Indigenous Languages Programmes in Australian Schools-A Way Forward (original) (raw)
Related papers
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.
Australian Indigenous and migrant language education policy: Some parallels.
A great deal of research has been conducted into Indigenous and migrant Australians, with education and language shift often key issues. As well as significant differences, there are notable similarities between these two broad groups, such as minority status; a high level of language attrition; and significant language variation across the groups. Yet comparatively little attention has been paid to these similarities or to the possible implications of these similarities for language education policy development. As a result, these two Australian minority language groups are often treated separately: they have different language rights and are subject to largely unrelated language policies. This means that the potential for sharing educational and other resources is often unrecognised, leading in turn to inefficient and often ineffective language education policy. These issues are particularly urgent in light of the diminishing number of Indigenous languages being spoken in Australia, combined with the continuing increase in migrant language speakers. A more developed awareness of the parallels, as well as the differences, between Australian Indigenous and migrant groups could have many benefits, such as more effective design and implementation of language policy within Australia, and more efficient use of available resources.
Aboriginal languages in education: A summary of the issues.
1994
Since Europeans first arrived, most of the indigenous languages of Australia have been in decline. This is not only because of the disruption of traditional societies and the sometimes more subtle effects of English having become the language of economic relationships and power; it is also because g overnments and the wider community have g enerally ignored these languages at best, or at worst actively suppressed them.
The language ecologies of Aboriginal and Torres Strait Islander communities in Queensland are characterised by widespread language shift to contact language varieties, yet they remain largely invisible in discourses involving Indigenous languages and education. This invisibility – its various causes and its many implications – are explored through a discussion of two creoles which developed in Queensland: Yumplatok (formerly Torres Strait Creole) and Yarrie Lingo. Although both are English- lexified and originate in Queensland, they represent different histories and different trajectories of awareness and recognition. The Yumplatok discussion emphasises issues arising from speakers’ own attitudes, including Sellwood’s own lived experiences. The Yarrie Lingo discussion highlights issues arising from its creole–lexifier relationship with (Standard Australian) English. Finally, this paper examines a recently published government language report, highlighting the ways that Indigenous creoles are marginalised: this marginalisation exacerbates their invisibility in mainstream discourse.
2006
The primary impetus for the development of the Aboriginal Languages K–10 Syllabus by the NSW Board of Studies has been the vision, gathered through wide consultation, of Aboriginal people reviving Aboriginal languages. It has been acknowledged that if schools are to play a role in local language revival they would need the assistance of a centrally developed language curriculum, which the Syllabus provides. The objectives of the Syllabus focus not only on developing communicative competence in an Aboriginal language (‘Using Language’) but also involve students in comparative language studies with other Aboriginal languages, (‘Making Linguistic Connections’), as well as embedding culture as an integral part of studying an Aboriginal language (‘Moving Between Cultures’). This paper aims to show how the Syllabus and its implementation can play an active part in language revitalisation by encouraging students to engage in using and creating language for everyday use. The Syllabus is als...
Indigenous Kids and Schooling in the Northern Territory has been written for teachers, principals, teacher educators, government administrators and nongovernment organisations who work with Indigenous people in remote Indigenous communities, whether new to the Northern Territory or more experienced. The general reader will also gain insights into some of the reasons for the current state of remote Indigenous education today. The book offers a historical overview of Indigenous education and provides current demographic information for better understanding this unique context of schooling. The issue of attendance is examined as is the complex and fascinating nature of community and individual multilingualism, in an introductory way, and its relevance to school-based education. Many Indigenous children start school in the Northern Territory unable to speak or understand the kind of English used at school. In fact, at four or five years of age many do not speak or understand any kind of English at all, and many continue throughout their school years, and into adult training situations, unable to use the national language confidently and competently. These children, the authors argue, deserve specialist English language teaching to get them started, as is routinely provided to migrant or refugee children. While both the Australian and the Northern Territory governments have policies that suggest this basic reality is known and accepted, English language teaching by qualified English language specialists is rarely provided to remote Indigenous children in the NT. This book is written with deep respect for Indigenous languages and cultures and their enormous value, not only for their speakers, but also for Australia as a nation. The authors argue that educational practice and policies often acknowledge and assert the value of Indigenous languages and cultures but fail to give children and their families the respect they deserve for maintaining their precious linguistic and cultural traditions. That respect is demonstrated when local languages are honoured and used in schools where communities want this to happen. Respect can also be shown when principled English language teaching is provided across the curriculum by qualified specialist teachers. Such teaching acknowledges that Indigenous children and young people are already fluent in other languages or dialects and that they come to school, as do their migrant or refugee counterparts, with rich resources of knowledge and experience acquired through home languages or dialects. This knowledge deserves as much respect as knowledge and experience gained in mainstream English-speaking homes. If Closing the Gap aspirations are to become reality, the English language learning needs of so many of the Indigenous learners in the Northern Territory (and to some degree throughout Australia) must be brought into the light and the challenges squarely faced. The authors make the case that educational progress will be made when Indigenous children’s English language proficiency levels are systematically determined and then addressed with specialist teaching, including how they change over time and how this may, or may not, be impacting on their learning. The book recommends eight practical, on-the-ground research areas for immediate attention if government policies and goals are to have impact at the classroom level. Front and centre is the urgent question of the degree to which principled English as an Additional Language or Dialect classroom instruction delivered by fully qualified EAL/D specialists can make the same difference to Indigenous students as is so often demonstrated for immigrant and refugee students. We simply do not know the answer to this question at this time. Indigenous children in the NT, currently labeled as the most vulnerable in Australia, deserve the very best evidence based teaching support that can be provided.
Aboriginal Languages in Education
1994
Werte! I have been teaching my language, Eastern Arrernte, in schools around Alice Springs for over twelve years. I am fortunate to have the knowledge of my language and culture and I want to pass it on to others.
Aboriginal languages - Chapter from the NSW Aboriginal Affairs Research Agenda 2018 - 2023
In Chapter 2, Britt Jacobsen and Anthony Seiver explore the history of Aboriginal language policy in New South Wales, in the context of the 2017 consultations with Aboriginal communities on proposed legislation to recognise and protect New South Wales Aboriginal languages. In reviewing international, Commonwealth and State approaches, Jacobsen and Seiver emphasise Aboriginal languages are an essential ingredient in promoting Aboriginal community ownership and the development of the cultural essence of distinct peoples. Importantly, Aboriginal people draw overwhelmingly positive support for the nurturing of Aboriginal languages from a clear majority of New South Wales citizens, a hopeful foundation for the new relationship now sought.
Issues in the Maintenance of Aboriginal Languages and Aboriginal English
1994
(Australia) in support of the maintenance of Aboriginal languages and Aboriginal English are discussed. Discussion begins with an examination of the concept of language maintenance and the reasons it merits the attention of linguists, language planners, and language teachers. Australian policy concerning maintenance of Aboriginal languages is briefly outlined. Research on language maintenance and langyage shift in relation to endangered languages is also reviewed, and the ambiguous role of education in language maintenance is considered. Two areas in which Edith Cowan University has been active are then described. The first is a pilot study of Aboriginal and Torres Strait Islander language development and maintenance needs and activities, a national initiative with its origins in national language and literacy policy. The second is an effort to mobilize teachers for bidialectal education, in both Aboriginal English and stand,Ard spoken English. The project involves the training of 20 volunteer teachers of Aboriginal children. The role of the university in facilitating change and supporting language maintenance is emphasized. Contains 13 references. (MSE)
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.