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Many beginning teachers find that catering for the particular characteristics and learning
needs of student with Aboriginal and Torres Strait Islander backgrounds to be a real
challenge.

Aboriginal and Torres Strait Islander student disadvantage

Teaching students of Aboriginal and Torres Strait Islander (ATSI) backgrounds can be a
challenge for teachers as their culture and traditional methods of learning differ to non-
Indigenous Australians. It is essential that teachers nurture the learning of both cultures. In
the past the Australian education has ‘de-aboriginalised’ Aboriginal people, now teachers
who don’t differentiate their teaching may unintentionally continue this. Year 12 retention
rates for ATSI students were only 59.8 % in 2016, school drop out rates and absentees were
also very high for Indigenous students in comparison to non-indigenous students (ABS
2016). The Council of Australian Governments aims to halve the gap between Indigenous
and non-indigenous year 12 retention rates by 2020. (Commonwealth of Australia,
Department of the Prime Minister Cabinet 2017 p7). The Indigenous Education Act 2000
policy is in place so that ‘equitable and appropriate educational outcomes for Indigenous
people’ are achieved and that Indigenous people have ‘equal access to education’ (Australian
Government 2013). There are many policies listed in how they will achieve this however it is
essential that teachers create inclusive lesson plans to improve Indigenous retention rates,
health standards, attendance and understanding of Indigenous culture and history in Australia.

(ABS 2015): Completion of year 12 or equivalent qualification at age 19, by selected background characteristics.

Health issues also continue to be major concern for Indigenous students as many still suffer
from illnesses that have been eradicated from most countries in the developing world, one of
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these being ‘otitis media’ (Duchense S. et al. 2013). The life expectancy for Indigenous
Australians is 20 years lower than that of non-Indigenous Australians (Commonwealth of
Australia, Department of the Prime Minister Cabinet 2017 p81). It is evident that society
needs to work to close the gap between Indigenous and non-Indigenous Australian’s and this
will start with education.

Social Constructivism
Teachers need to embrace the ATSI cultures, history and pedagogy and embed these into
their classroom in order to meet the needs of Indigenous students. Social constructivism is the
idea that a students social and cultural background will shape their learning. Consequently
the culture and background of ATSI students will shape how they interpret course content,
teachers and peers behaviours, social interactions and school values. An example of this is
the use of direct eye contact in the classroom, an Indigenous student may see this as
something that is shameful and condescending due to their cultural background, while non-
Indigenous students may find direct eye contact engaging and respectful (Duchense S. et al.
2013). A learner’s culture will impact how they learn and what they value in education.

8 ways of Aboriginal Learning

Traditionally Indigenous Australians taught their children through very enactive and
observational learning. Teachers should use similar teaching techniques within the classroom
such as non-verbal instruction and observation, sharing stories, learning to read maps, signs
and symbols and most importantly drawing connection to their community and every day life
(Unknown 2012). These are known as some of the 8 ways of Aboriginal learning, however it
must be emphasised that every student despite their Indigenous background will learn
differently therefore teaching and ways of demonstrating understanding must be
differentiated for all students.

Language development
Teachers need to address the issue that for many Indigenous students English is a second
Language or Dialect (EAL/D). Educators need to foster the simultaneous learning of both
Standard Australia English (SAE) and their Indigenous language. ATSI children will go
through similar stages of language development as non-Indigenous children however may
experience some sociocognitive conflict in their language development due to the
simultaneous learning of languages. Indigenous culture is primarily an oral tradition meaning
that they mostly communicate verbally not by reading and writing. Therefore EAL/D
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students may need extra encouragement to develop all areas of literacy skills including
reading and writing (Australian Curriculum 2017). One of the 8 ways of Aboriginal teaching
is sharing stories, writing and sharing stories may be a helpful practice for teachers to foster
literacy skills in their classroom in both language areas (Unknown 2012).

Although a lot of language development occurs during the earlier years of a child’s life,
during adolescence a child will develop systems of language such as pragmatics, Syntax and
the expansion of their vocabulary (Duchense S. et al. 2013). Meaning that adolescents will
begin to understand how their language changes depending on their sociocultural context.
Students who are simultaneously learning two languages are likely to have greater
metalinguistic awareness. Strategies that teachers can use include expansion, which is
repeating a sentence in a more elaborate form to teach students, and responding to children
by correcting them. These strategies may be particularly useful for EAL/D students with
reference to their second language or for students who have low literacy skills. Students who
are learning English as a second language or for whom EAL/D may be behind their cohort in
literacy levels and therefore may demonstrate use of the other language systems commonly
seen in younger children (Duchense S. et al. 2013). Traditionally students are grouped with
their age equivalent cohort therefore it is important to recognise that ‘their cognitive
development and life experiences may not correlate with their English language proficiency.’
(Australian Curriculum 2017).

Self-concept and the impact on education

A lack of understanding of the dominant Australian culture or low self-concept may impact
the retention rates for ATSI students. Self-concept is the collection of knowledge, ideas,
attitudes and beliefs that a person has about themselves. The Programme for International
Student Assessment (PISA) analysed students disposition towards school based on their
feelings of belonging, self-confidence, purpose and perseverance. In their research they found
that ATSI and Indigenous language speaking students scored at least 5% lower than non-
Indigenous students in every one of these categories. (Lamb, Jackson, Walstab & Huo 2015
p.62) ‘Students with positive dispositions work harder, engage more productively in
academic endeavours and preserve to overcome obstacles to success.’ (Lamb, Jackson,
Walstab & Huo 2015 p.61). The self-worth theory suggests that all students, by some degree,
will be motivated by their desire to avoid failure. This means that most students will desire to
not fail so that they may feel a sense of belonging and self-confidence in their character and
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identity, although this may be the limit to some students’ motivation. Teachers can increase a
positive disposition towards schooling in ATSI students by creating authentic tasks, using a
variety of learning styles in which Indigenous students are used to, encouraging enactive and
observational learning and teaching students to be self-motivated. Students with positive
dispositions towards school and learning tasks are more likely to remain in school until the
completion of year 12 or equivalent and be more engaged with their learning (Lamb, Jackson,
Walstab & Huo 2015).

It is understandable that teachers starting their profession would find it difficult to teach
ATSI students, as every student has a different background, learning style and ability. This
can be combated through the input of a variety of research based teaching strategies and
understanding basic human development teachers can play a major role in decreasing the
disadvantage that ATSI students encounter.

References
• ABS (2016). 4221.0- Schools, Australia, 2016. As retrieved from
http://www.abs.gov.au/ausstats/[email protected]/mf/4221.0
• Ball J. (2008). Indigenous Young Children’s Language Development: Promising
Practices and Needs. Canada: University of Victoria
• Lamb S., Jackson J., Walstab A. & Huo S. (2015). Educational Opportunity in
Australia 2015- Who succeeds and who misses out. Melbourne: Mitchell University
• Australian Government. (2013). Indigenous Education (Targeted Assistance) Act
2000 No. 147. Australia: Federal Register of Legislation.
• Australian Curriculum. (2017). F-10 Curriculum Overview. As retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/
• Duchense S., McMaugh A., Bochner S. & Krause K. (2013). Educational Psychology
for learning and teaching (4th ed.) Melbourne: Cengage Learning Australia.
• Unknown. (2012). 8 Aboriginal ways of Learning Factsheet. As retrieved from
https://intranet.ecu.edu.au/__data/assets/pdf_file/0016/510073/8-Aboriginal-ways-of-
learning-factsheet.pdf
• Commonwealth of Australia, Department of the Prime Minister Cabinet. (2017).
Closing the Gap: Prime Ministers Report 2017. Commonwealth of Australia.