Students With A Non English Speaking Background ( Nesb ) Essay

1303 Words Oct 23rd, 2015 6 Pages
Everyday across Australia students with a non-English speaking background (NESB) are disadvantaged within a typical Australian classroom. It is often migrants and refugees who are identified as having English as their second language and are therefore expected to fall into a lower English and literacy bracket after Assessment. From this, the NESB students are supported accordingly. With Aboriginal and Torres Strait Islanders (ATSI) being native Australians, it can be assumed that students of this cultural background speak and have been taught Australian English regularly and at home with family members. However, this is not necessarily the case. ATSI students can be overlooked by their educator and academically expected to have the same outcomes as a child raised in with the surrounding influence of Australian English (AE). This means, that ATSI students can be mistakenly forced to learn a second language, and often without the same support as other NESB students receive. I therefore pose the question, are schooling outcomes taught and assessed equally fair amoung all groups?

Author Wendy Hanlen recommends “we take a careful look at the idea of teaching Standard Australian English (SAE) as a second vernacular to our Aboriginal students in a similar way in which we meet the needs of students from non-English speaking backgrounds. (Hanlen. 200)

This paper attempts to explore the problems that are associated with Aboriginal and Indigenous students’ literacy outcomes, and…

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