Academic literature on the topic 'Aboriginal English'
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Journal articles on the topic "Aboriginal English"
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Malcolm, Ian G. "Aboriginal English." Australian Review of Applied Linguistics 36, no. 3 (January 1, 2013): 267–84. http://dx.doi.org/10.1075/aral.36.3.03mal.
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Aboriginal English has been documented in widely separated parts of Australia and, despite some stylistic and regional variation, is remarkably consistent across the continent, and provides a vehicle for the common expression of Aboriginal identity. There is, however, some indeterminacy in the way in which the term is used in much academic and public discourse. There are diverse assumptions as to its relation to pidgin, creole and interlanguage varieties, as well as to Australian English. In an attempt to provide some clarification, this paper compares Aboriginal English with the main varieties with which it bears some relationship, either historically (as in the case of the English of Southeast England and Ireland) or geographically (as in the case of Australian English and Australian pidgins and creoles). It does this by employing the morphosyntactic database of the World Atlas of Varieties of English (Kortmann & Lunkenheimer, 2012). The electronic database on morphosyntactic variation in varieties of spoken English (eWAVE) isolates 235 variable features and enables their relative prevalence to be compared across varieties. A comparison of Aboriginal English with six relevant varieties on this database leads to the view that it retains significant influence from the English varieties of Southeast England and of Ireland, in many ways not shared with Australian English and that it has a great deal more feature overlap with Australian creoles than with Australian English, though a significant percentage of its features is shared only with other English varieties rather than creoles. The findings support the view that Aboriginal English is an English variety of post-creole origin, though not a creole, and that it is not directly related to Australian English. In the light of these findings, it is argued that Aboriginal English speakers will be disadvantaged in an education system which assumes that they are speakers of Australian English. In the light of these findings, it is argued that Aboriginal English speakers will be disadvantaged in an education system whichassumes that they are speakers of Australian English.
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Malcolm, Ian G., Patricia Königsberg, and Glenys Collard. "Aboriginal English and Responsive Pedagogy in Australian Education." TESOL in Context 29, no. 1 (December 30, 2020): 61–93. http://dx.doi.org/10.21153/tesol2020vol29no1art1422.
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Aboriginal English1, the language many Aboriginal and Torres Strait Islander students bring to the classroom, represents the introduction of significant change into the English language. It is the argument of this paper that the linguistic, social and cultural facts associated with the distinctiveness of Aboriginal English need to be taken into account in the English language education of both Aboriginal/Torres Strait Islander and non-Indigenous students in Australia.
The paper illustrates seven significant changes of expression which Aboriginal English has made possible in English. It then proposes a “responsive pedagogy” to represent a realistic and respectful pedagogicalresponse to the linguistic, social and cultural change which underlies Aboriginal English, drawing on current literature on second language and dialect acquisition and making frequent reference to materials whichhave been developed to support such pedagogy.
It is implied that only with a pedagogy responding to Aboriginal English as it is, and to its speakers, will a viable English medium education for Aboriginal and Torres Strait Islander people be enabled.
1Aboriginal English” is the term used to denote “a range of varieties of English spoken by many Aboriginal and Torres Strait Islander people and some others in close contact with them which differ in systematic ways from Standard Australian English at all levels of linguistic structure and which are used for distinctive speech acts, speech events and genres” (Malcolm 1995, p 19).
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Eagleson, Robert D. "Urban Aboriginal English." Australian Review of Applied Linguistics 8, no. 1 (January 1, 1985): 131–39. http://dx.doi.org/10.1075/aral.8.1.09eag.
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Wiltse, Lynne. "“But My Students All Speak English”: Ethical Research Issues of Aboriginal English." TESL Canada Journal 28 (September 1, 2011): 53. http://dx.doi.org/10.18806/tesl.v28i0.1081.
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In this article I explore ethical issues in relation to the topic of Aboriginal students who speak a dialect of English. Taking the form of a retrospective inquiry, I draw on data from an earlier study that examined Aboriginal English in the broader context of Aboriginal language loss and revival. Three interrelated ethical issues are discussed: the relationship between the dialect spoken by Aboriginal students and the ancestral language they no longer speak; the educational implications of Aboriginal English-speakers in the classroom; and insider-outsider issues of a non-Aboriginal English-speaking researcher working in the areas of Aboriginal education and language. I also review the recent literature in the field of Aboriginal English and outline changes that have occurred in classroom practice. Whereas in the past the common aim was to eliminate the home dialect, the goal of current programs is to add Standard English as an additional dialect to students’ repertoires of linguistic varieties. Suggestions are offered for educators interested in using a bi-dialectal approach in the classroom.
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Mailhammer, Robert, Stacey Sherwood, and Hywel Stoakes. "The inconspicuous substratum." English World-Wide 41, no. 2 (June 9, 2020): 162–92. http://dx.doi.org/10.1075/eww.00045.mai.
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Abstract Descriptions of Australian Aboriginal English list the neutralisation of the Standard English contrast between so-called voiced and voiceless stops as one characteristic feature. This paper reports on the results of an acoustic analysis of data collected in a production task by monolingual speakers of Standard Australian English in Sydney, of Aboriginal English on Croker Island, Northern Territory, and bilingual speakers of Iwaidja/Aboriginal English and Kunwinjku/Aboriginal English on Croker Island. The results show that average values for Voice Onset Time, the main correlate of the “stop voicing contrast” in English, and Closure Duration collected from Aboriginal speakers of English do not significantly differ from that of speakers of Standard Australian English, irrespective of language background. This result proves that the stop contrast is not neutralised by these Aboriginal speakers of English. However, it can be shown that phonetic voicing manifesting itself in Voice Termination Time is a prevalent and characteristic feature of Aboriginal English on Croker Island. This feature aligns Aboriginal English on Croker Island with local Aboriginal languages and differentiates it from Standard Australian English.
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Malcolm, Ian G. "Aboriginal English inside and outside the classroom." Australian Review of Applied Linguistics 17, no. 2 (January 1, 1994): 147–80. http://dx.doi.org/10.1075/aral.17.2.08mal.
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Abstract It is argued that Aboriginal children’s English is different inside and outside the classroom largely because characteristically, inside the classroom the Aboriginal children do not have the freedom to determine the discourse pattern which they have outside the classroom. This is illustrated on the basis of an analysis of five first person oral narratives of Aboriginal children of the Eastern Goldfields of Western Australia recorded outside the classroom, which are compared both with a first person oral narrative of a non-Aboriginal child and with teacher led interactions in the classes of which these children were members. The Aboriginal children’s discourse exhibits ‘tracking,’ a culture-specific way of organising narrative, which is widely exhibited in Aboriginal communities. It is implied that education of speakers of Aboriginal English needs to be sensitive to such discoursal features which are not shared by other English speakers.
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Harrison, Neil. "Self-recognitionandWell-being: Speaking Aboriginal EnglishinHealthy Classrooms." Australian Journal of Indigenous Education 33 (2004): 7–13. http://dx.doi.org/10.1017/s1326011100600819.
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AbstractThis paper applies the findings of doctoral research undertaken in the Northern Territory. It draws on extended interviews with nine Indigenous students studying at university to produce four findings for classroom learning and teaching, one of which highlights the need to recognise Aboriginal English as a focal point of the curriculum for both Aboriginal and non-Aboriginal students. I take the position that this recognition in schools depends to a significant degree on universities training their preservice teachers to recognise Aboriginal English as necessary to Aboriginal student learning and therefore as a legitimate dialect of the classroom, and this in turn requires universities to recognise the importance of Aboriginal English in their own curricula. Towards the end of the paper, I draw on some literature to suggest ways in which Aboriginal English could be incorporated into the classroom.
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Rigsby, Bruce, and J. M. Arthur. "Aboriginal English: A Cultural Study." Journal of the Royal Anthropological Institute 4, no. 4 (December 1998): 825. http://dx.doi.org/10.2307/3034865.
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Lee, Penny. "Aboriginal Ways of Using English." Australian Journal of Linguistics 37, no. 1 (September 3, 2015): 60–65. http://dx.doi.org/10.1080/07268602.2015.1072883.
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Disbray, Samantha, and Deborah Loakes. "Writing Aboriginal English & Creoles." Australian Review of Applied Linguistics 36, no. 3 (January 1, 2013): 285–301. http://dx.doi.org/10.1075/aral.36.3.04dis.
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Texts in Aboriginal English (AE) and creole varieties have been created by Indigenous and non-Indigenous writers for a range of purposes. In this paper, we focus on materials created in and for five educational contexts, and investigate the orthographic or spelling systems developed in each setting. Choices about orthography are guided by linguistic and non-linguistic considerations. They are sensitive to matters of prestige and identity, and new orthographic conventions are subject to comparison with ‘correct’, ‘standard’ spellings. We explore the processes, motivations and rationale that drive choices for the orthographic conventions and the diverse outcomes in the five settings.
Dissertations / Theses on the topic "Aboriginal English"
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Watts, Janet. "Children's Silences in Mareeba Aboriginal English." Thesis, Department of Linguistics, 2009. http://hdl.handle.net/2123/6770.
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This thesis examines the role of silence in conversations between teacher’s aides and 5-6 year old Indigenous Australian children at school. Recent studies of conversation among adult Aboriginal Australians have observed that a positive value is ascribed to silence, and that it is not percieved as indicating a breakdown in communication. Studies of Aboriginal children in school settings have similarly remarked on the prevalence of silence, observing that Indigenous students appear reticent to speak in certain types of classroom interaction. This thesis uses a Conversation Analysis approach to analyse in depth the role of silence in one-on-one conversations between young Indigenous children and teacher’s aides. These conversations were recorded in Mareeba in Far North Queensland, with children who speak varieties of Aboriginal English at home. Factors influencing the extent to which the children were silent in these conversations are considered. The results of this study are in line with previous research, in finding that factors such as the language variety spoken by the children, the structure of the discourse, and whether or not the interlocutor is Indigenous play a role in the extent to which the children are silent.
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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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Harper, Helen. "The gun and the trousers spoke English : language shift on Northern Cape York Peninsula /." St. Lucia, Qld, 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16394.pdf.
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Koppe, Rosemarie. "Aboriginal student reading progress under targeted intervention." Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36652/1/36652_Digitised%20Thesis.pdf.
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Urban Aboriginal students often come to school with a different set of cultural and
language learnings than those of their non- indigenous peers. These differences can
pose major barriers for the primary- aged Aboriginal student trying to access the
curriculum which is based on Standard Australian English (SAE). Aboriginal students
often come to school speaking a recognised dialect of English, Aboriginal English
(AE) which has its own grammatical, phonological, pragmatic and socio- cultural
standards which at times are quite different from those of classroom language
interactions. The mismatch between the language of the home (AE) and the language
of the classroom (SAE) can have dramatic effects on the literacy learning of
Aboriginal students and hence their ability to effectively read in Standard Australian
English.
This study aims to explore the question of whether changes would be evident in urban
Aboriginal students (who speak Standard Australian English as a second dialect),
following a targeted reading intervention program. This reading intervention program,
called an "Integrated Approach" combined existing strategies in reading and second
language I second dialect teaching and learning, with cultural understandings, in a
methodology aimed at improving the reading ability of the participating Aboriginal
students. The students who were the 5 case studies were part of a larger cohort of
students within a wider study. Students were drawn from primary schools in urban
localities within the Catholic Archdiocese of Brisbane in Queensland, Australia.
Qualitative data collection procedures were used to observe the 5 case study students
over a period of 6 months and quantitative measures were also utilised to support this
data for the purposes of triangulation. Both data collection sources for the case studies
and the wider study showed that the reading intervention program did have significant
effect on reading accuracy, reading comprehension and the affective area of learning.
The study revealed that by using the teaching I learning strategies described in the
intervention program, combined with socio-cultural understandings which include
respect for the students' home language and an understanding of the effects of
learning English as a Second Dialect (SESD), educators can assist Aboriginal students
m improving their abilities to read in SAE. Other positive effects on students'
behaviours during the intervention program which were recorded during the study
included: an improved attitude to reading; a new willingness and confidence in
reading; an improved willingness to participate in language activities both in tutorial
sessions and back in the classroom; improved use of decoding skills and an improved
control over SAE grammatical structures in writing tasks.
This study emphasises the need for educators to work ardently at increasing their own
understanding of how best to assist Aboriginal students in becoming competent
literacy learners in SAE. Closing the gap created by the mismatch between home and
school language can only be achieved by educators exploring eclectic pedagogical
options and valuing the Aboriginal student's home language as a vital learning tool in
gaining this competence in SAE literacies.
KEYWORDS
Australian Aborigines; Aboriginal; urban Aborigines; Primary- aged students;
Standard Australian English; English as a Second Language; Standard English as a
Second Dialect; Aboriginal English; Standard Australian English; home language;
socio- cultural; culture; language; oral language; oral culture; prior knowledge;
literacy; reading; reading comprehension; reading strategies; modelling reading;
literature; learning styles; mechanics of reading; code switching; standardised
assessment.
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Osaghae, Esosa O. "Mythic reconstruction : a study of Australian Aboriginal and African literatures /." Access via Murdoch University Digital Theses Project, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070928.143608.
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Taylor, Colleen Jane. ""Variations of the rainbow" : mysticism, history and aboriginal Australia in Patrick White." Master's thesis, University of Cape Town, 1987. http://hdl.handle.net/11427/22467.
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Bibliography: pages 206-212.This study examines Patrick White's Voss, Riders in the Chariot and A Fringe of Leaves. These works, which span White's creative career, demonstrate certain abiding preoccupations, while also showing a marked shift in treatment and philosophy. In Chapter One Voss is discussed as an essentially modernist work. The study shows how White takes an historical episode, the Leichhardt expedition, and reworks it into a meditation on the psychological and philosophical impulses behind nineteenth century exploration. The aggressive energy required for the project is identified with the myth of the Romantic male. I further argue that White, influenced by modernist conceptions of androgyny, uses the cyclical structure of hermetic philosophy to undermine the linear project identified with the male quest. Alchemical teaching provides much of the novel's metaphoric density, as well as a map for the narrative resolution. Voss is the first of the novels to examine Aboriginal culture. This culture is made available through the visionary artist, a European figure who, as seer, has access to the Aboriginal deities. European and Aboriginal philosophies are blended at the level of symbol, making possible the creative interaction between Europe and Australia. The second chapter considers how, in Riders in the Chariot, White modifies premises central to Voss. A holocaust survivor is one of the protagonists, and much of the novel, I argue, revolves around the question of the material nature of evil. Kabbalism, a mystical strain of Judaism, provides much of the esoteric material, am White uses it to foreground the conflict between metaphysical abstraction and political reality. In Riders, there is again an artist-figure: part Aboriginal, part European, he is literally a blend of Europe and Australia and his art expresses his dual identity. This novel, too, is influenced by modernist models. However, here the depiction of Fascism as both an historical crisis and as a contemporary moral bankruptcy locates the metaphysical questions in a powerfully realised material dimension. Chapter Three looks at A Fringe of Leaves, which is largely a post-modernist novel. One purpose of this chapter is to demonstrate how it responds to its literary precursors and there is thus a fairly extensive discussion of the shipwreck narrative as a genre. The protagonist of the novel, a shipwreck survivor, cannot apprehend the symbolic life of the Aboriginals: she can only observe the material aspects of the culture. Symbolic acts are thus interpreted in their material manifestation. The depiction of Aboriginal life is less romanticised than that given in Voss, as White examines the very real nature of the physical hardships of desert life. The philosophic tone of A Fringe of Leaves is most evident, I argue, in the figure of the failed artist. A frustrated writer, his models are infertile, and he offers no vision of resolution. There is a promise, however, offered by these novels themselves, for in them White has given a voice to women, Aboriginals and convicts, groups normally excluded from the dominating discursive practice of European patriarchy.
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Fee, Margery. "Romantic Nationalism and the Image of Native People in Contemporary English-Canadian Literature." ECW, 1987. http://hdl.handle.net/2429/11260.
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Kelly, Jennifer G. "Expanding space: A study of selected contemporary native Canadian and aboriginal Australian prose writing in English." Thesis, Kelly, Jennifer G. (1990) Expanding space: A study of selected contemporary native Canadian and aboriginal Australian prose writing in English. Masters by Coursework thesis, Murdoch University, 1990. https://researchrepository.murdoch.edu.au/id/eprint/52962/.
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This study attempts to reach toward a critical understanding of selected contemporary Native Canadian and Aboriginal Australian prose writing in English. It examines the powerful literatures emerging from two separate cultures sharing a colonized space created by British imperialism. It details the methods indigenous Australian and Canadian writers are using to write themselves out of their dispossession. This study, finally, attempts to combinde the divergent approaches of current literary theory with the socio-political convictions to formulate an appreciation of both the literature and the realities serving as its motivating force.
The oppression of indigenous peoples in Canada and Australia, its horrors of disease, massacre, hypocrisy and inhumanity, is as much current reality as past fact. The guns and shackles have been replaced with political, social and economic chains which continue to bind indigenous peoples to the tragic position of outcast, in countries which only they can claim their own. Although language has been shown — and correctly so — to be an artificial construct, and the written text to be an unstable source of meaning, such theoretical advances haven’t stopped Aborigines from dying in Australian jails or Native Canadians from killing themselves in frighteningly-disproportionate numbers.
Indigenous writers in Canada and Australia however, are adopting the weapons of their oppressors, European literary forms, to celebrate their own cultures, to educate non-indigenous readers, and ultimately, to alter the realities of their peoples’ continued oppression. By infusing traditional indigenous narrative forms and languages into their work, these writers are posting a challenge to accepted literary boundaries and are / working to revitalize language as an agent of social change. This powerful writing is emerging from the widening gap between the too-tangible realities of oppression and the theoretical inability of language to accurately reflect reality. Developing from traditional oral cultures, this writing also offers a rich and diverse potential for Fourth World, national and international literatures. This study considers a variety of aspects of selected indigenous writing, including: the influence of orality, historical revision, form, humour, the woman’s voice, the collective rather than individual voice, the Canadian/Australian comparison, and critical issues involved in the study of indigenous literature.
Native Canadians and Aboriginal Australians share history as oppressed peoples under the powers of British imperialism. The examination of their current writing in English — much of which overtly aims to refute accepted British versions of history — will be introduced through a brief survey of representative non-indigenous writing. This "white" writing reveals how indigenous peoples have been constructed, mythologized, "Othered," by language, in first contact, colonial and postcolonial literatures. Recognition of the imperial ideology structuring such non-indigenous literatures presents both an understanding of the revisionist nature of indigenous writing, and also raises a challenging issue in its study. Many of the writers studied here overtly attempt to rewrite history, to claim to express "what it is like" to be part of an oppressed indigenous minority in a Commonwealth country. Post-structuralist theory would argue that such a position of authorial intent and access to reality is untenable. Yet, strict application of this theory - however technically valid - would ultimately serve to repeat the European colonization, and negation, of indigenous peoples, this time in the literary forum. "By using Western critical theory uncritically is to substitute one mode on neocolonialism for another." Language is indeed a construction, but to ignore the realities of indigenous life beyond literary theory is itself a political stance. Indeed, in the realm of the Humanities, "there is something futile about approaching these texts, which speak of tortures and lynchings, passionate love and hatred, with a critical apparatus that precludes any interrogation concerning their truth and values.4 This is just what the better pan of contemporary criticism does...post-stmctualism is not a step forward here." what this study suggests is that in this literary realm into which indigenous writers have crossed — have been forced to cross -- the arena of the English language, a blending of European and indigenous approaches will prove least restrictive and ultimately most productive. A willingness to be decentered, to be ourselves "Othered" is not only critically challenging, but is a step toward the understanding and tolerance of difference, the celebration of difference, and the ultimate achievement of universal freedom.
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Seran, Justine Calypso. "Intersubjective acts and relational selves in contemporary Australian Aboriginal and Aotearoa/New Zealand Maori women's writing." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/21999.
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This thesis explores the dynamics of intersubjectivity and relationality in a corpus of contemporary literature by twelve Indigenous women writers in order to trace modes of subject-formation and communication along four main axes: violence, care, language, and memory. Each chapter establishes a comparative discussion across the Tasman Sea between Indigenous texts and world theory, the local and the global, self and community. The texts range from 1984 to 2011 to cover a period of growth in publishing and international recognition of Indigenous writing. Chapter 1 examines instances of colonial oppression in the primary corpus and links them with manifestations of violence on institutional, familial, epistemic, and literary levels in Aboriginal authors Melissa Lucashenko and Tara June Winch’s debut novels Steam Pigs (1997) and Swallow the Air (2006). They address the cycle of violence and the archetypal motif of return to bring to light the life of urban Aboriginal women whose ancestral land has been lost and whose home is the western, modern Australian city. Maori short story writer Alice Tawhai’s collections Festival of Miracles (2005), Luminous (2007), and Dark Jelly (2011), on the other hand, deny the characters and reader closure, and establish an atmosphere characterised by a lack of hope and the absence of any political or personal will to effect change. Chapter 2 explores caring relationships between characters displaying symptoms that may be ascribed to various forms of intellectual and mental disability, and the relatives who look after them. I situate the texts within a postcolonial disability framework and address the figure of the informal carer in relation to her “caree.” Patricia Grace’s short story “Eben,” from her collection Small Holes in the Silence (2006), tells the life of a man with physical and intellectual disability from birth (the eponymous Eben) and his relationship with his adoptive mother Pani. The main character of Lisa Cherrington’s novel The People-Faces (2004) is a young Maori woman called Nikki whose brother Joshua is in and out of psychiatric facilities. Finally, the central characters of Vivienne Cleven’s novel Her Sister’s Eye (2002) display a wide range of congenital and acquired cognitive impairments, allowing the author to explore how the compounded trauma of racism and sexism participates in (and is influenced by) mental disability. Chapter 3 examines the materiality and corporeality of language to reveal its role in the formation of (inter)subjectivity. I argue that the use of language in Aboriginal and Maori women’s writing is anchored in the racialised, sexualised bodies of Indigenous women, as well as the locale of their ancestral land. The relationship between language, body, and country in Keri Hulme’s the bone people (1984) and Alexis Wright’s Carpentaria (2006) are analysed in relation to orality, gesture, and mapping in order to reveal their role in the formation of Indigenous selfhood. Chapter 4 explores how the reflexive practice of life-writing (including fictional auto/biography) participates in the decolonisation of the Indigenous self and community, as well as the process of individual survival and cultural survivance, through the selective remembering and forgetting of traumatic histories. Sally Morgan’s Aboriginal life-writing narrative My Place (1987), Terri Janke’s Torres Strait Islander novel Butterfly Song (2005), as well as Paula Morris and Kelly Ana Morey’s Maori texts Rangatira (2011) and Bloom (2003) address these issues in various forms. Through the interactions between memory and memoirs, I bring to light the literary processes of decolonisation of the writing/written self in the settler countries of Australia and Aotearoa/New Zealand. This study intends to raise the profile of the authors mentioned above and to encourage the public and scholarly community to pay attention and respect to Indigenous women’s writing. One of the ambitions of this thesis is also to expose the limits and correct the shortcomings of western, postcolonial, and gender theory in relation to Indigenous women writers and the Fourth World.
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Watts, Janet D. "Language and interaction in a Standard Australian English as an additional language or dialect environment: The schooling experiences of children in an Australian Aboriginal community." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/392883.
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This thesis is a study of students’ experiences as learners of Standard Australian English (SAE) as an additional language or dialect in early years classrooms in an Australian Aboriginal community. It takes as its starting point reports that English‐lexified varieties spoken in many Aboriginal communities are not explicitly recognised as systematically different from SAE within the formal education system. That is, that the status and needs of Aboriginal students as learners of SAE may be ‘invisible’ in classroom interactions which make up a large part of these children’s educational experiences (Angelo & Hudson 2018; Dixon & Angelo 2014; McIntosh, O’Hanlon & Angelo 2012; Sellwood & Angelo 2013).
These issues were explored through two research questions and five sub‐questions:
1) How are students choosing between variants in their linguistic repertoires as they talk during class time at school, a. Do students choose variants associated with SAE or the community variety according to interlocutor, topic of talk or the type of activity they are engaged in?; b. Are there changes in students’ rate of use of SAE and non‐SAE variants in their speech in the classroom over three years?
2) To what extent, and how, do teachers present SAE (as an additional language/dialect) as a learning focus for students in lessons, a. What are the norms and expectations for students’ ways of speaking in the classroom, as revealed through teachers, teacher aides and students’ practices?; b. Is SAE (AL/D) presented as a learning focus in literacy lessons, and how?; c. Is SAE (AL/D) presented as the main content to be learned in any lessons, and how?
Data for the study was collected over three years, following two cohorts of students in the first four years of school, in an Aboriginal community in Queensland. Usual classroom lessons were audio and video recorded with the aim of capturing as closely as possible what would have been happening if researchers had not been present.
Research Question 1 was investigated through two complementary approaches, providing qualitative and quantitative analysis. Variationist sociolinguistic methods were used to consider how linguistic and social factors influenced students’ choices between linguistic variants associated with the community variety and SAE, and the effect of change over time. Variation in absence and presence of the verb ‘be’ in the children’s classroom talk was taken as a case study for the focus of this analysis. Results showed that literacy task related topics of talk strongly favoured presence of the verb ‘be’. However, contrary to expectation, ‘be’ presence in the children’s classroom talk was not favoured with SAE‐speaking teacher addressees. The analysis did not show the expected increase in rate of ‘be’ presence with an increased length of time at school.
Research Question 1 was additionally explored using a Conversation Analysis (CA) approach. CA analysis of classroom interactions showed ways in which students oriented to the social meanings of different ways of talking. In literacy tasks, children’s self‐talk showed how they navigated between variants in their linguistic repertoires, and children demonstrated in their interactions with peers and teachers that they associated certain words with particular ways of talking in the community.
Research Question 2 was explored through analysis of classroom interactions from a CA perspective. Analysis revealed little explicit orientation from teachers to students being speakers of the community variety, or learners of SAE, with students being instead treated to a considerable extent as already speakers of SAE. Lessons ostensibly targeted at explicitly teaching linguistic forms were found to focus on topic‐specific applications of SAE words to academic tasks. The context where teachers attended most to non‐SAE aspects of students’ speech was in interactions centred on reading and writing tasks. However, in these interactions, there was evidence that students were treated primarily as learners of literacy, rather than learners of SAE.
Both of the methodological approaches, CA and variationist sociolinguistics, drew on naturally occurring classroom data to provide insight into young Aboriginal students’ linguistic experiences encountering SAE as the medium of instruction at school. These analyses contribute new material to previous observations regarding the level of acknowledgement of Aboriginal SAE as an additional language or dialect learners at school (Dixon & Angelo 2014; McIntosh, O’Hanlon & Angelo 2012; Sellwood & Angelo 2013), providing insight into the visibility of these students’ existing linguistic knowledge and SAE learning needs in everyday classroom interactions central to their education.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
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Books on the topic "Aboriginal English"
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Aboriginal stories: With word list English--Aboriginal, Aboriginal--English. Sydney: Reed New Holland, 1999.
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Malcolm, Ian G. Aboriginal English genres in Perth. Mount Lawley, W.A: Centre for Applied Language and Literacy Research, and, Institute for the Service Professions, Edith Cowan University, 2002.
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Aboriginal English: A cultural study. Melbourne: Oxford University Press, 1996.
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Kneale, Matthew. English passengers. Toronto: Doubleday Canada, 2000.
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Kneale, Matthew. English passengers. New York: Nan A. Talese, 2000.
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English passengers. London: Penguin, 2000.
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Kneale, Matthew. English passengers. 2nd ed. London: Hamish Hamilton, 2000.
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Harkins, Jean. Bridging two worlds: Aboriginal English and crosscultural understanding. Queensland: University of Queensland Press, 1994.
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1933-, Ramson W. S., and Thomas Mandy 1959-, eds. Australian Aboriginal words in English: Their origin and meaning. Melbourne: Oxford University Press, 1990.
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Christie, Michael. Gupapuynu-English dictionary, 1993. Nhulunbuy, N.T: Yirrkala Literature Production Centre, 1993.
Find full textBook chapters on the topic "Aboriginal English"
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Malcolm, Ian G. "Aboriginal English." In Varieties of English Around the World, 201. Amsterdam: John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/veaw.g26.19mal.
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Dickson, Greg. "Aboriginal English(es)." In Australian English Reimagined, 134–54. Abingdon, Oxon ; New York : Routledge, 2020. | Series: Routledge studies in world Englishes: Routledge, 2019. http://dx.doi.org/10.4324/9780429019692-11.
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Malcolm, Ian G. "Australian Aboriginal English and Linguistic Inquiry." In Cultural Linguistics and World Englishes, 15–36. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4696-9_2.
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Sharifian, Farzad. "Cultural models of Home in Aboriginal children’s English." In Cognitive Linguistics Research, 333–52. Berlin, New York: Mouton de Gruyter, 2008. http://dx.doi.org/10.1515/9783110199154.3.333.
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Eades, Diana, and Jeff Siegel. "Changing Attitudes towards Australian Creoles and Aboriginal English." In Creole Genesis, Attitudes and Discourse, 265. Amsterdam: John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/cll.20.18ead.
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Patrick, Donna. "ENGLISH AND THE CONSTRUCTION OF ABORIGINAL IDENTITIES IN THE EASTERN CANADIAN ARCTIC." In English and Ethnicity, 167–89. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780230601802_8.
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Ober, Robyn, and Jeanie Bell. "4. English Language as Juggernaut – Aboriginal English and Indigenous Languages in Australia." In English Language as Hydra, edited by Vaughan Rapatahana and Pauline Bunce, 60–75. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847697516-010.
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Malcolm, Ian G., and Farzad Sharifian. "Multiword units in Aboriginal English: Australian cultural expression in an adopted language." In Phraseology and Culture in English, 375–98. Berlin, New York: Mouton de Gruyter, 2007. http://dx.doi.org/10.1515/9783110197860.375.
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Koch, Harold. "The influence of Arandic languages on Central Australian Aboriginal English." In Creoles, their Substrates, and Language Typology, 437–60. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/tsl.95.25koc.
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Malcolm, Ian G. "Terms of Adoption: Cultural Conceptual Factors Underlying the Adoption of English for Aboriginal Communication." In Advances in Cultural Linguistics, 625–59. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4056-6_28.
Full textConference papers on the topic "Aboriginal English"
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Butcher, Andrew, and Victoria Anderson. "The vowels of Australian Aboriginal English." In Interspeech 2008. ISCA: ISCA, 2008. http://dx.doi.org/10.21437/interspeech.2008-145.
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Forbes, David, Amandeep Sidhu, and Jaipal Singh. "An Aboriginal English ontology framework for Patient-Practitioner Interview Encounters." In 2010 IEEE 23rd International Symposium on Computer-Based Medical Systems (CBMS). IEEE, 2010. http://dx.doi.org/10.1109/cbms.2010.6042633.
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