Dissertations / Theses on the topic 'English in Australia'
To see the other types of publications on this topic, follow the link: English in Australia.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'English in Australia.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Fritz, Clemens W. A. [Verfasser]. "From English in Australia to Australian English : 1788-1900 / Clemens W. A. Fritz." Frankfurt : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2012. http://d-nb.info/1042540616/34.
Full text
2
Dooey, Patricia. "Issues of English language proficiency for international students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/628.
Full textAbstract:
In the last 20 years or so, there has been a phenomenal increase in the number of international full-fee paying students applying to study in Australian universities, The revenue provided in this way has helped to address the problems faced by cash-starved universities facing recurring funding cuts over the same period. Furthermore, the presence of such students on any university campus provides immeasurable enrichment to the student body in terms of cultural diversity and research potential, and indeed it is very tempting in an ever,-increasing global market, to be as flexible as possible with prospective international students. However, the process of admission also demands careful consideration on the part of the various stakeholders involved. Although several factors need to be taken into account, the most obvious and certainly of primary importance would be the need to prove proficiency in the English language, Given that English is the dominant means of communication in the university, all students are required to draw from a complex web of linguistic resources to construct meaning and to complete the range of tasks required of them during their tertiary studies, This volume deals :with the overarching theme of issues of English language proficiency for overseas students studying in an Australian university. This focus can be viewed from many angles, and there are certainly many key facets involved, a selection of which is explored in the papers of the portfolio. These include the following broad areas: recruitment and admissions, language testing and technology, curriculum and inclusivity, English language support, academic conduct and finally the specific needs of international students, as viewed from their own perspective.
3
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.
Full text
4
Foreman, Annik 1973. "Pretending to be someone you're not : a study of second dialect acquisition in Australia." Monash University, School of Languages, Cultures and Linguistics, 2003. http://arrow.monash.edu.au/hdl/1959.1/5859.
Full text
5
Bungey, Leith Joy. "The importance of languages other than English to Western Australia." Thesis, Bungey, Leith Joy (1996) The importance of languages other than English to Western Australia. PhD thesis, Murdoch University, 1996. https://researchrepository.murdoch.edu.au/id/eprint/51511/.
Full textAbstract:
This thesis describes the lack of official support for the teaching and learning of languages other than English (LOTE) in Western Australian schools and gauges community attitudes towards LOTE as well as the degree of appreciation of their sociological and economic importance to Western Australia.
LOTE’s socio-economic significance is explained from the perspectives of enhancing communicability and maximising understanding between English background Australians and non-English speaking people, and promoting Western Australia’s tourism, trade, industry, and international relations.
Primary sources of information including reports, records and media articles concerning events and government policies are examined, and survey results and interviews are analysed to discover the extent of recognition of the value of LOTE. Historical accounts provide secondary material.
The study demonstrates a proportional decline in LOTE enrolments in Western Australian schools. A certain residual xenophobia accounts for some of this deterioration but the major cause is official action which militates against the learning of LOTE. Such action includes the University of Western Australia abolishing its LOTE entry prerequisite, the Education Department of Western Australia implementing the Achievement Certificate and the Unit Curriculum, state government tardiness, federal government processes and an emphasis on vocational education.
The attitudes of students, parents and teachers towards LOTE were surveyed to determine the degree of community support for learning LOTE. It was found that although the community recognises the importance of LOTE to this state and partly supports their compulsory study, students are deterred from learning LOTE by the difficulties inherent in the Unit Curriculum, and by the belief that studying a LOTE detracts from a high tertiary entrance score.
This research found that the government effects no real measures to promote LOTE. The thesis concludes that languages other than English are a highly desirable part of education. Government commitment by way of appropriate funding to train and employ LOTE teachers, and to alleviate administrative problems, and official promotion of the benefits of LOTE study, are necessary to integrate LOTE into the curriculum and to increase student enrolments.
6
Arthur, Jillian Mary, and n/a. "A lexical cartography of twentieth century Australia." University of Canberra. Resource, Environmental & Heritage Sciences, 1999. http://erl.canberra.edu.au./public/adt-AUC20060602.125646.
Full textAbstract:
This thesis looks at the relation between the English language and the Australian place. I have
studied the vocabulary used by English speakers in Australia in the twentieth century of this
geographical place and its environment, and how this vocabulary both constructs multiple
and sometimes contesting 'Australias' and positions the settler in particular relations to this
place. Although English has occupied Australia for over a century by the time this study
begins, the analysis exposes the tensions, the gaps and the unease present in the use of a
European language in the Australian place.
7
Honka, Agnes. "Writing an alternative Australia : women and national discourse in nineteenth-century literature." Master's thesis, Universität Potsdam, 2007. http://opus.kobv.de/ubp/volltexte/2008/1650/.
Full textAbstract:
In this thesis, I want to outline the emergence of the Australian national identity in colonial Australia. National identity is not a politically determined construct but culturally produced through discourse on literary works by female and male writers. The emergence of the dominant bushman myth exhibited enormous strength and influence on subsequent generations and infused the notion of “Australianness” with exclusively male characteristics. It provided a unique geographical space, the bush, on and against which the colonial subject could model his identity. Its dominance rendered non-male and non-bush experiences of Australia as “un-Australian.”
I will present a variety of contemporary voices – postcolonial, Aboriginal, feminist, cultural critics – which see the Australian identity as a prominent topic, not only in the academia but also in everyday culture and politics. Although positioned in different disciplines and influenced by varying histories, these voices share a similar view on Australian society: Australia is a plural society, it is home to millions of different people – women, men, and children, Aboriginal Australians and immigrants, newly arrived and descendents of the first settlers – with millions of different identities which make up one nation. One version of national identity does not account for the multitude of experiences; one version, if applied strictly, renders some voices unheard and oppressed.
After exemplifying how the literature of the 1890s and its subsequent criticism constructed the itinerant worker as “the” Australian, literary productions by women will be singled out to counteract the dominant version by presenting different opinions on the state of colonial Australia. The writers Louisa Lawson, Barbara Baynton, and Tasma are discussed with regard to their assessment of their mother country. These women did not only present a different picture, they were also gifted writers and lived the ideal of the “New Women:” they obtained divorces, remarried, were politically active, worked for their living and led independent lives. They paved the way for many Australian women to come.
In their literary works they allowed for a dual approach to the bush and the Australian nation. Louisa Lawson credited the bushwoman with heroic traits and described the bush as both cruel and full of opportunities not known to women in England. She understood women’s position in Australian society as oppressed and tried to change politics and culture through the writings in her feminist magazine the Dawn and her courageous campaign for women suffrage. Barbara Baynton painted a gloomy picture of the Australian bush and its inhabitants and offered one of the fiercest critiques of bush society. Although the woman is presented as the able and resourceful bushperson, she does not manage to survive in an environment which functions on male rules and only values the economic potential of the individual. Finally, Tasma does not present as outright a critique as Barbara Baynton, however, she also attests the colonies a fascination with wealth which she renders questionable. She offers an informed judgement on colonial developments in the urban surrounds of the city of Melbourne through the comparison of colonial society with the mother country England. Tasma attests that the colonies had a fascination with wealth which she renders questionable. She offers an informed judgement on colonial developments in the urban surrounds of the city of Melbourne through the comparison of colonial society with the mother country England and demonstrates how uncertainties and irritations emerged in the course of Australia’s nation formation.
These three women, as writers, commentators, and political activists, faced exclusion from the dominant literary discourses. Their assessment of colonial society remained unheard for a long time. Now, after much academic excavation, these voices speak to us from the past and remind us that people are diverse, thus nation is diverse. Dominant power structures, the institutions and individuals who decide who can contribute to the discourse on nation, have to be questioned and reassessed, for they mute voices which contribute to a wider, to the “full”, and maybe “real” picture of society.Das heutige Australien ist eine heterogene Gesellschaft, welche sich mit dem Vermächtnis der Vergangenheit – der Auslöschung und Unterdrückung der Ureinwohner – aber auch mit andauernden Immigrationswellen beschäftigen muss. Aktuelle Stimmen in den australischen Literatur-, Kultur- und Geschichtswissenschaften betonen die Prominenz der Identitätsdebatte und weisen auf die Notwendigkeit einer aufgeschlossenen und einschließenden Herangehensweise an das Thema. Vor diesem Hintergrund erinnern uns die Stimmen der drei in dieser Arbeit behandelten Schriftstellerinnen daran, dass es nicht nur eine Version von nationaler Identität gibt. Die Pluralität einer Gesellschaft spiegelt sich in ihren Texten wieder, dies war der Fall im neunzehnten Jahrhundert und ist es heute noch. So befasst sich die vorliegende Arbeit mit der Entstehung nationaler Identität im Australien des späten neunzehnten Jahrhunderts. Es wird von der Prämisse ausgegangen, dass nationale Identität nicht durch politische Entscheidungen determiniert wird, sondern ein kulturelles Konstrukt, basierend auf textlichen Diskurs, darstellt. Dieser ist nicht einheitlich, sondern mannigfaltig, spiegelt somit verschiedene Auffassungen unterschiedlicher Urheber über nationale Identität wider. Ziel der Arbeit ist es anhand der Texte australischer Schriftstellerinnen aufzuzeigen, dass neben einer dominanten Version der australischen Identität, divergierende Versionen existierten, die eine flexiblere Einschätzung des australischen Charakters erlaubt, einen größeren Personenkreis in den Rang des „Australiers“ zugelassen und die dominante Version hinterfragt hätten. Die Zeitschrift Bulletin wurde in den 1890ern als Sprachrohr der radikalen Nationalisten etabliert. Diese forderten eine Loslösung der australischen Kolonien von deren Mutterland England und riefen dazu auf, Australien durch australische Augen zu beschreiben. Dem Aufruf folgten Schriftsteller, Maler und Künstler und konzentrierten ihren Blick auf die für sie typische australische Landschaft, den „Busch“. Schriftsteller, allen voran Henry Lawson, glorifizierten die Landschaft und ihre Bewohner; Pioniere und Siedler wurden zu Nationalhelden stilisiert. Der australische „bushman“ - unabhängig, kumpelhaft und losgelöst von häuslichen und familiären Verpflichtungen - wurde zum „typischen“ Australier. Die australische Nation wurde mit männlichen Charaktereigenschaften assoziiert und es entstand eine Version der zukünftigen Nation, die Frauen und die Australischen Ureinwohner als Nicht-Australisch propagierte, somit von dem Prozess der Nationsbildung ausschloss. Nichtsdestotrotz verfassten australische Schriftstellerinnen Essays, Romane und Kurzgeschichten, die alternative Versionen zur vorherrschenden und zukünftigen australischen Nation anboten. In dieser Arbeit finden Louisa Lawson, Barbara Baynton und Tasma Beachtung. Letztere ignoriert den australischen Busch und bietet einen Einblick in den urbanen Kosmos einer sich konsolidierenden Nation, die, obwohl tausende Meilen von ihrem Mutterland entfernt, nach Anerkennung und Vergleich mit diesem durstet. Lawson und Baynton, hingegen, präsentieren den Busch als einen rechtlosen Raum, der vor allem unter seinen weiblichen Bewohnern emotionale und physische Opfer fordert.
8
Steele, Judith A. "Researching the lived experience an expatriate English speaker in Japan : an Australian in outback Western Australia : Gaijin and Balanda /." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/43335.
Full textAbstract:
Thesis (M.Sc. (Hons.))-University of Western Sydney, 2007.A thesis submitted to the University of Western Sydney, College of Arts, School of Education, in fulfilment of the requirements for the degree of Master of Science (Honours). Includes bibliographical references.
9
Fry, Anne J., University of Western Sydney, College of Social and Health Sciences, and of Nursing Family and Community Health School. "Understanding attempted suicide in young women from non-English speaking backgrounds: a hermeneutic and narrative study." THESIS_CSHS_NFC_Fry_A.xml, 2002. http://handle.uws.edu.au:8081/1959.7/643.
Full textAbstract:
This study seeks to attain understanding of attempted suicide in young women from non-English speaking backgrounds, constructing meaning(s) of attempted suicide and eliciting information about sociocultural influences and guided by philosophical hermeneutics and narrative inquiry using life story methods. Thematic analysis was used to explicate from the text 30 sub-themes, five themes (being in a gap between cultures and creating space for themselves, being traumatised and diminished by abuse, surviving dangerous relationships, suffering psychic pain, expressing the self by attempting suicide), and a meta-theme (paradoxically asserting the indefinite self). Interpretation was predicated on the belief that life stories are statements about self-identity, and represent coming into being through the interaction of coherence (the ability to establish connections between events, unifying themes, frames of reference and goal states), continuity (a longitudinal and sequential perspective on life) and connectedness (intrapersonal, interpersonal and transpersonal relationships). The paradox is that being unable to overcome the uncertainties of incoherence, discontinuity and problematic connectedness, participants were predisposed to act against self as a means of asserting agency. This understanding of attempted suicide represents a hermeneutic narrative reconceptualisation of the phenomenon, which places it outside discourses that sanction the language of psychopathology and provides a basis for developing alternative nursing theory and informing education and practiceDoctor of Philosophy (PhD)
10
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.
11
Taylor, John J. "Joseph John Talbot Hobbs (1864-1938) : and his Australian-English architecture." University of Western Australia. Faculty of Architecture, Landscape and Visual Arts, 2010. http://theses.library.uwa.edu.au/adt-WU2010.0100.
Full textAbstract:
Architect and soldier Sir J.J. Talbot Hobbs was born on 24 August 1864 in London. After migrating from England to Western Australia in the late 1880s, Hobbs designed many buildings that were constructed in Perth, Fremantle, and regional areas of the State. Although Talbot Hobbs has previously been recognised as a significant and influential contributor to architecture in Australia, his development as an architect has not been documented, nor has his design output undergone critical analysis. A number of problems confront attempts to interpret Hobbs' contribution to architecture. One is that a number of his most prominent building designs have been demolished. Another is that national recognition for his achievements as a First World War Army General have overshadowed his extraordinarily productive pre and post-war career as an architect. Military service was intrinsic to his character, and thus is woven in to this architectural biography. The thesis examines Hobbs' life and work, filling the gap in documented evidence of his contributions, and fitting it within the context of Australian architectural and social history. The main proposition to be tested is whether Hobbs' Australian architecture, of English derivation, combined with vast community service, warrants his recognition as an architect and citizen of national significance. Completely new important issues, information, discussion and facts that have resulted from the research for this thesis are: 1. Biographical knowledge about Hobbs' life including his upbringing, education and training in England, and his fifty years of comprehensive work and community service in and for Australia; 2. The elucidation of the late nineteenth and early twentieth century architectural issues that were relevant to Hobbs and other architects in Western Australia; 3. Examination of the important works of Hobbs' architect predecessors and contemporaries in Perth, and the setting of his own work within this context; 4. Revelation of his primary and pivotal role in war memorial design and organisational work for the far-flung theatres of Australian Army conflicts and selected personal design works within Australia itself during 1919-38; and 5. A chronology and summary of Hobbs' life, with thorough documentation of his output as a sole practitioner in the period 1887-1904 by development of a detailed web-based database - an extremely valuable tool for future researchers.
12
Kindler, Michael, of Western Sydney Nepean University, and Faculty of Education. "Human literacy: liberal neglect in A Statement on English for Australian Schools." THESIS_FE_XXX_Kindler_M.xml, 1996. http://handle.uws.edu.au:8081/1959.7/272.
Full textAbstract:
This thesis critiques A Statement on English for Australian Schools (1994) for what it does, and what it does not, say in respect of literature education. It argues the need to reconceptualise the way literature education is thought to benefit adolescent readers. The initial discussion identifies the issues which are raised in that document. This yields the need to redefine literature education as Human Literacy. It does so on the basis of a theoretical exploration of reader and text. Human Literacy is able to define reader response to show certain orientations which have either been left out, misunderstood or inadequately portrayed in A Statement. This thesis places Human Literacy within real world educational aims of homo economicus as well as homo sapiens sapiens. Such a context recognises liberal and utilitarian value positions, and is able to balance these in a manner which A Statement does not. In placing Human Literacy within educational philosophies of competing models of practice, literature education becomes nested within a more comprehensive understanding of education. Human Literacy provides a way by which educational value of literature is maximised. However, this projects a paradigm shift for A Statement, by identifying a liberal neglect through flawed assumptions, omissions, and contradictions. The presence of these in A Statement inhibit literature from working to best advantage. Human Literacy provides a more comprehensive way by which current theory is accommodated within an English curriculumDoctor of Philosophy (PhD)
13
Faine, Miriam. "At home in Australia: identity, nation and the teaching of English as a second language to adult immigrants in Australia." Monash University. Faculty of Education, 2009. http://arrow.monash.edu.au/hdl/1959.1/68741.
Full textAbstract:
This is an autoethnographic study (e.g. Brodkey, 1994) based on ‘stories’ from my own personal and professional journey as an adult ESL teacher which I use to narrate some aspects of adult ESL teaching. With migration one of the most dramatically contested spheres of modern political life world wide (Hall, 1998), adult English as a Second Language (ESL) teaching is increasingly a matter of social concern and political policy, as we see in the current political debates in Australia concerning immigration, citizenship and language. In Australia as an imagined community (Anderson, 1991), the song goes ‘we are, you are Australian and in one voice we sing’. In this study I argue that this voice of normative ‘Australianess’ is discursively aligned with White Australians as native speakers (an essential, biological formulation). Stretching Pennycook’s (1994a) argument that ELT (English Language Teaching) as a discourse aligns with colonialism, I suggest that the field of adult ESL produces, classifies and measures the conditions of sameness and difference to this normative ‘Australian’. The second language speaker is discursively constructed as always a deficient communicator compared with the native speaker. The binary between an imagined homogeneous Australia and the ‘migrant’ as essentially other, works against the inclusion of the learner into the dominant groups represented by their teachers, so that the intentions of adult ESL pedagogy and provision are mitigated by this imagining, problematizing and containing of the learners as other. The role of ESL teachers is to supervise (Hage, 1998) the incorporation of this other. Important policy interventions (e.g. Department of Immigration and Citizenship, 2006; ALLP, 1991a) are based on understanding the English language as a universalist framework of language competences inherent in the native speaker; on understanding language as consisting of fixed structures which are external to the learner and their social contexts; and on a perception that language as generic, transferable cognitive skills can be taught universally with suitable curricula and sufficient funding. Conversely in this study I recognise language as linguistic systems that define groups and regulate social relations, forming ‘a will to community’ (Pennycook, op. cit.) or ‘communities of practice’ (Lave & Wenger, 1991). Language as complex local and communal practices emerges from specific contexts. Language is embedded in acts of identity (e.g. Bakhtin, 1981) developing through dialogue, involving the emotions as well as the intellect, so that ‘voice’ is internal to desires and thoughts and hence part of identity. Following Norton (2000) who links the practices of adult ESL learners as users of English within the social relations of their every day lives, with their identities as “migrants”, I suggest that the stabilisation of language by language learners known as interlanguage reflects diaspora as a hybrid life world. More effective ESL policies, programs and pedagogies that assist immigrant learners feel ‘at home’ within Australia as a community of practice (Wenger, 1998) rest on understanding immigrant life worlds as diasporic (Gilroy, 1997). The research recommends an adult ESL pedagogy that responds to the understanding of language as socially constituted practices that are situated in social, local, everyday workplace and community events and spaces. Practices of identity and their representation through language can be re-negotiated through engagement in collective activities in ESL classes that form third spaces (Soja, 1999). The possibilities for language development that emerge are in accord with the learners’ affective investment in the new language community, but occur as improvements in making effective meanings, rather than conformity to the formal linguistic system (Pavlenko & Lantolf, 2000).
14
Rule, Ann. "Keeping the money under the soap : constructions of the English and English migrants in Australian nationalist texts." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/836.
Full textAbstract:
Where does an Englishman hide his money?' 'I don't know. Where does an Englishman hide his money?' 'Under the soap'. This thesis interrogates representations of ‘Englishness’and by extension, English migrants, in a variety of Australian cultural texts, including film, television, newspapers and academic publications. Underlying this investigation are two major research questions: What are the factors informing the ambivalent place accorded 'Englishness' in Australian cultural texts? and What can this form of investigation tell us about Australian culture and associated national myths? I have attempted to reinterpret these national myths through the texts/ narratives of Englishness and class. One of my aims was to force the violence of politics and ideology back into the seemingly natural binary opposition of Australia / England (otherwise known as the Aussies and the poms), exploring the ramifications upon Australian nationalist myths. Due to my emphasis here on discourse itself, how it constructs and shapes national identities for example, I have elected to incorporate textual devices designed to disrupt and interrupt the text. These interruptions include passages from English migrant interviews and song lyrics for example. It is anticipated that these disruptions constantly remind, to paraphrase Fredric Jameson, that history is always perforated: 'History with holes' (1990, 130). I argue that it is through these cracks in the screen that the conservative underbelly of Australian nationalist narratives becomes increasingly visible. I have endeavoured to reveal to what extent 'Englishness' continues to function as an empty signifier, where often opposing stereotypes flourish. For example, while Englishness in Australian cultural forms was at times linked with servility, deference and a rigid class system, it was also linked with militancy and political activism in the form of the troublesome pommie shop steward. In chapter one I suggest where these un-deconstructed ‘types’ emanated from, contextualising my theory through the languages of class, going on to suggest why and how these stereotypes have remained so cogent. The cogency of these representations is revealed through the chapters on film, television, newspapers and academic publications. Finally, I argue for a complete reassessment of how the signifier ‘Englishness’ is functioning, both ideologically and politically, in Australian nationalist narratives.
15
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.
Full text
16
Gordon, Richard Hedley. "Technology-enhanced learning and teaching: Narratives of secondary English teachers in Western Australia." Thesis, Gordon, Richard Hedley (2022) Technology-enhanced learning and teaching: Narratives of secondary English teachers in Western Australia. Masters by Research thesis, Murdoch University, 2022. https://researchrepository.murdoch.edu.au/id/eprint/64672/.
Full textAbstract:
This qualitative study explored teacher beliefs, decision-making, and pedagogical practices for using digital technologies in Western Australian secondary English classrooms. Driven by technology and the assumption that technology integration enhances student learning, the secondary school education landscape is undergoing a period of rapid change. While some stakeholders view teachers’ pedagogical practice as integrated with technology-enhanced learning (TEL), the literature identifies that the contrary is often true: technology use and deployment can be uneven and unsystematic. This study aimed to understand these perceptions via three research questions, that explored TEL's effects on secondary English teaching, both before and after the COVID-19 pandemic home learning experience. Six secondary English teachers were recruited via professional networking. Employing a narrative inquiry methodology, semi-structured interview questions were designed to encourage participants to share their pedagogical approaches and experiences with technology. The interview data were analysed using narrative thematic analysis and dominant themes were identified. The analysis found that teacher participants articulated stories of change and adaptation when using TEL, which gave insight into both personal and professional beliefs regarding education technology. Additional findings report that the home-learning experience during the pandemic has opened up possibilities for new digital pedagogies. However, this was counterbalanced by reinforcement of traditional beliefs about behaviour management, student learning, and teacher agency. The study concludes that if the knowledge gained from home learning in 2020 is utilised in positive ways to further integrate digital pedagogies into curricula, all educational stakeholders are likely to benefit. Furthermore, findings may have implications for twenty-first century in-service and pre-service teacher education to ensure that TEL functions as an enhancement to learning in its broadest sociocultural context.
17
Evans, Simone Kirsten School of Modern Languages UNSW. "How can teachers best enable adult English language learners to interact verbally?" Awarded by:University of New South Wales. School of Modern Languages, 2004. http://handle.unsw.edu.au/1959.4/20512.
Full textAbstract:
The study revolves around the delivery of an ESOL (English to Speakers of Other Languages) program on conflict management in the workplace to a small group of adult learners studying in a private educational institution in Sydney, Australia. The program was of four days???? duration, and was delivered over a four-week period. It involved both in-class and out-of-class tasks, and required learners to analyse their own discourse practices, those of other learners, and those of the speech community in which they were living. The program had two principle objectives. Firstly, it asked whether learners are able to modify their discourse practices at will in order to achieve successful negotiation outcomes. Secondly, it explored the effect of deliberately altered discourse styles on perceptions of learners held by speech community members. The methodology employed to achieve these objectives was ethnographic in nature and involved the following processes: 1. Learners were video-taped negotiating with other learners before and after the program. 2. Learners undertook the program aimed at increasing their ability to negotiate in business environments using culturally appropriate spoken language in conjunction with compatible prosodic and paralinguistic features as well as conversation management strategies. Learners kept diaries of their experiences and self-evaluation, and were interviewed following the course. 3. A group of nine native speakers of English viewed the 'before' and 'after' video-tapes and completed a survey aimed at collecting and quantitatively measuring (change in) their perceptions of the learners. This change was statistically analysed using a repeated-measures t test. The effect proved statistically significant overall; t(80) = 1.990, p>.01, two-tailed. 4. The 'before' and 'after' negotiations were then analysed by the researcher using ethnomethodological Conversation Analysis, modified to include some aspects of facial expression. The implications of the findings for teaching 'Business English', 'Global English' and 'Speaking' more generally are then discussed.
18
Wells, Shannon L. "What is English now? The construction of subject English in contemporary textbooks for Australian secondary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/1963.
Full textAbstract:
Australian educators are currently engaged in widening debates about the performance of the nation’s schools, teachers and students. Perceived literacy deficits among secondary students have fuelled the debate, and this has precipitated reforms to English curricula at both National and State levels. The newly revised curricula attempt to improve student achievement through more systematic teaching about the English language and language skills. In response to the changes, major education publishers in Australia have released revised textbooks for English that purport to engage with the new curriculum.
This research study considered whether such new resources offer genuinely fresh and effective approaches to English, or whether they reproduce established conceptions and methods in new packaging. Guided by Michel Foucault’s concepts of social technology and discursive practice, and Ian Hunter’s detailed historical-theoretical analysis of English, this inquiry used a combination of content analysis and theorisation to identify the models of English embodied in textbooks. Five recent publications were studied to expose both the content and the underlying ideas and pedagogical assumptions about English contained within. Hunter’s historical matrix was applied to categorise the content and quantify the overall proportions of rhetorical, ethical and aesthetical instruction evident in the resources. The findings were interpreted according to Hunter’s genealogy of English and its prevailing discourses, in an effort to offer some clarification about the assumptions that shape school English, and its direction now and in the future.
The findings suggest that despite attempts to reconstruct English around the teaching of language skills, established conceptions of English have resurfaced, pulling the subject back toward the ethical domain and distorting the overall balance of content. While the data appears to reflect an apparent prominence of rhetorical skilling, analysis of the content demonstrates how this initiative is obscured by a superficial and mechanical treatment of language and a subsequent preoccupation with the ethical. The oscillation between rhetoric and ethics further reveals a visible circumvention of aesthetics, which is unvaryingly the most neglected category. The thesis concludes that change in English is likely being impeded by teaching materials, conceptual frameworks and assumptions that continue to frame English as a primarily ethical activity, in which linguistic skilling is subordinated to self-formation.
19
Glew, Paul J. "Learning and teaching in ESL perspectives on educating international students in Australia /." View Vol. 1 (Vol. 2 restricted access), 2008. http://handle.uws.edu.au:8081/1959.7/41785.
Full textAbstract:
Thesis (Ed.D.)--University of Western Sydney, 2008.A thesis presented to the University of Western Sydney, Centre for Educational Research, in fulfilment of the requirements for the degree of Doctor of Education. Includes bibliographies.
20
Chur-Hansen, Anna. "An investigation of the English language proficiency and academic and clinical performance of University of Adelaide Medical School undergraduates /." Title page, contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09PH/09phc5595.pdf.
Full textAbstract:
Thesis (Ph.D.) -- University of Adelaide, Dept. of Psychiatry, 1998.Author's revision to her thesis is in envelope on back page. Copies of author's previously published works inserted. Bibliography: leaves 472-502.
21
Rida, A. "Non English speaking background migrant Muslim women and migrant English language provision." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/945.
Full textAbstract:
The purpose of this study is to define and delineate the factors which influence the decision by non-English speaking background migrant Muslim women to access or not access their eligibility for English language tuition, as set out by current policies governing the eligibility of migrants to participate in Adult Migrant Education programs. As such, the study is of particular interest to both key informants: teachers, community workers, coordinators, and to the target population themselves-Migrant Muslim women. It is also of benefit to those who are concerned with implementing language programs as it will provide them with an understanding of the issues facing Muslim women that may prevent them from accessing such classes. It is also of particular interest because it delves into and explores an• area where much speculation has taken place, but where little research of significance has been directed. The target population is defined as adult (over age 16) Muslim women from a non-English speaking background who are currently residing in the Perth metropolitan area. Two groups within this target population have been included in the study, the first being those women who have accessed migrant language tuition in a formal class setting (excluding those who have accessed the home tutor scheme). The second being those women who have not, with the objective of drawing a typology of the kind of Muslim women accessing classes-age, country of birth, family, socio-economic status, perceived need to learn English, level of education and aspirations and other relevant variables that were brought to light through the research process. Data was collected using both quantitative and qualitative research methods which involved the analysis of figures pertaining to the numbers of women from Muslim countries of birth who have accessed English language classes through the Adult Migrant Education Program in order to arrive at conclusions about the relative absence of Muslim women in these programs. Qualitative data was collected using a structured interview with twenty three women from the target population as well as interviews with three key informants. The purpose of the key informant interviews was to gain an understanding of the external factors accessibility, availability of information and practical considerations such as child care transport and provision of special arrangements that may affect the decision or the ability of Muslim women to attend classes.
22
Haig, Yvonne G. "Teacher perceptions of student speech." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1030.
Full textAbstract:
Although language variation is widespread and natural,it is subject to judgement. Where a standard language has developed, other varieties tend to be judged against its "standards". While a number of overseas studies have found that this type of linguistic bias occurs in education and negatively impacts on dialect speakers, there has been little research in Australia. The research reported in this thesis investigates how teachers perceive the speech of school-aged students and whether the socio-economic status or level of schooling of the students influence these perceptions. Further, it examines the relationships between the teachers' background, the way they define Standard Australian English, their attitude to language variation and the way they perceive student speech. The research was undertaken as three separate but related studies. Thirty six teachers from twelve different schools were involved - three teachers from four different schools (n=l2) participating in each of the three studies. In Study One, the teachers kept observational notes on the problems they identified in their students' speech for a period of a week. In Study Two, the teachers participated in school-based focus groups to discuss those features they deemed to be problematic in their students' speech. In Study Three, the teachers ranked tape-recorded samples of speech from students who were not known to them. All the teachers provided background information, wrote their own definition of Standard Australian English and completed a questionnaire about their attitude to language variation in general and to the use of particular variants of English. The teachers in the three studies identified aspects of pronunciation, vocabulary, grammar and language use as problematic in student speech. The teachers' judgement of what was problematic and their perception of what caused these problems differed according to the socio-economic status of the students. Many of the features teachers identified as problematic were variants of Australian English. The teachers of low SES students tended to see this variation as evidence of their students' language deficiency and to be the result of their "restricted" backgrounds. The teachers of high SES students identified fewer problems in their students' speech and tended to view variation as developmental, inappropriately informal use of language or the result of deterioration in "standards". The teachers' perceptions of speech also varied according to the year level they were teaching. These perceptions reflected the teachers' own backgrounds, their personal definitions of Standard Australian English, their own "idealised" speech and their view of the relative status of Australian accents. The written form of the language also greatly influenced the teachers' perceptions of student speech. The results of this research have important implications for pedagogy, particularly in relation to equity and social justice. In an education system which increasingly relies on teacher judgements to assess the progress of students, the often negative influence of factors related to a student's background should be of serious concern. A failure to recognise the impact of non-standard features in speech on the educational opportunities and achievements of students would compromise their basic rights and limit the social and economic contributions they would otherwise be able to make.
23
Wilson, James A. "An analysis of the disincentives to the learning of languages other than English in Australia /." Title page, contents and abstract only, 1993. http://web4.library.adelaide.edu.au/theses/09EDM/09dmw749.pdf.
Full text
24
Ellis, Jeanne. "Past (pre)occupations, present (dis)locations : the nineteenth century restoried in texts from/about South Africa, Canada, Australia and Aotearoa New Zealand." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96012.
Full textAbstract:
Thesis (PhD)--Stellenbosch University, 2014.ENGLISH ABSTRACT: This thesis focuses on the 'restorying‘ of British settler colonialism in a range of texts that negotiate the intricacies of post-settler afterlives in the postcolonial contexts of South Africa, Canada, Australia and Aotearoa New Zealand. In this, I do not undertake a sustained, programmatic comparative reading in order to deliver a set of answers based on insights achieved into the current state of post-settler colonial identities. Rather, I approach the study as an open-ended exploration by reading a combination of texts of various kinds – novels, poetry, drama, films and installation art – from and about these different geographical and historical contexts, structured as a sequence of four chapters, each with a distinct theoretical ensemble specific to the (pre)occupations of the settler colonial past and the linked senses of (dis)location in the present that emerge from the primary texts combined in each case. Since this project is informed by my location as a South African researcher, the cluster of primary texts in every chapter always includes one or more South African texts as pivotal to the juxtapositional dynamics such a reading attempts. By placing this study of the textual afterlives of settler colonialism undertaken from a South African perspective within the ambit of neo-Victorian studies, it is my intention to contribute to the growing body of critical and theoretical work emerging from this interdisciplinary field and to introduce to it a set of primary texts that will extend the parameters of its productive intersections with colonial and postcolonial studies.
AFRIKAANSE OPSOMMING: Hierdie tesis bestudeer die 'restorying' van Britse setlaar-kolonialisme in ‘n groep tekste wat die verwikkeldheid van post-setlaar 'afterlives' in the post-koloniale kontekste van Suid Afrika, Kanada, Australië en Aotearoa Nieu-Seeland vervat. Hiermee onderneem ek nie ‘n volgehoue, programmatiese vergelykende interpretasie met die oog daarop om die huidige stand van post-setlaar koloniale identiteite tot ‘n stel antwoorde te reduseer nie. Ek benader die studie eerder as ‘n verkenning van moontlikhede gegenereer deur die lees van ‘n kombinasie van verskillende tekste – romans, gedigte, drama, films en installasie kuns – wat hulle oorsprong in hierdie verkillende geografiese en historiese kontekste het, asook daaroor handel. Gevolglik bestaan die studie uit vier hoofstukke wat elkeen die (pre)okkupasies van die setlaar-koloniale verlede en die gepaardgaande gevoel van (dis)lokasie in die hede, soos tevoorskyn gebring deur die kombinasie van primere tekste, aan die hand van ‘n toepaslike teoretiese ensemble bespreek. Aangesien die projek uit my posisie as Suid Afrikaanse navorser spruit, en ‘n jukstaposisionele dinamiek grondliggend aan my leesbenadering is, betrek ek telkens een of meer Suid Afrikaanse tekste by die groep primere tekste wat die basis van elke hoofstuk vorm. Deur hierdie studie van die tekstuele 'afterlives' van setlaar-kolonialisme, wat vanuit ‘n Suid Afrikaanse perspektief onderneem word, binne die raamwerk van neo-Viktoriaanse studies te plaas, beoog ek om by te dra tot die korpus van kritiese en teoretiese werk van hierdie interdisiplinere veld. Deur die toevoeging van die betrokke groep primere tekste word die area waar hierdie veld met koloniale en post-koloniale studies oorvleuel verbreed.
25
Liando, Nihta V. F. "Foreign language learning in primary schools with special reference to Indonesia, Thailand and Australia /." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09arml693.pdf.
Full text
26
Macdonald, Winifred L. "English speaking migrant children in educational and cultural transition." Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/1322.
Full textAbstract:
The purpose of the research was to investigate whether cultural dissonance was experienced by a group of migrant students during educational and cultural transition to new education systems which shared cultural markers of language and ethnicity. Cultural dissonance is defined in this study as:A sense of discord or disharmony, experienced by participants in cultural change where cultural differences are found to occur which are unexpected, unexplained and therefore difficult to negotiate and which inhibit behavioural adaptation.The study utilised case histories of children from forty-seven families. The respondents in the research were the children's parents. The families had emigrated from the United Kingdom to Western Australia during the period 1985-1995.The families reported receiving little information about education systems in Western Australia prior to migration. In the post-migration period, little official information was provided at system or at school level. Because placing the children in schools was a priority for the families, encounters with Western Australian education systems took place within a few weeks of their arrival as migrants.This lack of prior information meant that cultural differences in educational provision were unexpected and unexplained. In particular, families encountered unexpected problems in the appropriate placement of their children in Western Australian schools. Accented English and differences in word usage led to unexpected rejection and teasing. The perceived failure on the part of schools to address these and other differences caused confrontations between parents and many schools and disrupted the children's educational progress. These discordant experiences and difficulties led to what, in this study, is characterised as cultural dissonance.The implications for the study are discussed on two levels. With particular reference to Western Australian education systems, the lack of induction policies for English-speaking migrant children was apparent. There appeared to be no system or school level guidelines which mandated the use of printed matter, provided at State system level to address these difficulties. The schools were not seen to make good use of the information parents provided about the children's educational stages. The intervention of teachers at classroom level to discourage teasing was seen as ineffective and in two cases teachers contributed to the problems being encountered.On a more general level, the study has implications for attitudinal change within Australian society towards the reception of skilled and financially secure migrant new criteria for entry to Australia have implications for the socio-economic status of potential migrants. The self-identity of these families is influenced by their status in the social hierarchies of their country-of origin. Skilled and professional families are likely to resist policies for their children's induction being seen as a low priority in Western Australian schools simply because of the child's migrant status.The research findings gave rise to recommendations that:Information of education systems in Western Australia should be made available to all intending migrant families with children.Induction policies for all migrant children should be in place and be utilised in Western Australian schools.The formulation of policy takes account of the effects of changes to migrant socio- economic status, brought about by the changes to the criteria for entry to Australia.The study concluded that shared markers of language and ethnicity were not sufficient to ensure that the cultural differences in education systems were not experienced by the families. A lack of prior information on those differences and a lack of induction policies for the children led to difficulties and to experiences of cultural dissonance for the families.
27
Sawyer, Wayne, University of Western Sydney, of Arts Education and Social Sciences College, and School of Education and Early Childhood Studies. "Simply growth? : a study of selected episodes in the history of Years 7-10 English in New South Wales." THESIS_CAESS_EEC_Sawyer_W.xml, 2002. http://handle.uws.edu.au:8081/1959.7/379.
Full textAbstract:
Calls for increased attention to subject-specific histories have been somewhat insistent in the last two decades. An important emphasis in these calls has been for attention to the history of the 'preactive curriculum' as represented, for example, in Syllabus documents. English has been a particular case in these arguments- a case which often revolves around defining the subject itself. Others have argued further that subject-specific history is usually centred in detailed local, historical studies of the recent past. In attempting to address these issues, this study sets out to answer the questions: 1/. How was Years 7-10 English defined from the early 1970s to the early 1990s in NSW? 2/. What was the relationship between the concepts 'English' and 'literacy' in NSW in the given period? The study focuses specifically on constructions of English in Syllabus documents, professional journals, textbooks and examinations. The particular methodology used to address the study questions is an in-depth study of two selected years during, viz. 1977 and 1992, accompanied by detailed discussion of contextual aspects of these years.Doctor of Philosophy (PhD)
28
Agnew, Melissa. "Big country, big voice : matching Australian actors' speech training to theatrical performance requirements." Thesis, Queensland University of Technology, 1995. https://eprints.qut.edu.au/35851/1/35851_Agnew_1995.pdf.
Full textAbstract:
This study investigates the requirements of the Australian actor's speaking voice in theatrical
performance with a view to identifying any presently existing shortcomings in that voice and proposing a means of addressing problems. From sources including case studies and fieldwork projects, data emerge about voice and speech practice in the Australian theatre.
Significant interviews with Voice experts from the Royal Shakespeare Company are included, as is a voice-oriented analysis of Louis Nowra's major plays. Implications for actor-training are detailed in the Data, Findings and Conclusion chapters. The thesis proposes that actor training programs should feature dialect in their speech courses.
29
Lickiss, Aleo Angela. "The oboe and English horn works of Ross Edwards and his place in Australian music." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/3130.
Full textAbstract:
The oboe and English horn works of Ross Edwards are fascinating and challenging to oboists of all abilities. However, Edwards' works have received little recognition beyond Australia. These pieces can be used to expose students to non-European influences in music, especially that of Aboriginal Australians. These works deserve to be considered part of the standard repertoire of an oboist due to their musical and technical demands and their position in the repertoire of the 20th and 21st centuries.
Modern Australian music history can be traced back to the time the English first colonized the continent. After that time, the country began its journey toward musical independence from England eventually leading to a uniquely Australian sound. Born in 1943, Ross Edwards is a contemporary Australian composer that has identified his music as Australian. He acknowledges several outside sources in his music, from Australian Aboriginal to the distilled sounds of nature from the Australian Outback. Edwards has created his own musical style, utilizing distilled musical fragments later named icons, and system he uses to compose his works. It is through an understanding of where Australia's musical heritage begins, and how it develops, that we may gain a greater knowledge of contemporary Australian composers like Ross Edwards. This study demonstrates the importance of Ross Edwards' music in the development of an Australian sound through historical context and the analysis of his oboe and English horn works.
30
Adhikari, Pramod Kumar Politics Australian Defence Force Academy UNSW. "Socioeconomic attainments and birthplace variations in Australia." Awarded by:University of New South Wales - Australian Defence Force Academy. School of Politics, 1996. http://handle.unsw.edu.au/1959.4/38641.
Full textAbstract:
Australia is home for immigrants from more than a hundred countries and in total almost a quarter of all Australians are overseas-born. A high proportion of immigrants in a society raises question about socioeconomic equality. The purpose of the thesis is to study the differences in socioeconomic attainments between immigrants and native-born workers. Using data collected from the Issues in Multicultural Australia Survey, conducted in 1988, and the ABS Census of Population and Housing, 1986 and 1991, the study finds that human capital variables such as education, language proficiency and experience largely explain the socioeconomic attainments of Australian-born workers. Among immigrant workers, however, these human capital variables have little or no effect on status attainments. The data also show that the lower socioeconomic status of immigrants may not be due only to the lower investment in human capital. Even second generation NESB immigrants are unable to obtain comparable rewards compared to longer established Australians with similar education and skills. The study indicates that there may be barriers in the Australian labour market operating against NESB immigrants. The study concludes that there are birthplace variations in workers??? socioeconomic attainments. When employers can hire Australian-born workers from a large pool of unemployed workers, immigrant workers will be excluded from employment. Immigrant workers will only be hired if the rewards for these workers are lower compared to Australian-born workers. In situations of high unemployment, especially, immigrant workers will find it difficult to be treated equally in the labour market.
31
Macdonald, Winifred L. "English speaking migrant children in educational and cultural transition." Curtin University of Technology, Faculty of Education, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10503.
Full textAbstract:
The purpose of the research was to investigate whether cultural dissonance was experienced by a group of migrant students during educational and cultural transition to new education systems which shared cultural markers of language and ethnicity. Cultural dissonance is defined in this study as:A sense of discord or disharmony, experienced by participants in cultural change where cultural differences are found to occur which are unexpected, unexplained and therefore difficult to negotiate and which inhibit behavioural adaptation.The study utilised case histories of children from forty-seven families. The respondents in the research were the children's parents. The families had emigrated from the United Kingdom to Western Australia during the period 1985-1995.The families reported receiving little information about education systems in Western Australia prior to migration. In the post-migration period, little official information was provided at system or at school level. Because placing the children in schools was a priority for the families, encounters with Western Australian education systems took place within a few weeks of their arrival as migrants.This lack of prior information meant that cultural differences in educational provision were unexpected and unexplained. In particular, families encountered unexpected problems in the appropriate placement of their children in Western Australian schools. Accented English and differences in word usage led to unexpected rejection and teasing. The perceived failure on the part of schools to address these and other differences caused confrontations between parents and many schools and disrupted the children's educational progress. These discordant experiences and difficulties led to what, in this study, is characterised as cultural dissonance.The implications for the study are discussed on two levels. With particular ++reference to Western Australian education systems, the lack of induction policies for English-speaking migrant children was apparent. There appeared to be no system or school level guidelines which mandated the use of printed matter, provided at State system level to address these difficulties. The schools were not seen to make good use of the information parents provided about the children's educational stages. The intervention of teachers at classroom level to discourage teasing was seen as ineffective and in two cases teachers contributed to the problems being encountered.On a more general level, the study has implications for attitudinal change within Australian society towards the reception of skilled and financially secure migrant new criteria for entry to Australia have implications for the socio-economic status of potential migrants. The self-identity of these families is influenced by their status in the social hierarchies of their country-of origin. Skilled and professional families are likely to resist policies for their children's induction being seen as a low priority in Western Australian schools simply because of the child's migrant status.The research findings gave rise to recommendations that:Information of education systems in Western Australia should be made available to all intending migrant families with children.Induction policies for all migrant children should be in place and be utilised in Western Australian schools.The formulation of policy takes account of the effects of changes to migrant socio- economic status, brought about by the changes to the criteria for entry to Australia.The study concluded that shared markers of language and ethnicity were not sufficient to ensure that the cultural differences in education systems were not experienced by the families. A lack of prior information on those differences and a lack of induction ++
policies for the children led to difficulties and to experiences of cultural dissonance for the families.
32
Monaghan, Paul. "Him walkabout : aspects of the development and diffusion of Pidgin English in South Australia, 1889 to 1939 /." Title page, contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09AR/09arm734.pdf.
Full text
33
Chen, Qin. "The effects of learning lexical chunks on the English writing proficiency of Chinese-speaking tertiary students in Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2288.
Full textAbstract:
Over the past decade, Australian tertiary institutions have seen a dramatic increase in the enrolment of overseas students. There is a concern that students’ academic success relies heavily on their mastery of academic writing. How to improve international English as an Additional Language (EAL) students’ proficiency has been a cause of significant concern and debate among scholars and education specialists. Scholars in the field of Second Language Acquisition (SLA) have paid some attention to the role that lexical chunks can play in increasing second language (L2) learners’ writing success. Underpinning the current study is the concept of lexical chunks and lexical pedagogy.
This thesis reports on a multi-case study of nine Chinese-speaking tertiary students who were studying in different tertiary institutions in Australia at the time of the research. The aim of the study was to investigate the effects of focused instruction on lexical chunks on students’ writing proficiency. This study used both quantitative and qualitative data to investigate the efficacy of lexical pedagogy on writing proficiency. Quantitative data involved questionnaires, pre- and post-tests and writing samples, collected before and after focused instruction. These data were supplemented by follow-up interviews with the individual student participants.
The findings highlighted three major issues. First, a relationship between knowledge of lexical chunks and improved proficiency in International English Language Testing System (IELTS) writing tasks was evident but not universal for all nine students. Another major finding was the effects of focused instruction on lexical chunks in Chinese-speaking tertiary students’ academic writing. These are presented in accordance with the following aspects of lexical awareness: cohesion and coherence, accuracy and variety and sentence production, as well as other “byproducts” of focused instruction. However, the effects varied from student to student, thus requiring further longitudinal empirical studies. Finally, the lexical transfer from writing to other modes of communication was examined from the students’ perspectives. Even though some of the students perceived a transfer from writing to other modes, their writing performance did not show exactly how much transfer actually occurred. The study found that discipline-specific writing, being different from IELTS writing tasks, is more complex, involves much more than lexical knowledge and comprises multiple factors and skills.
The thesis outlines the pedagogical implications for both teaching methodology and curriculum design for language instructors and discipline lecturers. The research also offers insights into the complexity of EAL writing and lends support for more eclectic and comprehensive programs for teaching academic writing to EAL students.
34
Mirahayuni, Ni Ketut School of Modern Language Studies UNSW. "Investigating textual structure in native and non-native English research articles : strategy differences between English and Indonesian writers." Awarded by:University of New South Wales. School of Modern Language Studies, 2002. http://handle.unsw.edu.au/1959.4/19068.
Full textAbstract:
Research into English research articles (RAs) has largely been focused on articles produced by native English writers. This thesis aims to investigate the textual structure of research articles written by non-native English writers, which may contribute to their acceptance for international publication. A comparison is made between RAs written by native English speakers, Indonesian writers writing in English, and Indonesian writers writing in Indonesian, all in the field of Language and Language Teaching. It explores the relation of text's generic structure, context and linguistic realization. The thesis develops a framework for the generic structure analysis based on Swales' CARS model of moves. A complementary analysis using Systemic-Functional Linguistics' (SFL) approach to texture, namely, text's method of development and structure of information, is conducted to further reveal the textual strategies of the different groups. The findings indicate significant differences in both forms and functions of textual strategies between the native and non-native texts. The differences may partly be due to the influence of writing practices in the non-native writers' first language and partly to the writer's attempt to find an appropriate format in the absence of well-established research writing conventions in the first language. Consequently, non-native English texts may show textual features and organising strategies unfamiliar to both the native English and native Indonesian texts. Findings from the research highlight two issues. First, formal and functional differences of generic structure elements and their realizations between the native and non-native English texts may disadvantage the non-native writers, particularly with regards to employment of unfamiliar organizational strategies. Second, besides knowledge of formal generic structure, more importantly, non-native English writers need to acquire the knowledge of the nature of scientific writing in English in order to achieve full control of the writing process and thus produce successful writing. The implications for further research and the teaching of academic writing are discussed.
35
Wang, Wei. "Newspaper commentaries on terrorism in China and Australia a contrastive genre study /." Connect to full text, 2006. http://hdl.handle.net/2123/1701.
Full textAbstract:
Doctor of Philosophy(PhD)This thesis is a contrastive genre study which explores newspaper commentaries on terrorism in Chinese and Australian newspapers. The study examines the textual patterning of the Australian and Chinese commentaries, interpersonal and intertextual features of the texts as well as considers possible contextual factors which might contribute to the formation of the newspaper commentaries in the two different languages and cultures. For the framework of its analysis, the study draws on systemic functional linguistics, English for Specific Purposes and new rhetoric genre studies, critical discourse analysis, and discussions of the role of the mass media in the two different cultures. The study reveals that Chinese writers often use explanatory rather than argumentative expositions in their newspaper commentaries. They seem to distance themselves from outside sources and seldom indicate endorsement of these sources. Australian writers, on the other hand, predominantly use argumentative expositions to argue their points of view. They integrate and manipulate outside sources in various ways to establish and provide support for the views they express. It is argued that these textual and intertextual practices are closely related to contextual factors, especially the roles of the media and opinion discourse in contemporary China and Australia. The study, by providing both a textual and contextual view of the genre under investigation in the two languages and cultures, aims to establish a framework for contrastive rhetoric research which moves beyond the text into the context of production and interpretation of the texts as a way of exploring reasons for the linguistic and rhetorical choices made in the two sets of texts.
36
Strutt, Liana. "Teacher understandings of responsibilities for reading instruction in stage one and two English courses of study in Western Australian schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/370.
Full textAbstract:
The purpose of the study was to explore secondary teachers’ understandings of their responsibilities towards students who demonstrate poor literacy skills with regard to the Reading Outcome in the Western Australian English Courses of Study. As an experienced secondary English teacher, the researcher was aware that the reading demands of senior secondary classrooms were challenging for some students and that many teachers were unsure of how they should respond to the needs of the students. Since the education reforms which began in Western Australia in the late 1990s and the subsequent introduction of Courses of Study in 2006, a great deal of debate has arisen over the delivery of curriculum that addresses literacy in senior school classes. As reading is considered to be a key action of learning in the senior school context, the introduction of the Courses of Study in Western Australia has forced a review of the role of English teachers in terms of their key responsibilities. Through the methods of a survey and follow-‐up interview, this investigation has explored what teachers regard as their core responsibility in the classroom with regard to reading. The participants were from Western Australian rural and metropolitan schools across the sectors of Department of Education and Training, Catholic Education Commission schools and the Association of Independent Schools of Western Australia. The study showed that teachers are primarily concerned with engaging students in the reading process when they deliver the curriculum. They acknowledge the existence in their classes of students who cannot access the texts set for study, but they do not know how to diagnose specific reading problems, nor how to support their students in what are essentially reading acquisition skills. It is concluded that teachers acknowledge their responsibility to ensure students are able to access the texts used in these classes, but do not have the skills to do this.
37
Caton, Brian. "The conservation of scenic coasts : an examination of the English heritage system and its possible use in South Australia /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09ENV/09envc366.pdf.
Full text
38
Hui, Leng. "A study of intercultural discourse between mainland Chinese speakers of English and Anglo-Australians." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/672.
Full textAbstract:
Intercultural communication between mainland Chinese speakers of English and Anglo-Australians is receiving ever-increasing attention in many fields. These fields include intercultural communication. English language teaching, education and business. This study approached the intercultural communication between mainland Chinese speakers of English and Anglo-Australians from a cognitive perspective by applying the theoretical framework of cultural linguistics. The intercultural discourse produced by mainland Chinese speakers of English in the context of them interacting with Anglo-Australians was analysed. The analysis was made by employing key concepts such as schemas, cultural schemas, discourse scenarios and discourse indexicals. A body of 39 audio-taped conversations between mainland Chinese speakers of English and Anglo-Australians which ran about 50 hours was collected according to the research tradition of the ethnography of communication. The data were transcribed and examined with the “emic” and “etic” insights provided by volunteer participants and informants. Fifty live excerpts of these conversations were analysed in line with cognitive anthropology and cultural linguistics.
39
Harkins, Jean. "English as a 'two-way' language in Alice Springs." Master's thesis, 1988. http://hdl.handle.net/1885/133743.
Full textAbstract:
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.
40
Doust, Janet Lyndall. "English migrants to Eastern Australia, 1815-1860." Phd thesis, 2004. http://hdl.handle.net/1885/109226.
Full textAbstract:
This thesis examines English immigration to eastern Australia between 1815 and 1860, dealing predominantly with the colonies of New South Wales and Victoria. I focus on the English because of their relative neglect in Australian immigration historiography, despite their being in the majority among the immigrants. I uncover evidence of origins, class, gender, motivation and culture. To provide a rounded picture of these immigrants, I use statistics and contemporary literary sources, principally correspondence, diaries and official and private archives, and compare the English immigrants in eastern Australia with English immigrants to the United States and with Scottish and Irish immigrants to New South Wales and Victoria in the same decades. To analyse the origins, motives and skills of the immigrants, I employ demographic data and case studies and examine separately immigrants with capital and assisted immigrants. Overwhelmingly, for both sets of immigrants, the motive was to seek material success in the colonies, faster than they believed they could at home. For the majority, this overcame scruples about the primitive state of the colonial societies and the taint of convictism. Land was a major attraction for many self-funded immigrants, who began to come into New South Wales in increasing numbers in the 1820s, initially mainly in family groups, but later larger numbers of single men were attracted to seek wealth prior to marriage. Many settled on the land as their primary source of income; others who came to practice in middle class professions were also keen to acquire town and country land for the status and wealth it promised, but lived and worked in urban areas. Chain migration was a common feature among middle class families in all decades. The gold rushes of the 1850s throw into stark relief the gambling element propelling so many people drawn from all but the poorest classes to chase fortunes. In the promotion of the Australian colonies to labouring people through government-assisted passages, the period 1831-1836 was experimental. I analyse the steps taken, the lessons learned and the background, motivations and skills of the English people attracted by this early scheme. Revised recruitment criteria were put into action in 1837 and I examine a profile of the assisted immigrants from a one in sixty sample from that year to 1860. This longitudinal study shows that, despite contemporary and subsequent criticisms of the quality of the assisted immigrants, they fitted the categories demanded by the colonists and predominantly came from regions of England suffering economic decline. To examine the culture and values of the English immigrants, I develop an extended case study of one family over two generations and analyse key themes emerging from the private papers of a cross-section of people. These two perspectives illustrate the contribution English immigrants made to the culture in eastern Australia and show how many of them maintained contact with family in England over a long period, while engaging actively in their new society.
41
Will, Louise Maree. "Australian non-English speaking background immigrants' income adjustment." Phd thesis, 1997. http://hdl.handle.net/1885/145749.
Full text
42
McLennan, Nicole Tamara. "'from home & kindred' : English emigration to Australia, 1860-1900." Phd thesis, 1998. http://hdl.handle.net/1885/145320.
Full text
43
Ratcheva, Silvia. "English language attitudes and motivation among adult migrants in Australia." Thesis, 2007. http://hdl.handle.net/1959.13/31417.
Full textAbstract:
Research Doctorate - Doctor of Philosophy (PhD)The present investigation is a project in applied linguistics which looks at second language acquisition (SLA) from a social psychological perspective. The study is cross-sectional correlational by design and draws on two social psychological models of SLA, namely: Gardner's (1985) socio-educational model and Schumann's (1978) acculturation model of SLA. The structured interview and survey methods were used to elicit the attitudes toward the speakers of Australian English and motivation for learning English among first generation non-English speaking adult migrants who were permanent settlers in, or citizens of, Australia. The Australian Second Language Proficiency Ratings (ASLPR) scale was used as a global and unobtrusive measure of English language proficiency. The study situates the socio-educational and acculturation models within recent developments of attitude, acculturation, motivation, and SLA theory; explores the differences in attitudes and motivation as a function of respondents' ethnic background and length of residence; and examines the relationship among the various acculturation, motivation and English language proficiency measures.The recurring themes are those of conceptual complexity, of integrativeness which is usually understood in SLA as the learners' social integration and psychological identification with the speakers of the target language, and the impossibility to separate the social from the individual level of analysis in SLA research. The results help to understand the evaluations and stereotype that migrants hold of Anglo-Australians and the values that underlie them. The results also lend support to the proposition (e.g. Dornyei, 2005) that an alternative interpretation of integrativeness in SLA is possible. The findings could be informative to those involved in policy making and in delivering education to migrants.
44
Ratcheva, Silvia. "English language attitudes and motivation among adult migrants in Australia." 2007. http://hdl.handle.net/1959.13/31417.
Full textAbstract:
Research Doctorate - Doctor of Philosophy (PhD)The present investigation is a project in applied linguistics which looks at second language acquisition (SLA) from a social psychological perspective. The study is cross-sectional correlational by design and draws on two social psychological models of SLA, namely: Gardner's (1985) socio-educational model and Schumann's (1978) acculturation model of SLA. The structured interview and survey methods were used to elicit the attitudes toward the speakers of Australian English and motivation for learning English among first generation non-English speaking adult migrants who were permanent settlers in, or citizens of, Australia. The Australian Second Language Proficiency Ratings (ASLPR) scale was used as a global and unobtrusive measure of English language proficiency. The study situates the socio-educational and acculturation models within recent developments of attitude, acculturation, motivation, and SLA theory; explores the differences in attitudes and motivation as a function of respondents' ethnic background and length of residence; and examines the relationship among the various acculturation, motivation and English language proficiency measures.The recurring themes are those of conceptual complexity, of integrativeness which is usually understood in SLA as the learners' social integration and psychological identification with the speakers of the target language, and the impossibility to separate the social from the individual level of analysis in SLA research. The results help to understand the evaluations and stereotype that migrants hold of Anglo-Australians and the values that underlie them. The results also lend support to the proposition (e.g. Dornyei, 2005) that an alternative interpretation of integrativeness in SLA is possible. The findings could be informative to those involved in policy making and in delivering education to migrants.
45
Konno, Rie. "Lived experience of overseas-qualified nurses from non-English-speaking backgrounds in Australia." Thesis, 2008. http://hdl.handle.net/2440/41889.
Full textAbstract:
The globalisation of the world has facilitated the international movement of the nursing workforce. Along with other immigration destination countries, Australia is now accepting nurses from more diverse national and educational backgrounds than ever before, in order to secure adequate staffing for its nursing workforce. This thesis reports on a research project which investigated the lived experiences of overseas-qualified nurses (OQNs) from non-English-speaking backgrounds (NESB) in coming to, and working in, Australia. The study used a qualitative design informed by the philosophy of Hermeneutic Phenomenology of Heidegger and Gadamer. The researcher individually interviewed a total of 24 OQNs of NESB from all over the world using a semi-structured interview method. The data were analysed by the case studies and thematic analysis method. From the analysis, a total of four important themes emerged that structured the lived experiences of the OQNs from NESB. 1) From the Past to the Future is concerned with Heidegger's notion of temporality (lived time). The two sub-themes are: the Past which describes the cultural, social and linguistic backgrounds of the OQNs which brought them to their present experiences in Australia, and the Future, which refers to future possibilities which have been opened up by their experiences in Australia. The past and the future co-exist within the OQNs' understanding of their present moment. 2) New Environment is concerned with Spatiality (lived space). The OQNs’ felt working environment in Australia is described. 3) Living in the English Language considers the notion of ‘lived body’ in relation to English-learning when working as nurses in Australia. 4) Shared World is concerned with Heidegger's notion of Shared World; the OQNs from NESB’s needs for a supportive inter-subjective environment is described and discussed. By using Parse’s phenomenological synthesis method, these four themes were then conceptualised into a core structure of phenomena that describes the core nature of the participants: “The lived experience of OQNs from NESB working in Australia is the process of obtaining a new identity in the English language, while actively formulating reality through interplay with new surroundings”. In conclusion, recommendations for improved support for OQNs from NESB derived from the study are presented.Thesis(Ph.D.)-- School of Population Health and Clinical Practice, 2008
46
Krebs-Lazendic, Lidija, University of Western Sydney, College of Arts, and MARCS Auditory Laboratories. "Early vs. late Serbian-English bilinguals' responses to two Australian English vowel contrasts." 2008. http://handle.uws.edu.au:8081/1959.7/36713.
Full textAbstract:
Adults learning a second language (L2) (“late learners”) have difficulty achieving a native speaker’s level of accuracy in both perception and production of L2 phonetic segments. This difficulty often results in deviant production of L2 segments that is perceived as accented speech by native speakers of that language. It is generally agreed that this failure in non native segmental production and perception is caused by previous linguistic experience with the first (L1) language. Late learners are expected to show stronger L1 effects than learners who learnt their L2 in early childhood (“early learners”). However, not all L2 phonetic segments are equally difficult for late learners. The learnability of L2 phonetic segments is thought to be perceptual in nature and depends on the perceived phonetic distance between them and the acoustically, phonetically and/or articulatorily most similar segment(s) in the learner’s L1 phonetic inventory. It is generally assumed that specific L2 segments will be perceptually related or assimilated to the most similar L1 segment(s) even if there is a detectable acoustic difference between them. The studies reported in this thesis examined Serbian-English bilinguals’ perception and production difficulties with two Australian English vowel contrasts that are not contrastive in Serbian: /e/ - /æ/ and /i:/ - //. We compared participants who began learning English before 5 years (“early”) versus those who began after 15 years (“late”). In Study 1and Study 2 early learners discriminated and produced both contrasts equally well, whereas late learners had greater difficulties perceiving and producing /e/ - /æ/. In Study 3 a priming paradigm was applied to discrimination and perceptual assimilation tasks in which the prime and target contain phonologically identical, phonetically similar or phonologically and phonetically unrelated vowels under two interstimulus intervals (ISI) that tap phonological versus phonetic levels of processing, according to prior research. Early versus late group differences suggest that discrimination and production accuracy reflect how listeners assimilate Australian English vowels to native Serbian vowels. “Early” and “late” learners related L2 vowels to L1 differently, which reflects differences in establishment of the L1 phonetic system at the time of L2 onset.Doctor of Philosophy (PhD)
47
Pallotta-Chiarolli, Maria. "Negotiating ethnicity, sexuality and gender : the personal identities of lesbians from non-English-speaking backgrounds." Thesis, 1991. http://hdl.handle.net/2440/115067.
Full text
48
Konno, Rie. "Lived experience of overseas-qualified nurses from non-English-speaking backgrounds in Australia." 2008. http://hdl.handle.net/2440/41889.
Full textAbstract:
The globalisation of the world has facilitated the international movement of the nursing workforce. Along with other immigration destination countries, Australia is now accepting nurses from more diverse national and educational backgrounds than ever before, in order to secure adequate staffing for its nursing workforce. This thesis reports on a research project which investigated the lived experiences of overseas-qualified nurses (OQNs) from non-English-speaking backgrounds (NESB) in coming to, and working in, Australia. The study used a qualitative design informed by the philosophy of Hermeneutic Phenomenology of Heidegger and Gadamer. The researcher individually interviewed a total of 24 OQNs of NESB from all over the world using a semi-structured interview method. The data were analysed by the case studies and thematic analysis method. From the analysis, a total of four important themes emerged that structured the lived experiences of the OQNs from NESB. 1) From the Past to the Future is concerned with Heidegger's notion of temporality (lived time). The two sub-themes are: the Past which describes the cultural, social and linguistic backgrounds of the OQNs which brought them to their present experiences in Australia, and the Future, which refers to future possibilities which have been opened up by their experiences in Australia. The past and the future co-exist within the OQNs' understanding of their present moment. 2) New Environment is concerned with Spatiality (lived space). The OQNs’ felt working environment in Australia is described. 3) Living in the English Language considers the notion of ‘lived body’ in relation to English-learning when working as nurses in Australia. 4) Shared World is concerned with Heidegger's notion of Shared World; the OQNs from NESB’s needs for a supportive inter-subjective environment is described and discussed. By using Parse’s phenomenological synthesis method, these four themes were then conceptualised into a core structure of phenomena that describes the core nature of the participants: “The lived experience of OQNs from NESB working in Australia is the process of obtaining a new identity in the English language, while actively formulating reality through interplay with new surroundings”. In conclusion, recommendations for improved support for OQNs from NESB derived from the study are presented.Thesis(Ph.D.)-- School of Population Health and Clinical Practice, 2008
49
Chur-Hansen, Anna. "An investigation of the English language proficiency and academic and clinical performance of University of Adelaide Medical School undergraduates / Anna Chur-Hansen." Thesis, 1998. http://hdl.handle.net/2440/19261.
Full textAbstract:
Author's revision to her thesis is in envelope on back page.Copies of author's previously published works inserted.
Bibliography: leaves 472-502.
xvi, 502 leaves : ill. ; 30 cm.
The first aim of this thesis is to investigate the English language proficiency of several cohorts of undergraduate medical students enrolled at the University of Adelaide, South Australia, employing both quantitative and qualitative measures. The second is to consider the influence of students' English language proficiency upon their academic and clinical performance. The thesis puts forward recommendations for future teaching and learning strategies and research opportunities in the medical education arena.
Thesis (Ph.D.)--University of Adelaide, Dept. of Psychiatry, 1998
50
Le, Couteur Amanda J. "Indirectness and politeness in requesting : an analysis of sociolinguistic and pragmatic aspects in an Australian context / Amanda Le Couteur." 1996. http://hdl.handle.net/2440/18793.
Full textAbstract:
Bibliography: leaves 457-478.xx, 478 leaves ; 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 Psychology, 1997?