Thematische Bibliographien / Native language and education Papua New Guinea

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Auswahl der wissenschaftlichen Literatur zum Thema „Native language and education Papua New Guinea“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 12. Februar 2022

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Zeitschriftenartikel zum Thema "Native language and education Papua New Guinea"

Samarin, William J. „Langauge, Education, and Development: Urban and Rural Tok Pisin in Papua New Guinea.:Langauge, Education, and Development: Urban and Rural Tok Pisin in Papua New Guinea.“ Journal of Linguistic Anthropology 4, Nr. 1 (Juni 1994): 113–14. http://dx.doi.org/10.1525/jlin.1994.4.1.113.

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Skutnabb-Kangas, Tove. „Revitalisation of Indigenous Languages in Education: Contextualising the Papua New Guinea Experience“. Language and Education 17, Nr. 2 (Juni 2003): 81–86. http://dx.doi.org/10.1080/09500780308666840.

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Siegel, Jeff. „Formal vs. Non-Formal Vernacular Education: The Education Reform in Papua New Guinea“. Journal of Multilingual and Multicultural Development 18, Nr. 3 (Juni 1997): 206–22. http://dx.doi.org/10.1080/01434639708666315.

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Ingemann, Frances, und Suzanne Romaine. „Language, Education, and Development: Urban and Rural Tok Pisin in Papua New Guinea“. Language 70, Nr. 2 (Juni 1994): 404. http://dx.doi.org/10.2307/415872.

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Pickford, Steve. „Emerging Pedagogies of Linguistic and Cultural Continuity in Papua New Guinea“. Language, Culture and Curriculum 18, Nr. 2 (September 2005): 139–53. http://dx.doi.org/10.1080/07908310508668737.

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Mclaughlin, Denis. „The Clash of Cultures: Learning Through English in Papua New Guinea“. Language, Culture and Curriculum 10, Nr. 2 (Januar 1997): 89–105. http://dx.doi.org/10.1080/07908319709525243.

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Lindström, Eva. „Literacy in a Dying Language: The Case of Kuot, New Ireland, Papua New Guinea“. Current Issues in Language Planning 6, Nr. 2 (15.05.2005): 200–223. http://dx.doi.org/10.1080/14664200508668281.

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Verhaar, John W. M. „Suzanne Romain. Language, Education, and Development. Urban and rural Tok Pisin in Papua New Guinea“. Studies in Language 17, Nr. 2 (01.01.1993): 514–18. http://dx.doi.org/10.1075/sl.17.2.24ver.

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Redman-MacLaren, Michelle, Tracie Mafile’o, Rachael Tommbe und David MacLaren. „Meeting in the Middle: Using Lingua Franca in Cross-Language Qualitative Health Research in Papua New Guinea“. International Journal of Qualitative Methods 18 (01.01.2019): 160940691988345. http://dx.doi.org/10.1177/1609406919883459.

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With words as data, qualitative researchers rely upon language to understand the meaning participants make of the phenomena under study. Cross-language research requires communication about and between linguistic systems, with language a site of power. This article describes the use of the lingua franca of Tok Pisin in a study conducted to explore the implications of male circumcision for human immunodeficiency virus (HIV) prevention for women in Papua New Guinea. Utilizing a transformational grounded theory methodology, researchers conducted an analysis of data from an HIV prevention study. Researchers then facilitated individual interviews and interpretive focus groups to explore preliminary categories identified during the analysis. Most focus groups and interviews were conducted in the local lingua franca Tok Pisin, which is neither the researchers’ nor most participants’ first language. Audio recordings were transcribed and analyzed. Researchers returned to research participants to discuss research findings and recommendations. Following critical reflection by the authors and further discussions with participants, it was evident that using Tok Pisin enriched the research process and findings. Using the lingua franca of Tok Pisin enabled interaction in a language closer to the lived experience of participants, devolved the power of the researcher, and was consistent with decolonizing methodologies. Participants reported the use of Tok Pisin, em i tasim (pilim) bun bilong mipela, “it touches our bones,” and enabled a flow of conversation with the researchers that engendered trust. It is critical researchers address hierarchies of language in order to enable cogeneration of quality research findings.

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Ridge, Brain. „Review of Romaine, Suzanne (1992) Language, Education, and Development (Urban and Rural Tok Pisin in Papua New Guinea“. Australian Review of Applied Linguistics 16, Nr. 1 (01.01.1993): 147–56. http://dx.doi.org/10.1075/aral.16.1.11rid.

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Dissertationen zum Thema "Native language and education Papua New Guinea"

Young, Kathryn, und edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. „AN ONGOING COLONIAL LEGACY: CONTEMPORARY EDUCATION BELIEFS AND PRACTICES IN PAPUA NEW GUINEA“. Deakin University. School of Education / School of Social & Cultural Studies, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040726.102645.

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In the late 1980¡¦s, a realisation that the western education system bequeathed to Papua New Guinea at the time of Independence had functioned to devalue and marginalise many of the traditional beliefs, knowledge and skills students brought with them to education, led to a period of significant education reform. The Reform was premised on the report of a Ministerial Review Committee called A Philosophy of Education. This report made recommendations about how education in Papua New Guinea could respond to the issues and challenges this nation faced as it sought to chart a course to serve the needs of its citizens on its own terms. The issues associated with managing and implementing institutionalised educational change premised on importing western values and practices are a central theme of this thesis. The impact of importing foreign curriculum and associated curriculum officers and consultants to assist with curriculum change and development in the former Language and Literacy unit of the Curriculum Development Division, is considered in three related sections of this report: P a critical review of the imported educational system and related practices and related issues since Independence P narrative report of the experience of two colleagues in western education P evidential research based on curriculum Reform in the Language and Literacy Unit. How Papua New Guinea has sought to come to terms with the issues and challenges that arose in response to a practice of importing western curriculum both at the time of Independence and currently through the Reform, are explored throughout the thesis. The findings issues reveal much about the capacity of individuals and institutions to respond to a post-colonial world particularly associated with an ongoing colonial legacy in the principle researcher¡¦s work context. The thesis argues that the challenges Papua New Guinea curriculum officers face today, as they manage and implement changes associated with another imported curriculum are caught up in existing power relations. These power relations function to stifle creative thinking at a time when it is most needed. Further, these power relations are not well understood by the curriculum officers and remained hidden and unquestioned throughout the research project. The thesis also argues that in the researcher¡¦s work context, techniques of surveillance were brought to bear and functioned to curtail critical thinking about how the reformed curriculum could be sensitive and respectful of those beliefs and traditions that had sustained life in Papua New Guinea for thousands of years. Consequently, many outmoded beliefs and practices associated with an uncritical and ongoing acceptance of the superiority of western imports have been retained, thereby effectively denying the collective voices of Paua New Guineans in the current curriculum Reform.

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Hynum, Barbara J. „Indigenously authored and illustrated literature: An answer to esoteric notions of literacy among the Numanggang adults of Papua New Guinea“. CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1719.

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Rumere, Deborah Anne. „Initial literacy in Papua New Guinea-indigenous languages, Tok Pisin or English?“ 2001. http://web4.library.adelaide.edu.au/theses/09ED.M/09ed.mr936.pdf.

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Bücher zum Thema "Native language and education Papua New Guinea"

Language, education, and development: Urban and rural Tok Pisin in Papua New Guinea. New York: Oxford University Press, 1992.

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Romaine, Suzanne. Language, education, and development: Urban and rural Tok Pisin in Papua New Guinea. Oxford: Clarendon, 1992.

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Waters, Glenys. A survey of vernacular education programming at the provinciallevel within Papua New Guinea. SIL Printing Department, 1996.

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In-between People: Language and Culture Maintenance and Mother-Tongue Education in the Highlands of Papua New Guinea (SIL International Publications in Language Use and Education). SIL International, 2005.

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Aikhenvald, Alexandra Y., und R. M. W. Dixon, Hrsg. Commands. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198803225.001.0001.

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This book focuses on the form and the function of commands—directive speech acts such as pleas, entreaties, and orders—from a typological perspective. A team of internationally renowned experts in the field examine the interrelationship of these speech acts with cultural stereotypes and practices, as well as their origins and development, especially in the light of language contact. The volume begins with an introduction outlining the marking and the meaning of imperatives and other ways of expressing commands and directives. Each of the chapters that follow then offers an in-depth analysis of commands in a particular language. These analyses are cast in terms of ‘basic linguistic theory’—a cumulative typological functional framework—and the chapters are arranged and structured in a way that allows useful comparison between them. The languages investigated include Quechua, Japanese, Lao, Aguaruna and Ashaninka Satipo (both from Peru), Dyirbal (from Australia), Zenzontepec Chatino (from Mexico), Nungon, Tayatuk, and Karawari (from Papua New Guinea), Korowai (from West Papua), Wolaitta (from Ethiopia), and Northern Paiute (a native language of the United States).

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Gotman, Kélina. ‘The Gift of Seeing Resemblances’. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190840419.003.0011.

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In this penultimate chapter, the ‘choreomania’ diagnosis all but dissolves. Visiting British and other colonial government anthropologists, moving around the colonial world from Jamaica and Papua New Guinea to New Zealand, read islanders performing ecstatic preparations for the ‘Great Awakening’ or the return of ancestors in rafts as participating in yet another iteration of a primitive type of dancing disease. Yet, as this chapter also shows, the ‘cargo cults’, just like the Hauhau movement, conjugated a complex play of counter-mimicry which reappropriated colonial props, language, and gesture in a theatre of messianic anticipation. In turn reappropriated by later twentieth-century anthropologists into a romantic narrative about native freedom and liberation from oppression, ‘choreomania’ turns on its head. No longer deemed merely ‘premodern’, dancing and shaking ecstatics and other millennialist prophets and their followers serve as fantastical models for a ‘Western’ world seeking to cultivate indigenous alterities of its own.

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Buchteile zum Thema "Native language and education Papua New Guinea"

Fitzpatrick, Jane. „Migrant Women“. In Advances in Healthcare Information Systems and Administration, 121–35. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4619-3.ch007.

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Women across the world migrate for a wide range of reasons. Some gravitate to towns and cities in their own countries seeking safety, education, health care, and employment opportunities. Others cross international boundaries, fleeing from the atrocities of war and extreme poverty. Migration within countries is also on the rise, as people move seeking resources, services, education, and employment opportunities. In addition, they may want to escape from violence or natural disasters. This movement of people from rural to urban areas has resulted in an explosive growth of cities around the globe. Women migrate to enhance their life experiences and that of their children and kinsfolk. This chapter draws on a research case study undertaken with the Kewapi language group in Port Moresby and the Batri Villages of the Southern Highlands in Papua New Guinea. It highlights the perspectives of women migrating from their home communities in order to seek education and health care. It explores the implications for developing user-focused health care systems designed to meet the needs of mobile and vulnerable women. The study suggests that if women and their families from remote rural communities participate in health promoting initiatives, they can dramatically improve their life and health experiences and that of their community.

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