Relevant bibliographies by topics / Aboriginal and Torres Strait Islander linguistics and languages

Academic literature on the topic 'Aboriginal and Torres Strait Islander linguistics and languages'

Author: Grafiati
Published: 10 December 2022
Last updated: 30 January 2023

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Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Aboriginal and Torres Strait Islander linguistics and languages.'

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Journal articles on the topic "Aboriginal and Torres Strait Islander linguistics and languages"

1

Nakata, Martin. "Placing Torres Strait Islanders on a Sociolinguistic and Literate Continuum: A Critical Commentary." Aboriginal Child at School 19, no. 3 (July 1991): 39–53. http://dx.doi.org/10.1017/s0310582200007483.

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Much of the literature on Torres Strait Islander, as well of Aboriginal, education begins from the assumption that oral traditions and cultures have a profound effect on educational achievement. But how easy is it to plot Islanders on an oral/literate continuum (cf. Goody, 1978)? The purpose of this paper is a critical examination of a sociolinguistic model designed to describe Torres Strait Islander and Aboriginal peoples in terms of oracy and literacy by Watson (1988). As part of her attempt to explain mathematics education as it relates to Aboriginal and Torres Strait Islander people, her continua attempt at an analysis via a theoretical framework built on socio-demographic and linguistic differences between orate and literate traditions. Watson (1988, p.257) suggest that, “...there exists the same type of continuum linking use of Torres Strait Islander languages and English.”
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2

Shopen, Tim, Nicholas Reid, Glenda Shopen, and David Wilkins. "Ensuring the survival of Aboriginal and Torres Strait Islander languages into the 21st century." Australian Review of Applied Linguistics 10, no. 1 (January 1, 1987): 143–57. http://dx.doi.org/10.1075/aral.10.1.08sho.

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Abstract There were over 200 distinct languages in Australia at the time of European settlement. Today less than 40 of these are still being passed on to new generations, and all of these are under threat of extinction. Aboriginal people are struggling to adapt themselves to the massive European presence without losing their identity. The greatest threat to Aboriginal languages is the physical, economic and social situation in which their speakers find themselves. Language maintenance will not be possible without social maintenance and this in turn is a political issue. The most important factor will be the success of Aboriginal people in gaining control and self-reliance in their communities. The government can help by assisting in a program of self-determination where Aboriginal people participate at least equally with others in decisions concerning priorities and funding, and in addition by educating non-Aboriginal people to the value of the Aboriginal part of our cultural heritage. Aboriginal teacher education is of primary importance with the goal of schools with Aboriginal control where Aboriginal teachers develop the curriculum and the pedagogy. It is in this context that bilingual education can be put to best use. Bilingual education is of great importance but it must be used not just to assimilate Aboriginal children more easily into English and Western schooling but to have Aboriginal languages and English used together in a coherent educational program where the children become strong in two languages and in the academic and cultural skills they need for contemporary life. Like education, media has the potential for strengthening Aboriginal languages and oultures as well as for destroying them. The outcome will depend on the extent to which Aboriginal people themselves can control what is broadcast and printed.
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3

Malcolm, Ian G. "Embedding cultural conceptualization within an adopted language." Cultural Linguistic Contributions to World Englishes 4, no. 2 (December 14, 2017): 149–69. http://dx.doi.org/10.1075/ijolc.4.2.02mal.

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Abstract Although a minority of Indigenous Australians still use their heritage languages, English has been largely adopted by Aboriginal and Torres Strait Islander people as their medium of communication both within and beyond their communities. In the period since English first reached Australia in 1788, a dialect has emerged, drawing on English, contact language, and Indigenous language sources, to enable Aboriginal and Torres Strait Islander speakers to maintain cultural conceptual continuity while communicating in a dramatically changed environment. In the perspective of Cultural Linguistics it can be shown that many of the modifications in the lexicon, grammar, phonology, and discourse of English as used by Indigenous Australians can be related to cultural/conceptual principles, of which five are illustrated here: interconnectedness, embodiment, group reference, orientation to motion, and orientation to observation. This is demonstrated here with data from varieties of Aboriginal English spoken in diverse Australian locations.1 The understanding of Aboriginal English this gives has implications for cross-cultural communication and for education.
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Reilly, Alexander. "Confusion of Tongues: Constitutional Recognition of Languages and Language Rights in Australia." Federal Law Review 41, no. 2 (June 2013): 333–61. http://dx.doi.org/10.22145/flr.41.2.5.

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This article considers the YouMeUnity Report proposal for the inclusion of new language provisions in the Australian Constitution as part of a package of reforms for the constitutional recognition of Aboriginal and Torres Strait Islander people. The article outlines the important symbolic and substantive effects of recognising language rights in the Constitution. The article explains how the recognition of a national language and the recognition of minority languages are conceptually distinct — promoting a national language is aimed at promoting national unity and enhancing the political and economic participation of individuals in the state, whereas protecting minority languages is aimed at recognising linguistic diversity, enriching the cultural life of the State, maintaining connections with other nations, and recognising language choice as a basic human right. The article argues that there is a strong case for minority language recognition, and in particular, the recognition of Aboriginal and Torres Strait Islander languages, in the Australian Constitution, but warns against the recognition of English as the national language.
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5

Wigglesworth, Gillian. "Remote Indigenous education and translanguaging." TESOL in Context 29, no. 1 (December 30, 2020): 95–113. http://dx.doi.org/10.21153/tesol2020vol29no1art1443.

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Indigenous1 children living in the more remote areas of Australia where Indigenous languages continue to be spoken often come to school with only minimal knowledge of English, but they may speak two or more local languages. Others come to school speaking either a creole, or Aboriginal English, non-standard varieties which may sound similar to English, which gives them their vocabulary, while differing in terms of structure, phonology and semantics and pragmatics. This paper begins with a discussion of the linguistic contexts the children come from and the school contexts the children enter into before moving on to discuss a potential role for some use of translanguaging techniques in the classroom and discussing the potential benefits and advantages these may have. 1The term Indigenous is used respectfully to refer to all people of Australian Aboriginal or Torres Strait Islander descent. Indigenous languages and Australian Indigenous languages are used to refer to the languages of both Aboriginal and Torres Strait Islanders following NILS3 (2020).
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6

Sellwood, Juanita, and Denise Angelo. "Everywhere and nowhere." Australian Review of Applied Linguistics 36, no. 3 (January 1, 2013): 250–66. http://dx.doi.org/10.1075/aral.36.3.02sel.

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The language ecologies of Aboriginal and Torres Strait Islander communities in Queensland are characterised by widespread language shift to contact language varieties, yet they remain largely invisible in discourses involving Indigenous languages and education. This invisibility – its various causes and its many implications – are explored through a discussion of two creoles which developed in Queensland: Yumplatok (formerly Torres Strait Creole) and Yarrie Lingo. Although both are English-lexified and originate in Queensland, they represent different histories and different trajectories of awareness and recognition. The Yumplatok discussion emphasises issues arising from speakers’ own attitudes, including Sellwood’s own lived experiences. The Yarrie Lingo discussion highlights issues arising from its creole–lexifier relationship with (Standard Australian) English. Finally, this paper examines a recently published government language report, highlighting the ways that Indigenous creoles are marginalised: this marginalisation exacerbates their invisibility in mainstream discourse.
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7

Laffey, Kate, Wendy M. Pearce, and William Steed. "Effect of dialect on the identification of speech impairmentin Indigenous children." Australian Review of Applied Linguistics 37, no. 2 (January 1, 2014): 161–77. http://dx.doi.org/10.1075/aral.37.2.05laf.

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The influence of dialect on child speech assessment processes is important to consider in order to ensure accurate diagnosis and appropriate intervention (teaching or therapy) for bidialectal children. In Australia, there is limited research evidence documenting the influence of dialectal variations on identification of speech impairment among Aboriginal and Torres Strait Islander children. The effect of dialect on the identification of speech impairment was therefore investigated in seven eight-year-old Aboriginal and Torres Strait Islander Australian children living in Townsville, Queensland. Up to eighty words were transcribed from a connected speech sample and phonological patterns were analysed using contrastive analysis. The number of participants identified with a speech impairment decreased when typical characteristics of Australian Indigenous Englishes (AIE) were used as the target reference rather than Standard Australian English (SAE).
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8

Bednarek, Monika. "Keyword analysis and the indexing of Aboriginal and Torres Strait Islander identity." International Journal of Corpus Linguistics 25, no. 4 (October 13, 2020): 369–99. http://dx.doi.org/10.1075/ijcl.00031.bed.

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Abstract This article presents a corpus-driven sociolinguistic study of Redfern Now – the first major television drama series commissioned, written, acted, directed and produced by Indigenous industry professionals in Australia. The study examines whether corpus linguistic keyword analysis can identify evidence for type indexicality (social demographics, personae) and trait indexicality (stance, personality), with particular attention paid to the potential indexing of Aboriginal and Torres Strait Islander identity. More specifically, the study’s goal is to retrieve and analyse words that are associated with varieties of English in Australia, and with Australian Aboriginal Englishes in particular. To this end, a corpus with dialogue from Redfern Now is compared to a reference corpus of US television dialogue. Results show that Redfern Now features the use of easily recognisable and familiar words (e.g. blackfella[s], deadly; kinship terms), but also shows clear variation among characters. The case study concludes by evaluating the use of keyword analysis for identifying indexicality in telecinematic discourse.
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9

Munro, Jennifer, and Ilana Mushin. "Rethinking Australian Aboriginal English-based speech varieties." Journal of Pidgin and Creole Languages 31, no. 1 (April 25, 2016): 82–112. http://dx.doi.org/10.1075/jpcl.31.1.04mun.

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The colonial history of Australia necessitated contact between nineteenth and twentieth century dialects of English and Aboriginal and Torres Strait Island languages. This has resulted in the emergence of contact languages, some of which have been identified as creoles (e.g. Sandefur 1979, Shnukal 1983) while others have been hidden under the label of ‘Aboriginal English’, exacerbated by what Young (1997) described as a gap in our knowledge of historical analyses of individual speech varieties. In this paper we provide detailed sociohistorical data on the emergence of a contact language in Woorabinda, an ex-Government Reserve in Queensland. We propose that the data shows that the label ‘Aboriginal English’ previously applied (Alexander 1968) does not accurately identify the language. Here we compare the sociohistorical data for Woorabinda to similar data for both Kriol, a creole spoken in the Northern Territory of Australia and to Bajan, an ‘intermediate creole’ of Barbados, to argue that the language spoken in Woorabinda is most likely also an intermediate creole.
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10

Hall, Lisa, Catherine Maughan, Michaela Wilkes, Tony Thorpe, Joanne Forrest, and Angela Harrison. "Swimming not drowning – resilience as a key determinant of success for Aboriginal and Torres Strait Islander pre-tertiary students." Journal for Multicultural Education 9, no. 3 (August 10, 2015): 159–73. http://dx.doi.org/10.1108/jme-12-2014-0045.

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Purpose – The purpose of this paper is to explore how one tertiary enabling programme designed for Aboriginal and Torres Strait Islander students uses a specifically designed pedagogy which goes beyond a focus on discrete academic skills to help students develop the resilience and knowledge about learning they need to be successful in tertiary learning contexts. Design/methodology/approach – A narrative methodology is used to explore how graduates analysed and evaluated their experience of the course. Findings – The stories show that for these students, resilience is a dynamic and multifaceted construct. Strength, confidence and resilience for these students come from seeing and valuing the strength and resilience that already exists in Indigenous people and Indigenous knowledge systems and using this as a basis for developing their own resilience. Originality/value – This focus on resilience can provide a transformative experience for students who have largely been marginalised from the mainstream educational system, assisting them to build the crucial “cultural capital” required to be successful in their tertiary studies, while reinforcing the strength and knowledge they already bring with them. Through this process students are offered a way of navigating the higher education landscape on their own terms.
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Books on the topic "Aboriginal and Torres Strait Islander linguistics and languages"

1

Triffitt, Geraldine. OZBIB: A linguistic bibliography of Aboriginal Australia and the Torres Strait Islands : supplement 1999-2006. Canberra: Mulini Press, 2006.

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2

Moorcroft, Heather. Aboriginal and Torres Strait Islander thesaurus. Canberra: National Library of Australia, 1997.

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3

Nick, Thieberger, and McGregor William 1952-, eds. Macquarie Aboriginal words: Maquarie Aboriginal words : a dictionary of words from Australian Aboriginal and Torres Strait Islander languages. Macquarie University, NSW: Macquarie Library, 1994.

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4

Price, Kaye. Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession. Cambridge University Press, 2013.

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5

Price, Kaye, and Jessa Rogers. Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession. University of Cambridge ESOL Examinations, 2019.

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Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession. Cambridge University Press, 2012.

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Price, Kaye. Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession. Cambridge University Press, 2015.

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Price, Kaye. Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession. Cambridge University Press, 2018.

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9

Price, Kaye. Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession. Cambridge University Press, 2012.

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10

Price, Kaye, and Jessa Rogers. Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession. Cambridge University Press, 2019.

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Journal articles
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