Publications - Learner groups

EFL Torres Strait Students
EFL Aboriginal Students
ESL Torres Strait Islander Urban Students
ESL Aboriginal Urban Students

EFL Torres Strait Students

Learners will interact in one or more languages in their home environment. The lingua franca for students in this region is Torres Strait Creole with SAE being learnt as a foreign language in the school environment. Students may be new to school-based literacy experiences and may be unfamiliar with the environment and the culture of school and the classroom. They will in most cases have had exposure to passive models of SAE and non-standard English forms through the media, but few opportunities to interact in SAE. Many students' hearing ability will be affected by otitis media.

EFL Aboriginal Students

Learners will interact in one or more languages in their home environment. The lingua franca of the region is Aboriginal English with SAE being learnt as a foreign language in the school environment. Students may be new to school-based literacy experiences and may be unfamiliar with the environment and the culture of school and the classroom. They will in most cases have had exposure to passive models of SAE and non-standard English forms through the media, but few opportunities to interact in SAE. Many students' hearing ability will be affected by otitis media.

ESL Torres Strait Islander Urban Students

Students' home language is Torres Strait Creole or a traditional indigenous language. Students may have minimal experience with print and be unfamiliar with the environment and culture of school and the classroom. It must not be assumed that children from urban backgrounds have had city experiences, eg. reading sheets with initial sounds illustrated may have little relevance for these learners. Many students' hearing ability will be affected by otitis media.

ESL Aboriginal Urban Students

Students' home language is Aboriginal English or a traditional indigenous language. Students may have minimal experience with print and be unfamiliar with the environment and culture of school and the classroom. It must not be assumed that children from urban backgrounds have had city experiences, eg. reading sheets with initial sounds illustrated may have little relevance for these learners. Many students' hearing ability will be affected by otitis media.

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