Dissertations / Theses: 'Sexism in language Australia'

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Archer, Erika. "Attitudes and practices regarding the generic masculine pronouns in Hong Kong." Thesis, Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19739850.

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Ågren, Linda. "Linguistic sexism in mermaid tales : a study of linguistic sexism involving the mermaid figure in films." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-11764.

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Swickard, Nancy E. "Girl is a four-letter word : gender biased image and language." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1014802.

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The purpose of my graduate thesis creative project, Girl Is a Four-Letter Word: Gender Biased Imaqe and Language is to call attention to the subliminal messages about stereotypical female qualities and female role expectations transmitted through the use of our language. My focus is on classroom visuals and reading textbooks used in the 1950s and 1960s, which illustrate very separate paths of gender social development. I have created a series of twenty-two paintings, in which I have juxtaposed images inspired from old textbooks and mild four-letter words to illustrate double-entendre associations and implied sexual innuendoes in everyday language.The creative project began with extensive research to find examples of textbooks from the 1950s, to review the textbooks in the historical context of America's educational goals and to study artists who have investigated themes of language and meaning of images in their work. Specific artists researched who have explored these ideas historically include Rene Magritte, Jasper Johns and Barbara Kruger. The actual artworks of several abstract expressionists were examined closely because of a similarity in painting technique and style.The paintings produced for this thesis project were executed with oil paint on recycled stretched canvases. Thick paints were applied straight from the tube and layered in thick impasto. The composition of all paintings include a vignetted image or isolated object in the center of the canvas with a label placed below, similar to the format of flashcards used for learning to read. The image and words together create a relationship pointing out blatant gender-biased associations, displayed with tongue-in-cheek humor.
Department of Art

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Hawken, Leanne. "Teaching nonsexist language." Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2299.

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Studies have shown that people are opposed to writing in nonsexist language and that attempts to teach nonsexist language have been unsuccessful in causing people to change their writing styles. Previous studies focused on how to write in nonsexist language, but did not focus on why using nonsexist language is important. In the present study an attempt was made to change attitudes toward sexist language, as well as to teach how to write in nonsexist language by comparing two methods of teaching nonsexist language. All participants completed an interactive computer program that taught nonsexist language. The experimental group then discussed/role played the importance of writing in nonsexist language whereas the control group discussed/role played ethical issues involved in experimental research. Groups were compared on their attitudes towards sexist language using the Hawken Sexist Language Questionnaire, designed for this study. Groups were also compared on how well they recognized sexist language using the Gender-Specific Language Scale and wrote in nonsexist language when answering six short essay questions. Results showed no difference between the experimental group and the control group on any of the dependent measures post-intervention or during a 3-week follow-up. Implications for future research are discussed.

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Roos, Beverley. "Women and the Word : issues of power, control and language in social and religious life." Master's thesis, University of Cape Town, 1988. http://hdl.handle.net/11427/16636.

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Bibliography: pages 151-157.
The intention of this thesis is to offer a perspective on the current debate over women's place in Western religious institutions, i.e. the Judaeo-Christian tradition; and to provide a way of thinking about those issues which will lead to a positive, progressive and realistic vision of co-humanity, and a method of achieving it. The thorny battleground of the "women's debate", as it is inaccurately named, was not my original choice of thesis topic. A lifelong commitment to feminist principles has been matched with an equally lengthy wariness regarding society's attitude towards such matters. Also, the understandable obsession of South African religious studies departments, and journals, with the issue of racism has had the inevitable result of trivializing the related issue of sexism as secondary. The narrowness of such thinking has led to strange distortions, including the belief that evil can somehow be 'ranked' and that there can be a 'hierarchy' of oppression. My intentions changed during a search of religious publications and journals while completing a post-graduate assignment. It was abundantly apparent that the scale of the debate on women's place in religion was fast outstripping most other debates. However, it was not an area which had been treated locally with seriousness. It had unfolded into a comprehensive and highly contentious debate in North American and British campuses and religious institutions, and the proliferation of books and articles on the subject by not only theologians but also sociologists, anthropologists and linguists had greatly extended the platform and the level on which the debate was to be fought. It appeared that women working in many fields were laying claim to religion, and were engaging issues which had previously been left to the handful of articulate women working at least nominally within orthodox structures.

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Garn, Eric M. "Death, Power and Sexism in "Temblor" by Rosa Montero." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1352921304.

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Demberg, Rebecca. "Linguistic sexism : A study of sexist language in a British online newspaper." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-36871.

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The aim of this study is to investigate the occurrence of sexist language-use in the British online newspaper The Daily Mail. The material consists of 162 articles that were analysed by using feminist stylistics. The scope of the study was limited to selected features from feminist stylistics at word- and discourse-level. The features of linguistic sexism analysed were the use of gendered generic words, naming of females and males and how female and male characters are described. The gender of the journalists was also analysed to examine if it affected the language-use in terms of sexism. The results show that linguistic sexism is expressed to some extent at both word-level and discourse-level. At word-level linguistic sexism is expressed inthe generic use of some masculine words, the difference of how first name and surname are used to refer to women and men and in the use of titles. At the level of discourse linguistic sexism is expressed in the difference of how women and men are referred to in terms of their relationship to others and in terms of appearance. The gender of the journalist did not show any significance for the language-use in terms of sexism. Considering the limited material of the study, the results might not be suitable for generalisations. The results are nonetheless interesting and it can be concluded that the toolkit of feminist stylistic is relevant to this day and that linguistic sexism exists to some extent in the online version of The Daily Mail.

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Hammarqvist, Kristensen Johanna. "Linguistic sexism in a digitally native news outlet : A study on linguistic sexism at lexical and discourse levels in Buzzfeed News." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-71404.

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In 2018, most news articles are consumed online from a digitally native news outlet and it is therefore appropriate to examine the presence of linguistic sexism in the digitally native news site Buzzfeed News. The material is made up of 159 articles collected from Buzzfeed News. Selected features at the lexical and discourse levels are analysed using a quantitative method with qualitative elements. The selected features at the lexical level include generic pronouns and nouns, focused on the affix -man- and naming practices for females and males. At the discourse level, the selected features include how females and males are described in terms of their relationships, appearance and age-related words. Linguistic sexism is found to be expressed at both the lexical and discourse levels in the material. It is mainly expressed in naming practices, the use of relationship words and age-related words.
Dagens nyhetskonsument får, enligt studier, de flesta av sina nyheter från källor online och då främst från digitalt inhemska nyhetskällor, också känt som digitally native news outlets. Detta innebär att det därför är lämpligt att undersöka närvaron av språklig sexism i den digitally native news outlet Buzzfeed News. Materialet i studien består av 159 artiklar insamlade från Buzzfeed News. Utvalda språkliga markörer på ord- och diskursnivå är analyserade med hjälp av en kvantitativ metod med kvalitativa element. De utvalda markörerna på ordnivå inkluderar generiska pronomen och substantiv med fokus på affixet -man- och hur kvinnor och män namnges. De utvalda markörerna på diskursnivå som studeras inkluderarar hur kvinnor och män beskrivs vad gäller deras relationer till andra, utseende och åldersrelaterade ord. Språklig sexism finns uttryckt både på ord- och diskursnivå i materialet och det är huvudsakligen uttryckt i hur kvinnor och män namnges, användandet av relationsord och åldersrelaterade ord.

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Magness, Elizabeth Bryant. "Language in the church's worship." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

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Lee, Lily N. "Is portraying God with female imagery a resymbolization of language of faith?" Theological Research Exchange Network (TREN), 2000. http://www.tren.com.

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McCrery, Sue. "Language and images of God the effects of feminist theology over three generations (1943-2000) /." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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Stout, Jane Gage. "When he doesn't mean you gender-exclusive language as a form of subtle ostracism /." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/theses/250/.

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Na, Pattalung Piengpen Newsom Ron. "An analysis of sexist language in ESL textbooks by Thai authors used in Thailand." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9057.

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Engelhardt, Maike. "Generic pronouns and their influence on the speakers' language awareness." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1844.

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Hammarqvist, Kristensen Johanna. "Språklig sexism i läromedel : En studie om språklig sexism i läromedel skapade för kurserna svenska B och svenska 2." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84498.

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2011 kom en ny läroplan för gymnasieskolan och med den nya kursplaner. I kursplanen för svenska 2 skrivs det explicit ut att både kvinnliga och manliga författarskap skall behandlas. Detta var en ny formulering jämfört med den tidigare kursplanen för svenska B som endast specificerar att författarskap skall behandlas. Denna studie undersöker ett läromedel ur var kurs för att avgöra om det finns exempel på språklig sexism i dessa på både en lexikal nivå och en diskursnivå samt hur många kvinnliga och manliga författare som blir omnämnda och behandlade. På den lexikala nivån undersöks hur kvinnor och män namnges, könsneutrala och könsspecifika substantiv, adjektiven kvinnlig och manlig och könsneutral användning av pronomen. På diskursnivå undersöks hur kvinnliga och manliga författare beskrivs utifrån deras utseende och relationer. Det görs både en kvantitativ och en kvalitativ analys av de ovannämnda språkliga företeelserna. Studien finner att det finns ett ojämnt språkbruk i materialet som pekar mot språklig sexism. Detta visar sig främst i hur kvinnliga och manliga författare namnges, beskrivs utifrån sina relationer samt att kvinnorna i materialet blir markerade i högre grad än männen.
In 2011 a new curriculum for Swedish upper secondary school was created. In the syllabus for Svenska 2 it is made explicit that both female and male authors should be addressed which was not the case for the syllabus for Svenska B. The syllabus for Svenska B only states that important authors should be addressed with no mention of the genders of the authors. This study examines a textbook created for each course in order to determine whether there are examples of linguistic sexism in these. This examination is performed at both a lexical level and a discourse level as well as an examination of how many female and male authors that are mentioned and discussed in the material. At the lexical level the naming practices of women and men are examined as well as generic and gender specific nouns, the adjectives kvinnlig and manlig and generic use of pronouns. At the level of discourse descriptions of female and male authors appearances and relations are examined. A quantitative and qualitative method of analysing the above-mentioned linguistic features is employed. The study concludes that females and males are written about differently which indicates examples of linguistic sexism. This is mainly expressed in the way females and males are named in the material, descriptions of their relations and the fact that women in the material are marked to a higher extent than men.

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Cripps, Rebecca. "The Persistence of Gender-Based Stereotypes in the Language of Harry Potter and the Philosopher’s Stone and Harry Potter and the Goblet of Fire." Thesis, Stockholms universitet, Engelska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-138280.

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Harry Potter-series are widely popular fantasy-novels that have influenced young readers all over the world on various issues, one being gender. Many arguments have been proposed to explain how the Harry Potter-series has a gender-biased attitude. Although previous research has covered a wide variety of claims, this essay will focus on examining the language and word choices made to describe the male and female characters of Harry Potter and the Philosopher’s Stone and Harry Potter and the Goblet of Fire. The word choices consist of both traditionally masculine adjectives and verbs as well as adjectives and verbs with negative connotations. To obtain a comprehensive view of the gender-biased tone of the two novels, the essay will not only examine the language, but also investigate if there is a gender-biased way of portraying the characters based on how their behaviour is described. These observations will be combined with previous research which includes Sara Mills’ investigation of sexist language and indirect sexism, Heilman and Donaldson’s critical perspective on the Harry Potter-novels, and Turner-Bowker’s study of stereotyping in young readers’ literature. These studies support my arguments and show that that there is a gender-bias in the way the characters are described, both through language and in the way that the character’s act in Harry Potter and the Philosopher’s Stone and Harry Potter and the Goblet of Fire.

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Ng, Pak Hoi Jeffery. "Gender differences of conversational interaction in radio programmes." HKBU Institutional Repository, 2003. http://repository.hkbu.edu.hk/etd_ra/489.

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Hulvat, Jason Francis. "A gendered analysis of the historical Locke rethinking Locke's second treatise on government /." Oxford, Ohio : Miami University, 2003. http://www.ohiolink.edu/etd/view.cgi?miami1057759937.

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Mrowa, Colette. "Communication, discourse, interaction in language classes. /." Title page, contents and summary only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phm939.pdf.

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Thesis (Ph. D.)--University of Adelaide, Dept. of Linguistics, 1997.
Amendments and errata are in pocket on front end paper together with covering letter. Includes bibliographical references (leaves 168-185).

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Faine, Miriam. "At home in Australia: identity, nation and the teaching of English as a second language to adult immigrants in Australia." Monash University. Faculty of Education, 2009. http://arrow.monash.edu.au/hdl/1959.1/68741.

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This is an autoethnographic study (e.g. Brodkey, 1994) based on ‘stories’ from my own personal and professional journey as an adult ESL teacher which I use to narrate some aspects of adult ESL teaching. With migration one of the most dramatically contested spheres of modern political life world wide (Hall, 1998), adult English as a Second Language (ESL) teaching is increasingly a matter of social concern and political policy, as we see in the current political debates in Australia concerning immigration, citizenship and language. In Australia as an imagined community (Anderson, 1991), the song goes ‘we are, you are Australian and in one voice we sing’. In this study I argue that this voice of normative ‘Australianess’ is discursively aligned with White Australians as native speakers (an essential, biological formulation). Stretching Pennycook’s (1994a) argument that ELT (English Language Teaching) as a discourse aligns with colonialism, I suggest that the field of adult ESL produces, classifies and measures the conditions of sameness and difference to this normative ‘Australian’. The second language speaker is discursively constructed as always a deficient communicator compared with the native speaker. The binary between an imagined homogeneous Australia and the ‘migrant’ as essentially other, works against the inclusion of the learner into the dominant groups represented by their teachers, so that the intentions of adult ESL pedagogy and provision are mitigated by this imagining, problematizing and containing of the learners as other. The role of ESL teachers is to supervise (Hage, 1998) the incorporation of this other. Important policy interventions (e.g. Department of Immigration and Citizenship, 2006; ALLP, 1991a) are based on understanding the English language as a universalist framework of language competences inherent in the native speaker; on understanding language as consisting of fixed structures which are external to the learner and their social contexts; and on a perception that language as generic, transferable cognitive skills can be taught universally with suitable curricula and sufficient funding. Conversely in this study I recognise language as linguistic systems that define groups and regulate social relations, forming ‘a will to community’ (Pennycook, op. cit.) or ‘communities of practice’ (Lave & Wenger, 1991). Language as complex local and communal practices emerges from specific contexts. Language is embedded in acts of identity (e.g. Bakhtin, 1981) developing through dialogue, involving the emotions as well as the intellect, so that ‘voice’ is internal to desires and thoughts and hence part of identity. Following Norton (2000) who links the practices of adult ESL learners as users of English within the social relations of their every day lives, with their identities as “migrants”, I suggest that the stabilisation of language by language learners known as interlanguage reflects diaspora as a hybrid life world. More effective ESL policies, programs and pedagogies that assist immigrant learners feel ‘at home’ within Australia as a community of practice (Wenger, 1998) rest on understanding immigrant life worlds as diasporic (Gilroy, 1997). The research recommends an adult ESL pedagogy that responds to the understanding of language as socially constituted practices that are situated in social, local, everyday workplace and community events and spaces. Practices of identity and their representation through language can be re-negotiated through engagement in collective activities in ESL classes that form third spaces (Soja, 1999). The possibilities for language development that emerge are in accord with the learners’ affective investment in the new language community, but occur as improvements in making effective meanings, rather than conformity to the formal linguistic system (Pavlenko & Lantolf, 2000).

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Dooey, Patricia. "Issues of English language proficiency for international students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/628.

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In the last 20 years or so, there has been a phenomenal increase in the number of international full-fee paying students applying to study in Australian universities, The revenue provided in this way has helped to address the problems faced by cash-starved universities facing recurring funding cuts over the same period. Furthermore, the presence of such students on any university campus provides immeasurable enrichment to the student body in terms of cultural diversity and research potential, and indeed it is very tempting in an ever,-increasing global market, to be as flexible as possible with prospective international students. However, the process of admission also demands careful consideration on the part of the various stakeholders involved. Although several factors need to be taken into account, the most obvious and certainly of primary importance would be the need to prove proficiency in the English language, Given that English is the dominant means of communication in the university, all students are required to draw from a complex web of linguistic resources to construct meaning and to complete the range of tasks required of them during their tertiary studies, This volume deals :with the overarching theme of issues of English language proficiency for overseas students studying in an Australian university. This focus can be viewed from many angles, and there are certainly many key facets involved, a selection of which is explored in the papers of the portfolio. These include the following broad areas: recruitment and admissions, language testing and technology, curriculum and inclusivity, English language support, academic conduct and finally the specific needs of international students, as viewed from their own perspective.

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Alklid, Jonathan. "Twitch, a Breath of Fresh Air? : An Analysis of Sexism on Twitch.tv." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-40326.

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The issue of sexism is arguably an important topic in modern society in several aspects of life. With the introduction of the Internet and communication over the Internet, additional potential sources of sexism have emerged. While there appears to have been a significant number of studies regarding sexism in cyberspace, Twitch.tv is a relatively new platform and seems yet to be properly explored. Therefore, while being limited in size, the present study aims to provide an introduction to Twitch.tv by performing a limited investigation of the extent of sexist behaviour and ideas expressed by users on the site, particularly against female streamers. To accomplish this, 30,000 lines of chat messages from six different chatrooms, three belonging to women and the remaining three to men, were examined for sexist behaviour, based on a variety of parameters such as differences in language complexity and instances of sexist remarks. The results suggested that several varieties of sexism existed on Twitch, and was directed at both men and women, where women seemed to be more heavily affected than men. The conclusion of the study is that Twitch does not seem to be a breath of fresh air in cyberspace as it appears to embody numerous sexist ideas. However, the author notes that Twitch could serve as a potentially useful source of data for future gender studies online.

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Hughes, Arthur Festin. "Welsh migrants in Australia : language maintenance and cultural transmission /." Title page, contents and abstract only, 1994. http://web4.library.adelaide.edu.au/theses/09PH/09phh8928.pdf.

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Ogilvie, Sarah. "The Morrobalama (Umbuygamu) language of Cape York Peninsula, Australia." Thesis, Canberra, ACT : The Australian National University, 1994. http://hdl.handle.net/1885/110346.

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This partial-Masters thesis describes Morrobalama, a highly endangered Australian Aboriginal language belonging to the Pama-Nyungan family. Originally spoken in Princess Charlotte’s Bay on the eastern coast of Cape York, its speakers were forcibly displaced from the region in the early 1960s and made to live with eight other tribes in a region 500 miles further north. Although Morrobalama is a socially marginalized language in Australia, it is important linguistically because it displays atypical features. Most notable is its phonemic inventory which is unusually large and includes sounds which are rare in Australian Aboriginal languages, e.g. fricatives, prestopped nasals, voicing contrasts, and a system of five vowels that contrast in length. Morrobalama’s morphology is not dissimilar from other Pama-Nyungan languages: it displays pronominal cross-referencing and a split-ergative system (nouns operate in an absolutive/ergative paradigm, while pronouns are nominative/accusative). Pronouns have three numbers – singular, dual, and plural – and distinguish inclusive and exclusive in first-person dual and plural. They can occur both independently or bound

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Connal, Louise Marie Rodriguez. "Implications of the use of nonsexist language for the teaching of writing." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/499.

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Foreman, Annik 1973. "Pretending to be someone you're not : a study of second dialect acquisition in Australia." Monash University, School of Languages, Cultures and Linguistics, 2003. http://arrow.monash.edu.au/hdl/1959.1/5859.

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Simard, Candide. "The prosodic contours of Jaminjung, a language of northern Australia." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/the-prosodic-contours-of-jaminjung-a-language-of-northern-australia(92bf490a-9844-415b-afd6-52d6ca5667b4).html.

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This thesis is a description of the prosodic patterns in Jaminjung, a language spoken in the Victoria River District in the Northern Territory of Australia. It is a quantitative and qualitative examination of the features associated with the intonational phenomena in Jaminjung. It is based on the idea that, while some aspects of prosody may be universal, each language has its unique characteristics. In this study I will make use of the PENTA model of intonation, a recent development that places communicative functions and articulatory constraints at the core of prosody, thus providing a clear explanation of prosodic phenomena, linking phonetics to semantics. The analyses are based on carefully selected representative tokens of the speech used in specific communicative situations by the Jaminjung speakers from recordings of spontaneous speech. The features associated with the grouping function, that is, in the demarcation or organization of a string of words (or rather syllables) into chunks, are examined. Four main prosodic constituents are recognized: the prosodic word, the phrasal constituent, the intonation unit, and the prosodic sentence. They are distinguished at their left boundaries by pitch resets which increase from unit to unit. The larger constituents are cued at the right edge with F0 lowering and syllable lengthening, cues associated with finality in many languages. The encoding parameters of some major information structural categories, topic and focus and contrast are investigated. A prominence is usually perceived on the first syllable in the focus domain. A [fall] pitch target is associated with this syllable; it is also marked by wider pitch excursions and longer durations. Topics, for their part, are marked by a [high] target on their initial syllables. The prosodic encoding of topics follows a scale of 'givenness', where more given topics are less marked than less given topics. Contrast in focused arguments and topics is encoded with a [fall] target on the initial syllable and thus share this feature with focus, but they also display a wider pitch excursion on all the syllables. This last feature marks contrast as an independent information structure category from focus and topic. Declaratives, interrogatives and imperatives sentences are all predominantly uttered with a falling contour, however, they are clearly differentiated by pitch register - declaratives use lower reaches, imperatives higher reaches, and interrogatives somewhere in between.

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O'Shannessy, Carmel Therese. "Language contact and children's bilingual acquisition: learning a mixed language and Warlpiri in northern Australia." University of Sydney, 2006. http://hdl.handle.net/2123/1303.

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Doctor of Philosophy (PhD)
This dissertation documents the emergence of a new language, Light Warlpiri, in the multilingual community of Lajamanu in northern Australia. It then examines the acquisition of Light Warlpiri language, and of the heritage language, Lajamanu Warlpiri, by children. Light Warlpiri has arisen from contact between Lajamanu Warlpiri (a Pama-Nyungan language), Kriol (an English-based creole), and varieties of English. It is a Mixed Language, meaning that none of its source languages can be considered to be the sole parent language. Most verbs and the verbal morphology are from Aboriginal English or Kriol, while most nouns and the nominal morphology are from Warlpiri. The language input to children is complex. Adults older than about thirty speak Lajamanu Warlpiri and code-switch into Aboriginal English or Kriol. Younger adults, the parents of the current cohort of children, speak Light Warlpiri and code-switch into Lajamanu Warlpiri and into Aboriginal English or Kriol. Lajamanu Warlpiri and Light Warlpiri, the two main input languages to children, both indicate A arguments with ergative case-marking (and they share one allomorph of the marker), but Lajamanu Warlpiri includes the marker much more consistently than Light Warlpiri. Word order is variable in both languages. Children learn both languages from birth, but they target Light Warlpiri as the language of their everyday interactions, and they speak it almost exclusively until four to six years of age. Adults and children show similar patterns of ergative marking and word order in Light Warlpiri. But differences between age groups are found in ergative marking in Lajamanu Warlpiri - for the oldest group of adults, ergative marking is obligatory, but for younger adults and children, it is not. Determining when children differentiate between two input languages has been a major goal in the study of bilingual acquisition. The two languages in this study share lexical and grammatical properties, making distinctions between them quite subtle. Both adults and children distribute ergative marking differently in the two languages, but show similar word order patterns in both. However the children show a stronger correlation between ergative marking and word order patterns than do the adults, suggesting that they are spearheading processes of language change. In their comprehension of sentences in both Lajamanu Warlpiri and Light Warlpiri, adults use a case-marking strategy to identify the A argument (i.e. N+erg = A argument, N-erg = O argument). The children are not adult-like in using this strategy at age 5, when they also used a word order strategy, but they gradually move towards being adult-like with increased age.

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O'Shannessy, Carmel. "Language contact and children's bilingual acquisition learning a mixed language and Warlpiri in northern Australia /." Connect to full text, 2006. http://hdl.handle.net/2123/1303.

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Thesis (Ph. D.)--University of Sydney, 2006.
Title from title screen (viewed 28 March 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of Linguistics, Faculty of Arts. Includes bibliographical references. Also available in print form.

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Liando, Nihta V. F. "Foreign language learning in primary schools with special reference to Indonesia, Thailand and Australia /." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09arml693.pdf.

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Arthur, Jillian Mary, and n/a. "A lexical cartography of twentieth century Australia." University of Canberra. Resource, Environmental & Heritage Sciences, 1999. http://erl.canberra.edu.au./public/adt-AUC20060602.125646.

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This thesis looks at the relation between the English language and the Australian place. I have studied the vocabulary used by English speakers in Australia in the twentieth century of this geographical place and its environment, and how this vocabulary both constructs multiple and sometimes contesting 'Australias' and positions the settler in particular relations to this place. Although English has occupied Australia for over a century by the time this study begins, the analysis exposes the tensions, the gaps and the unease present in the use of a European language in the Australian place.

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Bonanno, Rosaria. "The existence of standard Italian in Australia and its promotion since immigration /." View thesis, 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031119.093049/index.html.

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Thesis (M.A) -- University of Western Sydney, Macarthur, 1999.
"University of Western Sydney, Macarthur in completion of Master of Arts Degree in Interpreting and Translation, 1999" Bibliography: leaves 61-63.

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Gill, Judith. "Differences in the making : the construction of gender in Australian schooling /." Title page, table of contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phg4753.pdf.

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Tomita, Akiko. "Pronouns and expressions of politeness in the teaching of Japanese as a foreign language in Australia /." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09armt657.pdf.

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Kollberg, Josefine. "Gender Equality in the EFL Classroom : A Qualitative Study of Swedish EFL Teachers’ Perceptions of Gender Equality in Language and its Implementation in the Classroom." Thesis, Stockholms universitet, Engelska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-130714.

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The Swedish Curriculum for the upper secondary school states that teachers should “ensure that teaching in terms of content and its organisation is typified by a gender perspective” (Skolverket 2011, p. 9). Considering that there is no further information regarding what a “gender perspective” means in reality, this sentence could be interpreted in many different ways. This study aims to explore how EFL teachers deal with linguistic gender equality, and which strategies they use to maintain a gender inclusive language in their classroom. Six interviews were conducted with EFL teachers at upper secondary schools in Stockholm, Sweden. The results indicated that the teachers thought this was an important issue to consider in teaching, andthat they had well-reasoned strategies for maintaining a gender perspective. The most prominently discussed strategies were encouraging reflection and discussion on these matters, and choosing appropriate literature that either would show a variety of different perspectives, or else would question the social norm. However, concerning their own language production, some of the teachers lacked explicit strategies for maintaining a gender inclusive language, which could derive from a lack in knowledge. Thus, this essay proposes that gender inequality in language needs to be more explicitly explored, both in teacher education and in further education for employed teachers. The teachers displayed an ambition to maintain a gender equal language teaching; and would benefit from more explicit tools to realize that.

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Chan, Jean L. Y. "The Chinese community and the Chinese language schools in South Australia /." Title page, contents and abstract only, 1992. http://web4.library.adelaide.edu.au/theses/09EDM/09edmc454.pdf.

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Nagao, Yasuo. "Language contact: The case of Japanese in Australia and New Zealand." Thesis, University of Canterbury. Asian Languages, 2002. http://hdl.handle.net/10092/4847.

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This thesis attempts to examine language contact phenomena in the speech of first-generation Japanese adults in Australia and New Zealand through the analysis of interview and other spoken data. The main objectives of the thesis are: (i) to describe and analyse the types of transference and integration phenomena identified in the corpus; (ii) to identify and analyse the types of strategies employed by first-generation Japanese speakers in Japanese-Australian/New Zealand English contact; (iii) to investigate the types of lexical transfers (i.e., loanwords) peculiar to the Australian/New Zealand environment; (iv) to investigate the factors affecting lexical transference. The basic assumption underlying the thesis is that there are principles which we may call strategies at work behind language contact phenomena and that these strategies (i.e., processing, monitoring, and social) affect contact processes such as transference and integration. These three types of strategies op~rate concurrently and generate rules for transference and integration under the influence of certain more general principles (i.e., maxims and determinants) prevailing in a given contact setting. In this thesis evidence is presented to show that interdialectal differences in the types of lexical transfers are attributable to differences in rules, strategies, maxims, and determinants operating in different bilingual communities. Various factors are involved in transference. It is observed that according to length of stay and type of stay, Japanese speakers employ different contact strategies. In the interview situation with a newcomer from Japan, migrants tend to suppress lexical transference while sojourners are likely to adopt it. The choice of contact strategies depends primarily on whether the speaker and the interlocutor share the same communicative norm. In a dynamic type of bilingual situation such as that found in the Japanese communities in Australia! New Zealand, the communicative norm is in a state of flux, and therefore the Japanese speakers in these communities employ a set of contact strategies which allow them to explore an ad hoc norm for communication with respect to lexical transference.

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Jones, Jordan Benjamin. "Fantastic Sexism? Subverting the Femme Fatale and Femme Fragile in the Fantastic Fiction of Machado de Assis." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5523.

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Joaquim Maria Machado de Assis, arguably the most famous Brazilian author, has been studied perhaps more than any other figure in Brazilian literature. Because Machado's novels are so exceptional, many of his good short stories have been neglected by scholars, particularly those categorized by some as “fantastic.” This study attempts to fill that gap by analyzing the most prominent female characters in Machado's fantastic fiction. After providing a brief overview of the term fantastic and explaining how the stories used qualify as fantastic, this study identifies several tropes into which their female characters fit. Chapter 1: The Femme Fragile analyzes the tropes of woman as foil for rational man and woman as manipulable possession, while Chapter 2: The Femme Fatale examines the tropes of woman as siren and woman as fantastic other. Although these tropes seem to expose Machado's misogyny, in reality they function as his dramatization of the erroneous chauvinist thinking of nineteenth-century Brazil. Machado employs these tropes only to subvert them and the patriarchal thinking on which they are based, allowing his readers to come to more productive ways of seeing gender relations in Brazil.

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Refatto, Antonella 1967. "Contact phenomena between Veneto, Italian and English in the third generation in Australia." Monash University, Dept. of Linguistics, 2002. http://arrow.monash.edu.au/hdl/1959.1/7734.

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Wessman, Sofia. "Firefighter or Fireman? Teachers’ attitudes towards gender neutrality in the foreign language classroom." Thesis, Jönköping University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-11704.

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This essay investigates the extent and significance of a gender decisive language in the foreign language classroom. Focus lies on teachers teaching English as a foreign language and their attitudes towards gender neutrality from a pure linguistic point of view.

My starting point was previous research done concerning my topic and the survey was performed through questionnaires that were sent out with both qualitative and quantitative questions to thirty teachers.

My findings indicate that the teachers contradict themselves when answering the questionnaire. Their knowledge of gender neutrality is surprisingly low, but they think they know more than they actually do. It is essential to teach more about gender decisive language in schools and at the Teachers’ Education to promote equality. Conclusions can be drawn that this is an issue not dealt with enough and that teachers seem to have a distorted image about their approach concerning gender neutrality.

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Haig, Yvonne G. "Teacher perceptions of student speech." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1030.

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Although language variation is widespread and natural,it is subject to judgement. Where a standard language has developed, other varieties tend to be judged against its "standards". While a number of overseas studies have found that this type of linguistic bias occurs in education and negatively impacts on dialect speakers, there has been little research in Australia. The research reported in this thesis investigates how teachers perceive the speech of school-aged students and whether the socio-economic status or level of schooling of the students influence these perceptions. Further, it examines the relationships between the teachers' background, the way they define Standard Australian English, their attitude to language variation and the way they perceive student speech. The research was undertaken as three separate but related studies. Thirty six teachers from twelve different schools were involved - three teachers from four different schools (n=l2) participating in each of the three studies. In Study One, the teachers kept observational notes on the problems they identified in their students' speech for a period of a week. In Study Two, the teachers participated in school-based focus groups to discuss those features they deemed to be problematic in their students' speech. In Study Three, the teachers ranked tape-recorded samples of speech from students who were not known to them. All the teachers provided background information, wrote their own definition of Standard Australian English and completed a questionnaire about their attitude to language variation in general and to the use of particular variants of English. The teachers in the three studies identified aspects of pronunciation, vocabulary, grammar and language use as problematic in student speech. The teachers' judgement of what was problematic and their perception of what caused these problems differed according to the socio-economic status of the students. Many of the features teachers identified as problematic were variants of Australian English. The teachers of low SES students tended to see this variation as evidence of their students' language deficiency and to be the result of their "restricted" backgrounds. The teachers of high SES students identified fewer problems in their students' speech and tended to view variation as developmental, inappropriately informal use of language or the result of deterioration in "standards". The teachers' perceptions of speech also varied according to the year level they were teaching. These perceptions reflected the teachers' own backgrounds, their personal definitions of Standard Australian English, their own "idealised" speech and their view of the relative status of Australian accents. The written form of the language also greatly influenced the teachers' perceptions of student speech. The results of this research have important implications for pedagogy, particularly in relation to equity and social justice. In an education system which increasingly relies on teacher judgements to assess the progress of students, the often negative influence of factors related to a student's background should be of serious concern. A failure to recognise the impact of non-standard features in speech on the educational opportunities and achievements of students would compromise their basic rights and limit the social and economic contributions they would otherwise be able to make.

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Taylor, Colleen Jane. ""Variations of the rainbow" : mysticism, history and aboriginal Australia in Patrick White." Master's thesis, University of Cape Town, 1987. http://hdl.handle.net/11427/22467.

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Bibliography: pages 206-212.
This study examines Patrick White's Voss, Riders in the Chariot and A Fringe of Leaves. These works, which span White's creative career, demonstrate certain abiding preoccupations, while also showing a marked shift in treatment and philosophy. In Chapter One Voss is discussed as an essentially modernist work. The study shows how White takes an historical episode, the Leichhardt expedition, and reworks it into a meditation on the psychological and philosophical impulses behind nineteenth century exploration. The aggressive energy required for the project is identified with the myth of the Romantic male. I further argue that White, influenced by modernist conceptions of androgyny, uses the cyclical structure of hermetic philosophy to undermine the linear project identified with the male quest. Alchemical teaching provides much of the novel's metaphoric density, as well as a map for the narrative resolution. Voss is the first of the novels to examine Aboriginal culture. This culture is made available through the visionary artist, a European figure who, as seer, has access to the Aboriginal deities. European and Aboriginal philosophies are blended at the level of symbol, making possible the creative interaction between Europe and Australia. The second chapter considers how, in Riders in the Chariot, White modifies premises central to Voss. A holocaust survivor is one of the protagonists, and much of the novel, I argue, revolves around the question of the material nature of evil. Kabbalism, a mystical strain of Judaism, provides much of the esoteric material, am White uses it to foreground the conflict between metaphysical abstraction and political reality. In Riders, there is again an artist-figure: part Aboriginal, part European, he is literally a blend of Europe and Australia and his art expresses his dual identity. This novel, too, is influenced by modernist models. However, here the depiction of Fascism as both an historical crisis and as a contemporary moral bankruptcy locates the metaphysical questions in a powerfully realised material dimension. Chapter Three looks at A Fringe of Leaves, which is largely a post-modernist novel. One purpose of this chapter is to demonstrate how it responds to its literary precursors and there is thus a fairly extensive discussion of the shipwreck narrative as a genre. The protagonist of the novel, a shipwreck survivor, cannot apprehend the symbolic life of the Aboriginals: she can only observe the material aspects of the culture. Symbolic acts are thus interpreted in their material manifestation. The depiction of Aboriginal life is less romanticised than that given in Voss, as White examines the very real nature of the physical hardships of desert life. The philosophic tone of A Fringe of Leaves is most evident, I argue, in the figure of the failed artist. A frustrated writer, his models are infertile, and he offers no vision of resolution. There is a promise, however, offered by these novels themselves, for in them White has given a voice to women, Aboriginals and convicts, groups normally excluded from the dominating discursive practice of European patriarchy.

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Chiro, Giancarlo. "The activation and evaluation of Italian language and culture in a group of tertiary students of Italian ancestry in Australia /." Title page, abstract and table of contents only, 1998. http://web4.library.adelaide.edu.au/theses/09PH/09phc541.pdf.

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Wong, Shuk-wai Connie Waikiki, and 黃淑慧. "A case study of child-directed speech (CDS): a Cantonese child living in Australia." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36923862.

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Rubino, Antonia. "From trilingualism to monolingualism : a case study of language shift in a Sicilian-Australian family." University of Sydney, 1993. http://hdl.handle.net/2123/1614.

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Doctor of Philosophy
This thesis analyses language shift in a Sicilian-Australian family, from the parents' use of three languages: Sicilian, Italian and English, to the children's almost exclusive use of English.

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Bonanno, Rosaria, of Western Sydney Macarthur University, and Faculty of Education and Languages. "The Existence of standard Italian in Australia and its promotion since immigration." THESIS_FEL_XXX_Bonanno_R.xml, 2000. http://handle.uws.edu.au:8081/1959.7/728.

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Language is a form of human expression. It is the way people communicate with one another to express thoughts, ideas, decisions, desires and essentially to relay information successfully. There are numerous types of language, perhaps the most common of which are the written and spoken languages. Other forms include sign language, Braille and even primitive smoke signals. The term language comes via French, from the Latin word lingua meaning tongue. Even today, the spoken language is often referred to as tongue. It is not known exactly when language began or even how it began, although a common theory is that it began as an imitation of natural sounds of animals such as grunts, groans, whistles and barks. What is known, however, is that language changes everyday as it is influenced by human and historical changes. Words that exist in our vocabulary today did not exist for example a hundred years ago. Nor, perhaps, will they exist a hundred years from now. This is the same for all languages around the world, including the Italian language. Since the beginning of Italian history, Italians have spoken innumerable varieties of language. Discussions concerning these countless varieties could continue incessantly; and for this reason it is important to outline immediately the aim of this discussion. Throughout the ensuing chapters, all information gathered and analysed, has been done in order to achieve one aim: to discuss the existence of a standard Italian language in Australia as well as various dialects and regional varieties, and to analyse its promotion since Italian immigration to Australia. There is an immense wealth of information about Italian and English languages and so it is my objective not to be lost in general discussion but rather to adhere to my main aim as closely as possible
Master of Arts in Interpreting and Translation

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Wounsch, Klas. "¿Ya están contentes? : Una investigación de las actitudes entre alumnos de escuela secundaria y universidad hacia el lenguaje inclusivo." Thesis, Högskolan Dalarna, Spanska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-31655.

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In this thesis attitudes towards the so called inclusive language (lenguaje inclusivo) are investigated. The main idea of using the inclusive language is to avoid sexism and promote the visibility of the woman. However, there is an ongoing debate concerning the use of the inclusive language and there are few signs of reaching a consensus. For that reason, it is relevant to investigate the attitudes towards the use of the inclusive language. The informants are students of secondary schools and universities in some Spanish speaking countries. The aim is to investigate whether the attitudes are positive or negative and the hypothesis, founded on earlier studies, is that the female informants would show a more positive attitude than the male ones. Generally speaking the hypothesis is not confirmed. The results show more complex relationships that have to be investigated in the future.

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Milosh, Richard. "The cultural adaptation of Armenians in South Australia, with special reference to Armenian language." Title page, table of contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09EDM/09edmm661.pdf.

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Au, Mei-yan Florence, and 歐美恩. "Gender in textbook dialogues: textual analyses and classroom practices." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30399804.

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Glew, Paul J. "Learning and teaching in ESL perspectives on educating international students in Australia /." View Vol. 1 (Vol. 2 restricted access), 2008. http://handle.uws.edu.au:8081/1959.7/41785.

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Thesis (Ed.D.)--University of Western Sydney, 2008.
A thesis presented to the University of Western Sydney, Centre for Educational Research, in fulfilment of the requirements for the degree of Doctor of Education. Includes bibliographies.

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Dissertations / Theses on the topic 'Sexism in language Australia'

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