Including First Nations languages in your classroom is a great way to include and embed Aboriginal culture throughout your teaching program. It’s fun to learn new words and phrases, and it helps keep our languages alive, encouraging students to understand Aboriginal and Torres Strait Islander language as part of the oldest continuous culture on earth.

 I have loved learning my language. While I think I am terrible at it and I am fairly confident I will never be a fluent speaker, we use Dharug in our everyday life at home and school. I love that my kids are growing up knowing the words for things, and more importantly seeing that our languages are vibrant parts of culture that have a place in the everyday world.

It is so different to when I was growing up when language was talked about as one language not hundreds, and the language speakers didn’t share their knowledge out of fear of getting us young ones in trouble. I suspected my pop spoke language – he would mutter under his breath when upset or as a little note to himself – but he never shared what he was saying, and when pressed would shake his head and dismiss my queries. It wasn’t until after he passed, and I sat with some of the language speakers to work on some of the Wingaru Kids Dharug language resources, that it was confirmed he was a language speaker (and in fact had taught one of the language speakers who was now teaching me). He didn’t share language with my mum or her brothers or any of us grannies (grandkids) because he didn’t want us to get into strife. When he was young, language wasn’t allowed to be spoken – it was hidden and for many families, lost entirely. We have just wrapped up some work on two new language resources – Dharug Ngurra and Dharug Verbs – and as I reflect on everything I learned during this work, I think my pop would love that his language is making its way into classrooms after all these years.

 I am grateful that things have changed, and language speakers are safe to generously share their knowledge, not only of words but also of their learnings and journey in revitalising and keeping language strong. I feel privileged to have the opportunity to see the process and hear the differing views about the factors being considered – the impact on language of vowels that didn’t exist pre colonisation; new information coming to light; the connection of ideas shared by knowledge-holders of previous generations that only now fall into place; and the different approaches they have had shared with them and now bring to the broader conversation.

And I am truly excited that we live in a world where our languages are welcome in schools. Like most things Aboriginal-perspective related, knowing where to start is the often the hardest part of including language in your program. It is not as simple as finding some words on the internet and slapping them on some posters.

There are a few things to keep in mind to make sure you are using language correctly and respectfully.

1.     Make sure you are using the correct language. Communities all over the continent are working hard to revive and revitalise the many languages that were once spoken across this great land. This has increased the accessibility of language and language resources and makes it tempting to use language that isn’t from the area you are teaching in. Best practice means not using language off Country without permission. This doesn’t mean you can’t learn about other languages but be respectful and make sure you are consulting your local community before reaching for another mob’s language. In my experience, it is rare that permission is withheld but the respect shown by checking in goes a long way. Make it a priority.

2.     Choose language programs and resources that have been created by the Traditional Custodians of the language. Our language keepers work hard to make sure language is looked after – to keep it thriving – so we, as educators, have a role to play in making sure we are choosing authentic tools. Going to the source means you have correct language, you are teaching appropriate words and not unknowingly doing the wrong thing. Sourcing genuine language resources also means you are contributing to the ongoing revitalisation and maintenance of language, as much of the work being done is self-sustaining, including funding. The practical benefit of buying Blak is that you are supporting the continuation of important projects.

 3.     Be mindful when creating and sharing resources – I have noticed a trend in non-Aboriginal teachers creating language resources and sharing these with good intentions, however this should not be done without permission. It’s important to share language respectfully and look for authentic resources that keep Aboriginal people in control of their culture and cultural knowledge. Creating resources for your own use is OK if you have permission, but creating resources for broader use should always be done in partnership with Traditional Custodians.

 4.     Appreciate the complexities associated with the history and revitalisation of First Nation languages. Many of our languages were lost, and all were impacted by the deliberate attempt of past governments to eradicate culture. This means the work to recover, revitalise and strengthen language is ongoing, and approaches change as linguists leading the work discover new information. Our languages, like every language, are living – this means they change and evolve over time. Just as new words are added to the English dictionary annually, and the accepted use of words change, the same is true for First Nation languages. This might mean spellings change, pronunciations are refined, and new information is identified that uncovers knowledge which further strengthens the work being done to keep languages strong and authentic. While this can be frustrating when it impacts on what you are doing in the classroom, it is important to keep in mind that these changes are all part of language. Include conversations with students about the work being done by communities and why things change. This will mean they are more flexible in their learning and will accept new words and approaches; it will also mean their new knowledge is more robust, well rounded and comprehensive. Keep in mind that the evolving nature of linguistics can be challenging for knowledge holders, so be respectful of differing approaches and avoid labelling one as correct or otherwise.

 5.     Don’t limit your language inclusions to words alone. Support your students to understand that there are multiple Aboriginal languages and the reason you are focusing on the local one; yarn about the history of language, as well as the revitalisation efforts underway and why they are needed; create understandings of the role language has in strong cultures; and encourage appreciation of the importance of protocol and why respectful engagement with language is so important.

 These conversations are very important, so get comfortable including them throughout your language yarns – it is these understandings that give meaning to the game of Memory you can play with language cards; that build appreciation of the special knowledge shared with a song in language; and encourage respectful lifelong support and engagement of First Nations linguistics.