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Статті в журналах з теми "Australian language education"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 20 лютого 2023

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1

Smolicz, J. J. "National Policy on Languages: A Community Language Perspective." Australian Journal of Education 30, no. 1 (April 1986): 45–65. http://dx.doi.org/10.1177/000494418603000103.

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A brief historical review of language policies in Australia up to the publication of the Senate Standing Committee's Report on a National Language Policy in 1984 is given. The recommendations of the Report are discussed in the light of the ethno-cultural or core value significance that community languages have for many minority ethnic groups in Australia. Recent research findings on such languages are presented and their implications for a national language policy considered. It is postulated that the linguistic pluralism generated by the presence of community languages needs to be viewed in the context of a framework of values that includes English as the shared language for all Australians. From this perspective, it is argued that the stress that the Senate Committee Report places upon the centrality of English in Australia should be balanced by greater recognition of the linguistic rights of minorities and their implications for bilingual education. It is pointed out that both these aspects of language policy have been given prominence in recent statements and guidelines released by the Ministers of Education in Victoria and South Australia. The paper concludes by pointing to the growing interest in the teaching of languages other than English to all children in Australian schools.

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2

Oliver, Rhonda, Honglin Chen, and Stephen Moore. "Review of selected research in applied linguistics published in Australia (2008–2014)." Language Teaching 49, no. 4 (September 23, 2016): 513–48. http://dx.doi.org/10.1017/s0261444816000148.

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This article reviews the significant and diverse range of research in applied linguistics published in Australia in the period 2008–2014. Whilst acknowledging that a great deal of research by Australian scholars has been published internationally during these seven years, this review is based on books, journal articles, and conference proceedings published in Australia. Many of these sources will be unfamiliar to an international audience, and the purpose of this article is to highlight this body of research and the themes emerging from it. The journals selected in this review includeAustralian Journal of Language and Literacy, Australian Review of Applied Linguistics (ARAL), BABEL, English in Australia, English Australia, Papers in Language Testing and Assessment, Prospect: An Australian Journal of TESOL, TESOL in Context, andUniversity of Sydney Papers in TESOL. Selected refereed proceedings are from key national conferences including: ALAA (Applied Linguistics Association of Australia), ACTA (Australian Council of TESOL Association), ASFLA (Australian Systemic Functional Linguistics Association), and ALS (Australian Linguistics Society). Our review of selected applied linguistics work revolves around the following themes: the responses to the needs of government planning and policy; the complexity of Australia's multicultural, multilingual society; the concern for recognizing context and culture as key factors in language and language learning; social activism in supporting language pedagogy and literacy programmes at all levels of education; and acknowledgement of the unique place held by Indigenous languages and Aboriginal English in the national linguistic landscape.

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3

Blackburn, Aranzazu M., Linley Cornish, and Susen Smith. "Gifted English Language Learners." Journal for the Education of the Gifted 39, no. 4 (October 17, 2016): 338–60. http://dx.doi.org/10.1177/0162353216671834.

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Current research on gifted English language learners (gifted ELLs) is broadly centered on identification issues and investigations of underrepresentation in gifted programs mainly in schools in the United States and referencing predominantly Spanish-speaking students. Australia presents itself as a multicultural nation, yet limited research exists as to what it knows about its particular gifted ELL populations and ways of supporting them when they enter Australian schools. A review of the current literature examines existing research in the United States and explores the findings from Australian studies. Some suggestions for future research in both local and global contexts are offered.

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4

Baldwin, Jennifer. "The place of Arabic language teaching in Australian universities." History of Education Review 47, no. 1 (June 4, 2018): 77–86. http://dx.doi.org/10.1108/her-05-2016-0021.

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PurposeThe purpose of this paper is to demonstrate that the teaching of Arabic language has had a distinctive and important history in Australian universities from the middle of the twentieth century through to the twenty-first century.Design/methodology/approachIn this paper, the author draws on a range of sources, government reports and surveys (both general and specific to Arabic), newspaper articles and published literature to give a comprehensive picture of the teaching of Arabic language in Australian universities over the last 60 or so years.FindingsThis paper has demonstrated that Arabic language teaching has moved through a number of phases as a scholarly, migrant and trade language. However, although the Middle East has become strategically important for Australia in defence and foreign affairs, and many people from the Middle East have migrated to Australia, Arabic (the major language of the Middle East) has never been given high priority by governments in Australia.Originality/valueThis paper, in taking an historical perspective, has demonstrated how Arabic has never commanded the attention of governments for funding to the same extent as Asian languages have.

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5

Gnevsheva, Ksenia, Anita Szakay, and Sandra Jansen. "Lexical preference in second dialect acquisition in a second language." International Journal of Bilingualism 26, no. 2 (October 31, 2021): 163–80. http://dx.doi.org/10.1177/13670069211036932.

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Aims and objectives/purpose/research questions: How does second dialect acquisition in a second language compare to that in a first language in terms of rates and predictors of second dialect vocabulary use? Design/methodology/approach: A lexical preference task was completed by four groups of participants residing in Australia: first language speakers of Australian (L1D1) and American (L1D2) English, and first language speakers of Russian who acquired Australian (L2D1) and American (L2D2) English first. The participants named objects which are denoted by different words in American and Australian English (e.g. bell pepper vs capsicum). Data and analysis: The response was coded as either American or Australian, and percentage of use of Australian items was calculated for each group. Findings/conclusions: L1D1 used Australian words the most and L1D2 the least. L2D1 and L2D2 fell between the two L1 groups. L1D2 rate of use was predicted by proportion of life spent in Australia. L2D1 were more likely to choose Australian words if they had lived in Australia longer and had positive attitudes toward Australia. L2D2 were less likely to use Australian words the longer they had lived in the USA. Similar, but not identical, factors predict second dialect acquisition in the first and second languages. Originality: The research is innovative in considering second dialect acquisition in second language speakers and creates a bridge between second language and second dialect acquisition research. Significance/implications: The finding that second language speakers may be more flexible in second dialect acquisition than first language speakers has important implications for our understanding of cognitive and social constraints on acquisition.

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6

Mason, Shannon, and John Hajek. "Language Education and Language Ideologies in Australian Print Media." Applied Linguistics 41, no. 2 (December 1, 2018): 215–33. http://dx.doi.org/10.1093/applin/amy052.

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Abstract Across most predominantly English-speaking countries, classroom-based language education plays an important role in the internationalization of young citizens. However, the quality of language learning opportunities in many countries is less than ideal. The development of language education policy is influenced in part by broader societal perceptions of language, and these perceptions are often reflected and shaped by the media. The case of Australia is an interesting one for focus, because media and policy attention to the discipline is high, and yet to date there has been no comprehensive analysis of its representation. To fill this gap, the authors subject 261 news articles from Australian newspapers between 2007 and 2016 to mixed-methods content analysis, guided by Ruiz’s three orientations to language. The results show that language is positioned as a problem, and as an economic resource, but not as a social resource, nor as a right of everyday citizens. The ideological positioning of language in the press has implications for the perceptions of the role of language education, and for student uptake.

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7

Hajek, John, Renata Aliani, and Yvette Slaughter. "From the Periphery to Center Stage: The Mainstreaming of Italian in the Australian Education System (1960s to 1990s)." History of Education Quarterly 62, no. 4 (November 2022): 475–97. http://dx.doi.org/10.1017/heq.2022.30.

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AbstractThis article examines the complex drivers of change in language education that have resulted in Australia having the highest number of students learning Italian in the world. An analysis of academic and non-academic literature, policy documents, and quantitative data helps trace the trajectory of the Italian language in the Australian education system, from the 1960s to the 1990s, illustrating the interaction of different variables that facilitated the shift in Italian's status from a largely immigrant language to one of the most widely studied languages in Australia. This research documents the factors behind the successful mainstreaming of Italian into schools, which, in addition to the active support it received from the Italian community and the Italian government, also included, notably, the ability of different Australian governments to address societal transformation and to respond to the emerging practical challenges in scaling up new language education initiatives in a detailed and comprehensive manner.

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8

Branson, Jan, and Don Miller. "Language and identity in the Australian deaf community." Language Planning and Language Policy in Australia 8 (January 1, 1991): 135–76. http://dx.doi.org/10.1075/aralss.8.08bra.

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This paper examines the relationship between the Deaf1, their language, Auslan2 (Australian Sign Language), and the encompassing dominant hearing society and its culture in the context of the development of effective language policies for the Deaf, not only within the context of schooling but in the years prior to formal education and beyond the school. The paper has developed out of an initial response by AUSLAB (the Australian Sign Language Advisory Board, formed by the Australian Association of the Deaf) to the Federal Government’s Green Paper, The Language of Australia: Discussion Paper on an Australian Literacy and Language Policy for the 1990s. (Commonwealth of Australia 1990), later superseded by the White Paper, Australia’s Language: The Australian Language and Literacy Policy (Commonwealth of Australia 1991a & b).

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9

Scarino, Angela, and Penny McKay. "The Australian Language Levels (ALL) project – a response to curriculum needs in Australia." Australian Review of Applied Linguistics 11, no. 1 (January 1, 1988): 134–46. http://dx.doi.org/10.1075/aral.11.1.11sca.

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Abstract The Australian Language Levels (ALL) Project is a national project funded jointly by the Curriculum Development Council, Canberra and the S.A. Education Department. It has been set up to develop an organizational framework and curriculum guidelines which will permit all those involved in language education (teachers, syllabus planners, advisers, curriculum writers) to work together to bring about curriculum renewal in language teaching in Australia. This paper examines the curriculum implications of the complexity of the language situation in Australia and the processes through which the ALL Project is responding to curriculum needs in the languages field on a national scale.

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10

Liddicoat, Anthony J. "Culture for language learning in Australian language-in-education policy." Australian Review of Applied Linguistics 28, no. 2 (January 1, 2005): 28–43. http://dx.doi.org/10.1075/aral.28.2.03lid.

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Abstract Australia’s language-in-education policy documents have consistently included references to the place of ‘culture’ in language teaching. This paper seeks to examine how the major national policies conceptualise culture and interculturality in relation to languages education. For each policy, this study will analyse the language focus, the conceptualisation of the relationship between language and culture, the contexts in which the policy envisages cultural knowledge will be relevant, and the overall educative vision for language and culture learning. From these analyses it can be seen that successive policy documents have shifted the domain and purpose of interculturality and have constructed views of interculturality that are increasingly instrumentaly focused. The policies show a transformation from a humanistically focused construction of education and a view of languages as relevant to diversity, to an economically focused construction of education and a view of languages as capital for economic deployment. At the same time, they have preserved a largely static, information-focused construction of culture which is not consistent with the user-oriented policy goals.

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11

Zhou, Ye, and Li Zou. "On Development History of Australia’s Language Policy and the Enlightenment to China’s Foreign Language Education." Theory and Practice in Language Studies 7, no. 5 (May 1, 2017): 366. http://dx.doi.org/10.17507/tpls.0705.06.

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Анотація:

As is well-known, Australia is the first English country to officially make and efficiently carry out multi-lingual and plural culture in the world, whose language education policy has been highly spoken of by most linguists and politicians in the world in terms of the formulation and implementation. By studying such items as affecting factors, development history, implementing strategies of Australian language education policy under the background of multiculturalism, researchers can get a clue of the law of development of the language education policy in the developed countries and even the world. To be specific, through studying the development history of Australian language education policy under the background of multiculturalism, the paper puts forward some enlightenment and presents some advice on the China’s foreign language education.

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12

McConvell, Patrick. "Aboriginal language programmes and language maintenance in the Kimberley." Volume 3 3 (January 1, 1986): 108–22. http://dx.doi.org/10.1075/aralss.3.07mcc.

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Different types of language programmes for indigenous Australian languages should be developed to suit different language situations. Programmes are here divided into three types: Bilingual Education, Language Maintenance and Language Renewal. The Kija language of Warrmarn community, Western Australia is cited as an example of a situation requiring a Language Maintenance programme. In Language Maintenance programmes thought needs to be given to the intended function of the target language in the future. Consideration of this question tends to favour an approach which emphasizes cultural maintenance and the oral side of the programme.

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13

McNamara, Tim. "The roots of applied linguistics in Australia." Australian Review of Applied Linguistics 24, no. 1 (January 1, 2001): 13–29. http://dx.doi.org/10.1075/aral.24.1.02mcn.

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Abstract In this paper an attempt is made to identify the origins and distinctive character of Applied Linguistics in Australia, which differ significantly from those in the United States and the United Kingdom, where the field developed in the context of the English language education of international students. The Australian tradition differs in two main respects: (1) the strong influence and representation of the applied linguistics of modern languages, manifest in the work of university teachers of French and other modern languages, and in research on language in immigrant communities; and (2) the distinctive role of the applied linguistics of English, both as a mother tongue in schools, and as a language of immigrants. Using information from a series of interviews with leading figures in the development of Australian applied linguistics, the unique character of Australian Applied Linguistics is revealed.

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14

Kutay, Cat. "Caretaking Aboriginal Australian Knowledges Online." ab-Original 4, no. 1-2 (December 2020): 72–102. http://dx.doi.org/10.5325/aboriginal.4.1-2.0072.

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ABSTRACT The influence of Aboriginal Australian's Knowledges and Protocols on Australian culture has been profound and yet little acknowledged. To acknowledge the First Peoples of Australia and integrate their knowledge into the education system, we start with the First Peoples' contribution to culture and learning since invasion in Australia. We then consider contributions now to educational technologies with a focus on collectivist knowledge sharing, oral teaching, narrative teaching, peer-to-peer sharing, and truth telling. In recognition of what modern non-Indigenous cultures have lost, we are appropriating technology to share the concepts around narrative learning and sustainable practice. This uses pattern matching skills that were initially developed for sharing knowledge across different environments between Aboriginal Australian communities and provides processes for memorizing and sharing diversity. Ways of emulating these processes online is constructive in modern language reclamation, where the existing language information is scattered across many individuals, clans, and locations.

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15

Gil, Jeffrey. "The double danger of English as a global language." English Today 26, no. 1 (February 23, 2010): 51–56. http://dx.doi.org/10.1017/s0266078409990575.

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Why Australia still needs to learn Asian languages. Language learning in Australia has at times been a much debated and somewhat controversial topic. A new episode in this debate began recently with the publication of a report entitled Building an Asia-Literate Australia: An Australian Strategy for Asian Language Proficiency, which argues for a significant expansion and intensification of the learning of Asian languages and cultures at all levels of education. Much of the reaction to this report has focused on the role of English as the global language and its implications for language education. The main argument made against the report's proposals can be summarised as the ‘English is the global language’ view, a position which claims that because English is the global language, there is no need for Australia to implement a large-scale Asian languages and cultures education programme. This paper aims to refute this argument. Drawing on a range of theoretical and empirical work, it demonstrates that there is a double danger in the ‘English is the global language’ view as it both exaggerates the current number of speakers and extent of use of English in Asia, and misinterprets the likely outcomes of any further spread of English.

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16

Malcolm, Ian G. "Embedding cultural conceptualization within an adopted language." Cultural Linguistic Contributions to World Englishes 4, no. 2 (December 14, 2017): 149–69. http://dx.doi.org/10.1075/ijolc.4.2.02mal.

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Abstract Although a minority of Indigenous Australians still use their heritage languages, English has been largely adopted by Aboriginal and Torres Strait Islander people as their medium of communication both within and beyond their communities. In the period since English first reached Australia in 1788, a dialect has emerged, drawing on English, contact language, and Indigenous language sources, to enable Aboriginal and Torres Strait Islander speakers to maintain cultural conceptual continuity while communicating in a dramatically changed environment. In the perspective of Cultural Linguistics it can be shown that many of the modifications in the lexicon, grammar, phonology, and discourse of English as used by Indigenous Australians can be related to cultural/conceptual principles, of which five are illustrated here: interconnectedness, embodiment, group reference, orientation to motion, and orientation to observation. This is demonstrated here with data from varieties of Aboriginal English spoken in diverse Australian locations.1 The understanding of Aboriginal English this gives has implications for cross-cultural communication and for education.

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17

Scarino, Angela. "Community and culture in intercultural language learning." Australian Review of Applied Linguistics 31, no. 1 (January 1, 2008): 5.1–5.15. http://dx.doi.org/10.2104/aral0805.

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This paper addresses changing meanings attached to the concept of “community” in languages education in the school setting in Australia. The change consists of a shift from “community” as a necessary definitional category, created in the mid 1970s to mark the recognition of languages other than English used in the Australian community, to a recognition, in the current context of increasing mobility of people and ideas, of the need to problematise the concept of “community” towards working with the complexity of the lived, dynamic languages and cultures in the repertoires of students. Intercultural language learning is discussed as a way of thinking about communities in languages education in current times.

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18

Scarino, Angela. "Community and culture in intercultural language learning." Australian Review of Applied Linguistics 31, no. 1 (2008): 5.1–5.15. http://dx.doi.org/10.1075/aral.31.1.03sca.

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Анотація:

This paper addresses changing meanings attached to the concept of “community” in languages education in the school setting in Australia. The change consists of a shift from “community” as a necessary definitional category, created in the mid 1970s to mark the recognition of languages other than English used in the Australian community, to a recognition, in the current context of increasing mobility of people and ideas, of the need to problematise the concept of “community” towards working with the complexity of the lived, dynamic languages and cultures in the repertoires of students. Intercultural language learning is discussed as a way of thinking about communities in languages education in current times.

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19

Zeegers, Margaret, Wayne Muir, and Zheng Lin. "the Primacy of the Mother Tongue: Aboriginal literacy and Non-Standard English." Australian Journal of Indigenous Education 32 (2003): 51–60. http://dx.doi.org/10.1017/s1326011100003823.

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AbstractThis article describes Indigenous Australian languages as having a history of pejoration dating from colonial times, which has masked the richness and complexity of mother tongues (and more recently developed kriols) of large numbers of Indigenous Australians.The paper rejects deficit theory representations of these languages as being inferior to imported dialects of English and explains how language issues embedded in teaching practices have served to restrict Indigenous Australian access to cultural capital most valued in modern socio-economic systems. We go on to describe ways in which alternative perspectives where acknowledgment of rich, complex and challenging features of Indigenous Australian languages may be used by educators as empowering resources for teacher education and teaching in schools. Our paper stresses the urgency of establishing frameworks for language success within which to develop other successful learning outcomes of Indigenous Australians.

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20

Cohrssen, Caroline, Yvette Slaughter, and Edith Nicolas. "Leveraging Languages for Learning: Incorporating Plurilingual Pedagogies in Early Childhood Education and Care." TESOL in Context 30, no. 1 (November 30, 2021): 11–31. http://dx.doi.org/10.21153/tesol2021vol30no1art1572.

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Abstract: Children are members of families and communities, and the languages learnt within these contexts contribute to a child’s sense of “belonging, being and becoming” throughout life (Department of Education Employment and Workplace Relations, 2009). Encouraging children to bring their home languages into early childhood education and care (ECEC) settings exposes all children to additional languages and supports key outcomes of the Early Years Learning Framework for Australia (EYLF; DEEWR, 2009). This article looks at the relationship between key tenets of the EYLF and conditions that support a plurilingual approach within ECEC settings, arguing that multilingualism can be encouraged and effectively supported within these environments. The authors outline Bronfenbrenner’s bioecological theory of development which continues to be influential in Australian ECEC, emphasizing the importance of proximal processes in child development. Examples are provided of educator behaviours set out in the EYLF that encourage linguistic diversity and promote language learning. The influence of three key variables on the valuing of languages is discussed, namely language ideologies, teacher beliefs and attitudes, and plurilingual pedagogies. Recommendations relating to the positive positioning of languages and the integration of plurilingual pedagogies into Australian ECEC contexts are provided.

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Cohrssen, Caroline, Yvette Slaughter, and Edith Nicolas. "Leveraging Languages for Learning: Incorporating Plurilingual Pedagogies in Early Childhood Education and Care." TESOL in Context 30, no. 1 (November 30, 2021): 11–31. http://dx.doi.org/10.21153/tesol2021vol30no1art1572.

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Анотація:

Abstract: Children are members of families and communities, and the languages learnt within these contexts contribute to a child’s sense of “belonging, being and becoming” throughout life (Department of Education Employment and Workplace Relations, 2009). Encouraging children to bring their home languages into early childhood education and care (ECEC) settings exposes all children to additional languages and supports key outcomes of the Early Years Learning Framework for Australia (EYLF; DEEWR, 2009). This article looks at the relationship between key tenets of the EYLF and conditions that support a plurilingual approach within ECEC settings, arguing that multilingualism can be encouraged and effectively supported within these environments. The authors outline Bronfenbrenner’s bioecological theory of development which continues to be influential in Australian ECEC, emphasizing the importance of proximal processes in child development. Examples are provided of educator behaviours set out in the EYLF that encourage linguistic diversity and promote language learning. The influence of three key variables on the valuing of languages is discussed, namely language ideologies, teacher beliefs and attitudes, and plurilingual pedagogies. Recommendations relating to the positive positioning of languages and the integration of plurilingual pedagogies into Australian ECEC contexts are provided.

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22

Whitehouse, Hilary. "Talking Up Country: Language, Natureculture and Interculture in Australian Environmental Education Research." Australian Journal of Environmental Education 27, no. 1 (2011): 56–67. http://dx.doi.org/10.1017/s0814062600000070.

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AbstractAustralia is an old continent with an immensely long history of human settlement. The argument made in this paper is that Australia is, and has always been, a natureculture. Just as English was introduced as the dominant language of education with European colonisation, so arrived an ontological premise that linguistically divides a categorised nature from culture and human from “the” environment. Drawing on published work from the Australian tropics, this paper employs a socionature approach to make a philosophical argument for a more nuanced understanding of language, the cultural interface and contemporary moves towards interculture in Australian environmental education practice.

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23

Bowden, John A., Christopher D. Starrs, and Terence J. Quinn. "Modern Language Teaching in Australian Universities." Higher Education Research & Development 8, no. 2 (January 1989): 129–46. http://dx.doi.org/10.1080/0729436890080202.

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24

Clements, J. Clancy. "PROCESSES OF LANGUAGE CONTACT: STUDIES FROM AUSTRALIA AND THE SOUTH PACIFIC. Jeff Siegel (Ed.). Saint-Laurent, Canada: Fides, 2000. Pp. xvi + 320. $34.95 paper." Studies in Second Language Acquisition 25, no. 3 (August 4, 2003): 461–62. http://dx.doi.org/10.1017/s0272263103240195.

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The present volume highlights studies of languages created by contact-induced language change in Australia and the Pacific. Editor Jeff Siegel identifies six processes involved in the formation of pidgins, creoles, and other such language contact varieties: reanalysis, simplification, leveling, diffusion, language shift, and depidginization/decreolization. The process of reanalysis is the focus of four chapters: “The Role of Australian Aboriginal Language in the Formation of Australian Pidgin Grammar: Transitive Verbs and Adjectives” by Koch; “‘Predicate Marking' in Bislama” by Crowley; “Predicting Substrate Influence: Tense-Modality-Aspect Marking in Tayo” by Siegel, Sandeman, and Corne; “My Nephew Is My Aunt: Features and Transformation of Kinship Terminology in Solomon Islands Pijin” by Jourdan; and “Na pa kekan, na person: The Evolution of Tayo Negatives” by Corne.

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25

Williams, Sylvia, and Pramod Sharma. "Language acquisition by distance education: an Australian survey." Distance Education 9, no. 1 (March 1988): 127–46. http://dx.doi.org/10.1080/0158791880090111.

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26

Hornberger, Nancy H. "Heritage/Community Language Education: US and Australian Perspectives." International Journal of Bilingual Education and Bilingualism 8, no. 2-3 (March 15, 2005): 101–8. http://dx.doi.org/10.1080/13670050508668599.

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27

Watson, Helen. "Language and mathematics education for aboriginal‐australian children." Language and Education 2, no. 4 (January 1988): 255–73. http://dx.doi.org/10.1080/09500788809541241.

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28

Mason, Shannon, and John Hajek. "Representing language education in Australian universities: An analysis of press reporting (2007–2016)." Language Learning in Higher Education 9, no. 1 (July 26, 2019): 179–202. http://dx.doi.org/10.1515/cercles-2019-0012.

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Abstract Educational issues are a regular feature in mainstream media, and the ways in which particular issues are represented can influence public perceptions of the various discipline areas and, in turn, policy decisions that affect them. While the research literature includes media coverage analyses of a wide range of educational disciplines and sectors, missing is an understanding of the media representations of language education in the tertiary setting, despite languages being seen as a key pathway to generalised national multilingualism, social harmony, and economic prosperity. The authors address this gap using Australia as a case study, a country that has seen considerable policy and media attention to language education in general over many years. A content analysis of print newspaper coverage from 2007–2016 was conducted, revealing that the coverage of the discipline area at the tertiary level is extremely limited, is generally superficial in depth, narrow in scope, and negative in tone. This representation perpetuates the already precarious position of language education in Australian universities, and there is little support for a more positive and visible public agenda.

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McKay, Graham R. "Aboriginal languages and language training in the Northern Territory." Communication and Translation in Aboriginal Contexts 5 (January 1, 1990): 48–63. http://dx.doi.org/10.1075/aralss.5.02mck.

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Aboriginal languages are still widely used in most parts of the Northern Territory, particularly in isolated communities. These languages and their associated patterns of communication and socio-cultural systems are very different from those of the mainstream Australian society. The contact between Aboriginal and non-Aboriginal groups is characterized by extensive communication failure and by differences in status. Language related problems of intercultural contact exist within the formal education system and in general communication situations, giving rise to a variety of needs for education and training for both non-Aboriginal and Aboriginal groups.

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D'warte, Jacqueline. "Recognizing and leveraging the bilingual meaning-making potential of young people aged six to eight years old in one Australian classroom." Journal of Early Childhood Literacy 20, no. 2 (April 17, 2018): 296–326. http://dx.doi.org/10.1177/1468798418769361.

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Although unevenly distributed, many Australian classrooms are increasingly diverse and include young people from a wide variety of cultural and linguistic backgrounds, young people who speak many different languages and dialects of English. These diverse classrooms offer rich and exciting teaching and learning opportunities and require innovative pedagogies that bolster the abilities of educators to draw upon young peoples' transcultural and translingual competencies. This paper details curricula and pedagogies employed in a classroom with six- to eight-year old children newly arrived in Australia. In this classroom, children were positioned as ethnographers of their own language practices; language repertoires were recognized, validated and treated as resources for learning. Analysis centres on the relevant connections made between academic content, children's experiences and the promotion of children's identities as bilingual meaning-makers.

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31

Crittenden, Brian. "EDUCATION AND AUSTRALIAN IDENTITY." Discourse: Studies in the Cultural Politics of Education 10, no. 1 (October 1989): 27–43. http://dx.doi.org/10.1080/0159630890100102.

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Bense, Katharina. "“Languages aren’t as important here”: German migrant teachers’ experiences in Australian language classes." Australian Educational Researcher 41, no. 4 (February 21, 2014): 485–97. http://dx.doi.org/10.1007/s13384-014-0143-2.

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Gomes, Catherine. "Outside the Classroom." Journal of International Students 10, no. 4 (November 15, 2020): 934–53. http://dx.doi.org/10.32674/jis.v10i4.1277.

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International students from culturally and linguistically diverse countries travel to Australia because of the opportunity to study courses in the English language with some coming to this country just to study the language itself. Such desires moreover create students to engage in creative strategies to improve their language skills. This paper, however, suggests that the desire to be skilled in English through immersion in an English-speaking country like Australia creates challenges to the mental wellbeing of international students. Reporting on interview data with 47 international students of Asian descent in the Australian city of Melbourne, this paper reveals these challenges to include lived and perceived notions of self and belonging, as well as loneliness.

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Moore, Helen. "Process, outcome and language education." Australian Review of Applied Linguistics 10, no. 2 (January 1, 1987): 128–62. http://dx.doi.org/10.1075/aral.10.2.09moo.

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Abstract This paper explores the differences and common ground in the process writing approach and the procedural or process approaches to language teaching put forward by various British applied linguists. Although some important differences exist between the two “process approaches”, particularly in the role of research data as a basis for proposing teaching methods, they have a common view of teaching and learning. This paper argues that, despite giving some useful insights, these approaches devalue, in varying degrees, teaching, meaning and group relations. It is concluded that Australian educators would do well to be less dependent on proposals emanating from overseas and to take their own and others’ theorizing and practices more seriously.

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35

Siegel, Jeff. "Literacy in Melanesian and Australian Pidgins and Creoles." English World-Wide 19, no. 1 (January 1, 1998): 105–21. http://dx.doi.org/10.1075/eww.19.1.07sie.

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Recent descriptions of literacy in the English-lexified pidgins and Creoles of Melanesia and Australia have described it as being imposed by outsiders, irrelevant to speakers of these languages and unsuitable for use in formal education. This article presents an opposing point of view. First it outlines recent developments in the region, showing that while literacy may have been introduced from the outside, it has been embraced by many pidgin and creole speakers and used for their own purposes, including education. Second, it describes research findings refuting claims that using a pidgin or creole as a language of education will cause confusion among students and interfere with their acquisition of English.

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36

Malcolm, Ian G., Patricia Königsberg, and Glenys Collard. "Aboriginal English and Responsive Pedagogy in Australian Education." TESOL in Context 29, no. 1 (December 30, 2020): 61–93. http://dx.doi.org/10.21153/tesol2020vol29no1art1422.

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Aboriginal English1, the language many Aboriginal and Torres Strait Islander students bring to the classroom, represents the introduction of significant change into the English language. It is the argument of this paper that the linguistic, social and cultural facts associated with the distinctiveness of Aboriginal English need to be taken into account in the English language education of both Aboriginal/Torres Strait Islander and non-Indigenous students in Australia. The paper illustrates seven significant changes of expression which Aboriginal English has made possible in English. It then proposes a “responsive pedagogy” to represent a realistic and respectful pedagogicalresponse to the linguistic, social and cultural change which underlies Aboriginal English, drawing on current literature on second language and dialect acquisition and making frequent reference to materials whichhave been developed to support such pedagogy. It is implied that only with a pedagogy responding to Aboriginal English as it is, and to its speakers, will a viable English medium education for Aboriginal and Torres Strait Islander people be enabled. 1Aboriginal English” is the term used to denote “a range of varieties of English spoken by many Aboriginal and Torres Strait Islander people and some others in close contact with them which differ in systematic ways from Standard Australian English at all levels of linguistic structure and which are used for distinctive speech acts, speech events and genres” (Malcolm 1995, p 19).

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37

김대희. "A Study on Media Education in Australian Language Curriculum." korean language education research ll, no. 33 (December 2008): 267–95. http://dx.doi.org/10.20880/kler.2008..33.267.

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38

Diallo, Ibrahima. "Attitudes of Australian Muslims and Australian Wider Community Towards Muslim Institutions." TARBIYA: Journal of Education in Muslim Society 4, no. 1 (June 7, 2017): 1–12. http://dx.doi.org/10.15408/tjems.v4i1.5830.

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Abstract Islamic (community) schools and mosques are extremely important sites for religious education, language and culture maintenance and religious rituals and practices for a large number of Muslim Australians, These institutions remained significant and symbolic of Islamic identities despite rampant anti-Muslim sentiments: attacks and threats against Muslim institutions (mosques and Islamic schools) and individual members of the Muslim community and negative media portrayal. Despite these hostilities and tensions, a case study conducted in Adelaide and Darwin shows that the Muslim community holds the view that the attitudes of Australian wider community toward their institutions are mixed with more positive than negative attitudes for which they blamed the media. Abstrak Beberapa sekolah (komunitas) dan tempat peribadatan Islam merupakan bagian yang sangat penting untuk pendidikan keagamaan, pelestarian bahasa dan budaya, dan praktik keagamaan bagi hampir semua masyarakat muslim di Australia. Beberapa Rutinitas seperti ini masih signifikan dan menjadi simbol identitas bagi seorang muslim terlepas dari sikap sentimentil terhadap kaum muslim yang merajalela: seperti serangan dan ancaman terhadap institusi muslim (masjid dan sekolah islam), individu muslim itu sendiri dan penggambaran negatif terhadap islam itu sendiri. Terkait permusuhan dan ketegangan yang sedang terjadi saat ini, sebuah studi kasus yang dilakukan di Adelaide, dan Darwin mengemukakan bahwa komunitas muslim masih berpandangan bahwa sikap masyarakat Australia secara luas terhadap institusi mereka bercampur dengan sikap yang lebih positif daripada sikap negatif dari apa yang ditujukan oleh media. How to Cite : Dialo, I. (2017). Attitudes of Australian Muslims and Australian Wider Community Towards Muslim Institutions. TARBIYA: Journal of Education in Muslim Society, 4(1), 1-12. doi:10.15408/tjems.v4i1. 5830. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v4i1.5830

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39

Lee, Jackie F. K., and Peter Collins. "Australian English‐language textbooks: the gender issues." Gender and Education 21, no. 4 (June 9, 2009): 353–70. http://dx.doi.org/10.1080/09540250802392257.

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40

Yang, Yilu. "Reflexive language attitudes and language practices among school-aged Chinese Australian immigrant bilinguals." Asia Pacific Education Review 22, no. 3 (February 19, 2021): 401–15. http://dx.doi.org/10.1007/s12564-021-09678-w.

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41

Ollerhead, Sue. "Pedagogical language knowledge: preparing Australian pre-service teachers to support English language learners." Asia-Pacific Journal of Teacher Education 46, no. 3 (October 31, 2016): 256–66. http://dx.doi.org/10.1080/1359866x.2016.1246651.

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42

Selim, Nadia. "Will Arabic Survive in Australia: Participation and Challenges." ICR Journal 10, no. 1 (June 15, 2019): 85–105. http://dx.doi.org/10.52282/icr.v10i1.73.

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Motivated by the need to preserve Arabic learning and teaching, this article acknowledges the importance of considering the various contexts in which Arabic is taught and learnt and its specific status therein. In this regard, the Australian context is underrepresented in the literature on Arabic language learning. This article will, therefore, shed some light on the specifics of the Australian context, in which Arabic is a language of wider teaching that struggles to attract sufficient numbers of learners in the senior years of school, thereby often calling into question the viability of university-level programs. With the viability of Arabic tertiary programs in Australia on the line, reversing such trends is a necessity. However, research on Arabic in the Australian context has also been very limited. Therefore, this article will explore five language-specific issues that might underpin problematic participation in the learning of Arabic.

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43

Phillips, Virginia. "Language, Cultural Identity and Empowerment in the Dominant Culture." Aboriginal Child at School 20, no. 2 (May 1992): 25–30. http://dx.doi.org/10.1017/s0310582200007781.

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Lack of a common means of verbal or written communication always creates problems of interpersonal communication and gives rise to misunderstandings and (possibly) prejudice against one or other party. On the surface, there would seem to be a good deal of merit in the suggestion that “if everyone spoke the same language, all these problems would disappear”. However, the matter is not as simple as it seems, for questions must be asked as to what language should be chosen, the dialect of it, and to what extent cultural factors, deeply related to the true understanding of how thought is expressed within a language, need to be addressed. In Australia, most reasonably well education Anglo-Celtic Australians asked these questions would immediately think of Standard Australian English (SAE), though working-class and indigenous Australians may consider it too “posh” and out of touch with their lifestyles. Few from the dominant group, however, would be even remotely aware of the degree to which cultural factors influence how thought is expressed in a language (as already mentioned), and how this influences the spoken language and, more particularly, the written language in a literate society.

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Johnston, Gerald L. "EDUCATION FOR AUSTRALIAN CULTURAL LITERACY." Discourse: Studies in the Cultural Politics of Education 11, no. 2 (April 1991): 115–24. http://dx.doi.org/10.1080/0159630910110207.

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45

Kim, Sun Hee Ok. "Learner background and the acquisition of discourse features of Korean in the Australian secondary school context." Describing School Achievement in Asian Languages for Diverse Learner Groups 35, no. 3 (January 1, 2012): 339–58. http://dx.doi.org/10.1075/aral.35.3.06kim.

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This paper explores how learner background shapes learner performance on discourse features in writing by analysing data produced as part of the Student Achievement in Asian Languages Education project (Scarino et al., 2011) by Year 10 (mid-secondary school) students learning Korean as a foreign or heritage language. Five participants were in their second year of learning Korean as a foreign language at an Australian high school, whereas four Korean-speaking participants were learning their mother tongue in Saturday community schools and had varied experience of learning Korean and English, the language of mainstream schooling in Australia. Participants’ performance on two writing tasks–one independent and one integrated– is examined in terms of two assessment categories–“forms and structures” (i.e., morpho-syntax) and “discourse” (i.e., coherence and cohesion). Results reveal that participants’ performance within each group varies according to task types and that the pattern of within-group variation also differs between the two groups. It appears that the two types of learners respond differently to different types of tasks and that their learning is different in nature. It is concluded that this difference needs to be taken into consideration in teaching and assessment in languages education at the secondary school level.

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46

Cavallaro, Francesco. "Language Maintenance Revisited: An Australian Perspective." Bilingual Research Journal 29, no. 3 (October 2005): 561–82. http://dx.doi.org/10.1080/15235882.2005.10162852.

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47

Nyland, Berenice. "Language experiences of preverbal children in Australian childcare centres." European Early Childhood Education Research Journal 17, no. 1 (March 2009): 111–24. http://dx.doi.org/10.1080/13502930802689087.

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48

Malone, Patricia. "The Language of Religious Education Curriculum in Australian Catholic Schools." British Journal of Religious Education 9, no. 3 (June 1987): 138–47. http://dx.doi.org/10.1080/0141620870090305.

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49

Dwyer, Anne, Caroline Jones, Chris Davis, Christine Kitamura, and Teresa Y. C. Ching. "Maternal education influences Australian infants’ language experience from six months." Infancy 24, no. 1 (September 5, 2018): 90–100. http://dx.doi.org/10.1111/infa.12262.

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Smith, John. "Special Issue Editorial - Technology-enhanced academic language support (TALS)." Journal of University Teaching and Learning Practice 16, no. 4 (October 1, 2019): 2–3. http://dx.doi.org/10.53761/1.16.4.1.

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Welcome to this special issue of the Journal of University Teaching and Learning Practice on the topic of technology-enhanced academic language support (TALS). The academic language abilities of tertiary students have been an area of intense focus for both Australian universities and the Australian federal government for over 10 years. Increasingly, however, universities are turning to digital technologies to enhance or supplement their face-toface support, and this move away from ‘more supported’ approaches to ‘self-help’ and ‘selfaccess’ resources brings with it a host of teaching and learning complexities. This issue brings together some of the current work being conducted in this digital learning and teaching space.

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