See Also Kriol

Total Page:16

File Type:pdf, Size:1020Kb

See Also Kriol Index A 125, 127, 133–34, 138, 140, 158–59, 162–66, 168, 171, 193, Aboriginal and Torres Strait Islander 214, 218, 265, 283, 429. Commission (ATSIC) 107, 403, case studies 158 405 Dharug 182, 186–87 Training Policy Statement 2004–06 Miriwoong 149 170 Ngarrindjeri 396 Aboriginal Education Consultative Group Wergaia 247 (AECG) xiii, xviii, 69, 178, 195, Wiradjuri 159, 214, 216–18, 222–23 205 adverbs 333, 409, 411 Dubbo 222 Alphabetic principle 283–84 Aboriginal Education Officers (AEOs) Anaiwan (language) 171 189, 200, 211, 257 Certificate I qualification 171 Aboriginal English xix, 6, 9, 15–16, 76, Anangu Pitjantjatjara Yankunytjatjara 91, 147, 293, 303, 364, 373, 383. (APY) 86. See also Pitjantjatjara See also Kriol (language) Aboriginal Land Rights [Northern Territory] Arabana (language) 30 Act 228, 367 language program 30 Aboriginal Languages of Victoria Re- See source Portal (ALV-RP) 310, 315, archival records. language source 317, 320 materials portal architecture 317–319 Arrernte (language) 84–85 Victorian Word Finder 316 Arwarbukarl Cultural Resource Associa- See also Aboriginal Languages Summer School tion (ACRA) 359. Miro- 108, 218 maa Language Program Aboriginal Resource Development Ser- Aboriginal training agency 359 vices (ARDS) xxix workshops 359 absolutive case 379 Audacity sound editing software 334, accusative case 379 393 adjectives audio recordings 29–30, 32, 56, 94, 96, Gamilaraay 409, 411 104, 109–11, 115–16, 121, 123– Ngemba 46 26, 128, 148, 175, 243–44, 309, Wiradjuri 333 316, 327–28, 331–32, 334–35, Yuwaalaraay 411 340, 353, 357–59, 368, 375, 388, See also Adnyamathanha (language) 57 403, 405, 408, 422. CDs; audio recordings of 57 Maintenance of Indigenous language program 30 Languages and Records program adult language-learning xvi, xviii, xix, (MILR); sound files 72, 88, 97, 108, 110, 117, 123, Audiamus (software) 114 digital audio equipment 179 434 Re-awakening languages audiovisual Centre for Australian Languages and recording 359 Linguistics 120 training 140 Batemans Bay Public School (NSW) Australian English 6, 10, 15–16, 91, Dhurga language program xviii, 159, 94, 116, 133, 136, 138, 140, 153, 162, 164–66, 173–76, 188–93, 257 164, 167, 177, 181, 184–85, 187, Bayabangun Ngurrawa (conference) 260 211, 223, 230, 233–35, 246–47, Bayungu (language) xv, 104. See 268, 281–82, 284, 288–89, 293, also Wangka Maya Pilbara Ab- 303, 362, 365–66, 368, 375, 377, original Language Centre (Wangka 410–11, 428. See also translation Maya) Alphabetic Principle, and 283–84 audio recordings of 125 dominance 6, 8–9, 11, 15, 76, 92, 367 dictionary 125–26, 128 fluency in, 13, 271 documentation, of 125–26 grammar 333 language program 125 literacy. See literacy Payungu Picture Dictionary 104, 125–28 Northern Territory, in the 16 phrasebook 126 orthography 265, 295, 393 sketch grammar 125, 128 proficiency 14, 18 Berndt, Ronald and Catherine 353, 387, vowels 285, 297 394, 397–98 Australian Indigenous Languages Frame- A World That Was: The Yaraldi of the work (AILF) 302 Murray River and the Lakes, South Australian Institute of Aboriginal and Australia. 397 Torres Strait Islander Studies bicultural education 7, 13, 17, 24 (AIATSIS) xvi, 108, 175, 190, 243, Biddigal (dialect). See Dharawal (lan- 250, 328, 331, 360, 403, 414, 422 guage) Aboriginal Studies Electronic Data Ar- Big hART 84, 87. See also Ngapartji Nga- chive (ASEDA) 396 partji (touring show) National Indigenous Languages Survey Bilinarra (language) xix, 159, 226–28, Report 2005 108 234. See also Pigeon Hole School Australian Labor Party 7, 11–13 (NT); Victoria River District (VRD) Australian Language and Literacy Policy NT 8, 11 endangered 226, 229 Australian National University 190 fluency in, 234 Australian Second Language Proficiency grammar 229 Ratings (ASLPR) 271–74. See language program 231 also fluency vocabulary 229 Awabakal-Wanarruwa (language) 110, bilingual. See also language mixing 113, 255, 294, 297. See also Ar- dictionaries 405 warbukarl Cultural Resource education xiv, xxiii, xxv, 3, 7, 9, 13, Association (ACRA); Miromaa 16–18, 24, 31, 120, 123, 260, 274, Language Program 346, 367 Certificate I qualification 171 signs 28, 76–77, 83, 148, 150, 233, 372 B speech communities 226, 362 Bamay Possum’s Party (book) 115 touring theatre 84, 86 Barriyala: Let’s Work (book) 115 Biripi-Gathang (language) 112 Batchelor Institute of Indigenous Tertiary Certificate I qualification 171 Education (BIITE) xvi, xix, xxi, Birrbay (language) 110, 114 352, 365, 390, 395–96 Bonalbo Central School (NSW) Index 435 language program (Bundjalung) 113 75, 80, 91, 93, 108, 110, 113, 115, Boon Wurrung (dialect). See Kulin (lan- 131, 190, 278, 374 guage family) community-driven language revitalisation Brennan, Gloria 132 14, 55, 123, 128, 134, 197, 313 Broulee Public School (NSW) 163–68, community linguist (Indigenous) xv, xix, 174, 190 xxi, 108, 139, 237, 372, 376 Buandig (language) 314 computers 107, 125, 148, 310, 323–24, Bundjalung-Yugambeh (language) 326–27, 329, 334–37, 339, 110–11, 113, 182–83, 294 344–45, 356–59, 406. See also audio recordings 110 electronic dictionaries; information Certificate I qualification 171 technology (IT); software endangered 254 access to 22, 345, 424 language program 113 computer-based resources 117, 311, pronunciation 111 325, 339–40, 346 vocabulary 111 disadvantages of 310, 346 Burarra (language) 362–63, 366 literacy, as aid to 30 North Coast Computer Project 110 C presentation on 342 Canadian Assembly of First Nations support from 332 language policy 3 conjunctions 333 Cape York Peninsula Language Documen- consonants 266, 285, 298, 362, 398 tation project (CYPLD) 418, 420– consonant phonemes 285 22, 424–25, 428. See also Lockhart lamino-dental 266, 362 River case study Ngarrindjeri 398 Carnarvon Senior High School (WA) palatal 362 language program (Bayungu) 125 pronunciation of 266, 285 case sounds of 285 See also absolutive 379 courses (teaching). qualifications accusative 379 (Aboriginal Language Teaching) ergative 97, 185, 212, 248, 379, 382 accreditation of, 158, 173, 177 marking 236, 294 Certificate in Aboriginal Language morphology 377 Work (WA) 125–26 nominative 379 Certificate (TAFE NSW) 115, 158, 165, suffixes 248, 294, 299 171, 173–80, 218 system (noun) 299, 333 content of, 172 CD-ROMs delivery of, 172, 178 Winangali 309 entry requirements 173 CDs 4, 85, 114–15, 125–26, 177–78, creoles 6, 16, 295, 301, 426, 428. See 328, 393–94, 405, 427 also Kriol Centre for Australian Languages and Lockhart River Creole 426 Linguistics 120 cross-linguistic comparison 376–77, 379 certification.See also qualifications (Ab- curricula 6, 13, 41, 48, 68, 120, 158, original Language Teaching) 174, 189, 192, 194–95, 198, 200, Aboriginal community, controlled by 205–06, 367. See also Northern 277–78 Territory Curriculum Framework Chifley College-Dunheved Campus (NSW) (2002); NSW Aboriginal Languages 183, 186–87. See also Dharug K-10 Syllabus; Victorian Cur- (language) riculum and Assessment Authority code-switching xix, 225, 229–31, 235–36 (VCAA) community-based language revitalisation bilingual 31 436 Re-awakening languages development of 3, 47, 199, 302, 313, language program 159, 183–86, 326 392 mobile phone dictionary 335 Dhurga (language) 188, 193 nouns 185 inappropriate 136 oral record 325 Indigenous languages, for 3, 13, 158, orthography 183, 266 167, 189, 194, 198, 207, 216, 220 pronunciation 181, 185–86, 304 national standards (Aust) 275 songs 181, 183, 185–87, 335 Ngarrindjeri (language) 389, 392 sounds of 184–85 NSW 112, 174, 190, 194, 219, 255 translation 181, 184 oral 140 vocabulary 184–85, 328 primary schools, for 202 Watson, Edna 186 secondary schools, for 202 website 187, 335 support with 120 wordlists 304, 325 Western Australian 140 Dhudhuroa (language) 314 Wiradjuri (language) 159 Dhurga (language) 158–59, 162–63, 173, 188–193, 297. See also Brou- D lee Public School (NSW); Mogo Darkinyung (language) 110, 113 Public School (NSW); toponyms; Darkinyung Language Group 110, 255 Vincentia High School (NSW) grammar-dictionary 114, 255 accredited teaching qualifications, in Darug (people). See Dharug (language) 158 de facto language policy. See invisible audio recordings of 175 See language policy Batemans Bay Public School. Bate- Dhanggati (language) 110, 112–13, mans Bay Public School (NSW) 182–83 Cobowra Local Aboriginal Land Council Certificate I qualification 171 173–75 grammar-dictionary 114 curricula 188, 193 Thunghutti Tiddas Aboriginal Corpora- Dhurga Buradja (book) 174 tion 110, 112 Dhurga Buradja - Speaking Dhurga To- workshops in, 171 morrow (Certificate I) 173–75 Dharawal (language) 158, 178–80, 182, Elders 189 335. See also toponyms endangered 173 accredited teaching qualifications, in grammar 163–64, 167, 191 158 language program xviii, 159, 162, Biddigal (dialect) 178 164–66, 173–76, 188–193, 257 CD 178 metalanguage, use of 166 Certificate I qualification 178–79 orthography 167, 175, 191 dictionary 178 phonemes 165 language program 178–180, 335 pronunciation 165 Oppliger, Amanda (linguist) 186 songs 189, 191 Dharug (language) xvi, 181–84, 187, sounds of 163, 166–67, 297–98 328, 334–35. See also Chifley teaching resources 165–66 College-Dunheved Campus (NSW); vocabulary 163, 167, 185, 191–93 toponyms workshops 176, 190, 193 Certificate I qualification 171 Wreck Bay Community Council 189 See Elders 183 Dhuwala (language) 362, 364. also fluency in, 181, 183–84, 335 Gupapuyŋu (language) grammar 183, 187 Dhuwal (language) 362, 364, 367. See language centre 186 also Djambarrpuyŋu (language) Index 437 dictionaries 86, 94, 110, 112,
Recommended publications
  • Understanding & Managing Aboriginal Cultural Heritage
    EUROBODALLA ABORIGINAL HERITAGE STUDY STAGE THREE UNDERSTANDING & MANAGING ABORIGINAL CULTURAL HERITAGE PREPARED FOR THE EUROBODALLA ABORIGINAL HERITAGE STEERING COMMITTEE EUROBODALLA SHIRE COUNCIL DEPT OF ENVIRONMENT & CLIMATE CHANGE SOUTHERN RIVERS CATCHMENT MANAGEMENT AUTHORITY LOCAL ABORIGINAL LAND COUNCILS ELDERS GROUPS & ABORIGINAL COMMUNITY MEMBERS PREPARED BY SUSAN DALE DONALDSON ENVIRONMENTAL & CULTURAL SERVICES SEPTEMBER 2007 Eurobodalla Shire Council / NSW Department of Environment & Climate Change/ Susan Dale Donaldson of Environmental & Cultural Services. Eurobodalla Shire Council PO Box 99 Moruya, NSW, 2537. Ph: 02 4474 1000 Fax: 02 4474 1234 www.esc.nsw.gov.au Department of Environment & Climate Change NSW National Parks and Wildlife Services Cultural Heritage Division PO Box 1967 Hurstville NSW 2220 Ph: 1300 361 967 Fax: 02 9585 6555 www.npws.nsw.gov.au Susan Dale Donaldson Environmental & Cultural Services Moruya, NSW, 2537. Ph/ Fax: 02 4474 5899 [email protected] The ESC, DEC and Susan Donaldson acknowledge the intellectual property rights of the Aboriginal people whose stories are featured in this publication. COVER PHOTO: Gunyung [Black Swan / Cygnus atratus] on Wallaga Lake. Warning: contains reference to people who have passed away. TABLE OF CONTENTS ACKNOWLEDGEMENTS ............................................................. 5 EXECUTIVE SUMMARY..............................................................6 1. INTRODUCTION......................................................................8 1.1
    [Show full text]
  • Anastasia Bauer the Use of Signing Space in a Shared Signing Language of Australia Sign Language Typology 5
    Anastasia Bauer The Use of Signing Space in a Shared Signing Language of Australia Sign Language Typology 5 Editors Marie Coppola Onno Crasborn Ulrike Zeshan Editorial board Sam Lutalo-Kiingi Irit Meir Ronice Müller de Quadros Roland Pfau Adam Schembri Gladys Tang Erin Wilkinson Jun Hui Yang De Gruyter Mouton · Ishara Press The Use of Signing Space in a Shared Sign Language of Australia by Anastasia Bauer De Gruyter Mouton · Ishara Press ISBN 978-1-61451-733-7 e-ISBN 978-1-61451-547-0 ISSN 2192-5186 e-ISSN 2192-5194 Library of Congress Cataloging-in-Publication Data A CIP catalog record for this book has been applied for at the Library of Congress. Bibliographic information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data are available on the Internet at http://dnb.dnb.de. ” 2014 Walter de Gruyter, Inc., Boston/Berlin and Ishara Press, Lancaster, United Kingdom Printing and binding: CPI books GmbH, Leck Țȍ Printed on acid-free paper Printed in Germany www.degruyter.com Acknowledgements This book is the revised and edited version of my doctoral dissertation that I defended at the Faculty of Arts and Humanities of the University of Cologne, Germany in January 2013. It is the result of many experiences I have encoun- tered from dozens of remarkable individuals who I wish to acknowledge. First of all, this study would have been simply impossible without its partici- pants. The data that form the basis of this book I owe entirely to my Yolngu family who taught me with patience and care about this wonderful Yolngu language.
    [Show full text]
  • Re-Awakening Languages: Theory and Practice in the Revitalisation Of
    RE-AWAKENING LANGUAGES Theory and practice in the revitalisation of Australia’s Indigenous languages Edited by John Hobson, Kevin Lowe, Susan Poetsch and Michael Walsh Copyright Published 2010 by Sydney University Press SYDNEY UNIVERSITY PRESS University of Sydney Library sydney.edu.au/sup © John Hobson, Kevin Lowe, Susan Poetsch & Michael Walsh 2010 © Individual contributors 2010 © Sydney University Press 2010 Reproduction and Communication for other purposes Except as permitted under the Act, no part of this edition may be reproduced, stored in a retrieval system, or communicated in any form or by any means without prior written permission. All requests for reproduction or communication should be made to Sydney University Press at the address below: Sydney University Press Fisher Library F03 University of Sydney NSW 2006 AUSTRALIA Email: [email protected] Readers are advised that protocols can exist in Indigenous Australian communities against speaking names and displaying images of the deceased. Please check with local Indigenous Elders before using this publication in their communities. National Library of Australia Cataloguing-in-Publication entry Title: Re-awakening languages: theory and practice in the revitalisation of Australia’s Indigenous languages / edited by John Hobson … [et al.] ISBN: 9781920899554 (pbk.) Notes: Includes bibliographical references and index. Subjects: Aboriginal Australians--Languages--Revival. Australian languages--Social aspects. Language obsolescence--Australia. Language revival--Australia. iv Copyright Language planning--Australia. Other Authors/Contributors: Hobson, John Robert, 1958- Lowe, Kevin Connolly, 1952- Poetsch, Susan Patricia, 1966- Walsh, Michael James, 1948- Dewey Number: 499.15 Cover image: ‘Wiradjuri Water Symbols 1’, drawing by Lynette Riley. Water symbols represent a foundation requirement for all to be sustainable in their environment.
    [Show full text]
  • The Longitudinal Study of Indigenous Children: an Australian Government Initiative
    The Longitudinal Study of Indigenous Children: An Australian Government Initiative Parent 2 – Wave 2 2009 Mark up Questionnaire This questionnaire is to be completed by a Parent/ Parent Living Elsewhere/ Secondary Care Giver (P2) of the Footprints in Time study child named below. The parent or carer has given written consent to take part in Footprints in Time, a longitudinal study being run by the Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA) on behalf of the Australian Government. P1’s name: ________________________________________________ P2’s name: ________________________________________________ Study child’s name: ________________________________________ Study child’s ID number: respid Has P2 completed a consent form and been given a copy for their records? Yes – please fill in the questionnaire on the CAPI console or on paper No – please ask P2 to complete a consent form All information collected will be kept strictly confidential (except where it is required to be reported by law and/or there is a risk of harm to yourself or others). To ensure that your privacy is maintained, only combined results from the study as a whole will be discussed and published. No individual information will be released to any person or department except at your written request and on your authorisation. Participation in this study is voluntary. If P2 has any questions or wants more information, please ask them to contact the FaHCSIA Footprints in Time Team on 1800 106 235, or they can look at our website at www.fahcsia.gov.au RAO’s name: ____________________________________________________ RAO’s contact details: ____________________________________________ Date entered on Confirmit______________________ R05065 – Longitudinal Study of Indigenous Children – Parent 2 Survey – Wave 2, February 2009 – R3.0 1 Table of contents Module 0: Returning .................................................................................................................
    [Show full text]
  • Our Knowledge for Country
    2 2 STRENGTHENING OUR KNOWLEDGE FOR COUNTRY Authors: 2.1 INTRODUCTION TO CARING FOR COUNTRY 22 Barry Hunter, Aunty Shaa Smith, Neeyan Smith, Sarah Wright, Paul Hodge, Lara Daley, Peter Yates, Amelia Turner, 2.2 LISTENING AND TALKING WITH COUNTRY 23 Mia Mulladad, Rachel Perkins, Myf Turpin, Veronica Arbon, Eleanor McCall, Clint Bracknell, Melinda McLean, Vic 2.3 SINGING AND DANCING OUR COUNTRY 25 McGrath, Masigalgal Rangers, Masigalgal RNTBC, Doris 2.4 ART FOR COUNTRY 28 Yethun Burarrwaŋa, Bentley James, Mick Bourke, Nathan Wong, Yiyili Aboriginal Community School Board, John Hill, 2.5 BRINGING INDIGENOUS Wiluna Martu Rangers, Birriliburu Rangers, Kate Cherry, Darug LANGUAGES INTO ALL ASPECTS OF LIFE 29 Ngurra, Uncle Lex Dadd, Aunty Corina Norman-Dadd, Paul Glass, Paul Hodge, Sandie Suchet-Pearson, Marnie Graham, 2.6 ESTABLISHING CULTURAL Rebecca Scott, Jessica Lemire, Harriet Narwal, NAILSMA, KNOWLEDGE DATABASES AND ARCHIVES 35 Waanyi Garawa, Rosemary Hill, Pia Harkness, Emma Woodward. 2.7 BUILDING STRENGTH THROUGH KNOWLEDGE-RECORDING 36 2.8 WORKING WITH OUR CULTURAL HIGHLIGHTS HERITAGE, OBJECTS AND SITES 43 j Our Role in caring for Country 2.9 STRENGTHENING KNOWLEDGE j The importance of listening and hearing Country WITH OUR KIDS IN SCHOOLS 48 j The connection between language, songs, dance 2.10 WALKING OUR COUNTRY 54 and visual arts and Country 2.11 WALKING COUNTRY WITH j The role of Indigenous women in caring WAANYI GARAWA 57 for Country 2.12 LESSONS TOWARDS BEST j Keeping ancient knowledge for the future PRACTICE FROM THIS CHAPTER 60 j Modern technology in preserving, protecting and presenting knowledge j Unlocking the rich stories that our cultural heritage tell us about our past j Two-ways science ensuring our kids learn and grow within two knowledge systems – Indigenous and western science 21 2 STRENGTHENING OUR KNOWLEDGE FOR COUNTRY 2.1 INTRODUCTION TO CARING We do many different actions to manage and look after Country9,60,65,66.
    [Show full text]
  • Getting a School-Based Aboriginal Language Program Off the Ground
    Getting a school-based Aboriginal Language Program off the ground: A step by step guide Compiled from input from language program participants at the OBOS Sharing Workshop, Coffs Harbour, 22-24/8/06. Jennifer Munro and Susan Poetsch, Aboriginal Curriculum Unit, NSW Office of the Board of Studies View from plane around Griffith NSW. All photos taken by Susan Poetsch, OBOS, during the course of project work in 2006unless otherwise indicated. First steps... Consultation, Consultation, Consultation First workshop in 2006 with Hillston Central School and Hillston community members. Photo taken by Jennifer Munro, OBOS. TALK to your Aboriginal community, especially elders, Aboriginal educators, Aboriginal organisations or Aboriginal language researchers Wiradjuri elders, Aboriginal educators and language researchers performing as part of Parkes High School, Wiradjuri Language Program team. -Some questions to ask. Have you been working on your language in the community? If not, do you want to reclaim or revitalise your language? If so, who should be involved or who should we talk to? Which Aboriginal language to teach? Who will learn the language (Aboriginal students or whole of school)? What support can you give? TALK to your school, especially the Principal and executive staff, Aboriginal educators, classroom and language teachers. Vincentia High School, Dharawal/Dhurga Language Program team. -Some questions to ask. Which language to teach (either French, Italian etc. or an Aboriginal language)? Will an Aboriginal language have equal status to any other language? Who will learn the language (which year or stage)? Who might be involved in the school? What support can you give? TALK to support agencies and find help Anna Ash (Coordinator) Many Rivers Language Centre, Sharon Smith, Barry Hoskins and Ken Walker (Chairperson) Muurrbay Language and -Some questions to ask.
    [Show full text]
  • Noun Phrase Constituency in Australian Languages: a Typological Study
    Linguistic Typology 2016; 20(1): 25–80 Dana Louagie and Jean-Christophe Verstraete Noun phrase constituency in Australian languages: A typological study DOI 10.1515/lingty-2016-0002 Received July 14, 2015; revised December 17, 2015 Abstract: This article examines whether Australian languages generally lack clear noun phrase structures, as has sometimes been argued in the literature. We break up the notion of NP constituency into a set of concrete typological parameters, and analyse these across a sample of 100 languages, representing a significant portion of diversity on the Australian continent. We show that there is little evidence to support general ideas about the absence of NP structures, and we argue that it makes more sense to typologize languages on the basis of where and how they allow “classic” NP construal, and how this fits into the broader range of construals in the nominal domain. Keywords: Australian languages, constituency, discontinuous constituents, non- configurationality, noun phrase, phrase-marking, phrasehood, syntax, word- marking, word order 1 Introduction It has often been argued that Australian languages show unusual syntactic flexibility in the nominal domain, and may even lack clear noun phrase struc- tures altogether – e. g., in Blake (1983), Heath (1986), Harvey (2001: 112), Evans (2003a: 227–233), Campbell (2006: 57); see also McGregor (1997: 84), Cutfield (2011: 46–50), Nordlinger (2014: 237–241) for overviews and more general dis- cussion of claims to this effect. This idea is based mainly on features
    [Show full text]
  • Commonwealth of Australia
    COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969 Warning This material has been reproduced and communicated to you by or on behalf of The Charles Darwin University with permission from the author(s). Any further reproduction or communication of this material by you may be the subject of copyright protection under the Act. Do not remove this notice Aboriginal and Torres Strait Islander THESAURUS First edition by Heather Moorcroft and Alana Garwood 1996 Acknowledgements ATSILIRN conference delegates for the 1st and 2nd conferences. Alex Byrne, Melissa Jackson, Helen Flanders, Ronald Briggs, Julie Day, Angela Sloan, Cathy Frankland, Andrew Wilson, Loris Williams, Alan Barnes, Jeremy Hodes, Nancy Sailor, Sandra Henderson, Lenore Kennedy, Vera Dunn, Julia Trainor, Rob Curry, Martin Flynn, Dave Thomas, Geraldine Triffitt, Bill Perrett, Michael Christie, Robyn Williams, Sue Stanton, Terry Kessaris, Fay Corbett, Felicity Williams, Michael Cooke, Ely White, Ken Stagg, Pat Torres, Gloria Munkford, Marcia Langton, Joanna Sassoon, Michael Loos, Meryl Cracknell, Maggie Travers, Jacklyn Miller, Andrea McKey, Lynn Shirley, Xalid Abd-ul-Wahid, Pat Brady, Sau Foster, Barbara Lewancamp, Geoff Shepardson, Colleen Pyne, Giles Martin, Herbert Compton Preface Over the past months I have received many queries like "When will the thesaurus be available", or "When can I use it". Well here it is. At last the Aboriginal and Torres Strait Islander Thesaurus, is ready. However, although this edition is ready, I foresee that there will be a need for another and another, because language is fluid and will change over time. As one of the compilers of the thesaurus I am glad it is finally completed and available for use.
    [Show full text]
  • Indigenous Knowledge in the Built Environment a Guide for Tertiary Educators
    Indigenous Knowledge in The Built Environment A Guide for Tertiary Educators David S Jones, Darryl Low Choy, Richard Tucker, Scott Heyes, Grant Revell & Susan Bird Support for the production of this publication has been 2018 provided by the Australian Government Department of Education and Training. The views expressed in this report do ISBN not necessarily reflect the views of the Australian Government 978-1-76051-164-7 [PRINT], Department of Education and Training. 978-1-76051-165-4 [PDF], With the exception of the Commonwealth Coat of Arms, and 978-1-76051-166-1 [DOCX] where otherwise noted, all material presented in this document is provided under Creative Commons Attribution-ShareAlike 4.0 Citation: International License http://creativecommons.org/licenses/ Jones, DS, D Low Choy, R Tucker, SA Heyes, G Revell & S Bird by-sa/4.0/ (2018), Indigenous Knowledge in the Built Environment: A Guide The details of the relevant licence conditions are available on for Tertiary Educators. Canberra, ACT: Australian Government the Creative Commons website (accessible using the links Department of Education and Training. provided) as is the full legal code for the Creative Commons Attribution- ShareAlike 4.0 International License http:// Warning: creativecommons.org/licenses/by-sa/4.0/legalcode Aboriginal and Torres Strait Islander readers are warned that the following document may contain images and names of Requests and inquiries concerning these rights should be deceased persons. addressed to: Office for Learning and Teaching A Note on the Project’s Peer Review Process: Department of Education The content of this teaching guide has been independently GPO Box 9880, peer reviewed by five Australian academics that specialise Location code N255EL10 in the teaching of Indigenous knowledge systems within the Sydney NSW 2001 built environment professions, two of which are Aboriginal [email protected] academics and practitioners.
    [Show full text]
  • Guide to Sound Recordings Collected by Luise Hercus 1976-1978
    Finding aid HERCUS_L28 Sound recordings collected by Luise Hercus, 1976-1978 Prepared January 2012 by CC Last updated 2 December 2016 ACCESS Availability of copies Listening copies are available. Contact the AIATSIS Audiovisual Access Unit by completing an online enquiry form or phone (02) 6261 4212 to arrange an appointment to listen to the recordings or to order copies. Restrictions on listening Some materials in this collection are restricted and may only be listened to by those who have obtained permission from Luise Hercus as well as the relevant Indigenous individual, family or community. Refer to audition sheets below for more details. Restrictions on use Copies of this collection may be made for private research. Permission must be sought from the relevant Indigenous individual, family or community for any publication or quotation of this material. Any publication or quotation must be consistent with the Copyright Act (1968). SCOPE AND CONTENT NOTE Date: 1976-1978 Extent: 43 sound tape reels (ca. 60 min. each) : analogue, mono ; 5 in. Production history These recordings were collected by Luise Hercus in between July 1976 and February 1978 funded by an AIAS (now AIATSIS) grant to study languages collected by interviewees in North East South Australia and Wilcannia, New South Wales. The interviewees are Alice Oldfield, Mona (Merna) Merrick, Elsie Bowman, Ernie Ellis, Brian Marks, Arthur Warren, Ben Murray, Maudie Reese (nee Lennie) and George Macumba who provided the South Australian languages of Arabana, Kuyani, Wangkangurru and Diyari during which references were made to and influences noted from Central Desert languages. Gertie Johnson and Elsie Jones provided Paakantyi material language from NSW; and Jack Long provided Madhi Madhi, Nari Nari, Dadi Dadi language material from NSW and Victoria.
    [Show full text]
  • DS Ang TERRICHE Abdallaha
    People’s Democratic Republic of Algeria Ministry of Higher Education and Scentific Research Djillali Liabes University of Sidi Bel Abbes Faculty of Letters, Languages and Arts Department of English Language Planning and Endangered Minority Languages Schools as Agents for Language Revival in Algeria and Australia Thesis Submitted to the Department of English in Candidacy for the Degree of Doctorate in Language Planning and Education Submitted by: Supervised by: Mr. Terriche Abdallah Amin Prof. Melouk Mohamed Board of Examiners Prof. Bedjaoui Fewzia President Sidi Bel Abbes University Prof. Melouk Mohamed Supervisor Sidi Bel Abbes University Prof. Ouerrad Belabbas Examiner Sidi Bel Abbes University Dr. Bensafa Abdelakader Examiner Tlemcen University Dr. Baraka Abdellah Examiner Mascara University Dr. Gambaza Hichem Examiner Saida University 2019-2020 Dedication To all my teachers and teacher educators I Acknowledgements The accomplishment of the present study is due to the assistance of several individuals. I would like to take this opportunity to express immense gratitude to all of them. In particular, I am profoundly indebted to my supervisor, Prof. Melouk Mohamed, who has been very generous with his time, knowledge and assisted me in each step to complete the dissertation. I also owe a debt of gratitude to all members of the jury for their extensive advice and general support: Prof. Bedjaoui Fewzia as president, Prof. Ouerrad Belabbas, Dr. Bensafa Abdelakaer, Dr. Baraka Abdellah, and Dr. Gambaza Hichem as examiners. I gratefully acknowledge the very generous support of Mr Zaitouni Ali, Mr Hamza Mohamed, Dr Robert Amery, and Mr Greg Wilson who were instrumental in producing this work, in particular data collection.
    [Show full text]
  • Koolin Balit: Victorian Government Strategic Directions for Aboriginal Health 2012-2022
    Koolin Balit Victorian Government strategic directions for Aboriginal health 2012–2022 Koolin balit means healthy people in the Boonwurrung language Koolin Balit Victorian Government strategic directions for Aboriginal health 2012–2022 Koolin balit means healthy people in the Boonwurrung language If you would like to receive this publication in an accessible format please phone 9096 8212 using the National Relay Service 13 36 77 if required, or email <[email protected]>. This document is available as a PDF on the internet at <www.health.vic.gov.au/aboriginalhealth>. © Copyright, State of Victoria, Department of Health 2012 This publication is copyright, no part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968. Authorised and published by the Victorian Government, 50 Lonsdale St, Melbourne. Photographs by Tobias Titz Thanks to the following organisations for making their premises or events available for the photographs: • Victorian Aboriginal Health Service • Royal Women’s Hospital • Victorian Aboriginal Community Services Association Limited (VACSAL)/Bert Willams Aboriginal Youth Services (BWAYS) Junior Koorie Football/Netball Carnival • Gippsland Lakes Community Health Service • Lakes Entrance Aboriginal Health Association Except where otherwise indicated, the images in this publication show models and illustrative settings only, and do not necessarily depict actual services, facilities or recipients of services. May 2012. Second printing July 2013. (1307014) Print managed by Finsbury Green. Printed on sustainable paper. Please note: Throughout this document, the term Aboriginal is used to refer to both Aboriginal and Torres Strait Islander people. Indigenous is retained when it is part of the title of a report, program or quotation.
    [Show full text]