There are differences that need to be considered when teaching Aboriginal and Torres Strait Islander learners. Differences that I need to be aware of include, cultural, linguistic and historical contexts. Ensuring I implement these differences into my teaching will allow students to be included, supported and engaged in learning.
One of the main differences that needs to be considered when teaching First Nations learners is linguistic and language diversities. Some First Nations students live in communities where they are multilingual, or their dialect is their first language. Language is important in education as it is the ability to understand spoken, written and other communications (Victoria Government, 2023). Students who are limited in English may have difficulties with communicating and understanding may also have difficulties in learning progress, behaviours, self-esteem, mental health and wellbeing (Victoria Government, 2023). Strategies that can be used to support first nations students who have language difficulties can include, using short sentences when giving instructions, allow students to work in pairs or groups to organise information into their own understanding, using visual aids like posters, symbols, real objects to display ideas or concepts (Tancredi, 2021).
Connection to country and culture is another difference that needs to be considered as it is a connection that is deeply spiritual and a relationship formed in the footsteps of ancestors (Evolve Communities, n.d.). This connection and relationship with country and culture is deeply rooted in history, cultural practices and ancestors. It is important to engage with this connection by acknowledging country, introducing and recognising key indigenous cultural events, representing the Aboriginal and Torres Strait Islander flags, and artworks/ posters/artefacts in the classroom (VAEAI, 2019).
First Nations students have strong family and kinship influences on their lives, understanding these relationships and engaging with students about these relationships may establish trust and respect between teachers and students.
Acknowledging historical events like colonisation, generational trauma, discrimination and dispossession of land is important when beginning to form a positive, safe and supportive classroom. Recognising how these events can impact students and having strategies to support them is important to maintain or begin a positive teacher- student relationship.
Culturally responsive teaching is an effective strategy to use when teaching First Nations students as it integrates perspectives into learning whilst creating an environment where all diversity is welcome, and exploration is encouraged. Symbols and images are an example of how I would implement visual aids into my teaching when teaching First Nations students with language difficulties.
Reference List:
Tancredi, H. (2021). Supporting Students With Language and Attentional Difficulties. Improving Outcomes through Accessible Assessment and Inclusive Practices. Retrieved from, https://research.qut.edu.au/accessibleassessment/2021/03/30/supporting-students-with-language-and-attentional-difficulties/
Victoria Government. (n.d.). Supporting Students with Language Difficulties. Schools Victoria. Retrieved from, https://www.schools.vic.gov.au/supporting-students-language-difficulties
Evolve Communities. (n.d.). Connection to Country- Why is Country Important to Aboriginal and Torres Strait Islander People?. Evolve Communities. Retrieved from, https://www.evolves.com.au/connection-to-country/
VAEAI. (2019). Ways to Include and Encourage Aboriginal Culture. VAEAI. Retrieved from, https://www.vaeai.org.au/6693/
