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Robson, Stephen William. "Rethinking Mabo as a clash of constitutional languages /". Access via Murdoch University Digital Theses Project, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070207.131859.
Pełny tekst źródłaKumar, Manoharan. "Genomics, Languages and the Prehistory of Aboriginal Australia". Thesis, Griffith University, 2021. http://hdl.handle.net/10072/405626.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Environment and Sc
Science, Environment, Engineering and Technology
Full Text
Sapinski, Tania H. "Language use and language attitudes in a rural South Australian community /". Title page, table of contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09ARM/09arms241.pdf.
Pełny tekst źródłaGaby, Alice Rose. "A grammar of Kuuk Thaayorre /". Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/0002486.
Pełny tekst źródłaAmery, Rob. "Warrabarna Kaurna : reclaiming Aboriginal languages from written historical sources : Kaurna case study /". Title page, contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09PH/09pha512.pdf.
Pełny tekst źródłaVol. 2 consists of unpublished or not readily available papers and miscellaneous material referred to in vol. 1. Includes historical material and Kaurna language texts. Includes bibliographical references (47 p. ).
Steele, Jeremy Macdonald. "The aboriginal language of Sydney a partial reconstruction of the indigenous language of Sydney based on the notebooks of William Dawes of 1790-91, informed by other records of the Sydney and surrounding languages to c.1905 /". Master's thesis, Electronic version, 2005. http://hdl.handle.net/1959.14/738.
Pełny tekst źródłaBibliography: p. 327-333.
Introduction -- Sources and literature -- The notebooks -- Manuscripts and databases -- Neighbouring languages -- Phonology -- Pronouns -- Verbs -- Nouns -- Other word classes -- Retrospect and prospect.
'Wara wara!" - 'go away' - the first indigenous words heard by Europeans at the time of the social upheaval that began in 1788, were part of the language spoken by the inhabitants around the shores of Port Jackson from time immemorial. Traces of this language, funtionally lost in two generations, remain in words such as 'dingo' and 'woomera' that entered the English language, and in placenames such as 'Cammeray' and 'Parramatta'. Various First Fleeters, and others, compiled limited wordlists in the vicinity of the harbour and further afield, and in the early 1900s the surveyor R.H. Mathews documented the remnants of the Dharug language. Only as recently as 1972 were the language notebooks of William Dawes, who was noted by Watkin Tench as having advanced his studies 'beyond the reach of competition', uncovered in a London university library. The jottings made by Dawes, who was learning as he went along, are incomplete and parts defy analysis. Nevertheless much of his work has been confirmed, clarified and corrected by reference to records of the surrounding languages, which have similar grammatical forms and substantial cognate vocabulary, and his verbatim sentences and model verbs have permitted a limited attempt at reconstructing the grammar.
Mode of access: World Wide Web.
xxi, 333 p. ill. (some col.), maps (some col.), ports
Kruger, Candace. "In The Bora Ring: Yugambeh Language and Song Project - An Investigation into the Effects of Participation in the ‘Yugambeh Youth Choir’, an Aboriginal Language Choir for Urban Indigenous Children". Thesis, Griffith University, 2017. http://hdl.handle.net/10072/365270.
Pełny tekst źródłaThesis (Masters)
Master of Arts Research (MARes)
School of Humanities, Languages and Social Science
Arts, Education and Law
Full Text
Disbray, Samantha. "More than one way to catch a frog : a study of children's discourse in an Australian contact language /". Connect to thesis, 2008. http://repository.unimelb.edu.au/10187/8533.
Pełny tekst źródłaLeeding, Velma J. "Anindilyakwa phonology and morphology". University of Sydney, 1989. http://hdl.handle.net/2123/1558.
Pełny tekst źródłaAnindilyakwa is the language spoken by over 1,000 Warnindilyakwa Aborigines on Groote Eylandt, Northern Territory. In the Australian language families, it is placed in the Groote Eylandt Family (Oates 1970:15) or the Andilyaugwan Family (Wurm 1972:117). As Yallop (1982:40) reports, Anindilyakwa and Nunggubuyu "are similiar in grammar and possibly share the distinction of being the most gramatically complex Australian languages. They are diverse in basic vocabularly, however, and are therefore allocated to separate families".
Singer, Ruth. "Agreement in Mawng : productive and lexicalised uses of agreement in an Australian language /". Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/00003242.
Pełny tekst źródłaBaker, Brett Joseph. "Word Structure in Ngalakgan". University of Sydney, Linguistics, 1999. http://hdl.handle.net/2123/408.
Pełny tekst źródłaOgilvie, Sarah. "The Morrobalama (Umbuygamu) language of Cape York Peninsula, Australia". Thesis, Canberra, ACT : The Australian National University, 1994. http://hdl.handle.net/1885/110346.
Pełny tekst źródłaO'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.
Pełny tekst źródłaTitle 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.
Bremner, Patricia. "Teacher scaffolding of literate discourse with Indigenous Reading Recovery students". Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/5623.
Pełny tekst źródłaMultiple data sets were collected and examined with results discussed throughout this study. Transcripts and direct quotes were used to support the reporting of emergent themes and patterns with the convergence of the data used to support the internal validity of this small scale study.
This paper takes the position that generalisations, assumptions and stereotypical negative images of Indigenous students as disengaged and noncompliant students can be curtailed when teachers acknowledge that Indigenous students are active language learners with rich cultural and linguistic ‘funds of knowledge’ (Moll & Greenberg, 1990). These funds can support students’ new learning of literate discourse which is defined and used throughout this study as: the language used in schools to read, write and talk about texts used for educational purposes. Significantly, difficulties Indigenous students experience with literate discourse have been identified as contributing to the educational underachievement of this group of Australian students (Gray, 2007; Rose, Gray & Cowey, 1998, 1999).
The findings from this small scale study indicate that within the context of Reading Recovery teaching, teacher-student interaction and contingent teacher scaffolding, centred on text reading and writing experiences can support Indigenous students to code-switch between home languages and dialects, Standard Australian English and literate discourse.
Blythe, Joe. "Doing referring in Murriny Patha conversation". University of Sydney, 2009. http://hdl.handle.net/2123/5388.
Pełny tekst źródłaSuccessful communication hinges on keeping track of who and what we are talking about. For this reason, person reference sits at the heart of the social sciences. Referring to persons is an interactional process where information is transferred from current speakers to the recipients of their talk. This dissertation concerns itself with the work that is achieved through this transfer of information. The interactional approach adopted is one that combines the “micro” of conversation analysis with the “macro” of genealogically grounded anthropological linguistics. Murriny Patha, a non-Pama-Nyungan language spoken in the north of Australia, is a highly complex polysynthetic language with kinship categories that are grammaticalized as verbal inflections. For referring to persons, as well as names, nicknames, kinterms, minimal descriptions and free pronouns, Murriny Patha speakers make extensive use of pronominal reference markers embedded within polysynthetic verbs. Murriny Patha does not have a formal “mother-in-law” register. There are however numerous taboos on naming kin in avoidance relationships, and on naming and their namesakes. Similarly, there are also taboos on naming the deceased and on naming their namesakes. As a result, for every speaker there is a multitude of people whose names should be avoided. At any one time, speakers of the language have a range of referential options. Speakers’ decisions about which category of reference forms to choose (names, kinterms etc.) are governed by conversational preferences that shape “referential design”. Six preferences – a preference for associating the referent to the co-present conversationalists, a preference for avoiding personal names, a preference for using recognitionals, a preference for being succinct, and a pair of opposed preferences relating to referential specificity – guide speakers towards choosing a name on one occasion, a kinterm on the next occasion and verbal cross-reference on yet another occasion. Different classes of expressions better satisfy particular conversational preferences. There is a systematicity to the referential choices that speakers make. The interactional objectives of interlocutors are enacted through the regular placement of particular forms in particular sequential environments. These objectives are then revealed through the turn-by-turn unfolding of conversational interaction.
Monaghan, Paul. "Laying down the country : Norman B. Tindale and the linguistic construction of the North-West of South Australia". Title page, contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09phm734.pdf.
Pełny tekst źródłaSaville, Deborah M. "Language and language disabilities : aboriginal and non-aboriginal perspectives". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0002/MQ44273.pdf.
Pełny tekst źródłaSantos, Rosinéa Auxiliadora Pereira dos. "Entre o estrangeiro-materno: vozes no discurso de professores indígenas". Universidade Federal de Roraima, 2013. http://www.bdtd.ufrr.br/tde_busca/arquivo.php?codArquivo=165.
Pełny tekst źródłaEntre o estrangeiro-materno: vozes nos discursos de professores indígenas é o resultado de uma pesquisa pautada na investigação do conceito de língua materna e estrangeira em ambiente sociolinguisticamente complexo. O objetivo deste trabalho foi analisar as representações das professoras indígenas em contato com diversas línguas, a fim de compreender as práticas discursivas que envolvem o constructo língua materna e estrangeira. Para tanto, o suporte teórico e metodológico que orientou todos os processos do trabalho foi a Teoria Social do Discurso, que atesta que o discurso é uma prática social que se materializa em três dimensões: o texto, as práticas sociais e as práticas discursivas. De acordo com essa teoria, o discurso não só representa as classes sociais, mas as constitui, colaborando tanto para a reprodução da sociedade como também para transformá-la. O instrumento de coleta de dados foi a entrevista, que é um tipo evento discursivo, onde os sentidos e os posicionamentos são constantemente negociados. As representações sobre língua materna giram em torno de três eixos: a família, a cultura e a ancestralidade, que sustentam práticas discursivas de teor essencialista e que propagam discursos como perda da língua, perda da cultura, desaparecimento do povo. Há ainda no falar das professoras indígenas ecos do discurso político, histórico, religioso, jurídico e pedagógico que foram propagados desde o período da colonização e que ainda permanecem na memória discursivas dos professores indígenas. Língua materna e língua estrangeira são constructos imbrincados, pois suas representações são relacionais, uma vez que são produtos da atitude linguística dos falantes que convivem entre línguas.
Between the foreign-native: voices inside indigenous teachers discourse is the outcome of a research based on investigation conception of native and foreign language in sociolinguistically complex environment. The work has the objective of analysing indigenous teachers representations in contact with several languages in order to understanding discursive practices that have involved the construct about native and foreign language. For both the theoretical and methodological support that directed all process of the work was Social Discourse theory attesting that the discourse is a social practice materialized in three dimensions: the text, the social practices and discursive practices. According to this theory, the discourse is not only social classes, but constitutes them also. It is collaborating as there production of society as to transform it.The instrument for data collected was the interview, which is a kind event discourse, where the senses and positions are constantly negotiated. Representations of language revolve around three axis:family, culture and ancestry, discursive practices that sustain and propagate content essential is tdiscourses as loss of language, loss of culture, disappearance of people. There are inside the indigenous teachers speech the echoes of political discourse, historical, religious, legal andpedagogical those had been propagated since the colonization period and still remain in memory discursive indigenous teachers. Native language and foreign language constructs are interlocked be cause their representations are relational, since they are products of linguistic attitude of speakers who live between languages.
Baloy, Natalie Jean-Keiser. "Exploring the potential for native language revitalization in an urban context language education in Vancouver /". Thesis, Vancouver : University of British Columbia, 2008. http://www.collectionscanada.ca/obj/s4/f2/dsk3/BVAU/TC-BVAU-1490.pdf.
Pełny tekst źródłaOlsen, Harper Anita Carleton University Dissertation Canadian Studies. "Aboriginal self-interpretation in heritage presentation". Ottawa, 1999.
Znajdź pełny tekst źródłaHarper, Helen. "The gun and the trousers spoke English : language shift on Northern Cape York Peninsula /". St. Lucia, Qld, 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16394.pdf.
Pełny tekst źródłaKruger, Candace. "Yarrabil Girrebbah Singing Indigenous Language Alive". Thesis, Griffith University, 2022. http://hdl.handle.net/10072/418662.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Hum, Lang & Soc Sc
Arts, Education and Law
Full Text
Sharifian, Farzad. "Conceptual-associative system in Aboriginal English : a study of Aboriginal children attending primary schools in metropolitan Perth". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/757.
Pełny tekst źródłaKoppe, Rosemarie. "Aboriginal student reading progress under targeted intervention". Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36652/1/36652_Digitised%20Thesis.pdf.
Pełny tekst źródłaWestwood, Virginia. "Critical design for Indigenous language learning: A critical qualitative study of CALL design in an Australian Aboriginal language". Thesis, Westwood, Virginia (2017) Critical design for Indigenous language learning: A critical qualitative study of CALL design in an Australian Aboriginal language. PhD thesis, Murdoch University, 2017. https://researchrepository.murdoch.edu.au/id/eprint/38475/.
Pełny tekst źródłaAndrew, Robert Frederick. "Describing an Indigenous Experience: The Unforgetting of Australian history through language and technology". Thesis, Griffith University, 2019. http://hdl.handle.net/10072/387968.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Visual Arts (DVA)
Queensland College of Art
Arts, Education and Law
Full Text
Thomas, Colin, i s3143898@student rmit edu au. "Reviving History of Ganai Families and Resounding Gunai Language through the Creative Arts for Future Generations". RMIT University. Education, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090507.154637.
Pełny tekst źródłaTaylor, 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.
Pełny tekst źródłaThis 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.
Nieminen, Anna. "The cultural politics of place naming in Quebec: Toponymic negotiation and struggle in Aboriginal territories". Thesis, University of Ottawa (Canada), 1998. http://hdl.handle.net/10393/4180.
Pełny tekst źródłaSutherland, Dawn Leigh. "Aboriginal students' perception of the nature of science : the influence of culture, language and gender". Thesis, University of Nottingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299733.
Pełny tekst źródłaWatts, Janet D. "Language and interaction in a Standard Australian English as an additional language or dialect environment: The schooling experiences of children in an Australian Aboriginal community". Thesis, Griffith University, 2020. http://hdl.handle.net/10072/392883.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
Full Text
Leung, Colleen. "Approaches to working with Aboriginal adults with acquired brain injury : exploring perspectives of speech-language pathologists". Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/55067.
Pełny tekst źródłaMedicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
Moreton, Romaine. "The right to dream". Click here for electronic access: http://arrow.uws.edu.au:8080/vital/access/manager/Repository/uws:2495, 2006. http://arrow.uws.edu.au:8080/vital/access/manager/Repository/uws:2495.
Pełny tekst źródłaPan, Yi-Jyun, i 潘宜君. "The Influence of the Aboriginal Language Immersion Program (ALIP) on Children’s Attitudes toward Aboriginal Language and Cross-languages". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/5gm6ku.
Pełny tekst źródła國立屏東大學
幼兒教育學系碩士班
106
People acknowledge a language when using it. People can learn a language better when taking a positive attitude. This study investigated the influence of the aboriginal language immersion program on children’s attitudes toward aboriginal language and cross-languages. The research questions included: (a) How does ALIP affect children’s aboriginal language attitude on childhood? (b) How does ALIP affect children’s cross-languages attitude? (c) Does ALIP promote children’s a positive attitude of aboriginal language and cross-languages? The research participants included 14 children who joined ALIP as a standard group and the other 13 children who joined non-ALIP as a control group. The data was collected by: (a) Children’s interview questionnaire about aboriginal language attitude; (b) Children’s interview questionnaire about cross-languages attitude; (c) Parents’ questionnaire about their children’s attitude after ALIP. Data was analyzed in independent sample T test and ANCOVA to see whether ALIP children have a more positive attitude of aboriginal language or cross-language attitude than that of their non-ALIP counterparts. The result shows that both ALIP children and non-ALIP children have a positive attitude toward aboriginal language. There is no significant difference between experimental and control groups of children. If children were asked to compare their preference between aboriginal and Chinese languages, ALIP children show significant higher preference for aboriginal language than non-ALIP children. Nevertheless, parents questionnaire shows that no significant difference on aboriginal language attitude between experimental and compassion groups because both groups of parents indicate that their children have positive attitudes toward aboriginal language. Finally, suggestions to ALIPs have been discussed and suggested in the study.
Besold, Jutta. "Language recovery of the New South Wales South Coast Aboriginal languages". Phd thesis, 2012. http://hdl.handle.net/1885/10133.
Pełny tekst źródłaThieberger, Nicholas. "Aboriginal language maintenance some issues and strategies". 1988. http://repository.unimelb.edu.au/10187/8534.
Pełny tekst źródłaIn chapter 3 I assess some arguments for language maintenance, and suggest that the strongest argument is based on social justice, with more commonly expressed arguments (e.g. that language is part of identity, that it is part of the national resources) often lacking firm ground, or else being potentially damaging. For example, if a language is equated with identity, then on what grounds do people still identify themselves with their heritage if they do not still speak that language?
Chapter 4 discusses some models that have been used for language maintenance, using the term now to include language resurrection, revival, renewal and language continuation. Following these models I discuss some of the causes for language shift, suggesting that an understanding of the causes may allow us to devise more appropriate interventional strategies, some of which are discussed in chapter 4.3.
Practical examples of the models and strategies of chapter 4 are included in a broader study of Aboriginal language maintenance in Western Australia in chapter 5. A brief historical sketch shows that little has been done by the colonial and state authorities to encourage the use of indigenous languages. The best examples of programmes aimed at maintaining the use of Aboriginal languages are in the community schools, and in the homelands movement, both examples relying on local community direction and involvement.
Lee, Che-Wei, i 李哲偉. "The Study on the Accreditation of the Aboriginal Languages Proficiency and the Language Hierarchy of Aboriginal Students: Take an Aboriginal Senior High School for Example". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/50755017395455770447.
Pełny tekst źródła國立中正大學
教育研究所
96
The purposes of the study were to analyze the dialect between the accreditation of the aboriginal languages proficiency and language hierarchy in a schooling setting, it focused on an aboriginal senior high school consisted of mainly Paiwan students who directly were impacted by the policy from a point of micro view. First, the researcher conducted a survey on the language hierarchy in an aboriginal senior high school which locates on the Paiwan tribal village, which investigated the language usage of the whole students in the school by questionnaire, it focused on the roles of English, Mandarin, Fukienese, Hakka, Taiwan Aboriginal Languages and other languages in the schooling to deeply understanded and analyze the high and low of the language hierarchy. At the same time, I collected the data from the school to desribe the language hierarchy condition of high school students. According to the analysis and the synthetic discussion of the above-mentioned, I generalized some important findings: 1.The language hierarchy condition of the aboriginal senior high school is the second/third hierarchy. 2.The attitude that the senior high school students treat the accreditation of the aboriginal languages proficiency is a instrument. 3.The relationship between the accreditation of the aboriginal languages and policy is that the aboriginal language was leaded by the test.
Lee, Chia-Chen, i 李家甄. "The Evaluation Of Minority Languages Policy In Taiwan -A Study Of The Aboriginal Languages In Hualien". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/67219505222834379302.
Pełny tekst źródła國立東華大學
公共行政研究所
98
In 2001, Ministry of Education first took Taiwanese language into an official curriculum and started the compulsive one-session per week teaching. And Council of Indigenous People, Executive Yuan started to establish Indigenous Language Ability Exam, hoping to cultivate more indigenous language teaching support staffs and research people. It also continues to set up and promote “6-year Plan of Indigenous Culture Invigoration and Development” and “6-year Plan of Aboriginal Language Invigoration” in order to put effort into the invigoration, learning and preservation of aboriginal languages. This research is based on taking the aboriginal people in Hualien County as example. We use survey researches and observation methods to investigate Hualien’s 107 elementary schools with 203 aboriginal language teachers and 10 Taiwanese language members of the advisory group. We found out the current situations and problems of developing minority group’s language in Taiwan by understanding the students’ language abilities, language usage situations and teachers’ teaching situations and attitudes on government’s language policy. The research result shows that on language ability, people pay more attention on listening and speaking ability in 1st to 4th grade of elementary school and they don’t start to focus on the balance learning of listening, speaking, reading and writing till 5th and 6th grade of elementary school, which shows that students aren’t as good in reading and writing as in listening and speaking. On language usage, after students learn native language, the frequencies of using it has increased at school or at home; however, the usages at the church or in the community still need more improvements. On policy attitude, native language teachers generally highly approve with it, but the recognition of promoting aboriginal language organizations still need more improvements. On language teaching, teachers face some difficulties on teachers training, teaching materials planning, school resources and the society’s support while teaching native languages because of the problems from class hours, student numbers, school funds and parents participations. Now, how to improve these problems is the most important issue in our society. This research proves that the aboriginal language policy promoted by Ministry of Education and Council of Indigenous People will help the preservation, inheritance and development of aboriginal languages; however, there are still lots of problems that need to be solved. We hope that in the future, while related offices are establishing or revising some language policies, they can renew and add the insufficiencies to the current policies.
Amery, Robert Maxwell. "Warrabarna Kaurna : reclaiming Aboriginal languages from written historical sources : Kaurna case study / Rob Amery". 1998. http://hdl.handle.net/2440/19250.
Pełny tekst źródłaIncludes bibliographical references (47 p.)
2 v, : ill. (some col.), maps ; 30 cm.
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Thesis (Ph.D.)--University of Adelaide, Dept. of Linguistics, 1998
Sapinski, Tania Helen. "Language use and language attitudes in a rural South Australian community / presented by Tania H. Sapinski". Thesis, 1998. http://hdl.handle.net/2440/108270.
Pełny tekst źródłaThesis (M.A.) -- University of Adelaide, Dept. of European Studies, 1999?
LI, Tai-yen, i 李台元. "An Evaluation to the Accreditation of the Aboriginal Languages Proficiency in Taiwan". Thesis, 2003. http://ndltd.ncl.edu.tw/handle/83032174371185996538.
Pełny tekst źródła國立政治大學
語言學研究所
91
ABSTRACT This thesis aims to evaluate the planning and the first implementation of the Accreditation of the Aboriginal Languages Proficiency (AALP), which is directed by Council of Indigenous Peoples, Executive Yuan, with the view of promoting the education of aboriginal languages in Taiwan. There are six chapters in this thesis. Chapter One describes the purpose of this study and presents some related problems. Chapter Two presents the backgrounds of AALP. In Chapter Three, the related theories and studies are reviewed and discussed. Chapter Four depicts the research designs, including the methodology to evaluate the vocabulary test in the first AALP, questionnaire design to elicit subjects'' opinions about the policy of AALP and its first implementation, and methods for data analysis. Chapter Five reports the results in terms of vocabulary analysis, language proficiency, language use, and language attitudes toward AALP. The last Chapter offers conclusions and suggestions. One of the major findings lies in that AALP is widely recognized, and the results of its first implementation may serve as a guideline for its future implementation. It is also believed that AALP may help to revitalize aboriginal languages in Taiwan and thus reverse the language shift related. Therefore, it is suggested that AALP should be continued by following the current model.
Panther, Forrest Andrew. "Topics in Kaytetye phonology and morpho-syntax". Thesis, 2021. http://hdl.handle.net/1959.13/1426560.
Pełny tekst źródłaKaytetye is an Arandic language with approximately 200 speakers spoken in Central Australia. The Arandic languages are notable for proposals that: (1) the basic syllable is VC; (2) complex verbal structures are words and associate motion to a predicate; (3) certain varieties have only two vowels /a/ vs /ə/. In this thesis, I evaluate previous analyses of these patterns, and propose new analyses using quantitative and qualitative methodology, as well as insights from typological data. The thesis focuses on five areas. 1. The Status of Round Vowels: Kaytetye has been analysed as having either a two-vowel (/ɐ/, /ə/) or a three-vowel system (/ɐ/ /ə/, /i/). I provide quantitative and qualitative evidence supporting the occurrence of a round vowel, producing a four-vowel system: /ɐ/ /ə/, /i/, /u/. 2. Associated Path: The current analysis of Associated Motion proposes that Associated Motion constructions are complex words, which are composed of a verb root and a motion morph: arenke ‘see’, arey-alpenke ‘see after going back’. In this analysis I propose that Associated Motion constructions are auxiliary verb constructions, in which an auxiliary verb expresses a path configuration in relation to its complement VP (hence ‘Associated Path’). The previous analysis raised serious challenges to understandings of the word and the semantic content a single word conveys. In the new analysis, I show that word structure in Kaytetye is comparatively simple. 3. The Minimal Root: Word minimality is standardly analysed as a constraint on word forms based on prosodic structure. I show evidence that Kaytetye has a second type of minimality effect, the ‘minimal root’, in which the forms of roots are constrained by lexical patterns. 4. Reduplication: I show that Kaytetye has two types of reduplication which are not analysable under a single approach to reduplication. ‘Total reduplication’ reduplicates a stem and forms a phrase, which results in a scalable interpretation of the base. ‘Partial reduplication’ only occurs in Associated Path constructions and has a path or distributive meaning depending on its position in the Associated Path construction. 5. Syllable Structure: The Arandic languages have been analysed with a basic VC syllable structure. I provide evidence that: (i) the VC analysis makes incorrect predictions in Kaytetye; (ii) the facts of syllabification favour a standard CV analysis; (iii) the data which appear in favour of VC syllabification are explained by the historical loss of initial consonants, and a VCV minimal root. In these areas, I show that Kaytetye shows congruency with standard analyses of phonological and morpho-syntactic structures, and also challenges existing theories.
Brade, Cassandra R. M. "The relationship between participation in Aboriginal cultural activities/languages and educational achievement for Native Canadians : an analysis of the 1991 Aboriginal Peoples Survey". 2002. http://hdl.handle.net/1993/7334.
Pełny tekst źródłaShih, Mei-hui, i 石美慧. "The Study of Applying E-Learning Platform to Aboriginal Languages Learning among the Aboriginal Students of Elementary and Junior High Schools in Taichung City". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/94589973241208072532.
Pełny tekst źródła中臺科技大學
文教事業經營研究所
99
Abstract The purpose of this study was to investigate the present situation which the students and teachers in elementary and junior high schools in Taichung City applied E-learning platform to aboriginal languages learning. This study adopted questionnaire survey. The investigator designed a self-made “ Questionnaire of Aboriginal Students in Elementary and Junior High Schools in Taichung City Applying E-learning Platform to Aboriginal Languages Learning ” to compile data. Subjects of this study were purposive sampling from teachers and aboriginal students in elementary and junior high schools in Taichung City. The data obtained from 152 effective questionnaires of the teachers and 237 of the students was analyzed and the conclusions were drawn as follows: 1. There were aboriginal students in both elementary and junior high schools. Only 20% of the aboriginal students from the junior high schools and 33% from the elementary schools applied for studying in aboriginal languages learning class. Only 25% of the students learned aboriginal languages in formal courses and 20% used in E-learning platform. It was very essential for both the students and the parents to get preferential treatment of bonus scores. The reasons of failing to use E-learning platform were no applying for studying in aboriginal languages learning classes, insufficient time, lack of information proficiency and difficulties in borrowing locations and facilities. The most frequently using parts were words reciting and listening training. Pronunciation, intonation and a demand listed on writing system should to be improved. 2. Teachers’ technology acceptance in E-learning platform reached average, and among all, the “willing to use” had the best performance. The “function of platform” had the least performance. Students’ technology acceptance in E-learning platform reached average, and among all, the “teaching methods” had the best performance. The “location and facility” had the least performance.. 3. Significant difference existed in teachers’ technology acceptance in terms of the teachers’ demographic variables such as ages and service years. Significant difference existed in the students’ technology acceptance in terms of students’ demographic variables such as genders, tribal groups, locations of the schools and learning years. 4. Teacher’s awareness platform assistance reached above average, and among all, the “identification of tribal groups” had the best performance. The “basic capability” had the least performance. Students’ awareness platform assistance reached above average, and among all, the “identification of tribal groups” had the best performance. The “basic capability” had the least performance. 5. There was significant difference in teachers’ awareness platform assistance according to ages, ability of aboriginal languages. There was significant difference in students’ awareness platform assistance according to tribal groups, ability of aboriginal languages and learning years. 6. There was no significant difference between teachers’ technology acceptance and awareness platform assistance. There was a positive correlation between students’ technology acceptance and awareness platform assistance. Keywords:Aboriginal languages, E- learning platform
Hendy, Caroline Rose. "The distribution and acoustic properties of fricatives in Light Warlpiri". Thesis, 2019. http://hdl.handle.net/1885/200483.
Pełny tekst źródłaAylward, Marie Lynn. "The role of Inuit language and culture in Nunavut schooling : discourses of the Inuit qaujimajatuqangit conversation". 2006. http://arrow.unisa.edu.au:8081/1959.8/45749.
Pełny tekst źródłaGreen, Jennifer. "Kin and country: aspects of the use of kinterms in Arandic languages". 1998. http://repository.unimelb.edu.au/10187/2847.
Pełny tekst źródłaSpronck, Stef. "Reported speech in Ungarinyin: grammar and social cognition in a language of the Kimberley region, Western Australia". Phd thesis, 2015. http://hdl.handle.net/1885/733712596.
Pełny tekst źródłaSchreyer, Christine. "Reserves and resources:local rhetoric on land, language, and identity amongst the Taku River Tlingit and Loon River Cree First Nations". Phd thesis, 2009. http://hdl.handle.net/10048/491.
Pełny tekst źródłaMonaghan, Paul Edward. "Laying down the country : Norman B. Tindale and the linguistic construction of the North-West of South Australia / Paul Monaghan". Thesis, 2003. http://hdl.handle.net/2440/21991.
Pełny tekst źródła2 maps in pocket on back cover.
Bibliography: leaves 285-308.
xiv, 308 leaves : ill., maps ; 30 cm.
This thesis critically examines the processes involved in the construction of the linguistic historical record for the north-west region of South Australia. Focussing on the work of Norman B. Tindale, the thesis looks at the construction of Tindale's Pitjantjatjara, Yankunytjatjara and Antikirinya representations. It argues that Tindale effectively reduced a diversity of indigenous practices to ordered categories more reflective of Western and colonial concepts than indigenous views. Tindale did not consider linguistic criteria in depth, had few informants, worked within arbitary tribal boundaries, was biased towards the category 'Pitjantjatjara' and was informed by notions of racial/linguistic purity. These factors which shaped the linguistic record must be taken into account when interpreting records for use as historical and native Title evidence.
Thesis (Ph.D.)--University of Adelaide, School of European Studies and General Linguistics, 2003