Academic literature on the topic 'Bilingual Victoria'
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Journal articles on the topic "Bilingual Victoria"
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Clyne, Michael. "Bilingual Education—What can We Learn from the Past?" Australian Journal of Education 32, no. 1 (April 1988): 95–114. http://dx.doi.org/10.1177/000494418803200106.
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This paper shows that bilingual education has a long tradition in Australia. In the 19th century, primary and secondary schools operating German-English, French-English or Gaelic-English programs, or ones with a Hebrew component, existed in different parts of Australia. The most common bilingual schools were Lutheran rural day schools but there were also many private schools. They believed in the universal value of bilingualism, and some attracted children from English-speaking backgrounds. Bilingual education was for language maintenance, ethno-religious continuity or second language acquisition. The languages were usually divided according to subject and time of day or teacher. The programs were strongest in Melbourne, Adelaide and rural South Australia and Victoria. In Queensland, attitudes and settlement patterns led to the earlier demise of bilingual education. The education acts led to a decline in bilingual education except in elitist girls or rural primary schools and an increase in part-time language programs. Bilingual education was stopped by wartime legislation. It is intended that bilingualism can flourish unless monolingualism is given special preference.
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Stuart, Geoffrey W., I. Harry Minas, Steven Klimidis, and Siobhan O'connell. "English Language Ability and Mental Health Service Utilisation: A Census." Australian & New Zealand Journal of Psychiatry 30, no. 2 (April 1996): 270–77. http://dx.doi.org/10.3109/00048679609076105.
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Objective: To explore the relationship between English language proficiency and mental health service utilisation. Methods: In September 1993, a sample census was conducted of all mental health services in the State of Victoria, including public and private hospital wards, outpatient consultations provided by psychiatrists and clinical psychologists, and primary mental health care provided by general practitioners. Response rates ranged from 37% for monolingual general practitioners (GPs) to 96% for inpatient units. Particular emphasis was placed on patients' English language proficiency and the role played by bilingual clinicians. Results: Over 80% of inpatients received a diagnosis of either dementia or psychosis. This proportion was even greater in the case of patients with English language difficulties. The latter group of patients underutilised specialist outpatient services, and those using these services were less likely to receive psychotherapy than fluent English speakers. They utilised GPs for mental disorder at at least the same rate as other patients. There was a marked preference for bilingual GPs, with 80% of patients with poor English language skills consulting GPs who spoke their native language. Conclusion: There appears to be considerable underutilisation of specialist mental health services by patients who are not fluent in English. The liaison-consultation model of psychiatric care may be an effective way of addressing this problem, given the important role already played by bilingual GPs in the psychiatric care of those whose native language is not English.
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Thomas, Amy, and Beth Marsden. "Surviving School and “Survival Schools”: Resistance, Compulsion and Negotiation in Aboriginal Engagements with Schooling." Labour History: Volume 121, Issue 1 121, no. 1 (November 1, 2021): 33–55. http://dx.doi.org/10.3828/jlh.2021.17.
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In Australia, Aboriginal peoples have sought to exploit and challenge settler colonial schooling to meet their own goals and needs, engaging in strategic, diverse and creative ways closely tied to labour markets and the labour movement. Here, we bring together two case studies to illustrate the interplay of negotiation, resistance and compulsion that we argue has characterised Aboriginal engagements with school as a structure within settler colonial capitalism. Our first case study explains how Aboriginal families in Victoria and New South Wales deliberately exploited gaps in school record collecting to maintain mobility during the mid-twentieth century and engaged with labour markets that enabled visits to country. Our second case study explores the Strelley mob’s establishment of independent, Aboriginal-controlled bilingual schools in the 1970s to maintain control of their labour and their futures. Techniques of survival developed in and around schooling have been neglected by historians, yet they demonstrate how schooling has been a strategic political project, both for Aboriginal peoples and the Australian settler colonial state.
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BEAUDOIN, MARTIN, and MIKE LEVY. "Editorial." ReCALL 16, no. 2 (November 2004): 265–66. http://dx.doi.org/10.1017/s0958344004000126.
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This special issue of ReCALL is composed of 17 articles selected from presentations made at the WorldCALL 2003 conference, held May 7–10 2003 in Banff, Canada. Against all odds, during the heat of the war on terrorism, in the middle of the SARS crisis, approximately 250 people gathered in a breathtakingly beautiful town in the Rocky Mountains to discuss the latest advances in the field of Computer Assisted Language Learning (CALL). Registrants came to Banff for four spring days from fifty countries to take part in 158 lectures and poster sessions. The conference was steered by an international committee composed of members from twelve countries and organized by researchers from the Faculté Saint-Jean (Edmonton, Alberta), the University of Alberta (Edmonton, Alberta), and the University of Calgary (Calgary, Alberta). The programme committee was established at the University of Victoria (Victoria, British Columbia). The specificity of WorldCALL conferences is that they are truly international, taking place in various parts of the world and attracting specialists from all parts of the planet. One of the unique contributions of this conference is that participants from underserved regions of the world are particularly encouraged to share their experience in CALL. In this respect, the conference was very successful. This was made possible by awarding eleven scholarships to participants from selected countries. WorldCALL 2003 was particular in one respect: being held in Canada and organized by French and English speakers, the organizers decided to provide a bilingual environment where presentations could be made in either of Canada's official languages. This is reflected in the selected papers by the fact that some of the articles are in French.
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Rahman, Fadhlur, and Muntasir Muntasir. "Linguistic Landscape: Reports on immigrant language at Asian-Australian community." EduLite: Journal of English Education, Literature and Culture 7, no. 2 (August 31, 2022): 373. http://dx.doi.org/10.30659/e.7.2.373-385.
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Studies in linguistic landscape (LL) have been emerged as one of the growing topics in the societal multilingualism. Linguistic landscape transpires as a significant element to study linguistic contacts in multilingual settings. Despite the fact that Australia has been acknowledged as one of the multilingual hotspots, a study in linguistic landscape received scant attention among scholars. In enhancing a broad appreciation of the linguistic diversity at the multilingual society like Australia, thus, the centrality of this article is to report significant component of rich linguistic scenes at Springvale-Greater Dandenong, Victoria. The sources of data were derived from visual data, and further will be intertwined with the consensus data. Taken together, the twofold data presented in this article have revealed that the LL studies emerge as an important element to contribute to the richness of multi-ethnic representation in multilingual societies. The result showed that English translation is mostly found in the terrestrial signage, this appearance denotes the significance of English language as an official signage or a lingua franca for the community rather than a bilingual outward appearance. Despite English language has been identified as the dominant language representation though the signage, there are a buoyance of minority languages representation in the city of Springvale�s LL.
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Smolicz, J. J. "National Policy on Languages: A Community Language Perspective." Australian Journal of Education 30, no. 1 (April 1986): 45–65. http://dx.doi.org/10.1177/000494418603000103.
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A brief historical review of language policies in Australia up to the publication of the Senate Standing Committee's Report on a National Language Policy in 1984 is given. The recommendations of the Report are discussed in the light of the ethno-cultural or core value significance that community languages have for many minority ethnic groups in Australia. Recent research findings on such languages are presented and their implications for a national language policy considered. It is postulated that the linguistic pluralism generated by the presence of community languages needs to be viewed in the context of a framework of values that includes English as the shared language for all Australians. From this perspective, it is argued that the stress that the Senate Committee Report places upon the centrality of English in Australia should be balanced by greater recognition of the linguistic rights of minorities and their implications for bilingual education. It is pointed out that both these aspects of language policy have been given prominence in recent statements and guidelines released by the Ministers of Education in Victoria and South Australia. The paper concludes by pointing to the growing interest in the teaching of languages other than English to all children in Australian schools.
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REIFF, JANICE L., and PHILIP J. ETHINGTON. "Introduction." Urban History 36, no. 02 (July 30, 2009): 195–201. http://dx.doi.org/10.1017/s0963926809006245.
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The idea for this special issue, exploring the history of cities and urbanism within the emerging transnational paradigm, originated in a discussion among the members of the North American Editorial Board ofUrban Historyabout what it means for cities to be global. Veering in many directions, spanning multiple centuries and stretching into much of the world, the conversation touched on the movement of people and ideas, the relationship of urban areas with their hinterlands and with each other, the importance of given technologies and industries for particular forms of urban development, the critical role of politics – at all levels – in that development and the ongoing and evolving role of global capital on those cities. Using the global Internet, members of the North American Editorial Board located in Montreal (Michèle Dagenais), Rochester (Victoria Wolcott), Irvine (Jeffrey Wasserstrom), Philadelphia (Lynn Hollen Lees), Miami (Robin Bachin), Mexico City (Hira de Gortari Rabiela), Hamilton (Richard Harris), Los Angeles (Philip Ethington and Janice Reiff), Amherst (Max Page) and Ann Arbor (Matthew Lassiter) generated a plan to issue a global call for papers for the IXth International Conference of the European Association for Urban History in Lyon, France in August of 2008. Nine scholars from Canada, the United States, France and Mexico pre-circulated their papers for a special bilingual double-long session, co-chaired by Michèle Dagenais and Phil Ethington.
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Minas, I. H., G. W. Stuart, and S. Klimidis. "Language, Culture and Psychiatric Services: A Survey of Victorian Clinical Staff." Australian & New Zealand Journal of Psychiatry 28, no. 2 (June 1994): 250–58. http://dx.doi.org/10.1080/00048679409075636.
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In planning psychiatric services for non-English speaking immigrant communities it is essential to know what resources are available for the implementation of service plans. A survey of 991 professionals from a variety of disciplines working in Victorian state operated inpatient and community psychiatric services demonstrates that, although there is a substantial number of bilingual clinicians working in the system, there is a poor match between languages spoken by patient groups and clinicians, infrequent contact between bilingual clinicians and patients speaking the same language, and inadequate availability of interpreting services. Clinicians' knowledge of cultural issues relevant to assessment and treatment is inadequate, and there is some enthusiasm among clinical staff for remedying this deficiency. Clinicians express the opinions that services to non-English speaking patients are inferior, and clinical outcome is worse than for the Australian-born. There appears to be general support for changes which would seek to more adequately meet the psychiatric service needs of immigrants.
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Alderton, Amanda, Kornsupha Nitvimol, Melanie Davern, Carl Higgs, Joana Correia, Iain Butterworth, and Hannah Badland. "Building Capacity in Monitoring Urban Liveability in Bangkok: Critical Success Factors and Reflections from a Multi-Sectoral, International Partnership." International Journal of Environmental Research and Public Health 18, no. 14 (July 8, 2021): 7322. http://dx.doi.org/10.3390/ijerph18147322.
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Cities are widely recognised as important settings for promoting health. Nonetheless, making cities more liveable and supportive of health and wellbeing remains a challenge. Decision-makers’ capacity to use urban health evidence to create more liveable cities is fundamental to achieving these goals. This paper describes an international partnership designed to build capacity in using liveability indicators aligned with the UN Sustainable Development Goals (SDGs) and social determinants of health, in Bangkok, Thailand. The aim of this paper is to reflect on this partnership and outline factors critical to its success. Partners included the Bangkok Metropolitan Administration, the UN Global Compact—Cities Programme, the Victorian Government Department of Health and Human Services, the Victorian Health Promotion Foundation, and urban scholars based at an Australian university. Numerous critical success factors were identified, including having a bilingual liaison and champion, establishment of two active working groups in the Bangkok Metropolitan Administration, and incorporating a six-month hand-over period. Other successful outcomes included contextualising liveability for diverse contexts, providing opportunities for reciprocal learning and knowledge exchange, and informing a major Bangkok strategic urban planning initiative. Future partnerships should consider the strategies identified here to maximise the success and longevity of capacity-building partnerships.
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Lee, Nicholas. "When Zero-Sum Yields No Winners: The Case of Implementing Changes to Bilingual Education Law in Massachusetts." Policy Perspectives 11, no. 1 (May 1, 2004): 21. http://dx.doi.org/10.4079/pp.v11i1.4119.
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Even when clear outcomes arise from a political process, corresponding victories and defeats are not always translated into an implementation reality. The case of implementing recent changes to bilingual education law in Massachusetts serves as an apt example of such a phenomenon. In particular, two crucial educational implementation factors, perceived policy legitimacy and teacher motivation, and their interplay, will be analyzed vis-à-vis the policy approval and implementation processes. The methodology of this presentation will include both a direct analysis of Massachusetts' situation and a comparative one with the more developed implementation process in California. From these analyses, possible implementation outcomes within Massachusetts will be presented along with suitable recommendations for spurring positive movement within the implementation process.
Dissertations / Theses on the topic "Bilingual Victoria"
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Rodríguez, Ana Laura. "The social activity of young bilingual writers in a two-way immersion classroom : "¡Oye Victor! ¡Voy a hacer un libro de ti!"." 2009. http://hdl.handle.net/2152/7659.
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This qualitative research study built on the existing research on young children’s
composing. Although many researchers have examined the social nature of young
children’s composing, there is little to no research that has focused on the social work of
young bilingual children who are learning to write in two languages. This study explored
the social activity of bilingual kindergarten writers in a two-way bilingual immersion
program. Specifically, it examined (a) the face-to-face interactions of young bilingual
writers, (b) the ways in which children’s interactions related to the written/drawn
products that were being created at the writing center and during journal time and (c) the
oral language that was being used as children engaged in writing activities.
Data were collected for five months in a two-way immersion classroom in South
Texas school district. Data sources, including expanded field notes, video recordings of
students’ interactions, written/drawn artifacts and informal interviews with the students
and the teacher were analyzed using the constant comparative method and microethnographic discourse analysis. Analysis revealed that bilingual children’s
interactions were varied and complex. As they explored written language alongside their
peers, the young writers in this study navigated through multiple peer worlds that were
defined in part by the language and/or languages that were being spoken. In order to
participate in these worlds the children had to draw on their entire linguistic repertoire, as
well as differentiated social understandings that are unique to bilingual individuals. As
children attempted to initiate interactions with their peers, they assumed the role of
linguist; they made purposeful decisions about how and when they used both of their
languages. Factors that influenced children’s oral language use included comfort level,
peer culture and the out-of-classroom context. Also noteworthy is that these children
drew on both languages to support their biliteracy learning. Both Spanish dominant
children and those children who were balanced in their language use drew on their
Spanish orally to support their writing in English while English dominant students tapped
into their Spanish speaking capabilities to support their writing in English.text
Books on the topic "Bilingual Victoria"
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Truckenbrodt, Andrea. Implementing a bilingual program. South Yarra, Vic: Association of Independent Schools of Victoria, 2002.
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Flights of victory =: Vuelos de victoria. Maryknoll, NY: Orbis Books, 1985.
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Cardenal, Ernesto. Flights of victory =: Vuelos de victoria. [Willimantic, Conn.]: Curbstone Press, 1985.
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David Y La Gran Victoria De Dios. Vida Publishers, 2011.
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Song, Weijie. Mapping Modern Beijing. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190200671.001.0001.
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Mapping Modern Beijing investigates five methods of representing Beijing- a warped hometown, a city of snapshots and manners, an aesthetic city, an imperial capital in comparative and cross-cultural perspective, and a displaced city on the Sinophone and diasporic postmemory—by authors traveling across mainland China, Taiwan, Hong Kong, and overseas Sinophone and non-Chinese communities. The metamorphosis of Beijing’s everyday spaces and the structural transformation of private and public emotions unfold Manchu writer Lao She’s Beijing complex about a warped native city. Zhang Henshui’s popular snapshots of fleeting shocks and everlasting sorrows illustrate his affective mapping of urban transition and human manners in Republican Beijing. Female poet and architect Lin Huiyin captures an aesthetic and picturesque city vis-à-vis the political and ideological urban planning. The imagined imperial capital constructed in bilingual, transcultural, and comparative works by Lin Yutang, Princess Der Ling, and Victor Segalen highlights the pleasures and pitfalls of collecting local knowledge and presenting Orientalist and Cosmopolitan visions. In the shadow of World Wars and Cold War, a multilayered displaced Beijing appears in the Sinophone postmemory by diasporic Beijing natives Liang Shiqiu, Taiwan sojourners Zhong Lihe and Lin Haiyin, and émigré martial-arts novelist Jin Yong in Hong Kong. Weijie Song situates Beijing in a larger context of modern Chinese-language urban imaginations, and charts the emotional topography of the city against the backdrop of the downfall of the Manchu Empire, the rise of modern nation-state, the 1949 great divide, and the formation of Cold War and globalizing world. Drawing from literary canons to exotic narratives, from modernist poetry to chivalric fantasy, from popular culture to urban planning, this book explores the complex nexus of urban spaces, archives of emotions, and literary topography of Beijing in its long journey from imperial capital to Republican city and to socialist metropolis.
Book chapters on the topic "Bilingual Victoria"
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Alfaro, Cristina. "De La Lucha a La Victoria." In Critical Consciousness in Dual Language Bilingual Education, 121–28. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003240594-15.
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Grosjean, François. "Roger and Sallie." In A Journey in Languages and Cultures, 1–8. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198754947.003.0001.
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The author starts by addressing the basic monolingualism of all his ancestors with one exception—the Franco-English painter, Henri Jean-Baptiste Victoire Fradelle. He then describes his French father’s knowledge of English, and how it was the language of communication with the author’s mother in England. The latter became bilingual after she moved to Paris in 1945 and then trilingual when she settled in Italy. This leads to a discussion of whether changing language in bilinguals triggers a change in personality. The reasons for why the author was not brought up as a simultaneous bilingual in French and English are also explained.
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Larrue, Christophe. "L’alternance codique dans l’autobiographie et la correspondance de Victoria Ocampo." In Écrire en situation bilingue – Volume I, 285–98. Presses universitaires de Perpignan, 2004. http://dx.doi.org/10.4000/books.pupvd.34144.
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Athini, Stessi. "Marinos Papadopoulos Vretos : ‘Le trait d’union entre Paris et Athènes, l’intermédiaire naturel entre la Grèce et les Philhellènes des bords de la Seine’ (Victor Fournel, L’Espérance, 1858)." In Languages, Identities and Cultural Transfers. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland: Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789462988071_ch01.
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Marinos Papadopoulos Vretos (Corfu, 1828–Paris, 1871) represents a remarkable case of a conscious cultural mediator between Greece and France, during a critical time (1850–1870). Through a variety of print media (Greek, French or bilingual), he sought to inform the French-language public about the cultural identity of modern Greeks and to confute the distorted image provided by travel literature. Thanks to his excellent education in French, he managed to penetrate the French press, writing about Greek issues. He mobilised around him a network of French philhellenes, Hellenists and journalists who rebroadcasted his positions. Through his Greek-language Εθνικόν Ημερολόγιον [National Almanac], he ‘coordinated’ an important discussion on the language question, preparing the road for the foundation of the Association pour l’encouragement des études grecques.
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Forsdick, Charles. "Segalen and Khatibi." In Abdelkébir Khatibi, 173–96. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781789622331.003.0008.
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Like the Martinican thinker and writer Edouard Glissant, Abdelkébir Khatibi engaged throughout his career with the work of Victor Segalen. This is evident in a variety of texts, ranging from a key reference to Segalen’s Polynesian cycle in La Mémoire tatouée to the significant reflection on the author underpinning Figures de l’étranger dans la littérature française. The chapter will consider the implicit, achronological dialogue between the two authors that emerges from Khatibi’s writing, ranging from the early exploration of decolonization and acculturation in these readings of Les Immémoriaux, to a reflection on the links between the Segalenian exote and Khatibi’s voyageur professionnel. I suggest that the genealogy of Khatibi’s deconstruction of dichotomies (Occident/Orient; authentic/inauthentic…) in a text such as Maghreb pluriel and the elaboration of his creative practice in a novel such as Amour bilingue can be usefully read in the context of works by Segalen, including the Essai sur l’exotisme and Stèles.Understanding Segalen as an interlocutor with Khatibi not only illuminates the Moroccan thinker’s own reflection on translation, transnationalism and the aesthetics of diversity, but also (and equally importantly) invites a rethinking of Segalen’s own early twentieth-century work in a postcolonial frame.