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dc.contributor.authorDisbray, Samantha
dc.date.accessioned2014-07-23T00:20:46Z
dc.date.available2014-07-23T00:20:46Z
dc.date.issued2014
dc.identifier.isbn978-0-9941507-0-7
dc.identifier.urihttp://hdl.handle.net/11343/40960
dc.description©2014 Samantha Disbray
dc.descriptionThis paper was presented at the 44th Conference of the Australian Linguistic Society, 2013, at the University of Melbourne. All papers in the volume have been double blind peer-reviewed. Volume edited by Lauren Gawne and Jill Vaughan.
dc.descriptionISBN: 978-0-9941507-0-7
dc.description.abstractThe Northern Territory (NT) bilingual program set out a range of goals to provide remote Indigenous communities a bilingual, biliterate and bicultural education and achieved a range of outstanding successes. Yet, when the NT government closed the program in 2008, these achievements were not recognised. The only measure of the program’s success was the National Assessment Program – Literacy and Numeracy (NAPLAN) test results for the Northern Territory that year. This paper looks at a range of criteria for evaluating the bilingual program, such as the stated goals listed of the program and those articulated by Indigenous people.en_US
dc.publisherUniversity of Melbourneen_US
dc.subjectbilingual education, Northern Territoryen_US
dc.titleAt benchmark?: Evaluating the Northern Territory bilingual education programen_US
melbourne.affiliation.departmentSchool of Languages and Linguistics - Conferences
melbourne.affiliation.facultySchool of Languages and Linguistics
melbourne.affiliation.facultyArts
melbourne.publication.statusPublisheden_US
melbourne.source.locationconferenceUniversity of Melbourneen_US
dc.description.sourcedateconference1/10/2013
dc.description.sourcetitle44th Conference of the Australian Linguistic Society, 2013en_US
melbourne.elementsidNA
melbourne.contributor.authorDisbray, Samantha
melbourne.accessrightsOpen Access


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