| Description |
1 online resource |
| Series |
Nota bene Bilingualism and intercultural dialog ; v. 2
|
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Nota bene Bilingualism and intercultural dialog ; v. 2
|
| Bibliography |
Includes bibliographical references. |
| Contents |
Intro -- Acknowledgments -- List of Tables -- List of Figures -- List of Abbreviations -- Preface -- Chapter I Introduction -- 1. Background and Relevance -- 2. Approach and Objectives -- 3. Structure of the Book -- Chapter II Foundations of Multicultural Classrooms -- 1. Language and Multilingualism -- 2. Culture and Multiculturalism -- 3. Teaching and Learning in Multicultural Classrooms -- 3.1 Perspectives on Diversity in Education -- 3.2 Implementing Bilingual and Bicultural Approaches -- 3.2.1 Two-Way Education -- 3.2.2 Immersion Education -- 3.3 Education Policies -- Chapter III Languages and Cultures in Australia -- 1. Multilingualism and Multiculturalism -- 2. The Multicultural Australian Classroom -- 3. Indigenous Australia -- 3.1 The Bilingual Context -- 3.1.1 The Significance of Indigenous Languages -- 3.1.2 The Significance of the English Language -- 3.2 The Bicultural Context -- Chapter IV First Nations Education in Australia -- 1. A History of First Nations Education -- 2. Foundations of Indigenous Teaching and Learning -- 2.1 Relationships -- 2.2 Storytelling and Yarning -- 2.3 The Concept of Shame -- 3. Proposed Frameworks and Pedagogies -- 3.1 Eight Ways of Aboriginal Learning -- 3.2 Culturally Nourishing Pedagogy -- 3.3 Culturally Responsive Pedagogy -- 4. Adopted Approaches in Australian Schools -- 4.1 Two-way Schooling -- 4.1.1 Two-way Bidialectal Education -- 4.1.2 Worawa Aboriginal College -- 4.2 The Stronger Smarter Approach -- 5. Challenges in Indigenous Australian Education -- Chapter V Research Study -- 1. Current Research Directions -- 2. Objectives and Design of the Study -- 2.1 Procedure -- 2.1.1 Constructing the Interview Form -- 2.1.2 Transcribing the Interview Data -- 2.1.3 Coding the Transcripts -- 2.2 Sample -- 3. Findings -- 3.1 The Role of Indigenous Languages -- 3.1.1 Pride vs. Embarrassment. |
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3.1.2 Recognition of Linguistic Heritage -- 3.1.3 Orality of Indigenous Languages -- 3.1.4 Code-switching -- 3.1.5 Language Concepts and Worldview -- 3.2 The Role of Indigenous Cultures -- 3.2.1 Pride in Culture -- 3.2.2 Relationship Building -- 3.2.3 Family and Community Involvement -- 3.2.4 Home Values and Worldview -- 3.2.5 Cultural Concepts and Learning Styles -- 3.3 Frequency Analyses of Language and Culture Categories -- 3.4 Challenges in Indigenous Education -- 3.4.1 Historical Burden -- 3.4.2 Culture-related Differences -- 3.4.3 Lack of Awareness and Recognition -- 3.4.4 Systemic Shortcomings in Education -- 3.4.5 Lack or Stereotypical Inclusion of Culture -- 3.4.6 Socio-economic and Health Parameters -- 3.5 Frequency Analyses of Challenge Categories -- 3.6 Incorporating Indigenous Perspectives -- 3.6.1 The Importance of Incorporating Indigenous Language and Culture -- 3.6.2 Strategies for Incorporating First Nations Perspectives -- 3.6.3 Analysis of the Honey Ant Readers Textbooks -- 4. Summary and Discussion of Findings -- 4.1 Summary of Findings -- 4.2 Discussion of Findings -- 5. Implications for Teaching Practice -- Chapter VI Conclusion and Outlook -- Bibliography -- Appendix: Interview Form. |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Subject |
Multicultural education -- Australia.
|
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Indigenous peoples -- Australia.
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Indigenous peoples |
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Multicultural education |
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Australia https://id.oclc.org/worldcat/entity/E39QbtfRv8PPH7gCqhkJ8DK8bM |
| ISBN |
9783838275871 (electronic bk.) |
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383827587X (electronic bk.) |
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