Within a Year 3 classroom of 20 students, there are 6 Indigenous EAL/D students from North Queensland whose first language is Yidinji. These students have developed good oracy skills in their first language. Students bring to school a wide range of literacies developed within the context of their cultural background before entering school. All of the six EAL/D students are in the emerging phases of English language learning and have a growing degree of print literacy and oral language competency with English (ACARA, 2011). These students have had some exposure to Aboriginal English before coming to school. It is important for these students that their home language is valued in the classroom.
According to Wigglesworth and Simpson (2008) the sociocultural connection of language and culture sees...
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...ngaged with their learning and class discussions, it is important to be aware of a number of issues that could be the cause. Conductive hearing loss as a result of otitis media is a very signiﬁcant problem for many Aboriginal children as it can significantly hinder oral language development and cause delays in language comprehension (Department of Education and Training, 2006). There are a number of effective teaching strategies for students with conductive hearing loss that have been found to be effective in improving educational outcomes. Modifying the physical environment to maximise listening and learning and ensure that external noise is minimised, organising the classroom to allow children with hearing difﬁculties to be seated close to the teacher and ensuring students can see the faces of all speakers as well as gaining student’s attention before speaking.
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