Facilitating Language and Literacy Learning for Students with Aboriginal English Dialects

Abstract

The author of this article is an Aboriginal speech and language pathologist who re­lates personal and clinical experience to facilitate the reader's understanding ofAboriginal English dialects and language and literacy learning issues. Historically,Aboriginal English dialect speakers and Aboriginal language users have been stig­matized in the education system where standard English pronunciation, grammar,and discourse rules of the dominant society are upheld. Aboriginal children have beenerroneously identified with language, speech, and learning exceptionalities because ed­ucators lack knowledge and training in language variation, students' cultural and lin­guistic backgrounds, and challenges inherent in learning to use standard English.The sparse documentation of Aboriginal English dialects in Canada and the UnitedStates is reviewed. Aboriginal people use Aboriginal English dialects to communicatein their specific cultural community. Each Aboriginal English dialect has regionalvariation and is evident not only in First Nation communities, but also in rural andurban centers. An overview of the significance of Aboriginal English dialects in thesocialization process, cultural identity, linkage to community of origin, andAboriginal language retention is provided. Recently, a trend has emerged wherein ed­ucators are developing understanding of Aboriginal English dialects as being legiti­mate, systematic, and rule-governed variations of English with distinctpronunciation, vocabulary, grammar, discourse, and pragmatic use. Aboriginal lan­guage and culture are now considered inseparable and benefits are attributed to know­ing more than one language or dialect. Bi-dialectal curriculum is evolving to includecultural and linguistic diversity where code-switching is encouraged to support theacquisition of standard English or academic language as a second dialect to comple­ment and maintain the students' first language—Aboriginal English dialect and In­digenous language. Implications for literacy acquisition are expressed and currenttrends in the exploration of equitable education contexts and appropriate language­learning supports more aligned with Aboriginal student needs are illustrated. Morerecently, confidence is growing in the Aboriginal community for bi-dialectal andmulti-dialectal children to succeed, and understanding is being gained of the impor­tance and value of Aboriginal English dialects. Further research to document and un­derstand Aboriginal English dialects is called for, and best practices in education aresought.