produced .1-' weather charts, a song b?:iokis being printed by the 'What.I Can Do' chart, Institute-for Aboriginal Development in Alice Springs, 1 photographs for useas pictures talks, oral composition etc in both languages, . abook of rhymes and pictures to colour is also being1ublished, two phonic books in Eng lish for the initial introduction of the new English sounds, m ore books inthe supplementary reading 'schemeThesewillbe submittedto phonic lesson cards. A series of lessons to GovernmentPrinter whenthesetis develop oral discyftnindtion. There are two Complete, series, one for fyst year and one for second year (incomplete). phonic lesson cards, a series of auditory discrimination games new and improved oral discrimination- in the vernacular, `.. games,physicaleducationgenies extension, rt a seriesof finger plays, songs and rhymes,- the material used in the reading schemes./ a series of physical education games, and At present these are only made as they ar materialforthereadingprogram required for the program, includes' completion of a seriesof. drawing The look and say" method which is used in suitable for rubber stamps These would be
theinitialstages to develop asight in constant use if they were made available, vocabulary; three readers,flashear.gs, and are suitable` for use in almost II word- matching' games,wordpicture. Aboriginal schools, matching sets', fetter-letter matching sets pictar, boOks of a lair standard suitele word bingo and lottO games. Aphonic word for reading to a class. These booksre attack method is followed after a' sight suitable, for printing and could be printein vocabulary Is established. For this we have any Aboriginal language. The pictu es a set of aids similar in type to those used in illutiratingthe book are aseries ef preparing a sight vocabulary. . -excellent photographs taken locally. if he Parallel' toyhoniC teaching the look- and books in Pitjantjara and English wilt' be say" meth6d is used to teach action words submittedforprinting when they' are scthat stories can be read. For this we have completed, . . made: , an 'iocrease in the variety of English Word picture e calts, flash cards, worstbingo picture -books "used for translation. (The games: sentence construction kits and Pitjantjara is typed and included in, the
workbooks. book, . , 25 23
I, I 'A,' a series of activity piCtures is being at a meeting held with tKe Bilingual collected and a suggestion card is being Committee the council and,rnembers of the . made for each picture, - community expressed supportfor, the . (natenals suitable for adulf literacy in the program ve?naculiar program are being produced 4' and . , E. PROBLEMS more books in the serresin English for the introduction of new English sounds are Language difficiflties for some of the non- planned Aboriginal staff.Allinterestednon- , . Aborigine ac s should be given the 5 A Brief Indication of -Probable Direction' opportunity tou ertake a Pitjantiara df Materials to be Produced in The Next language course b Twel've Months. re they are appointed to the school or as oon as possible after For materials to be extended and continued` theappointment.Thisisparticularly next year there would have to be stability of necessary for the- Pre-,schookzind Infants school staff involved in the prfpduction, teachers The materials produced this year would set It has been difficult to obtain funds to pay.- the pace for next year .There could be the dfd Ommen who teach. traditiooar- an Mcrease in materials for 'the reading singing, and dancing. The regular method schemes . . of selecting two names and then having these people paid at adult educatiop rat .vernacular for children does not work 'The teachers change f rn En'glish"fdr children week to week. Some weeks theremay e as vernacular for adults,.. many as six or seven while on Ether ayb i' there may be only twoor three' animprOvernent in classroom aids other than literacy, Ithas been suggested that. the school receive, funds- for this purposend from continued pro uc'iion of reeading books in these funds pay the teachers a the arding to vernacularw1 th an extensionintobooks who does the work. Of fact and hoW o do it books, and A typewriter withextr wider use of m tenets, either threctly from large type, promised at the beginning the year has , the Aboriginal culture or modified for ,been delayl school, Use, . There isnbling rst oniw ornthe school Can callfor as stance, O. COMMUNt Y INVOLVEMENT 'roduction :of 'materials id-the v rnacularas been Slow The peopleifdreyonga are aware of what because otthis . is happening ithe school because: The nap:..origing te er inthe there is aJerg local staff employedat the program he haitito assisttwo and more school,, Aboriginalteirche%in'vernacular moSt- of ith Aboriginal teachers are prograrnmi g ih addiftr43 takingjlasses deeply involvein their Work and are able to moral engl h. It has been difilcuittoteach the non-Ab rig-inal children inform the c mmunity of theschool's as well.' activitles becallse they know why they do There Ve t;ten no books available for their work, the reading program'and as a result of this adults feel free and are encoul.aged and the reading program started late in theyear , do come into the school. They often join in. song and dance time with the Pre-school and infanta'groups. This time isoften held, F. SUMMARY 'OF HIGHLIGHT S . 'outside arillny adults in the area willcome The teachers 'at Areyonga whoare able to and join tie group, ,see the results of theji work are encou rack most, eopfb.includjng. the Council to further and better work. ,*. members, areinvolved in the running of the 31.1ey have Seen- and heardsongs which "Festivalof Music" held, ennualtyat they wrote performed with enthusiasm and ' Areyonge and ' enjoyment by' thechildren.':-More ' I , 20 - importantly these songs have carried over' Thepersonalandprofessional from schoollifeto hothe lifeYoung development of some of the Aboriginal mothers sing-ttlesesongs to entertain their teachersisanotherhighlightofthe. children .and in the future the children will program know these songs before they come to pre- There is a change of attitude felt at the school school The children feel free to develop as Two books, once of songs and one of best they can in a less stressfUl situation rhymes, aresn'Ke process of being printed They books will beavailable for the people G A GENERAL ASSESSMENT OF THE at Areyonga to buy These. it is hoped. will PROGRAM be kept inAboriginal homes and will All,teachers,Aboriginal andnor1- provide some reading materials for !Iterate Aboriginal feel that.the program ,rs making children and adults ..--Areyonga School a better school _ .
3 Barnctili School
A THE PROGRAM efforts to avoici regimentation and formality . _ 1974 has been a year of.preparation.for the in ,time- tabling and assemblies and are introduction of a bilingual program irf oral trying to develop means of using the more Creolein1975 inthe pre-schoolAll informal traditional Aboriginal approach to activities rill be. taught _iri.Creole.. The such matters program is essentially experimental and . , whether or not it continues in 1976 is a B.STAFF DEVELOPMENT matter for decision by the Aboriginal Aborigoal staff are involved with IReracy peopleatBenyili During ,1975the prop yllms and this will be more pronounced communitywillalsodecidewhether lifera'cy is to be developed in Creole in11.@75 TeaChers and other community personnel are becoming more aware of Two other schemes will start in 1975 The their own language and their own culture Van Leer Scheme of English for non- Two Aboriginal teachlis pre now in irainirig standard speakers of English will be used in inDarwin and one, will be going tb In ants clatses 1 and 2 During 1974 Infants Batchelor in'1975 1%ere using this scheme with effect The wholeVhool is essentially a training A literacy program in Ngaliibun for senior program or` non Aboriginal staff giving pupils will, start with the return of David assistance,in all "facets of sehoollife e.g. Jenah from his third year of training. He , one teachingassistantif undergOing will work together with John Sandefur, the training as a librarian. This is also the cbse Summer Institute of Linguistics linguist in with the clertcal assistant.It would be- the area Other local es will be beneficialto the program if a full time , studied over a long-rangtng ogram linguist' coulcrbe appointed to-the school. We are at present investigating local culture
, which we' canuse when developing C. MATERIAL* . curriculum, .Mathematical concepts are Little' can be done until rgrant is received being studied through the Innovations Prdgram (Schools Abonginal dancing is important in the Commission) of 56.000.00. it is essentially a .1 currsculuM. The school dance group made grant which wilt be used in the development one tour tit 1974 and plans another in 19?5 of our own reading scheme both in Enghsh through: Queensland We are making and in the vernacular 27 ,t D. COMMUNITY INVOLVEMENT AN ) they will be teaching Ngalkbun They are SUMMARY OF HIGHLIGItTS also involved in adult education The most satisfying aspect' has become the general awareness of the local people of E. PROBLEMS ENCOUNTERED what is happening at the school The loco Most of the problems being encountered at Council which doubles infact e the moment evolve from the shortage of School. Council hasbecome' 'cifeepl)r staff owing to the lack of accomrodation It involvedinallqecisions made V The is hoped this-will not be a problem in 1975 Community has now become involved Thedifficultiesofobtainingsuitable , teaching to the Europeans culture and equipment-should also have been eventuallywith the help of Mr Jentian. overcoelf the grant of 56,000 is approved
4. Docker RiverSChool
A. THE PROGRAM AS IT OPERATES
1. 8ection Enrol Teadlers Teachers Language Abon p nal Non -Abori n Pre schdol 4 1 Pitjantjara, Infants 1- -- 7 1
Infants 2 8 1 1 Pitjantjara/__ Engl Grade .3 1 Pitjanti English _ COMbinedGiaCle Pitjantjara/ 4.5.6 15 *English_
2 Type of PrOgrani
General aim,. it -Start vernacular program Communication in the in the Pre-schoo vernacular and literacy English commenced using Bridging English and' the vernacular the vernacular Communication in English, Communication in Pttiantjara.
Pre -School teaching approach The' non-Aboriginal Pitiantioraisused -as the mediumoc teacher teaches oralEilglish with instruCtion , assistance tnim the Aboriginal teacher The When childr Aboriginal' teacher,...tri., turnteaches the. are atil#462Communicate vernacular with' ach of and their teactienrelatively Writingofsymbolsts ,, fluently iniroituced, and smaller-words and simple own language. they are sentence structure. introduced to spoken forms of English This occurs inInfants 1(latter stagesf end Infants 2
BATHURST !SUMO SCHOOL , Infants 2 have a non-Abonginalteacher .: SEE ST. TkERESE-S SCHOOf. and an Abondiria1 teacher.' bilingual , . approachisthusfolloweda' team, -r.sczAo . In Grade 3 the children bridge English and Infantt Pitjantiara Thisisdone by making A bilingual approach is followed here and comparisons with the Jernacd1arThe EnglishAiteracy is introduced. The children writing and reading of English is compared come under the influence of a European to the writing ariereading of Pitjantjara teacher and are taught everyday words and this bridging may overlap into Grades 4. 5. simple sentences There are'daily drills in 6, the general aim being literacy in English units of language from a real context where and Pitjantjara possible The Aboriginalteacherc.4n like above procedure mused in alt subjects explain in the vernacular what is to be done In general Pitjantlara is used in the early by the children stages till Grades 4. 5..6. then English and The following materials are used Pitiantjara are-used in the ratio of about 3 1 In Grades-4. 5. 6. children look further into, Songs.and rhymes. English readers in the their own language, into parsing, analysis. Sequential Unit Scheme, books with easy and grammar Vocabulary in both meaning and short sentences, translation languages is extended of simple Pitiaritjara sentences and words into English, stories of 'actual happenings (a) The role of the Aboriginal Teacher and. vetting and copying of stones and Aboriginal teachers are responsible for the phonics from the work of the teacher . pre-school and Infants 1 and 3grades They are part of a teaching min Grades 2 and Grade 3. 4. 5 and 6 Here a considerable amount of bridging (b) The role of non-Aboriginal teacher takes place The childrenat this stage have a relatively firm grasp of the vernacular and' Non-Aborigfial teachers are part of the have had an introduction to English teactiOng team for Grades 2 and 4, 5 and 6 They areresponsibleforthe English Oral units of language are still used at this language component of the program and level. These have a considerable amount of for advising the Aboriginal team members rote learning in them and are compared to on curriculn planning and teaching Pitiantjara. methods' Non - Aboriginal 'teachersare' Children also learn thb English fbr objects learning the language and culture-of the which they come into cor.itact witfi. Letters Pitjantjara community in which they live, are sent to friends and relatives in other (c) The Role of Other People Involved places. Thesearewrittenin both languages The English reading books are The Aboriginal %tuned of eiders give those from the Unit -Sequential Scheme. support to school activities Englishcomparisonsare made from The non-Abonginal at Docker River show a Aboriginal Readers6end stones. Twelve keen interest in the people This creates a words are takenfrom the Schonnell good rapport witha- happgkinterested spelling lists weekly. Aboriginal community Grades 4, 5, 6 3-- leickhg English This is where fluency in English and fluency Pre-School in Pitiantjara are the main aims Children Only a slight amount of work is done in leirn English by oral activities reading and English, names of common things. places writing and people The children are familiarised 4 Preparation for the 'coming year with. English soundsMost work isin Pitiantjara. Planning for 1975 Infants 1. To continue training Aboriginal teaahers'in curriculum and teaching, and to- acquire Greater emphasisisplaced here on more English readers and more Pitjantiara phonics in relation to symbols and the readers breaking up of Aboriginal words. any processer are similar 'in both. languages 5. Cuttufal Activities and ovefiapi e. pie-reading, pre-writing The children dance and- sing in the camp symbols. phonics. Most work in this grade Supervised by adults. Older men come into centres on the vernacular the clasiroom and tell stories of the past
, 29 27
once a week to senior children only We gather stories about local areas, and employ the use of Aboriginal phrases. material pertaining to the local culture drawing etc to give an approach to English The children are taught Aboriginal names, '13. COMMUNITY INVOLVEMENT places and their history and significance as Commpnity involvement is welcomed. allowed by the adults Aboriginal elders are in full agreement with the bilingual concept and both BSTAFF DEVELOPMENT men and women act as-teachers for the children in All Abor9inal staff, except one, are literate such fields as dance and bush lore in Pitjantjara Non-Aboriginal Staff have no The 'Head Teacher attends local council opportunity to attend literacy Classes, but meetings where considerable decision undertake privately to study Pitjantjara All teachers are picked' by the community making takes place. Matters of truancy ariseAtsuch meetings Those chosen and accepted are those with the' general Importance of education arises and -the a high academic standard Literacy,in their own languageis' a pre-requisite reasons for school The fact that there are Five Aboriginal teachers in the school teaching Aboriginal teachers are working at the the Aboriginal languages does much school to obtain community support In forthcoming 1 Type ofAssistance to Aboiiginal meetings, the bilingual' prograrns will be Teachers by Non-Aboriginal Teachers looked at in detail by the councitexecutive. The aiin-APoriginal teacher adviseshis E. PROBLEMS ENCOUNTERED teaching team member onprogramming and production of materials In general her acquisition and availability of materiel, aimstoencourage initiativeand extra work load on European teachers in professional deVelopment advising,- making materials, and learning 2 Aboriginal Teacher Ate/Once to Non- ae nguage. , Aboriginal Teacher . . finding e ffective Aboriginal and non- The-, Aboriginal' .teachers talkis'Aboriginal Witinefg., -., . Aboriginal language ,instruction They the many cultural diffeigincesThere interpret inside and outside the classroom, needs to be give and take from both act as the disciplinary authority and in cultures, ., general liaise between the school and the , . maintaining a high standard of community The Aboriginal teacher is, a work, and' main source of Aboriginal information used 1n the teaching of many subjects teaching lish to a people wh see the n for it 3. Areas of Need for Further Deve4opment non-Aboriginals to be specially selected. G. A GENERAL ASSESSMENT non - Aboriginals to have a course in the Greater support to education is given by the local language. ' community than previously More effective non-Aboriginals to be interestedin learning by children occurs with Aboriginal helping Aboriginals. teachers. The program has not been inuse long enough to he'd out the results for those A 'banginals need to have opportunities children who go on to further eduCatron. It for further study at an institution located in is however, possible to see senior children Alice Springs having far more knowledge and a greater understandingoftheir, language and C. MATERIALS English than previous school leavers. Local production of material has been limited by the absence of a local linguist. As VINNIONMailammiwinasemiaesicamieskoi at AreYonga, we use materials produced in Mangers by the Institute for Aboriginal ELCHO ISLAND SCHOOL Development and the South Australian SEE SHEPHERDSON COLLEGE ,,EdUr.,ation Department. In 1975 we aim to . 30 23
5.GardenPoint School
1 (This school is in the preparatory stage for a pictures she had put yikfor display in both full scale bilingual programs to commence Tiwi and English ThislMormation from Ms in 1975) Godfrey will help greatly in making many more teaching aids and starting some simple story booklets. A. THE TYPE OF PROGRAM It also helps the teacherspronouncetheTiwiwords The language used at Garden Point School correctly is Tiwi 3. Grades 5 6 1 The Pre-School Thereare,atpresent,no Aboriginal Teaching Assistants for these grades More The use of the Tiwi language plays a vital erhphasis,therefore,isplaced on the role in the organisation of the Pre-school children's ability to understand and dse the program English language. Their reliance on Tiwi in (a)Instructionsregardinggeneral formal situations is noticea,bly less than in bhaviour health and hygiene are given theJumorGrades(indeed,this is first in Tim by thetwo Aboriginal assistant netesserity the case under.the present set- and then in English by the teacher, up). However, they do speak Tiwi amongst (b)-Picture talks are given first in Tim and themselves in tfie class and constantly in then in English. the playground. (c) For group activities and-dramatic play, B. 'TEACHING ENGLISH required behaviour is outlined first in Tim. IN THE SCHOOL 4,,ea., then in English, it There is a lot of concentration on oral (d) Story readings for the three year-olds workunits of language, oral composition, are given almost entirely in Tiwi, and speech lessprra. Much of the work (e) The use of Tiwi in the pre- school done in the iower'sehool is oral situation seems togivethechildren Untilthis year "the school 'experienced something they can identify withIt helps 'extreme staff shortages and many.of the relate their activities to the community as a childrenwereunabletoread.The whole By the time second-year pre-school establishmentof- alibrary foundthe is reached, English can be used more community tobe' most interested- and widely helpful, assisting in clearing a room and, building book shelves and other furniture. 2 InfantsLower Primary School A reading scheme was compiled with Here there are two very capable Tiwi material available The reading scheme fits assistants working with the teachers. They well into the school's English roijram and give a lot of directidn and comments m Tiwi is re-inforced by an enthusiastic use of the The childrenspeakTiwi amongst . tibrary'by Pupils and staff themselves in informal situations In the Infants section the teacher has a C, PREPARATION FOR ,THE COMING "Tim News" session every day Picture YEAR talks and word games are sometimes taken The Council has expressed interest in a by the assistant in Tiwi. The teacher uses bilingual program for the school which Tiwi words for things suchmas shells and doespossessassistantscapableof leaves in nature science lessons. instructing in the Tiw,i language. Recently the school received from Ms Mane Godfrey (a linguistic researcher at D. CULTURAL ACTIVITIES Bathurst Island) a-list of the letters of the The teaching pf cultural activities to the Tiwi alphabet and their phonetic qvality.. children by local Aboriginals can also be This has helped the Grade 3 teactipr label seen as another outward reflection of _ _ C _ , 4 ' . community involvement However. as yet proved to be the best way ofconveying this has nqt met with any great degree of 1,1 Information to the Community. solving success as only one woman shows interest problems and "getting things done" at the inteaching the girls mat making and local level dancing Another. old man who used to. teach dancing has died and has not yet I think It would be reasonable to assume been replaced A young man used to help that the people are not really aware of what with sporting activities- but now no longer is going on in the school They deem does so attendance to be important but notso much at pre-school level They seem to see the E COMMUNITY INVOLVEMENT school is very much "teacher's business" "COMmunity involvement with theschool is I feel that the initial interest in the library outwardly-reflected in the local Education needs to be re- rnforced by the offering of Committee whereby the Head Teacher, library services to the adults Perhaps the Community Advrser. and Administrative `proper, establishment of a Parents and Officer meet with the members of the Friends Committee could lead tomore co- Aboriginal Council These meetings have operation with the adult community
6. Gordon Sweeney School, Manisgrida
1.TYPE OF PROGRAM 3.PREPARATION FOR 1975 1 The only classes using a type of bilingual The only extension planned for 1975 is the .situationaretheolderprimaryand introduction Of oral Gunavidji secondary students who do Burarra as an elective Some work on outstations'is being 4. CULTURAL ACTIVITIES done in the student's own languagethis being very limited due to the languages Because of the diversity of the Aboriginal generally being those that have not. as yet. community here, cultural activities are been recorded limited to class'organisation rather than on a whole school basis- Work is done in Art 2 The program at the school is one of and Song and Dance in this field.. literacy inthelanguagewOlst in outstations it is an oral one. S. STAFF DEVELOPMENT (i) At Maningrida a teaching officer takes Most of the Aboriginal staff are not literate the classes and, runs a weekly session for in any Aboriginal language Some are non-Aboriginal teachers to learh to speak. attending the classes mentioned above. At read and write the language the moment we have two Aboriginal (n) At the outstationsitis u sually the teachers with training and orie is trainingin teaching assistant who works closely with. , 1974. We are holding weekly sessionslor all the non-Aboriginalteacher togive 'Aboriginal teaching staff in basic Mather instructions, guidance and oral language to training. These 'lectures' Mcliidg some the children whast the non-Aboriginal is basic information on how to a lesson, being. taught some of the more common how to teach a subject etc. These sessions phrases etc are taken by a wide section of the staff Miring the year Ms K Glasgotv. of the Summer Institute of Linguistics, ran a 2. TEACHING ENGLISH literacy workshop and trainingprogram for As the bilingual program is not 'extensive Aborigines in Burarra. the English program follows a similar Aboriginals on the staff are encouragedto pattern to that of other schools explain and discuss their culture and 32 30 language withuropean teachers There is members of the community are employed no formal workdone. . to instruct in Art d Dance whilst council members often co to address the school D. COMMUNItY INVOLVEMENT on a number of ma ers. A section of the community uses the school These have led to an wareness of some of as a place for their morning tea and lunch. the things that ar happening the This enables a valuable interaction to take schoolthis is reflected in the generally place between staff and parents Some improved attendances.
7. Goulburn Island School
PROGRAM B. SCHOOL Thisschoolcommenced a bilingual program in Maung in 1973 Years 1 and 2 1 Aboainal teacher I. A. 'PRESCHOOL 1 Non-Aboriginal teacher 1 Aboriginal.teacher 4 2nd year children 1 Aboriginal teaching assistant 4 1st year children 18 children 1. Type of program 1 Type of Program An initial literacy program is set for both groups. The language of instructions is Except for Oral .English, all instruction is Maung. Except_ for Oral English the first done in Maung. year program is condUcted entirely in the vernacular. The second year program 2. Role of Aboriginal Teacher EnglishcomponentconsistsofOral She has complete criarge of the pre-school English; Mathematics and the transition to and prepare lessons and activities from English literacy skills. All other instruction outline guides of lessons supplied. is in Maung. 2 'Role of the Aboriginal Teacher 3 Role of Others Involved His role includes work with both 1st and Considerable help has been given to the .2nd year students in the vernacular, and pre-school by persons other than the adapting- the program to this type of teachers involved in preparing materials for instruction. 11 also includes working With lessons and activities in Maung. Materials the non - Aboriginal teacher. 0 prepared include illustrations of traditional stories and aspects of .traditional life for 3. Rol. of the Non-Aboriginal Teacher picture talks, expenence lessons and so The non-Aboriginal teacher has forth. .A number of songs, rhymes and responsibility for: stories have been translated and composed the()nit!English component of the for use in the pre- school. program, with ;both 1st and 2nd year groups, 4. Teaching Oral English Mathematics with 2nd year group. There has been some concern about this them is no non - Aboriginal person in tits the transition to and teaching of English pre - school. Lessdns haVe been based on literacy skills with those students ready to the Language Master materials prepared by attempt thisltep, and a non-Aboriginal. Working with the Aboriginal teacher. . .4. - 33 31
4 Role of Others 19volved vernacular literacy program. The students A large amount of time has been given to seem to be able to make a decisive break the writing of stories by the United Church between Maung sounds andEnglish linguist,Ms H.Flinch,andbythe sounds. Aboriginal literacy workers, as well as help 6 Other Classes Involved in the Program in co-ordinating many other aspects of the All other students in the PrimarySchool prom receive up to one hour of instruction in 5 Teaching English vernacular literacy skills per day. 7. Cultural Activities (a) Apart from Oral English for bothgroups, the 2nd year group ivedEnglish One hour per week is given to cultural instruction in Mathematic, and attempted aspects, including song, dance and story the transition to English literacy, skills early telling. In addition to this, the boys spend" in 2nd term this year. an hour on traditional craft work. People (b) Transition to English literacy Skills The involved in the program are the Aboriginal transition to English skills was commenced teaching staff and the Literacy workers. after objective evaluation of competence in 8 Preparation for the Coming Year vernacular literacy skills and a reasonable The program will not tie expandedgreatly degree of development and fluency in Oral next year Isertill continue with another English intake of 1st yr students into biliqgual (i) The bridging of literacy skills wets education and development of Grade 3 attempted with 'Breakthrough to Literacy' materials_ material. This proved successful in the C. early stages, aiding in the development ofa , STAFF DEVELOPMENT good sight vocabulary and an awareness of Literacy Abilities of Aboriginal Teachers Engli'sh grammatical structure, through the All the Aboriginal teachers in threbilingual manipulation of words, sentences, etc. It classes have achieved a high also co-ordinated the writing and reading degree of programs, competence in Maung. 2.Literacy Classes for, Non-Aboriginal: (n) We encountered problems with the Teachers 'BreakthroughtoLiteracy'approach. Perhaps the greatest problem encountered All the Non-Aboriginal teachersattended was that of a restricted creativity in English MaU"ng classes held by the UnitedChurch for the writing of stories, despite teacher linguist earlier this year. The sessionswere createdsituations.There emergeda one and a half hours daily for three weeks, repetitive pattern in the children's stories followed by one hour sessionsweekly. and it was difficult to get the students to 3. Aboriginal Teaching Staff expand their construction beyond theSe. 3 Aboriginal teachers with 2 years' This situation was partly expected,using a training Language Experienceapproachina 2 Aboriginal assistants withno formal second language. Even though the degree training of Oral English competence was good, the 2 Aboriginal assistants at Batchelorfor an students were hampered by a far from initial year of training. complete mastery of the second language 4 & 5 Assistance/Training of Aboriginal and 4 'Breakthrough' is still being employed. nowAborIginal Staff as a very useful aid, but other approaches Each class has a teaching team have had to be used to make the program of one Aboriginal and one more dynamic. non-Aboriginal teacher, each assisting the otherwhere (iv) The program after 'Breakthrough' necessity. included cffildneacher related and written 6. Needs for Staff Development stories, leading on to the introduction of a sequential reading scheme. if non-Aboriginal staffare expected to develop some degree of competence (v) Phonics Program. This system of worts in an Aboriginal language, school time should attack is well understood by the students as be made available for them to proceedwith its method follows on well from those'of the, this. 24 32
D. 'MATERIALS attenders to make a healthy start towards literacy'in the vernacular 1. Those involved in the production of materials are Miss HFlinch, Ms P 3 The wide range of differences which has Mirrwuma and Mr J Namyiwa. developed in abilities in literacy skills in the senior groups has made planning the work 2 Types of Materials extremely difficult primers and supplementaries, gerwral interest stories at various levels, a workpook for the first primer has been G. SUMMARY OF HIGH LIGHTS devised and is currently being worked on 1. Continuingdevelopment of the by the students, and Aboriginal staff numerous illustrations for the reading program and for discussions, wittrthe Pre- 2. Good progress by the children in English school and Infants groups literacy skills after the transition.from the first language, and continued success and 3' Production of Materials development , in vernacular work by the second year children All material is Ficoduced locally ariffput intia use in the program A large volume of this 3 Children in the bilingual class continue to work has been prepared for publication by show confidencewhich reflects in the Department to improve the quality of personality and work. reproduction and preseotation A grant has been received from the Schools Commission under the Innovations H. GENERAL ASSESSMENT OF Scheme toimprove thereproduction PROGRAM facilities of the Goulburn Island Literature Production dentre. Those children who commenced the , bilingual program in 1973 have made very 4. Indication of Direction intheitext Twelve, goodprogress,firstly,indeveloping ,Months vernacular literacy shills-and secondly in work in thesetond language: Oral English Material is onhand ibflhe produchbn for andliterady skills, and Mathematics furthet-Dream-time stories, stories of local happenings and wider fields of experience ItAS hard to 'assess self-concept and outsideGoulburnIsland Morelarge personalitydevelopment,although a illustrations for use in the pre-School are comment could be made to the effect that also underway they appear to be healthy. This year's intake of students have not E. COMMUNITY INVOLVEMENT generally been good attenders. Those that do attend regularly have made a good start Actual involvement of persons outside the in vernacular literacy skills. school and the literature-production centre is not great, although a few people-take an Some of the basic aims of the bilingual active interest in the school education program are being realised. The teachingstaff speak favourably ofits ,. effects on the children anfor their' F. PROBLEMS ENCOUNTERED educational plantial.
1. One problem which is jt being felt is the lack of material for readingextension work. *i:;04MCM:MMIASMUSIMI*NOW,00t The problem is one ofanpower in the physical production of suitable material. GtIMADIRR SCHOOL SEE FOLLOWING' OENPELLI SCHOOL g Attendance for;the firit year group has, been poor, .enabling only the few regular -'35 33
8. Hooker Creek School
A. THE PROGRAM AS IT ortinls children, teaching techniques, class role etc.
1 Class Enrolment . Areas in need of further staff development Infants 1 26 Infants 2-3 literacy classes for Aboriginal teaci in 30 Walpiri Grade 3-4 31 Grade 5-6 24 literacyclassesfornon-Ab Post Primary 23 teachers in Walpin, more assistancetonon - Aboriginal 2. The Type of Program teachers by the Aboriginal statf. All childreft except infants have half an hour per day, infants half an hour per week in the C.MATERIALS Walpin language. The Aboriginal teacher is Itis hoped that primers and sentence responsiblefor thewholeprogram, planning and preparation for introducing makers will be produced for use sometime during 1975. the written form of the Walpin language. The non - Aboriginalteachergives assistance with teaching techniques, and D. COMMUNITY INVOLVEMENT 'tricks' used to maintain interest andvary . . lessons styles. This is still in its infancy here at 'Hooker Creek. The teacher responsible for the 3. Teaching English bilingual program is also the school's The Oral English Syllabus is used tosome liaisonofficerAdults are invited and extent, but teachers freely organise their encouraged to come into the school. At this .own progiam. Stage the main aim is to gain the trustof the community' and to get over the idea thatthe The Sequential Reading Scheme isin school is theirs. op'eraiion. Written expression isplanned to be taken along similar lines in third term 974. E. SUMMARY OF HIGHLIGHTS 4. Preparation for the Coming Year The enthusiasm of children and teacher is We hope to increase the time spent with the very high. infants to'probably an hour per day in the vernacular. Hopefully primers wilt be prepared and F.ASSESS T OF THE PROGRAM introduced sometime in i975. . The school s very fortunate to have an Aboriginal teacher of exceptional calibre. B. STAFF DEVELOPMENT Together with his concern that theprogram- The Aboriginal teacher responsible for the develop and expand bodes' well for the' 'program is the Only one literate in written future. Unfortunately the community and Welpiri. Two Aboriginal teachers have Village Council. 0o demand a great deal 'received training, one has done from him in time and effort, and hemay a general have to choose between the school teaching assistant's cowse and one has or. been trained by the ling:jailor the bilingual community work in the r future:. program. , Perhaps the most urgent riority is to train other Aborigihal teacher- 'nliteracy so that One afternoon per week iS spent with all the bilingual program .can ctinue, at the Aboriginal teaching staff assisting them. present time the whole progr: hinges.on with knowledge ofresponsibilities the work of the present teacher.
36 34 c.
9.Lake Evella School
A, THE PROGRAM AS IT OPERATES
The program at the moment is not a full-scale bilingual program.
Teacher Teacher Class Enrolment Aboriginal Non-Aboriginal
Pre-School 7--8. 1 Infants 1 1 1 -(part time), Infants 2 1 _ -.
1.,..; Infants G- -- '1 Grades 4, 5, 6 1
The language spoken is Djam caching English - which is a related dialect try a en Oral English -work has come mainly from Gupapuyngu dialect. the books prepared by the Education Department.- Onty a short_ time _ago we 2. The Type of Program received and began using the new Oral English Books. At present the work in them Theteachingassistantsteachin appears hard to children who have had little Diambarrpuyngu pie-school back up activities.
This year reading anct writing have been B. STAFF DEVELOPMENT begun ih the Gupapuyngu dialect in the Each afternoon from 3.30 p.m. until 5.00 upper three grades of the school. These p.m. is used as preparation time when we 'lessons have been taken by the Principal to work out the next day's program. The date but in Third Term it is hadtied to have a Principal works with the Grades 2 and 3 Teaching Assistant taking the claSses at Teaching 'Assistantsand sortsout least twice a week. This has not been done . difficulties. Thesame happens in Grade 1 before as we were waiting for the assistants and Ole pre-school. You might say we have to arrive at a stage-where they can control dailyinservice courseiand this is essenti4 the older children ass well as the younger if the assistants are going to be able to know and thus be effective in their teaching. The whet and how to teach different topics. .beginning of ,third term will see this. e C. -GENERAL ASSESSMENT The books followed are those prepared b t is realised th t our literacy program is Ms Lowe of Milingimbi ,and used by that perhaps aimedt the wrong end of the school and Shepherdson College in their schoolpopulat onbut"' time and the bilingual program. To date the Principal availaBility of scpeone,tfo actually begin ` has been able to take the lessons as the , the work is reduirid. As soon-as t full time language in them is knoWn to him but teacher is available we hope td start on a . *further lessons will be difficult for a non-.' full-scale bilingual program. . Aboriginal to teach.
- The Role of the Aboriginal Teacher . . MOMMINNitamNINIMINNOMMIMMIMAMMSMAMIMO Much -of the teaching load for the lower MAN1NGRIDA SCHOOL grades and pre-school in the hands of the ,SEE GORDON SWEENEY SCHOOL Aboriginal Teaching istants. Nowiempowo*Wataftrimwmaiwouswpwww 37
! 35,
1.0: Milingimbi Schdoi
This"schoolcommenced, a bilingual 2. Type of Program program in 1973. Initial literacy is taught in Gupapuyngu with teaching in the vernacular in the Pre-school A. THE PROGRAM AS IT OPERATES and Infants section, and Oral English 1 Classes inirolved sessions and some English Mathematics There are two Pre-Schoo l groups and two sessions in Infants II. Infants classes learning in the vernacular (a) Role of the Aboriginal Teacher Gupapuyngu The Pre - school enrolment of 48 consists of two groupsa morning one The Aboriginal teachers .in the Pre-school of 28 children (second year attenders) and and InfantVsectign- undertake most of the teaching in early conceptual and pre-logic an afternoon group of 20 children, with an average attendance of 16 at the morning development, language and auditory skirls,. social 'studies, health and in reading in the group and 15 at the afternoon group There vernacular. In the Infants groups they plan are five non-Aboriginal children also, one in the morning and four in the 'afternoon the progression of work in readingone enrolment teacher has developed a culturally biased program which was implemented with the There is one non-Aboriginal teacher at the non-Aboriginal teacher's help. A few of.the Pre-school and two Aboriginal teachers. teachers are creative and assist the non- Last year there were three Aboriginal Aboriginal teacher by working out activities teachers and the whole program flowed or suggesting ideas for lessons alined at a better. particular point. In the third term we have combined bo,th (b) Role of the non-Aboriginal Teacher c'. groups and all children attendin the The non-Aboriginalteachersinboth morningsthe younger children from 8 sections are responsiblefor provision of the a m. to 11 a.m. and the older children from 8 theoretical framework and theoverall, a m. to 11.30 a.m This was organised so, praCticalprogra?h. Planningincludes - that the teachers could sit and prepare discussions of all lessOns and aims;-1,11t1 more thoroughly, make more permanent Aboriginal teachers and der'honstrations or aids and indulgein some re "on lectures so the Aboriginal teacher can location" training, and mbstly to t down teach as confidently as possible. The Oral songs and rhymes in the vernac r. English sessions are the responsibility of Firs! Year Infants has an enrol of 22 the non-Aboriginal teacher and in the A' andan average attendance of 16. There is" .Infants Section some of the Mathematics onenon-Aboriginalteacher and two program is taught in English. The non- 4600ginal teachers. During Term'3' one , Aboriginal children's educrion is alsoone Aboriginal, teacher was teaching full b e in of the non - Aboriginal teacher's duties and is the classroom and the other teacher as shared, by the two', non-Aboriginal teachers. . . working with the linguist after an ho teaching of reading each morning. 4,1 (c) Role of Other' People InvOlsed -Second Year Infants has an enrolment of 20 Other people involved in the ftilingbal and an average daily attendance of. 12 program et Mtlingimbiindlude: Ms. Beulah children. Thereis one non-Aboriginal Lowe,linguist; Ms Sue Hairis,adult teacher and two Aboriginal teacherS. Only educator; Mr. David Morgan, literature one of the Aboriginal teachers has been production; .Matjerra and Gularibunga, teaching km time this term as the other has literacy workers. been working with Infants 3 (efaffshortsige acute).There are two .non-Atioriginal Ms Lowe is the District Linguist for the `children in this section of the school. .United Church and is engaged in primer production. Ms. Harris is working pert,tirne There are no other classes in Gupapuyngu teaching English and MathematiCeto' the this year. Aboriginal teachers and Gupapuyrigutothe F,1
38;
rion-A riginal teac,hers and second yea! Infants ,at, least half of the adminirative staff members She also Mathematics syllabus is taut in Eriglish. ass-s Ms Lowe where necessary 1. M .David' Morgan- isin'chargeof 4 Preparation for the C n Year roduction in the Literacy Cenhe and has, Next year all Infants clas ill follow a this term, begun making -aids for the Pre- bilingual program. Primers be finished school and Infants sect-I-Ones well in 1975 and the first groups, in what will be Matiarra Gularlbunga have been the Infants 111, will finish their primer work perhaps in Second Term We hope to working in the Literacy Centrb, since its . inception in third term last year. They have involve more classes in the schopl in collected stories on tape and transcribed Gupapunyngu literacy and increase them Matiarra pas -provedspecially literature production to cater for the needs talenticl, ip theicahsla.tion halds. a most,. of older. chilaren and the adults who-W111 be difficult area, and his been, workihd tnis learning to read with Ms Sue Harris We., term. with Ms Lowe for an hour or so a day hope to produce a regular neWspaperend on Primer material, using the dark room, scanner, etc , produce, teaching material the environment and Gularlbunga has finished work on a full- relevaht to community needs time basis because of ill-health We hope she will continue with us on a part-time Intensiveinitialorientationand basis when she is able Gupapuyngu language courses arebeing organised for the first week term and the Teaching English teachers will ve opportunityfor contmu Att Pre-school ;here is no formal anguage classes throughout teach' of English, Depending on group ear Language engineering will begin if readiness. labelling,' action games. possible and an increased output of-Songs, 'commands, etc., Are being taught halfway rhymes, etc ,in the vernacular, through first year of attendance These are taken by the non-Aboriginal teacher in the 5,, Cultural Activities form of games, or matched to relevant Children in Pre school and Infants classes activities and quite often incidentally The have "bunguleldancing) each week led by other aspects of early Oral English are the a team of men and supervised exerciseslistening andproduction games Aboriginal staff. . and activitiesall geared to actions or . Aboriginal' tea activities so there is some relevance ('put- ake the 15 minutes put-zpufoutboards, 'chug-chug-chug' langua richment sessions each day type noises and gamesgener tors, dogs ---usirliG6papuyngu songs and-Stories. The panting. etc , for "f" and "th" exercises and Infantsclass had a cultujaf social les so on) program planned entirely b orIna! teacher involvin people*m the These activities continue throughout the community. two years with understanding of and production of sentence patterns taking over from simple words and phrases, B.STAFF DEVEL91,14ENT depending on children's re tidiness and, 1. Literacy for Aboriginal Teachers maturity. We tryto teachinEnglish Concepts that the child alread has in his We have ,tiad no literacy classes in the, own situation and make sure hat he can vernacular for 'Aboriginal teachers this use and articUlate concepts his own year-. All the Aboriginal staff are literate in language before we ask that he oes this in' Gupapuyngu withvarying degrees of English (e.g. before, next to, be 'rid, accuracy andfluency.All,with two in the Infants classet, the non- riginal acceptions,have had eitherrefresher , 'teacher conducts Oral English clasSes for courses or training in reading with Ms Sue half an hour a day, divided into a 15 minute Harris last year,. Some of our older teachers drill lesson based on the Oral English ; who have been away doing further training Syllabus and 15 minutes work 'in English this year will need refresher courses in songs, poems, finger plays and stories. In Gupapuyngu next year.
39 i7
S.A '2Literacy Clissei for non-Aboriginal observations from the daily program as Teachers teachittg poiniS Non - Aboriginal teachers __Theclasses forthe non - {aboriginal demonstrated activities using -Aboriginal tea e been maintained throughout, teachers as the "pre-school" group the year Manydjarn - II initially, then This year began the same way but the non- Sue Harris took over and initiate.a p Aboriginal teacher had to lake up extra type approach with the staff workingat duties hoot and this time wad their own pace The progratmaims to lessened Th irti this ye,ar was to make the enhance teachers' communication skills Abongin teachers aware of where each with students, fellow teachers andthe chi was physically and4. community and at the same time promote velopriergallyin othertwbirdS incre'g'se understanding of -the local CultUre their' observation and assessment of the 3 Nimbers of Aboriginal Teacher th children This has had only limited success Training Hopefully,nextyearwithanextra Aboriginal ,teacherand Gayungi, one year oft ing with 12 Years another non- teaching expert=e ,inpre-school and Aboriginal. teacher an effective training , infants program might be resumed Ms Edmonds had a week'sin-servicecourseat , Ma jam, no official training, 21 years of Milmgimbi for Eichip Island,. Maningrida leaching experience and Milingimbi pre-school teachers Guwalkuwal. 6 weeks training course, 2 Each afternoon the Infants teachers h- ave years teaching experience worked together preparing the next day's Yawirr, 6 weeks training course, 3years program and the non-Aboriginal teachers teaching experience have used this _time in broadening the Warmbirrir, no training,1 year teaching Aboriginal teachers' understandIngpf the experience aims and content of the program and helping them to develop tea0ing skills Gurranygurrany,notraining, 1 year teaching experience Ms' Lowe has trained GuWalkuwal and Warmbirrir in theteachingofthe Bangguli, no official training-16years Gudschinstcy method of reading and Ms teaching Salmo Ise-t-t.abontributed in this area Waymamba, no official trai ear s Sue Harrisbas taught Engli§h Allis and teachind sortie Maths for the last half of the year In T 5 Assittance given by Aboriginal Staff 2nd yearGurrawangu TheAboriginalteachershavegiven Peggy Anderson valuable assistance to non-Aboriginals in Djambuti, _the area 01 .
1st year Gapany language training Library focal culture AssistantM,ulumbuk requiredbehavioursofthe
Imienda" . Next year Guwalkuwal and Warm6rrir both knowledge of families and wish to attend Batchelor TrainingCentre and theirfarh lies are willing that theydo so 'assistance with discipline /4 Assistance giveriby Non-Aboriginal Staff 6 .Areas tor Further Staff Development The pre-school Staff have hadless in- service training as the year has progressed .1 Courses for Abongin teachers in early matherft LastyearFridaywastrainingand on-gojng, 'as-well preparation day and concentratedon a as spe eminars, particularaspect ofteaching,'child `2 $.L workshdpS for non-Abodginaal devplopment etceach week We used staff from beginning of the year; Material Ms Edmonds had prepared Furtherlanguage work fornon- Courses on the child and play, used Aboriginal staff, 38
4. Some. coursesin"How Children the group Itstening post, gluing added Learn". what helps arid what hinderS interest to the use otwimactilar material in learning,forAboriginalteachers the library especially, - ,M's Fran PowelLhas prepared teaching aids Opportunities for Aboriginal teachers for the pre-school throughput the year. 05 to see other ,schools in action, to see Ms Sue Harris has produced a large number other teaching styles, and conditions, of high quality 'teaching aids for the and . Instruction of non-Aboriginalstaff in the 6 Courses in linguistics and language vernacular and for teaching Ehglish as a . learrning for non-Aboriginal teachers second language to Aboriginal staff At the moment two further bpoks are nearing completion prior to printing and a C. MATERIALS le' - During the year Matjarra; Gularrbunga, series of colour illustrations to be used with Buyurniny, Nalambirriend David Morgin the first primer is peing produced. Also illustrationsdrawnfrom local.. have woriced, either full-time or part -time as bark members ofthe literature Production paithings are being prepared aispuree Team; Thisivoricorttails collecting material material for a reader based on local; content. by recording stories in camp or the writing of new stories. This is then editedinto, Members of the literature production team able form and lay-out and illustrations are atpresent engaged intrapslating repared priorto printing by the English language, children's bOoks into the repent printet The gpOks cover as vernacular. wide a spectrum as possible including During1974 MilingimbiSchoolhas traditional folklore, local history, children's continued to_purchase equiginent for the stories and natural history,(i.e. listings of local production of literature and teaching 'local flora and fauna, food stuffs and aids through hinds obtained from local geographical feafurea). Figurteen books Parents and Friends4ssOciation,- have been prepared in, this way, four of AboriginalArtsCouncil .and -Schools these are still with the Government Pnpter - Commission.A .Roneotronic800s -4 Although small in Plumber; they represent a electronic Stencil Cutter was purchased to considerable improvement on the quality of be used with the Roneo Vickers 870 Ink materialavailablein thevernacular,, Duplicator.'Adry photo , copier,' tape recorder and equrMent fOr &photographic All.bobits and teaching aids for theprop ram hive been produced-in close consultation.s dark room. -that has been recently built at the schatit, were also-acquired .- with Ma Eleulah'Lowe ,i . . . _ Ms Lowe *id' Manycgarn collaborated in It is envisaged that in 1975 the production of a wide range of stories and reference . producing Primers Numbers 3 and 4 and % : are working on further 'numbers books vfill'ccintinue but with increasing emphasis' on *material that can be used Inadditioti, Ms Lowe,. Joy and Jo6n immediately the Pre-school and Infants talmorid have devisedaidsusedin program. Wealsostiope to produce further ConjunctionwiththeprimersThese aids for the teaching of English as isecond include a form of Word Bingo, a Word Slide language to give a locarcontext. Rule.flash cards and supplementary .rsr .'readers.- The actual -production of these aidsvias assistedby OtiwalkuWal, . 0. COMMUNITY INVOLVEMENT Warmbirnr and Gurranygurrany. This yisar a School Board was formed:A few i Ms Lowehasalso acted as proof reader for meetings have'been held at the setfool. all texts and has trained 'members of the The 'Varints and Friends Associatighran literature team in the skills Of idiomatic' well with ,a but regular attendance. translation - meeting approximately fortnightly until At the . suggestionofMsKerin June. . O'ShaughneSay,..Libranan at Milingim6i Attendance fell oft and someof the:reasons. School, the books produCed hive been main 19family, gave only 'now become . recorded on tape and these are used with apparent.
.4 .% .ai n
The Work Supervisors at their own volition 8 The -absence of some of themore selected another "bungur leader (whenthe expenenced Aboriginal teachers at regular songinan was away) and o his courses. servicesatthe. school_ was reasonable attendance at F. SUMMARY OF HIGHLIGHTS 4-, E. PROBLEMS ENCOUNTERED The professional developMenf of the Aboriginal 1 teachersinvolved inthe The loss of one Aboriginalteacher program has been impressive. Those frOrn the Pre-school. andnot being able to replace her. Aboriginals in the Literature Production Centre have gained in techniques ina most 2 Two newly appointed non-Aboriginal heartening way teachers to work with the Infants- classes, 3 G. GENERAL ASSESSMENT OF THE NeWly appointed untrainedAboriginal PROGRAM teachers who required trainirig on site. We believe 4 thatthe program should Community commitments of the senior continue and indeed must do so. But this Atbonginal teacherresolved laterin year pas been so chaotic and the progress the year. . so uneven that we have beeri close to 5 Groups of poor offendersamong the despair at times There must be a stability of younger children, ' tenure and efficiency from all staff and we 6. Turnover ofstaffin the literature need to recrpit teachers who are 'wholly. production centre. committed to the aims of the program. There needs to be special efforts,made to 7. Delaysin obtainingsupplies and. find such non-Aboriginal teachezi for the having books printed and returned Aboriginal teachers will themseNestidthe from the Government Printer. and program. -; , 11.Numbuiwar.School::
This school Plans to commence a bilingual Oil Basket making,weaving: program in the pre-school in 1975and this yeart activities have been a preparation Four elderly women work watt, ten girls . for ooe hour per week and instruct the A. THE PROGRAM AS IT OPERATES children on various aspectsof weaving . and basket makihg using pandanas The Aboriginal languageto be used in the' and natural string. school is Nunggubuyu. . - . , Preparation for the coming yearhas 09 At Other times during the yearsome .. included the introdbctionof bilingual men have come into the 'Khoo( and approach in Pre-school. the testing of trial told traditional stories to the children. primers in the upper school, and preparing Stories 'have also budn recorded-on material for use in Pre-school andInfants * tapes by the elders. for 1976 _ . Cultural Activities (iv) Camping with 'limo: 1. Dancing The old Men have takena group of boys to their own -country for the An 'Aboriginal. singer comes into purpose of "teaching them the old ochpol for haitan hour per week and ways". .Thisirfcluded with the help of a child or ',Teaching tracking; co9kinB et9ry hianfrand the . Assistant conducts .a session. The Pcjintinci Out of imPottint places. Thisseems. whole school attends thrsolielon anti vital to the 6ontinuation of traditional. the atmosphere iirinfortnal. effiture. . r." -4 40
B. STAFF DEVELOPMENT pre-reading picture books, and 1. Aboriginal Teaching Assistants will primers. attend a literacy class in third term 3 Materiel to be produced in 1175. 1974 They should be able to read and write their language at the end of the .supplementary reading maferial course graded to fit into the sequence of the basic reading lessons, 2 It is felt that Nunggubuyu is a, very difficult language to learn. However. some content materials for early non-Aboriginal staff are expected to stages of the school program, know common phrases and words in readingmaterial covering a the language. 03,'". widening rapge of' topics and at interests 3.ci.u -_ of Aborjginal teachers with rimingt-nil revision- and re-prinimingof umber of Aboriginal =teachers in vernacular Church' Service books trainingthree.. (including hymns and choruses). and (All three will return to Numbulwar at the end of 1974). a community newsheet in the vernacular. C. MATERIALS .
1 involvedinmaterial The .people O. COMMUNITY INVOLVEMENT , production includethelinguist. teaching assittatits and teachers. and The. community is aware of the bilingual local people (story bailers). program. The local Education Committee and Town Council are happy for -their -2.-Materials beingyproducect children to read and write in NuOggnbuyu. interest books on a variety of and have signifiep this in a letter to the topics Education Department
41.
c 12.Oenpelli School
- . THE PROGRAM AS IT OPERATES English, but those. having an Aboriginal At the time of writing. the school bilingual teacher or teaching assistant are given program in classrooms is restricted 10.oral seppOrting instructions in the Gunwinggu presentation onty. All classes are taught in language as the need arises.
1 Classes Itsvolved . I
Enrolment Teachers Towbars Class (Marais') Aborijinal Non-Aberiginal *Pre-School 17 2 . 1 Infants 1' 11 1 5 1 infaks 2) .. 7 (1 1 -Infants 3) 9 Multi Grade 2) 14 Senior Grade 1 12 Home -Economies ) 10 43 41 ,
2. The type of program, andteaching-of 4. Cultural activities Engliah: These activities are restricted to spebial (a)re-School _ occasions such as training for the Arnhem The on-Aboriginal teacher takesall music Festival and exchange programs with other and JI story activities with the Teaching schools The experience of 1973 has been istants translating when neoessary. The used as a guide here, Children always TeachingAssistantsreadStoriesin complained when sent 'to the village for Gunwinggu If.trice per weekas well as .weaving lessons and the danceprogram teaching singing Of Gunwinggusongs had to be cancelled far more often thannot They also .take turns at giving theusual for lack of inttructorsfrom the community group activities such as finger playetc ..in Alllay instructors were put on, Adult English. When working in free Educajion rates of ;mi. Bark painting Mir activities was With children Qunwingguis mostly used successful bik has not been continued this year For Pre-school leavers of-1974, thisyear will be followed by a program Involvinginitial Known Gunwinggu songs are sung in the Q. literacy in English normal choir work. (b) Infants 8. STAFF DEVELOPMENT The- Aboriginal teacher takes alllessons . ',except oral English and partof the Engliftt 1. Literacy for Aboriginal Teachers reading program which are taken bya non- PresentlyAtieir;gin'alteachers and Aboriginal who visitsor thete lessonsAll Teaching Assistants are not fully literate in lessons except story time are gtven in Gunwinggu.Many spelling English Prepared 'mistakes short-storybooks continue to be made-in writing, and reading written in Gunwinggu_ are, used in -other' back of printed materiat is often-haltingand lessons when necessary to give suppOrtive always slow instruction' Alf. Aboriginal teachers andTeaching (c1 Intants.2 and 3 combined Assistants, except the outstation Teaching Alllessons are given- 1nEnglish. ,Assistant, 'attend literacy classes at the I Literacy Centre Considerableassistanceisgivenin another- part of the Gunvvinggi, to; writing practice` andsome - community each week with the resident number lessons which are regularlytaken Church Missionary Society linguist. All have lessons frtim 1.00 p,m. to 2.00 by the Teaching Assistant. Mostoral p.m on, English and half of trt.English reading Is Mondays and Thursdays, two continueon taken by the non-Aboriginal teacher till 3.00 p.m. both; days, and threeofthe, above have anextra three-quarter houron Thursdays by beginning at 11.00 a.m. (d) Multi Grade 2, Senior GCneral,-and Hometconomics 2 Literacy for Nop-AborigirlelTeachers All lessons are presently.giveriin Englisn. It ', is planned that by mid- October in 1974 Non-Ab6riginal teachers are notattending literacy classes. The resident-linguistgives 'these senior pupils will stai1on a literacy. program of seven half-hour lessons Per, orittutorials from 4.00 p m tO5-0,0pm 6ne afternoon per week, and two feacherswere week in Gurtwmggu With. the*Aboriginal teactters attending these pp to the end, ofsecond term These children are involvedin the school . English reading, scheme whichis graded 3. Training of Aboriginalteachers .. and taker by all teachers at thesame time tht Two Aboriginal teachershave two years of t the Primary and Post Primary training, one Teaching Assistant ons each day has one year, and two have hed six weeks:\'' Presently this involveswriting stories' fbr Preiently 'another Teiachipg Assistantis use by Senior pupits4and short.storiesfd undertakihg the thirteen-weeks' librarian use In teachers and Teaching Assistantsin reading -to assistant's Course in Darwiti. Theremaining pre-school and infants 1 'three have had no trainingoutside of children, Oenpelli. .a
tiG
4 Assistantto Aboriginal Teachers the best use of a 35 mm camera, and on Pre-School Teaching Assistants are given developing and printing photOgraphs fore brief instructions on the next,day's lessons use in illustrations. This activity is presently by the teacher-in-charge being done in hobbies classes. The Infants 2-3 Teaching Assistant is given 2. Local Production weekly guidance by the teacher-in-charge At. this stage six stories by Aboriginal on lessons planned. schoolstaffhavebeenprintedand The outstation Teaching Assistant has illustrated by hand in one-off copies but no weekly or fortnightly planning sessions multiple copies have been set up so far with tne roving outstation teacher, Mr John Twenty4wootherstoneshavebeen Bonney, on his -long visits(See 'checked but-have not been put into booklet report on Gumadirr schoo h f011Ows). format and'illustrated as yet. Some twenty- 'Rightstories have been prepared by Ywo untramed Teaching Assistants Aboriginalteachersand' Teaching A presently have monitOridl duties only , Assistants. Time is put aside also at school each day for Other material available has been produced consolidation of lessons and for writing of by the Church Missionary Society Literacy stories The two Waders hive three h'ours Centre for use with adult classes, One story during school time for this each week, and of fifty-four words produced bygraduate two Pre-Schoot Teaching Assistants also of the centre has been run off in multiple tl have-three hours Per week The remainder ,copies and is suitable for use with the need dose guidance and because ofiack of senior, classes at school. Besides this, five personnel are not able to have this extra boOklets of several stprres for adults and time. twenty short stories on single fold cards are 5. Assisiance to non-Aboriginal Staff produced -in multtple copies. 'Forty Aboriginal staff , are quite. willing to give one-off individual reading cards and.six foolscap,, duplicated sheets for adults are - assistancetonon-Abanginalteachers 4 when asked This mostly is for the purpose *also available ofthe'deritre. of building up an oral/aural vocabulary No primerS. -work books, or associat41 6 Areasof Need forFurtherStiff supplementarwreacflys for thesChobl-haVe been produced as yet.% list of words used Development , by children however is being compiled at A major area requiring attention is in'bastc the school foise later. 'trainingofAboriginalTeachers,. and Teaching Assistantsin the theory of 3 Production by the Deciartment- education Since little stic6gSs has been At this stage nething.has been submitted to had in sending Teaching Assistants to the Department for printing. Darwin it could be that inservice lectures- need to be given within the local.schpol 4 -Itatetials In Production situation Oualitiectteachers complain that -Materrekbeing produced at the moment is time is not easily made available for training restiictedlo general interest stories without Aboriginal Teaching Assistants, but since Vocabulary cehtrol. training is so important provision of a full time training officer appears warranted. 5. Future Production-1975 . Within.the nexetWekie months it is expected . C. MATERIALS - that school staff with ftie atsistanca of the literacy Centre will - A .; r People Involved in Producing Materials a.complete .a 4hildrerfs.wo Jist,' Presently two Aboiiginal teachers and two. TeachingAssistants are writing sport 'produce primers and assoc ted stories of from thirty to two hundred words, Work bookS: OtherTeaching Assistantiare not produce supplementary reedgrs confident enough as yOt to produce stories. with word *control, It is planned, that a. serves of lessons be lranslate'finger plays. Infants and giventoTeatIttrig Assistants 'by' the Pre-sc-h601 songs, and other group rt/Craft teacher in third term this year on45-'-ractirties into Gunwinggu, 3.
4 43
produce general story' booklets for to attend fully in 1973 arnithis year onlyone use with Senior pupils TeachingAssistant has hadnil consolidate literacy for Teaching absenteeism.Ifattendance' ,hadbeen Assistants, and higher a much ,greater number of stories continuetaping andwriting would have been produced to date. childrens stories told by adults. AllAboriginalstaffappearkeenin discussions, but their output has been D. COMMUNITY INVOLVEMENT disappointing It was agreed in 1973 thata reasonable Time made available for personal study and number of adults should achieve literacyin forwriting of stories in Gunwingguappears GUrnvinggu thrbugh attendanceat the not to be used too conscientiously Church Missionary Society literacycentre Apparently much more direct before schoof children be taught literacy in encouragement by senior school staff is that language The Church Missionary requiredpossibly through all in together Society had been planning for literacy in workshop sessions. Gunwinggu' for several years now and the Itis felt also that visits to established first classes-were held for adultsin 1973. bilingualliteracy Presently twenty adults attendclasses centres would boost enthusiasm considerably. dunng the day sand this includesnine people not literate 4n English. Besides One area of doubt affecting work in 1974 Teachers and TeachingAssistants,a has been the planning for 1975. Both further twelve people have gainedliteracy temporary Band 1 Aboriginal teachers wish in Gunwinggu through the centre to attend a third year course next year in Presently the centre is involved Darwin to up-grade their Commosrivalth in teaching Teaching, Service status. fluencyof _reading andwriting Shoultit-both in personnelbe Gunwinggu to Aboriginal Teaching successfulintheir Assistants and Teachers. applications, the bilingual program in the --Ahrnapj-section of school-will slowdown Ef PROBLEMS ENCOUNTERED until1976. Also the resident linguist will not be available until the second term of 1975, The greatest problem° so farhas been in so it is not likely that work on primers will getting Teachers and TeachingAssistants begin before then.
13: Gurnadiir School (Oenpelli Outtstation) . rTh Gumadirr iS ail outstation settlement of deterinine the methods that best meetthe Oenpelli. It is situated sixty miles from . needs of the situation. 'Oenpelli and is only accessible by light aircraft airing the wet season which lasts On-the-job training is being provided for the Aboriginal Teaching Assistantirunning a. for six months. The outstation can be reached by 4 wheel drive vehicles during the school Eventually Model 1' of Bilingual .. the six months' dry season The population Educationwill be introduced as an aid to. of Gumachrr varlet from twenty to fifty literacy in English. r-t=---,----perir aria the nulnber of....ichoolage children ranget from ten Ao twenty-five . , ,during the year. ; *p .14 Bilingual EducationIn Schools In r aim is IA provide.anieffettiveeducation AboriginalCommunitiesIn The !Wedbush .Territory_ Watts. El.. McGrath, W., and Tandy, J., \-;* program at Gumdirr for ihese children. In Department of Education, Darwin, 1973. The' order \lo achieve this, experiments in school is left entirely in their chargeevery different types of curricula and teaching second week. methods are being earned out in order to 4
V 44
A. THE PROGRAM AS IT OPERATES regular excursions to areas of interest or recreation are undertaken in order to 1. Classes Involved interact with pupils, and thus get a freer It is one-teacher school set up involving the flow of English language than obtained in a following organisation: formal situation. The aim is to nurture their present knowledge of English through use Pre School average attendance three in a real situation and then to extend it. Infants average attendance five Primary .average attendance five Preparation for the coming Year Post Primary average attendance three At present no introduction of a bilingual literacyprogram is envisaged. It is hoped to send Ms Najow. for six weeks of teacher Teachers trainingat Batchelor over the 1974-75 Ms Audrey NaiowPre-scilool/Infants Christmas holidays. It is also hoped that Teaching Assistant these assistants might be able to come into Ms Joy JorlomPrimary/Post Primary Oenpelli occasionally to qndertake some Teaching Assistant literacy training in Gunwinggu. Nathaneal Maraingurra, one of the two Aborigigal Mr. J BonneyVisiting Teacher Temporary C.T.S. teachers at Oenpelli, Ms Audrey Najow is six weeks trained at might be able to come from Oenpelli Batchelor and has had six weeks on the job occasionallyto helptheasSistants training at Oenpelli School.. undertake a Gunwinggu literacyprogr.arn, Most instructionpresentlyis givenin in 1975. It is not known at this stage if he will Gunwinggu linguage. be attending a third year of. training at Darwin Cammunity College in 1975. Instructionin Englishis given by the visiting teacher Cultural Activities Parents prefer to teach their own children 2 Type of Program about their own culture out of school time. The assistants do tell Aboriginalstories and Role of Aboriginal Teachers: do some Aboriginal paintings in school. They are responsible for the complete Some excursions have been undertaken to running of the school Instruction is given areas of sacred significance 'and elders in Gunwinggu, They take all lessons except have comealong, to explayi them to the oral English children. . -
Role of Non-Aboriginal 4isiting Teacher B. STAFF DEVELOPMENT He is responsible for training Teacher The. visiting teat** has co leted the Assistants in teaching methods. He gives Summer. InstituteofLi Uisties demonstrationlessonsfor -assistants, Assimilationcourse atMacquarie -organisestheteachingprogram and University over ,the 1973-74 Christmas prepires lessons in consultation "with the olidaysand attendedorallanguage assistants courses in Gunwinggu for twelve weeks in He fts respon&ible Icy the teaching of Oral. 1970 and Ava terms this yea'. He has also attended the-Darwin Community College. English. Visits are usually `of one weeks 1* duration taking place every alternate week course i n Abo rig n al studies. it possible. Thereisa definite need, to 'give the assistants more training in infants Method- Teaching Fnglish 5 1' and a need to find a time (that suits the ituationat lessols for Oral English are linguist at Oenpelli) to give the assistants given, These lessons are taken in the bush training in literacy in Gunwinggu without as children are reluctant to speak' in a interrupting Gumadfrr School. formal classroom situation. C. MATERIAL.4. . Progressof` thisprogram has been hindered 135t4he large turnover of children Nil (in Gunwinggu)., passing through the school. Therefore Will be obtained frore Oenpelli in the future. 4 47 45 g'
D. COMMUNITY INVOLVEMENT teaching subjects such as Oral English there is ho community involvement ina in the open (e.g. on the sand by the bilingualprogramofliteracy in billaborig). Gunwinggu. The visiting teacherfelt that they The community has been involved with the thought once a teacher steppedout of school in the following ways: 'classroom he was being lazy. This. 1. They built and now maintain the school attitude has however broken'down and budding, interested parents have even comh. over to take photographs of their 2 Occasionallymembersofthe children working outside, and community come in to give lessons, e.g.religious education, Aboriginal 5. The biggest problem encounteredin stories, talks abOut jobs and projec the school to date is the large turnover on the outstation, 9f children. 3 Some Aboriginal'paintings Out di the present average of about fifteen carvings have been given to the sch children attending theschool, six only have and remained there consistently throughoutthe , yest., 4 The people have assisted in excursions and planting of palm trees around the F. HIGHLIGHTS school. - 1. It was discovered that children The whole community can hear.and were see more receptive and keen to learn work exactly what is going on in 'the school when an approach of co-operative during the lessons throughout a normal learning rather than Indisiduallearning school day was undertaken.Inthis approach Children worked,on mathematical and E. PROBLEMS ENCOUNTERED scientific problems and story and letter writing in groups. The aimwas to 1 Lack of basic knowledge of teaching capitalise.on their cultural street onco- method by the assistants. Constant operation rather than the European demonstration and discussions have individual learning situation.' . seenavast improvementinthe assistants' approach to teaching but 2. Boys between the age of 12 and14 who still a lot more training is necessary, 'had dropped out fromtKormildawere reluctant to attend Mimi but willingly - 2,At firsttherewere,attendance joined in when the visiting teacher problems but since Much' work in carried' out an ,experiment using gainingrapportwithparents and traditional methods of bunting and children tips problem does' not exist at fishing and local areas of employment present. The fact, that it is their own to teach science, social studies, maths, school Ind is run on-their own tent. and . English., Unfortunatelytime means that parental concern is greater involved withe rest of the school and andChildrenare given much the small r of boys (two to six) encouragement to attend school and theoliths( the assistants are all 3: / The wit season made camping bylhe. wom prevented-dvelopment of this 'iiisiting..leacher impossible. Rain also, type Iiiducation. disrupted School as the b Ming is not 3.The receneenness of the parents rainproofbutit to does havethe improvetheircommunity has advantage of being iha c est school influenced the children to be justas building in which the:visiting teacher keen,towards their schoOlwork. -.. has actually taught, . 4: The adult people there hid developed a G. GENERAL ASSESSMENT OFTHE, stereotype abOttlischool, probably due PROGRAM .to their own experience of it. Theysaw At present all ehildteiiare keento-attend school as very.traditional h school and full pgental support hasbeen glued to books and the shalt and t .obtained. Children are learning, andare seemed very suspicious. flit doing. so in situations more suited, , . to their
, 0, 46
culture and without European domination visitingteachersfeelthatedUc,ational The education is reaching children who results have been obtained. Success does would not otherwise be able to attend rest mainly with the people themselves schoolIn one (evaluationthe Visiting provided the visiting teacher can gain their teacher tested four "hildren who had been confidenceandgive'thenecessary there most of the year. One bright child encouragement when it, is required. An showed qoute good progressacademically, example of this is that in the last month twoaveragechildrenshowed some parental and child co-operation with the progress- while the dullest child showed, school has been 100 percent, due to the fact very limited ,improvement in his work that their men have become extremely Therefore a normal school range of results interested in developing their community, was obtained and they are keenly workitig to improve the settlement This means that if The parents A more recent evaluation of several pre- are interested in working to improve their schoolchildren showed a reasonable living conditions then full co-operation can progress in English language development be obtained by,the children in the school. If Afteroneyearofworkingand parents are.sitting down and doing nothing .- experimenting in an outstation situation the this infhiences the children to do the same. %
1 14.. POrt Keats School
1. CULTURAL ACTIVITIES PREPARATION FOR THE COMING Two hours a week are spent in cultural YEAR, 1975 activitiesFifteento twenty Aboriginal L It is-Roped that an initial introduction to adults teach the children their own skills bilingual education will be introduced into painting-up, dancing, didgeridoo playing, the school in 1975 with the aid of visiting spear making, dilly bags, fishingnets, linguists and Aboriginal teachers. hunting, bark painting, etc The aim will be to have literacy classes for There are three main groups.. Lirrga, Aboriginalteachers andintroducea Wungga, ()Junin and in turn, they take bilingualprogram' with Preechool dancing. craftwork and hunting. teachers by way,of team teaching.
.15.Shepbercison College,. Elcho Island
A bilingual program in Gupapyyngu (and Staff: Ms P. Stephenson (Pre-School English) commenced in 1974 teacher) Garmourr Aboriginal Teach -4. 'A.THE PROGRAM AS IT OPERATES Want, Assistants, Garratju- ) 1 The classes- involvedinclude the following: In orit,work, Gapapuyngu basically is ued,, whileinWrittenwork,only aPm-School , Gapapuynguis used. . Morning Session-32 pupils (one b. InfantsFirst 'Year 9r,ouP) Afternoon' Session-40.Pupili (two first Class-18 Pupils ;groups) econd. Class-20 Pupils 49 ./
47
. - . Staff: Ms N. Hall (Infants TeaCher) encouragingexpertiseof Rose Rose Guywanga (Aboriginal Guywanga much less direction and Teacher, Temporary C.T.S.) program assistance is requjred in that Kathleen Guthadjaka ( Aboriginal class. Miss ,Hall acts as eflieralls,co- Teaching Assistant) ordinatOr for the two clafgesarrd veiere necessary gurdes in programniinta and In oral work, Gupapuyngu basicalls lessonpreparationincluding used, while la written- work, ony structuredprograms, oralEnglish, Gapapuyngu is Used. English rhymes and songs. c. Secondary Section Nine classes-86 Pupils'(One hour per week per class) Staff. Mr. Jr Rudder Mr. Djmanggay Adult Education ) Mr. Badikupa Aboriginal Assistants Boys Classes Wis. D. Buclonn ) 'Ms. Wanymull ) Adult Education Ms. Banbinawuy Aboriginal Assistants) Girls Classes ) BasicallyGupapuyngu is used,but In the Secondary section Mr.Rudder encouragement is given to reading other assists ' withthe familiardialectsincluding boys and Miss e.g. Buchanan the girls, whileboth give *giambarrpuyngu and Galpu. Active guidance in structuring theprogram of encouragement -is given to writing in their lessonsgiven own dialects. bytheAboriginal ;assistants. . 2. The Type of Program c. Continual liaison is maintained and In the pre - School initial literacy inthe discussions held between the school. Aboriginal language is introduced to bilingual `section' anthe staff and the first year students progressing toa literacy workers of, thElcho' Literacy fuller literacy progranlin their second Centre. ComMunicatin is maintained year. , with -ether nearby centres andmost have had & The Aboriginal teacher in thepre- change visits with this school takes-the pupils for all subjects school. (except oral .English)- which includes indoor and outdoor activities, group 3.Teaching English work, discussions,listeningand , stories, The ,Pre-ichoolteacher take For the first year Infants the teachers groups of pupils for quarter hour role and the program are similar. sessionsdaily.SiMplesentence '- patterns are taught, and these are In the Secondary section it the ass cratedwithquestions and Aboriginal who takes the with com ands e.g. "I am standingcwhat guidance in teaching techniques ing you doing ?', "Stand Up". Theseitre gaminbythe European. ' reinforced with games andactivities b.' The non-Aboriginal teacherin the using a variety of aids. Pre-30001 guider theoverall In other quarter hour,,sesaioni English programming, takes the oral English Stories', singing, sounds andgames are and stories in English and giyes special given to Small group daily. Stories are attention to the non - Aboriginal pupils. reinforced and understanding She also attends to the English music enhanced, by use of pictures. program and caters for incidental English requirements during activity Weekly sessions of moils are given in times. English. .TheAboriginalassistant enures hat ' themeaningis The teadher'S role in the firstyear understood by additional Instruction in Infants is similar. However due to the the Abotiginal language.
). 50 48
The pattern in the first year Infants Bark painting and wood carving is taught classisvery .similarat the more by outside experts to the senior primary advanced level suited to that class. and secondary pupils.' Examples of this Exceptforincidentaluse where work is beingstretegically placed necessary, fro formal English is used in throughOutthecollege. withbrief the secondary classes. explanations or stories attached. A start has been made with the artisan 4 Preparation for 'the Coming Year taking a class to his exhibited work and Consolidation and improvements explaining the background or mythology to where necessary are envisaged in the the group. Pre-school, while the literacy program Each pupil would experience about .one
41! will extend to the second year Infants, c hour weekly in this range of 'specialised and naturally continue with the first cultural activity., year Infants. Ms Hall, Guywange and Guthadjaka B.Statt Development will move up with the First Year Infants to the second year course, while other 1. About nine of the Aboriginal teaching schoolstaff (alreadyhere,and assistants are genuinely literatein relatively experienced) will take the Gupapuyngu One assistant- is from first year Infants. Roper River with consequent limited Consideration is.being given to using used of the local vernacular. The school Aboriginal teaching assistants remaining AbOriginal staff are semi- .for the secondary classes. As the literate. standard of the vernacular story writing Regular literacy classes for the Infants ("written compositions') improves, and Pre-school AbOriginal teachers are these stories will,be used in expanding held. Of the six 4poriginal teaching the ,vernacular literature rfroduction. Assistants actually involvedin the
Addition vernacular literature will be bilingual program at present, four are 111. produced. literate -in Gupapuyngu and the other 41111P two to a lesser degree. 5 Cultural Activities Some further work will be done during Allpupils are involved ina' semi- theforthcomingvacationand a structuredculturalprogram.It continuing program is planned for commences in the Pre-school given 1975. regwlarly by the Aboriginal leaching assistants, and on rarer occasions by A literacy program has been available id,. non-Aboriginal persohs for sonie visiting Aboriginal community leaders., The main feature in the pre-school is years Non-Aboriginalteachers/ involved in the bilingual program have singing and story telling. already been profibly involved and This program is developed through the ',reached a tisf tutdegree of Infants where Aboriginal ,. teaching competenCy. This prog will assistants take singing and tell stories. . continue andall - non -Ab riginal .,-A library of tapes and Written songs (in teachersare '.,encou'rag tot the vernacular) is being built up. Some .participate. English songs have been translated, 3. Ofthe six,Aboriginalto into Gupapuyngu. - assistants- presently involvedi the' Story telling continues through to Ilse trilingual Program, one is tw ear secondWy pupils, these Cessions being trained and 'now a teFidbrary offir of taken .eitherby some Aborigine)- the CominOnWeelth Teaching Se ice,' teaching assistants or experts from the one tiaattenderVa short assiants' cominUnity being employed for this cpurse but is well experiended, an then purpose.. two have no fonnal training but Aboriginal dancing is taught from Infa,nt&to good, experience and competent .1 Secondary by community leaders in thit teaching, while the remaining two also field. wiftr no formal training have ierne.
0, /7 fr
experience and are useful teaching ", primers, supplementary readers and Assistants who showgood promise. other literature.t 4. In the bilingual areas in particular, 2. A large range of materials, from other assistance is given to Varying degrees schools has been produced by the as required.in general aspects of Department and supplied to us. More, teacher training, with special emphasis. are in the process of being produced, on teaching techniques, time tabling, planned for,future production.
prograriwntrig, some academic work as, needed, and techniques applicable to D: CortrUnity Involvement .1' thebilingualprtigramNo formal While, thereis , no specific community structured program is yet devised, bui,, involvement as such, the nature of- tile, ti,s matter is receiving close attention. bilingual *programis. conveyed to the This assistancii.given for a minimum community by the Aboriginal teachers of one hour daily each-etternoon, and themselves, froth visits by members of the incidentlythroughout the day as Aboriginal TownCouncil -andother required, and each Friday afterndon Aboriginal community leaders and parents. additionally for the Infants teachers Comment by the Principal at Town Council 'Often the daily sessions 'are longer--meetings and school Boardyectihiphas than theone hour. assisted. Good publicity' is given' by the DUring these aftemodnsessions, the local vernacular fortnightly newspapei program for the ,follpwing day will'be "Galiwinku Dhawumirri Djbrra" produced examined and discUssed. by the Adult EduCation Centre. Delightful and encouraging evidence of acclaim 5. "has During, the- above times indicated in been voted by Aboriginal visitors watching poipt'4, the positicin is frequently and the bilingual program. continuallyreversed,andwith -,. particular emphasis-on the vernacular E. Problems Encountered literacy, wherein the non - Aboriginal Point 'B 6' noted above is relevant here. We teacher becomes the pupil of the see this additional assistance overcoming Aboriginal teaching assistant. some of the pressure no revailing upon In these situations therb' is.' no real the few non - Aboriginal tea hers presently evidence of the non-Aboriginal teacher 'involved in this program. being the sole teacher, and' expert. ..When the program wastorMally introduced Rather lach section jlvorits ae a team at, the beginning of this ye Y therewas with each teacher and itssistaotc,l'eVidence of. sincere trepidation about a contributing the expertise In thei4Own- starting point and no real guidelines. tO they general progrartk, .Hoyiever *WI' only-someweeks into the bilingual teaching. for that Class.. programmuchofthissomewhat Thissection, could 'Abereadin unfounded fear wasovercome and' there conjunction with section '1' above. was genuine evidence of a solid program --:-.. and everyone' enthusiastically_ 6: . We see ':- ;fireneed . forthe- fecal and appointment Of Whit might_ be-tefmed completely involved.' our 'Senior Bilingual Supervisor'. This- I'..tri.teVerbacular literature prograin some would be a pectoreltirnila'r to a Senior icuBy is experienced in training the 4 intents Mistress position; pr poesihlyt_ riginal Workers:10 work withprecision . , one of the administrative duties of the , in correct veeacular Spelling,editino and -PrinSipat or Deputy. , ..colletintj in Wok production. Some ofthese ,C. '.114atsdais, ',points wage, and are toe lessenipg degree, . t evident in the actual verctecular-Classes. 1.teachipg aids, simple stories, tapes,. : F. Summary of Mightirghtsf: ; ,* pictures. and .simple, workboalw.ere . . produiiesdin the pre-schoof a-Ad-infants, :Through a naturally Uncertainbeqinning cleases birall the teachers concerned, has emerged a noticeable 'high morale- *IIstaff Abliitginial andnon-. among tie pupils. We believethis is evident' Aboriginalin the Adult Education , - through the new ability to read and write in .,07 .'Centre ere involved inproducirig the vernacular.It has beeri pei'sonally
. . .1 4,
4 50
exciting for all staff to see, and we feel bilingual program carrying out their duties likewise for the pupil to experience, marked with confidence not seen before, with their evidence of reading at an earlier stage rightful dignity emerging and with- the Gauging by past experience wherein first proper and growing awareness of their year Infant pupils on the average were only. singular value to their own Aboriginal able to read English in a few words, or at community - best short simple sentences, we now G. General Assessment ubservesimilarpupilsreading whole paragraphs and more, and with arrexc Notwithstandingthelackofobjective expression and interest notreadily f erly assessment or testing, material and being observed. mindful of some of the initial and continued administrative problems, sufficient positive We have noted 'a remarka advance in the issues have emerged and give future responsibility of the original teaching encouragement to state that the local assistant. After t e years experience in bilingualprogramisprogressing very schools for A iginal pupils I now observe successfully and indeed the future looks the Abo nal' teachers involved in the, very bright and exciting _/
16.Snake, Bay ScivrCol
'A. ,,THE PROGRAM'AS IT OPtRATES 5 Cultural Activities Possibly a-program based on Wide! 2 Will Tiwidance--each'class last commence in 1975) approximately one half hour liet week and is taken by Ms H. Cook); 2 The T 'of Program 'V. Aboriginal leaching Officer. On iwi oral work is carried out in all asses in. the primary school. Group Tiwi story as above is taken by Mr discussion,vocabularyenrichment . E Brook, Teaching Assistant. 4. , and stories are part of the program 1 , I 4 ° ,'English Work: STAFF DEVELOPMENT , /. .. / group sliscusSion,, story telling, No literacy classes for Abpriginals- creative written expression, have been arranged. Ne use of Breakthrough to Literacy 2. In 1973 11i1s Cook held weekly Tim . program (adapted) for Grade 3C fanguage daises in the evening. 'strong emphasis' on Phonics in, . .. , Grades 1 through 3, ..---' 3 Training and Numbers. in Training of use of Hay/Wing° rnethodS, . Aboriginal Staff .use of oolch Sight Vocabulade and ' a) ..Ms H. Cook, 2 ;Tears training, .,, Key Words to Literacy, - 1 , Aboriginal 'reaping Officer. . - use of Language DeVelOpment Kit b)M rE. Brook, assistant, no training but (SRA), ' -.' 'applying for a first year training Course
V at Batchelor in' 1975. s use of usterling,Post with reading . , t (just tiegun), and ; . ' Pre-School. n ,S * use Of, majry' reading. schemes, .:a)ft., A. Tipiloura, assistant, no tFajnihg.. 4, different.OciokS on same level to Broaden 'and reinforce vocabUlaiy. bp` Ms N Placid, assistant, no'training. 51
Ms Cook,can write in Tiwi based on Eng li Open Days, school concerts andother phonetics. She has done consider ork peripheral activities. Therewouldappear to with the linguist Or C. Os. e in Tiwi be, awareness amongst the commurilty of D. cpmmu the importance ot, the schoolas is shown INVOLVEMENT', both by the high attendance figures (90%) We had good responses to school and the interest shown by the parentsin ctivities from the community, for example school activities.
17.St. Therese's SchQol, Bathurst Island
A.A bilingual program began here in 1974 A. THE PROGRAM AS $T OPERATES e
1 Class Enrolment Teaches Prec 56 children 4 Teaching Officer ,. 1 NonAboriginal Teacher ti 2 Teaching Assistants :Kinderrten 20 children Teaching Officer
vt 1 Teaching Assistant kPart-timrion-Aboriginal Teacher Grade Ooe * 11 children '1 on-Aboriginal Teacher o 1/Teaching Assistant Grade T.v0,4) ' 29 childreii: 2 Teaching Asitstants Grade Three" 26 children 1 Teaching 'Assisiant- Grade Four, /16 children 1 Teaching Assistant 4. 3, Grade Fivel . 6 children - . Grade Six 9 children !1 Npn- Aboriginal Tea-Cher t1 Teaching Assistant' Grade Seven. ?O`Children 4( C ;PostPrimar9 1 & 2 t'" 14 children 1 Win-Aboriginal Teacher 1 TeaChing Altistant fr
,Tiwi dnd English are spoken in all classes. Pre-School Lessons are carriect-out in both languages: This point will be clarified later on. XII directions are giVenjh Tiwi.Forthe most part Tiwi is the language spoken 2. The Type of Prevent . by the teachers and children, except ..the- on-Aboriginafteacher -who All children receive lessons in oral Tiwi --speaks. in English and *coricluqt - as welt as lessons inibefiiown Tiwi Englisfitesions oultUrestories, songs and dances. 4 .. KIndrgagen These lessons commence with the Pit- School children fndsire given by Tiwi Thy work is carded on a, '86 teaching Assistants or "visitors," i.e. school.. . members of the Tithi tribe whb' are Grades i, 5;6, 7; and thild expertk iinrs partibuier part of their, culture. " Non- Aboriginal teachers c uct most of the. lisioni in Engl The jwi, 1. I teachingassistantsalso(eachin Literacy claSses have commenced (or English, but specialise in the Tiwi gime of the older Tim people and cillture subjects several Aboriginal teachers who will be Grades a, 3 & 4, r Actlyely involved in the litericy work in the school In these classes the class teachers are .- Tim All directions are given in Tiwi, 2 Literacy Classes' for Non-Aboriginal but such lessoni as Maths, Social Teachers . Studies. Grammar etc , are Conducted Nothing has been attempted in regard in English .to literacy classes for non-Aboriginal 3 Teaching English teachers Oral English lesionsare conducted in 3 Aboriginal Teachers' Training : eachclassevery dayThe non - Two 'of the teachers are Teaching Aboriginal teachers use only English Oificers. hto have had one year of when talking to the chiliten and for the training, four have done a six weeks most part, the Tiwi teachers conduct intensive course and four have hadno their lessons in they own language formal training. The phonics metkddofteaching 4. Assistance to Aboriginal Staff reading was re-introduced this year, as The non - Aboriginal staff assist the over the past two years the number of Aboriginal teachers witptheir planning teachers competent In the teaching of "Words in "C lour- has been reduced and programming of lesson( They The childrein the Infants school are also give them demonstration lessons. mastering th phonici and are making }resenting the various ways in which lessons may' be given. good progr 5 Assistance to Non-Aboriginal Staff Preparabon_lar the Coming Year In 1975 the initial introduction of the The Aboriginal staff assist the non- literacy program will commence in the Aboriginal staff by explaining their Kindergarten class. whilst the rest of custorris-2an important factorin a the school Will continue with their situation where there are definite tribal culturalroral program laws -regardingrelationship '' and behaviour. They also elaborate points, 5 Cultural Activities and translate points for the teacher Allclasses. attendtheirTiwi when e is having difficulty in getting 'dance/song lessons fOr halt an hour' throe to the class because of dhe each week_ These lessonsare lariguage barrier: . donductetbyga "visitor" a member of 6. Still Development the Tiwi tribe who is recognised by the other merithers as beirig an authority 1tis teen to be a matter of vital on this part of their culture importance that more girls undertake the formal -teacher training c Native craft is also taught to the senior rse girls by another Tiwi "visitor" Older' There is a major drawback hofvever, because -these people are strongly people, on occasions, take grbups attached to their island home and children out hunting and ,show them .1 apparentlt, the majorityhave not the _Me way to gather their native food v urge. to. goIurthrr of eld.- A lotogf encouragement is in this Oki. B. STAFF DEVELOPMENT . C MATER 1. Literacy Classes for Aboriginal 1. Of Materials Teachers Up, tothe present time the Tiwi -The c teachers provide their own language has not been a written teacht g Inds atweterft. language, therefore, no Tnviis literate 2'LOpiCklelp in Production in the Aboisginal language. as it-has IStorletave been reproduced ini only been a, spoken language.. -Eisglish. the local level. One Tnin has NI? '' ' rJJ 53
wntten an account of the tribal laws E. PROBLEMS ENCOUNTERED and customs anti their importance - . The lack of written material is the.major 3 problem, for this means that the program DePartmerit Productfoos' must start from scratch Nothing inkhe line of bilingual work for the Tiwi has been produced by the F. SUMMARY OF HIGHLIGHTS Department as yet The major highlights, are thesense of responsibility and initiative shown by the 4 Others who Help in Production Aboriginalteachers,notonlyinthe The introductory primer for the adults' teaching of their own cultural subjects, but and the primer for the Kindergarten (as a number of them are class teachers)in .class, is being printed by the linguist the teaching-of the other subjectson the attached the Sum'mer Institute of school curriculum Linguistics Another' highlight is the delight that the older people show when they see the 5 Future Production children doing their , tribal dancing and Piliners. workbooks. supplementary singing g had been a growing fear among readers and stories will have to be the older people that these thingswere produced over the next twelve months. dying out so they greatly appreciate the as the bilingual program gets off the work" that the school is doing topreserve ground thesi customs
tt G.A' GENERAL ASSESSMENT OF THE PROGRAM . 13". COMMUNITY INVOLVEMENT The cultural program has proved a great Members of the Department's bilingual success and has received -alotof brafichhavevisitedtheslaedand encouragement as indicated above. explainedVie programtothe' Town The older people seem to be impressed Council'. who have given their whole- with the bilingual program also. Vey insist hearted Support Mat the children be taught the "proper, TIT/1". The younger generation do n,ot share, The local linguist has been workingwith the the same enthusiasm .as they are caught older Tiwi people around thecamps and, between two cultures. The school is seen as has gained mast of her information from the vital link in the bridging df thegap them between these two cultures.
Yayayi,Schooi. 4
A bilingual program in Pintupi and English 1, Classes involved began in 1974. Two girls classes A. THE PROGRAM AS IT OPERATES Twe boys classes During the course ofthe two terms the One women's class program has been operating, there have Oni Aboriginal teacher'sclass seen manY.,,Changes Iwo thecontent and the organisation of the programAt this 2.-The type of Program stage, the program follows the following , program: .The Children's and women'sclasses are classes 'ininitial-, literacy in" the 54
Pintupilanguage.Theclassfor Running advahced literacy. and Aboriginal teachers aims to improve reading-fluencyclasses- for' their fluency in reading Pintupi. Aboriginal Teachers, (a) The role of the Aboriginal Teacher By obseivingtheAboriginal At this stage only two Aboriginal teachershandling literacy lessons, teachers are actively involved in the and reporting back to the non- literacy teaching program Aboriginalteachersothat improvements can be made to the One teacher prepare,all his teaching techhique, material d takes two classes daily He preparesallhis-charts,blackboard, By correcting Aboriginal teacher's materials etc The plans for the_lessons atones, before printing as post- were prepared in book form by the resident primer lnaterial, S I L linguistAt this stage, a' second Preparation of pre-reading Aboriginal %licher is assisting the- non- materials, Aboriginal tellEher with a literacy program Preparation of transitional reading for children's remedial literacy groups He materialt, and prepares some teaching aids `talksto childreninthe vernacular,listensto being readily available td give individuals read, and supervises reading assistance with prbblems in the games in small groups handling of-the reading adheme Other Aboriginal teachers are involved in 3 Teaching English the Ore-school, where they supervise play In the past thee appeared 'to be a ... -and give picture talks etc blockage preventing the children from' (b) The role of the Non-Aboriginal teacher speaking English. At PapunYa School. fits Tole is to develop an eduiation .children were liged to- speak in ,- program that is generally suitable for 'English as that was the medium of the community. He talks to individuals instruction and there was no- innate and groupi and reguParly regarding* desire to speak in that language. "- sCho01,andtries' to gauge their The task at Yayayi was first of all to reactronS to Our program overcome this obstacle and make the To develop the education program we useof .English acceptable. Hence have hadto, cover the following- Situations had to set up where English , a,spects. could be used and where no disparaging remarks would be made by a) .Provide a term's Course -on how to the listeneri'By having Pintupi as the reach literacy lessonsto the Aboriginal medium of instruction in the school' teachers. and by thus giving status to the b)Daily Prepare and give two literacy vernacular, English has,become more lessons and. in so. doing allow an acceptable. Children try very hard to Aboriginal teacher to assist, with the comrnunicatezwith the non - Aboriginal view of handing him the responsibility -teacher in Engrish.The.desire to learn of preparation and teaching thegroupS English is there, so that with a More as from the early weeks of Term 3, formal approach to the speaking of c)Teaching of spoken Englisk and English in the future, progress will be made. , d)Collection of materials for post-primer , . production There is no English reading program at this school due to the- lack of time. 7. (c) The Role of other People Involved The Linguists have assisted greatly in 4.Preparation for the deming Uri the running of the program 'in the A second ricfm-Aboriginal teacher Will. following ways. Commence work ht the beginning of The preparatiow 'ofprimer. third tbrrn. The plane for thitaterm and Workbooks,teacherguides, for 975 are as follows: a) supplementary readers and post-_ Continuation' pf children's literacy Anther material, '"program% -r 57 44 55
b)For this program to be entirely in the The Aboriginal teachers are the most. hands of Aboriginals. .- literate in theommurtity, however .c)To commence Ms' Pearce'sOral , they 'still have a great deal of trouble English program. with punctuation, and tend to stumble when reading. d).To test all chiren between. 5 and 9 on Fostig's Reading Readiness Test. 2 Training of Aboriginal Teachers e)Inconsultationwith -thelinguist, One teacher attended the six weeks introduce a pre-reading program to the teachers' training course at Batchelor., group that is ready for reading, The others received only on-the-jOb f)To introduce an English Reading traihingat Yayayi. Program. and 3 Assistance 'from .Abefiginai _Staff to 9)To train Aboriginal teacheri to instruct non-Aboriginal staff children in other subject areas. As various situations arise, Aboriginal 5 -Cultural Activities teachers advise on the decisions that would be most acceptable to the Many possibilities have been explored community but usually met with failure in. any 4. regular attempt at a program; Further Development fOieStaft Morning periods of story-telling and At this stage in the development of the Singing were attemptedThis was school and 4h@ ;community. the best training is on-site short-lived as most children would drift away frorfi the group The classes were held in neuttral area in the camp, but C. MATERIALS due perhaps to the large number of 1. One Aboridinalprocudes4hisaids children itilhe iroup.,apt Also to,,ib, :--- pnePetseitASa being day-time When the traditional makes word-building games and other story- telling time is night-bine this was activities. a failure The non - Aboriginal teacher, assisted Aboriginal teachers -have frequently by one Aboriginal, prepares reading, approached tribal elders about the aids for other groups. subject, but nothing has come of it The linguists prepared four primers . However. -at" irregular intervals some and 17 supplementary readeri, breakthroughs OCCUT such as when workbooks for all printers and teachers the school teachers approached the ' guide for primers. These were printed council and asked if they could teach by the Department. the boys to dance. As a result: a night-time corroboree The linguist has 'prepared post-primer ivas held and the .whole =immunity books and the non-Aboriginal teacher did the Art-work. entered into the spirit of the event and the boys learned a dance during a very extra copies each, of the. four successful evening However, it is not -primers and 4'supplernentary readers usual for boys to dance in public, have been duplicated. although traditionally the boys would , . Booityrirrier books with local irlitate dancing men in the bush. .11 in quantitiesmingig from 20 of twill° 50 of eabti. have beetproduCellocaffy. O. STAFF DEVELOPMENT 1. Literacy . Clas'ses Currently. two Aboriginal teachers ire forAboriginal collecting, Teachers recqrdingarid' writing dtories for'printing. "For two terms 'the Aboriginal teachers attendedliteracyclasses with "the 2. Malerialtiotodacest 1.o tally 'linguist until he decided theie was As mentioned aboire, "many ht),oei have little point in continuing formal classes: been produces', locally, but Mei Will not anirthat the teachers should develop beuseduntil. ate skills individually. sufficiently far adranced. .!
Hundreds of flash-cards and syllable In what way does the school aid the cards have been p[Oduced community/ Firstly. it is here to give sort of A Wide variety of word-games have program that the community wishes As been produced, the most popular of very difficdlt to find out the community's which are games based on snakes and feeling. it is necessary to*try something Ind; ladders, Bingo and pelmanisms, then gauge theresponseThe non- Aboriginal teacher was theek,clone day to A dozen or so simple books have been made -one copy of each are in our have a pareht comment-that Yayayi school library was good When asked why that was, the response was that the boys "play plenty of Collections of photographs have been football" mounted in books All the usual reading materials of Key- In a small community like this (200 people) words cbarts and drill charts are made the non-Aboriginal -teacher has a strong whenever the need arises association with the group ,His duties are far-ranging beyond the call of a normal 3 Materials Printed by the Department school 4 Primers No-one is ever refused ,entrance into the 17 supplementary reapers school caravan and many men (not women) 1 Teachers Hand Book stroll in to see what is happening and to 4 Work Bo9ks view the pictures on the wall When the weather is suitable (90% at the time) there 4 Post-prirper books- are groups of children working outside. on 4 Currently Awaiting Printing view to the closer dwellings and to people sitting and working nearby It gratifies all Teachers Guide?. 3, 4. (Printed. since the people that -there ts rower any physical ceceipt of report) pLinishment-as this seems to have been the Two post-primer books great deterrent at Papunya School At Yayainearly completeone post- primer readkr and a collection of A School Council is redundaht here as songs there is a hierarchy of men who are able to advise and assist at any time: Probable Producfipn-1975 Any irregularity' in the school program. The pre-reading booklet will be initially such asvisit of a few children to Papunya, typed After experimental use it will be is always mentioned to the individuals of sent to the Departmentior printing the Village Council When the linguist finds time, she will commence work, on the transitional fnaterialthis will be forwarded to-the Department in dose to 12 months Ville E. PROBLEMS ENCOUNTERED, it is hoped that a slow stream of post- The biggest problem facedisthat of primer material will be sent to the 'irregular attendance at literacy classes Department for Printing where there must be a continuing program. The greatest cause of that is the close proximity (25 miles) of Yayayito Papunya. D. COMMUNITY INVOLVEMENT At the start of the year a large group (maybe 15) children started attending school, only The biggest ploblem faced here is.that to leave after a month and return in . though the Community asked-for a school alternateweeks After'Manyweeks, .:atirre atYayayi. people-are inclined toigive irivolving discussions of our probleni with verylittle_ helpItis one of the non- thre Council, that group of boys non /resides ,AponClmal teacheri strongest conce7ns -tpermanently at Papunya thatttteschoolisheretoaidthe community Before the comrnuruty can be The other', group of p9or attenders who involved in the school. the school must regularly have days offare gradually beconIe invOlved in the community starting to attend regularly
59 Another problem has beenthe size of the F. SUMMARY OF HIGHLIGHTS school i.e 60:70 c..hrldren and S Aboriginal 1. teachers, who should betrained ana The willingness of childrento accept the use of Enihsh, supervised by one non-Aboriginal.Initially /this was attempted, dividing theday into 2.The loyalty of the Aboriginalteachers half hour or one hour periodsBut such was to the school the complexity of theprogram and the inexperience of the teachers, this timetable G. ASSES ENT OF PROGRAM has dropped Out With thecommencement of a second non-Aboriginalteacher, this There is a s ggered schoolday which problem will be eased means that tea hers stay on duty forlong periods, but chi The problem remains of r end only for short the lack of periods, This ns that children retain equipment to make books e g type- writer their enthusiasm and hence /andduplicator, their capacity butthisshouldbe for learning. The school has overcome in the next 24 months settled into a routine that seems to be working. Very few Aboriginal. men havethe authority There are two area that mustbe improved. to force children to obeythem, e g it an That is the range of subjects Aboriginal teacher being taught is supervising'a group, must be increased, -and secondly, and the children are disinterested.theydrift the number of teachers with older boysmust be away and miss later parts of theprogram increased.
19.Yin*ala-c.1-oot
A bilingual program beganin 1974.
A.THE PROGRAM AS ITOPERATES
1. Classes involved in the BilingualProgram Language Gumatj. Pie-School Morning Group23 Afternoon Groups 17 'Infants 1 The numbers on roll variedbetween 12 and 16 children
Literacy Classes Boys Girls, Pose Primary 1 Post Primary 2 11 9 Post Printery 3 6 '7 -11 6 Midtigrqde (the Groupwho should attend.Ohupurna, College 1976) 1 6 -
Attendances throughoursoPool have been 2 Type of Program very poor. However at theend of setond term they began to shoWa marked Thi program in thebilingual sectioriis improvement. Irregular attendance has based on initial titanic% ih Gumatj created problems with alLprograms. followed by, literacy in English. The millti-grade, children have shown a)Rote of the-Aboriginal Totpchof :i-eonsiderable interest and'in elevtn weeks DundiwuyMuouriggurrthe dais Itive progressed extremely well. ThePost teacherin[Wantsihas the Priitsary Children in many cases seem not . tresponsibility of the childrenand the to be.mtereSted in the literacy program., . day lo day management of the clew.:
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She provides a link between children The half hoUr may be better spread and the community and also the non-_ ..through the day in ten minute blocks Aboriginal teacher and the community rather than in one period which is too and participates in the planning and tiring for the younger children. . pcepaxationof the program. 4. Preparation for the Coming Yew b)Rots tif the Non-Aboriginal Teacher The Infants 1 Bilingual program will be This teacher has respousibilities in extended into Infants 2 during 1975, It these fields' is hoped that some of the senior primary classes may begin to attend Teaching of oral English literacy,slasses also, so that gradually Developingandevaluationof all children in the school may become program, literate in their own language. ,,Training of Aboriginal Teacher in 5. Cultural Activities professional skills, and The Aboriginal elders have initiated an With the linguist in planning and Ab riginal Studies program production of literature lhrpughout the school. This means that eadh child has one day of the school e)Role of linguist week devoted to learning the ways of hit own people. The subjects covered An invaluable person in th ogram, includelanguage,stories,making Miss Ross trains teachersinthe :tongse.g.string, 'baskets, spears Gudschinsky methodoft aching tc., song and danbe and hunting. The reading, plans and supervises ks twam was begun during Term2 and for the literacy program and tins as been planned and carried out bys- Aboriginal teachers in the reading a d/ Aboriginal instructorsappointed by wntmg of their own languagcShe Igen the clan leaders. able resource person to refer to. in the search for mathematical and other The program, though it has had_a_few.' terms. ups and downs, must be regarded as-a .-_- successful project and has provided d)Bole of Adult Educator unique opportunitiesforthe Miss Field does all the teach in ,of the following:- Multi-grade and Post Primary hildren to record on cassette tape stories in the literacy program. This a task told to the children, that should be taken over by Arig inal the non-Aboriginal teachers can teachers as soon as possible, but this getto khow older Aboriginal development may take quite some peopleandobserve how the time. Aboriginal culture is taught.
3 Teaching of English to observe children in theii natural environment and to appreciate i)Pre-Sthool theirindependenceinthis The teaching of Englishas/incidental environment, and while Guluma Maymurru as teaching, to see when and how the various Moviever since her depa ure the non- types of hunting are carried out Aboriginal Teacher is doing much and so include this knowledge in more of the work and hence much programs within the classroom. more English is being used. ii) Infants 1 B. STAFF DEVELOPMENTS One half hour daily of formal teaching of Oral English is done along the lines 1 LiteracyclassesforAboriginal/ developed in the new Oral English Teachers Syllabus 1974. This has not been Both Aboriginal teachers involved' in entirelysuccessful.Thepoor the bilingual program (i!e. Pre-school attendance patterns have contributed indInfants1)hale achieved a t- to the difficulties. satisfactorylevelofliteracyskills. 59
However these levels may prove Non-Aborjiiinal, teachersipalso need inadequate as the program progresses h elp in such !. areas as T.E.S.1., wand through the school. All the Aboriginal stouldbe given time during the day for teachers in training at Batchelor at v.vernacular lariguagVeerning; present have literacy skills but not all others working atthe school are Once a schenl has initrated literate in Gumatj p am we feel that ALL Aboriginal ars working in the school should /I 2 Literacy classes for non-Aboriginal attend literacy deny. -Teachers - 7 Ten classes in Gumatj were held at the C.14441(ERIALS 1 / / beginning of the year for new teachers 125/tores for Crassrodm the / / to Yirrkala. During second terma second series was ,held and four / is Tweny-eight books e, , teachers participated in the program A sell es o simpleplce bookstor
the book corner, an , 3 Numbersof Aboriginal Teachers with training and nvmbers ,..geveral stones are at prese4t being in Trainigg . takenAtoff the ofisaette 'tapes acrd . ildier these will be prepared for MUI4UNGGURR productiyrt trained , Reeding- 4. Deturru YUNUPINGU ) in training A set of 5 primers' had been Djalinda YUNUPINGU ) of ,i Djamlayang YUN prepared to the Commencement of GU ) 13.vtielor 4 i '/ . the program: - 4 Type of Assis to Aifiriginal Prepared, ocilly . - ..1 Te'achers_by.Nrat, -3telimineryReaderswith h This is iarOly in't`he field of preparation . upplernentary'feade to and planning of programs and some accompany, each reader, also sets deeper study into the education I of 4pre-reading aids, and reading theoryunderlying The Van geMes both individual andgroups, activities. As the Aboriginal teachers 'and %3' . are often working on a program that Stories produced byPottIlrimifY involvescintinual classteaching children arefedbackas rather then the teaching of an isolated supplementary. 4naterial for small subtect they tended to do-as Teaching children. , Assistants. they do heedsome help what couldbe called c ssroom Printed In oinvIn,. management. Supplementaryreadersto - *ottpanyeach lesson in the first 5. Tye of Assistance given to Non-;'' 2 Primers. . Abdrigisal Teachers by Aboriginal Teachers .Wciiiiook 1, and The Aboriginal Teachers t: their Work sheets for Primer 1. 1`;-:? 4 .greitest help to the non- rignial pDirectionsNext Year teachers as they explain th intricacies f/aReading i, more ofAboriginal supplementary culture nd social / material required for reading scheme,. relationships and help t in the learning of the Aboriginal.langrge. 2.We will begin to prepare materials for the change ovetoliteracy in English, 6. Areas of Need for Furth4 Stiff 3.Muchmore work Will be done in the Devefognien4 and/or Training- recording in written form of the stories' Aboriginal, teachers. need to attend colledted on tapes, and ` short in-service courses to increase 4. We 'will begin to prepare stories that their teaching skills. Areas such as will lead into social studies and simple questioning and concept l b lding need science progranis Infants 2, particular attention. e.g. books about anima , h etc., that 62 60
,children are familiar with. They will problems associated with this type of include details of life cycle, habitat etc , program the adVantages far outweigh and will be use* as either stonekt any difficulties. read tosynall children or to be read y older children at a later stage. 2. The deveropment ofa' newspaper. "Yutuna Dhawu" which we hope will be a weekly production and continue to D. COMCIUNITY INVOLVEME givetheliterate members ofthe Ifeel we need to do more n this area. community practice. at their reading During the second termhen the older skills. This is written and produced by Aboriginals cameto he schoolfor °Mime Mununggurr, one of the Aboriginal Studies we eased our visits to literature production workers, and is the camp However, we have recommended quite, an achievement in this field these in thirdtern). asitgives us the opportunity to talk to people and for them 3. An adult literacy program which was to see the sort of books that the children requested by some of the mothers has use. Since the Regional Bilingual Seminar .begun in the evenings. Six mothers in BatChelor the Abonginat teacher is more attendedandwe' hopethiswill aware of the aims of these visits and is continue to be part of the program. therefore able to explain the purpose of the bilingual program to the people. However 4. The success of the Aboriginal Teacher there 911 seems to be a very latge gap' involved in the program has been one between the community and the school, of the most worthwhile aspects of the which isin many Areas regarded with .Bilingdal Program. She has continued suspicionasa Purelynon-Aboriginal to display a sense of responsibility to institution. the children throughout the year and ,whenshe has completed her third year Of training will have achieved a high E.PROBLEMS ENCOUNTERED degree of competenCe. , (a) Poor attendance particularly dunng 2nd term has presented the most 5. The outstanding work of the literature seriousproplerh notonlytothe production section (in which we must bilingual program but to the whole include the illustrations done by the school It seems to point to the fact that Aboriginal teacher) has proU(ded an programs, no matter how great their excellentbasis on which to build for the appeal will now draw all the children to future. school. Itseems we have to aimfora G. GENERAL ASSESSMENT community acceptance and desire for'. education sp the community takes the The continuation of our literacy (in native responsibility for childrens attendave tongue) for the Post Primaries, and the at school introduction of the Aboriginal Culture (b) The reading program, at Yirrkala had Studies as an integral part or the school program and Curticulum are contributing already been well tested by adults and .1; Post. Primary children so that it only factors in the success of the Bilingual needed adaptation for the younger Program. Another step which will help bring the parents and the community closer 'children.We foundthatbefore to the life °title school is the initiation of a beginningtheprimers a sight vocabulary,thatincludes the key community newspaper in Gurnatf anti Words and the sight words in the early produced, almoit entirely by the Aboriginal primer lessons, is essential member of the Bilingual Team. The success -4 of the Program no doubt stems from the S. hard labour, understanding the enthusiasm F. SUMMARY HIGHLIGHTS of ?yr leader Mrs. Beth Graham. 1. For the whole school the Aboriginal The only critical comment ventured, arid it --Studies program has been a real break is made for constructive purposes, is that through, and thdugh there are some3our "beam of Teaching Assistants are not , . 61
adequately prepared here on campus to 3. Proficiency in certain subject areal meet the demands of a growing bilingual where they feel competent. program- I believe the entire AborilgInal Teaching staff will need careful atten4qn If this As consistent and worthWhile'the new three fields. rrarbely- "hazard" of having our best Aboriginat .t tetrcharsthoseh and semi to outstationswill The reading and writing of their own nb loncor present itself a threat, but drill, language. on the:contrarY, provide the outstations 2 with teachers that are knowledgeableas The elements of pedagogy; and well as trained in'Classroom Technique 4
.L/ 20.Yuendumu School
A bilingual tdprarri was commencedin Greater 19740 ,confidenceinand:- enjoyment of reading,\\ A. THE \PROGRAM AS IT OPERATES . A much better knowledge of oral English, and \ 1. Class etc., \ 'Better English transitional Itants 1 _ .full lime in the Warlpin materials available. language( Senior School Infanti2 & 3 (2classes) h1/2 hours per day in Warlpin, Grad 5/6 boys and girls, and Marnial Trafning cyoing -men have Warlpin Grade 5/6 literacy 1/2 ho,iir per day and, literacy classes daily in addition to the English, program. /= - Post Primary literacy 1/2 hourper (a) The Role of the Aboriginal teacher day There is a one-year traineAbopearnal " .2.The type of Program teacher in,lnfants ThWith assistance of Pre- School a European supervisor, she has full responsibilityfor , preparing and The Aboriginal teacher- (untrain4) teaching a daily program. takespre-writing,pre-number and languagegroupseachdaywith (b) The Role of the non-Aboriginal European teacher. Instructionis in teacher . Warlpin Infants 'I: To assist daily with lesson infants 1 preparation,' both with ideasand doing part of the work. lig. making charts.) Initial literacy in Wartpiri. To help the Aboriginal teacher to Infants 2 ac1,3 un erstand and follow a guided During 1974 these classes did some seq ence of work in each subject, literacy inEnglish, without much To assistinorganization and success, and switched right back to sometimes teachlag groups, Warlpin Literacy. They shouldnow.. become 'literateinWarlpiri before To supervise les so n sas necessary, starting again on English literacy. assess progress, and advise on follow up, and We hope that' by the time they switch back to English, they will have To help the Aboriginal teacher to understand her role within the A better ids of what reading is, framework of the school. 64 .r t ,,,
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(c) The Role of Oiler peciple . -sChoOl in-the-bush is planned fdr the TWIG non-A-boriginal, work part-tim,e whole school in Term 3. -on the production of materials for the Walpiri literacy prosgam, and lessons B. AFF DEVELOPMiNT fornen-Aboriginars olearnthe one of*.the Aboriginal staff ,rs.full; .languageThe Infants 1 teacher- literate in hrs,own fangOage Tpat // supervisor has daily sessions with although their literacy 'ability ranges Aboriginalteachers and Teaching- from nil..t0 the one or two who ,can- -assistritsdiussing laboriously read-ancior.ite.most things 'clues,`and demonstrating they'wt,to;triere is-nobody at aft on r improving the Aboriginal's o racy the hole staff. who can easily arid: skillsOne of the pr. insis the cid)/ write.or lead any-thi,ng they instability of the s that senn- ant to trained people ei Ave or go off to courses, and people ciitne*in wh Altogether, spuring 1973 and 1974, o are not lite e themselves'. 'ero have-been about 10 weeks only of In a bon to teachers and tea sing ,regular literacy classes in LwO benods during SePtember, 197a and June-July I - as tants, there ke two casual hi racy workers, and we hope to more 1974. An intensive course of literacy for teachets and literacy workers is now, comnfenc ng Out Of those ,attendi9g, TeachingEliglish onlyc twohave been to previous rife Infants 2 teach tohes Oral lessons' English irrbtith Innts 1 her teaches' There are no literacy clas- for non- other classes the class to Aboriginal teachers There a'a few Oral English yran_Lyrtch, .,., visited ;recentlyand -Wye teachers whb-have a fair knOkectge of , the Orthography; but Until !they can or Oral. English , demonstrations speak the language confidently, they lessonsusing.khirenas ..group - 'cannot becomefully li ate. leaders for the prUcce, arid theie Will , _ be a ftill Oral Engli worksholiduring A .tanuade-teachin course for Term 3 conducte y Ms Libbi Pearce. .1 . Europeans was set-up in July, 1974 by Readingin nglish istaught Mr. Brian Kirke of the' Institute lot (*- rouout therimary classes. Grade, Aboriginal Development Alice 5/6 and Manu Trai are the:Only Springs with Iheedvioef Professor classes thata oth English,. and Hale,usintythe schoollanguage Warlpiri ria - Wien english' laboratory. .A non - Aboriginal teacher lessons with a basic knowledge of the language Preparati fol the coming year is in charge of conducting short daily/ . lessoni which are* attended by rthe o have ail Infant olisies on a- We hope teachers and nursing staff. modifi I bilingual,program No . , ,, 'Primerisyep.available. We are - 3. Abori§irral teachers with`trate ng attemptingtoproduce a "Picture , . ,,., DictiOnarr for professional printing. Therearetwo/One-yeartrained The literacy team is makinggamesand AbOriginal teachers. One is teaching other aids as well as produting, small full time in Infants* 1, the Other is. -booklets on thervariousrsyllables. t os- working-on the literacy, prOg O m an teaching some literacy classes. 5. Cs ltuist ActOrtiet . . There is no. corrSisteneprogram of One experienced TeactungAsaistt is,t, cultural activities frith- school. Infants currently completing her first y ar of clatses ha4e regular essons to extend .teaches tramingat Batchelor. their Warlpiri-vo ulary (as long as suitableT gAssistantsare Two untrained Teaching As stants are' available). rt from that there is the = currently doingirweeks' arse at the occasion uting in the bush, anti, ;School of Australian Li'-. 'mhos. '
4 1, !r, 65 63 - 4 Assistant/Training for. Aboriginal C.MATERIALS. Teachers All people involved in ,the Bilingual Thpre are daily training sessio with program in the Infants, Prima ,y and the Aboriginal teaching/literac ° staff Post Primary,. are also involvedin These must of necessity conetrate producing teachinb, aids on improving literacy skills, but me work has also been done on teac ng Material's produced locally donsi§tof techniquei,suchas how to se a A 'Primer'outlinedevised by _flashcards in a variety of ways, other Professor 1-tale during his brief games to play, teaching listening skills, visit ',This outline is a valuable. andhowtoprepireeffbctive' guide to 'material which' is to be worksheets f. introduced for initial literacy, b Incidentaltrainrrig is given as trained Teaching games and aids, suchas teachers help- untranieo teachers to flashcards, Bingo games, 'memory prepare daily lessons and matching games, c'A few little handmade books There iSno formal assistance or drilling specific syllables, wordsor training given to non-Ab.priginal staff suffixes, and d,A Varlpin version of -the Pacific Need for further staff developinent series book "In the Village", fhe Warlpin wordi replaCing English (4) Aboriginal 3 We have no prinfed,matenals at all' One year trained teachers need a second and third year Of training to become independent teachers, D. COMMUNITY INVOLVEMENT. There appears to bea tremendous bap This is a need two more trained between the school and the. community teachers, especially since the introduction .ofthe policy of "self determination" A' continuous Ther'entittle7 I teracytraining or no spontanepus interest in theprogram Program is needed, first for those If people are asked to help then itis usually who will teach literacy, and then giver( freely but possibly only becaUse for tne wider adtilt community, and there is some reward offered Apartfromthe two receiving IONfiguistic.training, we need F SUMMARY OF HIGHLIGHTS AbOriginals with basic training for A good start has been madein bilingual such tasks ascollecting, tape- education considering that almost all (gibe recording and transcribing stories, 9 community were not literatein their own creating supplementary materials, language Credit for this good startmust be proof-reading materials, being giventoallthe Aboriginal and non- produced, etc - Abordipalteachers involved in the program. (1' (b) Non-Aboriginal Almostail fthe Aboriginal teachers involved hay 1 We areindiren edof an nefitted from their year's (experienced) lingu 'stationed at ;$,Lork gal g 'abetteisenseof ,i Yuendumu; r;esponsibil y, a betterapproach,tOt.' teaching and a more mature(Professional Full -toe K ngual outlook , t I Program/Literac rdinator is ., needed, and 4., PROBLEMS ENCOUNTERED .. 3 All non-Aboriginal teachers-need 1.. Abysmal lack of (raining all rolin4d, Mall sometraining in:Australian aspects of thetfrogram, especially in Linguistics and Aboriginal h w.to teach tiegetnIng literacy; fnthropolOgy 2. stabi)ty of sta f,, J. / ,i...,,. alt ;r- 6 6 -
. 3`Insufficient staff, bdth Aboriginal and advantage oflanguage-learning non-Aborigthal, opportunities: Coupled with the fact that the language-learning program is. 4 Division of school staffthose for and against the Bilingual Programthose not yet geared to cope with.individual involved and Those not involved, differences, and 5. Unwillingness of some staff to take' Apparent apathy in the community.
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