Everywhere and nowhere

Sellwood, Juanita; Angelo, Denise

doi:10.1075/aral.36.3.02sel

Cited by 38 publications

(18 citation statements)

References 8 publications

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“…However, pronunciation, word meaning, and pragmatics many differ significantly. Syntax also differs from Standard English (Angelo, 2013;Eades, 2013;Simpson & Wigglesworth, 2018). Kriol varieties are widely used as a lingua franca by the Indigenous population in these areas of Australia.…”

Section: Australian Indigenous Languagesmentioning

confidence: 99%

“…There tends to be limited recognition of the often extensive language repertoires children bring to school, and particularly of multilingual/multidialectal Indigenous children who are speakers of English-lexified varieties such as Kriol varieties. The transition of the Torres Strait Islander creole, often initially referred to as Broken (Shnukal, 1988), to Yumplatok, is an example of this, and for some younger speakers, Yumplatok has now become a symbol of identity (Sellwood & Angelo, 2013).…”

Section: Assessment In Non-english Speaking Indigenous Contextsmentioning

confidence: 99%

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Remote Indigenous education and translanguaging

Wigglesworth

2020

TiC

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Indigenous1 children living in the more remote areas of Australia where Indigenous languages continue to be spoken often come to school with only minimal knowledge of English, but they may speak two or more local languages. Others come to school speaking either a creole, or Aboriginal English, non-standard varieties which may sound similar to English, which gives them their vocabulary, while differing in terms of structure, phonology and semantics and pragmatics. This paper begins with a discussion of the linguistic contexts the children come from and the school contexts the children enter into before moving on to discuss a potential role for some use of translanguaging techniques in the classroom and discussing the potential benefits and advantages these may have. 1The term Indigenous is used respectfully to refer to all people of Australian Aboriginal or Torres Strait Islander descent. Indigenous languages and Australian Indigenous languages are used to refer to the languages of both Aboriginal and Torres Strait Islanders following NILS3 (2020).

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Section: Australian Indigenous Languagesmentioning

confidence: 99%

Section: Assessment In Non-english Speaking Indigenous Contextsmentioning

confidence: 99%

Remote Indigenous education and translanguaging

Wigglesworth

2020

TiC

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“…As a result, almost all Aboriginal and Torres Strait Islander students in present day Queensland are not acquiring a traditional language as their first language (L1) 'automatically' through constant exposure via naturalistic interactions with their families. Everyday language usage amongst the Aboriginal and Torres Strait Islander peoples of Queensland has shifted -or is in the process of shifting-away from traditional languages and over to Englishlexified contact varieties and/or Englishes (Angelo, 2004(Angelo, , 2006a(Angelo, , 2009Angelo, Carter & McIntosh, 2010;Angelo & McIntosh, forthcoming;Eades, 2013;McIntosh et al, 2012;Sellwood & Angelo, 2013).…”

Section: The Language Contextsmentioning

confidence: 99%

“…Simpson & Wigglesworth, 2008). So too is a recognition of how these diverse language contexts impact on Indigenous EAL/D learners, how these learners' needs are perceived and responded to by educators and how this cohort's performance is evaluated at system levels (including, in the Queensland context alone, for example: Angelo, 2009Angelo, , 2012Carter, 2010Carter, , 2011Dixon & Angelo, 2012;Lingard, Creagh & Vass, 2011;McIntosh, O'Hanlon & Angelo, 2012;Sellwood & Angelo, 2013).…”

Section: Introductionmentioning

confidence: 99%

Identification and assessment contexts of Aboriginal and Torres Strait Islander learners of Standard Australian English: Challenges for the language testing community

Angelo¹

2013

SiLA

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The paper discusses the contexts of language backgrounds, language learning, policy and assessment relating to Aboriginal and Torres Strait Islander (Indigenous) students who are learning Standard Australian English (SAE) as an Additional Language or Dialect (EAL/D) in the state of Queensland. Complexities surrounding this cohort’s language situations and their language learning are explained in order to reveal why existing processes are not reliably identifying nor assessing those Indigenous students who are indeed EAL/D learners. In particular, it is argued, EAL/D processes and assessment instruments need to acknowledge and respond to the challenges posed by the rich and varied Indigenous language ecologies generated through language contact. System-level data does not disaggregate Indigenous EAL/D learners, nor correlate their levels of second language SAE proficiency with their academic performance data. Indigenous students are, however, over-represented in Queensland’s National Assessment Program – Literacy and Numeracy (NAPLAN) under-performance data and raising their performance is a national priority and targeted through many government initiatives. Indigenous students comprise a highly heterogeneous group in terms of their cultural, linguistic and schooling backgrounds, and Indigenous EAL/D learners, too, represent a diverse grouping which has only been included relatively recently in Australian second language assessment tools, and around which there has been little extensive discussion, despite significant complexity surrounding this cohort. This paper explores the background contextual issues involved in identifying and assessing Indigenous EAL/D learners equitably and reliably.

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“…The most widespread of these, Kriol, is spoken by around 20,000 people across the northernmost parts of the Northern Territory and Western Australia (Schultze-Berndt et al 2013). Several other Creole varieties (Torres Strait Creole, e.g., Shnukal 1991; Cape York Creole, e.g., Crowley and Rigsby 1979), mixed languages (Gurindji Kriol, e.g., Meakins 2015); Light Warlpiri, e.g., O'Shannessy (2013), dialects of English (Aboriginal English, e.g., Eades 2014), and others (such as Wumpurrarni English, e.g., Disbray 2008; and various Queensland contact varieties, e.g., Sellwood and Angelo 2013) have proliferated in the many varied, and often imposed, sites of sustained language contact since colonial invasion 1 .…”

Section: Introductionmentioning

confidence: 99%

Multilingual Repertoires at Play: Structure and Function in Reported Speech Utterances of Alyawarr Children

Dixon

2021

Languages

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While there is increasing international interest in approaching language analysis with the prism of repertoire, research on repertoire on the Australian continent is still very much in the shadow of “traditional” language-centric documentary work. This paper will explore the question of how users of Australian, English-lexified contact varieties exploit their multilingual repertoires to achieve local, conversation–organizational ends. Drawing upon a corpus of video recordings from Ipmangker, a Central Australian Aboriginal community, and using the analytical methods of interactional and comparative variationist linguistics, I examine the production of reported speech by four 6- to 7-year-old Alyawarr children in a play session at home. A set of prosodic, phonological, morphological and discourse-pragmatic features are shown to form a coherent set of linguistic elements with which these multilingual children can contrast reported speech from the surrounding talk. Moreover, the use of reported speech in play not only allows the children to organize their interaction, but responds to and constructs the epistemic landscape of play.

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Everywhere and nowhere

Cited by 38 publications

References 8 publications

Remote Indigenous education and translanguaging

Remote Indigenous education and translanguaging

Identification and assessment contexts of Aboriginal and Torres Strait Islander learners of Standard Australian English: Challenges for the language testing community

Multilingual Repertoires at Play: Structure and Function in Reported Speech Utterances of Alyawarr Children

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