Dear Colleagues

I have recently had a number of stakeholder meetings where it has become obvious that there is a degree of confusion around the First Four Hours in English Policy.

Using a question and answer format, I have outlined below some clear messages that I would ask you to communicate with your staff to ensure that we are all on the same page for these matters.

I am more than happy to take questions, but the simple message that I have been giving folk is that this is not an either/or debate, it should be about attendance and providing quality teaching to assist learning. Young people in communities can be taught in English AND be supported in growing their knowledge and use of local language and culture.

This needs to be the focus of the school and its community’s collective effort.

Kind regards

Gary Barnes

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Q: Is learning in English important?

A: Yes. English is the language of learning in Australia. It’s the language in which success at schooling is measured and it’s the language of our economy. We need to be proficient in its use for learning beyond school; for day-to-day living, work, training, university.  The earlier students are able to use English as the tool for learning the better.

Q: Does the First Four Hours in English Policy mean that DET and its remote and very remote schools don’t value local language and culture?

A: No. Nothing could be further from the truth. The development of knowledge and understanding of local language and culture is a key part of the school curriculum and is also essential for staff as they develop and deliver their work programs. DET is also keen to work with all local communities to determine how we might work together to value local oral languages.

Q: Does the First Four Hours in English Policy mean that local/home language can’t be spoken in classrooms during those first hours?

A: No, of course not. On the contrary, while the teaching will be in English, home languages should be used to scaffold the learning and acquisition of concepts.  This is good teaching practice and is to be encouraged. This is our approach to working with bilingual and multilingual learners and one that is used across the country.

Q: Will DET teachers in remote and very remote communities be supported so they can teach effectively and support students as they learn in English?

A: Yes. DET will make sure that all teachers can access professional development in teaching children with English as a second language.  DET has also contracted the Menzies School of Health Research (an NT based research centre) to undertake national and international research into how best to support teachers to teach and scaffold Indigenous students’ learning in English.