Journal articles on the topic 'English in Australia'
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1
Vlčkovà, Jitka. "Clemens W.A. Fritz: From English in Australia to Australian English." Zeitschrift für Australienstudien / Australian Studies Journal 24 (2010): 191–95. http://dx.doi.org/10.35515/zfa/asj.24/2010.27.
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Oliver, Rhonda, Honglin Chen, and Stephen Moore. "Review of selected research in applied linguistics published in Australia (2008–2014)." Language Teaching 49, no. 4 (September 23, 2016): 513–48. http://dx.doi.org/10.1017/s0261444816000148.
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This article reviews the significant and diverse range of research in applied linguistics published in Australia in the period 2008–2014. Whilst acknowledging that a great deal of research by Australian scholars has been published internationally during these seven years, this review is based on books, journal articles, and conference proceedings published in Australia. Many of these sources will be unfamiliar to an international audience, and the purpose of this article is to highlight this body of research and the themes emerging from it. The journals selected in this review includeAustralian Journal of Language and Literacy, Australian Review of Applied Linguistics (ARAL), BABEL, English in Australia, English Australia, Papers in Language Testing and Assessment, Prospect: An Australian Journal of TESOL, TESOL in Context, andUniversity of Sydney Papers in TESOL. Selected refereed proceedings are from key national conferences including: ALAA (Applied Linguistics Association of Australia), ACTA (Australian Council of TESOL Association), ASFLA (Australian Systemic Functional Linguistics Association), and ALS (Australian Linguistics Society). Our review of selected applied linguistics work revolves around the following themes: the responses to the needs of government planning and policy; the complexity of Australia's multicultural, multilingual society; the concern for recognizing context and culture as key factors in language and language learning; social activism in supporting language pedagogy and literacy programmes at all levels of education; and acknowledgement of the unique place held by Indigenous languages and Aboriginal English in the national linguistic landscape.
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Christie, Frances. "English in Australia." RELC Journal 34, no. 1 (April 2003): 100–119. http://dx.doi.org/10.1177/003368820303400107.
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Pavlovych, Andrii. "AUSTRALIAN ENGLISH AND CANADIAN ENGLISH AS TWO EXAMPLES OF LANGUAGE DEVELOPMENT." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (January 30, 2020): 276–79. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-276-279.
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The article is devoted to the development of English in Australia and Canada. The analysis of historical, social and political prerequisites of formation of English in Australia and Canada has been conducted. The influence of extralinguistic factors on the development of English in the abovementioned countries, the universalization of vocabulary, grammar and phonetic structure of the language is described. The geographical location and lifestyle of Indigenous people and migrants had a significant impact on the development of Australian English. Concerning Canadian English, it should be mentioned that Canada is a bilingual country and French, and French, as well as American and British English, had a considerable influence on the development of language in this country.
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Bird, Ruth. "Legal Research and the Legal System in Australia." International Journal of Legal Information 28, no. 1 (2000): 70–92. http://dx.doi.org/10.1017/s073112650000888x.
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The law in Australia is derived from legislation passed in Australian parliaments, at Federal and State level, together with the English Common law tradition and the Australian Common Law which developed from the English Common Law.
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Yuliyani, Atik. "A Comparative Study: Australian English and Indonesian Complimenting Behaviours." IJEE (Indonesian Journal of English Education) 3, no. 1 (June 28, 2016): 15–28. http://dx.doi.org/10.15408/ijee.v3i1.3940.
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ABSTRACT The present study investigates the similarities and differences between Australian English and Indonesian speakers on paying compliments. A total of 50 university-student informants participated in the study: 25 Indonesian native speakers and 25 Australian English native speakers. The data were collected through a written Discourse Completion Task (DCT) which consists of eight situational settings. The results showed some similarities and differences between Australian English and Indonesian speakers on paying compliment. The similarities included the fact that ability was the most frequently preferred topic for both Indonesians and Australians, both Indonesians and Australians were more likely to give explicit verbal compliment, and compliments occurred mostly from males to females. The differences were: firstly, Australians used implicit compliment as their second preference, while Indonesians used ‘no-response’ type. Secondly, Australian females gave more explicit verbal compliment than the males did, whereas Indonesian females and males gave almost equal amount of explicit verbal compliment. Thirdly, the second most frequent positive semantic carriers were adverbs in Indonesian, but verbs in Australian English. ABSTRAK Penelitian ini menyelidiki persamaan dan perbedaan antara Australia dan Indonesia dalam memberikan pujian. Sebanyak lima puluh mahasiswa yang terdiri dari 25 mahasiswa Australia dan 25 mahasiswa Indonesia terlibat dalam penelitian ini sebagai informan. Data dikumpulkan melalui instrument tertulis (DCT) yang terdiri dari delapan seting. Hasil penelitian menunjukkan beberapa persamaan dan perbedaan antara Australia dan Indonesia dalam memberikan pujian. Persamaannya meliputi kemampuan (ability) menjadi topik yang paling disukai oleh keduanya, baik Indonesia dan Australia lebih senang memberikan pujian lisan secara eksplisit, dan pujian terjadi sebagian besar dari laki-laki ke perempuan. Adapun perbedaannya antara lain: pertama, Australia menggunakan pujian implicit sebagai preferensi kedua sementara Indonesia menggunakan tipe ‘no response’. Kedua, wanita Australia memberi pujian lisan secara eksplisit lebih daripada laki-laki lakukan, sedangkan wanita dan pria Indonesia memberi jumlah yang hampir sama dari pujian lisan eksplisit. Ketiga, kata keterangan (adverbs) menjadi ungkapan semantik positif kedua yang digunakan Indonesia, sedangkan Australia menggunakan kata kerja (verbs) sebagai ungkapan semantik positif kedua. How to Cite: Yuliani, A. (2016). A Comparative Study: Australian English and Indonesian Complimenting Behaviours. IJEE (Indonesian Journal of English Education), 3(1), 15-28. doi:10.15408/ijee.v3i1.3940 Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i1.3940
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Constantine, S. "The English in Australia." English Historical Review CXXII, no. 495 (February 1, 2007): 266–67. http://dx.doi.org/10.1093/ehr/cel449.
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Kaye, Alan S. "English in Australia (review)." Language 79, no. 1 (2003): 216–17. http://dx.doi.org/10.1353/lan.2003.0086.
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Farley, Florence, and Elke Stracke. "Exploring a possible relationship between the attitude of experienced English learners towards Australian English and their L2 motivation." Australian Review of Applied Linguistics 42, no. 3 (September 10, 2019): 224–50. http://dx.doi.org/10.1075/aral.18053.far.
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Abstract This paper investigates a possible relationship between the motivation and attitude of learners towards L2 in the socio-cultural context of Australia. We used an explanatory mixed-methods approach and conducted a survey with 31 international postgraduate TESOL students at a regional university in Australia. Then we conducted semi-structured interviews with six of the students. The survey results suggest a relationship between the way a learner viewed Australian English and their motivation towards L2. The motivational factors were Ideal L2 Self, Linguistic Self Confidence, Cultural Interest, Instrumentality (Promotion) and Ought-to L2 Self. While all contributed to varying degrees in motivating the learners towards L2 learning, only the first three interacted significantly with learners’ attitudes towards Australian English. Further, our interview data highlight that the attitude of the learners with regard to their favorite language variety was based more on Australian English’s Inner Circle status than its linguistic characteristics.
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Blackburn, Aranzazu M., Linley Cornish, and Susen Smith. "Gifted English Language Learners." Journal for the Education of the Gifted 39, no. 4 (October 17, 2016): 338–60. http://dx.doi.org/10.1177/0162353216671834.
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Current research on gifted English language learners (gifted ELLs) is broadly centered on identification issues and investigations of underrepresentation in gifted programs mainly in schools in the United States and referencing predominantly Spanish-speaking students. Australia presents itself as a multicultural nation, yet limited research exists as to what it knows about its particular gifted ELL populations and ways of supporting them when they enter Australian schools. A review of the current literature examines existing research in the United States and explores the findings from Australian studies. Some suggestions for future research in both local and global contexts are offered.
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Collins, Peter. "Review of Fritz (2007/1788-1900): From English in Australia to Australian English." English World-Wide 29, no. 3 (October 1, 2008): 364–69. http://dx.doi.org/10.1075/eww.29.3.09col.
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Suarez, Megan. "Aborginal English in the Legal System." Australian Journal of Indigenous Education 27, no. 1 (July 1999): 35–42. http://dx.doi.org/10.1017/s1326011100001526.
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The Australian legal system is based on the principle of equality before the law for all its citizens. The government of Australia also passed the international Human Rights and Equal Opportunity Commission Act in 1986, although these rights are not accessible to all Australians in the legal system (Bird 1995:3). The Australian legal system has failed to grant equality for all its people. The Aboriginal community is severely disadvantaged within the legal system because the Australian criminal justice system has “institutionalised discrimination” against Aboriginal people through communication barriers (Goldflam 1995: 29).
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Van Der Veen, Roger. "Rehabilitation Counselling with Clients from Non-English Speaking Countries." Australian Journal of Rehabilitation Counselling 5, no. 2 (1999): 86–97. http://dx.doi.org/10.1017/s1323892200001095.
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People born in non-English Speaking Countries (NESCs) and resident in Australia make up 14.2% of the Australian population and a sizeable proportion of the current immigration program — the humanitarian and non-humanitarian components. This article presents some background about the numbers of overseas born people resident in Australia especially those from NESCs, a brief history of the Australian immigration program, and the present policy of multiculturalism in the context of settlement. Some of these overseas born people have already, or are likely to, participate in rehabilitation counselling, and it is argued that rehabilitation counselling processes will be enhanced with a knowledge of such clients' culture as well as the practical application of general cross-cultural casework skills.
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Siegel, Jeff. "Chinese Pidgin English in Southeastern Australia." Journal of Pidgin and Creole Languages 24, no. 2 (August 21, 2009): 306–37. http://dx.doi.org/10.1075/jpcl.24.2.04sie.
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More than 38,000 Chinese came to Australia to prospect for gold in the second half of the 19th century. Most of them originated from the Canton region of China (now Guangdong), where Chinese Pidgin English (CPE) was an important trading language. This article describes a recently discovered source that throws light on the nature of CPE used in Australia during that period — a 70 page notebook written in a form of English by a Chinese gold miner, Jong Ah Siug. The article presents some background information about Chinese immigrants in the region where Jong worked (Victoria), and evidence that some CPE was spoken there. It goes on to describe Jong’s notebook and the circumstances that led to him writing it. The main part of the article examines the linguistic features of CPE and other pidgins that are present in the notebook, and discusses other lexical and morphosyntactic features of the text. Some features are typical only of CPE, such as the use of my as the first person pronoun. On the other hand, some features are more characteristic of Australian or Pacific pidgins — for example, the use of belong in possessive constructions. Still other features have not been recorded for any pidgin, such as the use of been as a locative copula. The analysis shows that Jong’s text contains a mixture of features from CPE and other pidgins, as well as features of interlanguage, including some resulting from functional transfer from Jong’s first language, Cantonese.
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Butorac, Donna. "‘Like the fish not in water’." Australian Review of Applied Linguistics 37, no. 3 (January 1, 2014): 234–48. http://dx.doi.org/10.1075/aral.37.3.03but.
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Learning English is an important aspect of post-migration settlement in Australia, and new migrants with beginner to intermediate proficiency are strongly encouraged to attend government-subsidised English language classes. Underpinning the framing and delivery of these classes is a commitment to the discursive construction of Australia as an English-monolingual nation state, in which increased English proficiency will lead to new migrants gaining employment, thereby achieving an important benchmark of successful inclusion in Australian society. The assumption that English language acquisition leads to social and economic inclusion is not challenged within the settlement English program, and the language learner is seen as linguistically deficient in English, rather than as an emerging bi- or multilingual. Moreover, the ways that race, as well as gender, mediate both language learning and social inclusion are never problematised. This paper is based on data from a longitudinal ethnography that examines subjectivity in three interactional domains – family, society and work – in order to explore how language, race and gender impact on the post-migration settlement trajectories and sense of social inclusion of women migrants to Australia.
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Clyne, Michael. "Multilingualism in Australia." Annual Review of Applied Linguistics 17 (March 1997): 191–203. http://dx.doi.org/10.1017/s0267190500003342.
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Although English fulfills many of the functions of an official language in Australia, the Australian Constitution does not declare it to be the official language. Instead, it serves as the lingua franca of a culturally and linguistic diverse population. It is the language of Parliament and Administration, and the language in which official records are kept. Only on one occasion was a federal government bill passed multilingually, the Report and Recommendations of the Review of Programs and Services for Migrants (in 1978), which was written in ten languages other than English.
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Malcolm, Ian G. "Aboriginal English." Australian Review of Applied Linguistics 36, no. 3 (January 1, 2013): 267–84. http://dx.doi.org/10.1075/aral.36.3.03mal.
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Aboriginal English has been documented in widely separated parts of Australia and, despite some stylistic and regional variation, is remarkably consistent across the continent, and provides a vehicle for the common expression of Aboriginal identity. There is, however, some indeterminacy in the way in which the term is used in much academic and public discourse. There are diverse assumptions as to its relation to pidgin, creole and interlanguage varieties, as well as to Australian English. In an attempt to provide some clarification, this paper compares Aboriginal English with the main varieties with which it bears some relationship, either historically (as in the case of the English of Southeast England and Ireland) or geographically (as in the case of Australian English and Australian pidgins and creoles). It does this by employing the morphosyntactic database of the World Atlas of Varieties of English (Kortmann & Lunkenheimer, 2012). The electronic database on morphosyntactic variation in varieties of spoken English (eWAVE) isolates 235 variable features and enables their relative prevalence to be compared across varieties. A comparison of Aboriginal English with six relevant varieties on this database leads to the view that it retains significant influence from the English varieties of Southeast England and of Ireland, in many ways not shared with Australian English and that it has a great deal more feature overlap with Australian creoles than with Australian English, though a significant percentage of its features is shared only with other English varieties rather than creoles. The findings support the view that Aboriginal English is an English variety of post-creole origin, though not a creole, and that it is not directly related to Australian English. In the light of these findings, it is argued that Aboriginal English speakers will be disadvantaged in an education system which assumes that they are speakers of Australian English. In the light of these findings, it is argued that Aboriginal English speakers will be disadvantaged in an education system whichassumes that they are speakers of Australian English.
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Pearce, Sharyn. "When Australia Calls: The English Immigrant in Australian Children's Literature." Papers: Explorations into Children's Literature 9, no. 2 (July 1, 1999): 5–12. http://dx.doi.org/10.21153/pecl1999vol9no2art1357.
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LIAO, Chih-I. "Language Used by Chinese Malaysian Students Studying at an Australian University." Issues in Language Studies 9, no. 1 (June 29, 2020): 69–85. http://dx.doi.org/10.33736/ils.2350.2020.
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In Australia, more than 33% of total international students are Mandarin speakers. Mandarin has become a common language in the international student community in Australia. Speaking Mandarin is important while studying in an English-speaking country. This article explores Chinese Malaysian students’ language proficiency and their language attitudes. Five participants were selected from an Australian university, they were interviewed based on sociolinguistic case study research. The language proficiency of five participants was classified at five levels and the participants were required to self-rate in all their languages in the questionnaire. The findings show that three of the five participants preferred speaking English in Australia while the other two felt more confident of speaking Mandarin. All participants claimed that living in Australia, English and Mandarin are equally important. In contrast, the five participants’ Bahasa Melayu proficiencies had largely decreased because of less practice and negative attitudes.
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Babel, Molly. "Dialect divergence and convergence in New Zealand English." Language in Society 39, no. 4 (August 18, 2010): 437–56. http://dx.doi.org/10.1017/s0047404510000400.
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AbstractRecent research has been concerned with whether speech accommodation is an automatic process or determined by social factors (e.g. Trudgill 2008). This paper investigates phonetic accommodation in New Zealand English when speakers of NZE are responding to an Australian talker in a speech production task. NZ participants were randomly assigned to either a Positive or Negative group, where they were either flattered or insulted by the Australian. Overall, the NZE speakers accommodated to the speech of the AuE speaker. The flattery/insult manipulation did not influence degree of accommodation, but accommodation was predicted by participants' scores on an Implicit Association Task that measured Australia and New Zealand biases. Participants who scored with a pro-Australia bias were more likely to accommodate to the speech of the AuE speaker. Social biases about how a participant feels about a speaker predicted the extent of accommodation. These biases are, crucially, simultaneously automatic and social. (Speech accommodation, phonetic convergence, New Zealand English, dialect contact)*
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Jonathan, Foster, Lum Carmel, and Williams Kerry. "Neuropsychology in Australia: A multidimensional perspective." Neuropsychologist 1, no. 8 (October 2019): 72–81. http://dx.doi.org/10.53841/bpsneur.2019.1.8.72.
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This paper reviews neuropsychology in a,nother major English speaking country, Australia,. It is written from a multidimensional perspective by an international multiethnic team that has trained and worked in neuropsychology in the UK, Canada and the US, as well as in Australia itself. In addition to reviewing training and practice in neuropsychology, the focus is on the development and application of the discipline 'down under' within a broader historical and cultural context. For many years, Australian neuropsychology was strongly influenced by its connections to the UK (e.g. via explicit linkages to the British Psychological Society) and North America. Over more recent decades, while remaining strongly connected to and influenced by larger English-speaking global academic and professional communities Australian neuropsychology has carved out a distinctive niche and has made significant international contribution in its own right.
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Gil, Jeffrey. "The double danger of English as a global language." English Today 26, no. 1 (February 23, 2010): 51–56. http://dx.doi.org/10.1017/s0266078409990575.
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Why Australia still needs to learn Asian languages. Language learning in Australia has at times been a much debated and somewhat controversial topic. A new episode in this debate began recently with the publication of a report entitled Building an Asia-Literate Australia: An Australian Strategy for Asian Language Proficiency, which argues for a significant expansion and intensification of the learning of Asian languages and cultures at all levels of education. Much of the reaction to this report has focused on the role of English as the global language and its implications for language education. The main argument made against the report's proposals can be summarised as the ‘English is the global language’ view, a position which claims that because English is the global language, there is no need for Australia to implement a large-scale Asian languages and cultures education programme. This paper aims to refute this argument. Drawing on a range of theoretical and empirical work, it demonstrates that there is a double danger in the ‘English is the global language’ view as it both exaggerates the current number of speakers and extent of use of English in Asia, and misinterprets the likely outcomes of any further spread of English.
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Gnevsheva, Ksenia, Anita Szakay, and Sandra Jansen. "Lexical preference in second dialect acquisition in a second language." International Journal of Bilingualism 26, no. 2 (October 31, 2021): 163–80. http://dx.doi.org/10.1177/13670069211036932.
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Aims and objectives/purpose/research questions: How does second dialect acquisition in a second language compare to that in a first language in terms of rates and predictors of second dialect vocabulary use? Design/methodology/approach: A lexical preference task was completed by four groups of participants residing in Australia: first language speakers of Australian (L1D1) and American (L1D2) English, and first language speakers of Russian who acquired Australian (L2D1) and American (L2D2) English first. The participants named objects which are denoted by different words in American and Australian English (e.g. bell pepper vs capsicum). Data and analysis: The response was coded as either American or Australian, and percentage of use of Australian items was calculated for each group. Findings/conclusions: L1D1 used Australian words the most and L1D2 the least. L2D1 and L2D2 fell between the two L1 groups. L1D2 rate of use was predicted by proportion of life spent in Australia. L2D1 were more likely to choose Australian words if they had lived in Australia longer and had positive attitudes toward Australia. L2D2 were less likely to use Australian words the longer they had lived in the USA. Similar, but not identical, factors predict second dialect acquisition in the first and second languages. Originality: The research is innovative in considering second dialect acquisition in second language speakers and creates a bridge between second language and second dialect acquisition research. Significance/implications: The finding that second language speakers may be more flexible in second dialect acquisition than first language speakers has important implications for our understanding of cognitive and social constraints on acquisition.
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Gomes, Catherine. "Outside the Classroom." Journal of International Students 10, no. 4 (November 15, 2020): 934–53. http://dx.doi.org/10.32674/jis.v10i4.1277.
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International students from culturally and linguistically diverse countries travel to Australia because of the opportunity to study courses in the English language with some coming to this country just to study the language itself. Such desires moreover create students to engage in creative strategies to improve their language skills. This paper, however, suggests that the desire to be skilled in English through immersion in an English-speaking country like Australia creates challenges to the mental wellbeing of international students. Reporting on interview data with 47 international students of Asian descent in the Australian city of Melbourne, this paper reveals these challenges to include lived and perceived notions of self and belonging, as well as loneliness.
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Trinh, Huong Thu. "The Heildelberg School in forming Australianness." Science and Technology Development Journal 17, no. 4 (December 31, 2014): 62–73. http://dx.doi.org/10.32508/stdj.v17i4.1575.
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In 1788, English people settled down in Australia, cleared and cultivated the land, making a big turning point to this old continent. Australianness was still vague in these initial years of the white settlement. Heildelberg School, the first school in Australian art, which emerged in 1887, laid the foundation for Australia's visual arts history as well as forming the Autralianness with three mains characters: “strong, masculine labour”, “national myth” and “harsh land of unique nature diversity”. In this paper, the writer would like to introduce 7 masterpieces by three prominent Australian artists of the Heidelberg school: Tom Roberts, Frederic Mc.Cubbin, and Arthur Streeton.
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Courtney, Neil. "The nature of Australian." English Today 12, no. 2 (April 1996): 23–29. http://dx.doi.org/10.1017/s0266078400008981.
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Rumley, Dennis. "The Asia-Pacific region and the new world order." Ekistics and The New Habitat 70, no. 422/423 (December 1, 2003): 321–26. http://dx.doi.org/10.53910/26531313-e200370422/423259.
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The author is Associate Professor, School of Social and Cultural Studies, University of Western Australia. He gained a Geography Honours degree and MA in Applied Geography at the University of Newcastle-Upon-Tyne, and a Ph. D at the University of British Columbia. He has taught at the University of Western Australia since then, apart from 1991-1993 when he was Professor of Australian Studies at the University of Tokyo attached to the Department of International Relations at Komaba. He has published widely in various areas of political geography, including electoral geography, local government, federalism and more recently geopolitics. His most recent book, is The Geopolitics of Australia's Regional Relations (Dordrecht, Kluwer, 1999, reprinted 2001). His current research projects are in the areas of water security, Australia's "arc of instability," regionalism and Australia-Asia relations. He is a full member of the IGU Commission on the World Political Map and English-language editor of Chiri, the Japanese journal of human geography. He will be Visiting Professor at the University of Kyoto during 2003.
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Guan, Honglei. "Factors Influencing TESOL from a Learner’s Perspective." Journal of Contemporary Educational Research 6, no. 4 (April 29, 2022): 32–38. http://dx.doi.org/10.26689/jcer.v6i4.3830.
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This article will illustrate a typical English learning activity in an English training institution in Australia. Several international students, age ranging from 18 to 25 years old, were included in this study. All of these students are Asians, needing to improve their English level. Majority of the students come from Indonesia, Philippines, and China. The students attend the institution to improve their English skills before commencing their studies in Australian universities. There are 15 students from China and 5 students from other Asian countries, among which 12 are female students and 8 are male students. As the teachers are from China, some of them have a typical Chinese accent, while others have British or American accent. These are the context and setting of TESOL. From the perspective of one of the learners, an international student from China who had just arrived in Australia, the English learning context is general and typical in Australia, and there are also some common issues in learning in the context of TESOL. One of the issues is that students are quiet and do not actively respond to questions posed by the teachers. Another issue in TESOL is that most students are too shy to use English to communicate in the classroom.
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Oliver, Rhonda, Judith Rochecouste, Samantha Vanderford, and Ellen Grote. "Teacher awareness and understandings about Aboriginal English in Western Australia." Australian Review of Applied Linguistics 34, no. 1 (January 1, 2011): 60–74. http://dx.doi.org/10.1075/aral.34.1.04oli.
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Repeated assessments of literacy skills have shown that Aboriginal students do not achieve at the same level as their non-Aboriginal peers. Many Aboriginal students speak Aboriginal English, a dialect different from the Standard Australian English used in schools. Research shows that it is crucial for educators in bidialectal contexts to be aware of students’ home language and to adopt appropriate educational responses. For over a decade, the ABC of Two-Way Literacy and Learning Professional Development Program has sought to improve outcomes for Aboriginal students in Western Australia. By promoting a two-way bidialectal approach to learning, Aboriginal English is valued, accommodated and used to bridge to learning in Standard Australian English. This paper draws on a large research project, which used qualitative and quantitative methods to evaluate the impact of the on-going professional development for teachers. It reports on the attitudes and understandings of teachers, with and without professional development and working in different contexts.
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McNamara, Tim. "The roots of applied linguistics in Australia." Australian Review of Applied Linguistics 24, no. 1 (January 1, 2001): 13–29. http://dx.doi.org/10.1075/aral.24.1.02mcn.
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Abstract In this paper an attempt is made to identify the origins and distinctive character of Applied Linguistics in Australia, which differ significantly from those in the United States and the United Kingdom, where the field developed in the context of the English language education of international students. The Australian tradition differs in two main respects: (1) the strong influence and representation of the applied linguistics of modern languages, manifest in the work of university teachers of French and other modern languages, and in research on language in immigrant communities; and (2) the distinctive role of the applied linguistics of English, both as a mother tongue in schools, and as a language of immigrants. Using information from a series of interviews with leading figures in the development of Australian applied linguistics, the unique character of Australian Applied Linguistics is revealed.
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Sawyer, W. "English as Mother tongue in Australia." L1 Educational Studies in Language and Literature 07, Running Issue, no. 1, Special Issue (May 2007): 71–90. http://dx.doi.org/10.17239/l1esll-2007.07.01.02.
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Martín, Mario Daniel. "Advice to speak English in Australia." Ethnicities 8, no. 1 (March 2008): 68–101. http://dx.doi.org/10.1177/1468796807087020.
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Jurak, Mirko. "Bernard Hickey : (1931-2007) : in memoriam." Acta Neophilologica 40, no. 1-2 (December 15, 2007): 207–9. http://dx.doi.org/10.4312/an.40.1-2.207-209.
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In the mid-1970s the Australian government began to stimulate departments of English at various European universities to include in their curricula the teaching of Australian literature. Literature Board of the Australia Council helped organize vari ous seminars and conferences, it provided some basic text-books and literary works, and also financially supported Australian university professors to give lectures at these institutions. The Department of English at the University of Ljubljana showed interest in developing these relations and Bernard Hickey was one of the first Australian guests at our university.
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Colic-Peisker, Val. "Croatians in Western Australia: migration, language and class." Journal of Sociology 38, no. 2 (June 2002): 149–66. http://dx.doi.org/10.1177/144078302128756552.
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This paper explores the migration experience of two cohorts of Croatian migrants in Australia focusing on the fact that they are non-English speaking background (NESB) migrants. Central attention is given to the intersection of class and ‘living in another language’ (being NESB in Australia). The first cohort migrated in the 1960s and is predominantly working class; the second migrated in the late 1980s and is predominantly professional. It is argued that living in an English speaking environment affects Croatian migrants in practical, cultural, identity and status terms. It determines their life chances, employment prospects and the feeling of belonging to the Australian community. However, the two groups of migrants, being from different socioeconomic backgrounds, are affected in different ways.
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Dick, Caroline. "Recognizing Aboriginal Title: The Mabo Case and Indigenous Resistance to English-Settler Colonialism." Canadian Journal of Political Science 40, no. 3 (September 2007): 769–72. http://dx.doi.org/10.1017/s0008423907070850.
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Recognizing Aboriginal Title: The Mabo Case and Indigenous Resistance to English-Settler Colonialism, Peter H. Russell, Toronto, Buffalo and London: University of Toronto Press, 2005, pp. xii, 470.Peter Russell's insightful book on Aboriginal land rights in Australia weaves together two tales, that of Indigenous crusader Eddie Koiki Mabo and the slow and arduous struggle of Torres Strait Islanders and mainland Aborigines to have their native land rights recognized by Australian governments in the hope of forging a new, post-colonial relationship. Along the way, Russell places these stories in the context of the push and pull of international events and movements that affected Australia's domestic politics and assesses the political progress of Indigenous peoples in Canada, the United States and New Zealand.
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Hall, Demelza, Kate Storey, Laura Benney, and Marlee Bourke. "Adapting the Australian Canon and Decolonizing the Tertiary Classroom: Settler Students Respond to Leah Purcell’s The Drover’s Wife." English: Journal of the English Association 70, no. 270 (September 1, 2021): 253–63. http://dx.doi.org/10.1093/english/efab020.
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Abstract The ‘Drover’s Wife Reading Group’ was a collaborative teacher–student project piloted between 2018 and 2020 at Federation University Australia with the intention to create spaces for decolonization, particularly settler (un)learning, beyond the limits of the tertiary English classroom. Drawing upon aspects of reader–response theory, the project began as a small constructivist study in that it sought, initially, to gauge the different responses undergraduate settler students had to a work of Indigenous Australian literary adaptation. However, the transformative nature of the text being engaged with – Leah Purcell’s play, The Drover’s Wife (2016), a literary work which has been widely recognized for the critical literacy it promotes – coupled with the sophistication of the participants’ various responses to it, quickly saw the project shift to one of intense collaboration, with the students involved becoming partners in shaping the project’s outcomes.
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Arzandeh, Ardavan. "RECONSIDERING THE AUSTRALIAN FORUM (NON) CONVENIENS DOCTRINE." International and Comparative Law Quarterly 65, no. 2 (April 2016): 475–91. http://dx.doi.org/10.1017/s0020589316000014.
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AbstractA quarter of a century after the High Court of Australia's landmark ruling in Voth v Manildra Flour Mills Pty Ltd, this article examines the application of the modern-day forum (non) conveniens doctrine in Australia. It outlines the prevailing view in the academic literature which claims that the Australian doctrine is functionally different from its English counterpart, articulated in Spiliada Maritime Corporation v Cansulex Ltd. Through a detailed assessment of the case law and commentary, this article questions that widely accepted orthodoxy and demonstrates it to be unpersuasive and reconceptualizes our understanding of the forum (non) conveniens doctrine in Australia. Its main contention is that while, theoretically, there may be a narrow conceptual space between Spiliada and Voth, it is so narrow as to be practically non-existent.
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Norman, Richard, and Suzanne Robinson. "Lessons from Albion." Journal of Health Organization and Management 29, no. 7 (November 16, 2015): 925–32. http://dx.doi.org/10.1108/jhom-01-2015-0013.
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Purpose – As Australia struggles to meet increased demand for healthcare and contain expenditure there has been a focus on primary care and its role in demand management and keeping people out of expensive secondary care. However, with domestic policy struggling to find a suitable approach consideration of English policy could well be fruitful in the quest to strengthen and develop primary care in Australia. The purpose of this paper is to consider policy developments in England and explores these in relation to the Australian healthcare system. Design/methodology/approach – The authors highlight the key changes to policy that have occurred in the English healthcare system in recent years, and discuss whether they have proven successful. The authors discuss the barriers to implementing similar approaches in Australia, particularly the difference in system structure that would necessitate policy adaptation. Findings – Whilst there are differences in the structure and organisation of funding and service provision between countries, there are developments in England that are worthy of consideration from an Australian perspective. These include a focus on funding and commissioning that rewards quality not just activity and volume. As Australia sees the development of new primary care organisations that are tasked with commissioning then developments and lessons around the technical and relational aspects will be important to consider. Originality/value – The work highlights that Australia might consider learning from the English experience in this area and the types of incentives that may increase efficiency and quality of health service provision. This is important as it potentially gives greater certainty about those approaches most likely to yield beneficial outcomes for patients and the broader system.
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Frank, Helen. "Discovering Australia Through Fiction: French Translators as Aventuriers." Meta 51, no. 3 (September 21, 2006): 482–503. http://dx.doi.org/10.7202/013554ar.
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Abstract The translation into French of referents of Australia and Australianness in fiction necessitates a considerable variety of translational tendencies and interpretive choices. This study focuses on French translations of selected passages and blurbs from Australian fiction set in regional Australia to determine how referents of Australian flora, fauna, landscape and people are translated and interpreted in a non-English speaking cultural system. Guided by concerns for the target readers’ understanding of the text, French translators employ normative strategies and adaptive procedures common to translation to enhance reader orientation. There is, nonetheless, evidence of culture-specific appropriation of the text and systematic manipulation of Australian referents that goes beyond normative solutions. Such appropriation and manipulation stem from a desire to create and foster culture-specific suppositions about Australia consistent with French preoccupations with colonialism, the exotic, exploration and adventure.
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Gray, Anthony. "Forum Non Conveniens in Australia: A Comparative Analysis." Common Law World Review 38, no. 3 (September 2009): 207–44. http://dx.doi.org/10.1350/clwr.2009.38.3.0188.
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This paper critically examines the law of forum non conveniens, in particular the use of the ‘clearly inappropriate forum’ test in Australia, compared with the ‘more appropriate forum’ test applied in jurisdictions such as the UK and the US. It traces the development of the law in the UK in relation to forum non conveniens, including the English acceptance of the doctrine, and how it has been applied in various cases. Some criticism of the ‘more appropriate forum’ test is noted, and it is not recommended that the courts adopt the ‘laundry list’ approach evident in some US decisions, where up to 25 different factors are considered in assessing a forum non conveniens application. It considers the Australian ‘clearly inappropriate forum’ test, and concludes that the ‘clearly inappropriate forum’ test should no longer be followed in that it is unnecessarily parochial and is not consistent with other goals of the rules of private international law including comity. Links between Australia and the subject matter may well be tenuous. Confusion attends the application of the test in Australia at present, the court has rejected the English approach but claims to apply some of the factors mentioned in the English approach in the Australian test, and there is an undesirable schism between statutory rules applicable in domestic cases and the approach when the common law doctrine of forum non conveniens is used. The law regarding forum non conveniens should be harmonious with choice of law rules, and interest analysis can assist in formulating the desired approach to forum non conveniens applications.
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Nirala, Bandana. "Colonial Politics and Problem of Language in David Malouf’s Remembering Babylon." International Journal of Multidisciplinary Research Configuration 1, no. 3 (July 2021): 28–34. http://dx.doi.org/10.52984/ijomrc1305.
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Language plays a critical role in postcolonial literature. English has been the dominant language of European imperialism that carried the European culture to the different colonies across the world. Australia is the settled countries where English has become not only the official and mainstream language of the country but has also put the indigenous languages on the verge of extinction. David Malouf’s Remembering Babylon is a postcolonial text that re-imagines the colonial history of Australian settlement presenting the early socio- cultural and linguistic clashes between the settlers and the Aboriginals. The present paper tries to analyze the various dimensions of language envisioning its micro to macro impacts on the individual, community and nation as well. British used English language as the weapon of spreading European culture in Australia causing the systematic replacement of local dialects and other vernacular languages; hence the issues of linguistic and cultural identities would also be among the focal points of the discussion. The paper also attempts to examine how David Malouf provides a solution by preferring and appropriating native languages and culture for the future ofs Australia.
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Morley, Michael. "A Critical State: Theatre Reviewing in Australia." New Theatre Quarterly 2, no. 5 (February 1986): 94–96. http://dx.doi.org/10.1017/s0266464x00001962.
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As in most English-speaking nations, the success or otherwise of a production in Australia is heavily dependent upon its critical reception: yet, argues Michael Morley, much Australian reviewing is both ill-equipped and ill-informed for such a responsibility. Michael Morley is himself currently theatre critic of The National Times, and has also written for The Advertiser, Theatre Australia, and the Sydney Morning Herald. A Brecht-Weill scholar, who has worked as musical director on a number of productions in Sydney and Adelaide, Michael Morley is Professor of Drama at Flinders University in South Australia.
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Beck, Luke. "Our Father who art in Town Hall: Do local councils have power to pray?" Alternative Law Journal 46, no. 2 (March 17, 2021): 128–33. http://dx.doi.org/10.1177/1037969x21996364.
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Many local councils in Australia commence their meetings with prayer. Case law in the United Kingdom holds that English local councils do not have power to commence their meetings with prayer. This article argues that the reasoning of the UK case law applies with equal force in Australia with the result that the practice of many Australian local councils of incorporating prayers into their formal meetings is unlawful.
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Smolicz, J. J. "National Policy on Languages: A Community Language Perspective." Australian Journal of Education 30, no. 1 (April 1986): 45–65. http://dx.doi.org/10.1177/000494418603000103.
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A brief historical review of language policies in Australia up to the publication of the Senate Standing Committee's Report on a National Language Policy in 1984 is given. The recommendations of the Report are discussed in the light of the ethno-cultural or core value significance that community languages have for many minority ethnic groups in Australia. Recent research findings on such languages are presented and their implications for a national language policy considered. It is postulated that the linguistic pluralism generated by the presence of community languages needs to be viewed in the context of a framework of values that includes English as the shared language for all Australians. From this perspective, it is argued that the stress that the Senate Committee Report places upon the centrality of English in Australia should be balanced by greater recognition of the linguistic rights of minorities and their implications for bilingual education. It is pointed out that both these aspects of language policy have been given prominence in recent statements and guidelines released by the Ministers of Education in Victoria and South Australia. The paper concludes by pointing to the growing interest in the teaching of languages other than English to all children in Australian schools.
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Burridge, Kate, and Simon Musgrave. "It's Speaking Australian English We Are: Irish Features in Nineteenth Century Australia." Australian Journal of Linguistics 34, no. 1 (January 2, 2014): 24–49. http://dx.doi.org/10.1080/07268602.2014.875454.
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Kindall, Mark P. "Re C (A Minor). Lexis UK Library." American Journal of International Law 83, no. 3 (July 1989): 586–90. http://dx.doi.org/10.2307/2203323.
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Appellant applied to an English court for the return of his son Thomas under the Child Abduction and Custody Act, 1985 (ch. 60), which gave statutory force to provisions of the Hague Convention on Child Abduction. The lower court refused the application on the ground that removal of Thomas to Australia without his mother would create a grave risk of serious psychological harm to the child. On appeal, the Court of Appeal unanimously held that the mother’s removal of Thomas from Australia was wrongful under the Hague Convention as a violation of the father’s rights of custody; that the exception in the Convention permitting courts to decline to order return of children when return would create a grave risk of harm to the child does not apply when this risk would occur only if the mother refused to accompany the child back to Australia; and that an order of the court for return of the child to Australia would issue on condition that the father fulfill his offer to give undertakings to the English court and the Australian Family Court regarding provision for Thomas and his mother in Australia.
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Malcolm, Ian G., Patricia Königsberg, and Glenys Collard. "Aboriginal English and Responsive Pedagogy in Australian Education." TESOL in Context 29, no. 1 (December 30, 2020): 61–93. http://dx.doi.org/10.21153/tesol2020vol29no1art1422.
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Aboriginal English1, the language many Aboriginal and Torres Strait Islander students bring to the classroom, represents the introduction of significant change into the English language. It is the argument of this paper that the linguistic, social and cultural facts associated with the distinctiveness of Aboriginal English need to be taken into account in the English language education of both Aboriginal/Torres Strait Islander and non-Indigenous students in Australia.
The paper illustrates seven significant changes of expression which Aboriginal English has made possible in English. It then proposes a “responsive pedagogy” to represent a realistic and respectful pedagogicalresponse to the linguistic, social and cultural change which underlies Aboriginal English, drawing on current literature on second language and dialect acquisition and making frequent reference to materials whichhave been developed to support such pedagogy.
It is implied that only with a pedagogy responding to Aboriginal English as it is, and to its speakers, will a viable English medium education for Aboriginal and Torres Strait Islander people be enabled.
1Aboriginal English” is the term used to denote “a range of varieties of English spoken by many Aboriginal and Torres Strait Islander people and some others in close contact with them which differ in systematic ways from Standard Australian English at all levels of linguistic structure and which are used for distinctive speech acts, speech events and genres” (Malcolm 1995, p 19).
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Collins, Peter, and Xinyue Yao. "Colloquialisation and the evolution of Australian English." English World-Wide 39, no. 3 (November 2, 2018): 253–77. http://dx.doi.org/10.1075/eww.00014.col.
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Abstract This paper investigates whether colloquialisation – a stylistic shift by which written genres come to be more similar to spoken genres – has played a role in the endonormativisation of the grammar of Australian English, a variety which has long been noted for its penchant for colloquialism. The study tracks changes in grammatical colloquialism from the early 20th century against the historical backdrop of the progressive decline in Britishness in Australia and the pervasive effects of “Americanisation”. The data are derived from a suite of parallel Brown-family corpora representing British, American, and Australian English of the 1930s, 1960s, 1990s and 2006. Multivariate techniques are used to delimit 26 “colloquial” and “anti-colloquial” grammatical features from a set of 83 potentially relevant features, and to examine changes in their frequencies between 1931 and 2006, in the three varieties, and across the three major genres of fiction, learned writing and press reportage.
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Cook, Margaret. "Australia's Entanglement in Global Cotton." Agricultural History 96, no. 1-2 (May 1, 2022): 29–53. http://dx.doi.org/10.1215/00021482-9619788.
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Abstract Cotton in Australia has always been entwined with America and England. From the initial stimulus of the American War of Independence to the boost created by the boll weevil outbreak in the 1920s, the fortunes of Australian cotton producers have been shaped by American history as much as their own nation's political and economic imperatives. Scientists and farmers relied on American experience, importing seed, knowledge, personnel, and technology. The global market reflected fluctuations in the US cotton industry and the demands of English cotton mills. Australia relied on the imports of the English cotton mills and an injection of funds by the British Cotton Growing Association (BCGA) in the 1920s to boost industry. While Australian politicians promoted cotton as a domestic economic and demographic stimulant, fulfilment of these nation-state objectives was deeply entangled with, and dependent on, those of America and England.
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Jones, W. R. "Sailing to Australia, Shipboard diaries by nineteenth-century British emigrants." English 45, no. 182 (June 1, 1996): 163–66. http://dx.doi.org/10.1093/english/45.182.163.
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