- Al-Falasi Theatre, CAIS, Building 127, Ellery Crescent, ANU
- Wednesday 3 September 2014, 4.15 – 5.15 pm
ABSTRACT
At so many levels, schooling in Australia could benefit from linguistically informed advice, particularly where education is delivered in linguistically complex contexts. The question is whether linguists are prepared for the nature of the very particular “site” of schools which have their own culture, knowledge sets and practices. In this presentation, the school domain is viewed through the lens of the linguist to draw out the existing tensions. Specific reference is made to language in education policy, language ecologies and school data, and the role of language in teaching and assessment in the context of Aboriginal and Torres Strait Islander education. The ramifications for linguists and for teachers/administrators are shown to be manifold, with deep and respectful engagement on the part of linguists being the recommended way forward.
At so many levels, schooling in Australia could benefit from linguistically informed advice, particularly where education is delivered in linguistically complex contexts. The question is whether linguists are prepared for the nature of the very particular “site” of schools which have their own culture, knowledge sets and practices. In this presentation, the school domain is viewed through the lens of the linguist to draw out the existing tensions. Specific reference is made to language in education policy, language ecologies and school data, and the role of language in teaching and assessment in the context of Aboriginal and Torres Strait Islander education. The ramifications for linguists and for teachers/administrators are shown to be manifold, with deep and respectful engagement on the part of linguists being the recommended way forward.
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