Relevant bibliographies by topics / Language planning Australia

Academic literature on the topic 'Language planning Australia'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Language planning Australia.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Language planning Australia"

1

Eggington, William. "Language Policy and Planning in Australia." Annual Review of Applied Linguistics 14 (March 1994): 137–55. http://dx.doi.org/10.1017/s0267190500002865.

Full text
Abstract:
Australian federal and state government language policy and planning efforts have had a remarkable effect on Australian educational and non-educational life during the past twenty years. This effort has resulted in strong international recognition of the Australian language policy experience. For example, Romaine, in the introduction to her anthology focusing on the languages of Australia states that “the movement to set up a national language policy is so far unprecedented in the major Anglophone countries” (Romaine 1991:8).
APA, Harvard, Vancouver, ISO, and other styles
2

Pauwels, Anne. "Language planning, language reform and the sexes in Australia." Language and Gender in the Australian Context 10 (January 1, 1993): 13–34. http://dx.doi.org/10.1075/aralss.10.02pau.

Full text
Abstract:
Abstract This paper deals with the phenomena of linguistic sexism and non-sexist language reform (feminist language planning) in the Australian context. It surveys Australian work on linguistic sexism and discusses various aspects of non-sexist language reform in Australia. Particular emphasis is placed on problematic issues relating to feminist language planning, i.e. the selection and evaluation of non-sexist alternatives and the implementation mechanisms for this type of reform. Linguistic change resulting from the reform initiatives and its spread throughout the community is also described briefly.
APA, Harvard, Vancouver, ISO, and other styles
3

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
4

Hodges, Flavia. "Language Planning and Placenaming in Australia." Current Issues in Language Planning 8, no. 3 (November 2007): 383–403. http://dx.doi.org/10.2167/cilp120.0.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Troy, Jakelin, and Michael Walsh. "Terminology Planning in Aboriginal Australia." Current Issues in Language Planning 5, no. 2 (May 15, 2004): 151–65. http://dx.doi.org/10.1080/13683500408668255.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hatoss, Anikó. "Language, faith and identity." Australian Review of Applied Linguistics 35, no. 1 (January 1, 2012): 94–112. http://dx.doi.org/10.1075/aral.35.1.05hat.

Full text
Abstract:
While most language-planning and policy (LPP) studies have focussed on language decisions made by government bodies, in recent years there has been an increased interest in micro-level language planning in immigrant contexts. Few studies, however, have used this framework to retrospectively examine the planning decisions of religious institutions, such as “ethnic” churches. This paper explores the language decisions made by the Lutheran church in Australia between 1838 and 1921. The study is based on archival research carried out in the Lutheran Archives in Adelaide, South Australia. The paper draws attention to the complex interrelationships between language, religion and identity in an immigrant context.
APA, Harvard, Vancouver, ISO, and other styles
7

Hill, Peter. "Teaching Slavonic languages in Australia." Volume 3 3 (January 1, 1986): 123–30. http://dx.doi.org/10.1075/aralss.3.08hil.

Full text
Abstract:
The absence of suitable materials for use in beginners’ courses in Macedonian for Australian undergraduates has led to the production of an Australia-based audio-visual course. The development of this course has involved decisions that fall within the area of language planning. Macedonians in Australia are not normally very conversant with the Macedonian standard or “literary” language (MSL), which is, in any case, not very highly standardized. It still shows considerable variation in lexicon and syntax. The MSL was chosen as the basis for the course, despite initial consideration being given to the idea that some form of dialectal language might be taught. The MSL Provides a neutral idiom that can serve people of different dialectal backgrounds. However, forms that are not likely to be accepted or even understood by large sections of the Macedonian communities in Australia are avoided. Colloquial, obsolescent and dialectal lexical items are included if they rate positively by this criterion.
APA, Harvard, Vancouver, ISO, and other styles
8

Hlavac, Jim, Adolfo Gentile, Marc Orlando, Emiliano Zucchi, and Ari Pappas. "Translation as a sub-set of public and social policy and a consequence of multiculturalism: the provision of translation and interpreting services in Australia." International Journal of the Sociology of Language 2018, no. 251 (April 25, 2018): 55–88. http://dx.doi.org/10.1515/ijsl-2018-0004.

Full text
Abstract:
AbstractTranslation can be an overt feature of public policy, typically in situations where there are status planning regulations that prescribe the use of two or more languages that then enable the development of translation infrastructure. In New World countries, one language, usually that of a former colonial power, is thede jureorde factoofficial language and seldom does translation feature as a national policy in its own right. Accounts for the provision of translation in a country such as Australia are to be found elsewhere. This article adopts a “looking sideways” approach to account for the provision of translation in a range of settings – healthcare, welfare, court/police, etc. In these areas, and since the introduction ofmulticulturalismin the mid-1970s, linguistic diversity of the Australian populace has been a component of policy formulation and the provision of translation has become a means for policy to be implemented. A national policy on languages that expressly includes translation does exist in Australia. However, it is the cross-portfolio convention of addressing language barriers in the provision of government services and beyond that accounts for translation. It is here conceptualized not so much as a cultural-linguistic value, but as a means for service delivery.
APA, Harvard, Vancouver, ISO, and other styles
9

Nunan, David. "FROM LANGUAGE POLICY TO LANGUAGE PLANNING: AN OVERVIEW OF LANGUAGES OTHER THAN ENGLISH IN AUSTRALIA. Paulin G. Djité. Deakin, Australia: National Languages and Literacy Institute of Australia, 1994. Pp. ii + 170. $28.00 paper." Studies in Second Language Acquisition 17, no. 4 (December 1995): 542. http://dx.doi.org/10.1017/s0272263100014546.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Šeškauskienė, Inesa, and Meilutė Ramonienė. "Introduction." Taikomoji kalbotyra, no. 4 (March 4, 2015): 1–4. http://dx.doi.org/10.15388/tk.2014.17465.

Full text
Abstract:
This special issue of the journal Taikomoji kalbotyra/Applied Linguistics includes papers written on the basis of the presentations given at the International Applied Linguistics Conference Languages and People: Space, Time, Identity held in Vilnius University October 3-4, 2013. The Conference was organized by the Department of Lithuanian Studies of Vilnius University and the Lithuanian Association of Applied Linguistics (LITAKA). The total number of the Conference participants amounted to 60; they came from 12 countries: Australia, the Czech Republic, Estonia, France, Hong Kong, Italy, Latvia, Lithuania, Poland, Russia, United Kingdom and the United States of America. The plenary speakers of the Conference, world-known linguists Antonella Sorace (UK), Joseph Lo Bianco (Australia) and Mark Davies (USA), gave very impressive presentations on bilingualism and language acquisition, language planning and policy, language corpora as a powerful tool in language learning and teaching.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Language planning Australia"

1

Ainsworth, Sharon G. "Perspectives on differentiation in practice : an interpretive study from teaching Japanese as a second language in Western Australian secondary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/288.

Full text
Abstract:
This focus of this interpretive study was aimed at presenting an active conception of differentiated curriculum from within the context of Western Australian (WA) second language teaching practice. Significantly, research into differentiation is a relatively new phenomenon in Australia and in particular, to WA second language teaching. Data was collected from seven Japanese language tcachers and their perspectivcs illustrated the realities of individual teaching in the construction and implementation of diffrerentiated curriculum. These teachers worked within an outcomes-based Curriculum Framework (Curriculum Council. 1998) mandate which defines curriculum for all WA schools and require responsive teaching to cater for the myriad range of learners apparent in classrooms. Differentiation authors suggest how teachers may differentiate classroom elements of ' content', 'process'. 'product' and 'learning environment' and design curriculum in response to student needs and address learner characteristics of 'readiness', 'interest', 'learning profile' and 'affect'. Teachers' interviews in this study highlighted how students enter Year 8 with a range of prior primary school second language learning experience that differs in terms of intensity, duration or type. Students in transition to secondary school may therefore be both beginners and continuers of the Japanese language and be in the same Year 8 class.
APA, Harvard, Vancouver, ISO, and other styles
2

Stone, Helen. "Specialist teachers and curriculum reform in a Western Australian primary school in 2002: a comparative study of specialist music, health and physical education, and languages-other-than-English teaching professionals." Thesis, Stone, Helen (2006) Specialist teachers and curriculum reform in a Western Australian primary school in 2002: a comparative study of specialist music, health and physical education, and languages-other-than-English teaching professionals. Masters by Research thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/350/.

Full text
Abstract:
This thesis details research on the first phase of curriculum reform (1999-2004) in a government primary school in Western Australia. The purpose of the study was to examine what progress had been made with the implementation of the Curriculum Framework (1998). The research focussed on Music, Health and Physical Education, and Languages Other than English as specialist teachers working with the Curriculum Framework (1998). Teachers and school administrators, as frontline practitioners, considered their experiences and perceptions of daily practice and provided their perspectives on curriculum reform. The hypothesis formulated for the study was that with the introduction of the Curriculum Framework (1998) the delivery of these three subjects could be further improved. This study argues that successful curriculum performance of these three subjects traditionally considered 'specialist programs' may be more fully supported by becoming aware of the forces influencing Australian curriculum discourse and delivery. Subject knowledge endorsement in this study refers to the transfer of valued knowledge in Western Australian educational systems. It is proposed that if teaching professionals articulated the substance of their educational beliefs and experiences with regard to subject knowledge meaning, place and value, curriculum delivery in primary schools may progress more effectively. Positive learning experiences for all students can be provided through the encouragement of communication and collegiality together with relevant and accessible professional development. These measures can also be supported by mounting whole-school primary programs that engage with beliefs about Music, Health and Physical Education, and Languages Other Than English through collaborative networks and learning communities. Accordingly, curriculum delivery can come within reach of the seamless curriculum anticipated by reform (Curriculum Framework, 1998:6-7). In this qualitative interview study, the frontline participants included generalist teachers, specialist teachers and school administrators. These educational practitioners were asked to participate in an in-depth, semi-structured discussion that explored their perceptions of specialist teaching and knowledge while employed at Deep Sea Primary School in 2002. They teachers also commented on how these perceptions may be linked to their experiences of socially constructed and established notions of valued knowledge. The findings of this study indicated that the progressive implementation of these three subjects or specialist's areas were characterised by subtle historical, economic, political and social forces. This thesis suggests that, these largely obscured external forces together with individual yet, taken for granted perceptions of what is perceived as valuable knowledge work together to position curriculum rhetoric and curriculum enactment that reflect established perceptions of the knowledge hierarchy. Teachers and administrators at the school often operated within the structures and meanings of conventional teaching practice of subject knowledge as determined by dominant culture in Australia. The findings indicated that school culture in a time of reform re-traditionalised hierarchical patterns of subject knowledge organisation and evaluation. Accordingly, current subject knowledge endorsement in terms of specialist teaching often worked to the benefit of established power relationships typical of post-industrial market economy in Australia. The findings also indicated that issues pertaining to curriculum prioritisation were influenced by institutional, group and individual experiences of subject specialist knowledge. Poor perceptions of these three subjects could also be generated by experiencing inflexible and inadequate yet established funding and resource patterns in educational systems. Frontline teachers, their school-based roles and responsibilities attached to the teaching and learning of the three specialist areas were typified by rigid school organisation and job structures together with condensed teaching time and community backing. This thesis argues that progressive, outcomes education requires an articulate and supportive school culture, more funding and the genuine maintenance of quality Music, Health and Physical Education and Language Other Than English teachers. In addition, curriculum implementation would benefit from the promotion of constructivist-orientated student activities within specialist programs.
APA, Harvard, Vancouver, ISO, and other styles
3

Stone, Helen. "Specialist teachers and curriculum reform in a Western Australian primary school in 2002 : a comparative study of specialist music, health and physical education, and languages-other-than-English teaching professionals /." Stone, Helen (2006) Specialist teachers and curriculum reform in a Western Australian primary school in 2002: a comparative study of specialist music, health and physical education, and languages-other-than-English teaching professionals. Masters by Research thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/350/.

Full text
Abstract:
This thesis details research on the first phase of curriculum reform (1999-2004) in a government primary school in Western Australia. The purpose of the study was to examine what progress had been made with the implementation of the Curriculum Framework (1998). The research focussed on Music, Health and Physical Education, and Languages Other than English as specialist teachers working with the Curriculum Framework (1998). Teachers and school administrators, as frontline practitioners, considered their experiences and perceptions of daily practice and provided their perspectives on curriculum reform. The hypothesis formulated for the study was that with the introduction of the Curriculum Framework (1998) the delivery of these three subjects could be further improved. This study argues that successful curriculum performance of these three subjects traditionally considered 'specialist programs' may be more fully supported by becoming aware of the forces influencing Australian curriculum discourse and delivery. Subject knowledge endorsement in this study refers to the transfer of valued knowledge in Western Australian educational systems. It is proposed that if teaching professionals articulated the substance of their educational beliefs and experiences with regard to subject knowledge meaning, place and value, curriculum delivery in primary schools may progress more effectively. Positive learning experiences for all students can be provided through the encouragement of communication and collegiality together with relevant and accessible professional development. These measures can also be supported by mounting whole-school primary programs that engage with beliefs about Music, Health and Physical Education, and Languages Other Than English through collaborative networks and learning communities. Accordingly, curriculum delivery can come within reach of the seamless curriculum anticipated by reform (Curriculum Framework, 1998:6-7). In this qualitative interview study, the frontline participants included generalist teachers, specialist teachers and school administrators. These educational practitioners were asked to participate in an in-depth, semi-structured discussion that explored their perceptions of specialist teaching and knowledge while employed at Deep Sea Primary School in 2002. They teachers also commented on how these perceptions may be linked to their experiences of socially constructed and established notions of valued knowledge. The findings of this study indicated that the progressive implementation of these three subjects or specialist's areas were characterised by subtle historical, economic, political and social forces. This thesis suggests that, these largely obscured external forces together with individual yet, taken for granted perceptions of what is perceived as valuable knowledge work together to position curriculum rhetoric and curriculum enactment that reflect established perceptions of the knowledge hierarchy. Teachers and administrators at the school often operated within the structures and meanings of conventional teaching practice of subject knowledge as determined by dominant culture in Australia. The findings indicated that school culture in a time of reform re-traditionalised hierarchical patterns of subject knowledge organisation and evaluation. Accordingly, current subject knowledge endorsement in terms of specialist teaching often worked to the benefit of established power relationships typical of post-industrial market economy in Australia. The findings also indicated that issues pertaining to curriculum prioritisation were influenced by institutional, group and individual experiences of subject specialist knowledge. Poor perceptions of these three subjects could also be generated by experiencing inflexible and inadequate yet established funding and resource patterns in educational systems. Frontline teachers, their school-based roles and responsibilities attached to the teaching and learning of the three specialist areas were typified by rigid school organisation and job structures together with condensed teaching time and community backing. This thesis argues that progressive, outcomes education requires an articulate and supportive school culture, more funding and the genuine maintenance of quality Music, Health and Physical Education and Language Other Than English teachers. In addition, curriculum implementation would benefit from the promotion of constructivist-orientated student activities within specialist programs.
APA, Harvard, Vancouver, ISO, and other styles
4

Slaughter, Yvette. "The study of Asian languages in two Australian states: considerations for language-in-education policy and planning." 2007. http://repository.unimelb.edu.au/10187/2289.

Full text
Abstract:
This dissertation conducts a comprehensive examination of the study of Asian languages in two Australian states, taking into consideration the broad range of people and variables which impact on the language-in-education ecology. These findings are intended to enhance the development of language-in-education policy, planning and implementation in Australia. In order to incorporate a number of perspectives in the language-in-education ecology, interviews were conducted with a range of stakeholders, school administrators, LOTE (Languages Other Than English) coordinators and LOTE teachers, from all three education systems – government, independent and Catholic (31 individuals), across two states – Victoria and New South Wales. Questionnaires were also completed by 464 senior secondary students who were studying an Asian language. Along with the use of supporting data (for example, government reports and newspaper discourse analysis), the interview and questionnaire data was analysed thematically, as well as through the use of descriptive statistics.
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Language planning Australia"

1

Frances, Christie, and Australian Council for Educational Research., eds. Literacy for a changing world. Hawthorn, Vic., Australia: Australian Council for Educational Research, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

McCabe, Gerard B. Planning for a new generation of public library buildings. Westport, Conn: Greenwood Press, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Djité, Paulin G. From language policy to language planning: An overview of languages other than English in Australian education. Deakin, ACT: The National Languages & Literacy Institute of Australia, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

1943-, Baldauf Richard B., and Luke Allan, eds. Language planning and education in Australasia and the South Pacific. Clevedon, Avon, England: Multilingual Matters, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

The loss of Australia's Aboriginal language heritage. Canberra: Aboriginal Studies Press, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hobson, John Robert. Re-awakening languages: Theory and practice in the revitalisation of Australia's indigenous languages. Sydney: Sydney University Press, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Baldauf, Richard B. Language Planning and Education in Australia and the South Pacific (Multilingual Matters). Multilingual Matters Limited, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

A statement on English for Australian schools: A joint project of the States, Territories, and the Commonwealth of Australia. Carlton, Vic., Australia: Curriculum Corporation, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Ken, Boston, Australian Education Council, Australian Education Council. Curriculum and Assessment Committee., and Curriculum Corporation (Australia), eds. Languages other than English, a curriculum profile for Australian schools: A joint project of the States, Territories, and the Commonwealth of Australia. Carlton, Vic., Australia: Curriculum Corporation, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

(Editor), Susan Hood, and Anne Burns (Editor), eds. Exploring Course Designs in Changing Curriculum (Teachers Voices). NCELTR Publications (National Centre for English L, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Language planning Australia"

1

Kaplan, Robert B., and Richard B. Baldauf. "Language Planning in Australia." In Language Policy, 143–66. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-0145-7_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Troy, Jakelin, and Michael Walsh. "Terminology Planning in Aboriginal Australia." In Language Planning and Policy: Language Planning in Local Contexts, edited by Anthony J. Liddicoat and Richard B. Baldauf Jr, 156–70. Bristol, Blue Ridge Summit: Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847690647-011.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Hatoss, Anikó. "Community-level Approaches in Language Planning: The Case of Hungarian in Australia." In Language Planning and Policy: Language Planning in Local Contexts, edited by Anthony J. Liddicoat and Richard B. Baldauf Jr, 55–74. Bristol, Blue Ridge Summit: Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847690647-005.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Ozolins, Uldis. "National language policy and planning: migrant languages." In Language in Australia, 329–48. Cambridge University Press, 1991. http://dx.doi.org/10.1017/cbo9780511620881.025.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

McLean, Emina. "Docklands Primary School, Melbourne, Australia." In Systematic synthetic phonics: case studies from Sounds-Write practitioners, 43–53. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.55.1358.

Full text
Abstract:
Our brand-new school, Docklands Primary School, opened in January 2021. Located in the heart of Melbourne, Australia, we are a state school for students in Foundation through to Year 6. At the time of this case study first being written, we had 255 students enrolled, but numbers continue to grow. We have a vibrant and diverse student community, with over 60% of our students speaking English as an additional language. Our students were born in 21 different countries, and there are at least thirteen different languages spoken at home. As the English and Literacy Leader, I oversee curriculum, assessment, instruction, intervention, and professional learning in those domains. Part of that foundational work has involved ensuring staff are formally trained in Sounds-Write, and that the programme is implemented with consistency and fidelity across classrooms. We teach Sounds-Write in the first three years of school (Foundation-Year 2). Students receive 30 minutes of instruction daily and planning and delivery is consistent across year level classrooms. In 2021, there were six Foundation classes, two Year 1 classes, and one Year 2 class. We are not considered a particularly advantaged or disadvantaged school, with an Index of Community Socio-Educational Advantage value close to the average of 1,000 (range of 800-1,200).
APA, Harvard, Vancouver, ISO, and other styles
6

"2. Australia’s Italian and Japanese." In Language Planning and Student Experiences, 40–61. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090051-005.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Moore, Paul J., and Michael Harrington. "Fractionating English language proficiency: policy and practice in Australian higher education." In Language Policy and Planning in Universities, 166–85. Routledge, 2018. http://dx.doi.org/10.4324/9780203732106-11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Robb, Thomas K., and David James Gill. "Introduction." In Divided Allies, 1–9. Cornell University Press, 2019. http://dx.doi.org/10.7591/cornell/9781501741845.003.0001.

Full text
Abstract:
This introductory chapter provides an overview of post-World War II relations among the four Western powers: the United States, United Kingdom, Australia, and New Zealand. In contrast to the broad strategic cooperation that emerged in Europe after World War II, no formal alliances between Western powers existed throughout the Asia-Pacific until the 1950s. Even when established, these security agreements remained limited in terms of military planning and scope of membership, despite the rising threat posed by the Soviet Union and the People's Republic of China. To be sure, the Western powers that exerted most influence on security pacts in the region continued to enjoy close relations in many quarters and each held serious concerns about the Communist threat. All four states shared the ties of ancestry, language, and democratic institutions and maintained close economic and security relationships around the world. Yet, however close these four powers might have been to one another, they remained separate, sovereign states with their own interests. Although the pressures created by the Cold War could unite Western powers on an ad hoc basis, long-term strategic cooperation in the Asia-Pacific remained curiously limited. Thus, the purpose of this book is to examine why strategic cooperation among these four powers was so challenging in the Asia-Pacific during the early Cold War.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Language planning Australia"

1

Uzra, Mehbuba Tune, and Peter Scrivener. "Designing Post-colonial Domesticity: Positions and Polarities in the Feminine Reception of New Residential Patterns in Modernising East Pakistan and Bangladesh." In The 38th Annual Conference of the Society of Architectural Historians Australia and New Zealand. online: SAHANZ, 2022. http://dx.doi.org/10.55939/a4027pcwf6.

Full text
Abstract:
When Paul Rudolph was commissioned to design a new university campus for East Pakistan in the mid-1960s, the project was among the first to introduce the expressionist brutalist lexicon of late-modernism into the changing architectural language of postcolonial South and Southeast Asia. Beyond the formal and tectonic ruptures with established colonial-modern norms that these designs represented, they also introduced equally radical challenges to established patterns of domestic space-use. Principles of open-planning and functional zoning employed by Rudolf in the design of academic staff accommodation, for example, evidently reflected a socially progressive approach – in light of the contemporary civil rights movement back in America – to the accommodation of domestic servants within the household of the modern nuclear family. As subsequent residents would recount, however, these same planning principles could have very different and even opposite implications for the privacy and sense of security of Bangladeshi academics and their families. The paper explores and interprets the post-occupancy experience of living in such novel ‘ultra-modern’ patterns of a new domesticity in postcolonial Bangladesh, and their reception and adaptation into the evolving norms of everyday residential development over the decades since. Specifically, it examines the reception of and responses to these radically new residential patterns by female members of the evolving modern Bengali Muslim middle class who were becoming progressively more liberal in their outlook and lifestyles, whilst retaining consciousness and respect for the abiding significance in their personal and family lives of traditional cultural practices and religious affinities. Drawing from the case material and methods of an on-going PhD study, the paper will offer a contrapuntal analysis of architectural and ethnological evidence of how the modern Bengali woman negotiates, adapts to and calibrates these received architectural patterns of domesticity whilst simultaneously crafting a reembraced cultural concept of femininity, in a fluid dialogical process of refashioning both space and self.
APA, Harvard, Vancouver, ISO, and other styles
2

Sage, Jack, and Michael Sankey. "Managing career transitions into post-secondary Learning Designer Jobs: An Australasian perspective." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0103.

Full text
Abstract:
This semi-structured qualitative study maps out the diversity of career paths of Australian and New Zealand (ANZ) learning designers (LDs) and summarises their career advice for those aspiring to be LDs. It identifies that, among the 92 participants, there were many different pathways into the profession both from an academic and from professional backgrounds. It identified that the most common entry points into the postsecondary LD profession come through previously working: as a primary and secondary teacher; in higher education student services, as an English as a Second Language (ESL) professional, a sessional academic seeking job stability; in private industry, such as in film and television and in the area of training and development. Most career transitions into LD were serendipitous, or a natural progression rather than a deliberate and planned process. The study further identified a paucity of LD and associated professions career information in ANZ public domain, which held some back from entering a Learning Design career earlier. This paper concludes with some recommended strategies to address this, to the extent that it is hoped that this paper will aid aspiring LDs in planning their career transitions more effectively.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Language planning Australia' for particular source types:
Journal articles Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography