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1
Debela, Nega Worku. „Minority language education with special reference to the cultural adaption of the Ethiopian community in South Australia /“. Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phd2858.pdf.
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2
Monaghan, Paul. „Laying down the country : Norman B. Tindale and the linguistic construction of the North-West of South Australia“. Title page, contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09phm734.pdf.
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"June 2003" 2 maps in pocket on back cover. Bibliography: leaves 285-308. This thesis critically examines the processes involved in the construction of the linguistic historical record for the north-west region of South Australia. Focussing on the work of Norman B. Tindale, the thesis looks at the construction of Tindale's Pitjantjatjara, Yankunytjatjara and Antikirinya representations. It argues that Tindale effectively reduced a diversity of indigenous practices to ordered categories more reflective of Western and colonial concepts than indigenous views. Tindale did not consider linguistic criteria in depth, had few informants, worked within arbitary tribal boundaries, was biased towards the category 'Pitjantjatjara' and was informed by notions of racial/linguistic purity. These factors which shaped the linguistic record must be taken into account when interpreting records for use as historical and native Title evidence.
3
Sapinski, Tania H. „Language use and language attitudes in a rural South Australian community /“. Title page, table of contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09ARM/09arms241.pdf.
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4
Steele, Jeremy Macdonald. „The aboriginal language of Sydney a partial reconstruction of the indigenous language of Sydney based on the notebooks of William Dawes of 1790-91, informed by other records of the Sydney and surrounding languages to c.1905 /“. Master's thesis, Electronic version, 2005. http://hdl.handle.net/1959.14/738.
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Thesis (MA)--Macquarie University (Division of Society, Culture, Media & Philosophy. Warawara - Dept. of Indigenous Studies), 2005.Bibliography: p. 327-333.
Introduction -- Sources and literature -- The notebooks -- Manuscripts and databases -- Neighbouring languages -- Phonology -- Pronouns -- Verbs -- Nouns -- Other word classes -- Retrospect and prospect.
'Wara wara!" - 'go away' - the first indigenous words heard by Europeans at the time of the social upheaval that began in 1788, were part of the language spoken by the inhabitants around the shores of Port Jackson from time immemorial. Traces of this language, funtionally lost in two generations, remain in words such as 'dingo' and 'woomera' that entered the English language, and in placenames such as 'Cammeray' and 'Parramatta'. Various First Fleeters, and others, compiled limited wordlists in the vicinity of the harbour and further afield, and in the early 1900s the surveyor R.H. Mathews documented the remnants of the Dharug language. Only as recently as 1972 were the language notebooks of William Dawes, who was noted by Watkin Tench as having advanced his studies 'beyond the reach of competition', uncovered in a London university library. The jottings made by Dawes, who was learning as he went along, are incomplete and parts defy analysis. Nevertheless much of his work has been confirmed, clarified and corrected by reference to records of the surrounding languages, which have similar grammatical forms and substantial cognate vocabulary, and his verbatim sentences and model verbs have permitted a limited attempt at reconstructing the grammar.
Mode of access: World Wide Web.
xxi, 333 p. ill. (some col.), maps (some col.), ports
5
Mrowa, Colette. „Communication, discourse, interaction in language classes. /“. Title page, contents and summary only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phm939.pdf.
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Thesis (Ph. D.)--University of Adelaide, Dept. of Linguistics, 1997.Amendments and errata are in pocket on front end paper together with covering letter. Includes bibliographical references (leaves 168-185).
6
Chan, Jean L. Y. „The Chinese community and the Chinese language schools in South Australia /“. Title page, contents and abstract only, 1992. http://web4.library.adelaide.edu.au/theses/09EDM/09edmc454.pdf.
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7
Milosh, Richard. „The cultural adaptation of Armenians in South Australia, with special reference to Armenian language“. Title page, table of contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09EDM/09edmm661.pdf.
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8
Sawyer, Wayne, University of Western Sydney, of Arts Education and Social Sciences College und School of Education and Early Childhood Studies. „Simply growth? : a study of selected episodes in the history of Years 7-10 English in New South Wales“. THESIS_CAESS_EEC_Sawyer_W.xml, 2002. http://handle.uws.edu.au:8081/1959.7/379.
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Calls for increased attention to subject-specific histories have been somewhat insistent in the last two decades. An important emphasis in these calls has been for attention to the history of the 'preactive curriculum' as represented, for example, in Syllabus documents. English has been a particular case in these arguments- a case which often revolves around defining the subject itself. Others have argued further that subject-specific history is usually centred in detailed local, historical studies of the recent past. In attempting to address these issues, this study sets out to answer the questions: 1/. How was Years 7-10 English defined from the early 1970s to the early 1990s in NSW? 2/. What was the relationship between the concepts 'English' and 'literacy' in NSW in the given period? The study focuses specifically on constructions of English in Syllabus documents, professional journals, textbooks and examinations. The particular methodology used to address the study questions is an in-depth study of two selected years during, viz. 1977 and 1992, accompanied by detailed discussion of contextual aspects of these years.Doctor of Philosophy (PhD)
9
Suliman, Rosemary, University of Western Sydney, of Arts Education and Social Sciences College und School of Psychology. „The motivational and linguistic context of the school achievement of Lebanese-background students in high schools in South-western Sydney“. THESIS_CAESS_PSY_Suliman_R.xml, 2001. http://handle.uws.edu.au:8081/1959.7/94.
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The purpose of this thesis is to examine the educational outcomes of Lebanese-background students in high schools in South-western Sydney, and to investigate some of the factors contributing to their pattern of achievement. The main thrust of this study is to empirically examine in detail two factors which are strong contributors to school achievement. The first is the motivational goals of these students. The second is the Language proficiency of Lebanese-background students in their first language (Arabic) and their second lanaguage (English). The study involves quantitative analyses of two sets of questionnaires administered to all the Year 9 students in three South-western metropolitan Sydney high schools. The Year 10 School Certificate results of this same group of students was then used to measure their level of achievement. Four groups were established for comparison: the non-Lebanese-, English-, Chinese- and Vietnamese- background groups. This study is contextualized within a discussion of some of the family factors which contribute to the achievement of migrant children in schools. Of particular relevance to Lebanese-background students are the socio-economic and educational background of parents, and the historical and social context of the Lebanese in Australia. The thesis concludes by putting forth some recommendations which involve the collaborative efforts of the home, the school and the community, suggesting that part of the solution lies in this collaborative effort. Boundaries can be crossed and stereotypes changed only through a concerted effort by the three sidesDoctor of Philosophy (PhD)
10
Sapinski, Tania Helen. „Language use and language attitudes in a rural South Australian community / presented by Tania H. Sapinski“. Thesis, 1998. http://hdl.handle.net/2440/108270.
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Argues the importance of considering non-linguistic factors in understanding the community situation, the most important of these non-linguistic factors being the role of peoples attitudes. Outlines the situation in the target community. Discusses language attitude research and compares attitudes to language varieties around the world. Illustrates Australian Governmental attitudes through their past and present policies in dealing with Indigenous Australians.Thesis (M.A.) -- University of Adelaide, Dept. of European Studies, 1999?
11
Amery, Robert Maxwell. „Warrabarna Kaurna : reclaiming Aboriginal languages from written historical sources : Kaurna case study / Rob Amery“. 1998. http://hdl.handle.net/2440/19250.
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Vol. 2 consists of unpublished or not readily available papers and miscellaneous material referred to in vol. 1. Includes historical material and Kaurna language texts.Includes bibliographical references (47 p.)
2 v, : ill. (some col.), maps ; 30 cm.
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Thesis (Ph.D.)--University of Adelaide, Dept. of Linguistics, 1998
12
Monaghan, Paul Edward. „Laying down the country : Norman B. Tindale and the linguistic construction of the North-West of South Australia / Paul Monaghan“. Thesis, 2003. http://hdl.handle.net/2440/21991.
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"June 2003"2 maps in pocket on back cover.
Bibliography: leaves 285-308.
xiv, 308 leaves : ill., maps ; 30 cm.
This thesis critically examines the processes involved in the construction of the linguistic historical record for the north-west region of South Australia. Focussing on the work of Norman B. Tindale, the thesis looks at the construction of Tindale's Pitjantjatjara, Yankunytjatjara and Antikirinya representations. It argues that Tindale effectively reduced a diversity of indigenous practices to ordered categories more reflective of Western and colonial concepts than indigenous views. Tindale did not consider linguistic criteria in depth, had few informants, worked within arbitary tribal boundaries, was biased towards the category 'Pitjantjatjara' and was informed by notions of racial/linguistic purity. These factors which shaped the linguistic record must be taken into account when interpreting records for use as historical and native Title evidence.
Thesis (Ph.D.)--University of Adelaide, School of European Studies and General Linguistics, 2003
13
Debela, Nega Worku. „Minority language education with special reference to the cultural adaption of the Ethiopian community in South Australia / by Nega Worku Debela“. Thesis, 1995. http://hdl.handle.net/2440/18659.
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14
Giacon, John. „A grammar of Yuwaalaraay and Gamilaraay: a description of two New South Wales languages based on 160 years of records“. Phd thesis, 2014. http://hdl.handle.net/1885/12377.
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Yuwaalaraay and Gamilaraay are closely related languages from the North of New South Wales which had dramatically declined in use and are now being reused by many Yuwaalaraay Gamilaraay people in a variety of ways.
This thesis expands the grammatical description of the languages, building in particular on Williams (1980). A wide range of sources from the mid-19th century to the tapes made in the 1970s are examined. Light is shed on them by the growing body of typology of Pama-Nyungan languages and in particular by Donaldson’s (1980) Grammar of Wangaaybuwan, which along with Gamilaraay, Yuwaalaraay, Wayilwan and Wiradjuri form the Central New South Wales language sub-group.
The main topics covered are nominal morphology (Chapters 2-6), verbal morphology (Chapters 7-9) and syntax (Chapters 10-11). Chapter 8 covers interrogatives, negatives, indefinites and ignoratives. Notable features of nominals include the complex, and not yet fully described, set of demonstratives. YG verbs have a wide range of stem forming suffixes, including distinctive Time of Day suffixes (morning, afternoon and night), and Distance in Time suffixes which subdivide the past and future. Included is the first description of the middle verb forms, which have a range of case frames.
Where possible the grammar of the languages is described, with extensive evidence from the sources. Often there is currently unanalysable material, and this is often included, providing a starting point for further work on the languages.
The thesis has an appendix, which contains background YG material and material from other languages.
There is also a resource disc which has transcriptions of many of the source documents and tapes.
15
Besold, Jutta. „Language recovery of the New South Wales South Coast Aboriginal languages“. Phd thesis, 2012. http://hdl.handle.net/1885/10133.
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The recent years have witnessed an increase in revisiting language descriptions of the
‘sleeping’ traditional languages of south-east Australia from available historic material.
The languages of south-east New South Wales have thus far been largely neglected
and this thesis fills a gap in the contemporary language work that has and still is being undertaken on traditional New South Wales languages. This research study investigates the traditional Aboriginal languages of the New South Wales South Coast. The languages presented here are Dharrawal, Dharumba, Dhurga and Djirringanj, which were spoken from the southern parts of Sydney and Botany Bay down along the coast, close to the Victorian border. The language material used for the analysis consists entirely of archival material that was collected by various people between ca. 1834 and 1902.
Although previous work on the New South Wales South Coast languages (see
Capell (n.d.) and Eades’ (1976)) offered insight into the structure of the languages, the available archival material has not been exhaustively utilised until now. Part B of this thesis presents the seventeen previously unanalysed texts transcribed by Andrew Mackenzie and Robert Hamilton Mathews during the latter half of the 19th Century.
These texts supply a significant amount of additional morphological and syntactical
information, and insights into narrative and discourse features; as well as mythologies
of the South Coast people.
Throughout the thesis, issues of working from archival material are appropriately
discussed to clarify interpretation of the material and to introduce the reader to the
stages and processes involved in working from historic material.
This work is ultimately produced as a tool for local Aboriginal communities and
community members to assist in current and future language reclamation and revitalisation projects, and to allow for projects to aim for higher language proficiency than has previously been possible.
16
Hart, Alexander. „Writing the Diaspora : a bibliography and critical commentary on post-Shoah English-language fiction in Australia, South Africa, and Canada“. Thesis, 1996. http://hdl.handle.net/2429/6638.
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In the aftermath of the Shoah (Holocaust)—the mass murder of 6,000,000
Jews—Jean-Paul Sartre wrote Reflexions sur la Question Juive (1946), in which he
concluded that the fate of the Jews, the fate of the individual non-Jew, and the fate of the entire world are inextricably and reciprocally intertwined. Building on Sartre's perception, Portrait of a Jew (1962) and The Liberation of the Jew (1966) describe what the author, Albert Memmi, terms "the universal Jewish fate": that of being the paradigmatic "colonized" Other—insofar as the Jews are a particularly oppressed minority, that is, their
marginalization epitomizes the fate of all humanity. Further, Memmi argues both that "to be a Jewish writer is ... to express the Jewish fate" and that a "true Jewish literature" is necessarily one which revolts against the imposition and acceptance of this fate. Sartre's
and Memmi's insights posit that Jewish consciousness acts upon both national and world consciousness. Memmi suggests that one means of expressing the Jewish consciousness is through literature. In their imaginative interpretations of the post-Shoah interconnections between the Jew, the nation, and the world, modern Jewish fiction writers of the Diaspora (dispersion)
—at least those whose work foregrounds tropes of Jewish sensibility, incorporating Jewish characters and themes—often delineate a world which, in the aftermath of Auschwitz, is socially and existentially even more precarious than it was before the war. This study examines post-Shoah Jewish consciousness and its relation to national/world consciousness,as represented in the English-language Jewish fiction of Australia, South Africa, and Canada, Commonwealth countries whose diverse Jewish literatures have been overshadowed by the predominant English-language Jewish literary culture of the U.S.A. The structure of this study is bipartite. Part B is an indexed Bibliography enumerating primary works by Jewish prose fiction writers of Australia, Canada, and South Africa. Part A is a critical commentary on Part B. The Introduction (Chapter 1) outlines the
theoretical bases for the study. The three following chapters scrutinize Jewish Australian (Chapter 2), Jewish South African (Chapter 3), and Jewish Canadian (Chapter 4) fiction. Among the writers considered are Australians B.N. Jubal, Judah Waten, David Martin, Morris Lurie, Serge Liberman, and Lily Brett; South Africans Nadine Gordimer, Dan Jacobson, Jillian Becker, Antony Sher, and Rose Zwi; and Canadians Henry Kreisel, A.M. Klein, Adele Wiseman, Mordecai Richler, and Robert Majzels. Each of these three chapters follows a similar format: a description of the origin, history, and demography of the Jewish community; an outline of the important pre-World War II Jewish fiction writers and their work; an examination of representative post-Shoah works; and concluding remarks about
the ways in which the works under consideration here contest and revise both the canons of nation and national literature and the very concepts of nation, canon, and canon-making. An Epilogue (Chapter 5) contextualizes the thematic patterns common to the Jewish fiction of the three countries and suggests ways in which this fiction can be located within the larger framework of Jewish Literature.
17
May, Thorold (Thor). „Language tangle: predicting and facilitating outcomes in language education“. Thesis, 2010. http://hdl.handle.net/1959.13/804346.
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Research Doctorate - Doctor of Philosophy (PhD)This thesis argues that foreign and second language teaching productivity can only reach its proper potential when it is accorded priority, second only to language learner productivity, amongst the many competing productivities which are always asserted by stakeholders in educational institutions. A theoretical foundation for the research is established by examining the historical concept of productivity, and its more recent manifestation as knowledge worker productivity, especially as applied to teachers. The empirical basis of the thesis is sourced from a chronological series of twenty biographical case studies in language teaching venues in Australia, New Zealand, Oceania and East Asia. The biographical case study methodology, although rare in applied linguistics, is justified by reference to its wide and growing application in other fields of qualitative research. The case studies are analysed for common patterns of productivity, as well as teaching productivity inhibition or failure. It was affirmed across all of the case studies without exception that external parties could not control or even reliably predict what individual students might learn, and how well, from instances of instructed language teaching. This was regardless of the power of institutional players, external resources, curriculums or the teacher. Student belief in the immediate value of what was to be learned in a given lesson, and personal confidence in an ability to learn it were the most critical factors. Teaching productivity was found to turn, ultimately, on the teacher's ability to influence the probability of student learning. The teacher could best influence learning probability by enhancing student motivation. The most effective environments for teaching productivity were seen to be those where the teacher was professionally equipped and politically enabled to exercise judgements which maximized opportunities for student language learning productivity. A negotiated pact concerning both curriculum and method often proved effective, especially with mature students, and at times required some deception of institutional authorities. Empirically, the encouragement of reciprocal learning relationships between teacher and students was found to be powerfully enabling for language teaching productivity in the case studies. In many venues a small but effective minority of 'intimate learners' were also able to leverage their language learning productivity by forging more personal relationships with the teacher. The wider cultural paradigm within each of the countries represented in the case studies sanctioned different paths and limitations for both language learners and teachers, and hence was seen to influence teaching productivity in critical ways. It was found that under certain conditions, notably (but not exclusively) those prevailing in many East Asian educational institutions, that certification of foreign language skills had a higher cultural, employment and monetary value than the actual ability to exercise foreign language skills. A negative influence on teacher productivity in many of the case studies was an ignorance about language learning and teaching amongst institutional players. The disregard of language teacher professionalism was fed by a belief that being able to speak a language was all that was necessary to teach it, and reinforced by misinterpreting the meaning of test results. Related to this, an imbalance of power relationships between teachers or students with other institutional interests was consistently found to interfere with teaching and learning productivities. Overall, the model of productivity understood in institutions instanced by the case studies tended to reflect a 19th Century economic paradigm of capital, raw materials (students) and labour (dispensable classroom workers) rather than any more sophisticated grasp of knowledge worker productivity. It was demonstrated in the context of the case studies that productivity, and in particular knowledge worker productivity, is a complex concept whose facets require detailed analysis to arrive at a proper understanding of the role that foreign and second language teachers play in educational institutions.
18
Holeva, Alexandra. „Parental aspirations, teacher apprehensions and student attitudes to the teaching and learning of Greek in South Australian secondary schools“. Thesis, 2014. http://hdl.handle.net/2440/83771.
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This portfolio of research aimed to investigate the learning and teaching of Greek in Adelaide secondary schools, from the perspective of the students studying the language and to a lesser extent their parents and teachers. It sought to follow up the previous studies of Smolicz, Tamis and Papademetre, by studying the latest generation of young people of Greek background in relation to maintaining Greek language and culture. A longitudinal mixed research approach (qualitative and quantitative), influenced by humanistic sociological principles, was adopted. Data were collected through questionnaires, using both fixed and open-ended questions, as well as follow –up interviews and research observations over a ten year period. Respondents were drawn from St George College, established by the Greek Orthodox Community and Parish of St George, as the only independent school in Adelaide committed to maintaining Greek language and culture at high school level, and from three state high schools which are considered specialised in languages and offered Greek in their curriculum. The description of the data collected and the analysis of the findings are presented in three projects within this portfolio of research. Project 1 was based on data collected from ten parents whose children attended St George College and five teachers, on the one hand, and from 23 parents and six teachers associated with the three state high schools on the other. Most spoke in Greek ethnolect to their immigrant parents, but mainly English to their spouses and children. Although many had achieved upward mobility into professional careers, most felt both Greek and Australian. St George parents were more oriented towards the Greek community and valued the college’s Greek ethos, while state school parents associated more with mainstream Australian society and gave highest priority to their children’s academic success. Teachers were concerned at the decline in students’ competence and interest in Greek. Those in state schools were also fearful for the future of their subject. Project 2 studied the learning experiences, attitudes and language activation of 82 students from St George College. Many spoke a little Greek with grandparents, if they were still alive. Although most were positive to learning Greek and responded enthusiastically to the Greek ethos of the school, a small proportion were opposed to learning the language or regarded it as irrelevant. All but a few considered they were Greek, which they linked particularly with family, religion, historicity as well as music and character. Project 3 was a parallel study of 214 students studying Greek in state school contexts which were multicultural in orientation, not Greek. The students’ activation of Greek within the family was rather less than for the St George respondents. Far more of the students were indifferent (rather than opposed) to Greek, with some senior students being more positive. Their friendships and career aspirations oriented them toward mainstream Australian society. In identity, they felt Australian, but almost always with some sense of Greekness as well. In conclusion, the new knowledge this dissertation offers to the Greek language and culture research was mapped out and the participants were taxonomised into participant’s types attracted to one or other or both cultural groups. Only a few were monadic, attracted to either the Australian or the Greek group. Even fewer were dyadic, balanced in their activation of both Australian and Greek language and culture. The great majority were pseudo-dyadic, where the language and culture of one group predominated, but there was some evidence of the activation of the other. Finally, the implications of these findings for the teaching of Greek at secondary level, and the possible effects of a potential new wave of immigrants from Greece are discussed.Thesis (D.Ed.) -- University of Adelaide, School of Education, 2014
19
Rahman, Kiara. „Indigenous student success in secondary schooling : factors impacting on student attendance, retention, learning and attainment in South Australia“. 2010. http://arrow.unisa.edu.au:8081/1959.8/91202.
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This thesis investigates factors which impact on Indigenous student learning and success in secondary schooling in South Australia. The research contributes to greater understandings of why Indigenous students make the decision to stay on at school, and highlights the importance of teachers and culturally responsive schooling for improved learning outcomes.
20
Crickmore, Barbara Lee. „An Historical Perpsective On the Academic Education Of Deaf Children In New South Wales 1860s-1990s“. Thesis, 2000. http://hdl.handle.net/1959.13/24905.
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This is an historical investigation into the provision of education services for deaf children in the State of New South Wales in Australia since 1860. The main focus is those deaf children without additional disabilities who have been placed in mainstream classes, special classes for the deaf and special schools for the deaf. The study places this group at centre stage in order to better understand their educational situation in the late 1990s. The thesis has taken a chronological and thematic approach. The chapters are defined by significant events that impacted on the education of the deaf, such as the establishment of special schools in New South Wales, the rise of the oral movement, and aftermath of the rubella epidemic in Australia during the 1940s. Within each chapter, there is a core of key elements around which the analysis is based. These key elements tend to be based on institutions, players, and specific educational features, such as the mode of instruction or the curriculum. The study found general agreement that language acquisition was a fundamental prerequisite to academic achievement. Yet the available evidence suggests that educational programs for most deaf children in New South Wales have seldom focused on ensuring adequate language acquisition in conjunction with the introduction of academic subjects. As a result, language and literacy competencies of deaf students in general have frequently been acknowledged as being below those of five their hearing counterparts, to the point of presenting a barrier to successful post-secondary study. It is proposed that the reasons for the academic failings of the deaf are inherent in five themes.PhD Doctorate
21
Crickmore, Barbara Lee. „An Historical Perpsective On the Academic Education Of Deaf Children In New South Wales 1860s-1990s“. 2000. http://hdl.handle.net/1959.13/24905.
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This is an historical investigation into the provision of education services for deaf children in the State of New South Wales in Australia since 1860. The main focus is those deaf children without additional disabilities who have been placed in mainstream classes, special classes for the deaf and special schools for the deaf. The study places this group at centre stage in order to better understand their educational situation in the late 1990s. The thesis has taken a chronological and thematic approach. The chapters are defined by significant events that impacted on the education of the deaf, such as the establishment of special schools in New South Wales, the rise of the oral movement, and aftermath of the rubella epidemic in Australia during the 1940s. Within each chapter, there is a core of key elements around which the analysis is based. These key elements tend to be based on institutions, players, and specific educational features, such as the mode of instruction or the curriculum. The study found general agreement that language acquisition was a fundamental prerequisite to academic achievement. Yet the available evidence suggests that educational programs for most deaf children in New South Wales have seldom focused on ensuring adequate language acquisition in conjunction with the introduction of academic subjects. As a result, language and literacy competencies of deaf students in general have frequently been acknowledged as being below those of five their hearing counterparts, to the point of presenting a barrier to successful post-secondary study. It is proposed that the reasons for the academic failings of the deaf are inherent in five themes.PhD Doctorate