Relevant bibliographies by topics / Aboriginal Languages

Academic literature on the topic 'Aboriginal Languages'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Aboriginal Languages"

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Fesl, E. "Language Death and Language Maintenance: Action Needed to Save Aboriginal Languages." Australian Journal of Indigenous Education 13, no. 5 (November 1985): 45–50. http://dx.doi.org/10.1017/s0310582200014061.

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Language death can occur naturally, and in different ways, or it can be caused by deliberate policy. This is how deliberate practices and policies brought it about in Australia. •Diverse linguistic groups of Aborigines were forced into small missions or reserves to live together; consequently languages that were numerically stronger squeezed the others out of use.•Anxious to ‘Christianise’ the Aborigines, missionaries enforced harsh penalties on users of Aboriginal languages, even to the point of snatching babies from their mothers and institutionalising them, so they would not hear their parental languages.•Aboriginal religious ceremonies were banned; initiations did not take place, and so liturgical, ceremonial and secret languages were unable to be passed on. As old people died, their languages died with them.•Assimilationist/integrationist policies were enforced which required Aborigines to attend schools where English-only was the medium of instruction.•Finally, denigration of the Aboriginal languages set the seal on their fate in Victoria (within forty years of white settlement, all Gippsland languages had become extinct), most of New South Wales, South Australia and Queensland. Labelling the languages “rubbish”, “heathen jargon”, “primitive jibberish”, and so on, made Aboriginal people reluctant to use their normal means of communication.
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Darnell, Regna. "Quebec's Aboriginal Languages.:Quebec's Aboriginal Languages." Journal of Linguistic Anthropology 8, no. 1 (June 1998): 117–18. http://dx.doi.org/10.1525/jlin.1998.8.1.117.

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Gale, Mary-Anne. "Dhangu Djorra'wuy Dhäwu: A Brief History of Writing in Aboriginal Language." Aboriginal Child at School 22, no. 1 (April 1994): 22–34. http://dx.doi.org/10.1017/s0310582200006015.

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Since leaving ‘the bush’ I have been continually surprised at the ignorance that still exists about Aboriginal people and their languages. When people chat to me, and it is revealed that I used to work in Aboriginal schools in the Northern Territory, they say things like “Do you speak Aboriginal then?… Maybe you could make a sign for us saying ‘Welcome to our Kindergarten’ in Aboriginal?” I then have to explain that there are many, many different Aboriginal languages, not just one, and to say or write such things in any one of these languages requires a lot more than a mere literal translation. When I began doing research on the topic of writing in Aboriginal languages. I was again surprised at the sorts of comments people made to me. Comments like “How can you do research on writing in Aboriginal languages; I thought the Aborigines didn't even have an alphabet!”
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Gale, Mary-Anne. "Dhangum Djorra'wuy Dhäwu: A Brief History of Writing in Aboriginal Languages." Aboriginal Child at School 22, no. 2 (August 1994): 33–42. http://dx.doi.org/10.1017/s031058220000612x.

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Since leaving ‘the bush’ I have been continually surprised at the ignorance that still exists about Aboriginal people and their languages. When people chat to me, and it is revealed that I used to work in Aboriginal schools in the Northern Territory, they say things like “Do you speak Aboriginal then?… Maybe you could make a sign for us saying ‘Welcome to our Kindergarten’ in Aboriginal?” I then have to explain that there are many, many different Aboriginal languages, not just one, and to say or write such things in any one of these languages requires a lot more than a mere literal translation. When I began doing research on the topic of writing in Aboriginal languages. I was again surprised at the sorts of comments people made to me. Comments like “How can you do research on writing in Aboriginal languages: I thought the Aborigines didn't even have an alphabet!”
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Harris, Stephen. "Parables in Language Maintenance." Aboriginal Child at School 18, no. 4 (September 1990): 3–9. http://dx.doi.org/10.1017/s1326011100600352.

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The maintenance, or in some cases revival, of Aboriginal languages has become an important issue to Aboriginal people, and should be an important issue in Aboriginal schools if local people show concern about it. There is good reason for this concern. Predictions vary among linguists about how vulnerable Aboriginal languages are. There are about fifty Aboriginal languages spoken today. One informed estimate is that by the year 2000 a dozen of these will still be naturally reproducing themselves, that is, still spoken spontaneously by young children. Another informed estimate is that by that time only about three languages will be vigorous and spoken by children. These three are the related Yolngu languages in North East Arnhem Land, the related Western Desert languages of which Pitjantjatjara is the best known, and Kriol which is a new Aboriginal language and the largest, and growing rapidly.Our assumption that there is a best way to go about language maintenance is not supported by a well established theory that can be applied in all contexts. Even though a good deal is known about language shift there is not agreement among linguists about what causes it in different situations. For example, it is assumed that isolation would help Aboriginal languages to stay strong, and that closeness to a large town would cause an Aboriginal language to weaken under pressure from English. But linguists have pointed out that some really isolated Aboriginal communities seem to be losing their language and that the language of some groups living near towns is staying stronger. It has also been assumed that if a community has one dominant Aboriginal language then it will remain stronger than those languages in a community where there are a number of different languages in use. Again linguists have observed that that is not always the case.
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McKay, Graham R. "Aboriginal languages and language training in the Northern Territory." Communication and Translation in Aboriginal Contexts 5 (January 1, 1990): 48–63. http://dx.doi.org/10.1075/aralss.5.02mck.

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Aboriginal languages are still widely used in most parts of the Northern Territory, particularly in isolated communities. These languages and their associated patterns of communication and socio-cultural systems are very different from those of the mainstream Australian society. The contact between Aboriginal and non-Aboriginal groups is characterized by extensive communication failure and by differences in status. Language related problems of intercultural contact exist within the formal education system and in general communication situations, giving rise to a variety of needs for education and training for both non-Aboriginal and Aboriginal groups.
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Bułat-Silva, Zuzanna. "Śpiące języki, czyli słów kilka o sytuacji językowej rdzennych mieszkańców Australii na przykładzie języka gamilaraay z Nowej Południowej Walii." Język a Kultura 26 (February 22, 2017): 337–46. http://dx.doi.org/10.19195/1232-9657.26.27.

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Sleeping languages, afew remarks on the linguistic situation of Aboriginal people in Australia through the specific case of Gamilaraay, an Aboriginal language of New South WalesThe main aim of this article is to investigate revival linguistics, anew branch of linguistics as yet little known in Poland, through the specific case of the recent revival of Gamilaraay, an Aboriginal language of New South Wales, Australia. After discussing the classification of the world’s languages according to their vitality, the author presents the language situation in Australia and offers adefinition of revival linguistics, justifying its relevance to the revitalization of Aboriginal languages, including some that have been extinct for up to two hundred years.
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Norris, Mary Jane. "From Generation to Generation: Survival and Maintenance of Canada's Aboriginal Languages, within Families, Communities and Cities." TESL Canada Journal 21, no. 2 (June 12, 2004): 1. http://dx.doi.org/10.18806/tesl.v21i2.171.

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The survival and maintenance of Aboriginal languages in Canada depend on their transmission from generation to generation. Children are the future speakers of a language. This paper demonstrates that the family and the community together play critical roles in the transmission of language from parent to child. On their own, neither family capacity nor community support is sufficient to ensure the adequate transmission of an Aboriginal language as a population's mother tongue from one generation to the next. Intergenerational transmission is maximized in Aboriginal communities among families where both parents have an Aboriginal mother tongue. Transmission can be best realized with the support of the community in those families with either both parents or the lone parent having an Aboriginal mother tongue. Outside of Aboriginal communities, particularly within large cities, transmission and continuity is significantly reduced even under ideal family conditions of linguistically endogamous parents. For exogamous families, it appears that community effect, while positive, is nevertheless limited in offsetting their low rate of mother tongue transmission. Trends indicate continuing declines in intergenerational transmission accompanied by a decreasing and ageing Aboriginal mother tongue population and a growing likelihood that Aboriginal languages will be learned increasingly as second languages.
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Shopen, Tim, Nicholas Reid, Glenda Shopen, and David Wilkins. "Ensuring the survival of Aboriginal and Torres Strait Islander languages into the 21st century." Australian Review of Applied Linguistics 10, no. 1 (January 1, 1987): 143–57. http://dx.doi.org/10.1075/aral.10.1.08sho.

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Abstract There were over 200 distinct languages in Australia at the time of European settlement. Today less than 40 of these are still being passed on to new generations, and all of these are under threat of extinction. Aboriginal people are struggling to adapt themselves to the massive European presence without losing their identity. The greatest threat to Aboriginal languages is the physical, economic and social situation in which their speakers find themselves. Language maintenance will not be possible without social maintenance and this in turn is a political issue. The most important factor will be the success of Aboriginal people in gaining control and self-reliance in their communities. The government can help by assisting in a program of self-determination where Aboriginal people participate at least equally with others in decisions concerning priorities and funding, and in addition by educating non-Aboriginal people to the value of the Aboriginal part of our cultural heritage. Aboriginal teacher education is of primary importance with the goal of schools with Aboriginal control where Aboriginal teachers develop the curriculum and the pedagogy. It is in this context that bilingual education can be put to best use. Bilingual education is of great importance but it must be used not just to assimilate Aboriginal children more easily into English and Western schooling but to have Aboriginal languages and English used together in a coherent educational program where the children become strong in two languages and in the academic and cultural skills they need for contemporary life. Like education, media has the potential for strengthening Aboriginal languages and oultures as well as for destroying them. The outcome will depend on the extent to which Aboriginal people themselves can control what is broadcast and printed.
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Jolly, Lesley. "Waving a Tattered Banner? Aboriginal Language Revitalisation." Aboriginal Child at School 23, no. 3 (September 1995): 1–19. http://dx.doi.org/10.1017/s0310582200004880.

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This paper examines the philosophy and practice of programs that aim to maintain, renew, or revive Aboriginal languages in Australia. I focus here on languages, mainly those of urban and rural rather than remote areas, for which there are few if any fluent speakers left. I will refer to them as dead or dying languages although I am aware that in the Aboriginal tradition people consider themselves to own languages that neither they themselves nor their dose kin speak, and that this ownership is very much a part of a living culture. I begin by reviewing some basic issues that arise in planning language programs for such languages. The final section considers some of the factors affecting the success of such programs.
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Dissertations / Theses on the topic "Aboriginal Languages"

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Robson, Stephen William. "Rethinking Mabo as a clash of constitutional languages /." Access via Murdoch University Digital Theses Project, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070207.131859.

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Kumar, Manoharan. "Genomics, Languages and the Prehistory of Aboriginal Australia." Thesis, Griffith University, 2021. http://hdl.handle.net/10072/405626.

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When European settlers first arrived in Australia in 1788, Aboriginal Australians, or Traditional Owners, spoke more than 250 languages. Indigenous Australian languages are now broadly categorised into two groups: Pama-Nyungan (PN) and Non-Pama-Nyungan (NPN) languages. PN speakers traditionally inhabited more than 90% of the land mass of mainland Australia, whereas NPN speakers traditionally occupied only 10% of the land area, and this was in the far northwest of the continent. The NPN language group in particular shows very high linguistic diversity. Studies of nuclear DNA variation can provide valuable information on population polymorphism, structure, and demographics such as expansion, settlement and to date, there have been no such studies on NPN populations. Hence, population genetic studies are important to understand the genetic structure and history of NPN speaking populations. To understand the settlement of NPN language speakers in Australia and their genetic relationship with PN speakers, I undertook a comprehensive population genetic analysis of Aboriginal Australians across the continent. I obtained 56 samples with approval of Aboriginal Australian Elders from six different regions of the country, including Groote Eylandt Island (Anindilyakwa language speaker; NPN), Mornington Island (where Lardil, Kaidal and Yangkaal language speaker; NPN), northeast Arnhem Land (Yolngu language speakers; PN) and Normanton (Gkuthaarn/Kukatj language), Cairns (Gunggandjii) and Stradbroke Island (Jandai language speakers; PN). I performed whole genome sequencing with coverage (30-60X) and population genetic analysis of individuals representing three PN-speakers from three locations and four NPN-speaking populations from two locations. The 56 new genomes reported here were combined with previously published whole genome sequences of contemporary (100) and high coverage (5X) ancient (4) individuals to understand maternal and paternal ancestry, as well as nuclear genetic diversity. Mitochondrial DNA analyses revealed that Aboriginal Australians comprise four major haplogroups. These comprised N and S haplogroups that are unique to Aboriginal Australians while P, M haplogroups are shared with their neighbours from Papua and South East Asia. Phylogenetic analysis of whole mitochondrial genomic sequences showed NPN and PN speakers have shared ancestry within Australia and outside Australia, prior to European settlement. Analysis of Y-Chromosome haplogroups showed that NPN language speakers from Gulf of Carpentaria Island regions and PN speakers (Yolngu) from northeast Arnhem land have experienced very little admixture with Europeans since they arrived. However, Y-Chromosome marker from individuals belong to Stradbroke Island and Normanton showed that 90-100% of samples have European and East Asian ancestry. In addition, Y-Chromosome sequences from the Arnhem Land region showed that members of the Yolngu speaking population have a higher level of shared male ancestry with NPN speakers from Groote Eylandt and Mornington Islands than with other PN populations. Analyses of nuclear whole genome data, including PCA, ADMIXTURE & Out-group F3-statistics, revealed that NPN have distinct ancestry shared among NPNs. In addition, genetic analysis shows that PNs are the closest population to NPNs. This suggests that Australia were likely colonised by a single founder population. Furthermore, Nuclear analysis of PN speaking Arnhem Land population show that they are more closely related to NPN speakers than any other PN speakers in Australia. This is owing to the geographical proximity between these populations than their linguistic relatedness. Finally, the above 56 Aboriginal Australians samples were used to address the intriguing hypothesis, first proposed by Thomas Henry Huxley in 1870, that a close genetic relationship exists between the Indigenous peoples of Australia and India. To investigate this hypothesis, I sampled 14 genomes from South Asia and sequenced these to 30X coverage. These were compared to 160 Aboriginal Australian genomes which comprised newly sequenced (56) and previously published modern (100) together with ancient (4) samples. Population genetic analysis revealed that Aboriginal Australians do have Indian ancestry, ranging from 1-7%. However, due to the low proportion of Indian ancestry in a very few individuals I could not further confirm the potential Holocene migration from India to Australia. Future studies based on more modern and ancient Aboriginal Australian genomes could help to confirm or reject the hypothesis. The datasets presented in this thesis provide new knowledge about Aboriginal Australians including insights into their uniparental sequence ancestry, as well as genetic structure and settlement of NPN language speakers. These results will be invaluable for future research on contemporary Aboriginal Australians and will provide important implications for the identification of unprovenanced remains from regions across Australia.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Environment and Sc
Science, Environment, Engineering and Technology
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Sapinski, Tania H. "Language use and language attitudes in a rural South Australian community /." Title page, table of contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09ARM/09arms241.pdf.

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Gaby, Alice Rose. "A grammar of Kuuk Thaayorre /." Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/0002486.

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Amery, Rob. "Warrabarna Kaurna : reclaiming Aboriginal languages from written historical sources : Kaurna case study /." Title page, contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09PH/09pha512.pdf.

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Thesis (Ph. D.)--University of Adelaide, Dept. of Linguistics, 1998.
Vol. 2 consists of unpublished or not readily available papers and miscellaneous material referred to in vol. 1. Includes historical material and Kaurna language texts. Includes bibliographical references (47 p. ).
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Steele, Jeremy Macdonald. "The aboriginal language of Sydney a partial reconstruction of the indigenous language of Sydney based on the notebooks of William Dawes of 1790-91, informed by other records of the Sydney and surrounding languages to c.1905 /." Master's thesis, Electronic version, 2005. http://hdl.handle.net/1959.14/738.

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Thesis (MA)--Macquarie University (Division of Society, Culture, Media & Philosophy. Warawara - Dept. of Indigenous Studies), 2005.
Bibliography: p. 327-333.
Introduction -- Sources and literature -- The notebooks -- Manuscripts and databases -- Neighbouring languages -- Phonology -- Pronouns -- Verbs -- Nouns -- Other word classes -- Retrospect and prospect.
'Wara wara!" - 'go away' - the first indigenous words heard by Europeans at the time of the social upheaval that began in 1788, were part of the language spoken by the inhabitants around the shores of Port Jackson from time immemorial. Traces of this language, funtionally lost in two generations, remain in words such as 'dingo' and 'woomera' that entered the English language, and in placenames such as 'Cammeray' and 'Parramatta'. Various First Fleeters, and others, compiled limited wordlists in the vicinity of the harbour and further afield, and in the early 1900s the surveyor R.H. Mathews documented the remnants of the Dharug language. Only as recently as 1972 were the language notebooks of William Dawes, who was noted by Watkin Tench as having advanced his studies 'beyond the reach of competition', uncovered in a London university library. The jottings made by Dawes, who was learning as he went along, are incomplete and parts defy analysis. Nevertheless much of his work has been confirmed, clarified and corrected by reference to records of the surrounding languages, which have similar grammatical forms and substantial cognate vocabulary, and his verbatim sentences and model verbs have permitted a limited attempt at reconstructing the grammar.
Mode of access: World Wide Web.
xxi, 333 p. ill. (some col.), maps (some col.), ports
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Kruger, Candace. "In The Bora Ring: Yugambeh Language and Song Project - An Investigation into the Effects of Participation in the ‘Yugambeh Youth Choir’, an Aboriginal Language Choir for Urban Indigenous Children." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/365270.

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Knowledge of Indigenous language and identity for Australian Indigenous children is vital. Despite this there has been little research into the effects that living culture practice affords Australian Indigenous children through learning heritage language. Yarrabil (to sing) is one way in which Indigenous youth can participate in learning Indigenous language. Through a series of surveys, wula bora (focus group) sessions, interviews and reflections, the jarjum (children) of the Yugambeh language region assisted to discover how the process of participation in an urban Aboriginal children’s language choir can play an integral part in youth leadership, language acquisition, well-being (self-efficacy), and Identity and Aboriginality. The research also demonstrates how a language choir can safe-guard language and culture whilst building socio-cultural capital within an Indigenous community. The National Indigenous Languages Survey Report of 2005 listed the Aboriginal language Yugambeh of the Gold Coast, Logan and Scenic Rim regions of South-East Queensland, Australia as endangered. This thesis investigates an alternate way to girrebba (wake up) a sleeping language and engage youth in the process of learning their heritage language. The ‘Yugambeh Language and Song project’ provides academic knowledge in a relatively unstudied field, supports living culture practice and provides a model to assist other Indigenous communities to sing their language alive.
Thesis (Masters)
Master of Arts Research (MARes)
School of Humanities, Languages and Social Science
Arts, Education and Law
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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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Leeding, Velma J. "Anindilyakwa phonology and morphology." University of Sydney, 1989. http://hdl.handle.net/2123/1558.

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Doctor of Philosophy
Anindilyakwa is the language spoken by over 1,000 Warnindilyakwa Aborigines on Groote Eylandt, Northern Territory. In the Australian language families, it is placed in the Groote Eylandt Family (Oates 1970:15) or the Andilyaugwan Family (Wurm 1972:117). As Yallop (1982:40) reports, Anindilyakwa and Nunggubuyu "are similiar in grammar and possibly share the distinction of being the most gramatically complex Australian languages. They are diverse in basic vocabularly, however, and are therefore allocated to separate families".
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Singer, Ruth. "Agreement in Mawng : productive and lexicalised uses of agreement in an Australian language /." Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/00003242.

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Books on the topic "Aboriginal Languages"

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1958-, Harvey Mark, and Reid Nicholas, eds. Nominal classification in aboriginal Australia. Philadelphia, PA: John Benjamins Pub., 1997.

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Australian aboriginal grammar. London: Croom Helm, 1987.

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Blake, Barry J. Australian aboriginal languages: A general introduction. 2nd ed. St Lucia, Qld., Australia: University of Queensland Press, 1991.

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Leitner, Gerhard, and Ian G. Malcolm, eds. The Habitat of Australia's Aboriginal Languages. Berlin, New York: Mouton de Gruyter, 2007. http://dx.doi.org/10.1515/9783110197846.

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Aboriginal stories: With word list English--Aboriginal, Aboriginal--English. Sydney: Reed New Holland, 1999.

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Sharp, Janet. Aboriginal languages of the Pilbara region: Warnman. [Port Hedland, W.A.]: Wangka Maya Pilbara Aboriginal Language Centre, 2002.

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Sharp, Janet. Aboriginal languages of the Pilbara region: Yinhawangka. [Port Hedland, W.A.]: Wangka Maya Pilbara Aboriginal Language Centre, 2002.

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Sharp, Janet. Aboriginal languages of the Pilbara region: Ngarla. [Port Hedland, W.A.]: Wangka Maya, Pilbara Aboriginal Language Centre, 2002.

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Breen, Gavan. Salvage studies of western Queensland Aboriginal languages. Canberra, Australia: Dept. of Linguistics, Research School of Pacific Studies, Australian National University, 1990.

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Australian National University. Pacific Linguistics, ed. The Mathi group of languages. Canberra: Pacific Linguistics, School of Culture, History and Language, College of Asia and The Pacific, Australian National University, 2011.

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Book chapters on the topic "Aboriginal Languages"

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Harris, John. "Language, Heart and Mind: Can Aboriginal Languages Be Revived?" In Stephen Harris—Writer, Educator, Anthropologist, 47–58. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8648-1_4.

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Harris, Stephen, and Brian Devlin. "Bilingual Programs Involving Aboriginal Languages in Australia." In Bilingual Education, 1–14. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4531-2_1.

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Amery, Rob. "Teaching Aboriginal Languages at University: To What End?" In Language Policy, 475–89. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50925-5_29.

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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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Richards, Merle, and Barbara Burnaby. "Chapter 11: Restoring Aboriginal Languages: Immersion and Intensive Language Program Models in Canada." In Pathways to Multilingualism, edited by Tara Williams Fortune and Diane J. Tedick, 221–41. Bristol, Blue Ridge Summit: Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847690371-014.

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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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Meek, Barbra A. "1. Configuring Language(s) and Speakers: The History and Politics of an Aboriginal Ethnolinguistic Identity in the Yukon, Canada." In AWorld of Indigenous Languages, edited by Teresa L. McCarty, Sheilah E. Nicholas, and Gillian Wigglesworth, 29–47. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923071-005.

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Clarke, Sandra. "4. Sociolinguistic stratification and new dialect formation in a Canadian aboriginal community: Not so different after all?" In Variation in Indigenous Minority Languages, 109–28. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/impact.25.06cla.

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Burnaby, Barbara. "12. How Have Aboriginal North Americans Responded to Writing Systems in Their Own Languages?" In Minority Populations in Canadian Second Language Education, edited by Katy Arnett and Callie Mady, 184–98. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090310-014.

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Gale, Mary-Anne. "Square Peg in a Round Hole: Reflections on Teaching Aboriginal Languages Through the TAFE Sector in South Australia." In Language Policy, 455–71. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50925-5_28.

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Conference papers on the topic "Aboriginal Languages"

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Pagram, Jeremy, Alistair Campbell, and Martin Cooper. "CULTUREPAD: CONNECTING ABORIGINAL CHILDREN, AND SCHOOL TO ABORIGINAL LANGUAGE AND CULTURE THROUGH THE USE OF TECHNOLOGY." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0710.

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Elmiligi, Haytham, Gloria Ramirez, and Patrick Walton. "Using NFC-based Apps to Revitalize an Aboriginal Language." In WCCCE '16: Western Canadian Conference on Computing Education. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2910925.2910940.

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Szapiro, Deborah, Cat Kutay, Jaime Garcia, William Raffe, and Richard Green. "Learning on Country A Game-Based Experience of an Australian Aboriginal Language." In International Conference of Innovation in Media and Visual Design (IMDES 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201202.054.

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Reports on the topic "Aboriginal Languages"

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Isaacs, Robert. A Lifelong Journey in Aboriginal Affairs and Community: Nulungu Reconciliation Lecture 2021. Edited by Melissa Marshall, Gillian Kennedy, Anna Dwyer, Kathryn Thorburn, and Sandra Wooltorton. Nulungu Research Institute, The University of Notre Dame Australia, 2021. http://dx.doi.org/10.32613/ni/2021.6.

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In this 2021 Nulungu Reconciliation lecture, Dr Robert Isaacs AM OAM will explore the meaning of reconciliation and the lessons of his personal journey in two worlds. As part of the Stolen Generation, and born at the dawn of the formal Aboriginal Rights Movement, this lecture outlines the changing social attitudes through the eyes of the lived experience and the evolving national policy framework that has sought to manage, then heal, the wounds that divided a nation. Aspirations of self-determination, assimilation and reconciliation are investigated to unpack the intent versus the outcome, and why the deep challenges not only still exist, but in some locations the divide is growing. The Kimberley is an Aboriginal rights location of global relevance with Noonkanbah at the beating heart. The Kimberley now has 93 percent of the land determined through Native Title yet the Kimberley is home to extreme disadvantage, abuse and hopelessness. Our government agencies are working “nine-to-five” but our youth, by their own declaration, are committing suicide out of official government hours. The theme of the Kimberley underpins this lecture. This is the journey of a man that was of two worlds but now walks with the story of five - the child of the Bibilmum Noongar language group and the boy that was stolen. The man that became a policy leader and the father of a Yawuru-Bibilmum-Noongar family and the proud great-grandson that finally saw the recognition of the courageous act of saving fifty shipwrecked survivors in 1876.
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Aboriginal Languages by Community, 1996. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2010. http://dx.doi.org/10.4095/301411.

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Index of Aboriginal Language Ability, 1996. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2010. http://dx.doi.org/10.4095/301412.

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Index of Aboriginal Language Continuity, 1996. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2010. http://dx.doi.org/10.4095/301413.

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