Facilitating Language and Literacy Learning for Students with Aboriginal English Dialects
DOI:
https://doi.org/10.14288/cjne.v32i.196510Abstract
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.