These tools are vocabulary checklists for children aged approximately 12–30 months.
The primary aim of the study is to compare Aboriginal children’s scores in urban NSW across two language assessment tools: the Early Language Inventory (ERLI) and the Australian English Communicative Development Inventory, short form (OZI-SF). Purpose: Standardised testing tools within an Aboriginal Australian context have been found to produce inaccurate results due to language and cultural differences. The movement of decolonization through initial teacher education includes using cultural responsiveness and a transformative learning style to create a better-informed workforce of teachers capable of ensuring a promising future for all Australians. This chapter examines a strength-based approach to educational practice and teacher education by exploring Indigenous resilience, standpoint theory, and cultural strength as tools to understand educational issues differently and consider how Indigenous voices and Indigenous decision-making might change systems. Although Indigenous people have been resilient in the face of adversity for so long, their resilience may be wearing thin, with circumstances and systems continuing to result in environments of social exclusion and inequity. It is essential to include decolonizing practices in teacher education to allow preservice teachers, most of whom are non-Indigenous, to learn about the barriers that persist for Indigenous students and how to eliminate them. Decolonizing practices in education include embedding Indigenous ways of learning.
Moving forward past the colonial mechanisms since 1788 has proven difficult. Australia does not have an exemplary track record regarding Indigenous Australians’ human rights and treatment.
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