Bilingual Programs with Special Reference to the Northern Territory

1990 ◽  
Vol 18 (4) ◽  
pp. 10-18
Author(s):  
Tricia Lasorsa
Keyword(s):  
Special Reference ◽  
Bilingual Education ◽  
Mother Tongue ◽  
Northern Territory ◽  
Bilingual Programs

The main focus of this analysis will be on three programs, in particular Milingimbi, Bamyili and Yuendumu.J. Harris and J. Sandefur (1984) define bilingual education as “the use of two languages in a well organised program”. The NT Department of Education’s Bilingual Education leaflet (1987) extends this definition to include the qualifications – the use of two languages, one of which is English, as mediums of instruction for the same pupil population in a well organised program which encompasses part or all of the curriculum and includes the study of the history and culture associated with the mother tongue.

scholarly journals The French-Farsi Simultaneous Early Bilingualism in an Iranian Child—Study on the Regularity of the Presence of the Minority Language in the First Lexical Productions of a Bilingual Child

2017 ◽  
Vol 10 (2) ◽  
pp. 156
Author(s):  
Sahar Jalilian ◽  
Rouhollah Rahmatian ◽  
Parivash Safa ◽  
Roya Letafati
Keyword(s):  
Foreign Language ◽  
Bilingual Education ◽  
Mother Tongue ◽  
Parental Attitudes ◽  
Environmental Issues ◽  
Minority Language ◽  
Child Study ◽  
Iranian Child ◽  
Audio Files ◽  
A Minor

In a simultaneous bilingual education, there are many factors that can affect its success, primarily the age of the child and socio-cognitive elements. This phenomenon can be initially studied in the first lexical productions of either language in a child. The present study focuses on the early lexical developments of a child, who lives in the monolingual society of Iran, where there is no linguistic milieu for French, and has been exposed to a bilingual education since birth. Applying Ronjat’s principle of “one parent-one language” (1913), the parents have formed the child’s basic linguistic interactions; the father employs Farsi in his interactions with the child as his mother tongue while the mother uses French as her foreign language. The data is collected from audio files recorded in the period between 18 and 36 months old of the child, containing her everyday interactions with her parents. Through the analysis of the data with the purpose of studying the changes of the presence of the minority language words, i.e. French, in the child’s sentences at different ages, questions are raised regarding the conditions of a persistent presence of both languages and the reason due to which one language positions as a minor means of communication, observing parental attitudes and environmental issues that can influence the language acquisition procedure.

“Make Sure You See This”: Counternarratives of Multilingual Black Girls’ Language and Literacy Practices

2021 ◽  
pp. 238133772110382
Author(s):  
Vivian E. Presiado ◽  
Brittany L. Frieson
Keyword(s):  
Bilingual Education ◽  
Literacy Practices ◽  
Black Girls ◽  
Language And Literacy ◽  
Social Worlds ◽  
Bilingual Programs ◽  
Daily Lives ◽  
Critical Scholarship ◽  
The Rich ◽  
Dominant Narratives

Critical scholarship in bilingualism and bilingual education has documented multiple ways that the rich language and literacy practices of Black children participating in bilingual education programs are often erased in favor of dominant narratives about the literacy practices of their White Mainstream English–speaking peers. Utilizing Black girl literacies, raciolinguistics, and translanguaging as theoretical orientations, and counternarratives as an analytical tool, this article presents a cross-case analysis of two ethnographic case studies that explored how multilingual Black American girls enrolled in an elementary dual-language bilingual education program employed their literacies to navigate their social worlds, by challenging raciolinguistic ideologies and hegemonic systems of oppression in their daily lives. It also presents the nuanced nature of multilingual Black girls’ literacies and the various roles that they serve, which are often ignored in multilingual spaces. The need to learn from multilingual Black girls’ counternarratives is emphasized by engaging in a deeper sociopolitical understanding of the complex issues that Black girls face on a regular basis, which are often extended in bilingual spaces. Specifically, we call for educators to create critical translanguaging spaces that honor multidimensional counternarratives and intimately connect with the unique epistemologies and literacies that Black girls in bilingual programs bring to the table.

Bilingual Education in South Australian Aboriginal Schools

1975 ◽  
Vol 3 (5) ◽  
pp. 53-56
Author(s):  
J.G. Coker
Keyword(s):  
Bilingual Education ◽  
Mother Tongue ◽  
Member Nation ◽  
International Labour Organisation ◽  
Australian Aboriginal ◽  
Vernacular Language ◽  
Tribal Populations ◽  
Official Languages ◽  
Labour Organisation

Australia is a member nation of the International Labour Organisation. Article 23 of the I.L.O. Convention concerning the Protection Integration of Indigenous and Other Tribal and Semi-Tribal Populations in Independent Countries reads: Children belonging to populations concerned shall be taught to read and write in their mother tongue, or, where this is not practicable, in the language most commonly used by the group to which they belong.Provision shall be made for a progressive transition from the mother tongue or the vernacular language to the mother language or to one of the official languages of the country.Appropriate measures shall, as far as possible, be taken to preserve the mother tongue or the vernacular language.

The status and future of bilingual education for remote indigenous students in the Northern Territory

2011 ◽  
Vol 34 (3) ◽  
pp. 260-279 ◽  
Author(s):  
Brian Devlin
Keyword(s):  
Bilingual Education ◽  
Northern Territory ◽  
Student Attendance ◽  
Political Decision ◽  
Educational Approach ◽  
Indigenous Students ◽  
The Status ◽  
Low Levels ◽  
The Cost ◽  
Political Decision Making

This article analyses the status and future of bilingual education programs using Indigenous languages and English in remote Northern Territory schools. It explains why this educational approach is so contested at present, resulting in an unresolved situation which can best be regarded as an uneasy compromise on the ground and a stalemate at higher levels of political decision making. If the bilingual education approach was better understood by the current NT Government, there would a strong impetus now to refine and effectively implement a model of schooling that is appropriate for students in remote areas. Instead, current politicians debunk the bilingual approach, thereby robbing schools and literacy plans of any momentum and distracting attention away from the work that needs to be done. Meanwhile, student attendance rates have fallen away to worryingly low levels (Dickson, 2010). The current regime may well resolve the impasse, but in the absence of any meaningful, open negotiation the future looks uncertain. It is too soon to judge the cost of this uncertainty, but it may well result in further alienation and the emergence of non-government alternatives.

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