Indigenous Language Learning and Maintenance Among Young Australian Aboriginal and Torres Strait Islander Children

Verdon, Sarah; McLeod, Sharynne

doi:10.1007/s13158-015-0131-3

Cited by 19 publications

(10 citation statements)

References 17 publications

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“…Fishman (1991) notes that effective HL transmission is predicted by the parent's use of HLs in the home. This is further supported by two more recent longitudinal studies on language transmission in Australia, which showed a high correlation between parental use of a HL and children speaking the HL at various stages of early language development (Verdon & McLeod, 2015;Verdon, McLeod, & Winsler, 2014).…”

Section: Introductionsupporting

confidence: 60%

Parental input patterns and transmission of high-status heritage languages: English and German as heritage languages in Norway

Jin¹,

Schjølberg²,

Tambs

2017

Journal of Home Language Research

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This study examines the mother-reported language practice in bilingual English/German-Norwegian, two-parent families in Norway, and explores the effects of (1) parental input patterns, (2) parental gender, and (3) status of the heritage languages (HL), on success of HL transmission and on children's language use with siblings when the children were age five. Using mother-reported questionnaire data from the Norwegian Mother and Child Cohort Study (MoBa; a national birth cohort in Norway), we collected information about the languages spoken by the children and the home language use of 204 English-Norwegian and 99 German-Norwegian families. The success rate of HL transmission was reported to be 79.9% in English-Norwegian families, and 72.2% in German-Norwegian families. However, less than half of the bilingual children interacted in HL with their siblings. Different parental input patterns were found to have different effects on HL transmission and on children's HL use with siblings. Additional HL input from the Norwegian parent seemed not only to promote HL transmission, but also increase the probability of children's HL use with siblings. Mothers being the HL user was associated with higher rates of HL transmission and higher rates of children's HL use with siblings.

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Section: Introductionsupporting

confidence: 60%

Parental input patterns and transmission of high-status heritage languages: English and German as heritage languages in Norway

Jin¹,

Schjølberg²,

Tambs

2017

Journal of Home Language Research

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“…The role of local Indigenous languages is of substantial importance in Indigenous knowledge systems (Maypilama & Adone, 2013). Indigenous languages embody the past and the future and carry unique and irreplaceable values and spiritual beliefs that connect Indigenous people to their ancestors and country and enable them to take part in cultural ceremonies (Verdon & McLeod, 2015).…”

Section: Similarities Between Indigenous Worldviews and Symbolic Intementioning

confidence: 99%

“…Indigenous languages are vital for maintaining and transferring philosophical worldviews and knowledge among generations through kinship, song-lines, stories, metaphors, proverbs and totems (Chilisa, 2012). In this sense, Indigenous languages are not only a source of communication but also well-being, self-esteem, representation and sense of identity (Verdon & McLeod, 2015). The forced Indigenous language oppression during colonisation has caused severe loss of Indigenous knowledges that were created over millennia (Maypilama & Adone, 2013).…”

Section: Similarities Between Indigenous Worldviews and Symbolic Intementioning

confidence: 99%

Synergy of systems theory and symbolic interactionism: a passageway for non-Indigenous researchers that facilitates better understanding Indigenous worldviews and knowledges

Ali

Buergelt

Maypilama

et al. 2021

International Journal of Social Research Methodology

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Historically, non-Indigenous researchers have contributed to colonisation by research based on Western positivistic philosophical frameworks. This approach led to disembodying knowledge from Indigenous people's histories, worldviews, and cultural and social practices, thus perpetuating a deficit-based discourse which situates the responsibility of problems within Indigenous peoples and ignores the larger socioeconomic and historical contexts in which problems are rooted. Rectifying this position requires decolonising Western positivistic research by shifting to basing research on social constructionist paradigms that lead to strength-based approaches. Based on our experiences gained exploring disaster risk reduction perspectives with two remote Indigenous communities in Australia and Pakistan, we suggest in this conceptual paper that a synergy of systems theory and symbolic interactionism offers an appropriate philosophical lens to non-Indigenous researchers for gaining a more comprehensive and deeper understanding of Indigenous holistic and relational perspectives, experiences, interpretations and actions/ interaction. Research based on these philosophical worldviews promotes a strength-based approach that aligns with and empowers Indigenous ways of facilitating health and wellbeing. We offer our experiences of utilising these two frameworks and of how they could assist other non-Indigenous researchers to discover valuable insights into Indigenous perspectives and interpretations that might otherwise be ignored or neglected.

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Section: Cultural and Linguistic Diversitymentioning

confidence: 99%

“…Verdon, Mcleod and Winsler (2014) (Verdon & McLeod, 2015), and the English that they learn may be a dialect of Standard Australian English, termed Australian Aboriginal English (AAE), which has unique phonetic and linguistic characteristics (Obata & Lee, 2010 Government, 2013). In contrast, when drawing on parent report data from the Longitudinal Study of Indigenous Children, 56.4% of parents reported that AAE was spoken at home (Verdon & McLeod, 2015). This discrepancy demonstrates possible implications of using teacher report as a opposed to parent report as teachers may come from different cultural and linguistic backgrounds from the children they report on and therefore may not report that dialect spoken by the children accurately, highlighting the possible cultural insensitivity of the AEDI tool.…”

Section: Cultural and Linguistic Diversitymentioning

confidence: 99%

Mapping speech pathology services to developmentally vulnerable and at-risk communities using the Australian Early Development Census

McCormack

Verdon

2015

International Journal of Speech-Language Pathology

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Indigenous Language Learning and Maintenance Among Young Australian Aboriginal and Torres Strait Islander Children

Cited by 19 publications

References 17 publications

Parental input patterns and transmission of high-status heritage languages: English and German as heritage languages in Norway

Parental input patterns and transmission of high-status heritage languages: English and German as heritage languages in Norway

Synergy of systems theory and symbolic interactionism: a passageway for non-Indigenous researchers that facilitates better understanding Indigenous worldviews and knowledges

Mapping speech pathology services to developmentally vulnerable and at-risk communities using the Australian Early Development Census

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