The invisibility of the Indigenous ESL learner in the current National and State (Queensland) testing agenda

Taylor, Pauline (2001) The invisibility of the Indigenous ESL learner in the current National and State (Queensland) testing agenda. In: Papers from 12th Biennial Summer School of ATESOL (NSW) Conference 2001, pp. 1-28. From: ESOL@2001, the 12th Biennial Summer School of ATESOL (NSW), in conjunction with the Australian Teachers of English to Speakers of Other Languages, 6 January 2001, Manly, NSW, Australia. (Unpublished)

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Abstract

This paper describes the competing discourses both within and between current State (Queensland) and Federal Indigenous literacy policies with particular reference to Indigenous students who do not have Standard Australian English as their home language. It explores some of the issues facing teachers and administrators in raising literacy achievement levels for Indigenous ESL/ESD learners in the face of conflicting policy direction and their apparent invisibility in the National Testing Agenda. It argues that there is an urgent and compelling need to develop effective assessment and monitoring tools for these students, who risk further marginalisation within National and State assessment practices. The paper concludes by examining, in the context of a research project commenced in 2000 between the Community Partnerships Unit of Education Queensland and James Cook University, the current development of Indigenous ESL bandscales as a possible tool to facilitate more equitable outcomes for these learners.

Item ID: 1948
Item Type: Conference Item (Presentation)
Keywords: Queensland; Indigenous; literacy; ESL; ESD; testing
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Date Deposited: 01 Aug 2008
FoR Codes: 20 LANGUAGE, COMMUNICATION AND CULTURE > 2003 Language Studies > 200303 English as a Second Language @ 50%
13 EDUCATION > 1303 Specialist Studies in Education > 130301 Aboriginal and Torres Strait Islander Education @ 50%
SEO Codes: 93 EDUCATION AND TRAINING > 9305 Education and Training Systems > 930501 Education and Training Systems Policies and Development @ 100%
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