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"Australian English"
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Da Symbol Dat Under da Stuffs: Teaching the Language of Maths to Aboriginal Learners of Standard Australian English as a Second Dialect
Failure to adequately address language differences between home and school is one of the many ways in which education systems frequently disadvantage Aboriginal students. Children from predominantly Aboriginal English-speaking homes face specific challenges, as the language differences between their home variety and the Standard Australian English (SAE) of the curriculum and classroom are often rendered ‘invisible’, with little explicit accommodation to the fact that such children are essentially immersed into the SAE classroom (e.g. Dixon, 2013; McIntosh, O'Hanlon, & Angelo, 2012; Sellwood & Angelo, 2013). One consequence of this invisibility is that it has been very hard to see during classroom time, where these language differences appear to affect children's engagement with the curriculum. In this paper, we present a micro-analysis of a year 2 maths lesson in a class of Aboriginal learners of SAE as an additional language/dialect, where children are being taught to use location words (e.g. under, above) as mathematical language. We have examined the precise ways in which the children's home variety and SAE were used in this lesson, and where differences between these two varieties appeared to impact their understanding of the concepts being taught. We differentiate between the kinds of classroom language that provide a challenge to learners of SAE and the kinds that do not.
Journal Article
t/ Production in Mainstream and Aboriginal Australian Englishes in Warrnambool and Mildura: A Sociophonetic Acoustic Study
A sociophonetic study of coda /t/ in Australian Englishes spoken in Warrnambool and Mildura, Victoria, Australia, is described. A total of 2112 coda /t/ tokens produced by 61 adult L1 speakers was analyzed using auditory and acoustic profiling, focusing on four social factors (location, dialect, age and gender). The corpus included 33 Aboriginal English and 28 Mainstream Australian English speakers (24 male, 37 female) who fell into roughly equal age groups of <40 and >40 years. Overall, the “canonical” (aspirated) variant [th] was most frequently observed, followed by affricate [ts] and pre-glottalized [ˀt]; these variants accounted for 79% of all tokens. As for sociophonetic patterning, the best-fitting model included all four predictors (location, dialect, age and gender), with random intercepts for speaker and word. Dialect (Aboriginal or Mainstream Australian English) and age showed the strongest sociophonetic patterning, followed by limited effects for location. Variants were subsequently grouped into three superordinate categories—“breathy”, “canonical” (aspirated) and “glottal”—and a model was created including all four predictors and all two-way interactions between them, with random intercepts for speaker and word. This model showed that linking variants with broad voice qualities highlights even stronger sociophonetic patterning in some cases and is a promising direction for future research. The study contributes findings to three under-explored areas: consonant variability in Australian Englishes, fine-grained phonetic variation in Australian Aboriginal English, and analysis of speech from non-urban locations.
Journal Article
Quotation in earlier and contemporary Australian Aboriginal English
We examine constructed dialogue in a longitudinal corpus of Australian Aboriginal English (AE) spoken in Perth, Australia. We conduct a variationist analysis of naturalistic data from forty-six L1 speakers of AE born 1907–2005. We ask, regarding the use of quotative frames, whether AE has changed in line with settler colonial Englishes. We examine whether a division of labor exists in the use of quotative frames, and whether the rise of first-person-marked internal thought reporting attested in settler colonial Englishes is present in AE. Our statistical modeling shows functional partitioning in how quotative frames are used, with AE speakers strongly encoding direct speech across time. We find that the rise of first-person-marked internal thought reporting has not been systemic in AE. Despite be like's incursion after 1983, the underlying system of AE has not changed. The cultural prerogative to encode speech remains strong despite sustained contact with non-First Nations Australia.
Journal Article
Colonial girlhood in literature, culture and history, 1840-1950
\"Colonial Girlhood in Literature, Culture and History, 1840-1950 explores a range of real and fictional colonial girlhood experiences from Jamaica, Mauritius, South Africa, India, New Zealand, Australia, England, Ireland, and Canada to reflect on the transitional state of girlhood between childhood and adulthood. The interconnected themes of colonialism, empire, gender, race, and class show how colonial girls occupy ambivalent positions in British and settler societies between 1840 and 1950. Although girlhood is often linked to freedom, independence, novelty, and modernity, it may also represent an idea that needs to be contained and controlled to serve the needs of the nation. Across national boundaries, the malleability of colonial girlhoods is evident. Drawing on a range of approaches including history, anthropology, and literary and cultural studies, this book reflects on the complexities of girlhood during the colonial era. \"-- Provided by publisher.
Book
Yellow wattle (Acacia) - Three versions - English, Spanish, Indonesian
Ian Campbell’s trilingual poem series explores the Acacia genus, Australia’s national floral emblem, across English, Spanish, and Indonesian. Inspired by Campbell’s family history and A.J. Campbell’s 1921 Golden Wattle – Our National Floral Emblem, the series examines the cultural and ecological significance of Acacia in Australia, Latin America, and Indonesia. Each version reflects linguistic and regional nuances, showcasing how the essence of a shared theme transforms across languages.
Journal Article
How art works : stories from supported studios
From intergalactic travel to the daily commute, enter this book and be transported to wonderful worlds where art and life intertwine and your ideas of both are upended. Chloe Watfern, a writer, transdisciplinary researcher, and maker, joined two world-leading supported studios to learn about the work of their vibrant collectives of neurodiverse artists.
BOOK
Translanguaging, Emotionality, and English as a Second Language Immigrants
Drawing on the translanguaging practices of Mongolian background English as a Second Language (ESL) immigrant women in Australia, this paper points out two main theoretical points: (1) when translanguaging moves beyond the classroom, it may provide ESL immigrants with an emotionally and linguistically safe space where they feel comfortable in managing their negative emotions through employing multiple entangled layers of linguistic and paralinguistic resources; (2) translanguaging data further presents that these ESL immigrants are deeply emotional and are prone to depression, putting their mental well-being in jeopardy. As a result of their depression, their academic concentration is inhibited, as is their ability to learn English well or easily. We, as TESOL educators, therefore, need to consider two critical educational implications: (1) how ESL immigrant students use different linguistic repertoires outside the classroom, what they talk about, and which emotions they prefer to express in which forms of their linguistic repertoire; and their multiple emotions, traumas and psychological issues embedded within their multiple ways of learning, being, and speaking; (2) consolidate appropriate interventions aimed at reducing depressive symptoms that have the potential to negatively impact academic performance existing in L2 sociocultural contexts.
Journal Article