Papers of the Linguistics Circle of Vol.1 No.2 June ,1981
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Skin, Kin and Clan: the Dynamics of Social Categories in Indigenous
Skin, Kin and Clan THE DYNAMICS OF SOCIAL CATEGORIES IN INDIGENOUS AUSTRALIA Skin, Kin and Clan THE DYNAMICS OF SOCIAL CATEGORIES IN INDIGENOUS AUSTRALIA EDITED BY PATRICK MCCONVELL, PIERS KELLY AND SÉBASTIEN LACRAMPE Published by ANU Press The Australian National University Acton ACT 2601, Australia Email: [email protected] This title is also available online at press.anu.edu.au A catalogue record for this book is available from the National Library of Australia ISBN(s): 9781760461638 (print) 9781760461645 (eBook) This title is published under a Creative Commons Attribution-NonCommercial- NoDerivatives 4.0 International (CC BY-NC-ND 4.0). The full licence terms are available at creativecommons.org/licenses/by-nc-nd/4.0/ legalcode Cover design and layout by ANU Press. Cover image Gija Kinship by Shirley Purdie. This edition © 2018 ANU Press Contents List of Figures . vii List of Tables . xi About the Cover . xv Contributors . xvii 1 . Introduction: Revisiting Aboriginal Social Organisation . 1 Patrick McConvell 2 . Evolving Perspectives on Aboriginal Social Organisation: From Mutual Misrecognition to the Kinship Renaissance . 21 Piers Kelly and Patrick McConvell PART I People and Place 3 . Systems in Geography or Geography of Systems? Attempts to Represent Spatial Distributions of Australian Social Organisation . .43 Laurent Dousset 4 . The Sources of Confusion over Social and Territorial Organisation in Western Victoria . .. 85 Raymond Madden 5 . Disputation, Kinship and Land Tenure in Western Arnhem Land . 107 Mark Harvey PART II Social Categories and Their History 6 . Moiety Names in South-Eastern Australia: Distribution and Reconstructed History . 139 Harold Koch, Luise Hercus and Piers Kelly 7 . -
The Role of Indigenous Languages
2 “Our language is like a pearl inside a shell. The shell is like the people that carry the language. If our language is taken away, then that would be like a pearl that is gone. We would be like an empty oyster shell.” Yurranydjil Dhurrkay, Galiwin’ku, North East Arnhem Land The role of Indigenous languages 2.1 The ability to communicate clearly is a key function for all people. Being able to communicate effectively in an individual’s first or home language connects a person to their ethnic group and helps to shape a persons’ identity. 2.2 As Australians we are aware of the particularities of our language and culture when we travel to places where language and culture differs from our own. Even when we might understand the language, for example, when travelling to England, America or New Zealand, differences in accents, phrasing and colloquial terms can reaffirm our sense of identity as Australians through the use of unique elements of Australian English and Australian culture. Often we recognise another Australian by the style of English language that is used. 2.3 In Australia, most Indigenous people identify strongly with a traditional language identity. The tribe with which they identify is a language group and in the great majority of cases, the tribal name is the language name.1 2.4 Cultural heritage and knowledge is passed on throughout each generation by language. Language is integral in affirming and maintaining wellbeing, self esteem and a strong sense of identity. Languages contain complex understandings of a person’s culture and their connection with their land. -
Continuity and Change in Warlpiri Practices of Marking the Landscape
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Sydney eScholarship 1 This is the peer-reviewed version of the following article: Continuity and Change in Warlpiri Practices of Marking the Landscape. In Marking the Land: Hunter-Gatherer Creation of Meaning in their Environment, edited by William Lovis and Robert Whallon, 201-230 Abingdon, Oxon; New York, NY. : Routledge Studies in Archaeology, 2016. The article has been published in final, copyedited and typeset form in the book Marking the Land: Hunter-Gatherer Creation of Meaning in their Environment, edited by William Lovis and Robert Whallon. Abingdon, Oxon; New York, NY. : Routledge Studies in Archaeology, 2016. To cite please consult the published version as page numbers do not match and figures may be missing. This article may be used for personal, non-commercial purposes, but may not be redistributed. 1 2 Petronella Vaarzon-Morel Continuity and Change in Warlpiri Practices of Marking the Landscape Introduction Warlpiri people of Central Australia have served on a number of occasions (e.g. Rothenberg and Rothenberg 1983: 139; Biddle 2002) as exemplars of the Derridean premise that no society is without writing (Derrida 1976: 109). The debate about the reasoning behind this proposition is outside the scope of my interests here. Nonetheless, it is certainly helpful to have a term, such as “writing”, that groups together the various kinds of practices that Warlpiri engage in to give visual form to their understanding of the world. Earlier work has focused on such aspects of Warlpiri visual communicative practices as sand drawings, body and ground designs, and sacred objects (e.g. -
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TESL AND WARLPIRI CHILDREN Page 1 of 15 Placed here 6 January 1998. The text is identical to and unrevised from the 1983 publication TESL and Warlpiri Children. N.T. Bilingual Education Newsletter No. 1,6-24; 2,47. TESL* AND WARLPIRI CHILDREN Understanding Warlpiri children's problems in learning to speak English1 David Nash Department of Education, Yuendumu * TESL stands for Teaching English as a Second Language. 0. INTRODUCTION The Warlpiri child (i.e. whose first language is Warlpiri) learns English as a second language. At Yuendumu, the learning of English begins in earnest soon after the child starts school. For the first three school years the child learns English orally, and does not begin writing or reading English until about Grade 4. To understand something of the task facing a Warlpiri child beginning to learn English, we need to view English through Warlpiri-coloured glasses: we need to contrast the language structures of Warlpiri and English. This paper contrasts just the sound systems of the two languages. Other topics, such as the different word structures, syntax (how words are put together to make a proper sentence), and semantics (structures of meaning) are equally relevant, but are not dealt with here. How the Warlpiri sound system accommodates a foreign word, such as one borrowed from English, illustrates the contrasts between the Warlpiri sound system and the foreign one. To understand the principles which govern the adaptation of a foreign word to make it "Warlpiri- sounding" is to appreciate how to hear foreign words with "Warlpiri ears", and in turn to appreciate the knowledge that the Warlpiri child brings to learning a second language. -
Ngurra-Kurlu: a Way of Working with Warlpiri People
41 Ngurra-kurlu: A way of working with Warlpiri people way of working with Warlpiri A Ngurra-kurlu: Ngurra-kurlu: A way of working with Warlpiri people Wanta Jampijinpa Pawu-Kurlpurlurnu (Steven Jampijinpa Patrick) Report Miles Holmes 41 Wanta Jampijinpa Pawu-Kurlpurlurnu (Steven Patrick) Wanta (Lance) Alan Box 2008 Ngurra-kurlu: A way of working with Warlpiri people Wanta Jampijinpa Pawu-Kurlpurlurnu (Steven Jampijinpa Patrick) Miles Holmes (Lance) Alan Box 2008 Contributing author information Wanta Jampijinpa Pawu-kurlpurlurnu (Steven Jampijinpa Patrick) is a fully initiated Warlpiri man from the Northern Territory community of Lajamanu. His first language is Warlpiri. He is currently a Community Liaison Officer and Teacher’s Assistant (TA) at the Lajamanu Community Education Centre where he has worked for many years. His passion is the reinvigoration of Warlpiri culture by finding traditional principles that are relevant to today’s community life. He has been pivotal in many projects, most recently as the creator of the innovative Milpirri cultural event which is now in its third year. In May 2007 he won an Innovative Curriculum award for his work in applying ngurra-kurlu to classroom education. In 2006 he presented a paper on Milpirri at the Garma Festival, and in 2008 he presented a paper at the Australian National University’s Symposium on Intangible Cultural Heritage. He has recently also presented in Toronto and expects to travel to Mexico in 2009. He can be contacted in writing at the following address: PMB 63, Lajamanu Community via Katherine, NT 0852. Miles Holmes (BCom, BSocSc Hons) is a social anthropologist who has worked in Lajamanu since 2002, including time as a staff anthropologist at the Central Land Council in Alice Springs. -
Communities of Practice in the Warlpiri Triangle: Four Decades of Crafting Ideological and Implementational Spaces for Teaching in and of Warlpiri Language
languages Article Communities of Practice in the Warlpiri Triangle: Four Decades of Crafting Ideological and Implementational Spaces for Teaching in and of Warlpiri Language Emma Browne 1,* and Fiona Gibson Napaljarri 2 1 School of Literature, Languages and Linguistics, Australian National University, Canberra, ACT 0200, Australia 2 Warlpiri Education Training Trust (WETT), Nyirrpi, NT 0872, Australia; [email protected] * Correspondence: [email protected] Abstract: Warlpiri communities in Australia’s Northern Territory (NT) have long advocated for the inclusion of Warlpiri language, values and knowledge in their government-run schools. After the first bilingual programs were established in the NT in the 1970s, educators and community members from four Warlpiri communities formed a professional network known as the Warlpiri Triangle, a platform for meetings and professional development focusing on teaching and learning in and of Warlpiri language in schools. On these platforms, educators have consistently articulated the goal of the Warlpiri programs as maintenance of Warlpiri pirrjirdi, ‘strong Warlpiri language’. In this paper we seek to explore the development, refinement and consolidation of a consensual Citation: Browne, Emma, and Fiona ideology around teaching and learning of and in Warlpiri pirrjirdi, ‘strong Warlpiri language’ that has Gibson Napaljarri. 2021. informed Warlpiri language-in-education management. We analyse interviews with five Warlpiri Communities of Practice in the educators at Yuendumu school in 2018/9 and a body of grey literature from four decades of Warlpiri Warlpiri Triangle: Four Decades of educator professional development activities that has been less widely acknowledged and visible Crafting Ideological and in local education policy discourse. We draw on the theoretical concept of communities of practice Implementational Spaces for Teaching in and of Warlpiri Language. -
Best Practice in Aboriginal and Torres Strait Islander Education
DOCUMENT RESUME ED 381 032 FL 022 892 TITLE Best Practice in Aboriginal and Torres Strait Islander Education. Proceedings of the Conference (Canberra, Australian Capital Territory, Australia, November 17-18, 1993). INSTITUTION Australian National Languages and Literacy Inst., Deakin. REPORT NO ISBN-1-875578-29-3 PUB DATE 94 NOTE 80p.; Some pages may not reproduce well. PUB TYPE Collected Works Conference Proceedings (021) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *Basic Skills; Chemistry; Classroom Techniques; Course Evaluation; Cultural Pluralism; Early Childhood Education; Educational Strategies; Elementary Secondary Education; English(Second Language); Enrichment Activities; Ethnicity; Foreign Countries; *Heritage Education; Higher Education; *Indigenous Populations; *Literacy Education; Mathematics Education; Numeracy; Nursing Education; Program Descriptions; Tutorial Programs IDENTIFIERS Aboriginal Schools (Australia); *Australia; *Australia (Torres Strait) ABSTRACT Papers from the conference on the education of Australian Aborigines and Torres Strait Islanders include:"English Language and Numeracy Program for AboriginalStudents" (Alison Jarred); "The Aboriginal Identity Course: A Midstream Evaluation" (Simon Vaughan); "Making the Curriculum Your Own: TheSenior Girls at Lajamanu School Read Glenyse Ward's 'Wandering Girl"(Christine Nicholls); "Urban Aboriginal Children Learning To Read"(Noreen Trouw); "Recognising Ourselves and Our Heritage" (SherylMorgan); "Outline of English Language Acquisition (ELA) for Aboriginal Students" -
Indigenous Languages Programmes In
Indigenous Languages Programmes in Australian Schools: A Way Forward Nola Purdie, Tracey Frigo Clare Ozolins, Geoff Noblett Nick Thieberger, Janet Thieberger, Nick Geoff Noblett Frigo Clare Ozolins, Tracey Forward Nola Purdie, Way A Australian Schools: Indigenous Languages Programmes in Indigenous Languages Programmes in Australian Schools A Way Forward Nola Purdie, Tracey Frigo Clare Ozolins, Geoff Noblett Nick Thieberger, Janet Sharp Indigenous Languages Programmes in Australian Schools A Way Forward Nola Purdie, Tracey Frigo Clare Ozolins, Geoff Noblett Nick Thieberger, Janet Sharp Australian Council for Educational Research This project was funded by the former Australian Government Department of Education, Science and Training through the Australian Government’s School Languages Programme. The views expressed here are those of the authors and do not necessarily represent the views of the Australian Government Department of Education, Employment and Workplace Relations. © Commonwealth of Australia 2008 This work is copyright. It may be reproduced in whole or in part for study or for training purposes subject to the inclusion of an acknowledgement of the source and no commercial usage or sale. Reproduction for purposes other than those indicated above requires the prior written permission from the Commonwealth. Requests and inquiries concerning reproduction and rights should be addressed to Commonwealth Copyright Administration, Attorney General's Department, Robert Garran Offices, National Circuit, Barton ACT 2600 or posted at http://www.ag.gov.au/cca. Front cover artwork by Betty Bolton, Year 4 student at Moorditj Noongar Community College. Western Australia. ISBN 978-0-86431-842-8 Map of Aboriginal Australia David R Horton, creator, © Aboriginal Studies Press, AIATSIS and Auslig/Sinclair, Knight, Merz, 1996. -
Aboriginal Languages
Aboriginal languages By linguist Myfany Turpin Many Aboriginal adults and children in central Australia are speakers of one or more Aboriginal languages as their mother tongue. They may or may not speak Standard Australian English (SAE), that is, the form of English that is taught in schools and used in the media. Other people speak Aboriginal English as their first language. This is a form of English, although non- Standard, and it adheres to its own set of grammatical conventions, some of which may stem from Aboriginal languages. To an inexperienced listener, Aboriginal English may seem as incomprehensible as an Aboriginal language, despite the fact that many Aboriginal English terms have now become part of the wider lexicon, e.g. myall, deadly, shame, brother, sister (in their Aboriginal English sense). Kriol is spoken in the Barkly and further north but not generally far south of Tennant Creek. Kriol is a north Australian creole, a ‘creole’ being a language that arises among children of adults who speak different languages. Speakers often reject the name Kriol because they have often been ‘shamed’ for speaking ‘rubbish language’. They more often refer to what they are speaking as pidgin, camp English or Aboriginal English. Although it contains some English-based words, these words may not have the same meaning in Kriol, and the language structure is like the Aboriginal languages. In the larger towns like Alice Springs and Tennant Creek, people speak many different Aboriginal languages. High mobility, intermarriage and historical factors have resulted in many Aboriginal people in central Australia being able to speak not only their own vernacular (community language), but one or more other Aboriginal languages as well as English. -
An Aranda, German, Loritja and Dieri to English Dictionary with Introductory Essays
CARL STREHLOW’S 1909 COMPARATIVE HERITAGE DICTIONARY AN ARANDA, GERMAN, LORITJA AND DIERI TO ENGLISH DICTIONARY WITH INTRODUCTORY ESSAYS CARL STREHLOW’S 1909 COMPARATIVE HERITAGE DICTIONARY AN ARANDA, GERMAN, LORITJA AND DIERI TO ENGLISH DICTIONARY WITH INTRODUCTORY ESSAYS Transcribed and translated from the German by Anna Kenny Translated from Aranda and Loritja to English by the Inkamala families and members of the Western Aranda community MONOGRAPHS IN ANTHROPOLOGY SERIES Published by ANU Press The Australian National University Acton ACT 2601, Australia Email: [email protected] Available to download for free at press.anu.edu.au ISBN (print): 9781760462062 ISBN (online): 9781760462079 WorldCat (print): 1047957658 WorldCat (online): 1047957556 DOI: 10.22459/CSCHD.08.2018 This title is published under a Creative Commons Attribution-NonCommercial- NoDerivatives 4.0 International (CC BY-NC-ND 4.0). The full licence terms are available at creativecommons.org/licenses/by-nc-nd/4.0/legalcode Cover design and layout by ANU Press This edition © 2018 ANU Press CENTRAL LAND COUNCIL Contents Disclaimer . vii Abbreviations . ix Foreword . xi Nicolas Peterson Preface and acknowledgements . .. xiii Contributors . xix 1 . A heritage dictionary . .. 1 Anna Kenny 2 . Working on the dictionary . 15 Rhonda Inkamala 3 . Rella nunaka inguia—our old people . 23 Mark Inkamala 4 . The unpublished manuscript . 35 Anna Kenny 5 . Assessing Carl Strehlow’s dictionary as linguistic description: Present value and future potential . 63 John Henderson 6 . The Mission Orthography in Carl Strehlow’s dictionary . 101 David Moore References . 131 Carl Strehlow’s 1909 Comparative Heritage Dictionary 141 Select index . 371 Disclaimer This dictionary is a listing of words that the old people of the former Hermannsburg mission put down on paper at the turn of the twentieth century. -
Split Ergativity in Warlpiri∗
Split Ergativity in Warlpiri¤ Julie Anne Legate Harvard University 1 Introduction This paper has two goals. The first is to provide a structural analysis of Warlpiri split ergativity, in lieu of an analysis based on nonconfigurationality as in Jelinek (1984). The second is to demonstrate that morphological absolutive case may mask distinct structural cases within a single language. Thus, I will argue that absolutive case on intransitive subjects in Warlpiri corresponds to structural nominative case, while absolutive case on transitive objects in Warlpiri corresponds to structural accusative case. The realization of both nominative and accusative as absolutive is argued to result from the status of the absolutive as a morphological default. The paper is organized as follows. Section 2 introduces the split ergative pattern in Warlpiri. Section 3 demonstrates that the external subject position is occupied by the highest argument in the clause rather than by the absolutive. Section 4 argues that absolutive case in Warlpiri should be split into nominative case and accusative case. Section 5 considers the implications for nonconfigurational analyses of Warlpiri, and section 6 concludes. ¤I would like to thank Noam Chomsky, the late Ken Hale, Irene Heim, Sabine Iatridou, Mary Laughren, Charles Yang, the audience at the Ergativity Workshop (University of Toronto, October 2002), and the audiences at the linguistic colloquia at New York University (2003), the University of Connecticut (2003), and McGill University (2003) for comments and discussion. Special thanks to Ken Hale, Helen Napurrurla Morton, Bess Nungarrayi Price, Theresa Napurrurla Ross, and Christine Nungarrayi Spencer for immeasurable help teaching me about the Warlpiri language. -
WARLMANPA LANGUAGE & COUNTRY David Nash
WARLMANPA LANGUAGE & COUNTRY David Nash For submission to: McConvell, Patrick (ed.) Can Aboriginal languages survive? A volume on Language shift and maintenance in Aboriginal Australia. To be submitted to UQP. ABSTRACT The Warlmanpa language of the west-central Northern Territory is referred to in writing only in the last half-century, long after all its neighbours were recognised by travellers and settlers. An explanation for this is proposed in terms of speakers’ multi-lingual identity combined with the ideology of affiliation of language and country. CONTENTS 1. Recognition of Warlmanpa ....................................................................2 1.1. Travellers through Warlmanpa country...........................................3 1.1.1. The term “Warrmarla”...................................................5 1.2. Recognition of Warlmanpa from 1934 ...........................................5 1.2.1. Strehlow 1938............................................................6 1.2.2. Tindale 1974..............................................................6 1.2.3. Capell 1952...............................................................6 1.2.4. Register of Wards 1957.................................................6 1.2.5. Comment..................................................................7 2. Factors affecting language choice by polylinguals..........................................7 3. Affiliation of language and country...........................................................9 3.1. Language-land relationships in Aboriginal