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 PhilosophyAnindilyakwa 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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Baker, Brett Joseph. "Word Structure in Ngalakgan." University of Sydney, Linguistics, 1999. http://hdl.handle.net/2123/408.
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Ngalakgan is an Australian language of the Gunwinyguan family, spoken fluently by just a few people in the mid Roper River area of the Top End. The thesis is a description and examination of the phonology, prosody, and morphology of Ngalakgan, based on several years of fieldwork. Ngalakgan is a language with a rich inventory of classically Gunwinyguan morphological features, including noun class agreement for all major and some minor word classes, compounding of both nouns and verbs, and a rich array of modifying and inflectional prefixes and suffixes. In Ngalakgan, there is a distinction between two kinds or 'levels' of morphology: 'root'-level and 'word'-level. Root-level morphology is lexicalised and unproductive. It is restricted to the tense/aspect/mood inflection of the small closed class of 'finite' verb roots, and to the large closed class of compounds of these roots. Word-level morphology is productive, and includes almost all prefixes, all (non-tensed) suffixes and all clitics. Only word-level structure is consistently reflected in prosodic structure; forms which are complex only at the root-level are treated as prosodic units. I show that all word-level morphemes constitute prosodic domains: every word-level stem, affix and clitic potentially begins a new domain for metrical foot structure. Geminates and glottal stops are over-represented at morpheme boundaries in complex words. In addition, they are subject to complex, non-local alternations with simple stops and zero, respectively, in Ngalakgan and related languages. The alternations are conditioned by preceding geminates and voiceless obstruent clusters, as well as by prosodic and morphological structure. I propose that voiceless obstruent clusters constitute 'boundary signals' to morphological structure, in a similar fashion to stress and, like stress, are 'licensed' by the organisation of intonation. Ngalakgan displays a quantitive-sensitive stress system in roots which is apparently unique to languages of this area. Heavy syllables in Ngalakgan are those which are articulatorily and perceptually complex: those in which the coda is followed by a consonant with a distinct place of articulation. Geminates, homorganic nasal+stop clusters and glottal stops interact with this distinction in ways which are not predicted by current prosodic theories.
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Ogilvie, Sarah. "The Morrobalama (Umbuygamu) language of Cape York Peninsula, Australia." Thesis, Canberra, ACT : The Australian National University, 1994. http://hdl.handle.net/1885/110346.
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This partial-Masters thesis describes Morrobalama, a highly endangered Australian Aboriginal language belonging to the Pama-Nyungan family. Originally spoken in Princess Charlotte’s Bay on the eastern coast of Cape York, its speakers were forcibly displaced from the region in the early 1960s and made to live with eight other tribes in a region 500 miles further north. Although Morrobalama is a socially marginalized language in Australia, it is important linguistically because it displays atypical features. Most notable is its phonemic inventory which is unusually large and includes sounds which are rare in Australian Aboriginal languages, e.g. fricatives, prestopped nasals, voicing contrasts, and a system of five vowels that contrast in length. Morrobalama’s morphology is not dissimilar from other Pama-Nyungan languages: it displays pronominal cross-referencing and a split-ergative system (nouns operate in an absolutive/ergative paradigm, while pronouns are nominative/accusative). Pronouns have three numbers – singular, dual, and plural – and distinguish inclusive and exclusive in first-person dual and plural. They can occur both independently or bound
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O'Shannessy, Carmel. "Language contact and children's bilingual acquisition learning a mixed language and Warlpiri in northern Australia /." Connect to full text, 2006. http://hdl.handle.net/2123/1303.
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Thesis (Ph. D.)--University of Sydney, 2006.Title from title screen (viewed 28 March 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of Linguistics, Faculty of Arts. Includes bibliographical references. Also available in print form.
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Bremner, Patricia. "Teacher scaffolding of literate discourse with Indigenous Reading Recovery students." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/5623.
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The research study described in this report was conducted in 2007 at a Kindergarten to Year 12 College, situated in the remote Kimberley region of Western Australia. Using case study methods, this research aimed to examine the scaffolding techniques used by two Reading Recovery teachers as they supported the language and literacy learning of two Indigenous Reading Recovery students. And further, to examine the impact of this scaffolding on each student’s language and literacy learning.Multiple data sets were collected and examined with results discussed throughout this study. Transcripts and direct quotes were used to support the reporting of emergent themes and patterns with the convergence of the data used to support the internal validity of this small scale study.
This paper takes the position that generalisations, assumptions and stereotypical negative images of Indigenous students as disengaged and noncompliant students can be curtailed when teachers acknowledge that Indigenous students are active language learners with rich cultural and linguistic ‘funds of knowledge’ (Moll & Greenberg, 1990). These funds can support students’ new learning of literate discourse which is defined and used throughout this study as: the language used in schools to read, write and talk about texts used for educational purposes. Significantly, difficulties Indigenous students experience with literate discourse have been identified as contributing to the educational underachievement of this group of Australian students (Gray, 2007; Rose, Gray & Cowey, 1998, 1999).
The findings from this small scale study indicate that within the context of Reading Recovery teaching, teacher-student interaction and contingent teacher scaffolding, centred on text reading and writing experiences can support Indigenous students to code-switch between home languages and dialects, Standard Australian English and literate discourse.
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Blythe, Joe. "Doing referring in Murriny Patha conversation." University of Sydney, 2009. http://hdl.handle.net/2123/5388.
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Doctor of PhilosophySuccessful communication hinges on keeping track of who and what we are talking about. For this reason, person reference sits at the heart of the social sciences. Referring to persons is an interactional process where information is transferred from current speakers to the recipients of their talk. This dissertation concerns itself with the work that is achieved through this transfer of information. The interactional approach adopted is one that combines the “micro” of conversation analysis with the “macro” of genealogically grounded anthropological linguistics. Murriny Patha, a non-Pama-Nyungan language spoken in the north of Australia, is a highly complex polysynthetic language with kinship categories that are grammaticalized as verbal inflections. For referring to persons, as well as names, nicknames, kinterms, minimal descriptions and free pronouns, Murriny Patha speakers make extensive use of pronominal reference markers embedded within polysynthetic verbs. Murriny Patha does not have a formal “mother-in-law” register. There are however numerous taboos on naming kin in avoidance relationships, and on naming and their namesakes. Similarly, there are also taboos on naming the deceased and on naming their namesakes. As a result, for every speaker there is a multitude of people whose names should be avoided. At any one time, speakers of the language have a range of referential options. Speakers’ decisions about which category of reference forms to choose (names, kinterms etc.) are governed by conversational preferences that shape “referential design”. Six preferences – a preference for associating the referent to the co-present conversationalists, a preference for avoiding personal names, a preference for using recognitionals, a preference for being succinct, and a pair of opposed preferences relating to referential specificity – guide speakers towards choosing a name on one occasion, a kinterm on the next occasion and verbal cross-reference on yet another occasion. Different classes of expressions better satisfy particular conversational preferences. There is a systematicity to the referential choices that speakers make. The interactional objectives of interlocutors are enacted through the regular placement of particular forms in particular sequential environments. These objectives are then revealed through the turn-by-turn unfolding of conversational interaction.
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Monaghan, Paul. "Laying down the country : Norman B. Tindale and the linguistic construction of the North-West of South Australia." Title page, contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09phm734.pdf.
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"June 2003" 2 maps in pocket on back cover. Bibliography: leaves 285-308. This thesis critically examines the processes involved in the construction of the linguistic historical record for the north-west region of South Australia. Focussing on the work of Norman B. Tindale, the thesis looks at the construction of Tindale's Pitjantjatjara, Yankunytjatjara and Antikirinya representations. It argues that Tindale effectively reduced a diversity of indigenous practices to ordered categories more reflective of Western and colonial concepts than indigenous views. Tindale did not consider linguistic criteria in depth, had few informants, worked within arbitary tribal boundaries, was biased towards the category 'Pitjantjatjara' and was informed by notions of racial/linguistic purity. These factors which shaped the linguistic record must be taken into account when interpreting records for use as historical and native Title evidence.
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Saville, Deborah M. "Language and language disabilities : aboriginal and non-aboriginal perspectives." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0002/MQ44273.pdf.
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Santos, Rosinéa Auxiliadora Pereira dos. "Entre o estrangeiro-materno: vozes no discurso de professores indígenas." Universidade Federal de Roraima, 2013. http://www.bdtd.ufrr.br/tde_busca/arquivo.php?codArquivo=165.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorEntre o estrangeiro-materno: vozes nos discursos de professores indígenas é o resultado de uma pesquisa pautada na investigação do conceito de língua materna e estrangeira em ambiente sociolinguisticamente complexo. O objetivo deste trabalho foi analisar as representações das professoras indígenas em contato com diversas línguas, a fim de compreender as práticas discursivas que envolvem o constructo língua materna e estrangeira. Para tanto, o suporte teórico e metodológico que orientou todos os processos do trabalho foi a Teoria Social do Discurso, que atesta que o discurso é uma prática social que se materializa em três dimensões: o texto, as práticas sociais e as práticas discursivas. De acordo com essa teoria, o discurso não só representa as classes sociais, mas as constitui, colaborando tanto para a reprodução da sociedade como também para transformá-la. O instrumento de coleta de dados foi a entrevista, que é um tipo evento discursivo, onde os sentidos e os posicionamentos são constantemente negociados. As representações sobre língua materna giram em torno de três eixos: a família, a cultura e a ancestralidade, que sustentam práticas discursivas de teor essencialista e que propagam discursos como perda da língua, perda da cultura, desaparecimento do povo. Há ainda no falar das professoras indígenas ecos do discurso político, histórico, religioso, jurídico e pedagógico que foram propagados desde o período da colonização e que ainda permanecem na memória discursivas dos professores indígenas. Língua materna e língua estrangeira são constructos imbrincados, pois suas representações são relacionais, uma vez que são produtos da atitude linguística dos falantes que convivem entre línguas.
Between the foreign-native: voices inside indigenous teachers discourse is the outcome of a research based on investigation conception of native and foreign language in sociolinguistically complex environment. The work has the objective of analysing indigenous teachers representations in contact with several languages in order to understanding discursive practices that have involved the construct about native and foreign language. For both the theoretical and methodological support that directed all process of the work was Social Discourse theory attesting that the discourse is a social practice materialized in three dimensions: the text, the social practices and discursive practices. According to this theory, the discourse is not only social classes, but constitutes them also. It is collaborating as there production of society as to transform it.The instrument for data collected was the interview, which is a kind event discourse, where the senses and positions are constantly negotiated. Representations of language revolve around three axis:family, culture and ancestry, discursive practices that sustain and propagate content essential is tdiscourses as loss of language, loss of culture, disappearance of people. There are inside the indigenous teachers speech the echoes of political discourse, historical, religious, legal andpedagogical those had been propagated since the colonization period and still remain in memory discursive indigenous teachers. Native language and foreign language constructs are interlocked be cause their representations are relational, since they are products of linguistic attitude of speakers who live between languages.
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Baloy, Natalie Jean-Keiser. "Exploring the potential for native language revitalization in an urban context language education in Vancouver /." Thesis, Vancouver : University of British Columbia, 2008. http://www.collectionscanada.ca/obj/s4/f2/dsk3/BVAU/TC-BVAU-1490.pdf.
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Olsen, Harper Anita Carleton University Dissertation Canadian Studies. "Aboriginal self-interpretation in heritage presentation." Ottawa, 1999.
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Harper, Helen. "The gun and the trousers spoke English : language shift on Northern Cape York Peninsula /." St. Lucia, Qld, 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16394.pdf.
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Kruger, Candace. "Yarrabil Girrebbah Singing Indigenous Language Alive." Thesis, Griffith University, 2022. http://hdl.handle.net/10072/418662.
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Yarrabil Girrebbah Singing Indigenous Language Alive answers the call to yarrabil girrebbah (sing awake) Yugambeh language songs of the Gold Coast, Logan and Scenic Rim regions of South-East Queensland, Australia. The response is a narrative of Gannga.lehla, Muwa.lehla, Baribunma.lehla Thinking, Gathering and Dreaming, a Songwoman’s journey for Kombumerri/Ngugi of Yugambeh/Quandamooka, Goori [Aboriginal] woman Candace Kruger.
This doctoral investigation is underpinned by the following research question: How can Aboriginal methodologies challenge ethnomusicological understandings of Aboriginal music? To address this question, the dissertation comprises three components: •an exegesis documenting the Songwoman’s journey,
•print publications of Yugambeh Yarrabil Gaureiman (song and narrative), and
•audio and/or visual recordings of Yugambeh Yarrabil Gaureiman.
The exegetical and creative components of the research are underpinned by three methodologies, all designed as critical components of the research process and discussed within the three chapters of the thesis.
Chapter 1: Gannga.lehla thinking presents the Ngubu Yarrabil Tomorrow’s Song methodology. Designed by the Songwoman in consultation with Elders, this chapter presents the relational ontology of our land, language and knowledge systems as our own worldview, and endeavours to privilege the voices of our Elders for mobo jarjum (tomorrow’s children). Ngubu Yarrabil acknowledges that the Songwoman’s inquiry is critically important, both culturally and academically, as it aims to protect, maintain and revive living culture. The Songwoman’s journey is more than repatriation: it is creation. It is singing the land alive.
Chapter 2: Muwa.lehla Gathering presents the Yarrabilginngunn (Songwoman’s) methodology. Underpinned by five fundamental principles: Spirituality, Place, Knowledge, Transmission and Legacy, the Yarrabilginngunn methodology aims to iv protect, maintain and revive living culture. Furthermore, on a wider level, this methodological approach can be used to assist other Aboriginal people to determine and control their own epistemological trajectory.
Chapter 3: Baribunma.lehla Dreaming presents the Yarrabil Song Framework. This Framework is an alternate methodological approach to analysing and interpreting Aboriginal music. Here it is argued that Aboriginal music should no longer be considered a genre; rather, ethnomusicologists should consider Aboriginal music as a tool. In this approach, Aboriginal music is viewed as a way to hold and carry knowledge, consequently opening the listener’s mind to the presence of jagun (land) and the narratives of the jagun that are embedded within the tool that carries them.
Engaging with the exegetical component of the research requires the reader to immerse themselves concurrently in the accompanying creative works. A Thesis Guide is included, which explains how the reader can approach the exegesis and creative works to maximise understanding. One of the creative works that will be viewed is the Morning Star and Evening Star, a Yugambeh songline situated as the 2021 Australian Music Examinations Board Online Orchestra Piece.
Yarrabil Girrebbah Singing Indigenous Language Alive illustrates one way in which an Aboriginal community, in South-East Queensland is reconstructing Aboriginal knowledges for sustainability and legacy outcomes. Moreover, the Songwoman demonstrates how the performativity of living culture can be articulated as a modernity of Aboriginal music.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Hum, Lang & Soc Sc
Arts, Education and Law
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Sharifian, Farzad. "Conceptual-associative system in Aboriginal English : a study of Aboriginal children attending primary schools in metropolitan Perth." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/757.
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National measures of achievement among Australian school children suggest that Aboriginal students, considered as a group, are those most likely to end their schooling without achieving minimal acceptable levels of literacy and numeracy. In view of the fact that many Aboriginal students dwell in metropolitan areas and speak English as a first language, many educators have been unconvinced that linguistic and cultural difference have been significant factors in this underachievement. This study explores the possibility that, despite intensive exposure to non-Aboriginal society, Aboriginal students in metropolitan Perth may maintain, through a distinctive variety of English, distinctive conceptualisation which may help to account for their lack of success in education. The study first develops a model of conceptualisations that emerge at the group level of cognition. The model draws on the notion of distributed representation to depict what are here termed cultural conceptualisations. Cultural conceptualisations are conceptual structures such as schemas and categories that members of a cultural group draw on in approaching experience. The study employs this model with regard to Aboriginal and non-Aboriginal students attending schools in the Perth Metropolitan area. A group of 30 Aboriginal primary school students and a matching group of non-Aboriginal students participated in this study. A research technique called Association-Interpretation was developed to tap into cultural conceptualisations across the two groups of participants. The technique was composed of two phases: a) the 'association' phase, in which the participants gave associative responses to a list of 30 everyday words such as 'home' and 'family', and b) the 'interpretation' phase, in which the responses were interpreted from an ethnic viewpoint and compared within and between the two groups. The informants participated in the task individually. The analysis of the data provided evidence for the operation of two distinct, but overlapping, conceptual systems among the two cultural groups studied. The two systems are integrally related to the dialects spoken by Aboriginal and non-Aboriginal Australians, that is, Aboriginal English and Australian English. The discrepancies between the two systems largely appear to be rooted in the cultural systems which give rise to the two dialects while the overlap between the two conceptual systems appears to arise from several phenomena such as experience in similar physical environments and access to 'modem' life style. A number of responses from non-Aboriginal informants suggest a case of what may be termed conceptual seepage, or a permeation of conceptualisation from one group to another due to contact. It is argued, in the light of the data from this study, that the notions of dialect and 'code-switching' need to be revisited in that their characterisation has traditionally ignored the level of conceptualisation. It is also suggested that the results of this study have implications for the professional preparation of educators dealing with Aboriginal students.
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Koppe, Rosemarie. "Aboriginal student reading progress under targeted intervention." Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36652/1/36652_Digitised%20Thesis.pdf.
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Urban Aboriginal students often come to school with a different set of cultural and
language learnings than those of their non- indigenous peers. These differences can
pose major barriers for the primary- aged Aboriginal student trying to access the
curriculum which is based on Standard Australian English (SAE). Aboriginal students
often come to school speaking a recognised dialect of English, Aboriginal English
(AE) which has its own grammatical, phonological, pragmatic and socio- cultural
standards which at times are quite different from those of classroom language
interactions. The mismatch between the language of the home (AE) and the language
of the classroom (SAE) can have dramatic effects on the literacy learning of
Aboriginal students and hence their ability to effectively read in Standard Australian
English.
This study aims to explore the question of whether changes would be evident in urban
Aboriginal students (who speak Standard Australian English as a second dialect),
following a targeted reading intervention program. This reading intervention program,
called an "Integrated Approach" combined existing strategies in reading and second
language I second dialect teaching and learning, with cultural understandings, in a
methodology aimed at improving the reading ability of the participating Aboriginal
students. The students who were the 5 case studies were part of a larger cohort of
students within a wider study. Students were drawn from primary schools in urban
localities within the Catholic Archdiocese of Brisbane in Queensland, Australia.
Qualitative data collection procedures were used to observe the 5 case study students
over a period of 6 months and quantitative measures were also utilised to support this
data for the purposes of triangulation. Both data collection sources for the case studies
and the wider study showed that the reading intervention program did have significant
effect on reading accuracy, reading comprehension and the affective area of learning.
The study revealed that by using the teaching I learning strategies described in the
intervention program, combined with socio-cultural understandings which include
respect for the students' home language and an understanding of the effects of
learning English as a Second Dialect (SESD), educators can assist Aboriginal students
m improving their abilities to read in SAE. Other positive effects on students'
behaviours during the intervention program which were recorded during the study
included: an improved attitude to reading; a new willingness and confidence in
reading; an improved willingness to participate in language activities both in tutorial
sessions and back in the classroom; improved use of decoding skills and an improved
control over SAE grammatical structures in writing tasks.
This study emphasises the need for educators to work ardently at increasing their own
understanding of how best to assist Aboriginal students in becoming competent
literacy learners in SAE. Closing the gap created by the mismatch between home and
school language can only be achieved by educators exploring eclectic pedagogical
options and valuing the Aboriginal student's home language as a vital learning tool in
gaining this competence in SAE literacies.
KEYWORDS
Australian Aborigines; Aboriginal; urban Aborigines; Primary- aged students;
Standard Australian English; English as a Second Language; Standard English as a
Second Dialect; Aboriginal English; Standard Australian English; home language;
socio- cultural; culture; language; oral language; oral culture; prior knowledge;
literacy; reading; reading comprehension; reading strategies; modelling reading;
literature; learning styles; mechanics of reading; code switching; standardised
assessment.
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Westwood, Virginia. "Critical design for Indigenous language learning: A critical qualitative study of CALL design in an Australian Aboriginal language." Thesis, Westwood, Virginia (2017) Critical design for Indigenous language learning: A critical qualitative study of CALL design in an Australian Aboriginal language. PhD thesis, Murdoch University, 2017. https://researchrepository.murdoch.edu.au/id/eprint/38475/.
Full textAbstract:
Over 30 years of Indigenous language continuation efforts around the globe have not halted or reversed the escalating decline in usage of Indigenous languages. Despite the success of computer-assisted language learning (CALL) in commonly spoken languages, there have been few implementations in Indigenous language contexts. The research aimed to gain an understanding of this situation by problematising CALL and CALL design.
The investigation was carried out in north-west Western Australia, with Nyikina co-researchers, through a collegiate participatory design – development process. The study employed design-based research (DBR) as critical qualitative inquiry, resulting in both theoretical and practical outcomes. Grounded theory as a guide to data collection and analysis led to the exposure of linguistic colonisation of Indigenous languages and language learning design. This explanatory theory underpinned the research problem. It also shaped the DBR outcomes of a practical artefact (Nyikina nganka Yimardoowarra), participant benefits, formulation of a critical contextual design model (CCDM) for language learning design and consequent design guidelines for CALL in an Indigenous language. The study confirmed the use of critical qualitative DBR as a powerful and effective research methodology for investigating design and development of educational materials.
The CCDM is a broad concept for design, consisting of five levels. Language learning design starts with the language community and origins, and form and usage of the language. These foundations inform language learning theory and thence pedagogy. Finally, development of the product is a situated activity and CALL is only one mode of delivery. The research identifies an urgent need for international collaborative research with Indigenous communities using the CCDM to develop appropriate learning theory, pedagogy and delivery for oral Indigenous languages.
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Andrew, Robert Frederick. "Describing an Indigenous Experience: The Unforgetting of Australian history through language and technology." Thesis, Griffith University, 2019. http://hdl.handle.net/10072/387968.
Full textAbstract:
The central focus of this research is to subvert dominant narratives of colonisation in Australia through three-dimensional, mechanical devices I have constructed to make visual utterances that give authority to an Australian Aboriginal experience. Informed by my Indigenous heritage that I discovered as a teenager, and my subsequent research into my extended family’s experiences, my work scrapes back the layers of colonial concealment to expose what exists below the overlays of control. I reveal aspects of the histories that exist below this thin, almost mechanical, controlling veneer.
The materials used in my constructions include those that are embedded with connections to place, connections to family, and connections to history and culture that are personal to me. I use specific materials to carry and magnify narrative, so that the stories are made visible. I was denied so much of my history in childhood and now ‘the machine’ becomes a transitional agent for claiming and for telling something of that history.
Appropriating contemporary colonial Western technology, including text, I provide alternative narratives of colonisation to resist and counter the negative effects of colonisation on Australian Indigenous people. I have learnt to speak the language of the post-industrial colonialist era and I use it to understand my own experience. In the artworks, I forge links with technology, materials and non-linear, non-written text-based processes. I claim value in revealing hidden, forgotten, denied and ever-changing histories.
By taking the power of language and technology that was and is used to control Aboriginal people, I take the power of that technology to disarm it. In using so-called ‘non-Indigenous’ Western technologies, I build, construct, and use the coloniser’s tools to undo the coloniser’s work. I work to make visible an Aboriginal experience and to assert authority over history, experience and storytelling.
I do not intend to create hierarchies or further means for oppression but to disrupt the ongoing processes and effects of colonisation that marginalise Aboriginal voices. My goal is to deflect the violent, debasing and destructive energies of colonialism and to create positive expressions of Aboriginality.Thesis (PhD Doctorate)
Doctor of Visual Arts (DVA)
Queensland College of Art
Arts, Education and Law
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Thomas, Colin, and s3143898@student rmit edu au. "Reviving History of Ganai Families and Resounding Gunai Language through the Creative Arts for Future Generations." RMIT University. Education, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090507.154637.
Full textAbstract:
This practice based project presents the story of my research journey, as Ganai man. The exegesis documents my life journey, from a young boy to adulthood on traditional country, in the Gippsland region. The stories reveal my experiences of country, identity, racism, family and language as an indigenous male. The content of this project is significant, because it reveals the importance of Indigenous local Ganai connection to country, identity, and the revival of traditional language. I have used multi-disciplinary materials, such as adobe photoshop, film and sound recordings in the making of work. My work examines and engages with personal history, culture and the revival and resounding of Ganai language. My aim is that the research and arts practice discussed in this document encourages future research, steered by Indigenous education and community initiatives. Such initiatives, may both build on my research, and provide an avenue for our younger generation to continue with the re-claiming and resounding of traditional languages.
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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.
Full textAbstract:
Bibliography: pages 206-212.This study examines Patrick White's Voss, Riders in the Chariot and A Fringe of Leaves. These works, which span White's creative career, demonstrate certain abiding preoccupations, while also showing a marked shift in treatment and philosophy. In Chapter One Voss is discussed as an essentially modernist work. The study shows how White takes an historical episode, the Leichhardt expedition, and reworks it into a meditation on the psychological and philosophical impulses behind nineteenth century exploration. The aggressive energy required for the project is identified with the myth of the Romantic male. I further argue that White, influenced by modernist conceptions of androgyny, uses the cyclical structure of hermetic philosophy to undermine the linear project identified with the male quest. Alchemical teaching provides much of the novel's metaphoric density, as well as a map for the narrative resolution. Voss is the first of the novels to examine Aboriginal culture. This culture is made available through the visionary artist, a European figure who, as seer, has access to the Aboriginal deities. European and Aboriginal philosophies are blended at the level of symbol, making possible the creative interaction between Europe and Australia. The second chapter considers how, in Riders in the Chariot, White modifies premises central to Voss. A holocaust survivor is one of the protagonists, and much of the novel, I argue, revolves around the question of the material nature of evil. Kabbalism, a mystical strain of Judaism, provides much of the esoteric material, am White uses it to foreground the conflict between metaphysical abstraction and political reality. In Riders, there is again an artist-figure: part Aboriginal, part European, he is literally a blend of Europe and Australia and his art expresses his dual identity. This novel, too, is influenced by modernist models. However, here the depiction of Fascism as both an historical crisis and as a contemporary moral bankruptcy locates the metaphysical questions in a powerfully realised material dimension. Chapter Three looks at A Fringe of Leaves, which is largely a post-modernist novel. One purpose of this chapter is to demonstrate how it responds to its literary precursors and there is thus a fairly extensive discussion of the shipwreck narrative as a genre. The protagonist of the novel, a shipwreck survivor, cannot apprehend the symbolic life of the Aboriginals: she can only observe the material aspects of the culture. Symbolic acts are thus interpreted in their material manifestation. The depiction of Aboriginal life is less romanticised than that given in Voss, as White examines the very real nature of the physical hardships of desert life. The philosophic tone of A Fringe of Leaves is most evident, I argue, in the figure of the failed artist. A frustrated writer, his models are infertile, and he offers no vision of resolution. There is a promise, however, offered by these novels themselves, for in them White has given a voice to women, Aboriginals and convicts, groups normally excluded from the dominating discursive practice of European patriarchy.
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Nieminen, Anna. "The cultural politics of place naming in Quebec: Toponymic negotiation and struggle in Aboriginal territories." Thesis, University of Ottawa (Canada), 1998. http://hdl.handle.net/10393/4180.
Full textAbstract:
In an analysis of the cultural politics of place naming in Aboriginal territories, and in Baie James/Eeyou Istchee particularly, I trace the themes of "myth-making as it relates to identity" and "knowledge is power" through a cycle of learning about the meaning of naming from the perspectives of "Hearing With a Non-Native Ear", "Hearing With a Native Ear" and "Speaking With Names Across Cultures" I argue that although Quebecois myth-making responds to, or is alternative to, the federalist construction of a national identity, it shares with it certain themes about Aboriginal peoples and places (i.e. the North). But, there are also some distinguishing sub-themes in Quebecois nationalist discourse, such as the greater importance of hydro-electric development in the 'North as hinterland' theme and the greater importance of Aboriginal place names in the 'North as heritage' theme. I use a harvesting metaphor to describe how the Commission de toponymie, which has the power to officialize names in Quebec, transforms Aboriginal place names into Quebecois cultural resources. On the other hand, Aboriginal peoples in the north of Quebec, including the Cree nation, tend to a perception of the 'North as homeland' and place names as "stories" about the environment, history and culture. When these two perceptions of places and place names meet in the same 'garden', toponymic negotiation and struggle ensue, for naming is personal and political. I conclude that when Aboriginal place names are examined and presented with their 'roots' intact (in cultural context), we can gain an appreciation for how place names and place naming are integral to Aboriginal resistance to cultural and territorial appropriation.
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Sutherland, Dawn Leigh. "Aboriginal students' perception of the nature of science : the influence of culture, language and gender." Thesis, University of Nottingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299733.
Full text
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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.
Full textAbstract:
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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Leung, Colleen. "Approaches to working with Aboriginal adults with acquired brain injury : exploring perspectives of speech-language pathologists." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/55067.
Full textAbstract:
Efforts to raise awareness of culturally safe speech-language pathology services for Aboriginal populations have grown in recent years. However, while most of the literature focuses on Aboriginal children and families, few studies are tailored towards the adult population. Furthermore, little is known in Canada or internationally about approaches to providing culturally safe care to Aboriginal adults with acquired brain injury in a speech-language pathology context. The purpose of this qualitative study is to explore perspectives of speech-language pathologists working with Aboriginal adults with acquired brain injury (ABI) to develop an understanding of the supports, barriers, and facilitators in working with this population. Semi-structured, participant-driven interviews were conducted with seven speech-language pathologists from different geographical locations and health care settings across British Columbia. The data were interpreted using a method called thematic analysis to identify common topics and themes. A wide range of participant perspectives highlighted the diversity in participants’ experiences. A total of four topics were identified: (1) a description of service delivery for adults in British Columbia revealing various barriers and facilitators; (2) working with patients and families within the context of service delivery; (3) participants’ concerns that they considered to be specific to Aboriginal peoples; and (4) participants’ perspectives on cultural safety. Seven themes that reflect participants’ personal statements emerged from the second, third, and fourth topic: building relationships with patients; family and community support; Aboriginal languages, culture, and identity; awareness of the impacts of colonization in health care; move towards holistic practice; participants’ feelings of uncertainty; and role of building relationships in the provision of culturally safe care. This study shows the need for broader research to develop a deeper understanding and explore Aboriginal views on cultural safety in speech-language pathology practice with Aboriginal peoples with ABI. It is also critical for clinicians to become culturally competent through continuing education in order to increase their ability to provide culturally safe care.Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
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Moreton, Romaine. "The right to dream." Click here for electronic access: http://arrow.uws.edu.au:8080/vital/access/manager/Repository/uws:2495, 2006. http://arrow.uws.edu.au:8080/vital/access/manager/Repository/uws:2495.
Full text
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Pan, Yi-Jyun, and 潘宜君. "The Influence of the Aboriginal Language Immersion Program (ALIP) on Children’s Attitudes toward Aboriginal Language and Cross-languages." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/5gm6ku.
Full textAbstract:
碩士國立屏東大學
幼兒教育學系碩士班
106
People acknowledge a language when using it. People can learn a language better when taking a positive attitude. This study investigated the influence of the aboriginal language immersion program on children’s attitudes toward aboriginal language and cross-languages. The research questions included: (a) How does ALIP affect children’s aboriginal language attitude on childhood? (b) How does ALIP affect children’s cross-languages attitude? (c) Does ALIP promote children’s a positive attitude of aboriginal language and cross-languages? The research participants included 14 children who joined ALIP as a standard group and the other 13 children who joined non-ALIP as a control group. The data was collected by: (a) Children’s interview questionnaire about aboriginal language attitude; (b) Children’s interview questionnaire about cross-languages attitude; (c) Parents’ questionnaire about their children’s attitude after ALIP. Data was analyzed in independent sample T test and ANCOVA to see whether ALIP children have a more positive attitude of aboriginal language or cross-language attitude than that of their non-ALIP counterparts. The result shows that both ALIP children and non-ALIP children have a positive attitude toward aboriginal language. There is no significant difference between experimental and control groups of children. If children were asked to compare their preference between aboriginal and Chinese languages, ALIP children show significant higher preference for aboriginal language than non-ALIP children. Nevertheless, parents questionnaire shows that no significant difference on aboriginal language attitude between experimental and compassion groups because both groups of parents indicate that their children have positive attitudes toward aboriginal language. Finally, suggestions to ALIPs have been discussed and suggested in the study.
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Besold, Jutta. "Language recovery of the New South Wales South Coast Aboriginal languages." Phd thesis, 2012. http://hdl.handle.net/1885/10133.
Full textAbstract:
The recent years have witnessed an increase in revisiting language descriptions of the
‘sleeping’ traditional languages of south-east Australia from available historic material.
The languages of south-east New South Wales have thus far been largely neglected
and this thesis fills a gap in the contemporary language work that has and still is being undertaken on traditional New South Wales languages. This research study investigates the traditional Aboriginal languages of the New South Wales South Coast. The languages presented here are Dharrawal, Dharumba, Dhurga and Djirringanj, which were spoken from the southern parts of Sydney and Botany Bay down along the coast, close to the Victorian border. The language material used for the analysis consists entirely of archival material that was collected by various people between ca. 1834 and 1902.
Although previous work on the New South Wales South Coast languages (see
Capell (n.d.) and Eades’ (1976)) offered insight into the structure of the languages, the available archival material has not been exhaustively utilised until now. Part B of this thesis presents the seventeen previously unanalysed texts transcribed by Andrew Mackenzie and Robert Hamilton Mathews during the latter half of the 19th Century.
These texts supply a significant amount of additional morphological and syntactical
information, and insights into narrative and discourse features; as well as mythologies
of the South Coast people.
Throughout the thesis, issues of working from archival material are appropriately
discussed to clarify interpretation of the material and to introduce the reader to the
stages and processes involved in working from historic material.
This work is ultimately produced as a tool for local Aboriginal communities and
community members to assist in current and future language reclamation and revitalisation projects, and to allow for projects to aim for higher language proficiency than has previously been possible.
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Thieberger, Nicholas. "Aboriginal language maintenance some issues and strategies." 1988. http://repository.unimelb.edu.au/10187/8534.
Full textAbstract:
In this dissertation I will discuss some of the issues involved in maintenance of Aboriginal languages in Australia. Chapter 1 places the movement in a historical context, establishing why there is an interest in maintaining Aboriginal languages in the 1980s. In chapter 2 I ask what language maintenance actually is. Both 'language' and 'maintenance' need to be defined, and in doing so I suggest that we need something other than a structuralist notion of language. I distinguish two uses of the term 'language maintenance': (a) the activity of a group of speakers, usually described by linguists in terms of causes of maintenance, numbers of speakers over generations and so on; and (b) maintenance as an interventional practice, the approach that is favoured in this work. I also distinguish between maintenance of indigenous languages and maintenance of immigrant languages in the Australian context.In chapter 3 I assess some arguments for language maintenance, and suggest that the strongest argument is based on social justice, with more commonly expressed arguments (e.g. that language is part of identity, that it is part of the national resources) often lacking firm ground, or else being potentially damaging. For example, if a language is equated with identity, then on what grounds do people still identify themselves with their heritage if they do not still speak that language?
Chapter 4 discusses some models that have been used for language maintenance, using the term now to include language resurrection, revival, renewal and language continuation. Following these models I discuss some of the causes for language shift, suggesting that an understanding of the causes may allow us to devise more appropriate interventional strategies, some of which are discussed in chapter 4.3.
Practical examples of the models and strategies of chapter 4 are included in a broader study of Aboriginal language maintenance in Western Australia in chapter 5. A brief historical sketch shows that little has been done by the colonial and state authorities to encourage the use of indigenous languages. The best examples of programmes aimed at maintaining the use of Aboriginal languages are in the community schools, and in the homelands movement, both examples relying on local community direction and involvement.
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Lee, Che-Wei, and 李哲偉. "The Study on the Accreditation of the Aboriginal Languages Proficiency and the Language Hierarchy of Aboriginal Students: Take an Aboriginal Senior High School for Example." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/50755017395455770447.
Full textAbstract:
碩士國立中正大學
教育研究所
96
The purposes of the study were to analyze the dialect between the accreditation of the aboriginal languages proficiency and language hierarchy in a schooling setting, it focused on an aboriginal senior high school consisted of mainly Paiwan students who directly were impacted by the policy from a point of micro view. First, the researcher conducted a survey on the language hierarchy in an aboriginal senior high school which locates on the Paiwan tribal village, which investigated the language usage of the whole students in the school by questionnaire, it focused on the roles of English, Mandarin, Fukienese, Hakka, Taiwan Aboriginal Languages and other languages in the schooling to deeply understanded and analyze the high and low of the language hierarchy. At the same time, I collected the data from the school to desribe the language hierarchy condition of high school students. According to the analysis and the synthetic discussion of the above-mentioned, I generalized some important findings: 1.The language hierarchy condition of the aboriginal senior high school is the second/third hierarchy. 2.The attitude that the senior high school students treat the accreditation of the aboriginal languages proficiency is a instrument. 3.The relationship between the accreditation of the aboriginal languages and policy is that the aboriginal language was leaded by the test.
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Lee, Chia-Chen, and 李家甄. "The Evaluation Of Minority Languages Policy In Taiwan -A Study Of The Aboriginal Languages In Hualien." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/67219505222834379302.
Full textAbstract:
碩士國立東華大學
公共行政研究所
98
In 2001, Ministry of Education first took Taiwanese language into an official curriculum and started the compulsive one-session per week teaching. And Council of Indigenous People, Executive Yuan started to establish Indigenous Language Ability Exam, hoping to cultivate more indigenous language teaching support staffs and research people. It also continues to set up and promote “6-year Plan of Indigenous Culture Invigoration and Development” and “6-year Plan of Aboriginal Language Invigoration” in order to put effort into the invigoration, learning and preservation of aboriginal languages. This research is based on taking the aboriginal people in Hualien County as example. We use survey researches and observation methods to investigate Hualien’s 107 elementary schools with 203 aboriginal language teachers and 10 Taiwanese language members of the advisory group. We found out the current situations and problems of developing minority group’s language in Taiwan by understanding the students’ language abilities, language usage situations and teachers’ teaching situations and attitudes on government’s language policy. The research result shows that on language ability, people pay more attention on listening and speaking ability in 1st to 4th grade of elementary school and they don’t start to focus on the balance learning of listening, speaking, reading and writing till 5th and 6th grade of elementary school, which shows that students aren’t as good in reading and writing as in listening and speaking. On language usage, after students learn native language, the frequencies of using it has increased at school or at home; however, the usages at the church or in the community still need more improvements. On policy attitude, native language teachers generally highly approve with it, but the recognition of promoting aboriginal language organizations still need more improvements. On language teaching, teachers face some difficulties on teachers training, teaching materials planning, school resources and the society’s support while teaching native languages because of the problems from class hours, student numbers, school funds and parents participations. Now, how to improve these problems is the most important issue in our society. This research proves that the aboriginal language policy promoted by Ministry of Education and Council of Indigenous People will help the preservation, inheritance and development of aboriginal languages; however, there are still lots of problems that need to be solved. We hope that in the future, while related offices are establishing or revising some language policies, they can renew and add the insufficiencies to the current policies.
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Amery, Robert Maxwell. "Warrabarna Kaurna : reclaiming Aboriginal languages from written historical sources : Kaurna case study / Rob Amery." 1998. http://hdl.handle.net/2440/19250.
Full textAbstract:
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.)
2 v, : ill. (some col.), maps ; 30 cm.
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Thesis (Ph.D.)--University of Adelaide, Dept. of Linguistics, 1998
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Sapinski, Tania Helen. "Language use and language attitudes in a rural South Australian community / presented by Tania H. Sapinski." Thesis, 1998. http://hdl.handle.net/2440/108270.
Full textAbstract:
Argues the importance of considering non-linguistic factors in understanding the community situation, the most important of these non-linguistic factors being the role of peoples attitudes. Outlines the situation in the target community. Discusses language attitude research and compares attitudes to language varieties around the world. Illustrates Australian Governmental attitudes through their past and present policies in dealing with Indigenous Australians.Thesis (M.A.) -- University of Adelaide, Dept. of European Studies, 1999?
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LI, Tai-yen, and 李台元. "An Evaluation to the Accreditation of the Aboriginal Languages Proficiency in Taiwan." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/83032174371185996538.
Full textAbstract:
碩士國立政治大學
語言學研究所
91
ABSTRACT This thesis aims to evaluate the planning and the first implementation of the Accreditation of the Aboriginal Languages Proficiency (AALP), which is directed by Council of Indigenous Peoples, Executive Yuan, with the view of promoting the education of aboriginal languages in Taiwan. There are six chapters in this thesis. Chapter One describes the purpose of this study and presents some related problems. Chapter Two presents the backgrounds of AALP. In Chapter Three, the related theories and studies are reviewed and discussed. Chapter Four depicts the research designs, including the methodology to evaluate the vocabulary test in the first AALP, questionnaire design to elicit subjects'' opinions about the policy of AALP and its first implementation, and methods for data analysis. Chapter Five reports the results in terms of vocabulary analysis, language proficiency, language use, and language attitudes toward AALP. The last Chapter offers conclusions and suggestions. One of the major findings lies in that AALP is widely recognized, and the results of its first implementation may serve as a guideline for its future implementation. It is also believed that AALP may help to revitalize aboriginal languages in Taiwan and thus reverse the language shift related. Therefore, it is suggested that AALP should be continued by following the current model.
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Panther, Forrest Andrew. "Topics in Kaytetye phonology and morpho-syntax." Thesis, 2021. http://hdl.handle.net/1959.13/1426560.
Full textAbstract:
Research Doctorate - Doctor of Philosophy (PhD)Kaytetye is an Arandic language with approximately 200 speakers spoken in Central Australia. The Arandic languages are notable for proposals that: (1) the basic syllable is VC; (2) complex verbal structures are words and associate motion to a predicate; (3) certain varieties have only two vowels /a/ vs /ə/. In this thesis, I evaluate previous analyses of these patterns, and propose new analyses using quantitative and qualitative methodology, as well as insights from typological data. The thesis focuses on five areas. 1. The Status of Round Vowels: Kaytetye has been analysed as having either a two-vowel (/ɐ/, /ə/) or a three-vowel system (/ɐ/ /ə/, /i/). I provide quantitative and qualitative evidence supporting the occurrence of a round vowel, producing a four-vowel system: /ɐ/ /ə/, /i/, /u/. 2. Associated Path: The current analysis of Associated Motion proposes that Associated Motion constructions are complex words, which are composed of a verb root and a motion morph: arenke ‘see’, arey-alpenke ‘see after going back’. In this analysis I propose that Associated Motion constructions are auxiliary verb constructions, in which an auxiliary verb expresses a path configuration in relation to its complement VP (hence ‘Associated Path’). The previous analysis raised serious challenges to understandings of the word and the semantic content a single word conveys. In the new analysis, I show that word structure in Kaytetye is comparatively simple. 3. The Minimal Root: Word minimality is standardly analysed as a constraint on word forms based on prosodic structure. I show evidence that Kaytetye has a second type of minimality effect, the ‘minimal root’, in which the forms of roots are constrained by lexical patterns. 4. Reduplication: I show that Kaytetye has two types of reduplication which are not analysable under a single approach to reduplication. ‘Total reduplication’ reduplicates a stem and forms a phrase, which results in a scalable interpretation of the base. ‘Partial reduplication’ only occurs in Associated Path constructions and has a path or distributive meaning depending on its position in the Associated Path construction. 5. Syllable Structure: The Arandic languages have been analysed with a basic VC syllable structure. I provide evidence that: (i) the VC analysis makes incorrect predictions in Kaytetye; (ii) the facts of syllabification favour a standard CV analysis; (iii) the data which appear in favour of VC syllabification are explained by the historical loss of initial consonants, and a VCV minimal root. In these areas, I show that Kaytetye shows congruency with standard analyses of phonological and morpho-syntactic structures, and also challenges existing theories.
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Brade, Cassandra R. M. "The relationship between participation in Aboriginal cultural activities/languages and educational achievement for Native Canadians : an analysis of the 1991 Aboriginal Peoples Survey." 2002. http://hdl.handle.net/1993/7334.
Full textAbstract:
This research examined the associations between cultural retention, various aspects of identity formation, and mobility on levels of academic achievement of Canadian Aboriginal people. A secondary analysis of a sample of 636 respondents to the 1991 Aboriginal Peoples Survey was conducted. The variables examined included: participation in cultural activities and Native language(s), perception of parental and family support, having Aboriginal teachers, Aboriginal language(s) being used in the classroom, Aboriginal language facility, liking what was taught in school about Native people and history, and number of schools attended. Both bivariate and multivariate analyses indicated significant relationships between educational attainment and Aboriginal language facility, liking what was taught about Aboriginal people in elementary school, and number of high schools attended. Recommendations for future research include the use of more precise data on the variables of interest in order to confidently predict the factors which affect educational achievement among Canada's Aboriginal people.
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Shih, Mei-hui, and 石美慧. "The Study of Applying E-Learning Platform to Aboriginal Languages Learning among the Aboriginal Students of Elementary and Junior High Schools in Taichung City." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/94589973241208072532.
Full textAbstract:
碩士中臺科技大學
文教事業經營研究所
99
Abstract The purpose of this study was to investigate the present situation which the students and teachers in elementary and junior high schools in Taichung City applied E-learning platform to aboriginal languages learning. This study adopted questionnaire survey. The investigator designed a self-made “ Questionnaire of Aboriginal Students in Elementary and Junior High Schools in Taichung City Applying E-learning Platform to Aboriginal Languages Learning ” to compile data. Subjects of this study were purposive sampling from teachers and aboriginal students in elementary and junior high schools in Taichung City. The data obtained from 152 effective questionnaires of the teachers and 237 of the students was analyzed and the conclusions were drawn as follows: 1. There were aboriginal students in both elementary and junior high schools. Only 20% of the aboriginal students from the junior high schools and 33% from the elementary schools applied for studying in aboriginal languages learning class. Only 25% of the students learned aboriginal languages in formal courses and 20% used in E-learning platform. It was very essential for both the students and the parents to get preferential treatment of bonus scores. The reasons of failing to use E-learning platform were no applying for studying in aboriginal languages learning classes, insufficient time, lack of information proficiency and difficulties in borrowing locations and facilities. The most frequently using parts were words reciting and listening training. Pronunciation, intonation and a demand listed on writing system should to be improved. 2. Teachers’ technology acceptance in E-learning platform reached average, and among all, the “willing to use” had the best performance. The “function of platform” had the least performance. Students’ technology acceptance in E-learning platform reached average, and among all, the “teaching methods” had the best performance. The “location and facility” had the least performance.. 3. Significant difference existed in teachers’ technology acceptance in terms of the teachers’ demographic variables such as ages and service years. Significant difference existed in the students’ technology acceptance in terms of students’ demographic variables such as genders, tribal groups, locations of the schools and learning years. 4. Teacher’s awareness platform assistance reached above average, and among all, the “identification of tribal groups” had the best performance. The “basic capability” had the least performance. Students’ awareness platform assistance reached above average, and among all, the “identification of tribal groups” had the best performance. The “basic capability” had the least performance. 5. There was significant difference in teachers’ awareness platform assistance according to ages, ability of aboriginal languages. There was significant difference in students’ awareness platform assistance according to tribal groups, ability of aboriginal languages and learning years. 6. There was no significant difference between teachers’ technology acceptance and awareness platform assistance. There was a positive correlation between students’ technology acceptance and awareness platform assistance. Keywords：Aboriginal languages, E- learning platform
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Hendy, Caroline Rose. "The distribution and acoustic properties of fricatives in Light Warlpiri." Thesis, 2019. http://hdl.handle.net/1885/200483.
Full textAbstract:
This thesis examines potential fricatives in Light Warlpiri, an Australian mixed language with Warlpiri, Kriol, and English adstrates. Most Australian languages, including Warlpiri, lack contrastive fricatives. Because of this, any inherited fricatives in Light Warlpiri – including those that have come through Kriol – are originally from English. However, the fricative inventories of Standard Australian English, Australian Aboriginal English, and Kriol differ in terms of which places of articulation are differentiated and whether voicing is contrastive. The aim of this thesis is to establish whether fricatives exist in Light Warlpiri, to investigate their acoustic properties if so, and to compare these properties with those of the Light Warlpiri source languages. This thesis consists of two studies using elicited data from 10 first language speakers of Light Warlpiri. The first study investigates the presence and distribution of potential fricatives in Light Warlpiri. It is found that Light Warlpiri lacks /h/, and reflexes of English dental fricatives are realised as stops. The second study is an acoustic analysis of the subset of potential fricatives that are produced as fricatives. It is shown that Light Warlpiri speakers differentiate fricative production by the place of articulation of the English source. Voicing is shown to be contrastive for labiodental fricatives, but not for alveolar or postalveolar fricatives. These results show that the fricative inventory of Light Warlpiri has significant influence from Standard Australian English, but differs from all of its source languages.
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Aylward, Marie Lynn. "The role of Inuit language and culture in Nunavut schooling : discourses of the Inuit qaujimajatuqangit conversation." 2006. http://arrow.unisa.edu.au:8081/1959.8/45749.
Full textAbstract:
The settlement of the Nunavut land claim in 1993 followed closely by the enactment of the Nunavut territorial legislation in 1999 were significant historical events for all aboriginal peoples in Canada. The newly formed public government made a commitment to have Inuit traditional knowledge, language, and culture as the foundation of "all we do". This commitment provides the starting point for the present study, which explores how the role of Inuit language and culture is constructed within the curricula and practices of Nunavut schooling. Data were generated from dialogue with Nunavut teachers and with authors of the Inuuqatigiit curriculum. In order to interpret the interview texts, a discourse analysis was undertaken using James Gee's ideas of situated meanings, cultural models, and discourses at work within them in relation to the Nunavut schooling context. This analysis was informed by a critical review of government and academic texts related to northern education policy.
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Green, Jennifer. "Kin and country: aspects of the use of kinterms in Arandic languages." 1998. http://repository.unimelb.edu.au/10187/2847.
Full textAbstract:
The central hypothesis of this thesis is that aspects of the use of kinterms in Arandic languages (or dialects) are dependent upon pragmatic factors to do with broad levels of relationship beyond the genealogical, especially those between people and country, and between countries and Dreamings. It is suggested that other pragmatic factors such as the notions of closeness and distance are significant in determining the use of kinterms. Through an analysis of ‘unexpected’ uses of kinterms it is shown that systematic patterns of skewing exist in Arandic systems, and the factors which determine this are explored. Particular types of kin are marked by the use of specialised kinterms, by respectful codes of behaviour, and by the use of special registers.
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Spronck, Stef. "Reported speech in Ungarinyin: grammar and social cognition in a language of the Kimberley region, Western Australia." Phd thesis, 2015. http://hdl.handle.net/1885/733712596.
Full textAbstract:
This thesis examines a polysemous construction in the North Western Australian language Ungarinyin (Non-Pama Nyungan, Worrorran) that can express reported speech (x says p), reported thought (x thinks p) and reported intentionality (x wants p). Following Rumsey (1982) and McGregor (1994) it refers to this construction as the ‘framing construction’ and details its functions, specific forms, the discourse contexts in which it occurs and alternative expressions the construction alternates with.
The analysis reveals how the expression of perspective interacts with key areas of Ungarinyin grammar. In doing so, this study aims to contribute to understanding the ways in which central aspects of sociality, like perspective taking and intention attribution can shape grammar, and to present desiderata for a linguistic theory of social cognition.
After an introductory chapter introducing the Ungarinyin framing construction, a background and methodology, chapter 2 lays out the fundamentals of Ungarinyin grammar. The chapter describes the language as a non-configurational, head-marking language with a limited set of relational and locational case suffixes and an extensive verbal inflectional template. Most verbal constructions consist of combinations of a verbal particle (a coverb) and an inflecting verb. Like in other Australian languages the use of complex clause constructions is limited and word order is often variable.
Chapter 3 contextualises the study within the literature on reported speech and looks at the functions of the Ungarinyin framing construction in detail (reported speech, thought, intentionality, causation-intention and naming). The chapter concludes that although there are prototypical construction types for each of these functions none of them unambiguously identifies a particular meaning.
Chapter 4 introduces the notion of ‘defenestration’, viz. signalling the functions of a framing construction without a framing construction, and demonstrates that this can be achieved alternatively by elements in the clause immediately preceding the defenestrated expression or by elements within the defenestrated expression itself. The chapter presents the main alternative devices and strategies for signalling perspective in Ungarinyin and examines their distribution within and outside contexts of reported speech.
Chapter 5 returns to the topic of framing constructions in a narrower sense and addresses their discourse properties. The chapter finds that the distribution of framing constructions in (narrative) discourse is far from random and that this aspect can serve to distinguish their respective functions. It also concludes that the discourse referential properties of framing constructions differ considerably from regular, non-attributed discourse and that this is connected to the ability of framing constructions to simultaneously express multiple perspectives.
Chapter 6 dives further into the topic of multiple perspective by focusing on a specific type of framing construction that explicitly reflects the perspective of the current speaker and that of the speaker whose speech/thought is expressed in the framing construction.
Chapter 7, finally, summarises the findings and arguments and considers some of the implications of the study for analysing the grammar of social cognition.
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Schreyer, Christine. "Reserves and resources:local rhetoric on land, language, and identity amongst the Taku River Tlingit and Loon River Cree First Nations." Phd thesis, 2009. http://hdl.handle.net/10048/491.
Full textAbstract:
This dissertation compares and contrasts aboriginal language planning within Canada at both the national and local scale. In 2005, the Aboriginal Languages
Task Force released their foundational report which entailed “a national strategy to preserve, revitalize, and promote [Aboriginal] languages and cultures” (2005:1); however, discrepancies exist between their proposed strategies and the strategies employed locally by the Taku River Tlingit First Nation, located in Atlin, British Columbia, and the Loon River Cree First Nation, located in Loon Lake, Alberta. Using data collected during ethnographic fieldwork with each First Nation between 2005 and 2008, I provide a rationale for these discrepancies and
propose reasons why the national strategy has, as of 2008, been unsuccessful. Both national and local strategies have focused on the relationship between land and language and its role in language planning. National language planning
rhetoric has also utilized the concept of nationhood. However, both the Taku River Tlingit and the Loon River Cree use the concept of nationhood in conjunction with assertions of sovereignty over land and, therefore, situate their language planning within land planning. Throughout my research, I have been involved in volunteer language projects for each of the communities. These have included creating a Tlingit language board game entitled “Haa shagóon ítxh yaa ntoo.aat” (Traveling Our Ancestors’ Paths) and Cree language storybooks entitled Na mokatch nika poni âchimon (I will never quit telling stories). Both of these projects connect land use and language use and can be seen as part of local
language planning strategies. Finally, the Aboriginal Languages Task Force uses the concept of “language as a right” within their national language planning
strategies; however, the Taku River Tlingit and the Loon River Cree have instead utilized a “language as resource” ideology (Ruiz, 1984). I argue that the Taku River Tlingit First Nation and the Loon River Cree First Nation use “language as a resource” rhetoric due to their ideologies of land stewardship over Euro-Canadian models of land ownership and I argue that language planning can not stand on its own – separated from the historical, political, economic, social, and cultural considerations that a community faces.
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Monaghan, Paul Edward. "Laying down the country : Norman B. Tindale and the linguistic construction of the North-West of South Australia / Paul Monaghan." Thesis, 2003. http://hdl.handle.net/2440/21991.
Full textAbstract:
"June 2003"2 maps in pocket on back cover.
Bibliography: leaves 285-308.
xiv, 308 leaves : ill., maps ; 30 cm.
This thesis critically examines the processes involved in the construction of the linguistic historical record for the north-west region of South Australia. Focussing on the work of Norman B. Tindale, the thesis looks at the construction of Tindale's Pitjantjatjara, Yankunytjatjara and Antikirinya representations. It argues that Tindale effectively reduced a diversity of indigenous practices to ordered categories more reflective of Western and colonial concepts than indigenous views. Tindale did not consider linguistic criteria in depth, had few informants, worked within arbitary tribal boundaries, was biased towards the category 'Pitjantjatjara' and was informed by notions of racial/linguistic purity. These factors which shaped the linguistic record must be taken into account when interpreting records for use as historical and native Title evidence.
Thesis (Ph.D.)--University of Adelaide, School of European Studies and General Linguistics, 2003