The inclusivity of two-way bidialectal education
What is it about?
The concept of inclusivity, or inclusion, assumes the entitlement of all students, whatever their background in terms of abilities or culture, to receive the support they need for optimal educational achievement. It may be compared with the concept of empowerment which has been advocated with respect to minority students in the Canadian context and elsewhere. In the case of students coming from different Australian language backgrounds, bilingual education has been advocated as a means of supporting students’ pride in both Indigenous and non-indigenous Australian cultures. This paper argues, on the basis of inclusivity, for the provision of two-way bidialectal education for students in Australian schools who speak Aboriginal English. It shows how this form of inclusive education would affect three main sources of knowledge relevant to education: (a) schematic knowledge; (b) contextual knowledge, and (c) systemic knowledge.
Why is it important?
The implementation of two-way bidialectal education needs more support