Two-Way bidialectal education

1. Two-Way bidialectal education Facilitator A Facilitator B Location Date

2. Workshop objectives The objectives of this workshop include understanding: • what Two-Way bidialectal education is • the importance of recognising and valuing the learner’s home language or dialect • how to set up and work successfully as a Two-Way Team

3. Activity Please turn to your neighbour and discuss your understanding of the following words: • pidgin • creole • Kriol • Aboriginal English • dialect • standard language • Standard Australian English

4. It’s ALL English! They are ALL dialects! ‘Language is a dialect with an army.’ Weinreich, 1945 ‘Dialects are not good or bad, nice or nasty, right or wrong – they are just different from one another.’ Trudgill, P. and Hannah, J. (1994). International English: A Guide to Varieties of Standard English. Third ed. London: Edward Arnold. Language and dialect

5. Development of dialects in Australia

6. Summary: Dialects • We all speak a dialect • Aboriginal English and Standard Australian English are both dialects of English

7. Activity Language variation

8. Aboriginal English • English spoken by Aboriginal people throughout Australia • Distinctive features of accent, grammar, words, meanings, use of language and interpretations; features show continuity with traditional Aboriginal languages • Powerful vehicle for the expression of Aboriginal identity and cultural maintenance

9. Activity Moving from one dialect to two dialects The learning of an additional dialect (Standard Australian English) is significantly enhanced when learners are able to use their first dialect (Aboriginal English) in that process.

10. Moving from one dialect to two dialects • Discuss: • the bias toward Standard Australian English speakers in existing educational materials • the subsequent exclusion that hinders involvement.

11. What does ‘bidialectal’ mean? • being equally skilled in two dialects • being competent in using either dialect: • at the right time • in the right place

12. Activity Learning an additional language or dialect is different from learning a first language or dialect

13. Difference versus deficit

14. Two-Way bidialectal education • Traditional Anglo-Australian educational model: knowledge is passed from non-Aboriginal educator to Aboriginal learner • Two-Way bidialectal education model: Aboriginal learners and educators’ prior knowledge and skills are recognised in the learning/work environment. It provides opportunities for Two-Way learning and sharing of knowledge Moving knowledge and understanding in two directions

15. Activity

16. What is a Two-Way Team?

17. Activity Please turn to your neighbour and brainstorm the following questions. What does a Two-Way Team do: • when facilitating workshops and providing advice to other trainers and educators? • when working with learners?

18. Protocols for setting up a Two-Way Team • Being part of a Two-Way Team is voluntary • A Two-Way Team member needs to have the desire to make a difference • Both members of a newly-formed Two-Way Team need to be open minded and tolerant of cultural difference

19. Activity Setting up a Two-Way Team

20. Successful Two-Way Teams What makes a successful Two-Way Team? • discussing protocols • investing time in learning about each other • building relationships • recognising that both members are experiencing biculturalism and bidialectalism • keeping journals

21. The ABC of Two-Way bidialectal education • A – Acceptance of Aboriginal English • B – Bridging to Standard Australian English and • C – Cultivating Aboriginal ways of approaching experience and knowledge As simple as ‘ABC’!

22. Summarising and reflecting In pairs, discuss the following questions: • What main points will you take from this workshop? • How will you apply your new understandings at your education/training site?

23. Workshop evaluation Please let us know your thoughts about the workshop.