Journal articles on the topic 'Language policy Australia'
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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.
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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).
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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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Fullagar, Susan, and Anthony J. Liddicoat. "The role of the national languages institute of Australia in the development and implementation of language policy in Australia." Language Planning and Language Policy in Australia 8 (January 1, 1991): 64–76. http://dx.doi.org/10.1075/aralss.8.04ful.
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The establishment of a languages institute has long been seen as an important step in the development of Australian language policy. After the adoption of the National Policy Languages, renewed impetus for a languages institute gave rise to the establishment of the National Languages Institute of Australia, a languages institute with a broad charter and wide-ranging functions. This paper reviews the development of the structure of the NLIA and examines the role the institute has in language policy development and implementation in three main areas: research, policy advice and service provision.
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Hamid, M. Obaidul, and Andy Kirkpatrick. "Foreign language policies in Asia and Australia in the Asian century." Language Problems and Language Planning 40, no. 1 (May 9, 2016): 26–46. http://dx.doi.org/10.1075/lplp.40.1.02ham.
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This article provides a comparative analysis of foreign language policies in Asia and Australia with reference to policy contexts, motivations and processes. The analysis is specifically motivated by the recent publication of the Australia in the Asian Century White Paper that represents Australia’s renewed desire to engage with Asia by developing “Asia literacy” including the development of national proficiency in selected Asian languages. It is argued that, although foreign language policies in the two regions present interesting similarities in terms of policy contexts and goals, there is notable disconnect between Asia and Australia that potentially undermines Australian policy desire to connect with Asia. Furthermore, although languages, like other national resources, are planned to address social needs and aspirations, subjecting languages to economic imperative reflects not only misconceptions of languages but also misappropriation of their potential.
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McKay, Graham R. "Policy and Indigenous languages in Australia." Australian Review of Applied Linguistics 34, no. 3 (January 1, 2011): 297–319. http://dx.doi.org/10.1075/aral.34.3.03mck.
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The use of Indigenous languages has been declining over the period of non-Aboriginal settlement in Australia as a result of repressive policies, both explicit and implicit. The National Policy on Languages (Lo Bianco, 1987) was the high point of language policy in Australia, given its national scope and status and its attempt to encompass all aspects of language use. Indigenous languages received significant recognition as an important social and cultural resource in this policy, but subsequent national policy developments moved via a focus on economic utility to an almost exclusive emphasis on English, exacerbated by a focus on national literacy standards. This is exemplified in the Northern Territory’s treatment of Indigenous bilingual education programs. Over recent years there have been hopeful signs in various states of policy developments supportive of Indigenous languages and in 2009 the Commonwealth Government introduced a new National Indigenous Languages Policy and a plan for a national curriculum in languages. Support for Indigenous languages remains fragmentary, however, and very much subservient to the dominant rhetoric about the need for English skills, while at the same time ignoring research that shows the importance of Indigenous and minority languages for social well-being and for developing English language skills.
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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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Branson, Jan, and Don Miller. "Language and identity in the Australian deaf community." Language Planning and Language Policy in Australia 8 (January 1, 1991): 135–76. http://dx.doi.org/10.1075/aralss.8.08bra.
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This paper examines the relationship between the Deaf1, their language, Auslan2 (Australian Sign Language), and the encompassing dominant hearing society and its culture in the context of the development of effective language policies for the Deaf, not only within the context of schooling but in the years prior to formal education and beyond the school. The paper has developed out of an initial response by AUSLAB (the Australian Sign Language Advisory Board, formed by the Australian Association of the Deaf) to the Federal Government’s Green Paper, The Language of Australia: Discussion Paper on an Australian Literacy and Language Policy for the 1990s. (Commonwealth of Australia 1990), later superseded by the White Paper, Australia’s Language: The Australian Language and Literacy Policy (Commonwealth of Australia 1991a & b).
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Ozolins, Uldis. "Language policy in interpreting and translating." Language Planning and Language Policy in Australia 8 (January 1, 1991): 177–90. http://dx.doi.org/10.1075/aralss.8.09ozo.
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While the area of I/T has had an ambivalent place in Australian language policy, the area of I/T is of interest because Australia serves as a model a kind if I?T which is becoming increasingly common throughout the world. The present summary article explores the particular place of I/T within language policy, identifies some of the significant issues confronted by I/T, and connects them to other areas of language policy.
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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.
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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.
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Clyne, Michael. "Australia’s language policies are we going backwards?" Language Planning and Language Policy in Australia 8 (January 1, 1991): 3–22. http://dx.doi.org/10.1075/aralss.8.01cly.
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The recent White Paper, Australia’s Language – The Australian Language and Literacy Policy, is the latest contribution to the history of language policies in Australia. This article explores that history, giving particular attention to each of the string of policy documents released since the early 1980s. Features of the current debate in Australia are drawn out, and a comparative assessment is made of Australia’s policies and those of other countries.
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Musgrave, Simon, and Julie Bradshaw. "Language and social inclusion." Australian Review of Applied Linguistics 37, no. 3 (January 1, 2014): 198–212. http://dx.doi.org/10.1075/aral.37.3.01mus.
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Social inclusion policy in Australia has largely ignored key issues of communication for linguistic minorities, across communities and with the mainstream community. In the (now disbanded) Social Inclusion Board’s reports (e.g., Social Inclusion Unit, 2009), the emphasis is on the economic aspects of inclusion, while little attention has been paid to questions of language and culture. Assimilatory aspects of policy are foregrounded, and language is mainly mentioned in relation to the provision of classes in English as a Second Language. There is some recognition of linguistic diversity but the implications of this for inclusion and intercultural communication are not developed. Australian society can now be characterised as super-diverse, containing numerous ethnic groups each with multiple and different affiliations. We argue that a social inclusion policy that supports such linguistic and cultural diversity needs an evidence-based approach to the role of language and we evaluate existing policy approaches to linguistic and cultural diversity in Australia to assess whether inclusion is construed primarily in terms of enhancing intercultural communication, or of assimilation to the mainstream.
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Zhou, Ye, and Li Zou. "On Development History of Australia’s Language Policy and the Enlightenment to China’s Foreign Language Education." Theory and Practice in Language Studies 7, no. 5 (May 1, 2017): 366. http://dx.doi.org/10.17507/tpls.0705.06.
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As is well-known, Australia is the first English country to officially make and efficiently carry out multi-lingual and plural culture in the world, whose language education policy has been highly spoken of by most linguists and politicians in the world in terms of the formulation and implementation. By studying such items as affecting factors, development history, implementing strategies of Australian language education policy under the background of multiculturalism, researchers can get a clue of the law of development of the language education policy in the developed countries and even the world. To be specific, through studying the development history of Australian language education policy under the background of multiculturalism, the paper puts forward some enlightenment and presents some advice on the China’s foreign language education.
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Fesl, E. D. "Language death among Australian languages." Australian Review of Applied Linguistics 10, no. 2 (January 1, 1987): 12–22. http://dx.doi.org/10.1075/aral.10.2.02fes.
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Abstract This paper looks at the history of language policy formulation and implementation in conjunction with social factors influencing attitudes to both Koorie1 people and their languages. It endeavours to trace the process of enforced language shift, with consequent language death, in the social history of Australia. Factors which aid or are hastening language death in the contemporary period are also discussed. Attention is drawn to the rapidity with which language death has occurred and will continue to occur if measures are not taken to curb the current trends.
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Fernandes, Clinton. "Australia’s Policy Successes in Timor-Leste." Estudios de Asia y África 57, no. 3 (July 29, 2022): 453–76. http://dx.doi.org/10.24201/eaa.v57i3.2783.
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An independent Timor-Leste posed a dilemma for Australian foreign policy. On the one hand, Australia led the multinational military coalition that restored peace in 1999, and had an obvious interest in ensuring that its newest neighbour was self-reliant and stable. On the other hand, independence negated three decades of Australian diplomatic effort to control the oil and gas resources of the Timor Sea. Accordingly, Australia accepted Timor-Leste’s formal independence but tried to influence key aspects of its internal and external policies using foreign aid, espionage and other instruments of statecraft.
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Clyne, Michael. "Language policy in Australia—achievements, disappointments, prospects." Journal of Intercultural Studies 18, no. 1 (April 1997): 63–71. http://dx.doi.org/10.1080/07256868.1997.9963442.
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Hajek, John, Renata Aliani, and Yvette Slaughter. "From the Periphery to Center Stage: The Mainstreaming of Italian in the Australian Education System (1960s to 1990s)." History of Education Quarterly 62, no. 4 (November 2022): 475–97. http://dx.doi.org/10.1017/heq.2022.30.
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AbstractThis article examines the complex drivers of change in language education that have resulted in Australia having the highest number of students learning Italian in the world. An analysis of academic and non-academic literature, policy documents, and quantitative data helps trace the trajectory of the Italian language in the Australian education system, from the 1960s to the 1990s, illustrating the interaction of different variables that facilitated the shift in Italian's status from a largely immigrant language to one of the most widely studied languages in Australia. This research documents the factors behind the successful mainstreaming of Italian into schools, which, in addition to the active support it received from the Italian community and the Italian government, also included, notably, the ability of different Australian governments to address societal transformation and to respond to the emerging practical challenges in scaling up new language education initiatives in a detailed and comprehensive manner.
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Caruso, Marinella, and Josh Brown. "Continuity in foreign language education in Australia." Australian Review of Applied Linguistics 40, no. 3 (December 31, 2017): 280–310. http://dx.doi.org/10.1075/aral.17029.car.
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Abstract This article discusses the validity of the bonus for languages other than English (known as the Language Bonus) established in Australia to boost participation in language education. In subjecting this incentive plan to empirical investigation, we not only address a gap in the literature, but also continue the discussion on how to ensure that the efforts made by governments, schools, education agencies and teachers to support language study in schooling can have long-term success. Using data from a large-scale investigation, we consider the significance of the Language Bonus in influencing students’ decisions to study a language at school and at university. While this paper has a local focus – an English-speaking country in which language study is not compulsory – it engages with questions from the broader agenda of providing incentives for learning languages. It will be relevant especially for language policy in English speaking countries.
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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.
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Khilkhanova, Erzhen. "New Trends in Multilingualism and Minority Languages on a Global Scale." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 2. Jazykoznanije, no. 4 (December 2020): 64–75. http://dx.doi.org/10.15688/jvolsu2.2020.4.6.
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The article examines current trends in language policy and attitudes towards multilingualism and minority languages in the European Union, the USA, and Australia. On the example of some languages (Basque, Breton, Corsican, Sámi etc.) various factors affecting the current situation of minority languages are analyzed with priority to the state language policy. Special attention is concentrated on a new phenomenon in European sociolinguistics – the emergence of "new speakers" from minority groups who have learned these languages not in the family, but due to the educational system. Regarding the US language policy, the situation with the languages of North American Indians is described through some positive changes that have occurred in the economic, legal, cultural and linguistic environment of Indian tribes. The Australian case is analyzed as an equally striking example of progress from banning the use of aboriginal languages to modern programmes of their revitalisation. On the basis of the considered cases the author points to the importance of such factors as language activism and the financial and economic situation of minorities themselves. It is concluded that the change in the value paradigm only sets the framework conditions for the implementation of language rights but does not guarantee their success.
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Mason, Shannon, and John Hajek. "Language Education and Language Ideologies in Australian Print Media." Applied Linguistics 41, no. 2 (December 1, 2018): 215–33. http://dx.doi.org/10.1093/applin/amy052.
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Abstract Across most predominantly English-speaking countries, classroom-based language education plays an important role in the internationalization of young citizens. However, the quality of language learning opportunities in many countries is less than ideal. The development of language education policy is influenced in part by broader societal perceptions of language, and these perceptions are often reflected and shaped by the media. The case of Australia is an interesting one for focus, because media and policy attention to the discipline is high, and yet to date there has been no comprehensive analysis of its representation. To fill this gap, the authors subject 261 news articles from Australian newspapers between 2007 and 2016 to mixed-methods content analysis, guided by Ruiz’s three orientations to language. The results show that language is positioned as a problem, and as an economic resource, but not as a social resource, nor as a right of everyday citizens. The ideological positioning of language in the press has implications for the perceptions of the role of language education, and for student uptake.
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Sussex, Roland. "The Green Paper on language and literacy." Language Planning and Language Policy in Australia 8 (January 1, 1991): 39–63. http://dx.doi.org/10.1075/aralss.8.03sus.
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The Green Paper The Language of Australia released in December 1990, is the first step in a reworking of language policy in Australia. This paper reviews some of the issues raised in the Green Paper and looks at the implications the agenda the Green Paper sets. The Green Paper contains some good ideas in a flawed cover. The positive aspects of the document will need to be developed in a context based on a holistic view of language and literacy policy and a strong commitment to the consolidation of language policy initiatives.
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Tran, Van H., Sarah Verdon, Sharynne McLeod, and Cen Wang. "Family Language Policies of Vietnamese–Australian Families." Journal of Child Science 12, no. 01 (January 2022): e67-e78. http://dx.doi.org/10.1055/s-0042-1743490.
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AbstractThis study aimed to investigate reported family language policies (quy tắc sử dụng ngôn ngữ cho gia đình) and language maintenance practices among Vietnamese–Australian parents. This mixed-methods study collected 151 Vietnamese–Australian parents' responses to close- and open-ended questions within an online questionnaire that was available both in English and Vietnamese. Bivariate analyses and logistic regression were conducted to explore associations between family language policies and factors related to demographics and Spolsky's language policy theory. Content analysis was undertaken in NVivo to investigate family language policies. One-third of the participants (35.6%) reported to have a family language policy and 72.5% of those with a policy indicated that they consistently implemented their policy. Significant factors associated with having a family language policy were parents' higher Vietnamese proficiency, more Vietnamese language use with their children, and intention of future residence in Vietnam. The four identified language policies were as follows: (1) using Vietnamese with the nuclear family (FLP1), (2) Vietnamese outside the nuclear family (FLP2), (3) English at home (FLP3), and (4) English outside the home (FLP4). Some families used more than one of these concurrently. This is one of the first large-scale mixed-method studies to explore family language policies, and the first to explore this issue with Vietnamese-speaking families in Australia. Many Vietnamese–Australian families do not explicitly have a family language policy aimed at maintaining Vietnamese at home; therefore, the Vietnamese–Australian community is at risk of a shift toward English language dominance and home language loss. As a result, the benefits of multilingualism within the Vietnamese–Australian community may be lost without support from the government and community to maintain their home language.
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Gassin, June. "Innovations in university language teaching." Language Teaching and Learning in Australia 9 (January 1, 1992): 19–32. http://dx.doi.org/10.1075/aralss.9.02gas.
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University language teaching in Australia has undergone significant changes over the past few years in spite of considerable constraints. Many institutions have responded positively to the changing needs of their students with new courses, study abroad programs and summer schools. This paper focuses on some recent innovations taking place in language teaching at the University of Melbourne. These relate to both policy and practice and include the establishment of a School of Languages. Taken as a whole these innovations constitute an important step in the development of a coherent university language policy and provide new directions in language teaching at this University.
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Henderson, David, Pam D. McGrath, and Mary Anne Patton. "Experience of clinical supervisors of international medical graduates in an Australian district hospital." Australian Health Review 41, no. 4 (2017): 365. http://dx.doi.org/10.1071/ah15094.
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Objective Herein we record the experience of clinical supervisors of international medical graduates (IMGs) working as junior staff in a district hospital by examining supervisor perspectives on IMG performance, the factors affecting their performance and the requirements of supervision under these circumstances. Methods The present study had an open-ended exploratory qualitative design. Thirteen 13 open-ended, in-depth interviews were undertaken with supervisors of IMGs employed in a public district hospital in Queensland, Australia. Results The supervisors reported that, although performance was an individual and variable characteristic, IMGs tended to perform less well than Australian graduates and required more intensive supervision. Factors that affected performance were motivation and experience, and specifically lack of familiarity with the Australian healthcare system, lack of recent of practice, education, language, communication and cultural factors. English language proficiency was regarded as crucial to performance. Conclusions The additional work required to supervise IMGs in order to enable them to perform at a satisfactory level and successfully integrate into the Australian healthcare system needs to be recognised and resourced. Assistance with attaining proficiency in English and with communication skills over and above the standard required to pass the International English Language Testing System examination should be seriously considered as a means of improving performance. What is known about the topic? To date, there is little research available about the experience of supervisors of IMGs in Australia. What does this paper add? The findings of the present study make an important contribution to the literature by examining the critical role clinical supervisors of IMGs have in helping IMGs adapt to the Australian healthcare system and ensuring that they are able to provide quality health care. It identifies current challenges and highlights areas in need of attention to ensure a strong healthcare system for Australia. What are the implications for practitioners? Supervisors of IMGs need recognition of the extra time and expertise required in their role if they are to be effectively supported in their endeavours to integrate IMGs into the Australian health workforce. More attention needs to be given to the development of English language proficiency of IMGs, including colloquial usage, and communication in medical practice.
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Lee-Wong, Song Mei. "Michael Clyne & Sandra Kipp, Pluricentric languages in an immigrant context: Spanish, Arabic and Chinese. (Contributions to the Sociology of Language, no. 82). Berlin: Mouton de Gruyter, 1999. Pp. xxi, 360. Hb DM 248.00, $160.00." Language in Society 30, no. 3 (July 2001): 500–503. http://dx.doi.org/10.1017/s0047404501263052.
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This volume is a highly detailed and thoughtful analysis of the language use of Spanish, Arabic, and Chinese speakers in one of the major cities of Australia, Melbourne. Bringing together census findings and other empirical data, this study addresses the issues of pluricentricity and language maintenance and language shift in an immigrant context. Australia, as one of the world's more successful countries in its national bilingual policy, has been a catalyst for local research in community languages. The present volume complements the earlier works of both authors, for instance, Clyne 1991 and Kipp 1981.
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Balasubramanian, Madhan, David S. Brennan, A. John Spencer, and Stephanie D. Short. "‘Newness–struggle–success’ continuum: a qualitative examination of the cultural adaptation process experienced by overseas-qualified dentists in Australia." Australian Health Review 40, no. 2 (2016): 168. http://dx.doi.org/10.1071/ah15040.
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Objectives Overseas-qualified dentists constitute a significant proportion of the Australian dental workforce (approximately one in four). The aim of the present study was to provide a better understanding of the cultural adaptation process of overseas-qualified dentists in Australia, so as to facilitate their integration into the Australian way of life and improve their contribution to Australian healthcare, economy and society. Methods Life stories of 49 overseas-qualified dentists from 22 countries were analysed for significant themes and patterns. We focused on their settlement experience, which relates to their social and cultural experience in Australia. This analysis was consistent with a hermeneutic phenomenological approach to qualitative social scientific research. Results Many participants noted that encounters with ‘the Australian accent’ and ‘slang’ influenced their cultural experience in Australia. Most of the participants expressed ‘fascination’ with the people and lifestyle in Australia, primarily with regard to the relaxed way of life, cultural diversity and the freedom one usually experiences living in Australia. Few participants expressed ‘shock’ at not being able to find a community of similar religious faith in Australia, as they are used to in their home countries. These issues were analysed in two themes; (1) language and communication; and (2) people, religion and lifestyle. The cultural adaptation process of overseas-qualified dentists in Australia is described as a continuum or superordinate theme, which we have entitled the ‘newness–struggle–success’ continuum. This overarching theme supersedes and incorporates all subthemes. Conclusion Family, friends, community and organisational structures (universities and public sector) play a vital role in the cultural learning process, affecting overseas-qualified dentist’s ability to progress successfully through the cultural continuum. What is known about the topic? Australia is a popular host country for overseas-qualified dentists. Migrant dentists arrive from contrasting social and cultural backgrounds, and these contrasts can be somewhat more pronounced in dentists from developing countries. To date, there is no evidence available regarding the cultural adaptation process of overseas-qualified dentists in Australia or elsewhere. What does this paper add? This study provides evidence to support the argument that the cultural adaptation process of overseas-qualified dentists in Australia can be viewed as a continuum state, where the individual learns to adapt to the people, language and lifestyle in Australia. The ongoing role of family and friends is primary to a successful transition process. Our research also identifies the positive role played by community and organisational structures, such as universities and public sector employment schemes. What are the implications for practitioners? A potential implication for policy makers is to focus on the positive roles played by organisational structures, particularly universities and the public sector. This can inform more supportive migration policy, as well as strengthen the role these organisations play in providing support for overseas-qualified dentists, thus enabling them to integrate more successfully into Australia’s health care system, economy and society.
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PARLAK, Hatice. "Language and Education Policy of Australia / Victorian's Teaching Turkish Framework." Journal of Turkish Studies Volume 7 Issue 1, no. 7 (2012): 1825–33. http://dx.doi.org/10.7827/turkishstudies.3108.
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Kirwan, Sharyn J. "Annotated bibliography on language teaching in Australia." Language Teaching and Learning in Australia 9 (January 1, 1992): 140–60. http://dx.doi.org/10.1075/aralss.9.09kir.
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Abstract This paper reviews a number of articles that have been published since 1988, just after the release of Lo Bianco’s National policy recommendations on language. The review, which covers two sections 1) theoretical LOTE issues and 2) practical LOTE issues, is by no means exhaustive. The aim of this paper is to provide teachers, students and researchers with an overview of what has been happening, theoretically and practically, in the area of LOTE teaching in Australia during the past 4 years.
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Clyne, Michael. "Are we making a difference?" Australian Review of Applied Linguistics 30, no. 1 (January 1, 2007): 3.1–3.14. http://dx.doi.org/10.2104/aral0703.
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Language is crucial in our lives and to all disciplines. It affects our well-being individually and collectively and touches important sociopolitical issues. Linguists/applied linguists have exciting opportunities for interdisciplinary research and to work in contexts personally meaningful to them. While language is the concern of all people, professionals have special responsibilities to provide leadership in understanding how it works and responsible insights into the uses and abuses of language in society. Australian language specialists can offer the rest of the world experience with language policy, typological and language contact studies, and bilingual language acquisition. Some Australians have advanced linguistic knowledge through studies of indigenous languages. Many have worked with indigenous, ethnic and other communities and professional groups, providing evidence in court or advice to teachers and families. Some broadcast regularly or occasionally. But have we succeeded in contesting the monolingual mindset of the mainstream? The Australian authors represented in language sections of most general bookshops are not linguists. Far more collaboration and coordination of initiatives through the professional societies is needed to put languages back on the national agenda and make Australia more language-aware. This should lead to recognizing, valuing, fostering and transmitting, supporting and sharing our linguistic diversity. Australia’s rich language potential has only been partly realized.
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He, Juan, and Huaying Liao. "The Study of Language Policy in Education in the Context of Belt and Road—The Contrast on Language Education Policy between China and Australia." Theory and Practice in Language Studies 10, no. 11 (November 1, 2020): 1489. http://dx.doi.org/10.17507/tpls.1011.22.
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The language education policy is closely related to economic development, cultural communication and language strategy. This is a contrast on language policy in education between China and Australia in terms of subjective language, ethnic minority language and foreign language education. Some suggestions on language policy implement including language protection, comprehensive foreign language teaching system and internet advantages are given, in order to be beneficial for future study.
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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.
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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.
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England, Nora C. "Joshua A. Fishman (ed.), Can threatened languages be saved? Reversing language shift, revisited: A 21st century perspective. Clevedon: Multilingual Matters, 2001. Pp. xvi, 503. Pb $24.95." Language in Society 32, no. 1 (December 24, 2002): 109–11. http://dx.doi.org/10.1017/s0047404503221059.
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This volume revisits, as its title states, the theory and practice of reversing language shift (RLS) first proposed by Fishman in 1991. A dozen of the original case studies are reanalyzed and several more are added, producing a rich source of detail on some of the specific situations of language shift and efforts to reverse it. Fishman contributes introductory and concluding chapters as well as one of the case studies (Yiddish); other authors cover Navajo, New York Puerto Rican Spanish, Québec French, Otomí, Quechua, Irish, Frisian, Basque, Catalán, Oko, Andamanese, Ainu, Hebrew, immigrant languages in Australia, indigenous languages in Australia, and Maori. The resulting book provides a wealth of information about language shift and public policy directed toward RLS, but its aims are broader than that.
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Mason, Shannon, and John Hajek. "Representing language education in Australian universities: An analysis of press reporting (2007–2016)." Language Learning in Higher Education 9, no. 1 (July 26, 2019): 179–202. http://dx.doi.org/10.1515/cercles-2019-0012.
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Abstract Educational issues are a regular feature in mainstream media, and the ways in which particular issues are represented can influence public perceptions of the various discipline areas and, in turn, policy decisions that affect them. While the research literature includes media coverage analyses of a wide range of educational disciplines and sectors, missing is an understanding of the media representations of language education in the tertiary setting, despite languages being seen as a key pathway to generalised national multilingualism, social harmony, and economic prosperity. The authors address this gap using Australia as a case study, a country that has seen considerable policy and media attention to language education in general over many years. A content analysis of print newspaper coverage from 2007–2016 was conducted, revealing that the coverage of the discipline area at the tertiary level is extremely limited, is generally superficial in depth, narrow in scope, and negative in tone. This representation perpetuates the already precarious position of language education in Australian universities, and there is little support for a more positive and visible public agenda.
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Liddicoat, Anthony J., Timothy Jowan Curnow, and Angela Scarino. "The trajectory of a language policy." Australian Review of Applied Linguistics 39, no. 1 (November 22, 2016): 31–46. http://dx.doi.org/10.1075/aral.39.1.02lid.
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This paper examines the development of the First Language Maintenance and Development (FLMD) program in South Australia. This program is the main language policy activity that specifically focuses on language maintenance in government primary schools and has existed since 1986. During this time, the program has evolved largely as the result of ad hoc changes, often resulting from decisions made outside the immediate scope of language maintenance provisions. The program was initially introduced as a general reform of language education in primary schools but eventually became a program focused specifically on language maintenance. The paper traces the ways that ad hoc changes have shaped the program, and how these have shaped the program over time. As a result of these changes over time, first language maintenance has moved from being an integrated focus within core language policy to being a peripheral language policy activity. As a result, although the FLMD represents an aspect of South Australia’s language policy, it does not have either a clear position within that policy nor does it have a clearly developed focus of its own.
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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.
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Callan, Victor J., and Cynthia Gallois. "Anglo-Australians’ and Immigrants’ Attitudes toward Language and Accent: A Review of Experimental and Survey Research." International Migration Review 21, no. 1 (March 1987): 48–69. http://dx.doi.org/10.1177/019791838702100103.
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Research on the language attitudes of members of dominant and minority speech communities has special importance in countries such as Australia, where governments are in the process of developing a national language policy. Research in Australia suggests that Anglo-Australians remain strongly monolingual and Anglophile in their attitudes; they support educational programs on other languages mainly for their children's own educational advantage. In addition, they show preference in most situations for standard or prestige varieties of English. Second generation members of immigrant groups are under strong pressure to assimilate and to abandon their community languages. Opportunities to learn and use community language are somewhat restricted. In addition, young, second generation Australians may in some cases have even more negative attitudes toward nonstandard accents in English then do Anglo-Australians although they may value their own ethnic language as a signal of solidarity with their ethnic community.
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Smith-Khan, Laura. "Debating credibility." Australian Review of Applied Linguistics 42, no. 1 (July 4, 2019): 4–36. http://dx.doi.org/10.1075/aral.18002.smi.
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Abstract This article explores public debates about credibility in media discourse regarding a Somali refugee who was raped on Nauru. Given the pseudonym “Abyan”, she was living on Nauru as a result of Australian refugee policy and was brought to Australia for medical assistance. Her treatment by the Australian authorities became the subject of debate and was widely discussed in the Australian media. Analyzing a corpus of media articles reporting and commenting on this debate, this article explores how the media’s representations of the key actors shape their credibility. Reflecting existing research, this article finds that Abyan’s experience is used to support broader policy arguments. Further, the discourse presents Abyan as a key speaker, despite her limited ability to defend her credibility. The article concludes that credibility remains an important theme in discourse on refugees and that power asymmetries hidden within this discourse create obstacles for those wishing to challenge it.
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Routh, Richard O. "The Strelley Community School Nyangumarta Language and Cultural Maintenance Program." Australian Journal of Indigenous Education 25, no. 2 (October 1997): 27–32. http://dx.doi.org/10.1017/s132601110000274x.
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The Strelley Community School is an Aboriginal Independent Community School — the first one established in Western Australia in 1976 and remains the oldest continually operational school of its kind in Australia. The Nomads Charitable and Educational Foundation is the school authority responsible for articulating school policy and administration.There are now 13 Aboriginal Independent Community Schools in Western Australia and twenty three nationally (Mack,1995). They share a common philosophy of being non-government school systems created and administered by the community. Parents and students have a proactive role in determining school policies.
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Slaughter, Yvette, Joseph Lo Bianco, Renata Aliani, Russell Cross, and John Hajek. "Language programming in rural and regional Victoria." Australian Review of Applied Linguistics 42, no. 3 (September 10, 2019): 274–300. http://dx.doi.org/10.1075/aral.18030.sla.
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Abstract Despite decades of often ambitious policies in Australia, languages education is still characterized by intermittent commitment to the teaching of languages, with inequitable access particularly entrenched in rural and regional contexts. While research has focused on the practical and material constraints impacting on policy implementation, little research has investigated the role of the discursive terrain in shaping expectations and limitations around what seems achievable in schools, particularly, from the school principal perspective. Beginning with an overview of policy interventions and an analysis of contemporary challenges, we use Q methodology to identify and analyze viewpoints at work in similarly-positioned rural and regional schools. In doing so, we seek to determine what seems possible or impossible across settings; the role of principals in enabling and constraining pathways for the provision of school language programs, and the need for macro-level language policy to be informed by constraints specific to rural and regional contexts.
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Baldauf, Richard B. "Linguistic Minorities and Bilingual Communities: Australia." Annual Review of Applied Linguistics 6 (March 1985): 100–112. http://dx.doi.org/10.1017/s0267190500003081.
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Over the last few years many statements have been made indicating that a variety of groups and organizations recognize and support multilingualism and multiculturalism in Australia. It is less clear at a policy level, however, how these ‘;ism’ can or should be maintained. Smolicz (1983) has argued in a variety of forums that language is a ‘core’ value for many cultural groups. If language is lost or destroyed, these cultures become de-activated and form sub-cultural variants on the majority culture.
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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.
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Clyne, Michael. "Are we making a difference?" Australian Review of Applied Linguistics 30, no. 1 (2007): 3.1–3.14. http://dx.doi.org/10.1075/aral.30.1.01cly.
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Language is crucial in our lives and to all disciplines. It affects our well-being individually and collectively and touches important sociopolitical issues. Linguists/applied linguists have exciting opportunities for interdisciplinary research and to work in contexts personally meaningful to them. While language is the concern of all people, professionals have special responsibilities to provide leadership in understanding how it works and responsible insights into the uses and abuses of language in society.Australian language specialists can offer the rest of the world experience with language policy, typological and language contact studies, and bilingual language acquisition. Some Australians have advanced linguistic knowledge through studies of indigenous languages. Many have worked with indigenous, ethnic and other communities and professional groups, providing evidence in court or advice to teachers and families. Some broadcast regularly or occasionally. But have we succeeded in contesting the monolingual mindset of the mainstream? The Australian authors represented in language sections of most general bookshops are not linguists.Far more collaboration and coordination of initiatives through the professional societies is needed to put languages back on the national agenda and make Australia more language-aware. This should lead to recognizing, valuing, fostering and transmitting, supporting and sharing our linguistic diversity. Australia’s rich language potential has only been partly realized.
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Henry, Miriam. "OECD and Educational Policy Development in Australia." Discourse: Studies in the Cultural Politics of Education 17, no. 1 (April 1996): 101–6. http://dx.doi.org/10.1080/0159630960170108.
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McGrath, Pam, and Hamish Holewa. "End-of-life Care of Aboriginal Peoples in Remote Locations: Language Issues." Australian Journal of Primary Health 13, no. 1 (2007): 18. http://dx.doi.org/10.1071/py07003.
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To date, there is scant research literature that explores the provision of end-of-life care to Aboriginal peoples in Australia. In particular, there is a lack of published research available on issues at the interface of Aboriginal languages and English during palliative care. The complexity and importance of the issue for palliative care provision, however, is demonstrated by the fact that in Australia, Aboriginality is itself a very broad category, containing many distinct language groups and subcultures. Thus, although to date there is some mention of the problems associated with language in the literature, there is scant research on the topic of the provision of palliative care to Aboriginal peoples in remote areas. The following findings from a recent two-year National Health and Medical Research Council (NHMRC) study are provided to address this hiatus. The findings provide insights on the impact of language difference on palliative care practice for Aboriginal peoples in the Northern Territory of Australia.
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Šeškauskienė, Inesa, and Meilutė Ramonienė. "Introduction." Taikomoji kalbotyra, no. 4 (March 4, 2015): 1–4. http://dx.doi.org/10.15388/tk.2014.17465.
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This special issue of the journal Taikomoji kalbotyra/Applied Linguistics includes papers written on the basis of the presentations given at the International Applied Linguistics Conference Languages and People: Space, Time, Identity held in Vilnius University October 3-4, 2013. The Conference was organized by the Department of Lithuanian Studies of Vilnius University and the Lithuanian Association of Applied Linguistics (LITAKA). The total number of the Conference participants amounted to 60; they came from 12 countries: Australia, the Czech Republic, Estonia, France, Hong Kong, Italy, Latvia, Lithuania, Poland, Russia, United Kingdom and the United States of America. The plenary speakers of the Conference, world-known linguists Antonella Sorace (UK), Joseph Lo Bianco (Australia) and Mark Davies (USA), gave very impressive presentations on bilingualism and language acquisition, language planning and policy, language corpora as a powerful tool in language learning and teaching.
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Scarino, Angela. "A rationale for acknowledging the diversity of learner achievements in learning particular languages in school education in Australia." Describing School Achievement in Asian Languages for Diverse Learner Groups 35, no. 3 (January 1, 2012): 231–50. http://dx.doi.org/10.1075/aral.35.3.01sca.
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In school languages education in Australia at present there is an increasing diversity of languages and learners learning particular languages that results from a greater global movement of students. This diversity builds on a long-established profile of diversity that reflects the migration history of Australia. It stands in sharp contrast to the force of standardisation in education in general and in the history of the development of state and national frameworks for the learning of languages K-12 in Australia and indeed beyond. These frameworks have characteristically generalised across diverse languages, diverse learner groups and diverse program conditions, in particular, the amount of time made available for language learning. In addition, in the absence of empirical studies of learner achievements in learning particular languages over time, the development of such frameworks has drawn primarily on internationally available language proficiency descriptions [such as the American Council for the Teaching of Foreign Languages (ACTFL), the International Second Language Proficiency Rating Scale (ISLPR), and more recently the Common European Framework of Reference (CEFR)] that were developed primarily to serve reporting and credentialing rather than learning purposes. Drawing on a description of the current context of linguistic and cultural diversity and on a brief characterisation of the history of curriculum and assessment framework development for the languages area, I provide a rationale for acknowledging in the development and use of frameworks (i.e. descriptions of achievements) the diversity of languages that comprise the languages learning area in Australia and, in particular, the diverse learner groups who come to their learning with diverse experiences of learning and using particular languages. The Student Achievement in Asian Languages Education (SAALE) study provides an example of the development of descriptions of achievement that are sensitive to these dimensions of context. I discuss the rationale for such context-sensitive descriptions in relation to their potential purposes and uses at the language policy and planning and educational systems level, at the teaching and learning level, and in ongoing research.
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Clyne, Michael. "Immersion principles in second language programs—research and policy in multicultural Australia." Journal of Multilingual and Multicultural Development 12, no. 1-2 (January 1991): 55–65. http://dx.doi.org/10.1080/01434632.1991.9994445.
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Heinrichs, Danielle H., Michael M. Kretzer, and Emily E. Davis. "Mapping the online language ecology of multilingual COVID-19 public health information in Australia." European Journal of Language Policy: Volume 14, Issue 2 14, no. 2 (October 1, 2022): 133–62. http://dx.doi.org/10.3828/ejlp.2022.9.
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COVID-19 and recent vaccination roll-out campaigns reveal the globally significant relevance and impact of language policies. Often only very few, dominant official or national languages are utilised for health crisis communication despite existing work and research showing the need for inclusive health communication beyond such policies. Therefore, in response to the ongoing concern for effective multilingual communication policy amidst the COVID-19 pandemic, we explore culturally and linguistically responsive communication on social media in Victoria and the Northern Territory, Australia. Here, we suggest that multimodal information drawing on a broader range of semiotic resources delivered by community members has the potential to reconfigure state-level language policy and reflect regional socio-cultural situations. As such, several recommendations are made for adapting language policies including broader definitions of qualified translators and interpreters and the development of crisis-specific communication guidelines sensitive to the place of creation and its linguistic and socio-cultural demographics. Such inclusive, bottom-up approaches can inform other multilingual contexts and policies catering to highly diverse populations such as many European countries, the United States and South Africa, among others.
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Garrett, Pamela W., Roberto Forero, Hugh G. Dickson, and Anna Klinken Whelan. "How are language barriers bridged in acute hospital care? The tale of two methods of data collection." Australian Health Review 32, no. 4 (2008): 755. http://dx.doi.org/10.1071/ah080755.
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Access to care for patients remains a concern for all parties in the provision of hospital services. It is the subject of patient complaints, large investments of funds and vigorous debate in the community, hospitals and the political arena. This is a common problem in developed nations. There has been little achievement in information technology solutions to this significant problem in Australia. This paper presents a case study of the development and implementation of an organisational access display system intended to provide realtime, or near to real-time information and feedback on access for staff on the floor. This is believed to be one of the first times such a development has been reported in the Australian literature, albeit limited to the context of a single organisation.
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Meagher, Bruce. "SBS: Is There a Role for a Multicultural Broadcaster in 2009 and beyond?" Media International Australia 133, no. 1 (November 2009): 19–23. http://dx.doi.org/10.1177/1329878x0913300105.
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This article notes that the degree of retreat from multiculturalism in public policy in Australia since the mid-1990s has challenged the rationales for government support for the Special Broadcasting Service, and presents the case for ongoing community and government support for SBS in terms of its distinctive contribution to public debates within Australia, and Australia's place in the world. It is noted that this is not uniquely a function of its news and current affairs programs, but is seen across a suite of programming ranging from documentaries to locally produced drama, light entertainment and comedy. It also emphasises the language support remit for SBS, and some of the new challenges faced in supporting communities for recently arrived refugees into Australia.