Thematische Bibliographien / Australian language education

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Auswahl der wissenschaftlichen Literatur zum Thema „Australian language education“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 20. Februar 2023

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Zeitschriftenartikel zum Thema "Australian language education"

Smolicz, J. J. „National Policy on Languages: A Community Language Perspective“. Australian Journal of Education 30, Nr. 1 (April 1986): 45–65. http://dx.doi.org/10.1177/000494418603000103.

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A brief historical review of language policies in Australia up to the publication of the Senate Standing Committee's Report on a National Language Policy in 1984 is given. The recommendations of the Report are discussed in the light of the ethno-cultural or core value significance that community languages have for many minority ethnic groups in Australia. Recent research findings on such languages are presented and their implications for a national language policy considered. It is postulated that the linguistic pluralism generated by the presence of community languages needs to be viewed in the context of a framework of values that includes English as the shared language for all Australians. From this perspective, it is argued that the stress that the Senate Committee Report places upon the centrality of English in Australia should be balanced by greater recognition of the linguistic rights of minorities and their implications for bilingual education. It is pointed out that both these aspects of language policy have been given prominence in recent statements and guidelines released by the Ministers of Education in Victoria and South Australia. The paper concludes by pointing to the growing interest in the teaching of languages other than English to all children in Australian schools.

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Oliver, Rhonda, Honglin Chen und Stephen Moore. „Review of selected research in applied linguistics published in Australia (2008–2014)“. Language Teaching 49, Nr. 4 (23.09.2016): 513–48. http://dx.doi.org/10.1017/s0261444816000148.

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This article reviews the significant and diverse range of research in applied linguistics published in Australia in the period 2008–2014. Whilst acknowledging that a great deal of research by Australian scholars has been published internationally during these seven years, this review is based on books, journal articles, and conference proceedings published in Australia. Many of these sources will be unfamiliar to an international audience, and the purpose of this article is to highlight this body of research and the themes emerging from it. The journals selected in this review includeAustralian Journal of Language and Literacy, Australian Review of Applied Linguistics (ARAL), BABEL, English in Australia, English Australia, Papers in Language Testing and Assessment, Prospect: An Australian Journal of TESOL, TESOL in Context, andUniversity of Sydney Papers in TESOL. Selected refereed proceedings are from key national conferences including: ALAA (Applied Linguistics Association of Australia), ACTA (Australian Council of TESOL Association), ASFLA (Australian Systemic Functional Linguistics Association), and ALS (Australian Linguistics Society). Our review of selected applied linguistics work revolves around the following themes: the responses to the needs of government planning and policy; the complexity of Australia's multicultural, multilingual society; the concern for recognizing context and culture as key factors in language and language learning; social activism in supporting language pedagogy and literacy programmes at all levels of education; and acknowledgement of the unique place held by Indigenous languages and Aboriginal English in the national linguistic landscape.

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Blackburn, Aranzazu M., Linley Cornish und Susen Smith. „Gifted English Language Learners“. Journal for the Education of the Gifted 39, Nr. 4 (17.10.2016): 338–60. http://dx.doi.org/10.1177/0162353216671834.

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Current research on gifted English language learners (gifted ELLs) is broadly centered on identification issues and investigations of underrepresentation in gifted programs mainly in schools in the United States and referencing predominantly Spanish-speaking students. Australia presents itself as a multicultural nation, yet limited research exists as to what it knows about its particular gifted ELL populations and ways of supporting them when they enter Australian schools. A review of the current literature examines existing research in the United States and explores the findings from Australian studies. Some suggestions for future research in both local and global contexts are offered.

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Baldwin, Jennifer. „The place of Arabic language teaching in Australian universities“. History of Education Review 47, Nr. 1 (04.06.2018): 77–86. http://dx.doi.org/10.1108/her-05-2016-0021.

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PurposeThe purpose of this paper is to demonstrate that the teaching of Arabic language has had a distinctive and important history in Australian universities from the middle of the twentieth century through to the twenty-first century.Design/methodology/approachIn this paper, the author draws on a range of sources, government reports and surveys (both general and specific to Arabic), newspaper articles and published literature to give a comprehensive picture of the teaching of Arabic language in Australian universities over the last 60 or so years.FindingsThis paper has demonstrated that Arabic language teaching has moved through a number of phases as a scholarly, migrant and trade language. However, although the Middle East has become strategically important for Australia in defence and foreign affairs, and many people from the Middle East have migrated to Australia, Arabic (the major language of the Middle East) has never been given high priority by governments in Australia.Originality/valueThis paper, in taking an historical perspective, has demonstrated how Arabic has never commanded the attention of governments for funding to the same extent as Asian languages have.

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Gnevsheva, Ksenia, Anita Szakay und Sandra Jansen. „Lexical preference in second dialect acquisition in a second language“. International Journal of Bilingualism 26, Nr. 2 (31.10.2021): 163–80. http://dx.doi.org/10.1177/13670069211036932.

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Aims and objectives/purpose/research questions: How does second dialect acquisition in a second language compare to that in a first language in terms of rates and predictors of second dialect vocabulary use? Design/methodology/approach: A lexical preference task was completed by four groups of participants residing in Australia: first language speakers of Australian (L1D1) and American (L1D2) English, and first language speakers of Russian who acquired Australian (L2D1) and American (L2D2) English first. The participants named objects which are denoted by different words in American and Australian English (e.g. bell pepper vs capsicum). Data and analysis: The response was coded as either American or Australian, and percentage of use of Australian items was calculated for each group. Findings/conclusions: L1D1 used Australian words the most and L1D2 the least. L2D1 and L2D2 fell between the two L1 groups. L1D2 rate of use was predicted by proportion of life spent in Australia. L2D1 were more likely to choose Australian words if they had lived in Australia longer and had positive attitudes toward Australia. L2D2 were less likely to use Australian words the longer they had lived in the USA. Similar, but not identical, factors predict second dialect acquisition in the first and second languages. Originality: The research is innovative in considering second dialect acquisition in second language speakers and creates a bridge between second language and second dialect acquisition research. Significance/implications: The finding that second language speakers may be more flexible in second dialect acquisition than first language speakers has important implications for our understanding of cognitive and social constraints on acquisition.

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Mason, Shannon, und John Hajek. „Language Education and Language Ideologies in Australian Print Media“. Applied Linguistics 41, Nr. 2 (01.12.2018): 215–33. http://dx.doi.org/10.1093/applin/amy052.

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Abstract Across most predominantly English-speaking countries, classroom-based language education plays an important role in the internationalization of young citizens. However, the quality of language learning opportunities in many countries is less than ideal. The development of language education policy is influenced in part by broader societal perceptions of language, and these perceptions are often reflected and shaped by the media. The case of Australia is an interesting one for focus, because media and policy attention to the discipline is high, and yet to date there has been no comprehensive analysis of its representation. To fill this gap, the authors subject 261 news articles from Australian newspapers between 2007 and 2016 to mixed-methods content analysis, guided by Ruiz’s three orientations to language. The results show that language is positioned as a problem, and as an economic resource, but not as a social resource, nor as a right of everyday citizens. The ideological positioning of language in the press has implications for the perceptions of the role of language education, and for student uptake.

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Hajek, John, Renata Aliani und Yvette Slaughter. „From the Periphery to Center Stage: The Mainstreaming of Italian in the Australian Education System (1960s to 1990s)“. History of Education Quarterly 62, Nr. 4 (November 2022): 475–97. http://dx.doi.org/10.1017/heq.2022.30.

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AbstractThis article examines the complex drivers of change in language education that have resulted in Australia having the highest number of students learning Italian in the world. An analysis of academic and non-academic literature, policy documents, and quantitative data helps trace the trajectory of the Italian language in the Australian education system, from the 1960s to the 1990s, illustrating the interaction of different variables that facilitated the shift in Italian's status from a largely immigrant language to one of the most widely studied languages in Australia. This research documents the factors behind the successful mainstreaming of Italian into schools, which, in addition to the active support it received from the Italian community and the Italian government, also included, notably, the ability of different Australian governments to address societal transformation and to respond to the emerging practical challenges in scaling up new language education initiatives in a detailed and comprehensive manner.

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Branson, Jan, und Don Miller. „Language and identity in the Australian deaf community“. Language Planning and Language Policy in Australia 8 (01.01.1991): 135–76. http://dx.doi.org/10.1075/aralss.8.08bra.

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This paper examines the relationship between the Deaf1, their language, Auslan2 (Australian Sign Language), and the encompassing dominant hearing society and its culture in the context of the development of effective language policies for the Deaf, not only within the context of schooling but in the years prior to formal education and beyond the school. The paper has developed out of an initial response by AUSLAB (the Australian Sign Language Advisory Board, formed by the Australian Association of the Deaf) to the Federal Government’s Green Paper, The Language of Australia: Discussion Paper on an Australian Literacy and Language Policy for the 1990s. (Commonwealth of Australia 1990), later superseded by the White Paper, Australia’s Language: The Australian Language and Literacy Policy (Commonwealth of Australia 1991a & b).

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Scarino, Angela, und Penny McKay. „The Australian Language Levels (ALL) project – a response to curriculum needs in Australia“. Australian Review of Applied Linguistics 11, Nr. 1 (01.01.1988): 134–46. http://dx.doi.org/10.1075/aral.11.1.11sca.

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Abstract The Australian Language Levels (ALL) Project is a national project funded jointly by the Curriculum Development Council, Canberra and the S.A. Education Department. It has been set up to develop an organizational framework and curriculum guidelines which will permit all those involved in language education (teachers, syllabus planners, advisers, curriculum writers) to work together to bring about curriculum renewal in language teaching in Australia. This paper examines the curriculum implications of the complexity of the language situation in Australia and the processes through which the ALL Project is responding to curriculum needs in the languages field on a national scale.

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Liddicoat, Anthony J. „Culture for language learning in Australian language-in-education policy“. Australian Review of Applied Linguistics 28, Nr. 2 (01.01.2005): 28–43. http://dx.doi.org/10.1075/aral.28.2.03lid.

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Abstract Australia’s language-in-education policy documents have consistently included references to the place of ‘culture’ in language teaching. This paper seeks to examine how the major national policies conceptualise culture and interculturality in relation to languages education. For each policy, this study will analyse the language focus, the conceptualisation of the relationship between language and culture, the contexts in which the policy envisages cultural knowledge will be relevant, and the overall educative vision for language and culture learning. From these analyses it can be seen that successive policy documents have shifted the domain and purpose of interculturality and have constructed views of interculturality that are increasingly instrumentaly focused. The policies show a transformation from a humanistically focused construction of education and a view of languages as relevant to diversity, to an economically focused construction of education and a view of languages as capital for economic deployment. At the same time, they have preserved a largely static, information-focused construction of culture which is not consistent with the user-oriented policy goals.

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Dissertationen zum Thema "Australian language education"

Diaz, Adriana Raquel. „Developing a Languaculture Agenda in Australian Higher Education Language Programs“. Thesis, Griffith University, 2011. http://hdl.handle.net/10072/365619.

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The last few decades have witnessed profound changes in population mobility, instant international communication and the ever-increasing frequency of intercultural encounters. In response, languages education, as an inherently intercultural activity, has been called upon to equip learners to deal with this new reality, heralding significant changes to the field of language teaching. The most fundamental change is reflected in the underlying goal of language learning, no longer defined primarily in terms of the acquisition of communicative competence (CC) (1972) in a foreign language, but rather, the development of intercultural communicative competence (ICC) (Byram, 1997). The latter encompasses the skills, knowledge and attitudes that help learners to communicate effectively across languages and cultures and thus to become „interculturally competent speakers‟. Despite widespread agreement that languages education should lead to the development of interculturally competent speakers, there is lack of agreement about how to achieve such a goal. This discrepancy between expected goals, and teaching approaches and practices in place to achieve them, is reflected in the failure of both theorists (i.e., linguists and applied linguists) and practitioners (i.e., teachers, teacher trainers and curriculum designers) to traverse the theory/practice divide. This is particularly evident in the Australian higher education (HE) context, where curricular contents and objectives of even experienced university language teachers fail to reflect the broader educational mission in everyday practices. This discrepancy between „ends‟ and „means‟ requires further examination and, above all, the identification of possible avenues that may bridge the seemingly unbridgeable chasm between theory and practice in language and culture pedagogy.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Languages and Linguistics
Arts, Education and Law
Full Text

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Disbray, Samantha. „More than one way to catch a frog : a study of children's discourse in an Australian contact language /“. Connect to thesis, 2008. http://repository.unimelb.edu.au/10187/8533.

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Grace, Lauri Joy, und lswan@deakin edu au. „Language, power and ruling relations in vocational education and training“. Deakin University. School of Education, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060927.134645.

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This thesis uses institutional ethnography to explore the text-based regulatory framework of the Australian Vocational Education and Training (VET) sector. Training Packages are national competency standards used to assess local workplace practice. The Australian Quality Training Framework (AQTF) is a national compliance framework used to audit local learning and assessment practice. These texts operate in a symbiotic relationship to achieve a policy goal of national consistency. The researcher explicates the social relations of VET starting from her disquiet as a practitioner. The thesis argues that Training Packages and the AQTF socially organise the content and delivery of local learning and assessment activities. VET practitioners struggle to use these texts to support good practice, and their hidden work maintains an unstable VET system. Yet the extralocal mode of ruling offers no room to challenge VET policy. The thesis explicates three themes. Interview data is used to explore the contrast between the institutional language of Training Packages and the vernacular of workplaces in which these texts are activated. Many practitioners and participants simply do not understand Training Package competency standards. Using these texts to judge employee performance shifts the policing of workplace practice from local sites to external VET authorities. A second theme emerges as the analysis explores why VET practitioners use this excluding language in their work with participants. Interview data reveals that local training organisations achieve different readings as they engage with ruling VET texts. Some organisations use the national texts as broad frameworks, allowing practitioners to create spaces for meaningful learning. Other organisations adopt a narrow and rule-bound reading of national texts, displacing practitioners authority over their own practice. A third theme is explored through examination of a sequence of VET texts. The review and redevelopment of the mandatory qualifications for VET practitioners identified the language of the competency standards as a significant accessibility issue. These concerns were reshaped and subsumed in an official response that established the use of this language as a compulsory assessable requirement and a language and literacy benchmark. The thesis presents a new understanding of VET as a regulatory framework established through multiple levels of ruling texts that connect local sites to national government agendas. While some individual practitioners are able to navigate through this system, there is an urgent need for practitioners as a profession to challenge national hegemony.

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Tognini, Rita. „Interaction in languages other than English classes in Western Australian primary and secondary schools theory, practice and perceptions /“. Connect to thesis, 2007. http://portalapps.ecu.edu.au/adt-public/adt-ECU2008.0013.html.

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Frangiosa, Rita. „The impact of learning Standard Italian among Italian Australian dialect speakers“. Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17229.

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This study investigates the impact of learning Standard Italian among Italian Australian dialect speakers. More specifically, it examines the Italian language learning experiences of bilingual Italian Australians who grew up speaking an Italian dialect at home and studied Italian in formal contexts. It also investigates the possible effect that formal Italian language instruction, and other influences, have had on their current language use. Despite the fact that in Australia the Italian language has been taught in various programs over many years and to a large number of learners who are Italian dialect speakers, little research has been conducted in this area. This study is informed by both social constructionist and phenomenological frameworks and draws on research in the areas of sociolinguistics and second language learning and instruction. The research was conducted in Adelaide, South Australia, on a sample of ten Italian Australians who were brought up in Australia speaking an Italian dialect, using a mixed method approach. Pre-interview questionnaires and semi structured interviews were used to obtain data which was analysed through a thematic approach. From this, themes emerged in the areas of language learning experiences and the participants’ perceived impact that such experiences, and other influences, have had on their language use.The findings show a range of learning experiences among participants. While a small number identify areas where their Italian instruction has had an impact, most do not believe in such an impact on their language use. All perceive that other influences, such as family networks, have had a more significant impact.

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Rutledge, Janine E. „The global market and its impact on an Australian university's pathway programs : policies, pragmatics and personal realities“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/1877.

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The story of this study is of the influences of the global market narrative on higher education, the policy responses by one Australian university (Tyler University) and the impact on English language education, the Tyler Foundation Studies pathway program and the staff in that program. The literature points to patterns and commonalities across the sector (globally and nationally) in regard to the ways in which an almost unquestioning adoption of market principles is shaping higher education policy. Universities have become synonymous with economic growth and a nation'‟s ability to compete in the global knowledge economy. As English is the language of the global market so an English medium degree provides access to the knowledge economy. Students from developed and developing nations are increasing their participation in higher education and create a ready market of consumers. Competition for revenue and for students is influencing the ways in which universities operate. The marketability of an institution, in terms of its courses, research and staff are seen as integral to increase ranking and status in the sector. The research presented in this portfolio is a case study of the Tyler Foundation Studies Program in 2007. The approach taken draws on Ball‟s (1993) trajectory studies approach and involves an analysis of the „bigger picture‟ of global and national policy contexts, before focusing on the ways in which these influences impact on the university, the program itself, and the staff in the program. As such, it makes a contribution to an area of scholarship which is under-represented in the literature on English language education, in that it focuses on policies, pragmatics and personal realities, rather than the more conventional focus on pedagogy and curriculum. Data for the research comes from interviews with staff and policy documents. In particular, a series of interviews with staff from „top to bottom‟, from Pro-Vice- Chancellor to lecturer, to reveal the Tyler „storylines‟. The influences of market ideology and government funding shortfalls emerge as critical factors shaping Tyler‟s operations and organisational culture. Increasing the university‟s competitive position and targeted internationalisation initiatives to attract full fee paying international students are also significant. The influences that impact on the positioning of the Foundation Studies Program are part of the bigger picture of Tyler‟s strategic positioning within the university sector. Institutional reform and competition from the private sector emerge as factors that impact directly on its positioning. Interviewees describe the focus on the commercial applications of internationalisation; award pathways, streamlined articulation and a new policy position on English language with the goal of „global‟ language competency for all students. Taken together, these mean that a non-award university pathway like the Foundation Studies Program is first marginalised and later closed. For Foundation Studies staff the key positioning factors are those that stem from an organisational culture where conformity to corporate values and interests is crucial to strategic positioning and define what is required of an academic at Tyler. The lack of academic credibility and marginal status attributed to English language education, and the view that pathway programs are service functions to be run on a strictly commercial basis, contribute to the view that English language teaching staff should be employed under different work conditions. The context of university education is set to change with the implementation of the recommendations of the Bradley Review of Australian Higher Education (2008). In particular, universities may be forced to re-examine the ways they support students from non-traditional backgrounds, and induct them into the culture of the university: issues which parallel those faced by the Foundation Studies Program. As such, the conclusions reached and the questions raised in the research have relevance for the future. This issue is discussed in the final chapter.

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Merga, Margaret Kristin. „The influence of parents, English teachers, friends & peer groups on West Australian adolescents' recreational book reading : findings from the West Australian Study in Adolescent Book Reading (WASABR)“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1909.

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Sharifian, Farzad. „Conceptual-associative system in Aboriginal English : a study of Aboriginal children attending primary schools in metropolitan Perth“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/757.

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National measures of achievement among Australian school children suggest that Aboriginal students, considered as a group, are those most likely to end their schooling without achieving minimal acceptable levels of literacy and numeracy. In view of the fact that many Aboriginal students dwell in metropolitan areas and speak English as a first language, many educators have been unconvinced that linguistic and cultural difference have been significant factors in this underachievement. This study explores the possibility that, despite intensive exposure to non-Aboriginal society, Aboriginal students in metropolitan Perth may maintain, through a distinctive variety of English, distinctive conceptualisation which may help to account for their lack of success in education. The study first develops a model of conceptualisations that emerge at the group level of cognition. The model draws on the notion of distributed representation to depict what are here termed cultural conceptualisations. Cultural conceptualisations are conceptual structures such as schemas and categories that members of a cultural group draw on in approaching experience. The study employs this model with regard to Aboriginal and non-Aboriginal students attending schools in the Perth Metropolitan area. A group of 30 Aboriginal primary school students and a matching group of non-Aboriginal students participated in this study. A research technique called Association-Interpretation was developed to tap into cultural conceptualisations across the two groups of participants. The technique was composed of two phases: a) the 'association' phase, in which the participants gave associative responses to a list of 30 everyday words such as 'home' and 'family', and b) the 'interpretation' phase, in which the responses were interpreted from an ethnic viewpoint and compared within and between the two groups. The informants participated in the task individually. The analysis of the data provided evidence for the operation of two distinct, but overlapping, conceptual systems among the two cultural groups studied. The two systems are integrally related to the dialects spoken by Aboriginal and non-Aboriginal Australians, that is, Aboriginal English and Australian English. The discrepancies between the two systems largely appear to be rooted in the cultural systems which give rise to the two dialects while the overlap between the two conceptual systems appears to arise from several phenomena such as experience in similar physical environments and access to 'modem' life style. A number of responses from non-Aboriginal informants suggest a case of what may be termed conceptual seepage, or a permeation of conceptualisation from one group to another due to contact. It is argued, in the light of the data from this study, that the notions of dialect and 'code-switching' need to be revisited in that their characterisation has traditionally ignored the level of conceptualisation. It is also suggested that the results of this study have implications for the professional preparation of educators dealing with Aboriginal students.

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Peacock, Elle. „What constitutes “good” writing in junior primary? Four Western Australian teachers discuss their views“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2313.

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Teacher views of writing can impact upon students and learning (Baer, 2008; Fang, 1996; Lambirth, 2016; Werderich & Armstrong, 2013). It is therefore important that teachers are conscious of and reflect upon their views of writing. This study aimed to gain a clearer understanding of West Australian teacher conceptions of “good” writing and how these views appeared to be formed in a Year One and Two context qualitative approach was employed, with four Year One and/or Two teachers participating in think-aloud protocols and a semi-structured interview. Data was analysed using thematic coding. Each teacher was analysed individually before comparisons occurred to explore the similarities and differences in teacher views and practices. The findings revealed that the participants focus on the more constrained aspects of writing and rely on systemic documents and the knowledge of their colleagues to make judgement decisions. The study also found that teachers may lack some knowledge and metalanguage specific to the Language strand of the Australian Curriculum: English. Recommendations are made to address these findings and the limitations of the study are presented.

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Bremner, Patricia. „Teacher scaffolding of literate discourse with Indigenous Reading Recovery students“. Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/5623.

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The research study described in this report was conducted in 2007 at a Kindergarten to Year 12 College, situated in the remote Kimberley region of Western Australia. Using case study methods, this research aimed to examine the scaffolding techniques used by two Reading Recovery teachers as they supported the language and literacy learning of two Indigenous Reading Recovery students. And further, to examine the impact of this scaffolding on each student’s language and literacy learning.
Multiple data sets were collected and examined with results discussed throughout this study. Transcripts and direct quotes were used to support the reporting of emergent themes and patterns with the convergence of the data used to support the internal validity of this small scale study.
This paper takes the position that generalisations, assumptions and stereotypical negative images of Indigenous students as disengaged and noncompliant students can be curtailed when teachers acknowledge that Indigenous students are active language learners with rich cultural and linguistic ‘funds of knowledge’ (Moll & Greenberg, 1990). These funds can support students’ new learning of literate discourse which is defined and used throughout this study as: the language used in schools to read, write and talk about texts used for educational purposes. Significantly, difficulties Indigenous students experience with literate discourse have been identified as contributing to the educational underachievement of this group of Australian students (Gray, 2007; Rose, Gray & Cowey, 1998, 1999).
The findings from this small scale study indicate that within the context of Reading Recovery teaching, teacher-student interaction and contingent teacher scaffolding, centred on text reading and writing experiences can support Indigenous students to code-switch between home languages and dialects, Standard Australian English and literate discourse.

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Bücher zum Thema "Australian language education"

White, Ely. An ecology of relationship: Language, understanding and education. Batchelor, N.T: Batchelor Institute of Indigenous Tertiary Education, 1999.

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Bavin, Edith Laura. Language problems in primary schools: Some Australian experiences. [Waurn Ponds], Vic: Deakin University, 1988.

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Djité, Paulin G. From language policy to language planning: An overview of languages other than English in Australian education. Deakin, ACT: The National Languages & Literacy Institute of Australia, 1994.

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Languages in Australian education: Problems, prospects and future directions. Newcastle upon tyne: Cambridge Scholars Pub., 2010.

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Higher education or education for hire?: Language and values in Australian universities. Rockhampton, Qld: Central Queensland University Press, 1996.

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Bianco, Joseph Lo. Australian literacies: Informing national policy on literacy education. 2. Aufl. Belconnen, A.C.T: Language Australia, 2001.

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Warrabarna Kaurna!: Reclaiming an Australian language. Lisse: Swets & Zeitlinger, 2000.

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Christie, Michael. Aboriginal perspectives on experience and learning: The role of language in Aboriginal education. [Waurn Ponds], Vic: Deakin University : distributed by Deakin University Press, 1985.

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Malcolm, Ian G. Aboriginality and English: Report to the Australian Research Council. Mount Lawley, W.A: Centre for Applied Language Research, Edith Cowan University, 1997.

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Malcolm, Ian G. Australian Aboriginal students in higher education. Perth, WA, Australia: National Centre for English Language Teaching and Research, Macquarie University, in association with the Centre for Applied Language Research at Edith Cowan University, 1998.

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Buchteile zum Thema "Australian language education"

Oliver, Rhonda. „Translanguaging for Australian Aboriginal Speakers“. In Research Questions in Language Education and Applied Linguistics, 885–89. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_152.

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Mason, Shannon, und John Hajek. „Language Education in Australian Primary Schools: Policy, Practice, Perceptions“. In Language Learning in Anglophone Countries, 135–53. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-56654-8_8.

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McKay, Graham. „The Policy Framework for Bilingual Education in Australian Indigenous Languages in the Northern Territory“. In Language Policy, 85–99. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-2078-0_8.

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Zhang, Grace, und Qian Gong. „The Retention of Year 11/12 Chinese in Australian Schools: A Relevance Theory Perspective“. In Critical Perspectives on Language Education, 119–40. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06185-6_7.

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Ford, Bill. „A Learning Society: Japan Through Australian Eyes“. In Artifical Intelligence, Culture and Language: On Education and Work, 149–60. London: Springer London, 1990. http://dx.doi.org/10.1007/978-1-4471-1729-2_17.

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Oriyama, Kaya. „Reforming Australian Policy for Chinese, Indonesian, Japanese, and Korean Heritage Languages“. In The Routledge Handbook of Heritage Language Education, 265–81. New York, NY ; Milton Park, Abingdon, Oxon : Routledge, [2017] | Series: Routledge Handbooks in Linguistics: Routledge, 2017. http://dx.doi.org/10.4324/9781315727974-20.

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Blackburn, Aranzazu M., und Susen R. Smith. „Capacities, Challenges and Curriculum for Australian Learners with Exceptional Potential for English-language Learning“. In The SAGE Handbook of Gifted and Talented Education, 357–72. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2018. http://dx.doi.org/10.4135/9781526463074.n30.

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Slaughter, Yvette. „Chapter 10. Bringing Asia to the Home Front: The Australian Experience of Asian Language Education through National Policy“. In Uniformity and Diversity in Language Policy, herausgegeben von Catrin Norrby und John Hajek, 157–74. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694478-015.

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Bunce, Pauline. „3. Out of Sight, Out of Mind… and Out of Line: Language Education in the Australian Indian Ocean Territory of the Cocos (Keeling) Islands“. In English Language as Hydra, herausgegeben von Vaughan Rapatahana und Pauline Bunce, 37–59. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847697516-009.

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Eisenchlas, Susana A., und Andrea C. Schalley. „Early Language Education in Australia“. In Handbook of Early Language Education, 1–26. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47073-9_26-1.

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Konferenzberichte zum Thema "Australian language education"

Alan Hodgett, Richard. „The Acceptance of Object-Oriented Development Methodologies in Australian Organizations and the Place of UML in Information Systems Programs“. In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2600.

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It is claimed that the Unified Modeling Language (UML) is emerging as the accepted standard graphical language for specifying, constructing, visualizing and documenting the object oriented information systems development process. As such it has gained a place in many information systems programs. An investigation of Australian organizations indicates that the use of object oriented development methodologies and UML is gradually increasing in Australia but is still to see general acceptance. This raises the question of the priority that should be accorded to the inclusion of UML in competition with other topics and issues in information systems education programs.

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De Raadt, Michael, Richard Watson und Mark Toleman. „Language Trends in Introductory Programming Courses“. In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2464.

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Deciding what to teach novice programmers about programming and, in particular, which programming language to teach to novice programmers, and how to teach it, is a common topic for debate within universities. Should an industry relevant programming language be taught, or should a language designed for teaching novices be used? In order to design tools and methodologies for the teaching of novice programmers it is important to uncover what is being taught, and in turn, what will be taught in the future. A census of introductory programming courses administered within all Australian universities has been undertaken. The census aimed to reveal not only what computer programming languages are being taught, but also how they are being taught. From the results of this census two key factors emerged: perceived industry pressure for graduates with certain language skills versus academic training for generic programming skills.

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Shariati, Saeed, Jocelyn Armarego und Fay Sudweeks. „The Impact of e-Skills on the Settlement of Iranian Refugees in Australia“. In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3684.

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[This Proceedings paper was revised and published in the Interdisciplinary Journal of E-Skills and Lifelong Learning (IJELL)] Aim/Purpose: The research investigates the impact of Information and Communication Technologies (ICT) on Iranian refugees’ settlement in Australia. Background: The study identifies the issues of settlement, such as language, cultural and social differences. Methodology: The Multi-Sited Ethnography (MSE), which is a qualitative methodology, has been used with a thematic analysis drawing on a series of semi-structured interviews with two groups of participants (51 Iranian refugees and 55 people with a role in assisting refugees). Contribution: The research findings may enable the creation of a model for use by the Australian Government with Iranian refugees. Findings: The findings show the vital role ICT play in refugees’ ongoing day-to-day life towards settlement. Recommendations for Practitioners: The results from this paper could be generalised to other groups of refugees in Australia and also could be used for Iranian refugees in other countries. Recommendation for Researchers: Researchers may use a similar study for refugees of different backgrounds in Australia and around the world. Impact on Society: ICT may assist refugees to become less isolated, less marginalized and part of mainstream society. Future Research: Future research could look into the digital divide between refugees in Australia and main stream Australians.

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Lei, Hui. „A Comparative Cultural Study of Australian Yurlungur Totem and Yi Tiger Totem“. In 2020 Conference on Education, Language and Inter-cultural Communication (ELIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201127.106.

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Zeng, Yueying. „BARRIERS TO TECHNOLOGY INTEGRATION INTO TEACHING CHINESE AS A FOREIGN LANGUAGE: A CASE STUDY OF AUSTRALIAN SECONDARY SCHOOLS“. In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1795.

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Sage, Jack, und Michael Sankey. „Managing career transitions into post-secondary Learning Designer Jobs: An Australasian perspective“. In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0103.

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This semi-structured qualitative study maps out the diversity of career paths of Australian and New Zealand (ANZ) learning designers (LDs) and summarises their career advice for those aspiring to be LDs. It identifies that, among the 92 participants, there were many different pathways into the profession both from an academic and from professional backgrounds. It identified that the most common entry points into the postsecondary LD profession come through previously working: as a primary and secondary teacher; in higher education student services, as an English as a Second Language (ESL) professional, a sessional academic seeking job stability; in private industry, such as in film and television and in the area of training and development. Most career transitions into LD were serendipitous, or a natural progression rather than a deliberate and planned process. The study further identified a paucity of LD and associated professions career information in ANZ public domain, which held some back from entering a Learning Design career earlier. This paper concludes with some recommended strategies to address this, to the extent that it is hoped that this paper will aid aspiring LDs in planning their career transitions more effectively.

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Li, Qiuyu. „Australia Media Studies“. In 2021 International Conference on Education, Language and Art (ICELA 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220131.058.

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Fatima Hajizada, Fatima Hajizada. „SPECIFIC FEATURES OF THE AMERICAN VERSION OF THE BRITISH LANGUAGE“. In THE FIRST INTERNATIONAL SCIENTIFIC – PRACTICAL VIRTUAL CONFERENCE IN MODERN & SOCIAL SCIENCES: NEW DIMENSIONS, APPROACHES AND CHALLENGES. IRETC, 2022. http://dx.doi.org/10.36962/mssndac-01-10.

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English is one of the most spoken languages in the world. A global language communication is inherent in him. This language is also distinguished by a significant diversity of dialects and speech. It appeared in the early Middle Ages as the spoken language of the Anglo-Saxons. The formation of the British Empire and its expansion led to the widespread English language in Asia, Africa, North America and Australia. As a result, the Metropolitan language became the main communication language in the English colonies, and after independence it became State (USA, Canada, Australia, New Zealand) and official (India, Nigeria, Singapore). Being one of the 6 Official Languages of the UN, it is studied as a foreign language in educational institutions of many countries in the modern time [1, 2, s. 12-14]. Despite the dozens of varieties of English, the American (American English) version, which appeared on the territory of the United States, is one of the most widespread. More than 80 per cent of the population in this country knows the American version of the British language as its native language. Although the American version of the British language is not defined as the official language in the US Federal Constitution, it acts with features and standards reinforced in the lexical sphere, the media and the education system. The growing political and economic power of the United States after World War II also had a significant impact on the expansion of the American version of the British language [3]. Currently, this language version has become one of the main topics of scientific research in the field of linguistics, philology and other similar spheres. It should also be emphasized that the American version of the British language paved the way for the creation of thousands of words and expressions, took its place in the general language of English and the world lexicon. “Okay”, “teenager”, “hitchhike”, “landslide” and other words can be shown in this row. The impact of differences in the life and life of colonists in the United States and Great Britain on this language was not significant either. The role of Nature, Climate, Environment and lifestyle should also be appreciated here. There is no officially confirmed language accent in the United States. However, most speakers of national media and, first of all, the CNN channel use the dialect “general American accent”. Here, the main accent of “mid Pppemestern” has been guided. It should also be noted that this accent is inherent in a very small part of the U.S. population, especially in Nebraska, Iowa, and Illinois. But now all Americans easily understand and speak about it. As for the current state of the American version of the British language, we can say that there are some hypotheses in this area. A number of researchers perceive it as an independent language, others-as an English variant. The founder of American spelling, American and British lexicographer, linguist Noah Pondebster treats him as an independent language. He also tried to justify this in his work “the American Dictionary of English” written in 1828 [4]. This position was expressed by a Scottish-born English philologist, one of the authors of the “American English Dictionary”Sir Alexander Craigie, American linguist Raven ioor McDavid Jr. and others also confirm [5]. The second is the American linguist Leonard Bloomfield, one of the creators of the descriptive direction of structural linguistics, and other American linguists Edward Sapir and Charles Francis Hockett. There is also another group of “third parties” that accept American English as a regional dialect [5, 6]. A number of researchers [2] have shown that the accent or dialect in the US on the person contains significantly less data in itself than in the UK. In Great Britain, a dialect speaker is viewed as a person with a low social environment or a low education. It is difficult to perceive this reality in the US environment. That is, a person's speech in the American version of the British language makes it difficult to express his social background. On the other hand, the American version of the British language is distinguished by its faster pace [7, 8]. One of the main characteristic features of the American language array is associated with the emphasis on a number of letters and, in particular, the pronunciation of the letter “R”. Thus, in British English words like “port”, “more”, “dinner” the letter “R” is not pronounced at all. Another trend is related to the clear pronunciation of individual syllables in American English. Unlike them, the Britons “absorb”such syllables in a number of similar words [8]. Despite all these differences, an analysis of facts and theoretical knowledge shows that the emergence and formation of the American version of the British language was not an accidental and chaotic process. The reality is that the life of the colonialists had a huge impact on American English. These processes were further deepened by the growing migration trends at the later historical stage. Thus, the language of the English-speaking migrants in America has been developed due to historical conditions, adapted to the existing living environment and new life realities. On the other hand, the formation of this independent language was also reflected in the purposeful policy of the newly formed US state. Thus, the original British words were modified and acquired a fundamentally new meaning. Another point here was that the British acharism, which had long been out of use, gained a new breath and actively entered the speech circulation in the United States. Thus, the analysis shows that the American version of the British language has specific features. It was formed and developed as a result of colonization and expansion. This development is still ongoing and is one of the languages of millions of US states and people, as well as audiences of millions of people. Keywords: American English, English, linguistics, accent.

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Qiu, Jianna, und Ke Xu. „A Critical Understanding of English Language Provision in Australia“. In 2015 Joint International Social Science, Education, Language, Management and Business Conference. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/jisem-15.2015.42.

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Margareta, Regine, und Lisetyo Ariyanti. „Attributive Words in Tourism Magazines in Australia“. In 2nd Social Sciences, Humanities and Education Conference: Establishing Identities through Language, Culture, and Education (SOSHEC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/soshec-18.2018.33.

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Berichte der Organisationen zum Thema "Australian language education"

Cassity, Elizabeth, Jacqueline Cheng und Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 1. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-672-7.

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The Government of Vanuatu is undertaking significant primary education reforms, including major curriculum changes, to improve equitable access to and the quality of education. Since 2016, a new primary education curriculum has been introduced by stages, accompanied by a suite of in-service teacher training. The new curriculum promotes teaching practices that support new pedagogies focused on student-centred learning and community support, language transition and class-based assessment practices. These reforms are being supported by the Australian Government, through its Vanuatu Education Support Program (VESP). The Australian Government's Department of Foreign Affairs and Trade (DFAT) has commissioned a study to investigate how the VESP is making a difference to the Government of Vanuatu’s ongoing primary education reforms. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. The purpose of this summary is to provide a brief overview of findings and recommendations from the first year (2019) of the Vanuatu study.

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Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson und Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

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The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. In 2019, the new curriculum for Lao language and other subjects was introduced for Grade 1 and is being phased in across all five primary grades. The new curriculum promotes teaching practices that support pedagogies focused on student-centred approaches, active learning, assessment of student learning progress, and a phonics approach to teaching reading. Teachers are being provided with teacher guides and other teaching and learning resources, and receive face-to-face orientation on the new curriculum. In BEQUAL-targeted districts, education support grants are also available to facilitate additional in-service support for teachers and principals. This study has provided the opportunity to investigate teaching quality and student literacy outcomes in Lao PDR over two rounds of data collection, with another planned for October 2022. The Baseline Report captured ‘state of play’ information in 2019 prior to major curriculum changes, as well as the onset of the COVID-19 pandemic. This summary provides an overview of findings and recommendations from the second year (2021) of the study, following two years of BEQUAL support for the implementation of the new Grade 1 Lao language curriculum.

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McEntee, Alice, Sonia Hines, Joshua Trigg, Kate Fairweather, Ashleigh Guillaumier, Jane Fischer, Billie Bonevski, James A. Smith, Carlene Wilson und Jacqueline Bowden. Tobacco cessation in CALD communities. The Sax Institute, Juni 2022. http://dx.doi.org/10.57022/sneg4189.

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Background Australia is a multi-cultural society with increasing rates of people from culturally and linguistically diverse (CALD) backgrounds. On average, CALD groups have higher rates of tobacco use, lower participation in cancer screening programs, and poorer health outcomes than the general Australian population. Lower cancer screening and smoking cessation rates are due to differing cultural norms, health-related attitudes, and beliefs, and language barriers. Interventions can help address these potential barriers and increase tobacco cessation and cancer screening rates among CALD groups. Cancer Council NSW (CCNSW) aims to reduce the impact of cancer and improve cancer outcomes for priority populations including CALD communities. In line with this objective, CCNSW commissioned this rapid review of interventions implemented in Australia and comparable countries. Review questions This review aimed to address the following specific questions: Question 1 (Q1): What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Question 2 (Q2): What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? This review focused on Chinese-, Vietnamese- and Arabic-speaking people as they are the largest CALD groups in Australia and have high rates of tobacco use and poor screening adherence in NSW. Summary of methods An extensive search of peer-reviewed and grey literature published between January 2013-March 2022 identified 19 eligible studies for inclusion in the Q1 review and 49 studies for the Q2 review. The National Health and Medical Research Council (NHMRC) Levels of Evidence and Joanna Briggs Institute’s (JBI) Critical Appraisal Tools were used to assess the robustness and quality of the included studies, respectively. Key findings Findings are reported by components of an intervention overall and for each CALD group. By understanding the effectiveness of individual components, results will demonstrate key building blocks of an effective intervention. Question 1: What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Thirteen of the 19 studies were Level IV (L4) evidence, four were Level III (L3), one was Level II (L2), none were L1 (highest level of evidence) and one study’s evidence level was unable to be determined. The quality of included studies varied. Fifteen tobacco cessation intervention components were included, with most interventions involving at least three components (range 2-6). Written information (14 studies), and education sessions (10 studies) were the most common components included in an intervention. Eight of the 15 intervention components explored had promising evidence for use with Chinese-speaking participants (written information, education sessions, visual information, counselling, involving a family member or friend, nicotine replacement therapy, branded merchandise, and mobile messaging). Another two components (media campaign and telephone follow-up) had evidence aggregated across CALD groups (i.e., results for Chinese-speaking participants were combined with other CALD group(s)). No intervention component was deemed of sufficient evidence for use with Vietnamese-speaking participants and four intervention components had aggregated evidence (written information, education sessions, counselling, nicotine replacement therapy). Counselling was the only intervention component to have promising evidence for use with Arabic-speaking participants and one had mixed evidence (written information). Question 2: What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? Two of the 49 studies were Level I (L1) evidence, 13 L2, seven L3, 25 L4 and two studies’ level of evidence was unable to be determined. Eighteen intervention components were assessed with most interventions involving 3-4 components (range 1-6). Education sessions (32 studies), written information (23 studies) and patient navigation (10 studies) were the most common components. Seven of the 18 cancer screening intervention components had promising evidence to support their use with Vietnamese-speaking participants (education sessions, written information, patient navigation, visual information, peer/community health worker, counselling, and peer experience). The component, opportunity to be screened (e.g. mailed or handed a bowel screening test), had aggregated evidence regarding its use with Vietnamese-speaking participants. Seven intervention components (education session, written information, visual information, peer/community health worker, opportunity to be screened, counselling, and branded merchandise) also had promising evidence to support their use with Chinese-speaking participants whilst two components had mixed (patient navigation) or aggregated (media campaign) evidence. One intervention component for use with Arabic-speaking participants had promising evidence to support its use (opportunity to be screened) and eight intervention components had mixed or aggregated support (education sessions, written information, patient navigation, visual information, peer/community health worker, peer experience, media campaign, and anatomical models). Gaps in the evidence There were four noteworthy gaps in the evidence: 1. No systematic review was captured for Q1, and only two studies were randomised controlled trials. Much of the evidence is therefore based on lower level study designs, with risk of bias. 2. Many studies provided inadequate detail regarding their intervention design which impacts both the quality appraisal and how mixed finding results can be interpreted. 3. Several intervention components were found to have supportive evidence available only at the aggregate level. Further research is warranted to determine the interventions effectiveness with the individual CALD participant group only. 4. The evidence regarding the effectiveness of certain intervention components were either unknown (no studies) or insufficient (only one study) across CALD groups. This was the predominately the case for Arabic-speaking participants for both Q1 and Q2, and for Vietnamese-speaking participants for Q1. Further research is therefore warranted. Applicability Most of the intervention components included in this review are applicable for use in the Australian context, and NSW specifically. However, intervention components assessed as having insufficient, mixed, or no evidence require further research. Cancer screening and tobacco cessation interventions targeting Chinese-speaking participants were more common and therefore showed more evidence of effectiveness for the intervention components explored. There was support for cancer screening intervention components targeting Vietnamese-speaking participants but not for tobacco cessation interventions. There were few interventions implemented for Arabic-speaking participants that addressed tobacco cessation and screening adherence. Much of the evidence for Vietnamese and Arabic-speaking participants was further limited by studies co-recruiting multiple CALD groups and reporting aggregate results. Conclusion There is sound evidence for use of a range of intervention components to address tobacco cessation and cancer screening adherence among Chinese-speaking populations, and cancer screening adherence among Vietnamese-speaking populations. Evidence is lacking regarding the effectiveness of tobacco cessation interventions with Vietnamese- and Arabic-speaking participants, and cancer screening interventions for Arabic-speaking participants. More research is required to determine whether components considered effective for use in one CALD group are applicable to other CALD populations.

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