Dissertations / Theses on the topic 'Aboriginal English'
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1
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.
2
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.
3
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.
5
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.
7
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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8
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.
9
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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Grote, Ellen. "An ethnography of writing : the writing practices of female Australian indigenous adolescents at school." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/1675.
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The lack of success in addressing the educational needs of Aboriginal English (AbE) speaking adolescents is evidenced by consistently lower outcomes in literacy than those of their non-Indigenous peers. Differences in literacy levels between Indigenous girls and boys suggest that gender is an influential factor in literacy achievement. This ethnographic study explores cultural and gender influences on the writing practices of a group of female Indigenous adolescents in the cross-cultural context of an urban Western Australian secondary school.
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Disbray, Samantha. "More than one way to catch a frog : a study of children's discourse in an Australian contact language /." Connect to thesis, 2008. http://repository.unimelb.edu.au/10187/8533.
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Bach, Lisa [Verfasser]. "Spatial Belonging: Approaching Aboriginal Australian Spaces in Contemporary Fiction / Lisa Bach." Gießen : Universitätsbibliothek, 2020. http://d-nb.info/121614284X/34.
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Althans, Katrin [Verfasser]. "Darkness Subverted : Aboriginal Gothic in Black Australian Literature and Film / Katrin Althans." Bonn : Universitäts- und Landesbibliothek Bonn, 2021. http://d-nb.info/1229086420/34.
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Klapproth, Danièle. "Holding the world in place : narrative as social practice in Anglo-Western and in a Central Australian Aboriginal culture /." [S.l.] : [s.n.], 2002. http://www.ub.unibe.ch/content/bibliotheken_sammlungen/sondersammlungen/dissen_bestellformular/index_ger.html.
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Rosas, Blanch Faye, and faye blanch@flinders edu au. "Nunga rappin: talkin the talk, walkin the walk: Young Nunga males and Education." Flinders University. Yunggorendi First Nations Centre, 2009. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20090226.102604.
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Abstract
This thesis acknowledges the social and cultural importance of education and the role
the institution plays in the construction of knowledge in this case of young Nunga
males. It also recognizes that education is a contested field. I have disrupted
constructions of knowledge about young Nunga males in mainstream education by
mapping and rapping - or mappin and rappin Aboriginal English - the theories of
race, masculinity, performance, cultural capital, body and desire and space and place
through the use of Nunga time-space pathways. Through disruption I have shown
how the theories of race and masculinity underpin ways in which Blackness and
Indignity are played out within the racialisation of education and how the process of
racialisation informs young Nunga males experiences of schooling. The cultural
capital that young Nunga males bring to the classroom and schooling environment
must be acknowledged to enable performance of agency in contested time, space and
knowledge paradigms. Agency privileges their understanding and desire for change
and encourages them to apply strategies that contribute to their own journeys home
through time-space pathways that are (at least in part) of their own choosing.
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Birk, Hanne. "AlterNative Memories : kulturspezifische Inszenierungen von Erinnerung in zeitgenössischen Romanen indigener Autor/inn/en Australiens, Kanadas und Aotearoas/Neuseelands /." Trier Wiss. Verl. Trier, 2008. http://d-nb.info/991782089/04.
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Byrge, Matthew Israel. "Black and White on Black: Whiteness and Masculinity in the Works of Three Australian Writers - Thomas Keneally, Colin Thiele, and Patrick White." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1717.
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White depictions of Aborigines in literature have generally been culturally biased. In this study I explore four depictions of Indigenous Australians by white Australian writers. Thomas Keneally's The Chant of Jimmie Blacksmith (1972) depicts a half-caste Aborigine's attempt to enter white society in a racially-antipathetic world that precipitates his ruin. Children's author Colin Thiele develops friendships between white and Aboriginal children in frightening and dangerous landscapes in both Storm Boy (1963) and Fire in the Stone (1973). Nobel laureate Patrick White sets A Fringe of Leaves (1976) in a world in which Ellen Roxburgh's quest for freedom comes only through her captivity by the Aborigines. I use whiteness and masculinity studies as theoretical frameworks in my analysis of these depictions. As invisibility and ordinariness are endemic to white and masculine actions, interrogating these ideological constructions aids in facilitating a better awareness of the racialized stereotypes that exist in Indigenous representations.
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Chang, Ching-Yi, and 張靜宜. "The Impact of Whole Language on Aboriginal Students’ English Speaking Willingness." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/19663941042017976595.
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碩士國立東華大學
英美語文學系
101
In the process of learning English, speaking plays an important role because not only input, but also output are needed during the process. Most of the students in Taiwan are passive listeners or receivers who usually sit silently in class. They have few opportunities to speak English. In this study, the researcher uses English picture books and designs the curriculum based on Whole Language. She, through case study, will investigate and explore aboriginal students’ English speaking willingness. Also, for the purpose of possibly enhancing these students’ English speaking willingness, she will design the curriculum with her own self-reflection. The research setting of the thesis was Happiness Elementary School (pseudonym). Ten fourth- and fifth-grade elementary school students participated in this research. The fifteen-week class activities were mainly conducted by the researcher. The data collected included results of students’ pretest and posttest before and after their participating in the learning, students’ interview recording and the researcher’s reflective journals. Using triangulation for data analysis, the results showed that by adapting activities based on Whole Language in the class, aboriginal students did enhance their English speaking willingness. The finding of the research provided elementary English school teacher a teaching reference to enhance aboriginal students’ English speaking willingness.
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Su, Chen Ying, and 蘇貞穎. "Aboriginal Taiwanese High School Students’ English Learning Investment and Practices: A Qualitative Investigation." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/22216472265580674932.
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碩士國立清華大學
外國語文學系
104
Aboriginal Taiwanese constitute 2 % of the total population. Since the 1980s, increased public attention has been paid to social and educational issues of the indigenous peoples in Taiwan. Though the supporting effort is still ongoing, aboriginal Taiwanese still remain on the lowest rungs of the socioeconomic and academic ladders (Ericsson, 2004). With regard to English learning, several studies have indicated aboriginal students’ inferior English academic performance at school (e.g. Chang, 2004; Su, 2006). However, the analyses offered by previous studies have merely focused on students’ present academic participation and learning outcomes without taking their personal histories and past learning experiences into consideration. Through the lens of capital (Bourdieu, 1977; 1986) and investment (Norton, 2000; Norton Peirce, 1995), this study explores how aboriginal students' available resources, social interactions, life histories, and English learning experiences shape and reshape their English learning investment and practices. This study demonstrates that even if aboriginal Taiwanese students learn English owned diverse forms of capital benefiting English language learning, they still struggle with other-imposed and self-perceived ethnic identities to make English investment. In the process of English investment and practices, they keep assessing their investment choices, learning objectives, and reconstructing their identities. The findings shows that aboriginal Taiwanese students have the ability to make selection of investment, which not only give them positive returns but also help them achieve successfully in English or nonlanguage areas.
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Wiens, Ryan. "On integrating aboriginal perspectives: the perceptions of grade 10 English language arts teachers in a large urban school division in western Canada." 2012. http://hdl.handle.net/1993/14167.
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In an effort to atone for almost two centuries of mishandling, and faced with ballooning urban Aboriginal populations, many of Canada’s governments and educational institutions have adopted policies to encourage the integration of Aboriginal perspectives in schools. Realizing that their efforts can only be given life by teachers, this study explores the perceptions of eight teachers integrating Aboriginal perspectives into their Grade 10 ELA classes in the Buffalo Stone School Division (pseudonym used). Interviews conducted with the teachers explored how personal, contextual and institutional realities have shaped the perceptions that the teachers bring to their practice.
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"Mythic reconstruction a study of Australian Aboriginal and South African literatures /." Click here for electronic access to document: http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070928.143608, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070928.143608.
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Huang, Shih-Hui, and 黃詩惠. "A Study on the Relationships among Family English Educational Capital, School English Educational Capital, and English Achievement of Aboriginal and Han Junior High School Students in Hualien." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/36156632513239434842.
Full textAbstract:
碩士慈濟大學
教育研究所
101
The purpose of this study is to investigate the relations among family English educational capital, school English educational capital, and English achievement of aboriginal and Han junior high school students in Hualien. This study adopted the method of descriptive survey, and was conducted with questionnaires. The subjects were 1,012 8th junior high school students in Hualien. The data were processed and analyzed by descriptive statistics, t-test, two-way ANOVA, Pearson Product-moment Correlation and Multiple Regression Analysis. The results are as follows: 1. The family English educational capital of junior high school students in Hualien scores a middle level. Han students score higher than aboriginal students. 2. The school English educational capital of junior high school students in Hualien scores a middle level. 3. The English achievements of junior high school students in Hualien score a middle level. Han students score higher than aboriginal students. 4. Aboriginal and Han students’ family English educational capital varies with their background. 5. Aboriginal and Han students’ school English educational capital varies with their background. 6. Aboriginal and Han students’ English achievements vary with their background. 7. There is a significant relation between family English educational capital and English achievement. 8. There is a significant relation between school English educational capital and English achievement. 9. The backgrounds, family English educational capital, and school English educational capital of aboriginal and Han junior high school students in Hualien are the main factors which affect their English achievements.
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Moreton, Janelle R., University of Western Sydney, College of Arts, and School of Humanities and Languages. "The right to dream." 2006. http://handle.uws.edu.au:8081/1959.7/17056.
Full textAbstract:
Australian historicity is built on the absence of the Aboriginal subjective experience. The Right to Dream explores the temporal consequence of the imposition of the homogenous Aborigine, a social and political construction that effectively annihilated the right to exist as individual bodies within the earth space and its consequence on the well being of Indigenous peoples upon whom it was imposed. The Right to Dream is especially an attempt to understand my own subjective experience as an Aborigine in the land now known as Australia, and process that would in the words of Dr. Aileen Moreton-Robinson, propel me from being the known to the knower. The assimilation of the Indigenous body by western language has had devastating affects on the body as well as the land, and it is in this context that this thesis explores the notion of destruction of Indigenous peoples, their cultures and physical, spiritual, and emotional well being as being synonymous to the consequent destruction of their lands, marked by the loss of Indigenous languages throughout the country now known as Australia.Doctor of Philosophy (PhD)
25
Chang, Fang-li, and 張芳莉. "The Effects of English Teaching on Aboriginal Junior High School Students' Attitudes and Motivation in Taiwan." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/18384131720870630592.
Full textAbstract:
碩士國立政治大學
英語教學碩士在職專班
93
The disadvantageous language learning environment which aboriginal junior high school students are placed in contributes to some potential problems in the process of their English learning, including attitudes and motivation. An aim of this study was to investigate whether the current context of English teaching in Taiwan affect aboriginal junior high school students’ attitudes toward the language and motivation in learning it. Two self-report questionnaires were respectively distributed to 190 8th- and 9th- grade students (106 aborigines vs. 84 non-aborigines) and 162 parents (78 aborigines vs. 84 non-aborigines) from two junior high schools in Hsin-Chu. Three statistical methods were conducted to analyze the data collected. They were the descriptive statistics, the independent sample t-test, and Spearman rank-order correlation. The findings of the study are summarized. First, aboriginal students’ overall attitudes toward English learning were as high as those of non-aboriginal ones. Second, aboriginal students were as motivated to learn English as their non-aboriginal counterparts on account of the medium degree of satisfaction with English classes existing in both of them. Third, like those of non-aboriginal students, parents of aboriginal students presented very positive attitudes toward and support for English learning. Finally, the variables that significantly correlated with aboriginal students’ motivation in learning English were “their attitudes toward English learning,” “their perceptions of parents’ support for English learning,” and “the degree of their satisfaction with English classes.” The results of the study also revealed that aboriginal students were not exposed to English more often outside the classroom in spite of their positive attitudes and motivation. Besides, in spite of the positive attitudes toward and support for English learning, parents of aboriginal students did not involve themselves in the process of learners’ English learning.
26
Lin, Shih-Hao, and 林士豪. "A Study on English Learning Predicaments of Disadvantaged Elementary Students in aboriginal schools of Pingtung County." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/xv6a8x.
Full textAbstract:
碩士國立屏東大學
英語學系碩士班
107
This study intends to explore English learning predicaments of disadvantaged elementary school students in terms of gender, disadvantaged backgrounds, and English academic achievement. One hundred and thirty-eight participants were recruited from five aboriginal elementary schools in Sandimen Township. In addition, the differences among gender, disadvantaged background, and English academic achievement are examined to explore how English learning predicaments are affected in terms of family, school, communal learning environment, and cultural differences. Two data analyses were applied. First, the researcher adopted the quantitative analysis based on the questionnaires. Afterwards, the qualitative analysis was conducted according to the results of open-ended questions in the questionnaires. Based on the data analyses, the major findings are presented as follows: 1. There were no significant differences owing to gender among the students in all four factors of English learning predicaments. 2. There were significant differences among different disadvantaged backgrounds in part of the four factors of English learning predicaments. 3. Most disadvantaged students had more predicaments in parental expectation and participation. In addition, those in low-income families had more predicaments in content and course as well as communal factor. Grandparenting students had more predicaments in parents ‘participation while aboriginal students in teaching. 4. Students with low English academic achievement had significantly more predicaments in parental expectation, parental involvement, and cultural differences compared to students with high and medium levels. Based on the results, suggestions are provided to teachers, schools, parents for practical use, followed by suggestions for future research.
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Poetsch, Susan. "Arrernte at heart: Children's use of their traditional language and English in a Central Australian Aboriginal community." Phd thesis, 2022. http://hdl.handle.net/1885/259016.
Full textAbstract:
This thesis is a rich description of a group of primary school aged children's language at Ltyentye Apurte, an Eastern Arrernte community in Central Australia. It documents morphosyntactic properties of their speech and broader aspects of their communicative competence. Notwithstanding variation in the cohort, this thesis finds that the children are essentially maintaining Arrernte rather than shifting to a contact code.
Theoretically and methodologically the thesis draws on aspects of language documentation and language socialisation traditions, combining discourse and ethnographic data. The discourse data comprises recordings in three contexts: textless picture book narratives, spontaneous first-person recounts told in the sand and classroom interactions. The ethnographic data comprises my participant-observations and conversations with parents/carers and educators which both contextualise and enhance interpretation of the discourse data.
Analysis of the narratives elicited through textless picture books is based on audio recordings of 17 children aged 5;9-10;10 and three adults each telling four stories, a total of 80 recordings. It investigates use of two morphosyntactic constructions that are distinctive features of Arrernte and integral to referent tracking and/or event packaging: the definitising function of 3sg pronouns and the switch reference system. Variation in the children's use of these constructions, when seen in the context of each child's language profile, is found to be better explained by social factors than by age.
Analysis of a culturally valued communicative event type, scary stories told in the sand, is based on the video recordings of five children aged 7;4-9;6, investigating their integration of speech, drawing and use of a stylus. It introduces a new approach describing how children lay out their stories with entities (people, scary beings, landmarks), path lines (protagonists' journeys) and swipes (transitions between scenes). Their drawings include 'Western' style icons and graphic elements found in adult performance of sand talk genres in Central Australian communities. The subject of the children's personal experience stories provides evidence of their growing understanding of the physical and social geography of the community, including locations and behaviours of widely known monsters and similar beings.
Analysis of classroom talk is based on a video recording of a mainstream curriculum Maths lesson in a Year 1-2 class of 20 students. It focuses on two of the students (aged 7;4 and 8;3) as they complete a pair task and talk with their teacher. They are found to work co-operatively and draw on both Arrernte and their early English language proficiencies to understand the requirements of the task and learn the lesson concepts. Their interactions and linguistic behaviours evidence early socialisation into the school environment.
This thesis contributes to research on children's language and ways of communicating in a contact situation, informed by empirical and qualitative data. It adds to the growing number of case studies of Aboriginal children's language in Australia and to the typological diversity in child language research globally. The study suggests factors that mitigate against language loss under pressure from English. It foregrounds the community's ideologies, advocacy and efforts to provide the linguistic, sociocultural and educational conditions that nurture children's Arrernte, alongside English.
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Wu, Chen-yuan, and 吳振源. "The Relationship Between English Vocabulary Learning strategies and Learning Attitudes for Junior High School students in Aboriginal Districts." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/09084037871611353220.
Full textAbstract:
碩士康寧大學
應用英語研究所
100
This study aimed to investigate the relationship between English vocabulary learning strategies and learning attitudes for junior high school students in aboriginal districts. The survey research method was adopted. 205 junior high school students in the aboriginal districts in Kaohsiung City in Taiwan were randomly investigated. The collected data was computed through the SPSS 12.0 version for windows. Descriptive statistics, independent-samples t test, one-way ANOVA and Pearson product-moment correlation were employed to analyze the data at an alpha level of p < .05. The major research findings are illustrated as follows. First, all students used verbal repetition strategy the most frequently, whereas listening to English broadcasts the least. Secondly, the female students used strategies significantly more frequently than the male ones. The non-aboriginal students used strategies significantly more frequently than the aboriginal ones. The students who learned English off campus had significantly more frequent strategy use than the ones who did not. Third, the female students were significantly more positive than the male ones in their attitudes towards learning English. The seventh-grade students were significantly more positive than the eighth and the ninth graders. Fourth, students’ attitudes towards learning English had significantly correlation with the use of strategies for learning English vocabulary. According to the research findings, the researcher suggested English teachers encourage and instruct their students to apply suitable strategies when learning vocabulary, and to develop positive attitudes towards learning English for improving their learning achievements.
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Kenny, Lawrence. "Mapping early speech : a description of Standard Australian English in the first two years of school in four very remote Central Western Desert Aboriginal communities." Thesis, 2015. http://hdl.handle.net/1959.7/uws:36597.
Full textAbstract:
Annual reports of Indigenous disadvantage mark the inability of children in very remote Aboriginal communities of the Northern Territory (NT) to meet national benchmarks in education. On their entry into the school system, these children are usually identified by the Diagnostic Net T-2 Continua as being behind their mainstream counterparts. After more than a decade of living and teaching in a very remote Aboriginal community for the NT Department of Education (DoE), it is apparent to me that there is a disconnect between the actual and expected development of Standard Australian English (SAE) speech of very remote Aboriginal school students.
There is scant research on the language development of very remote Aboriginal children and to date, there are no studies that have investigated their development of English as a Second Language (ESL) within the very remote context. Those involved in education acknowledge the key constructivist or social-cultural premise that it is language that mediates relationships and understanding, yet the current accounts that describe how these children learn to speak and understand English are incomplete. The relationship between speech and literacy is well established and ESL research has highlighted that first language factors influence the developmental acquisition sequences for ESL. The research questions for this study aim to identify the characteristics of the developing SAE ESL speech for a group of very remote Aboriginal school children from four Central Western Desert communities.
For linguists, two interrelated and accepted measures of early language competency and development are the Mean Length of Utterance (MLU) and the grammatical morpheme stages of learning. This study examined both aspects of the developing SAE ESL speech of 30 children over an eight-month period in the 2008 Indigenous Language Speaking Student (ILSS) program. The ILSS children selected were a linguistically homogenous Aboriginal language group of school-aged children from four very remote Aboriginal Communities in the Central Western Desert of the NT.
This study reinforces earlier findings that an ESL learner’s first language influences the developmental and acquisition patterns for ESL and this study is the first to consider the influence of an Aboriginal language on developing SAE in this way. The results of this study are divided into two sets. The group results [collective] are within Set A and there are two case studies [individual children] in Set B. The aim was to investigate SAE ESL speech development to determine the existence of and describe any general patterns of speech development. The data was collected using culturally appropriate techniques developed by the NT DoE, in negotiation with community stakeholders.
Analysis of the data from this study reveals the differences between the actual and expected SAE ESL rates of progression by identifying and charting the oral language capabilities of these children. Findings indicate that the ILLS children are in the initial stages of SAE ESL development, which is clearly reflected in the length of their utterances and also in their varied use of grammatical morphemes. These initial stages of SAE ESL development are characterised by speech that is telegraphic in style and format, typically with a range of inconsistently applied grammatical morphemes.
Overall, the grammatical morpheme results revealed that these children are within the beginning developmental phases and they display the inchoate characteristics of such learners. The results showed that the children exhibit a range of grammatical morphemes across MLU stages and this diversity warranted closer inspection. This revealed that at this early stage of language development, rather than a linear acquisition profile for grammatical morphemes, it is prudent to examine the frequency ratios and create a priority list that will enable very remote teachers to better orchestrate ESL oracy in their classrooms.
Consequently, drawing on the results of this study, it is noted that within the very remote context of limited SAE immersion, any ESL approach must include explicit modelling and teaching. This will provide the children with a contextual cultural linguistic framework upon which to establish and build their SAE ESL oracy.
The very remote Aboriginal classroom is characteristically subjected to overtly formulaic and explicit periods of interaction throughout each day. Within the very remote context, teachers need to regularly program formal explicit periods in which a variety of formulaic sequences can be modelled and practiced by children every day. Teaching programs need to choreograph a range of habitualised experiences. These explicit activities must deliver opportunities for children to be exposed to, and experience a range of SAE ESL lessons that cover both the content and the communication strategies and other skills necessary to learn another language.
Three recommendations arise from this study. First, further longitudinal research is necessary to complete this SAE ESL grammatical morpheme developmental profile. Second, a review of existing mandated SAE ESL profiles to include earlier emerging developmental indicators is warranted. Third, there is a need for development and systematic delivery across the NT of a professional and teaching learning package around early and emerging ESL oracy. This teaching package will be informed by evidence-based research on language acquisition that promotes best practice in ESL oracy for very remote children.
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Bowen, Alexander Ainsley. ""It’s your rights, ok?": explaining the right to silence to Aboriginal suspects in the Northern Territory." Master's thesis, 2017. http://hdl.handle.net/1885/118730.
Full textAbstract:
When a suspect is interviewed by the police, s/he has the right
to decline to answer police questions and avoid
self-incrimination. This is a fundamental procedural protection,
and police are required to inform suspects of the ‘right to
silence’, also called the ‘caution’, before beginning the
interview. However, the way the caution is stated, both in legal
texts and by police officers, is often linguistically and
conceptually complex. This makes it less likely that suspects
will understand their right to remain silent, especially if they
are Aboriginal and speak English as a second language or dialect.
Aboriginal people are over-represented in the criminal justice
system, and, if they do not understand the right to silence, this
may aggravate that disadvantage.
In Anunga (1976), the NT Supreme Court attempted to reduce this
disadvantage, by requiring police explaining the caution to
Aboriginal suspects to obtain evidence of “apparent
understanding”. However, this has led to conversations about
the caution which are sometimes long and unsuccessful.
Difficulties with the caution have long been acknowledged by
courts, linguists and others, but regulatory guidance and police
language have changed little in 20 years, and there has been no
systematic study of the speech event (‘caution conversation’)
resulting from the Anunga requirements.
The caution originates in a legislated text but police vary its
form and content. This thesis examines transcripts in which
police explain the caution to Aboriginal suspects and test
understanding. It examines what is said and how it is expressed,
and what is left unsaid in the caution. It compares the
transcripts with translations into Aboriginal languages, and
shows that these further vary the caution text, revealing
additional meaning.
The caution’s meaning is partly about interaction (establishing
norms for the interview speech activity) and partly informative
(describing the consequences of speaking or not speaking to
police).
The linguistic analysis takes place at different levels. At the
conceptual level, most paraphrases arguably assume knowledge,
particularly about rights and evidence. At the conversation
level, the caution conversation is a complex speech activity, and
the extent to which suspects can understand its purposes and
mechanisms is likely to affect understanding of the right to
silence. At the discourse level the way police repeat and explain
the caution affects its interpretation. Multiple versions of the
caution may provide different ways to understand the caution, but
unclear discourse relationships between restatements of the
caution can also create confusion. At the sentence level, the
ambiguous roles of conditional clauses may make versions of the
caution harder to understand and relate to each other. At the
word-level, police lexical and grammatical choices have different
kinds of equivalence in Aboriginal languages, and suspect
responses suggest that modality used by police to say that
silence is permissible is particularly unclear.
Analysis of existing problems in communication and alternative
ways of expressing the caution can suggest ways to improve
communication to attempt to demystify this aspect of the legal
process.
31
Lee, Shu-Chun, and 李淑君. "A Study of Applying the Theory of ARCS Model to Learning English at an Aboriginal Elementary School in Yilan County." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/25918977966849703349.
Full textAbstract:
碩士佛光大學
外國語文學系
103
In decades, English has been considered an international language for people from different countries to communicate with one another, for over one-third of the people in the world communicate with one another in English (Argaman & Abu-Rabia, 2002). As an elementary school teacher at an aboriginal area, in order to enhance the opportunities of speaking English and Atayal language at a time, the author has applied the Keller’ ARCS model to learning English and Atayal language in an English classroom or in aboriginal language classes. Through the application of ARCS model and translingualism in the class, the students’ motivation of being multilingual could be stimulated. There are two approaches commonly used in educational circumstances – qualitative research and quantitative one. The author has practiced performing qualitative method to do the research. Phenomenology would be the main approach to observe the phenomena of learning Atayal and English at the same time. Furthermore, the study might examine how their living environments and experiences have impacted their lives. The primary methods of data collection will be observation, interview, and documentary evidence. This research indicates the value of incorporating English and aboriginal Atayal language teaching and learning in remote locations where English is not commonly spoken. Their mother tongue is Atayal and there are several different languages spoken in the community. It analyzes the potential advantages to improve partnerships between schools and aboriginal communities through English teaching and aboriginal language learning in the school. The findings of the study are as follows: 1) Learning English plainly, 2) teaching and learning several languages at the same time, and 3) the vitality of ethnic language.
32
Lu, yen-ni, and 呂延霓. "The Development of English Reading and Writing Online Classroom for the Fifth Grade Aboriginal Students at Tau-yuan Elementary School." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/78535293345268024695.
Full textAbstract:
碩士玄奘大學
外國語文學系碩士班
98
ABSTRACT The main purpose of this study is to examine the development of English reading, writing instruction and vocabulary memory via online learning for aboriginal elementary students. In addition, the researcher wishes to further investigate whether online teaching instruction benefits the aboriginal school students’ motivation in the English as a Foreign Language (EFL) setting in Taiwan. Students’ responses during the frequency of log in online classroom and the changes in their learning attitudes will be recorded and analyzed. Thirty fifth graders at Tau-yuan Elementary School in Taitung County were the subjects of the study. After ten weeks online English courses teaching, all subjects had an English competence test, including vocabulary learning test, writing test, reading test and total scores. The data gathered from the test were analyzed with two-way ANOVA. Based on the statistical results, the major findings are summarized as follows: (a) Online English teaching courses are beneficial for elementary school students to improve their English competence no matter in vocabulary memory, writing and reading. (b) The English competence of the test does not vary much for different genders after receiving ten weeks online English teaching courses. In terms of the findings of the study, online group work allows students to become more active participants in the learning process. Contributing input requires that students comprehend what is being discussed, organize their thinking coherently, and express that thinking with carefully constructed language. Online delivery of English programs and courses makes participation possible for students who experience geographic and time barriers, such as aboriginal elementary students in gaining access to higher education.
33
Moreton, Janelle R. "The right to dream." Thesis, 2006. http://handle.uws.edu.au:8081/1959.7/17056.
Full textAbstract:
Australian historicity is built on the absence of the Aboriginal subjective experience. The Right to Dream explores the temporal consequence of the imposition of the homogenous Aborigine, a social and political construction that effectively annihilated the right to exist as individual bodies within the earth space and its consequence on the well being of Indigenous peoples upon whom it was imposed. The Right to Dream is especially an attempt to understand my own subjective experience as an Aborigine in the land now known as Australia, and process that would in the words of Dr. Aileen Moreton-Robinson, propel me from being the known to the knower. The assimilation of the Indigenous body by western language has had devastating affects on the body as well as the land, and it is in this context that this thesis explores the notion of destruction of Indigenous peoples, their cultures and physical, spiritual, and emotional well being as being synonymous to the consequent destruction of their lands, marked by the loss of Indigenous languages throughout the country now known as Australia.
34
Archibald-Barber, Jesse Rae. "The elegiac contradiction and the apocalyptic gesture: Christian and aboriginal forms of consolation in English Canadian first nations, and Métis literatures /." 2008. http://proquest.umi.com/pqdlink?did=1659883231&sid=5&Fmt=2&clientId=12520&RQT=309&VName=PQD.
Full text
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Wu, Hsin Chu, and 吳幸祝. "Action Research on the Differentiation Teaching applied to the English Remedial Teaching Plan for the Fifth Grade Aboriginal Students of the Primary School." Thesis, 2020. http://ndltd.ncl.edu.tw/handle/q8kfr5.
Full textAbstract:
碩士國立臺灣海洋大學
教育研究所
107
The study aimed to explore the effect and influence of differential teaching on English remedial teaching. The participants included six fifth-grade aboriginal primary school students in Keelung. The research was framed by use of action research. Remedial teaching method implemented two sections in a week and lasted for eight weeks. Data were collected by students' English proficiency tests, students’ satisfaction survey, teacher's teaching notes, teacher-student interactive dialogue and video recording, information collecting during process, and teacher’s reflection. Teaching strategy was adjusted in the second stage. Students’ performance reached expection after two action research stages. The findings of the study revealed as follows: 1.After the two-stage differentiated remediation teaching program, students' performance in English learning achievement test and learning satisfaction improved significantly. 2.There were five major factors influenced implementation of differentiated English remedial teaching program: (1)The timing of teacher building scaffolding. (2) Teacher’s mastery of differentiated group courses. (3) The appropriate multi-strategy applying for different levels of students. (4)The adaptability of students to class style and cooperation with partner teachers. (5) Cooperation and recommendation of partner teachers. 3.This study proposed a two-stage differentiated English remedial teaching program that effectively improved fifth-grade aborigninal primary students’ English proficiency. 4.Ultimately, the growths of teacher after differential teaching applied to remedial teaching action research in classroom were: using multi-assements tools, appreciate students’ performance in various ways, positive learning enrironment and student-oriented teaching in differentiated teaching. Keywords: Differentiated teaching, Remedial teaching, Aboriginal students
36
Huang, Tung-Chiou, and 黃東秋. "An Action Research: The English-Mediated Method of Teaching Orthography in Taiwan Aboriginal Amis(Pangcah) Language:An Example of The Extracurricularactivity in a Senior High School." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/16913220450707904919.
Full textAbstract:
碩士國立花蓮師範學院
多元文化研究所
86
As in numerous other countries, the society in Taiwan has also become multicultural as well as multiracial. Therefore, teachers of EFL(English as a foreign language) in Taiwan*s schools, in which there are minority students studying, should be prepared to teach their respective subject matters in multicultural society. Greater awareness and respect for different cultures clearly are very essential in a multicultural and multiracial society. In Taiwan, there are nine main different indigenous tribes and each of these tribes has its own language and culture. They cannot communicate with one another because they have their own culture and ways to keep them alive in natural selection. What a marvelous and fantastic world it is! The varieties of every culture make Taiwan*s indigenous cultures more interesting and dynamic. My area of research is The English -Mediated Method of Teaching Orthography in Taiwan Indigenous People*s Ethnic Language. This research takes place in the extracurricular activity in Taiwan Provincial Boys Senior High School. As a senior high school English teacher and a member of one of Taiwan*s aboriginal minorities, I entail both rights and responsibilities to keep our languages, cultures and literature alive for future generations. Since minority languages in Taiwan are numerous, to thoroughly discuss all of them is difficult and impossible in my research. Therefore, I focus my research on the following two aspects: 1) Is it possible to use the English orthography to learn their native languages since all of the students in Taiwan must learn English when entering junior high school in order to decrease their school work load? 2) How can teachers of EFL teach English as a foreign language and culture in the senior high schools and keep the ethnic language, culture, and literature alive for future generations? Since the 1960s, the action-research movement has grown and spread all over the world. It has become a clarion call of research for all those who believe in learning through reflecting *where the action is*(John Elliott, 1991:x). Having been an English teacher in high school for fifteen years, I deeply believe that the process of understanding must start form reflection upon one*s own experience. All the students in senior high school have already learned English for three years at least,for English is taught in our educational system since students attend junior high school at the age of twelve. Up to now, there is not any research about the English-Mediated Method of teaching Orthography in Taiwan Indigenous People*s Ethnic Languages.I would like to base the next step of the development of my instruction on an investigation into the work with which I am involved. After completing the research, it is found that the Amis students are able to learn their own language as well as the cultural heritage as long as they have attended the courses of the English-Mediated Method of learning the Amis orthography. The primary purpose of this research is to clarify confusion often found in the arguments of ethnic language(mother-tongue) teaching and learning and to invite further study of teaching orthography in Taiwan aboriginal languages for a better understanding of human language.
37
Barlow, Gillian H. "Nomad's home : a pilgrimage to translation." Thesis, 2013. http://handle.uws.edu.au:8081/1959.7/534356.
Full textAbstract:
This thesis, ‘Nomad’s Home: A Pilgrimage to Translation’ uses fragments of a translation of a thirteenth century Japanese text, the Hojoki, to write fictocritically about issues arising for the author as an architect in designing and building housing and in particular, Aboriginal housing. Aboriginal housing has attracted much attention since the beginning of the twenty-first century, most notably since the Apology to the Stolen Generation of Aboriginal people with which the Rudd Government began its term in government in February, 2008, yet very few architects have the opportunity to have worked within this field. As a writer and an architect, I have had the opportunity to be involved in the field of Aboriginal housing for over 20 years. I have used a mix of literary and scholarly methods to write my thesis. It has been written as a fictocritical piece. I have translated fragments of the Japanese text of the Hojoki, using this process as a vehicle to discuss the issues associated with designing and constructing Aboriginal housing within Aboriginal communities. In doing so, I have also been able to discuss more generally ‘house and home’ and the meaning of these two words. The translation I have done of the Hojoki discovers and attempts to demonstrate that the error in undertaking any housing project, and particularly housing within an Aboriginal community, lies in the assumption that this can ever be done in a generalised way, as in ‘one size fits all’. It seems to me that every house must be done on an individual basis. It is the same with writing, and this thesis takes the unique form necessary for my particular project.
38
Yu, Li Jia, and 李家瑜. "The Case Study on English Educational Resources of Aborigines Elementary School in Hualien County." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/28349626056656039644.
Full textAbstract:
碩士國立花蓮教育大學
國民教育研究所
96
The purposes of the research were mainly to discuss the management, development, and difficulties of English educational resources of Aborigines elementary school. Some recommendations for improvement were made according to the research conclusion. The objects of this research are two Aborigines elementary schools in Hualien County. In order to explore the management, development, and difficulties of English educational resources of Aborigines elementary school, I have tried different methods to collect relevant documents and information by means of interviews, observation, constant comparisons, triangulation, and analyzing. According to the result of data analysis, the conclusions were drawn as follows: 1.The current situations about English educational resources of Aborigines elementary schools are: (1)All the English teachers were insiders of elementary schools. (2)The budget of English education was primary from the Bureau of Education. (3)The English educational resources were included in all educational resources. (4)Because the English level of students were unsatisfied, the English teaching materials were tending easy to learn. 2.The current situations about English educational resources management of Aborigines elementary schools are: (1)The sources of English educational resources were merely from Bureau of Education, and insufficiency of community resources. (2)Holding a council to discuss how to using the budget of English education. (3)Besides budget, other English educational resources were shared to overcome the resources deficiency. (4)It was lack of assessment for English educational resources. 3.The Aborigines elementary schools had no strategy development plan for English educational resources currently. 4.The difficulties and disabilities of the management and development of English educational resources in Aborigines elementary schools are: (1)English teachers of Aborigines elementary schools were insufficient, and unstable. (2)English educational budget was insufficient, it has a great effect upon English teaching environment. (3)English educational resources were unsupported from outside, it was difficult to integrate resources. (4)The flow rate of English teachers were too high to choose the edition of English textbooks. (5)English teaching hours were insufficient, and the English teaching fruitage was affected by it. (6)With lacking in having the cognition of educational resources, the Aborigines elementary schools were scant of system management in them. (7)Lack of English learning environment, the Aborigines elementary schools were difficult to develop the English education. (8)Because the Aborigines elementary schools were understaffed, they were hard to develop networks of English educational resources. Based upon the conclusions of research, some suggestions were made for reference to the educational administration agencies, Aborigines elementary school authorities and follow-up research.
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Robba, Leo John. "The Artist’s Garden: Reshaping the Landscape." Phd thesis, 2017. http://hdl.handle.net/1885/129373.
Full textAbstract:
This practice-led research in painting investigates the artist's garden tradition and explores formal aspects and distinctive features of garden culture which I have observed in Australia and in England. My relationship to my own garden and my reflections on the processes of gardening are central to this project. I discuss the philosophical and conceptual underpinnings of my relationship with gardening and describe the processes of making garden landscape paintings of a variety of garden types, ranging from large formal English estate gardens visited on fieldwork, to much smaller private gardens in places such as Newcastle, Moree and the Blue Mountains. Parallels are drawn between the art of gardening and the art of painting.The resulting body of work includes numerous en plein air paintings as well as large-scale studio paintings, and I discuss the practical and aesthetic issues involved in working between these two modes. Two key artist gardeners feature for discussion and analysis: John Glover and Stanley Spencer. My reflections on garden design traditions and gardening as a practice have been informed by several valuable texts, two of the most significant are Robert Pogue Harrison's Gardens: An Essay on the Human Condition which gives a broad-ranging philosophical account of our human connection to gardens; and the collection of writings compiled in The Genius of Place: The English Landscape Garden, edited by John Dixon Hunt and Peter Willis, which gave me a better understanding of the development of the English garden landscape.
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Chung, Fang-ling, and 鐘方伶. "EFFECTS OF THE OWL-AND-ABORIGINE THEME-BASED INSTRUCTION ON ENGLISH READING PERFORMANCE OF NINTH GRADERS." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/13183290843282684567.
Full textAbstract:
碩士國立高雄師範大學
英語學系
104
ABSTRACT This study aimed to investigate the effects of the Owl-and-Aborigine Theme-Based Instruction (OATBI) on English reading performance of ninth graders. To achieve the study purpose, 46 ninth graders from Kaohsiung Municipal Shanlin Junior High School were recruited. The students learned English reading about the owl-and-aboriginal culture with theme-based instruction and cooperative learning strategies for 12 weeks. Before the OATBI, the students answered The Pre-study Questionnaire on the Student Responses to English Reading and Cooperative Learning and take the pretest of English reading comprehension. During the intervention, the students read the owl-and-aboriginal English reading material adapted from The Bird That Brings Bunun Babies (Teng, 1997), did the worksheets, and participated in the cooperative learning activities in the instruction. After the OATBI, the students were required to answer The Post-study Questionnaire on the Student Responses to the OATBI and take the post-test of English reading comprehension. The data were collected and analyzed quantitatively and qualitatively by a paired samples t-test and descriptive analysis. The major findings of the present study were summarized as follows. 1. There is a significant difference in the students’ English reading comprehension before and after the OATBI. In addition, the mean score of the post-test is higher than that of the pretest, indicating the OATBI helped promote the students’ English reading performance. 2. There are six significant differences in the student responses to the English reading before and after the OATBI. In addition, the increased mean scores show that the students cultivated positive responses to English reading through the OATBI. Specifically, the students expressed their interests in reading the materials which were related to their life experience. The students liked the stories about the auspicious birds in the aboriginal culture and enjoyed reading the English reading material in the OATBI. 3. There are eight significant differences in the student responses to cooperative learning before and after the OATBI. In addition, the increased mean scores show that the students developed positive responses to cooperative learning in the OATBI. Specifically, the students preferred to learn and cooperate with their peers and accomplish the assigned missions in the class. The OATBI provided the students with ample opportunities to learn and cooperate with others. 4. The students expressed their fondness for the English reading material in the OATBI. They were impressed by the auspicious birds which delivered new lives to the aboriginal people in the culture of aboriginals with the selected units. In addition, the they expressed that they improved their English reading comprehension, and acquired new vocabulary and sentences in reading the English reading material in the OATBI. 5. The students were positive about the cultural awareness in the OATBI. The students took pleasure in reading the owl-and-aboriginal English reading materials, and obtained the cultural knowledge and information about the aboriginals. Additionally, the students realized and accepted the custom and culture of the aboriginals. They appreciated the cultural diversity and realized the significance of the owls in aboriginal culture. 6. The students expressed their gains, difficulties, and suggestions for the OATBI. Specifically, the students benefited include improving their English reading performance through the reading material in the OATBI, and increasing cultural knowledge about the significance of the owls in aboriginal culture. Additionally, the students had difficulties in English vocabulary and sentences, and insufficient background knowledge of the aboriginal culture. As for the suggestions for the OATBI, the students expected to have more Chinese meanings of the vocabulary provided in the reading text, and to share the owl-and-aboriginal stories with other students and do some aboriginal crafts of owls. On the basis of study findings, three implications were proposed. First, EFL teachers in Taiwan can implement the OATBI in English class. Teachers can integrate the related learning content with the students’ experience and culture in the instruction and implement a teaching model with adapted teaching material and well-organized syllabus or schedules. Second, students can benefit their English reading comprehension, cultural learning, and cooperative learning in the language classroom. They can read the English reading materials about different cultures and work on the worksheet in cooperation with their group members in order to improve their English reading comprehension and foster their cultural knowledge. Third, publishers can compile the books of cultural learning for readers and provide them with local and global cultures perspectives. They can integrate the aboriginal culture of Taiwan as well as other aboriginal cultures around the world into the books and introduce the big C and little c culture of the aboriginal people. Based on the study results, three suggestions for the OATBI are proposed for the future research studies. First, the sample size of the study is recommended to be enlarged for the future studies. Second, the time for conducting the study can be prolonged in the future studies. Last but not least, the other English language performances, such as listening, speaking, and writing, can be explored in the further studies.
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Tseng, Yu-Chen, and 曾玉貞. "A Study of Using Games in Teaching Vocabulary to Raise Different Levels' Aborigines' English Learning Motivation and Achievement." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/48808472651746938988.
Full textAbstract:
碩士國立東華大學
課程設計與潛能開發學系
101
The purpose of this study is to explore the effects of using games in teaching vocabulary to raise different levels’ aborigines’ English learning motivation and achievement. The participants were 53 aboriginal students from Yilan Sunny Junior High School. 26 students were assigned to the experimental group instructed by approaches with games, and 27 students as the control group were instructed by the traditional lecture method. This study was carried out for 6 weeks. Both the experimental group and the control group were asked to fill in the English Vocabulary Learning Motivation Questionnaire and to take the English Vocabulary Test. The results of their pretest and the posttest were analyzed quantitatively. Besides, the experimental group’s feedbacks and interviews were analyzed qualitatively. Following are the findings of this study： 1. English Vocabulary Learning Motivation：Only the self-efficacy part of the experimental group is higher than the control group’s. 2. English Vocabulary Achievement：The medium achievers of the experimental group are higher than the control group’s. 3. Students like Word Puzzle, Unscramble and Bingo; they don’t like Guessing, Bomb and Card Game; Unscramble, Word Puzzle and Card Game are helpful. Finally, suggestions are made for further research and practice.
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Henzi, Sarah. "Inventing interventions : strategies of reappropriation in Native American and First Nations literatures." Thèse, 2011. http://hdl.handle.net/1866/6980.
Full textAbstract:
Ma thèse de doctorat, intitulée Inventing Interventions: Strategies of Reappropriation in Native and First Nations Literatures traite du sujet de la réappropriation de la langue anglaise et de la langue française dans les littératures autochtones du Canada et des États-Unis, en tant que stratégie d’intervention de re-narration et de récupération. De fait, mon projet fait abstraction, autant que possible, des frontières nationales et linguistiques, vu que celles-ci sont essentiellement des constructions culturelles et coloniales. Ainsi, l’acte de réappropriation de la langue coloniale implique non seulement la maîtrise de base de cette dernière à des fins de communication, cela devient un moyen envers une fin : au lieu d’être possédés par la langue, les auteurs sur lesquels je me penche ici possèdent à présent cette dernière, et n’y sont plus soumis. Les tensions qui résultent d’un tel processus sont le produit d’une transition violente imposée et expérimentale d’une réalité culturelle à une autre, qui, pour plusieurs, n’a pas réussie et s’est, au contraire, effritée sur elle-même. Je soutiens donc que les auteurs autochtones ont créé un moyen à travers l’expression artistique et politique de répondre (dans le sens de « write back ») à l’oppression et l’injustice. À travers l’analyse d’oeuvres contemporaines écrites en anglais ou en français, que ce soit de la fiction, de l’autobiographie, de la poésie, du théâtre, de l’histoire ou du politique, ma recherche se structure autour de quatre concepts spécifiques : la langue, la
résistance, la mémoire, et le lieu. J’examine comment ces concepts sont mis en voix, et comment ils sont interdépendants et s’affectent à l’intérieur du discours particulier issu des littératures autochtones et des différentes stratégies d’intervention (telles la redéfinition ou
l’invention) et du mélange de différentes formules littéraires.My doctoral thesis, entitled Inventing Interventions: Strategies of Reappropriation in Native and First Nations Literatures, explores the reappropriation of the English and French languages, as a strategy for retelling and reclaiming hi/stories of the Aboriginal people of Canada and the United States. In effect, my project disregards national and linguistic borders since these are, in essence, cultural and colonial constructs. To reappropriate the colonial language, then, entails not only its mastery as a means for basic communication, but claims it as a means to an end: instead of being owned by and subject to the language, it is now these authors who own the language. The resulting tensions of this process are the product of the imposed and tentative violent transition from one cultural realm to another, which, for many, never succeeded to its fullest, but rather crumbled back upon itself: for First Nations and Native American authors, I argue, creating means through art and politics to “write back” against oppression and injustice. My thesis, an examination of contemporary fictional, autobiographical, historical and political, prosaic and poetic works written in French and English, is structured along the analysis of specific keywords – language, resistance, memory and place. I explore how these concepts are voiced, and how they are not only inter-related but affect each other within the particular discursive framework of Indigenous writing, set in motion by different strategies of intervention (redefinition, invention) and the mixing of different literary devices.