Relevant bibliographies by topics / English language in New South Wales, Australia

Academic literature on the topic 'English language in New South Wales, Australia'

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Published: 4 June 2021
Last updated: 20 February 2023

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Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Journal articles on the topic "English language in New South Wales, Australia":

1

Iredale, Robyn, and Christine Fox. "The Impact of Immigration on School Education in New South Wales, Australia." International Migration Review 31, no. 3 (September 1997): 655–69. http://dx.doi.org/10.1177/019791839703100306.

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Australia's immigration policies have had a dramatic effect on school populations, especially in the state of New South Wales which receives about 40 percent of the intake. This article is based on a study that was carried out for the Bureau of Immigration, Multicultural and Population Research and the NSW Ministry of Education. The study revealed that many non-English-speaking background pupils miss out on English as a second language instruction, community languages are allowed to lapse, and aspects of the school environment, such as relations between different groups, are not given the attention that they deserve.
2

Smith, Hilary, and Leanne Pryor. "Addressing the hegemony of English through picture books in Gamilaraay." Waikato Journal of Education 27, no. 1 (May 5, 2022): 5–20. http://dx.doi.org/10.15663/wje.v26i1.907.

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The reawakening of the Indigenous Gamilaraay language in northern inland New South Wales, Australia involves righting two centuries of prohibition and mistreatment after invasion by English-speaking settlers. Gamilaraay is no longer used as an everyday language in the community, although it has strong emblematic value for the Gamilaraay community. The hegemonic power of English means that it is seen as “normal”, while Gamilaraay use is often confined to ceremonial uses. A burgeoning awareness of the importance of Gamilaraay and other Indigenous languages of New South Wales has been reflected in recent legislative changes, which have in turn resulted in funding support for language materials. This article describes a community development approach in writing bilingual picturebooks in Gamilaraay and English as we progress towards our ultimate aim of normalising the use of Gamilaraay once more.
3

Fesl, E. "Language Death and Language Maintenance: Action Needed to Save Aboriginal Languages." Australian Journal of Indigenous Education 13, no. 5 (November 1985): 45–50. http://dx.doi.org/10.1017/s0310582200014061.

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Language death can occur naturally, and in different ways, or it can be caused by deliberate policy. This is how deliberate practices and policies brought it about in Australia. •Diverse linguistic groups of Aborigines were forced into small missions or reserves to live together; consequently languages that were numerically stronger squeezed the others out of use.•Anxious to ‘Christianise’ the Aborigines, missionaries enforced harsh penalties on users of Aboriginal languages, even to the point of snatching babies from their mothers and institutionalising them, so they would not hear their parental languages.•Aboriginal religious ceremonies were banned; initiations did not take place, and so liturgical, ceremonial and secret languages were unable to be passed on. As old people died, their languages died with them.•Assimilationist/integrationist policies were enforced which required Aborigines to attend schools where English-only was the medium of instruction.•Finally, denigration of the Aboriginal languages set the seal on their fate in Victoria (within forty years of white settlement, all Gippsland languages had become extinct), most of New South Wales, South Australia and Queensland. Labelling the languages “rubbish”, “heathen jargon”, “primitive jibberish”, and so on, made Aboriginal people reluctant to use their normal means of communication.
4

Cho Tang, Kwok, Christine Duffield, Xc Chen, Sam Choucair, Reta Creegan, Christine Mak, and Geraldine Lesley. "Nursing as a career choice: Perceptions of students speaking Arabic, Serbo-Croatian, Spanish, Turkish or Vietnamese at home." Australian Health Review 22, no. 1 (1999): 107. http://dx.doi.org/10.1071/ah990107.

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Australia is a multicultural society and nowhere is this more evident than in Sydney where 25 percent of the population speaks a language other than English. In one of the largest area health services in New South Wales, the five most frequently spoken languages at home are Arabic, Serbo-Croatian, Spanish, Turkish or Vietnamese, with these language groups comprising 12percent of Sydney's population. Yet nurses speaking one of these five languages comprise less than 1 percent of the nursing workforce. A cost-effective method of addressing the shortage of nurses speaking languages other than English is to recruit students who already speak another language into the profession.This study examined high school students' perceptions of nursing in order to determine appropriate methods of recruiting students speaking one of these languages.Implications for the design of recruitment campaigns are also discussed.
5

Zhao, K. "Localising Chinese language curriculum construction: A case study in an Australian primary school." Global Chinese 6, no. 2 (September 1, 2020): 263–88. http://dx.doi.org/10.1515/glochi-2020-0014.

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Abstract Chinese is now the second most commonly spoken language in Australia. There is a growing interest in learning Chinese in local schools. However, it is reported that the principally English-speaking learners in Australia have great difficulties and challenges in learning Chinese. The high dropout rate in Chinese courses demonstrates this. This paper presents a case study conducted in a local public school in New South Wales. The purpose of this study is to explore and employ the local students’ daily recurring sociolinguistic activities, performed in English at school, for creating suitable learning content. In this way, a localised Chinese curriculum is constructed in the Australian educational environment. The case study shows that the local students’ translanguaging aptitudes between English and Chinese are developing and becoming influential, as they have engaged in learning Chinese in the form of a local practice – playing chess, which is a typical instance of their daily recurring sociolinguistic activities in school. Therefore, in the process of such contextualised learning practices, not only can Chinese be made learnable for them, but also the specific vocabulary learnt can be the basis for their wider learning of Chinese in the future.
6

Tannous, W., and Kingsley Agho. "Factors Associated with Home Fire Escape Plans in New South Wales: Multinomial Analysis of High-Risk Individuals and New South Wales Population." International Journal of Environmental Research and Public Health 15, no. 11 (October 25, 2018): 2353. http://dx.doi.org/10.3390/ijerph15112353.

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The preparation and practice of home-escape plans are important strategies for individuals and families seeking to reduce and/or prevent fire-related injury or death. The aim of this study was to assess the prevalence of and factors associated with, home-escape plans in the state of New South Wales (NSW), Australia. The study used data from two surveys—a 2016 fire safety attitudes and behaviour survey administered to high-risk individuals (n = 296) and a 2013 NSW health survey covering 13,027 adults aged 16 years and above. It applied multinomial logistic regression analyses to these data to identify factors associated with having a written home-fire escape plan, having an unwritten home-fire escape plan and not having any home-fire escape plan. The prevalence of written home-escape plans was only 4.3% (95% CI: 2.5, 7.5) for the high-risk individuals and 7.9% (95% confidence interval [CI]: 7.3, 8.6) for the entire NSW population. The prevalence of unwritten escape plans was 44.6% (95% CI: 38.8, 50.5) for the high-risk individuals and 26.2% (95% CI: 25.1, 27.2) for the NSW population. The prevalence of no-escape plan at all was 51.1% (95% CI: 45.2, 56.9) for the high-risk individuals and 65.9% (95% CI: 64.8, 67.1) for the NSW population. After adjusting for other covariates, the following factors were found to be significantly associated with unwritten-escape plan and no-escape plan prevalence: speaking only the English language at home, practicing home-fire escape plans infrequently, being married, being female and testing smoke alarms less often. Future fire interventions should target people who speak only English at home and people who test their smoke alarms infrequently. These interventions should be accompanied by research aimed at reversing the trend toward use of more flammable materials in homes.
7

Goldsmith, Peggy W. "Second language learners in special education." Volume 3 3 (January 1, 1986): 92–107. http://dx.doi.org/10.1075/aralss.3.06gol.

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During 1984, New South Wales Department of Education conducted a survey of ethnic-specific needs of students of non-English speaking backgrounds (NESB) in schools for specific purposes (SSPs), which are special education schools. This paper indicates the results and outcomes of that survey. The percentage of students of NESBs in responding schools was 15.4%. The distribution of languages other than English spoken in homes of NESB students in SSPs is similar to that of the general population. The issues seen to be of greatest importance for schools with NESB pupils were assistance in communicating with non-English parents, and a knowledge of and contact with ethnic welfare/support agencies. A literature search revealed little in the way of studies on language provision for students of NESB in SSPs in the USA, Canada, Britain or in Australia. Assessment for placement in special education has always posed a difficulty in regard to students whose dominant language is not English. A move towards the use of Adaptive Behaviour Scales is a possible change in assessment procedures. where the level of language development will constitute just one factor among a number of others. The commencement of English as a second language programme and a bilingual programme are seen as innovatory in this field of education.
8

O'Brien, Anne. "Creating the Aboriginal Pauper: Missionary Ideas in Early 19th Century Australia." Social Sciences and Missions 21, no. 1 (2008): 6–30. http://dx.doi.org/10.1163/187489408x308019.

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AbstractThis article examines the relationship between nineteenth century English poor law discourse and missionary work in colonial Australia. The text analyses key sites of Christian missionary philanthropy in New South Wales (NSW) and Victoria in the period 1813-1849. It looks at changes in the ethos of one benevolent institution set up for poor whites, the Benevolent Society of New South Wales. Activated by Christian paternalism at its foundation in 1813 the ethos of this institution became dominated by the language of moral reform by the 1830s. The article also examines the first institution established for Indigenous people, the Native Institution at Parramatta, NSW, founded in 1814. Its aims and character will be compared and contrasted with those of the Female and Male Orphan schools for white children. The text considers also how Christian philanthropic visions for the improvement of Indigenous people were affected by factors such as accelerating pastoral expansion, loss of Indigenous food sources and retaliatory violence. Cet article examine la relation entre le discours relatif aux lois sur les pauvres au 19e siècle en Angleterre et le travail missionnaire en Australie coloniale, en se penchant sur les sites clés de la philanthropie chrétienne dans le New South Wales et Victoria durant les années 1813 à 1849. Ainsi, le texte analyse les transformations de l'éthos d'une institution bénévole créée pour s'occuper des pauvres blancs, la Société Bénévole de New South Wales. Alors qu'il était un produit du paternalisme chrétien à sa fondation en 1813, l'ethos de l'institution fut marqué par le langage de la réforme morale vers les années 1830. Le regard se porte également sur la première institution pour les peuples indigènes, la Native Institution at Parramatta, fondée en 1814. Ses buts et son caractère sont comparés et contrastés avec ceux des orphelinats pour filles et garçons blancs. Le texte considère enfin comment les vues philanthropiques chrétiennes pour l'amélioration des peuples indigènes ont été affectées par des facteurs tels que l'expansion pastorale croissante, la perte de nourriture indigène et la violence de représailles.
9

Baker, Philip. "Historical Developments in Chinese Pidgin English and the Nature of the Relationships Between the Various Pidgin Englishes of the Pacific Region." Journal of Pidgin and Creole Languages 2, no. 2 (January 1, 1987): 163–207. http://dx.doi.org/10.1075/jpcl.2.2.04bak.

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The development of pronouns, copulas, and other key features of Chinese Pidgin English (CPE) is traced from 1743 onwards. Major grammatical and lexical changes in the early 19th century are found to coincide with the period when foreigners were increasingly allowed to reside in Canton instead of merely being tolerated as transient visitors. The resulting continuity of interaction between Chinese and non-Chinese is seen as the catalyst for these developments in CPE. First attestations of 34 key features in CPE are compared with their earliest occurrence (if any) in more than a dozen Pacific varieties of Pidgin English (PPE). It is shown that none of the latter can possibly be a "direct descendant" of CPE. While four features exclusively shared by CPE and PPE indicate a modest degree of CPE influence on PPE, it is suggested that three key features of PPE, found only sporadically and/or tardily in CPE, provide evidence of some hitherto unsuspected influence of PPE on CPE. In the course of the above it is noted that most of the CPE features which also occur in three or more varieties of PPE have their earliest PPE attestation in New South Wales, the only Pacific territory in which there was continuity of interaction (in this case between Aborigines and whites) from the outset, and it is claimed that this social circumstance favors both the expansion and stabilization of a pidgin. Data from early Australian Pidgin English are presented showing that it includes the earliest known attestations of a number of features generally associated with PPE of the islands of the Southwest Pacific. This leads to the claim that New South Wales Pidgin English was a far more important influence on the PPE of those islands than what has often been termed "South Sea Jargon." After reviewing the linguistic implications of the labor trade which took many Pacific islanders to work on plantations in Queensland, Samoa, and elsewhere, it is claimed that the interrelationships between the many varieties of Pidgin English spoken, currently or formerly, in the vast area from China to Hawaii to the Marquesas to Australia and back to China cannot adequately be represented by means of "family tree" type diagrams.
10

Horvath, Barbara, and David Sankoff. "Delimiting the Sydney speech community." Language in Society 16, no. 2 (June 1987): 179–204. http://dx.doi.org/10.1017/s0047404500012252.

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ABSTRACTQuantitative analyses of large data sets make use of both linguistic and sociological categories in sociolinguistic studies. While the linguistic categories are generally well-defined and there are sufficient tokens for further definition based on mathematical manipulation, the social characteristics such as socioeconomic class or ethnicity are neither. The familiar problem of grouping speakers by such sociological characteristics prior to quantitative analysis is addressed and an alternative solution – principal components analysis – is suggested. Principal components analysis is used here as a heuristic for grouping speakers solely on the basis of linguistic behaviour; the groups thus defined can then be described according to sociological characteristics. In addition, by naming the principal components, the major linguistic and social dimensions of the variation in the data can be identified. Principal components analysis was applied to vowel variation data collected as part of a sociolinguistic survey of English in Sydney, New South Wales, Australia. (Sociolinguistics, variation studies, quantitative methods in linguistics, dialectology, Australian English, role of migrants in language change)
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Journal articles Dissertations / Theses

Dissertations / Theses on the topic "English language in New South Wales, Australia":

1

Sawyer, Wayne. "Simply growth? : a study of selected episodes in the history of Years 7-10 English in New South Wales." Thesis, View thesis, 2002. http://handle.uws.edu.au:8081/1959.7/379.

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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.
2

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.

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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)
3

Troy, Jakelin Fleur. "Melaleuka : a history and description of New South Wales pidgin." Phd thesis, Australian National University, 1994. http://hdl.handle.net/1885/112648.

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This thesis is about the genesis and development of the first pidgin English in Australia, called here New South Wales Pidgin. It presents a detailed analysis of the history of the language and a diachronic analysis of developments in the grammar and lexicon of the language. 'Melaleuka' refers to the model devised for the purposes of this thesis to explain the hypothesis on which the work is premised—that NSW Pidgin existed in two dialect forms. The time frame addressed is from the late eighteenth century when the language had its inception to the middle of the nineteenth century when it was consolidated. The geographical area of study encompasses the states of New South Wales and Victoria. The area was known as the colony of New South Wales until the middle of the nineteenth century.
4

Troy, Jakelin Fleur. "Melaleuka : a history and description of New South Wales pidgin." Thesis, Australian National University, 1994. http://hdl.handle.net/2123/17240.

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This thesis is about the genesis and development of the first Pidgin English in Australia, called here New South Wales Pidgin. It presents a detailed analysis of the history of the language and a diachronic analysis of developments in the grammar and lexicon of the language. 'Melaleuka' refers to the model devised for the purposes of this thesis to explain the hypothesis on which the work is premised—that NSW Pidgin existed in two dialect forms. The time frame addressed is from the late eighteenth century when the language had its inception to the middle of the nineteenth century when it was consolidated. The geographical area of study encompasses the states of New South Wales and Victoria. The area was known as the colony of New South Wales until the middle of the nineteenth century.
5

Sawyer, Wayne. "Simply growth? : a study of selected episodes in the history of years 7-10 English in New South Wales from 1970s to the 1990s /." View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030623.111035/index.html.

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Macken-Horarik, Mary. "Construing the invisible : specialized literacy practices in junior secondary English." Thesis, The University of Sydney, 1996. http://hdl.handle.net/2123/14978.

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7

Pizarro, Dianne Frances. "Student and teacher identity construction in New South Wales Years 7 - 10 English classrooms." Phd thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/28853.

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Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, School of Education, 2008.
Bibliography: p. 159-177.
This thesis examines student identity construction and teacher identity construction in the context of secondary English Years 7-10 classrooms in a comprehensive high school in Western Sydney, New South Wales, Australia. The research journey chronicles the teaching and learning experiences of a small group of students and teachers at Heartbreak High. The narrative provides insights into the factors responsible for creating teacher identity(s) and the identities of both engaged and disengaged students. -- Previous studies have tended to focus on the construction of disaffected student identities. In contrast, this case study tells the stories of both engaged and disengaged students and of their teachers utilising a unique framework that adapts and combines a range of theoretical perspectives. These include ethnography as a narrative journey (Atkinson, 1990), Fourth Generation Evaluation (Guba & Lincoln, 1990; Lincoln & Guba, 1989), reflexivity (Jordan & Yeomans, 1995), Grounded Theory (Strauss & Corbin, 1990; Sugrue, 1974) and multiple realities (Stake, 1984). -- The classical notion of the student-teacher dynamic is questioned in this inquiry. Students did not present powerless, passive, able-to-be motivated identities; they displayed significant agency in (re) creating 'self(s)' at Heartbreak High based largely on 'desires'. Engaged student identities reflected a teacher's culture and generally exhibited a "desire to know." In contrast, disaffected students exhibited a "desire for ignorance," rejecting the teacher's culture in order to fulfil their desire to belong to peer subculture(s). The capacity for critical reflection and empathy were also key factors in the process of their identity constructions. Disengaged students displayed limited capacity to empathise with, or to critically reflect about, those whom they perceived as "different". In contrast, engaged students exhibited a significant capacity to empathise with others and a desire to critically reflect on their own behaviour, abilities and learning. -- This ethnographic narrative offers an alternate lens with which to view pedagogy from the perspectives that currently dominate educational debate. The findings of this study support a multifaceted model of teacher identity construction that integrates the personal 'self(s)' and the professional 'self(s)' that are underpinned by 'desires'. Current tensions inherent in the composition of teacher identities are portrayed in this thesis and it reveals the teacher self(s) as possessing concepts that are desirous of being efficacious, autonomous and valued but are diminished by disempowerment and fear.
Mode of access: World Wide Web.
266 p. ill
8

Golsby-Smith, Sarah. "Conversation in the classroom : investigating the 1999 Stage 6 English syllabus." Phd thesis, Faculty of Arts, 2007. http://hdl.handle.net/2123/16433.

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9

Waites, Carol Katherine Education Faculty of Arts &amp Social Sciences UNSW. "The professional life-cycles and professional development of adult teachers of English to speakers of other languages (TESOL)." Awarded by:University of New South Wales. School of Education, 1999. http://handle.unsw.edu.au/1959.4/17832.

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THE PROFESSIONAL LIFE-CYCLES AND PROFESSIONAL DEVELOPMENT OF ADULT TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES (TESOL) This thesis focuses on the findings of a research study conducted in Geneva and Sydney to examine the career cycles of TESOLs. It explores many of the issues investigated in Huberman???s study of 160 secondary school teachers in Geneva (1989, 1993). Seventy-three in-depth interviews were conducted with teachers and trainers / administrators in adult TESOL, and professional development issues were examined in greater detail than in the Huberman study. The central purpose of the study was to test the universality of the Huberman model of career phases. TESOLs were found to have far more variations during their career cycles than school teachers, who were in a more stable and predictable situation. The study focused on particular moments in the career cycle, exploring TESOLs??? levels of satisfaction. TESOLs in the present study were found to have similar intrinsic satisfactions and concerns about working conditions as the findings of other TESOL studies. Although the occupation was reportedly becoming increasingly more professional, its unpredictable nature made it stimulating and rewarding. In spite of the instability of the TESOL career, TESOLs appeared to have more positive career experiences overall than many school teachers with more stable career paths. The study also examined professional development issues by comparing the perceptions of TESOLs and their trainers / administrators. They had many divergent opinions as to the professional development requirements of TESOLs. While there was no conclusive evidence that professional development could be linked to stages, TESOLs in a phase of diversification were found to have different professional development requirements from other phases. Personal, professional and environmental factors also affect the professional development requirements of TESOLs at any stage. In summary, it appears that the traditional career phase model is inappropriate when applied to TESOLs, and perhaps for other similarly unstable careers. With the recent changes in people???s professional lives, requiring increasing mobility and adaptability in the changing job market, other career path models to guide counselling, professional development and other staff management programs will need to be explored.
10

Crickmore, Barbara Lee. "An Historical Perpsective On the Academic Education Of Deaf Children In New South Wales 1860s-1990s." Thesis, 2000. http://hdl.handle.net/1959.13/24905.

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This is an historical investigation into the provision of education services for deaf children in the State of New South Wales in Australia since 1860. The main focus is those deaf children without additional disabilities who have been placed in mainstream classes, special classes for the deaf and special schools for the deaf. The study places this group at centre stage in order to better understand their educational situation in the late 1990s. The thesis has taken a chronological and thematic approach. The chapters are defined by significant events that impacted on the education of the deaf, such as the establishment of special schools in New South Wales, the rise of the oral movement, and aftermath of the rubella epidemic in Australia during the 1940s. Within each chapter, there is a core of key elements around which the analysis is based. These key elements tend to be based on institutions, players, and specific educational features, such as the mode of instruction or the curriculum. The study found general agreement that language acquisition was a fundamental prerequisite to academic achievement. Yet the available evidence suggests that educational programs for most deaf children in New South Wales have seldom focused on ensuring adequate language acquisition in conjunction with the introduction of academic subjects. As a result, language and literacy competencies of deaf students in general have frequently been acknowledged as being below those of five their hearing counterparts, to the point of presenting a barrier to successful post-secondary study. It is proposed that the reasons for the academic failings of the deaf are inherent in five themes.
PhD Doctorate
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Books on the topic "English language in New South Wales, Australia":

1

Troy, Jakelin. Australian aboriginal contact with the English language in New South Wales, 1788 to 1845. Canberra, A.C.T., Australia: Dept. of Linguistics, Research School of Pacific Studies, The Australian National University, 1990.

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2

Austin, Peter. A reference dictionary of Gamilaraay, northern New South Wales. Bundoora, Vic: La Trobe University, Dept. of Linguistics, 1992.

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3

Austin, Peter. A reference dictionary of Gamilaraay, northern New South Wales. Bundoora, Vic., Australia: La Trobe University, Dept. of Linguistics, 1993.

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4

Westwood, Stephanie. New South Wales kookaburra handwriting outcomes. Southbank, Vic: Thomson Learning Australia, 2003.

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5

Susan, Roy, Steele Jeremy, Primary English Teaching Association (Australia), and New South Wales Bicentennial Council., eds. Young imagination: Writing and artwork by children of New South Wales. Rozelle, NSW: Primary English Teaching Association, 1988.

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6

1972-, JOHNSTON ANNA. The paper war: Morality, print culture and power in Colonial New South Wales. Crawley, W.A: UWA Pub., 2011.

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7

Schofield, Philip, and Tim Causer, eds. Panopticon versus New South Wales and other writings on Australia. UCL Press, 2022. http://dx.doi.org/10.14324/111.9781787359369.

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The present edition of Panopticon versus New South Wales and other writings on Australia consists of fragmentary comments headed ‘New Wales’, dating from 1791; a compilation of material sent to William Wilberforce in August 1802; three ‘Letters to Lord Pelham’ and ‘A Plea for the Constitution’, written in 1802–3; and ‘Colonization Company Proposal’, written in August 1831, the majority of which is published here for the first time. These writings, with the exception of ‘Colonization Company Proposal’, are intimately linked with Bentham’s panopticon penitentiary scheme, which he regarded as an immeasurably superior alternative to criminal transportation, the prison hulks, and English gaols in terms of its effectiveness in achieving the ends of punishment. He argued, moreover, that there was no adequate legal basis for the authority exercised by the Governor of New South Wales. In contrast to his opposition to New South Wales, Bentham later composed ‘Colonization Company Proposal’ in support of a scheme proposed by the National Colonization Society to establish a colony of free settlers in southern Australia. He advocated the ‘vicinity-maximizing principle’, whereby plots of land would be sold in an orderly fashion radiating from the main settlement, and suggested that, within a few years, the government of the colony should be transformed into a representative democracy.
8

England and the Spanish Armada: Papers arising from the 1988 conference, University College, University of New South Wales, Australian Defence Force Academy, Canberra, Australia. Canberra, ACT, Australia: English Dept., University College, University of New South Wales, Australian Defence Force Academy, 1990.

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Trudgill, Peter. The Spread of English. Edited by Markku Filppula, Juhani Klemola, and Devyani Sharma. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199777716.013.002.

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English descends from a set of Germanic dialects spoken 4,000 years or so ago in a small area of the far south of Scandinavia. The arrival of Germanic speakers on the island of Britain a millennium and a half ago led to the growth of the language we now call English. This language remained confined to this island for most of its history and, indeed, was not spoken in all parts of the island until extremely recently. During the last five centuries native-speaker English also spread to the Western Hemisphere and then to the Southern Hemisphere, leading to the development of new varieties of the language in the colonised areas, but also to the massive loss of indigenous languages in the Americas and Australia.
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Howells, Coral Ann, Paul Sharrad, and Gerry Turcotte, eds. The Oxford History of the Novel in English. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199679775.001.0001.

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This book explores the history of English-language prose fiction in Australia, Canada, New Zealand, and the South Pacific since 1950, focusing not only on the ‘literary’ novel, but also on the processes of production, distribution and reception, and on popular fiction and the fictional sub-genres, as well as the work of major novelists, movements, and tendencies. After World War II, the rise of cultural nationalism in Australia, Canada, and New Zealand and movements towards independence in the Pacific islands, together with the turn toward multiculturalism and transnationalism in the postcolonial world, called into question the standard national frames for literary history. This resulted in an increasing recognition of formerly marginalised peoples and a repositioning of these national literatures in a world literary context. The book explores the implications of such radical change through its focus on the English-language novel and the short story, which model the crises in evolving narratives of nationhood and the reinvention of postcolonial identities. Shifting socio-political and cultural contexts and their effects on novels and novelists, together with shifts in fictional modes (realism, modernism, the Gothic, postmodernism) are traced across these different regions. Attention is given not only to major authors but also to Indigenous and multicultural fiction, children's and young adult novels, and popular fiction. Chapters on book publishing, critical reception, and literary histories for all four areas are included in this innovative presentation of a Trans-Pacific postcolonial history of the novel.

Book chapters on the topic "English language in New South Wales, Australia":

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Helsloot, Angela. "Allambie Heights Public School, Sydney, Australia." In Systematic synthetic phonics: case studies from Sounds-Write practitioners, 11–22. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.55.1355.

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Allambie Heights Public School is located on the Northern Beaches of Sydney, New South Wales, Australia. It is a Kindergarten to Year 6 school for students aged five to twelve years. The school is “committed to the pursuit of high academic achievement in a safe, secure, and caring learning environment. The programs offered are diverse, and challenge and inspire our students. Students, parents and staff work in partnership to create a vibrant learning community. Literacy, numeracy and technology are emphasized within learning programs”. The school motto, ‘Ever Aim High’, “underpins the school’s strong belief that each child needs to be recognized for their own achievements, celebrating success [both at] a school and personal level”. As a Positive Behavior for Learning school, the school values of respect, responsibility, and resilience are key to the success of our school community. We currently have 514 students and 51 staff in our school. Four students identify as Aboriginal and Torres Strait Islander and 14% of students come from a language background other than English. The school is in a high socio-economic area with a Family Occupation and Education Index (FOEI) of 17. The school Index of Community and Socio-Educational Advantage is 1,112.
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Manuel, Jacqueline, and Don Carter. "The status and relevance of the Growth model for a new generation of English teachers in New South Wales, Australia." In The Future of English Teaching Worldwide, 133–45. Routledge, 2018. http://dx.doi.org/10.4324/9781351024464-11.

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Symes, Christopher, and Jeffrey Fitzpatrick. "National Report for Australia." In Treatment of Contracts in Insolvency. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199668366.003.0001.

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Australia’s contract law is an amalgam of common law rules, equitable principles, and statute law. Its genesis lay in centuries of development of these three branches of English law. Principles of modern contract law had their roots in the rise of English maritime law during the sixteenth century. In 1788, England established a penal colony at Sydney Cove, seeding the colony of New South Wales. At that moment, all existing English contract law simply flowed into this ‘new’ land as intellectual baggage. Slowly Anglo Australia’s legal and legislative framework evolved from a patchwork of distinct English colonies into a commonwealth of Federal, State, and Territory Governments. The gloss of contract law took on an increasingly antipodean sheen. This resultant ‘system’ of law is a complex relationship between common law, equity, and Federal, State, and Territory legislation. Throughout this chapter we shall use the term ‘general law’ to mean the principles and rules of common law and equity.
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Standfield, Rachel. "‘These unoffending people’: myth, history and the idea of Aboriginal resistance in David Collins’ Account of the English Colony in New South Wales." In Passionate Histories: Myth, memory and Indigenous Australia. ANU Press, 2010. http://dx.doi.org/10.22459/ph.09.2010.06.

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"National Report for Australia." In Commencement of Insolvency Proceedings, edited by Christopher F. Symes. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199644223.003.0001.

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The English Bankruptcy Act of 1542 and subsequent 17th century legislation served as the model for early personal insolvency laws upon white settlement in Australia. In 1840 the colony of New South Wales, Australia’s first colony, passed an Absent Debtors Act and the following year an Act for Giving Relief of Insolvent Debtors. A number of the colonies passed insolvency legislation in the period leading up to Federation in 1901. Under the Australian Constitution from 1901 the Federal Parliament has had power to ‘make laws for the peace, order and good government’ with respect to bankruptcy and insolvency. The Federal Parliament used this power in 1914 to create its first Bankruptcy Act and there were new Acts in 1924 and 1966. The present legislation is the Bankruptcy Act 1966 (Cth) which had major amendments in 2002 and 2004.
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Horobin, Simon. "6. Global Englishes." In The English Language: A Very Short Introduction, 111–28. Oxford University Press, 2018. http://dx.doi.org/10.1093/actrade/9780198709251.003.0006.

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A major reason for the huge expansion in English speakers was the colonization of America. As the migration process continued throughout the seventeenth century, the discrete dialect boundaries that had existed in England were jumbled up. Consequently, new dialects emerged drawing features from each of the contributing dialects. ‘Global Englishes’ considers the spread of English into America, Canada, Australia, New Zealand, and South Asia, as well as mixed varieties, pidgins, and creoles. It also describes the Kachru model that employs three concentric circles to reflect the different ways in which English continues to gain new speakers. Given this narrative of constant expansion, language mixing, and new dialect formation, what is future for English in the twenty-first century?
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McKenny, Daryn, Baden Hughes, and Alex Arposio. "Towards an Indigenous Language Knowledge Base." In Information Technology and Indigenous People, 192–96. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59904-298-5.ch025.

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The Arwarbukarl Cultural Resources Association (ACRA)1 is a leading indigenous cultural representation and coordination body in the Hunter Valley region of New South Wales, Australia. A particular focus of ACRA is language revitalisation — made more difficult since only a smattering of documentary evidence of the language exists from the 1830s. In 2005, the number of individuals involved in learning the Arwarbukarl language was 20. While indigenous language documentation and revitalisation efforts are by no means unique to the Arwarbukarl context, this particular indigenous community has made significant progress in the development of software tools for language analysis. Here we briefly consider a number of the important aspects (technological, functional, cultural and social) that have contributed to the success of this project.
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"FINANCIAL YEAR June, 1963 sumably because this was then English practice. The other Aus-tralian Colonies followed New South Wales practice and continued to use the calendar year even when Great Britain changed to to but followed the general Australian practice." In Accounting in Australia (RLE Accounting), 81. Routledge, 2013. http://dx.doi.org/10.4324/9781315867519-38.

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Austin, Peter K. "Going, Going, Gone? The Ideologies and Politics of Gamilaraay-Yuwaalaraay Endangerment and Revitalization." In Endangered Languages. British Academy, 2014. http://dx.doi.org/10.5871/bacad/9780197265765.003.0006.

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The history of indigenous Aboriginal languages in eastern Australia for the 200 years following first European settlement in 1788 has been one of loss and extinction. By 1988 it appears that none of the approximately 70 languages originally spoken in what is now New South Wales and Victoria had fully fluent speakers who had acquired them as a first language as children. However, the last 25 years have seen the development of language revitalization projects in a number of communities across this region that have achieved remarkable outcomes, and have introduced Aboriginal languages into schools and other domains. This chapter is an exploration of the social, cultural, political, and attitudinal factors that relate to these developments, drawing on a case study of Gamilaraay-Yuwaalaraay from north-west New South Wales. The importance of local, regional, and national politics is also explored.
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De Weaver, Lynne, and Allan H. Ellis. "Delivering More Effective Community Consultation and Support for Regional ICT Programs." In Information Communication Technologies, 778–92. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch050.

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This chapter looks at the role of language and the community consultation process in overcoming the digital divide by facilitating the uptake of information and communications technologies (ICT) in small regional communities in Australia. It focuses on one of the ‘telecentre’ programs funded by State and Federal governments in Australia – the Community Technology Centre at New South Wales (CTC@NSW) program. The authors look at some of the key issues that emerged in communities that applied for CTC@NSW grants when a more culturally relevant consultation process, based on Maslow’s Hierarchy of Needs, was developed and implemented. This consultation process was successfully used in targeted regional communities to build social capital, facilitate regional economic development and empower communities through the use of ICT. The chapter also includes projects that demonstrate the diversity of ICT usage in the communities that received funding to establish a CTC.

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