Learning to Write : A Case Study
Abstract
In this article we will consider one Aboriginal child’s literacy learning in her first year of formal schooling. The data were collected in 1985. Sharon was then a student in an Aboriginal Transition class in an urban school in the Northern Territory. The children in Sharon’s class consisted of Kriol, Warlpiri and Aboriginal English speakers. The program they were placed in was an English-only one. This report considers one case study and discusses Sharon’s learning in the classroom context (for a full report see Walton, 1986).
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