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Origins of pidgins and creoles; Northern Territory history in linguistic perspective; contact with Macassans and British settlements, Overland Telegraph and mining camps.
This book provides the first detailed history of the Bilingual Education Program in the Northern Territory of Australia. This ambitious and innovative program began in 1973 and at different times it operated in English and 19 Aboriginal languages in 29 very remote schools. The book draws together the grassroots perspectives of Indigenous and non-Indigenous practitioners and researchers. Each chapter is based on rich practitioner experience, capturing bottom-up aspirations, achievements and reflections on this innovative, yet largely undocumented language and education program. The volume also makes use of a significant collection of ‘grey literature’ documents to trace the history of the program. An ethnographic approach has been used to integrate practitioner accounts into the contexts of broader social and political forces, education policy decisions and on-the-ground actions. Language in education policy is viewed at multiple, intersecting levels: from the interactions of individuals, communities of practice and bureaucracy, to national and global forces. The book offers valuable insights as it examines in detail the policy settings that helped and hindered bilingual education in the context of minority language rights in Australia and elsewhere.
Early version of authors The Creole language debate and the use of creoles in Australian schools; see same for annotation.
Written in Kriol and English, this is the story of Molly, a little pig who is rescued from the bush. She's taken back to the community where she finds a happy home. Happy, that is, apart from the local dogs who keep chasing and frightening her.Moli is greatly loved in her community, but what she loves most is Weet Bix. She loves it so much that it's not too long before little Moli is a very big pig indeed. So big, she now chases and frightens the local dogs. All in good fun, of course.The illustrations are an absolute delight, and watching Molly grow and grow and grow will bring a smile to readers' faces and outright laughter at the end.
Origins of pidgins and creoles; Northern Territory history in linguistic perspective; contact with Macassans and British settlements, Overland Telegraph and mining camps.
This book explores the experiences of Indigenous children and young adults around the world as they navigate the formal education system and wider society. Profiling a range of different communities and sociolinguistic contexts, this book examines the language ecologies of their local communities, schools and wider society and the approaches taken by these communities to maintain children’s home languages. The authors examine such complex themes as curriculum, translanguaging, contact languages and language use as cultural practice. In doing so, this edited collection acts as a first step towards developing solutions which address the complexity of the issues facing these children and young people. It will appeal to students and scholars of sociolinguistics, applied linguistics and community development, as well as language professionals including teachers, curriculum developers, language planners and educators.