Australian Indigenous and migrant language education policy: Some parallels. (original) (raw)
Related papers
Language Policy and Education in Australia
Springer eBooks, 2016
Australia's language policy history reflects the country's complex linguistic demography and multiple policy needs and interests. Languages and language policy have played an important and evolving role in the formation of Australia as a postcolonial, immigrant and trading nation, moving from the suppression of Indigenous languages and a preference for British English norms through colonization, to greater assertion of language rights for Indigenous and immigrant languages, and onto economically motivated language planning. The policy landscape has been intermittently shaped by decisive policies for language policy and language education policy, as well as educational interventions such as the prioritization of English literacy. This chapter provides an overview of the historical, political, and educational influences on the language policy landscape in Australia, including achievements in addressing Indigenous and community language needs, along with supporting second language acquisition more broadly in the education system. However, the absence of a national language policy contributes to a weak language policy environment, where Lo Bianco and Slaughter, Language Policy and Education in Australia 2 language rights are highly politicized and the loss of collaborative language policy processes has led to fragmented and fragile language program provision.
Exploring language and education policies for the indigenous minorities in Australia and Malaysia
International Journal of Multicultural Education
This paper examines the implication of language and education policies for the indigenous minority populations in two contrasting multicultural and multilingual post-colonial nations, Australia and Malaysia. By comparing and contrasting ethnolinguistic and educational policies in these two diverse nations, this paper explores how indigenous minorities have been positioned within each nation’s quest for meeting the challenges of becoming multilingual and multicultural nations. The authors argue that although both countries promote multicultural ideals, they fall short in their acknowledgement of the dignity of difference for their indigenous communities. Thus, the authors assert that educational and language policies for indigenous peoples must acknowledge the importance of difference and therefore include indigenous cultural ways of knowing, being and doing to achieve successful educational outcomes.
Indigenous Languages Programs in Australian Schools-A Way Forward
2008
Generally speaking, we have used the term 'Indigenous' to apply to both Aboriginal and Torres Strait Islander people. However, we have used the term 'Aboriginal and Torres Strait Islander' when referring to original documents that used this term; in some instances we have used the term to emphasise the distinct identities of these two broad groups of people. Currency of information This report is based on information collected in 2006 and 2007. Updated information provided by jurisdictions is indicated in footnotes.
Indigenous Languages Programmes in Australian Schools-A Way Forward
Generally speaking, we have used the term 'Indigenous' to apply to both Aboriginal and Torres Strait Islander people. However, we have used the term 'Aboriginal and Torres Strait Islander' when referring to original documents that used this term; in some instances we have used the term to emphasise the distinct identities of these two broad groups of people. Currency of information This report is based on information collected in 2006 and 2007. Updated information provided by jurisdictions is indicated in footnotes.
1994
Based on an Australian study creating sociolinguistic profiles of nine languages other than English (LOTE) commonly used in Australia, the report examines implications for public language policy and planning. The languages are: Arabic; Chinese; French; German; Modern Greek; Indonesian /Malay; Italian; Japanese; and Spanish. The report begins by giving an overview of the history of commonwealth language policy aivi outlining state and territory language policy initiatives. It then describes the curtunt state of LOTE and English language policy and offers some background on the theory of language planning. A chapter is devoted to language policy in the context of business and trade. Explanations of trade patterns with the countries represented by the nine languages are offered here. The final chapter explains the project in which the sociolinguistic profiles were created and summarizes them, focusing on three aspects: the individual languages' role in relation to migration and Australian society; quantitative data resulting from the study; and qualitative data emerging from the study. Results of a student attitude survey are also summarized. Contains 172 references.
Language diversity in Indigenous Australia in the 21st century
Current Issues in Language Planning, 2018
The diversity of language in Australia in pre-invasion 1 times is well attested, with at least 300 distinct languages being spoken along with many dialects. At that time, many Indigenous people were multilingual, often speaking at least four languages. Today many of these languages have been lost, with fewer than 15 being learned by children as a first language. However, despite this, much diversity remains. This diversity includes the remaining traditional Indigenous languages (TILs) spoken in more remote areas, largely in the north of Australia, as well as the new varieties that have developed since the invasion, and the dialects of Aboriginal English spoken across Australia. In remote communities where TILs are spoken, individuals and in some cases communities often maintain a high level of multilingualism. However, diaspora populations of TIL speakers are emerging in cities such as Darwin, Katherine, Port Augusta and Kalgoorlie. In some communities, new varieties are emerging as speakers change the way they talk. These include 'new' mixed languages such as Light Warlpiri or Gurindji Kriol, as well as a wide variety of creoles, including, for example, Roper River Kriol, Fitzroy Valley Kriol and Yumplatok in the Torres Strait) and the various dialects of Aboriginal English spoken across the country. In this article, we explore this language diversity, examining its historical underpinnings and development, its implications for education and engagement in the wider community, and how Aboriginal people are using the new varieties to forge group identities.
1 Closing the policy–practice gap: making Indigenous language policy more than empty rhetoric
2010
Though there have been significant advances in some states and territories in reviving Indigenous languages, there are language mechanisms that constantly work throughout society to perpetuate the elevated status of the language of the dominant group-standard Australian English. These language mechanisms include language testing, education curricula and the media. They serve tointentionally or otherwise-undermine the legitimacy of and discriminate against certain non-dominant groups, such as speakers of Aboriginal English, creoles and traditional languages. Consequently a de facto or invisible form of language policy exists that is not explicitly written but is implicitly created: it privileges monolingualism over multilingualism and impedes full revitalisation and maintenance of Indigenous languages. The elevated status of English encourages a shift away from these languages and encourages speaker communities to accept-automatically, unconsciously and therefore without resistance-the hegemonic ideologies of the dominant socio-political group. This shift goes against certain human rights and has significant implications in the fields of health, education, law and social justice.