Early Stage 1- Cultural Diversity- Family Languages
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Australian Children's Television Foundation (ACTF) - Language of Belonging - Wadu Matyidi, Indigenous Resource, Early Stage 1

Australian Children's Television Foundation (ACTF) - Language of Belonging - Wadu Matyidi, Indigenous Resource, Early Stage 1 | Early Stage 1- Cultural Diversity- Family Languages | Scoop.it
The Australian Children's Television Foundation
Rhoie Garay's insight:

This is a cross-curriculum teaching resource which focuses on Aboriginal and Torres Strait Islander history, allowing for an introduction into the Indigenous Adnyamathanha language, as well as culture and traditions. This resource has different levels of use and application within the classroom, being a website and having tools within the website, such as the video as an engaging teaching and learning tool for Early Stage One, to teach and develop an understanding of an Australian Indigenous language. Teaching students an understanding of Australian Indigenous language is crucial in developing students understanding of diversity within the various languages within the Australian culture, both past and present and will assist in and provide a specific example of various Family Languages within the student's direct or wider community.

 

All teaching and learning materials have been created by Indigenous people and have further been developed off the 8 Ways Aboriginal Framework, a pedagogy that allows teachers to include Aboriginal perspectives through the use of Aboriginal techniques. With this inplace, teaching and learning focus can remain on core curriculum content whilst simultaneously embedding Aboriginal perspectives within lessons. The 8 ways Framework came from a research project involving Department of Education and training (DET) staff, James Cook University’s School of Indigenous Studies and the Western New South Wales Regional Aboriginal Education Team in 2007 and 2009. By teaching through Aboriginal techniques, not just teaching Aboriginal content, there is validation of teaching through Aboriginal culture which is beneficial for all students.The eight ways include:

-Community links

-Deconstruct/reconstruct

-Non-Linear

-Land Links

-Symbols and Images

-Non-verbal

-Learning Maps

-Story Sharing

 

 

The 8 ways pedagogy shares commonalities between western pedagogies such as;

 -Learning through narrative.

 - Connecting learning to local values, needs and  knowledge.

 -Planning and  visualising explicit  processes

 - Using indirect, innovative and interdisciplinary approaches.

 -Working non-verbally with self-reflective,hands-on methods.

 - Learning through images, symbols and  metaphors.

 - Learning through  place-responsive, environmental  practice.

 -Modelling and scaffolding by working from wholes to parts.

 

 

This is an important pedagogy to consider when using such a resource to teach Early Stage One students as it incorporates an Indigenous pedagogy within an Indigenous resource, but also is highly relevant to western pedagogical practices. This is highly important because for a source such as Language of Belonging, it enables an easier transition between the teaching of different cultures and languages, especially when teaching such early years as Early Stage One as activities and pedagogical approaches share commonalities. 

 

 Information mentioned above as well as more informaiton on the 8 ways pedaogogy framework can be found from the following sites:

-http://intranet.ecu.edu.au/__data/assets/pdf_file/0008/364877/Indigenous-CC-Factsheet-8-Ways-120518.pdf ;

 

-http://apo.org.au/website/8-aboriginal-ways-learning

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How Do You Say Hello? Foreign Languages Lesson Plan, Early Stage 1

How Do You Say Hello? Foreign Languages Lesson Plan, Early Stage 1 | Early Stage 1- Cultural Diversity- Family Languages | Scoop.it

Children explore an online resource and learn to say Hello in Spanish, Japanese, and Arabic.

Rhoie Garay's insight:

This resource provides a specific example in the form of a lesson plan of how Family Languages can be incorporated within the classroom. Students are able to engage with the interactive activity, as well as learn in an inclusive environment. This activity can be used as a beginning activity to decipher what family languages may be present within the classroom, allowing for students to begin their understanding of the diversity that may come within the topic of Family Languages.

 

This activity requires the use of a website with foreign languages, here the website Global Kidz http://www.globalkidsoz.com.au/global_greetings.php and their activity "Global Greetings" (Also found on this "Scoop it" site) can be used as it uses a common word "Hello", which is also the word being learnt for this lesson plan. 

 

This activity can be used as an assessment strategy which caters for all learning abilities, providing assessment strategies accompanied with modifications and extensions for various students learning needs. This resource further allows teachers to hold a cross-curriculum assessment and teaching link, seen in "Step 5" of the lesson plan with students writing their newly learnt words, as well as verbally presenting the words through out the lesson, using both verbal and written literacy links within their learning. These elements of the lesson plan allows for teachers to view students understanding of Family Languages on multiple levels such as identifying the written and verbal literacy differences within the examined family language and further identifying and communicating the differences or similarities between the various Family Languages. 

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Multicultural and Indigenous Learning Resources, Cultural Diversity, Learning Resources, Early Learning Tools - Greetings in languages around the world

Multicultural and Indigenous Learning Resources, Cultural Diversity, Learning Resources, Early Learning Tools - Greetings in languages around the world | Early Stage 1- Cultural Diversity- Family Languages | Scoop.it
Rhoie Garay's insight:

This is a teaching resource which allows teachers to buy resources and also gather information about different global celebrations and traditions including a diverse range of global greetings. Early Stage One learners can benefit from being introduced to a range of greetings from all over the country/world as a foundational entrance into understanding the diversity of family languages. The site also provides details of a range of multicultural celebrations, allowing a teacher to use a celebratory event as an introduction to a range of community language. This site also importantly includes a link to Australian Indigenous languages which is highly relevant and useful within the context of Australian classrooms.

 

The specific example of an activity “Global Greetings” allows for students to develop their understanding of the linguistic difference between various languages, using the same word “Hello” as a commonly used and understood word within cultures as a familiarity tool. This activity can be used as a suitable introduction for Early Stage One students into the diversity within various languages around the world and potentially within families within their own classroom.

 

This activity could lead onto lessons which require students to greet different students in their class by using the various languages learnt. The teacher would give each student a language to say hello in and they would pair up and say hello to their partner with their different language, students could repeat this with three different partners. This activity would act as an assessment for teachers to examine students understanding and application of a different family languages. 

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Sharing Culture, Indigenous Resources,Teaching and Learning Program Units, Early Stage 1,

Sharing Culture, Indigenous Resources,Teaching and Learning Program Units, Early Stage 1, | Early Stage 1- Cultural Diversity- Family Languages | Scoop.it
Rhoie Garay's insight:

This teaching resource is a multipurpose  resource, created by Indigenous peoples, aimed to assist in Indigenous Australian communities and schools to deliver local content, however can also be used by non-Indigenous teachers, schools and communities to understand the concept of family languages within Indigenous culture; that there is more than one Indigenous language and many varying uses and applications of language within this diversity. Understanding that this resource has had the inclusion of Indigenous peoples throughout the whole prcoess is an inportant fact to consider, as it justifies and validates the information within the resource.

An understanding of this fact is crucial for Early Stage One students understanding of family languages and how there is a diversity not only within culture to culture, but also within the one culture.  

 

An activity which could utilize this resource could include, using the language lesson plan from the teaching resource; dividing students into the different language or cultural groups and asking them as a group to explore two words from their cultures language and make actions for that word. Students would then present their actions to the class as well as saying their chosen words and what they translate to in English. This will allow for students to understand the concept of either similarities or differences within family languages of Indigenous Australian cultures both verbally and visually through the use of actions. A class discussion can be held after each group has performed their words and actions to explore the similarities and differences between the Indigenous languages. 

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Prejudice. No Way! Anti-prejudice activities for Early Stage 1

Prejudice. No Way! Anti-prejudice activities for Early Stage 1 | Early Stage 1- Cultural Diversity- Family Languages | Scoop.it
Anti-prejudice activites for years K-3
Rhoie Garay's insight:

This website provides teachers with the resources to teach the foundational knowledge of diversity and differences within various cultures to allow students to understand the concept of Family Languages. The website provides teaching resources for Early Stage One to address various forms of racism, then further allows for teachers to relate to how students understand the connection between an understanding of difference and diversity, in the form of racism, to understanding Family Language. An example is the activity “My Family”, which involves resources such as reading a book, then following this with a class discussion and creative individual tasks which begin to establish and develop students understanding of their family, providing the foundational knowledge for understanding Family Languages. This activity within the source allows for teachers to assess students initial understanding of the differences within families and how this relates to the context of their school community.

 

The activity provides multiple assessment points including getting students to discuss topics which may hold a different meaning to various students, such as ‘Who lives in a home?’, allowing students to express their understanding of their own family culture and experiences, as well as discuss and understand the differences of their peers family culture and experiences. When students are partaking in the last whole class discussion of each students family trees, an assessment strategy which could further students understanding of similarities and difference between their own family and their peers, would be after the students have spoken about their family trees, ask students to make one comment on either a similarity or difference between another students family tree and their own. Teachers would stimulate students responses by asking appropriate questions, such as ‘Is there a family member that is different to people in your family?’ or ‘Is there more or less people in this family than your family?’, ensuring questions are maintained at a culturally sensitive level.  

 

Shulman (1986) introduced the idea of Pedagogical Content Knwoeldge (PCK). Shulman (1986) examines the idea that for teachers to be successful, they must look at content and pedagogy simultaneously. Pedagogical Content Knowledge (PCK) is when a teacher interprets the subject matter and finds different ways to represent it to leaners. This resource is used in this way as the resource is acting as foundational knowledge, allowing for students to understand that there are differences within cultures and family languages. An understanding of this will then enable students to smoothly transition into a sufficient understanding of the topic, Family Languages. 

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