Relevant bibliographies by topics / Bilingualism Australia

Academic literature on the topic 'Bilingualism Australia'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Bilingualism Australia"

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Rahayu, Dwi. "Bilingualism of Two Indonesian Siblings Living in Australia." Studies in English Language and Education 3, no. 2 (September 10, 2016): 112. http://dx.doi.org/10.24815/siele.v3i2.4959.

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Attitude is one of the most prominent issues in bilingualism. It becomes crucial and interesting because it is related to how speakers preserve their language to avoid language attrition and to maintain their established language competence. This study investigates the attitudes of two Indonesian siblings, a 19-year old and a 24–year old, who migrated to Australia with their parents in 2002. This study looks into their attitudes towards their Indonesian L1 after living for 11 years in Australia. An interview was conducted along with a guided questionnaire with both participants. The results revealed that their attitudes toward their Indonesian L1 are different regardless of having had the same treatments from their parents. The younger sibling seems to be more reluctant to use his Indonesian L1 and now, he has difficulties in speaking in Indonesian. Accordingly, the possibility of his partial loss of his L1 was indicated. The results further show that their different attitudes are one of the factors that foster the language loss suffered by the younger participant, especially the loss of vocabulary knowledge. The study also found some demographic factors such as the age of onset and the level of education when he started studying at an Australian school that may have influenced the difficulties that the younger participant has with production of his L1.
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Hatoss, Anikó, Donna Starks, and Henriette Janse van Rensburg. "Afrikaans language maintenance in Australia." Australian Review of Applied Linguistics 34, no. 1 (January 1, 2011): 4–23. http://dx.doi.org/10.1075/aral.34.1.01hat.

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Changes in the political climate in the home country have resulted in the emigration of South Africans to English speaking countries such as Britain, Canada, Australia and New Zealand. Despite the scale of movement of the South African population, language maintenance in these diasporic contexts has received little consideration. This paper presents a description of an Australian Afrikaans-speaking community in the small Queensland city of Toowoomba. The study shows a high degree of bilingualism amongst the first generation Afrikaans community but also shows incipient signs of language shift within the home and a weak connection between language and identity.
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Jafar, Muhammad Basri. "MAINSTREAM TEACHERS’ ATTITUDE AND APPROACHES TO SUPPORT CHILDREN’S BILITERACY DEVELOPMENT IN AUSTRALIAN CLASSROOM CONTEXT." TEFLIN Journal - A publication on the teaching and learning of English 21, no. 2 (August 29, 2015): 153. http://dx.doi.org/10.15639/teflinjournal.v21i2/153-171.

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This article examines the role ofmainstream teachers in supporting children’s biliteracy development and bilingualism in a public primary school where English is the medium of instruction. Itreports a research conducted in a public primary school in Australia. The researchemploys a longitudinal ethnographic approach to collect data on how the teachers perceive biliteracy and the extent to which the approaches they adopt impact on their biliteracy and bilingualism development. The research result demonstrates that the more supportive the teachers for biliteracy development and bilingualism are, the more constructivist their teaching approach is and the more varied the activities they encouraged in their classrooms to create opportunities for biliteracy and bilingualism engagement and learning are.
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Ó Laoire, Lillis. "Doirling: The Cobbled Shore." Scottish Affairs 30, no. 2 (May 2021): 262–68. http://dx.doi.org/10.3366/scot.2021.0365.

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This paper links subjective individual experience of bilingualism to changes arising from colonialism and globalisation. It uses subjective memory to grasp such worldwide phenomena as linguistic and cultural loss. Briefly linking a recollection from the Northern Territory, Australia, to early bilingualism and a lifelong advocacy for Gaelic languages and cultures, evident from its title, the paper shows how divergent examples cohere in a broader framework, aiming at ways to stem the effects of the Anthropocene by developing sustainable, future-oriented societies.
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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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Restuningrum, Novi Rahayu. "Moving from an L1 to an L2 Setting: Exploring Parents’ Motivation for Raising Children Bilingually." International Journal of Educational Best Practices 1, no. 1 (June 10, 2017): 53. http://dx.doi.org/10.31258/ijebp.v1n1.p53-66.

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This paper explores the change in parents’ motivation for wanting their children to be bilingual.Derived from a larger study done between 2011-2015, the paper portrays how parents who, at thetime of data collection resided in Australia, changed motivation for communicating with theirchildren bilingually. Evolving from my personal experience and supported by data from tworesearch participants with similar experience, the paper presents an explanatory discussion onhow parents changed motivation for raising children bilingually, which is due to the change ingeographic setting.Using auto-ethnographic approach, I discuss the shifts of motivation that implicate especially inthe preferences for relative emphasis on L1 and L2, to correspond to the change in thesociolinguistic set-up due to the different settings a family has moved to. The early reason whyparents want their children to be able to communicate in two languages in the period priorgeographic movement from countries where English is a foreign language has changed after theylive in Australia. Parents had been motivated to make their children bilingual when they are inthe non-English-speaking contexts because they want their children to catch up with theglobalised world communication, while their main reason for having bilingual children after theylive in Australia is to maintain their heritage culture and language.This paper is expected to enhance the discussion in the field of bilingualism, especially aboutparents’ motivation for children bilingualism, which extends the discussion in other research.
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Hatoss, Anikó. "Multiculturalism and mother tongue maintenance – the case of the Hungarian diaspora in Queensland." Australian Review of Applied Linguistics 27, no. 2 (January 1, 2004): 18–31. http://dx.doi.org/10.1075/aral.27.2.02hat.

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Abstract Multicultural policies and language policies claim to provide a favourable environment for the maintenance of immigrant languages. However, the relationship between multiculturalism and multilingualism is complex and contested. Rates of language loss and shift in Australia show that the multilingual heritage is very vulnerable even within the context of a highly multicultural society. This paper examines the effect of multicultural policies on the linguistic and cultural adjustment of the Hungarian diaspora in Queensland. The research contrasts two vintages of Hungarian migrants in terms of their acculturation strategies, attitudes to the host and source cultures, ethnic identity and language maintenance and shift patterns. The conclusions drawn have implications for the theoretical framework of language maintenance and shift, as well as additive vs subtractive bilingualism. Period of arrival is singled out as a main factor in influencing patterns of social adjustment, as well as language maintenance and shift. The paper argues that the wider social and policy context plays a significant role in the language development of ethnolinguistic minority communities. It provides some evidence that the Anglo-Celtic host society in Australia is seen as favourable for minority language maintenance, and this potentially leads to increased societal bilingualism.
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Santello, Marco. "Exploring the bilingualism of a migrant community through language dominance." Australian Review of Applied Linguistics 37, no. 1 (January 1, 2014): 24–42. http://dx.doi.org/10.1075/aral.37.1.02san.

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This study outlines a linguistic profile of two subgroups of Italian English circumstantial bilinguals – one dominant in English and the other dominant in Italian – by exploring for the first time their linguistic repertoire through the Gradient Bilingual Dominance Scale (Dunn & Fox Tree, 2009). The scale takes into account language background/history, language use and phonological interference, three main clusters of indicators that make up their dominance. The analysis is further complemented by additional descriptors adapted from Marian, Blumenfeld and Kaushanskaya (2007) and Baker (2011). Over one hundred English dominants (EDs) and Italian dominants (IDs) of Italian descent living in Australia were administered a survey. Results indicate that the scores yielded by the scale broadly parallel the data on self-reported dominance. The contrastive analysis of single variables, however, reveals both discrepancies and similarities between the two groups. While both groups use and are exposed to both languages and self-report high proficiency in the four skills, EDs differ from IDs across indicators such as language attrition and phonological interference. These outcomes confirm that the examination of these subgroups of Italians through the components of their language dominance offers a concise analysis of their linguistic features that makes allowance for both the individual and the societal elements of their bilingualism.
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Šeškauskienė, Inesa, and Meilutė Ramonienė. "Introduction." Taikomoji kalbotyra, no. 4 (March 4, 2015): 1–4. http://dx.doi.org/10.15388/tk.2014.17465.

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This special issue of the journal Taikomoji kalbotyra/Applied Linguistics includes papers written on the basis of the presentations given at the International Applied Linguistics Conference Languages and People: Space, Time, Identity held in Vilnius University October 3-4, 2013. The Conference was organized by the Department of Lithuanian Studies of Vilnius University and the Lithuanian Association of Applied Linguistics (LITAKA). The total number of the Conference participants amounted to 60; they came from 12 countries: Australia, the Czech Republic, Estonia, France, Hong Kong, Italy, Latvia, Lithuania, Poland, Russia, United Kingdom and the United States of America. The plenary speakers of the Conference, world-known linguists Antonella Sorace (UK), Joseph Lo Bianco (Australia) and Mark Davies (USA), gave very impressive presentations on bilingualism and language acquisition, language planning and policy, language corpora as a powerful tool in language learning and teaching.
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Miodunka, Władysław T. "Rozpowszechnianie, zachowywanie i nauczanie języka polskiego w świecie w latach 1918–2018, część III: Badania zbiorowości polonijnych, ich języka i kultury, bilingwizmu polsko-obcego oraz nauczania polszczyzny w świecie w latach 1970–2018." Poradnik Językowy 2020, no. 3/2020(772) (March 25, 2020): 7–33. http://dx.doi.org/10.33896/porj.2020.3.1.

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Part three of the paper concerning the Polish language around the world in the period 1918–2018 is dedicated to discussing academic studies analysing the process of preserving and passing on the Polish language in the countries where Polish communities have settled, dissertations on Polish-foreign bilingualism in Sweden, Brazil, Austria, Argentina, Australia, France, Germany, UK, Poland, Belarus, and Ukraine, and fi nally, studies describing teaching Polish as a foreign language, as a heritage language, and as a second language. Part one of the paper concerning the Polish language around the world in the period 1918–2018 ended with the statement that the ambitious action plans of the pre-war Polish authorities lacked the base in the form of the knowledge of the transformations of the Polish communities all over the world and aid for teaching Polish as a foreign language. Part three presents the important sociolinguistic output referring to the Polish language across the world, Polish-foreign bilingualism, and multilingualism, and fi nally, to teaching Polish as a foreign, second, and heritage language, which contributes to the fl ourishing Polish glottodidactics. There are currently no ambitious actions on the part of the state authorities addressing the evolving Polish glottodidactics, which relies on ad-hoc undertakings of university glottodidactics centres.
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Dissertations / Theses on the topic "Bilingualism Australia"

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Watanabe, Tetsuta 1962. "Biliteracy practices of Japanese-English bilingual children in Melbourne, Australia." Monash University, School of Languages, Cultures and Linguistics, 2003. http://arrow.monash.edu.au/hdl/1959.1/5592.

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Kolesova, Valeriia. "Assessment of ESL Sociopragmatics for Informing Instruction in an Academic Context: From Australia to Canada." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34552.

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This mixed methods study aimed to provide some validity evidence for the use of the ESL sociopragmatics test developed by Roever, Elder and Fraser (2014) for formative purposes. The test developers recommend further validation of the tool, originally developed for the Australian context. In this study, the test items were used to reveal areas of weakness in sociopragmatic knowledge in a group of learners of an academically oriented English Intensive Program in Canada. Analysis of the test scores revealed a lack of knowledge of norms of appropriateness and politeness in English, which was further targeted with an instructional unit informed by the items of the test. Two weeks after the instructional unit was delivered, the participants were asked to complete a follow-up questionnaire. The questionnaire results provided insight into the participants’ perceptions of usefulness of the instructional unit. The learners found explicit instruction on ESL sociopragmatics useful for their language learning experience as well as day-to-day interactions in English. Particularly, they claimed to feel more confident communicating in English after receiving explicit instruction on ESL sociopragmatics. They were able to use information from the lesson in situations such as talking to their language instructors, communicating with university personnel, and participating in service encounter interactions. Therefore, the test proved to have potential for developing instructional materials in an academic context. Based on the findings of the study, suggestions on incorporating sociopragmatic competence into the institution’s EAP curriculum were made.
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Refatto, Antonella 1967. "Contact phenomena between Veneto, Italian and English in the third generation in Australia." Monash University, Dept. of Linguistics, 2002. http://arrow.monash.edu.au/hdl/1959.1/7734.

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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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Krebs-Lazendic, Lidija. "Early vs. late Serbian-English bilinguals' responses to two Australian English vowel contrasts." View thesis, 2008. http://handle.uws.edu.au:8081/1959.7/36713.

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Thesis (Ph.D) -- University of Western Sydney, 2008.
A thesis submitted to the University of Western Sydney, College of Arts, MARCS Auditory Laboratories, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographical references.
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Lammervo, Tiina. "Language and culture contact and attitudes among first generation Australian Finns /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe.pdf.

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Chang, Ivan. "Exploring language-discordant and concordant practitioner-patient communication in the Australian health context." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/135130/1/Yi-Cheng_Chang_Thesis.pdf.

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Communicating about health concerns is prone to misunderstandings, and more so when patients and practitioners do not share the same first language. Using in-depth qualitative analyses of hospital-based language concordant and discordant consultations, this thesis revealed those communication behaviours displayed interactively between patients and practitioners that ensure quality communication. Critical amongst these are the practitioner's patient-centredness, conversation management, cultural awareness, and responsiveness to their patients' communication style, and the patients' communication and engagement. The findings informed the extension of Communication Accommodation Theory towards the more comprehensive study of health communication, and generated recommendations for improving practitioner and patient communication.
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Harkins, Jean. "English as a 'two-way' language in Alice Springs." Master's thesis, 1988. http://hdl.handle.net/1885/133743.

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This thesis is a sociolinguistic study of the use of English by Aboriginal people in the Alice Springs town camps. It seeks to describe Aboriginal speakers' English in its social and cultural context, with special reference to issues in the development of an English language programme at Yeperenye School. Chapter 1 gives a sociolinguistic sketch of the uses of English and other languages in the town camps, including language choice and codeswitching, and a review of literature. Chapter 2 examines variation in the noun phrase, including number marking, pronouns, possession, determiners and quantifiers, and prepositions, arguing that this variation can only be explained with reference to the speakers' semantic system. Chapter 3 examines tense, aspect and mood, finding systematic differences in meaning which can explain differences from non-Aboriginal English, particularly in modal expressions. Chapter 4 examines the work of Bernstein, Halliday, Walker and others whose ideas have been influential in education, and demonstrates that there is no lack of logical connections ln Aboriginal speakers' English, through an examination of connectives, causal relations and ellipsis. Chapter 5 discusses the meanings of lexical items and grammatical constructions, pragmatic and illocutionary meanings, and argues that the processes of reanalysis and language change which have given rise to this variety of English are semantically based. Chapter 6 presents the conclusions of this study, including its theoretical implications and implications for education.
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Khodos, Iryna. "Inter-individual variability in language experience and its effects on metalinguistic awareness and non-verbal cognitive control in bilingual and monolingual adults in the context of multicultural Australia." Thesis, 2020. http://hdl.handle.net/1959.13/1419719.

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Research Doctorate - Doctor of Philosophy (PhD)
Bilingual practice in managing two languages has been regarded as a possible candidate for boosting control processes across cognitive domains (e.g., Bialystok, 2017). Given the multidimensional nature of bilingualism (Bialystok, 2001; Laine & Lehtonen, 2018; Zirnstein, Bice, & Kroll, 2019), it has been suggested that the metalinguistic and cognitive consequences of bilingualism are a function of bilingual experience rather than of bilingualism per se (de Bruin, 2019; Green & Abutalebi, 2013; Kaushanskaya & Prior, 2015). In the current study, we aimed to contribute to this analysis by exploring whether and in what ways language experience affects metalinguistic awareness and non-verbal cognitive control (i.e. proactive and reactive control processes). With this aim, we recruited 20-40-year-old bilinguals (N = 60) from varied non-English speaking backgrounds and suitably matched English-speaking monolinguals (N = 24), all residing in Australia. The participants were screened on key demographic and language variables. Following that, they were tested on the Metalinguistic Awareness Test (Bialystok, 1986; Bialystok & Barac, 2012; Bialystok, Majumder, & Martin, 2003; Davidson, Raschke, & Pervez, 2010) to assess their metalinguistic skills and the Colour-Shape Switching Task (Miyake et al., 2004; Prior & MacWhinney, 2010) to measure mixing costs and switching costs. The data obtained from the participants were analysed using linear mixed-effects and multiple regression analyses to answer the following research questions: (1) whether and in what ways language context (monolingual, bilingual dual- or bilingual separated-language contexts) affects bilinguals’ and monolinguals’ metalinguistic and task-switching performance; (2) which (if any) dimensions of bilingual experience – typological proximity/distance between two languages, age of L2 acquisition, onset age of active bilingualism, language proficiency and/or language entropy – account for the variance in bilinguals’ metalinguistic and task-switching data. The results from the data analyses revealed that variations in participants’ metalinguistic and task-switching performance could be explained in terms of differences in language experience, in particular language context. The bilingual dual-language context was associated with lower scores relative to the monolingual language context and higher scores relative to the bilingual separated-language context. Language context also accounted for the variance in mixing and switching costs. The use of language(s) in the monolingual and bilingual dual-language contexts was associated with reduced mixing costs as compared to the bilingual separated-language context. On the other hand, switching cost advantages were found only among those who used two languages in the dual-language context. The dimensions of bilingual experience under consideration also accounted for bilingual participants’ metalinguistic and task-switching performance. In particular, higher levels of language proficiency, the use of typologically close languages and an earlier onset age of active bilingualism were predictive of higher metalinguistic scores and lower mixing costs. On the other hand, reduced switching costs were related to an equal use of two languages in the same contexts but with different interlocutors. The results of the present study suggest that the use of two languages in a dual-language context may boost reactive control processes (i.e. switching costs advantages). When combined with typological proximity between two languages and an earlier onset of active bilingualism, such use of two languages is likely to enable bilinguals to obtain/maintain higher levels of language proficiency. This, in turn, may allow them to develop/maintain enhanced metalinguistic skills and experience mixing costs advantages (i.e. advantages in proactive control processes).
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Díaz, Christine Jones, University of Western Sydney, College of Arts, and Centre for Educational Research. "Intersections between language retention and identities in young bilingual children." 2007. http://handle.uws.edu.au:8081/1959.7/30505.

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This study set out to investigate the connections between language retention and identity construction among young bilingual Spanish-speaking children from Latin American backgrounds living in urban communities in Sydney, It provides a critical examination of the complex articulation between languages, identity and education. The thesis proposes that there are significant cultural, social and political forces involved in language retention in childhood and that these forces mediate and shape identity construction in bilingual children. Much of the research literature on childhood bilingualism draws on dominant and established psycholinguistic and sociolinguistic theories of bilingualism and language learning. These theories do not fully explain the impact of broader sociological processes that impact on home language retention and identity construction in young children. Consequently, in early childhood and primary education, pedagogical understandings of bilingualism and language retention have focussed narrowly on learnability issues and cognitive development. Established theories of bilingualism have not fully articulated the intersections between language retention and identity construction in the early years of children’s lives, where the formation of identity is constantly negotiated, transformed and contested amidst a background of hegemonic English-speaking social fields such as in prior-to-school, school and other community settings. This thesis begins in Chapter One by providing an overview of the limitations of these psycholinguistic and sociolinguistic theories in making connections between identity construction and language retention for children of particular immigrant minority groups. Chapter Two reviews the literature and research. There has been little research in Australia into how bilingual families and their children negotiate identity and language retention. The thesis explores the proposition that the dominance of English and discourses of monolingualism legitimise institutional and educational practices that position young bilingual children, families and educators into marginalised situations in everyday social relations. It is against this field that the research reported here investigated how such sociological factors represent a significant force in children’s lives by impacting on their retention of their home language. Chapter Three introduces the key theoretical concepts used in this study which draws on Bourdieu’s theory of social practice (1990, 1991) and the theoretical resources of cultural studies informed, in particular, by concepts from Hall (1992, 1996) and Bhabha (1994, 1998). These conceptual tools enable the study to examine ways in which identity construction and bilingualism accumulate social, cultural and linguistic capital in selective cultural fields, and how these may hinder or promote the retention and learning of languages in children. Chapter Four overviewed the research methodology involved in this study. It incorporated quasi-ethnographic, case study and interpretative approaches using questionnaires, informal interviews, participant observations, field notes, children’s work and the collection of documentation. The research process began as a pilot study in which 5 adults and 3 children participated. Three interrelated phases followed. The participants in the study included 25 children and 29 family members, including grandparents and parents with different family structures from extended, blended, interethnic and interracial families. An additional 34 caregivers and teachers working in prior-to-school and school settings participated. The first phase involved 14 interviews of parents and grandparents. The second phase involved a case study of parents and their children attending an after-school Spanish Community Languages Program. I interviewed and surveyed 26 children, 13 parents, and 2 staff members. Finally, in the third phase, I surveyed 30 practitioners working with Spanish-speaking Latin American children in prior-to-school and school settings were. The investigation involved the documentation and analysis of young children’s bilingual experiences using Spanish and English in a range of social fields, such as family life, educational and community settings. As the children and their families are the focus of this study, the children’s views about growing up with two languages, and family perspectives and aspirations about living, working and raising children in multicultural/multilingual communities, form the basis of the investigation. Furthermore, the data analysis involved the examination of the evidence to ascertain how the power relations in educational and community settings shape and influence children’s negotiation of identity and the retention of Spanish. Likewise, data relating to caregiver and teacher attitudes towards bilingualism and language retention were also analysed. Chapter Five details the links between diaspora, hybridity and diversity apparent in the cultural histories and heterogeneous make-up of the families and their children. Analysis of the links between Spanish language retention and diversity show that diversity in families is a significant but not conclusive factor in what constituted success in language retention in young children. This analysis examines of the multiple ways in which the families and their children constructed their identities. The influences these constructions have on speaking Spanish were analysed to demonstrate the connections between language retention and identity construction. Chapter Seven draws on the children’s views, experiences and preferences for speaking Spanish to analyse how the linguistic habitus enables the accumulation of cultural and social capital in speaking Spanish across a variety of social fields. Finally, Chapter Eight provides an analysis of how teachers’ and caregivers’ attitudes towards bilingualism and language retention can impede or promote opportunities for children’s language retention. In particular, the evidence indicates that the lack of institutional and structural support for community languages had a direct impact on children’s interest in using Spanish in both mainstream and non mainstream educational settings. Four key findings emerged through the data analysis presented in the evidentiary chapters of this thesis. First, diaspora and hybridity highlighted the significance of the heterogeneity in Latin American families. Second, it was revealed that multiple constructions of identity mediated everyday lived experiences of being bilingual. Third, the linguistic habitus was significant in shaping children’s identity across different social and cultural fields. Fourth, teacher and caregiver attitudes and pedagogical practices towards bilingualism and language retention shaped children’s identity construction and opportunities for using Spanish. In conclusion, this study revealed that there is a strong connection between identity construction and language retention in young bilingual children. In particular, the study highlights the significance of multiplicity and hybridity in shaping identity which in turn forms dispositions that can enable the formation, reproduction and transformation of cultural and social capital. This study investigated the broader sociological factors associated with growing up bilingual and how these mediate and shape children����s understanding of themselves and their families, in terms of how they negotiate two (or more) linguistic codes. Hence, the study has contributed towards a reframing of understandings about bilingualism and language retention in childhood.
Doctor of Philosophy (PhD)
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Books on the topic "Bilingualism Australia"

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Waas, Margit. Language attrition downunder: German speakers in Australia. Frankfurt am Main: P. Lang, 1996.

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The bilingual acquisition of English and Mandarin: Chinese children in Australia. Amherst, NY: Cambria Press, 2011.

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La costruzione interazionale di identità: Repertori linguistici e pratiche discorsive degli italiani in Australia. Milano: F. Angeli, 2007.

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Immigrant dialects and language maintenance in Australia: The cases of the Limburg and Swabian dialects. Dordrecht, Holland: Foris Pubs., 1986.

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Conference, on the Italians in Australia: the first 200 years (1988 Wollongong N. S. W. ). Language and cultural identity: Proceedings of the Conference on the Italians in Australia: the first 200 years : held at the University of Wollongong and Macquarie University, 27-29 August 1988. Wollongong, NSW: Dante Alieghieri Society, 1990.

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1961-, Ramirez Elizabeth, ed. Maintaining a minority language: A case study of Hispanic teenagers. Clevedon, England: Multilingual Matters, 2004.

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Warrabarna Kaurna!: Reclaiming an Australian language. Lisse: Swets & Zeitlinger, 2000.

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Kovács, Magdolna. Code-switching and language shift in Australian Finnish in comparison with Australian Hungarian. Åbo: Åbo Akademi University Press, 2001.

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Dwujęzyczność angielsko-polska w Australii: Języky mniejszościowe w dobie globalizacji i informatyzacji. Kraków: Wydawn. Uniwersytetu Jagiellońskiego, 2009.

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Immigrant Dialects and Language Maintenance in Australia: Case of the Limburg and Swabian Dialects. de Gruyter GmbH, Walter, 1986.

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Book chapters on the topic "Bilingualism Australia"

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Rubino, Antonia. "From Bilingualism in Sicily to Trilingualism in Australia." In Trilingual Talk in Sicilian-Australian Migrant Families, 25–73. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137383686_3.

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Fielding, Ruth. "Attitudes to Bilingualism." In Multilingualism in the Australian Suburbs, 155–82. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-453-5_6.

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Jenkins, Larissa, Elisabeth Duursma, and Catherine Neilsen-Hewett. "12. Perceptions and Knowledge of Bilingualism and Bilingual Children among Early Childhood Educators in Australia: Implications for Teacher Education." In Early Language Learning and Teacher Education, edited by Subhan Zein and Sue Garton, 217–41. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788922661-013.

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Nicholas, Howard. "10. Losing Bilingualism While Promoting Second Language Acquisition in Australian Language Policy." In Challenging the Monolingual Mindset, edited by John Hajek and Yvette Slaughter, 165–81. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092529-013.

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Chik, Alice. "Bilingualism and Multilingualism in Primary Education (Australia)." In Bloomsbury Education and Childhood Studies. Bloomsbury Publishing Plc, 2019. http://dx.doi.org/10.5040/9781474209441.0007.

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Liyanage, Indika. "Bilingualism and Multilingualism in Secondary Education (Australia)." In Bloomsbury Education and Childhood Studies. Bloomsbury Publishing Plc, 2019. http://dx.doi.org/10.5040/9781350995925.0023.

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Djonov, Emilia. "Bilingualism and Multilingualism in Early Childhood Education (Australia)." In Bloomsbury Education and Childhood Studies. Bloomsbury Publishing Plc, 2019. http://dx.doi.org/10.5040/9781350996298.0010.

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Hornberger, Shelley. "Speech-language therapist, Munich, Germany: one-to-one intervention." In Systematic synthetic phonics: case studies from Sounds-Write practitioners, 97–104. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.55.1364.

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Abstract:
As an Australian trained speech-language pathologist, I have worked in public settings in both New Zealand and the United Kingdom before starting an independent speech-language therapy practice in Munich, Germany in 2019. In my current role, I support English-speaking students aged three to eighteen with speech, language, and literacy disorders, most of whom attend private English-medium international schools in Munich. The majority of my caseload are simultaneous bilinguals, with English being their primary language in education. Many students have had a varied educational background, often having attended public and/or international schools in other countries before arriving in Munich, meaning they each present a unique history of prior language and literacy programmes and support.
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