[RNLD] NT First Four Hours in English policy reversed

[Margaret Florey]

Dear RNLDers,



Yesterday, in a blog post on Crikey Ngurrju!Manymak! Pupuni! NT drops First
Four Hours in English
policy<http://blogs.crikey.com.au/fullysic/2012/07/11/ngurrju-manymak-pupuni-nt-drops-first-four-hours-in-english-policy/%3E>,
Greg Dickson broke the news that the NT Department of Education and
Training has finally reversed its policy of Compulsory Teaching in English
for the First Four Hours of Each School Day.



Communities, linguists and educators have lobbied long and hard for more
than three years for the reversal of this retrogressive and damaging
policy. Greg Dickson, Piers Kelly, Jane Simpson and other linguist
commentators have written on numerous occasions about this topic on Crikey
(e.g. 4/5/12, 4/11/10) and the Endangered Languages and
Cultures<http://www.paradisec.org.au/blog/>Blog (e.g. 2/11/12,
31/8/11).
AuSIL <http://www.ausil.org.au/node/3741> wrote many letters and media
releases, held public forums, and produced the "Indigenous Languages in
Education: What the Research Actually Shows" booklet. Opposition to the
policy was a strong theme in submissions to the House of Representatives
Inquiry into languagelearning in Indigenous
communities<http://www.aph.gov.au/Parliamentary_Business/Committees/House_of_Representatives_Committees?url=atsia/languages/index.htm>
.



In place of the 4 hours policy, NT Ed has released a Framework for Learning
English as an Additional
Language<http://www.det.nt.gov.au/about-us/policies/documents/schools/framework-for-learning-english-as-an-additional-language>.
The second policy point is entitled "Home/local languages are valued". It
notes that "Programs designed to deliver English literacy outcomes are
inclusive of the student’s home/local language and culture as agreed with
parents and communities. Home/local languages can and should be used where
appropriate to support the learning and acquisition of concepts. There will
be times, particularly in the early years, when it may be better to
introduce concepts using the home/local language. This is good teaching
practice and is to be encouraged. This is the Department’s approach for
English as an additional language learning and one that is used across
Australia and internationally."



Point V continues "Some communities will identify a desire to have their
children learn to read and write in their home/local language as well as
read and write in English. The Department of Education and Training values
home languages and culture and will support communities in this endeavor
through the use of school facilities after hours for cultural and language
activities and within the curriculum through language and culture programs."



The Guidelines documents offers the advice that "Learning English as an
additional language is complex and multifaceted as different first
languages may present different challenges for teaching. The complexity of
the EAL process means that schools must choose instructional approaches
appropriate to the linguistic and cultural backgrounds of the learners."
Further, "Instructional programs must promote positive and accurate
representations of children’s (and families’) first language and cultural
heritage".



These points must offer encouragement to NT communities who have keenly
felt the destruction of language programs in their schools, and the
concomitant impact of the detrimental 4 hours policy on school attendance
and wellbeing within the community.



Congratulations to all who have fought so hard for this outcome! Much work
now lies ahead to rebuild programs and we wish strength to al through the
coming months.


kind regards,

Margaret

-- 
Dr Margaret Florey
Co-Director and Senior Linguist
Resource Network for Linguistic Diversity

ph: +61 0488 086 031 (office)
skype: RNLDorg
Suite 1107, 530 Little Collins Street
Melbourne, Victoria 3000

www.rnld.org
ABN 24 215 634 040
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