Aboriginal language programmes and language maintenance in the Kimberley

1986 ◽  
Vol 3 ◽  
pp. 108-122 ◽  
Author(s):  
Patrick McConvell
Keyword(s):  
Bilingual Education ◽  
Western Australia ◽  
Language Maintenance ◽  
Target Language ◽  
Indigenous Australian ◽  
Oral Side ◽  
Cultural Maintenance ◽  
Different Types ◽  
Language Renewal ◽  
Australian Languages

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.

scholarly journals Juggling ideals and constraints

2018 ◽  
Vol 7 (2) ◽  
pp. 177-202 ◽  
Author(s):  
Liz Dale ◽  
Ron Oostdam ◽  
Marjolijn Verspoor
Keyword(s):  
Quality Assurance ◽  
The Netherlands ◽  
Bilingual Education ◽  
Frame Of Reference ◽  
Target Language ◽  
English Teacher ◽  
School Subjects ◽  
Shared Language ◽  
Different Types ◽  
Shared Understandings

Abstract In bilingual streams in the Netherlands, school subjects are taught in an additional language so that pupils learn both subject content and the target language by using language meaningfully. Teachers of English in bilingual streams (TEBs) are often expected to collaborate with subject teacher colleagues (STs). In addition, they teach separate language lessons. This provides TEBs with specific challenges. This article reports on a focus group (FG) study exploring the extent to which the ideals of stakeholders in bilingual schools in the Netherlands reflect the literature on this topic, using a frame of reference developed for this purpose (Dale, Oostdam, & Verspoor, 2017). Five FGs were held with TEBs and STs from Dutch schools in the network for bilingual education and with members of the network’s quality assurance panels. Each FG consisted of between three and six participants with a similar role in bilingual education; audit panel chairpersons, audit panel secretaries and STs and TEBs from different schools. Participants were asked to discuss what an ideal English teacher would do in English lessons and in cooperation with subject colleagues. Data consists of five transcripts of the FG discussions. On the basis of inductive and deductive analyses (using MaxQDA), the ideals of stakeholders are positioned in the framework to explore to what extent different types of stakeholders have complementary or conflicting views. The findings suggest that stakeholders need to develop more shared understandings and a shared language to allow TEBs to realise their ambitions.

The body and the verb

2020 ◽  
Vol 27 (1) ◽  
pp. 209-239
Author(s):  
Frances Kofod ◽  
Anna Crane
Keyword(s):  
Western Australia ◽  
The Body ◽  
Body Parts ◽  
Expression Of Emotion ◽  
The World ◽  
Physical Impact ◽  
Local Representations ◽  
Australian Languages

Abstract This paper explores the figurative expression of emotion in Gija, a non-Pama-Nyungan language from the East Kimberley in Western Australia. As in many Australian languages, Gija displays a large number of metaphors of emotion where miscellaneous body parts – frequently, the belly – contribute to the figurative representation of emotions. In addition, in Gija certain verbal constructions describe the experience of emotion via metaphors of physical impact or damage. This second profile of metaphors is far less widespread, in Australia and elsewhere in the world, and has also attracted far fewer descriptions. This article explores both types of metaphors in turn. Body-based metaphors will be discussed first, and we will highlight the specificity of Gija in this respect, so as to offer data that can be compared to other languages, in Australia and elsewhere. The second part of the article will present verbal metaphors. Given that this phenomenon is not yet very well undersood, this account aims to take a first step into documenting a previously unexplored domain in the language thereby contributing to the broader typology that this issue forms a part of. Throughout the text, we also endeavour to connect the discussion of metaphors with local representations and understanding of emotions.

scholarly journals Friend or foe? First language (L1) in second/foreign language (L2/FL) instruction & Vygotsky

2017 ◽  
Vol 5 (2) ◽  
pp. 25-39
Author(s):  
Liaquat A. Channa ◽  
Daniel Gilhooly ◽  
Charles A. Lynn ◽  
Syed A. Manan ◽  
Niaz Hussain Soomro
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Bilingual Education ◽  
Sociocultural Theory ◽  
Review Paper ◽  
First Language ◽  
Language Education ◽  
Target Language

Abstract This theoretical review paper investigates the role of first language (L1) in the mainstream scholarship of second/foreign (L2/FL) language education in the context of language learning, teaching, and bilingual education. The term ‘mainstream’ refers here to the scholarship that is not informed by sociocultural theory in general and Vygotskian sociocultural theory in particular. The paper later explains a Vygotskian perspective on the use of L1 in L2/FL language education and discusses how the perspective may help content teachers in (a) employing L1 in teaching L2/FL content and (b) helping L2/FL students to become self-regulative users of the target language.

scholarly journals Complete Genome Sequence of Community-Associated Methicillin-Resistant Staphylococcus aureus Sequence Type 1, SCC mec IV[2B], Isolated in the 1990s from Northern Western Australia

2021 ◽  
Vol 10 (37) ◽  
Author(s):  
Nicola M. Karakatsanis ◽  
Shakeel Mowlaboccus ◽  
Elena Colombi ◽  
Julie C. Pearson ◽  
Joshua P. Ramsay ◽  
...  
Keyword(s):  
Staphylococcus Aureus ◽  
Genome Sequence ◽  
Western Australia ◽  
Complete Genome Sequence ◽  
Complete Genome ◽  
Sequence Type ◽  
Indigenous Australian ◽  
Methicillin Resistant ◽  
Content Type

Sequence type 1 (ST1) methicillin-resistant Staphylococcus aureus (MRSA) type IV[2B] has become one of the most common community-associated MRSA clones in Australia. We report the complete genome sequence of one of the earliest isolated Australian S. aureus ST1-MRSA-IV strains, WBG8287, isolated from an Indigenous Australian patient living in the remote Kimberley Region of Western Australia.

scholarly journals Evaluation of Different Bilingual Education Models and Its Application on Primary School Children Literacy

2017 ◽  
Vol 5 (4) ◽  
pp. 667
Author(s):  
Yang Chen
Keyword(s):  
Bilingual Education ◽  
Teaching And Learning ◽  
First Language ◽  
Language Education ◽  
Modern Society ◽  
Academic Skills ◽  
Primary School Children ◽  
Second Language Development ◽  
Different Types ◽  
Negative Impacts

<p><em>The term “bilingual education” can be described as a concept of educational research, based on its literal meaning, it usually refers to any educational program that involves two languages in the progress of teaching and learning. In modern society, bilingual education becomes increasingly popular, and has been widely used for the purpose of early education in many countries. This essay evaluates different types of bilingual education (early immersion, two-way language education, maintenance education) by analysing their strengths and limitations mainly in aspects of first language and second language development. From the systematic overview on the three most well-known forms of bilingual education, the author finds that all of them have influence on improving language skills and academic skills in a rolling basis while generally have no negative impacts on their growing process.</em></p>

Language studies by women in Australia

2020 ◽  
pp. 367-400
Author(s):  
Jane Simpson
Keyword(s):  
Nineteenth Century ◽  
Language Teaching ◽  
Indigenous Languages ◽  
Language Documentation ◽  
Indigenous Australian ◽  
Language Studies ◽  
Language Study ◽  
Family Demands ◽  
Analytic Skills ◽  
Australian Languages

Few women contributed to documenting Indigenous Australian languages in the nineteenth century. Brief accounts are given of six settler women who did so: Eliza Dunlop (1796–1880), Christina Smith (‘Mrs James Smith’; 1809?–1893), Harriott Barlow (1835–1929), Catherine Stow (‘K. Langloh Parker’; 1856–1940), Mary Martha Everitt (1854–1937), and Daisy May Bates (1859–1951). Their contributions are discussed against the background of forty-four other settler women who contributed to language study, translation, ethnography, or language teaching. Reasons for the relative absence of women in language documentation included family demands, child raising, and lack of education, money, and patrons, as well as alternative causes such as women’s rights. Recording Indigenous languages required metalinguistic analytic skills that were hard to learn in societies that lacked free education. Extra obstacles for publication were remoteness from European centres of research, and absence of colleagues with similar interests.

Benefits of Community Involvement at the School Level

2002 ◽  
Vol 30 (2) ◽  
pp. 1-7 ◽  
Author(s):  
Stuart Dwyer
Keyword(s):  
Western Australia ◽  
Community Involvement ◽  
Northern Territory ◽  
National Average ◽  
School Level ◽  
Student Enrollment ◽  
Indigenous Australian ◽  
Indigenous Students ◽  
Remote Areas ◽  
Indigenous Student

I would like to begin by providing a context that can be used to place my discussion about experiences at a remote school in the Northern Territory (NT) into perspective.In the NT 53% of schools are located in remote areas and these cater for up to 23% of NT students (Combe, 2000). The NT has the highest proportion of Indigenous students enrolled in schools with 35.2% of the overall student population identifying as Indigenous Australian (Collins, 1999). The next closest state is Western Australia with an Indigenous student enrollment average of 5.1 %, this is compared with a national average of 3.2%.

Inconsistency in Technical Terminology

Babel ◽  
2001 ◽  
Vol 47 (1) ◽  
pp. 10-21 ◽  
Author(s):  
Muhammad A. Saraireh
Keyword(s):  
Lexical Item ◽  
Target Language ◽  
Stylistic Variation ◽  
Arabic Translation ◽  
Technical Translation ◽  
Different Types ◽  
Literary Device ◽  
Lexical Items ◽  
Language Text

Standardization is one of the basic elements of technical translation for proper communication among the users of the target language text. Consistency in signifier-signified correspondence is vital to maintain proper tandardization. However, there are many instances (in translation) in which stylistic variation and inconsistency in using lexical items are confused. The problem arises and becomes serious when inconsistency is mistakenly considered as stylistic variation. Stylistic variation is a very well known literary device to avoid repetition in texts by employing synonyms. Inconsistency arises when a signifier which has been employed in the target language to signify a new borrowed concept is alternately used with any of its synonyms. The translator may create a kind of confusion when he uses a synonym to signify the same concept rather than the assigned lexical item. Therefore, the reader may not be able to follow the progress of the text assuming that there is a different meaning for each synonym. The purpose of this paper is to investigate the different types of this phenomenon in English-Arabic translation.

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