Thematische Bibliographien / Yankunytjatjara language

Auswahl der wissenschaftlichen Literatur zum Thema „Yankunytjatjara language“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 28. Januar 2023

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Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile

Zeitschriftenartikel zum Thema "Yankunytjatjara language":

1

Bromhead, Helen. „Ethnogeographical categories in English and Pitjantjatjara/Yankunytjatjara“. Language Sciences 33, Nr. 1 (Januar 2011): 58–75. http://dx.doi.org/10.1016/j.langsci.2010.07.004.

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2

Tabain, Marija, und Andrew Butcher. „Pitjantjatjara“. Journal of the International Phonetic Association 44, Nr. 2 (25.07.2014): 189–200. http://dx.doi.org/10.1017/s0025100314000073.

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Pitjantjatjara is a dialect of the Western Desert Language (WDL) of central Australia (Douglas 1958). The Western Desert Language is a member of the south-west Pama-Nyungan group. Together with Warnman, it forms the Wati sub-group. It is spoken by 4000–5000 people, and covers the widest geographical area of any language in Australia, stretching from Woomera in central northern South Australia, as far west as Kalgoorlie and Meekatharra and north to Balgo Hills, in Western Australia. The main dialects, which differ most in regards the lexicon but also to some extent in grammar and phonology, include Pitjantjatjara, Yankunytjatjara, Ngaanyatjarra, Ngaatjatjarra, Southern Luritja, Pintupi-Luritja, Kukatja, Gugarda, Ngalia, Wangkatja, Wangkatha, Manyjilyjarra, Kartutjarra and Yurlparija. It is perhaps more accurately conceived of as a dialect chain, whereby a dialect such as Pitjantjatjara is mutually intelligible with its neighbours Ngaanyatjatjarra and Yankunytjatjara, but not with dialects more distant than these, such as Kukatja and Manyjilyjarra.
3

Goddard, Cliff. „The lexical semantics of “good feelings” in Yankunytjatjara“. Australian Journal of Linguistics 10, Nr. 2 (Dezember 1990): 257–92. http://dx.doi.org/10.1080/07268609008599444.

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4

Goddard, Cliff. „Traditional yankunytjatjara ways of speaking ‐ a semantic perspective“. Australian Journal of Linguistics 12, Nr. 1 (Juni 1992): 93–122. http://dx.doi.org/10.1080/07268609208599472.

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5

Naessan1, Petter. „Some tentative remarks on the sociolinguistic vitality of Yankunytjatjara in Coober Pedy, South Australia“. Australian Journal of Linguistics 28, Nr. 2 (Oktober 2008): 103–38. http://dx.doi.org/10.1080/07268600802308741.

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6

Wilmoth, Sasha, Rebecca Defina und Debbie Loakes. „They Talk Muṯumuṯu: Variable Elision of Tense Suffixes in Contemporary Pitjantjatjara“. Languages 6, Nr. 2 (07.04.2021): 69. http://dx.doi.org/10.3390/languages6020069.

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Vowel elision is common in Pitjantjatjara and Yankunytjatjara connected speech. It also appears to be a locus of language change, with young people extending elision to new contexts; resulting in a distinctive style of speech which speakers refer to as muṯumuṯu (‘short’ speech). This study examines the productions of utterance-final past tense suffixes /-nu, -ɳu, -ŋu/ by four older and four younger Pitjantjatjara speakers in spontaneous speech. This is a context where elision tends not to be sociolinguistically or perceptually salient. We find extensive variance within and between speakers in the realization of both the vowel and nasal segments. We also find evidence of a change in progress, with a mixed effects model showing that among the older speakers, elision is associated with both the place of articulation of the nasal segment and the metrical structure of the verbal stem, while among the younger speakers, elision is associated with place of articulation but metrical structure plays little role. This is in line with a reanalysis of the conditions for elision by younger speakers based on the variability present in the speech of older people. Such a reanalysis would also account for many of the sociolinguistically marked extended contexts of elision.
7

Osborne, Sam. „Kulintja Nganampa Maa-kunpuntjaku (Strengthening Our Thinking): Place-Based Approaches to Mental Health and Wellbeing in Anangu Schools“. Australian Journal of Indigenous Education 42, Nr. 2 (Dezember 2013): 182–93. http://dx.doi.org/10.1017/jie.2013.25.

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MindMatters, implemented by Principals Australia Institute, is a resource and professional development initiative supporting Australian secondary schools in promoting and protecting the mental health and social and emotional wellbeing of members of school communities, preferring a proactive paradigm (Covey, 1989) to the position of ‘disaster response’. While the MindMatters national focus has continued, grown and become embedded in schools since its beginning in 2000, MindMatters staff have also specifically sought to establish localised mental health and wellbeing (MHWB) promotion in Aboriginal and Torres Strait Islander communities that empowers local school and community groups to build on community values and intergenerational capacities for supporting the MHWB of young people. This article outlines the processes for successful practice that have been developed in a very remote Aboriginal school context, and highlights the strengths and benefits of this approach from the perspectives of Anangu (Pitjantjatjara/Yankunytjatjara people of Central Australia) educators. Using a community development approach, Anangu educators, skilled linguists, community members and MindMatters trained staff formed learning communities that recontextualised MHWB curriculum to be taught in Anangu schools. While critically reflecting on the process MindMatters has adopted, this article draws on the voices of Anangu to privilege the cultural philosophical positions in the discourse. In so doing, important principles for translating what is fundamentally a western knowledge system's construct into corresponding Anangu knowledge systems is highlighted. Through building on the knowledge base that exists in the community context, Anangu educators, school staff and community members develop confidence, shared language and capacity to become the expert educators, taking their knowledge and resources to other Anangu school communities to begin their MindMatters journey ‘Anangu way’. This process supports students as they engage in the school-based activities and build a language for reflecting on MHWB concerns, leading them to learn and practice ‘better ways of thinking and acting’ (Kulintja Palyantja Palya —the Pitjantjatjara language title for the MindMatters, ‘Anangu Way’ program).
8

Osborne, Sam. „Learning Versus Education: Rethinking Learning in Anangu Schools“. Australian Journal of Indigenous Education 42, Nr. 2 (Dezember 2013): 171–81. http://dx.doi.org/10.1017/jie.2013.24.

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In the remote schooling context, much recent media attention has been directed to issues of poor attendance, low attainment rates of minimal benchmarks in literacy and numeracy, poor retention and the virtual absence of transitions from school to work. The Australian government's recent ‘Gonski review’ (Review of Funding for Schooling – Final Report 2011) also strongly advocates the need to increase investment and effort into remote education across Australia in order to address the concerns of under-achievement, particularly of Indigenous students. Large-scale policies designed to improve access to services have caused a significant increase in services delivered from external sources, policy development at all levels of government, and tight accountability measures that affect remote communities and in turn, schools in various ways. Remote educators find themselves caught in the middle of this systemic discourse and the voices and values that exist in the remote communities where they live. Within this complex environment, the purpose of this article is to amplify Indigenous community voices and values in the discourse and by doing so, challenge ourselves as educators and educational leaders to examine the question: ‘While we're busy delivering education, is anybody learning anything?’ This article focuses on the Anangu (Pitjantjatjara/Yankunytjatjara) context of the North-West of South Australia, southern regions of the Northern Territory and into Western Australia. This region is referred to as the ‘tri-state’ region. Using a qualitative methodology, this article examines three Pitjantjatjara language oral narrative transcripts where Anangu reflect on their experiences of growing up and learning. By privileging these Anangu voices in the dialogue about learning in the remote Aboriginal community context, key themes are identified and analysed, highlighting important considerations for remote educators in understanding the values and cultural elements that inform Anangu students in their engagement with a formal education context.
9

Osborne, Sam. „Learning from Anangu Histories: Population Centralisation and Decentralisation Influences and the Provision of Schooling in Tri-state Remote Communities“. Australian Journal of Indigenous Education 44, Nr. 2 (Dezember 2015): 127–38. http://dx.doi.org/10.1017/jie.2015.17.

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Remote Australian Aboriginal and Torres Strait Islander schools and communities are diverse and complex sites shaped by contrasting geographies, languages, histories and cultures, including historical and ongoing relationships with colonialism, and connected yet contextually unique epistemologies, ontologies and cosmologies.This paper explores the history of Anangu (Pitjantjatjara, Yankunytjatjara, Ngaanyatjarra and Ngaatjatjarra) populations, including the establishment of incorporated communities and schools across the tri-state remote region of central Australia. This study will show that Anangu have a relatively recent contact history with Europeans and Anangu experiences of engagement with colonisation and schooling are diverse and complex.By describing historical patterns of population centralisation and decentralisation, I argue that schooling and broader education policies need to be contextually responsive to Anangu histories, values, ontologies and epistemologies in order to produce an education approach that resists colonialist social models and assumptions and instead, works more effectively towards a broader aim of social justice. Through assisting educators and policy makers to acquire a clearer understanding of Anangu histories, capacities and struggle, I hope to inform a more nuanced, contextually responsive and socially-just consideration of the provision of Western education in the tri-state region.
10

Wilmoth, Sasha, und John Mansfield. „Inflectional predictability and prosodic morphology in Pitjantjatjara and Yankunytjatjara“. Morphology, 26.03.2021. http://dx.doi.org/10.1007/s11525-021-09380-y.

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Dissertationen zum Thema "Yankunytjatjara language":

1

Naessan, Petter. „Manta tjamuku, manta kamiku - grandfather country, grandmother country : a philological and sociolinguistic study of the concept "Antikirinya"“. Title page, table of contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09ARM/09armn144.pdf.

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Bibliography: l. 86-95. Reports on aspects of the notion of "Antikirinya" in the Western Desert Region of South and Central Australia, in both a formal and functional sense. Focusses on how this notion has been represented in available literature (orthography), its origin and meaning (etymology) and how it seems to function in speech acts among senior Antikirinya-Yankunytjatjara speakers nowadays (sociolinguistics). Fieldwork was conducted at Karu Tjiḻpi Tjuṯaku (Ten Mile Crrek Elders' Bush Camp) north of Coober Pedy.
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

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

Bücher zum Thema "Yankunytjatjara language":

1

Goddard, Cliff. Pitjantjatjara/Yankunytjatjara to English dictionary. 2. Aufl. Alice Springs, N.T: IAD Press, 1996.

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2

Eckert, Paul A. Pitjantjatjara/yankunytjatjara picture dictionary. Alice Springs: IAD Press, 2007.

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3

Eckert, Paul A. Pitjantjatjara/yankunytjatjara picture dictionary. Alice Springs: IAD Press, 2007.

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4

Goddard, Cliff. Pitjantjatjara / Yankunytjatjara: Picture dictionary. Alice Springs, N.T: Institute for Aboriginal Development, 1999.

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5

Goddard, Cliff. A learner's guide to Pitjantjatjara/Yankunytjatjara. Alice Springs, N.T: Institute for Aboriginal Development, 1993.

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6

Bromhead, Helen. The semantics of standing-water places in English, French, and Pitjantjatjara/Yankunytjatjara. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198736721.003.0007.

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This chapter examines the semantics of selected words for standing-water places in English, French, and the Australian Aboriginal language Pitjantjatjara/Yankunytjatjara. It uses standing-water places as a case study to argue that languages and cultures categorize the geographic environment in diverse ways, influenced by both geography and a culture’s way of life. The Natural Semantic Metalanguage (NSM) technique of linguistic analysis is used to present semantic explications of the nouns. Furthermore, the chapter investigates the semantic nature of nouns for kinds of places, and shows how to approach the treatment of nouns for landscape within the NSM framework. The chapter finds that the meanings of landscape concepts, like those of other concepts based in the concrete world, are anchored in a human-centred perspective.
7

Ye, Zhengdao, Hrsg. The Semantics of Nouns. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198736721.001.0001.

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This volume represents state-of-the-art research on the semantics of nouns. It offers detailed and systematic analyses of scores of individual nouns across many different conceptual domains—‘people’, ‘beings’, ‘creatures’, ‘places’, ‘things’, ‘living things’, and ‘parts of the body and parts of the person’. A range of languages, both familiar and unfamiliar, is examined. These include Australian Aboriginal languages (Pitjantjatjara/Yankunytjatjara), (Mandarin) Chinese, Danish, English, French, German, Koromu (a Papuan language), Russian, Polish, and Solega (a Dravidian language). Each rigorous and descriptively rich analysis is fully grounded in a unified methodological framework consistently employed throughout the volume, and each chapter not only relates to central theoretical issues specific to the semantic analysis of the domain in question, but also empirically investigates the different types of meaning relations holding between nouns, such as meronymy, hyponymy, taxonomy, and antonymy. This is the first time that the semantics of typical nouns has been studied in such breadth and depth, and in such a systematic and coherent manner. The collection of studies shows how in-depth meaning analysis anchored in a cross-linguistic and cross-domain perspective can lead to extraordinary and unexpected insights into the common and particular ways in which speakers of different languages conceptualize, categorize, and order the world around them. This unique volume brings together a new generation of semanticists from across the globe, and will be of interest to researchers in linguistics, psychology, anthropology, biology, and philosophy.

Buchteile zum Thema "Yankunytjatjara language":

1

Goddard, Cliff. „9 Lexical Primitives in Yankunytjatjara“. In Studies in Language Companion Series, 229. Amsterdam: John Benjamins Publishing Company, 1994. http://dx.doi.org/10.1075/slcs.25.13god.

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2

Goddard, Cliff. „Verb Serialisation and the Circumstantial Construction in Yankunytjatjara“. In Typological Studies in Language, 177. Amsterdam: John Benjamins Publishing Company, 1988. http://dx.doi.org/10.1075/tsl.15.08god.

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3

Pyle, Conor. „Causation in the Australian dialects Pitjantjatjara and Yankunytjatjara“. In Studies in Language Companion Series, 385–423. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/slcs.167.14pyl.

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4

Gale, Mary-Anne, Dan Bleby, Nami Kulyuṟu und Sam Osborne. „The Pitjantjatjara Yankunytjatjara Summer School: Kulila! Nyawa! Arkala! Framing Aboriginal Language Learning Pedagogy within a University Language Intensive Model“. In Language Policy, 491–505. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50925-5_30.

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5

Goddard, C. „Pitjantjatjara/Yankunytjatjara“. In Encyclopedia of Language & Linguistics, 609–12. Elsevier, 2006. http://dx.doi.org/10.1016/b0-08-044854-2/04943-9.

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