Miscommunication between Aboriginal Students and their Non- Aboriginal Teachers in a Bilingual School

A crucial question in cross-cultural education is how to bridge the cultural and linguis- tic differences between home and school so that a child’s identity can be supported without limiting his or her chances of academic success (Eades, 1991). Various models of bilingual education have been implemented in Aboriginal communities in the Northern Territory of Australia but the implementation of such programmes is often far from ideal. In the school where this ethnographic study was conducted, miscom- munication between Aboriginal students and their non-Aboriginal teachers was found to be commonplace. Even by late primary school, children often did not comprehend classroom instructions in English. In addition, many students attended school irregu- larly, and many had a history of mild hearing loss due to otitis media (middle ear infection) which is highly prevalent in Australian Aboriginal communities. Cultural differences in communication were not easily differentiated from hearing-related communication problems by non-Aboriginal educators. These difficulties were exac- erbated by the lack of specialist support and appropriate training for teachers in cross-cultural communication and ESL teaching. Although the Aboriginal teaching assistants were often effective in minimising communication breakdown, the extent of miscommunication severely inhibited the children’s education when English was the language of instruction and interaction. The problem identified is one that should be of major concern to all concerned with Aboriginal education

Information resources in interdisciplinary writing program (IWP) courses: Winter and spring 1998

The University of Washington (UW) Interdisciplinary Writing Program (IWP) provides five-credit expository writing courses each of which is linked to a discipline-based lecture course. Students enroll in both the writing and discipline-based courses, and complementary assignments allow them to improve their writing skills within a subject area of their own particular interest. In Winter and Spring of 1998, the UW UWired program sponsored a pilot program adding librarian-taught class sessions to existing IWP courses. These sessions focused on the use of information resources in the context of student research for writing assignments. Post-course questionnaires were composed primarily of items drawn from the Flashlight™ Current Student Inventory.1 Students indicated that they had gained skills that were transferable to other research activities and that they were using, and evaluating, a wider variety of information resources than previously. Students had had little prior experience with on-line research, and rated the instruction very highly. These outcomes suggest that the UWired/IWP collaboration meets a particular instructional need. A focus group of IWP instructors and administrators, held at the end of Winter quarter, discussed effective instructional approaches in the context of the UWired/IWP collaboration, and suggested that course portfolios might be used to encourage faculty participation in teaching partnerships. Based on the feedback received from both students and faculty, the UWired/IWP collaboration provides a promising avenue to instruct students in the use of information resources. Specific next steps might be the development of 1) a set of common topics of instruction to be used in each of the UWired sections of English 197/198 (without inhibiting instructors\u27 input and creativity), and 2) a range of class learning activities for each topic to facilitate increased participation by librarians throughout the UW Libraries. Common topics would ensure not only a more consistent level of student outcomes, but also allow for more focused evaluations

Information research strategies (IMT 220) and fluency with information technology (CSE 100): Two approaches to teaching use of technology

The University of Washington has recently initiated two approaches to teaching technology and information resources via the School of Library and Information Science (SLIS) and Computer Science and Engineering (CSE). The courses developed by the respective departments, IMT 200 2 and CSE 100, offered specialized instruction, regarding computer use and the availability of information resources. These courses were offered during Winter 1999 and Spring 2000 quarters, allowing for the evaluation of their success over time, and comparison to courses that were unaccompanied by this type of information resource instruction. Questionnaires were administered to students in IMT 220 and CSE 100 both at the beginning and end of the course, and included questions tapping ability, confidence and performance with respect to information resources and technology. Analysis revealed that the incorporation of information resource and technology instruction resulted in significantly improved ratings given by the students concerning their computer skills, as well as increased computer literacy. A detailed account of student responses, as well as conclusions and recommendations for future courses are discussed. Over the last several years, the University of Washington has taken a number of different approaches to teaching the use of information resources and technology. Recently, two additional approaches have been developed and introduced into the curriculum. First, is the instruction that has traditionally been provided by University librarians in the use of information resources. This instruction has evolved over time in response to the increasing implementation of computerized databases. More recently, a new course was introduced within the department of Computer Science and Engineering based on a model developed by the National Research Council. The report, Being Fluent with Information Technology (FIT) defines the level of understanding of information technology sufficient for lifelong self-education. The emphasis within FITness is primarily on the technology underlying information resources, whereas that of the Libraries is on the use of those resources

Supporting aboriginal knowledge and practice in health care: Lessons from a qualitative evaluation of the strong women, strong babies, strong culture program

BackgroundThe Strong Women, Strong Babies, Strong Culture Program (the Program) evolved from a recognition of the value of Aboriginal knowledge and practice in promoting maternal and child health (MCH) in remote communities of the Northern Territory (NT) of Australia. Commencing in 1993 it continues to operate today. In 2008, the NT Department of Health commissioned an evaluation to identify enabling factors and barriers to successful implementation of the Program, and to identify potential pathways for future development. In this paper we focus on the evaluation findings related specifically to the role of Aborignal cultural knowledge and practice within the Program.MethodsA qualitative evaluation utilised purposive sampling to maximise diversity in program history and Aboriginal culture. Semi-structured, in-depth interviews with 76 participants were recorded in their preferred language with a registered Interpreter when required. Thematic analysis of data was verified or modified through further discussions with participants and members of the evaluation team.ResultsAlthough the importance of Aboriginal knowledge and practice as a fundamental component of the Program is widely acknowledged, there has been considerable variation across time and location in the extent to which these cultural dimensions have been included in practice. Factors contributing to this variation are complex and relate to a number of broad themes including: location of control over Program activities; recognition and respect for Aboriginal knowledge and practice as a legitimate component of health care; working in partnership; communication within and beyond the Program; access to transport and working space; and governance and organisational support.ConclusionsWe suggest that inclusion of Aboriginal knowledge and practice as a fundamental component of the Program is key to its survival over more than twenty years despite serious challenges. Respect for the legitimacy of Aboriginal knowledge and practice within health care, a high level of community participation and control supported through effective governance and sufficient organisational commitment as well as competence in intercultural collaborative practice of health staff are critical requirements for realising the potential for cultural knowledge and practice to improve Aboriginal health outcomes

Developing Augmentative and Alternative Communication Systems in Languages Other Than English: A Scoping Review

Introduction: Access to augmentative and alternative communication (AAC) systems in languages other than English and multilingual AAC systems remains limited for many people with complex communication needs, despite a growing interest in this field, and an acknowledged need for culturally responsive AAC practice. Purpose: The purpose of this scoping review was to identify published research that has reported on the development of components or whole AAC systems in languages other than English, and the linguistic and cultural factors that influenced research methods and AAC system development. Method: Nine databases were systematically searched for published research that presented development of components or whole AAC systems in languages other than English. The Mixed Methods Appraisal Tool was used to assess the quality of studies. Charted data from studies included journal and publication date, research team, language of AAC system, aims of the study, study methodologies, study participants, and type of AAC systems developed. An analytical framework was developed to identify the cultural and linguistic factors that influenced research methods and or AAC system outcomes. Results: A total of 22 studies were included (13 qualitative, one quantitative nonrandomized, six quantitative descriptive, and two mixed-methods studies). Overall quality of studies was high. Some qualitative studies were of lower quality due to limited analysis or interpretation of results. Linguistic factors were extensively reported in the existing literature, whereas cultural factors were rarely explicitly reported. Conclusion: Factors contributing to lack of reporting of cultural considerations are posited with suggestions for future research

What is the best way to keep walking and moving around for individuals with Machado-Joseph disease? A scoping review through the lens of Aboriginal families with Machado-Joseph disease in the Top End of Australia

Objectives: Machado-Joseph disease (MJD) is the most common spinocerebellar ataxia worldwide. Prevalence is highest in affected remote Aboriginal communities of the Top End of Australia. Aboriginal families with MJD from Groote Eylandt believe 'staying strong on the inside and outside' works best to keep them walking and moving around, in accordance with six key domains that form the 'Staying Strong' Framework. The aim of this current study was to review the literature to: (1) map the range of interventions/strategies that have been explored to promote walking and moving around (functional mobility) for individuals with MJD and; (2) align these interventions to the 'Staying Strong' Framework described by Aboriginal families with MJD. Design: Scoping review. Data sources: Searches were conducted in July 2018 in MEDLINE, EMBASE, CINAHL, PsychINFO and Cochrane Databases. Eligibility criteria for selecting studies: Peer-reviewed studies that (1) included adolescents/adults with MJD, (2) explored the effects of any intervention on mobility and (3) included a measure of mobility, function and/or ataxia were included in the review. Results: Thirty studies were included. Few studies involved participants with MJD alone (12/30). Most studies explored interventions that aligned with two 'Staying Strong' Framework domains, 'exercising your body' (n=13) and 'searching for good medicine' (n=17). Few studies aligned with the domains having 'something important to do' (n=2) or 'keeping yourself happy' (n=2). No studies aligned with the domains 'going country' or 'families helping each other'. Conclusions: Evidence for interventions to promote mobility that align with the 'Staying Strong' Framework were focused on staying strong on the outside (physically) with little reflection on staying strong on the inside (emotionally, mentally and spiritually). Findings suggest future research is required to investigate the benefits of lifestyle activity programmes that address both physical and psychosocial well-being for families with MJD

Staying Strong Toolbox: co-design of a physical activity and lifestyle program for Aboriginal families with Machado-Joseph disease in the Top End of Australia

Physical activity has positive health implications for individuals living with neurodegenerative diseases. The success of physical activity programs, particularly in culturally and linguistically diverse populations, is typically dependent on their alignment with the culture, lifestyle and environmental context of those involved. Aboriginal families living in remote communities in the Top End of Australia invited researchers to collaborate with them to co-design a physical activity and lifestyle program to keep individuals with Machado-Joseph disease (MJD) walking and moving around. The knowledge of Aboriginal families living with MJD, combined with findings from worldwide MJD research, formed the foundation for the co-design. An experience-based co-design (EBCD) approach, drawing from Indigenous and Participatory methodologies, was used. An expert panel of individuals with lived experience of MJD participated in a series of co-design phases. Prearranged and spontaneous co-design meetings were led by local community researchers within each phase. Data was collected using a culturally responsive ethnographic approach and analysed thematically. Sixteen panel members worked to develop the 'Staying Strong Toolbox' to cater for individuals with MJD who are 'walking strong'; or 'wobbly'; or 'in a wheelchair'. Based on the 'Staying Strong Framework', the Toolbox was developed as a spiral bound A3 book designed to guide the user to select from a range of activities to keep them walking and moving around and to identify those activities most important to them to work on. The 'Staying Strong Toolbox' is a community driven, evidence based resource for a physical activity and lifestyle program for Aboriginal families with MJD. The Toolbox provides a guide for health professionals and support workers to deliver person-centred support to Aboriginal families with MJD, and that can be modified for use by other families with MJD or people with other forms of ataxia around the world