Student-educator Tandem in the Pedagogy of Endangered Languages in Australia
The aim of this paper is to propose a practical solution to one of Australia's biggest educational challenges: the absence of many Indigenous languages from school. Research on bi- and multilingual education in the 21st century and considerations on intercultural communication constitute starti...
Shranjeno v:
| izdano v: | URI:https://journals.openedition.org/apliut, |
|---|---|
| Glavni avtor: | |
| Format: | Article ou chapitre numérique |
| Jezik: | Anglais |
| Izdano: |
Recherche et pratiques pédagogiques en langues
2020
|
| Teme: | |
| Online dostop: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Izvleček: | The aim of this paper is to propose a practical solution to one of Australia's biggest educational challenges: the absence of many Indigenous languages from school. Research on bi- and multilingual education in the 21st century and considerations on intercultural communication constitute starting points for an enquiry into tandem learning involving Indigenous languages. All students in the pilot study cohort are Indigenous Australians, boarding at a residential college in Darwin, the capital of Australia's Northern Territory. In a specifically devised tandem model in which the students teach their home languages to their non-Indigenous tutor, a variety of teaching and feedback strategies emerge. They delineate the characteristics of student-educator tandem through the exploration of multimodal forms of learning and literacy. |
|---|