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Table of Contents
1 A thematic history of Bilingual Education in the Northern Territory
2 A glimmer of possibility
3 Reflecting on team teaching
4 'Bilingual time' at Willowra: The beginnings of a community-initiated program, 1976-1977
5 Lessons learned from bilingual education
6 Starting out at Bamyili: Factors specific to the development of the Kriol program
7 Boom and then bust: Lessons learnt from my time teaching in three bilingual schools in the Northern Territory
8 The policy framework for bilingual education in the Australian Indigenous languages in the Northern Territory
9 Consolidation, power through leadership and pedagogy, and the rise of accountability, 1980-1998
10 The development of successful bilingual, biliterate and bicultural pedagogy: Place for Tiwi teachers and Tiwi language in learning
11 Developing local curriculum materials: Learning metaphors, insightful collaborations, community involvement
12 The quest for community control at Yirrkala School
13 Language revitalisation in a bilingual program: The case of Numbulwar School
14 Threatened closure: Resistance and compromise (1998-2000)
15 Defending our program at Wadeye
16 Sources of evidence on student achievement in Northern Territory bilingual education programs
17 Policy change in 2008: Evidence-based or a knee-jerk response?
18 The Areyonga case: Utulu kutju nintiringanyi ‘Learning together’
19 Policy and Practice Now
20 Starting out at Yuendumu School: Teaching in our own language
21 Stories from central Australian Indigenous community schools in the Pintupi-Luritja Region
22 Yipirinya School: That generation, this generation
23 The program at Wadeye, past and present
24 We did it! A case study of bilingual/bicultural education at Ltyentye Apurte Catholic School
25 Forty years on: Seeking a way for the future-Dhawal'yurr yuwalkku dhukarr. Reflections on bilingual education at Shepherdson College, Galiwin'ku
26 Personal reflections of our time in a bilingual classroom
27 Reflections on my years at Elcho and Mäpuru (1978–2015)
28 Digital futures for digital books.
2 A glimmer of possibility
3 Reflecting on team teaching
4 'Bilingual time' at Willowra: The beginnings of a community-initiated program, 1976-1977
5 Lessons learned from bilingual education
6 Starting out at Bamyili: Factors specific to the development of the Kriol program
7 Boom and then bust: Lessons learnt from my time teaching in three bilingual schools in the Northern Territory
8 The policy framework for bilingual education in the Australian Indigenous languages in the Northern Territory
9 Consolidation, power through leadership and pedagogy, and the rise of accountability, 1980-1998
10 The development of successful bilingual, biliterate and bicultural pedagogy: Place for Tiwi teachers and Tiwi language in learning
11 Developing local curriculum materials: Learning metaphors, insightful collaborations, community involvement
12 The quest for community control at Yirrkala School
13 Language revitalisation in a bilingual program: The case of Numbulwar School
14 Threatened closure: Resistance and compromise (1998-2000)
15 Defending our program at Wadeye
16 Sources of evidence on student achievement in Northern Territory bilingual education programs
17 Policy change in 2008: Evidence-based or a knee-jerk response?
18 The Areyonga case: Utulu kutju nintiringanyi ‘Learning together’
19 Policy and Practice Now
20 Starting out at Yuendumu School: Teaching in our own language
21 Stories from central Australian Indigenous community schools in the Pintupi-Luritja Region
22 Yipirinya School: That generation, this generation
23 The program at Wadeye, past and present
24 We did it! A case study of bilingual/bicultural education at Ltyentye Apurte Catholic School
25 Forty years on: Seeking a way for the future-Dhawal'yurr yuwalkku dhukarr. Reflections on bilingual education at Shepherdson College, Galiwin'ku
26 Personal reflections of our time in a bilingual classroom
27 Reflections on my years at Elcho and Mäpuru (1978–2015)
28 Digital futures for digital books.