MODULE 5: WORKING WITH ABORIGINAL LEARNERS

 

  Section 5.1: Introduction

  Section 5.2: Culture and Learning

  Section 5.3: Teaching and Learning Techniques

  Section 5.4: Resources

  Section 5.5: Assignment

 

Section 5.1: Introduction

As is the case in most provinces, the Aboriginal culture makes up a substantial percentage of the population in Manitoba. As such, it is important for adult literacy practitioners in the province to be aware of some possible cultural influences on Native learners. The first thing that must be said is that while it is important to be sensitive to the cultural background of all students, it is equally important not to “pigeonhole” or stereotype learners based on this. Culture affects learning to greater or lesser degrees depending on the individual. That is, for some learners culture may permeate all aspects of one’s life and be of primary importance to their learning. For others its influence is minimal/less important. Thus, the degree to which tutors integrate culturally based material can only be determined by discussing its importance with each learner individually.  One useful tool for reminding us about being culturally sensitivity while avoiding stereotyping learners is the acronym “ETHNIC”;

   E -    Everyone has a culture.

   T -    Take time to collect relevant cultural information.

   H -    Hold all judgements; be careful about interpreting the culturally different student's behaviour, especially if unfamiliar with the culture.

   N -    Notice and negotiate differences in understanding of teaching and learning.

   I -      Involve cultural resources as appropriate.

C-          Collaborate to develop objectives and educational strategies.

 

(Reference: http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/culture1.htm)

 

Section 5.2: Culture and Learning       

 

Why is it important to be culturally sensitive? In addition to according our learners respect, the strategies we use can alternately enhance or diminish learning depending on the cultural background of our students. For example, in many cultures teachers are revered and considered the “expert” in all matters educational.  Having a discussion group activity in which differences of opinion are encouraged, therefore, may make learners with this point of view very uncomfortable.  An instructor who does not realize this may attribute a learner’s unwillingness to participate as a lack of interest rather than discomfort with the activity.  Being aware of this attitude, however, would help the instructor to adapt instruction accordingly. He/she might avoid certain techniques and use others more often, explicitly tell the individual that differences of opinion are not a sign of disrespect, and so on. 

 

Based on culture, learners may differ in their attitudes toward:

 

Ř      Education

 

§         definitions of literacy may vary in terms of lower or higher expectations of what constitutes being literate

§         may be differences in how much time, money and effort should be given to education (e.g., is it a frill, an individual choice or a necessity?)

§         expectations of the teacher/student relationship may vary from distant, authoritarian, and revered to personal, facilitated and collegial

§         expectations of classroom behaviour may range from formal to informal

§         views about the role of the teacher may range from director to facilitator

§         views about the role of the student may vary from being a passive recipient of knowledge to being an active participant in the learning process

 

Ř      Language       

 

§         differences may exist as to whom can talk to whom and in what manner (i.e. based on gender, age, occupation/class/social position, etc)

§         timing in language exchange may vary from ‘rapid-fire’ to slower with long pauses

§         parameters when talking to others may vary from it being acceptable to talk to peers, but not interrupt the teacher to talking to anyone, anytime

 

Ř      Social Interaction

 

§         attitudes towards time may range from doing things very quickly to very slowly

§         behavioural expectations of children, parents, etc., may vary

§         social strata may range from rigid and formal to flexible and informal

 

The following table (Hawthorne, 1967) illustrates some of the potential differences based on the areas noted above. Of course, not all Aboriginal learners will fall into the left-hand column, just as not all non-Native learners will fit under the right-hand column.  

 

	Native	Non-Native
World View	Cyclical (oral tradition) Tribe and extended family as social base Tolerance of individual differences Customs and situational ethics Less emphasis on materialism	Linear (print tradition) Individual and nuclear family as social base Emphasis on conformity and compliance Rules and rigid morality Greater emphasis on material values
Language	More non-verbal communication Observant (less talkative) Often speak non-standard English dialect More visually and orally oriented Rarely read to, few print materials	More verbal communication Participant (more talkative) Generally speaks standard English dialect More print oriented Often read to; variety of print materials in home
Preferred Teaching Style	Concrete demonstration by elders and experts Integrated with family, community and life Learning takes place in extended (natural) setting	Lecture and reading by certified professionals Separated from community and life Learning takes place in restricted (classroom) setting
Preferred Learning Style	Exploratory Peer and personal reward system (intrinsic) Process oriented (doing) Cooperative Independent and autonomous (i.e., a facilitated learning environment)	Directed External rewards Product-oriented (achieving) Competitive Dependent and controlled (i.e., a directed learning environment)
Preferred Learning Routines	Flexible and often non-existent Staying with a task not emphasized Time is a minor factor	Rigid, structured Staying with a task emphasized Time is a factor

 

How do we translate any differences into appropriate instruction? The next section will look at a variety of techniques to use with Aboriginal learners.

 

On to Section 5.3

 

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(Page updated November 13, 2002 )