Canberra Langfest 2011

canberra langfest 2011 Applied Linguistics Association of Australia (ALAA) Applied Linguistics Association of New Zealand (ALANZ) Australian Linguistic Society (ALS) Conferences Handbook November & December 2011, Canberra

1 Events

30 November – 2 December 2011 Applied Linguistics as a Meeting Place 2nd Combined Conference of the Applied Linguistics Association of Australia (ALAA) and Applied Linguistics Association of New Zealand (ALANZ)

29 November 2011 1st ALAA-ALANZ Postgraduate Student Workshop

30 November – 2 December 2011 1st Formal Meeting of the Association for Language Testing and Assessment of Australia and New Zealand (ALTAANZ)

1 and 2 December 2011 Special event: Language and the Law

1–4 December 2011 Australian Linguistics Society (ALS) 2011 Conference

3 December 2011 Canberra Languages Education Mini-Conference 2011 University of Canberra and The Australian National University

3 and 4 December 2011 Gamilaraay Language Teaching and Learning Workshop

5–9 December 2011 ALS Master Classes The Australian National University Kioloa Campus

2 Handbook Overview Part 1 USEFUL INFORMATION FOR ALAA-ALANZ AND ALS DELEGATES >> Conference Venues...... 7 >> Coffee Meeting Places on Both Campuses...... 8 >> Internet Access for Delegates...... 9 >> Security ...... 9 >> Smoking Policy...... 9 >> Langfest Sponsors...... 10 >> Langfest Exhibits...... 10 >> Restaurants in Canberra...... 11 >> What’s on in Canberra...... 13 >> Transport in Canberra...... 14 Part 2 ALAA-ALANZ CONFERENCE(S)

30 November – 2 December 2011 17 Applied Linguistics as a Meeting Place 2nd Combined Conference of the Applied Linguistics Association of Australia (ALAA) and Applied Linguistics Association of New Zealand (ALANZ)

29 November 2011 138 1st ALAA-ALANZ Postgraduate Student Workshop

3 30 November – 2 December 2011 139 1st Formal Meeting of the Association for Language Testing and Assessment of Australia and New Zealand (ALTAANZ)

3 December 2011 139 Canberra Languages Education Mini-Conference 2011 University of Canberra and The Australian National University Part 3 JOINT ALAA-ALANZ AND ALS EVENTS

1 and 2 December 2011 143 Special event: Language and the Law

3 and 4 December 2011 155 Gamilaraay Language Teaching and Learning Workshop University of Canberra, The Australian National University and the Australian Institute for Aboriginal and Torres Strait Islander Studies Part 4 ALS CONFERENCE

1–4 December 2011 159 Australian Linguistics Society (ALS) 2011 Conference

5–9 December 2011 228 ALS Master Classes The Australian National University Kioloa Campus

4 Part 1: UsefulPart Information

5 6 Part 1 USEFUL INFORMATION FOR ALAA-ALANZ AND ALS DELEGATES

Conference venue(s) Most events take place at the University of Canberra (UC) or The Australian National University (ANU). Here is an overview for each event: ALAA-ALANZ conference University of Canberra on 30 November and 1 December The Australian National University on 2 December ALAA-ALANZ Postgraduate Student Workshop The Australian National University on 29 November 1st Formal Meeting of the Association for Language University of Canberra on 30 November and 1 December Testing and Assessment of Australia and New The Australian National University on 2 December Zealand (ALTAANZ) Canberra Languages Education Mini-Conference The Australian National University on 3 December Gamilaraay Language Teaching and Learning Australian Institute of Aboriginal and Torres Strait Islander Workshop Studies, Lawson Crescent, Acton, Mabo Room on 3 (and 4) December Special Event on Language and the Law University of Canberra on 30 November and 1 December The Australian National University on 2 December ALS conference University of Canberra on 1 December The Australian National University on 2–4 December ALS Master Classes The Australian National University, South Coast Campus, Kioloa Field Station on 5 – 9 December

You find campus maps of UC and ANU in the inside front and back cover pages of this Handbook. For details, please refer to the Venue sections in parts 2 and 4 of this Handbook. UC Campus maps for people with disabilities can be found on: http://www.canberra.edu.au/university/maps/disabilities ANU Campus maps for people with disabilities can be found on: http://transport.anu.edu.au/index.php?pid=78

7 Coffee meeting places on both campuses:

The Australian National University: The God’s Café >> In Hedley Bull Cebtre right next to the foyer. >> Open Monday – Friday, 8:30am – 4:30pm. Caterina’s >> The outlet is located next to the Law school and Tennis Courts. >> Open Monday – Friday, 8am – 4pm. Teatro Fellini >> National Film and Sound Archive (behind Hedley Bull Centre). Open Monday – Friday, 9am – 5pm. Saturdays, 11:30am – 7:30pm. Sundays, 10am – 4:30pm. Degree Café >> Level 1, ANU Union Building. Next to Manning Clark Centre. >> Open Monday – Friday, 7am – 5pm. Fellows Bar & Café >> University House. >> Open Monday – Friday, 7:30am – 8:00pm. >> Saturday and Sunday, 7:30am – 10:00am.

The University of Canberra: The Retro Café >> Innovations Centre Building No.22, just next to the Anne Harding Conference Centre >> Open Monday – Friday, 8am – 3pm. Semesters >> Building One, Level C, above the Refectory >> Open Monday – Friday, 10.30am – 3.30pm. Café Mizzuna >> Located in the Hub (between buildings 8 and 1) >> Open Monday – Friday, 8:30am – 5pm (kitchen closes at 4pm). Sizzle Café >> Located in the Hub (between buildings 8 and 1) >> Open Monday – Friday, 8:15am – 8pm. Melt Deli >> Located in the UC Refectory. >> Open Monday – Friday, 8:00am – 7:00pm.

8 Internet access for delegates

Visitors at ANU have the following options: Conference Wifi code: Langfest has a wireless account with the ANU — below are the details you will need to log on to the ANU Wifi. >> Username: langfest2011 >> Password: L@ngFest Eduroam: Eduroam is available for most .edu email addresses — delegates should contact their university about eduroam University House: Guests staying in University House may contact Uni House Reception to obtain temporary guest access within the area of University House.

Visitors at UC have the following options Wifi: >> Login ID: mtvisitor >> Password: Bu8ePude >> Domain Name: UCSTAFF Delegates are also welcome to use the computer labs in Building 9 (9B26 = Mac; 9B27 = PC).

Security

The Australian National University University Security officers patrol the campus and are on call around the clock to deal with enquires and to provide assistance and support. Phone: 61252249

University of Canberra This service is available 24 hours 7 days each week. Security may be contacted at all times for reporting suspicious activities, thefts, threats, forced entry. Security officers wear distinctive uniforms and carry an identity card. An escort service is available from rooms to car parks and bus stops upon request. A number of Unisafe security phones are available on the outside of buildings for such calls. Phone: 6201 2222 or ext 2222 from Unisafe phones around campus.

Smoking Policy

The Australian National University ANU maintains a smoke-free work environment. Smoking is prohibited in all University buildings and vehicles in addition to those locations where smoking is legally prohibited or otherwise restricted by the Smoking (Prohibition in Enclosed Public Places) Act 2003. This policy applies uniformly to all University staff, contractors, students, and visitors. University building includes all buildings on University grounds or under the University’s administrative control including Halls of Residence and Colleges, University House, Arts Centre and University Union. Persons who wish to smoke outside a University building are asked, while smoking, to keep at least 10 metres away from any entrance way, doorway, window or ventilation intake of the building.

University of Canberra At UC, smoking is prohibited in all outdoor eating and drinking areas. Smoking is restricted to various designated ‘smoking areas’ on campus. Please download a map of designated smoking areas on UC campus from: http://www.canberra.edu.au/ hr/health-safety/ohs-risk-mngt/tobacco-free-campus.

9 Langfest sponsors Langfest gratefully acknowledges financial support it has received from bodies within The Australian National University and the University of Canberra, including: >> the ANU College of Arts and Social Science >> the ANU School of Culture, History and Language >> the Wurm Endowment, Department of Linguistics, ANU College of Asia and the Pacific >> the ANU Co-op Bookshop >> UC Faculty of Arts and Design >> UC Language and Linguistics Research Cluster

Langfest also wishes to express our deep gratitude to the following organisations for their generous sponsorship of this event. >> The Australian Institute for Aboriginal and Torres Strait Islander Studies >> Taylor and Francis–Routledge >> Wiley-Blackwell >> Appen Butler Hill >> Cambridge University Press >> Cengage Learning >> Mouton de Gruyter — Pacific Linguistics Langfest exhibits Exhibits for the ALAA-ALANZ conference at the University of Canberra will be located in the Ann Harding Conference Centre (Building 24). The following companies will have exhibits during ALAA-ALANZ: >> Cambridge University Press >> The Australian Institute of Aboriginal and Torres Strait Islander Studies

Exhibits for the ALAA-ALANZ and ALS joint day at the Australia National University will be located in the lobby of the Hedley Bull Centre. The following companies will have exhibits during this joint day: >> Cengage Learning >> The Australian Institute of Aboriginal and Torres Strait Islander Studies >> Mouton de Gruyter — Pacific Linguistics

Exhibits for the ALS at the Australia National University will be located in the lobby of the Hedley Bull Centre. The following companies will have exhibits during ALS: >> Cengage Learning >> The Australian Institute of Aboriginal and Torres Strait Islander Studies >> Mouton de Gruyter — Pacific Linguistics

10 Restaurants in Canberra There are a large variety of restaurants around Canberra — below is a list of some of the conveners’ favourite places to eat. Canberra City, Braddon, Manuka, Kingston and Dickson are excellent places full of cafés and restaurants.

Canberra City (walking distance from ANU) Cream Café and Bar >> North Quarter, Canberra Centre, Bunda Street, Canberra City >> P: 6162 1448 >> W: http://www.creamcafebar.com.au Delhi 6 Authentic Indian Cuisine >> Shop 7, 14 Childers St, Canberra City >> P: 6248 7171 >> W: http://www.delhi6.com.au Lemon Grass Thai Restaurant >> 65 London Circuit, Canberra City >> P: 6247 2779 >> W: http://www.lemongrassthai.com.au The London Burgers and Beers >> 121 London Circuit, Canberra City >> P: 6257 1986 >> W: http://www.thelondonburgersbeers.com.au Parlour Wine Room >> Kendall Lane, New Acton >> P: 6162 3656 >> W: www.parlour.net.au The Uni Pub >> 17 London Circuit, Canberra City >> P: 6247 5576 >> W: http://www.unipub.com.au Sammy’s Kitchen >> North Quarter, Canberra Centre, Bunda Street, Canberra City >> P: 6247 1464 >> W: http://www.outincanberra.com.au/sammyskitchen Spicy Ginger Café >> 2/25 Childers Street, Acton, Canberra City >> P: 6162 1708 >> W: http://spicygingercafe.com

11 Teatro Vivaldi Restaurant >> The Arts Centre, of North Road, ANU >> P: 6257 2718 >> W: http://www.vivaldirestaurant.com.au/Home.html Yacht Club >> Mariner Place, Yarralumla (behind the Hyatt Hotel0 >> P: 6273 7111 >> W: http://www.canberrayachtclub.com.au

Braddon O-Stratos Greek Restaurant >> 9 Lonsdale Street, Braddon >> P: 6257 8200 Delissio Brasserie >> Elouera Street, Braddon >> P: 6257 5733 >> W: http://www.delissio.com.au

Dickson Hangari Kimchi >> 19 Woolley St, Dickson >> P: 6248 7705 Sub-Urban by Belluci’s >> Cnr Cape & Woolley Sts, Dickson >> P: 6257 7788 >> W: http://www.bellucis.com.au Wasabi Teppenyaki Restaurant >> U 71/ 2 Cape St, Dickson >> P: 6262 7888 >> W: http://www.outincanberra.com.au/wasabiteppanyakirestaurantmanuka

Manuka Urban Pantry >> 5 Bougainville street, Manuka >> P: 6162 3556 >> W: http://www.urban-pantry.com.au Belluci’s >> Cnr Franklin & Furneaux Sts, Manuka >> P: 6239 7424 (Manuka) >> W: http://www.bellucis.com.au

12 Mecca Bah >> 25–29 Manuka Terrace, Flinders Way, Manuka >> P: 6260 6700 >> W: http://meccabah.net/canberra Wasabi Teppenyaki Restaurant >> Shop 7/ 18 Flinders Way, Manuka >> P: 6295 8777 >> W: http://www.outincanberra.com.au/wasabiteppanyakirestaurantmanuka Legends Spanish Restaurant >> Capitol Theatre Centre, Franklin St Manuka. >> P: 6295 3966 >> W: http://www.legendsspanishrestaurant.com.au

More expensive dining options: The Boathouse >> Grevillea Park, Menindee Dr, Barton >> P: 6273 5500 >> W: http://www.boathousebythelake.com.au Artespresso >> 31 Giles St, Kingston >> P: 6295 8055 >> W: http://www.artespresso.com.au What’s on in Canberra National Gallery of Australia Good Strong Powerful Exhibition Featuring 10 Aboriginal Artists from the Northern Territory. >> www.nga.gov.au National Library Treasures Exhibition Recently opened and will be a permanent exhibition at the Library. A treasure of precious and rare artifacts each telling a compelling chapter of the Australian story. >> www.nla.gov.au National Museum A New Horizon: Chinese Contemporary Art features more than 70 paintings, sculptures and new media installations created since the foundation of the People’s Republic of China in 1949. >> www.nla.gov.au National Portrait Gallery >> www.portrait.gov.au

13 Good websites to consult for activities, dining etc. are: >> http://www.outincanberra.com.au >> www.canberraguide.com Transport in Canberra Buses around Canberra ACTION buses run to ANU and UC — best bus route is route 3 — takes you from the city to ANU and to UC. This departs every 20–30 minutes on weekdays. Please see the route 3 information pack at the back of this Handbook. ANU Parking Visitors are welcome to use the time limited areas (30 minute and 1 hour) where available. Pay and display voucher parking areas are located on campus (see campus map). Please observe all parking restrictions as all areas are subject to patrols and possible fines. Parking permits are also available for $5. Please enquire about these at the reception desk. UC Parking There is ample and free parking at UC. Please refer to the map in the inside cover page. Taxis around Canberra

Taxi Companies: >> Cabxpress — 6260 6011. For wheelchair access call 6260 6077. >> Canberra Elite — 13 22 27. For Wheelchair access call 6126 1596. Or you can SMS your name, pick up address and the time required to 0417 672 773. >> Silver Service — 13 31 00.

Estimated travel information: >> City to UC — 8.3kms, 13 minute taxi ride, approx $20 (Monday–Friday, 6am–9pm) >> City to ANU — 2kms, 5 minutes taxi ride, approx $9 (Monday–Friday, 6am – 9pm) >> ANU to UC — 9.4kms, 14 minute taxi ride, approx. $23 (Monday–Friday, 6am–9pm)

14 Part 2: ALAA-ALANZ Part

15 16 Part 2

Contents >> Welcome letter from the ALAA-ALANZ Conference conveners...... 18 >> Conference Organisation...... 20 >> Acknowledgements...... 20 >> ALAA-ALANZ Conference Venues...... 22 >> Social Events ...... 22 >> Detailed Program ...... 24 >> Plenary Speakers...... 46 >> Abstracts ...... 51 >> 1st ALAA-ALANZ Postgraduate Student Workshop...... 138 >> 1st Formal Meeting of the Association for Language Testing and Assessment of Australia and New Zealand (ALTAANZ)...... 139 >> Canberra Languages Education Mini-Conference 2011 ...... 139

17 Welcome from the Conference Conveners

Welcome to Canberra and the second combined conference of ALAA (Applied Linguistics Association of Australia) and ALANZ (Applied Linguistics Association of New Zealand). After the considerable success of the first combined conference in Auckland in 2009, we are delighted that we have over 300 people registered for this second joint meeting at the time when this conference handbook goes to press. The decision to schedule combined conferences every two years is clearly well supported within and beyond our associations. We thank the ALAA and ALANZ executives for their support and advice in bringing this venture to fruition. This year’s conference theme, Applied Linguistics as a Meeting Place, reflects several intentions we had in offering to host the conference. We believe these intentions have been well realized. First, we wanted, of course, to bring applied linguists from Australia and New Zealand together. But we are delighted that colleagues from Europe, the UK, the Americas, Canada, the Middle East, Africa and Asia have decided to join us. It is fitting that our first plenary speaker, Andy Kirkpatrick, will reflect on Australia’s place in Asia and a wider linguistic world. Other conference presentations will be given by over 60 people who have listed their home country as other than Australia. Making Canberra a meeting place for those interested in language and languages has, in fact, triggered a series of scholarly language-oriented events — what we came to christen canberra langfest 2011. Locally, the conference continues and expands productive collaborative endeavours between the University of Canberra (UC) and The Australian National University (ANU). The third day of the conference is also the traditional joint day when ALAA and the Australian Linguistic Society (ALS) meet in the same place. This time round, the organizers of both conferences have collaborated closely, which we believe has greatly enhanced and extended our programs. Our thanks go especially to the ALS conveners, Jane Simpson and Nick Evans, the ALS program coordinator, Cynthia Allen, and to Rachel Hendery for her contribution across numerous areas of responsibility. Importantly, the ALAA-ALANZ conference is also hosting the first formal gathering of the newly establishedAssociation for Language Testing and Assessment of Australia and New Zealand (ALTAANZ). We wish this new professional association every success. The special joint ALAA-ALANZ-ALS events on Language and the Law reflect another of our key central intentions in regard to highlighting Applied Linguistics as a meeting place — we wanted to highlight the intersections between (Applied) Linguistics and other disciplines. The strand titles under which we invited abstracts for the conference have yielded a rich array of cross/ inter-disciplinary presentations. Our plenary speaker on the joint day, Diana Eades, reflects these intersections superbly in drawing from her extensive expertise and careful study of language use in courtrooms that sit in judgement on Indigenous, migrant and refugee people. Other presentations will explore language use and cultural understandings in related legal contexts. Tim McNamara’s plenary and other papers represent a quite different set of disciplinary intersections, where high level expertise in assessment and testing is brought to bear on public policies and their administrative execution, as Tim’s topic exemplifies in regard to asylum seekers and refugees. Yet another meeting of different disciplinary areas will be found in a series of presentations on language use in a variety of health/medical contexts. Broadening these explorations, Merrill Swain’s plenary and other papers will report on groundbreaking work on language in aged care settings. These meeting places are not simply academic or theoretical. They crucially involve intersections between scholarly and other work practices. In her plenary, Janet Holmes will also reflect this kind of meeting when she presents and analyses data on the attitudes of New Zealanders towards skilled migrants as they enter the professional New Zealand workforce. All these productive meetings of language-related expertise and other disciplinary areas suggest to us that the meeting between Applied Linguistics and other disciplines could be a fruitful field for further exploration in future conferences. Our conference has also extended to offering insights directed specifically to assisting local Canberra ESL and languages teachers and other language educators, many of whom will be teaching in their classrooms during the main conference. On Saturday morning, the Canberra Languages Education Mini-Conference will allow these professionals to engage with some of the key conference presenters. We thank the ATESOL ACT and the MLTA ACT presidents and members for working with us to mount this professional development event, and to Meri and Sue for their other contributions to the main conference.

18 The conference program includes numerous presentations and discussions on Indigenous languages here, and in New Zealand and Canada. On Saturday afternoon, yet another quite wonderful and very different meeting will be possible for delegates — the opportunity to experience and engage with an Australian language at the Gamilaraay Language Teaching and Learning Workshop, which is hosted and organized by the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) in collaboration with the ALAA-ALANZ and ALS conferences. In mounting this conference, we also wished to foster interaction between established scholars and those newly embarking on studies in Applied Linguistics. The conference is preceded by the firstALAA-ALANZ Postgraduate Student Workshop, which is designed to provide research students with a very special opportunity to discuss their work in a non-threatening, interactive manner with both experts and their fellow students from across Australia and beyond. This workshop has been organized by ANU and UC graduate students. We thank them for hard work and excellent contribution. In our initial planning, we explored the possibility of using a professional conference management company. We decided against this in order to keep registration costs down. Instead, we engaged two wonderful Conference Liaison Officers, initially Elizabeth Mullan, who left when she obtained permanent (and better paid!) employment. The redoubtable and unflappable Alexandra Muir took her place, and we cannot thank her enough for everything she has contributed. Our decision not to engage an outside organisation was based on discovering the ANU School of Law College Outreach and Administrative Support Team (COAST), who have provided management and infrastructure support. We thank the ANU College of Law for allowing us to use COAST’s services and the COAST team for their expert assistance, hard work and great patience with us. Without volunteers of all kinds, we would not have made it through! Oversight and organisation has been provided by our Planning Committee, whom we thank for giving freely and generously of their time and effort. Our student volunteers deserve special thanks — among other things they will assist you to find your way about the extensive and beautiful grounds of both the UC and ANU campuses. The rich program you are about to experience has relied on enormous input from our strand conveners and the many anonymous abstract reviewers, including some who did numerous reviews so promptly and carefully. We feel sure you will enjoy and be stimulated by the program they have shaped. Last but definitely not least, thank you to all our plenary speakers, invited speakers, presenters and all of you here for your unique contribution to what we feel sure will be a very stimulating conference. We wish you a splendid time here in Canberra and we look forward to meeting you over the next few days.

Louise Jansen, Elke Stracke, Helen Moore, The Australian National University of Canberra University of New South Wales University

19 Conference organisation

Conference conveners >> Elke Stracke, TESOL/Foreign Language Teaching Program, Faculty of Arts and Design, University of Canberra >> Helen Moore, School of Education, University of New South Wales >> Louise Jansen, School of Language Studies, ANU College of Arts and Social Sciences, The Australian National University

Conference Organizing Committee >> Sue Amundsen, ATESOL (Association of Teachers of English to Speakers of Other Languages), ACT >> Loan Dao, School of Language Studies, ANU College of Arts and Social Sciences, The Australian National University >> Dan Devitt, ANU College of Asia and the Pacific, The Australian National University >> Rachel Hendery, ANU College of Asia and the Pacific, The Australian National University >> Jeremy Jones, TESOL/Foreign Language Teaching Program, Faculty of Arts and Design, University of Canberra

Conference Liaison Officers and Support >> Alexandra Muir >> Elizabeth Mullan >> College Marketing, Outreach and Admin Support Team (COAST), ANU College of Law, The Australian National University

Acknowledgements The ALAA-ALANZ conference organizing committee gratefully acknowledges the support and generosity of the conference sponsors. We also thank the strand conveners and reviewers for their contribution to the academic program of this conference. Our sincere thanks go the volunteers for the numerous contributions to the success of the conference.

Sponsors >> University of Canberra >> Faculty of Arts and Design >> Language and Linguistics Research Cluster >> The Australian National University >> School of Language Studies in the ANU College of Arts and Social Sciences >> School of Culture, History and Language in the ANU College of Asia and the Pacific >> ANU College of Law >> Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS)

20 Strand conveners LANGUAGE AND CULTURE >> Chantal Crozet, The Australian National University >> Martha Florez, The Australian National University LANGUAGES AND EDUCATION >> Meri Dragicevic, Modern Language Teachers’ Association of the ACT >> Mandy Scott, The Australian National University and University of Canberra LANGUAGE AND INDIGENOUS ISSUES >> Doug Marmion, Australian Institute for Aboriginal and Torres Strait Islander Studies >> Jaky Troy, Australian Institute for Aboriginal and Torres Strait Islander Studies LANGUAGE AND LITERACY >> Lynn Berry, University of Canberra >> Emmaline Lear, University of Canberra LANGUAGE AND SOCIAL INTERACTION >> Eleni Petraki, University of Canberra >> Johanna Rendle-Short, The Australian National University LANGUAGE, SOCIETY, POLITICS AND POLICY >> Deborah Hill, University of Canberra >> Eleni Petraki, University of Canberra LANGUAGE AND THE ARTS >> Piera Carroli, The Australian National University LANGUAGE AND THE LAW >> Sarah Ailwood, University of Canberra >> Yuko Kinoshita, University of Canberra >> Helen Moore, University of New South Wales ISSUES IN ASSESSMENT and TESTING IN APPLIED LINGUISTICS >> Ute Knoch, University of Melbourne >> Lynette May, Queensland University of Technology ISSUES IN INTERPRETING AND TRANSLATION >> Duncan Campbell, The Australian National University >> Shengyu Fan, The Australian National University ISSUES IN LANGUAGE DEVELOPMENT >> Timothy Hassall, The Australian National University >> Yuki Itani-Adams, The Australian National University TECHNOLOGY AND LANGUAGE LEARNING >> Grazia Scotellaro, The Australian National University

21 ALAA-ALANZ CONFERENCE VENUES The ALAA-ALANZ conference takes place at the University of Canberra on 30 November and 1 December and at The Australian National University on 2 December. At the University of Canberra, the conference takes place in the Ann Harding Conference Centre (Building 24). Plenaries take place in the Boiler House Lecture Theatre, Building 14. Break-out rooms are located in building 24, 22, 20, 9 and 5. At The Australian National University the plenary takes place in the Manning Clark Centre (Lecture Theatre 1). Break-out rooms are located in the Coombs Building, the Law Building, and the Hedley Bull Centre. Please refer to the University of Canberra campus map on the inside front cover page and to The Australian National University campus map on the inside back cover page of this Handbook.

Conference desk The desk for registration and information will be open at the following times for registration and enquiries: >> Early registration on Tuesday, 29 November, 1:00pm – 4:00 pm, >> The Australian National University, Foyer, Law School >> Registration on 30 November and 1 December, 8:00am – 4:00 pm, >> University of Canberra, Foyer of Ann Harding Conference Centre (Building 24) >> Registration on 2 December, 10:30am – 4:00 pm >> The Australian National University, Foyer, Law School

Messages The white board near the registration desk can be used by delegates to leave messages. Notices of program changes and cancellations will also be posted here.

Food and drinks At the University of Canberra food and drinks will be served in the Ann Harding Conference Centre; at The Australian National University food and drinks will be served alfresco at the Law School SOCIAL EVENTS

Pre-Conference Get-Together

Fellows Bar, University House, The Australian National University >> Tuesday, 29 November 2011, 5:30 – 7:00 pm The Pre-Conference Get-Together is an informal opportunity to meet the organisers and delegates for a social gathering in Fellows Bar on the evening before the Conference officially begins.

Welcome Reception

Ann Harding Conference Centre, University of Canberra >> Wednesday, 30 November 2011, 5:30 – 7:00 pm >> Drinks and Canapés The Welcome Reception is an opportunity to meet the organisers and to mingle with presenters and other conference attendees.

22 Conference Dinner

Scope at Mt Stromlo >> Thursday, 1 December 2011, 6:30‑10:30 pm >> 6:30pm Bus leaves University House, The Australian National University >> 7:00pm Drinks and canapés in the courtyard, followed by a Moroccan style banquet >> Telescope viewing throughout the evening >> 10:00pm Return bus The venue for the conference dinner is spectacular. It will be in the grounds of the Observatory on Mount Stromlo, about 20 minutes by road from central Canberra (transport will be provided). The area was almost totally destroyed in the famous 2003 firestorm. The now restored site offers a stunning view of the city and suburbs on one side and the Brindabella Ranges on the other. The dinner itself will take place in the Solar Observatory Common Room. The evening will begin with drinks and canapés in the courtyard and garden. Catered by Scope Café Mount Stromlo, the three-course banquet dinner will have a Moroccan flavour. Telescopes will be on hand for stargazing after dark, with expert guidance from members of the Canberra Astronomical Society. Mount Stromlo: http://en.wikipedia.org/wiki/Mount_Stromlo_Observatory Scope Café: http://scopemountstromlo.com.au/cafe.php

Linguistics in the Pub

Graduate Lounge, Cellar Bar, University House, ANU >> Thursday 1 December 2011, 7:30pm Linguistics in the Pub is a monthly discussion on a topic related to language documentation. It is usually held in Melbourne, but this month is coming to the ALS and ALAA-ALANZ conferences. Join in on the fun on Thursday the 1st of December at 7:30pm to catch up with other linguists and language activists. Like every other month we’ll have a topic for discussion, this month we’ll be talking about how to set up a Linguistics in the Pub event. Ruth Singer and Lauren Gawne, who are both involved in running the Melbourne LIP, will lead a discussion about how to set up your own LIP event, and share some ideas on what kinds of discussion topics work best. The new editor(s) of Fully (sic) will also be elected and sworn in at this event.

23 Learning The making of The relationship — E-learning and — — — Building 9, Rm B13 (20) Researching Language Strategies Wahyuni strategies for speaking skills of Indonesian EFL tertiary students across L2 proficiency and gender: A case study Building 5 Rm A42 (30) Culture Teaching/ Learning Crozet French-African identity in MC Solaar’s hip-hop song ‘Hijo de Africa’ Building (20) 9, Rm B13 Researching Language Strategies Building 5 Rm A42 (30) Culture Teaching/ Learning Caws the development of cultural literacy: Towards best practices Bagheri between adult EFL learners’ learning styles and their language learning strategies ‘My favourite It’s notIt’s just for — — Building 9 Rm B09 (25) Building 5 Rm A41 (18) Researching Pedgogy in EFL Classrooms Gunawardena & Petraki grammar lesson’: Perspectives from Sri Lankan secondary school students Building 9, Rm B09 (25) Building 5 Rm A41 (18) Researching Pedgogy in EFL Classrooms Pham fun! The use of humour in EFL teaching and learning

The Estonian — Language Means and — — — Rm B02 (30) Building 20 Code switching Tsung contact and language change: The case of Yi language in China Building 5 Rm A40 (18) English as a World Lang Lochland intelligibility of L2 speech: Are the perceptions of non- native speakers and native speakers different? Building 20 Rm B02 (30) Code switching Building 5 Rm A40 (18) English as a World Lang FL English speakers’ accuracy of identification and perceptions of World Englishes Skerrett Vakser motives of mixing: the case of Russian in Melbourne Boiler House Lecture Theatre (Building UC) 14,

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Willingness — Do bilingual — Learning English — Building 20 Rm A02 (30) EFL Students’ Attitudes to English Building 5 Rm A39 (18) Bilingual Education Zhang, Zhang & Gong students use similar writing strategies for text production? Must be WEd Building 20 Rm A02 (30) EFL Students’ Attitudes to English Al-Amrani communicateto by Arab EFL learners: Conceptualisation and realisation Building 5 Rm A39 (18) Bilingual Education Nielsen & Nielsen Applied Linguistics in the primary years: Where languages and literacy meet Tin in the periphery: A view from Myanmar (Burma)

Where three To shed To or Language — — A transactional — — Building 20 Rm A01 (30) Building 23 Rms 05-06 (41) Teacher Education (overseas teachers– cross-cultural issues) Feryok teacher cognitions: The role of context Building 5 Rm A37 (30) EAP Support Kirkness embed? Evaluation of an attempt intgerate to literacy into mainstream higher education Building 20 Rm A01 (30) Teacher Education (overseas teachers– cross-cultural issues) Building 5 Rm A37 (30) EAP Support Slomp perspective on the development of writing ability: Implications for curriculum, pedagogy, and assessment Macalister streams meet: Competing influences on pre-service teacher cognition ‘Can — Professor Stephen Parker, Vice Chancellor, University of Canberra >> An — International Getting the The effects of Adaptation to — — — — Chen & Lin empirical study of two task-based explicit reading and vocabulary instructional activities in the EFL context Researching Vocabulary Acquisition/Learning A H Conf Centre Building 24 Sem Rm2 (40) Building 22 Rm B19 (56) I ask you something about your personal life?’ A linguistic analysis of critical errors in IMG doctor-patient interviews Health/medical discourses Bow & Stevens Building 5 Rm A05 (25) Using Tests to Predict Academic Success Craven desired Band IELTS Score: Does studying for an undergraduate degree at an Australian university contribute anto improved performance in the test?IELTS A H Conf Centre Building 24 Sem Rm2 (40) Health/medical discourses Building 5 Rm A05 (25) Using Tests to Predict Academic Success Woodrow, Hirsh & Phakiti undergraduate study by international students using a direct entry foundation college pathway Building 22 Rm B19 (56) Researching Vocabulary Acquisition/Learning Gorjian multisensory modialities on vocabulary acquisition Pryor, Woodward-Kron & Marshall Medical graduates and the challenges of intra-professional communication

Elder, , Law School foyer How — — — Ann Harding Conference Centre (Building 24) — – Foyer, Ann – Foyer, Harding Conference Centre (Building UC). The 24, registration and enquiry desk will be staffed until 4:30pm. Meeting place Responding How might real — — — The influence of — Postgraduate Student Workshop—See separate timetable Early Registration Pre-Conference Fellows University Get-Together, Bar, House, Australian National University (ANU) MORNING TEA PARALLEL SESSIONS McIntosh & Angelo Ticking the English box ALAA-ALANZ CONFERENCE OPENING: PLENARY: Andy Kirkpatrick ‘English as an Asian lingua franca: Implications for English and Asian languages’ Indigenous Varieties of English: Identification Issues Bus(/es) from University House (ANU) Ann to Harding Conference Centre (UC) Registration A H Conf Centre Building 24 Sem Rm1 (40-60) Building 5 Rm B24 (25) Speech Acts/ Pragmatics/ Discourse Adrefiza apology:to A study of Australian and Indonesian speech act behaviours Building 9 Lect Th A01 (159) Assessing Language Development Invited Colloquium Elder, Davison, Lumley, Scarino & Moore might real achievement in language learning be documented? A H Conf Centre Building 24 Sem Rm1 (40-60) Speech Acts/ Pragmatics/ Discourse Building 9 Lect Th A01 (159) Assessing Language Development Building 5 Rm B24 (25) Indigenous Varieties of English: Identification Issues Malcolm of cultures: Aboriginal Students and SAE learning Pham social distance on linguistic behaviour: A study on expressions of gratitude in Vietnamese Invited Colloquium Davison, Lumley, Scarino & Moore achievement in language learning be documented? Venue 10:30–10:55am 11:00–11:30am 9–10:25am Theme Theme TBA 1–4pm tbc 8am 8–4:30pm Venue 11:35– 12:05pm Venue Theme 11:00–11:30am 5:30–7pm Venue Venue Theme 11:00–11:30am Theme 11:35– 12:05pm Venue Theme 11:35– 12:05pm TUESDAY 29 NOVEMBER, AUSTRALIAN NATIONAL UNIVERSITY (ANU) CAMPUS (ANU) UNIVERSITY NATIONAL AUSTRALIAN NOVEMBER, 29 TUESDAY CAMPUS (UC) CANBERRA OF UNIVERSITY November, 30 WEDNESDAY,

24 Learning The making of The relationship — E-learning and — — — Building 9, Rm B13 (20) Researching Language Strategies Wahyuni strategies for speaking skills of Indonesian EFL tertiary students across L2 proficiency and gender: A case study Building 5 Rm A42 (30) Culture Teaching/ Learning Crozet French-African identity in MC Solaar’s hip-hop song ‘Hijo de Africa’ Building (20) 9, Rm B13 Researching Language Strategies Building 5 Rm A42 (30) Culture Teaching/ Learning Caws the development of cultural literacy: Towards best practices Bagheri between adult EFL learners’ learning styles and their language learning strategies ‘My favourite It’s notIt’s just for — — Building 9 Rm B09 (25) Building 5 Rm A41 (18) Researching Pedgogy in EFL Classrooms Gunawardena & Petraki grammar lesson’: Perspectives from Sri Lankan secondary school students Building 9, Rm B09 (25) Building 5 Rm A41 (18) Researching Pedgogy in EFL Classrooms Pham fun! The use of humour in EFL teaching and learning

The Estonian — Language Means and — — — Building 20 Rm B02 (30) Code switching Tsung contact and language change: The case of Yi language in China Building 5 Rm A40 (18) English as a World Lang Lochland intelligibility of L2 speech: Are the perceptions of non- native speakers and native speakers different? Building 20 Rm B02 (30) Code switching Building 5 Rm A40 (18) English as a World Lang FL English speakers’ accuracy of identification and perceptions of World Englishes Skerrett Vakser motives of mixing: the case of Russian in Melbourne Boiler House Lecture Theatre (Building UC) 14,

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Where three To shed To or Language — — A transactional — — Building 20 Rm A01 (30) Teacher Education (overseas teachers– cross-cultural issues) Feryok teacher cognitions: The role of context Building 5 Rm A37 (30) Building 23 Rms 05-06 (41) EAP Support Kirkness embed? Evaluation of an attempt intgerate to literacy into mainstream higher education Building 20 Rm A01 (30) Teacher Education (overseas teachers– cross-cultural issues) Building 5 Rm A37 (30) EAP Support Slomp perspective on the development of writing ability: Implications for curriculum, pedagogy, and assessment Macalister streams meet: Competing influences on pre-service teacher cognition ‘Can — Professor Stephen Parker, Vice Chancellor, University of Canberra >> An — International Getting the The effects of Adaptation to — — — — Chen & Lin empirical study of two task-based explicit reading and vocabulary instructional activities in the EFL context A H Conf Centre Building 24 Sem Rm2 (40) Researching Vocabulary Acquisition/Learning I ask you something about your personal life?’ A linguistic analysis of critical errors in IMG doctor-patient interviews Health/medical discourses Bow & Stevens Building 5 Rm A05 (25) Building 22 Rm B19 (56) Using Tests to Predict Academic Success Craven desired Band IELTS Score: Does studying for an undergraduate degree at an Australian university contribute anto improved performance in the test?IELTS A H Conf Centre Building 24 Sem Rm2 (40) Health/medical discourses Building 5 Rm A05 (25) Using Tests to Predict Academic Success Woodrow, Hirsh & Phakiti undergraduate study by international students using a direct entry foundation college pathway Building 22 Rm B19 (56) Researching Vocabulary Acquisition/Learning Gorjian multisensory modialities on vocabulary acquisition Pryor, Woodward-Kron & Marshall Medical graduates and the challenges of intra-professional communication

Elder, , Law School foyer How — — — Ann Harding Conference Centre (Building 24) — – Foyer, Ann – Foyer, Harding Conference Centre (Building UC). The 24, registration and enquiry desk will be staffed until 4:30pm. Meeting place Responding How might real — — — The influence of — Postgraduate Student Workshop—See separate timetable Early Registration Pre-Conference Fellows University Get-Together, Bar, House, Australian National University (ANU) McIntosh & Angelo Ticking the English box MORNING TEA PARALLEL SESSIONS A H Conf Centre Building 24 Sem Rm1 (40-60) Indigenous Varieties of English: Identification Issues PLENARY: Andy Kirkpatrick ‘English as an Asian lingua franca: Implications for English and Asian languages’ ALAA-ALANZ CONFERENCE OPENING: Speech Acts/ Pragmatics/ Discourse Adrefiza apology:to A study of Australian and Indonesian speech act behaviours Building 9 Lect Th A01 (159) Building 5 Rm B24 (25) Bus(/es) from University House (ANU) Ann to Harding Conference Centre (UC) Registration Assessing Language Development Invited Colloquium Elder, Davison, Lumley, Scarino & Moore might real achievement in language learning be documented? A H Conf Centre Building 24 Sem Rm1 (40-60) Speech Acts/ Pragmatics/ Discourse Building 9 Lect Th A01 (159) Assessing Language Development Building 5 Rm B24 (25) Indigenous Varieties of English: Identification Issues Malcolm of cultures: Aboriginal Students and SAE learning Pham social distance on linguistic behaviour: A study on expressions of gratitude in Vietnamese Invited Colloquium Davison, Lumley, Scarino & Moore achievement in language learning be documented? 11:00–11:30am 10:30–10:55am Venue Theme TBA 1–4pm tbc 9–10:25am Theme 11:00–11:30am Venue Venue Venue 5:30–7pm 8am 8–4:30pm Theme 11:00–11:30am Theme 11:35– 12:05pm Venue Theme 11:35– 12:05pm Venue Theme 11:35– 12:05pm TUESDAY 29 NOVEMBER, AUSTRALIAN NATIONAL UNIVERSITY (ANU) CAMPUS (ANU) UNIVERSITY NATIONAL AUSTRALIAN NOVEMBER, 29 TUESDAY CAMPUS (UC) CANBERRA OF UNIVERSITY November, 30 WEDNESDAY,

25 The — Is The use The power of — — — Building 9, Rm B13 (20) Strategies Fazel & Bagheri relationship between multiple intelligences and use of reading strategies Building 5 Rm A42 (30) Culture Teaching/ Learning Florez language through short stories and its impact on foreign language learners as critical readers Building 9, Rm B13 (20) Researching Language Strategies Building 5 Rm A42 (30) Culture Teaching/ Learning Almeida communicative competence present in the Communicative Approach? Awang, Maros & Ibrahim and functions of communication strategies in university admission interviews A — The — Examining the The ‘Third space’ Wilson & Riches nation apart: Quebec language law and ESL education Building 5 Rm A41 (18) Researching Pedgogy in EFL Classrooms Alamir influence of instructor participation on students’ linguistic online exchanges in EFL blended learning — Building 9, Rm B09 (25) Building 9, Rm B09 (25) Building 5 Rm A41 (18) Researching Pedgogy in EFL Classrooms Abe effects of process writing instruction for Japanese EFL learners: A questionnaire survey must be Wed

— ‘Japanese — Speech Acts/ Pragmatics in an L2 Roever & Al-Gahtani Development of L2 Arabic request: The case for U-shaped development Building 5 Rm A40 (18) The ‘invasion’ of Building 20 Rm B02 (30) — Building 20 Rm B02 (30) Code switching Building 5 Rm A40 (18) English as a World Lang English’: A descriptive grammar of ‘educated’ written English in Japan Olagboyega Bi English into Chinese internet discourse Boiler House Lecture Theatre (Building UC) 14,

— Language Mathematics — — Speaking — Attitudes to English in Korean & Japanese media Kennett & Jackson learning and English edutainment in Japan not Frid afternoon Building 5 Rm A39 (18) French Immersion in Canada Culligan in the secondary level immersion classroom: Students’ and teachers’ perceptions usage of L1 Building 20 Rm A02 (30) Building 20 Rm A02 (30) EFL Students’ Attitudes to English Building 5 Rm A39 (18) Bilingual Education Devette-Chee Language education in Papua New Guinea Jawing & Gedion anxiety among Sabah EFL learners devoid of real life opportunity to practise English

— The Measuring — — Language — Building 20 Rm A01 (30) EFL Teacher Education: non-native English speakers Teacher Education (overseas teachers– cross-cultural issues) Herawasti & Margono the impact of an English language speaking skills course on the spoken fluency teachersof in Indonesia Building 5 Rm A37 (30) Building 5 Rm A37 (30) English for Academic Purposes Ardington international context: Space for reviewing literacy support in the disciplines EAP Support Building 23 Rms 05-06 (41) Chandrasegaran Types and functions of evaluation in students’ academic essays must be Wed Building 20 Rm A01 (30) Herath learning experiences as a contributor EFL to teachers’ personal practical knowledge Student — Interacting with Phraseology ‘It’s all‘It’s good’: — Justifying the — — — A H Conf Centre Building 24 Sem Rm2 (40) Health/medical discourses Health/medical discourses Clark Micro-analysis of positive evaluation in speech pathology practice Building 5 Rm A05 (25) Building 5 Rm A05 (25) Using Tests to Predict Academic Success Liu test use of the College English Band Test Four with an assessment use argument Using Tests to Predict Academic Success Building 22 Rm B19 (56) Read & von Randow perspectives on post- entry English language assessment shld not clash with Woodrow Researching Vocabulary Acquisition/Learning (cont) Miller and communicative competence: where language and society meet not Frid afternoon A H Conf Centre Building 24 Sem Rm2 (40) Tebble patients in the Acute Care ward

— Elder, Closings — — Language Ann Harding Conference Centre (Building 24) Language — — L2 advice: A — PARALLEL SESSIONS A H Conf Centre Building 24 Sem Rm1 (40-60) LUNCH PLENARY: Merrill Swain ‘Cognitive and affective enhancement among older adults: The role of languaging’ Researching Discourse Speech Acts/ Pragmatics/ Discourse Etehadieh of Persian Telephone Conversation: A CA Perspective Building 9 Lect Th A01 (159) Building 9 Lect Th A01 (159) Assessing Language Development Building 5 Rm B24 (25) Invited Colloquium Davison, Lumley, Scarino & Moore How might real achievement in language learning be documented? Indigenous Varieties of English Angelo Awareness Continuum: A case of requiring specialised linguistic understandings in an education context Building 5 Rm B24 (25) Indigenous Varieties of English: Identification Issues Fraser varieties and variation at Normanton State School A H Conf Centre Building 24 Sem Rm1 (40-60) Tran sequence organisation perspective Venue Venue 12:40–1:25pm 1:30–2:25pm Theme Theme 2:30–3:00pm 12:10– 12:40pm Venue Venue Theme Theme 2:30–3:00pm Venue 12:10– 12:40pm Theme 2:30–3:00pm Venue Theme 12:10– 12:40pm

26 The — Is The use The power of — — — Building 9, Rm B13 (20) Strategies Fazel & Bagheri relationship between multiple intelligences and use of reading strategies Building 5 Rm A42 (30) Culture Teaching/ Learning Florez language through short stories and its impact on foreign language learners as critical readers Building 9, Rm B13 (20) Researching Language Strategies Building 5 Rm A42 (30) Culture Teaching/ Learning Almeida communicative competence present in the Communicative Approach? Awang, Maros & Ibrahim and functions of communication strategies in university admission interviews A — The — Examining the The ‘Third space’ Wilson & Riches nation apart: Quebec language law and ESL education Building 5 Rm A41 (18) Researching Pedgogy in EFL Classrooms Alamir influence of instructor participation on students’ linguistic online exchanges in EFL blended learning — Building 9, Rm B09 (25) Building 9, Rm B09 (25) Building 5 Rm A41 (18) Researching Pedgogy in EFL Classrooms Abe effects of process writing instruction for Japanese EFL learners: A questionnaire survey must be Wed

— The Measuring — — Language — Building 20 Rm A01 (30) Teacher Education (overseas teachers– cross-cultural issues) EFL Teacher Education: non-native English speakers Herawasti & Margono the impact of an English language speaking skills course on the spoken fluency teachersof in Indonesia Building 5 Rm A37 (30) Building 5 Rm A37 (30) English for Academic Purposes EAP Support Ardington international context: Space for reviewing literacy support in the disciplines Chandrasegaran Types and functions of evaluation in students’ academic essays must be Wed Building 23 Rms 05-06 (41) Building 20 Rm A01 (30) Herath learning experiences as a contributor EFL to teachers’ personal practical knowledge Student — Interacting with Phraseology ‘It’s all‘It’s good’: — Justifying the — — — A H Conf Centre Building 24 Sem Rm2 (40) Health/medical discourses Health/medical discourses Clark Micro-analysis of positive evaluation in speech pathology practice Building 5 Rm A05 (25) Building 5 Rm A05 (25) Using Tests to Predict Academic Success Using Tests to Predict Academic Success Liu test use of the College English Band Test Four with an assessment use argument Read & von Randow perspectives on post- entry English language assessment shld not clash with Woodrow Building 22 Rm B19 (56) Researching Vocabulary Acquisition/Learning (cont) Miller and communicative competence: where language and society meet not Frid afternoon A H Conf Centre Building 24 Sem Rm2 (40) Tebble patients in the Acute Care ward

— Elder, Closings — — Language Ann Harding Conference Centre (Building 24) Language — — L2 advice: A — PARALLEL SESSIONS A H Conf Centre Building 24 Sem Rm1 (40-60) Speech Acts/ Pragmatics/ Discourse Researching Discourse Etehadieh of Persian Telephone Conversation: A CA Perspective Building 9 Lect Th A01 (159) Building 9 Lect Th A01 (159) Assessing Language Development Invited Colloquium Davison, Lumley, Scarino & Moore How might real achievement in language learning be documented? Building 5 Rm B24 (25) Indigenous Varieties of English Building 5 Rm B24 (25) Indigenous Varieties of English: Identification Issues Fraser varieties and variation at Normanton State School LUNCH PLENARY: Merrill Swain ‘Cognitive and affective enhancement among older adults: The role of languaging’ Angelo Awareness Continuum: A case of requiring specialised linguistic understandings in an education context A H Conf Centre Building 24 Sem Rm1 (40-60) Tran sequence organisation perspective Venue Venue Theme Theme 12:10– 12:40pm 2:30–3:00pm Venue Venue Theme Theme 2:30–3:00pm 12:10– 12:40pm Venue Theme 1:30–2:25pm Venue Theme 12:10– 12:40pm 12:40–1:25pm 2:30–3:00pm

27 How — Violence in Travel novels Travel Task- — — — Building (20) 9, Rm B13 Building 9, Rm B13 (20) Strategies Research into Task- based Language Learning/Teaching Sawatdeenarunat does the ‘Net Gen’ read online? Exploring Thai undergraduate students’ online literacy practices using think-aloud protocols Shintani based instruction: designTask and task implementation Building 5 Rm A42 (30) Building 5 Rm A42 (30) Culture Teaching/ Learning Culture Teaching/ Learning Masykuroh, Landman & Mphande Indonesian folktales: Its forms and functions Webster for young readers: Motivating language learning through cultural education Internship in a Language and — Language Poetry writing — — — Building 9, Rm B09 (25) The ‘Third space’ The ‘Third space’ Giber & Chiro border identity Rundle third space: Formation of a professional network and identity Building 5 Rm A41 (18) Building 5 Rm A41 (18) Researching Pedgogy in EFL Classrooms The Languages Classroom Online Kai in the EFL classroom: The intersection of language, literature and identity Alm practice and conversation through status updates: Exploring microblogging for language learning Building 9, Rm B09 (25) Does — Refusing a — Building 20 Rm B02 (30) Speech Acts/ Pragmatics in an L2 Speech Acts/ Pragmatics (cont.) Al Ghonaim Tran request in intercultural workplaces formal instruction of speech acts help EFL students improve their politeness competence? Building 5 Rm A40 (18) Building 5 Rm A40 (18) Building20 Rm B02 (30) Writing in Linguistic — — Assessments — Building 20 Rm A02 (30) Attitudes to English in Korean & Japanese media Language & Education Policies Petraki, Alkasham & Choi in a Korean radio show for Korean speakers of English Hughes capital and Australia’s Asia literacy Building 5 Rm A39 (18) Building 5 Rm A39 (18) French Immersion in Canada French in a Canadian immersion classroom at the intermediate level: The effects of a systematic teaching and learning model Dicks & Le Bouthillier Building 20 Rm A02 (30) Where English as Critical — — — Enhancing — Building 20 Rm A01 (30) EFL Teacher Education: non-native English speakers Adult Migrant Literacies Barahona a Foreign Language teacher education: A sociocultural analysis in the Chilean context Mercieca intercultural literacy, third spaces and identity: Implications for language teaching and social interaction Building 5 Rm A37 (30) Building 5 Rm A37 (30) English for Academic Purposes English for Academic Purposes Gallo & Deng students’ academic and professional literacies: approaches, challenges and options Moore & Xu the academy meets the workplace: Communication needs of tertiary-level accounting students Building 23 Rms 05- 06 (41) Building 23 Rms 05-06 (41) Building 20 Rm A01 (30) (Note: Bilingual — University — Laughren, International — — — The — A H Conf Centre Building 24 Sem Rm2 (40) Health/medical discourses Policy Makers’ Understanding of High Stakes Tests Norazit OKU: the relationship between new terminology and attitudes towards disability in Malaysia Singh & Sawyer students and IELTS scores for graudate entry into Australian teacher education courses must be Wed Building 5 Rm A05 (25) Building 5 Rm A05 (25) Using Tests to Predict Academic Success Tran consequential aspect of the validity of the University Entrance Examination English test the to Vietnam National University must be WEd Building 22 Rm B19 (56) Building 22 Rm B19 (56) Researching Vocabulary Acquisition/Learning (cont) Bilingual Education in the Australian Context Karlsson students’ Swedish L1 and L2 English quantitative and qualitative knowledge of suffixation Invited Colloquium this session starts at 4pm & concludes at 5:30pm) Lo Bianco, de Courcy, Keegan, Wiley, Scott & Simpson education: Where does it fit? A H Conf Centre Building 24 Sem Rm2 (40) Ann Harding Conference Centre (Building 24)

Crozet, Analysing High — — — Why are Aboriginal — Analysing — — AFTERNOON TEA A H Conf Centre Building 24 Sem Rm1 (40-60) Researching Discourse Researching Discourse (cont.) Invited Colloquium Eades, Slade & Rendle- Short spoken discourse from three different perspectives (1) Invited Colloquium spoken discourse from three different perspectives (cont.) Building 9 Lect Th A01 (159) Building 9 Lect Th A01 (159) ESL Learners in Schools Hammond challenge, high support programs for second language learners Building 5 Rm B24 (25) Building 5 Rm B24 (25) Indigenous Varieties of English Motivation: Adult migrants Ellis, Edwards & Brooks English, identity and pedagogy in preschools Stracke, Jones & Bramley you learning English? An investigation of ESL learners’ motivational profiles A H Conf Centre Building 24 Sem Rm1 (40-60) Venue 3:35–4:05pm Venue Theme Theme 3:05–3:35pm 4:10–4:40pm Venue Venue Theme Theme 3:05–3:35pm 4:10–4:40pm Venue Venue Theme Theme 3:05–3:35pm 4:10–4:40pm

28 Travel novels Travel Task- — — Building 9, Rm B13 (20) Research into Task- based Language Learning/Teaching Shintani based instruction: designTask and task implementation Building 5 Rm A42 (30) Culture Teaching/ Learning Webster for young readers: Motivating language learning through cultural education Internship in a — Language — Building 9, Rm B09 (25) The ‘Third space’ Rundle third space: Formation of a professional network and identity Building 5 Rm A41 (18) The Languages Classroom Online Alm practice and conversation through status updates: Exploring microblogging for language learning Refusing a — Building 20 Rm B02 (30) Speech Acts/ Pragmatics (cont.) Tran request in intercultural workplaces Building 5 Rm A40 (18) Linguistic — Building 20 Rm A02 (30) Language & Education Policies Hughes capital and Australia’s Asia literacy Building 5 Rm A39 (18) Where Critical — — Building 20 Rm A01 (30) Adult Migrant Literacies Mercieca intercultural literacy, third spaces and identity: Implications for language teaching and social interaction Building 5 Rm A37 (30) English for Academic Purposes Moore & Xu the academy meets the workplace: Communication needs of tertiary-level accounting students Building 23 Rms 05-06 (41) (Note: Bilingual — — Laughren, International — — A H Conf Centre Building 24 Sem Rm2 (40) Policy Makers’ Understanding of High Stakes Tests Singh & Sawyer students and IELTS scores for graudate entry into Australian teacher education courses must be Wed Building 5 Rm A05 (25) Building 22 Rm B19 (56) Bilingual Education in the Australian Context Invited Colloquium this session starts at 4pm & concludes at 5:30pm) Lo Bianco, de Courcy, Keegan, Wiley, Scott & Simpson education: Where does it fit? Analysing High — — Why are — A H Conf Centre Building 24 Sem Rm1 (40-60) Researching Discourse (cont.) Invited Colloquium spoken discourse from three different perspectives (cont.) Building 9 Lect Th A01 (159) ESL Learners in Schools Hammond challenge, high support programs for second language learners Building 5 Rm B24 (25) Motivation: Adult migrants Stracke, Jones & Bramley you learning English? An investigation of ESL learners’ motivational profiles Venue Theme 4:10–4:40pm Venue Theme 4:10–4:40pm Venue Theme 4:10–4:40pm

29 Structured — Task-based — Language Practice and — — Building (20) 9, Rm B13 Research into Task- based Language Learning (cont.) Kunieda interaction: A longitudinal case study Building 5 Rm A42 (30) Teacher Education: Reflective Practice Nicholas, Starks & Macdonald reflective communication as a metagenre in teacher education Building 9, Rm B13 (20) Research into Task- based Language Learning/Teaching East and education: A study into teachers’ understanding of task-based language teaching Building 5 Rm A42 (30) Culture Teaching/ Learning Lee effects of integrating literature and cooperative learning in ELT Positioning ‘Life in the UK’: — — Building 9, Rm B09 (25) Academic Discourses Brick students in the discourse of history: The role of metaphor Building 5 Rm A41 (18) Building 9, Rm B09 (25) The ‘Third space’ Khan Becoming bilingual, becoming British Building 5 Rm A41 (18) The Languages Classroom Online Boiler House Lecture Theatre (Building UC) 14,

— Teaching oral Models of second — — Building 20 Rm B02 (30) Building 20 Rm B02 (30) Speech Acts/ Pragmatics (cont.) Researching Vocabulary Learning Bayes requests: An evaluation of five ESL/EFL coursebooks AL-Hammadi Psycholinguistic determinants of English vocabulary retention across secondary and university education in Saudi Arabia Building 5 Rm A40 (18) Building 5 Rm A40 (18) Assessment Constructs Riazi language communicative competence and/or ability from a critical realism perspective: What can we know? Are — Theory, — Building 20 Rm A02 (30) Building 20 Rm A02 (30) Language & Education Policies Language assessment in medical contexts Hudson representative bodies and second language assessment policy O’Hagan, Pill, Elder, McNamara & Woodward-Kron linguistic criteria defensible for LSP assessment? Building 5 Rm A39 (18) Building 5 Rm A39 (18) A — Tiecoon, O’Hanlon, — — Developing Transnational — — Building 20 Rm A01 (30) Building 20 Rm A01 (30) Adult Migrant Literacies Indigenous Varieties of English Taylor- Leech literacies: Second language literacy development in immigrant families of non-English-speaking background Workshop Abberton & Angelo teachers’ understandings about language: A multi- pronged approach professionalto development for those teaching Indigenous learners of English as a second/subsequent Language Building 5 Rm A37 (30) Building 5 Rm A37 (30) English for Academic Purposes Languages in Aust Universities Mera & Gruba survey of program- wide assessments of modern languages Danchenko thaitanic and cycology: Spelling mistakes or an opportunity teach to some good English Building 23 Rms 05- 06 (41) (Note: Bilingual Exploring — — Laughren, — Defining the Monitoring — — — Knoch — A H Conf Centre Building 24 Sem Rm2 (40) A H Conf Centre Building 24 Sem Rm2 (40) Policy Makers’ Understanding of High Stakes Tests symposium:ALTAANZ Expanding perspectives in the assessment of second language writing Pill & Harding language assessment literacy A case ‘gap’: study Paper 1 fluency in writing: The reader’s perspective Building 5 Rm A05 (25) Building 5 Rm A05 (25) Dyson EAP Programs an English language pathway: An applied linguistic perspective Building 22 Rm B19 (56) Bilingual Education in the Australian Context Invited Colloquium this session starts at 4pm & concludes at 5:30pm) Lo Bianco, de Courcy, Keegan, Wiley, Scott & Simpson education: Where does it fit? Ann Harding Conference Centre (Building 24)

Ann Harding Conference Centre (Building 24) Analysing High Pursuing The beliefs Janet Holmes ‘Joining a new community of workplace practice: discursive evidence of the importance of attitudes’ — — — — A H Conf Centre Building 24 Sem Rm1 (40-60) Bus(/es) from University House (ANU) Ann to Harding Conference Centre (UC) Registration–Foyer, Ann Harding Conference Centre (Building UC). The 24, registration and enquiry desk will be staffed until 4pm. PLENARY MORNING TEA PARALLEL SESSIONS A H Conf Centre Building 24 Sem Rm1 (40-60) WELCOME RECEPTION Bus(/es) from Anne Harding Conference Centre (UC) University to House (ANU) Researching Discourse (cont.) Health/medical discourses Invited Colloquium spoken discourse from three different perspectives (cont.) Rendle-Short, Danby & Wilkinson affiliation and intimacy by a child with Asperger’s Syndrome Building 9 Lect Th A01 (159) Building 9 Lect Th A01 (159) ESL Learners in Schools World Englishes Hammond challenge, high support programs for second language learners Building 5 Rm B24 (25) Motivation: Adult migrants Cameron and attitudes of refugee and migrant English language learners: The dynamicity and persistence of their motivation and willingness to communicate (WTC) Venue 8.30am 8.30–4pm 9–9:55am 10–10:25am Venue 5:30–7pm 7pm Theme Theme 4:45–5:15pm 10.30–11am Venue Venue Theme Theme 10.30–11am 4:45–5:15pm Venue Theme 4:45–5:15pm THURSDAY 1 December, UNIVERSITY OF CANBERRA CAMPUS CANBERRA OF UNIVERSITY 1 December, THURSDAY

30 Structured — Task-based — Language Practice and — — Building (20) 9, Rm B13 Research into Task- based Language Learning (cont.) Kunieda interaction: A longitudinal case study Building 5 Rm A42 (30) Teacher Education: Reflective Practice Nicholas, Starks & Macdonald reflective communication as a metagenre in teacher education Building 9, Rm B13 (20) Research into Task- based Language Learning/Teaching East and education: A study into teachers’ understanding of task-based language teaching Building 5 Rm A42 (30) Culture Teaching/ Learning Lee effects of integrating literature and cooperative learning in ELT Positioning ‘Life in the UK’: — — Building 9, Rm B09 (25) Academic Discourses Brick students in the discourse of history: The role of metaphor Building 5 Rm A41 (18) Building 9, Rm B09 (25) The ‘Third space’ Khan Becoming bilingual, becoming British Building 5 Rm A41 (18) The Languages Classroom Online Boiler House Lecture Theatre (Building UC) 14,

— Teaching oral Models of second — — Building 20 Rm B02 (30) Building 20 Rm B02 (30) Researching Vocabulary Learning Speech Acts/ Pragmatics (cont.) AL-Hammadi Psycholinguistic determinants of English vocabulary retention across secondary and university education in Saudi Arabia Bayes requests: An evaluation of five ESL/EFL coursebooks Building 5 Rm A40 (18) Building 5 Rm A40 (18) Assessment Constructs Riazi language communicative competence and/or ability from a critical realism perspective: What can we know? Are — Theory, — Building 20 Rm A02 (30) Building 20 Rm A02 (30) Language assessment in medical contexts Language & Education Policies O’Hagan, Pill, Elder, McNamara & Woodward-Kron linguistic criteria defensible for LSP assessment? Hudson representative bodies and second language assessment policy Building 5 Rm A39 (18) Building 5 Rm A39 (18) A — Tiecoon, O’Hanlon, — — Developing Transnational — — Building 20 Rm A01 (30) Building 20 Rm A01 (30) Indigenous Varieties of English Adult Migrant Literacies Workshop Abberton & Angelo teachers’ understandings about language: A multi- pronged approach professionalto development for those teaching Indigenous learners of English as a second/subsequent Language Taylor- Leech literacies: Second language literacy development in immigrant families of non-English-speaking background Building 5 Rm A37 (30) Building 5 Rm A37 (30) English for Academic Purposes Languages in Aust Universities Mera & Gruba survey of program- wide assessments of modern languages Danchenko thaitanic and cycology: Spelling mistakes or an opportunity teach to some good English Building 23 Rms 05- 06 (41) (Note: Bilingual Exploring — — Laughren, — Defining the Monitoring — — — Knoch — A H Conf Centre Building 24 Sem Rm2 (40) A H Conf Centre Building 24 Sem Rm2 (40) ALTAANZ symposium:ALTAANZ Expanding perspectives in the assessment of second language writing Policy Makers’ Understanding of High Stakes Tests Paper 1 fluency in writing: The reader’s perspective Pill & Harding language assessment literacy A case ‘gap’: study Building 5 Rm A05 (25) Building 5 Rm A05 (25) Dyson EAP Programs an English language pathway: An applied linguistic perspective Building 22 Rm B19 (56) Bilingual Education in the Australian Context Invited Colloquium this session starts at 4pm & concludes at 5:30pm) Lo Bianco, de Courcy, Keegan, Wiley, Scott & Simpson education: Where does it fit? Ann Harding Conference Centre (Building 24)

Ann Harding Conference Centre (Building 24) Analysing High Pursuing The beliefs Janet Holmes ‘Joining a new community of workplace practice: discursive evidence of the importance of attitudes’ — — — — A H Conf Centre Building 24 Sem Rm1 (40-60) A H Conf Centre Building 24 Sem Rm1 (40-60) Bus(/es) from University House (ANU) Ann to Harding Conference Centre (UC) Registration–Foyer, Ann Harding Conference Centre (Building UC). The 24, registration and enquiry desk will be staffed until 4pm. PLENARY MORNING TEA PARALLEL SESSIONS Health/medical discourses Researching Discourse (cont.) Rendle-Short, Danby & Wilkinson affiliation and intimacy by a child with Asperger’s Syndrome Invited Colloquium spoken discourse from three different perspectives (cont.) Building 9 Lect Th A01 (159) Building 9 Lect Th A01 (159) World Englishes ESL Learners in Schools Hammond challenge, high support programs for second language learners Building 5 Rm B24 (25) Motivation: Adult migrants Cameron and attitudes of refugee and migrant English language learners: The dynamicity and persistence of their motivation and willingness to communicate (WTC) WELCOME RECEPTION Bus(/es) from Anne Harding Conference Centre (UC) University to House (ANU) Venue Venue 8.30am 8.30–4pm 9–9:55am 10–10:25am Theme Theme 10.30–11am 4:45–5:15pm Venue Venue Theme Theme 10.30–11am 4:45–5:15pm Venue Theme 4:45–5:15pm 5:30–7pm 7pm THURSDAY 1 December, UNIVERSITY OF CANBERRA CAMPUS CANBERRA OF UNIVERSITY 1 December, THURSDAY

31 How Task- — Context, Individual — — — Building 9, Rm B13 (20) Research into Task- based Language Learning (cont.) Moore cognition and the language-related episode: A bridge between cognitive and sociocultural perspectives in SLA Building 5 Rm A42 (30) Teacher Education: Reflective Practice Denny development in language teacher education: An action research evaluation of a project-based reflective practice paper Building 9, Rm B13 (20) Research into Task- based Language Learning (cont.) Iwashita engagement and L2 development in peer interaction Building 5 Rm A42 (30) Teacher Education: Reflective Practice de Courcy different can it be? Exploring the process of becoming an ESL teacher Learning An — — Building 9, Rm B09 (25) Academic Discourses Parkinson discussto survey results in the social sciences not Frid afternoon Building 5 Rm A41 (18) Building 9, Rm B09 (25) Academic Discourses Yamada exploration of the genre of undergraduate theses written by Japanese university students in the Humanities Building 5 Rm A41 (18) Structural Do ‘real’ Integral The — — — — Building 20 Rm B02 (30) Researching Vocabulary Learning Stengers, Eyckmans & Boers pictures really facilitate retention? Building 5 Rm A40 (18) Assessment Constructs equation modeling of the relationships between English language proficiency and mathematics achievement for years 3-5 English language learners in a US State Grant, Cook, Lundberg & Phakiti Building 20 Rm B02 (30) Researching Vocabulary Learning Coxhead, Boers & Webb chunks or building blocks: Investigating collocation exercises Building 5 Rm A40 (18) Assessment Constructs developmental approach as an answer issuesto in portfolio assessment not Frid Duong Language An Practising — — — Building 20 Rm A02 (30) Language assessment in medical contexts Lynch investigation of the experience of NESB nurses in attempting meetto the English language requirements for registration in Australia Building 5 Rm A39 (18) Language and the Law Laster education as second language acquisition Building 20 Rm A02 (30) Building 5 Rm A39 (18) Language and the Law Nixon languge and the law A H Conference Centre: Ann Harding Rm A H Conference Centre: Ann Harding Rm Now you O’Hanlon, O’Hanlon, — — — Developing Developing Identifying — — — Building 20 Rm A01 (30) Indigenous Varieties of English Workshop Abberton & Angelo teachers’ understandings about language: A multi- pronged approach professionalto development for those teaching Indigenous learners of English as a second/subsequent Language Building 5 Rm A37 (30) Languages in Aust Universities Jansen & Martin possible causes for high and low retention rates in language and culture programs at the ANU Building 20 Rm A01 (30) Indigenous Varieties of English Workshop Abberton & Angelo teachers’ understandings about language: A multi- pronged approach professionalto development for those teaching Indigenous learners of English as a second/subsequent Language Building 5 Rm A37 (30) Languages in Aust Universities Hajek & Schupbach see it now you don’t? A web survey of Italian studies programs in Australian universities Building 23 Rms 05- 06 (41) Building 23 Rms 05- 06 (41) A — Assessing Language — — Phakiti Language — What works — Indigenous Indigenous Peetyawan — — — Storch — — A H Conf Centre Building 24 Sem Rm2 (40) ALTAANZ symposium:ALTAANZ Expanding perspectives in the assessment of second language writing Paper 2 research synthesis of the psychometric properties of Automated Writing Evaluation (AWE) programs Building 5 Rm A05 (25) EAP Programs Chen & Sit preparation for education: A comparative study A H Conf Centre Building 24 Sem Rm2 (40) ALTAANZ symposium:ALTAANZ Expanding perspectives in the assessment of second language writing academic writing: incorporation of source material Paper 3 Building 5 Rm A05 (25) EAP Programs and literacy: A case study of practice across 300 million square kilometres and a dozen countries Chand Building 22 Rm B19 (56) Language Revitalisation Joint Program with ALS Paton & Eira Weeyn: A guide to language revival planning Building 22 Rm B19 (56) Joint Program with ALS Language Revitalisation Gale when teaching a highly endangered language, versus teaching a strong language?

—

— Hill, Hill, A — — ‘Do you speak ‘Do you speak — Critical — — — Building 5 Rm B24 (25) A H Conf Centre Building 24 Sem Rm1 (40-60) Teaching ‘Critical Thinking’ Health/medical discourses McKinley social constructivist perspective on cultivating critical thinking in establishing university EFL writer identity Crichton & Scarino Acknowledging the ‘micro contexts’ of care: A study of the role languages and cultures in residential aged care Thurs or Frid Building 9 Lect Th A01 (159) World Englishes Invited Colloquium Petraki, Kirkpatrick, Peak, Houston & Lo Bianco International English?’ Implications for language teaching Building 5 Rm B24 (25) Teaching ‘Critical Thinking’ Ghodrati & Gruba thinking in asynchronous discussion forums: The case of ESL students in higher education A H Conf Centre Building 24 Sem Rm1 (40-60) Health/medical discourses Cordella, Huang & Baumgartner Negotiating meaning between languages, cultures and generations: Language attitudes and social roles Building 9 Lect Th A01 (159) World Englishes Invited Colloquium Petraki, Kirkpatrick, Peak, Houston & Lo Bianco International English?’ Implications for language teaching Venue Venue Theme Theme 10.30–11am 11:05– 11:35am Venue Theme 11:05– 11:35am Venue Theme 11:05– 11:35am Venue Theme 11:40– 12:10pm Venue Theme 11:40– 12:10pm

32 How Task- — — Building 9, Rm B13 (20) Research into Task- based Language Learning (cont.) Iwashita engagement and L2 development in peer interaction Building 5 Rm A42 (30) Teacher Education: Reflective Practice de Courcy different can it be? Exploring the process of becoming an ESL teacher An — Building 9, Rm B09 (25) Academic Discourses Yamada exploration of the genre of undergraduate theses written by Japanese university students in the Humanities Building 5 Rm A41 (18) Integral The — — Building 20 Rm B02 (30) Researching Vocabulary Learning Coxhead, Boers & Webb chunks or building blocks: Investigating collocation exercises Building 5 Rm A40 (18) Assessment Constructs developmental approach as an answer issuesto in portfolio assessment not Frid Duong Practising — Building 20 Rm A02 (30) Building 5 Rm A39 (18) Language and the Law Nixon languge and the law A H Conference Centre: Ann Harding Rm Now you O’Hanlon, — — Developing — Building 20 Rm A01 (30) Indigenous Varieties of English Workshop Abberton & Angelo teachers’ understandings about language: A multi- pronged approach professionalto development for those teaching Indigenous learners of English as a second/subsequent Language Building 5 Rm A37 (30) Languages in Aust Universities Hajek & Schupbach see it now you don’t? A web survey of Italian studies programs in Australian universities Building 23 Rms 05- 06 (41) Assessing — Language What works — Indigenous — — Storch — A H Conf Centre Building 24 Sem Rm2 (40) ALTAANZ symposium:ALTAANZ Expanding perspectives in the assessment of second language writing academic writing: incorporation of source material Paper 3 Building 5 Rm A05 (25) EAP Programs and literacy: A case study of practice across 300 million square kilometres and a dozen countries Chand Building 22 Rm B19 (56) Joint Program with ALS Language Revitalisation Gale when teaching a highly endangered language, versus teaching a strong language?

— Hill, — ‘Do you speak Critical — — Building 5 Rm B24 (25) A H Conf Centre Building 24 Sem Rm1 (40-60) Teaching ‘Critical Thinking’ Health/medical discourses Ghodrati & Gruba thinking in asynchronous discussion forums: The case of ESL students in higher education Cordella, Huang & Baumgartner Negotiating meaning between languages, cultures and generations: Language attitudes and social roles Building 9 Lect Th A01 (159) World Englishes Invited Colloquium Petraki, Kirkpatrick, Peak, Houston & Lo Bianco International English?’ Implications for language teaching Venue Venue Theme Theme 11:05– 11:35am 11:40– 12:10pm Venue Theme 11:40– 12:10pm

33 Terms Teachers’ Nature of — — Stimulating — Action — Toma Kim & — Digital story- — — Variable — Hawanti Task typeTask and Crawling for water Same system, — — — Building 9, Rm B13 (20) Research into Task- based Language Learning (cont.) Rouhshad task-based negotiation in same-proficiency dyads of second language learners in computer-mediated and face-to-face modes Building 5 Rm A42 (30) Teacher Education: Reflective Practice Burns research in language teacher education: Impact, tensions and potential — Using corpus Hamade — Korean mobile phone — — Lee Building (20) 9, Rm B13 Research into Task- based Language Learning Gan discourse variance in classroom-based oral assessment: Comparing effects on accuracy, complexity and fluency Building 5 Rm A42 (30) The FL classroom online Hayes & Itani- Adams telling and student- centred Japanese language learning — Same system, different Variable strategy use, — Teaching juridical Italian in — Ku — — — Easterbrook Inhibition or compensation: Word

— — — Chan & Webster Micciche Han Hetet & Romova — Using digital communications develop to Easterbrook — — — Honey Ant Reader Project How do North Korean defectors approach — — Chan & Webster — — — Building 9, Rm B09 (25) Academic Discourses Basturkmen Supervisors’ on-script feedback comments on students’ drafts of dissertations and theses Building 5 Rm A41 (18) Infant bilingualism James — — Kim & Lee Building 9, Rm B09 (25) Child bilingualism Filipi and the interactional organisation of producing ‘correct’ language not Frid Building 5 Rm A41 (18) — Meaning negotiation via jigsaw tasks in EFL: Face-to- Does it Matter if Black it’s and White? What difference do DoesitMatter Blackif it’s and White? What difference doimage Using corpus analysis investigate to civic writing Teachers’ knowledge about curriculum for English — Boiler House Lecture Theatre (Building UC) 14, — — — — Using word Terms of reference in Japanese: Who are your friends? Huang — — — Hawanti Korean mobile phone conversation openings Cashman Cashman — — Toma — — Building 20 Rm B02 (30) Researching Vocabulary Learning Fitzpatrick, Playfoot & Wray association data to investigate lexical retrieval behaviour Building 5 Rm A40 (18) Assessment Constructs Comparing — Ku — Hetet & Romova — Crawling for water in the desert: Engaging students with writing in a Singapore — — Honey Ant Reader Project Building 20 Rm B02 (30) Vocab (cont) Akbari and L2the mental L1 lexicon development, breadth, depth and accessibility Building 5 Rm A40 (18) Lee — Teaching juridical Italian in Australia>> Solity — — Stimulating effective language use through error correction and discourse Analysis of Using digital communications develop to refugee Sudanese women’s writing Meaning negotiation via jigsaw tasks in EFL: Face-to-face vs. synchronous computer-mediated — James — Inhibition or compensation: Word processing and working memory in lexical inferencing — — — — Micciche Analysis of Han — Hamade Huang Building 20 Rm A02 (30) Building 5 Rm A39 (18) Language and the Law Riazi & Townley authentic legal email negotiations and contracts: Implications for legal writing instruction — — — — How do North Korean defectors approach English learning in South Korea? — A H Conference Centre: Ann Harding Rm refugee Sudanese women’s writing Lee conversation openings classroom face vs. synchronous computer-mediated communication analysis investigate to civic writing genres processing and working memory in lexical inferencing and text comprehension in FL readingknowledge about curriculum for English in Indonesian primary schools types make low-literacy to L2 learners’ acquisition of vocabulary? reactions: Exploring factors influencing students’ learning experience beliefs and vocabulary levels in the effort learn to English vocabulary in a Chinese contexteffective language use through error correction and discourse analysis Posters:Concurrent Presentations A H Conference Centre: Ann Harding Rm in Indonesian primary schools genres communication in the desert: Engaging students with writing in a Singapore classroom different reactions: Exploring factors influencing students’ learning experience strategy use, beliefs and vocabulary levels in the effort learn to English vocabulary in a Chinesecontext analysis and text comprehension in FL reading English learning in South Korea? Posters: Concurrent Presentations image types make low-literacy to L2 learners’ acquisition of vocabulary? Australia>> Solity of reference in Japanese: Who are your friends? Building 20 Rm A02 (30) Small Group Interaction in Classrooms Chartier interactional strategies and reciprocal positions leading a to successful discussion in French Building 5 Rm A39 (18) Ollerhead —

— The — Building 20 Rm A01 (30) Indigenous Varieties of English Low Literacy Adult Learners Reconceptualising the ‘silent’ classroom has beto Thurs Building 5 Rm A37 (30) Languages in Aust Universities Díaz Reconceptualising the ultimate goal of languages education: Case Studies in Australian university language programs Global, sexy — Building 23 Rms 05- 06 (41) Building 23 Rms 05- 06 (41) Building 20 Rm A01 (30) Media Discourse A’Beckett dialogic positioning of the metaphor ‘nations- are-brothers’: The diversity of fraternal perspectives in Russian public discourse Building 5 Rm A37 (30) Attitudes to Learning Languages other than English Rodriguez Louro and fun: Attitudes to Spanish by Australian university students must be Thurs Increasing Setting up — — Initial East, Bitchener — — The Master- Discourses Just me — — — Indigenous Indigenous A H Conf Centre Building 24 Sem Rm2 (40) ALTAANZ symposium: Expanding perspectives in the assessment of second language writing Paper 4 the usefulness of supervisors’ written feedback thesis to students: A New Zealand investigation & Basturkmen Building 5 Rm A05 (25) EAP Programs Deng & Gallo a writing centre in an Asian context: Necessity, process and prospect — — Presentation of the TOEFL Outstanding Scholar Young Award Dr to Aek Phakiti Building 22 Rm B19 (56) Language Revitalisation Joint Program with ALS Olawsky Apprentice program at Mirima Dawang Woorlab-gerring Building 22 Rm B19 (56) Language Revitalisation Joint Program with ALS Giacon wants all of yous: How much can a Yuwaalaraay pronoun express? A H Conf Centre Building 24 Sem Rm2 (40) The discourses of ‘trust’ of trust: The discursive construction of trust within applied lingistic research Candlin & Crichton Building 5 Rm A05 (25) Teacher Education: Chinese Zhang & Chen teacher tducationof Chinese as a Second Language teachers in Australian universities ‘Do — Hill, — Effective Using applied Ann Harding Conference Centre (Building 24) — — A case study Making the — — Building 5 Rm B24 (25) A H Conf Centre Building 24 Sem Rm1 (40-60) Health/medical discourses Slade, McGregor, Lee & Eggins communication at shift changes in hospitals: Informational and interpersonal strategies improveto patient safety during clinical handovers Teaching ‘Critical Thinking’ Building 9 Lect Th A01 (159) Teo familiar strange and the strange familiar: Teaching students to go beyond reading the word reading to the world World Englishes Invited Colloquium Petraki, Kirkpatrick, Peak, Houston & Lo Bianco you speak International English?’ Implications for language teaching Building 5 Rm B24 (25) Teaching ‘Critical Thinking’ Mok of student-teachers’ perceptions of developing students’ critical thinking through English language teaching in Hong Kong LUNCH AWARD PRESENTATION PLENARY: Tim McNamara ‘Language analysis in the determination of origin of asylum seekers: A perspective from language testing’ A H Conf Centre Building 24 Sem Rm1 (40-60) Interpreting in Medical Contexts Major, Napier & Stubbe linguistics research teachto interpreters about discourse in doctor-patient consultations Building 9 Lect Th A01 (159) Language & the Law Part Invited 1: Speaker Walsh Experts as ‘vulnerable’ witnesses in Australian Aboriginal land claim and Native Title cases Venue Venue Theme 12:15– 12:45pm Theme Venue 11:40– 12:10pm Theme 12:15– 12:45pm Venue Theme 11:40– 12:10pm 1:45–2:40pm 12:45–1:40pm Venue Theme 2:45–3:15pm Venue Theme 2:45–3:15pm

34 Terms — Toma Digital story- — Variable — Task typeTask and Crawling for water Same system, — — — — Lee Building (20) 9, Rm B13 Research into Task- based Language Learning Gan discourse variance in classroom-based oral assessment: Comparing effects on accuracy, complexity and fluency Building 5 Rm A42 (30) The FL classroom online Hayes & Itani- Adams telling and student- centred Japanese language learning — Teaching juridical Italian in — Easterbrook — Chan & Webster Micciche — — How do North Korean defectors approach — Infant bilingualism — Kim & Lee Building 9, Rm B09 (25) Child bilingualism Filipi and the interactional organisation of producing ‘correct’ language not Frid Building 5 Rm A41 (18) — Does it Matter if Black it’s and White? What difference do Using corpus analysis investigate to civic writing Teachers’ knowledge about curriculum for English Boiler House Lecture Theatre (Building UC) 14, — — — Hawanti Korean mobile phone conversation openings Cashman — — — Comparing Ku — Hetet & Romova — — Honey Ant Reader Project Building 20 Rm B02 (30) Vocab (cont) Akbari and L2the mental L1 lexicon development, breadth, depth and accessibility Building 5 Rm A40 (18) — Stimulating effective language use through error correction and discourse Using digital communications develop to refugee Sudanese women’s writing Meaning negotiation via jigsaw tasks in EFL: Face-to-face vs. synchronous computer-mediated — James Inhibition or compensation: Word processing and working memory in lexical inferencing — — — — Analysis of Han Hamade Huang — — — — Building 20 Rm A02 (30) A H Conference Centre: Ann Harding Rm in Indonesian primary schools genres communication in the desert: Engaging students with writing in a Singapore classroom different reactions: Exploring factors influencing students’ learning experience strategy use, beliefs and vocabulary levels in the effort learn to English vocabulary in a Chinesecontext analysis and text comprehension in FL reading English learning in South Korea? Posters: Concurrent Presentations image types make low-literacy to L2 learners’ acquisition of vocabulary? Australia>> Solity of reference in Japanese: Who are your friends? Small Group Interaction in Classrooms Chartier interactional strategies and reciprocal positions leading a to successful discussion in French Building 5 Rm A39 (18) The — Global, sexy — Building 20 Rm A01 (30) Building 23 Rms 05- 06 (41) Media Discourse A’Beckett dialogic positioning of the metaphor ‘nations- are-brothers’: The diversity of fraternal perspectives in Russian public discourse Building 5 Rm A37 (30) Attitudes to Learning Languages other than English Rodriguez Louro and fun: Attitudes to Spanish by Australian university students must be Thurs Initial — Discourses Just me — — Indigenous — Presentation of the TOEFL Outstanding Scholar Young Award Dr to Aek Phakiti A H Conf Centre Building 24 Sem Rm2 (40) Building 22 Rm B19 (56) Language Revitalisation Joint Program with ALS The discourses of ‘trust’ Giacon wants all of yous: How much can a Yuwaalaraay pronoun express? of trust: The discursive construction of trust within applied lingistic research Candlin & Crichton Building 5 Rm A05 (25) Teacher Education: Chinese Zhang & Chen teacher tducationof Chinese as a Second Language teachers in Australian universities Using applied Ann Harding Conference Centre (Building 24) — A case study — A H Conf Centre Building 24 Sem Rm1 (40-60) Building 5 Rm B24 (25) LUNCH AWARD PRESENTATION PLENARY: Tim McNamara ‘Language analysis in the determination of origin of asylum seekers: A perspective from language testing’ Teaching ‘Critical Thinking’ Interpreting in Medical Contexts Mok of student-teachers’ perceptions of developing students’ critical thinking through English language teaching in Hong Kong Major, Napier & Stubbe linguistics research teachto interpreters about discourse in doctor-patient consultations Building 9 Lect Th A01 (159) Language & the Law Part Invited 1: Speaker Walsh Experts as ‘vulnerable’ witnesses in Australian Aboriginal land claim and Native Title cases Venue Venue 12:45–1:40pm 1:45–2:40pm Theme Theme 11:40– 12:10pm 2:45–3:15pm Venue Theme 2:45–3:15pm

35 How do L2 — Building 9, Rm B13 (20) Research into Task- based Language Learning Building 5 Rm A42 (30) The FL classroom online Nemoto learners gain and use authentic sociocultural information? The development of L2 academic literacy through online intercultural networks Building 9, Rm B09 (25) Building 5 Rm A41 (18) Focus — Building 20 Rm B02 (30) Vocab (cont) Harrington on forms: Perceptual learning in the Chinese FL classroom Building 5 Rm A40 (18) Diverse — Building 20 Rm A02 (30) Small Group Interaction in Classrooms Choi peer interaction in small group work: The analysis of low proficiency learners’ language related episodes, contingent on group member proficiency levels Building 5 Rm A39 (18) A — Learner — Building 20 Rm A01 (30) Media Discourse Awab & Norazit comparative study of metaphors used during the 2008 Global Economic Crisis Building 5 Rm A37 (30) Attitudes to Learning Languages other than English Yoshida beliefs about Japanese language learning Building 23 Rms 05- 06 (41) Building 23 Rms 05- 06 (41) Issues in Talking — Building Taking the to — — — A H Conf Centre Building 24 Sem Rm2 (40) The discourses of ‘trust’ Jackson and doing trust: How trust is revealed in organisation- stakeholderinteractions Building 5 Rm A05 (25) Teacher Education: Chinese Scrimgeour & Kohler bridges with native speaker teachers and young language learners in Chinese language programs airwaves: A strategy for language revival Building 22 Rm B19 (56) Indigenous Language Revitalisation (cont) Amery Building 22 Rm B19 (56) Indigenous Language Revitalisation (cont) Keegan & Edmonds the development of a Mãori oral proficiency scale for students in Mãori-medium education

— Building 5 Rm B24 (25) A H Conf Centre Building 24 Sem Rm1 (40-60) Building 5 Rm B24 (25) Interpreting in Medical Contexts Bradshaw, Cordella, Musgrave & Willoughby Interpreted medical discourse and Italian speakers in Melbourne Building 9 Lect Th A01 (159) Language & the Law Part 2: Invited Speaker Walsh Experts as ‘vulnerable’ witnesses in Australian Aboriginal land claim and Native Title cases Venue Venue Venue Theme 2:45–3:15pm Theme 3:20–3:50pm Theme 3:20–3:50pm Venue Theme 3:20–3:50pm

36 Eira, —

Revival — Building 22 RmB19 (56) Indigenous Language Revitalisation Stebbins & Couzens languages as practise - a new model for contextual typology Tang & Tang — Discourse

— Building 9 Lect Th A01 (159) Language & the Law: Refugees Candlin practices, focal themes and discourse roles in the Australian Migration Review Tribunal (MRT) A H Conf Centre Building 24 Sem Rm2 (40) ALANZ AGM Ann Harding Conference Centre (Building 24) Ann Harding Conference Centre (Building 24)

A H Conf Centre Building 24 Sem Rm1 (40-60) ALAA AGM AFTERNOON TEA Bus(/es) for those not attending AGMs University to House AFTERNOON TEA Bus(/es) for those not attending AGMs University to House Bus(/es) University to House Buses Scope, to Mt Stromlo, for conference dinner ALAA-ALANZ Conference Dinner Buses leave Mt Stromlo return to University to House 3:55–4:25pm Venue 3:55–4:25pm 5:30pm (promptly!) 6:30pm 7–10pm 10pm 4:30pm 4:30pm 4:30–5pm

37 L2 knowledge of — Investigating the The acquisition of the — —

Coombs Extension Seminar (20) Rm 1.13 Syntax Learning (research) Hashimoto VP-ellipsis sentences in English: A preliminary study for an on-line investigation Zhang implicit/explicit L2 knowledge distinction in an EFL context Dao English plural morpheme in EFL learners: A lexical or a developmental morphophonemic feature? Lilienfeld — Coombs Lecture Theatre Exploring the — An analysis of — Kanji learning of — Law G06 (49) Learning Japanese Matsushita tiers of Japanese vocabulary: Academic, literary and beyond Rose learners of the Japanese language: An investigation of cognitive strategy use and self-regulation of the study task Learning Chinese & Tsung Mandarin tone perception by adult second language learners I can A — On — — Mulder further word on final particle‘but’ in Australian English conversation Libert conversational valence and the definition of interjections Coombs Sem Rm C Gawne, Vaughan haz speech play: The construction of language and identity in LOLspeak Law G 21 (60) JOINT ALS-ALAA-ALANZ — Sign Manning Clark Centre, Lecture Theatre ANU 1, — What we — Being Do sign — Elaborating — — Pragmatic Variation in — Ferrara what:who’s Depiction and grammar in Auslan Comrier languages lack pronouns? Coombs Extension LT 1:04 Nonverbal Communication Language Interpreted Sessions Gawne & Kelly know people know about gesture —

Law (36) G13 In-country Experiences (effects) Iwashita & Spence- Brown communicative writing task performance according to background Hassall development during a short stay abroad: An Indonesian case study Riches & Benson the ‘Other’: Epiphanies from international field experiences and evidence for practice — Wells — followed by Now we rank them, — — A case study of Teachers’ evaluation Invited Session Information session on the current ERA round discussion Coombs Lecture Theatre ARC Policies & Directions Hajek now we don’t? Journal rankings and beyond: The challenge for linguistics in the new ERA of research — Balancing between — Foyer, LawFoyer, School, ANU. The registration and enquiry desk will be staffed until 4pm. —

Law G05 (35) Teachers’ Assessment Practices Qian ofan alternative assessment component in a high-stakes test Gu university entrance examination and government sanctioned classroom assessment: Chinese EFL teachers at work Wang teachers’ assessment practices in an EFL speaking classroom The — How children’s Assessing — Influence of Sequential bilingual — — — Assessing acquisition of Murrinh‐Patha Nordlinger schwas appear in American English Hedley Bull Sem Rm 3 Davies Xu (Mandarin‐English) children’s production of Australian English codas — Law Sparke Helmore T 2 (70) Assessment: Raters Imaki order in evaluation: A case study of second language Japanese compositions Li writing in disciplines– interactions between tutors’ cognition, emotion, and action Cotton coherence and cohesion: Towards a more cohesive community of practice : ALAA-ALANZ Sessions : ALS sessions Law School Quadrangle

Sessions from ALAA-ALANZ and ALS Conferences open to all delegates. delegates. all to open Conferences ALS and from ALAA-ALANZ Sessions Please see Language and Law program for Language and Law sessions Law and Language for program Law and Language see Please — Aboriginal Writing Law School Quadrangle From — Devils in — Adversarial — — — PARALLEL SESSIONS Registration FOR LANGUAGE & THE LAW EVENTS Law Sparke Helmore T 1 (70) ALS CONFERENCE OPENING & WELCOME TO JOINT ALS-ALAA-ALANZ DAY Professor Mandy Thomas, Pro Vice-Chancellor (Research and Graduate Studies), Australian National University PLENARY: Diana Eades ‘Applying linguistics questions to about Aboriginal participation in the legal process’ MORNING TEA Media Discourse Du questions in Chinese political press conferences Reynolds Epistemics in conflict: Enticing a challengeable in protest arguments Roy the detail of talk: The erasure of Indigenous eye health solutions in a radio interview PARALLEL SESSIONS LUNCH ALS PLENARY (open ALAA-ALANZ to delegates) Katherine Demuth “Prosodic constraints on children’s variable production of grammatical morphemes” Malcolm English and associated varieties: Observations on shared grammatical features Hedley Bull 2 LT Kids, Kriols and Classrooms Disbray Aboriginal English & English-based Creoles: Considerations and reflections Siegal vernacular “standard”: to Worldwide perspectives on classroom second dialect acquisition 12–12:30pm 12:30– 1:30pm 1:30– 2:30pm Venue Theme 11:30–12pm 11–11:30am 8:30am–4pm Venue 9–10:30am 10:30–11am Theme 11:00– 11:30am 11:30–12pm 12–12:30pm FRIDAY 2 December, AUSTRALIAN NATIONAL UNIVERSITY CAMPUS: Joint ALAA-ALANZ-ALS Day Day ALAA-ALANZ-ALS Joint CAMPUS: UNIVERSITY NATIONAL AUSTRALIAN 2 December, FRIDAY

38 Coombs Lecture Theatre I can A — On — — Mulder further word on final particle‘but’ in Australian English conversation Libert conversational valence and the definition of interjections Coombs Sem Rm C Gawne, Vaughan haz speech play: The construction of language and identity in LOLspeak Sign — What we — Do sign Elaborating — — Ferrara what:who’s Depiction and grammar in Auslan Comrier languages lack pronouns? Coombs Extension LT 1:04 Nonverbal Communication Language Interpreted Sessions Gawne & Kelly know people know about gesture

— Wells — followed by Now we rank them, — — Invited Session Information session on the current ERA round discussion ARC Policies & Directions Coombs Lecture Theatre Hajek now we don’t? Journal rankings and beyond: The challenge for linguistics in the new ERA of research The — How children’s — Sequential bilingual — acquisition of Murrinh‐Patha Nordlinger schwas appear in American English Davies Hedley Bull Sem Rm 3 Xu (Mandarin‐English) children’s production of Australian English codas : ALS sessions Aboriginal Writing Law School Quadrangle From — — — PARALLEL SESSIONS LUNCH ALS PLENARY (open ALAA-ALANZ to delegates) Katherine Demuth “Prosodic constraints on children’s variable production of grammatical morphemes” Malcolm English and associated varieties: Observations on shared grammatical features Kids, Kriols and Classrooms Disbray Aboriginal English & English-based Creoles: Considerations and reflections Hedley Bull 2 LT Siegal vernacular “standard”: to Worldwide perspectives on classroom second dialect acquisition 12–12:30pm Theme 11:30–12pm Venue 12:30– 1:30pm 1:30– 2:30pm 11–11:30am

39 What do learners — Testing recent — Coombs Extension Seminar (20) Rm 1.13 Syntax Learning (research) Li predictions posited by Processability Theory for the second/foreign acquisition of English questions Zhang do when they must ask questions in English? ‘

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— — — Law G06 (49) Mother Tongue Maintenance Houston & Chirsheva Bilingual children’s attitudes towards their bilingualism not Wed 12-2 Maqsood Languages in Bangladesh English as a Life Skill’: English language teaching policy and practice in Sri Lanka Skerrett Reversing language shift in Estonia Tilakaratna How do you take your verb: heavy, Austroasiatic olfactory terms and the — — Task Task

— Coombs Sem Rm C Devitt universal path of synesthetic expression Harvey light, semi-light Investigating May — — Sign — Law G 21 (60) ALTAANZ AGM (starts 1pm) Yamauchi the possibility of shadowing as an overall proficiencytest Assessment: Oral language fulfillment in a paired EAP speaking test Forming — Aspect marking in — Coombs Extension LT 1:04 Nonverbal Communication Language Interpreted Sessions Gray Auslan Johnston impressions of others from non-verbal gestures in L2 Teachers’ beliefs — Law (36) G13 Teacher Beliefs Borg about autonomy must be Frid Normand-Marconnet The ‘bilingual French classes’ program in Vietnam: Issues and debates about an innovative language curriculum Coombs Lecture Theatre Boy Talk–A — Nicknames — The challenge The practice turn — — Law G05 (35) Researching Discourses Sultana in research on identity Rouse & Kelly multimodal investigation Fletcher of multiple data types at the intersection between management and applied linguistics Starks, Taylor-Leech & Willoughby in Australian secondary schools: Insights into nicknames and adolescent views of self

— — — It’s speakingIt’s Australian English we Construction of community identity — — Law Sparke Helmore T 2 (70) Languages in the Australian Curriculum Symposium Walsh, Scarino, & Mulder, Troy Lo Bianco Situating Linguistics in the Evolving Australian Curriculum Part 1– Presentations Hedley Bull Sem Rm 3 Hendery and the historical selection of cultural and linguistic features Musgrave are: Irish features in nineteenth century Australia ‘Where

— — Effects of Examining — — Law Sparke Helmore T 1 (70) Teaching Pronunciation Sachtleben are you from?’ Opening gambit or racist comment Baker L2 pronunciation pedagogy: Students’ perceptions, teachers’ beliefs, and classroom practices Macdonald Developing a theory of second language speaking Kondo phonological memory on L2 oral skills Thurs or Frid (Frid better) Sad stories: An Law Quadrangle

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~~Number and two languages~~

— — — Exploring — u schools η ALAA-ALANZ PARALLEL SESSIONS ALS PARALLEL SESSIONS AFTERNOON TEA Hedley Bull 2 LT Kids, Kriols and Classrooms (cont.) Wilkinson in the Early Years: Report on a project with paraprofessional indigenous teachers in two NT North East Arnhem Yol Angelo & O’Hanlon analysis of practice NAPLAN texts Law G32 (20) Feedback on writing Bitchener Conditions determining the effectiveness of written CF for SLA Matheson Enhancing writing peer review performance using practice tasks online Wang discourse focused feedback for tertiary students in China Venue Theme 1:30–2pm 2–2:30pm 2:30–3pm 3–3:30pm Venue Theme 2:30–3pm 3–3:30 3:30–4pm

40 How do you take your verb: heavy, Austroasiatic olfactory terms and the — — Coombs Sem Rm C Devitt universal path of synesthetic expression Harvey light, semi-light Sign — Forming — Aspect marking in — Coombs Extension LT 1:04 Nonverbal Communication Language Interpreted Sessions Gray Auslan Johnston impressions of others from non-verbal gestures in L2 Coombs Lecture Theatre It’s speakingIt’s Australian English we Construction of community identity — — Hedley Bull Sem Rm 3 Hendery and the historical selection of cultural and linguistic features Musgrave are: Irish features in nineteenth century Australia Sad stories: An Law Quadrangle

— Number and two languages — u schools η ALS PARALLEL SESSIONS AFTERNOON TEA Hedley Bull 2 LT Kids, Kriols and Classrooms (cont.) Wilkinson in the Early Years: Report on a project with paraprofessional indigenous teachers in two NT North East Arnhem Yol Angelo & O’Hanlon analysis of practice NAPLAN texts Venue 3:30–4pm Theme 2:30–3pm 3–3:30

41 The — The — Acquisition of — Coombs Extension Seminar (20) Rm 1.13 Yang & HuangYang Aspect Hypothesis and the L2 acquisition of aspect marking in Chinese must be Frid Canac-Marquis & Sabatier learning process of clitic pronouns and determiners and the development of curricula in French immersion context in British Columbia, Canada Ohba, Sugino, Shojima, Yamakawa, Shimizu & Nakano relative clauses and wh- questions in English by Japanese speakers: The application of the Latent Rank Theory

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— Law G06 (49) Ngaha Distance: the divide that stifles language learning and accelerates language loss Gatbonton A task-based curriculum for language revitalization: The case of the Labrador Inuit 'Show her me': to Head marking and double Semantics of non-referential — — —

Coombs Sem Rm C Olstad subject indexing in Nehan François Referential hierarchies and ditransitive verbs in Araki — Palmer indexing in three Bougainville languages Let's eat — Classroom — Law G 21 (60) Promoting Student Interaction in Classrooms Rothwell the Captain: Using process drama to provoke contingent conversation in the beginner Languages classroom Fang as theatre: Drama in a performance approach to language teaching and learning The

~~— Doctor‐patient National multi- — — — — —~~

Phillips Phillips Phillips — — — Coombs Extension 1:04 LT Rouse discourse Laughren semantics of song Peters modal corpus — — — Law (36) G13 Pedagogy for Advanced L2/ FL Learners Workshop Articulating a visual pedagogy must be Frid Pedagogy for Advanced L2/ FL Learners Workshop Articulating a visual pedagogy must be Frid Pedagogy for Advanced L2/ FL Learners Workshop Articulating a visual pedagogy must be Frid

— Cheng — Domesticating — Coombs Lecture Theatre Law G05 (35) Translation Interlingual sub-titling: Not only a matter of transfer Yilmaz Gumus or foreignizing the self: A study of the translation of cultural references in self- help books

Part Part — — — — Law Sparke Helmore T 2 (70) Symposium Situating Linguistics in the Evolving Australian Curriculum 2–Questions, Comments & Discussion Symposium Situating Linguistics in the Evolving Australian Curriculum 2–Questions, Comments & Discussion Contact-induced change in The Linguistic Anatomy — — The functions of Japanese — Hedley Bull Sem Rm 3 Ogi interactive markers and 'ze': 'zo' Through their co-occurrence restrictions with some particular expressions Hendriks Japanese from Chinese and Dutch Ishihara of Individual Differences in Spoken Japanese Vietnamese — Law Sparke Helmore T 1 (70) Zielinski, Yuen, Demuth & Yates prosodic influences on L2 English word stress: Theoretical implications for practice in pronunciation teaching : Is it possible obtain to justice in a language or dialect that is not your own? Conducting — Panel Discussion Writingpersonal Pragmatics — Kristmanson, — — — Recording in busy classrooms Comparative method — — Workshop.htm ALS PARALLEL SESSIONS ANU Campus Languages Mini-Conference -- See separate timetable http://law.anu.edu.au/coast/events/langfest/miniconf.htm Mabo Room, AIATSIS Gamilaraay Language Teaching and Learning Workshop (if sufficient demand, continuingto Sunday 4 Dec,http://www.law.anu.edu.au/Coast/events/langfest/Gamilaraay9:30–12:30) ALAA-ALANZ PARALLEL SESSIONS Law G32 (20) Approaches Language to Teaching Lafargue & Le Bouthiller narratives in a Canadian high school English as an Additional Language classroom: The effects of a systematic instructional model Ellis studies revisited Liddicoat and intercultural language learning Hedley Bull 2 LT Public Forum Chair: Damien Carrick (ABC Radio National Law Report); Legal Experts: Helen Watchirs (ACT HumanRice Rights (ANU Commissioner), College of Law, Australian Lorraine National Walker (Chief University); Magistrate, Magistrates ACT Linguistics Court) experts:Diana and Simon EadesCommunications); (University of New England), Tim McNamara (University of Melbourne), Michael Cooke (Intercultural Gardner, Mushin, Watts & Munro Salter & Gould communication assessments with school- aged Kimberley Kriol speakers Angelo et al Venue Venue 9am–1pm Venue 2–5pm 4–4:30pm 4:30–5pm 5–5:30pm 5.30–7pm Coombs Lecture Theatre Venue 4–4:30pm 4:30–5pm 5–5:30pm SATURDAY 3 December SATURDAY

'Show her me': to Head marking and double Semantics of non-referential — — — Coombs Sem Rm C Olstad subject indexing in Nehan François Referential hierarchies and ditransitive verbs in Araki Palmer indexing in three Bougainville languages The — Doctor‐patient National multi- — — Coombs Extension 1:04 LT Rouse discourse Laughren semantics of song Peters modal corpus Coombs Lecture Theatre Contact-induced change in The Linguistic Anatomy — — The functions of Japanese — Hedley Bull Sem Rm 3 Ogi interactive markers and 'ze': 'zo' Through their co-occurrence restrictions with some particular expressions Hendriks Japanese from Chinese and Dutch Ishihara of Individual Differences in Spoken Japanese : Is it possible obtain to justice in a language or dialect that is not your own? Conducting — Panel Discussion — Recording in busy classrooms — ALS PARALLEL SESSIONS Workshop.htm ANU Campus Languages Mini-Conference -- See separate timetable http://law.anu.edu.au/coast/events/langfest/miniconf.htm Mabo Room, AIATSIS Gamilaraay Language Teaching and Learning Workshop (if sufficient demand, continuingto Sunday 4 Dec,http://www.law.anu.edu.au/Coast/events/langfest/Gamilaraay9:30–12:30) Hedley Bull 2 LT Public Forum Chair: Damien Carrick (ABC Radio National Law Report); Legal Experts: Helen Watchirs (ACT HumanRice Rights (ANU Commissioner), College of Law, Australian Lorraine National Walker (Chief University); Magistrate, Magistrates ACT Linguistics Court) experts:Diana and Simon EadesCommunications); (University of New England), Tim McNamara (University of Melbourne), Michael Cooke (Intercultural Gardner, Mushin, Watts & Munro Salter & Gould communication assessments with school- aged Kimberley Kriol speakers Angelo et al Venue Venue 9am–1pm Venue 2–5pm 4–4:30pm 4:30–5pm 5–5:30pm 5.30–7pm Coombs Lecture Theatre SATURDAY 3 December SATURDAY

~~43 Ann Harding Conference Centre, Building 24 POSTER SESSION (Whole Conference) including Grazia Micciche (School of Languages, AustralianUniversity) National Teaching Juridical Italian in Australia~~

Michael Walsh (University of Sydney) Experts as “vulnerable” witnesses Registration (Foyer, Ann Harding Conference Centre, Building 24, University of Canberra) For the full ALAA-ALANZ Timetable which (of Language & the Law Events are part), please go http://law.anu.edu.au/coast/events/langfest/alaa_alanz.htm to Building 5 Rm A39 Manning Clark Centre, Lecture Theatre 1 Diana Eades (University of New England) Applying linguistics questions to about Aboriginal participation in the legal process Registration Law (Foyer, School, Australian National University) Morning ANU Tea, College of Law quadrangle Learning the Language of the Law Kathy Laster (Faculty of Law, Monash University) Legal education as second language acquisition Deborah Nixon (University of Technology Sydney) Practicing language and the law Mehdi Riazi & Anthony Townley (Macquarie University; Koç University, Istanbul) Analysis of authentic legal email negotiations and contracts: Implications for legal writinginstruction Ann Harding Conference Centre, Building 24 Lunch Boiler House Lecture Theatre, Building 14 Tim McNamara (University of Melbourne) Language analysis in the determination of origin of asylum seekers: A perspective from language testing Building 9 Lecture Theatre A01 Invited Speaker in Australian Aboriginal land claim and Native Title cases Ann Harding Conference Centre, Building 24 Afternoon Tea Building 9 Lecture Theatre A01 Kong & Christopher Tang Wo Candlin (Macquarie University) Discourse Practices, Focal Themes and Discourse Roles in the Australian Migration Review Tribunal (MRT) 10–11am Venue Venue 9–10:30am WELCOME & PLENARY 10:30am–4pm 10:30–11am Theme 11:05–11:35 11:40–12:10 12:15–12:45 44 Venue 12:45–1:40 Venue 1:45–2:40 PLENARY Venue 2:45–3:45 Venue 3:55–4:25 Venue 4:30–5:30 THURSDAY 1 December, UNIVERSITY OF CANBERRA CAMPUS CANBERRA OF UNIVERSITY 1 December, THURSDAY the full ALAA-ALANZFor and ALS conference timetables which Language (of and are the Law Events part), please the respective go to conference http://law.anu.edu.au/coast/events/langfest/alaa_alanz.htmwebsites: and http://law.anu.edu.au/coast/events/langfest/als.htm CAMPUS UNIVERSITY NATIONAL AUSTRALIAN Day), ALAA-ALANZ-ALS (Joint 2 December FRIDAY Law G11 (20)Law G11 Forensic Linguistics Yoko OtakiYoko (Australian National Univeristy) Forensic voice comparison with Japanese female voices: A likelihood ratio-based analysis using f-pattern Shunichi Ishihara (Australian National University) Function words as speaker classification features Supawan Pingjia (Australian National Univeristy) Forensic voice comparison in Thai: A likelihood ratio- based Approach using tonal acoustics Ann Harding Conference Centre, Building 24 Law Link Theatre (100) Language & the Law in Indigenous Contexts POSTER SESSION (Whole Conference) including Grazia Micciche (School of Languages, AustralianUniversity) National Teaching Juridical Italian in Australia Anthony Hopkins & Christina Mutharajah (Faculty of Law, University of Canberra) Controlling leading questions in the cross-examination of Aboriginal witnesses: The legal position in practice in Alice Springs The Semiotics of the Law Desmond Manderson (Magill University of Montreal/ Australian National University) The grammatology of the Law pm) 1 rununtilapprox. & (Thissession willstart12:15 at Natalie Stroud (Faculty of Law, Monash University) New developments in language and the communicative process in an Indigenous sentencing court Law Link Theatre (100) Interpreting Issues Muahmmad Gamal (Senior Diplomatic Interpreter, Australian Government) Forensic Linguistics for Barristers what do barristers 101: need know to to challenge linguistic evidence? Jemina Napier (Centre for Translation & Interpreting Research, Macquarie University) Interpreters and the law: Reseach on signed language interpreting in NSW courts Sandra Hale (University of New South Wales) ‘Just interpret the the words’: interpreter as defined by judicial officers and tribunal members Ikuko Nakana (University of Melbourne) The impact of interpreter mediation on questioning in police interviews Stylisic Analysis Dana Skopal (Macquarie University) Applied linguistics and plain language: an approach administering to good governance June Luchjenbroers & Michelle Aldridge-Waddon (Bangor University, Wales) Community of practice and politeness strategies: Structural and lexical markers of ‘in group’ status

Anthony Connolly (ANU College of Law, Australian National Univeristy) Michael Walsh (University of Sydney) Experts as “vulnerable” witnesses Registration (Foyer, Ann Harding Conference Centre, Building 24, University of Canberra) For the full ALAA-ALANZ Timetable which (of Language & the Law Events are part), please go http://law.anu.edu.au/coast/events/langfest/alaa_alanz.htm to Building 5 Rm A39 Manning Clark Centre, Lecture Theatre 1 Diana Eades (University of New England) Applying linguistics questions to about Aboriginal participation in the legal process Registration Law (Foyer, School, Australian National University) Morning ANU Tea, College of Law quadrangle Law Theatre (164) Language Rights Learning the Language of the Law Kathy Laster (Faculty of Law, Monash University) Legal education as second language acquisition Deborah Nixon (University of Technology Sydney) Practicing language and the law Mehdi Riazi & Anthony Townley (Macquarie University; Koç University, Istanbul) Analysis of authentic legal email negotiations and contracts: Implications for legal writinginstruction Invited Colloquium Molly Townes O’Brien (ANU College of Law, Australian National University), Terence G. Wiley (Arizona State University and Center for Applied Linguistics, Washington, DC) Karen Lillie (State University of New at Fredonia), York Ben Grimes (North Australian Aboriginal Justice Agency) & Joseph Lo Bianco (School of Education, University of Melbourne) Language rights and education: International, American and Australian experiences Ann Harding Conference Centre, Building 24 Lunch Boiler House Lecture Theatre, Building 14 Tim McNamara (University of Melbourne) Language analysis in the determination of origin of asylum seekers: A perspective from language testing Building 9 Lecture Theatre A01 Invited Speaker in Australian Aboriginal land claim and Native Title cases Ann Harding Conference Centre, Building 24 Afternoon Tea Building 9 Lecture Theatre A01 Kong & Christopher Tang Wo Candlin (Macquarie University) Discourse Practices, Focal Themes and Discourse Roles in the Australian Migration Review Tribunal (MRT) Lunch, ANU College of Law quadrangle Law Theatre (164) Language & the Law: Youth Contexts Alison Cleland (Faculty of Law, University of Auckland) Lawyerz Speaking 4 Yoof: their language? Colloquium Jim Martin, Michele Zappavigna & Paul Dwyer (Department of Linguistics,University of Sydney) Angry boys: casting identity in NSW Justice Youth Conferencing Afternoon tea, ANU College of Law quadrangle Cross cultural issues Invited Speaker Intercultural understanding at law–the nature and limits of judicial concept acquisition Coombs Lecture Theatre Chair: Damien Carrick (ABC Radio National Law Report); Legal Experts: Helen Watchirs (ACT HumanCollege Rights Commissioner), of Law, Australian National Lorraine University); Walker (Chief Magistrate, Linguistics Magistrates ACT experts:Diana Court) and Eades Simon (University Rice (ANUpossible of New obtain England), to justice Tim McNamara in a language (University or dialect that of Melbourne), is not your own? Michael Cooke (Intercultural Communications); Is it 10–11am Venue Venue 9–10:30am WELCOME & PLENARY 10:30am–4pm 10:30–11am Venue Theme Theme 11:05–11:35 11:40–12:10 12:15–12:45 11–11.30am Venue 12:45–1:40 Venue 1:45–2:40 PLENARY Venue 2:45–3:45 Venue 3:55–4:25 Venue 4:30–5:30 11.30–12pm 12–12:30pm 12.30–1.30pm Venue Theme 1:30–2pm 2:00–2:30pm 2:30–3pm 3–3:30pm 3:30–4pm Theme 4–4:30pm 4:30–5pm Venue 5:30–7pm 45PUBLIC FORUM THURSDAY 1 December, UNIVERSITY OF CANBERRA CAMPUS CANBERRA OF UNIVERSITY 1 December, THURSDAY the full ALAA-ALANZFor and ALS conference timetables which Language (of and are the Law Events part), please the respective go to conference http://law.anu.edu.au/coast/events/langfest/alaa_alanz.htmwebsites: and http://law.anu.edu.au/coast/events/langfest/als.htm CAMPUS UNIVERSITY NATIONAL AUSTRALIAN Day), ALAA-ALANZ-ALS (Joint 2 December FRIDAY PLENARY SPEAKERS

~~Andy Kirkpatrick, Griffith University~~

~~Wednesday, 30 November 2011, 9:00 am – 9:55 am~~

University of Canberra, Boiler House Lecture Theatre, Building 14 Andy Kirkpatrick is Professor and Head, Department of Languages and Linguistics at Griffith University. Immediately prior to his Griffith appointment, he was Director of the Research Centre for Language Education and Acquisition in Multilingual Societies at the Hong Kong Institute of Education and, prior to that, was Professor of Language Education at Curtin from 1996–2006. He has also taught in tertiary institutions in China, England, Myanmar and Singapore. He has a PhD in Chinese Rhetoric from The Australian National University and has published widely in the field. He is editor in chief of the new journal Multilingual Education and of the book series of the same name, both with Springer. He is the author of World Englishes: Implications for International Communication and ELT (Cambridge UP 2007) and English in ASEAN: A Multilingual Model (Hong Kong UP 2010). He is editor of the Routledge Handbook of World Englishes (2010). His most recent book, co-authored with Xu Zhichang, is Chinese Rhetoric and Writing: An Introduction for Language Teachers which is due for publication in 2011. English as an Asian lingua franca: implications for English and Asian languages English has become the official regional lingua franca of Southeast Asia. Article 34 of The Charter of the Association of Southeast Asian Nations (ASEAN), which was ratified in February 2009, reads, ‘The working language of ASEAN shall be English’. There are no other references to language or languages in the Charter, despite ASEAN being host to more than 1000 languages. This presentation will first review the current role that English is playing as a lingua franca in the Asian region, with a focus on its uniquely privileged role in ASEAN. Examples of certain features of English being used as an Asian lingua franca will be offered to illustrate how English is developing as an Asian lingua franca. These examples will be taken from the Asian Corpus of English, which is currently being collected by teams across Southeast Asia. It will then be argued that the current focus on the respective national language and English as languages of education throughout Southeast Asia is having serious consequences for the maintenance of the region’s local languages, many of which are under increasing threat. The presentation will conclude with a proposal designed to help revivify a selection of local languages by adopting them as languages of education. It will also argue for a new approach to the teaching of English, which will involve delaying the teaching of English until secondary school and the adoption of a ‘multilingual, regional model’ of English.

~~46 Merrill Swain, University of Toronto~~

~~Wednesday, 30 November 2011, 1:30 pm – 2:25 pm~~

University of Canberra, Boiler House Lecture Theatre, Building 14 Dr. Merrill Swain is Professor Emeritus in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies (OISE) in Education of the University of Toronto (UT). She has taught and conducted research at OISE/UT for 40 years. Her interests include bilingual education (particularly French immersion education) and second language learning, teaching and testing. Her present research focuses on the role of collaborative dialogue and ‘languaging’ in a) second language learning within a Vygotskyan sociocultural theory of mind framework and b) cognitive and affective enhancement in older adults. Dr. Swain was President of the American Association for Applied Linguistics in 1998–99, and a Vice President of the Executive Board of the International Association of Applied Linguistics (AILA) from 1999–2005. She is recipient of the 2003 Robert Roy Award which is given to ‘an outstanding Canadian second language educator who has been active in the second language professional community in teaching, research, and writing, and is dedicated to the improvement of second language teaching and learning in Canada’. She is also the recipient of the American Association for Applied Linguistics’ 2004 Distinguished Scholarship and Service Award, and of the 2007 Language Learning Distinguished Visiting Scholar Award held at the Beijing Foreign Studies University. In May 2011, she was awarded an Honorary Doctorate from the University of Vaasa in Finland. Dr. Swain’s most recent book, co-authored with Linda Steinman and Penny Kinnear is Sociocultural Theory in Second Language Education: An Introduction through Narratives (Multilingual Matters). Other recent books include: Researching Pedagogic Tasks: Second Language Learning, Teaching and Testing (Longman’s), co-edited with Martin Bygate and Peter Skehan; and Immersion Education: International Perspectives (CUP), co-edited with Keith Johnson. Dr. Swain is author of over 120 articles published in refereed journals, as well as author of over 90 book chapters. She has given talks and workshops in many parts of the world, most recently in Australia, Brazil, China, Korea, Japan, Hong Kong, Ireland, New Zealand, Spain, the UK and the USA. Dr. Swain is a member of 10 Editorial Advisory Boards of journals in Applied Linguistics. She has supervised over 60 PhD theses and been a member of an additional 63 PhD thesis committees. Cognitive and affective enhancement among older adults: the role of languaging One possible reason for mild cognitive impairment among older adults lies in the lack of opportunities they have to use language. If opportunities are limited, then cognitive loss rather than cognitive maintenance or development might occur. The rates of mild cognitive impairment (MCI) converge in the 14% to 18% range for persons aged 70 years and older. Only a small percentage of these individuals progress to becoming an Alzheimer’s patient. In our recent research, the goal was to locate older adults who were mildly cognitively impaired in order to implement a ‘languaging’ intervention. Languaging is the use of language to mediate higher mental cognitive and affective processes. The term languaging characterizes language as a process (verb) rather than a product (noun). If an individual is not given an opportunity to language, then the power to create meaning, to plan, to attend, to organize, and to recall may dissipate. Thus, our research was designed to give older isolated residents living in a long-term care facility with MCI the opportunity to once again engage in languaging. This talk will discuss both the theoretical foundations of the study and the results. The theoretical basis draws on Vygotsky who argued that language is one of the most important mediating tools that human beings have at their disposal for the development of higher mental (cognitive/affective) processes. Vygotsky’s claims are based on microgenetic and ontogenetic analyses of the relationship between language and thinking in which he showed that the internalization of language dramatically, and over time, qualitatively changes an individual. Internalized, language comes to play organizing, planning and monitoring functions that mediate an individual’s cognitive/affective activity. I discuss results based on three case studies, each one considering an aspect of languaging of a resident as she/he interacts with a researcher on a regular basis over a two to three month period. The influence of languaging on the residents’ higher mental processes (affective/cognitive) will be discussed.

~~47 Janet Holmes, Victoria University of Wellington~~

~~Thursday, 1 December 2011, 9:00 – 9:55 am~~

University of Canberra, Boiler House Lecture Theatre, Building 14 Janet Holmes holds a personal Chair in Linguistics at Victoria University of Wellington in New Zealand. She teaches sociolinguistics courses, specialising in language in the workplace, New Zealand English, and language and gender issues. She was Director of the project which produced the Wellington Corpus of Spoken New Zealand English which is available on CD-ROM, and she is currently Director of the Wellington Language in the Workplace project, an ongoing study of communication in the workplace which has described humour, management strategies, directives, and leadership in a wide range of New Zealand workplaces. (See www.victoria.ac.nz/lals/lwp). She was elected a Fellow of the Royal Society of New Zealand in 1994. In the early 1990s, with Allan Bell and Mary Boyce, she conducted a social dialect survey in the Wellington area. Her publications include a textbook, An Introduction to Sociolinguistics, now in its third edition, a book of readings, Sociolinguistics, co-edited with John Pride, the first book of sociolinguistic and pragmatic articles on New Zealand English, New Zealand Ways of Speaking English, co-edited with Allan Bell, several books on language and gender, including Gendered Talk at Work, Women, Men and Politeness, the Blackwell Handbook of Language and Gender, co-edited with Miriam Meyerhoff, and an edited collection of papers Gendered Speech in Social Context. She has also published on a range of sociolinguistic and pragmatics topics, including New Zealand English, New Zealand women’s usage, sexist language, pragmatic particles and hedges, compliments, apologies, disagreement, humour and small talk, and many other aspects of workplace discourse. Current Research Projects: The Language in the Workplace (LWP) Project team has just completed a research project exploring cultural differences in workplace communication patterns. The research has focussed especially on similarities and differences between Mãori and Pãkehã leaders in Mãori and Pãkehã workplaces including the way that people manage meetings, the role of narrative in workplace interaction, and the functions of humour in different workplaces. A book describing this research will be published by Oxford University Press. The LWP team is currently engaged in pilot work for a project which follows skilled migrants into New Zealand workplaces in order to identify the communication issues they encounter as well as the attitudinal challenges which they have to deal with. Joining a new community of workplace practice: discursive evidence of the importance of attitudes Over the last few decades, New Zealanders have increasingly begun to perceive their country as a relatively diverse and multicultural society. People migrating to New Zealand often find, however, that their experience does not always live up to this rhetoric. Drawing on a theoretical model developed to analyse workplace discourse in its wider socio-cultural context (Holmes, Marra and Vine 2011), this paper examines research evidence of the attitudes of New Zealanders towards skilled migrants as they enter the professional New Zealand workforce. Data from interactions between migrants and their workplace mentors is used to analyse these attitude, with some encouragingly positive results. The recorded data used in the analysis was collected by migrants enrolled in a communication skills course with an internship component which provided them with experience in New Zealand workplaces. These new citizens are people with tertiary qualifications, relevant workplace experience, and a high level of proficiency in English. Their experiences provide useful insights into the accommodations required by all parties in the process of joining a new community of workplace practice. The paper concludes with some reflections on ways in which applied linguists can work with members of the wider workplace community to identify and research areas of mutual concern, presenting research which is paradigmatically ‘applied linguistics applied’ (Roberts 2003).

~~48 Tim McNamara, University of Melbourne~~

~~Thursday, 1 December November 2011, 1:45 – 2:40 pm~~

University of Canberra, Boiler House Lecture Theatre, Building 14 Tim McNamara is Professor in the School of Languages and Linguistics at the University of Melbourne, where he teaches and supervises graduate students in Applied Linguistics and is active in the Language Testing Research Centre (www.ltrc.unimelb.edu.au), which he helped to establish in 1990. Tim has held visiting positions at universities in Canada, the United States, Japan and the U.K., and most recently at the University of Vienna. His publications include Measuring Second Language Performance (Longman, 1996), Language Testing (OUP, 2000) and Language Testing: The Social Dimension (with Carsten Roever, Blackwell, 2006), which won the Sage/ILTA Award in 2009. His main areas of research are in language testing, particular its social and political aspects, including in citizenship and asylum seeker procedures; and the potential of discussions of language within poststructuralism in the humanities to inform work on language within applied linguistics, usually seen as a social science. He is currently writing a book on this latter topic under the title Language and Subjectivity. Language analysis in the determination of origin of asylum seekers: a perspective from language testing This paper considers the practical issue of language analysis in the determination of the origin of asylum seekers in the light of theories of validity from the field of language testing and assessment. It argues that it is useful to conceptualize language analysis as a form of language assessment, leading to an agenda for research on aspects of the validity of the procedure.

~~49 Diana Eades, University of New England~~

~~Friday, 2 December 2011, 9:00 – 10:30 am~~

The Australian National University, Manning Clark Centre, Lecture Theatre 1 Diana Eades (Adjunct Professor, University of New England) is a sociolinguist who has specialised in communication between Aboriginal and non-Aboriginal people in the legal system since the mid-80s. In addition to many journal articles and book chapters, her academic work includes the books Courtroom Talk and Neocolonial Control (2008, Mouton de Gruyter) and Sociolinguistics and the Legal Process (2010, Multilingual Matters). She has provided expert evidence to courts and tribunals in Queensland and New South Wales, and her work is cited as the authority on Aboriginal English in the legal system in government reports, judicial decisions, and legal publications. She is co-editor of The International Journal of Speech Language and the Law and has been President, Vice-President and Secretary of the International Association of Forensic Linguists. For more than two decades she has been providing workshops about intercultural communication with Aboriginal people, and communication practices within the legal process, to lawyers, magistrates and judges, and in 1992 she published a handbook for lawyers titled Aboriginal English and the Law (Queensland Law Society). Applying linguistics to questions about Aboriginal participation in the legal process Language is integral to the workings of the law, and successful participation in any aspect of the legal process depends on linguistic and sociolinguistic practices. Therefore linguistics has a role to play in examinations of how the law works, and sometimes doesn’t work. In focusing on concerns about Aboriginal participation in the legal process, I will overview contributions made by linguists in the contexts of police interviews, lawyer interviews, and courtroom hearings, and point to areas for future work. To date most of the work been concentrated in the following areas: >> applying linguistics to questions raised by legal representatives in individual cases >> addressing intercultural communication where Aboriginal people do not speak English or where they speak English as a second (or third, or n-th language) >> addressing intercultural communication where Aboriginal people speak a variety of English as their first language >> addressing language ideologies and practices within the legal process which are arguably implicated in continuing failures of the legal system to deliver justice to Aboriginal people

~~50 A B S T R A C T S (alphabetically by family name)~~

~~The dialogic positioning of the metaphor ‘nations-are-brothers’: The diversity of fraternal perspectives in Russian public discourse Ludmilla A’Beckett~~

Monash University This paper shows how the play of voices around the Russian metaphor ‘nations-are-brothers’ brings in conflicting political viewpoints regarding the topic ‘ex-soviet/slavic nations-are-a family’. Russian Government officials often address the near abroad in terms of ‘brothers’. This metaphor is often viewed as a promoter of Russian dominance in the post-Soviet international space and as a tool of suppression of other nations, e.g. Ukraine, Belorussia and Georgia. For the purpose of this paper, 300 examples with metaphors brothers, sisters, fraternal and brotherhood referring to nations have been selected from the two most popular Russian newspapers and an influential media channel. Their dialogic engagement (Martin and White, 2005) has been analysed. The dialogic engagement of the metaphor includes acceptance, distancing, refutation and elaboration of the mapping. Each dialogic position contains implications for interpretation of the ‘nations-are-brothers’ metaphor and Russian international policy. Contrary to expectations, acceptance and elaboration of the widely-shared conceptual frame often undermine Russian dominance. In contrast, refutation and questioning the metaphor mapping sometimes strengthen the position of the Russian government. Through refutation and questioning, other nations are cast as villains who do not deserve ‘fraternal’ care. Hence, the ‘widely-shared preferred (hegemonic) model’ does not lend consistency to the beliefs of the participants in this Russian discourse.

~~Examining the effects of process writing instruction for Japanese EFL learners: A questionnaire survey Makoto Abe~~

Dokkyo University Process writing is a common methodology of EFL writing in many countries (Muncie, 2002). However, development of learners’ writing process is difficult to visualized. Thus, one of the significant roles of writing teachers is to grasp the change of learners’ strategy use in each stage of writing: planning, drafting, and reviewing. This study reports on the effects of a process writing instruction on Japanese EFL learners’ writing development. 62 university students who were enrolled in a 1st-year English department course participated in this study. During the whole semester (12 weeks), they learned how to write an English paragraph and in each class they were asked to write reflective journals on their use of writing strategies. In week 7 and week 12, a questionnaire (32 items using four point Likert scale) for assessing use of writing strategies was given to the participants. The questionnaire data, students’ reflective comments, and students’ written products (written in week 1 and week 12) were analyzed. The results showed that there was a significant difference in quantity and quality of strategy use (1) across at different proficiency levels, (2) across the stages of writing (planning, drafting, and reviewing), and (3) across the aspects of writing (lexis, form, and content). The results also revealed improvements in the participants’ writing products in terms of complexity and fluency. The pedagogical implication will be discussed with regard to a useful way of implementing questionnaire as a reflective tool.

~~Responding to apology: A study of Australian and Indonesian speech act behaviours Adrefiza Adrefiza~~

University of Canberra This study compares Australian English (AE) and Bahasa Indonesia (BI) apology responses (ARs) with reference to gender and situation variables. Based on ODCT data from 120 respondents from both communities, a total of 360 responses from three apology situations were audio-recorded and categorized according to Holmes’ (1995) broad and Chen and Yang’s (2010) specific classifications. The findings show that ARs in both languages are complex and elaborate, embodying various subsidiary speech acts and expressions. They generally show indirectness and reduce face threats towards interlocutors. Regardless of gender and situation, speakers from both communities tend to be accepting, with absolution being the characteristic of their responses. One surprising result is that, in a significant minority of cases, Indonesian respondents are revealed to be more direct and more face threatening than the Australian counterparts. This seems to challenge the stereotype regarding speech behaviour of the Indonesians who are often regarded as more indirect than Australians. The findings offer pedagogical insights for the teaching of both languages for the sake of intercultural communication.

~~51 Comparing the L1 and L2 mental lexicon development, breadth, depth and accessibility Neda Akbari~~

University of Canberra Mental lexicon is an important component of language in language and specifically second language learning, since words carry meanings and communication occurs through the meaning of words. It is equally important to look at mental lexicon as a multi-dimensional network consisting of breadth, depth and accessibility as opposed to the traditional one or two dimensional network. This study investigates the development of L2 mental lexicon compared to L1 mental lexicon from the three dimensions of breadth, depth and accessibility. In particular, this study examines how breadth of words affects depth and accessibility of words in the L2 mental lexicon of school students and how the L2 mental lexicon develops with the subjects’ age. The participants are native and non-native speakers of English, year 1, 6 and 10. While the non-native speakers of English speak other languages at home, their English is considered adequate for mainstream education. A word association test and a yes/no lexical task are employed as tools to assess participants’ ‘depth of vocabulary knowledge’ and ‘breadth and accessibility’ respectively. An additional proficiency screening and a bio-data survey are administered on the non-native speakers. The findings of this study will enrich our knowledge of L2 mental lexicon development compared to L1 mental lexicon development which will have implications for second language vocabulary learning and teaching.

~~Does formal instruction of speech acts help EFL students improve their politeness competence? Ali Al Ghonaim~~

Qassim University This research project investigates whether explicitly instructing college students on speech act theory in general and the speech act of refusal in particular helps them significantly improve their sociolinguistic competence operationally defined as appropriate use of politeness strategies. Sixty Saudi Arabian senior college students majoring in English will participate in the study. All participants complete a pretest in the form of a discourse completion task (DCT) that measures their proper use of politeness strategies and politeness appropriateness when making refusing or making requests. Then, the participants are randomly assigned to two groups: an experimental group and a control group. The two groups already took a required 52-hour interpersonal communication course over a period of 13 weeks. The participants in the two groups are taught the same course content. This course provided the students with ample practice on how to efficiently communicate in English. After that, the experimental group is explicitly instructed on speech act theory with an emphasis on the appropriate use of politeness. Two weeks after the speech act classes are over, the students will complete another DCT, which will be used as a post-test. Student responses on both the pre-test and post-test will be graded by two independent discourse analysts for the appropriate use of politeness strategies and politeness appropriateness in the students’ responses of refusal and request. Statistical analysis of the response ratings will be conducted to see if there is any significant difference in the post- course performance of the participants. The results of the analysis will reveal if formal instruction on speech act theory will help EFL students improve their use of politeness strategies.

~~Willingness to communicate by Arab EFL learners: Conceptualisation and realisation Said Al-Amrani~~

Sohar University/ University of Queensland This paper examines the role of willingness to communicate (WTC) in classroom EFL performance in an Arab context. WTC is a multi-faceted construct that integrates psychological, linguistic, and communicative variables to describe, explain and predict students’ communicative behavior in a second language. It has been identified by Dörnyei and colleagues (Dörnyei et al., 2006) as a key component of Second Language Acquisition (SLA) theory and calls have been made to incorporate the notion into second language pedagogy. The paper will report a research project that is among the first to provide an Arab conceptualisation of the WTC constract and to examine how it is manifested in Arab EFL learners, specifically a classroom setting in Oman. Learners’ WTC was examined through surveys protocols that assessed their WTC and the possible factors (including cultural factors) that influence Arab students’ WTC in English. Participants were st1 year and 4th year English majors at a private Omani university. The results will be related to Dörnyei’s (2005) second language (L2) motivational self system model. The latter is the emerging standard for motivation research in SLA (Ortega, 2009) and this paper seeks to contribute to the development of that approach.

~~52 Psycholinguistic determinants of English vocabulary retention across secondary and university education in Saudi Arabia Faizah AL-Hammadi~~

King Faisal University The present research investigates the effect of word length, morphological/orthographic complexity, frequency, and semantic compositionality, in addition to the time interval in the retention of vocabulary items studied in high school. 150 teachers, 800 high school students, and 650 college students participated in a follow-up survey. 139 words differing according to the factors mentioned above were given in a questionnaire form once during their last semester at high school, and another time during second semester at college, a time difference of roughly one academic year. Results indicate that there is a remarkable degree of vocabulary attrition in the case of Saudi EFL learners. Formal properties of target vocabulary items constitute a determining factor in vocabulary retention. It was also found that word frequency is a major determinant of vocabulary retention. The results of the present study provide partial support to the Anderson’s (1982) ‘linguistic feature hypotheses’. However, it can be assumed that vocabulary attrition results from a number of interrelated factors that include the formal and functional features of the word, in addition to the learning and the teaching strategies adopted in the EFL practices.

~~The influence of instructor participation on students’ linguistic online exchanges in EFL blended learning Ali Alamir~~

Monash University The instructor plays an integral part to the quality of students’ linguistic and social exchanges in the computer-mediated communication environment However, it is yet to conclude whether or not the instructor participation promotes students’ linguistic and social online exchanges in EFL learning. This paper reports some preliminary findings from a large mixed methods research project. Over a whole academic semester in 2010, 25 EFL undergraduate students of Arabic native language discussed 14 argumentative topics with their peers and instructors using the discussion boards located in their University Blackboard system. This discussion went over two phases of exchange, students-to-students and students-to- instructor exchanges. Four linguistic measures (Wolfe-Quintero, Inagaki & Kim, 1998) were applied to the two discussion phases to measure the length, lexical density, grammatical complexity and linguistic accuracy of the students’ linguistic exchanges. The results were explored using quantitative and qualitative methods. The significant findings show that students produce lengthy but less accurate online exchanges when they discuss with their peers than with their peers and instructors. It seems that instructor participation in this study helps students to pay more attention to their linguistic accuracy. This finding supports the suggestion that a small rate of instructor intervention with the students’ online exchanges would encourage their attention to issues of accuracy (Kessler, 2009).

~~Language practice and conversation through status updates: Exploring microblogging for language learning Antonie Alm~~

University of Otago This presentation explores microblogging as an out-of-class activity for second language (L2) learners. It provides an overview of Plurk, a twitter-like social-networking service (SNS) and reports on a study of its use in an advanced beginners German class. The participants (n=28) were asked to create a profile on Plurk, to ‘friend’ their classmates and to post regular status updates and replies for a period of eleven weeks. Drawing on the concept of transportable identities, as developed by Richards (2006), this study addresses the question whether this type of microblogging, a familiar form of communication to most students, can support beginning L2 learners in engaging in out-of-class language practice and conversation that is personally relevant to them. It examines the role of the SNS in this process and its effect on language use. The investigation covers three areas relevant to the research question: 1) Learner perceptions of the activity. The responses (n=14) of an online questionnaire give some indication on the familiarity of this cohort with microblogging and its perceived benefit for language learning. 2) Self-presentation. Central to the concept of transportable identities, this area examines with reference to boyd & Elliot (2007) how the participants use their profile information and status updates for the purpose of self-presentation.

53 3) Language: Extracts from the plurk corpus (1297 posts and 1554 replies) illustrate the use of language (e.g. use of the ‘quantifier’-feature, a pop-up menu with 18 verbs to start a sentence, use of emoticons), communicative strategies and conversation episodes.

~~Is communicative competence present in the communicative approach? Virgilio Almeida~~

University of Brasilia Dell Hymes publication of (1972) — On Communicative Competence — besides expanding Chomsky’s (1969)concept of competence, by aggregating sociolinguistic aspects to theoretical framework of what came to be known as communicative competence, was almost immediately adopted by the defenders of a model which could substitute the much-criticized audiolingualism. The original concept was expanded by many authors, who introduced the paradigms of strategic competence (CANALE & SWAIN, 1980), pragmatic competence (THOMAS, 1981), interactional competence (YOUNG, 1997), discursive and formulaic competence (CELCE-MURCIA, 2007) to the area of second and foreign language learning and testing. Most of the foreign language institutes today claim to adopt the communicative approach to language teaching, and the textbooks adopted by such institutes are said to be written under the premises of the same approach. However, very little of what was demonstrated through linguistic research, both applied and theoretical, have found their way into foreign language teaching textbooks, for a number of reasons. The aim of this presentation is to share with the audience my concerns about the inadequacy of textbooks which consistently neglect the inclusion of (socio)cultural aspects on the teaching of foreign languages, therefore failing to produce a bicultural learner (AGAR, 1997), which is seen as essential for one to be called truly communicative competent in a foreign or second language.

~~Taking to the airwaves: A strategy for language revival Robert Amery~~

University of Adelaide The re-introduction of a language into an English-speaking community presents an enormous challenge. School programs, workshops and songwriting projects have typically been thestarting point for language reclamation with small numbers involved. Increasingly, reclaimed languages are being used in public to give speeches of ‘welcome to country’ or by choirs in the singing of songs. At the same time reclaimed languages are appearing in signage and works of art. However, the opportunity to hear reclaimed languages spoken is rare. Radio and associated podcasts and downloads offer a means of reaching a wider audience. This paper will discuss a project to develop and broadcast two hour-long radio programs in and about the Kaurna language, the original language of the Adelaide Plains, which is being reclaimed on the basis of 19th century written records (see Amery, 2000). Strategies have been developed to engage with an English- speaking audience in a way that makes the Kaurna language interesting and accessible. This may serve as a model for other languages in similar situations to follow.

~~Language awareness continuum: A case of requiring specialised linguistic understandings in an education context Denise Angelo~~

Northern Indigenous Schooling Support Unit, Department of Education & Training, Qld This paper outlines the need for an additional technology to make elements of (socio-) linguistics visible and accessible to the more generalised field of education. It exemplifies this by describing the educational climate in Queensland in the early 2000s (in relation to Indigenous learners of English as a Second/Subsequent Language or Dialect, ESL/D), where: an appropriate assessment tool had been developed for Indigenous ESL learners (ESL Bandscales); an authorising policy environment existed for their identification and monitoring (through Partners for Success); and, indeed, a commonwealth- funded program provided a possible financial incentive at a school level (English as a Second Language — Indigenous Language Speaking Students, ESL-ILSS). Despite the alignment of such support, there has been little advancement towards systemic recognition and support of Aboriginal and Torres Strait Islander ESL/D learners. This paper argues that this is partly attributable to the lack of sufficient understandings about language and language varieties, specifically contact languages. Thus, the Language Awareness Continuum (Author, 2006) was developed as a technology to support Aboriginal and Torres Strait Islander ESL/D learners by both describing and developing (socio-) linguistic understandings necessary for students, educators and the system.

~~54 The international context: Space for reviewing literacy support in the disciplines Angela Ardington~~

University of Sydney Recognition of the need for literacy support where cohorts comprise a high percentage of international students with strong science/math competence, yet little experience of academic English, is challenging. This paper explores the challenges in designing appropriate literacy support in the Faculty of Engineering at the University of Sydney. Theoretical principles that have guided current initiatives draw on a synthesised approach from Academic Literacies (Lea & Street 1998) and Writing in the Disciplines (Hyland 2009). Alongside the capacity for technical analysis, core engineering graduate attributes emphasise non-technical skills: (i) the ability to communicate effectively, (ii) to function as reflective practitioners on multidisciplinary teams, (ii) to participate in the broad education necessary to understand the impact of engineering solutions within a global, economic, and environmental context. Increasingly, students are coming from a diversity of backgrounds — academic, cultural, professional, and academics are being required to meet complex professional demands. Effective literacy support requires early identification of problems in large undergraduate cohorts. Evidence demonstrates that literacy support is most effective when: a) aligned to assessments embedded in core units of study, b) relevant to dynamic professional practice. The challenge of securing an integrated, systemic presence in a disciplinary context can only be achieved with ongoing and embedded executive level understanding, commitment and dedicated funding. Identifying student diversity as an opportunity to promote a more global way of learning that enables students to draw on their own linguistic and rhetorical resources would be a more inclusive pedagogical shift in the development of intercultural competences.

~~A comparative study on metaphors used during the 2008 global economic crisis in English and Malay language news reports Su’ad Awab~~

~~University of Malaya Lynne Norazit~~

University Tun Abdul Razak, Malaysia The use of metaphor will and still is one of the best tools in language to discuss and handle difficult events in our lives. This is connected with one of the functions of metaphor which is the ideational construction of reality. Many comparative linguistic studies look at metaphors used in different languages either referring to the same or similar event (Charteris-Black & Ennes 2001, Deignan & Potter 2004) in different country settings. A unique feature in Malaysia is that her bilingual speakers, when reading English and the Malay language texts, would have to process bi-lingual data presented on a daily basis in printed media. In a study of metaphors used to report the 2008 global economic crisis in English news papers (authors), the salient metaphors were those relating to weather, medical and sports. Based on this, this study now looks at the types of metaphors used when the reporting the same event in the Malay language newspapers. Acknowledging the different world views of bi-lingual speakers in Malaysia, we would like to investigate how the economic upheaval is processed, translated and transmitted to the public through metaphors. Using the tools of corpus linguistics and a critical metaphor approach, the study compares the metaphors used in Malaysia’s leading English language daily newspapers with the Malay newspapers during these 2008 global economic crisis, and how this reflected the political ideology, the socio-cultural milieu and historical background during that event.

~~The use and functions of communication strategies in university admission interviews Suryani Awang, Marlyna Maros, Noraini Ibrahim~~

Universiti Kebangsaan, Malaysia The term ‘strategy of communication’ (Selinker 1972: 217), also known as ‘communication strategies’ or CS, is originally concerned with the linguistic aspects of the psychology of second language learning. Over time, the term received considerable attention from many scholars, including those who criticized the psycholinguistic definition which is claimed to overlook the interactional function of CS. Despite the different perspectives held by different scholars, the pivotal role CS plays in communication, cannot be denied. It helps to compensate for breakdowns in communication as well as to enhance the effectiveness of communication. While studies on communication during job interviews seem to reach their saturation point, studies on communication skills in university admission interviews are still lacking. This is despite the fact

55 that failure during such interviews can have far-reaching implications on the candidates. Hence, this study aims to investigate the use of CS among successful and unsuccessful candidates. The research methodology involves observing university admission interviews in one of the public universities in Malaysia. These sessions, which were conducted in English, were recorded on audio (which were then transcribed) and video for later analysis. Tarone’s (1983) and Dornyei and Scott’s (1997) taxanomies were employed for a comparison on the use of CS by the candidates. Using Interactional Sociolinguistics approach to analyze the discourse, the emergent themes were then coded into two categories of strategies: successful and unsuccessful. From the research findings, discussion was focused on how CS plays its role in sustaining communication and the impact it has on communication.

~~The relationship between adult EFL learners’ learning styles and their language learning strategies Mohammad Sadegh Bagheri~~

~~Islamic Azad University Ismaeil Fazel~~

Vancouver Georgia College This study aimed to identify the learning styles and strategies of students, to find out the relationship between students’ learning styles and strategies. 110 Elementary level students were asked to complete two questionnaires, one to identify students’ learning styles and the other to identify students’ learning strategies. Think aloud protocols were also conducted to determine the strategies students used while reading. The data analysis of the questionnaires revealed that students’ major learning styles were auditory and that group learning styles and memory strategies were favored the most. Also, significant relationships were found between the visual styles and memory strategies, the auditory styles and meta-cognitive and social strategies, the kinesthetic styles and the cognitive and the compensation strategies, the group learning styles and the meta- cognitive strategies. The think-aloud protocols revealed that students used various strategies.

~~Examining L2 pronunciation pedagogy: Students’ perceptions, teachers’ beliefs, and classroom practices Amanda Baker~~

University of Wollongong This presentation presents the findings of an in-depth investigation into the dynamic relationships that exist between L2 teachers’ cognitions (knowledge and beliefs), teachers’ pedagogical practices, and students’ perceptions — with respect to the teaching of pronunciation. In comparison with other skill areas, especially grammar, reading and writing, connections between L2 teachers’ knowledge base and pedagogical practice — as related to pronunciation — have been relatively under-explored in either ESL or EFL contexts. With few exceptions, both L2 teacher cognition and classroom-based research have only partially examined the position of pronunciation teaching in the classroom. Furthermore, few studies have examined links between students’ beliefs and perceptions about teachers’ practices and the actual cognitions and classroom practices of teachers. Even fewer studies, if any, have explored these links from the perspective of pronunciation teaching. To provide greater insight into the nexus of teachers’ cognitions, instructional practices and students’ beliefs, the current study investigated the beliefs, knowledge and practices of five experienced ESL instructors in an intensive English program. Semi-structured interviews, classroom observations and stimulated recall interviews were used to facilitate the development of a detailed account of teachers’ cognitions and classroom practices. Data on students’ perceptions were collected through questionnaires that were distributed to 63 students. The presenter will discuss findings from the current project, using video clips of classroom observations, descriptions of classroom practice, and quotations from participants to illustrate findings. Based on these findings, recommendations for future directions in pronunciation-related research and suggestions for teacher education and pedagogical practice will be provided.

~~English as a Foreign Language teacher education: A sociocultural analysis in the Chilean context Malba Barahona~~

The Australian National University Learning English as a Foreign Language (EFL) teacher education is not simply a matter of individual students acquiring knowledge of linguistic items, knowledge about language acquisition or teaching skills, but is rather, the development of specific cultural practices that rely on the rules and tools present in the learning context. From a sociocultural perspective learning to teach is collective, situated and tentative (Johnson, 2009). This paper explores how the collective activity of

56 learning to teach EFL in Chile is conceived and subsequently shaped by the social, material and intellectual resources to which pre-service teachers relate. Activity Theory as an analytical framework is used to explore EFL teacher education in an EFL teacher education program in Chile. Data were collected using in-depth interviews, self-reports, focus group discussions, document analysis and observations. This analysis examines pre-service teachers’ motives, tools, rules, the community and division of labour in the activity of learning to teach EFL. The analysis also discusses the contextual factors which shape the activity. In this paper I suggest that Activity Theory is not only useful as a conceptual tool to understand people’s perceptions of one activity, but also to understand the collective activity by illuminating the contradictions and tensions within and between connected activity systems. A sociocultural perspective in the study of how pre-service teachers learn will not only allow us to understand the activity, but also lead us to change and improvement.

~~Supervisors’ on-script feedback comments on students’ drafts of dissertations and theses Helen Basturkmen,~~

University of Auckland The presentation reports part of a wider project into supervisor provision of feedback on writing in draft dissertations and theses (Author, Year). At postgraduate level little attention has been given to the specific types of response that supervisors give to their thesis students. The project involved six universities in New Zealand, mixed data collection methods (questionnaires, interviews and sample scripts with feedback comments) and by spanning three disciplinary areas (Humanities, Sciences/Mathematics and Commerce) represents an intersection between Applied Linguistics research and other disciplinary areas. A total of 351 feedback comments were analysed. Descriptions of pragmatic strategies in previous research in the area of critical feedback, such as, Kumar and Stracke (2007) and (Author, Year), were developed into a framework to account for observations of the data set. Key findings concerning the level of directness, focus and complexity of the feedback comments are reported.

~~Teaching oral requests: An evaluation of five ESL/EFL coursebooks Sarah Bayes~~

University of Canberra Despite the vast amount of discourse analysis (DA) research on everyday talk, there is a mismatch between the results of DA research and the lessons in English as a Second Language (ESL) coursebooks. The goal of this research was to explore whether current discourse analytic research is reflected in the lessons and interaction examples of five ESL textbooks by using spoken requests as the subject of investigation. From the most important contributions uncovered in the review of the current literature on politeness, speech act theory and conversation analysis, five criteria were selected. Using these five criteria, the lessons on requests from five ESL coursebooks were analysed and evaluated. This study found that none of the coursebooks covered all of the criteria, and that some coursebooks actually had very inadequate lessons. The results of this literature review and textbook analysis demonstrate that teachers using these five coursebooks and designers of future coursebooks must improve their lessons on requests by using DA research and authentic language as a guide.

~~The ‘invasion’ of English into Chinese internet discourse Nick Bi~~

University of Sydney Nowadays, irrespective of how well-established and well-protected local cultures, the world has been linguistically dominated by English. Chinese is not an exception either, though having kept its own feature and integrality for more than 5000 years, the old character based Chinese language system is facing many challenges. In 2010, the Chinese government announced a new policy prohibiting the use of English language in various media to keep the Chinese ‘pure’; however, insofar, no proper study has been conducted to prove whether this protection is good or will result in more problematic consequences in mainland China. This paper therefore attempts to examine the code-mixing phenomenon in Chinese internet language on top 10 websites. By analysing 250 code-mixing sentences and the study found out most often used English words are NBA, love, CBD, flash, New etc. The semantic functions of these words are quite similar to research conducted in other contexts of Chinese cultural origin (e.g., Hong Kong and Taiwan). In addition, 200 questionnaires were sent out in order to better understand the general public’s attitudes towards English mixing in Chinese internet discourse. The findings indicate that code-mixing is a trend in Chinese internet discourse, but there is not a sign of cultural invasion by those words, because those words are purely having the linguistic function rather than other features. Though it is an inescapable trend, much attention still needs to be paid on how to balance the use of code-fixing, in order to make less confusion and refrain from cultural interference.

~~57 Conditions determining the effectiveness of written CF for SLA John Bitchener~~

Auckland University of Technology The interface between L2 writing and L2 learning/acquisition has gathered momentum in recent years as theorists and researchers have considered the extent to which L2 writing activities and written CF on learners’ texts have the potential to facilitate L2 learning. While current research is beginning to reveal ways in which written CF can help some learners develop greater accuracy and mastery over some linguistic errors at least, it is equally clear that other learners do not benefit in the same way. This, of course, raises the question about whether there are certain conditions that are not being met or taken into consideration when teachers provide their learners with corrective feedback. The aim of this presentation is to consider a range of conditions that might be considered before feedback is given on written errors. Insights from different theoretical perspectives (cognitive, socio-cultural and socio-cognitive) and from the empirical literature are available in the literature on what these mediating conditions might be so each of these will be discussed in this presentation. Some attention will also be given to pedagogical insights. An opportunity will be given for members of the audience to add to and/or challenge the ideas that have been presented.

~~Teachers’ beliefs about learner autonomy Simon Borg~~

University of Leeds Informed by research on teacher cognition (author, 2006), the study of teachers’ beliefs is now acknowledged in the field of teacher education as an important element in understanding, and promoting change in, what teachers do. Yet compared to the volume of literature on the meaning and value of learner autonomy (LA) in language learning (e.g. Benson, 2001), language teachers’ beliefs about LA remain largely unstudied. The study reported here addresses this gap in the context of a university language centre catering for some 3500 learners of English. Following an overview of the rationale and methodology of the study, insights into the teachers’ beliefs about LA will be presented based on a statistical and qualitative analysis of questionnaires completed by 61 teachers and semi-structured interviews with 20 of these individuals. Salient issues to emerge here are that while the teachers were generally positive about the desirability of promoting LA, they were less positive about the feasibility of such an undertaking. Also, while the majority of respondents said that they did seek to promote LA in their own teaching, they also highlighted several obstacles to doing so. The implications of these findings will be noted, together with brief concluding comments on how the results of this study have been used as the basis of professional development initiatives related to LA in the participating institution.

~~‘Can I ask you something about your personal life?’ A linguistic analysis of critical errors in IMG doctor- patient interviews Cathy Bow, Mary Stevens~~

Melbourne Medical School, University of Melbourne Asking patients sensitive questions to do with sexual activity and behaviours can be a challenging task for medical practitioners. The task can be daunting for international medical graduates (IMGs) from non-English speaking backgrounds working in Australia if they are unfamiliar with the Australian context, or hold different cultural assumptions and values. Some IMGs may not have had communication skills training as part of their medical education. Little research has been conducted on whether reported difficulties with sensitive questioning in the medical interview is an issue of English language proficiency, interviewing skills or cross-cultural differences. This presentation examines eight video-recorded interactions between IMGs and simulated patients in role-play scenarios involving eliciting a sexual history as part of a medical interview. The interaction hinges on the revelation of sensitive information: the candidates fail the assessment task if they do not elicit specific facts about the patient’s sexual history. We examined transcripts and video-recordings to identify discourse strategies used by the doctors to elicit this information. Successful and unsuccessful interactions were compared in terms of critical moments in the discourse, as well as question formation, vocabulary, and interpersonal skills. We discuss the implications of this descriptive analysis for IMG training, including the extent to which such training should concentrate on language, culture, interviewing skills or all of these, and the collaboration of different disciplines in the delivery of such training.

~~58 Interpreted medical discourse and Italian speakers in Melbourne Julie Bradshaw, Marisa Cordella, Simon Musgrave, Louisa Willoughby~~

Monash University As speakers of community languages age their language skills may diminish, while their medical needs increase (de Bot and Makoni 2005). These factors create high demand for medical interpreters in ethnic communities, such as Victoria’s Italian community, where a large proportion of the population is aged over 65. By global standards, Australia’s provision of accredited interpreters in medical settings at no cost to patients is relatively advanced. However, concerns remain about reliability of the interpreting patients receive and the relative scarcity of interpreters with specialist training in medical terminology (Brough 2006:3–4). In this paper we present preliminary findings from a project examining the experience of elderly Italian-speaking patients who use an interpreter in medical consultations. The project draws on discourse analysis of recorded interpreted consultations together with post-consultation interviews to explore various issues surrounding (mis)communication between doctors and patients. In this paper focus on terms used in the consultation for body parts and medical conditions, as early data from the project showed this to be a site of complex negotiation between doctors, patients and interpreters. At least two levels of interpretation may be required, between technical and lay discourse and between English and Italian, and in this process the interpreters function both as language and intercultural mediators in the exchange.

~~Positioning students in the discourse of history: The role of metaphor Jean Brick~~

Macquarie University Recently, conceptual metaphor theory (Lakoff & Johnson 1980) has dominated study of metaphor in educational discourse. Little consideration has been given to the interpersonal function of metaphor. This paper uses positioning theory (Harré & van Langenhove, 1999) to explore the contribution of metaphor to inducting students into the discourse of history and developing their sense of engagement. Running transcripts of nine lectures taken from an introductory unit in world history (approximately 70,000 words) were prepared. Positioning theory was used to establish the co-occurrence of two discourses: the abstract and nominalised discourse of history, indexed by the use of ‘we’, referring to historians, and the personalised, concrete discourse of everyday experience, indexed by ‘you’, positioning students as participants in historical events. Metaphors were identified using Cameron’s (2009) identification of vehicle terms rather than individual words, and classified according to their function in presenting theory, establishing concepts (technical), constructing the field of history, organising lectures and personalising. Findings indicate an iterative process whereby major concepts are presented using theory constitutive metaphors which are unpacked through abstraction then concretisation. Abstraction is associated with nominalisation and the use of technical metaphor while concretisation involves personalised experience realised in congruent language and colloquial metaphor. I suggest the use of theory constructing and technical metaphor contributes to the positioning of students as historians, while the use of colloquial metaphor positions students in ways which maximise their sense of agency. Furthermore, uses of metaphor constitute a major challenge for history students in early years of tertiary study.

~~Action research in language teacher education: Impact, tensions and potential Anne Burns~~

University of New South Wales In recent years, the theoretical underpinnings of language teacher education have transitioned from traditional notions of transmission to those of progressive transformation (Burns & Richards, 2009). Various proposals have been made about what may be considered transformative teacher education experiences. One of these is action research (AR), a form of research undertaken in immediate social settings, within which researchers work as research participants integral to the process as well as empirical investigators. In this paper I first briefly consider the antecedents of AR and the main philosophical foundations on which it is based. I then describe some of the essential features of AR in comparison with other forms of research and explore what it is about AR that can be considered applicable to transformative teacher education. I introduce a case study of a recent project carried out nationally with teachers working in the ELICOS sector though which I aim to document the impact at national, institutional and individual levels. The tensions and challenges of conducting this kind of broad-scale AR as they emerged from the project are also considered from the point of view of the roles of the organisations involved, the issues implicated in researcher-teacher collaboration and the pressures on the teacher –researcher participants. With the aim of bringing

59 together the various complexities, processes, successes and weaknesses of such a teacher education program, I conclude by analysing what potential AR seems to have for professional transformation in a national sector.

~~The beliefs and attitudes of refugee and migrant English language learners: The dynamicity and persistence of their motivation and willingness to communicate (WTC) Denise Cameron~~

Auckland University of Technology Dörnyei (2010), a leading researcher in the language learning motivation field has dismissed as an ‘idealized myth’, the idea that individual differences (IDs) in learners are stable and monolithic traits (p.252). Instead they display ‘a considerable amount of variation from time to time and from situation to situation’ (p.252). By means of individual interviews conducted at a six month interval, case studies of refugee and migrant learners in a NZ university English class have been compiled. Their Willingness to Communicate (WTC), which encompasses such learner characteristics as aptitude, motivation, self-perceived competence, anxiety, and personality, will be examined in the context of their experiences of learning English in their country of origin and in NZ. How these factors are subject to change and persistence will be discussed, and the commonalities and differences in the language used to describe their adjustment to a new and permanent life in another country and culture. Variations in the communication context have been suggested by MacIntyre, Burns and Jessome (2011) as being able to ‘alter the affective tone of an experience, moving the speaker from a state of willingness to unwillingness to communicate’ (p.94).

~~The learning process of clitic pronouns and determiners and the development of curricula in French immersion context in British Columbia, Canada Rejean Canac-Marquis, Cecile Sabatier~~

Simon Fraser University, Canada Our paper presents the first results of a transversal study (grade 2 to 12) of the learning process of French as a second language language (FL2) in immersion context in British Columbia. This study seeks a novel understanding of the bi-/ plurilingual development and the potential it presents for the teaching and learning of second languages in educational context. Our hypothesis is that the study of the learner’s learning/acquisition process of second language forms is essential to a reflexion leading to the development of curricula and the linguistic training of educators. Our theoretical perspective mobolizes theories of second language acquisition in the generative grammar tradition (Hawkins 2001, Herschenson 2004), in the interactionist approaches to acquisition (Pekarek Doehler, 2000 ; Lantof, 2000) and in various approaches to the notion of multi-/pluri language compétence (Coste, Moore et Zarate, 1997 ; Cook, 2002) The corpus relies on the recording of in-class interactions collected between 2008 and 2010. We will here focus on the transversal acquisition process of clitic pronous and determiners. We will show that the study of the transversal process of acquisition in a perspective taking into account both cognitive and communicational factors allows us to better capture the nature of so-called ‘errors’, the critical steps of development and the various strategies that learners adopt along the way. By taking into account the actual nature of the learning process as a vital component of the educational process, we are able to identify patterns of language development which can be used to bring closer together what a learner is able to learn at a given time in his learning process, to what an educator could and should reenforce on the basis of the actual learner’s process.

Discourses of trust: The discursive construction of ‘trust’ within applied linguistic research Christopher Candlin Macquarie University Jonathan Crichton University of South Australia Issues of trust are foundational to people’s lives in contemporary societies. We live in a world described by Bachmann & Zaheer (2006) as a ‘trust society’ where people’s personal and social wellbeing critically depends on the existence and maintenance of trust and trustworthiness. This paper characterizes a research program which seeks to explore how people routinely across specific domains and at particular sites, are discursively engaged in establishing and maintaining, as well as diminishing and jeopardizing, relationships of trust in ways that materially affect peoples’ lives, including their interpersonal relationships, and the effectiveness of their communication in interactions involving their personal, professional or institutional goals.

60 We argue that it is by reference to the particular modes of inter-professional engagement among researchers and their interactions with participants at these sites that the meanings of ‘discourse’ and ‘trust’ are to be constructed and interpreted in such research. The paper foregrounds the need for a research methodological agenda in applied linguistics which focuses on the interdisciplinary identification and analysis of trust as a situated accomplishment — involving ‘joint problematisation’ (Roberts, C., & Sarangi, S., 1999) of underlying issues among participants and researchers over a range of domains and sites, and, and which holds out the promise of explaining how trust has come to be a criterial theme in terms of which relationships are appraised, and the effectiveness of actions evaluated.

~~Does it Matter if it’s Black and White? What difference do image types make to low-literacy L2 learners’ acquisition of vocabulary? Jakki Cashman~~

Association of Teachers of English as a Second Language, ACT The exploratory study reported in this poster presentation compared image types used for teaching vocabulary to pre-literate learners of English enrolled in the AMEP Preliminary Certificate of Spoken and Written English funded by DIAC. Following the findings that L1 illiterates were slower and less accurate processing images in black and white than in colour, and that there were differences between photographic images and diagrammatic images when naming images (Reis et al. 2006), this study investigated whether the differences would also affect L2 vocabulary learning. In a 40 minute lesson, seven subjects were taught ten words; three randomly allocated for a black and white lesson of repeating and examining word shapes while the remaining students used colour images. Half the words were photographs and half diagrams. Vocabulary learning was assessed twice after delays of three days and two weeks using three measures of vocabulary learning (requiring matching the word to the image through listening, speaking and reading). The study indicated a trend for more successful vocabulary acquisition when colour images were used, with no significant difference between photographic or diagrammatic images. An implication of this study is for the provision of appropriate resources for low-educated second language and literacy acquisition (LESLLA) learners.

~~E-learning and the development of cultural literacy: Towards best practices Catherine Caws~~

University of Victoria, Canada According to new Swaffar and Arrens (2005) ‘information becomes more effective and the language material included becomes more memorable when new information can be introduced through multiple modalities’ (p.15). As students become more and more computer literate, it appears that this statement become even more accurate. Relying on textbooks and videos that often characterize cultures in a highly stereotyped manner is simply not a good way to transform our learners into globally conscious citizens. In this presentation we will comment on several best practices in second language education that have made a genuine use of technology and Web 2.0 tools in order to create an authentic cultural experience for learners. In some cases the experience stems from the creation of digital spaces while in other cases, the study will relate to innovative methods of using authentic materials available on the Internet. In all cases, a focus on the development of the cultural literacy will be highlighted showing to what extent it is closely related to the development of other skills, such as information technology skills. Activity theory will be used to frame our discourse.

~~Same system, different reactions: Exploring factors influencing students’ learning experience Angela Chan, Jonathan Webster~~

City University of Hong Kong This poster explores some possible factors influencing students’ learning experience with a language enhancement initiative implemented at a Hong Kong university. The initiative was an online disciplinary-based language learning system which aimed to create a motivating environment to help students improve their competence in English writing with advice from a language coach. The participating coaches mainly came from three institutes. Although the same guidelines were provided, variations in practices were observed among these coach groups. It was also noticed that students of different coach groups reacted to the system differently. As part of a longitudinal evaluation study, a questionnaire was designed to seek students’ feedback on various aspects of the language learning system and to enquire their motivation to use the system. By drawing on the feedback from students of different coach groups, this paper reports on the coach group which was received more favourably and explore what may influence students’ learning experience.

61 Questionnaire findings suggest that the students in general were more receptive than what has been suggested in the literature to the idea of getting language feedback on their assignments before final submission. Coaches’ comments and students’ motivation appear to be the two main factors that have influenced students’ experiences with the language enhance system. Also, it seems that internally regulated motivation factors (such as positive learning outcomes due to coaches’ language advice) are more effective than external rewards (such as marks). Such findings will have implication for second language teaching and learning.

~~Language and literacy: A case study of practice across 300 million square kilometres and a dozen countries Rajni Chand~~

University of the South Pacific, Fiji University of the South Pacific (USP) a regional university that lies across 300 million square kilometres, five time zones and governed by a dozen South Pacific countries, is currently re-evaluating how it addresses the English language needs of its students. USP’s geographical and political diversity is accompanied with the diversity in the language policies, language levels, and the differences in the literacy levels found amongst the students who come to USP for their tertiary education. Nearly all students who attend USP are second language learners of English. Studies in language literacy and academic literacy both discuss approaches that can be used to help ESL learners cope with the academic and literacy demands they face at university level (Lea and Street, 1998; Lillis, 2003; McKinney and van Pletzen, 2004; and Murray, 2010). Murray, (2010) distinguishes academic literacies from study skills similar to the way English for Academic Skills is distinguished from English for Specific Purposes. Keeping that distinction in mind, the following paper looks at the strategies currently used at USP to help students cope with their academic and literacy demands. It also suggests approaches that can better help learners at USP with their language and academic literacy challenges.

~~Types and functions of evaluation in students’ academic essays Antonia Chandrasegaran~~

Nanyang Technological University, Singapore Evaluation, also known as Appraisal (Martin & Rose, 2003), is the expression of an author’s ‘attitude or stance towards, viewpoint on, or feelings about the entities or propositions’ being written about (Hunston & Thompson, 2000, p.5). Evaluation materialises when writers hedge, make value judgements, and interact with the audience. These discourse acts being characteristic of successful writing, evaluation is an important aspect of academic literacy development. Studies of evaluation have largely focused on expert-generated texts (e.g. Fortanet, 2008) but not as much on students’ writing. This paper reports findings from a study on the choice and use of evaluation in argumentative essays written by pre-university students in Singapore. Adopting a social-cognitive view of writing and Thompson and Hunston’s (2000) method of identifying evaluation, the research aims to discover the range of evaluative meanings student writers are capable of and the functions these meanings serve in constructing overall stance. The rationale for the study is that empirical evidence of how students use evaluation could further our understanding of the cognitive processes and genre knowledge that shape students’ texts. Preliminary findings suggest that effective evaluation arises from a rhetorical mindset during composing and from knowledge of the genre practices of the academic essay, pointing to pedagogical implications which will be discussed.

~~Analysis of interactional strategies and reciprocal positions leading to a successful discussion in French Julien Chartier~~

Université Sorbonne Nouvelle/University of Queensland What constitutes successful participation in discussion in French? Group discussions among advanced learners of the language were recorded in Australia and then judged by French age-peers on the relative success of the exchanges and on aspects of interactional behaviour including the extent to which participants advanced debate, dominated and/or supported each other. The Francophone assessments were analysed to determine which of these aspects correlate with the overall success of the exchange. A comparative analysis of the most and least successful exchanges was then undertaken using an interactionist perspective, to identify interactional strategies contributing to the success or failure of the exchanges, and the parallels between their culturally anchored representations and the behaviour observed. The findings of the project will provide a better understanding of the cultural specificities of different interactional styles and will serve as a potential basis for teaching interactional skills in French as a second language.

~~62 An empirical study on two task-based explicit reading and vocabulary instructional activities in the EFL context Tsuiping Chen~~

~~Kun Shan University, Taiwan Huifen Lin~~

National Kaohsiung Normal University, Taiwan The study intended to conduct an experiment to investigate the effect of two task-based and student-centered explicit reading and vocabulary instructional activities, (1) reading and vocabulary collocation instructional activity and (2) reading and vocabulary formation and affixation instructional activity held in two adult EFL classrooms. Seven weeks of task-based classroom activities involving student-self-instruction on seven reading texts and vocabulary contained in the seven texts were conducted. After 7 weeks of self-instruction, three major tests were developed to measure the students’ vocabulary and reading achievement. The three tests were (1) a reading and vocabulary subtest of TOEFL, (2) Nation’s 2000, 3000, and 5000 word- level tests, and (3) an instructor-designed reading and vocabulary test concerning the seven instructed texts. In addition, one questionnaire and two focus-groups were designed to collect anonymous students’ evaluation on the two activities and to gauge the participants’ attitudes towards the two task-based reading and vocabulary learning activities at the end of the study. The results of the three tests indicated that except the subtest of TOEFL, the vocabulary affixation self-instruction students scored higher in the other tests than the vocabulary collocation self-instruction students. Next, the analysis of the questionnaire showed that the students of the collocation instruction class (mean=3.80) agreed more strongly than the students of word formation and affixation instruction class (mean=3.38) about the assigned task-based reading and vocabulary activity. Finally, students’ positive and negative attitudes towards the two activities elicited from the focus groups provided useful directions for future research on vocabulary and reading instruction.

~~Language preparation for education: A comparative study Shen Chen~~

~~University of Newcastle Hing Wa Sit~~

Macquarie University As a result of economic globalization, Western universities are moving swiftly towards educational internationalization and searching for education markets. At the same time, Chinese universities are opening their doors wider to invite Western partners for educational cooperation. International student numbers have increased due to cooperative educational programs between the East and the West. The language proficiency of international students is a primary concern of the both sides of host universities which rely on language centers to pave the way to further disciplinary studies. However, how to help international students adjust to the new learning environment and cope with pedagogical differences remains a question. This paper reports on a comparative study on the impact of teaching strategies used in language centers on international students’ understandings of the pedagogical differences between their home country and the host country. The research was conducted in the University of Newcastle, Australia, and Beijing Language and Culture University, China. 20 Chinese students in Australia and 20 English speaking students in China were the subjects of the investigation using a quantitative survey followed by a qualitative in-depth semi-structured interview. It was discovered that the international students had experienced three stages of attitude change in transition — what we call rejection, adaption and cohesion — revealing how culturally determined teaching strategies lead international students’ attitude changes in accepting the pedagogical difference. The paper concludes that language centers should not only improve language proficiency but also enhance cultural awareness in relation to education.

~~Interlingual subtitling: Not only a matter of language transfer Yu-Jie Cheng~~

The Australian National University Interlingual subtitling differs from the traditional idea of translation — from written source text to written target text. The transference from the source text that consists of not only verbal information but also non-verbal information from audio and visual channels to the written target text that is constrained by the limited time and space on screen makes interlingual

63 subtitling not only a matter of language transfer. It takes into consideration not only the linguistic factors but also the nonverbal elements involved in communication, along with the constraints and the target audience’s processing effort. In the presentation, examples from Chinese subtitles of English features films will be used to demonstrate that interlingual subtitling goes beyond language transfer, and how non-verbal elements on screen mesh with the subtitles to deliver the message to the target audience. To conclude, this paper will argue that the practice of subtitling requires joint efforts of experts from other areas to explore its potential, as most of the works on interlingual subtitling confine to the field of linguistics. Therefore, interdisciplinary contributions are called for, e.g. contributions from film studies on the delivery of messages through different signs and how subtitles as part of the message-sending means work in harmony with other filmic signs, from technical domains on the development of new technologies for subtitling, from psychoanalysis on audiences’ viewing behaviour and their perception of the subtitles etc.

~~‘It’s all good’: Micro-analysis of positive evaluation in speech pathology practice Elizabeth Clark~~

The Australian National University This presentation responds to the call from within the speech pathology profession for more empirical research into the nature of clinical interactions between speech therapists and their ‘clients’ (Ferguson and Armstrong, 2004) in order to better evaluate client outcomes. The powerful body of discourse analytic research on professional–client interactions in diverse domains shows that such interactions can be characterised by an orientation to the achievement of some goal, and by constraints on contributions to the interaction. The asymmetries of involvement and agency, common in institutional interactions, can have significant effects on the outcomes of such interactions (eg. compliance with treatment) yet these asymmetries are also co-constructed by the actions of both professional and client. Drew and Heritage (1992: 41) note that the activity of evaluation is a key feature of contexts where instruction is central. While much has been written about the nature and execution of evaluation in various learning contexts, there has been little systematic analysis of how evaluations are done in speech therapy contexts. This presentation is based on audio and video recordings of naturally–occurring speech pathology interactions, which have been transcribed and analysed using a conversation analytic methodology in order to explore the range of ways speech pathologists do positive evaluation in task-based interactions, and the consequences of such evaluations. A particular focus of this presentation will be the ways the term ‘good’ is used by therapists, not all of which index ‘good performance’ on the part of the client. The impact of maintaining a postive stance to all client performance, good or bad, will also be discussed.

~~Lawyerz 4 Yoof: Speaking their language? Alison Cleland~~

Faculty of Law, University of Auckland Linguistic studies have highlighted how the use of complex language can limit young people’s understanding of and participation in court proceedings. The UN Convention on the Rights of the Child requires that criminal proceedings provide adequate representation and a fair trial. It is argued that the ability of a young person’s lawyer to explain what is happening at every stage, in appropriate language, will be crucial. In New Zealand, young offenders appear in Youth Court. A court appointed youth advocate is provided. Research was conducted in four Youth Court sites, exploring youth advocates’ communication with young clients. Questioning focused on how youth advocates explained their roles, how they gauged clients’ levels of understanding and how they took instructions. Results indicated communication techniques designed to respond to young clients’ intellectual functioning. However, participants identified a need for appropriate training about young clients’ cognitive and linguistic development, particularly given the deficits in the young persons’ backgrounds.

~~Intercultural Understanding and Judicial Concept Acquisition Anthony Connolly~~

ANU College of Law Often, in pursuing their adjudicative duties over the course of a legal hearing involving issues of a cross-cultural nature, judges are called upon to acquire new concepts. They are required to learn new things and, as a result, conceptualise the

64 world in a way which differs from the way they conceived of things before the hearing commenced. For example, over the course of an indigenous land rights claim or a refugee claim, a judge may need to gain a concept of an unfamiliar kinship relationship or cultural practice in order to determine whether or not evidence of its historic or present day occurrence justifies formal recognition and protection. Where the judge does not possess a concept of such phenomena at the commencement of the hearing in which it becomes an issue, the judge must acquire such a concept over the course of the hearing if she is to adequately perform her adjudicative role. For this to happen over the course of a hearing, the hearing process — its norms, its participants, its physical architecture, even — must realise or enable conditions conducive to such acquisition. It must provide an environment which facilitates this mode of judicial reasoning — the largely tacit, micro-reasoning of concept acquisition which occasionally informs the often more conscious macro-reasoning of deciding a case. It is not clear, however, that the conditions under which judges think and act over the course of a hearing are always as conducive to concept acquisition as they could or should be. By virtue of the kind of agent judges typically are and by virtue of the rules and other norms they are subject to and the physical environment they practice within over the course of a hearing, judges may be constrained in effectively acquiring the concepts they need to acquire in adjudicating cross-cultural matters before them. As a result, the quality of the justice they purport to provide those who come before them may be compromised. This paper sets out to consider the nature and limits of intercultural understanding at law by framing the issue in terms of judicial concept acquisition. Drawing on contemporary analytic philosophy of mind and informed by a sound grasp of law and legal process, it sets out to describe the cognitive and practical process by which new concepts are acquired by judges, to identify those aspects of the legal system which bear on the success or failure of that process, and to provide a framework for thinking about the reform of the legal system so as to better facilitate this important mode of judicial reasoning (subject, of course, to the demands of the other ends and values a legal system is also designed to serve).

~~Negotiating meaning between languages, cultures and generations: Language attitudes and social roles Marisa Cordella, Hui Huang, Ramona Baumgartner~~

Monash University This inter-disciplinary project involving linguists and aged care specialists focuses on supporting multicultural and multilingual Australia by utilizing community language resources. Year 11 and 12 students of German, Mandarin or Spanish from three Melbourne schools conduct fortnightly conversations with senior people speaking the same language as their L1. This paper investigates students’ language performance through the analysis and interpretation of 30 recordings following a Discourse Analytical framework. In addition, it explores students’ language attitude using a triangular approach of self- efficacy questionnaires, language portfolios and the feedback obtained from focus groups. The results show that students’ oral abilities are reinforced by older participants’ interactions in the event. This is particularly clear when students have a degree of language competence below the intermediate level and thus require extra help to formulate ideas and respond to older participants’ turns. Similarly, older participants provide students with the opportunity to learn about social values, norms and morals that may be, to a degree, alien to the students, thus affording an opportunity to negotiate meaning across languages, cultures and generations. The analysis of both quantitative and qualitative data found that as compared to the pre- self-efficacy questionnaire, students’ confidence in speaking, conversing with a NS in the target language, language learning and using conversational management strategies in the second language had significantly improved by the end of phase 1 of the project in 2010. This indicates that the enactive mastery experience of fortnightly meetings with native speakers helps students improve their confidence in speaking and language learning as a whole. We believe this project could provide insights for future language teaching programs in Australia by setting up a model for processes of second language acquisition.

~~Assessing coherence and cohesion: Towards a more cohesive community of practice Fiona Cotton~~

Canberra Institute of Technology This paper reports on a research study of examiner rating of coherence and cohesion (CC) in IELTS Academic Writing Task 2. Some evidence (Shaw and Falvey, 2008) suggests that IELTS examiners experience more difficulty assessing CC than the other three criteria used for rating writing. The main questions this study aimed to investigate, therefore, were as follows: (1) do examiners find the marking of CC more difficult than the marking of the other criteria; (2) what features of CC are

65 examiners looking for when marking Writing Task 2; (3) to what extent do examiners differ in their marking of CC compared to their marking of the other criteria; and (4) to what extent do existing training materials clarify examiner perceptions of CC? A mixed method study was devised to include both a qualitative and quantitative analysis. Phase one, involved think aloud protocols and follow-up interviews with 12 examiners who marked 10 Academic Task 2 scripts. In phase two, 55 examiners marked 12 standardised scripts and completed a follow-up questionnaire. Spearman correlations showed that examiner reliability was within an acceptable range. However, the finding that interpretations of the CC band descriptors by some examiners differed may have implications for the construct validity and cultural fairness of this descriptor. It also has implications in relation to materials and examiner training development. The results of this study will be presented in more detail and recommendations discussed.

~~Integral chunks or building blocks: Investigating collocation exercises Averil Coxhead, Frank Boers, Stuart Webb~~

Victoria University, Wellington Strong collocations (as part of the set of formulaic sequences) are believed to promote fluent language processing in the first language because of their ‘holistic’ nature. They are thought to be stored in our memory as if they were single lexical items (e.g. Wray 2002). While psycholinguists and applied linguists emphasise the advantages holistic processing of strong collocations can afford learners, most exercises for second language learners on collocations in teacher resource books and independent learning materials require learners to assemble collocations. For example, learners might be asked to fill in missing collocates in sentences or match node words with their collocates. Such exercises can easily be adapted so that students perform tasks with the collocations as integral wholes. In this paper, we report the results of a quasi-experimental study in which two parallel groups of adult learners in an ESL course completed a series of collocation exercises. For each set of collocations, one group was required to create the collocations from the options provided, while the other group worked with the collocations supplied as integral chunks. We will discuss the implications for the development of teaching and learning materials in detail.

~~Getting the desired IELTS Band Score: Does studying for an undergraduate degree at an Australian university contribute to an improved performance in the IELTS test? Elizabeth Craven~~

University of Technology, Sydney This presentation reports on a study conducted in 2010 with 40 undergraduate students who had satisfied their university’s entry English language proficiency requirements in 2007 or 2008 and who were sitting for the academic module of the IELTS test again in the final year of their degree. The students were from a variety of backgrounds, age groups and degree programs. The majority of these students did improve in their IELTS Test Overall Band score when the test was taken towards the end of their university study, but the amount of improvement varied considerably from student to student. Semi-structured interviews were conducted with 38 of the 40 students to gain insight into the students’ perceptions of any improvements they believed they had made in their English proficiency, their experiences of taking the IELTS Test, the extent to which they felt their IELTS Test results reflected improvements they perceived themselves as having made in English language usage and the contribution they believed that the experience of studying at university in Australia had made to their IELTS test performance. The characteristics and beliefs that distinguished the more successful students in the IELTS Test from the less successful will be discussed.

~~Acknowledging the ‘micro contexts’ of care: A study of the role languages and cultures in residential aged care Jonathan Crichton, Angela Scarino~~

University of South Australia The Australian population is ageing and the proportion of older people from linguistically and culturally diverse backgrounds is increasing. By 2026, one in four people over 80 will be from these backgrounds. In the aged care sector there is a growing need to recognise the languages and cultures of these people as increasing numbers enter care. While there has been some acknowledgement of the challenge posed for the sector and the community more generally, little is understood about how best to respond to this need in care (Aged and Community Services Australia, 2006). The challenge is underscored by the literature which stresses that the manner in which people communicate with the person in care can have a significant impact on the individual’s sense of wellbeing (Crichton & Koch, 2011). The challenge is

66 particularly complex where a person has to interact across two or more languages and cultures, i.e. interculturally (Kramsch& Whiteside 2008) In this paper we report on a case study of an aged care facility in the Italian community that explored how this might be done. The study employed narrative methodology (Riessman, 2008). based on extended interviews with residents and staff conducted in English and Italian to elicit their experiences of care. Drawing on examples of data from the study, we argue that care is constituted through continuous ‘micro contexts’ of interaction accomplished by staff and residents, and that this expertise should be acknowledged in policy and practice in the sector.

~~The making of French-African identity in MC Solaar’s hip-hop song ‘Hijo de Africa’ Chantal Crozet~~

Australian National University The paper proposes both a macro- and micro-analysis of the song ‘Hijo de Africa’ by MC Solaar, using Bakhtin’s concepts of dialogism and voice, Kristeva’s notion of intertextuality, and Conversation Analysis and Textual Analysis. The paper will show how identity issues can be represented and acted through songs when this art form is positioned as personal, socio-cultural and political discourse.

~~Analysing spoken discourse using three different frameworks Chantal Crozet, Johanna Rendle-Short~~

~~The Australian National University Diana Eades~~

~~University of New England Diana Slade~~

University of Technology, Sydney Three panellists will demonstrate how an excerpt of everyday classroom interaction might be analysed from the perspectives of (respectively) interactional sociolinguistics, conversation analysis and critical discourse analysis. Discussion will consider pros and cons of each approach, its appropriateness to different research questions, and the possibility or difficulty of combining these approaches in discourse analytic research.

~~Mathematics in the secondary level immersion classroom: Students’ and teachers’ perceptions of L1 usage Karla Culligan~~

University of New Brunswick, Canada Research shows that French immersion (FI) students learning mathematics in their second language (L2) achieve at levels that parallel or exceed those of their English program counterparts (e.g., Lapkin, Hart & Turnbull, 2003). Furthermore, FI students are able to retrieve mathematical knowledge learned in their L2, and transfer and apply it in their first language (L1) (e.g., de Courcy & Burston, 2000). However, from my experience as a high school FI mathematics teacher, I know that the issue of learning mathematics in an L2, particularly at the secondary level, is concerning to students, parents, and teachers. Use of the L1 has traditionally been discouraged in FI. Recent research suggests however, that although L2 use should be the primary goal in the FI classroom, judicious student use of the L1 may in some cases support L2 learning (Swain & Lapkin, 2000). Turnbull (2001) suggests that while teacher use of the L2 use should be ‘maximized’, this term must be clearly defined and does not suggest that all use of the L1 be considered detrimental. This presentation will focus on teacher and student use of the L1 in the context of a larger study that aimed to describe and understand students’ and teachers’ experiences in an optional FI mathematics course at the secondary level. The study employed a phenomenological approach including semi-structured interviews with students and teachers at a large, urban high school in New Brunswick, Canada. Results will be presented, and implications and directions for further research will be addressed.

~~67 Tiecoon, thaitanic and cycology: Spelling mistakes or an opportunity to teach some good English Nonna Danchenko~~

IPC/AC In the language teaching world which is increasingly time-constrained, the use of shorter texts in a variety of language styles offers an alternative way of keeping lessons both intense and interesting. In the Advanced English Skills paper I teach at IPC ‘English through Literature and Media Studies’ I explore advertisements and headlines as an introduction to the language of newspapers. The goal is to demonstrate the power and range of effects of linguistic choices. As continuously evolving genres, they offer much variety to both students and teachers. Teaching the language of advertising and headline as separate genres in their own right makes students more aware of the rhetorical power of language and more tuned to language play. This paper will deal with linguistic effects such as sound-repetition, homophones, poly-semantic words, modified idioms to create or enhance a message and their effect on readers/learners/customers.

~~The acquisition of the English plural morpheme ~~in EFL learners: A lexical or a developmental morphophonemic feature? Loan Dao~~~~

The Australian National University This paper presents work-in-progress investigating whether the emergence of the English plural morpheme in formal Vietnamese learners of EFL is a result of the developmental morphophonemic interface in the learners’ L2. The investigation follows the research findings of (i) Dao’s (2007) cross-sectional study on the acquisition order of the morpheme conducted in a Processability Theory (PT) framework, and (ii) Hansen’s (2004) longitudinal study on the production of English codas by two Vietnamese learners of English. Dao (2007) found that contrary to what PT predicts, Vietnamese learners of EFL acquire the phrasal nominal plural marker before the lexical nominal plural marker and the inter-phrasal verbal marker . In an explanatory account of Dao’s (2007) findings, Charters, Dao & Jansen (2011), attribute the reverse emergence order of the English nominal plural morpheme in Vietnamese learners of EFL to probable differences between L1 and L2 conceptual structure and concomitant links to lexical structure and form. Hansen (2004) on the other hand suggests that the emergence sequence of English bi-morphemic plural in her Vietnamese learners is constrained by phonological developmental effects and grammatical conditioning, as well as L1 transfer effects. The paper presents results from a morpho-phonological analysis of the speech production data of 6 of Dao’s (2007) 36 adolescent, formal Vietnamese learners of EFL, using PRAAT phonetic analysis software. The aim of the analyses is to ascertain whether Hansen’s (2004) suggestions are further supported by Dao’s data. (240 words)

~~How different can it be? Exploring the process of becoming an ESL teacher Michele de Courcy~~

University of South Australia As researchers and teachers, we have particular beliefs about the world and how it works, and about classrooms and how they work. Borg notes that ‘beliefs colour memories with their evaluation and judgment, and serve to frame our understanding of events’ (p.187). When already qualified teachers in a graduate program, learning to be TESOL teachers, undertake their compulsory supervised practice teaching in TESOL settings, they are confronted with just how different their new discipline is. Using former students’ reflections on their placements as data and discourse analysis and critical discourse analysis as the research tools, this research project aimed to uncover what novice ESL teachers experience during the ‘praxicum’ (Pennycook, 2004). What do they have to learn in order to experience success in the ESL classroom? What do they have to unlearn? Some of the reasons for the ‘steep learning curve’ that the teachers noted were that mainstream pedagogy did not just transfer over, that visuals were very important, and that they had to learn ways of gauging students’ language level.

~~68 Setting up a writing centre in an Asian context: Necessity, process and prospect Xudong Deng, Patrick Gallo,~~

National University of Singapore Writing centres have a relatively long history in North American post-secondary educational institutions, dating back to the late 1960s and early 1970s, when there was an influx of college students and the subsequent emergence of the Writing Across the Curriculum movement. In other parts of the world, the need for a writing centre seems to be less felt, probably with the exception of some European higher educational institutions. In the Asian context, the recognition of the importance of writing and communication skills has been existent for many years, largely because of the large number of students from non-English speaking backgrounds. But the acknowledgement of the central role of writing and communication skills in university education has increasingly been gaining pace in this part of the world. However, the need for the enhancement of university students’ academic and professional literacies has to a great extent been met by writing programs of various types, which tend to face budgetary and human resource constraints. This paper documents the process of establishing a writing centre in a leading Asian university, with particular focus on gauging students’ level of interest in and their felt demand for the services of a writing centre, the operational model that we chose, the evaluation of the services within the first six weeks of the writing centre’s operation, and strategies to improve its services in subsequent stages.

~~Individual development in language teacher education: An action research evaluation of a project based reflective practice paper Heather Denny~~

Auckland University of Technology Literature in language teacher education has focused on the benefits of teacher reflection as an individual professional development tool promoting teacher autonomy. Writers such as Richards and Lockhart (1994) and Farrell (2007), have described the advantages of empowering teachers to be in control of their professional development through reflection on practice. Teachers have been encouraged to carry out systematic enquiry into areas of teaching, learning and curriculum in their own contexts. This presentation will briefly describe a masters level paper designed to empower and mentor teachers carrying out individual investigations into a self-selected area of teaching and learning. It describes the results of an action research project evaluating the effectiveness of the paper in promoting individual teacher development and ongoing levels of reflectivity. Data included a questionnaire, one essay and a follow-up survey. Results indicated that teachers found the course helped them develop in several broad areas. Analysis also showed that all participants had a high level of reflectivity by the end of the course. The results of the follow up survey raise issues about teachers maintaining this level of reflective practice in their daily teaching lives.

~~Language education in Papua New Guinea Kilala Devette-Chee~~

University of Canberra This paper presents the findings of a recent study which investigated the use of Tok Pisin compared to vernaculars in Papua New Guinea’s (PNG) education system. Tok Pisin, an English lexifier pidgin (Siegel, 1977), was introduced in the mid 1990’s alongside vernaculars to help bridge to English at a later stage. This led to on-going public debate on their significance and appropriateness in schools. The purpose of initial education in Tok Pisin and vernaculars is to establish strong cultural bonding between children and their community (Waiko, 2003) thus enabling students to use what is already known to learn new skills such as reading, writing and numeracy in familiar contexts, enhances active interaction and communication in school from the first day, and enables students at a later time to use their abilities to learn a foreign language and to gradually transition to education in that language when they are ready. I first provide a brief synthesis of the literature that emphasizes the need for pidgins and vernaculars in schools. I then discuss the significance of these languages in transitional bilingual programs in PNG then put forward an argument that there is a need to understand fully both the continuity and discontinuity of these mediums when bridging to English. Finally, I discuss the findings which include a wide range of factors that influence the way Papua New Guineans perceive these languages and the mismatch in policy and practice which call for a possible review of the current language education policy and practices.

~~69 Reconceptualising the ultimate goal of languages education: Case Studies in Australian university language programs Adriana Díaz~~

Griffith University The last few decades have witnessed profound changes in population mobility, instant international communication and the ever-increasing frequency of intercultural encounters. In response, languages education, as an inherently intercultural activity, has been called upon to equip learners to deal with this new reality, heralding significant changes to the field of language teaching. The most fundamental change is reflected in the underlying goal of language learning, no longer defined primarily in terms of the acquisition of communicative competence (CC) (Hymes, 1972) in a foreign language, but rather, the development of intercultural communicative competence (ICC) (Byram, 1997). This paper will discuss the reconceptualisation of this goal within languages programs in the Australian higher education (HE) context and the viability of curriculum innovation for the development of ICC. The discussion will be underpinned by the data from four case studies of curricular innovation in two university language programs. The case studies will be used to present exemplars of good practice in the implementation of curricula aimed to promote the development of ICC but also to point to their limitations grounded in the inherent structure of university language programs.

~~Writing in French in a Canadian immersion classroom at the intermediate level: The effects of a systematic teaching and learning model Joseph Dicks, Josée Le Bouthillier~~

University of New Brunswick The writing of different literary genres plays an important role in educational programs. This presentation will explore the effectiveness of a systematic model that incorporates the writing process (Pritchard & Honeycut, 2007; Atwell, 1998), the 6 traits of writing (Spandel & Hicks, 2005) and form-focused instruction according to a counter-balanced approach (Lyster, 2007). In this presentation we will first explain the teaching-learning model, the pedagogical approach employed by the teacher, and the methodology of the study. The study followed a pre-post writing design wherein 11–12 yr. olds initially wrote a persuasive text with minimal instruction, received considerable instruction according to a systematic model, and finally, wrote a new persuasive text. Secondly, we will present a summary of the quantitative and qualitative analyses of the pre and post-texts according to selected writing performance indicators. The former will indicate the percentage of learners at different levels of performance according to the 6 writing traits, as well as their progress for each trait. The latter will provide a description of specific linguistic and structural aspects of the texts through the use of examples taken from students’ writing. Finally, we will discuss how a systematic model involving the writing process contributes to a greater understanding of the writing process in immersion programs. We will also explore how Lyster’s counter-balanced approach can be extended to textual aspects of writing.

~~Adversarial questions in Chinese political press conferences Xujia Du~~

The Australian National University In political press conferences held in China, journalists from developed countries generally adopt more adversarial questioning strategies than those from China. Previous research has shown that journalists from developed countries take an adversarial role when questioning politicians in news interviews and press conferences while journalists from developing countries take a role that furthers the agenda of their governments. However, very little cross-cultural research has been done on how the adversarialness is reflected in their questioning strategies. This paper analyzes questions posed by journalists from developed countries and China, the largest developing country in the world, in political press conferences in China. These questions are assessed on the level of adversarialness, which is operationalized in terms of various question design and content features based on a question analysis system developed by Clayman and Heritage (2002) and Clayman et al. (2006). The statistical results reveal that there is a significant difference in the level of adversarialness between questions from Chinese journalists and journalists from developed countries. Some cultural and socio-political issues that may provide possible interpretations of this difference are also discussed.

~~70 The developmental approach as an answer for issues in portfolio assessment: A case of Vietnamese EFL students’ writing portfolios. Mai Duong~~

University of Melbourne Portfolio assessment is named the current paradigm in the writing assessment (Yancey, 1999), thanks to the increasing popularity of the method in both classroom-based and large-scale assessment in the last twenty years. However, besides the questionable reliability, the construct of portfolio writing competence has hardly been paid adequate attention by researchers. This paper describes how the above problems of portfolio assessment could be solved in a study following developmental assessment approach (Author, 2007; Wilson, 2005), which highlights the integration of assessment into instruction and the ongoing process of assessment instrument validation. Specifically, an empirical instrument to measure the portfolio writing competence of 153 second-year Vietnamese English-majored students at Vietnam National University was developed and validated. The study involved thorough reviews of the current literature in applied linguistics (particularly L2 writing assessment), the close collaboration with local experts in panelling and piloting the instrument, and a comprehensive analysis of the instrument trialling results which applied both classical measurement and multidimensional many-facet Rasch models. The results of these stages confirm the existence of a construct named portfolio writing competence, represented by two domains of knowledge and 33 performance indicators. Another important finding is the moderate rater effects on the functioning of the instruments. In general, the finalized instrument could avoid the most typical criticisms of not only portfolio assessment but also L2 assessment instruments and the results of assessment may be used to significantly influence the follow-up instruction in the context. With all the collected evidence, the application of developmental assessment to instrument development is highly recommended for other L2 assessment researchers.

~~Monitoring an English language pathway: an applied linguistic perspective Bronwen Dyson~~

University of Sydney With concerns raised regarding the preparation of international students in English Language (EL) pathways to university, this paper reports on a case study of a pathway. Preparedness was examined via three indices: (1) student writing, (2) student perceptions of their pathway course, and (3) academic results. A group of mainly postgraduate students (N= 173, 51% of the enrolment) was assessed for written proficiency by the MASUS (Measuring the Academic Skills of University Students) Procedure (Bonanno and Jones, 2007) and surveyed for perceptions by a self-report questionnaire. After one semester at university, focus groups were conducted with 8 Arts students (61% of the ex-pathway Arts students) and the academic grades of the students who completed their Units of Study (N=106) were analysed. The results for writing indicated that the students achieved a generally acceptable level of English proficiency, although many students were identified as ‘at risk’. Difficulty was particularly evident in the ‘use of source material’ and ‘grammatical correctness’. In relation to student perceptions, the questionnaire data revealed an overall feeling of satisfaction with pathway preparation, particularly in relation to skill and knowledge development, although there was also dissatisfaction. The Arts focus groups revealed a fall in satisfaction, especially due to a perceived lack of skills. The findings for academic progress indicated that the ex-pathway students received marginally lower scores than their classmates. The paper concludes that the pathway was generally preparing students satisfactorily for university but that there was evidence of ‘unpreparedness’, which was uncovered by an applied linguistic perspective.

~~Language and education: A study of teachers’ understandings of task-based language teaching Martin East~~

University of Auckland Littlewood (2004) argues that task-based language teaching (TBLT) has become a central tenet of much discussion about effective pedagogy, but that teachers are often uncertain about what TBLT means in practice. This presentation focuses on the case of New Zealand. As part of a revised school curriculum a new learning area, Learning Languages, has been established which ‘puts students’ ability to communicate at the centre’ (Ministry of Education, 2007, p.24). A task-based approach is implicit in the aims of Learning Languages, and made more explicit in teacher support documents. However, TBLT is a new concept for many languages teachers. Using evidence that emerges from a series of one-to-one interviews this paper explores what practitioners understand by TBLT and how their understandings influence their practices. Two participant groups were chosen — currently practising secondary school teachers of a range of international languages (n = 19), and advisors whose role is to support teachers in schools and to encourage ‘best practice’ (n = 8). Data from the interviews is used to consider how effectively TBLT is being utilised in classrooms, and what measures may be necessary to make TBLT more effective.

~~71 Variable strategy use, beliefs and vocabulary levels in the effort to learn English vocabulary in a Chinese context Robert Easterbrook~~

University of Canberra This poster presents the results of an exploratory study of English vocabulary learning by a group of English majors in a Chinese university. Vocabulary levels, learning strategies (VLS) and beliefs about language and language learning (BALLL) were investigated. The study found few statistically significant differences in VLS use between grades, the main variables of BALLL and VLS, or the main variables and vocabulary levels. The students used less than 30% (n. 18) of the 62 VLS (n. 62) to any large extent. Although strategy use varied within each grade, strategies were differently clustered across grades with some exceptions of consistent use across grades. The students’ beliefs were classified as stemming from both ‘Western’ and Chinese ‘cultures of learning’. However, neither strategies nor beliefs were found to correlate with vocabulary levels.

~~Revival languages as practice — A new model for contextual typology Christina Eira, Tonya Stebbins, Vicki Couzens~~

Victorian Aboriginal Corporation for Languages Linguistics has been working for some time towards more useable and rigorous ways of understanding emergent language use in contact situations. This endeavour partly overlaps with efforts to respond more directly to speaker analyses and perceptions of their language and usage. With a view to both of these goals, we provide second-stage results from our Meeting Point project (Case studies in language revival and revitalisation — Integrating Aboriginal and linguistics knowledge systems towards a typology of revival languages in Australia). Based on a combination of linguistic analysis of new revival language data and extensive interviews with Aboriginal language revival practitioners, the project has developed a model of language revival as practice that includes language planning and development. The model spans analytical concepts of descriptive linguistics, the processes, principles and priorities of language revival practitioners, and approaches to language in use. With this model we have developed a contextual typology of language revival that holds significant explanatory power for the range of practices in language revival, elucidating connections between forms and pathways, and otherwise unexpected language practice phenomena. Insights gained from use of the model in this context highlight its potential for productive application to other language practice settings.

~~Comparative method studies revisited Rod Ellis~~

University of Auckland Comparative method studies have a long history. This paper will trace their history from early days when teachers conducted small-scale studies in their own classrooms (e.g. Bennett, 1917) through to the global method studies of the 1960s (e.g. Smith, 1970) and onwards to the local studies based on hypotheses drawn from second language acquisition theory and research (e.g. Shintani and Ellis, 2010). The paper will examine studies that have investigated a variety of different methods — the audiolingual method, the cognitive code method, comprehension-based instruction, superlearning, communicative language teaching and task-based language teaching. The problems of conducting comparative method studies will be examined and the question posed ‘Is there anything to be gained by continuing to carry out comparative method studies’? The paper will argue that despite the difficulty in designing valid comparisons a case can be made for conducting such studies — especially those of the more local kind — providing that they satisfy a set of key criteria for designing such studies (e.g. they ensure that the tests used to measure learning are not biased in favour of one of the methods and they include an examination of process features as well as the products).

~~Aboriginal English, identity and pedagogy in preschools Elizabeth Ellis, Helen Edwards, Margaret Brooks~~

University of New England This paper will report on a research project undertaken by a team of linguists and early childhood specialists from the University of New England. The aim of the project was to examine the impact of Aboriginal English on learning outcomes for Aboriginal children in preschool programs. Data was gathered through observation and videotaping of Koori and mainstream

72 preschool programs, through interviews with teachers, Indigenous support workers, families and key informants, and through examination of curriculum documents. The team also recruited Indigenous families to videotape interaction in the home with preschool children. Little evidence was found of sustained patterns of Aboriginal English in terms of grammar and lexis, but salient features of Aboriginal English were found in subtle phonological and prosodic aspects of interactional style, which, we suggest, are an integral part of Aboriginal identity. It is well accepted that good early childhood pedagogy involves close partnerships between home and preschool environments. We therefore examined the data from home and preschool to see if there was congruence between the instances of language in both settings. We also examined the curriculum to determine whether and how Indigenous perspectives were represented. The findings from the project overall were suggestive rather than conclusive, but indicated that there may be dissonance between Aboriginal children’s home and preschool language experiences which includes, but goes beyond, the issue of Aboriginal English.

~~Closings of Persian telephone conversation: A Conversation Analysis Perspective Elaheh Etehadieh~~

The Australian National University This paper argues that paradigm for Persian telephone conversation closing is different from Schegloff and Sacks’ (1973) model of closing developed for American English. According to Schegloff and Sacks’ paradigm of closing, talk is closed via only two sequences: 1) Preclosing, consisting of a pair of ‘okay’, which initiates the closing of talk, and 2) Closing, consisting of a pair of ‘bye’, which actually terminates the conversation. To examine how Schegloff and Sacks’ closing paradigm is applicable for Persian conversation, the present study has used Conversation Analysis framework to analyze 68 closings of recorded telephone conversation between Persian speaking friends and acquaintances residing in Iran. Analysis reveals that after initiation of closing, Persian participants use one or more affiliation sequences before they exchange terminal ‘good bye’. Affiliation sequences observed in my data consist of such expressions as ‘Thank you (for the call)’, ‘Say hi to your Mum from me’, ‘So see you tomorrow’, ‘I will talk to you later’, ‘It was nice talking to you’, ‘Kiss your baby for me’, etc. Affiliation sequences of this type were observed in all the instances of closings of Persian telephone conversation and their number varied from one to thirteen sequences. The present study reveals that affiliation sequences are therefore compulsory in the closings of telephone conversation between Persian friends. This finding shows that Schegloff and Sacks’ paradigm of closing is not universal as there are differences across cultures and this is reflected in our talk.

~~Classroom as theatre: Drama in a performance approach to language teaching and learning Meili Fang~~

Ochanomizu University, Tokyo Drama is the major component of the Performance Approach, which I have developed over a decade in search of more effective learning outcomes for my students. More than skits, role playing or re-enacting classic plays, the drama sequence is a full suite of activities. Building on initial input via conventional resources, learner groups create their own stories, then gradually work them up into short but complex dramatic works in the target language, which they ultimately perform as their assessment, often in public or semi-public settings. The approach provides a high-motivation and rapid-learning framework. It brings together listening, speaking and writing as well as other skills and areas difficult to integrate in the classroom: target culture and cultural comparison; expressing emotions; poetics and oratory; translation; learners following and researching their own interests; and teamwork, especially in the increasingly multicultural classroom where students can learn through the eyes of others. The keys to the approach are that extended team activity provides a setting as socially authentic as possible in the classroom, and that drama licences that authenticity by avoiding the ‘faux’ flavour of communicative role play. Although originally developed for teaching Chinese, it has also been used to teach minority, less commonly taught, and endangered languages. The presentation will explain the process of drama development, illustrating all the steps and using video documentation of several courses, and compare its usefulness across various language learning situations (foreign language, second language, minority/endangered language).

~~73 The relationship between multiple intelligences and use of reading strategies Ismaeil Fazel~~

~~Vancouver Georgia College Mohammad Sadegh Bagheri~~

Islamic Azad University The present study was conducted to investigate the existence of any possible relationship between the use of reading strategies and multiple intelligences’ scores of foreign language learners of English. Drawing on the theory of Multiple Intelligences by Howard Gardner, the study tried to find out whether MI indexes would show any relationship with the learners’ use of reading strategies. In addition, the relationships between gender, and proficiency level with MI were explored. To measure the participants’ multiple intelligence scores, MIDAS was used. Learners’ strategy use was checked through SILL, Strategy use Inventory for Language Learning. The correlational analysis of the results indicated significant relations between the use of reading strategies and IQ scores of the learners. Moreover, multiple regressions indicated that Linguistic Intelligence was the best predictor of reading strategies. The results of t-test showed that there was a relationship between MI and proficiency of students, and the Linguistic Intelligence was the only intelligence that had a relationship with gender of students. Most studies have maintained the traditional view of intelligence and employed the traditional IQ tests. However, the researchers’ contention is that Gardner’s MI theory provides a way of understanding intelligence which is more sensible and practical in the field of applied linguistics.

~~Language teacher cognitions: The role of context Anne Feryok~~

University of Otago This presentation is on the first stage of a study, situated with the framework of sociocultural theory, investigating the role of context and education on pre-service language teacher cognitions. It focuses on two groups in a New Zealand university TESOL program: local New Zealand students in a TESOL minor or Graduate Diploma, and Malaysian pre-service primary teachers. It uses a survey based on the one developed by Kouritzen, Piquemal, and Renaud (2009) for their study on the role of social context on the motivations and beliefs of foreign language learners in different countries. The first stage of the study focuses on the motivations and beliefs of the two groups. The second stage of the study, still underway, will focus on the impact of language teaching and learning papers on the participants. The study aims to answer three research questions: (1) what contextual factors play a role in motivations and beliefs; (2) how the relative effects of these factors differ in the two groups; and (3) whether these motivations and beliefs are affected by education, specifically two language learning and teaching papers. Preliminary results of a factor analysis aimed at the first (and possibly second research) question will be presented at the conference.

~~Infant bilingualism and the interactional organisation of producing the ‘correct’ language Anna Filipi~~

Monash University This paper investigates the interactions between a bilingual child aged 1;6 to 2;0 and her parents. The child has been brought up using the one parent one language strategy (Döpke 1992). The interactions have been transcribed using Conversation Analysis, which proves to be a very useful tool in uncovering the interactional properties of bilingual acquisition. One focus of analytic interest in this investigation is when language choice becomes an occasion for working on the two languages, and is oriented to as such by both the parent and the child. Another analytic interest is to examine the sequences where the ‘wrong’ language is used and to track the actions of both parent and child. Sometimes the ‘slip up ‘ or the attempt to repair is ignored while at other times it is embraced. Analysis will show how the actions of pursuit and withholding, associated with instructional sequences, are the recurring features of these interactions.

~~74 Using word association data to investigate lexical retrieval behaviour Tess Fitzpatrick, David Playfoot~~

~~Swansea University Alison Wray~~

Cardiff University This paper will report findings from an interdisciplinary collaboration between applied linguists, psychologists and geneticists in the UK (Swansea and Cardiff Universities) and Australia (Queensland Institute of Medical Research). The project uses word association response data to investigate lexical retrieval processes from three perspectives. Firstly, because the data are genetically informative (from identical and non-identical twins), response patterns related to heredity and environment can be examined. Secondly, because the data are from adolescents and over-65s, age-related variations can be identified. Thirdly, cognitive test data will be used to investigate links between cognitive function and association behaviour. The study works with two dimensions of an individual’s word association response behaviour: the idiosyncrasy of their responses, and the type of associations they typically make. In this way, participant profiles are created which reflect an individual’s preferred lexical access routes. Project findings have a number of potential applications. Improved understanding of semantic and lexical networks can inform diagnosis and treatment of aphasias, dementia and schizophrenia. Identifying age-related differences in associative links will contribute to a ‘healthy ageing’ profile which can be used in screening for cognitive decline. Enhanced understanding of individual differences in preferred lexical association routes can inform language learning and testing techniques. The paper will evaluate project findings in relation to these contexts. This research reported in this paper is funded by the Economic and Social Research Council, UK.

~~The challenge of multiple data types at the intersection between management and applied linguistics Jeannie Fletcher~~

Massey University, Wellington Discourse analysis of a knowledge enabling organisational context occupies a position at the intersection of management and applied linguistics. Although the primary audience for the research is applied linguists, the research must nonetheless speak to a management audience. This presentation addresses the development and application of an analytical framework to meet these demands. The multiple data types inherent in an ethnographic study of organisational discourse present a complex analytical challenge. I focus here on the selection and application of a methodology that accommodates a range of spoken as well as written interactions. Many workplaces are characterised by increasing multi-modality and the need for employee competence across modes. In the organisation that is the setting for this study, these capabilities are highly developed, drawing attention to the often interwoven and interdependent nature of spoken and written — in particular computer mediated — discourse in many organisational settings. Taking a broadly sociolinguistic approach, the multi-level descriptive and analytical framework is applied to a range of spoken interactions including various types of recorded meetings and recorded interactions within a workgroup and one related instance of computer mediated interaction. The findings illustrate the value of Hymes’ (1974) Ethnography of Speaking grid in providing consistent description across different data types, and the utility of this together with Spencer-Oatey’s (2000, 2008) Rapport Management Framework in providing terms and concepts that are meaningful to the fields of both applied linguistics and management.

~~The power of language through short stories and its impact on foreign language learners as critical readers Martha Florez~~

The Australian National University Critical Discourse Analysis (CDA), an interdisciplinary approach (Fairclough, Wodak, Teun van Dijk) allows to examine language use in short stories to a certain period as a form of social practice. CDA advocates that language gains power by the use powerful people make of it. Drawing from fields of sociolinguistics, literary theory, education and history and based on the assumption of CDA that readers are not passive recipients in their relationship to texts and power, but rather that relations are negotiated and performed through discourse, this paper explores the discourse used in a short story. These

75 assumptions lead to engage foreign language learners and enable them to become critical thinkers. Short stories are a vehicle to focus on reflexive moments in the discourse relating those historic acts through literary texts. To that end, the nexus between the writer’s intentions and the power of readers to intake and to deconstruct history through fiction, escorts us to Cuban writer Virgilio Piñera. He reveals through a short literary text, El baile (The dance) an epistemic grappling with the action taken (in the past) and his interpretative manoeuvring of that action a hundred years later.

~~Language varieties and variation at Normanton State School Henry Fraser~~

Northern Indigenous Schooling Support Unit, Department of Education & Training, Qld Students at Normanton State School in the Gulf of Carpentaria are exposed to a broad range of language varieties throughout their school years, from the heavier Creole of nearby Kowanyama to the varieties of Australian English spoken by their teachers. High School students and those that have graduated are capable of producing a wide range of varieties, depending on context and other factors. The data presented was collected from school students, teacher aides and other community members in a mixture of elicitation, interaction and observed natural interaction. This presentation shows the range of methods of marking tense available to these children, and looks at different options for discussing this data. Is it useful, from the perspective of an educator, to envisage a clear bidialectalism separating SAE from local vernaculars and to treat the utterances of these children as the results of code-switching between one of these language varieties and SAE? Or does the diversity of forms point to a more complex language situation, where it is difficult to pin down some unique communolect or ethnolect?

~~What works when teaching a highly endangered language, versus teaching a strong language? Mary-Anne Gale~~

University of Adelaide Since 2003 I have been working in SA with the Ngarrindjeri community in reviving their language. Due to community demand, we began teaching TAFE language classes in 2007, and with the best of intentions have tried to adopt sound language teaching pedagogy– but with mixed success. How do you “make natural texts” and “create dialogues” when there are no fluent speakers, and the old source documents are lacking? Since 2010 I have also been attendingPitjantjatjara language classes, taught by a master teacher. Pitjantjatjara is the only language in SA still being acquired as a first language by children. This paper compares the teaching methodologies that do and don’t work for adults in these contrasting language situations. But I contest, no matter what the language, there are certain core ingredients that aid success, including:Quality language resources, especially a dictionary with a finderlist; a learners’ guide or grammar for the lay person with example sentences; and a pronunciation guide with recorded sound files; andRegular classes leading to a recognised qualification run by accepted teachers.

~~Enhancing students’ academic and professional literacies: approaches, challenges and options Patrick Gallo, Xudong Deng~~

National University of Singapore In today’s knowledge-based economy, academic and professional literacies have increasingly been recognized to be an important attribute that university graduates should possess. Rather than taking a peripheral role as they have done for many years, academic and professional literacies, as embodied in writing and communication skills, have started to be placed in a central role in many university curricula, often as core modules. However, the perennial question of how best to cater to as large a student population as possible has always been a great concern to university administrators of different levels and curriculum developers. In this paper, we will broadly outline some common approaches used in different parts of the world and then zoom in to describe an evolving approach that has been developing in an Asian context to enhance students’ academic and professional literacies. This approach is a mixture of writing and communication courses run by writing and communication specialists, content subject courses embedded with a significant writing and communication component, and the provision of a writing centre. The premise underlying this approach is that the development of academic and professional literacies is reliant not just on one or two semesters’ writing and communication courses but more importantly on the provision of sustained opportunities for practice and an institutionalized support system throughout students’ entire university education.

~~76 Forensic Linguistics for Barristers 101: What do barristers need to know to challenge linguistic evidence? Muahmmad Gamal~~

Senior Diplomatic Interpreter, Australian Federal Government The sight of an interpreter/translator in court is not uncommon in many parts of the world. Quite often police employ linguists in their investigations to obtain information and to get evidence prepared for court purposes. For impartiality reasons police use independent linguists but do not test or train interpreters /translators in police or legal matters. When the evidence, obtained through the aid of translators/interpreters, is submitted to court, a copy is presented to the defense. Subsequently defense barristers may or may not challenge the evidence and cross-examine the linguist. The literature on challenged linguistic evidence in court, particularly in Arabic, is miniscule. The paper reflects on the cross- examination of linguists in recently concluded trials where Arabic interpreters were challenged. It will examine the line of questioning employed in the cross-examination of the interpreter in drug, people smuggling and terrorism cases. Challenging linguistic evidence requires expert understanding in three principal areas: language, culture and translation. Academic literature and professional practice show that the legal profession tends to tolerate the use of interpreters with little effort towards understanding how evidence is linguistically obtained and presented. Quite often, the legal profession seems disinterested in this area for several reasons serious among which is the lack of experience in language matters. The paper will argue that while defense barristers may have experience in using interpreters for court purposes they may wish to invest more in understanding how the evidence is linguistically prepared.

~~Task type and discourse variance in classroom-based oral assessment: Comparing effects on accuracy, complexity and fluency Zhengdong Gan,~~

Hong Kong Institute of Education In spite of a growing body of research work on task characteristics and L2 performance, the area of effect of task type on task production remains an under-researched aspect of task-based studies (Ellis, 2009). This study focused on the influence of task type on learners’ oral linguistic performance by attempting to apply to an assessment context the insights from task-based research carried out by SLA researchers. Viewing learners’ oral linguistic performance as discourse constructed through interactions, we were interested to investigate the potential learner discourse variance in terms of accuracy, fluency and complexity across two task types in the current school-based oral English language assessment being implemented in secondary schools in Hong Kong. An in-depth analysis of learner oral discourse on two different assessment tasks, i.e., group interaction and individual presentation, from 30 ESL secondary school students, was conducted using a wide range of linguistic measures of fluency, accuracy and complexity derived from previous L2 speaking and writing studies. The results of this study showed generally systematic variation in performance dimensions across the two task types, suggesting a trend in the direction of less accuracy, lower fluency and less complex language being associated with the group discussion task. Differences on rater assessments also appeared in the same direction across the two tasks as those differences on the linguistic measures. The results offered little support to Skehan’s (2001) categorization of interactive tasks producing greater L2 complexity and accuracy than non-interactive tasks. Implications for how attentional processes can be channelled and what constitutes L2 task complexity or difficulty in the context of oral speaking assessment are considered.

~~A task-based curriculum for language revitalization: The case of the Labrador Inuit Elizabeth Gatbonton~~

Concordia University, Montreal The approach traditionally employed in language revitalization projects is to conduct a linguistic analysis of an endangered language and build lessons around its grammar so that it can be taught, usually to young learners. To stop the decline of Inuttitut (a regional variety of Inuktitut), the Labrador Inuit in Canada have departed from traditional practice by replacing a grammar-based approach with a task-based language teaching (TBLT) approach in its curriculum development project for adult learners. TBLT teaches the language primarily by having learners engage in genuinely communicative activities (called tasks) in which they learn, use, and practice functionally useful utterances. We adopted TBLT in our Inuttitut curriculum by making tasks also our main teaching paradigm. We designed these tasks so that learners learn and use repeatedly during communication Inuttitut utterances considered useful in talking about common everyday topics with community elders who still use the language, albeit their number is fast declining. Grammar is not taught per se but in order to facilitate mastery of

77 utterances learned and practiced during the tasks, learners are led to discover these utterances’ underlying structures and abstract their common features. In this talk, I will discuss the insights gained from adopting a TBLT approach in language revitalization, with the view of discussing the practical impact of using tasks in facilitating the learning of an endangered language as well as the theoretical impact of doing so on a central issue in second language acquisition teaching — teaching form and meaning simultaneously in genuine communicative contexts.

~~Critical thinking in asynchronous discussion forums: The case of ESL students in higher education Nazanin Ghodrati, Paul Gruba~~

University of Melbourne The use of Asynchronous Discussion Forums (ADFs) is thought to enhance the development of critical thinking in students throughout higher education. In the majority of studies, however, ESL students have been generally overlooked; as a result, factors such as culture, educational background, and second language proficiency have not been taken into account. Therefore, the aim of this study is to investigate the development of critical thinking of ESL students through the use of ADFs in higher education. To achieve this aim, we gathered data in a graduate subject at a large Australian research university over one academic semester as students discussed topics through an ADF. Both native and non-native students, who were both in-class and at a distance, participated in the subject. Through the thematic analysis of semi-structured interviews and postings, we identified several factors that appear to influence critical thinking development. Our analysis, for example, revealed that communication styles (i.e. level of directness and face) as well as a lack of overt practice on critical thinking influenced ESL student online critical thinking and collaboration. Factors impeding collaborative critical thinking in the online discussions were identified at the classroom, program and university levels. This study suggests modifications to ADFs within the classroom, highlights the importance of focus on collaborative critical thinking in programs, and calls for finding ways of taking into account ESL issues at university.

~~Just me wants all of yous: How much can a Yuwaalaraay pronoun express? John Giacon~~

The Australian National University/Australian Institute of Aboriginal and Torres Strait Islander Studies Yuwaalaraay has a full paradigm of ‘simple’ pronoun forms,. There are a range of additions to the basic forms, including the use of some suffixes and inclusory constructions (IC), consisting of a ‘superset’ pronoun and ‘subset’ element(s). They are found in a range of Australian languages. In Yuwaalaraay the subset element can be a suffixed pronoun, which distinguishes nominative and ergative, unlike the first person pronoun to which it attaches. (so ngali-luu is we.two-s/he.ERG, ‘She and I’) With a first person dual pronoun as superset, inclusive and exclusive are distinguished. With a plural superset pronoun is plural this distinction can be inferred but is not entailed. ICs can also encode an emphatic inclusive: ‘you and I’. Yuwaalaraay information is from historical sources, which have significant limitations and there are variations between them. The aim is a ‘reconstituted’ grammar of Yuwaalaraay, suitable for language revival/rebuilding — a grammar which is consistent with the traditional language, but also ‘fills in some gaps’ in the historical material, and so makes ‘reconstituted Yuwaalaraay’ a more resourced language, with a greater range of communicative resources. That aim implies an expansive interpretation of the sources and regular use of typology to develop the grammar.

Language and Border Identity Maidy Giber, Giancarlo Chiro University of South Australia The paper presents the results of a study of border identities (Pavlenko 2002, Pavlekno and Blackledge 2005) and teacher identity (Woods 1996; Freeman 1998; Richards 1998) conducted among a small group of language teachers working in Brisbane (Queensland) and Nice (France). A border identity is an individual with two or more cultural identities. When they return to their ‘home’ county, they may feel displaced, having renounced a certain part of themselves. The methodology consisted of open ended interviews and participant observation which allowed the researchers to develop detailed case studies of the participants’ linguistic and cultural histories. Erica, for example, is an Italian, living in France as a border identity with two of more cultural identities and languages. Erica teaches French, Latin, German and English at university. In her pursuit of a French cultural identity, she has discarded her Italian language and identity. For Erica, cultural idenity meant an affinity to language, customs, country, people, music, or other cultural elements. Her French is virtually flawless, and she has adopted most of the French mannerisms. Nina is a Swiss-Italian teaching ESL in Brisbane. She is herself, in pursuit of an English-speaking identity. She utilises music to teach English to her relatives. Nina speaks Italian, French, German, Spanish and English.

78 The research has indicated that some teachers possess a border identity which may allow them to create and maintain multiple teacher identities as well. They are able to become a part of different circles of teaching culture and adopt their mannerisms to achieve a new persona.

~~The Effects of multisensory modalities on vocabulary acquisition Bahman Gorjian~~

Islamic Azad University, Iran This study was to investigate the effects of multisensory modalities on vocabulary acquisition. The modalities of audio, visual, audio-visual, audio-kinetics, and visual-kinetics were examined. Thus 100 junior high school students were surveyed. Data were collected through the student interest inventory and five experimental pre-tests and post-tests were run before and after the treatment period which lasted five month. Paired and One-way ANOVA analysis was used and the findings revealed that there was a significant difference between teaching English vocabulary through visual and tactile modalities and the development of language learners at the beginner level. The results also showed that the teaching English vocabulary can be affected through visual and tactile modalities (p<0.05) rather than the other ones. These results suggest that English language teachers should be encouraged the learners to use visual and tactile modalities more consciously at the primary level of teaching English vocabulary at the primary levels.

Structural equation modeling of the relationships between English language proficiency and mathematics achievement for years 3–5 English language learners in a US State Rosalie Grant, H. Gary Cook, Todd Lundberg,

~~University of Wisconsin — Madison Aek Phakiti~~

University of Sydney All educators working with English language learners (ELLs) need to understand how to support their students — students whose home language is not English and whose English language proficiency hinders their ability to meet expectations for students at their school year level. There is a need for empirical evidence for educators about the complexities of the interrelationships among academic language proficiency in different curriculum areas, language domains, and academic achievement. This paper will address this through data from years 3–5 students in a US State. It will report on a large-scale empirical study (N = 613) that examines the relationships between academic language proficiency and academic content knowledge for ELLs in mathematics. The data for modeling were English language proficiency measures from the ACCESS for ELLs® tests and achievement on mathematics tests of years 3–5 students from one US state. The main hypotheses are that: Common structural linear relationships underpin years 3–5 ELLs’ proficiency on English language proficiency tests and their achievement on state mathematics content tests; and Higher order latent factors (e.g., academic language, strategic competence or productive language) have direct linear relationships to lower order latent factors associated with English language proficiency and mathematics achievement. The structural models suggest that a common second order factor influences mathematics achievement. The roles played by productive and receptive language proficiency, as well as technical and non-technical language, will be described. Implications of the findings for an Australian school context will be discussed.

~~Balancing between university entrance examination and government sanctioned classroom assessment: Chinese EFL teachers at work Peter Gu~~

Victoria University of Wellington There is an obvious tension between the real and the ideal in the Chinese context in terms of EFL assessment at the secondary school level. Ideally, assessment should be used for the purpose of learning, and for helping every learner to reach his/her best potential. In fact this has been repeatedly stressed by numerous government directives since 1993 when the concept of ‘quality education’ was brought to the fore. In reality, however, the high-stakes university entrance examination is still at the central core of everybody’s attention. How are classroom teachers coping with these conflicting demands? What exactly do they do inside the secondary EFL classroom?

79 This study explores answers to these questions by looking into the classroom assessment practices of two teachers, one in Beijing and one in Zhengzhou. One complete unit of teaching for each teacher was video-recorded, transcribed, and coded for analysis. Teacher interviews and teaching materials were also collected to supplement what cannot be revealed in classroom data. Findings revealed a disturbing fact that the university entrance examination and its mock versions are defining EFL ability and its teaching and learning. Despite frequent use of questioning and feedback techniques inside the classroom, EFL teachers at the secondary level in China need both awareness raising and training in terms of how assessment can be used for teaching and learning purposes. Discussions will relate the findings to both curriculum reforms in China and to assessment theories and research in mainland China, Hong Kong and elsewhere.

~~‘My favourite grammar lesson’: Perspectives from Sri Lankan secondary school students Maya Gunawardena, Eleni Petraki~~

University of Canberra This paper originates in a study that examined students’ views about their favourite grammar lessons in the Sri Lankan secondary ESL classrooms. The data collection involved semi-structured interviews with thirty students about their attitudes to grammar teaching methods. The students were required to narrate their experiences of their most favourite and memorable grammar lessons. The data were analysed qualitatively employing the grounded theory. The results show that the effective grammar lessons include three main characteristics: comprehensible input, useful content and clear explanations/ interesting delivery techniques. The findings suggest that lessons are judged not only in terms of the activities or techniques employed but also in terms of the usefulness of the grammar item presented. The findings have implications for language pedagogy and language teacher education in general. First, teachers need to be knowledgeable in grammar and be able to draw on various explanations to present grammar. Moreover, they need to have a range of pedagogical and engaging techniques available to present grammar. Most importantly, the study supports the idea of integration of explicit instructions in grammar teaching with authentic real life examples to increase students’ awareness of the importance of this grammar (Harmer, 2007). These findings support the idea that teachers are ‘changing agents’ in the implementation of the curriculum and presentation of materials (Graves, 2008). That is teachers play a significant role in managing, evaluating and adjusting the curriculum and syllabus by selecting useful material to suit the student needs.

~~Now you see it now you don’t? A web survey of Italian studies programs in Australian universities John Hajek, Doris Schupbach~~

University of Melbourne The internet is now the primary source of information about language programs in Australian universities, and can have a significant impact on a program’s public profile, This is the case for prospective students as well as for other academics and the interested public. Given the flexibility of the web, it potentially provides a unique experience for visitors that can strongly differentiate one program from all others — whether Italian or not. We report the results of detailed survey of Italian programs around Australia’s universities, conducted as part of the recently established Languages and Cultures Network for Australian Universities (LCNAU). Our survey looks at Italian studies websites from two perspectives: (1) the student perspective; (2) general academic profiling. Important factors taken into account include ease of use, accessibility, accuracy and clarity as well as how a program and its webpages are nested and visible within higher structures. We then consider the implications for an effective web presence for Italian and other language programs in Australian universities.

~~‘Just interpret the words’: The interpreter as defined by judicial officers and tribunal members Sandra Hale~~

University of New South Wales ‘… the interpreter’s role is to put the non-English speaking witness or defendant in the same position as an English speaking witness or defendant’ (Commonwealth Attorney General’s Department, 1990:90). This great responsibility is generally placed on the interpreter alone, assuming that as long as they are sworn in to interpret ‘truly and faithfully’ the goal will be achieved. This is regardless of the interpreter’s competence, the conditions under which they work or the speech performance of the speakers for whom they interpret. This reductionist attitude is evidenced in the current court practices that do not demand pre-service training for court interpreters and which do not consistently provide any information or materials for them to prepare before the case. This paper will present the results of a recent analysis of Australian judicial officers’ and tribunal members’ definitions of the interpreter’s role. It will also discuss the reasons given for not providing preparation information or materials to ensure accurate interpreting. The study found that despite great increased awareness of the judiciary about the complexities of interpreting, the attitude that interpreters ‘just interpret the words’ continues to exist.

~~80 Stimulating effective language use through error correction and discourse analysis Susan Hamade~~

Australian College of Kuwait In recent years, many students have opted for Higher Education (HE) programs in the West to receive quality education, and compete in today’s rapidly growing society. In the Middle East, specifically the Gulf region, HE programs are on the rise as many students now resort to continuing their education in their home countries. Many programs have been brought from the West and adapted to fit the culture by revisiting program learning outcomes and course curricula, while striving to maintain the same quality education that would be received abroad. A growing number of Arab learners who attend such universities in the region come from government and/or private schools where Arabic is the main language of instruction. These non- native English learners have compounded problems with English grammar and writing fluency that the norm of 3 semesters of English Language Teaching (ELT) does not help them perfect their writing and grammar to the required level. The purpose of this paper is to propose that error correction activities based on annotation and discourse analysis are more effective in helping non-native English speaking students see, correct, and avoid grammar errors while enhancing their writing structure and fluency. A case study on 248 students proves its effectiveness in comparison to teaching grammar as a separate entity.

~~High challenge, high support programs for second language learners Jennifer Hammond~~

University of Technology, Sydney This paper will address the conference theme of Applied Linguistics as a Meeting Place through a focus on the needs of second language learners within Australian school systems. In recent years, debates about how best to meet the needs of second language learners have shifted from calls to modify the curriculum to an emphasis on ways of enabling students to participate fully in mainstream school programs. While supporting such a shift, I argue that for second language learners to participate fully and equitably, we must first understand the nature of intellectual challenge in specific curriculum areas, and we must then implement pedagogical practices that provide necessary and targeted high levels of support. To do this, we need to draw on theories of knowledge, of learning and of linguistics. In the paper I draw on data from two Science programs to articulate the nature of learning environments that were characterised by high challenge and high support. In regard to the high challenge component, I address the nature of ‘big questions’ that underpinned the curriculum; the connections between school tasks and ‘real world’ knowledge; and the role of language and of language learning in students’ construction of knowledge. In regard to the high support component, I draw on socio-cultural theories of learning, and the metaphor of ‘scaffolding’, as well as systemic functional linguistics, to address ways in which teachers designed-in support at the macro level of program planning while also implementing micro level contingent support for language development as lessons unfolded.

~~Inhibition or compensation: Word processing and working memory in lexical inferencing and text comprehension in FL reading Feifei Han~~

University of Sydney This poster presentation outlines a research project investigating two competing hypotheses: whether inefficient word processing and small working memory capacity inhibit lexical inferencing and text comprehension in FL reading, or whether readers could use strategies to compensate for processing and language problems so that text comprehension and lexical inferencing are not influenced much. On the one hand, the Verbal Efficiency Model suggests that inefficiency in lower-level processing inhibits text comprehension. Extending from this model, some researchers hypothesize that efficient lower-level processing could free up readers’ working memory so that attention can be directed to the new lexical items, and therefore lead to superior learning of new words. On the other hand, the Compensatory Encoding Model (CEM) maintains that readers with inefficient word processing and small working memory capacity are constantly involved in applying compensatory mechanisms (behaviours and strategies) in reading when no time constraint is imposed to achieve good comprehension. The CEM model seems to support using strategies to solve processing problems which enable readers to direct more attention at local level, which might result in deeper processing of new lexical items. The proposed research uses a mixed method design, collecting both quantitative and qualitative data. The quantitative data is information on the products of text comprehension and lexical inferencing, whereas the qualitative data involve processes of using strategies as well as the products obtained by using strategies. The study will explore the empirical evidence for the two competing hypotheses in FL reading with Chinese EFL learners at university level.

~~81 Focus on the forms: Perceptual learning in the Chinese FL classroom Michael Harrington~~

University of Queensland The learning of L2 vocabulary involves the learning of a phonological or orthographic form, its meaning, and its condition of use. Typically all three are simultaneously involved in classroom instruction, with the emphasis varying on the task. Presented here is a pilot study that examines the effectiveness of a activity that focuses on practice in recognising the word forms alone in a Chinese FL classroom. A series of form recognition tests requiring students to judge whether a presented word item was encountered in the previous week were administered over a four week period. Participants were a group of intermediate Chinese FL learners (n =30) in a university language course. The treatment consisted of a checklist task in which participants were asked to say ‘yes’ or ‘no’ as to whether a given item was part of the previous week’s lesson. The list included target items from the previous week as well as distracters. The preliminary results indicate that students were able to reliably identify items previously presented, and that performance on target items on mid-term vocabulary tests was better than for other unit vocabulary, suggesting that form retrieval practice can contribute to learning. The relevance of the results and the focus on perceptual learning is related the explicit development of automatic word retrieval skills in the classroom, as well as to a possible role that episodic-binding — that is, the use of the specific learning episode as an encoding cue for new word knowledge — might play in L2 vocabulary learning, particularly for less-advanced learners.

~~L2 knowledge of VP-ellipsis sentences in English: A preliminary study for the on-line investigation Ken-ichi Hashimoto~~

Kinki University, Japan The present study is a part of a larger research project which investigates real time comprehension of elliptical structures in L2 English. Elliptical expressions are frequent in English, and efficient and effective processing of the structure is essential in fluent usage of the language. The focus of this study is on English VP-ellipsis sentences (e.g., Bob gave some books to Mari, and Sam did, too.). Previous psycholinguistic studies have revealed that L1 individuals reactivate the VP in the first clause at the position of ellipsis. Due to the limited attention the structure has received in L2 literature, however, the question remains open as to whether L2 learners also reactivate the elided element when comprehending the sentence real time. On-line investigation into L2 processing presupposes that the learners possess at least off-line knowledge of the L2 structure. Thus, as a preliminary study, this study examines the knowledge of the VP-ellipsis structure in L2 English as a function of their proficiency in the target language. A total of 117 L2 learners took either a grammaticality judgment task or a sentence comprehension task. There was no significant difference as a function of L2 proficiency in their grammaticality judgment performance. The comprehension of the structure was, however, much more stable for the more proficient learners than their less proficient counterparts, many of whom appear to have paid little attention to the ellipsis structure. The implications for L2 learners’ processing preferences, as well as those for the on-line investigation, are discussed based on the findings.

~~Pragmatic development during a short stay abroad: An Indonesian case study Tim Hassall~~

The Australian National University This study examines acquisition of knowledge about Indonesian address terms by twelve (mostly Australian, mostly lower intermediate) adult learners. These L2 learners were participating in a seven-week intensive language course in a town in Central Java while living with a local family. The study uses a multi-method approach. It combines written pre-and post-tests, verbal report by participants on their responses to pre- and post-test items, four interviews with each participant, and regular diary-keeping tasks. The study examines how much and what the participants learned about Indonesian address terms; to what extent they shared the same path of development, and what factors (environmental, affective or cognitive) seem most strongly linked to the progress of participants. While the study of L2 pragmatic development during study abroad has greatly expanded during the last decade (e.g. Kinginger 2008, Schauer 2009, Shively 2011), all published studies so far focus on L2 learners who spend a semester to

82 a year in a target culture setting. None investigate the potential gains made during short stays. Apart from the theoretical importance of whether even a short stay can make a difference, the question has high practical importance given that short Summer courses are the only way that many language students do their study abroad. Preliminary analysis shows that most of the participants in this study learned a good deal about Indonesian address terms during their short stay. More detailed findings will be available for presentation at the session.

~~Teachers’ knowledge about curriculum for English in Indonesian primary schools Santhy Hawanti~~

University of South Australia The case study reported in this poster investigates teachers’ knowledge about the curriculum in English language teaching in primary schools in Central Java, Indonesia. English in Indonesian primary schools is a ‘local content subject’ where English is managed and organized by schools, not assessed at the national level and requires teachers to design their own curriculum on the basis of their local needs. English teachers may be primary-trained teachers who have not studied English language teaching or secondary-trained English teachers who have not studied how to teach at primary school level. The requirement for teachers to develop English subjects locally means that teachers rely on their knowledge in developing their teaching, while teachers’ different backgrounds mean that they have been prepared for teaching in ways that do not directly address what they need to do. A semi structured interview with nine teachers of English was employed. Five teachers were classroom teachers with no English education background and four teachers had English education background but no primary teaching training. The analysis reveals that teachers of English see curriculum as a document that should be written by an authority rather than it being their responsibility, and that they therefore rely on textbooks to supplement their curriculum knowledge.

~~‘Digital storytelling’ and student-centred Japanese language learning Carol Hayes, Yuki Itani-Adams,~~

The Australian National University One of the key issues we face is how best to transition students from textbook learning to a more proactive intermediate level and to encourage them to better express their own personal emotions, beliefs and ideas. This paper presents results from the Digital Story Telling Project, which has been running as part of the ANU 2nd Year Intermediate Japanese language course for the past two years. The project aims firstly to assess the value of using digital stories in Japanese language teaching as an alternative to individual oral/aural presentations or tests, and secondly to examine ways of enhancing student learning outcomes. Students are asked to create a personal story in Japanese about their own personal relationship with something important to them. The paper will present (1) our linguistic analysis of the digital stories created over the last two years, the content and linguistic structures used in story drafts, storyboards and completed movie files, with a particular focus on emotional expression and the ability to express personal beliefs and inner thoughts, and (2) our assessment requirements and feedback methods to assess the project’s value and impact.

~~Language learning in second language teacher education: A sociocultural perspective Sreemali Herath~~

Ontario Institute for Studies in Education, University of Toronto A sociocultural perspective (SCP) on human learning argues that higher order cognition is situated in social life and therefore, cannot be separated from the social, cultural and historical contexts in which it is emerged (Vygotsky, 1978). Using a Vygotskian SCP of human learning, this presentation examines what ESL/EFL teachers’ narratives say about their language learning processes. A SCP on learning lends itself to language teacher education by changing the way we think about teacher learning. As Johnson (2009) argues, teacher education, at its core, is about teachers as learners of teaching. For non-native second/foreign language teachers however, learning to teach is coupled with learning the target language. This presentation analyzes narratives of three second/foreign language teachers’ language learning experiences to better understand how non-native language teachers appropriate and internalize the new language. In particular, I explore what mediational tools are available to the teachers, how they are appropriated and inform their theories of teaching and learning. The findings revealed the impact of informal learning tools and a strong interconnection between teacher cognition and emotion. The presentation concludes with a discussion of the significance of recognizing prior language learning experiences as a powerful contributor to second language teacher cognition.

~~83 Measuring the impact of an English language speaking skills course on the spoken fluency of teachers in Indonesia Gumlar Herawasti, Susilowaty Margono,~~

Sampoerna School of Education, Indonesia In Indonesia there has recently been increasing emphasis on the teaching through English medium in primary and secondary schools. As a result, teachers need to upgrade their skills to become confident in spoken English in the classroom. This paper discusses one course from an in-service program for teachers in Indonesia, the main objective of which is to provide the participants with necessary knowledge and skills to teach through the medium of English. One course on the program is the Language Enhancement for Academic Discourse Skills (LEADS), which is divided into speaking and writing skills. A qualitative study was carried out with 12 participants who were enrolled in the spoken component of the course, LEADS 1, for the 2010–2011 academic year. The participants include experienced teachers and teacher assistants. The tasks in the course included practical exercises to improve speaking skills for effective communication, divided according to Goh’s (2007) categorization into phonological skills, interaction management skills, and extended discourse organisation skills. Recordings were made of some of the tasks, and analyzed according to these categories. In this presentation we will discuss the findings of this analysis, and the extent to which the tasks contributed to the spoken fluency of the participants.

~~Using corpus analysis to investigate civic writing genres John Hetet, Zina Romova~~

University of Technology, Auckland This poster presentation will demonstrate the potential of a corpus-based approach for both teachers and students in analysing the public writings of individuals or groups of citizens actively engaged in presenting their views and concerns to politicians, legislators or the wider community as part of the process of democratic self-government. Research on civic writing is surprisingly lacking. The project has created two corpora: one of civic texts produced by native English writers and the second a collection of L2 tertiary students’ attempts at civic writing. The first one is a unique database of authentic letters to politicians, submissions on City Council Plans and letters to the editor of the main NZ newspapers and magazines. The application of corpus methodology is allowing us to describe the language of civic writing: its semantics (collocations, colligations), syntactic patterns, pragmatics (register variation and stylistics) and vocabulary frequencies. The same corpus analysis of the students’ civic writing, plus error analysis, will identify the gaps between the learners’ civic writing interlanguage and the native corpus characteristics. These gaps will suggest instructional interventions in the teaching of civic writing.

~~Controlling leading questions in the cross-examination of Aboriginal witnesses: The legal position in practice in Alice Springs Anthony Hopkins, Christina Mutharajah~~

Faculty of Law, University of Canberra The use of leading questions in cross-examination to test a witness’s evidence is a central feature of the adversarial system of justice. Yet leading questions asked of a non-bicultural Aboriginal witness can produce answers which bear no relationship to the facts as that witness believes them to be. The tendency of Aboriginal witnesses to agree with suggestions made to them during cross-examination, regardless of their truth, has long been identified by linguists and lawyers (see, for example, Strehlow, 1936 Liberman, 1981, Eades, 1994, Mildren 1997). As is made clear in the case of Stack v State of Western Australia [2004] 29 WALR 526, cross-examiners do not have an unfettered right to ask leading questions. Ultimately a trial judge or magistrate has the power to control their use. However, a judicial officer who intervenes to restrict the use of leading questions runs the risk of compromising, or being seen to compromise, the right to a fair trial. This paper investigates the scope of the judicial power to regulate the use of leading questions in cross-examination of Aboriginal witnesses. Further, through the presentation of empirical evidence of interviews conducted with criminal defence lawyers who appear in the Northern Territory Magistrates Court in Alice Springs, the paper will make observations on the extent to which judicial control of leading questions takes place in practice.

~~84 Bilingual children’s attitude towards their bilingualism: English-Russian bilinguals ‘home and away’ Marina Houston~~

~~University of Canberra Galina Chirsheva~~

Cherepovets State University As the number of parents travelling internationally for work and study is growing, so is the number of children being raised bilingually. This number is further augmented by efforts of parents who, while functioning in relatively ‘mono-ethnic’ cultures, encourage their children’s bilingualism to maximise cognitive, linguistic and social gains. In this context, it becomes important to understand how children themselves view their bilingualism, as this may give insights into more effective strategies for supporting bilingual development, as well as allay concerns of some educators and public about bilingual children’s wellbeing. The authors have studied language development of several Russian-English simultaneously bilingual children, particularly following longitudinally two children born months apart from each other, from birth through to young adulthood. Whereas both children spent the first three years of their lives growing up in Russia, in ‘one parent-one language’ bilingual contexts, the situations of their bilingual development differed dramatically afterwards. Thus one child continued being raised in Russia, while the other grew up in Australia. While there were some differences in the two children’s attitudes to their bilingualism, there were striking similarities, consistent with other case studies of bilingual development, including those in Russian and Australian contexts. Overall, the parents’ attitude and language behaviour seem to have a critical influence on the child’s attitude to his or her bilingualism.

~~Meaning negotiation via jigsaw tasks in EFL: Face-to-face vs. synchronous computer- mediated communication I-chia Huang~~

National Chung Cheng University, Taiwan Research has shown that negotiation of meaning facilitates language learning and jigsaw tasks provide contexts for great amounts of meaning negotiation. This study was to explore how paired EFL learners bridged the gaps to carry out jigsaw tasks and its relations to language learning via two different mediations. Three research questions guided this proposed study to process: how did the participants negotiate jigsaw tasks, in what ways did the meaning negotiation via jigsaw tasks impact his/her summary writings, and how did they perceive jigsaw tasks as social act of learning. Fourteen Taiwanese university students, forming seven dyads, were voluntary to participate in this proposed study. Each dyad was required to complete two jigsaw tasks, one via synchronized computer-mediated communication (SCMC) and the other via face-to-face (FTF) interaction. The jigsaw tasks consisted of three phases: picture descriptions, picture review, and summary writing. Data sources included each pair’s discussions of two jigsaw tasks in the first phase, individual summary writings for each jigsaw, and semi-structured oral interview. Two patterns of picture sequence (one-by-one and one-to-one) and three types of jigsaw discussion (scaffolding, negotiation, collaboration) were generated as a result. Jigsaw mediations (FTF communication and SCMC) and learners’ strategies had the impacts on summary writings. Students expressed the difficulty in vocabulary and preferred the jigsaw via FTF interaction. Pedagogical implications and suggestions for future research are also provided.

~~Theory, representative bodies and second language assessment policy Catherine Hudson~~

University of Queensland This paper takes up Chalhoub-Deville’s (2009) call for a ‘proactive approach to policy formulation and implementation’. It argues that major theoretical problems can be identified in the second language assessment tools developed in Australia 1992–2008, and that different theoretical constructs underlie the tools currently in use across the Australian states. Little evaluation of these divergences has been made in Australia and there has been a retreat from theory in what previously was a theoretically conflict ridden field. In historical terms this may be due to exhaustion from the theoretical conflicts of the early 1990s, and confusion about what many saw as failure at the national policy level (Moore 2005). Armed with belated awareness of the theory underlying neo-liberal policy and its processes (Moore 2005, Michel 2009, Rizvi and Lingard 2010), ESL advocates have been able to make strategic, but reactive, responses at state and national levels to recent educational policy initiatives. This may not be enough to achieve a proactive approach to policy formulation and implementation. Process has been valorised in the search

85 to gain legitimacy of representation in the policy process where ESL advocacy risked marginalisation in a climate influenced by public choice theory. The paper interrogates this retreat from theory and relates it to the continuing disempowerment of second language teachers. Future research will need to explore how the roles of representative bodies and second language teachers can be more effectively integrated.

~~Linguistic capital and Australia’s Asia literacy Kirrilee Hughes~~

The Australian National University Australia’s recent Asia literacy initiatives — that is, government-sponsored programs designed to increase Australian school students’ linguistic competency in Asian languages — are not a new phenomenon. Since 1971, more than 20 separate government and non-government reports have documented Australia’s limited Asia literacy and have recommended a raft of measures to rectify this. I argue that Australia’s Asia literacy sits at the intersection of power, knowledge and language, and one of the frameworks through which we can examine Asia literacy is Pierre Bourdieu’s notion of linguistic capital. From its very beginnings, Asia literacy has linked language to economics and the idea that Australia needs to be Asia literate because of Australia’s growing economic ties to Asian countries. This raises further questions about the nature and function of knowledge: do we teach/learn Asian languages to broaden students’ view of the world around them, or do we teach/learn Asian languages for utilitarian purposes and to enhance Australia’s economic output? In this paper I will introduce Bourdieu’s theory of linguistic capital and apply it to Australia’s Asia literacy programs to interrogate whether linguistic capital can be constructed in foreign, non-majority languages for second language acquisition, in an era where English is viewed as the hegemonic global language.

~~Diverse peer interaction in small group work: The analysis of low proficiency learners’ language related episodes, contingent on group member proficiency levels Hyunsik Choi~~

University of Queensland The present study investigates various dynamics of small group work, and exploring what extent peer assistance is beneficial for enhancing L2 learning opportunities. Philp and Tognini (2009) argued that difference in proficiency levels may be an important variable in terms of effective collaboration in peer interaction. Taking this notion as the main affective variable, much empirical study investigated the close relationship between interlocutors’ proficiency and learning opportunities (e.g., Kim & McDonough, 2008; Watanabe, 2008). However, those studies mainly focused on pair work between peers, but it is not known these studies may provide sufficient explanation of the co-relation between interlocutors’ proficiency and L2 development in small group work. Building upon past studies on relationship between collaborative dialog and L2 development (e.g., Swain, 2000; Swain & Lapkin, 2001), this study aims to examine whether group members’ proficiency levels play a key role in facilitating productive small group work. Two low proficiency ESL Korean learners engaged in three small group work sessions, divided into three different group dynamics: a high proficiency dominant group; a low proficiency dominant group; and a low proficiency group. Subsequently, they engaged in stimulated recall sessions, and were interviewed. Their transcribed interaction data was analyzed in terms of types and outcomes of Language Related Episodes (LREs), contingent on different group members. The findings revealed that while the occurrence and the outcome of LREs were dependent on interlocutor’s proficiency level, each participant’s perceptions of and contribution to group work was largely reliant on interlocutors’ attitude for sharing many ideas to complete the task, and the solidity of the expert role. These findings suggest that, to construct collaborative group work, it is necessary for learners to enhance their sensitivity and awareness of other peers as either an expert who is able to provide effective assistance, or as a novice who requires effective help.

~~Influence of order in evaluation: A case study of second language Japanese compositions Jun Imaki~~

The Australian National University This study aims to clarify the mechanisms for evaluating Japanese compositions written by non-native speakers. There have been no previous experiments to determine the order effect and the carryover effect in the evaluation of L2 Japanese compositions, even though several experiments including Spears (1997) and Vaughan (1991) exist for English. In this paper, the effect of the marking order for L2 Japanese compositions and the carryover effect of good and bad compositions are discussed.

86 29 raters from various backgrounds evaluated 10 Japanese compositions written by Japanese language learners from four different countries, and each rater was given the compositions in a different order. The order of evaluation was discovered to be influential on rater decisions. The compositions which were evaluated first and sixth out of the ten compositions tended to receive higher marks. The carryover effect was found to be quite influential as well. Compositions evaluated directly after a good composition tended to receive lower marks, while compositions evaluated directly after a bad composition tended to receive higher marks. However, not only does the rating of the previous composition affect the following composition’s score, the countable features of the composition, such as the proportion of kanji characters and the composition’s length, might also influence the score of the composition which is evaluated directly after it. These findings suggest that, in order for there to be a fair evaluation, students’ compositions should not be marked any particular order such as alphabetical order.

~~Function words as speaker classification features Shunichi Ishihara~~

The Australian National University We often observe individual characteristics in the use of vocabulary. Furthermore, in our day-to-day speech, we tend to use a limited part of our vocabulary repeatedly. This phenomenon can be interpreted as an aspect of each person’s own distinctive and individualised version of the language—an idiolect. So forensic linguists ask: how can we use the idiolect concept in speaker classification? Idiolects define speaker-to-speaker variations in the use of the language, and ‘speaker–to–speaker variation’ is a key concept in speaker classification. The author (2010) demonstrated that Japanese fillers (‘um’, ‘you know’, ‘like’ in English) bear idiosyncratic information about speakers to the extent that the equal error rate of speaker classification based solely on fillers can be as high as c.a. 85% for male speakers with reasonable strength of evidence (or Likelihood Ratio (LR)). This study investigates: (1) how well we can discriminate speakers based on the individual usage of function words, such as particles and coordinators; and (2) what sort of strength of evidence (or LRs) can be obtained from function words in spontaneous Japanese speech. We focus on function words because some previous studies on English reported speakers’ idiosyncracies in selecting function words (Weber et al., 2002).

~~From verb to sentence: The development of Japanese by a Japanese-English bilingual child Yuki Itani-Adams~~

The Australian National University This paper reports on an analysis of syntactic development by one Japanese-English bilingual child. The focus of this paper is the child’s development of Japanese, particularly the relationship between the types of verbs the child acquires and the argument structure, and the semantic function of the arguments. Children initially begin producing single-word utterances and develop to produce two- and multi-word utterances. Lexical Functional Grammar (LFG) advocates that lexicon play a crucial role in language learning. LFG scholars consider that grammatical information is inherent within the lexicon, and grammar is driven by lexicon (e.g., Bresnan, 2001), and such information within the lexicon determines the argument structure of sentences. The analysis for this study is based on the data obtained from a bilingual child who was raised in two typologically different languages, English and Japanese, covering three years of her life from the time she was 1;11 (one year and 11 months old) until 4;10. The study follows her course of development in Japanese, by first determining the verbs acquired by her during the early period of the investigation. It will then examine the type of these verbs, transitive or intransitive, and the number of arguments these verbs were used with. Further it will examine the semantic functions that are mapped to the arguments.

~~Variation in communicative writing task performance according to background Noriko Iwashita~~

~~University of Queensland Robyn Spence-Brown~~

Monash University This paper reports preliminary findings of a project which explored how learner background, in terms of in-country experience, and home language use, may impact on performance on two communicative writing tasks taken as part of a Year 12 final examination in Japanese. Previous research has investigated the impact of various learner backgrounds on test performance (e.g., Elder, 1997; Author, 2005), but most studies employed a quantitative approach. Although these studies have provided rich information

87 on the source and extent of variation, the analysis does not always capture subtle differences influenced by the different variables. Furthermore, as most studies investigated only a few aspects of communicative competence (largely grammatical competence), little is known about variation in terms of different feature of the language at discourse level. The data for the current study includes eight writing samples across two communicative tasks from four learners with different backgrounds. The analysis focused on lexical choice and various feature of discourse. The results show that while highly proficient non-character background learners with no in-country experience demonstrated use of a variety of grammar forms and vocabulary, a number of inappropriate expressions for the context were observed. Conversely, learners with exposure to the language outside the classroom demonstrated a greater degree of appropriateness and communicative effectiveness. The paper discusses the aspects of language use most affected by background variables, and the implications for assessment.

~~Task-engagement and L2 development in peer interaction Noriko Iwashita~~

University of Queensland Recent studies on peer-interaction (e.g., Adams, 2007; Williams, 1999, 2001; McDonough, 2004) have mostly focused their investigation on interactional features (i.e., corrective feedback) and their relationship with L2 learning. Although these studies have employed various types of tasks based on the assumption that careful development of communication tasks would provide opportunities for frequent interactions, few studies have investigated a relationship between learners’ task engagement and subsequent L2 development. The current study examined how task-based interaction and learners’ task engagement contributes to development of accurate use of two Japanese forms. Using a pre-test, post-test design we compared two conditions; no interaction and interaction with opportunity for modified output. L2 development was compared within and across groups to examine the effect of interaction and task engagement (interactors only) on L2 development. Task engagement among interactors was examined in terms of the number of words and turns and also qualitative analysis of their orientation to the tasks. There was little difference in the results of pre- and post-tests within and across groups. Quantitative and qualitative analyses of task engagement revealed large variations among participants. Learners spent a considerable amount of time working out task instructions and illustrations used in the tasks, finding out appropriate words and understanding their partners. Consequently they did not seem to have much resource left to draw their attention to the form. This study contributes to further understandings of interaction and processes of L2 development and task utility in interaction-driven research.

~~Talking and doing trust — how trust is revealed in organisation-stakeholder interactions Heather Jackson~~

Macquarie University There is a growing awareness of the pivotal role that trust plays in organisations: it underpins everything they do from product design, manufacture, and service to the development of relationships with employees, clients, and local communities. Without trust organisations cannot remain competitive nor indeed survive. Despite its significance trust remains a misunderstood construct and a taken-for-granted phenomenon in most organisations. Organisational trust has mainly been researched from a transactional perspective which views it as static and quantifiable. Today’s organisations are, however, inclined to portray themselves as relational entities (Lozano 2005) and so prioritise the building of sustainable stakeholder relationships. This requires a re-evaluation of trust in terms of its relational characteristics. Relationally based trust is held to be cultivated through speech, conversation, commitments, and action (Solomon and Flores 2002:87). This implicates a range of discursive practices in trust building and supports the potential for applied linguistic approaches in its research. This paper develops such an approach by examining how trust is evidenced in organisation — stakeholder interactions. Based on Candlin (2011) and Crichton’s (2010, 2011) multi-perspectived discourse approach, this paper examines indicators of established trust in a stakeholder group that met regularly for over four years. Through analysis of interactions in the group’s final meetings and participant narratives, the paper shows how relational trust is evidenced. Of significance is the feature of ‘discursive mirroring’ which not only illustrates the group’s linguistic similarity but also its shared cognitive and affective characteristics. The relevance of this to identifying trust in interaction will be explained.

~~88 Honey Ant Reader Project Margaret James~~

Honey Ant Readers The poster display of the Honey Ant Reader project consists of a large informative poster and a display of the reading materials: The storybooks as well as supporting resources used to teach reading. The 20 Honey Ant Readers, activity books, song book and supplementary resources such as card sets, are the designed and developed for Indigenous EALD learners and take into account: the natural order in which speakers of other languages are believed to acquire the grammatical structures of Standard English; the learner’s interests, life experiences, culture and style of storytelling; and — focussing on phonics and syntax — the difficulties Indigenous learners are likely to encounter in reading Standard English texts.

~~Identifying possible causes for high and low retention rates in language and culture programs at the ANU Louise Jansen, Daniel Martin~~

The Australian National University Further to a presentation at ALAA-ALANZ 2009 of first results, this paper will present final results from an investigation into student retention in language and culture programs at The Australian National University (ANU). The aim of the study is to document students’ motivation and learning experiences as well as the reasons why students continue or discontinue their language studies beyond their ab-initio year. The data for the study comprise responses by 1321 students to an extensive on-line questionnaire. Students of all levels were surveyed, each being enrolled in at least one of the ANU’s 21 Language and Culture programs. The focus of the presentation will be on the in-depth statistical analyses applied to the data, including a discriminant analysis which revealed three groups along two dimensions: degree of commitment and degree of compulsion in language and culture study. Details characterizing and interpreting these dimensions as represented in the data will be presented and discussed. These will form the starting point for proposing possible educational measures designed to maximize retention of students likely to discontinue their language and culture study.

~~Speaking anxiety among Sabah EFL learners devoid of real life opportunities to practise English Esther Jawing, Annie Gedion~~

Kota Kinabalu Polytechnic Sabah, Malaysia Learning English as a Foreign Language (EFL) is frequently associated with anxiety among Sabah multilingual learners outside the city. These learners come from backgrounds with very limited exposure to the target language. Therefore, worries, apprehensions and fears are often felt by these learners, when they need to speak English in isolation and unreal situations. These feelings seem to affect their willingness to speak English even in EFL classrooms. By adopting a mixed-method research design, this study investigates whether this phenomenon actually exists among learners from various ethnic groups in Sabah. In addition, it also attempts to identify factors that cause anxiety when speaking English in class. The instruments used in this study are questionnaire and semi-strutured interview questions for the focus group interview. Sixty-two EFL learners had responded to the questionnaire and twenty selected learners participated in the focus group interview. The data substantiating the discussion came from the FCLAS questionnaire and transcribed focus group interview by 20 EFL learners in EFL classroom.The findings of this study indicated that the participants had experienced high level English speaking anxiety. It is also suggested that it is resulted from the fear of making mistakes, negative feedbacks from the language teacher, peer ridicule and linguistic difficulties. All these factors affected the learners’ willingness to speak English in a negative way that led to their reluctance to communicate in English. This study reiterates that English speaking anxiety is a barrier to the mastery of the English speaking skill.

~~Poetry writing in the EFL classroom:the intersection of language, literature, and identity Kikumi Kai~~

University of Wollongong The issue of voice, identity, and self in L2 writing has continued to attract interest. Recent research on L2 writing has emphasised the relationship between writing and identity construction (Ivanic 1998).

89 This paper reports on the investigation of the potential of poetry writing on L2 learner’s self-representation in a Japanese junior high school EFL classroom, with a particular focus on writer identity. To gain a deeper understanding of (the effect of poetry writing on student’ self-representation, this study drew on a qualitative case study approach involving a pedagogic intervention (a poetry writing program), and the data collected student’s writing (poems and writing tasks), questionnaires, and interviews with students. The Intervention involved thirty-six junior secondary school students. Samples of student writing (pre and post intervention) were analysed using the tools of SFL (Halliday & Matthiessen, 2004), most notably Appraisal (Martin & White, 2005) for evidence for changes in self-representation such as the increase of evaluative language in students’ texts. Preliminary results suggest that poetry writing may foster more independent, active, motivated writers, so it should be considered as a powerful pedagogic tool for improving writing skills. This study contributes to our understanding of adolescent writings needs in EFL contexts and provides insight into appropriate pedagogic responses.

~~University students’ L1 (Swedish) and L2 (English) quantitative and qualitative knowledge of suffixation Monica Karlsson~~

Halmstad University, Sweden Developing the skill to form derivatives is a slow incremental process even for native speakers of English, starting in elementary school and continuing through high school. In fact, it appears to be a universally challenging area of the lexicon. Nevertheless, studies have shown that it is one of the most important skills to possess for a learner aiming to enlarge his/her L2 vocabulary and that it therefore may be worth the while for learners spending time on gaining mastery of affixation rules. In the present investigation, Swedish university students having studied English as an L2 for at least 10 years were asked to take two similarly constructed tests, both of which were frequency-based (both stem and suffix considered) and focusing on the students’ knowledge of productive use of suffixes. The first part of the tests was a gap-filling context-based exercise whereas the second part, digging even further into the students’ vocabulary depth, tested the students’ knowledge of word families. (The results of native speakers of English were used as a point of reference for the test in English.) The students were also asked to evaluate their L1 and L2 knowledge of suffixation. The present study thus aims to address the following research questions: Considering 1) the frequencies of the stems and suffixes and 2) the meanings of the suffixes and what word classes they form, what 1) quantitative and 2) qualitative knowledge of suffixation do Swedish university students have in English as their L2 as compared to in their L1?

~~Issues in the development of a Mãori oral proficiency scale for students in Mãori-medium education Peter Keegan~~

~~University of Auckland Katarina Edmonds~~

Te Whãnau a Apanui, Hakoni LTD In this presentation we report on the development of a Mãori oral proficiency scale for year 1 to 8 students in Mãori-medium education programs in Aotearoa/New Zealand. This project known as kaiaka reo ‘language proficiency’ builds on pioneering work undertaken developing Mãori language assessments undertaken at the University of Waikato in 1999 to 2001. The focus was on updating and revising oral language proficiency scale with new student data, teacher ratings and input from Mãori language specialists. Mãori-medium teachers collected 707 student oral recordings using a picture story elicitation task in early 2010. Fifty raters (in two separate groups) were trained on data collected in between 1999 and 2001. 270 students’ scripts were rated in workshops which included cross marking between workshops and teachers. Data were analyzed using FACETS software which uses a Many Faceted Rasch approach to provide statistics on item, student, and rater measures. There were no differences in teacher rating ability based on Mãori language proficiency or teaching experience. Students, as expected, performed differently on the basis of year level and females were slightly ahead of males. However, attendance at kõhanga reo and language use outside of the classroom had no significant effect on results. We discuss the results of the data in the context of working with very busy Mãori-medium schools and Mãori students who are predominantly L1 speakers of English learning an endangered language changing as a result of ongoing revitalization efforts.

~~90 Language learning and English edutainment in Japan Belinda Kennett~~

~~University of Queensland Lachlan Jackson~~

Ritsumeikan University, Japan Seargeant (2009) has recently argued that meaning in language is ‘culturally constructed within the society it is operational, and [is] thus specific to that particular society rather than to the language itself’ (p.2). In Japan, English is frequently ‘assigned a particular emblematic meaning which contrasts very specifically with Japanese values’ (p.16), and this particular view of English in Japan predispose[s] people to a particular relationship with it’ (ibid). One avenue in which various discourses about English are circulated in Japan is English edutainment, an umbrella term used to describe commercial representations of English language learning which, while often presented as informative, are designed to entertain rather than educate. In this presentation, several contemporary examples of English edutainment in Japan are problematized because they perpetuate discourses about English L1 speakers and English language learning that warrant critical examination. These prominent discourses contrast with the low media profile of language learning in Australia.

~~‘Life in the UK’: Becoming bilingual, becoming British Kamran Khan~~

University of Birmingham / University of Melbourne In 2001 following social unrest in England between second-generation Asian youths and the police, the English language proficiency of some migrant communities was cited as a reason for a breakdown in community cohesion. This led to the introduction of the ‘Life in the UK’ citizenship test. The location of my research is in one of the most superdiverse (Vertovec 1996) cities in Europe: Birmingham, United Kingdom. It takes place in the same neighbourhood ward as the seminal ethnic relations study Race, Community and Conflict (Rex & Moores 1967). Linguistic Ethnography, which is informed by linguistics and anthropology (Creese 2010), is employed. The data was collected through multi-sited fieldwork, participant photos and interviews. It was analyzed using Linguistic Ethnography Discourse Analysis. Over 40 years after Rex & Moores’ (1967) study, my research focuses on how a Yemeni migrant uses bilingual strategies to not only pass the monolingually English ‘Life in the UK’ test, but to help other Yemenis in his community do the same. Consequently, there is an increasing awareness and management of his growing multi-lingual resources as he becomes a British citizen. It also emerges that other members of the community become de-facto teachers as they too help others through their own interpretations of the test requirements. These grassroots multilingual curricula that emerged illustrate the challenge of a monolingual citizenship test as well as the multilingual solutions and realities of some of those within this community.

~~How do North Korean defectors approach English learning in South Korea? Haerim Kim, Kilryoung Lee~~

Hankuk University of Foreign Studies, Seoul This poster presentation explores the particular situation of North Korean defectors facing the task of learning English after being admitted to South Korean universities. The total number of North Korean (NK) defectors in South Korea is 20,360 as of December 2010 and the rate increases year by year. Since many of them suffered from hunger and poverty under the communist regime, they came to South Korea with hopes of having ‘proper jobs’. However, it is impossible to achieve that in South Korea without a good education. NK defectors are easily admitted to universities in South Korea. However, Park (2007) found that about half of the North Korea undergraduate students leave school because of financial difficulties, difficulties in learning English, socialization, indifference, and a lack of support systems. The drop-out rate has increased in two years in Jung’s study (2009), which found that only twenty percent of these students successfully finish their university program. Despite the growing number of NK students, no attention has been paid to understand the group’s life, specifically, in English education in universities. Considering the North Korean defectors’ varying learner characteristics and different reasons for their difficulties in learning English, understanding how they contribute cognitively and psychologically to learning English would seem to be worthwhile.

~~91 To shed or embed? Evaluation of an attempt to integrate literacy into mainstream higher education. Alison Kirkness~~

Auckland University of Technology This paper analyses the impact on one university of a government initiative to embed literacy development in mainstream tertiary education. It discusses how a literacy framework, the Literacy Learning Progressions (Literacy Learning Progressions, 2008), was introduced to train teachers to diagnose the English literacy levels of their learners and the literacy demands of their tasks and texts. Aimed at adults with weak literacy levels, the Progressions were trialled as a potentially useful tool for mainstream teachers with linguistically diverse first year undergraduate students. The paper reports on research into the uptake of the Progressions by teachers who received professional development. It also explores the longer term impact on the programs these teachers taught, two years after the initial introduction of the tool. Teachers were asked about their learning and changes to practice in curriculum planning and assessment as well as classroom strategies. Interviews were recorded and transcribed, then examined for emerging themes. Some participants engaged with the framework for their planning and for raising learner awareness of language; many integrated language teaching strategies in their teaching repertoire; but few claimed to have made any lasting changes to the curriculum. Others were not able to deploy teaching strategies as a result of changes to their workplace. This critical analysis suggests that changing disciplinary practice needs a multilevel approach university-wide, from pre-service education to annual program review. It raises questions about how to benefit from individual professional development initiatives.

~~Expanding directions in the assessment of writing (ALTAANZ Symposium) Ute Knoch, Neomy Storch~~

~~University of Melbourne Aek Phakiti~~

~~University of Sydney Martin East, Helen Basturkmen~~

~~University of Auckland John Bitchener~~

~~Auckland University of Technology Liz Hamp-Lyons~~

University of Bedfordshire Writing has been assessed for centuries, but only in the recent past has it drawn the close attention of scholars and researchers. This symposium will consider four emerging areas of research and practice that we believe will become increasingly important in the next decade: >> the construct of ‘fluency’ in the assessment of written products >> the automated assessment of writing >> the assessment of source texts in integrated writing tasks >> the assessment and feedback practices of postgraduate supervisors Each presentation will be 20 minutes. The discussant (Hamp-Lyons) will draw together the different strands of research (15 minutes), after which will follow audience questions and comments (15 minutes). The abstracts for each paper are: Paper 1: Exploring fluency in writing: The reader’s perspective (Knoch) Although fluency is often mentioned in rating scales for writing, we do not know what features in a writing product increase or decrease the reader’s perception of fluency. This study was therefore designed to establish whether fluency is in fact a separate construct that can be assessed or whether it is a combination of a number of factors. A group of raters rated 300 writing samples which had already been coded for variety of features and all raters also provided think-aloud protocols for a subsample of the essays.

92 Paper 2: A research synthesis of the psychometric properties of Automated Writing Evaluation (AWE) programs (Phakiti) This study evaluates previous research into the psychometric properties of four automated writing evaluation (AWE) programs through the use of a meta-analysis approach. In total, 24 studies were included in the meta-analysis sample, which yielded three different measures of psychometric evidence of the AWE programs. This presentation will outline the current reliability and validity trend of AWE research as well as specify directions of AWE validation research. Paper 3: Assessing academic writing: Incorporation of source material (Storch) An important aspect of advanced academic writing is the ability to incorporate source material. This classroom based study investigated ESL learners’ use of source materials on two integrated tasks to examine whether learners’ use of sources (e.g. correct attribution, paraphrasing, synthesizing) improves over time and in response to instruction. The findings are discussed in terms of implication for instruction and for the development of appropriate descriptors to assess the ability to incorporate sources appropriately. Paper 4: Increasing the usefulness of supervisors’ written feedback to thesis students: A New Zealand investigation (East, Bitchener & Basturkmen) This paper will provide an overview of a recent study into feedback practices for postgraduate thesis students. We focus on examples of written feedback, and, from the students’ perspective, the perceived benefits and limitations of this feedback: What did students want? What did they receive? Was it timely and helpful? Our presentation will include student recommendations and advice for effective supervision that might help supervisors to create more positive experiences of the feedback process for students.

~~Effects of phonological memory on L2 oral skills Akiko Kondo~~

Nara National ANU College of Technology, Japan Some language learners are able to acquire second/foreign language skills relatively easily, while others need great amount of effort to master a foreign language. In particular, L2 oral skills are strongly affected by individual difference. Some learners produce and recognize L2 sounds that do not exist in their L1 with less effort, while others need more efforts to produce and recognize the L2 sounds. Among various individual factors that are claimed to influence second/foreign language learning, the role of phonological memory, which refers to the ability to recognize and remember phonological elements and their order of occurrence, has been gaining attention as a contributing factor to second/foreign language learning. This presentation reports on a study that investigates the extent of influence of phonological memory (both verbal and nonverbal) on L2 language skills, including listening and pronunciation skills. The study participants are 40 Japanese university students majoring in English. Their phonological memory and L2 skills were examined by the instruments designed by the presenter, and regression analyzed was conducted. The results support the effects of phonological memory on L2 skills, and should encourage ES/FL teachers to recognize the role of phonological memory.

Writing personal narratives in a Canadian high school English as an Additional Language classroom: The effects of a systematic instructional model Paula Kristmanson, Chantal Lafargue, Josée Le Bouthiller

University of New Brunswick The writing of different genres plays an important role in both first and second language education programs. This presentation will explore the effectiveness of a systematic model instructional model co-constructed earlier in the research project — ‘Reasoned and coherent writing in immersion’ (Authors, 2008, 2009). The model is grounded in a ‘gradual release of responsibility’ (e.g., Fisher and Fray, 2003) framework and incorporates the writing process (e.g., Pritchard & Honeycut, 2007), the 6 traits of writing (Spandel & Hicks, 2005) and balanced literacy (e.g., Pressley et al, 2007). In this presentation we will first explain the instructional model, the particular unit of study implemented by the teacher, and the methodology of the study. The study followed a pre-post writing design wherein 16–19 year olds initially wrote a personal narrative text with minimal instruction. Subsequently, they received scaffolded instruction according systematic model, and finally, wrote a new personal narrative piece. Secondly, we will present a summary of the quantitative and qualitative analyses of the pre and post-texts according to selected writing performance indicators. The former will indicate the percentage of learners at different levels of performance according to the 6 writing traits, as well as their progress for each trait. The latter will provide a description of specific

93 linguistic and structural aspects of the texts using examples of students’ writing. Finally, we will discuss the role of the instructional model in the development of writing proficiency in sheltered EAL programs.

~~Korean mobile phone conversation openings Jeong Yoon Ku~~

The Australian National University When you confess your love, how do you start your conversation with the lover in the phone? The beginnings of this conversation are special, because they reveal particular technical problems. English landline conversation openings have special paradigms: summons and response, identification, greetings, and ‘how are you’ form. One noticeable aspect of social life in recent years is the increasingly prevalent usage of mobile phones. The mobile phone has three special features compared with the landline phone: mobility, individualization, and caller ID. There are very few studies of opening conversations in Korean mobile phones using Conversation Analysis (CA). This poster presentation will show how differences exist between mobile phone conversation openings in Korean and paradigmatic English landline openings. The analysis is based on naturally occurring data, consisting of Korean mobile calls recorded during everyday activities. Landline telephone conversation openings in English are used in order to build a comparative analysis of how Korean mobile phone conversation openings are accomplished. Because of caller ID, and if the caller’s number is saved in the answerer’s phone book, the answerer already knows who the caller is, even before responding to the summons of the mobile call. In addition, the caller is already confident of the answerer’s identity because of the individualization allowed by the mobile phone. These features yield a different identification paradigm. The poster will describe how the Korean mobile phone opening paradigm is a unique phenomenon that combines Korean language use and the special features of the mobile phone.

~~Task-based interaction: A longitudinal case study Maiko Kunieda~~

University of Queensland A growing body of empirical research demonstrated that conversational interaction plays a facilitative role in second language acquisition (e.g. Mackey, 1999; He & Ellis, 1999; Iwashita, 2003; Ellis, Loewen & Erlam, 2006) because it provides the opportunities for meaning negotiation through corrective feedback and modified output (Mackey, 2009). Although some researchers have investigated the interactional patterns in various contexts (e.g. Young, 1987; Ross, 1988; Oliver, 1995, 2000), these studies are conducted within a short period. The present study aims to investigate the change of interactional patterns and the L2 development through a long-term (12 weeks) task-based interaction using qualitative analysis. Close examination of the interaction data between a single pair of a native speaker (NS) and a non-native speaker (NNS) of Japanese showed that the NS use of negotiation moves such as clarification requests and confirmation checks increased while the frequency of recasts decreased, and the NNS became more fluent by focusing on conveying its meaning rather than using target forms accurately. As a result, the flow of conversation dramatically improved and the interlocutors became able to communicate successfully although the occurrence of grammatical mistakes increased in the last session. Nevertheless, this NNS performance on pre- and post-tests showed linguistic development (Iwashita, 1999). Consequently, a long-term task-based interaction may enhance overall communicative competence which is required for successful communication in a real-life context (Canale, 1988; Savignon, 2005). Further investigation utilizing conversation analysis may be required for further understanding.

~~Legal education as second language acquisition Kathy Laster~~

Faculty of Law, Monash University If we accept that law is a culture (Laster, 2001) then legal education can be conceived of as a form of second language acquisition (SLA) by novices seeking entry into the complex professional culture of law. Learning to ‘think like a lawyer’ is the accepted objective of legal education. This ill-defined pedagogical goal can, however, be viewed as the acquisition of a sophisticated level of language proficiency in the language of law including its vocabulary, pragmatics, grammar and logic. The law school experience, especially the stresses of first year (L1), can thus be reconceptualised as a demanding language immersion experience associated with culture (language) shock (Furnham & Bochner,1986). This approach both helps to explain hitherto under-theorised aspects of learning and teaching in law such as the problem of essentialising apparent differences in the learning experiences between male and female students and equity groups (Mertz, 1998) as well as the mixed evaluations of the Socratic classroom as a teaching method. In particular, applied SLA research regarding the optimal

94 ways of teaching a second language to mixed groups of adult learners with a variety of motivations and skill levels can inform the development of more sophisticated theoretical and applied legal pedagogy. Moreover, instilling into novice lawyers a reflexive awareness about the process of enculturation and language acquisition has the potential to become a powerful tool in transformative pedagogy and legal professional ethics.

~~Practice and effects of integrating literature and cooperative learning in ELT Wanlun Lee~~

National Dr. Sun Yat-Sen University, Taiwan Using literature in the language classroom has attracted a renewed interest in the ELT community in the past few decades. Major justifications for using literature with language learners include valuable authentic and motivating material, language and cultural enrichment, as well as personal growth and involvement. However, in Taiwanese higher education, the value of literature in ELT has not drawn much attention among teachers of University English courses. Literature is often considered too difficult or impractical for non-English majors, and thus reserved only for advanced literary courses for English majors. To help non-English-major students tap the power and potential of literature in English language learning, this study brings together literature and cooperative pedagogy to design a literature-focused cooperative language learning project, in which students work cooperatively in small groups, inside or outside the classroom, to complete a variety of cooperative language learning tasks appropriate to each stage of the reading of C. S. Lewis’ The Lion, the Witch and the Wardrobe. This project was applied to my one-year teaching of three groups of Taiwanese non-English majors, and practitioner research was conducted to investigate the practice and effects of such integration on student perceptions, motivation, learning processes and outcomes.

~~Crawling for water in the desert: Engaging students with writing in a Singapore classroom Rachel Lee~~

University of Auckland The poster reports a study on low achievers’ writing behaviour in one Singapore secondary school. Using a mixed methodology, the quantitative and qualitative data reveals that the conceptualization of writing by the teachers resulted in a sense of disconnectedness for the students from their experience outside of school, which seemed to have deprived them of the opportunity to find a ‘personal voice’ in school-based writing. Often, there was a gap between teachers’ expectations of writing according to exam-specified requirements and the students’ actual performance, so much so that teaching them writing was likened to crawling for water in the desert. A writing intervention task which hinges on the sociocultural perspectives to second language writing (Englert, Mariage, & Dunsmore, 2006) was therefore conducted on the class to provide better engagement. It was found that there was a significant improvement in students’ writing scores, which testified to the effectiveness of explicit teaching of the critical steps in the writing process. However, students also expressed mixed feelings towards the ‘out-of-the-norm’ task, and thus revealed their entrenched attitude towards the instrumental, ritualistic way of doing school-based writing in Singapore school context.

~~Testing recent predictions posited by Processability Theory for the second/foreign acquisition of English questions Ran Li~~

The Australian National University This presentation is concerned with tracing the developmental path of the acquisition of English questions (constituent questions and Yes/No questions) in a cross-sectional study of Chinese secondary students. The main purpose of the study is to provide new data for re-examining the developmental hierarchies of English syntax, as recently proposed within the Processability Theory (PT) framework, specifically based on the Topic Hypothesis in the extended version of PT. The informants were six students, two from each year from Year 7, 8 and 9, in a junior high school in Hohhot, China. Their oral production data of English attempting to elicit questions was collected from an informal interview and two communicative tasks, i.e., spot-the-difference and story-guessing-and-picture-sequencing. This question data is documented quantitatively and qualitatively. An emergence criterion specifically developed for the analysis of questions is then applied to interpret the data in order to ascertain whether the questions of each type are productively produced. The developmental paths for the acquisition of English questions in these junior high school students is found broadly to confirm the developmental stages formulated for questions based on the Topic Hypothesis within the framework of PT. Nevertheless, these hierarchies are not sufficient to account for the developmental path found in the present study. The paper will identify the structures not accounted for.

~~95 Assessing writing in disciplines—interactions between tutors’ cognition, emotion, and action Jinrui Li~~

University of Waikato, New Zealand This presentation reports on a qualitative case study of tutors’ beliefs and practices in assessing undergraduates’ writing at a New Zealand university. The philosophical perspective of the study was Activity-Theory (Engeström, 1987). Data were collected by an on-line survey, sixteen individual interviews, nine Think-Aloud and Stimulated Recall sessions and two focus group discussions. All data (except the survey) were audio-recorded, transcribed and coded, firstly by NVivo8 and then manually. Convergences and divergences were found between tutors’ beliefs and practices of assessing writing, due to their previous participation in relevant activities. Moreover, emotions interacted with cognitions and actions in assessment activities. I argue that the contradictions within the activity system of assessing writing caused cognitive dissonance (Festinger, 1957) and negative emotions. These contradictions can be partly reduced by contextual and individual regulation of emotion and cognition within the system. However, the key in reducing contradictions is cooperation between activities within the larger context of the university. This presentation discusses the data on interactions between tutors’ emotions, cognitions, and actions in the assessment activity. It concludes by considering the implications for assessing disciplinary writing.

~~Pragmatics and intercultural language learning Tony Liddicoat~~

University of South Australia For language learners, pragmatics represents a point of engagement with culturally contexted differences in language use between their existing language(s) and the language they are studying. This paper examines the role that the teaching and learning of pragmatics plays in intercultural language learning. It reports the results of a process of stimulated reflection on learning of pragmatics through journals and interviews collected from students of French and Japanese at beginner and intermediate levels of study. The data shows that reflection on aspects of pragmatics as a part of language learning provides one way in which language learners develop an understanding of language as culturally contexted practices of meaning making. Through reflection on differences in the ways in which speech acts are realised language learners develop generalisations about communicative practices that move beyond specific instances to become accounts of the cultured nature of language. This means that the learning of pragmatics not only develops an awareness of the ways in which language is used but also has the potential to develop more sophisticated understandings of the relationship between language and culture in communication and to contribute to language learners’ capacity to mediate between cultures.

~~An analysis of Mandarin tone perception by adult second language learners Baili Lilienfeld, Linda Tsung~~

University of Sydney Tone is used to indicate lexical meanings in tonal languages. Numerous studies have been conducted into different aspects of tone learning, and these have contributed greatly to the understanding of the processes of tone (Burnham, 2002; Gandour, 1981; So & Best, 2010). This study investigates Mandarin tone perception from a cross-linguistic perspective, specifically focusing on the role of word meaning and gender, as well as the differences in detecting the tones. Beginner level university students (N=50) were tested on their discrimination of monosyllable words. The results showed significant differences in tone discrimination between familiar and unfamiliar words, as well as performance differences between males and females. The analysis also revealed certain tones were more difficult to discriminate than others. Further research should explore the role of word meaning and gender more widely and why some learners perform more successfully than others.

~~Justifying the test use of the College English Test Band Four with an assessment use argument Min Liu~~

Hong Kong Polytechnic University The College English Test Band Four (CET-4) is a large-scale and high-stakes test in the mainland of China. It is intended to provide an objective evaluation of a student’s overall English proficiency and to positively impact college English teaching at the tertiary level in China. In reality a large-scale test tends to serve multiple purposes. Different groups of test users may refer to its scores in making decisions beyond its intended purposes and these decisions may have detrimental consequences on test takers. With an increasing recognition of the need to link validity issues with the consequences

96 of using language tests, the study, drawing on Bachman and Palmer’s (2010) Assessment Use Argument, endeavors to address the following questions: 1) In what way and to what extent do the CET-4 and the decisions made on it affect the college English teaching and learning? 2) What are the specific decisions to be made on CET-4 scores? And who are responsible for these decisions? 3) To what extent does the new CET-4 serve as an appropriate indicator of student’s general English language proficiency at the tertiary level in China? A mixed methods design was adopted mainly including questionnaires, interviews, documentation, verbal protocols and statistical analysis of test scores. By linking assessment performance to an interpretation, an interpretation to a decision, the study is expected to justify the use of the CET-4 while weighing its validity. The major findings will be reported in the proposed paper.

~~The intelligibility of L2 speech: Are the perceptions of non-native speakers and native speakers different? Paul Lochland~~

La Trobe University The majority of research to date has focused on the interactions between Native Speakers (NS) and Non-Native Speakers (NNS) of English. However, the vast majority of English spoken around the world (some estimates put it as high as 75%) is between NNS (Crystal, 1995). Proponents of English as a Lingua Franca (ELF) argue that there is a significant gap in our understanding of NNS-NNS interactions. Consequently, theorists are challenging traditional Second Language Acquisition (SLA) perspectives that are shrouded in NS ideology. One such challenge pertains to the tendency of research to focus solely on NSs’ judgments of intelligibility. This paper, firstly, gives a definition of intelligibility. Whilst comparing differences in perceptions between NNSs and NSs, this paper then discusses the impact of speaker factors and listener factors on the intelligibility of L2 speech. Some of the speaker factors considered include pronunciation, voice quality and conversation structures. The listener factors considered are exposure, familiarity, Interlanguage Speech Intelligibility Benefit (ISIB), multicompetencies and shared taxonomy advantage (STA). Finally, the implications of this research for curriculum objectives, the teaching of listening and speaking skills, and assessment will be discussed. It is hoped that this paper will encourage debate about pertinent ELT practices and assessment.

~~Community of practice and politeness strategies: Structural and lexical markers of ‘in group’ status June Luchjenbroers~~

~~Bangor University Michelle Aldridge-Waddon~~

Cardiff University Pervasive in sociolinguistics research is the view that members of a speech community will signal ‘in group’ membership through specific linguistic choices, and thereby articulate how they identify with the practices associated with that group. In this paper we discuss a number of stylistic choices made in email traffic between paedophiles and how these choices can trigger more than one interpretation, depending on the audience/ email respondent. We also show that either interpretation can be used positively by ‘in group’ members of this community. The body of email data used for this research is taken from a recent paedophile case in the UK. The stylistic signals considered include topic and lexical choices, together with a measure of the risk taken by ‘spauthors’ regarding what information is offered about the activities they engage in. Through these choices, members can not only quickly detect non-members, but can focus on those factors that are central to their community. As such these stylistics choices reveal identifying aspects of this (illegal) community. NOTE: ‘spauthor’ is the term we have devised to refer to email senders that combines the standard roles of speaker and author, without committing to either; instead we choose both (Authors 2011)

~~An investigation of the experience of NESB nurses in attempting to meet the English language requirements for registration in Australia Tiffany Lynch~~

University of Adelaide The purpose of English language testing for nursing registration is to evaluate the effectiveness of communicating in a nursing setting. According to the Australian Nursing and Midwifery Council (ANMC), English language proficiency has increasingly been identified as an important issue in relation to public safety for all Australian regulatory authorities. This

97 concern has led to a major project to develop a national framework for the assessment of internationally qualified nurses and midwives for registration and migration (ANMC 2010). While the role of the Nursing and Midwifery Board of Australia is to protect the public in establishing these policies for nursing and midwifery in Australia, there are no published data on examples of where patient safety was compromised by the level of English of a registered nurse. The main objective of the mixed methods research study described in this paper is to further understand the issue of English language testing requirements for registration of NESB nurses and their experiences as professionals undergoing this process. Some qualitative studies have been conducted outlining areas of concern. This study will investigate whether these claims are backed up quantitatively with data related to: how many times on average a nurse sits the tests; which test is more indicative of successful registration; and if there are many examples of test scores fluctuating erratically between sittings. The opinion will also be sought of registered nurses who have successfully gained registration in Australia as to how relevant the English language assessed in these tests is to actual effective workplace communication.

~~Where three streams meet: Competing influences on pre-service teacher cognition John Macalister~~

Victoria University of Wellington Pre-service language teachers come to their training with beliefs and attitudes formed in large part by their own experiences as learners. During their training these beliefs and attitudes may be challenged by their teacher educators in a variety of ways. For Malaysian pre-service teachers engaged in a training program delivered in both Malaysia and New Zealand, there is the potential for competing messages from the two sets of teacher educators. In a sense then, and in keeping with the conference theme, the training becomes a meeting place for beliefs and attitudes about language teaching. This paper investigates some of the issues that the pre-service teachers must negotiate during their training as revealed from survey data and from interviews with trainers and trainees conducted at the beginning of two years’ study at a New Zealand university.

~~Developing a theory of second language speaking Shem Macdonald~~

La Trobe University While there are useful theories of second language acquisition and second language pronunciation, these alone do not adequately explain what is required for adult learners to successfully learn to speak a second or additional language. We know that L2 speakers need intelligible pronunciation (Munro and Derwing, 2011) and that individuals’ identities are shaped through their interactions with others (Bucholtz and Hall, 2005). What we do not see is a well-developed theoretical framework for second language speaking that includes the components of pronunciation and L2 speaker sense of self. This paper argues for a model of L2 speaking that incorporates these elements and provides applied linguists and language teachers and learners with a way to see how these elements interact and are central to how adult speakers learn to speak in their L2. Using a case study of an L2 speaker and investigating her speech over a period of a number of years, this study demonstrates that success in spoken English is not centred on any one element but is a composite of mastery of each.

~~Using applied linguistics research to teach interpreters about discourse in doctor-patient consultations George Major, Jemina Napier~~

~~Macquarie University Maria Stubbe~~

University of Otago Since the ground breaking research of applied and sociolinguists who identified that interpreters are active participants in medical consultations (see Angelelli, 2004; Davidson, 2001; Metzger, 1999), we have come to understand more about the linguistic challenges of interpreter-mediated medical consultations. Healthcare interpreting is a high consequence setting in which accuracy is an interpreter’s most important objective (Stubbe, McKee, & Goswell, 2010). At the same time, there are often other challenges to deal with — anxious patients, sensitive topics, busy doctors, and difficult healthcare terminology to name just a few. Being aware of how and why participants are using language in context can help interpreters to better predict the direction of interaction, likely topics, terminology, and potential communication challenges. This paper will explore an innovative technique for preparing interpreters for working at the interface of doctor-patient consultations, by exposing them to data from applied linguistics research into health communication. Although many

98 institutions internationally, and across Australia and New Zealand are moving away from a proscriptive approach to interpreter training towards a discourse-based approach to interpreter training (Roy, 2000; Stubbe, 2006), to date there is little evidence of the application of authentic data in the training of interpreters. Our approach to teaching interpreters exposes students to examples of real-life medical interaction, so that they can learn to identify and evaluate the discourse characteristics of doctor-patient interaction for themselves. Essentially we teach them to be discourse analysts. This technique was developed as part of a trans-Tasman collaboration between interpreter trainers and healthcare communication researchers. We used recordings of authentic New Zealand English medical interactions (http://www.otago. ac.nz/wellington/research/arch/index.html) as a basis for developing a set of resource materials. These materials have since been used in professional development workshops for interpreters and in post-graduate courses for interpreters and for health professionals in both Australia and New Zealand. This paper will provide an overview of the discourse analysis procedure and the teaching activity, concluding with a discussion of the benefits of using such an approach to train interpreters about medical discourse (Napier, Stubbe & Major, in press).

~~Meeting place of cultures: Aboriginal students and SAE learning Ian Malcolm~~

Edith Cowan University Schooling in Australia necessarily involves the use of Standard Australian English (SAE) for the expression and accessing of meanings. This is not problematic for most Australians, who are familiar, at least, with Standard Australian Colloquial English (see Pawley 2008). In Aboriginal communities, however, the primary in-group means of communication is Aboriginal English and the use of SAE may carry negative associations (see Eagleson et al 1982: 240–243). Research carried out on Aboriginal students in Western Australia (Sharifian et al 2004; Sharifian et al forthcoming), and employing cultural schema theory (Malcolm and Sharifian 2002) as an investigative technique, has examined (a) the way in which non-Aboriginal educators interpret the oral expression of Aboriginal students and (b) the way in which Aboriginal students interpret SAE texts. An analysis of the idea units retained in recalls in both cases suggests the pervasive influence of cultural schemas in cross-dialectal interpretation. Implications of this for educational practice will be suggested.

~~The Grammatology of the Law Desmond Manderson~~

McGill University, Montreal Common and civil law legal systems are not just different structures. They are in the strongest sense, different languages, different ways, as Clifford Geertz says, of ‘imagining the real’. By examining their grammar, imaginative structure, and linguistic style, we can begin to understand how the vocabulary of each legal system - abuse of rights, for example, or the common law trust - needs to be supplemented by an understanding of their rhetoric, syntax, and grammar. Speaking from the unique situation of Quebec, a legal system characterized by the mixture of common and civil law traditions, I will develop and illustrate this claim. In an increasingly globalized world, legality as much as anything else requires a genuine and deep bi- (or multi-) lingualism which is irreducible to the mere contents of legal documents.

Languages in Bangladesh Tamanna Maqsood BRAC University, Bangladesh Language is the carrier of every culture. With death of a language, the stories, folk tales, fairy tales, poems, rhymes, songs, history and beliefs of the culture die. The constitution of Bangladesh states that the state should protect the cultural tradition and heritage of Bangladeshi people and improve the national language, literature and arts, so that people from all sectors can participate in the process of enriching national culture. However, the constitution provides no effective acknowledgment of indigenous cultures or languages. Bangladesh includes forty five indigenous groups of approximately 1.5 million people. Their mother tongues are the only medium of communication, especially within their family, community and primary schooling. These languages are also significant for Bangladesh’s culture and heritage and should not be pushed to extinction. Currently, because of the domination of Bengali culture and language, the cultures and languages of these indigenous communities are in crisis. These languages are allowed hardly anywhere. Indigenous languages have no access to government activities. Ironically, Bengalis are imposing their culture and language on indigenous groups, forgetting their own suffering in 1952 for their mother tongue. This paper highlights the deep rooted causes behind this language loss, and considers ways of achieving indigenous people’s rights to save their languages through education in their first language or mother tongue.

~~99 Angry boys: casting identity in NSW youth justice conferencing Jim Martin, Michele Zappavigna, Paul Dwyer~~

University of Sydney In this colloquium, we report on our research into Youth Justice Conferencing, a model of restorative justice introduced into the NSW juvenile justice system in 1997 (with parallels to models adopted in other states and territories around the same time). The session will be organised around three presentations of 30 minutes, each including time for discussion. To begin, we will introduce the research project, contextualizing YJCs within the broader restorative justice movement and contrasting the idealised descriptions of the genre that appear in the literature with the generic structure of actual conferences documented in fieldwork. Attention will also be given to the ways in which participants realize interpersonal meanings through the spatial semiotics of conferencing. We will then apply a systemic functional model of body language to Youth Justice conferences. Three kinds of body language will be examined: linguistic (in sync with the rhythm, or in tune with the intonation of language), protolinguistic (a development from infant protolanguage) and epilinguistic (realising semantics). This paper will show how body language couples with discourse semantic systems (specifically INVOLVEMENT and APPRAISAL), to contribute to an emergent multimodal conferencing macrogenre. Finally, we will focus on the way in which these spatial and gestural resources combine with language to position participants in conferences. This work involves a close reading of evaluative language drawing on appraisal theory, in relation to the identity of young offenders and their support persons. The complementary ways in which young offenders are positioned by conference convenors and by police liaison officers in different stages of conferencing will be considered, along with the roles taken up by support persons. The ways in which multimodal resources pattern in relation to identity will be modelled topologically in terms of Maton’s Legitimation Code Theory, adapting his concept of specialisation in particular.

~~Violence in Indonesian folktales: Its forms and functions Qanitah Masykuroh~~

~~Muhammadiyah University of Surakarta/Victoria University, Melbourne Jane Landman, Charles Mphande~~

Victoria University Folktales as a cultural expression can contain all aspects of human life including violence. As Indonesia comprises so many diverse cultures, the context of violence, its degree and its nature, are also various. This study examines the forms and functions of violence in Indonesian folktales retold in children’s books that were published in ten years of post- reformasi period. Narrative and discursive analyses, as well as discursive psychology are used to scrutinize the linguistic representation, and the function of violence. Preliminary findings show that violence in Indonesian folklore retold as children’s storybooks is prevalent. I argue that the violence is discursively constructed and the diverse forms and nature of violence presented in children’s story books illuminate the connection between social and individual expressions of violence. This study provides a way to look at the structural and ideological function of violence in contemporary traditional folk literature.

~~Enhancing writing peer review performance using practice tasks online Neil Matheson~~

University of Auckland Increased demand for a first year, skills-based, academic genre-focused writing course at a New Zealand university has paralleled increased need for practice and feedback among the more diverse student body, which appears less familiar with the requirements of academic writing. Budget and time restrictions on student-tutor ratios mean opportunities to provide such practice in class and feedback via tutors are limited. Employing student peer review during the writing process offers a number of potential benefits and can avoid such limitations, but as research (e.g. Graham, 2006) shows, requires training to be effective. This paper describes the effects of such training on writing peer review performance. Revision practice tasks based on student produced texts were provided, using a university-based peer assessment server modified for this purpose. The practice tasks, completed after related lectures and before writing tasks and assignment peer review, were designed to increase awareness of stronger and weaker writing, provide examples of good peer review, and enhance revision skills. To analyse the effect of these tasks, peer reviews completed before and after their introduction are rated using a scale adapted from existing systems (e.g. Althauser & Darnall, 2001). Student survey data provide a further perspective on this training stage.

~~100 Exploring the tiers of Japanese vocabulary: Academic, literary and beyond Tatsuhiko Matsushita~~

Victoria University of Wellington This paper shows different groups of words in Japanese academic and literary texts, and argues which type of words should be learned first depending on the purpose of learning. To explore efficient ways for learning and teaching vocabulary, it is useful to extract a group of words which provide higher text coverage in the target domain than in general texts. For example, the Academic Word List (Coxhead, 2000) is widely exploited in learning and teaching English. In this presentation, I will first introduce the Japanese 1) academic words, 2) limited-academic-domain words and 3) literary words extracted by checking the log-likelihood ratio (Dunning, 1993) between academic/literary and general texts in the Balanced Corpus of Contemporary Written Japanese 2009 monitor version (NINJAL, 2009). Then, I will examine the text coverage of these groups of words in various types of test corpora. For instance, Japanese academic vocabulary provides 9.7 to 11.0 percent coverage in academic texts while it provides only 3 percent or less coverage in non-academic texts. From these results, I claim that the efficiency of vocabulary learning will increase drastically by attending closely to the target domain since the Japanese word tiers are clearly separated between academic and literary domains. I will also support the argument that, for academic purposes, different curriculum for vocabulary learning should be provided for Chinese and non-Chinese background learners because more than three fourths of the Japanese academic words are originating in the Chinese language most of which are written in Kanji, the Chinese character.

~~Task fulfilment in a paired EAP speaking test: the rater’s perspective Lynette May~~

Queensland University of Technology Paired speaking tests are now used in a range of high — and low-stakes assessment contexts. While paired speaking tests are believed to enable candidates to use a wider range of interactional competencies than an oral proficiency interview, the opportunity for a candidate to co-construct a substantive and sustained discussion on an academic topic may be constrained by the ability of his/her partner. This paper reports on the features of a paired EAP speaking test that were salient to raters when they considered the extent to which the candidates had fulfilled the requirements of a discussion task, both as individuals and as a pair. The study included four raters of twelve paired speaking tests, and focussed on data from rater notes, stimulated verbal recalls, rater discussions and the discourse elicited from candidates. Findings indicate that raters noted a range of features, including the quantity, quality and complexity of ideas, the provision of support for arguments, the ability to synthesize ideas from readings and summarise the discussion, and the extent to which candidates appeared to have understood the task requirements. The findings have implications for EAP speaking test task design, rating scale construction and rater training.

~~Ticking the English box Sophie McIntosh~~

~~University of Wollongong/Northern Indigenous Schooling Support Unit, Department of Education & Training Qld Denise Angelo~~

Northern Indigenous Schooling Support Unit, Department of Education & Training Qld This paper argues that there is currently a lack of consistent and accurate data about the actual language(s) used by many Aboriginal and Torres Strait Islander families in Queensland. Skewed language data have been identified by cross-referencing the personal reflections of Indigenous interviewees with official sources of data. Further identification of flawed data has been achieved through tracking changes in people’s reported language use, such as from one census to the next, where there appear to have been recent community-wide flips to a creole or related variety. The accuracy of these language data is shown to be improbable when correlated against other information, such as country of origin. This paper argues that issues relating to inaccurate language data have arisen largely due to complexities surrounding the widespread language shift to new contact language varieties. Usual techniques of eliciting language background information rely on pre-existing language awareness and nomenclature. Eliciting accurate information about contact language varieties (which have little public recognition) thus requires an understanding of the language situation on the part of both the givers and the receivers of the language information — understandings which many people have not yet had sufficient opportunities to develop. The paper concludes by outlining the ramifications of incomplete or inaccurate language data being held, particularly in the sphere of education.

~~101 A social constructivist perspective on cultivating critical thinking in establishing university EFL writer identity Jim McKinley~~

Sophia University / Victoria University of Wellington This paper presents findings from my PhD research. It focuses on developments in university EFL writing pedagogy that have led to a greater focus on student writers’ establishment of writer identity, and the connection of that to displays of critical thinking. The analysis is grounded in social constructivist theory to emphasize the self and subjectivity as textual constructions, not natural attributes (Cain 1995). EFL student writers go through processes of establishing and confirming both cultural and academic writer identities and attempt to use their knowledge and awareness of the identities in communication with members of their academic community. Within the academic writing context the EFL student writer negotiates intercultural challenges in order to attempt to critically argue and persuade readers. The relationship of this concept of identity to critical argument is one of due process. In a situation where a learner is presented with reading and writing skills—in this study, in EFL writing in Japanese universities—it is understood that this is only the beginning, and the end point is the mastering of the particular discursive instruments of ‘ways of arguing’, which allow the learner to appropriate the cultural resources of the target language (Gómez-Estern et al. 2010). This process outlines two steps: the first is the acquiring of new tools in the target language; the second is regulating ways of thinking in the target language. When learners take on these new tools in another language, this will change the learners’ understanding of themselves and their own socio-/cross-cultural identity.

~~A survey of program-wide assessments of modern languages Henry Mera, Paul Gruba~~

University of Melbourne Classroom assessments in language programs are seen to be ‘high stakes’ as graded outcomes are understood to greatly affect the lives and choices of students. University language program coordinators are under pressure to align, and explain, the range of assessments that are made throughout an entire academic program. To date, however, little research has been conducted that examines the whole structure of program-wide assessments in tertiary institutions. The aim of this project is to create a detailed account of each assessment in a university language program. Accordingly, we surveyed the assessment component in over 120 undergraduate subjects that are offered in modern languages and linguistics at a large Australian research university. Results were categorized by year, discipline and skill area, and touched on the uses of technology, participation and hybrid tasks. Statistical analysis showed that writing dominated the focus on language assessment. In some language disciplines, for example, writing accounted for 100% of the assessment across the entire program. In other disciplines, a demonstration of speaking and listening skills accounted for approximately 20% of the requirements. Technology use was negligible. Discussion of the results points to a need to engage program coordinators in discussions concerning the role of assessments to achieve greater consistency amongst year levels, discipline areas and technology integration. Further discussions may also explore the prominence of writing throughout academic language programs, and consider the need for ongoing professional development opportunities to foster increased innovation and assessment literacy

~~Critical intercultural literacy, third spaces and identity: Implications for language teaching and social interaction. Paul Mercieca~~

School Of Education, Curtin University Narrower definitions of cultural literacy, following Hirsch (1987) have focussed on understanding of a range of canonical texts in dominant cultures. This paper draws on a study of an isolated migrant group in Australia to affirm the value of secure but flexible identities in developing a wider and more inclusive form of cultural literacy. Wider perceptions of such literacy (Weil, 1998; Courts, 1998; Pegrum, 2008) now present it as a critical ‘feel’ for negotiating between cultural rules and practices. Also, both reaffirmation and redefinition of identity appear to be inseparable from any serious development of literacy. The presentation will explore ways in which intercultural literacy can be re-envisioned as not merely a set of skills, but rather as a deeper set of understandings. It is suggested that such intercultural literacy can be acquired not inside classrooms alone, but outside classrooms, in ‘third’ spaces between the familiar and the new, in the same way that bars and coffee shops help manage daily transitions between home and work cultures. The study underpinning this paper looked at continuity and change in cultural practices and identity, in particular at how cultural shape-shifting or ‘lability’, can co-exist with other

102 characteristics of identity. The study took an emic perspective and a syndetic approach, adapting procedures such as participant observation, semi-structured interviews and narrative analysis. It will be argued that, for successful language learning and social interaction, the development of intercultural literacy should now overarch the narrower concepts of communicative competence and cultural literacy.

~~Phraseology and communicative competence: Where language and society meet Julia Miller~~

University of Adelaide It is often assumed that native speakers of English in different countries use the same idiomatic expressions (Svensén 2009). However, it is equally possible that variables such as a speaker’s age are more important than their geographical location in regard to phraseological usage. This presents two possible hypotheses: a generational model of phraseological use, and a regional model. Learners of English as an Additional Language (EAL) need to be aware of such potential differences in usage in order to communicate competently with native speakers. To test the hypotheses, the following study, situated at the intersection of phraseology and society, compares the use of 84 English idioms, sayings and proverbs (known collectively as ‘phrasemes’) by 869 native speakers of English from five different age groups in Australia and the UK. Through an online survey, an emic and an etic view (Pike 1971) were gained into participants’ use of these expressions by investigating their responses as individuals, and within and across age groups. The empirical data findings indicate that the generational model is more accurate than the regional model in regard to phraseological use. Such differences can be highlighted in learners’ dictionaries or teaching materials to improve EAL learners’ spoken interactions with native English speakers.

~~A case study of student-teachers’ perceptions of developing students’ critical thinking through English language teaching in Hong Kong Jane Mok~~

University of Hong Kong In 1999 a critical thinking syllabus was issued by the education authorities to all junior secondary school English language teachers in Hong Kong. Different from the earlier curriculum guidelines, the syllabus highlights the importance of student thinking and of developing students’ critical thinking through the subject. The requirement was then reiterated in the English Language curriculum for junior secondary education in 2002 and for the new senior secondary curriculum in 2007. As pointed out by some local educators, the latest education reform has initiated a paradigm shift in the conception and teaching methodology of English and the latest curricular methodology calls for nothing less than a new interpretation of both teaching and learning in the local exam-oriented context. While genuine buy-in of teachers of the critical thinking syllabus is believed to be crucial in its successful implementation, some teachers complained that they had never been consulted regarding the syllabus. This paper reports on a case study that investigated student-teachers’ perceptions of the syllabus. Through an open-ended questionnaire, the study reveals that despite the importance of critical thinking that these novice teachers of L2 English perceived, their interpretations of the term varied significantly. Although they generally supported the idea of developing students’ critical thinking, they had clear concerns about doing it through English language teaching and called for specific professional development. The research team hopes that the voices of these student-teachers are heard and the study facilitates exchanges of ideas and reflections on teachers’ concerns and needs regarding critical thinking education.

~~Where the academy meets the workplace: Communication needs of tertiary-level accounting students Stephen Moore, Hui Ling Xu~~

Macquarie University While the accounting profession in Australia has long stressed the need for accountants to possess strong communication skills, these remain largely undefined, and certainly uninformed by any serious linguistic analysis. There is a considerable gap between the communication skills actually developed in accounting programs at Australian universities and those needed in the accounting workplace (see, for example, Colleague & Author, 2008; and Author & Colleague, 2008). This presentation reports research investigating the communicative skills of Chinese-background undergraduate accounting students participating in simulated role plays which link their core units of study to specific workplace scenarios. Seventeen role plays of students and two role plays of accounting lecturers were video-recorded as they engaged as ‘accountants’ in a consultation with a ‘client’ played by a professional actor. The performances of the lecturers were analysed for move structure (Hasan, 1985) and pragmatics, and then compared and contrasted with those of the students, revealing considerable differences in approach and success in terms of task fulfilment. Student participants were interviewed

103 subsequently (in both English and Chinese) and asked to comment on video clips of their performances. Three interwoven needs are identified from the data: general English proficiency; discipline-specific academic literacy; and workplace professional communication skills.

~~Context, cognition and the language-related episode: A bridge between cognitive and sociocultural perspectives in SLA Paul Moore~~

University of Wollongong This paper explores the use of the language-related episode (LRE, e.g., Kowal & Swain, 1994) as evidence of processes of language negotiation and development in cognitive and sociocultural SLA theory, and in form-focused instruction. The paper draws on a case study from a longitudinal investigation into links between contextualised peer interaction individual oral task performance. The study was based in a Japanese undergraduate EFL classroom, where learners, in pairs, created and performed three oral presentations over one academic year. The case reported in this paper examines interaction, performance and reflection data collected for one learner, Keita (pseudonyms used) with two other interlocutors (Nao and Ken) at two stages in the study, separated by a period of seven months. Bilingual data were coded for language focus (on task, off task and about task) and analysed according to the sociocognitive interaction between learners — including intersubjectivity, task control and pedagogic roles assumed by the learners. Following Storch (2001) and others, the nature and function of learner-generated LREs were analysed to provide evidence of links between dialogic interaction, subsequent individual performance and opportunities for language development. While it was found that LREs in communicative task- based interaction were not common (and their impact on subsequent performance was less common), the analysis of LREs provides insights into the complex interplay of contextualised interpersonal and intrapersonal factors in task-based language learning and teaching.

~~How might real achievement in language learning be documented? Helen Moore, Chris Davison~~

~~University of New South Wales Cathie Elder~~

~~University of Melbourne Tom Lumley~~

~~Australian Council for Educational Research Angela Scarino~~

University of South Australia Various tests and other methods of assessment are often criticised as not reflecting learners’ ‘real’ progress or achievements in language (and other) learning. This symposium will address this problem from the perspectives of the panellists’ various and considerable involvement in developing different approaches to language assessment and testing. We will probe beyond the most obvious response to this criticism, namely, that assessment tools are only as good as their construct, i.e. what they take to be ‘real’ and how they operationalise this. The panellists will discuss the strengths and weaknesses of the approaches to assessment in which they have been involved, specifically in relation to what various stakeholders take to be ‘real’, and what these approaches can and do tell us about achievement in language learning.

~~The impact of interpreter mediation on questioning in police interviews Ikuko Nakane~~

University of Melbourne Power asymmetry between the professional and the lay person in legal discourse is often reflected and reproduced through turn-taking organisation, where the professional has a control over talk (Drew and Heritage 1992; Eades 2008). In police interviews, police officers ‘question and manage the interaction’ while interviewees respond, and for interviewees there is ‘little opportunity to alter the topic or ask questions’ (Holt and Johnson 2010: 24). However, suspects have also been found to resist the power of the investigating officer (e.g. Newbury and Johnson 2006), which suggests that the interviewees are not always powerless in police interviews. Through an analysis of turn-taking in interpreter-mediated police questioning, this paper aims to demonstrate how power struggles in police interviews are affected by the participation of an interpreter.

104 In interpreter-mediated interviews, each of the question turn and the response turn has to be followed by the interpreter’s rendition turn, as a default pattern of turn-taking. However, in reality the turns of the interpreter and the police officer overlap at times, the interviewee may interrupt the interpreters’ rendition, or the interviewee may initiate a repair to clarify the meaning of interpreted questions. Analysis of these types of deviations from the default turn-taking pattern and consequences of such deviations suggest that the power of the interviewer may be reduced due to interpreter mediation. It is also argued that the interactional power of police interpreters deserves further research as the impact of interpreter mediation may have legal consequences.

~~Interpreters and the law: Research on signed language interpreting in NSW courts Jemina Napier~~

Macquarie University Placing the study of signed language interpreting within the wider context of interpreting as an applied linguistic activity, this presentation will provide an overview of 3 related research projects conducted at Macquarie University in Sydney, Australia between 2006–2010 on interpreters and the law. Drawing on applied linguistics research in language testing, jury comprehension, courtroom discourse, courtroom interpreting and video conference interpreting, these projects sought to investigate linguistic issues faced by signed language interpreters and deaf people in the provision of signed language interpreting in courts in the state of New South Wales (NSW). The first two experimental projects focused on the viability of deaf people serving as jurors if they are reliant on interpreters and their ability to comprehend the courtroom discourse through the administration of a comprehension test of a judge’s summation. The third quasi-experimental qualitative project evaluated the feasibility and pragmatics of signed language interpreting being provided in NSW courts via audiovisual link (video conference), through the analysis of 5 case studies of sign language interpreters and deaf people interacting via audiovisual link across different scenarios with participants in different locations. The presentation will give a summary of the research methodologies and key findings, and the implications for interpreting provision in court in multicultural Australia, regardless of the languages involved. These projects epitomize how applied linguistic enquiry can be directly applied into policy and practice in relation to interpreting provision.

~~How do L2 learners gain and use authentic sociocultural information? The development of L2 Academic Literacy through online intercultural networks Hiroyuki Nemoto~~

Kanazawa University, Japan As the increasing application of multimedia in L2 teaching, e-learning has been recently regarded not only as a tool of assisting individual language learning but also as a source of providing sociocultural activities to language learners. Based on an email exchange project between learners of English at a Japanese university and learners of Japanese at an Australian university, this paper reports on the processes in which Japanese students undertake email interactions with their Australian partners and complete their written assignments in English. In the assignments, the Japanese students are required to ask their Australian partners several questions to gain authentic sociocultural information relevant to their own topics, and then to logically support their own arguments using the elicited information. Following the Language Management Theory (LMT), which delineates the corrective adjustment processes of language learners’ developing interactive competence in intercultural settings (cf. Neustupny 1985, 1994, 2004; Jernudd and Neustupny 1987), this study investigates students’ planning and implementation of strategies in the processes in which they phrase and elaborate their questions, analyse their partners’ responses, and integrate the elicited information into the text. The findings indicate that there exist various cognitive and sociocultural factors which affect Japanese students’ negotiating acquisition of academic literacy in English. The current study suggests how online intercultural interaction should be incorporated into classroom activities and assessment tasks and how universities should scaffold students’ development of academic literacy and autonomous language management competence.

~~Distance: the divide that stifles language learning — accelerates language loss Arapera Ngaha~~

University of Auckland In a study exploring the closeness of the relationship between te reo Mãori (the Mãori language) and Mãori identity, the element of distance featured as one aspect that impacted markedly upon the participants’ ability to acquire and retain te reo. Part of the discussion on distance includes looking at the degrees of motivation to learn te reo and in particular access

105 to learning opportunities. Theories such as Giles (1977) ethnolinguistic vitality theory and social network theory (Milroy 1982) as well as Spolsky (1995) and Chrisp (1997) who focussed on the individual and familial levels have helped shape this discussion. In this paper I will discuss the analysis of narrative data from Mãori participants over 2004–2009 that illustrate three different types of ‘distance.’ They were; geographic distance, generational distance, social and cultural distance. The experiences recounted by the participants in this study show justification for strengthening the links between language and identity so that the distance that divides, not only geographically, but also socially and culturally is much reduced. Motivational aspects that emerge provide an enhanced profile of the language and improved access may result. This paper will focus primarily on social and cultural distance as recounted in these narratives.

~~Structured reflective communication as a metagenre in teacher education Howard Nicholas, Donna Starks, Shem Macdonald~~

La Trobe University Critiques are central to teacher education for unpacking privileged positions and empowering participants to adopt valued professional stances (e.g. Krull, Oras & Sisask, 2007; Harford & MacRuairc, 2008; Fernandez, 2010), yet critiques are not a well-developed conceptual structure within teacher education. This paper considers the usefulness of structured reflective communication for engaging in-service teachers in critical evaluation through the use of video-based extracts of teaching-in- practice as both a personal reflection and a writing exercise. Presenting a model which draws together the informal spoken discourse meanings of critique in education and the more formal definition in rhetoric and genre analysis, we argue that if critiques in education are seen as part of structured reflective communication, as a ‘way of knowing and doing’, seven connections between the basic elements of a critique and key features of lessons emerge. By viewing critiques and lesson planning as comprising a metagenre of structured reflective communication in this way, in-service providers can empower in- service teachers to connect theory with practice in their lesson planning.

~~Applied linguistics in the primary years: Where languages and literacy meet Peter Nielsen, Barbara Nielsen~~

Flinders University Although Australia is a multicultural country, the linguistic landscape that surrounds learners is decidedly monolingual. This requires careful consideration by primary school teachers when designing their language programs. For classroom teachers the starting point for English literacy programs is phonemic awareness followed by mapping sounds to symbols: activities that lie below the sentence level. This contrasts with languages programs that often begin with vocabulary lists, text analysis and interculturality. These differing approaches mean that primary languages programs can be isolated within the curriculum and lacking in measurable literacy outcomes. It is suggested applied linguistics research has provided two fundamental clues that can be employed in the creation of literacy meeting places for teachers to redress this situation: integrating languages programs using the notions of universality and transfer. Evidence from the Flinders University-DECS multilingual literacy project (2010–11) will show that integrated languages programs can achieve measurable literacy outcomes. Melby-Lervåg and Lervåg’s (2011) article on language transfer will be introduced as a framework for understanding and evaluating this notion of literacy as a meeting place. Teachers who intend to use literacy as a meeting place for the development of integrated languages programs will need to share common understandings, have an established metalanguage for collaboration, and have access to similar resources for teaching and learning both within and across languages.

~~Practicing language and law Deborah Nixon~~

University of Technology, Sydney In 2011 the Academic Language and Learning lecturers at UTS adopted a different approach to assisting students develop their language skills in discipline areas by working more collaboratively with discipline lecturers. This has required discipline lecturers to articulate the discourse knowledge required of students. My paper presents an analysis of the practical aspects of the work I conducted with the Faculty of Law through workshops in two subjects and one workshop for international students.

106 The purpose of the workshops was to induct students into the ‘discourse community’ of the discipline by first working with lecturers to identify perceived areas of need and then with students to apply or translate the targeted law specific language into practical written communication. Some lecturers expect students to produce texts using the language of law and persuasion and assume language skills and an understanding of rhetoric that students may not have. A text based approach to the analysis of written law texts, from peer reviewed journal articles to past student papers was used and in turn applied to the students’ own writing. Law texts were used to analyse structure, staging language, tone, register, levels of formality and to identify the finer protocols of the various forms of address used when referring to judges and other court officials. The lecturers I collaborated with could identify what they required in student writing but were unable to teach these skills in their content focused classes. This close collaboration between discipline staff has greatly enhanced my delivery of academic language support to the Law faculty.

~~OKU: the relationship between new terminology and attitudes towards disability in Malaysia Lynne Norazit~~

Universiti Tun Abdul Razak The most commonly used term in Bahasa for a person with a disability has been ‘orang kurang upaya’, (‘less abled person’). However, the more positive sounding acronym OKU is now the term most frequently used in official discourse. Ongoing research into disability discourse in the local print media has also noted an increase in the use of the term OKU and an apparent increase in sensitivity to the rights of persons with disabilities (Norazit et al 2007; author 2010). However, the term OKU is not always acceptable to those who have disabilities themselves. It is argued that the acronym still represents the negative ‘orang kurang upaya’ or the ‘less abled’. Alternatively, it has also been argued that the term OKU could be interpreted positively as ‘orang kelainan upaya’ (differently abled) or even ‘orang kelebihan upaya’ (more abled). With these opposing views in mind, the current study was carried out to investigate whether there is indeed a positive link between attitudes to disability and the new terminology. The chosen sample comprises the academic and operations staff of a local private university in Malaysia, selected because it is at the tertiary level that students with disabilities are most ‘disabled’. The study draws on social constructionist theory and critical discourse analysis in its approach and combines both quantitative (questionnaires) and qualitative (interviews, focus groups) methods. The study is part of the author’s ongoing research into disability discourse in Malaysia.

~~The ‘bilingual French classes’ program in Vietnam: Issues and debates about an innovative language curriculum Nadine Normand-Marconnet~~

Monash University There is no doubt that Vietnam is considered today as a multilingual country: in 2011, more than 87 millions inhabitants are divided in 54 ethnic communities and speak different languages belonging to Austro Asiatic, Austronesia and Sino-Tibetan’ language families. The education system and the language policy in Vietnam have suffered many transformations: as a French colony, the country was forced to abolish the Confucian-style education system in 1917 and adopt French as the sole official language (Gail, 2000). Then, after the Independence (1945) and the Fall of Saigon (1975), Vietnamese became the national language and vast reforms have been undertaken to reduce drastically the illiteracy rate (London, 2007). Till now, Vietnamese authorities have promoted a multilingual education system in which the specific French curriculum called ‘bilingual classes’ is an example of innovative teaching and learning program. In addition to a description of the project launched in 1992, this paper explores the beliefs and attitudes of people who are involved in this process. For this, we have used discourse analysis on a panel of 140 papers published from 2000 to 2010 by Vietnamese teachers and researchers in French Studies with the aim to understand the impact of innovative language pedagogy on teachers and students who are not familiar with communicative, student-centered and task-based pedagogical practices. The results show that to overcome difficulties linked to a new teaching-learning methodology, the Vietnamese students and their teachers tend to reproduce their educational background by using traditional practices (e.g. lectures vs. peer work, memorization vs. interaction, etc.).

~~107 Language Rights in Education: International, American and Australian Experiences Molly Townes O’Brien~~

~~ANU College of Law Terence G. Wiley~~

~~Arizona State University / Center for Applied Linguistics, Washington, DC Karen Lillie~~

~~State University of New York at Fredonia Joseph Lo Bianco~~

~~University of Melbourne Ben Grimes~~

North Australian Aboriginal Justice Agency This symposium focuses on language rights as expressed in international law, and state legislation and policies that impact on the education of minority language and Indigenous children. The American and Indigenous Australian experience will be the main focus of analysis by the two presenters, one a legal expert and the other an applied linguist. The session will begin with an introduction that sets the international scene (Lo Bianco, chair), followed by two longer minute presentations (O’Brien, and Wiley & Lillie), commentary from the discussant (Grimes), and discussion from the floor. The presenters’ abstracts follow. Bilingual Education and the Role of Rights (Townes O’Brien) Education is a fundamental right, but not always an unqualified good. For Indigenous peoples around the world, education has historically failed to deliver fully on its promise of economic and social advancement. Instead, it has often worked to deprive Indigenous people of their sense of cultural identity and value. This presentation sketches assimilationist educational history offered to indigenous children in Australia and elsewhere to highlight the fact that the denial of mother tongue education is a long-standing issue around the globe. It then examines the right to bilingual education at international law, arguing that the voice of the pluralist international community is clear: Mother tongue education is the child’s right; language preservation is the minority community’s right. This presentation then examines Australia’s domestic approach to international legal rights and argues that statutory protection of the right to bilingual education is needed to secure an appropriate education for minority children. States’ Rights v. Minority Rights: Implications of the Case of Arizona for the Multilingual U.S. (Wiley and Lillie) After nearly half a century of trying to reverse the separate and unequal legacy of segregation and under-education of language minority children in the U.S. (Blanton, 2005; Wiley, 2007), the struggle for equitable education for language minorities continues. Recent federal court decisions are allowing U.S. states broader authority in determining policy and practice for the education of language minority children. The paper examines the impact of this trend in the state of Arizona, where since 1992, parents of language minority children and the state of Arizona have been entangled in a long-term legal controversy (Flores v. Arizona) over equitable funding for the teaching of English as a second language. In an additional challenge to language minority educational rights, in 2000, Arizona voters approved Proposition 203, which restricted bilingual education and mandated a controversial instructional model called ‘Structured-English Immersion’ (SEI). This paper analyses the evolution of politics and polices in Arizona and provides a synthesis of a decade of research (Grijalva, 2009; Lillie et al. 2010; Moore, 2008; Wiley et al., 2009; Wright, 2004; Wright & Pu 2005;). Next, the paper adds the final chapter to the saga of Flores v. Arizona. It concludes by addressing the implications of this research for educational language rights and assessing the direct impact of long-term English-Only policies on teachers and children. Collectively, these studies utilized a variety of research methods, including interpretive policy analysis, case study, large scale surveys, qualitative evaluation, interviews and classroom observations. The legal precedents being established in Arizona have broader implications for the struggle for educational equity and language rights in the United States.

108 Developing teachers’ understandings about language: A multi-pronged approach to professional development for those teaching Indigenous learners of English as a Second/Subsequent Language Renae O’Hanlon, Kate Abberton, Denise Angelo

Northern Indigenous Schooling Support Unit, Department of Education & Training Qld This workshop describes a multifaceted approach taken by a team of linguists and educators to assist teachers and schools in supporting learners of English as a Second/Subsequent Language or Dialect (ESL/D) in mainstream classrooms across Queensland. This work is undertaken in a context where comparatively little attention has been given to ESL/D-appropriate pedagogies, especially for students who speak creoles and related varieties. The deficit exists in both pre-service teacher education and subsequent professional development programs, despite the consistent focus and significant resources that target teaching (English) literacy. Three inter-related professional learning strategies will be described and demonstrated. The Leadership in Language program fosters knowledgeable language advocates in each participating school through engaging designated staff members in ongoing professional learning and mentoring. Intensive ESL EsSentiaLs workshops guide teachers in learning about the Indigenous language situation, analysing English language features and structures, and identifying, supporting and assessing Indigenous ESL/D learners. The longitudinal Adopt-a-School model provides experts in teaching Indigenous ESL/D learners, who work with teachers in their own classrooms. Participants in this workshop will be given hands-on experiences of activities used in these professional development programs, and learn how linguistic understandings can be made ‘user-friendly’ and accessible for teachers.

~~Acquisition of relative clauses and wh-questions in English by Japanese speakers: The application of the Latent Rank Theory Hiromasa Ohba~~

~~Joetsu Universty of Education Naoki Sugino~~

~~Ritsumeikan University Kojiro Shojima~~

~~National Center for University Entrance Examinations Kenichi Yamakawa~~

~~Yasuda Women’s University Yuko Shimizu~~

~~Ritsumeikan University Michiko Nakano~~

Waseda University This study investigates the acquisition of relative clauses and wh-questions in English by Japanese speakers through examining whether L2 learners are sensitive to the constraints in wh-movement which are not involved in their native language. To this end, a new test theory, the Latent Rank Theory (Shojima, 2008), was employed. This test theory assumes an ordinal, not continuous, scale in assessing learners’ performance, and categorizes learners into a number of ‘latent ranks.’ By sorting the test items according to the item reference profiles, which express item facility indices at each of the latent ranks, we can obtain groups of test items that L2 learners at a certain latent rank can answer correctly. Untimed grammaticality judgement tests on relative clause and wh-question constructions were given to 784 university-level Japanese learners of English. These tests consisted of 16 grammatical and 18 ungrammatical relative clauses, and 8 grammatical and 18 ungrammatical wh-questions. There are five different types of violations onwh -movement in ungrammatical sentences. Participants were asked to judge the grammaticality of all the sentences using a 5-point scale. Results showed that the learners were categorised into 10 latent ranks, and a learner in a higher rank judged correctly in more test items. However, there were several items in which, as the learners’ ranks went up, parallel increase was observed in the probabilities of both correct and incorrect responses. This implies that even for advanced-level L2 learners, acquisition of some types of relative clause and wh-question constructions poses unique difficulty.

~~109 ‘Japanese English’: A descriptive grammar of ‘educated’ written English in Japan Kolawole Olagboyega~~

Akita International University, Japan As an attempt to conflate the existing pedagogical concept of “Standard English’ and the emerging theoretical notion of ‘standard non-native varieties of English’, this study looks at the stability of the claimed ‘characteristic’ forms of ‘Japanese English’ and shows the statistical likelihood of their occurrence in particular syntactic and semantic environments. This approach is both pedagogically and theoretically interesting inasmuch as it identifies the divergent forms. The classroom teacher, for example, may know what to ‘correct’ and the textbook writer what to highlight. The theoretical linguist who argues for the existence of non-native standard varieties of English has also got ready evidence on which to draw. The corpus consists of material that appears in the four Japanese national English-language newspapers; government publications, such as those of the Ministry of Education (MEXT); and articles published in English by Japanese University professors. Statistical information is given in the text itself. Therefore, the study is intended to demonstrate to those concerned with teaching English in Japan, particularly at the Universities, Colleges, High Schools and Junior High Schools the linguistic circumstances in which ‘Japanese’ forms are typically produced, and to give some account of the reasons for this variation.

~~The Master-Apprentice program at Mirima Dawang Woorlab-gerring Knut Olawsky~~

Mirima Dawang Woorlab-gerring Language and Culture Centre Over the past decades Australia’s endangered languages have been subject to a wide array of different revitalisation efforts by linguists and Indigenous communities. Aboriginal language centres have been playing a major role in this process and the policies employed by language centres and programs have emerged at different levels of success. This paper is a case study focussing on the Miriwoong language revitalisation program at Mirima Language Centre in Kununurra (East Kimberley region, WA). Out of a range of different projects one strategy which is rarely used in other language programs in Australia is discussed in detail. The Master-Apprentice Language Learning model at Mirima, which was initiated in 2009, is analysed as an innovative approach to language transfer in addition to other revitalisation efforts. The implementation ofthis model for Miriwoong is based on input from Californian Indians (cf. Hinton 2001, 2002) and has been adapted in some areas to reflect local cultural values. The representation of the project’s history within the organisation and its application for Miriwoong incorporates a review of positive outcomes aswell as challenges associated to this project.

~~Reconceptualising the ‘silent classroom’: Investigating pedagogical responses to learners’ multiple and changing identities in the low-level adult ESL literacy classroom Sue Ollerhead~~

University of New South Wales This paper reports on the initial findings of a multi-site, classroom-based case study research project into ESL literacy provision to very low-literate adult learners within Australia’s Language, Literacy and Numeracy program (LLNP). The aim is to investigate teachers’ pedagogical practices and how they respond to learners’ developing and multiple identities. The methodology consists of classroom-based observations and semi-structured interviews with head teachers, classroom teachers and learners. Initial findings indicate the prevalence of ‘silent classrooms’ characterised by high levels of teacher effort and input, and relatively low levels of learner response and engagement. Teacher interviews revealed high levels of frustration and correspondingly low levels of motivation, which led them to attribute deficit labels to learners, such as ‘unmotivated’, ‘passive’ and ‘disinterested’ (Ollerhead, 2010). The paper explores the different ways in which teachers conceptualise learner identity, and how they adapt their pedagogical practices accordingly. It draws on a poststructuralist theory of language, which views language as the medium through which we navigate a sense of our true identity (Bourdieu,1997, 1991; Bakhtin, 1984; Norton 2007, 2010). In an adult literacy teaching context, Norton’s argument is advanced that pedagogical practices that account for learners’ multiple and changing identities can prove to be transformative (2010).

~~110 Forensic voice comparison with Japanese female voices: A likelihood ratio-based analysis using F-Pattern Yoko Otaki~~

The Australian National University This paper presents an investigation into the female Japanese voice to find a pattern of scientific evidence with which to discriminate individuals. I compare individual female voices and analyse their differences/similarities to ascertain their voice characteristics; how likely two voice samples are from the same speaker or are from two different speakers. The Likelihood Ratio (LR) is used in courts to measure the strength of recorded evidence. LR-based forensic voice comparison is a new paradigm; it has centred on English speech samples and almost exclusively on male speakers. Thus, the purpose of this current study is to investigate: (1) How well can voices be discriminated? and (2) What degree of LRs can be obtained from the female voice? The database for this study was compiled by the National Research Institute of Police Science (NRIPS), Japan. The samples are taken from subjects and recorded on to a mobile channel by extracting the first three formant frequencies from the five Japanese vowels (/i, e, a, o, u/) appearing in nine different locations, each in some sentences, uttered by 28 female speakers at two different sessions. Based on the formant frequencies, speaker classification tests will be conducted using the multivariate kernel density formula proposed by Aitken and Lucy (2004). Cross-validated LRs will be calculated. The results of the speaker classification tests will be assessed using equal error rate (EER) and the log-likelihood- ratio cost function (Cllr). The overall performance of the speaker classification will also be presented by fusing the LRs obtained for each vowel.

~~Learning to discuss survey results in the social sciences Jean Parkinson~~

Victoria University of Wellington The survey is a widely used instrument in the social sciences. In such studies the researcher considers a phenomenon via the mediating survey instrument which measures how the survey participants report their experience of the phenomenon. Studying a phenomenon through the mediation of the survey and its participants sets the researcher at several removes from the phenomenon, making the projection of an objective persona complex for the writer. To mitigate this, researchers rely on evaluative argument about the participants’ perceptions and practice, about the phenomenon being studied, and about their own methods and findings. A key resource in such evaluative argument is reporting verbs. Learning to write reports on quantitative survey data can be difficult for undergraduate social science students writing in a second language. Students may struggle to achieve objectivity and distance from their data and to express meanings concerned with evaluation. A look at how such meanings are achieved by experienced writers, such as research article authors, may be of value to writing teachers. This analysis of a corpus of 50 social science research articles examines the language used to express these meanings by the experienced writers of these articles. It then compares how these meanings are realised in a small corpus of undergraduate student writing. Implications for pedagogy are indicated. The focus of the analysis is on reporting verbs and the that complement clauses they control, and how they are employed in research articles and in student reports.

~~Peetyawan Weeyn: A guide to language revival planning Paul Paton, Christina Eira~~

Victorian Aboriginal Corporation for Languages Peetyawan Weeyn is a new framework for Aboriginal language reclamation work. It is a holistic, community-oriented guide to planning for language programs for the long term. Language revival is an emerging practice, building strength in different areas of the world, as part of the move to recover from colonisation. Communitiesembarking on the journey are in need of some way to access this developing knowledge, so that they do not have to continually reinvent the same ideas, or run into the same problems without preparation. Language revival proceeds along many different paths, depending on the community, their circumstances and history, knowledge of various kinds which is available within the group, their relationships with outside researchers, and so on. For communities working closely with a linguist, the expanse of language revival that is beyond linguistics needs to be very clear, while for communities working who have not consulted a linguist at all, the importance of acquiring and applying linguistics knowledge also needs to be very clear. Similarly, the range of possible approaches to education needs to be on the table, so that communities can make clear choices in accordance with their needs and situations.

~~111 ‘Do you speak International English?’ Implications for language teaching Eleni Petraki, Deborah Hill, Marina Houston, John Peak~~

~~University of Canberra Andrew Kirkpatrick~~

~~Griffith University Joseph Lo Bianco~~

University of Melbourne The concept of International English, and the reality of World Englishes, have particular implications for language teaching and learning. In this colloquium panellists will consider the controversies around the notion and existence of International English. While the use of English as a lingua franca may be the ideal model in multilingual situations, the learning and teaching of English is also bound by the context of the culture and community in which it is used. The panel will address the challenges facing international students learning English, and challenges facing teachers and teacher trainers of future ESL teachers. They will also discuss the way in which the rhetoric of World Englishes and International English is captured and implemented in language policies and the extent to which English is bound by context in which it is used. >> The colloquium will be organised as follows: >> Introduction: (Hill/ Eleni Petraki) >> Framing the issues (Kirkpatrick) >> Contextual factors for learners (Peak) >> Contextual factors for teacher educators (Houston) >> International English — policy and implementation (Lo Bianco) >> Discussion >> Concluding comments (Hill/Petraki)

~~Assessments in a Korean radio show for Korean speakers of English Eleni Petraki, Hanoof Alkasham, Eun-young Choi~~

University of Canberra There has been significant research in the organisation of radio shows and the power of radio hosts, mainly focusing in monolingual environments. Recent research in conversation analysis and interaction analysis has focused their attention to organisation of interactions among non native speakers (Gardner and Wagner, 2005). This paper continues this research by examining the organisation of talk within a radio show broadcasting in Korea aimed at offering opportunities to Korean speakers for practice in speaking English and improving fluency in English as a second language. The paper focuses on examining the structure and types of positive assessments and compliments initiated by the two native speaker radio hosts and aimed at the NNS callers. The theory of conversation analysis will be employed to examine the details of assessment, which is a popular theory in the study of naturally occurring interaction and aims at investigating the methods and procedures participants use in talk to produce their behaviour and interpret other people’s behaviour. The nature of positive assessments will be discussed, especially in relation to earlier research (Pomerantz, 1984) and how they fit within the context and pedagogical purposes of the radio show. The paper will examine the placement of these assessments within the turn and the sequence, the second language speakers’ responses and their function as a transition to eliciting further talk from second language speakers.

~~The influence of social distance on linguistic behaviour: A study on expressions of gratitude in Vietnamese Toan Pham~~

University of South Australia Pragmatics research has indicated that social distance has effects on the production and interpretation of language. Holmes (1995), for example, identifies it as one of the basic determinants of linguistic politeness behaviours in most societies. However, most research so far has been conducted to investigate the influence of social distance on politeness behaviours in English-speaking communities; research on this issue in other languages and cultures is still very rare. This study examines

112 the influence of social distance on thanking behaviours in Vietnamese. The data of the study were collected through a DCT and from Vietnamese undergraduate students. Results show that social distance has great effects on the way Vietnamese native speakers express gratitude to people according to different interpersonal relationships.

~~It’s not just for fun! The use of humour in EFL teaching and learning Hoang Pham~~

University of Canberra Recent research and methodology in ELT (Brandl, 2008) has suggested that a classroom atmosphere which is relaxed and psychologically safe, encourages risk-taking, and provides the most teacher/ peer-support is desirable for raising learners’ motivation and self-confidence while reducing their anxiety. To achieve this supportive classroom atmosphere, a number of strategies have been proposed and researched. However, the use of humour as one potentially useful strategy has been underresearched. Although research in other fields, including mainstream education, has proven humour may increase learners’ comprehension or retention of information (Garner, 2006) and help form an environment conducive to learning (Senior, 2001), the use of humour in foreign language teaching is still limited and mainly intuitive. This paper originates in a study that aimed to provide a systematic understanding of the use of humour in the EFL classroom, and investigate teachers’ and students’ attitudes to the use of humour and their preferences of humour types. The study employed observations, questionnaires and interviews to elicit student and teacher perceptions of humour and its role in EFL teaching. Participants involved English students and teachers at some universities in Vietnam. This paper presents and discusses the results from 165 surveys which build a powerful picture: students strongly support the use of humour by their teachers, and want to see more humour employed in their class. However, students also caution that some English humour may be too difficult for EFL learners to understand. The study discusses implications of these findings for language teachers and language teacher education.

~~Articulating a Visual Pedagogy Lowana Phillips~~

University of Hong Kong This workshop will explore the visual possibilities of language learning by considering the question, ‘How can we exploit the intersections between the visual and the verbal to improve learning?’ The workshop draws on an intensive English language course at the University of Hong Kong. Providing a relevant and stimulating learning environment for advanced language learners in school or university is always a challenge. Exploring visual material — defined here as paintings — can offer rich ground for teachers and students. The workshop will discuss (1) a theoretical framework for a Fine-Arts based approach to teaching languages at advanced levels (2) examples of student responses to visual art, and (3) the synergy between visual art and advanced language learning. Munch’s ‘The Scream’, Vermeer’s ‘View of Delft’, and Klimt’s ‘The Girlfriends’ will be used to analyse how a Fine Art image and accompanying text can generate analytical, creative, interpretive and reflective student responses. Handouts and online international museum resources will be provided. This workshop will interest teachers of English and other languages in university or upper level school settings.

~~Defining the language assessment literacy ‘gap’: A case study John Pill~~

~~University of Melbourne Luke Harding~~

Lancaster University The development and practical implementation of a language test is a complex process. The work can be technical and is often perceived as arcane and lacking transparency. The impact of a test is, nevertheless, real and possibly far-reaching for test takers. They, along with other users of test results, may make assumptions about tests, testing processes and outcomes that are at odds with what is intended or can be endorsed by the language testing community. Such assumptions may have serious consequences but they have seldom been explored and indeed are rarely available for scrutiny. This study has identified a unique context for exploring lay understandings of language testing, stemming from a recent inquiry into the registration processes and support for overseas trained doctors by the Australian House of Representatives Standing Committee on Health and Ageing. The data are drawn from published submissions made by a range of individuals

113 and organisations and from Hansard transcripts of public hearings: http://www.aph.gov.au/house/committee/haa/ overseasdoctors. Sections of the data related to language and communication skills and to language testing (as part of the current registration process for doctors seeking employment in Australia) were identified and coded using a thematic content analysis. Findings reveal misconceptions about the scope and purpose of language testing, the process of testing, and the meaning of test results. Discussion of these findings contributes to the current debate within the language testing community (e.g., Taylor, 2009) of where responsibility lies for explaining to test takers, test users and other stakeholders how language tests work.

~~Forensic voice comparison in Thai: A likelihood ratio-based approach using tonal acoustics Supawan Pingjai~~

The Australian National University This study describes the first Likelihood Ratio-based Forensic Voice Comparison (FVC) for the Thai language. This study uses the tonal acoustics of the five standard Thai tones — namely fundamental frequency (F0) and duration — as discriminatory features in order to see to what extent speech samples from the same speaker can be discriminated from speech samples from different speakers. The likelihood ratio (LR) is used in this study as the discriminatory function. The LR is estimated by means of the multivariate kernel density formula proposed by Aitken and Lucy (2004). In this study, the F0 contour of each target tone was fitted with a third-order (cubic) polynomial curve. The coefficients of the fitted curve were used as parameters representing the characteristics of each speech sample. In addition to the coefficients, the duration of each sample was also used as a parameter. For each tone, we investigate twelve different segmental combinations, consisting of a combination of three different vowels (/ii, aa, uu/) and four different consonantal phonemes (/p, ph,b, m/). Speech samples were drawn from ten male speakers. The results of speaker discrimination experiments are visually presented in Tippett plots, and assessed by means of equal error rate (EER). We demonstrate that the acoustic parameters of Thai tones work reasonably well to discriminate speech samples. The lowest EER of 4% was obtained in this study. We compare the performance of different tones and vowels in details.

~~International medical graduates and the challenges of intra-professional communication Elizabeth Pryor~~

~~University of Melbourne / Southern Health Robyn Woodward-Kron~~

~~University of Melbourne Stuart Marshall~~

Monash University / Southern Health Most studies of the communication skills of International Medical Graduates (IMGs) focus on doctor-patient interactions. Few have examined intra-professional (i.e. doctor to doctor) discourse, which are central to managing patient care. These interactions are frequently done by telephone. This paper reports on a preliminary study of audio-recorded telephone referrals, combined with retrospective verbal reports from both the IMG and senior doctor involved in the call, during patient safety training in a simulation setting at an Australian healthcare network. Preliminary results show that although the IMGs were experienced medical practitioners, the majority had difficulties making telephone referrals, as identified by the senior doctors. Problems seem to have multi-factorial origins. The less effective interactions appeared to miss specific stages in the generic structure of this type of interaction, and often had lengthier stages. Our findings will inform a review of educational practices for IMGs, and resource development to assist in dealing with the communicative demands of their workplace.

~~Teachers’ evaluation of an alternative assessment component in a high-stakes test David Qian~~

Hong Kong Polytechnic University In recent years, a new assessment form, School-based Assessment (SBA), has been incorporated into a traditional high- stakes public examination in Hong Kong, namely, Hong Kong Certificate of Education Examination (English Language). SBA, which is standards referenced, adopts the form of alternative assessment and is conducted by frontline teachers in their own classrooms. The results of the assessment account for 15% of the score on the HKCEE English Language Examination.

114 It is already a few years since SBA was introduced. However, stake-holders’ reactions to this assessment has been mixed. This paper reports on an in-depth survey of a group of English language teachers who have been engaged in conducting SBA sessions. The survey took the form of both questionnaire and interview. The participating teachers contributed to the study with their personal accounts of firsthand SBA experiences, as well as their views of various aspects of SBA, including their attitudes toward the use of SBA in a high-stakes test, their evaluation of the helpfulness of the training provided by relevant stake-holders to prepare teachers for conducting SBA, descriptions of how students prepared for SBA, how teachers assessed their students during SBA sessions, how teachers provided feedback to students following SBA sessions and how students responded to teachers’ feedback. Based on the findings, the paper will also discuss issues that need to be addressed.

~~Student perspectives on post-entry English language assessment John Read, Janet von Randow~~

University of Auckland Recognizing the language diversity in its student body, the University of Auckland has since 2002 administered a post- entry Diagnostic English Language Needs Assessment (DELNA) for all first-year students. Based on a 20-minute Screening delivered online, approximately one-third of incoming students are advised to take the two-hour Diagnosis, which assesses specific language needs in listening, reading and writing. Those who perform poorly in the Diagnosis have a one-on-one advisory session to guide them as appropriate to academic English credit courses, discipline-specific language programs, self-access language resources and writing workshops. While taking DELNA is mandatory for all first-year students, acting on the advice is generally not, except in certain academic programs. Thus, it has been crucial to obtain feedback from the students in order to know how to communicate the assessment results to them effectively and increase their uptake of the advice; or, in other words, to evaluate the consequential validity of the assessment. Feedback has been obtained over a ten- year period through an online questionnaire, which includes an invitation to participate in a follow-up interview. This paper will first present the broad pattern of quantified responses to the questionnaire, and then explore in more depth the issues revealed in a qualitative analysis of the interviews. We will discuss what changes have been made to score reporting and advising in response to what the students have said, as well as considering what the feedback has revealed about the nature of the first-year experience for students with significant language needs.

~~Pursuing affiliation and intimacy by a child with Asperger’s Syndrome Johanna Rendle-Short~~

~~The Australian National University Susan Danby~~

~~Queensland Institute of Technology Ray Wilkinson~~

University of Manchester Children with Asperger’s Syndrome (AS) have difficulty in making and keeping friends. This paper explores this issue through analysis of the interaction between a 9 year old AS child and a similar aged peer. In 81 minutes of interaction, the AS child displays two behaviours (name calling and burping) that may make social interaction difficult for her conversational partners. Using a conversation analytic (CA) framework, we focus on where name calling and burping occur sequentially, how they are presented within the talk, and how they are responded to by the child’s conversational partners. We propose that the child is using these behaviours as a way of pursuing affiliation or intimacy, and we explore how the ensuing talk indicates their success or lack thereof. The paper demonstrates the importance of understanding social interaction for children with AS, and how a CA framework can assist illuminate how the child’s behaviour affects her ability to achieve solidarity, intimacy and affiliation, and ultimately, to make and keep friends.

~~Epistemics in conflict: Enticing a challengeable in protest arguments Edward Reynolds~~

University of Queensland This paper describes the way in which participants leverage epistemic rights in ‘enticing questions’ in order to secure a particular answer as part of the practice of ‘enticing a challengeable’ in conflict-talk. It unpacks the way in which these seemingly ‘obvious’ questions are deployed and the purposes they serve and will contribute to the relatively unexplored area of conflict-talk investigated using naturally occuring interaction. Using video recordings posted to YouTube of

115 arguments during protests, this paper presents the results of an investigation which used conversation analysis (CA) to detail how participants manipulate the epistemic organisation of questions, crafting ‘enticing questions’, in order to obtain a ‘challengeable’ answer from their opponent. Following a general description of the practice of enticing a challengeable, analysis demonstrates the way in which participants leverage the epistemic rights and the ‘epistemic gradient’ (Heritage and Clayman, 2010) in order to secure a particular response as a part of the process of ‘enticing a challengeable’. This analysis in turn reveals how participants in conflict talk flexibly manage the organisation of questions, epistemic rights and the epistemic gradient as strategic resources for enacting social conflict.

~~Models of second language communicative competence and/or ability from a critical realism perspective: What can we know? Mehdi Riazi~~

Macquarie University Drawing on three ontological domains of the empirical, the actual and the real (Danemark, Ekstrom, Jakobsen, & Karlsson, 2002) this paper intends to review three major models of second language communicative competence and/or ability (Cummins, 1979; Canale & Swain, 1981; Bachman & Palmer, 1996) and discuss the type of knowledge each model can contribute to the field. The paper will discuss the data used in the conceptualisation and development of each of the three models and will argue that such data are mediated by theoretical conceptions and are thus theory-laden (the empirical) rather than direct experience of the event (the actual and the real). The point will be raised that the theoretical outcomes of the models are the transitives or fallible knowledge, using critical realism terminology, that indirectly link the scientific work with the mechanisms underlying the communicative competence or the intransitives. Accordingly, the usefulness of the knowledge produced by any of the models depend on how well the conceptualisations capture the underlying generative mechanisms which lead to language ability and what we need to know about communicative language ability. As such, the outcome of the models and thus our understanding of what communicative competence or ability is will be constrained by the gap between the transitive and the intransitive and the use we will make out of the outcome. The paper concludes with implications for model building in language testing and assessment.

~~Analysis of authentic legal email negotiations and contracts: Implications for legal writing instruction Mehdi Riazi, Anthony Townley~~

Macquarie University / Koç University, Istanbul In response to findings from a review of ELP textbooks (Candlin, Bhatia & Jensen, 2002) that they are too general and do not represent the authentic conditions and processes of legal practice, I undertook a research-based approach to the genre analysis of the textual and professional spaces (Bhatia, 2004) of email negotiation discourse. Cases studies were undertaken with two law firms in Istanbul that provided authentic data for contracts negotiated in English with counterpart lawyers from Europe. Bhatia’s (2004) multi-perspective approach was used to first undertake textual analysis of the data and then participating lawyers were interviewed to discuss discursive features identified in the textual analysis. The duality of this analytical approach is valuable in providing both a comprehensive description of the lexico-grammatical features, rhetorical structures and intertextuality of the negotiation discourse process and an understanding of the interdiscursive professional practices that influence and shape them. The findings represent a new descriptive analysis of the email negotiation process and can be used to develop more meaningful ELP pedagogy that prepares undergraduate law students for the realities and complexities of negotiating commercial contracts in English.

~~Being the ‘Other’: Epiphanies from international field experiences and evidence for practice Caroline Riches, Fiona Benson~~

McGill University To interact with an increasingly diverse student population, it is imperative that all pre-service teachers, in particular those preparing to be English as a second language (ESL) teachers, be exposed to facets of diversity during their teacher education programs (Pence & Macgillivray, 2008). Though the potential outcomes are assumed, there is a paucity of research on successful implementation strategies of relevant experiences in teacher education programs, in addition to a lack of evidence in regard to the benefit of such opportunities on pre-service and (new) teachers’ identity and praxis (Gruenewald, 2003). In seeking to address these gaps, we investigate pre-service teachers’ reports and perspectives in relation to two international field experience locations. Interview and survey data was collected from two cohorts of ESL pre- service teachers in consecutive years. Outcomes include: increased awareness of cultural diversity; experience of being ‘the other’, ability to teach in a global context, and application of insights to ESL education in the Quebec context. We suggest

~~116 this evidence will prove useful to those contemplating the implementation of international field experiences in teacher education program architecture.~~

~~Global, sexy and fun: Attitudes to Spanish by Australian university students Celeste Rodriguez Louro~~

University of Western Australia Spanish is amongst the four most widely spoken languages today: it boasts 329 million native speakers across 44 countries. Spanish is amply studied as a foreign language, too; the Instituto Cervantes reports that a total of at least 14 million people were studying Spanish in 2005 (33, 913 of whom were in Australia). Attitudinal data for this project were collected at La Trobe, Melbourne and Monash universities in 2010. A pencil-and-paper questionnaire was completed by 340 females and 162 males (age averaging 20.03 years). Quantitatively, our findings show that Spanish is not merely taken up by background speakers or speakers of other Romance languages; using our La Trobe sample of 80 participants to illustrate, 77.5% of respondents speak a variety of English as their first language. Preliminary results for the qualitative portion of this study suggest that Spanish is viewed as a ‘beautiful’ language, in line with myths like Italian is beautiful, German is ugly noted by Giles & Niedzielski (1998).These findings relate to Giles & Niedzielski’s explanation that observations about the beauty/ugliness of languages are built on cultural norms, pressures and social connotations. Our preliminary qualitative analysis also suggests that Spanish is viewed as what House (2003) labels ‘languages for communication’ (as opposed to ‘languages for identification’). Indeed, our results agree with Pauwels’ (2007) observations that the increased popularity of Spanish in Australia stems from its perceived status as a world language of strategic importance, rather than as a consequence of its growing presence in Australia.

~~Development of L2 Arabic request: The case for U-shaped development Carsten Roever~~

~~University of Melbourne Saad Al-Gahtani~~

King Saud University In this study, we examine the development of requests made by L2 learners of Saudi Arabic. The study combines longitudinal and cross-sectional data collection to investigate how learners’ performance of requests developed over a five-month period and extrapolates longer term change from comparing learners at different proficiency levels. A total of 40 learners evenly distributed across four proficiency levels (beginner, lower intermediate, upper intermediate, advanced) and of various L1 backgrounds in an intensive Arabic program in Saudi Arabia engaged in two equivalent role plays five months apart. A comparison group of native Saudi Arabic speakers also completed the role plays. We analyzed performance in terms of the shape and directness of head acts, using a modification of the Cross-Cultural Speech Act Realization Project coding manual. The results indicate U-shaped development, with learners up to high-intermediate level decreasing their use of direct requests and increasing their use of indirect requests. However, high-intermediate learners at the end of the 5-month period and advanced learners approximated NS norms by reverting to direct requests. We argue that this developmental pattern demonstrates the effect of learners’ sociopragmatic competence on their pragmalinguistic performance. Also, our findings cast doubt on the universality of developmental stages proposed by Kasper and Rose (2002), showing that developmental trajectories for requests vary across target languages.

~~Are linguistic assessment criteria defensible for LSP assessment? Sally O’Hagan, John Pill, Cathie Elder, Tim McNamara, Robyn Woodward-Kron~~

University of Melbourne International medical graduates and other overseas-trained health professionals play a crucial role in filling health workforce shortages in Australia. Concerns have however arisen about the adequacy of their English communication in the clinical context, despite and English language screening, typically using the Occupational English Test (OET), prior to registration. While the OET claims to be a specific-purpose test reflecting the communicative demands of the health profession, a critical validity issue is whether the traditional linguistic criteria used to assess performance [on its speaking component] are sufficiently aligned to those that health professionals see as underpinning effective communication in the workplace.

117 This paper describes a study investigating the criteria perceived to be important for effective spoken communication in the fields of Medicine, Nursing and Physiotherapy [respectively]. Video recordings of native and nonnative English-speaking trainee health professionals engaged in history–taking with a simulated patient were played to focus groups of clinical supervisors/educators from each field. Each group’s feedback on the quality of the interactions was audio-recorded and transcribed. A grounded theory approach was used to identify and code emergent themes in the transcripts, including those concerning the quality of communication. The study’s findings show discrepancies between current linguistic criteria used for assessing spoken performance on the OET, and the ‘indigenous criteria’ emerging implicitly from the feedback process. The paper weighs the difficulties of applying professionally relevant criteria to the assessment of proficiency on LSP tests against the potential consequences, in this case for patient safety, of failing to do so.

~~Kanji learning of learners of the Japanese language: An investigation of cognitive strategy use and self- regulation of the study task Heath Rose~~

Rikkyo University, Japan This study investigates the kanji learning (the learning of Japanese written characters) of university students of Japanese. Previous studies into kanji learning suggest that kanji are a major obstacle for learners to progress in the Japanese language. The purpose of the study was to investigate cognitive strategies and self-regulation of kanji learning using in-depth qualitative methods to broaden the understanding of how learners approach this difficult writing system. The study makes a significant contribution to the field in its application of relatively new theories of self-regulation to the task of kanji learning. Data were collected over the duration of a year in the form of bi-weekly interviews, stimulated recall sessions, and two questionnaires administered at the beginning and end of the study. The study confirmed the task of kanji learning to be complex and diverse according to the individual learner. In terms of cognitive strategies, the study highlighted a tendency to over-report pictorial strategies, revealed problems of an over-reliance on mnemonic strategies, and emphasized the importance of component analysis strategies. In terms of self-regulation, the study found the ability to control emotions, manage commitments and control boredom and procrastination to be intertwined. Moreover, it was found that advanced learners were most prone to a loss of motivation in terms of frustration caused by a lack of progress in learning, or self-criticism over an inability to reach goals. The study also revealed strategies some students used to regulate these negative motivational forces, such as goal- setting techniques and regulation over the learning environment.

~~Let’s eat the Captain! Using process drama to provoke contingent conversation in the beginner Languages classroom. Julia Rothwell~~

Queensland University of Technology In this paper I explore ways in which adoption of the playwright role in a process drama encouraged beginner level language learners to participate in contingent oral interaction (van Lier; O’Neill). The data in the article is from a participatory action research study in a Queensland classroom where I used process drama for two terms with a class of 13 year old boys and girls. Drawing on classroom video data I provide a fine-grained analysis of sustained interaction during a heavily contextualised class role play. I use a discursive framework to examine the interplay between the student use of the playwright functions, the work of the teacher in role/s and the impetus to speak. I argue that the dramatic imperative to create a situationally appropriate utterance plan during the interaction was enhanced by the shifts in the teacher/student relationship. Together they drove the learners to draw on any resource to hand in order to make meaning, despite limited prior learning (Kress). In the face of Australian students’ widespread disinclination to continue their Languages study, I briefly explore possible reasons for students’ enthusiastic engagement in this contingent interaction in an imaginary space.

~~Nature of task-based negotiation in same-proficiency dyads of second language learners in computer- mediated and face-to-face modes Amir Rouhshad~~

University of Melbourne The interaction approach argues that negotiations with a NS or a more competent interlocutor is facilitative for language learning. In today’s communicatively oriented and technologically blended classes, such negotiations are most likely to occur among L2 learners, either in face-to-face (FTF) or in text-based synchronous computer-mediated (SCMC) modes. However, what has been largely ignored in recent research on such negotiations is the extent to which dyads initiate and complete negotiations in both modes. Further, the literature seems devoid of concrete evidence in support of the hypothesized

118 amplification of noticing in the SCMC mode. Hence there has been a call for comparative studies to investigate this issue (Ortega, 2009). This study investigated the nature of peer-to-peer negotiations and noticing in FTF and SCMC modes. In a counter-balanced design, data was collected from 12 intermediate ESL dyads who completed a similar decision-making task in both modes. FTF interactions were audio-recorded and the computer screens were video recorded. The other sources of data were a reflective learning journal, used to verify participants’ noticing and interviews conducted at the end of the data collection period. Results suggest that learners are not inclined to initiate negotiations, and the mode influences the nature of negotiations. The results have implications for both theory (interaction approach) and pedagogy.

~~Boy Talk — A multimodal investigation Alice Rouse, Barbara Kelly~~

University of Melbourne What happens when teenage boys chat with friends? Can communicative patterns discussed in the literature in relation to men’s speech also be seen in the speech of adolescent boys? If so, can gendered speech patterns described in the literature be extrapolated to channels of communication other than speech? Finally, how can information about the role of nonverbal modes used simultaneously with speech be investigated? If findings described in the literature are accepted (Coates, 2004; Eisikovits, 1998), then it can be assumed that gendered speech patterns exist. In addition, it is widely accepted (McNeill, 1992) that nonverbal behaviours are used communicatively by participants in face-to-face interaction What is not yet known, however, is whether or not there is a link between gendered male speech and a specific pattern of nonverbal behaviours, and if so, what the nature of that link might be. If such a link exists, it is not known if the nonverbal behaviours that accompany gendered speech, themselves have a gendered patterning or not. This paper explores the question of what nonverbal communicative actions accompany gendered male speech. Is there evidence that nonverbal behaviour accompanying gendered male speech has an identifiable patterning? If so, is there a similar patterning in gesture to that described in the literature concerning male speech? In short, is there a multimodal template of gendered communication? While it is beyond the scope of this study to explore all these questions, they are on the horizon as part of the motivation for the current study.

~~Devils in the details of talk: The erasure of Indigenous eye health solutions in a radio interview Diane Roy~~

The Australian National University This paper shows the power of institutional talk-in-interaction in perpetuating the discourse of failure within the context of Australian Indigenous eye health. The data were taken from a six-minute radio interview between a well-known radio interviewer and an eminent professor of ophthalmology with long experience in planning, implementing and researching the effectiveness of Indigenous eye health programs. Conversation Analysis was applied to an interview excerpt to discover how disturbances in the flow of the talk work in the struggle to control the agenda of the interview. Belonging to a class of such disturbances, rush-throughs, at a point where a second speaker may reasonably expect to take the next turn, were found to have multiple roles in the agenda struggle. Rush-throughs were used to display momentary agreement or capitulation, claims or rejections concerning substantive aspects of the topic, and to display and project the agonistic character of the interview. By means of rush-throughs, the need for guaranteeing the cultural safety of Indigenous patients in accessing health procedures was put forward and erased in this excerpt. This small battle, enjoined early in the interview, was consequential for the incremental, collaborative avoidance of this likely solution for the whole interview. In this way, the ‘elephant’ in the room’ was left undisturbed, enabling a discourse of impotence to persist.

~~Internship in a third space: Formation of a professional network and identity Colin Rundle~~

National Graduate Institute for Policy Studies, Japan This paper reports on a longitudinal ethnographic study of a Japanese student participating in one of Japan’s burgeoning international English-medium graduate programs. As part of her studies, she undertook a five month internship in Washington DC. Following a diary-study methodology, she reported her daily experiences, but on a blog which allowed ongoing dialogue with the researcher. The narrative at first described an ideal experience of thriving within the environment of her host institution. Then, she began to encounter a series of extraordinary difficulties outside that space. Network analysis (Wakimoto, 2007; Zappa-Hollman, 2007) of the student’s 80 blog entries and follow up interviews revealed that that while the internship was geographically in the US, it was also in the ‘liminal third space’ (Baker, 2009) of an

119 international organisation dominated by Asian and African speakers of English. Her extensive non-native speaker network was central in developing her international English-speaking identity. This in turn enabled her to exploit local institutions to overcome the difficulties. The analysis shows that study abroad programs need not be based on traditional study or target culture notions, but may equally aim to develop international identities in globalized professional cultures. Overall, the study shows how one Japanese student eschewed stereotypes to move seamlessly from an international program in Japan to advance a truly global English speaking professional identity.

~~‘Where are you from?’ Opening gambit or racist comment Annette Sachtleben~~

Auckland University of Technology Auckland like many other English speaking cities now has approximately 190 different migrant groups with 52% of the city’s population having been born overseas. Local government efforts to grow cross-cultural understanding and tolerance may lack effectiveness, as at a personal level, many migrants feel condemned to ‘otherness’ even after adopting New Zealand citizenship. This is because members of the host society who are of European descent, known as Pakeha New Zealanders remark on difference in origin as soon as an initial greeting is exchanged. This effect of L2 accent often shapes migrants’ self identity in a negative way, in addition to hampering the process of gaining employment at an appropriate level. The research for this paper, based on an original examination of the experience of Dutch migrants of the 1940s and 1950s, (Crezee, 2008) now examines a range non-standard English accents of 11 other ethnicities and will investigate the effect of ‘otherness’ and social identity (Tajfel, 1978, 19891). This examination will use a phonological basis for speech analysis of L2 accents (Norton). It will conclude with a qualitative analysis of migrants’ reports of what proved helpful while working on their English pronunciation and how this affected their self-identity and sense of acceptance into the Auckland professional environment.

~~How does the ‘Net Gen’ read online? Exploring Thai undergraduate students’ online literacy practices using think-aloud protocols Sirinut Sawatdeenarunat~~

University of Technology, Sydney The often heard observation that ‘Students turn to Google before books’ is really indicative of an underlying situation that has the potential to change traditional conceptions of literacy. The popularity of online reading materials and the development of high-speed Internet make it easy for students to gain access to all kinds of information in different languages from various sources around the world. Even though the Net Generation are supposed to be ‘digital natives’, ESL students still face challenges when asked to find information online. Murray (2008) observes that these students are often led to websites containing English beyond their level of proficiency, with low readability and low credibility. This presentation will focus on one model for researching online literacy developed as a part of a doctoral study. The aim is to examine the online literacy practices of Thai EFL (English as a Foreign Language) students within an ethnographic framework. Although set in a Thai university EFL classroom, the research tools and empirical data have the potential to inform research on online reading in other second language contexts. The main tools used to capture the data are think- aloud protocols and stimulated recall. These tools allow the researcher to gather rich data on the spot without having to rely on participants’ memories. Data drawn from videos of students’ computer screens recorded by screen capturing software, CamStudio will also be presented. This session will critically examine the advantages, validity and limitations of these tools as well as discussing the approach to data analysis.

~~120 Bilingual Education: Where does it fit? Mandy Scott~~

~~The Australian National University / University of Canberra Mary Laughren,~~

~~University of Queensland Joseph Lo Bianco~~

~~University of Melbourne Michelle de Courcy~~

~~University of South Australia Peter Keegan~~

~~University of Auckland Terrence G. Wiley~~

~~Arizona State University / Center for Applied Linguistics, Washington, DC Jane Simpson~~

The Australian National University A panel of experts will lead a discussion on where bilingual education ‘fits’ (or doesn’t) within school systems, national and state language education policies, and — in the Australian context — the new national Australian Curriculum. Panel members will first briefly address the question drawing their own particular perspectives and experience of bilingual education policy and practice. The discussion will then be guided by comments and questions from the audience and interaction with and between panel members. The panel will be organised as follows: >> Introductions (Scott) >> Introductory Comments from the Panel (5 mins each) >> Australian languages in the Northern Territory (Laughren) >> Other languages in the Australian context (Lo Bianco) >> Immersion programs (de Courcy) >> Mãori-medium education in New Zealand (Keegan) >> Heritage languages in the USA (Wiley) >> Discussion, comments and questions — panel & audience (45 minutes) >> Comment and summing up (Simpson)

~~Building bridges with native speaker teachers and young language learners in Chinese language programs Andrew Scrimgeour, Michelle Kohler~~

University of South Australia There is at present in Australia a growing interest in the schooling sector in the teaching and learning of Chinese for young learners. Little is known, however, about the actual nature of teaching and learning in Chinese language programs in primary schools. Orton (2008) argues that there are significant issues in the quality of Chinese language programs in primary schools. Furthermore, Scrimgeour (2010) highlights the challenges that native speakers of Chinese face in teaching their mother tongue as a second language in the Australian classroom. This study looks at the experience of two native speaker teachers of Chinese as they undertake to both review and enhance their current teaching practice as part of a professional learning experience.

121 This paper outlines the findings of the two year study designed both with a longitudinal perspective and sensitivity to the teaching context. Both of these design features were intended to reflect understandings of teachers’ learning as experiential, individual and developmental. Given this view, there is an emphasis on the use of lesson study as a form of participatory action research providing a window on the teachers’ micro and macro practices and understandings. The study sheds light on the nature of teaching and learning of Chinese at primary level, as well as reveals the complexity of the nature of teachers’ frameworks of knowledge, the challenges in attempting to change these, and the nature of the researcher’s role in constructing bridges with teachers and students of Chinese in Australian classrooms.

~~Task-based instruction: Task design and task implementation Natsuko Shintani~~

University of Auckland Breen (1989) distinguished ‘task-as-workplan’ and ‘task-as-process’. Similarly, Duff and Coughlan (1994) distinguished ‘task’ and ‘activity’. These distinctions point to the importance of examining tasks both in terms of their design features and how they are implemented in the classroom (Seedhouse, 2005). This study reported in this paper undertakes this by examining comprehension-based tasks, locating the study of these tasks in the pedagogical and theoretical case for comprehension- based language teaching for beginner-level learners (Gary, 1978). A set of three listening tasks were designed to teach 24 new words to young Japanese beginner learners of English. The tasks are first described in terms of their pedagogical goal and design features. There follows a detailed examination of the process features that arose when these tasks were implemented in the classroom. This involved a consideration of five key aspects: 1) the amount of input and output, 2) the degree to which the input was contextualised, 3) how the meanings of the target words were presented, 4) the level of discourse control, 5) teacher-initiated exchanges, and 6) student-initiated exchanges. The findings indicated that the same workplan resulted in very different kinds of activity and that the teacher played an important role in helping to guide students’ attention to form-meaning relationships in the performance of the task. The study demonstrates the importance of examining tasks in terms of both their design and process features. Tasks should not be considered as instructional blueprints but as artefacts that require interpretation in their context of use.

~~International students and the IELTS scores for graduate entry into Australian teacher education courses Michael Singh~~

~~University of Western Sydney Wayne Sawyer~~

University of Western Sydney Teacher education students whose language background is not English need to perform adequately in English for the purposes of their academic study, and also need to be fluent in the public situation of teaching their own classes on practicum and in their future careers. For these students the ‘public performance’ of English is a significant issue. This paper provides an overview of a study that addressed the question of an appropriate IELTS score for graduate entry teacher education courses by investigating the views of lecturers of such students, prospective teacher registration authorities and the students themselves on the extent to which current scores are considered adequate. Academics from four Faculties of Education and one student cohort were interviewed, along with representatives of a State teacher registration authority. A key issue for these students in such courses is the potential for language growth in the course itself with a corresponding need to focus on exit abilities as well as entry ability. The Australian Institute for Teaching and School Leadership requires that all entrants to initial teacher education programs admitted on the basis of IELTS (or equivalent) have ‘score of 7.5 (with no score below 7 in any of the four skills areas, and a score of no less than 8 in speaking and listening), either on entry to or on graduation from the program’ (Accreditation of Initial Teacher Education Programs in Australia: Standards and Procedures, April 2011). This may see universities setting an entry level corresponding to the requirements of the teacher registration authority, and even higher levels for education employers, such as the NSW PEAT. Will the establishment of this higher IELTS entry score distract from key issues concerning the internationalisation of Australian teacher education? Typically, the development of teacher education programs not only takes into account the changing environment of teaching and education in Australia but also Europe and North America. What does this mean for the funds of linguistic and theoretical knowledge those international students who undertake IELTS, most of whom come from Asia, have or can access from their homelands?

~~122 Estonian FL English speakers’ accuracy of identification and perceptions of World Englishes Delaney Skerrett~~

University of Queensland Particular national standard varieties of English enjoy a privileged status, specifically those of Britain and the United States. They are consistently placed at the centre of models of English varieties spoken around the world. The purpose of the present study was to investigate the attitudes of Estonian university students of English towards different standard World English varieties, as well as to assess their ability to be able to identify and distinguish between various varieties. Participants were 42 undergraduate students of English from the University of Tartu, Estonia. A set of eight traits was used to assess the students’ perception of different accents and varieties in terms of competence, solidarity, and power dimensions, as well as level of education, social class, and occupation. It was hypothesised that the RP and Australian accents would receive higher ratings on most dimensions (a North American accent was not included): the former for its prestige and the latter due to the fact that the researcher, who was also one of their lecturers, was Australian. It was also hypothesised that students would have difficulty identifying most of the New Englishes, but that they would fare reasonably well with RP and Australian. These hypotheses were generally supported; Australian English was not well identified, however.

~~Reversing language shift in Estonia Delaney Skerrett~~

University of Queensland This paper focuses on the revitalisation of Estonian since Estonia regained independence from the Soviet Union in 1991. During this time, the country has made efforts to reverse the decline in the public use of Estonian that had occurred during the Soviet occupation. Ethnodemographic changes during the occupation saw the proportion of nativeEstonians decline from approximately 90% before the occupation to 60% at independence, while the Russian-speaking population increased from under 10% to 35%. These changes in the (ethno)linguistic makeup of the country, coupled with the privileged status given to Russian throughout the Soviet Union, meant that the language of everyday public communication in Estonia was Russian: a full set of public institutions was provided in Russian, while only a partial set was provided in Estonian. Only a small minority of the Russian-speaking population could speak Estonian when the country regained independence. Consideration of the changes that have occured since 1991 from a critical language policy perspective will also made, investigaing how language shift can be reversed with ethical andequitable goals for all residents of Estonia in mind.

~~Applied linguistics and plain language: An approach to administering good governance Dana Skopal~~

Macquarie University The focus of this paper is firstly on the relation between the processes involved in writing government information documents in plain language and the reception of those documents by the public, who as citizens have a right to understand the nation’s laws. I present a brief synopsis of the research (using genre analysis — Bhatia, 2004) into the recontextualisation processes through which a complex subject matter was reformulated into a plain English brochure for members of the Aboriginal community. In addition, I outline current readability research into a range of government documents and how regulatory information has been reformulated. Secondly, the paper addresses the potential links between the language adopted in Australian regulations and workplace writing training in government organisations. If plain language is to be adopted in the laws and explanatory public information documents, how do applied linguists define plain language and should plain English be a part of workplace writing training programs? While insensitive to context, plain English guidelines state to use ‘everyday words that readers will understand’ and ‘prefer simple sentence frameworks’ (Law Reform Commission of Victoria, 1987; Snooks & Co., 2002). From a communicative viewpoint, the question that writers need to first ask for each document is ‘Who is the audience?’, and therefore, what will be the appropriate level of ‘everyday words’ and ‘sentence frameworks’. Can these questions and appropriate writing formats be adequately covered in government workplace writing training and so result in clearer regulatory information documents?

123 Effective communication at shift changes in hospitals: Informational and interpersonal strategies to improve patient safety during clinical handovers Diana Slade, Jeanette McGregor, Marian Lee, Suzanne Eggins

University of Technology, Sydney The safety of hospital patients depends on both the quality of the medical care they receive and the effectiveness of the communication between their health professionals. Communication failures have been identified as a major cause of adverse events leading to avoidable patient harm and the catalyst for most patient complaints (Kohn et al 1999; Garling 2008). Throughout a patient’s stay in hospital, health professionals must transfer information about the patient, most explicitly during the three daily shift changes. Research has shown that during these ‘clinical handovers’ healthcare staff may not consistently provide adequate and accurate information. In this paper we present the findings of a one-year pilot study of clinical handover communication in two Australian public hospitals. We analyse handovers between clinicians before and after the hospitals implemented a protocol designed to improve handover communication. Data includes transcribed audio and selected video recordings and written medical records. We use linguistic and interactional analyses to examine how language, culture and the workplace impact on the effectiveness of communication. We argue that to achieve effective handovers clinicians must employ strategies to both communicate medical knowledge clearly and to establish collaborative relationships between fellow professionals. By improving communication at clinical handovers, the study aims to reduce adverse events.

~~A transactional perspective on the development of writing ability: Implications for curriculum, pedagogy, and assessment David Slomp~~

University of Lethbridge, Canada In recent years, the North American Writing Studies community has become increasingly concerned with research suggesting that many students struggle to apply knowledge about writing developed in one context to writing required elsewhere (Wardle, 2007; Beaufort, 2007; Smit, 2004; Sommers & Saltz, 2006). Responses to these concerns include the development of transfer-oriented pedagogies (Beaufort, 2007; Downs & Wardle, 2007), assessment practices (Wardle& Roozen, in press), and writing curricula (Author & Sargent, 2009), and a broader rethinking of the goals of composition studies (Smit, 2004). I argue that we need to re-examine current theories of knowledge transfer so that they might better inform transfer-based curriculum, assessment, pedagogy, and research. Early theories were task-based, focusing on how differences in task design facilitated or inhibited transfer (Hollis, 2009). More recently a social-constructivist perspective has focussed on how educational systems support transfer (Wardle, 2007). Both conceptions of transfer, however, are limited because they fail to account for the full range of factors that influence transfer. Drawing on a longitudinal study that followed 5 students over four semesters, I argue for a transactional conception of transfer that considers the role that intrapersonal factors, interpersonal contexts, and institutional features play in supporting or inhibiting transfer.

~~Using digital communications to develop refugee Sudanese women’s writing Jeanne Solity~~

Deakin University Sudanese women refugees face significant gender, cultural and linguistic barriers in accessing TESOL programs. Equity Policies are failing to shift power and relationships both between and within refugee Sudanese communities. Women experience lower second language levels than Sudanese men and their spoken English is pronouncedly more advanced than their writing. Access problems related to cultural and family obligations i.e. childcare, trauma and social isolation also exist. Current TESOL approaches are criticised as too method-based, with inflexible curriculums and process dominating over function, with grammatical often excluding communicative fluency. These approaches fail to address unequal power, race, and gender relationships, the bias of knowledge and the changing and imagined, social construction of learner identity. Teachers here are seen ‘as technicians, passing on skills rather than ‘transformative’ individuals exposing these biases’. Adopting a critical feminist, ethnographic methodology, this poster presentation will describe research that will investigate three groups of Sudanese women in different TESOL settings. The aim is to develop digital storytelling to critically explore

124 the social construction of these women’s identities. Identity here is viewed as constantly changing and constructed, and acted upon by power relationships. Critical consciousness-raising group discussions will be used to develop written narratives, exploring gender, race and ethnic identity. Digital and hardcopy photographs, short videos and journal notes will be collected as storyboards to design and illustrate the digital stories. Learners will be encouraged to become co-designers of their own knowledge and identity, enhanced by digital media, while improving their writing from oral storytelling and critical consciousness discussions through a process of ‘conscientization.’

~~Nicknames in Australian secondary schools: Insights into nicknames and adolescent views of self Donna Starks~~

~~La Trobe University Kerry Taylor-Leech~~

~~University of Southern Queensland Louisa Willoughby~~

Monash University Seventeen per cent of Australians currently report regularly using a language other than English (Lo Bianco 2009, p.14). In this multilingual and multicultural context, a study of young people’s nicknaming practices is particularly appropriate. Although it widely known that language practices can significantly affect adolescent self image, research studies on young people’s naming practices are surprisingly scarce. The only study to date on nicknames in Australia was undertaken by Chevalier (2006) and focuses on the morphological and semantic features of nicknames. Although Chevalier suggests that Australians of non English-speaking backgrounds may differ in their naming practices from other Australians, she makes no reference to adolescent language practices and their role in society. Our research examines naming practices in conjunction with other aspects of language use. Our exploration of initial responses to questionnaire data administered to secondary students of English and non-English speaking backgrounds in Victoria and Queensland schools, will consider: (i) common nicknaming practices; (ii) the relationship between language background and attitudes towards nicknaming amongst adolescents. We end with suggestions for raising awareness of naming practices to promote cultural and linguistic sensitivity amongst Australian high school students.

~~Do ‘real’ pictures really facilitate retention? Helene Stengers~~

~~Universiteit Brussel June Eyckmans~~

~~Vrije Universiteit Brussel / Erasmushogeschool Brussel Frank Boers~~

Victoria University Wellington The figurative meaning of a considerable number of idioms can bemotivated by resuscitating their original, literal usage. This association of a figurative idiom with a concrete scene is likely to involve mental imagery and such animagistic approach to idioms has been shown to be highly effective as a mnemonic technique in the context of FLT (author, et. al., 2004). These mnemonic effects are in accordance witha Dual Coding Theory (Paivio, 1986) and Levels-of-Processing Theory (Cermak and Craik, 1979). Because of cognitive style variables, however, the inclination for mental imagery may not be equally present in all learners. This presentation explores two hypotheses: (i) learners who incline towards the imager end of the imager- verbaliser cognitive style continuum (so-called high imagers) benefit more from the mnemonic effect mental imagery thanlow imagers and (ii) learners’ imagistic processing of idioms can be enhanced through the addition of ‘real’ images illustrating the origins of the idioms. Both hypotheses were put to the test in controlled (CALL) experiments using Idiom Teacher, a pedagogical tool promoting insightful learning of idioms. The participants were students of English at a tertiary education college. The results offer corroboration of the first hypothesis. With regard to the second hypothesis, the experiment revealed that the addition of pictures resulted in an equally successful performance by both low and high imagers in comprehending and remembering the idioms. Comparative data analysis with former experiments (in which the idioms were presented without pictures) show that, overall, the presence of the images contributed to an increased facility to identify the meaning of the idiom, but did not promote the retention of the form of the expression. Subsequent item analysis confirmed that the images acted as a distraction from the focus on the form of the expression. Participants however expressed their preference for exercises containing pictures.

~~125 Why are you learning English? An investigation of ESL learners’ motivational profile Elke Stracke, Jeremy Jones, Nicolette Bramley~~

University of Canberra A large proportion of Australian migrants attend the Australian Migrant Education Program (AMEP) and other ESL programs on their way to participation in Australian society and possibly citizenship. This paper reports on a project at the ‘meeting place’ of applied/educational linguistics and immigration policy. The project will provide the basis for a comprehensive understanding of these learners’ motivational profile, i.e. the reasons why they are learning English. In second language research, a good deal of attention has recently been given to the L2 Motivational Self System, formulated by Dörnyei (2005; Csizér & Dörnyei, 2005), which entails exploring how one views oneself in the second language and in the community of its speakers. In this project, we are applying the L2 Motivational Self System framework to the Australian context with a view to investigating motivational and other factors behind ESL learners’ language learning attitudes that ultimately influence their ability to integrate into the Australian community. In 2011–12 we are collecting survey and other data on the motivational profiles of adult migrant ESL learners in the ACT. We plan to expand nationwide by collecting more quantitative survey data and by adding longitudinal qualitative data from other states and territories to gain a more complete and deeper understanding of the Australian situation.

~~New developments in language and the communicative process in an Indigenous sentencing court Natalie Stroud~~

Monash University An understanding of the relationship between language and the law is an essential component in the administration of justice, even more so when dealing with disadvantaged offenders. The problem under review is the high percentage of Indigenous offenders who continue to come in contact with the law. In recent years, the changing paradigm of criminal justice has led to the establishment of a number of non-adversarial alternative sentencing courts throughout Australia. This paper will examine how language is used in the mainstream courtroom in Victoria, and compare this with the culturally sensitive communicative style of the Koori Court. The Koori Court model, which includes the participation of Indigenous Elders in the administration of the law, has expanded throughout Victoria and includes the Children’s Koori Court and the County Koori Court, Australia’s first Indigenous court in a higher jurisdiction. The key question guiding this interdisciplinary study of language in the legal domain is to determine if cross-cultural issues of miscommunication continue to be reflected in the court process, or whether an awareness of cultural and language difference by participants at the Koori Court hearing leads to a more restorative and therapeutic outcome for both Indigenous offenders and the community. The solution-focused approach of this Indigenous court provides a forum where underlying disadvantage may be addressed, with rehabilitation of the offender leading to a better form of justice and a reduction in re- offending.

~~The practice turn in research on identity Shaila Sultana~~

University of Technology, Sydney Practices are bundles of activities that we do in our everyday life. They are the essential constituents of social life and they ‘form the baseline of human sociality’ (Schatzki, 1996, p.97). Practices, as rooted in actions and activities, provide avenues for a deeper understanding of identity. If we need to understand individuals’ identities, we will have to unravel those activities that we do because we become ‘we’ by what we do in the course of a day. In the integral nexuses of practices, language also plays a significant role because practices are not only doings, but also sayings. Language is the evidence of the doings. It has meaning only in use and use is a feature of ongoing practices (Schatzki, 1996). The paper reports on a three month-long ethnographic study that explores the effects of practices on language and identity of a group of young adults in a university of post-colonial Bangladesh. The data drawn from natural conversations, interviews and focus group discussions of the young adults illustrated that the sociological notion of ‘practice’ can be a fruitful construct in sociolinguistics for unraveling the intertwined relationship between practice, language, and identity. This bottom- up approach considers identity in terms of everyday practices and suggests an epistemological shift in the way we think of our ‘sense of being’ in sociolinguistics, where ‘being’ has traditionally been conceptualized with reference to abstract notions such as nationality, community, culture, ethnicity, or gender.

~~126 Transnational Literacies: Second language literacy development in immigrant families of non English- speaking background Kerry Taylor-Leech~~

University of Southern Queensland Ethnographic studies of literacy in homes have shown a wealth of cultural resources and funds of knowledge nurtured through family literacy practices (e.g., Moll et al, 1992; Pahl, 2004). This presentation reports on a small-scale study of the home literacy practices of three immigrant families from non English-speaking backgrounds (NESB families). The aim was to explore the literacy traditions, resources and practices that the families brought to Australia, how these might support second language literacy development and how they might promote integration into the broader Australian community. The research also explored the role of New Literacies (i.e. digital and online literacies; use of mobile phone technology and messaging) in NESB families’ lives. Findings showed that while the three families had differing literacy backgrounds and practices, all families were avid users of digital and online technologies, which they used to maintain links with their homelands and to stay informed about events in Australia and the wider world. The data also provided some interesting insights into ways that critical and mundane events, both inside and outside the home, mediated family members’ emerging identities as new Australians.

~~Interacting with patients in the Acute Care ward Helen Tebble~~

Monash University Recent developments to address the needs of depressed people throughout Australia have included just about all types of sufferers from depression except patients in acute care hospital wards. This paper reports on the Language of Depression project which is a study of the language of mildly and moderately depressed adult, native English speaking, acute care patients as they talk to a psychiatrist about their health. Their audio-recorded interviews were transcribed using a modified conversation analysis method and analysed for their generic structure (for comparability of their discourse structure). Appraisal analysis from systemic functional linguistics was used to identify in particular the linguistic features of affect and judgement that characterise the patients’ speech which differs substantially between the depressed patients and the control group. We anticipate that the findings will be useful for psychiatrists and psychologists to supplement the DSM IV and DSM V features of depression; and for acute care ward staff to refer patients for early diagnosis and treatment. This discourse semantic research adds to the syntactic analysis of the language of depression already published by Fine (2005).

~~Making the familiar strange and the strange familiar: Teaching students to go beyond reading the word to reading the world Peter Teo~~

National Institute of Education, Singapore In keeping with the theme of the conference on applied linguistics as a meeting place, this proposed paper will focus on the nexus and interaction between language education and critical thinking in the context of Singapore. Following the ground-breaking Thinking Schools, Learning Nation (TSLN) vision conceived in 1997 as the blueprint for Singapore schools in the 21st century, there has been a surge of interest in critical thinking and how it can be infused in the Singapore school curriculum. The TSLN agenda envisions a culture of thinking and life-long learning for Singaporeans, where schools must be the crucibles for questioning and searching, within and outside the classroom. Drawing on critical social theory, this paper will begin with a conceptualisation of critical literacy as a ‘stance’ oriented to questioning and challenging the often ‘taken- for-granted’ meanings found in texts. It will then outline a critical reading and writing program conducted in a Singapore school to demonstrate how students can be made to question the underlying motivations of seemingly unremarkable texts (‘making the familiar strange’) and produce alternative texts that explicitly challenge and destabilise the normative structures of society (‘making the strange familiar’). The paper will conclude by arguing that the teaching of language skills and thinking skills must intertwine and cross-fertilise to help Singapore students develop a critical disposition that will help them negotiate the information-saturated and text-mediated world of the 21st century where readers need to go beyond reading the word to reading the world.

~~127 ‘English as a Life Skill’: English language teaching policy and practice in Sri Lanka Namala Tilakaratna~~

University of Sydney This paper looks at the highly complex issue of policy-making related to English teaching in Sri Lanka by comparing recent government policy, as disseminated through press releases, newspaper articles and policy documents, with previous post-colonial policy decisions regarding English language teaching. The purpose of this paper is to provide an analysis and critique of government policy in engaging with English as the language of globalization. In Sri Lanka, English has historically been viewed by the majority as the language of the elite and of the ‘coloniser’ (Kandiah, 1984). The prestige of English remains today as it is considered a prerequisite for securing jobs in both the private and public sectors (Raheem & Ratwatta, 2004) and a precondition for social mobility (Fernando, 1977; Parakrama, 1995). Despite the Sri Lankan government’s repeated attempts to create language policy in order to make English more accessible to the larger community, it has remained a gatekeeper for many. With the end of the 30-year civil war in 2009 the government declared trilingual national policy over 10 years. Despite this claim, the policy implemented in the first two years has focussed not on the vernaculars but on improving English Language Teaching. As the government acknowledges the importance of English for employment and business in a globalized world, the agenda is on creating policy and practice that focuses on teaching ‘English as a Life Skill’. This paper will explore this policy stance and examine the government’s privileging of English in a global/local setting. The extent to which this is achievable and the manner in which the vernacular languages are affected by this initiative will also be discussed.

~~Learning English in the periphery: A view from Myanmar (Burma) Tan Bee Tin~~

University of Auckland Although researchers have called for the investigation of local vernacular learning and teaching practices in various ELT contexts, studies conducted in the Periphery are fewer in number. The study attempts to understand English learning experiences of a group of students in Myanmar, adopting an ethnographic approach, observing students’ behaviour in the natural classroom environment and capturing their English learning experiences as they participated in the various English classes observed. Students were invited to record their feelings and reactions in Burmese (L1) at regular intervals during their English language lessons. Interviews were also conducted in Burmese with selected students. The data were analysed using a corpus linguistic software. Stubbs (1996) argues that ‘Texts, spoken and written, comprise much of the empirical foundation of society; they help to construct social reality’ (pp.20–21). By searching out recurrent wordings and frequent collocations in texts, we can glimpse those internalised ideologies which serve to instigate the behaviour of social actors but are not available for conscious awareness. The present study considers how the frequent wordings and co-occurrence of particular patterns in the real-time open questionnaire data and interviews reflect indirectly the view of knowledge and learning English which Burmese students might have been socialised into. Four themes emerge from the analysis: 1. joy of studying, 2. studying to become more knowledgeable, 3. a consequential view of doing and learning, and 4. a beneficial view of learning. The findings invite some rethinking of many ideas about ELT especially with regards to a peripheral context.

~~Terms of reference in Japanese: Who are your friends? Eriko Toma~~

The Australian National University This poster presentation will demonstrate how cultural values are reflected and expressed in reference terms in English and Japanese. The English word friend(s) and the Japanese equivalent tomodachi do not refer to the same categories of people in each society. In Japanese, different social relationship terms are used to indicate certain groups of people, depending on whether they are older or younger, whether they entered a group (such as a school or workplace) earlier or later, or whether they are in or from the same community or not. Two Japanese words will be introduced — sempai and kohai — which can be roughly translated as ‘seniors’ and ‘juniors’ respectively. It is possible to refer to both sempai and kohai as friends in an English sense, because what they can do with each other is similar to what friends can do together, such as teasing and making jokes. However, the social order is always expressed between sempai and kohai, as seen in the use of polite forms by kohai to sempai, and the protective feeling sempai express towards kohai. The broader implication of the English word ‘friends’ reflects cultural values such as egalitarianism and individualism in English speaking communities, whereas the deployment of terms like sempai/kohai express the interdependencies in Japanese society. The poster will use a culture- free language known as Natural Semantic Metalanguage (NSM) to explicate the meanings of these terms and some cultural values that are expressed in English and Japanese. NSM can enable us to understand what is culturally valued without using culturally biased language.

~~128 L2 advice: A sequence organisation perspective Van Tran~~

University of Melbourne The traditional trend in interlanguage pragmatics research on speech acts is simply to look at the performance of head act. However, this investigative method unnaturally detaches an utterance from the conversation in which it appears, thus providing limited insight into learners’ acquisition of speech act. Kasper (2006) proposed a switch to discursive practices in interlanguage pragmatic research to yield more understanding of the acquisitional process. In response to the call, the present study employs Schegloff’s (2007) sequence organisation framework to analyse advice elicited from role-play scenarios. The scenarios were developed in consideration of solicitation — a factor that influences the face-threatening level of advice (Goldsmith, 2000).The study also compares learners’ performance according to proficiency levels and learning environments (ESL vs. EFL). Preliminary findings show that suggestions produced by learners do not differ whether the suggestion is solicited or not, suggesting that learners may not be aware of importance of solicitation in giving advice. However, learners of higher proficiency levels tend to be able to mitigate their advice as they expand the act to multi turns whereas learners of lower proficiency levels tend to produce it in limited turns. On a learning environment note, ESL learners tend to produce indirect advice, which is more native-like, whereas EFL learners tend to produce direct advice. Therefore, it is suggested that solicitation and sequence organisation should receive more attention not only in developing materials in language education but also in teaching and learning the speech act of advice.

~~Refusing a request in intercultural workplaces Quang-Ngoc-Thuy Tran~~

University of Queensland Refusal strategies have been substantially investigated in several pragmatics studies, mainly within one culture or cross- culturally. This paper, which constitutes a part of a larger study that examines the refusal strategies Vietnamese speakers of English report using in the intercultural workplace, focuses on their refusals to requests. The data consist of online survey responses to requests that the Vietnamese participants might be given by their native English speaking and Vietnamese colleagues in the workplace, and in-depth telephone interviews about the responses. The refusals in English and Vietnamese reported by the Vietnamese speakers of English were classified into strategies, or semantic formulas, using a modified version of the coding categories developed by Beebe et al (1990) and then analysed according to the frequency and contents of strategies, with reference to status, gender and cultural difference. Results indicate that the frequency and contents of the refusal strategies were considerably influenced by the requester’s status. In contrast, the refuser’s gender does not make much difference and it was not clearly established whether cultural difference always affected the Vietnamese refusals toward their native English speaking colleagues in intercultural workplace settings.

~~The consequential aspect of the validity of the University Entrance Examination English test to the Vietnam National University Phuong Tran~~

University of Melbourne Scores from Vietnam’s national University Entrance Examination (UEE) constitute the only basis for institutions to select from a large pool of high-school graduate applicants those with the most knowledge and skills to undertake undergraduate studies. Thus, whether the UEE sub-tests are effective measures of what they are supposed to measure is an important question. This paper focuses on the 2008 English sub-test and addresses the consequential aspect of the validity of the interpretations and uses of its test scores in selecting students for the English Department of the ANU College of Foreign Languages, Vietnam National University. It reports on part of the results of a validation study on the UEE English test that employs Messick (1989)’s unified validation framework and utilizes multiple sources of data, including (1) the content analysis of the official test paper by English language teaching and testing experts, (2) the college’s records of applicants’ entrance test item responses and scores, and the college’s first-year students’ English achievement results, and (3) experts’ views of the overall test quality and possible consequences. Specifically, evidence from the content, substantive, structural, generalizability, and external aspects will illuminate the values held by Vietnam’s Ministry of Education and Training in designing and administering the test and in using its results. It will also reveal the actual and potential consequences of the interpretation and use of the UEE English test scores. The results have multiple significant implications for testing English for university selection and validating university selection tests.

~~129 Language contact and language change: The case of Yi language in China Linda Tsung~~

University of Sydney The Yi people who inhabit Southwest China are the seventh largest minority group in China. Due to their constant language contact with the local Han people, the Yi and local Han languages intermingled, forming a new code-mixing language, which is referred to as a united language called Tuanjie hua. To investigate its distinct characteristics as well as its social and psychological implications, a field trip to Xichang City in Sichuan Province and the nearby counties and villages where the Yi and Han people live close together was carried out. Results revealed that Tuanjie hua is mainly used by the local Yi people on some informal occasions, and that its usage is related to the speaker’s educational level. Moreover, there are more Yi people than Han people who speak Tuanjie hua. These results indicate that the use of Tuanjie hua is constrained by several social factors: power, policy, education, intensity of contact, and social situations.

~~Means and motives of mixing: the case of Russian in Melbourne Sabina Vakser~~

University of Melbourne Over the past few decades, analysts have sketched out various possible explanations for language choice in multilingual interactions. Beginning with Blom and Gumperz’s groundbreaking distinction between situational and metaphorical code- switching (Blom & Gumperz, 1972), research into the social functions of conversational code-switching has produced extensive, though inexhaustive, typologies. This paper will explore some of these proposed reasons for and effects of code- switching among Russian-English bilinguals in Melbourne, Australia, as well as draw on alternative approaches from linguistic anthropology. Using preliminary data from recorded interactions, my analysis will particularly build on Bakhtin’s notions of voicing and addressivity (Bakhtin 1981, 1986) and Clyne’s theory of triggering (Clyne, 1980). Specific instances of language switches (or lack thereof) will be considered in light of speakers’ self-reported perceptions of code-switching and language mixing as distinct discourse styles. Preliminary findings reveal the complexity of language choice, complementarity of diverse approaches, and the ultimate contingency of presumed social identities.

~~Learning strategies for speaking skills of Indonesian EFL tertiary students across L2 proficiency and gender: A case study Sri Wahyuni~~

University of Canberra This study investigates the use of learning strategies for speaking skills by Indonesian EFL tertiary English majors at Gajayana University of Malang. It focuses on three research questions: (a) what strategies learners use based on Oxford’s taxonomy (Oxford, 1990) with a sub-question of whether proficiency and gender have significant effects on strategy use, (b) how learners use the strategies, and (c) why they use the strategies in specific ways. It is a single-case study, employing a triangulation of quantitative and qualitative methods, with surveys, proficiency test, interviews, and learning diaries for the data collection. The data include questionnaires (N = 65), proficiency test scores (N = 65), speaking scores (N = 20), interviews (N = 20), and learning diaries (N = 80). The findings show that learners used a wide range of strategies spreading over six strategy groups and that L2 proficiency has a significant effect on the strategy use, where beginner differs from intermediate and advanced. Speaking proficiency and gender, however, have no significant effects on strategy use. It was also found that learners used strategies consciously, confidently, effortfully, persistently, and/or creatively. The reasons for the strategy use in these ways are the usefulness and/or pleasure in using the strategies. Based on the findings, the presenter will consider the implications for Indonesian EFL learners, teachers, and future researchers.

~~130 Situating Linguistics in the Evolving Australian Curriculum Michael Walsh~~

~~Australian Institute of Aboriginal and Torres Strait Islander Studies / University of Sydney Angela Scarino~~

~~University of South Australia Jean Mulder, Joseph Lo Bianco~~

~~University of Melbourne Jaky Troy~~

Australian Institute of Aboriginal and Torres Strait Islander Studies At last year’s ALAA meeting in July, we opened up a conversation on the evolving Australian Curriculum, considering not just the Languages Curriculum, which was in its early stages as part of Phase 2 of the whole curricular development process, but also the English Curriculum which, as part of Phase 1, was further along in development. Nearly a year and a half later, it seems timely to report on progress in these areas and, in addition, to consider how General Capabilities (Literacy; Information and communication technology skills; Critical and creative thinking; Ethical behaviour; Personal and social competence; Intercultural understanding) and Cross-Curriculum Priorities (Aboriginal and Torres Strait Islander histories and cultures; Asia and Australia’s engagement with Asia; Sustainability) can be realized in these two curricular domains. Underpinning this ongoing conversation is the question of how Linguistics might be deployed in an evolving Australian Curriculum. This 3 hour colloquium will be organised as follows: Overview and introductions (Walsh) Speakers (30 minutes each) 1. The ACARA process with special reference to the Australian Curriculum for Languages (Scarino) 2. The English Curriculum (Mulder) 3. The place of Australian Languages (Troy and Walsh) 4. General Capabilities & Cross-Curriculum Priorities (Lo Bianco). Questions/comments/discussion (45 minutes) Summing up and closing remarks (10 minutes)

~~Experts as ‘vulnerable’ witnesses in Australian Aboriginal land claim and Native Title cases Michael Walsh~~

Australian Institute of Aboriginal and Torres Strait Islander Studies / University of Sydney We tend to think of communicative challenges for witnesses by virtue of age (e.g. children), gender (for women in a male dominated legal setting), limited formal education or limited knowledge of the English language. However it can be demonstrated — particularly in some more recent Australian Aboriginal land claim and Native Title cases — that experts appear to have become vulnerable witnesses. In this paper I will focus on some of the difficulties encountered by witnesses expert in anthropology, history and linguistics. Their difficulties would appear to have arisen — at least in part — from profoundly different discursive expectations between the law and expert disciplines. One site for discursive dispute is a perceived straying outside disciplinary borders: historians doing ethnography; ethnographers doing history; anthropologists daring to talk about language! But even when it is felt that people have not strayed too far from what constitutes their discipline (a rather problematic issue in itself!), various witnesses have failed to transmit some pretty basic issues effectively, despite such witnesses being among the least likely to be subject to communicative challenges. I’ll consider some of the reasons for such failures and display some of the considerable frustration experienced by these ‘vulnerable’ witnesses. It is not merely frustration but disgust from the aggression in their legal encounters that has led too many to desert the field as expert witnesses. In the Australian situation this disenchantment is not restricted to Australian Aboriginal land claim and Native Title cases (although that is what I will focus on) and points to an alarming trend where the efficacy of cases will be reduced in the extent to which they have the advantage of relevant expert knowledge.

~~131 Exploring discourse focused feedback for tertiary students in China Zhenjing Wang~~

University of Auckland / China University of Geosciences, Beijing This case study explored how 4 experienced teachers gave feedback on discourse features in student writing. It aimed to address 3 research questions: to what extent do teachers provide feedback on discourse features; what strategies do they use; what is the relationship between their feedback practices and their beliefs? Data was collected over a 10-month period using: interviews to explore beliefs about feedback and discourse; analysis of written feedback scripts; observations of teachers giving whole-class oral feedback on student writing; stimulated-recall interviews to explore tacit beliefs for feedback practices in authentic teaching environment. Teachers were found to give genre-specific comments to draw students’ attention to the requirements of the particular genre. Meanwhile, they made discourse focused comments concerning the socially recognized purposes of the genre, audience expectations, conventional types of content, recurrent forms of organisation and use of linguistic features. Teachers also made comments on text in general regarding patterns of text structure operating globally and locally, unity, coherence, cohesion and meta-discourse features. Although teachers’ observed feedback practices were generally in line with their stated beliefs, teachers varied their feedback strategies depending on how they thought these strategies would impact on students cognitively and affectively.

~~A case study of teacher’s assessment practices in an EFL speaking classroom Xiaoying Wang~~

Auckland University Classroom assessment is a very important aspect of classroom teaching and learning. It is not only about grading but also about assisting the process of learning. Brookhart (2004: 430) has pointed out that the ‘practice of classroom assessment occurs at the intersection of three teaching functions: instruction, classroom management, and assessment’ and draws on theories from three areas: ‘the study of individual differences, the study of groups, and the study of measurement’. Therefore, classroom assessment may be regarded as the meeting place for teaching and learning as well as for different theories. In order to gain an in-depth and comprehensive understanding of teacher’s classroom assessment practices, a case study was carried out from March 2011 to July 2011 in an EFL speaking classroom in China. The study employed mixed methods including classroom observation with recording, teacher interviews, student journals, student interviews, student questionnaires, and stimulated recall interviews with the teacher and some students. Preliminary findings from this case study will be reported at the conference.

~~Travel Novels for Young Readers: Motivating language learning through cultural education Sally Webster~~

University of Canberra Travel novels that have a city as a central character and reveal a destination’s culture have the ability to transport the reader to another place that can be explored either imaginatively or used as a travel guide (McKercher & du Cros, 2002). This paper will discuss how travel novels in English can go beyond cultural education for young tourists to be effective English language learning tools. Like travel novels for adult readers, those for young readers can help understanding of a destination and its culture (Boniface, 1999). However, no matter what their age, tourists are not always monolingual. In a survey of 25 young tourists undertaken in 2009 in Barcelona (a destination that attracts nearly 11 million visitors a year, the majority of whom are families), only six were from English-speaking countries (England, USA and Australia). Although the others had varying levels of English, they were eager to have a travel novel that could assist them develop their English while learning about the destination and its culture. Educators and publishers from Barcelona emphasised the need for English-language stories that focus on the familiar. They claimed that these novels aid English-language learning, because they support students to become more confident with English while reading something they recognise.

~~132 A Nation Apart: Quebec language law and ESL education Kerianne Wilson, Caroline Riches~~

McGill University, Montreal English as a Second Language (ESL) education in Quebec reflects language policy and politics. Although Canada has two official languages, English and French, each province is free to choose its own official language(s). In Quebec, French is the sole official language and laws have been passed to restrict English education to only those children whose parents were themselves educated in English; as such most francophones and immigrants to Quebec attend French-medium schools. As English-language schools are ostensibly available only to English children, ESL instruction is delivered only in French- medium schools. Many pre-service teachers in Bachelor of Education in Teaching ESL (B.Ed. TESL) programs in Quebec are non-native English speakers. In the program where this study is conducted, approximately 40% of pre-service teachers are first language (L1) English, 30% are L1 French, and 30% are speakers of other L1s. This situation presents a unique context for issues inherent in discussions of World Englishes and native/non-native teachers of English (Jenkins, 2006; Seidlhofer, 1999). This study reports on pre-service teachers’ perspectives on their English language proficiency, their identity, and what contributes to ESL teachers’ competency in the Quebec context.

~~Discourse practices, focal themes and discourse roles in the Australian Migration Review Tribunal (MRT) Kong Wo Tang, Christopher Candlin~~

Macquarie University Pursuant to the Migration Act 1994, the MRT reviews unsuccessful cases for residency visas to Australia upon receipt of applications from the review applicants. It examines the evidence, materials and documents submitted by applicants, and its power includes setting aside the decision made by Department of Immigration and Citizenship (DIAC), remitting the application back to DIAC for reconsideration, and affirming DIAC’s decision. Presiding Tribunal Members are experienced either in migration or administrative law. To date, there have been no empirical discourse-based studies of the MRT and its processes. The Project explores how MRT conducts its hearings distinctively to that of court proceedings. For example, legal representatives, sponsors, or registered migration agents (RMA) are not allowed to speak unless invited by the presiding Member, who will often use lay terms to address questions to applicants or witnesses, with or without interpreters or translators. Members draw on this fact-finding process to determine if the application should be decided in favour of the review applicant or otherwise, pursuant to the legal framework of the migration legislation. This interim report sets out how the project focuses on the procedures and associated inter-discursive practices of the MRT and how these are articulated by participants, augmented by data from any pre-hearing conferences. These data will be extended and critiqued through ethnographic, interview-based accounts from a selection of key participants. The paper identifies the MRT as a distinctive, complex, interdiscursive communicative event characterised by its own focal themes, its particular participation framework, its associated discourse types and repertoire of strategies, evidencing the at times contested roles and purposes of participants. The paper will also describe the project in terms of critical sites, data sets and analytic tools.

~~Adaptation to undergraduate study by international students using a direct entry foundation college pathway Lindy Woodrow, David Hirsh, Aek Phakiti~~

University of Sydney Australian universities attract a large number of international students. Research has indicated that while English is a predictor of academic success of these students, there are many other issues that can influence success at university (Kerstjens & Nery, 2000). This study investigated the adaptation and academic success of a cohort of direct entry foundation college students from their pre-sessional course through to the end of their first undergraduate year at university. The study investigated the relationship between foundation college exit measures and academic achievement at university. It also investigated the relationship between achievement and self-efficacy, motivation, values, perceived difficulty and self-regulation. These areas have been identified in both educational and second language acquisition research as being significant variables in learning. Data were collected through questionnaires and interviews on three occasions. The results indicated that foundation college students were successful academically and the exit measures of the college were predictive of academic success. Self-

133 regulation, values, and perceived difficulty were found to influence self-efficacy which in turn was found to be related to academic achievement in the first year of university. However, the transition from Foundation College to university over the first year was not without difficulties. The quantitative data showed a dip in self-efficacy, motivation and self-regulation over the participants’ first year at university raising issues concerning academic preparation and in-sessional support.

~~An exploration of the genre of undergraduate theses written by Japanese university students in the Humanities Kiyomi Yamada~~

University of New England The current paper, which is based on a larger ethnographic research project, explores the nature of the Japanese undergraduate thesis as a research genre which has been overlooked by previous studies. The lengths of the theses written by 10 Japanese undergraduate students in the Humanities at two universities were significantly shorter than the Masters and PhD theses completed by postgraduate students at another Japanese university and that the methods of segmentation of their theses varied. Four thesis types, which were originally employed in Paltridge’s (2002) study to analyse theses written in English by Australian postgraduate students, were adopted in order to examine the macro-structures of the theses written in Japanese by the undergraduate students in Japan. The current study discovered that the Japanese theses could be categorized into three types: traditional-simple encompassing Introduction, Methods, Results and Discussion (IMRD) based on a single study; traditional-complex which followed the IMRD structure but based on more than one study; and topic- based which consisted of the introductory and concluding sections and sections/chapters entitled with sub-topics. There were variations in the theses across disciplines, institutions, and individual students or their supervisors. In particular, the macro-structures of the theses written by the psychology and literature students showed distinct features specific to the disciplines. The findings may have pedagogical implications for Japanese supervisors of undergraduate students in Japan and supervisors of Japanese postgraduate students in the Humanities who study at overseas universities.

~~Investigation on the possibility of shadowing as an overall proficiency test Yutaka Yamauchi~~

Tokyo International University Shadowing is an on-line task of repeating heard speech (Marslen-Wilson 1973). ESL/EFL learners are required to repeat what they are listening to and then answer multiple-choice questions regarding the contents of the passage. Learners should decode and comprehend auditory information and orally reproduce it almost simultaneously. This task requests learners to effectively use working memory which enables them to decode and store processed information. Since effective use of working memory correlates with proficiency levels (Gathercole and Baddeley 1993), shadowing performances are expected to reflect overall proficiency. To confirm this, Japanese EFL learners with TOEIC scores ranging from 200–990 were requested to record shadowing into the computer, listening to passages never presented before, read by a native speaker of English. Then the scores rated manually by veteran EFL instructors were compared with TOEIC scores. Significantly high correlation observed between the two (r=0.895, p<.01) shows that shadowing can be used as a proficiency test. Manual assessment, however, is subjective and time — and energy-consuming. To address this problem, an automatic assessing system has been newly developed using the latest speech information technology: GOP (Goodness of Pronunciation). The computer automatically compares shadowed speech on a phoneme basis with an acoustic model of the original text and computes numerical scores which indicate how close the shadowed speech is to the original. These scores were compared to those rated manually, and significantly high correlation was found between the two (r=0.843, p<.01), confirming the validity of this assessment. Automatic shadowing assessment will be demonstrated in the presentation.

~~The Aspect Hypothesis and the L2 acquisition of aspect marking in Chinese Suying Yang, Yue Yuan Huang~~

Hong Kong Baptist University In studies of both the L1 and the L2 acquisition of the tense-aspect system, various scholars have observed a close relationship between the use of the verbal morphology and aspectual properties of verbs/situations like [± dynamic], [± telic] and [± punctual]. The Aspect Hypothesis was proposed to capture the nature of this close relationship (Shirai, 1991; Andersen & Shirai, 1996). The Aspect Hypothesis seems to have been well accepted (Bardovi-Harlig (1999, 2000). However, most studies along this line of research have focused on the acquisition of a European language by native speakers of another European language. It is clear that more studies on typologically different L1s and L2s are needed to verify the Aspect Hypothesis.

134 The present paper reports our investigation on the acquisition of two major Chinese aspect markers, perfective –le and imperfective –zhe, by English speakers, focusing on the impact of typological differences on the well-attested general tendencies described by the Aspect Hypothesis. By analyzing corpus data, we show that the general tendencies, undesirable in the acquisition of various languages, become desirable in the acquisition of a language such as Chinese, because these tendencies coincide with the natural occurrence patterns of –le and –zhe. We argue that different languages may observe the same natural language principle (Bybee’s Relevance Principle) in different ways, rendering the learner tendencies desirable or undesirable in the acquisition processes. Based on our new observations, we propose some modifications to the Aspect Hypothesis.

~~Domesticating or foreignizing the ‘self’: A study of the translation of cultural references in self- help books Volga Yilmaz Gumus~~

Anadolu University The last two decades have witnessed the mushrooming of so-called self-help materials both in global and local markets. The large self-help market involves a wide range of products and services such as books, audio materials, training programs and motivation seminars. Translation of self-help materials is one of the unexplored areas in Translation Studies although thousands of self-help materials mainly from the United States enter into many national markets through translation every year. This study focuses on the translation into Turkish of the best selling self-help books with specific emphasis on the transfer of cultural references. By their very nature, self-help books involve plenty of examples of material, social and even religious culture. One of the key issues in the translation of self-help books is the choice between foreignizing and domesticating the culture-specific items. The aim of this study is to discuss the strategies used for the translation of cultural references in consideration of the specific function that these books assume in the target society.

~~Learner beliefs about Japanese language learning Reiko Yoshida~~

University of South Australia Learner beliefs about Second Language (SL)/Foreign Language (FL) learning have been investigated since the 1980s (e.g. Horwitz, (1985). The present study examines learner beliefs about learning Japanese, and learner actions (their performance inside and outside class) in relation to contextual factors; motivation for language learning, goals in taking the course, and the language learning environment. An ethnographic approach was used for data collection, including diary entries, interviews and classroom recordings. This paper discusses the beliefs of two students in relation to their actions, based on activity theory (Leont’ev, 1981). The students were selected because their motivation for Japanese learning and goals in taking the course were similar, while their beliefs and outcome were different. The differences in their language learning ‘activities’ and outcomes were associated with their beliefs and environments. The study suggests that not only learners’ motivation and goals but also their beliefs influence their performance and outcomes, and that operational conditions (language learning environments) can have a great effect on them.

~~Investigating the implicit/explicit L2 knowledge distinction in an EFL context Runhan Zhang~~

University of Auckland The lack of validated instruments for the implicit and explicit knowledge has prevented the empirical tests of their interface positions (Ellis, 2005). Ellis conducted empirical studies concerning the instrumentation within this field. His results suggest that L2 knowledge is best characterised in terms of two or more factors. However, his studies were exploratory in nature and this area does need more empirical studies. Hence, the purpose of the study reported in this paper is to test the claims regarding the measurement of implicit/explicit L2 knowledge in Ellis (2005) on a sample of Chinese university students. Participants were 100 first year undergraduate students at a key university in China who completed a battery of tests— an Oral Elicitation Test (EIT), a Timed Grammaticality Judgment Test TGJT), an Untimed Grammaticality Judgement Test (UGJT) and a Metalinguistic Knowledge Test (MKT). A confirmatory factor analysis lent support to Ellis’s (2005) ‘two or more factors’ claim. Ellis’s study identified an implicit knowledge factor (EIT and TGJT) and an explicit knowledge factor (UGJT and MKT). This study further supported the distinction between an ‘implicit knowledge’ factor and an ‘explicit ’knowledge’ factor. However, best measures of implicit and explicit knowledge were slightly different from those in Ellis’s study, namely best measures of implicit knowledge were found to be EITG, EITUG, TGJT G and best measures of explicit knowledge were UGJT UG and MKT Part1. Results of this part were discussed in detail.

135 Initial teacher education of Chinese as a second language teachers in Australian universities Yuzhe Zhang & Shen Chen University of Newcastle, Australia A new educational move Teaching Chinese to Speakers of Other Languages (TCSOL) is growing fast worldwide, especially in English-speaking countries. In order to facilitate Chinese language learning and teaching, great efforts have been invested in the professional development of local TCSOL teachers. However the shortage of qualified teachers is considered a major hindrance to high quality Chinese teaching and learning (Shen, Chen & Sit Hing Wa, 2010; Orton, Jane, 2008; 2011). Australia is the only English-speaking country where there have been supportive government language policies promoting the Chinese language programs over the past two decades. It is also the only English-speaking country where initial Chinese language teacher education programs (ICLTEPs) have been established at tertiary institutions. This research is examining the curriculum of ICLTEPs in Australian universities to search for an answer to the question of how to prepare TCSOL teachers in the social-cultural context of Australia. Firstly, this paper will discuss the multicultural context of TCSOL in Australia through examining government reports issued by Federal and States governments. Then the overall situation of ICLTEPs in Australia will be analyzed. Finally, focused in-depth interviews with the program designers, implementers and graduates of three representative universities will be conducted. These findings are a significant contribution to current TCSOL teacher training.

~~What do learners do when they must ask questions in English? Yanyin Zhang~~

University of Canberra Using Processability Theory (Pienemann 1998, 2005) framework and oral production data from 58 English language professionals in China, the present study is aimed to find out what learners do when they must ask questions in L2 English. Given that the informants in the present study have a Bachelors degree in English and majority of them are teachers of English, would their L2 question structures show a close approximation to the target norm? The speech data was collected through a variety of tasks in an entry test of an MA program. The results show the informants produced the full range of question structures although question structures at higher stages were reduced to low stages structures (e.g., SVO). The findings lend further support to the PT-based statement of language skill development and revealed a specific characteristic of the informants’ L2 English question structure. Implications of the findings are discussed in view of EFL environment and application of PT in foreign language teaching and training.

~~Do bilingual students’ use similar writing strategies for text production? Lawrence Jun Zhang, Donglan Zhang,~~

~~National Institute of Education, Singapore Wengao Gong~~

Knowledge Universe, Singapore Strategy use has been widely recognized as an important factor in effective writing both in L1 and L2 contexts (Harris et al., 2010; Manchon et al., 2008). There are a large number of studies in existing research that focus on identifying effective strategies from successful learners, promoting the use of these strategies among less successful learners or learners with learning difficulties. Nevertheless, research into whether and to what extent bilingual writers use similar or different strategies for text production is insufficient. Given that the world is globalized and many students who are Chinese-English bilinguals pursue academic studies in English-medium institutions, this paper reports on a study into 300 Singaporean Chinese-English bilinguals’ writing strategies. As a multiracial and multilingual society with a unique policy of bilingual education, Singapore provides a very good scenario for researchers to explore what roles the dual language offering has in affecting the way in which bilingual writers generate texts. Based on the data, we intend to show if there are similarities in these bilingual students’ writing strategy use. We also would also like to explore the relationship between social-psychological factors (e.g., ethnicity/race, gender, home languages, motivation, and self-efficacy) and primary schoolchildren’s strategy use in learning to write in English and Chinese. We hope that our research findings will be able to offer some insights into teachers’ pedagogical decision-making when faced with learners with similar backgrounds.

~~136 Vietnamese prosodic influences on L2 English word stress: Theoretical implications for practice in pronunciation teaching Beth Zielinski, Ivan Yuen, Katherine Demuth, Lynda Yates~~

Macquarie University Although recent studies have provided some insight into the pedagogical priorities for the teaching of pronunciation to learners of English, we still lack clear empirically based guidelines on what to teach and to whom. Previous approaches have tended to categorise learner needs in terms of individual features of pronunciation which are then formulated as discrete items for attention. In this paper we look at a common issue for adult English learners — word stress — and view it as part of an interactive system involving the prosodic hierarchy, rather than a discrete item for attention. A prosodic approach has been used by Demuth and colleagues to investigate the variation in children’s early language productions (e.g., Song, Sundara & Demuth, 2009), and by Goad and colleagues to investigate the role played by the prosodic constraints of a learner’s L1 in the organisation of their L2 (e.g., Goad & White, 2008). In this paper we analyse an L2 English learner’s word stress errors in light of the prosodic constraints of his L1, Vietnamese, and explore what word stress errors he has, and why. The findings have important implications for establishing pedagogical priorities and approaches to teaching pronunciation in the English classroom.

~~137 1st ALAA-ALANZ Postgraduate Student Workshop~~

~~Tuesday, 29 November 2011 >> The Australian National University >> 8:30 am to 3:45 pm~~

Postgraduate Student Workshop Conveners >> Neda Akbari, University of Canberra >> Elaheh Etehadieh, The Australian National University >> Scott Liu, University of Canberra >> Eleonora Quijada Cervoni, The Australian National University This workshop is a unique opportunity for graduate students from universities in Australia, New Zealand and other countries to discuss an issue or a burning problem related to their thesis with peers and distinguished academics. >> Workshop 1: Chris Davison, University of New South Wales >> Workshop 2: Diana Eades, University of New England, >> Workshop 3: Janet Holmes, Victoria University of Wellington >> Workshop 4: Tim McNamara, University of Melbourne >> Workshop 5: Johanna Rendle-Short, The Australian National University >> Workshop 6: Merrill Swain, University of Toronto

Workshop Format 8:30 am – 9:00 am Morning coffee, warm up, meet and greet 9:00 am – 11:30 am Round 1: Students’ questions and group discussion 11:30 am – 11:45 am Morning session wrap up 11:45 am – 1:15 pm Lunch break Lunch will not be provided. However, participants will be invited to join the group for lunch at a nearby café to continue the discussion with the Workshop Leader and to network with other students. 1:15 pm – 1:30 pm Afternoon coffee, regroup and chat 1:30 pm – 3:30 pm Round 2: Students’ questions and group discussion 3:30 pm – 3:45 pm Closing discussion and workshop wrap up Please be aware that the workshop sessions may be recorded.

138 1st Formal Meeting of the Association for Language Testing and Assessment of Australia and New Zealand (ALTAANZ) The ALAA-ALANZ conference is hosting the first formal meeting of the newly established Association for Language Testing and Assessment of Australia and New Zealand (ALTAANZ). The purpose of the newly established Association for Language Testing and Assessment of Australia and New Zealand (ALTAANZ) is to promote best practice in language assessment in educational and professional settings in Australia and New Zealand and to foster collaboration between academia, schools and other agencies responsible for language testing or assessment. The goals of ALTAANZ are to stimulate professional growth and best practice in language testing and assessment through workshops and conferences, to promote research and to provide advice to public and other relevant agencies on assessment and advocate on behalf of test-takers and other stakeholders.

Canberra Languages Education Mini-Conference 2011 Hosted by the ALAA-ALANZ 2011 conference, ATESOL (Association of Teachers of English to Speakers of Other Languages), ACT, and MLTA (Modern Language Teachers’ Association), ACT

~~Saturday, 3 December 2011, 9:00 am – 1:00 pm~~

The Australian National University, Manning Clark Centre Conveners >> Louise Jansen, The Australian National University >> Meri Dragicevic, MLTA ACT >> Marina Houston, ATESOL ACT, and University of Canberra The Languages Education Mini-Conference will offer local English, ESL and Languages teachers and other language education professionals the opportunity to hear some of the key presenters of the ALAA-ALANZ 2011 conference speaking on languages education issues. Registration fee $45 (deadline: December 1); $50 (on the day). Details on website: http://law.anu.edu.au/coast/events/ langfest/miniconf.htm Further Inquiries: [email protected]

Program 8:30 – 9:00 Breakfast and late registration 9:00 – 9:10 Plenary: Welcome and report on the ALAA/ALANZ conference 9:10 – 10:10 Session A: Janet Holmes, Victoria University of Wellington Learning how to be a good colleague in Australasia: acquiring socio-pragmatic skills for work Session B: Claire Gorman and Denise Angelo, Department of Education and Training (Qld) The spiral curriculum approach to language teaching — Introduction 10:10 – 10:30 Morning Tea 10:30 – 11:30 Session A: Tim McNamara, University of Melbourne Assessment and the management of language education: international perspectives Session B: Claire Gorman and Denise Angelo, Department of Education and Training (Qld) The spiral curriculum approach to language teaching — Applying the principles 11:30 – 12:30 Plenary: Chris Davison, University of New South Wales Assessment for learning: implications for language teachers and learners 12:30 – 12:45 Plenary: General discussion and closing Abstracts and presenter backgrounds are at: http://law.anu.edu.au/coast/events/langfest/miniconf.htm Catering provided by ATESOL ACT and MLTA ACT

~~139 140 Part 3: Language and the Law 3: Language Part~~

~~141 142 Part 3 ALAA-ALANZ AND ALS JOINT EVENTS University of Canberra, The Australian National University and the Australian Institute for Aboriginal and Torres Strait Islander Studies~~

~~Contents >> Special event: Language and the Law...... 144 >> Detailed Program...... 146 >> Abstracts...... 148 >> Gamilaraay Language Teaching and Learning Workshop...... 155.~~

~~1 and 2 December 2011 Special event: Language and the Law~~

Hosted by ALAA-ALANZ 2011 and ALS 2011 conferences University of Canberra and The Australian National University This serious of special events on Language and the Law offers delegates with an interest in linguistic and/or legal matters a great opportunity to exchange ideas. PLENARY SPEAKERS Tim McNamara

~~The use of language assessments in assessing refugee claims Diana Eades~~

~~Applying linguistics to questions about Aboriginal participation in the legal process INVITED SPEAKERS Michael Walsh~~

~~Experts as ‘vulnerable’ witnesses in Australian Aboriginal land claim and Native Title cases Anthony Connolly~~

~~Intercultural Understanding at Law — the nature and limits of judicial concept acquisition~~

~~143 FEATURED COLLOQUIA Jim Martin, Michele Zappavigna, & Paul Dwyer~~

~~Angry boys: casting identity in NSW Youth Justice Conferencing Molly Townes O’Brien, Terence G. Wiley, Karen Lillie, Ben Grimes & Joseph Lo Bianco~~

~~Language rights and education: International, American and Australian experiences~~

~~PUBLIC FORUM~~

5:30 – 7pm, 2 December, Coombs Lecture Theatre, The Australian National University Is it possible to obtain justice in a language or dialect that is not your own? Three distinguished legal experts will discuss the problem of obtaining and delivering truly just outcomes in specific situations as described by three language experts, who will draw from their research in cross-linguistic and cross-cultural legal and quasi-legal contexts. Chair >> Damien Carrick, ABC Radio National Law Report Legal Experts >> Helen Watchirs, ACT Human Rights Commissioner >> Lorraine Walker, Chief Magistrate, ACT Magistrates Court >> Simon Rice, ANU College of Law, The Australian National University Language Experts >> Diana Eades, University of New England >> Tim McNamara, University of Melbourne >> Michael Cooke, Intercultural Communications For further information, go to: http://law.anu.edu.au/coast/events/langfest/joint_day.htm

SPECIAL EVENT: LANGUAGE AND THE LAW VENUES The Language and the Law special events takes place at the University of Canberra on 1 December and at The Australian National University on 2 December. At the University of Canberra, the conference takes place in the Ann Harding Conference Centre (Building 24). Plenaries take place in the Boiler House Lecture Theatre, Building 14. Break-out rooms are located in building 24, 22, 20, 9 and 5. At The Australian National University the plenary takes place in the Manning Clark Centre (Lecture Theatre 1). Break-out rooms are located in the Coombs Building, the Law Building, and the Hedley Bull Centre. Please refer to the University of Canberra campus map on the inside front cover page and to The Australian National University campus map on the inside back cover page of this Handbook.

144 Conference desk The desk for registration and information will be open at the following times for registration and enquiries: Registration on 1 December, 8:00am – 4:30 pm, >> University of Canberra, Foyer of Ann Harding Conference Centre (Building 24) Registration on 2 December, 10:30am – 4:00 pm >> The Australian National University, Foyer, Law School

~~Messages The white board near the registration desk can be used by delegates to leave messages. Notices of program changes and cancellations will also be posted here.~~

~~145 Ann Harding Conference Centre, Building 24 POSTER SESSION (Whole Conference) including Grazia Micciche (School of Languages, AustralianUniversity) National Teaching Juridical Italian in Australia~~

Michael Walsh (University of Sydney) Experts as “vulnerable” witnesses Registration (Foyer, Ann Harding Conference Centre, Building 24, University of Canberra) For the full ALAA-ALANZ Timetable which (of Language & the Law Events are part), please go http://law.anu.edu.au/coast/events/langfest/alaa_alanz.htm to Building 5 Rm A39 Manning Clark Centre, Lecture Theatre 1 Diana Eades (University of New England) Applying linguistics questions to about Aboriginal participation in the legal process Registration Law (Foyer, School, Australian National University) Morning ANU Tea, College of Law quadrangle Learning the Language of the Law Kathy Laster (Faculty of Law, Monash University) Legal education as second language acquisition Deborah Nixon (University of Technology Sydney) Practicing language and the law Mehdi Riazi & Anthony Townley (Macquarie University; Koç University, Istanbul) Analysis of authentic legal email negotiations and contracts: Implications for legal writinginstruction Ann Harding Conference Centre, Building 24 Lunch Boiler House Lecture Theatre, Building 14 Tim McNamara (University of Melbourne) Language analysis in the determination of origin of asylum seekers: A perspective from language testing Building 9 Lecture Theatre A01 Invited Speaker in Australian Aboriginal land claim and Native Title cases Ann Harding Conference Centre, Building 24 Afternoon Tea Building 9 Lecture Theatre A01 Kong & Christopher Tang Wo Candlin (Macquarie University) Discourse Practices, Focal Themes and Discourse Roles in the Australian Migration Review Tribunal (MRT) 10–11am Venue Venue 9–10:30am WELCOME & PLENARY 10:30am–4pm 10:30–11am Theme 11:05–11:35 11:40–12:10 12:15–12:45 146 Venue 12:45–1:40 Venue 1:45–2:40 PLENARY Venue 2:45–3:45 Venue 3:55–4:25 Venue 4:30–5:30 THURSDAY 1 December, UNIVERSITY OF CANBERRA CAMPUS CANBERRA OF UNIVERSITY 1 December, THURSDAY the full ALAA-ALANZFor and ALS conference timetables which Language (of and are the Law Events part), please the respective go to conference http://law.anu.edu.au/coast/events/langfest/alaa_alanz.htmwebsites: and http://law.anu.edu.au/coast/events/langfest/als.htm CAMPUS UNIVERSITY NATIONAL AUSTRALIAN Day), ALAA-ALANZ-ALS (Joint 2 December FRIDAY Law G11 (20)Law G11 Forensic Linguistics Yoko OtakiYoko (Australian National Univeristy) Forensic voice comparison with Japanese female voices: A likelihood ratio-based analysis using f-pattern Shunichi Ishihara (Australian National University) Function words as speaker classification features Supawan Pingjia (Australian National Univeristy) Forensic voice comparison in Thai: A likelihood ratio- based Approach using tonal acoustics Ann Harding Conference Centre, Building 24 Law Link Theatre (100) Language & the Law in Indigenous Contexts POSTER SESSION (Whole Conference) including Grazia Micciche (School of Languages, AustralianUniversity) National Teaching Juridical Italian in Australia Anthony Hopkins & Christina Mutharajah (Faculty of Law, University of Canberra) Controlling leading questions in the cross-examination of Aboriginal witnesses: The legal position in practice in Alice Springs The Semiotics of the Law Desmond Manderson (Magill University of Montreal/ Australian National University) The grammatology of the Law pm) 1 rununtilapprox. & (Thissession willstart12:15 at Natalie Stroud (Faculty of Law, Monash University) New developments in language and the communicative process in an Indigenous sentencing court Law Link Theatre (100) Interpreting Issues Muahmmad Gamal (Senior Diplomatic Interpreter, Australian Government) Forensic Linguistics for Barristers what do barristers 101: need know to to challenge linguistic evidence? Jemina Napier (Centre for Translation & Interpreting Research, Macquarie University) Interpreters and the law: Reseach on signed language interpreting in NSW courts Sandra Hale (University of New South Wales) ‘Just interpret the the words’: interpreter as defined by judicial officers and tribunal members Ikuko Nakana (University of Melbourne) The impact of interpreter mediation on questioning in police interviews Stylisic Analysis Dana Skopal (Macquarie University) Applied linguistics and plain language: an approach administering to good governance June Luchjenbroers & Michelle Aldridge-Waddon (Bangor University, Wales) Community of practice and politeness strategies: Structural and lexical markers of ‘in group’ status

Anthony Connolly (ANU College of Law, Australian National Univeristy) Michael Walsh (University of Sydney) Experts as “vulnerable” witnesses Registration (Foyer, Ann Harding Conference Centre, Building 24, University of Canberra) For the full ALAA-ALANZ Timetable which (of Language & the Law Events are part), please go http://law.anu.edu.au/coast/events/langfest/alaa_alanz.htm to Building 5 Rm A39 Manning Clark Centre, Lecture Theatre 1 Diana Eades (University of New England) Applying linguistics questions to about Aboriginal participation in the legal process Registration Law (Foyer, School, Australian National University) Morning ANU Tea, College of Law quadrangle Law Theatre (164) Language Rights Learning the Language of the Law Kathy Laster (Faculty of Law, Monash University) Legal education as second language acquisition Deborah Nixon (University of Technology Sydney) Practicing language and the law Mehdi Riazi & Anthony Townley (Macquarie University; Koç University, Istanbul) Analysis of authentic legal email negotiations and contracts: Implications for legal writinginstruction Invited Colloquium Molly Townes O’Brien (ANU College of Law, Australian National University), Terence G. Wiley (Arizona State University and Center for Applied Linguistics, Washington, DC) Karen Lillie (State University of New at Fredonia), York Ben Grimes (North Australian Aboriginal Justice Agency) & Joseph Lo Bianco (School of Education, University of Melbourne) Language rights and education: International, American and Australian experiences Ann Harding Conference Centre, Building 24 Lunch Boiler House Lecture Theatre, Building 14 Tim McNamara (University of Melbourne) Language analysis in the determination of origin of asylum seekers: A perspective from language testing Building 9 Lecture Theatre A01 Invited Speaker in Australian Aboriginal land claim and Native Title cases Ann Harding Conference Centre, Building 24 Afternoon Tea Building 9 Lecture Theatre A01 Kong & Christopher Tang Wo Candlin (Macquarie University) Discourse Practices, Focal Themes and Discourse Roles in the Australian Migration Review Tribunal (MRT) Lunch, ANU College of Law quadrangle Law Theatre (164) Language & the Law: Youth Contexts Alison Cleland (Faculty of Law, University of Auckland) Lawyerz Speaking 4 Yoof: their language? Colloquium Jim Martin, Michele Zappavigna & Paul Dwyer (Department of Linguistics,University of Sydney) Angry boys: casting identity in NSW Justice Youth Conferencing Afternoon tea, ANU College of Law quadrangle Cross cultural issues Invited Speaker Intercultural understanding at law–the nature and limits of judicial concept acquisition Coombs Lecture Theatre Chair: Damien Carrick (ABC Radio National Law Report); Legal Experts: Helen Watchirs (ACT HumanCollege Rights Commissioner), of Law, Australian National Lorraine University); Walker (Chief Magistrate, Linguistics Magistrates ACT experts:Diana Court) and Eades Simon (University Rice (ANUpossible of New obtain England), to justice Tim McNamara in a language (University or dialect that of Melbourne), is not your own? Michael Cooke (Intercultural Communications); Is it 10–11am Venue Venue 9–10:30am WELCOME & PLENARY 10:30am–4pm 10:30–11am Venue Theme Theme 11:05–11:35 11:40–12:10 12:15–12:45 11–11.30am Venue 12:45–1:40 Venue 1:45–2:40 PLENARY Venue 2:45–3:45 Venue 3:55–4:25 Venue 4:30–5:30 11.30–12pm 12–12:30pm 12.30–1.30pm Venue Theme 1:30–2pm 2:00–2:30pm 2:30–3pm 3–3:30pm 3:30–4pm Theme 4–4:30pm 4:30–5pm Venue 1475:30–7pm PUBLIC FORUM THURSDAY 1 December, UNIVERSITY OF CANBERRA CAMPUS CANBERRA OF UNIVERSITY 1 December, THURSDAY the full ALAA-ALANZFor and ALS conference timetables which Language (of and are the Law Events part), please the respective go to conference http://law.anu.edu.au/coast/events/langfest/alaa_alanz.htmwebsites: and http://law.anu.edu.au/coast/events/langfest/als.htm CAMPUS UNIVERSITY NATIONAL AUSTRALIAN Day), ALAA-ALANZ-ALS (Joint 2 December FRIDAY A B S T R A C T S (alphabetically by family name) Cleland Alison

Lawyerz 4 Yoof: Speaking their language? Linguistic studies have highlighted how the use of complex language can limit young people’s understanding of and participation in court proceedings. The UN Convention on the Rights of the Child requires that criminal proceedings provide adequate representation and a fair trial. It is argued that the ability of a young person’s lawyer to explain what is happening at every stage, in appropriate language, will be crucial. In New Zealand, young offenders appear in Youth Court. A court appointed youth advocate is provided. Research was conducted in four Youth Court sites, exploring youth advocates’ communication with young clients. Questioning focused on how youth advocates explained their roles, how they gauged clients’ levels of understanding and how they took instructions. Results indicated communication techniques designed to respond to young clients’ intellectual functioning. However, participants identified a need for appropriate training about young clients’ cognitive and linguistic development, particularly given the deficits in the young persons’ backgrounds. Connolly Anthony

Intercultural Understanding at Law — the nature and limits of judicial concept acquisition Often, in pursuing their adjudicative duties over the course of a legal hearing involving issues of a cross-cultural nature, judges are called upon to acquire new concepts. They are required to learn new things and, as a result, conceptualise the world in a way which differs from the way they conceived of things before the hearing commenced. For example, over the course of an indigenous land rights claim or a refugee claim, a judge may need to gain a concept of an unfamiliar kinship relationship or cultural practice in order to determine whether or not evidence of its historic or present day occurrence justifies formal recognition and protection. Where the judge does not possess a concept of such phenomena at the commencement of the hearing in which it becomes an issue, the judge must acquire such a concept over the course of the hearing if she is to adequately perform her adjudicative role. For this to happen over the course of a hearing, the hearing process — its norms, its participants, even its physical architecture — must realise or enable conditions conducive to such acquisition. It must provide an environment which facilitates this mode of judicial reasoning — the largely tacit, micro- reasoning of concept acquisition which occasionally informs the often more conscious macro-reasoning of deciding a case. It is not clear, however, that the conditions under which judges think and act over the course of a hearing are always as conducive to concept acquisition as they could or should be. By virtue of the kind of agent judges typically are and by virtue of the rules and other norms they are subject to and the physical environment they practice within over the course of a hearing, judges may be constrained in effectively acquiring the concepts they need to acquire in adjudicating cross- cultural matters before them. As a result, the quality of the justice they purport to provide those who come before them may be compromised. This paper sets out to consider the nature and limits of intercultural understanding at law by framing the issue in terms of judicial concept acquisition. Drawing on contemporary analytic philosophy of mind and informed by a sound grasp of law and legal process, it sets out to describe the cognitive and practical process by which new concepts are acquired by judges, to identify those aspects of the legal system which bear on the success or failure of that process, and to provide a framework for thinking about the reform of the legal system so as to better facilitate this important mode of judicial reasoning (subject, of course, to the demands of the other ends and values a legal system is also designed to serve). Gamal Muahmmad

Forensic Linguistics for Barristers 101: what barristers need to know to challenge linguistic evidence? The sight of an interpreter/translator in court is not uncommon in many parts of the world. Quite often police employ linguists in their investigations to obtain information and to get evidence prepared for court purposes. For impartiality reasons police use independent linguists but do not test or train interpreters /translators in police or legal matters. When the evidence, obtained through the aid of translators/interpreters, is submitted to court, a copy is presented to the defence. Subsequently defence barristers may or may not challenge the evidence and cross-examine the linguist. The literature on challenged linguistic evidence in court, particularly in Arabic, is miniscule. The paper reflects on the cross-examination of linguists in recently concluded trials where Arabic interpreters were challenged. It will examine the line of questioning employed in the cross-examination of the interpreter in drug, people smuggling and terrorism cases. Challenging linguistic evidence requires expert understanding in three principal areas: language, culture and translation. Academic literature and professional practice show that the legal profession tends to tolerate the use of interpreters with little effort towards understanding how evidence is linguistically obtained and presented. Quite often, the legal profession seems disinterested in this area for several reasons serious among which is the lack of experience in language matters. The paper will argue that while defence barristers may have experience in using interpreters for court purposes they may wish to invest more in understanding how the evidence is linguistically prepared.

~~148 Hale Sandra~~

‘Just interpret the words’: the interpreter as defined by judicial officers and tribunal members The interpreter’s role is to put the non-English speaking witness or defendant in the same position as an English speaking witness or defendant (Commonwealth Attorney General’s Department, 1990:90). This great responsibility is generally placed on the interpreter alone, assuming that as long as they are sworn in to interpret ‘truly and faithfully’ the goal will be achieved. This is regardless of the interpreter’s competence, the conditions under which they work or the speech performance of the speakers for whom they interpret. This reductionist attitude is evidenced in the current court practices that do not demand pre-service training for court interpreters and which do not consistently provide any information or materials for them to prepare before the case. This paper will present the results of a recent analysis of Australian judicial officers’ and tribunal members’ definitions of the interpreter’s role. It will also discuss the reasons given for not providing preparation information or materials to ensure accurate interpreting. The study found that, despite great increased awareness of the judiciary about the complexities of interpreting, the attitude that interpreters ‘just interpret the words’ continues to exist. Hopkins Anthony and Mutharajah Christina

Controlling Leading Questions in the Cross-Examination of Aboriginal Witnesses: The Legal Position in Practice in Alice Springs The use of leading questions in cross-examination to test a witness’s evidence is a central feature of the adversarial system of justice. Yet leading questions asked of a non-bicultural Aboriginal witness can produce answers which bear no relationship to the facts as that witness believes them to be. The tendency of Aboriginal witnesses to agree with suggestions made to them during cross-examination, regardless of their truth, has long been identified by linguists and lawyers. As is made clear in the case of Stack v State of Western Australia [2004], cross-examiners do not have an unfettered right to ask leading questions. Ultimately a trial judge or magistrate has the power to control their use. However, a judicial officer who intervenes to restrict the use of leading questions runs the risk of compromising, or being seen to compromise, the right to a fair trial. This paper investigates the scope of the judicial power to regulate the use of leading questions in cross-examination of Aboriginal witnesses. Further, through the presentation of empirical evidence of interviews conducted with criminal defence lawyers who appear in the Northern Territory Magistrates Court in Alice Springs, this paper will make observations of the extent to which judicial control of leading questions takes place in practice. Ishihara Shunichi Function Words as Speaker Classification Features We often observe individual characteristics in the use of vocabularies. Furthermore, in our day-to-day speech, we tend to use a limited part of our vocabulary repeatedly. This phenomenon can be interpreted as an aspect of each person’s own distinctive and individualised version of the language — an idiolect. So forensic linguists ask: how can we use the idiolect concept in speaker classification? Idiolects define speaker-to-speaker variations in the use of the language, and ‘speaker-to- speaker variation’ is a key concept in speaker classification. The author (2010) demonstrated that Japanese fillers (cf. ‘um’, ‘you know’, ‘like’ in English) carry idiosyncratic information about speakers to the extent that the equal error rate of speaker classification based solely on fillers can be as high as c.a. 85% for male speakers with reasonable strength of evidence (or Likelihood Ratio (LR)). This study investigates 1) how well we can discriminate speakers based on the individual usages of function words, such as particles and coordinators; and 2) what sort of strength of evidence (or LRs) can be obtained from function words, using spontaneous Japanese speech. We focus on function words because some previous studies on English reported speakers’ idiosyncrasy in selecting function words (Weber et al., 2002). Laster Kathy Legal Education as Second Language Acquisition If we accept that law is a culture (Laster, 2001) then legal education can be conceived of as a form of second language acquisition (SLA) by novices seeking entry into the complex professional culture of law. Learning to ‘think like a lawyer’ is the accepted objective of legal education. This ill-defined pedagogical goal can, however, be viewed as the acquisition of a sophisticated level of language proficiency in the language of law including its vocabulary, pragmatics, grammar and logic. The law school experience, especially the stresses of first year (L1), can thus be reconceptualised as a demanding language immersion experience associated with culture (language) shock (Furnham & Bochner,1986). This approach both helps to explain hitherto under-theorised aspects of learning and teaching in law such as the problem of essentialising apparent differences in the learning experiences between male and female students and equity groups (Mertz, 1998) as well as the mixed evaluations of the Socratic classroom as a teaching method. In particular, applied SLA research regarding the optimal ways of teaching a second language to mixed groups of adult learners with a variety of motivations and skill levels can inform the development of more sophisticated theoretical and applied legal pedagogy. Moreover, instilling into novice lawyers a reflexive awareness about the process of enculturation and language acquisition has the potential to become a powerful tool in transformative pedagogy and legal professional ethics.

~~149 Luchjenbroers June and Aldridge-Waddon Michelle~~

Community of Practice and Politeness strategies: Structural and lexical markers of ‘in group’ status Pervasive in sociolinguistics research is the view that members of a speech community will signal ‘in group’ membership through specific linguistic choices, and thereby articulate how they identify with the practices associated with that group. In this paper we discuss a number of stylistic choices made in email traffic between paedophiles and how these choices can trigger more than one interpretation, depending on the audience/email respondent. We also show that either interpretation can be used positively by ‘in group’ members of this community. The body of email data used for this research is taken from a recent paedophile case in the UK. The stylistic signals considered include topic and lexical choices, together with a measure of the risk taken by ‘spauthors’ regarding what information is offered about the activities they engage in. Through these choices, members can not only quickly detect non-members, but can focus on those factors that are central to their community. As such these stylistics choices reveal identifying aspects of this (illegal) community. NOTE: ‘spauthor’ is the term we have devised to refer to email senders that combines the standard roles of speaker and author, without committing to either; instead we choose both. Martin Jim, Zappavigna, Michele & Dwyer Paul

Angry boys: casting identity in NSW Youth Justice Conferencing In this colloquium, we report on our research into Youth Justice Conferencing, a model of restorative justice introduced into the NSW juvenile justice system in 1997 (with parallels to models adopted in other states and territories around the same time). The session will be organised around three presentations of 30 minutes, each including time for discussion. To begin, we will introduce the research project, contextualizing YJCs within the broader restorative justice movement and contrasting the idealised descriptions of the genre that appear in the literature with the generic structure of actual conferences documented in fieldwork. Attention will also be given to the ways in which participants realize interpersonal meanings through the spatial semiotics of conferencing. We will then apply a systemic functional model of body language to Youth Justice conferences. Three kinds of body language will be examined: linguistic (in sync with the rhythm, or in tune with the intonation of language), protolinguistic (a development from infant protolanguage) and epilinguistic (realising semantics). This paper will show how body language couples with discourse semantic systems (specifically INVOLVEMENT and APPRAISAL), to contribute to an emergent multimodal conferencing macrogenre. Finally, we will focus on the way in which these spatial and gestural resources combine with language to position participants in conferences. This work involves a close reading of evaluative language drawing on appraisal theory, in relation to the identity of young offenders and their support persons. The complementary ways in which young offenders are positioned by conference convenors and by police liaison officers in different stages of conferencing will be considered, along with the roles taken up by support persons. The ways in which multimodal resources pattern in relation to identity will be modelled topologically in terms of Maton’s Legitimation Code Theory, adapting his concept of specialisation in particular. Nakane Ikuko

The impact of interpreter mediation on questioning in police interviews Power asymmetry between the professional and the lay person in legal discourse is often reflected and reproduced through turn-taking organisation, where the professional has a control over talk (Drew and Heritage 1992; Eades 2008). In police interviews, police officers ‘question and manage the interaction’ while interviewees respond, and for interviewees there is ‘little opportunity to alter the topic or ask questions’ (Holt and Johnson 2010: 24). However, suspects have also been found to resist the power of the investigating officer (e.g. Newbury and Johnson 2006), which suggests that the interviewees are not always powerless in police interviews. Through an analysis of turn-taking in interpreter-mediated police questioning, this paper aims to demonstrate how power struggles in police interviews are affected by the participation of an interpreter. In interpreter-mediated interviews, each of the question turn and the response turn has to be followed by the interpreter’s rendition turn, as a default pattern of turn-taking. However, in reality the turns of the interpreter and the police officer overlap at times, the interviewee may interrupt the interpreters’ rendition, or the interviewee may initiate a repair to clarify the meaning of interpreted questions. Analysis of these types of deviations from the default turn-taking pattern and consequences of such deviations suggest that the power of the interviewer may be reduced due to interpreter mediation. It is also argued that the interactional power of police interpreters deserves further research as the impact of interpreter mediation may have legal consequences. Napier Jemina

Interpreters and the law: Research on signed language interpreting in NSW courts Placing the study of signed language interpreting within the wider context of interpreting as an applied linguistic activity, this presentation will provide an overview of three related research projects conducted at Macquarie University in Sydney, Australia, between 2006–2010, on interpreters and the law. Drawing on applied linguistics research in language testing,

150 jury comprehension, courtroom discourse, courtroom interpreting and video conference interpreting, these projects sought to investigate linguistic issues faced by signed language interpreters and deaf people in the provision of signed language interpreting in courts in the state of New South Wales (NSW). The first two experimental projects focused on the viability of deaf people serving as jurors if they are reliant on interpreters and their ability to comprehend the courtroom discourse through the administration of a comprehension test of a judge’s summation. The third quasi-experimental qualitative project evaluated the feasibility and pragmatics of signed language interpreting being provided in NSW courts via audiovisual link (video conference), through the analysis of 5 case studies of sign language interpreters and deaf people interacting via audiovisual link across different scenarios with participants in different locations. The presentation will give a summary of the research methodologies and key findings, and the implications for interpreting provision in court in multicultural Australia, regardless of the languages involved. These projects epitomize how applied linguistic enquiry can be directly applied into policy and practice in relation to interpreting provision. Nixon Deborah

Practicing Language and Law In 2011 the Academic Language and Learning lecturers at UTS adopted a different approach to assisting students develop their language skills in discipline areas by working more collaboratively with discipline lecturers. This has required discipline lecturers to articulate the discourse knowledge required of students. My paper presents an analysis of the practical aspects of the work I conducted with the Faculty of Law through workshops in two subjects and one workshop for international students. The purpose of the workshops was to induct students into the ‘discourse community’ of the discipline by first working with lecturers to identify perceived areas of need and then with students to apply or translate the targeted law specific language into practical written communication. Some lecturers expect students to produce texts using the language of law and persuasion and assume language skills and an understanding of rhetoric that students may not have. A text based approach to the analysis of written law texts, from peer reviewed journal articles to past student papers was used and in turn applied to the students’ own writing. Law texts were used to analyse structure, staging language, tone, register, levels of formality and to identify the finer protocols of the various forms of address used when referring to judges and other court officials. The lecturers I collaborated with could identify what they required in student writing but were unable to teach these skills in their content focused classes. This close collaboration between discipline staff has greatly enhanced my delivery of academic language support to the Law faculty. Otaki Yoko

Forensic Voice Comparison with Japanese Female Voices: A Likelihood Ratio-Based Analysis Using F-Pattern This paper will investigate the female Japanese voice to find a pattern of scientific evidence with which to discriminate individuals. I will compare individual female voices and analyse their differences/similarities to ascertain their voice characteristics; how likely two voice samples are from the same speaker or are from two different speakers. The Likelihood Ratio (LR) is used in courts to measure the strength of recorded evidence. LR-based forensic voice comparison is a new paradigm; it has centred on English speech samples and almost exclusively on male speakers. Thus, the purpose of this current study is to investigate: (1) How well can voices be discriminated? and (2) What degree of LRs can be obtained from the female voice? The database for this study was compiled by the National Research Institute of Police Science (NRIPS), Japan. The samples are taken from subjects and recorded on to a mobile channel by extracting the first three formant frequencies from the five Japanese vowels (/i, e, a, o, u/) appearing in nine different locations, each in some sentences, uttered by 28 female speakers at two different sessions. Based on the formant frequencies, speaker classification tests will be conducted using the multivariate kernel density formula proposed by Aitken and Lucy (2004). Cross-validated LRs will be calculated. The results of the speaker classification tests will be assessed using equal error rate (EER) and the log-likelihood- ratio cost function (Cllr). The overall performance of the speaker classification will also be presented by fusing the LRs obtained for each vowel. Pingjai Supawan

Forensic Voice Comparison in Thai: A Likelihood Ratio-Based Approach Using Tonal Acoustics This study describes the first Likelihood Ratio-based Forensic Voice Comparison (FVC) for the Thai language. This study uses the tonal acoustics of the five standard Thai tones — namely fundamental frequency (F0) and duration — as discriminatory features in order to see to what extent speech samples from the same speaker can be discriminated from speech samples from different speakers. The likelihood ratio (LR) is used in this study as the discriminatory function. The LR is estimated by means of the multivariate kernel density formula proposed by Aitken and Lucy (2004). In this study, the F0 contour of each target tone was fitted with a third-order (cubic) polynomial curve. The coefficients of the fitted curve were used as parameters representing the characteristics of each speech sample. In addition to the coefficients, the duration of each sample was also used as a parameter. For each tone, we investigate twelve different segmental combinations, consisting of a combination of three different vowels (/ii, aa, uu/) and four different consonantal phonemes (/p, ph,b, m/).

151 Speech samples were drawn from ten male speakers. The results of speaker discrimination experiments are visually presented in Tippett plots, and assessed by means of equal error rate (EER). We demonstrate that the acoustic parameters of Thai tones work reasonably well to discriminate speech samples. The lowest EER of 4% was obtained in this study. We compare the performance of different tones and vowels in details. Skopal Dana

Applied linguistics and plain language: an approach to administering good governance The focus of this paper is firstly on the relation between the processes involved in writing government information documents in plain language and the reception of those documents by the public, who as citizens have a right to understand the nation’s laws. I present a brief synopsis of the research (using genre analysis, Bhatia, 2004) into the recontextualisation processes through which a complex subject matter was reformulated into a plain English brochure for members of the Aboriginal community. In addition, I outline current readability research into a range of government documents and how regulatory information has been reformulated. Secondly, the paper addresses the potential links between the language adopted in Australian regulations and workplace writing training in government organisations. If plain language is to be adopted in the laws and explanatory public information documents, how do applied linguists define plain language and should plain English be a part of workplace writing training programs? While insensitive to context, plain English guidelines state to use ‘everyday words that readers will understand’ and ‘prefer simple sentence frameworks’ (Law Reform Commission of Victoria, 1987; Snooks & Co., 2002). From a communicative viewpoint, the question that writers need to first ask for each document is ‘Who is the audience?’, and therefore, what will be the appropriate level of ‘everyday words’ and ‘sentence frameworks’. Can these questions and appropriate writing formats be adequately covered in government workplace writing training and so result in clearer regulatory information documents? Stroud Natalie

New Developments in Language and the Communicative Process in an Indigenous Sentencing Court An understanding of the relationship between language and the law is an essential component in the administration of justice, even more so when dealing with disadvantaged offenders. The problem under review is the high percentage of Indigenous offenders who continue to come in contact with the law. In recent years, the changing paradigm of criminal justice has led to the establishment of a number of non-adversarial alternative sentencing courts throughout Australia. This paper will examine how language is used in the mainstream courtroom in Victoria, and compare this with the culturally sensitive communicative style of the Koori Court. The Koori Court model, which includes the participation of Indigenous Elders in the administration of the law, has expanded throughout Victoria and includes the Children’s Koori Court and the County Koori Court, Australia’s first Indigenous court in a higher jurisdiction. The key question guiding this interdisciplinary study of language in the legal domain is to determine if cross-cultural issues of miscommunication continue to be reflected in the court process, or whether an awareness of cultural and language difference by participants at the Koori Court hearing leads to a more restorative and therapeutic outcome for both Indigenous offenders and the community. The solution-focused approach of this Indigenous court provides a forum where underlying disadvantage may be addressed, with rehabilitation of the offender leading to a better form of justice and a reduction in re-offending. Townes O’Brien et al

Language Rights in Education: International, American and Australian Experiences This symposium focuses on language rights as expressed in international law, and state legislation and policies that impact on the education of minority language and Indigenous children. The American and Indigenous Australian experience will be the main focus of analysis by the two presenters, one a legal expert and the other an applied linguist. The session will begin with an introduction that sets the international scene (Lo Bianco, chair), followed by two longer presentations (O’Brien, and Wiley & Lillie), commentary from the chair/discussant (Grimes), and discussion from the floor. The presenters’ abstracts follow.

Bilingual Education and the Role of Rights Molly Townes O’Brien, ANU College of Law, The Australian National University Education is a fundamental right, but not always an unqualified good. For Indigenous peoples around the world, education has historically failed to deliver fully on its promise of economic and social advancement. Instead, it has often worked to deprive Indigenous people of their sense of cultural identity and value. This presentation sketches assimilationist educational history offered to indigenous children in Australia and elsewhere to highlight the fact that the denial of mother tongue education is a long-standing issue around the globe. It then examines the right to bilingual education at international law, arguing that the voice of the pluralist international community is clear: Mother tongue education is the child’s right; language preservation is the minority community’s right. This presentation then examines Australia’s domestic approach to international

~~152 legal rights and argues that statutory protection of the right to bilingual education is needed to secure an appropriate education for minority children.~~

States’ Rights v. Minority Rights: Implications of the Case of Arizona for the Multilingual U.S. Terrence G. Wiley (Arizona State University and Center for Applied Linguistics, Washington, DC) and Karen Lillie (State University of New York at Fredonia) After nearly half a century of trying to reverse the separate and unequal legacy of segregation and under-education of language minority children in the U.S. (Blanton, 2005; Wiley, 2007), the struggle for equitable education for language minorities continues. Recent federal court decisions are allowing U.S. states broader authority in determining policy and practice for the education of language minority children. The paper examines the impact of this trend in the state of Arizona, where since 1992, parents of language minority children and the state of Arizona have been entangled in a long-term legal controversy (Flores v. Arizona) over equitable funding for the teaching of English as a second language. In an additional challenge to language minority educational rights, in 2000, Arizona voters approved Proposition 203, which restricted bilingual education and mandated a controversial instructional model called ‘Structured-English Immersion’ (SEI). This paper analyses the evolution of politics and polices in Arizona and provides a synthesis of a decade of research (Grijalva, 2009; Lillie et al. 2010; Moore, 2008; Wiley et al., 2009; Wright, 2004; Wright & Pu 2005;). Next, the paper adds the final chapter to the saga of Flores v. Arizona. It concludes by addressing the implications of this research for educational language rights and assessing the direct impact of long-term English-Only policies on teachers and children. Collectively, these studies utilized a variety of research methods, including interpretive policy analysis, case study, large scale surveys, qualitative evaluation, interviews and classroom observations. The legal precedents being established in Arizona have broader implications for the struggle for educational equity and language rights in the United States. Townley Anthony and Riazi Mehdi

Analysis of authentic legal email negotiations and contracts: Implications for legal writing instruction In response to findings from a review of ELP textbooks (Candlin, Bhatia & Jensen, 2002) that they are too general and do not represent the authentic conditions and processes of legal practice, we undertook a research-based approach to the genre analysis of the textual and professional spaces (Bhatia, 2004) of email negotiation discourse. Case studies were undertaken with two law firms in Istanbul that provided authentic data for contracts negotiated in English with counterpart lawyers from Europe. Bhatia’s (2004) multi-perspective approach was used to first undertake textual analysis of the data and then participating lawyers were interviewed to discuss discursive features identified in the textual analysis. The duality of this analytical approach is valuable in providing both a comprehensive description of the lexico-grammatical features, rhetorical structures and intertextuality of the negotiation discourse process and an understanding of the interdiscursive professional practices that influence and shape them. The findings represent a new descriptive analysis of the email negotiation process and can be used to develop more meaningful ELP pedagogy that prepares undergraduate law students for the realities and complexities of negotiating commercial contracts in English. Walsh Michael

Experts as ‘vulnerable’ witnesses in Australian Aboriginal land claim and Native Title cases We tend to think of communicative challenges for witnesses by virtue of age (e.g. children), gender (for women in a male dominated legal setting), limited formal education or limited knowledge of the English language. However it can be demonstrated — particularly in some more recent Australian Aboriginal land claim and Native Title cases — that experts appear to have become vulnerable witnesses. In this paper I will focus on some of the difficulties encountered by witnesses expert in anthropology, history and linguistics. Their difficulties would appear to have arisen — at least in part — from profoundly different discursive expectations between the law and expert disciplines. One site for discursive dispute is a perceived straying outside disciplinary borders: historians doing ethnography; ethnographers doing history; anthropologists daring to talk about language! But even when it is felt that people have not strayed too far from what constitutes their discipline (a rather problematic issue in itself!), various witnesses have failed to transmit some pretty basic issues effectively, despite such witnesses being among the least likely to be subject to communicative challenges. I’ll consider some of the reasons for such failures and display some of the considerable frustration experienced by these ‘vulnerable’ witnesses. It is not merely frustration but disgust from the aggression in their legal encounters that has led too many to desert the field as expert witnesses. In the Australian situation, this disenchantment is not restricted to Australian Aboriginal land claim and Native Title cases (although that is what I will focus on) and points to an alarming trend where the efficacy of cases will be reduced in the extent to which they have the advantage of relevant expert knowledge.

~~153 Wo Tang Kong and Candlin Christopher~~

Discourse Practices, Focal Themes and Discourse Roles in the Australian Migration Review Tribunal (MRT) Pursuant to the Migration Act 1994, the MRT reviews unsuccessful cases for residency visas to Australia upon receipt of applications from the review applicants. It examines the evidence, materials and documents submitted by applicants, and its power includes setting aside decisions made by Department of Immigration and Citizenship (DIAC), remitting applications back to DIAC for reconsideration, and affirming DIAC’s decisions. Presiding Tribunal Members are experienced either in migration or administrative law. To date, there have been no empirical discourse-based studies of the MRT and its processes. The Project explores how MRT conducts its hearings distinctively from that of court proceedings. For example, legal representatives, sponsors, or registered migration agents (RMA) are not allowed to speak unless invited by the presiding Member, who will often use lay terms to address questions to applicants or witnesses, with or without interpreters or translators. Members draw on this fact-finding process to determine if the application should be decided in favour of the review applicant or otherwise, pursuant to the legal framework of the migration legislation. This interim report sets out how the project focuses on the procedures and associated inter-discursive practices of the MRT and how these are articulated by participants, augmented by data from any pre-hearing conferences. These data will be extended and critiqued through ethnographic, interview-based accounts from a selection of key participants. The paper identifies the MRT as a distinctive, complex, interdiscursive communicative event characterised by its own focal themes, its particular participation framework, its associated discourse types and repertoire of strategies, evidencing the at times contested roles and purposes of participants. The paper will also describe the project in terms of critical sites, data sets and analytic tools. POSTER Micciche Grazia

Teaching Juridical Italian in Australia This poster will describe a new course to be taught at the ANU entitled Juridical Italian/Italian Diplomacy starting 2012. The Ministry of Foreign Affairs of Italy has been sending lecturers of Italian language, culture, and literature to Australian universities for more than 10 years. This course results from collaboration between the ANU School of Language Studies and the Italian Embassy. Juridical content and Italian language content will be delivered through traditional face-to-face lectures, seminars and tutorials and technology-based delivery, in conjunction with web-based individual and group activities. The strictly juridical content will be delivered by a series of guest lectures, in person or via recorded videos or videoconference. Italian diplomats will present topics on diplomacy and the Italian legal system. Language teaching will target the learning needs of beginner and intermediate level students, and will be based on specific juridical language and real documents. The course will assist students in areas such as Law, International Relations, Diplomacy, European Studies to learn the fundamentals of Italian legislation and the history of Italian jurisprudence, the contemporary legal system, and the differences between Common Law and Codex based Law. The University of Southern Queensland is collaborating in developing a virtual platform for role-play and other simulations.

~~154 3 and 4 December 2011 Gamilaraay Language Teaching and Learning Workshop~~

Saturday 3 December 2011, 2:00pm to 5:00pm and (where numbers are sufficient) Sunday 4 December 2011, 9:30am to 12:30pm. University of Canberra, The Australian National University and the Australian Institute for Aboriginal and Torres Strait Islander Studies

Organisers: >> Doug Marmion (Australian Institute of Aboriginal and Torres Strait Islander Studies) >> John Giacon (The Australian National University) A special canberra langfest 2011 event sponsored by the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) in association with the ALAA-ALANZ and ALS conferences This Language Workshop will: >> help you to speak a little Gamilaraay >> provide you with a set of Gamilaraay lessons >> demonstrate Gamilaraay-Yuwaalaraay resources (which will also be available for purchase) >> dicuss the process of rebuilding that has seen Gamilaraay increase dramatically in use over the last 15 years >> discuss issues around language rebuilding, particularly in SE Australia and other areas where a language has largely fallen out of use. The workshop will not assume prior knowledge of Gamilaraay or linguistics. The workshop will be led by John Giacon, who has worked on Gamilaraay-Yuwaalaraay since 1996 and is currently doing a PhD on these languages, and Suellyn Tighe, a Gamilaraay woman with long involvement in Aboriginal languages and a graduate of the Masters of Indigenous Language Education Program. You may also like to learn more about Gamilaraay-Yuwaallaraay language work by visiting the yuwaalaraay.org website and following links there. For further information about the workshop, please contact: [email protected]

~~155 156 Part 4: ALS Part~~

~~157 158 Part 4 ALS CONFERENCE~~

~~1–4 December 2011 Australian Linguistics Society (ALS) 2011 Conference~~

~~5–9 December 2011 ALS Master Classes The Australian National University Kioloa Campus~~

Contents >> Welcome letter from the ALS Conference Conveners...... 160 >> Conference Organisation...... 161 >> Acknowledgements ...... 162 >> Conference Venue...... 162 >> Social Events ...... 163 >> Book Launches...... 164 >> Poster sessions...... 164 >> ALS Conference program ...... 165 >> Plenary Speakers...... 175 >> Abstracts...... 177 >> ALS Master Classes Overview...... 228

~~159 Welcome letter from the ALS Conference Conveners~~

Dear Colleague We warmly welcome you to the 42nd Conference of the Australian Linguistics Society. It is a special pleasure for the two of us, both ANU Alumni who have recently returned to the place where we got drawn into linguistics. What a chance to build on Canberra’s fertile traditions of linguistic research an academic generation later! We are confident that this program will make the next few days an exciting engagement with new research and ideas, a chance to catch up with old friends and colleagues and meet new ones, and to draw nourishment from the scope and vibrancy of research being carried out by members of ALS. In designing the program we wanted to do many things: to pack it with stimulating papers and plenaries, to experiment with new formats of poster sessions, to salute major achievements of colleagues through book launches, to engage an important contribution of linguistics to wider society through the Language and the Law day, to strengthen links with our Applied Linguistics and Language Technology colleagues, to promote passionate debate, to allow those still hungry for more to stay on for another week or two to participate in the Kioloa Master Classes or the Tone Workshop. Above all, we hope it renews a sense of scholarly community around our common fascination with the intricacy and diversity of language, its centrality to human life and thought, and the many issues this raises for our broader society. Our only regret is that we were so deluged with interesting papers, workshop proposals and books to launch that our program does not have a lot of breathing space or time for interstitial discussion. But we hope that the receptions, dinners and balmy summer evenings will give you a chance to do this. A conference like this can only be staged through the energy and generosity of many people and organisations. We refer you to the next page for a full list of names, but take this opportunity to thank them all here. And now we invite you to plunge head first into the days ahead of intense conferencing. Nick Evans Jane Simpson Conference Co-conveners

~~160 Conference Organisation~~

~~Conference Conveners >> Nick Evans, ANU College of Asia and the Pacific, The Australian National University >> Jane Simpson, ANU College of Arts and Social Sciences, The Australian National University~~

Program Coordinaters >> Cynthia Allen, ANU College of Arts and Social Sciences, The Australian National University >> Rachel Hendery, ANU College of Asia and the Pacific, The Australian National University

~~Conference Liaison Officers & support >> Alexandra Muir >> Elizabeth Mullan >> College Marketing, Outreach & Admin Support Team (COAST), ANU College of Law, The Australian National University~~

Conference Organising Committee >> Avery Andrews, The Australian National University >> Wayan Arka, The Australian National University >> Helen Bromhead, The Australian National University >> Loan Dao, The Australian National University >> Manuel Delicado, The Australian National University >> Dan Devitt, The Australian National University >> Susan Ford, The Australian National University >> John Giacon, The Australian National University >> Peter Hendriks, The Australian National University >> Rebecca Hetherington, The Australian National University >> Shunichi Ishihara, The Australian National University >> Kushagra Jha, The Australian National University >> Harold Koch, The Australian National University >> Sebastian Lacrampe, The Australian National University >> Duck-Young Lee, The Australian National University >> Doug Marmion, Australian Institute for Aboriginal and Torres Straight Islander Studies >> Elisabeth Mayer, The Australian National University >> Patrick McConvell, The Australian National University >> Julia Miller, The Australian National University >> David Nash, The Australian National University >> Maia Ponsonnet, The Australian National University >> Chikako Senge, The Australian National University >> Aung Si, The Australian National University >> Stef Spronck, The Australian National University >> Zhengdao Ye, The Australian National University

161 Acknowledgements The ALS conference organizing committee gratefully acknowledges the support and generosity of the conference sponsors. We also thank the reviewers for their contribution to the academic program of this conference. Our sincere thanks go to the volunteers for the numerous contributions to the success of the conference.

Sponsors >> The Australian National University >> School of Language Studies in the ANU College of Arts and Social Sciences >> School of Culture, History & Language in the ANU College of Asia & the Pacific >> Wurm Endowment, Department of Linguistics, ANU College of Asia and the Pacific >> The Australian Institute for Aboriginal and Torres Strait Islander Studies >> Mouton De Gruyter

Conference venue(s) The ALAA-ALANZ conference takes place at The Australian National University on 2 December – 4 December 2011. The opening on Friday 2 December, will be in the Manning Clarke Centre Theatre 1. All other plenary talks will take place in the Coombs Lecture Theatre. Break-out rooms are located in the Coombs building, Hedley Bull building and the Law building. The ALS Master Classes will take place at The Australian National University’s South Coast campus, the Kioloa field station between 5 December – 9 December 2011. Please refer to the ANU maps, in the back cover of this Handbook.

Conference desk The desk for registration and information will be open at the following times for registration and enquiries: Early-Registration on Tuesday 29 November >> Foyer of Law Building from 1pm – 4pm >> The Australian National University Registration on Thursday 1 December >> Foyer of Anne Harding Conference Centre (Building 24) from 8am – 4pm >> University of Canberra Registration and Poster Session on Thursday 1 December >> Coombs Tea Room from 5:30pm – 8pm >> The Australian National University Registration on 2–4 December: >> Foyer of Hedley Bull Centre from 8:00am – 4pm >> The Australian National University

~~Messages The white board near the registration desk can be used by delegates to leave messages. Notices of program changes and cancellations will also be posted here.~~

162 Food and drinks Catering for lunches and morning and afternoon teas on 2 December will be served alfresco at the Law School. Catering on 3 and 4 December will be provided in the foyer of the Hedley Bull Centre. SOCIAL EVENTS

~~Welcome Reception~~

Coombs Tea Room, ANU >> 6:30 – 8pm, Thursday 1 December The Welcome Reception is an opportunity to meet the organisers and presenters and to mingle with other conference attendees. It is also a chance to talk to poster presenters of both the ALS conference and the ALTA workshop. At the Welcome reception you will also be able to register early before the rush Friday morning.

~~Linguistics in the Pub~~

Graduate Lounge, Cellar Bar, University House, ANU >> 7:30pm, Thursday 1 December Linguistics in the Pub is a monthly discussion on a topic related to language documentation. It is usually held in Melbourne, but this month is coming to the ALS and ALAA-ALANZ conferences. Join in on the fun on Thursday the 1st of December at 7:30pm to catch up with other linguists and language activists. Like every other month we’ll have a topic for discussion, this month we’ll be talking about how to set up a Linguistics in the Pub event. Ruth Singer and Lauren Gawne, who are both involved in running the Melbourne LIP, will lead a discussion about how to set up your own LIP event, and share some ideas on what kinds of discussion topics work best. The new editor(s) of Fully (sic) will also be elected and sworn in at this event.

~~Conference Dinner~~

Dehli 6, 14 Childers Street, Canberra City >> 7pm, Saturday 3 December The ALS conference is holding a conference dinner on Saturday 3rd December. It is from 7pm at Dehli 6, an Indian Restaurant. The dinner costs $40 per person and is a 3 course multi dish meal. It is a great chance to talk and mingle with presenters and other delegates and discuss the events so far.

163 Book Launches There are four books being launched at the ALS conference 2011. Please see the list below for the titles, authors, time and location of the book launches. Author(s) Title Publisher and Launch Time Launch Venue Launcher date Hellwig, Birgit A Grammar of Goemai Mouton, 2011 Saturday Hedley Bull Larry Hyman Lunch (12:30– Foyer 1:30) Pawley, Andrew A dictionary of Kalam with Pacific Saturday Hedley Bull Alan Rumsey and Bulmer, ethnographic notes Linguistics, Lunch (12:30– Foyer Ralph 2011 1:30) Thieberger, The Oxford Handbook of Oxford Sunday Lunch Hedley Bull Andy Pawley Nicholas Linguistic Fieldwork University (12:30–1:30) Foyer Press, 2012 Meakins, Case-Marking in Contact: John Sunday Lunch Hedley Bull Rachel Felicity the development Benjamins, (12:30–1:30) Foyer Nordlinger and function of case 2011 morphology in Gurindji Kriol

Poster Sessions The ALS conference will be having joint poster sessions with delegates from the ALTA workshop. The posters will be displayed for the duration of the conference. The poster sessions times and location: Thursday 1st Decemeber — 5:30pm – 8pm >> Coombs Tea Room, ANU Friday 2nd December — 5:30pm – 7pm >> Coombs Tea Room, ANU

164 University of Canberra Building 22 RmB19 (56) LANGUAGE AND LAW Building 22 RmB19 (56) ANU Coombs tea room, ANU Coombs tea room, ANU Cellar Bar, A new model for – A Guide to Language Revival Planning Revival languages as practice Janet Holmes Tim McNamara The Master–Apprentice program at Mirima Dawang Woorlab–gerring program The Master–Apprentice Issues in the development of a Maori oral proficiency scale Issues in the development of a Maori oral proficiency Indigenous Language Revitalisation Indigenous Language Revitalisation Just me wants all of yous. How much can a Yuwaalaraay pronoun express? pronoun Just me wants all of yous. How much can a Yuwaalaraay Taking to the Airwaves: a strategy for language revival Taking What works when teaching a highly endangered language, versus teaching a What works when teaching a highly endangered Preliminary Registration ALS Preliminary ALAA Plenary: Theme: Eira Paton Peetyawan Weeyn: MORNING TEA Gale: language? strong Olywasky: Giacon: LUNCH ALAA Plenary: claims The use of language assessments in assessing refugee Theme: Amery: Keegan: AFTERNOON TEA Eira, Stebbins, Couzens: contextualtypology Registration and posters and posters ALS reception Linguistics in the Pub 11.35am – 9am 9.55am – – 8 9 10–10.30am 10.35–11.05am 11.05 11.40–12.10pm 12.15–12.45pm 12.45–1.40pm 1.45–2.40pm 2.45–3.5pm 2.45–3.15pm 3.20–3.5pm 3.55–4.25pm 4.30–5pm 4.30–5pm 5.30–7.30pm 6.15–7.30pm 7.30 AUSTRALIANCONFERENCE LINGUISTICS CANBERRA OF UNIVERSITY 1 December: THURSDAY 2011 ALS SOCIETY PROGRAM ANNUAL

~~165~~

Coombs Ext. LT 1:04 Coombs Ext. LT Nonverbal communication Session: Sign language interpreted What we know people know about gesture Do sign languages lack pronouns? Elaborating who’s what: Depiction and grammar in Auslan Workshop 11–12.30pm 11–11.30am Gawne, Kelly 11.30–12pm Comrier 12–12.30pm Ferrara Hedley–Bull LT 2 Hedley–Bull LT Kids, Kriols and classrooms vernacular From to “standard”: Worldwide perspectives on classroom second dialect acquisition Aboriginal Writing English & English–based Creoles: Considerations and Reflections English Aboriginal and Associated Varieties: Observations on Shared Grammatical Features Workshop 11–12.30pm 11–11.30am Siegel 11.30–12pm Disbray 12–12.30pm Malcolm Coombs Lecture Theatre Now we rank them, now we Journal don’t? rankings and beyond: the challenge for linguistics in the new ERA of research Information session on the ERA current round’ ARC discussion Fri C 11–12.30pm 11–11.30am Hajek 11.30–12pm Wells 12–12.30pm Coombs Seminar Rm C I can haz speech play: The construction of language and identity in LOLspeak A Further on Final Word Particle but in Australian English Conversation On Conversational and Valence the Definition of Interjections Fri B 11–12.30pm 11–11.30am Gawne, Vaughan 11.30–12pm Mulder 12–12.30pm Libert EADES Applying linguistics to questions about Aboriginal participation in the legal process MORNING TEA Hedley–Bull Seminar Rm3 Sequential Bilingual (Mandarin– English) Children’s of Production Australian English Codas How children’s in appear schwas American English The acquisition of Murrinh–Patha

10.30 – Fri A 9–10am OPENING & PLENARY Manning Clark 1 Theatre 10 11–12.30pm 11–11.30am Xu 11.30–12pm Davies 12–12.30pm Nordlinger FRIDAY 2 December, THE AUSTRALIAN NATIONAL UNIVERSITY NATIONAL AUSTRALIAN THE 2 December, FRIDAY MCC, so give yourself time to get a 5–10 min. walk from 1, but the other papers will be held in buidings which are Theatre Note: Eades’ plenary will be held in Manning Clark Centre to tea and the next session

~~166~~

Coombs Ext. LT 1:04 Coombs Ext. LT Session: Sign language interpreted Aspect marking in Auslan Forming impressions non– of others from in L2 verbal gestures 1:04 Coombs Ext. LT Session: Sign language interpreted Doctor–patient discourse The semantics of song 5.30pm – 2.30– 3.30pm 2.30–3pm Gray 3–3.30pm Johnston 4 4–4.30pm Rouse 4.30–5pm Laughren Hedley–Bull LT 2 Hedley–Bull LT Educational or failure success: Aboriginal non– children’s English standard utterances Sad stories: An analysis of practice NAPLAN texts 2 Hedley–Bull LT in Recording busy classrooms Conducting communication assessments with school–aged Kimberley Kriol speakers 5.30pm – 2.30– 3.30pm 2.30–3pm Dixon 3–3.30pm Angelo, O’Hanlon 4 4–4.30pm Gardner, Mushin, Watts, Munro 4.30–5pm Salter, Gould Hedley–Bull Seminar Rm3 speaking It’s Australian English we are: Irish features in nineteenth century Australia Construction of community identity and the historical selection of cultural and linguistic features Hedley–Bull Seminar Rm3 The functions of Japanese interactive markers zo and their ze: Through co–occurrence with restrictions some particular expressions Contact–induced change in Japanese from Chinese and Dutch 5.30pm – 2.30– 3.30pm 2.30–3pm Musgrave 3–3.30pm Hendery 4 4–4.30pm Ogi 4.30–5pm Hendriks LUNCH DEMUTH KATHERINE of Grammatical Morphemes Production Variable Constraints on Children’s Prosodic Coombs Seminar Rm C Austroasiatic Olfactory and the Terms Universal Path of Synesthetic Expression How do you take your verb: heavy, light, semi–light AFTERNOON TEA Coombs Seminar Rm C Semantics of Non–Referential Subject Indexing in Nehan Show her to me’: Referential and hierarchies ditransitive verbs in Araki 2.30pm – 5.30pm – 12.30–1.30pm 1.30 PLENARY Coombs Lecture Theatre 2.30–3.30pm 2.30–3pm Devitt 3–3.30pm Harvey 3.30–4pm 4 4–4.30pm Olstad 4.30–5pm François

167 Sat: Languages Education 9am Canberra Languages Education Mini– Conference 2011 National multi–modal corpus 5–5.30pm Peters Coombs Seminar Rm B Modality in the Pacific and Australia expressions Various Koromu in modality of u η Sat: Modality in the Pacific and Australia 9.30– 10.30am 9.30–10am Priestley Number and two languages in the Early on report Years: with a project paraprofessional indigenous teachers in two NT North East Arnhem Yol schools Panel discussion 5–5.30pm Wilkinson Angelo et al Coombs Seminar Rm C Hispanic Linguistics Restrictions on nominality in Spanish finite clauses 5.30pm Sat: Hispanic Linguistics 9.30–10.30am 9.30–10am Delicado Cantero, Gonzalez Rivera Hedley–Bull Seminar Rm 3 Syllable Reduction and Deletion: A Reliable Diagnostic For Metrical Structure In Iwaidja The Linguistic Anatomy of Individual Differences in Spoken Japanese Language and Law Forum Sat B 9.30– 10.30am 9.30–10am Birch 5–5.30pm Ishihara 5.30pm

Head marking and double indexing in three Bougainville languages ALS & ALTA Poster Session Janet Fletcher in Australian languages structure of prosodic all in the timing: Looking for temporal signatures It’s 1:04 Coombs Ext. LT Session: Sign language interpreted A challenge to neo– Whorfians: Language shift without cognitive shift 9.30am – 5–5.30pm Palmer 5.30pm Sat A 8.30 PLENARY Coombs Lecture Theatre 9.30–10.30am 9.30–10am Meakins SATURDAY 3 December, THE AUSTRALIAN NATIONAL UNIVERSITY NATIONAL AUSTRALIAN THE 3 December, SATURDAY

168 Modality in two languages Torricelli Coombs Seminar Rm B The emergence of tense in languages of the Central Papuan family Modality in Barunga Kriol Mixing modal marking in Momu 10–10.30am Brown 11–12.30pm 11–11.30am Jones 11.30–12pm Cutfield 12–12.30pm Honeyman On the internal and structure of interpretation Spanish PredNP Coombs Seminar Rm C Floating agreement in American Spanish leísta dialects in the Variation position of the definite determiner in Romanian. A biolinguistic perspective. object The direct marker in Romanian, a historical perspective 10–10.30am Gonzalez Rivera 11–12.30pm 11–11.30am Mayer 11.30–12pm Di Sciullo, Somesfalean 12–12.30pm Hill Hedley Bull Foyer Fronting, discourse Fronting, and intonational cues in Mawng Hedley–Bull Seminar Rm 3 Some morphophonological alternations and their evolution in Tangkic Fricative variation in maternal speech in Gurindji Kriol and Australian regional English in Gurindji Voicing Kriol 12.30pm – 10–10.30am Fletcher, Loakes, Singer 11 11–11.30am Round 11.30–12pm Buchan 12–12.30pm Jones (Pawley and Bulmer, Hellwig) (Pawley and Bulmer,

Spatial, temporal and anaphoric deixis in Longgu narratives: what is lost between speaking and writing? Coombs Ext. LR 1:04 Session: Sign language interpreted complexes in Verbal Englishes World Grammar of in Avatime Perception Notions about motion: the lexical semantics and valency alternations of English ‘climb’, ‘crawl’, ‘swim’, ‘fly’, ‘carry’ and ‘throw’ BOOK LAUNCHES 12.30pm – 10–10.30am Hill MORNING TEA 11 11–11.30am Collins 11.30–12pm Defina 12–12.30 pm Goddard LUNCH

~~169~~

2–5pm Learn Gamilaraay AIATSIS Mabo Room Coombs Seminar Rm B Exploring the meaning of Warlpiri particle propositional nganta in the Irrealis languages of the Kimberley region A Murrinh–Patha view of counterfactuality and the irrealis 5.30pm –

2.30– 3.30pm 2.30–3pm Laughren 3.30–4pm Senge, Spronck 4 4–4.30pm Caudal, Nordlinger Coombs Seminar Rm C A markedness for palatal differential and velar nasals Spanish, Chota Valley a a missing creole, language decreolized or something else? Amazonian Spanish, tense and aspect usage in L2 speaker: a preliminary investigation 5.30pm – 2.30–3.30pm 2.30–3pm Piñeros 3.30–4pm Sessarego 4 4–4.30pm Collins es plural in – Hedley–Bull Seminar Rm3 of Lexical Stress from Loan Words Aboriginal Languages in Contemporary Australian Standard English Acoustic investigations of the syllabic 2–year–olds’ speech Hedley–Bull Seminar Rm3 Nominal classifiers mediate selectional restrictions: motivations for nominal classifications systems with a semantic strong basis 3.30pm – 5.30pm – 2.30 2.30–3pm Martin 3.30–4pm Mealings 4 4–4.30pm Singer

Birgit Hellwig Semantic fieldwork Coombs Ext. Seminar 1:13 Defining common without ground runaway recursion Stancetaking as a means for understanding shifting speech in repertoires Indonesia Coombs Ext. Seminar 1;13 Case marking (accounts) in collapse: Evidence Early Modern from Dutch egodocuments (1570–1630) 2.30pm 3.30pm – – 5.30pm – 1.30 PLENARY Coombs Lecture Theatre 2.30 2.30–3pm Allan 3.30–4pm Manns AFTERNOON TEA 4 4–4.30pm Hendriks

170 Some Enindhilyakwa puzzles for the realis/ distinction irrealis 4.30–5pm Caudal, Egmond Discussion A Western Australian Italian pidgin? Language contact and grammatical change in Australian Italian 4.30–5pm Goyette 4.30–5pm Caruso Con’, ‘Cai’ and the Natural Semantic Metalanguage (NSM) Approach “Nice, rude, polite” Anglo sociality concepts 4.30–5pm Dao 4.30–5pm Waters nikka/– tte in – – Interactional use of Korean nuntay and Japanese spoken discourse Myths around Japanese passive constructions: busted? or confirmed? AGM CONFERENCE DINNER 4.30–5pm Kim 5–5.30pm Iwashita 5.30–6.45pm 7.00pm

~~171 SUNDAY 4 December, THE AUSTRALIAN NATIONAL UNIVERSITY~~

Sun A Sun B Sun C Sun Hedley–Bull Sun Tutorial: Coombs Epistemic Seminar Rm 3 Ext. Seminar Audio theory workshop 1:13 and practice for Language Documentation 8.30–9.30am PLENARY Coombs LARRY HYMAN: Towards a Canonical Typology of Prosodic Systems Lecture Theatre 9.30–10.30am Coombs Seminar 9.30– Hedley–Bull Th. 2 9.30– Coombs Ext. 9.30–10.30am Hedley–Bull 9.30–10.30am Coombs 9.30– Rm C 10.30am 10.30am LT 1:04 Seminar Rm 3 Ext. Seminar 12.30am 1:13 9.30–10am Word Order 9.30–10am The CLUES 9.30–10am Non–finite 9.30–10am Cognition and Tutorial Learn Disharmony database: complementation epistemicity in Gamilaraay Chappell Planigale Peters Spronck Audio theory in Sinitic automated search in French L2: a post–Chomskyan and practice AIATSIS Comparatives for cognate forms learner corpus linguistics for Language Mabo Room approach Documentation 10–10.30am Agentive/ergative 10–10.30am Investigating 10–10.30am Temporal 10–10.30am Semasiology marking in Word Classes in distinctions ‘versus’ Coupe Mistica Ritz Schalley Tibeto–Burman Indonesian using around the onomasiology? and Australian Computational present in Kala languages Methods Lagaw Ya MORNING TEA 11–12.30pm Coombs Seminar 11–12.30pm Coombs Ext. 11–12.30pm Semantics of NPs 11–12.30pm 11–12.30pm Rm C lR 1;04 Hedley–Bull Tutorial LT 2 Audio theory and practice for Language 11–11.30am Why nominalize 11–11.30am Consonantal 11–11.30am The conceptual 11–11.30am Aspects of the a verb and then Space– semantics of the grammar of Overall Gonzalez Goddard Rumsey use it to head a Compensation names of animal self–alienation finite clause? Processes: an species in the Ku Waru approach to language of understanding Highland PNG phonemic adjustments in world sound systems 11.30–12pm On the 11.30–12pm Typology, 11.30–12pm Lexical universals 11.30–12pm On the Arrernte Documentation development of Phonology and of kinship: names ‘quotative’ Chor Steed Wierzbicka Caudal, Faller, evidential ‘say’ in Variation in Lishui of relatives in akwele Henderson Chinese Lexical Tone Sandhi five European Languages 12–12.30pm Semantic 12–12.30pm Tangsa song 12–12.30pm The semantics of 12–12.30pm Telling who Documentation Analysis of language-common nouns for standing intentionally does Leung Morey Bromhead Kelly Sentence–Final language, proto water bodies: what in Sherpa Particle Laa1 in form or both? lake, lack, tjukula Cantonese LUNCH BOOK LAUNCHES (Thieberger, Meakins) Hedley Bull Foyer 1.30 – 3.30pm Coombs Ext. 1.30 – 3.30pm Coombs Seminar 1.30 – 3.30pm Hedley–Bull LT 2 1.30 – 3.30pm TONE WORKSHOP Seminar 1;13 Rm C BEGINS 1.30–2pm Verbal nouns in 1.30–2pm The morphosyntax 1.30–2pm Body parts in 1.30–2pm The dimension Hijazi Arabic: A of a created Koromu of engagement: Al Kelly Priestley Evans DM analysis language: intended towards a Barrag and unintended typology effects of relexification 2–2.30pm Morphology and 2–2.30pm 2–2.30pm Explore meaning 2–2.30pm Discussion Syntax of the relations between Al–Zahrani Ye Epistemic Active ‘noun opposites’: Modal Verb a case study yimikin 2.30–3pm Maa takes over 2.30–3pm Meaning change 2.30–3pm Germans, all the negative in the flora, fauna, Queenslanders Alzahrani McConvell Roberts particles artefact and and Londoners: social domains The Semantics of in the prehistory Dymonyms of the Kimberley region,Western Australia 3–3.30pm Reconciling 3–3.00pm Body–parts in 3–3.30pm Discussion tradition and Kriol and Dalabon: Lacrampe Ponsonnet modernity: the matches and nominalising mismatches enclitic in Lelepa AFTERNOON TEA Conference ends. Master–class students depart for Kioloa PLENARY SPEAKERS

~~Katherine Demuth, Macquarie University~~

~~Friday, 2 December 2011, 1:30pm – 2:30pm~~

The Australian National University, Coombs Lecture Theatre Prosodic Constraints on Children’s Variable Production of Grammatical Morphemes Language acquisition researchers have long observed that children’s early use of grammatical morphemes is highly variable. It is generally thought that this is due to incomplete syntactic or semantic representations. However, recent crosslinguistic research has found that the variable production of grammatical morphemes such as articles and verbal inflections is phonologically conditioned. Thus, children are more likely to produce grammatical morphemes in simple phonological contexts than in those that are more complex. This suggests that some of the variability in children’s early production (and perception) of grammatical morphemes may be due to phonological context effects, and that some aspects of children’s syntactic/semantic representations may be in place earlier than typically assumed. This raises important theoretical and methodological issues for investigating syntactic knowledge in L1 acquisition, but also in bilinguals, L2 children and adults, and those with language impairment. Implications for understanding the mechanisms underlying language processing, the ‘perception-production’ gap, and a developmental model of speech planning, are discussed. Janet Fletcher, University of Melbourne

~~Saturday, 3 December 2011, 8:30am – 9:30am~~

The Australian National University, Coombs Lecture Theatre It’s all in the timing: Looking for the temporal signatures of prosodic structure in Australian languages Speech is an activity that unfolds in time, and an ongoing goal of phonetic science and linguistic phonetics in the twenty-first century is to work out how discrete linguistic/symbolic units can be reconciled with the dynamic nature of spoken language. At the same time, few would dispute that the phonetic realization of an individual speech segment depends on where that segment is positioned relative to the entire prosodic structure of an utterance. The intersection of prosodic phonology, articulatory phonology, and current models of speech production in the last twenty years has provided a framework within which to investigate the spatio-temporal signatures of prosodic structure. Detailed exploration of a variety of languages is essential to test the universal applicability of existing speech timing models. In this paper I will examine traditional and more recent approaches to prosody and speech timing with a particular focus on a group of Australian languages. Birgit Hellwig, La Trobe University

~~Saturday, 3 December 2011, 1:30pm – 2:30pm~~

The Australian National University, Coombs Lecture Theatre Semantic fieldwork Semantics is a central aspect of linguistic fieldwork: whenever we research under-described languages in the field, we engage with semantics. Even where a semantic analysis is not the explicit goal of our research, we will still need to establish basic semantic facts: to find appropriate glosses for lexical and grammatical expressions, to group them into larger classes, and to compare these classes in terms of their meanings and functions. But many linguists would go further and are explicitly interested in comparing semantic structures across languages, thus pursuing questions of semantic universality and diversity. When collecting, interpreting and describing semantic data, we are faced with considerable methodological challenges — as Koptjevskaja-Tamm et al. (2007: 176) put it, ‘[this] enterprise is far from obvious even for the researcher’s native tongue; for other languages it easily gets insurmountable.’ These difficulties exist already for native- speaker linguists, as they need to find ways of tapping into their own intuitions as well as into their fellow speakers’ intuitions. And it is even less clear how these challenges can be met by the many field linguists who are not native speakers of the

175 languages they study. In fact, semantic text books (e.g., Lyons 1977; Cruse 2000) show considerable skepticism about the possibilities of semantic analyses under such conditions, arguing that we cannot fully rely on our established fieldwork methods. This talk pursues methodological challenges as they arise in the investigation of semantics under fieldwork conditions, drawing on the growing body of literature on this topic and on my own experience with semantic fieldwork in Nigeria, Sudan and Papua New Guinea. References Cruse, D. Alan. 2000. Meaning in language: An introduction to semantics and pragmatics. Oxford: Oxford University Press. Koptjevskaja-Tamm, Maria, Martine Vanhove & Peter Koch. 2007. Typological approaches to lexical semantics. Linguistic Typology 11: 159–185. Lyons, John. 1977. Semantics. Cambridge: Cambridge University Press.

~~Larry Hyman, University of California at Berkeley~~

~~Sunday, 4 December 2011, 8:30pm – 9:30pm~~

The Australian National University, Coombs Lecture Theatre Towards a Canonical Typology of Prosodic Systems In two recent handbook articles, Beckman & Venditti (2010, 2011) present overviews of tone and intonation which take issue both with traditional typology and with recent attempts to bring clarity to the rather confused study of prosodic typology. In the course of their coverage B&V reject the ‘usefulness’ of distinguishing prosodic systems by ‘tonemic function alone’ (e.g. lexical tone, stress, intonation) and raise the question ‘Is typology needed?’ As in Hyman (2006, 2009), I once again argue for a ‘property-driven’ approach to typology whose goal is not to classify languages into prosodic types, rather to accurately characterize the same vs. different ways in which prosodic properties are exploited. We thus ask (i) whether a given language has word-level contrastive pitch (‘tone’), word-level metrical structure (‘stress’), both, or neither; (ii) if yes, what does the prosodic system do with the tones and/or stress, both at the word level and postlexically? After providing definitions of tone, stress and intonation, I propose to replace my previous notion of prosodic ‘prototypes’ with a ‘canonical typology’ of each, based on Corbett’s (2007:9) notion of canonical instances which constitute ‘the best, clearest, indisputable’ fulfillment of the core function of each of the three prosodies. While B&V question the usefulness of ‘broad-stroke typologies’ which have traditionally distinguished tone, stress and intonation, their disposition to minimize systemic differences in favor of surface comparisons of phonetic realizations raises important questions concerning levels of representation and the nature of phonological typology itself. References Beckman, Mary E. & Jennifer J. Venditti. 2010. Tone and Intonation. In William J. Hardcastle & John Laver (eds), The handbook of phonetic sciences, 603– 652. Blackwell. Beckman, Mary E. & Jennifer J. Venditti. 2010. Intonation. In John Goldsmith, Jason Riggle & Alan C.L. Yu (eds), The handbook of phonological theory, 485–532. Blackwell. Corbett, Greville G. 2007. Canonical typology, suppletion, and possible words. Language 83.8–42. Hyman, Larry M. 2006. Word prosodic typology. Phonology 23.225–257. Hyman, Larry M. 2009. How (not) to do phonological typology: the case of pitch-accent. Language Sciences 31.213–238. Sponsored by NSF Project: Prosodic Systems in New Guinea http://www.nsf.gov/awardsearch/showAward.do?AwardNumber=0951651

~~176 A B S T R A C T S (alphabetically by family name)~~

~~Verbal nouns in Hijazi Arabic: A DM analysis Thamir Al Barrag~~

~~The University of Queensland,Taif University~~

Ministry of Higher Education in Saudi Arabia Verbal nouns (VN) in Hijazi Arabic (HA) show both nominal and verbal properties. They are nominal in the sense that they can inflect for number, gender and definiteness; and they can serve in all positions an ordinary noun can take. Moreover, they can maintain the argument structure and case properties of the related verbal forms. There are a quite number of works in generative syntax about VNs in Semitic languages (Fassi Fehri 1993; Hazout 1995; Siloni 1997; Kremers 2003; Bardeas 2010). However, only one study has touched upon VN in HA in which the author claims that all VNs in HA are formed in the lexicon (Bardeas 2010). In this paper, I will use the Distributed Morphology (DM) framework (Harley and Noyer 1997 among many others) to prove that they are the product of syntax. All words in HA start as a neutral lexical root that merges with a number of functional heads for the final word category to appear, especially VNs whose formation depends completely on the different verb forms in this variety. For analysing VNs, I argue that the functional heads that the root merges with are VP, vP, VoiceP, AspectP and nP.

~~Morphology and Syntax of the Epistemic Active Modal Verb yimikin Mohammad Al-Zahrani~~

The University of Queensland Arabic dialects have a number of different forms used to mark modality (El-Hassan, 1990, Atari, 1994, Haydar, 1994, Bahloul, 2008, to name a few). These elements belong to different morphological categories: active and passive verbs, active and passive participials, verbal nouns and particles. Within the Generative Syntax framework, Hijazi Arabic modal elements show similar syntactic properties with respect to their complements as well as being impersonal, do not inflect for tense, aspect, person, number, gender or definiteness. The active modal verb yimkin has some quite distinctive morphological and syntactic features compared to the other modal elements. Morphologically, it is an imperfective form whose imperfective morpheme [y] is neutral, i.e., non-referential. In addition, it has no perfective imperfective contrasts as opposed to yigdar ‘he can’ and gidirat ’she could’. Syntactically, while all modal elements can be negated by one negative, yimkin can be negated by two negative particles. Also, it can precede the Deontic and Dynamic modals, and it cannot be preceded by the temporal kaan ‘was’. This is strong evidence that yimkin occupies a place higher than the other modals. Yimkin is always epistemic and the semantic classification of the modals demonstrates that their position in the clause varies with their semantic function. Epistemic modals (EModP) are generated higher than TP; Deontic modals (DModP) are generated between TP and AspP; Dynamic modals (DyModP) are generated between AspP and VP/PredP. References Atari, O., 1994. Semantic/Pragmatic Clause Relations and Modality in English/Arabic Translations. Turjuman, 3, 91–101. Bahloul, M., 2008. Structure and Function of the Arabic Verb London: Routledge. El-Hassan, S., 1990. Modality in English and Standard Arabic: Paraphrase and Equivalence. King Saud University, 2, 149-166. Haydar, M., 1994. The Expression of Modality in Modern Standard Arabic. University of London.

~~Defining common ground without runaway recursion Keith Allan~~

Monash University Language is primarily a form of social interactive behaviour in which a speaker or writer (S) addresses utterances (U) to an audience (H). It requires S to make certain assumptions about H’s ability to understand U. This includes choice of topic, language, language variety, style of presentation, and level of presentation. These assumptions constitute what can conveniently be called ‘common ground’. A fatal flaw carried over from Schiffer’s (1972) definition of mutual knowledge* into Stalnaker’s (2002) definition of common ground: ‘It is common ground that φ in a group if all members accept (for the purpose of the conversation) that φ, and all believe that all accept that φ, and all believe that all believe that all accept that φ, etc.’. The runaway recursion would necessitate infinite processing on the part of each of S and H. This flaw has been accepted and repeated by many since (e.g. Kecskes and Zhang 2009). Clark 1996 attempted to circumvent it but his definition unfortunately includes a

177 clause that calls itself, thus creating an endless loop. In this talk I propose a characterization of common ground from the points of view of both S and H and which does not admit runaway recursion. In line with Stalnaker’s mingling of presupposition and common ground, it refers to the preconditions on illocutions.

~~Maa takes over all the negative particles in Faify Arabic Salih Alzahrani~~

University of Newcastle Languages use different means to mark sentence negation. Some languages such as Standard French (Pollock 1989, cited in Ouhalla 2002) and West Flemish (Haegeman 1995, cited in Ouhalla 2002) mark negation on sentences using two elements. Others like Italian (Belletti 1990, cited in Ouhalla 2002) and English mark it only with one element. Arabic dialects have both types of variation Ouhalla (1993:299). Faify Arabic (henceforth FA), as one of the endangered languages in Saudi Arabia, uses a very simple way to express negation. It is easily accomplished by the use of maa where this negative particle does not have any morphological effect on the following word and/or phrase. I suggest that this dialect has almost lost all the eight negative particles which exist in Arabic. I suggest that maa can be used to negate different types of clauses in FA. In verbal clauses, it occurs before both the perfective and imperfective forms of verbs. Moreover, in nominal clauses, it occurs before the subject to negate the whole clause or it occurs before the predicate to negate it as a partial negation of the clause.

~~Taking to the Airwaves: a strategy for language revival Robert Amery~~

~~University of Adelaide~~

KWP Kaurna Warra Pintyandi The re-introduction of a language into an English-speaking community presents an enormous challenge. School programs, workshops and songwriting projects have typically been the starting point for language reclamation with small numbers involved. Increasingly, reclaimed languages are being used in public to give speeches of ‘welcome to country’ or by choirs in the singing of songs. At the same time reclaimed languages are appearing in signage and works of art. However, the opportunity to hear reclaimed languages spoken is rare. Radio and associated podcasts and downloads offer a means of reaching a wider audience. This paper will discuss a project to develop and broadcast two hour-long radio programs in and about the Kaurna language, the original language of the Adelaide Plains, which is being reclaimed on the basis of 19th century written records (see Amery, 2000). Strategies have been developed to engage with an English-speaking audience in a way that makes the Kaurna language interesting and accessible. This may serve as a model for other languages in similar situations to follow. References Amery, Rob (2000) Warrabarna Kaurna! Reclaiming an Australian Language. Swets & Zeitlinger, Lisse, The Netherlands.

Sad stories: An analysis of practice NAPLAN texts showing how high stakes literacy testing can drive curriculum and pedagogy away from the second language learning needs of Aboriginal and Torres Strait Islander students Denise Angelo

Language Perspectives Group, FNQ ISSU, DET (QLD) Renae O’Hanlon NAPLAN is high stakes assessment as it constitutes the source of literacy performance data for students, teachers, schools and jurisdictions and is purposefully fed into the public arena to drive school improvement, including the Closing the Gap agenda. Schools are thus subjected to high levels of pressure to perform well in NAPLAN, and this regularly leads to teaching and practising for these tests. Writing is tested through a pre-announced genre (narrative in the first three years of NAPLAN implementation), so teachers prepare students for the test by giving them much practice on the relevant NAPLAN genre. This paper shows how teaching a ‘genre’ is often interpreted in the classroom as teaching the structure of a text type, without the necessary language. For learners of Standard Australian English as a second/subsequent language variety (L2...), such as speakers of Indigenous creoles, continual practice of the targeted literacy output (i.e. genre) reduces the curriculum and pedagogy in such a way as to distract from their L2 learning needs. This paper analyses practice texts from this group

~~178 of students and demonstrates that their writing is a reflection of this literacy instruction combined with their L2 proficiency levels and would benefit from targeted language teaching.~~

~~On Aspect and Number Connection in Marori Wayan Arka~~

The Australian National University I will discuss number and aspect connection in Marori (Trans-New Guinea) illustrated in (1). As noted, plural morphology (-ri- ~-ra) is used to encode progressive/habitual meanings; hence the ambiguity, (1b-c). When the object is a mass noun, plural agreement with – ra must be used (not shown here). a. Pa=na sokodu roti=i kefe-ru soon=1SG one bread=U consume-1sIRR ‘I will eat the/a piece of bread.’ b. Na roti=i kef-ri-du / *kefe-du 1SG bread=U consume-PL-1sREAL a. I am eating one piece of bread. b. I eat a piece of bread habitually. c. Na roti=i kaf-ra-du 1SG bread=U consume-PL-1sREAL a. I am eating pieces of bread. b. I eat pieces of bread regularly. I will demonstrate that Marori provides clear support for the aspectual interface hypothesis: patient argument measures out the event’s temporal progress/completion (Tenny 1992, 1994). However, plurality of events is not always associated with plurality of patient. Patientive and agentive intransitives with singular subject may have the same ‘plural’ verbal morphology (-ra), signalling plural or stative events. I will argue that ‘progressive’, ‘habitual’ and ‘stative’ are conceptually related. Plural number marking for them in Marori is not surprising. I will discuss the challenge to capture the conceptual semantic link of tense-aspect and number systems involving situational stativity or plurality within an LFG-like parallel model of grammar. A larger set of data will be presented, including cases from other typologically different languages with different strategies to encode plurality of events. Monica Aznarez

~~Public University of Navarra (UPNA) Spain Alfredo Asiain~~

Public University of Navarra (UPNA) Spain This poster provides an interdisciplinary approach that aims to contribute to two different areas of study: the safeguarding of Intangible Heritage and Linguistic Education. In the last few years, and especially after the UNESCO Convention for the Safeguarding of the Intangible Cultural Heritage in 2003, Intangible Heritage (IH) has become a key factor not only in maintaining cultural diversity but also in promoting intercultural dialogue and encouraging mutual respect for other ways of life. The same can be said about linguistic education for a number of reasons, one of which is the fact that languages are not only vehicles but also essential parts of the intangible heritage of their cultures. In our poster we show, on one hand, how L1 and L2 teaching methodologies can be enriched by the use of IH, and on the other hand, how IH can be better understood and preserved through this integration. Based on our work in the Archive of the Intangible Heritage of Navarra and in the Intangible Cultural Heritage project recently started in Spain, we believe that language teaching methodologies should integrate all domains of IH. Our discussion draws from the principles of the Anthropology of the Senses, the ‘perfinking’ theory (Bruner 1986) and the ideas of the embodied mind and the extended body as a medium for Intangible Heritage.

~~179 Getting In Line: An Investigation of Spatial Frames of Reference in Iwaidja Bruce Birch~~

~~The Australian National University Cris Edmonds-Wathen~~

RMIT University This paper reports on investigation into spatial frames of reference in Iwaidja, a language of Northwestern Arnhem Land. Using the ‘Man and Tree’ task (CARG, 1992; Senghas,1999), we collected data from four pairs of adult native speakers. We present here the array of spatial terms contained in the elicited texts, speakers using a mix of intrinsic, relative, and absolute frames of reference. The paper focusses on the use of the terms wuŁáka ‘be in front of/before/first’ and wáŁwak ‘behind/later’. While these terms have both intrinsic and relative senses, the intrinsic sense is unusually pervasive. Thus in any situation where the man has his back turned to the tree, he can be described as wuŁáka ‘in front’ and the tree as waŁwak ‘behind’, when from the speaker’s viewpoint the man may be to the left or right, or even behind the tree. Although the images on the cards depict stationary entities, wuŁáka seems to operate as a vector, as if man and tree were in motion, or standing in a queue. The strong intrinsic sense of wuŁáka /wáŁwak in Iwaidja is rare cross-linguistically, the only similar case in the literature being what Pederson calls ‘ascribed intrinsic’ reference in Tamil (Pederson, 2006).

~~Syllable Reduction and Deletion: A Reliable Diagnostic For Metrical Structure In Iwaidja Bruce Birch~~

The Australian National University In this paper I demonstrate how the systematic reduction and deletion of syllables in Iwaidja, a prefixing language of N.W. Arnhem Land, can be used as a reliable diagnostic of their metrical status. On the basis of an examination of context- induced variation in the phonetic realization of words, three types of reduction are identified: (a) the phonetic reduction of syllables in de-accented words embedded within multi-word utterances (b) contractions, by which I refer to cases in which two phonologically distinct forms of a single word or construction, one of which is reduced, are readily retrievable by speakers (c) the phonological reduction of syllables, whereby reduced forms replace unreduced forms as ‘units of storage’, such that the unreduced forms disappear from usage entirely The evidence strongly supports the claim that a disyllabic trochaic rhythmic unit forms a basic building block of prosodic structure in Iwaidja. Inspired by the usage-based phonology approach of Joan Bybee, I suggest that this unit is best understood from a diachronic perspective whereby its usage over time results in the deletion of metrically weak syllables and the consequent emergence of rhythmic complexity.

~~The acquisition of Murrinh-Patha Joseph Blythe~~

~~Max Planck Institute for Psycholinguistics Barbara Kelly~~

~~University of Melbourne Rachel Nordlinger~~

~~University of Melbourne Jill Wigglesworth~~

University of Melbourne Murrinh-Patha, spoken in Wadeye (Port Keats), is one of a very small number of Australian languages still being acquired by children as their first language. It is also one of Australia’s most morphosyntactically complex languages, being highly polysynthetic with complex verbal predicates which are formed with discontinuous elements in the verbal word, and many of which are noncompositional semantically. For example, the Murrinh-Patha word wurdam nginthadhawiweparlwardagathu

180 means ‘then the two non-siblings, at least one of whom was female, spoke out in unison’, with the two bolded elements jointly providing the predicate ‘speak out in unison’. In this paper we report on the early stages of a long-term project to investigate the acquisition of Murrinh-Patha by the children of Wadeye. We discuss the challenges raised by Murrinh-Patha in the context of first language acquisition research on other morphologically complex languages (e.g Inuktitut (Allen and Schröder 2003), West Greenlandic (Strömqvist & Ragnarsdóttir 2000), K’iche (Pye 2001), Navajo (Field 2001), and Sesotho (Demuth 1998)), and present the findings of a preliminary pilot study analyzing the verbal structures in both input (i.e. adult speech) and children’s production for one extended multi-participant interaction.

~~The semantics of nouns for standing water bodies: lake, lac, tjukula Helen Bromhead~~

The Australian National University The study of ethnogeographical classification contributes to an understanding of human conceptual and linguistic categorization, also explored in areas such as life forms and body parts (Berlin, 1992; Burenhult, Levinson 2008; Mark, Turk, 2003). This paper uses standing water bodies as a case study to argue that languages and cultures categorize the geographic environment in diverse ways. In my talk, I examine the contrastive semantics of selected nouns for standing water bodies in English, French and Australian Aboriginal language, Pitjantjatjara/Yankunytjatjara. Commonalities of classification will be found across languages, but it will be argued that different priorities are given to these elements. I will use the natural semantic metalanguage (NSM) technique of linguistic analysis to present semantic explications of the nouns, and I will draw on linguistic evidence from naturally occurring language (Goddard, 2008). A recent emphasis of lexical semantics has been the construction of semantic models to apply to words of a particular semantic class, such as semantic templates in the NSM approach (Goddard, Wierzbicka, 2009; Mairal, Faber, 2007). Therefore a major focus of this presentation will be the question as to what extent landscape concepts are based on semantic templates, and how they can be built.

~~Modality in two Torricelli languages Lea Brown~~

University at Buffalo In two languages of the Torricelli family of Papua New Guinea epistemic modal notions of possibility are most frequently inferred from simple indicative forms. Pragmatic considerations sometimes disambiguate the meanings. Srenge a. din (ma) n-ewi b. 3sg.masc (fut) 3sg.masc-come He will/might/may come. Walman a. (ampa) ru w-ara / ru (ampa) w-ara (fut) 3sg.fem 3sg.fem-come / 3sg.fem (fut) 3sg.fem-come She will/might/may come. However, in both languages, possibility may also be suggested by means of a separate non-verbal morpheme, although this use is infrequent in both languages. Srenge a. din mngeti-n makai 3sg.masc bad-masc makai He might/must be sick. Walman b. pa ru yapa w-an mi(n) dem 3sg.fem there(far) 3sg.fem-be.at perhaps She might be over there. What is interesting from a typological point of view is that these forms show homophony with first person forms of verbs. In Srenge the verb /makai/ means ‘I arrive/become/change’; in Walman /min/ means ‘I hear/know’.

181 It is clear from the syntax that these epistemic morphemes are not verbs. In Srenge the meanings ‘I arrive/come/change’ are not appropriate and it is unclear how such a meaning could develop an epistemic sense. However, in Walman the morpheme /mi(n)/ may well be related to its homophonous verb form: although the morpheme is most often pronounced as [mi], apparently [min] may always be substituted and the diachronic path between ‘I hear/know x’ and ‘I think that x’ is not too implausible.

~~Fricative variation in maternal speech in Gurindji Kriol and regional Australian English Heather Buchan~~

University of Wollongong Gurindji Kriol is the home language of Gurindji children and adults under 40 in Kalkaringi, NT. It is a mixed language that systematically combines words and grammar from Kriol and the traditional language Gurindji (Meakins, in press). Variability is typical in the segmental phonology of Gurindji Kriol, particularly for fricatives. In this longitudinal study we compare fricative production in naturalistic maternal speech in Gurindji Kriol with Australian English from Katherine, NT, as a function of language variety and child’s age. Recordings of conversational Gurindji Kriol maternal speech were made by Felicity Meakins (2003–2007) for the Aboriginal Child Language Acquisition (ACLA-1) project, as a longitudinal sample of speech to children aged 1;6, 2;0, and 2;6. For this study we selected a subset of 10 hours from these recordings, recorded a comparison longitudinal sample of maternal speech from native Australian English speaking mothers in Katherine, and added phonetic transcription to both samples. Phonetic transcriptions of fricatives in Gurindji Kriol were checked with native speakers for validation, using an original approach. Findings contribute to a systematic description of the phonology of Gurindji Kriol and provide information on the extent of exposure that Gurindji children are hearing in the preschool years.

~~A Formal and Functional Approach for Determining Adverbs in Warnman Albert Burgman~~

Wangka Maya Pilbara Aboriginal Language Centre This presentation will present a formal and functional approach for determining adverbs in Warnman. Present linguistic practice recognizes the functional criteria of modifying the verb, and that the syntactic criteria are language specific. However, the application of a formal and functional approach to determining adverbs in Pama-Nyungan languages does not seem to have been given much focus, resulting in some confusion as to assigning part of speech to some words. This paper will outline the word classes in Warnman. It will assume the categories of nouns and verbs as given. Attention will focus on the non-noun non-verb word leftovers which include adverbs, adjectives, particles, and interjections. Using Warnman examples, specific attention will be given to using a formal and functional approach to identify adverbs from the other ‘leftovers’. Finally, this paper will look at some examples from neighboring languages to see if this formal and functional approach has wider application. Having a formal and functional basis for determining adverbs in Warnman will clear up some inconsistencies in part of speech labeling, and it may have application in resolving inconsistencies between grammars of different languages.

~~It’s speaking Australian English we are: Irish features in nineteenth century Australia Kate Burridge~~

~~Monash University Simon Musgrave~~

Monash University The National Australian Corpus (or AusNC) offers new possibilities for the exploration of forms and structures of Australian English and has opened new windows on historical variation in the early history of the language. One of the puzzles has always been the extent of the influence of Irish English (Hickey 2004). This paper examines the speech-based text types in COOEE (Clemens Fritz’ COrpus of Oz Early English), a sub-corpus of AusNC, in order to investigate the presence of Irish English features in nineteenth century Australian English. Our focus is on grammatical features and includes IT-clefting; the ‘hot news’ (or ‘immediate’) perfective be after [VERB]-ing; the infinitival markerfor-to; subordinating and. None of these features are discussed in detail in Fritz’s own work (Fritz 2005), and they are also weakly represented in another nineteenth century collection, Corbyn’s Sydney police court reports, which attempt to accurately represent the spoken language of the

182 time (Burridge 2010). Our findings bring to light the linguistic processes that were going on during this crucial period for the formation of Australian English, in particular the survival techniques of those few Irish features that went on to thrive in the new variety.

~~Language contact and grammatical change in Australian Italian Marinella Caruso~~

UWA This paper illustrates the very limited incidence of the simple perfective tense Passato Remoto in the speech of southern Italian migrants living in Perth, contrary to the claims that in their regional variety of Italian this tense tends to be favoured over the compound Passato Prossimo as the perfective form. The study follows from my previous investigation in the area of Italian language attrition in the Australian context (Caruso 2010), which had revealed a widespread use of Passato Prossimo among southern Italian first generation migrants. The current enquiry is based on new evidence from samples of Italian speech of first generation Calabrian and Sicilian migrants engaged in conversation with two different interlocutors: a speaker from northern Italy and a speaker from southern Italy. The investigation intended to verify the impact of the interlocutor’s geographical origin and Italian language variety as a recognized factor of linguistic behaviour. The findings suggest that the interlocutor’s Italian language variety does not influence the choice of the perfective tense and that the process ofPassato Prossimo replacing Passato Remoto is more advanced than it is in Italy. The extensive use of Passato Prossimo recorded in the data seems to support the view that language change is accelerated in contact situations (Clyne 1992), which strengthens the relevance of language contact data in identifying trends of language evolution.

~~A Murrinh-Patha view of counterfactuality and the irrealis Patrick Caudal~~

~~CNRS/University Paris-Diderot Rachel Nordlinger~~

University of Melbourne In this talk, we will study the expression of irrealis/counterfactuality in Murrinh-Patha (MP), as found in both open (i.e. expressing a possibility still valid at speech time, cf. you should come) and foreclosed (i.e. expressing a past possibility, no longer accessible at speech time, cf. you should have come) counterfactuals (CFs). Two main hypotheses will be put to the test: (i) foreclosed CFs are cross-linguistically related to negative entailments arising from the combination of a modal element with a past temporal meaning, while open CFs call for mere present (Verstraete (2006), Van linde & Verstraete (2008)). Thus, on this view, aspect does not play any role (except as a category with temporal side effects); (ii) the aspectual contribution of tenses often plays a key role in construing foreclosed vs. open CF meaning, when modal constructions exhibit tense marking (Caudal (2011); Homer (2011)). We will demonstrate that the MP tense, aspect, modality (TAM) system supports view (ii), while providing several counter- arguments against view (i) (in addition to independent, theoretical problems). We will finally suggest that the TAM systems of a number of non-Pama-Nyungan languages (among which Nyulnyulan (McGregor & Wagner (2006)) and Gunwinyguan languages) provide additional, parallel evidence against view (i).

~~Some Enindhilyakwa puzzles for the realis/irrealis distinction Patrick Caudal~~

~~University of Paris-Diderot Marie-Elaine van Egmond~~

University of Sydney The realis/irrealis distinction is known for structuring the TAM systems of a number of Papua-New Guinea and non-Pama- Nyungan (nPN) languages (e.g. Roberts 1990; Verstraete 2005). In the typological literature (Mauri & Sansò, in press) the realis is considered to be used in non modal, statements of fact utterances, whereas the irrealis covers a broad range of modal, counterfactual (CF) readings. Although it is now widely accepted CF meanings often involve specific tense marking cross-linguistically, two conflicting views will be here considered: (a) while Verstraete (2005) and Van Linde & Verstraete (2008) claim that CFs readings are

183 constructed by combining past temporal and modal contents, (b) Homer (2011), Mari (to appear), Caudal (i.a.) claim that aspect too should play a role (perfective marking of CFs being either blocked or marked). We will show that Enindhilyakwa, a nPN language spoken on Groote Eylandt, offers serious puzzles for both views. For instance, in Enindhilyakwa, (i) realis forms can convey CF meanings (desiderative, deontic) contra view (a), and (ii) CF utterances may show apparently unmarked perfective marking (contra view (b)). To address those issues, we will propose a revised conception of the realis vs. irrealis divide and of the nature of certain aspectuo-temporal markers in Enindhilyakwa.

~~On the Arrernte ‘quotative’ akwele Patrick Caudal~~

~~CNRS / University Paris-Diderot / UWA Martina Faller~~

~~University of Manchester John Henderson~~

University of Western Australia From the recent literature on evidentiality it is emerging that evidentials in general and Reportatives in particular do not form a uniform semantic class (McCready (2008), Matthewson (2011)).The goal of this talk is to describe the meaning and uses of the Arrernte ‘quotative’ akwele, and thereby contribute to a typology of Reportatives. While akwele behaves in similar ways to known Reportatives, it also exhibits several interesting differences, notably in that it can be used (i) in imperatives, and with certain deontic interjection particles, and (ii) to attribute a belief to someone else based on other forms of behavior than verbal report — thus pointing out to a more general kind of evidential/modal marker than a plain Reportative. We will essentially (i) offer a classification of the different uses ofakwele and (ii) propose a tentative semantic analysis accounting for those various contextual uses. Our account will depart from existing analyses (Wilkins 1986, 1989, Faller) in that it views akwele as a marker of apparent (evidential) mental state — in effect a ‘super-category’ covering genuine apparent beliefs (epistemic states), apparent intentions (deontic states) and shared/conventional knowledge (cognitive states). Pragmatic enrichment inferences will then trigger the various contextual interpretations observed.

~~Word Order Disharmony in Sinitic Comparatives Hilary Chappell~~

Ecole des Hautes Etudes en Sciences Sociales In Standard Mandarin, the language generally used as the representative for Sinitic languages, the comparative of superiority (or inequality) uses a prepositional strategy with the form, Markerprep — Standard of comparison — Adjective, as in the following example : Standard Mandarin prepositional comparative This is the ordering that crosslinguistically shows a strong correlation with OV, rather than VO languages (Dryer 1992: 91, 2003). Hence, an interesting question, relevant for the whole of the Sinitic taxon, is to identify whether this pattern, disharmonic with its basic VO ordering, is in general shared across Chinese languages, or if it is restricted to just certain subgroups such as Northern Chinese, including Standard Mandarin. With reference to the frameworks for comparatives proposed by Stassen (1985, 2005, 2011) and Heine (1997) and Li Lan (2003), the diverse range of constructions of the ‘superiority’ type in Sinitic languages is identified and their distribution on the basis of a large database of materials is briefly outlined. It will thus be shown in respect to the Standard Mandarin comparative construction, a large number of Sinitic languages do not use this prepositional strategy at all, but instead employ configurations, including asurpass type transitive schema, that can be shown to align with SVO order.

~~184 On the development of evidential ‘say’ in Chinese Winnie Chor~~

~~The Hong Kong Polytechnic University Foongha Yap~~

The Hong Kong Polytechnic University The Chinese language is known for its rich inventory of sentence final particles to mark speaker stance. Recent work has identified a number of sources for these particles, among them nominalizers, psych verbs and quotative ‘say’ verbs. In this paper we will focus on final particles derived from ‘say’ verbs in a number of Chinese dialects—namely, Cantonesewo (< waa), Taiwanese kong, and Mandarin shuo (e.g. Leung 2006, Simpson & Wu 2002, and Wang et. al 2003) as in (1) to (3) respectively. In particular, we extend beyond previous studies to examine the evolution of these ‘say’ verbs into evidential markers, and elucidate subtle differences in evidential meaning across different dialects. In addition to the influence of language-internal factors, we will also examine the effect of contact-induced semantic extensions. Given that the use of Mandarin shuo as an evidential marker is an emerging phenomenon, we will also elaborate on the social context that facilitates its development. Data for our analysis were obtained via questionnaires, interviews, and a number of online spoken corpora (e.g. the Hong Kong University Cantonese Corpus, the National Chengchi University Corpus of Spoken Chinese, etc.).

~~Amazonian Spanish — tense and aspect usage by L2 speakers: a preliminary investegation Brighde Collins~~

La Trobe University This paper provides a description of the Spanish spoken by the Aguaruna people, who live on the Amazonian eastern slopes of the northern Peruvian Andes. The Aguaruna are now approximately 65% bilingual in Spanish (Wise 1999: 309). There is continuing debate regarding the level of influence that Quechua has had on the Spanish spoken in this area, however Adelaar with Muysken (2004:593) list 8 distinct features apparently resulting from Quechuan influence on different varieties of Spanish, which all appear in the Aguaruna data to some degree. This paper will provide a description of the distinctive features of Aguaruna-Spanish: of particular interest is the system of tense/aspect marking in relation to narrative structure, which is analysed according to the framework set out by Labov & Waletzky (1967), and compared to the findings of Klee & Ocampo (1995) in their study on Spanish narrative spoken by a group of Spanish-Quechua bilinguals. Data was sourced from fieldwork (2004–5: an Aguaruna speaker translating from Aguaruna into Spanish; and another Aguaruna speaker speaking Spanish). By developing understanding of the Spanish spoken in Peruvian communities, we are able increase our knowledge of the process of development and interaction which occurs in areas of language contact.

~~Verbal Complexes in World Englishes: a comparative study Peter Collins~~

~~UNSW Melody Yao~~

UNSW This paper reports findings from a study which utilized the resources of the International Corpus of English (a set of parallel one-million-word corpora representing the speech and writing of a range of World Englishes). The study compared the uses and frequency of ‘tense/aspect/modality complexes’ that are known to be undergoing change in Contemporary English (sequences of modal + perfect + progressive, modal + perfect, modal + progressive, and perfect + progressive) in five ‘Inner Circle’ Englishes (British, American, Australian, New Zealand, and Canadian English), and five ‘Outer Circle’ Englishes (Singapore, Philippine, Hong Kong, Indian, and Kenyan English). The study sought to determine whether the same tendencies that have been noted with other grammatical categories that have been subject to diachronic change in recent decades were in evidence with these verbal complexes: that is, a tendency for American English to be leading the way, and for the Inner Circle varieties as a whole to more advanced than the Outer Circle, and within the Outer Circle for the South-East Asian varieties to be leading the way over the non-South-East Asian varieties. Discussion of the findings will invoke Schneider’s (2007) evolutionary model for postcolonial societies as a framework for ascertaining the ‘evolutionary’ status of the Englishes examined, and will take into account the influence of such factors as ‘Americanization’ and ‘colloquialization’.

~~185 Do sign languages lack pronouns? Kearsy Cormier~~

~~University College London Adam Schembri~~

~~La Trobe University Bencie Woll~~

University College London Pointing signs are used for pronominal reference (among many other functions) in sign languages. In terms of their form, many pointing signs do not look very different from pointing gestures in non-signers (Kendon 2004; Kita 2003c). Indeed, for this reason, Evans and Levinson (2009) recently suggested that sign languages lack pronouns entirely, and thus present a test case for linguistic diversity. Most sign language researchers, regardless of their theoretical perspective, assume (and would probably explicitly argue) that there is evidence for considering these pointing signs to be pronouns (i.e., distinct from pointing gestures as used by non-signers). In this paper, we compare canonical properties of a) pronouns in spoken languages, b) pointing gestures used by non-signers, and c) pronominal pointing signs in sign languages. Such a comparison is crucial for supporting (or challenging) assumptions that arise from applying linguistic concepts and terminology from one language/modality to another. Such comparisons lead us to two complementary conclusions. Firstly, the features that make pronominal signs difficult to characterize morphosyntactically (e.g., how person/participant role is expressed) are those features they share with pointing gestures and not with pronouns. Secondly, the features that make pronominal signs difficult to characterize gesturally (e.g., syntactic distribution) are those features they share with pronouns and not with pointing gestures. Therefore, we conclude that pronominal signs cannot be characterized simply either as pronouns, or as pointing gestures. Pronouns, however, have been studied in far more detail than pointing gestures have, and more research on pointing gestures could provide the necessary data to support one or the other analysis. In particular, comparative work on pronominal signs and pointing gestures is very much needed.

~~Autosegmental theory and Papuan languages Fanny Cottet~~

The Australian National University Papuan languages with complex systems of suprasegmental features have been represented within the framework of the autosegmental theory (Foley 1991, James 1994 and Donohue, 1997) offering insights which are now proving fruitful in the phonological analysis of Mbaham, a language spoken by 1100 people in the Bomberai peninsula, West Papua (Trans- New Guinea phylum, West Papua subgroup, ISO Code: BDW). Initial analysis of data from ongoing fieldwork confirms that suprasegmental features of palatalisation, roundness and tone cannot convincingly be assigned to single syllabic constituents and should rather be assigned syntagmatically to positions (or ‘anchor points’ — Goldsmith 1990) that are internally specified in the phonological system, in interaction with the morphosyntax. Such a solution is not simply an appeal to economy but also to predictability.

~~Agentive/ergative marking in Tibeto-Burman and Australian languages Alexander Coupe~~

Nanyang Technological University Recent typological literature has referred to pragmatically-motivated case marking as ‘optional ergative marking’, but this is a problematic assumption, as it has been widely demonstrated that there are pragmatically-defined contexts in which the marking appears. Another bone of contention is whether it is justifiable to claim that all languages that evince the non- syntactically motivated marking of their agents conform to an ergative-absolutive case marking pattern, as standardly implied by this term. Extensive diachronic evidence from Tibeto-Burman languages indicates that the fundamental purpose of pragmatically- motivated agentive marking is disambiguation. This is not to say that disambiguating marking cannot be the precursor of a paradigmatic core case-marking system; however, this must surely be a later development that may or may not follow the grammaticalisation of an agentive case marker. Failing to take into consideration the diachronic motivation for the development of such marking may result in the maintenance of a simpler taxonomy, but in the process a fine-grained analysis and classification of agentive marking systems is sacrificed. This has negative consequences for our understanding of the typology of case marking that diverges from the better known patterns, and how such systems may develop.

~~186 Modality in Barunga Kriol Sarah Cutfield~~

AIATSIS In this paper I present an analysis of modality in Barunga Kriol and compare it to the mood and modality system described for Dalabon. Barunga Kriol is a variety of the English-lexifier creole (Kriol) spoken across the Top End of the Northern Territory. It is spoken predominantly in the Barunga, Beswick and Bulman communities and is the first language of most people under the age of 50. Dalabon is a polysynthetic Gunwinyguan language, and can be understood to be a substrate language of Barunga Kriol. It is a severely endangered language, with approximately five fluent speakers remaining. Data from the ‘Family problems’ story (Carroll et al 2009, Evans 2010) for both languages will be described and compared. In particular, I seek to identify modal particles in Barunga Kriol, and examine their status with respect to the modality system in a substrate language, Dalabon. I then relate these findings to broader theoretical discusions about the relationships between substrate and creole grammars.

~~‘Con’, ‘Cái’ and the Natural Semantic Metalanguage (NSM) Approach Loan Dao~~

The Australian National University This study analyses the lexical semantics of the two most-used noun classifiers in the Vietnamese language, Con’‘ and ‘Cái’, using the Natural Semantic Metalanguage approach (Wierzbicka, 1972). To-date, most studies on classifiers (eg. Allen, 1977; Craig, 1986) and including those on Vietnamese (eg. Löbel, 1999; Nguyen, 1957) have generally aimed at describing the entire classifier system of a particular language or at generalising the semantic organisation of classifier systems rather than studying individual classifiers in depth (Goddard, 2011). By studying these two most-used noun classifiers (of the approximate total of 140 (Aikhenvald, 2003)) in the Vietnamese language, this study aims at enhancing the understanding of one of the world’s extensive and elaborated classifier systems. It also aims at enhancing teaching and learning of Vietnamese as a second/foreign language. The Natural Semantic Metalanguage technique of semantic analysis is used in the study as this reductive paraphrase methodology provides an effective tool in the explanation of the semantics of the classifiers. (159 words)

~~How children’s schwas əppear in American English Benjamin Davies~~

~~Macquarie University Ivan Yuen~~

~~Macquarie University Katherine Demuth~~

Macquarie University Schwa is one of the most frequently occurring vowels in German and Dutch, yet is reportedly late acquired (Kehoe & Lleó 2003, Levelt 2007). However, little is known about how and when schwa is learned in English. This study therefore examined the phonetic realization of schwa by American English speaking children (2;0–2;6). In particular we were interested to know if schwa would be produced with reduced or full vowel duration. In an elicited production experiment, six children and five adults repeated sentences containing a schwa-initial word, e.g. ‘their heads appear’. Acoustic analysis measured the duration of the schwa and preceding full vowel. The children’s measurements were then compared with those of the adults. For the adults, the full vowel and schwa durations were 156ms and 56ms, respectively. For the children, the full vowel and schwa durations were 236ms and 151ms, respectively. As expected, children’s vowels were longer in duration than those of adults. Interestingly, however, the ratio of full vowel to schwa duration for the adults (0.363) was much smaller than for the children (0.724) (F=3.522, p=0.093). Consistent with previous studies, children are not reducing schwa to the same extent as adults, raising questions about when schwa production becomes adult-like.

~~187 Grammar of Perception in Avatime Rebecca Defina~~

Max Planck Institute for Psycholinguistics & International Max Planck Research School for Language Sciences, Radboud University Research concerning the linguistic description of perception events across the sensory modalities has largely focused on the lexicon. Viberg (1984; 2001) has shown that the number of modality specific verbs and their semantic extensions vary according to the following hierarchy: sight > hearing > touch > taste > smell. This talk extends the inquiry to consider the grammatical constructions used to describe perception events. Do they also vary according to modality? If so, how does this variation compare to the lexical variation? The data from Avatime suggest that grammatical constructions do indeed vary according to modality but not in a way that parallels the lexicon. Avatime is a Niger-Congo, Kwa language spoken in south-eastern Ghana. The data is based on responses to a translation questionnaire designed to explore grammatical variation in perception event descriptions (Norcliffe, Enfield, Majid & Levinson, 2010). It shows that Avatime has four perception verbs and at least fifteen grammatical constructions used to describe perceptual events. These constructions group the sensory modalities in several different ways, none of which match the groupings found at the lexical level. Though the constructional groupings do not mirror the lexical ones, they are sensitive to and in part derived from them.

~~Restrictions on nominality in Spanish finite clauses Manuel Delicado Cantero~~

~~The Australian National University Melvin Gonzalez Rivera~~

Bucknell University The syntax of complement (finite) clauses has been explained by positing a nominal projection (of some kind) on top of the (verbal) CP (Bresnan 1997; Malouf 2000; Borsley & Kornfilt 2000; Han 2005; Panagiotidis & Grohmann 2009; Takahashi 2010; Kornfilt & Whitman 2011). These studies account for the apparent hybrid nominal/verbal nature of these clauses, as exemplified by languages such as Swedish (Andersson 1975), Korean (Han 2005), Greek (Roussou 1991, 2009), and Spanish (Plann 1981, 1986; Picallo 2001, 2002). However, in this paper we present evidence which questions that approach. Spanish factive finite clauses may optionally be introduced by the article Del ‘the’ (hereafter, D-CP). Distributional tests have led researchers to conclude that this D-CPs are nominal since they can be subjects (1a) or objects (1b). However, we show that the nominal character of D-CPs must be qualified, as revealed in (2a,b), which highlight that D-CPs cannot be argued to be categorially DPs. Data drawn from other languages such as other Romance languages and Modern Greek back our analysis. This paper offers additional support to Haegeman & Ürögdi (2010), who reject the assimilation of (referential) CPs to DPs.

~~Austroasiatic Olfactory Terms and the Universal Path of Synesthetic Expression Daniel Devitt~~

The Australian National University In his study of synesthetic adjectives, Williams 1976 proposes a possible semantic universal in the path of semantic transfer for descriptive terms that can be used in multiple sensory modalities (e.g., sharp used to describe taste in addition to tactile sensation). In the proposed path, the domain of smell is only an endpoint, fed by taste directly or by touch via taste and not serving as the source for expression in any of the other senses. Williams notes the absence olfaction-specific words in English, indicating the lack of a specialized vocabulary of smell is a ready explanation for this directionality. On the other hand, Burenhult and Majid 2011) suggest that smell forms a central focus in Austroasiatic languages and cultures and languages of the family can have a large collection of olfactory terms. Can these terms act as the source for extension to other modalities? In this paper it is argued that the evidence from Austroasiatic languages does not require a revision of the Williams proposal. This conclusion is based on: (1) few examples of the olfactory lexicon being used cross-modally, and (2) the regular activation of multiple modalities in expressives that appears to conform to Williams’ proposed path.

~~188 Variation in the position of the Definite Determiner in Romanian: A Biolinguistic Perspective Anna Maria Di Sciullo~~

~~University of Quebec in Montreal Stanca Somesfalean~~

University of Quebec in Montreal In Romanian, the definite determiner (DD) is generally post-nominal, (1). In Old Romanian, pre- and post-nominal DDs are possible, (2). We present a new explanation for this evolution. a. copilul, copila boy,the,NOM/ACC, girl,the,NOM/ACC ‘the boy’, ‘the girl’ b. muieriei tale ii Sara fi va ficior (Coteanu 1956) wife,the,DAT your DAT, Sara be will son ‘to your wife to Sara he will be son’ The diachronic evolution of Romanian DDs follows the path in (3) (Nicolae 2009, Croitor 2009, Roberts & Roussou 2003): c. Phase 1: both pre-nominal and post-nominal demonstratives are allowed in Latin; post-nominal use is preferred in the substratum Thracian language; grammaticalization of the demonstrative ille; Phase 2: pre-nominal and post-nominal uses of DD coexist (16th century) Phase 3: post-nominal DDs stabilize for the most cases (17th century). Assuming N-to-D movement (Longobardi 1994), we argue that this evolution is an instance of the Directional Asymmetry Principle (Di Sciullo 2011), according to which the position of a syntactic constituent may go through a stage of fluctuating asymmetry, where it may precede or follow a functional head, to a stage of directional asymmetry, where only one position is possible. This process, also attested for the Italian and Modern Greek possessive pronouns, is external to the language faculty, being observed in the phylogeny of bipartite body plans (Palmer 2004), as discussed in Di Sciullo (2011). We argue that it is the effect of a gradual rather than an abrupt change, and we present evidence from Modern Romanian supporting this hypothesis.

~~Writing Aboriginal English & English-based Creoles: Considerations and Reflections Samantha Disbray~~

~~School of Languages and Linguistics, The University of Melbourne Deborah Loakes~~

School of Languages and Linguistics, The University of Melbourne Orthography is often a contested space, in which functional, socio-political and linguistic considerations must be accounted for (Miethaner 2000). The development and use of orthographies for Australian Creole and Aboriginal English varieties poses both theoretical and practical questions. Such development has been described as ‘perhaps the most difficult and sensitive task a linguist may encounter’ (Sandefur 1983:v). Pertinent questions include: Should the orthography represent the sounds in the contact code in a consistent manner, and as a result look less like English (eg. avoid ‘ck’ and use ‘k’ only, represent all instances of /Ù/, /a:/ as ‘a’), resulting in a transparent or ‘shallow’ orthography (Frost 1989). Or should the orthography look more like English, keeping the non-transparent but familiar features of the SAE orthography? Is variation between acrolectal, mesolectal and basilectal styles represented, or is the speech community variation collapsed for a single convention? How do regional varieties have differ in orthographic systems and are resources from one region relevant to other regions? And crucially, what drives these decisions and who makes them? In this paper we review the development of orthographic conventions for Aboriginal English and Australian Creole languages. We focus on materials developed for education contexts, drawing on data from Western Australian bi-dialectal programs, the Understanding Child Language Acquisition Project in Queensland and materials developed for contact varieties in the Northern Territory. We highlight issues and discuss implications of the orthographic systems, their uptake and use.

~~189 Interspatial education: frames of reference in Iwaidja and the mathematics curriculum Cris Edmonds-Wathen~~

RMIT University Early years mathematics education in remote communities often focuses on the naming of numbers and shapes. Indigenous language speaking children being taught in English may meet school expectations at these levels. However, more advanced mathematics requires more complex grammatical and conceptual systems. School mathematics have been largely developed in Indo-European languages, affecting the grammar and content of the mathematics (Barton, 2009). Difficulties arise when there is a gap between assumptions about cognition on the part of teachers and curriculum and the way that indigenous language speaking children are speaking and thinking (Berry, 1985). This project, based in a small community in Northwest Arnhem Land, seeks to inform teachers about some of these differences in mathematical thinking and talking using a comparative approach (Lucy, 1992). Spatial language, particularly frame of reference, has been well studied cross- linguistically, including child acquisition (Brown & Levinson, 2000) and intergenerational change (Meakins, 2011). The project compares frame of reference usage in English and Iwaidja to explore presumptions about mathematical thinking which are unconsciously embedded in mathematics curricula, in NAPLAN testing and in teachers’ practice at the school. Mathematics teaching needs to be responsive to the impact of English in a situation of language shift.

~~Revival languages as practice — A new model for contextual typology Christina Eira~~

~~Victorian Aboriginal Corporation for Languages Tonya Stebbins~~

~~La Trobe University Vicki Couzens~~

~~Peetyawan Weeyn: A Guide to Language Revival Planning Christina Eira~~

~~Victorian Aboriginal Corporation for Languages Paul Paton~~

190 Language revival is an emerging practice, building strength in different areas of the world, as part of the move to recover from colonisation. Communities embarking on the journey are in need of some way to access this developing knowledge, so that they do not have to continually reinvent the same ideas, or run into the same problems without preparation. Language revival proceeds along many different paths, depending on the community, their circumstances and history, knowledge of various kinds which is available within the group, their relationships with outside researchers, and so on. For communities working closely with a linguist, the expanse of language revival that is beyond linguistics needs to be very clear, while for communities working who have not consulted a linguist at all, the importance of acquiring and applying linguistics knowledge also needs to be very clear. Similarly, the range of possible approaches to education needs to be on the table, so that communities can make clear choices in accordance with their needs and situations.

~~The dimension of engagement: towards a typology Nicholas Evans~~

The Australian National University In this talk I outline a widely grammaticalised domain of ‘engagement’, encoding how far the depicted event is known/ attended to by speech act participants. Though various terms appear in the literature, including ‘epistemic assessment’ and ‘stance’, these only partially cover the semantic terrain, so we need a new term for this dimension. Relating this to other overlapping phenomena, mirativity is a specific instance of engagement, concerned with the degree of integration/awareness of an event by the speaker, and evidentiality partially overlaps with engagement but focusses on the source of evidence rather than the degree of cognitive integration. In western European languages, coding of information about presumed knowledge is manifested through definiteness, specific to the NP/referent level. But languages where this applies at the clausal/event rather than the NP/referent level show we should detach the dimension of interactant knowledge/awareness from the syntactic/semantic unit over which it has scope. Drawing on a variety of languages I develop a typology of engagement along the dimensions of (a) the participant(s) whose engagement is being encoded (speaker, hearer, etc) (b) the type of engagement (knowledge, attention etc.) (c) the semantic unit falling within its scope (d) the grammatical locus of encoding.

~~Discourse Representation Theory and the Development of Reference in Interlanguage Marie Fellbaum Korpi~~

The University of Western Sydney Current Interlanguage (IL) research is concerned with the acquisition of lexical and morphosyntactic forms and functions (Pienemann (2005); Ionin, T., Zubizaretta, M.L., & Maldonado, S. (2008). Developing referential competence in IL discourse consists not only of learning the lexical and morphosyntactic forms in the target language, but also of mapping these forms to the referent in the discourse. We need a theory of SLA that considers all of all the data and the conditions of IL speech produced by the learner: the morpho-syntax, the sentence, the discourse, the real world situation, and their associated presuppositions. In this paper, Discourse Representation Theory (DRT) (Kamp & Reyle (1993)) is used to used to exemplify ‘fragments’ (Partee, 1984). The fragments are from Task IV in a task-based experiment of twenty-four hours of speech by a Japanese learner. The fragments are well-formed morphologically, lexically and functionally. However, they refer to entities which have no antecedent in the discourse situation. It is shown that computational models of language can be used in IL research, but must be modified to account for all of the data. References Ionin, T., Zubizaretta, M.L., & Maldonado, S. (2008). Sources of Linguistic Knowledge in the Second Language Acquisition of English Articles, Lingua, 118,554–576. Kamp, H., & Reyle, U. (1993). From Discourse to Logic (Vol. 2). Dordrecht: Kluwer Academic Publishers. Partee, B. H. (1984). Nominal and Temporal Anaphora. Linguistics and Philosophy, 7,243–286. Pienemann, Manfred. (Ed.) (2005). Cross-linguistic aspects of Processability Theory. Amsterdam: John Benjamins.

~~191 Elaborating who’s what: A study of depiction and grammar in Australian Sign Language (Auslan) Lindsay Ferrara~~

~~Macquarie University Trevor Johnston~~

Macquarie University Depicting signs, which occur across the world’s signed languages, are partly-lexicalized signs that integrate linguistic and gestural components. These signs along with instances of constructed action, periods of non-linguistic enactment that often take the form of ‘non-verbal’ behaviour, can be described as instances of depiction (cf. Liddell, 2003). While depiction has been a major focus of signed language research over the years, there has yet to be much empirical investigation of its frequency or interaction with a signed language grammar. Thus, the current study is an empirical corpus-based investigation of depiction in Australian Sign Language (Auslan). Specifically, we focus on how depicting signs and constructed action interact with clause structure—to form tightly integrated composite utterances (Enfield, 2009). We present evidence from 43 Auslan narratives that show these two forms of depiction may function as core elements of a clause—i.e., as the predicate or arguments. As such, they often preclude the need to manually express these concepts with lexical signs or elsewhere in the morpho-syntax. Findings suggest that any syntactic investigation of a signed language must acknowledge these types of depiction along with their non-verbal contributions to meaning construction. References Enfield, N. J. (2009). The anatomy of meaning: Speech, gesture, and composite utterances. Cambridge: Cambridge University Press. Liddell, S. K. (2003). Grammar, gesture, and meaning in American Sign Language. New York: Cambridge University Press.

~~Fronting, discourse and intonational cues in Mawng Janet Fletcher~~

~~University of Melbourne Ruth Singer~~

University of Melbourne There is a relationship between word order, intonation, and pragmatic focus in the Iwaidjan language Mawng (Australia). However it remains to be shown how this relationship is best modeled in terms of the three major intonational factors that contribute to the grammar of focus marking across languages; pitch range, intonational phrasing, and accentual prominence. In a pragmatically-unmarked clause, the object NP follows the verb and the clause is often realized as a single intonation phrase. However when the object NP is in narrow focus it precedes the verb, as in the answer to the question Nganti kinnyarlkpa? ‘Who’s he carrying?’ in (1). d. Warrawurnji anyak k-iny-arlkpa-ø. girl small PR-3MA/3FE-carry.on.back-NP He’s carrying a little girl. Information10 004 Properties 43–2 In (1) the NP warrawurnji anyak ‘small girl’ precedes the verb. There is a clear stretch of sustained high pitch across the entire NP but the rest of the utterance is realized with compressed pitch range. It remains to be seen whether this is best modeled as ‘deaccenting’ or ‘dephrasing’ of non-focal material. In this paper we also investigate whether there are unique phonetic and phonological properties of contrastive focus compared to narrow focus. Objects in contrastive focus, like those in narrow focus, are fronted with respect to the verb but they are also often the target of very high pitch excursions on the focal constuent whereas this is not always the case in narrow focus constructions. It also remains to be shown how the rest of the clause is realized in situations of contrastive focus. In this paper we investigate whether there are unique phonological properties of contrastive focus using new data from the field

~~It’s all in the timing: Looking for the temporal signatures of prosodic structure in Australian languages Janet Fletcher~~

School of Languages and Linguistics, University of Melbourne Speech is an activity that unfolds in time, and an ongoing goal of phonetic science and linguistic phonetics in the twenty-first century is to work out how discrete linguistic/symbolic units can be reconciled with the dynamic nature of spoken language.

192 At the same time, few would dispute that the phonetic realization of an individual speech segment depends on where that segment is positioned relative to the entire prosodic structure of an utterance. The intersection of prosodic phonology, articulatory phonology, and current models of speech production in the last twenty years has provided a framework within which to investigate the spatio-temporal signatures of prosodic structure. Detailed exploration of a variety of languages is essential to test the universal applicability of existing speech timing models. In this paper I will examine traditional and more recent approaches to prosody and speech timing with a particular focus on a group of Australian languages.

~~‘Show her to me’: Referential hierarchies and ditransitive verbs in Araki Alex François~~

LACITO — CNRS; Linguistics, The Australian National University Since Bossong (1985), referential hierarchies have proven useful in accounting for patterns of differential object marking (dom) in transitive clauses. More recent studies (Siewierska 1998; Bickel 2008; Haspelmath 2007) and ongoing projects (Referential Hierarchies in Morphosyntax, EuroBabel) also show the relevance of such hierarchies in explaining the alignment patterns of ditransitive verbs — namely, the way certain languages treat formally the Theme (T) and the Recipient (R). Araki, a highly endangered Oceanic language of Vanuatu, not only shows dom with its transitive verbs, but is also sensitive to referential properties of arguments in the syntax of ditransitive verbs. Its hierarchy is defined by the combined features [±local] (cf. Andrews 1985) and [±human]: a. [+local] human > [local] human > [human] This hierarchy determines the relative ranking of Theme and Recipient: the participant ranking higher will align with Patients — i.e. be treated formally as an object — while the other one is encoded as peripheral (oblique or dative); see ex (2)–(4). After describing these patterns in Araki, including cases of variation, I will compare them with similar patterns in other languages. This will help assess Araki’s contribution in a typology of semantic hierarchies, and in a model of the syntax–semantic interface. b. O= pa= vsei –á sana? 2s:I= fut show – 1s.obj dat3s ‘Will you show me to her?’ c. O= pa= vsei –á inia? 2s:I= fut show – 1s.obj obl3s ‘Will you show her to me?’ d. O= pa= vsei –a inia? 2s:I= fut show – 3s.obj obl3s ‘Will you show it to her?’

~~What works when teaching a highly endangered language, versus teaching a strong language? Mary-Anne Gale~~

University of Adelaide Since 2003 I have been working in SA with the Ngarrindjeri community in reviving their language. Due to community demand, we began teaching TAFE language classes in 2007, and with the best of intentions have tried to adopt sound language teaching pedagogy — but with mixed success. How do you ‘make natural texts’ and ‘create dialogues’ when there are no fluent speakers, and the old source documents are lacking? Since 2010 I have also been attending Pitjantjatjara language classes, taught by a master teacher. Pitjantjatjara is the only language in SA still being acquired as a first language by children. This paper compares the teaching methodologies that do and don’t work for adults in these contrasting language situations. But I contest, no matter what the language, there are certain core ingredients that aid success, including:

193 a. Quality language resources, especially a dictionary with a finder list; a learners’ guide or grammar for the lay person with example sentences; and a pronunciation guide with recorded sound files; and b. Regular classes leading to a recognised qualification run by accepted teachers.

~~Recording in busy classrooms Rod Gardner~~

~~Griffith University Ilana Mushin~~

~~University of Queensland Janet Watts~~

~~Griffith University Jen Munro~~

Griffith University This paper reports on the first phase of the ARC Linkage Project ‘Clearing the path towards literacy and numeracy: Language for learning in Indigenous Schooling’, conducted in partnership with the Queensland Department of Education and Training. The project focuses on classroom interaction in the early years of schooling in a remote Queensland Indigenous school. Through microanalysis of Prep and Year 1 classes, we aim to provide a rich and detailed description of the ways knowledge and knowledge transfer are managed by teachers and children. In this project we address the impact of the children’s home language and communication styles on their interactions with their SAE speaking teachers, and how communication is managed in the classroom, leading to success or failure of knowledge transfer as one of the foundation for successful learning and engagement. Early schooling classrooms are typically busy and noisy environments with frequent change of activity. Interactional configurations also change frequently, from whole class activities (eg. the teacher reading to the whole class), to small group activities (eg. a maths rotation) to individual work. The study of classroom interaction faces a range of methodological challenges for data collection, data management, and transcription. In this paper we focus on some of these challenges, including the optimisation of recording in classrooms, and the ways we have developed systems for aligning and transcribing multiple audio and video recordings.

~~I can haz speech play: The construction of language and identity in LOLspeak Lauren Gawne~~

~~The University of Melbourne Jill Vaughan~~

The University of Melbourne LOLspeak is a complex and systematic reimagining of the English language. It is most often associated with the popular, productive and long-lasting internet meme ‘LOLcats’. This style of English is characterised by the simultaneous playful manipulation of multiple levels of language in order to perform an authentic ‘cat’ voice, and serves both as an entertaining in- group practice and as a cultural index which is recruited in the construction of identity. Using community-generated web content as a corpus, we analyse some of the common speech play strategies (Sherzer 2002) used in LOLspeak, which include morphological reanalysis, atypical sentence structure and lexical playfulness. The linguistic variety that emerges from these manipulations displays collaboratively constructed norms and tendencies providing a standard which may be meaningfully adhered to or subverted by users. Building on this, we use Bucholtz and Hall’s (e.g. 2005) interactional and ethnographic approach to linguistic analysis to examine how the speech play strategies used by participants allow for the simultaneous construction of two identities: firstly the identities of the cats that they claim to be speaking for, and secondly their own identity as savvy members of an online community of practice (Jones & Schieffelin 2009).

~~194 What we know people know about gesture Lauren Gawne~~

~~The University of Melbourne Barbara Kelly~~

The University of Melbourne This study explores the way that native speakers of English with no training in gesture perceive and categorise gesture, in comparison to the academic understanding of gesture (eg. McNeill 1992, Kendon 2004). In this paper we report on two studies of lay persons gesture categorisation and perception. In the first study, 30 participants viewed a naturalists narrative video and identified communicative gestures. Half of the subjects did so with concomitant sound and half had no sound. It was found that sound is crucial for gesture-type identification (e.g. beats were more clearly identified than iconic gestures with no sound) but not so important for the overall number of gesture-types attended to. In the second study 12 participants were taken through a range of tasks, including transcribing communicative gestural events in a the same video recording and a semi-structured interview. It was found that across the participants there was a broad range of phenomena that were considered to have communicative intent. Participants were more likely to focus on the function of gestures than their form. Participants’ definitions of what constituted a gesture were broader than that of researchers, although it is apparent that for some categories, particularly beat gestures, participants had similar intuitions to those of researchers. This work is of importance to anyone working towards understanding the function of gesture in communication since the development meaningful categorisations of gesture need to be meaningful for all speakers, not just for gesture analysts.

~~Just me wants all of yous. How much can a Yuwaalaraay pronoun express? John Giacon~~

The Australian National University Yuwaalaraay has a full paradigm of ‘simple’ pronoun forms. There are a range of additions to the basic forms, including the use of some suffixes and inclusory constructions (IC), consisting of a ‘superset’ pronoun and ‘subset’ element(s). They are found in a range of Australian languages. In Yuwaalaraay the subset element can be a suffixed pronoun, which distinguishes nominative and ergative, unlike the first person pronoun to which it attaches. (Songali-luu is we.two-s/he.ERG, ‘She and I’) With a first person dual pronoun as superset, inclusive and exclusive are distinguished. With a plural superset pronoun this distinction can be inferred but is not entailed. ICs can also encode an emphatic inclusive: ‘you and I’. Yuwaalaraay information is from historical sources, which have significant limitations and there are variations between them. The aim is a ‘reconstituted’ grammar of Yuwaalaraay, suitable for language revival/rebuilding — a grammar which is consistent with the traditional language, but also ‘fills in some gaps’ in the historical material, and so makes ‘reconstituted Yuwaalaraay’ a more resourced language, with a greater range of communicative resources. That aim implies an expansive interpretation of the sources and regular use of typology to develop the grammar.

~~A semantic menagerie: The conceptual semantics of the names of animal species. Cliff Goddard~~

School of Languages and Linguistics Griffith University This paper presents a semantic analysis of selected words from different levels of the ethnozoological taxonomic hierarchy of English (Berlin 1992); including the words creature (‘unique beginner’), animal, bird (‘life form’); dog, cat, mouse, rat (‘generic’); terrier, beagle, greyhound (sub-generic). The framework is the Natural Semantic Metalanguage approach (Wierzbicka 1996; Goddard and Wierzbicka eds., 2002; Goddard ed. 2008). Though ultimately resting on the foundational elements of the NSM system, i.e. 64 semantic primes and their inherent grammar of combination, the analysis relies on the recently developed analytical concepts of semantic molecules and semantic templates (Goddard in press/2012). These provide mechanisms for encapsulating semantic complexity and for modelling inheritance relations between successive layers of the hierarchy, such that words at the lower levels of the hierarchy can be shown to incorporate tremendous semantic complexity. Other issues considered the extent to which linguistic evidence can be used to discriminate between linguistic meaning and encyclopedic knowledge, the distinction between taxonomic superordinates and collective superordinates, and the extent to which cultural (anthropocentric) components feature in the semantics of ethnozoological categories.

~~195 Notions about motion: the lexical semantics and valency alternations of English ‘climb’, ‘crawl’, ‘swim’, ‘fly’, ‘carry’ and ‘throw’. Cliff Goddard~~

School of Languages and Linguistics, Griffith University Linguists have written a great deal about motion verbs, but for the most part they have concentrated on lexicalisation pattern, e.g. whether a language prefers to encode ‘manner’ (like English, German and Russian) or ‘path’ (like Spanish and Malay). Little attention has been paid to the question of how to capture the precise semantic content. What exactly does it mean to say that someone is ‘climbing’ or ‘swimming’, for example? Even languages that favour motion+manner semantics don’t necessarily have verbs that match up exactly with the English ones, either semantically or syntactically. Russian, for example, has no verb that matches exactly with English ‘swim’ (Koptjevskaja-Tamm et al. 2010), and the English verb ‘climb’ is unusual in taking a locational object rather than an oblique. This study develops a set of semantic explications for some of the basic English verbs of ‘locomotion’ and ‘induced motion’. The analytical framework is the Natural Semantic Metalanguage approach (Wierzbicka 1996; Goddard and Wierzbicka eds., 2002; Goddard ed. 2008). As well as an exercise in fine-grained lexical semantics, the study addresses two (related) issues pretaining to syntax: verb classes and valency alternation phenomena (cf. e.g. Levin and Rappaport Hovav 2005; Dowty 2002). The key proposals are (i) that any given verb has a semantically basic frame, incorporating inherent aspect as well as core argument structure, (ii) that explications for verbs of a common ‘verb class’ follow a common semantic template, (iii) that alternations (aka alternative constructional frames) and aspectual transpositions are produced by a quasi-derivational process in which an initial semantic template is mapped onto a modified template. The paper also demonstrates that current work on valency alternation is hampered by insufficient attention to lexical polysemy.

~~Consonantal Space-Compensation Processes: an approach to understanding phonemic adjustments in world sound systems Simon Gonzalez~~

The University of Newcastle Recent studies suggest that the arrangements of sounds in phonological inventories are strongly influenced by specific phonetic processes (Vallée et al. 2002, Mukherjee et al. 2010). Based on phonetic and phonological principles, this paper aims to demonstrate the primary roles that consonantal space-compensation processes play in world sound inventories. According to this approach, consonants undergo phonetic processes that organize them in a way that they can maintain a balance among places of articulation from glottis to lips. Thus, languages shape their sound systems by both distributing sounds and amending gaps in their inventories. For this purpose, 452 languages from the UCLA Phonological Segment Inventory Database (UPSID) were classified and statistically analysed. The sounds of each language were grouped according to the following place features: [LABIAL], [CORONAL], [DORSAL], and [RADICAL]-[LARYNGEAL]. The percentage of the total amount in each group was calculated, which was the basis for calculating the mean and the standard deviation of each group in every language. The final values showed consistent patterns which suggest that a consonantal space- compensation principle is present in the regular displacement of language sounds. These results provide important insights for a deeper understanding of the arrangement of phonological inventories and which processes shape them.

~~On the internal structure and interpretation of Spanish PredNP Melvin Gonzalez-Rivera~~

Bucknell University In this presentation I analyze several aspects of the syntax and semantics of Spanish PredNPs (1/2). Spanish PredNP is a non-verbal construction that exhibits clausal properties (cf. Vinet 1991; Hernanz & Suñer 1999; Alonso Cortés 1999; Paul 2006; Paul & Stainton 2006) –ie, sentences (1/2) may be interpreted as containing a semantically empty or light verb. These clauses involve predication and clearly denote a proposition or (3/4). It has been assumed that Spanish PredNPs have a null copula, however, some authors have argued that in verbless clauses there is no copula whatsoever (Benmamoun 2000, 2008). I do not assume the presence of a null copula, but rather the existence of a relator-head (den Dikken 2006), which is instantiated by the feature t(ense). The default tense is the present tense, but a past tense interpretation is also possible: it is the case that (5) may refer to a non-existent entity at the time (t) of evaluation, namely, Cervantes, thus having the interpretation of (6). In order to explain the internal structure of Spanish PredNP I will assume that the XP-predicate moves to the left of the subject. The predicate moves in order to discharge the strong semantic feature evaluativity.

196 a. 1. Muy brillanteAP este chaval ‘Very smart this guy’ b. 2. Un genioNP tu profe ‘A genius your professor’ c. 3. Este chaval es muy brillante. ‘This guy is very smart.’ d. 4. Tu profe es un genio. ‘Your professor is a genius.’ e. 5. Muy sabio aquel escritor ‘Very wise that writer’ f. 6. Aquel escritor era muy sabio ‘That writer was very wise.’

A Western Australian Italian pidgin? Stéphane Goyette Muhlhausler & McGregor (1996: 111) refer to the possible existence, in New Norcia (Western Australia), of an Italian pidgin, a specimen of which is given by Father Rosendo Salvado in his Memorie storiche dell’Australia (1851). The goal of the proposed presentation is to evaluate the specimen in question. On the one hand it will be argued that it indubitably represents a pidginized variety of Italian, indeed a variety of pidgin Italian which is quite similar to other known varieties of pidgin Italian, and is not a stage of the acquisition of Italian as a second language. On the other, however, it will be argued that the pidgin Italian in question may well have been acquired (and used) in Italy itself, rather than in Western Australia. Indeed, the similarities between this specimen and other Italian pidgins make this conclusion likely. Regarding the pidgin nature of the language, it will be noted that it exhibits the following features: a. Generalized use of the infinitive as a base form; b. Total absence of clitic pronouns. c. (Near total) lack of articles, definite or indefinite. d. Use of a bare past participle form of the verb as a general past tense/perfective form. These features are quite alien to any observed Italian interlanguage (Ramat 2003). The most telling similarities linking this Italian pidgin to other, better-attested pidgins, are 1 and 4: use of the bare infinitive as a present/imperfective, and the bare past participle as a past/perfective form, is found in other Italian pidgins, such as Lingua Franca (cf. ti mirar ‘you see’ and ti mirato ‘you saw’) and Eritrean pidgin Italian (iyo lewrare ‘I work’ versus iyo lewrato ‘I worked’), a common feature which Holm 1988: 608–609 (whence the examples are drawn) had already highlighted.

~~Aspect Marking in Auslan Michael Gray~~

Macquarie University This paper presents a corpus-based study of aspect marking in Auslan (Australian Sign Language), and on the basis of this data, suggests that verbal aspect marking in signed languages may be a non-morphological system. Verbs in Auslan, in a manner similar to other signed languages, are able to convey information by means of modifications to the phonological parameters of the verb (Johnston & Schembri, 2007). These information-bearing modifications have frequently been analysed as morphological structures (Klima & Bellugi, 1979; Maroney, 2004; Rathmann, 2005). In the last several decades however, a growing number of researchers have argued that verbal modifications in signed languages are best analysed as gestural or visual representation. Most of this work has centred on verbal modifications that represent other semantic categories of information than aspect, i.e. person agreement and classifier predicates (Cogill-Koez, 2000; Liddell, 2003). This paper, informed by a corpus-based investigation of aspect marking in Auslan, applies some insights gained in the reanalysis of these other structures to aspect marking verbal modifications. The reanalysis of these modifications as non-morphological has potentially important implications for our understanding of the impact of the visual-gestural modality on language, and the relationship between language and gesture.

~~197 Raising nouns as Case assigning arguments: Evidence from Mauritian Creole Diana Guillemin~~

Griffith University Building on Chierchia’s (1998) Nominal Mapping Parameter, this paper argues that nouns can be lexically stored as kinds or properties, and there is a correlation between noun denotation and the lack of both a definite article and Case assigning prepositions. Kind denoting nouns have a strong argumental feature, which enables them to raise into the determiner head, where they can function as arguments and assign case. The analysis is based on a study of Mauritian Creole (MC) whose nouns are lexically stored as kinds (Guillemin 2009). Unlike its lexifier (French), this language lacks both a definite article and Case assigning prepositions, as shown in (1) and (2) respectively: a. Zako kontan pistas (MC) Monkey like peanut ‘Monkeys like peanuts Le singe aime les cacahuètes (French) b. Bato peser (MC) fisherman ‘The fisherman’s boat’ Le bateau du pêcheur (French) MC has a phonologically null definite determiner, which projects for count nouns that check their number feature, and get converted into cardinality predicates. A Derivation by Phase analysis (Chomsky 2001) provides evidence for this empty category, which requires licensing by an overt specificity marker in certain environments; it also explains why Case assigning prepositions are not required in genitive constructions with argumental nouns. This analysis gives support to both Longobardi’s claim that ‘DP can be an argument. NP cannot’ (1994: 628 ), and his proposal that ‘If a common noun raises to D a prepositionless Genitive occurs’ (1996: 26).

~~Now we rank them, now we don’t? Journal rankings and beyond: the challenge for linguistics in the new ERA of research John Hajek~~

~~School of Languages and Linguistics University of Melbourne Simon Musgrave~~

Monash University We are now entering the second round of research assessment under the Excellence in Research for Australia (ERA) model. Given overseas experience, ERA will have increasing impact on us, and on universities. A number of writers (eg Cooper and Poletti 2011, Dobson 2011) have drawn attention to ERA-related problems for the humanities and social sciences in general. Here we focus our attention on linguistics, especially on the highly contentious issue of journal rankings. While now excluded as a direct measure, they are likely continue to exert indirect influence. We consider problems with journal rankings, and analyse them in a series of different ways: (a) linguistics v. disciplines in Australia; (b) within linguistics; (c) with the original European source rankings; Our results points to large discrepancies that (dis)favour some, including linguistics in (a), over others in each category. These discrepancies, as well as some truly aberrant results, are presented and the reasons for them discussed. Finally, we turn our attention briefly to the new measures that have been brought in to replace journal rankings, and consider their meaning before asking how, as a collective, we might respond to the challenge which ERA represents.

~~An Enquiry in the Romanian Anger-like Words Alina Harabor~~

The Australian National University This study explores the meanings and syntactic structures of a group of anger-like emotion words in Romanian, more specifically the three emotion verbsa (se) supara (roughly to get upset/to upset someone), a (se) mania (roughly to get angry/ anger someone), and a (se) infuria (roughly to infuriate someone/get furious). I will first analyse the syntactic environments in which these verbs occur. These include their uses with Dative, Accusative and Nominative reflexive and personal pronoun

198 clitics, relating to the general semantic features common to this group of words. I will then fully explicate the meanings of each verb in their respective syntactic frames. By using a culture-independent metalanguage—the Natural Semantic Metalanguage (NSM), the explications will reveal the culture-specific aspects of the Romanian ‘anger’ experience. The data is mostly drawn from the Romanian Corpus Linguistics.

~~Lexical and grammatical borrowing in Australia: the case of Marra and Warndarrang Mark Harvey~~

University of Newcastle A number of analyses (e.g. Dixon 2002:25, Heath 1981:335) propose that types of borrowing correlate with the levels of borrowing in Australia. All levels include non-core vocabulary; greater levels include core vocabulary and grammatical morphemes. This paper shows that there is no correlation between levels and types of borrowing. A high level of lexical borrowing may be accompanied by minimal grammatical borrowing. The paper takes the neighbouring languages Marra and Warndarrang as its testing ground. There are proposals that these languages are members of the Marran family (Heath 1978:7–8). They share 50% common vocabulary, a high level if the languages are unrelated (Evans 2005:259). I show that proposed morphological evidence for genetic relationship is insufficient: e.g. Heath’s (1978:8) hypothesis that pronominal prefixes provide genetic evidence. Some prefixes from Marra (Heath 1981:208) and Warndarrang (Heath 1980:39) are presented in (1). (1) Marra Warndarrang 1sg nga- nga- 2sg ni- nyi- 2du nu-rru- ngud-

There are /ng – ng/, /n – ny/, /n – ng / correspondences. Only the /ng – ng/ correspondence appears in lexical correspondences. Consequently, the prefix paradigms do not show a consistent relationship. I show that comparable paradigms generally fail to show a consistent relationship. Therefore, Marra and Warndarrang show a classic borrowing profile: high levels of shared lexemes, but few shared grammatical morphemes.

~~How do you take your verb: heavy, light, semi-light Mark Harvey~~

~~University of Newcastle Simin Karimi~~

~~University of Arizona Greg Key~~

~~University of Arizona Deniz Tat~~

University of Arizona Light verbs (LV) are an important focus for modern syntactic research, with some analysts proposing that all verbal predicates involve LVs (e.g. Hale & Keyser 2002). LVs are one of the two fundamental constituents in complex predicates (CPr) (Folli et al 2005, McGregor 2002). The other constituent varies in class, and we term it the Non-Verbal element (NV). The contribution of LVs to CPr formation varies. In the first analysis of this variation, we distinguish true LVs from ‘semi-light’ verbs (SLV). True LVs function solely as verbalizers, whereas SLVs verbalize, contribute to argument structure, and assign case. This analysis accounts for a range of differences in relativization, case marking, modification, and productivity between CPrs involving LVs, and those involving SLVs. For example, in languages with nominal NVs, such as Persian, the NV may be relativized in CPrs involving LVs, but not in CPrs involving SLVs.

199 a. davat-i ke kard jâleb bud (davat kardan ‘to invite’) invitation-RL that did interesting was ‘The invitation that she did was interesting’ b. *farib-i ke dâd jâleb bud (farib dâdan ‘to deceive’) deception-RL that gave interesting was ‘The deception that he gave was interesting.’ In (1), kardan ‘do’ is an LV, and davat ‘invitation’ is the sole predicator. As such, davat may move to its own internal argument position and be relativized. In (2), both farib ‘deception’ and the SLV dâdan ‘give’ contribute to argument structure. Consequently, farib cannot move to an argument position, unlike davat in (1).

~~Construction of community identity and the historical selection of cultural and linguistic features Rachel Hendery~~

The Australian National University Palmerston Island is a tiny isolated English-speaking community in the Cook Islands. Over the past 140 years it has developed a unique linguistic and cultural identity, influenced by England, the Cook Islands, and more recently New Zealand. The islanders strongly identify with England, considering themselves very different from the rest of the Cook Islands. In this paper I explore the relationship between Palmerston Islanders’ conceptions of themselves/their community and their linguistic ideologies. Evidence for the language ideologies in the community is taken from interviews conducted in 2009, and compared to earlier interviews and evidence from other archival material (1909-1959). I show how individuals’ beliefs about language interact with their actual language use. It will be seen that the construction of linguistic and social norms is not entirely subconscious: the community is aware of the different origins of lexical items, and the cultural and social affiliations signalled by different linguistic choices. Influence on the language and culture from Cook Island Maori, however, appears to ‘fly under the radar’ more often than influence from other sources. This case study has implications for our understanding of new dialect formation, creolization, sociolinguistic variation, and the interactions between language and identity in general.

~~Case marking (accounts) in collapse:Evidence from Early Modern Dutch egodocuments (1570–1630) Jennifer Hendriks~~

The Australian National University In this study I examine the intermediate stages of case marking systems essential for testing hypotheses about the loss of case and its syntactic effects in Dutch. Past accounts typically compare earlier Middle Dutch (1200–1350), when a transparent case system was still in use, with Modern Dutch, which has lost morphological case. Scholars have made claims about the order in which the cases disappeared in Middle Dutch (Weerman and De Wit 1999) and the syntactic effects of case loss involving scrambling across arguments or the extraposition of DP arguments (Neeleman and Weerman 2009). With a several hundred year gap between Middle and Modern Dutch and no detailed studies chronicling deflexion, how can we know what the order of case loss is in Dutch? If loss of morphological case has syntactic effects, how degenerate can a case marking system be and still allow for syntactic features that languages with more robust case systems possess? Using a corpus of unpublished journals and personal letters, I consider these questions while situating the discussion in the context of the intense dialect contact situation that prevailed in Early Modern Dutch urban centres.

~~Contact-induced change in Japanese from Chinese and Dutch Peter Hendriks~~

Japan Centre ANU College of Asia and the Pacific, The Australian National University This paper will discuss the impact on the Japanese language of Chinese and Dutch. On the basis of the framework presented in van Coutsem (2000) and Winford (2005) it will argue that apparent anomalies in the extent of contact-induced changes in Japanese can be explained by taking into consideration the distinction between the transfer types, and the importance and nature of the agents. On the one hand contact with Chinese speakers stretches back to the pre-historic period and Chinese influence pervaded all aspects of Japanese life (Shibatani 2000: 121–2), but Chinese influence can only be only seen in the Japanese lexicon. Given the intensity of the contact it is surprising that evidence of contact-induced changes in the Japanese language appears to be relatively minimal.

200 On the other hand, contact with Dutch speakers was extremely circumscribed. The few isolated Dutch speakers in Japan were confined to a small island and contact with them was limited (Okada 2006). Given the nature of the contact it is surprising that there is anything to be seen in the Japanese language of Dutch origin yet there appears to be some in the syntax, if not in the lexicon. (Kinsui 1997)

~~Spatial, temporal and anaphoric deixis in Longgu narratives: what is lost between speaking and writing? Deborah Hill~~

University of Canberra Deixis in Oceanic languages has received considerable attention in the past few decades (e.g. Senft 1997; 2004). Longgu is an Oceanic language that expresses spatial and temporal concepts through a variety of means, including directional particles (mai ‘hither’ and hou ‘thither’), and a four-place deictic system (nene ‘this’, nina ‘that’, ninaina ‘that over there’,and nihou ‘that a long way over there’ (Hill 1992, 1997). Longgu also has a rich pronominal system, in which 3rd person independent pronominal forms function as determiners which have an anaphoric function, playing an important role in reference-tracking. This paper reports on an analysis of spatial, temporal and anaphoric deixis in two versions of six Longgu folkloric narratives. The first version is an oral text, the second is a rewriting of the text by a Longgu speaker. Understanding what can be lost between speaking and writing is important when oral texts are written down (Foley 2003; Mosel 2008). This is particularly so when the written texts are intended to contribute to language maintenance. Spatial language is, in many ways, at the heart of Longgu and in rewriting oral texts for educational purposes, it is important to ensure that what is at its heart is not lost.

~~The direct object marker in Romanian: a historical perspective Virginia Hill~~

University of New Brunswick This paper revisits the analysis of pe introducing direct objects (DOs) in clitic doubling (CD) constructions in Romanian (1). On the basis of data from Early Modern Romanian (EMR – 16–18 th c.) I argue that pe is a discourse marker, not a Case assigning preposition, as currently assumed. This is an important distinction, because the Case marking analysis of pe would wrongly imply that Case is a discriminatory rule on semantic classes (i.e., animates have pe, hence Case; inanimates do not (2)). Formal studies consider pe as a Case assigner conforming to Kayne’s Generalization (1975). This analysis is empirically inadequate because: (i) [pe+DO] strings occur independently of CD in EMR (3); (ii) pe introduces strong pronouns marked for Acc (e.g., pe mine ‘pe-me-Acc’); (iii) dialectally (e.g. Aromanian) CD of animate DPs has no pe insertion (4). In the framework of the cartographic program (notably Frascarelli & Hinterhölzl 2007) I establish that pe+DO is a contrastive topic marker at the left periphery of DP. Diachronically, the value of pe changed from + to – contrastive topic when CD has been generalized to DOs in MR (as evidenced in the translations of religious Slavonic texts).

~~A corpus-based typology of non-verbal semiotic devices in Australian Sign Language (Auslan) Gabrielle Hodge~~

Macquarie University, Sydney Strategies and patterns of meaning construction vary within and across languages, depending on how contexts of interpretation are constrained within a language community (Green, 2009; LaPolla, 2006). Not all meaning is expressed via traditional linguistic constituency; speakers and signers also manipulate various ‘non-verbal’ semiotic devices (Enfield, 2009). These include gradient and combinatoric properties of gestural elements, enactments, pointing signs and depicting signs (Liddell, 2003). The Auslan Corpus (http://www.auslan.org.au/about/corpus/) is being enriched with annotations to investigate how predicate-argument relations are expressed in Auslan. These predicate-argument relations are semantically identified across three text types: (1) spontaneous narrative, (2) stimulated narrative, and (3) conversation. The form, frequency, and distribution of predicate and argument elements in these relations can then be described empirically (Haspelmath, 2010). Here I present a typology of non-verbal semiotic devices that frequently function as elements of predicate-argument relations in a signed language. This research integrates gestural studies with signed language linguistics, and contributes to our understanding of how different semiotic strategies combine in language use (Green, 2009).

~~201 Mixing modal marking in Momu Tom Honeyman~~

The Australian National University In Momu, a language of PNG, a realis/irrealis distinction is made in different forms of the progressive. In the realis form, proximity of the speaker to the event being described is obligatorily marked. Regardless of the speaker’s involvement, the event is anchored deictically to the speaker. Contrasting with this, there is an irrealis form that remains unanchored. In this presentation I will be looking at two sentential complementation constructions (Noonan 2007) in Momu that express a strong or weak epistemic commitment of the speaker. The weak form is a subordinator that may combine with a restricted set of complement taking predicates (CTPs), or can occur without one. The strong form is a CTP, a copula related to the progressive forms described above. Both constructions take a fully inflected clause, with some restrictions on TAM marking. For these two constructions I will lay out these restrictions. I will show that while the range of possible TAM marking overlaps significantly, they vary slightly in important ways. I will also discuss the ways in which the realis progressive is no longer anchored to the speaker in the strong construction.

~~The Linguistic Anatomy of Individual Differences in Spoken Japanese Shunichi Ishihara~~

The Australian National University This is a preliminary investigation of the linguistic idiosyncrasy manifested in language use in spoken Japanese. More precisely, focusing on function words, such as particles, coordinators, etc., we aim to find out to what extend we are idiosyncratic in selecting certain function words above others, keeping in mind that there may be some differences in the degree/nature of idiosyncrasy between the sexes. Ishihara (2010) demonstrated that Japanese fillers (‘um’, ‘you know’, ‘like’ in English) bear the idiosyncratic information of speakers to the extend that the accuracy of speaker classification based solely on fillers can be as high as c.a. 85% for male speakers and c.a. 75% for female speakers, speaker classification performance being worse in the female than the male speakers by c.a. 10% due to the tendency for female speakers to have larger within-speaker differences than the male speakers. The current study looks beyond fillers, and investigates some function words in Japanese, such as particles, coordinators, etc. This is because some previous studies on English reported speakers’ idiosyncrasy in selecting function words (Weber et al., 2002). In the current study, we use the Corpus of Spontaneous Japanese (Maekawa et al., 2000).

~~Myths around Japanese passive constructions: busted? Or confirmed? Mami Iwashita~~

The Australian National University In this paper, I will report on findings of my analysis of examples of passive sentences in real contexts: in contemporary Japanese novels and collections of spoken data from the workplace. In doing so, I will either confirm or bust several myths around Japanese passive constructions, such as ‘The indirect passive represents Japanese passive constructions’ and ‘An indirect passive always has an adversative meaning’ A key contribution of this study is to reveal how Japanese passives are actually used in real contexts. In order to achieve this, detailed examination of authentic written and spoken data is conducted. For the written data of this study, we collected 679 passive examples, using the CD-Rom collection of Japanese novels. For the spoken data, the collections of spoken data from the workplace, commercially available on CD-Rom, were used, and 169 passive examples were found. Through validating a number of myths around Japanese passive constructions, I will show how important it is to examine authentic data. It is only by looking at the real written and spoken data that we can reveal how the language is actually used in real context.

~~202 Forming impressions of others from the nonverbal gestures they use while speaking different languages Lucy Johnston~~

~~University of Canterbury Jeanette King university of canterbury Jen Hay~~

University of Canterbury Previous research has shown both that (i) the impressions formed of speakers are influenced by the language being spoken and (ii) the impressions formed are influenced by the way speakers move when they talk. The present research extended this past research by investigating the impressions formed of individuals speaking both Maori and English when only visual cues were available. Participants viewed video-clips of the speakers with no sound and the lips covered. Ratings of likability/ attractiveness of the speakers differed as a function of the language being spoken. The same speakers were evaluated more positively when speaking Maori than English. Further, the differences in gestural patterns used when speaking Maori and English moderated these effects.

~~The emergence of tense in languages of the Central Papuan family Alan Jones~~

Macquarie University/ The Australian National University The Austronesian languages of Central Province, PNG, form a clear sub-group known as the Central Papuan family (CPf), yet they exhibit great variation in the extent to which they have grammaticalised time deixis as tense. There is considerable agreement to the effect that grammatical tense is a later development, emerging from systems in which viewpoint aspect and actionality, or phase, are the dominant verbal categories (e.g. Bybee et al., 1994). On this assumption, the present paper examines how tense has developed, has not developed, or is developing in seven CPf languages. The main focus is on the existence or emergence of a past-present distinction. Primary and secondary sources of data are used. Tenseless languages are: Balawaia and Sinaugoro (east of Port Moresby); Motu (Moresby area); Lala (to the west). Roro and Kuni have past-present-future tense systems; while in Mekeo a past-present distinction is emergent (Jones, 1998). With reference to Motu and Mekeo, it is suggested that progressive aspects, when functioning to background punctual events, favour the emergence of grammaticalised time reference.

The paper considers the possibility of parallel drift (Sapir 1921: 171–2) towards a past-present tense distinction, suggests conceptual similarities between viewpoint aspect and tense that might facilitate a drift to tense (Osawa 1999), and briefly considers the contexts, functional and/or cultural, that might favour the emergence of a distinct past tense.

~~Voicing in Gurindji Kriol Caroline Jones~~

~~University of Wollongong Felicity Meakins~~

University of Queensland Voicing contrasts are common in the world’s languages, though it is well known that many Australian languages lack a voicing contrast. In languages with marginal voicing contrasts, the contrast is often restricted by place of articulation or word position, perhaps reflecting aerodynamic factors (Keating, Linker, & Huffman, 1983; Westbury & Keating, 1986). In this paper we explore the question of whether Gurindji Kriol, a recently developed mixed language of northern Australia (McConvell & Jones, 2005), has a voicing contrast. In Gurindji Kriol, words are derived from Gurindji, an Australian language with no voicing contrast, and Kriol, a north Australian English-lexifier creole whose basilectal varieties are reported to have no voicing contrast (Butcher, 2008) although there is considerable variation. To explore the question of voicing in Gurindji Kriol, we present analyses of picture-prompted citation speech, where voice onset time patterns suggest a word-initial contrast for alveolars and an intervocalic contrast for bilabials, as well as analyses of maternal speech. These results add to our understanding of the phonology of Gurindji Kriol. The findings are also relevant to understanding children’s language development in Gurindji Kriol, and how this prepares children for learning Australian English at school.

~~203 The morphosyntax of a created language: intended and unintended effects of relexification Piers Kelly~~

ANU College of Asia and the Pacific, The Australian National University The Eskaya people of the southern Philippines use an auxiliary language known as Eskayan which is attributed to an ancestral creator figure. At first glance Eskayan appears to be a simple relexification of the regional Visayan language of which Eskaya people are mother-tongue speakers, as translations of the traditional literature into Visayan have the appearance of word-for-word calques. This becomes more problematic at the level of morphology. The 24 Visayan verbal affixes and their allomorphs are handled by just five Eskayan counterparts as partially shown in the following correspondence table for actor voice forms: Visayan Eskayan Realis Punctual mi-, ni-, ning-, ming – chdin-, Ø – Durative nag-, naga-, ga – muy-, dil-, Ø – Potential naka-, ka – dil – Irrealis Punctual mu – muy – Durative mag-, maga – muy – Potential maka-, ka – muy-, Ø

Traditional texts are replete with ambiguities that cannot always be resolved by Eskayan speakers. Accordingly, interpretations are fixed by convention or left open for negotiation. But the process of actively assigning conventional interpretations is also exploited to augment the language in surprising ways. The review of Eskayan morphosyntax brings into focus the analytical categories that the putative creator brought to the task of constructing the language. More broadly it draws attention to the constraints on grammatical innovation in language, as investigated elsewhere by Keller (1994, 1998), Evans (2003) and Frajzyngier & Shay (2003).

~~Interactional use of Korean — nikka/-nuntay and Japanese — tte in spoken discourse Hyun Su Kim~~

School of Culture, History and Language, ANU College of Asia and the Pacific, The Australian National University This study aims to explore the interactional functions of quotation markers, the Korean — nikka/-nuntay and Japanese — tte, in spoken discourse. In most studies of Korean nikka and nuntay, the main focus has been on the grammatical status or historical development of these markers (Ahn, 2006; Bang, 1995; Nam, 2010), although the use of Japanese tte has been investigated more broadly by many researchers (Maynard, 1996; Suzuki, 1997). However, these markers display some additional functions beyond quotation markers in verbal interactions, indicating the speaker’s ‘concern’ for the hearer. Using a variety of data sets, including telephone conversations, comic books, TV talk shows and dramas, this study will demonstrate how speakers use these markers for communication, inviting the involvement of interlocutors and managing their feelings and attitudes. Comparing the typologically similar languages of Korean and Japanese, this study will also identify a reciprocal relationship between Korean — nikka /-nuntay and Japanese — tte, contributing to the understanding of different languages.

~~Explaining the prehistory of personal pronouns in the Kuri languages Harold Koch~~

The Australian National University This paper is a historical-comparative study of personal pronouns in the languages that have been classified as belonging to the Kuri subgroup, focusing on the Sydney language (S), Darkinyung (D), Awabakal or the Hunter River Lake Macquarie (HRLM) language, and Gathang (G), using data made available in a number of recent compilations. Pronouns occur as free forms, subject and object enclitics, and combined subject+object free forms. While the Pama-Nyungan provenance of some forms is relatively transparent (G 1Sg ngathuwa, D 2Sg ngindi, G/D 3SgM nyuwa, D 3SgF nhanda, S/D 1Du ngaliya, S 3Du pula, HRLM/G 2Pl nyurra), others look decidedly obscure: HRLM /D 1Du pali, HRLM /D 3Pl parra, S/D 1SgAcc dyana, G

204 2SgNOM biyay. The paper will try to explain the origins of some of the obscure (especially singular) pronouns with reference to the historical processes given below. A new proposal is that the 1SgSubj enclitic *-pa may derive from a reinforced free form 1SgNom *ngay-pa and the 2SgSubj enclitic *-pi from a similar 2SgNom *ngin-pa with vowel assimilated to – pi and S – mi possibly from *nginpi – *ngimpi by nasal assimilation – *-mpi by enclitic truncation – mi by the nasal-stop reduction sound change.

~~Reconciling tradition and modernity: the nominalising enclitic in Lelepa Sebastien Lacrampe~~

The Australian National University Lelepa (Oceanic, Vanuatu) has a productive nominalisation process whereby deverbal nouns take the prefixn(a) – ‘nmlz1’ and the enclitic =n ‘nmlz2’. This paper focuses on the problem posed by the vowel surfacing as part of the cliticisation process. For instance, the verbs faam ‘eat’, mat ‘dead’ and fan ‘go:irr’ are derived into the nouns nafaamin ‘food’, nmaten ‘funeral’ and nafanon ‘departure’. While the base forms have the same vowel /a/, those vowels surfacing before the clitic seem unpredictable. I show that these vowels cannot be accounted for by a phonological analysis and propose a historical explanation. However, a diachronic perspective cannot explain the nominalisation of recent loans. The forms fak maket ‘go to the market’ and fak skul ‘go to school’ are nominalised as nafak maketin ‘going to the market’ and nafak skulun ‘education’, and I show that these forms can be explained synchronically. Still, there is variation in the nominalisation of certain native verbs such as raik ‘spear fish’, which is derived as eithernaraikan ‘spearfishing’ ornaraikin . While naraikan is accounted for in diachrony, I show that naraikin results from a reanalysis process due to inter-generational variation.

~~Exploring the meaning of Warlpiri propositional particle nganta Mary Laughren~~

The University of Queensland This paper examines the meaning of the Warlpiri particle nganta (Laughren 1982) whose communicative function involves the interplay of semantic and pragmatic features. The addition of nganta in (1a) to the bare assertion in (1b) modulates the truth value of the proposition ‘she went in’ and/or its illocutionary force. It may also imply authorship of the proposition by another source (hence a reporting role for speaker) and even the speaker’s denial of the proposition’s truth. By comparison, (1c), in which the particle marda replaces nganta, asserts that the proposition is possibly true, with no implied reattribution of source. While the pragmatic import of nganta may allow (1a) to imply the speaker’s denial of the truth of the proposition, it contrasts with (1d) in which nganta is in the scope of negative particle kula encoding the explicit denial of the proposition’s truth. a. Yuka-ja nganta. enter-past She seems to have gone in.’ ‘She’s gone in allegedly.’ ‘They say/reckon that…’ ‘She said/made out (=reckons) she had gone in.’ b. Yuka-ja. ‘She’s gone in.’ c. Yuka-ja marda. ‘She may have gone in.’ ‘She’s gone in maybe.’ d. Yuka-ja kula-nganta. ‘It looked like/seemed/was thought that she went in, but she didn’t.’ Nganta-like particles in Australian languages are sometimes glossed as ‘quotative’, reflecting their ‘reported speech’ use. Warlpiri data suggest nganta establishes the existence of an unattributed belief state that a proposition is true. The full pragmatic interpretation depends on evaluating the status of a belief state against knowledge of the speech context, including the speaker’s (strength of) commitment to that belief state and its implied source.

~~205 The semantics of song: expressing meaning through dance, design and text in an Aboriginal song series Mary Laughren~~

~~The University of Queensland Myfany Turpin~~

The University of Queensland The Yawulyu performed by Warlpiri women from Wirliyajarrayi (Willowra NT) community involves group singing, body painting and dancing, as is the norm in traditional ceremonies across the Central Australian region. In these ceremonies, the communication of meaning is not confined to the song text whose words and/or their meaning are not always readily apparent; other modalities carry some of the semantic load. The iconic dance movements, ceremonial props and choreography also convey meaning (Jones 1984). In addition, the body designs and melody of each song series encodes specific places, people and ‘Dreamings’—the specific flora, fauna or other natural features related to the song text. The rhythm of each song may suggest word boundaries and stress patterns aligning it strongly with some aspects of the text. We explore how meaning is conveyed through these modalities and identify the types of concepts that tend to be expressed ‘thickly’, that is, in more than one modality. For example, one song contains the word kirrkirlanji ‘brown falcon’ and the accompanying dance involves dancers with their hands shaped like claws, representing a salient feature of this bird. Finally the paper raises questions about whether the dances and designs have shared cultural meanings across the region or whether they are unique to that song series.

~~Semantic Analysis of Sentence-Final Particle Laa1 in Cantonese Helen Leung~~

The Australian National University In this paper, I will conduct a detailed and rigorous semantic analysis of the Cantonese sentence-final particlelaa1 , using the Natural Semantic Metalanguage approach. Particles have important functions in Cantonese speech, and laa1, being one of the most frequently used, is often thought of as distinctly Cantonese. It is also a possible source of the Singaporean English lah. However, the meaning of laa1 is often thought too elusive to pin down, usually being glossed in Cantonese-to- English dictionaries as ‘persuasive’, ‘requesting’, or ‘commanding’. Such labels, which are also used for other sentence-final particles such as aa1 or gaa3, are of little help to learners of Cantonese. In this paper, I will examine the range of use of laa1 in the Hong Kong Cantonese Corpus and in conversations extracted from Cantonese films, and offer a full semantic explication of laa1. The analysis shows that the meaning of laa1 can be fully understood and that commonly used labels such as ‘persuasive’ are not sufficiently informative from a learner’s perspective. I will also discuss the similarities and differences between Cantonese laa1 and Singaporean English lah, hoping to shed light on the characteristic ways of thinking among Cantonese speakers.

~~On Conversational Valence and the Definition of Interjections Alan Libert~~

University of Newcastle Interjections, like some other word classes, have proven difficult to define in a principled way, and therefore there has been disagreement about whether some words belong to this class. Lists of interjections in grammars sometimes include arguably disparate items, e.g. greeting terms along with words such as oh and ah. There has also been dispute about the possibility or necessity for interjections to be in a syntactic relation to other components, that is, about their valence (as the term is used by e.g. Pinkster 1972/2006). In this paper I propose a definition of interjection which involves valence in the usual syntactic sense, and introduce the notion of conversational valence to distinguish between interjections and words such as good-bye. The latter can only be felicitously used when there is an addressee present, as well as the speaker, thus having a minimum conversational valence of 2, while interjections do not require an addressee, i.e. their conversational valence is 1; for example, if I stub my toe I can appropriately say ouch! in the absence of anyone else. By this combination of two types of valence, interjections can be clearly delimited from other word classes.

~~206 Production and perception of prosodically varying inter-gestural timing in American English laterals. Susan Lin~~

Macquarie University Current theoretical approaches differ in their assessment of the influences of bio-mechanical and perceptual factors on speech production. This study investigates these influences on the coordination of the gestures involved during production of American English laterals: tongue tip raising and tongue dorsum retraction. Gestural coordination in onset laterals is of interest due to divergent predictions of perceptually and physically based models. A perception experiment showed that American English listeners are faster and more accurate at identifying words as beginning with laterals when their onsets are created with synchronous gestures. Thus, if speakers produce onset laterals primarily with the needs of their listeners in mind, gestures should be roughly simultaneous. In comparison, speaker-based approaches predict that onset laterals will be produced with tongue tip achievement preceding tongue dorsum achievement. A production experiment showed that American English speakers typically produced onset laterals with tongue tip achievement preceding tongue dorsum achievement. However, data from some speakers showed gestural synchrony at strong prosodic contexts, consistent with perceptual motivations. I interpret these findings as being most consistent with a theory of speech production in which gestural coordination is largely determined by physical factors which may be partially overridden by speakers’ phonetic knowledge about speech perception.

~~Topic Continuity of Subject & Non-Subject in Squliq Atayal Legends: Evidence from Statistics Kun-Long Liu~~

School of Language Studies, The Australian National University Following Givón (1983a, 1983b) and Rau (2000), this research adopts the quantitative method to investigate discourse properties of subject and non-subject in Squliq Atayal legends. There are three discoveries in this research. First, although syntactic coding (i.e. zero anaphora vs. nominal) has the influence on the accessibility of subject, it does not affect the importance of the information subject conveys in the following discourse. Second, voices make no difference on the accessibility and importance of subject. Subject is undoubtedly a default topic in the Squliq Atayal discourse. Last, most important of all, subject is more topical than non-subject in Actor Voice clauses whereas in Non-Actor Voice clauses, the information non-subject carries is as accessible and important as the information subject carries. This shows that agent plays an important role at the discourse level even though it is a noncore argument at the syntactic level. These discoveries from the statistic evidence not only fill in the gap in the academic study on Squliq Atayal, but also buttress those observations in other studies.

~~Aboriginal English and Associated Varieties: Observations on Shared Grammatical Features Ian Malcolm~~

Edith Cowan University With the publication of the Handbook of Varieties of English (Schneider et al 2004), comparable descriptions of the phonology, morphology and syntax of some 60 varieties of English and of English-related creoles were brought together in two large volumes. Subsequently, in a project based at Freiburg University, the body of international scholars engaged in that project were invited to contribute to a comparative documentation of grammatical features in the varieties which had been described. This resulted in the so-called ‘WAVE Matrix’ which recorded the presence, absence and relative prevalence of 235 grammatical variant features in over 50 varieties. This paper draws, for the first time, on data from this matrix to examine Aboriginal English in terms of its relatedness to Australian English (general and vernacular), Australian creoles (Kriol and Torres Strait Creole) and varieties of English from Ireland and the South of England. It provides evidence of the nature, the extent and the areas of overlap between Aboriginal English and these varieties, helping to strengthen a case for regarding Aboriginal English as a variety distinct from Australian English and also from creoles, as well as incorporating significant residual influence from Irish English. It is suggested that the information yielded by this study has important implications for policy and practice in the teaching of standard English as an additional dialect.

~~207 Stancetaking as a means for understanding shifting speech repertoires in Indonesia Howard Manns~~

Monash University There is a shift underway in Java from the local, ethnic language, Javanese, to the national language, Indonesian. This paper explores how Javanese multilinguals use linguistic styles from multiple sources to construct identity in an emerging variety of Indonesian spoken in Malang, a city in East Java, Indonesia. Conversational data are examined to explore the stancetaking strategies of 25 young, educated Javanese individuals. This paper locates speakers’ strategies within Ochs’ (1992) framework of direct and indirect indexicality. Results show how speakers select both local Javanese and supra-local styles from the capital city, Jakarta, to enact stances. Speakers select Javanese pronouns and kin terms to enact stances related to age and status concerns. These stances occur most often in task-oriented utterances and for accomplishing potentially face-threatening acts. Speakers select Jakarta pronouns, discourse markers and a Jakarta suffix to enact stances which are confident, brash and less concerned with hierarchy. Yet, like stances enacted with Javanese forms, these stances occur most often in task-oriented utterances and for accomplishing potentially face-threatening acts. A comparison of Javanese and Jakarta stances illustrates how stancetaking can provide a sophisticated understanding of shifting speech repertoires in late modernity.

~~Languages in Bangladesh Tamanna Maqsood~~

Brac University Language is the carrier of every culture. With death of a language, the stories, folk tales, fairy tales, poems, rhymes, songs, history and believes of the culture die. In the constitution of Bangladesh, it is mentioned that the state should adopt measures to protect the cultural tradition and heritage of Bangladeshi people, to improve the national language, literature and arts, so that people from all sectors can participate in the process of enriching the national culture. However, there is no such effective acknowledgment towards these indigenous culture or indigenous language in our constitution. There are forty five indigenous groups in our country having approximately 1.5 million people. For this large number of people, their mother tongue is the only medium for communication, especially within their family, community and also for their primary schooling. Moreover, these languages are also very significant for Bangladesh’s culture and heritage and should not be pushed to the brink of extinction. Today because of the domination of Bengali culture and language, the cultures and languages of all these indigenous communities are facing crisis to keep their existence. There is hardly anywhere these languages are allowed. Indigenous languages have no access to government activities. Ironically, today Bengalis are imposing their culture, their language on all these indigenous groups, forgetting their own suffering for their mother tongue of 1952. This paper aspires to highlight the deep rooted causes behind the situation of language loss, and attempts to find out means for achieving the right of the indigenous people to save their underprivileged languages by practicing their education in their first language or mother tongue.

~~Lexical Stress of Loan Words from Aboriginal Languages in Contemporary Standard Australian English Marjolaine Martin~~

Université; François Rabelais de Tours In their book of 2006 Dixon et al give us a precise description of about 430 loan words from Aboriginal languages in Australian English including their stress pattern. My study first proposes a comparison of stress-assignment for those words in Dixon 2006 and 1990, in the Macquarie Dictionary (MCQ) but also in Southern British English and General American when dictionary data is available. When necessary recorded oral data will be used to support my study. Since the 1960s Guierre and his followers have defined a number of rules that underlie word stress-assignment in English. In a second approach this study aims at finding out whether the stress patterns usually found in English can be applied to these specific items — in other words, whether the rules defined by Guierre are efficient — or if their lexical stress is better explained by the fact that ‘in most Australian languages the first syllable bears the major accent or stress’ as Dixon writes in 2006. I will show that the two hypotheses are efficient 80% of the time and that the case of trisyllabic words is particularly interesting since only 55% of them are stressed initially, this perhaps being a sign of their full integration in the Australian English phonological system.

208 Floating agreement in American Spanish leísta dialects Elisabeth Mayer Clitic cluster ordering in Romance languages has been analysed in terms of surface constraints on person (Perlmutter 1971; Bonet 1991, 1995), agreement constraint triggered by the dative (Ormázabal and Romero 2007; Nevins 2007; Adger and Harbour 2007; Albizu 1997), language specific markedness constraints (Grimshaw 1997, 2001, 2004), and topicworthiness of the macro-roles Theme and Recipient (Haspelmath 2004). In American Spanish leísta dialects, the floating agreement features plural and gender in (1) are explained as non-standard dialectal variation (Heap 1998; Fernández Soriano 1999; Company 2001; Ordóñez 2002) or feature relinking from spurious se onto the direct object clitic (Pescarini 2005). Although these studies address animacy, case syncretism and agreement issues, they do not provide an explicit answer to cross-linguistic variation in those dialects. This paper presents a new analysis of the phenomenon based on two observable facts from non-standardised dialect data: gradient transitivity (Givón 1997; Bossong 2003; Alsina 1997) and a new DOM theory (Nikolaeva 1999, Dalrymple and Nikolaeva 2007) including pragmatic strategies. a. (1) Si ellasi me quieren comprar el caballoj If PRO.3FPL IOCl.SG want.3PL buy DET.MSG horse yo sei lasj venderé. PRO.1SG SE DOCL.FPL sell.1SG If they want to buy the horse from me, I will sell it to them. (Company 2003, based on Lope Blanch 1953)

~~Meaning change in the flora, fauna, artefact and social domains in the prehistory of the Kimberley region,Western Australia Patrick McConvell~~

~~The Australian National University Stef Spronck~~

The Australian National University Recently, the comparative method has re-emerged at the centre of Australian historical linguistics and several studies have provided reconstructions for language families (cf. Harvey, 2009; McGregor and Rumsey, 2009). Through these efforts and interdisciplinary approaches to meaning (cf. McConvell and Evans, 1997) linguistics has helped opening a new window on Australian linguistic prehistory (McConvell and Bowern, 2011). In this paper we apply these methods to one of Australia’s biologically and linguistically most diverse regions, the Kimberley region of Western Australia. Our examples focus on lexical items in the flora, fauna, artefact and social domains which are linked together as cognates, or by diffusion, either local or long-distance (Wanderwoerter). We identify the following types of semantic change: a. hypernym/hyponym e.g. ‘snake in general’ <> ‘King Brown’ (generic/specific species); b. plant and artefact made from it (cf. actual-potential polysemy, Simpson, 1985); c. switches within a taxon e.g. ‘ant’ <> ‘bee’; d. other metaphorical extensions, e.g. paperbark (basket) <> woman (through association). We seek motivations for meaning changes e.g. in differences in ecology and rationale for assigning direction to them. We also examine whether the polysemies and changes discussed here are found as areal features independent of the actual lexical items involved.

~~A challenge to neo-Whorfians: Language shift without cognitive shift Felicity Meakins~~

~~University of Queensland Caroline Jones~~

University of Wollongong Neo-Whorfians argue that the structures our language uses to encode spatial relations influence the way we conceptualise space. One explicit test of this link between language and cognition has been cross-linguistic studies of how speakers of

209 different languages configure objects in non-linguistic tasks, for example the ‘Animals-in-a-row’ task (CARG 1992). Subjects perform these tasks in different ways depending on the ‘frame of reference’ they use in descriptions of small-scale space: absolute frame of reference e.g. cardinal points; or a relative frame of reference e.g. left/right terms (Levinson, 2003; Majid, Bowerman, Kita, Haun, & Levinson, 2004; Pederson, et al., 1998). One prediction which follows from this claim is that shifts in the use of an absolute or relative system should result in corresponding cognitive shifts. Such a linguistic shift has taken place across generations of Gurindji people in northern Australia. Older Gurindji people rely heavily on cardinal directions in small-scale space, whereas younger people use cardinal directions in small-scale space only when deictic terms and gestures are not revealing e.g. when the speaker and hearer cannot see each other (Meakins, 2011a). Nonetheless this paper will demonstrate that this language shift is not reflected cognitively. The ‘Animals-in-a-row’ tasks was administered to 48 Gurindji people: 22 children (5–12yrs), 15 young adults (20–30yrs) and 11 older adults (40+yrs). All groups showed strong absolute responses, which we speculate is the result of the maintenance of a cultural attunement to cardinal points which is reflected in other non-linguistic absolute cues such as gesture. Nonetheless the 20–30 yr olds showed significantly more relative responses than did the 5–12 yr olds and 40+ yr olds. This difference is attributed to an influence from literacy practices rather than a linguistic shift.

~~Acoustic investigations of the syllabic – es plural in 2-year-olds’ speech Kiri Mealings~~

~~Macquarie University Felicity Cox~~

~~Macquarie University Katherine Demuth~~

Macquarie University Children have been found to acquire /-əz/ plurals (e.g. noses) later than /s,z/ plurals (e.g. cats, dogs) (Brown, 1973). This study explores why there is delayed acquisition of the – es plural, which adds a syllable to the end of the noun (e.g. noses). In particular, we wanted to determine whether word length or segmental factors contributed most to explaining poorer performance. The procedure involved an elicited imitation task. Eight high frequency plural nouns were elicited both utterance-medially and utterance-finally, half with a disyllabic root (e.g.letter – > letters), and half with a monosyllabic root (e.g. bus – > buses). Children saw pictures of the target item on a computer monitor and were instructed to repeat a set of pre-recorded three- word utterances. Acoustic analysis was used to determine the presence or absence of the plural morpheme. Preliminary results show children have more trouble producing the syllabic morpheme, especially when the target word is in utterance-medial position, suggesting articulatory difficulties with the two consecutive fricatives separated by schwa (e.g. buses). The better production of the morpheme in utterance-final position could be accounted for by the increased amount of time the child has for both perceiving and producing the word due to phrase-final lengthening.

~~Exploring syllabification in early speech Kelly Miles~~

~~Macquarie University Jill Thorson~~

~~Brown University Ivan Yuen~~

~~Macquarie University Katherine Demuth~~

Macquarie University Children frequently produce monosyllabic CVC words with epenthesis (cup /k∧pə/) or aspiration (cup /k∧ph/) (Demuth, Culbertson & Alter, 2006). This led Goad & Brannen (2003) to propose that target codas were being syllabified as onsets (/ k∧pə/). Although Thorson & Demuth (2011) found little acoustic support for this hypothesis, their analysis was performed on words elicited from two-year-olds. In this study, we explore these issues in the spontaneous speech of a child at age 1;3.

210 The data were drawn from the Providence Corpus. We examined short vowels preceding voiceless stops in CVC words. Codas were further grouped according to their auditory percept (coda, epenthesis, aspiration). Consistent with the adult literature (Lisker, 1972), we predicted that vowel durations would be longer before simple codas than before epenthesised or heavily aspirated consonants which could be syllabified as onsets. Preliminary results revealed that no difference in duration between vowels with simple codas and aspirated codas (103ms vs 116ms, respectively). However, vowel durations were significantly shorter for the epenthesised words compared to those with heavy aspiration (67ms vs 116ms, respectively) (Mann-Whitney independent test, Z=-2.929, p=0.003). This suggests that epenthesised words (k∧pə) are being produced as disyllabic forms, whereas the heavily aspirated words are not (k∧ph).

~~Investigating Word Classes in Indonesian using Computational Methods Meladel Mistica~~

The Australian National University It has been claimed that some varieties of Indonesian lack a noun-verb distinction (Gil, 2001; Gil, 2010). In this paper we investigate this for Indonesian from a data-driven, morphological perspective using methods traditionally applied in the field of Computational Linguistics for part-of-speech induction (Christodoulopoulos, 2010). In this study we use a large source of Indonesian text authored and curated by the Internet connected communities of Indonesia and beyond. We generate morphological patterns or signatures, as described by Goldsmith (2001), from a morphological analyser modelled on a finite-state machine (Beesley, 2003). We adopt the combinatorics methodology outlined in Evans and Osada (2005) in determining word classes. In our computational methodology we investigate two kinds of features: binomial and multinomial. The binomial experiments do not take into consideration how often a morphological pattern occurs, but that it is possible and attested. For multinomial experiments, we take a ‘prevalence-based’ approach taking into consideration how often a particular morphological signature occurs with each stem. If the multinomial experiments fared better than the binary experiments, the implications of this would suggest that the means by which linguists determine word classes, by adding to their inventory of possible combinatorics, would not suffice. However, we see that the binary experiments exceed or match multinomial experiments.

~~Tangsa song language — common language, proto form or both? Stephen Morey~~

Research Centre for Linguistic Typology La Trobe University The Tangsa or Tangshang of the mountains on the India-Burma border consist of around 70 subgroups, each of which has an ethnonym and its own linguistic variety. Some varieties are very similar and mutually intelligible; others are quite distinct and unintelligible. One division of Tangsa is the Pangwa, of which around 20 groups in India share a common heritage of songs. Traditionally, the song language of the different groups was very similar and easily understandable by all, even where the spoken variety was not. There are specialised vocabulary items in song language, such as ron ‘rice’ in Cholim song language whereas in spoken language the form is cham. Song language also employs cognates to spoken forms, as in the table below, where words found in a Locchang traditional songs are compared with the spoken form in two Tangsa varieties and the related language Singpho. We see that the song language is much closer to the proto form than it is to modern spoken Lochhang. (<ã> stands for an unstressed vowel, and for a high back unrounded vowel.) Locchang Song Locchang spoken Cholim spoken Singpho Proto gloss language lam le lam lam *lam ‘road’ nam ne nam (gã)nam *nam ‘daughter in law’ sa si se kãsa *za ‘child’ ka ki ke *ka ‘go’ wan we wai wan *war ‘fire’

~~In this paper we will explore the possibility that the song language represents an earlier form of Pangwa Tangsa, and what this might mean for our understanding of the language.~~

~~211 Mirativity in imperatives Hideki Mori~~

Fukui Prefectural University The purpose of this paper is to lay the groundwork to discuss imperatives in terms of mirativity, which is a typologically established concept to express the speaker’s astonishment caused by the mismatch between the speaker’s expectation and the real state of affairs. Along with previous research on imperatives, it is argued that the propositional content of imperatives is considered from the viewpoint of realis/irrealis, and that realis/irrealis reversal is involved at the time of utterance. The type of the propositional content is divided into two (realis vs. irrealis) and the nature of reversal is into two (future-oriented vs. present-oriented), resulting in four possibilities. Of those four, the present-oriented, from-irrealis-to-realis reversal exhibits mirativity. The imperative of this type is exemplified by a few idiomatic expressions with affective meaning at least in Japanese and English. It is well-known that mirativity is realized by modal suffixes and modal uses of perfect forms; it still remains to be seen how much mirativity is reflected in the imperative mood. The gap is bridged by the four-way classification according to ir/reality and reversal in this paper, leading to a fuller understanding of the relationship between imperatives and mirativity.

~~A Further Word on Final Particle but in Australian English Conversation Jean Mulder~~

~~University of Melbourne Cara Penry Williams~~

~~University of Melbourne Sandra Thompson~~

University of California, Santa Barbara Previously, the origins and current place of ‘Final Particle but’ in contemporary Australian English have been demonstrated: namely, that it is turn-yielding, marking contrastive content in the utterance it closes; that is has progressed through a grammaticization continuum, to become a ‘fully developed’ final discourse particle; that it entered Australian English through Scottish, northern English and Irish English input, providing further evidence of the mixed origins of Australian English; and finally, that it has social meaning and can index ‘Australianness’ (Mulder and Thompson, 2008; Mulder, Thompson and Penry Williams, 2009). This presentation explores new data and insights into Final Particle but, focusing on its phonetic features, its pragmatic function and social evaluation of its use. Firstly, conversational data show that it has two different phonetic realisations while examination of survey data collected from over four hundred participants show that listeners successfully distinguish these forms. Secondly, these participants also provided self reporting on and evaluation of the use of Final Particle but, revealing both associations which are common for stigmatised or ‘non-standard’ linguistic features and recognition of its pragmatic functions in interaction which can be related to the nature of concession.

~~Grammar and hypertext: Nunggubuyu as a case study Simon Musgrave~~

~~Monash University Nick Thieberger~~

University of Melbourne Any reasonably complete description of a language is a complex object, typically composed of a grammar, a dictionary and a text collection. These are really highly inter-related which suggests hypertext as a suitable medium for the presentation of the information. The information would be fully searchable, links between text and media could be implemented (http:// www.EOPAS.org), and the presentation would be based on a well-defined data structure with advantages for archiving and reusability. We present a small fragment from Heath’s Nunggubuyu text collection with links to parts of the other elements of the description and to demonstrate the benefit which the approach can bring. This initial step involves a certain amount of hand- coding but establishes a basis for the necessary data structure which will then be used in a second phase where we develop techniques for the automatic processing of scanned versions of Heath’s work.

212 Grammatical descriptions written with the kinds of structure we are developing, or capable of being converted to that structure (while being ‘born digital’) are likely to be in short supply. Presentations of old materials in new formats will inform new electronic grammars, and help gain the acceptance of the linguistic community for preferred formats.

~~Speech acts and address form: A case study of Australian Arabic youth in a friendship group Gerard O’Neill~~

Department of Linguistics Faculty of Human Sciences Macquarie University Participants were aged between 18 and 26, constituting a male friendship group in the Australian Arabic speaking Muslim community in the Sydney South West suburbs. Primary data consists of self-recorded conversation by the speakers during group activities in various locations including apartments, streets, cars, and work places. While the current study focuses on Australian English, relevant also is the Clyne and Kipp (2006) finding Arabic has become a significant ‘growth language’ amongst younger Australians, particular Muslim speakers. The theoretical approach is informed by the speech act theory (SAT) of Searle and Vanderveken (1985), and the concept of collective intentionality (Searle 1995). Utterances may be constituted by the same sentence type and contain the same propositional content, but can have different illocutionary force (IF), which can be determined by the IF marker, and therefore different illocutionary acts (IA) are performed (Vanderveken 1990). Findings show a huge 80.1% of vocatives are generic types, while the remaining 19.9% are non-generic or individual name types. Findings support the hypothesis IF is marked by prominent tone exhibited by vocatives in the sentence final position in the target utterances. It is possible the language features identified belong to a new AusE dialect.

The functions of Japanese interactive markers zo and ze: Through their co-occurrence restrictions with some particular expressions Naomi Ogi This study investigates the functions of Japanese interactive markers zo and ze, which are commonly used by male speakers in conversation. In terms of their functions the most prominent claim in the literature is that zo indicates the speaker’s ‘strong’ insistence, whereas ze indicates the speaker’s ‘mild’ or ‘friendly’ insistence (e.g. Uyeno, 1971; Nihongo Kyooiku Gakkai, 1987; McGloin, 1990). Nonetheless, an empirical research on the distributional facts of each marker has been neglected, and as a result, its distinct function has not sufficiently been described. This study examines the distributional restrictions of zo and ze in co-occurrence with some particular expressions such as commands, requests, proposals and different types of modal expressions, e.g. *Ikoo zo ‘Lets’ go’ vs. Ikoo ze ‘Let’s go-ZE’, and sheds light on their interactional functions in spoken discourse. The study will argue that the makers share the function of inviting the hearer’s involvement in a ‘monopolistic’ manner. Yet, they are characteristically different from each other in the way that they indicate different attitudes of the speaker when inviting the hearer’s involvement within a monopolistic manner. Based on the proposed function of each marker, other relevant phenomena, including its effect on gender and formality, are also discussed.

~~The Master-Apprentice program at Mirima Dawang Woorlab-gerring Knut Olawsky~~

Mirima Dawang Woorlab-gerring Language and Culture Centre Over the past decades Australia’s endangered languages have been subject to a wide array of different revitalisation efforts by linguists and Indigenous communities. Aboriginal language centres have been playing a major role in this process and the policies employed by language centres and programs have emerged at different levels of success. This paper is a case study focussing on the Miriwoong language revitalisation program at Mirima Language Centre in Kununurra (East Kimberley region, WA). Out of a range of different projects one strategy which is rarely used in other language programs in Australia is discussed in detail. The Master-Apprentice Language Learning model at Mirima, which was initiated in 2009, is analysed as an innovative approach to language transfer in addition to other revitalisation efforts. The implementation of this model for Miriwoong is based on input from Californian Indians (cf. Hinton 2001, 2002) and has been adapted in some areas to reflect local cultural values. The representation of the project’s history within the organisation and its application for Miriwoong incorporates a review of positive outcomes as well as challenges associated to this project.

~~213 Semantics of Non-Referential Subject Indexing in Nehan John Olstad~~

University of Newcastle This paper describes non-referential subject indexing in Nehan, an Oceanic language of Bougainville, using a large amount of new primary data from ongoing fieldwork on both Nehan and closely related languages. Nehan contains perhaps unique strategies for expressing semantic roles involving non-referential subject indexing, thus-far not described in typological literature. Standard active clauses begin with a pre-verbal phonological word consisting of a tense/aspect/realis marker and a subject agreement marker. a. k – u banga katongo io pst-1SG see myself 1SG.OBJ ‘I saw myself.’ Nehan expresses foregrounding of an undergoer, a process usually expressed by passive voice in English, by demoting the subject in an active structure to a non-referential 3rd person plural index. Interestingly, in Nehan the sentience of this subject is determined by number as in (2a-b). a. inggon k – a haluh-in He/she/it pst-3PL hit-3SG ‘He/she/it was hit.’ (by unknown animate) b. inggon k – e haluh-in He/she/it pst-3SG hit-3SG ‘He/she/it was hit.’ (by unknown inanimate) Normal reflexive sentences exhibit the expected indexing as in (1). In (3), the speaker describes himself as adversely affected due to his own carelessness, but is not indexed as a subject. c. inggo k – e wa-labir katongo io, I pst-3SG CS-be.careless myself 1SG.OBJ, kar 0 – a tupar a io CNJ RL-3PL catch 3PL.SUBJ 1SG.OBJ ‘I got careless on myself and was caught.’ This is a rhetorical strategy for indexing referents that has not been reported in the literature and may be unique. This paper will describe this phenomenon in more detail comparing it to the most closely-related functional equivalents cross- linguistically such as adversative and get-passives (Toyota 2007) and in neighboring sister languages.

~~Why nominalize a verb and then use it to head a finite clause? Simon Overall~~

RCLT/La Trobe University Nominalization has been much discussed in the Tibeto-Burmanist literature (Noonan 1997, Genetti et al. 2008 among others) and the wider South Asian context, however much less has been said about Amazonian languages, at least some of which also use nominalizations for such processes as complementation, relative clause formation and stance marking. In Aguaruna (Jivaroan, Amazonas, Peru), a versatile verbal suffixu forms a subject nominalization (i.e. ‘one who verbs’). This suffix replaces the TAM markers that are obligatory on finite verbs. It commonly forms relative clauses, but the resulting forms are clearly nominal in their morphology and distribution. Argument marking in the nominalized clause is the same as in finite clauses. The most striking use of these forms is as ‘stand-alone’ nominalizations, where the nominalized verb is the only one in a sentence, with or without a copula marker. DeLancey (2011) discusses this phenomenon in Tibeto-Burman, and Epps (2009) describes a similar possibility for Hup (Hupda/Makú, Vaupés basin, Brazil). In Aguaruna these standalone nominalizations are used primarily in historical narratives, and function as an evidentiality strategy, marking a non-firsthand information source (there is no grammaticalized evidentiality marking system in Aguaruna). This research adds to the growing body of literature on nominalizations as stance markers, and presents new data on nominalizations in an Amazonian language, along with some comments on the striking typological similarities to Tibeto- Burman languages.

~~214 Head marking and double indexing in three Bougainville languages Bill Palmer~~

University of Newcastle Nichols (1986) argues that inflection simultaneously marks dependency and indexes properties of head or dependent, proposing four marking strategies: head-marking (HM), dependent-marking (DM), zero marking (ØM), and double marking (2M). Evans & Fenwick (2010) argue that indexing-target is a dimension independent of marking-locus, proposing corresponding indexing strategies: head-indexing (HI), dependent-indexing (DI), zero indexing (ØI), and double indexing (2I). In an unusual mismatch, Nasioi (Papuan, Rausch 1912) head-marks possessive dependency with a particle that also indexes the number of both head possessum and dependent possessor. It is therefore HM, but 2I. ba – ka-na danko 3sgpssr-poss-sgpssm spear ‘his/her spear’ bi – ka-na danko 3plpssr-poss-sgpssm spear ‘their spear’ ba – ka-ni danko 3sgpssr-poss-plpssm spear ‘his/her spears’ bi – ka-ni danko 3plpssr-poss-plpssm spear ‘their spears’ Oceanic languages typically index number of possessor but not posessum, so are HM-DI, and also distinguish classes of possession. Torau and Uruava (Oceanic), have a history of contact with Nasioi. Among various contact-induced changes (Evans & Palmer 2011), both have added possessum number-indexing, developing HM-2I. In Torau (Palmer n.d.) possessum class has been neutralized, and possessum number-indexing has been innovated. a-na-na gareni poss-3sgpssr-sgpssm garden ‘his/her garden’ a-di-na gareni poss-3plpssr-sgpssm garden ‘their garden’ a-na-Ø gareni poss-3sgpssr-plpssm garden ‘his/her gardens’ a-di-Ø gareni poss-3plpssr-plpssm garden ‘their gardens’ Uruava (Rausch 1912) has also innovated possessum number-indexing, but in a completely different way: by coopting former possession-class distinguishing morphology: e-na bere sgpssm-3sgpssr spear ‘his/her spear’ e-di bere

215 sgpssm-3plpssr spear ‘their spear’ na-ηi bere 3sgpssr-plpssm spear ‘his/her spears’ di-ηi bere 3plpssr-plpssm spear ‘their spears’ In all three languages, possessum number-indexing interacts with other forms of number-indexing in interesting ways, in the case of Uruava sometimes resulting in double marking as well as double indexing (2M-2I). Together they provide a case study of this unusual mismatch between marking and indexing, and a unique example of the borrowing of such a system.

~~Towards a multimodal Australian National Corpus Pam Peters~~

~~Department of Linguistics, Macquarie University Michael Haugh~~

~~School of Languages and Linguistics, Griffith University Steve Cassidy~~

Department of Computing, Macquarie University The Australian National Corpus has been established in an effort to make currently scattered and relatively inaccessible data available to researchers through an online portal. In contrast to traditional national corpora, it is conceptualised as an inter-linked database of multimodal and multilingual language resources that represents the Australian linguistic landscape, unified through common technical standards (http://www.ausnc.org.au). The inclusion of multimodal data, namely, digitised audio and audiovisual recordings alongside transcriptions or annotations, is driven in part by the movement into the hands of ordinary researchers of powerful technologies for digitizing and managing audio(visual) recordings, as well as transcribing or annotating such recordings, but also in part by the increasing interest amongst researchers working in sociolinguistics and pragmatics in the advantages of large-scale corpora (Baker, 2010; Dahlmann and Adolphs, 2009; Rühlemann, 2010). Corpora incorporating audio(visual) media have been used to investigate the role of backchannels (Knight and Adolphs, 2008; Wong and Peters, 2007), sociolinguistic variation in Australian Sign Language (Schembri and Johnston, 2007), and the interplay of gesture and intonation in dialogue (Mendoza-Denton and Jannedy, in press), for instance. The inclusion of such media, however, raises a number of technical, ethical and legal challenges. In this paper, we first outline these challenges, and then discuss the legal-ethical and technical frameworks we developed in order to incorporate such media into the Australian National Corpus. While acknowledging these challenges, we nevertheless argue that the development of a large- scale multimodal corpus is likely to raise new and rich avenues of research that extend the boundaries of corpus linguistics.

~~Non-finite complementation in French L2: a learner corpus approach Hugues Peters~~

The University of New South Wales, Sydney The CP realm is mainly unexplored territory in L2 French (Herschensohn, 2006, 128). This study aims at partially filling this gap by exploring the structure of non-finite complementation using data from a longitudinal oral learner corpus of 10 Jamaican learners of French. It specifically explores the phonetic realization of the COMP functional category, and analyses the nature of the embedding predicates and the structure of the non-finite embedded clauses. Each learner at a time, the influence of the native languages on non-target uses and the evolution towards the target grammar will be evaluated. The present study, therefore, answers White’s (2003, 36) call ‘to probe quite intricate properties of the interlanguage representation, in order to understand the nature of the grammar that the learner creates to account for the L2.’ Furthermore, this presentation explores a methodological interface between the minimalist program (Chomsky 1995) as applied to SLA research (van Hout et al. 2003; Lardière 1998, 2000, 2009a, b) and the methods of learner corpus linguistics (Rankin, 2009). The corpus approach, although unlikely to answer all relevant question of structure when crucial data is missing in naturally occurring data, will prove useful in clarifying the issues and delineate further areas of investigation.

~~216 Jespersen’s Cycle in the development of Quechua Negation Edith Pineda Bernuy~~

The Australian National University, Australian Linguistic Society, Centre of Research for Language Change The Quechua language family exhibits three standard negative patterns: embracing negation, pre-posed negation and post posed negation. Every pattern alternates with another in some specific contexts. That is, embracing negation seems always to be present even though this is not the primary form of negation. This state of affairs has obscured a clear view of what is happening with the negative system in these languages. The most accepted opinion in the Andean research field is that Quechua has had a single pattern made with the two markers mana and – chu (Cerrón-Palomino 1987; Torero 19741; Adelaar 2004). Variations in this assumed standard pattern have been explained in isolation, as a condition of specific Quechua dialects. My view is, however, that such variations of that standard pattern which I call embracing negation are suggesting changes in progress, for which it is necessary to approach that situation with an integrated view of the phenomenon in order to achieve a more comprehensive explanation. Those changes are best understood if we apply Jespersen’s cycle in which every type of variation can be seen as a stage of development of the negative system. I will propose dialect areas which can be seen as exhibiting the stages similar to those specified in Jespersen’s cycle. This is a case study that will contribute in small way to the evidence of the cyclic nature of diachronic changes to negation systems.

~~A markedness differential for palatal and velar nasals Carlos-Eduardo Pineros~~

School of European languages and literature, University of Auckland Several Romance Languages feature the triad /m, n, η/ among their consonantal phonemes. This raises questions concerning the markedness of place features. If the Place Hierarchy *[dorsal] >> *[labial] >> *[coronal] is the universal order of organising place features, we expect alveolar /n/ and bilabial /m/ as the two least marked place values, but why is the third member not velar /η/? The fact that languages like Spanish opt for /η/ is unexpected if palatal consonants are complex segments requiring activation of tongue dorsum and tongue front (Keaton 1990). If so, appropriate representation of palatal place should be [dorsal, coronal], less marked than [dorsal] alone. Among the 451 languages currently in UCLA Phonological Segment Inventory Database, 143 have three nasal consonants. Of these, three recurrent nasal triads emerge (1). The nasal triad predicted by the Place Hierarchy is most widespread (93 languages). 45 languages have the Romance nasal triad. 3 languages exhibit the unexpected choice of the highly marked retroflex η/ /. Supplementing the Place Hierarchy with constraints on palatal and retroflex places of articulation does not account for this typology, since their diversity cannot be derived through a single hierarchical order. Allowing free ranking of place constraints is undesirable because it would nullify the universality and predictive power of the Place Hierarchy.We propose recognizing that assessment of markedness relations among place features involves multiple dimensions. In addition to an articulatory dimension in which place markedness is computed according to the dexterity of the articulators, a perceptual dimension relates to the difficulty in perceiving a place cue for nasals: anti-resonances. A formal analysis based on interaction between a universal Articulatory Place Hierarchy and a universal Perceptual Place Hierarchy is accounts for the typology in (1).

~~The CLUES database: automated search for cognate forms Mark Planigale~~

~~La Trobe University Tonya Stebbins~~

La Trobe University This paper provides an overview of the design of the CLUES database, developed to facilitate the search for potential cognates within the Baining language family and for evidence of borrowing from Oceanic languages. We explain the linguistic model underlying the database and relate the processes automated by the database to the workflows used in the comparative method. A key methodological issue for this project is the identification of explicit, quantitative measures of similarity between lexemes. Ideally such measures should take into account the relative probability of various forms of diachronic change. We discuss phonological and semantic criteria developed in response to these requirements. In applying these criteria in an automated way to data from diverse sources, variations in orthographic and semantic representation can have a major

217 impact. We discuss strategies for dealing with these challenges, and outline an enhanced edit distance algorithm used to rate similarity of lexemes and identify correlates. An example of output from the database will be presented and we relate the database to other recent efforts in this area.

~~Body-parts in Kriol and Dalabon: matches and mismatches Maïa Ponsonnet~~

The Australian National University A field study of the body-parts terms in Dalabon (Gunwinyguan) has revealed a number of lexical specificities, some of them widespread over the continent, others less common. For instance, dje-no means both ‘nose’ (as well as ‘face’) and ‘animal’s nostril’. Another interesting item is kodj-no, which may often translate as ‘head’, but has the spherical part of the skull rather than the whole head as its prototypical reference. Local Kriol speakers (Barunga variety), including those who do not actively speak Dalabon, reproduce some of these lexical distinctions in Kriol, shaping the senses of Kriol lexemes following lexical partitions observed in Dalabon. On the other hand, some of the Dalabon specificities, for instance the face/nose polysemy, do not persist in Kriol. I will present the lexical specificities at stake, specifying which are matched in Kriol and which are not. I will then review these results in the perspective of the broader question of substrate languages influence on creoles. How can we account for the matches and mismatches? How does these phenomena fit within more general frameworks such as transfer, re-lexification? Do Barunga Kriol speakers with different linguistic background display variations?

~~Body parts in Koromu Carol Priestley~~

School of Culture, History and Language, ANU College of Asia and the Pacific, The Australian National University The human body is of ‘unique interest and importance’ (Wierzbicka 2007: 17) to speakers of languages around the world and the nouns used to describe parts of the body are ‘a rich resource for exploring fundamental issues about the nature of categorization’ (Majid, Enfied and van Staden 2006:138). This paper looks at semantic primes, semantic templates and semantic molecules (Goddard, in press; Wierzbicka 1985) in relation to a number of key body part nouns in Koromu. It aims to show how some common areas of meaning provide input for ‘semantic templates’ while some of their distinctive meanings are useful for the formation of expressions in other semantic domains and as ‘semantic molecules’ in reductive paraphrase explications. Examples of Koromu body parts considered here are wapi ‘hands’ and ehi ‘legs’, which are of particular importance in the traditional numbering system, and oru ‘insides’ and upu ‘nose’, which are relevant to discussions of values and emotions. The explication of wapi ‘hands’ will indicate whether this word is polysemous (with wapi ‘arms’) and whether the meaning can be explicated exclusively in primes without any semantic molecules as it can in English ‘hands’ (Wierzbicka 2007:28).

~~Various expressions of modality in Koromu Carol Priestley~~

School of Culture, History and Language, ANU College of Asia and the Pacific, The Australian National University This paper examines semantic domains of modality and their encoding in the Papuan language of Koromu (cf. Priestley 2009). Several mode categories are expressed by the verbal word (cf. Rumsey 2001:355), in particular, intention, imperative and desire are indicated by verbal suffixes. In the case of intention, the suffix occurs with verbs inflected for the future tense, whereas in desiderative constructions there is no person-number marking, the modal suffix is simply affixed to the verb root and the subject is inferred from context. Furthermore, a desiderative construction can combine with the complement-taking predicate u ‘quote/do’ to express prospective action and purpose. This interesting area for typological study shows some similarity to constructions in Australian languages such as Ungarinyin (Rumsey 2001:355). In contrast, the epistemic modality particles paimo, taumo, and temo, indicate varying degrees of ‘certainty’ and in some contexts can combine with the emphatic particle ne. These particles have scope over the clause which precedes them and, in some cases, the preceding clause, while modality suffixes have scope over the core level of clause structure (cf. Van Valin 2005:9). The syntax and semantics of these Koromu categories will be highlighted by examples from neighbouring languages if possible.

~~218 Verbal artistry of niraval in Carnatic vocal music Mahesh Radhakrishnan~~

Macquarie University Niraval is a form of virtuosic improvisation in Carnatic music whereby a line within a lyric song is repeated in various melodic and rhythmic manifestations within the ragam (melodic framework) and talam (beat cycle). For a Carnatic singer, niraval makes different aesthetic demands than other forms of non-textual improvisation within the tradition. To convey artful, sincere renditions of the same lyrical text, the singer-musician must imaginatively devise musically interesting repetitions while attending to poetic features such as vowel length/shape, word order, and stress. Combining melodic and rhythmic skill and verbal artistry in a range of South Indian languages, Carnatic singers display extraordinary communicative competence and captivate their audiences as illustrated by analyses of niraval performances in Sydney’s Carnatic music community. Increased investigation of singing from the perspective of verbal art blurs the boundaries between anthropological linguistics and ethnomusicology, in a vocal anthropology (Feld, Fox, Porcello and Samuels 2004), which benefits from linguistic insight and contributes to our understanding of the poetic function of language.

~~Temporal distinctions around the present in Kala Lagaw Ya Marie-Eve Ritz~~

~~The University of Western Australia Lesley Stirling~~

School of Languages & Linguistics, The University Melbourne Kala Lagaw Ya (KLY) (the Western Torres Strait language) enables a rich set of temporal remoteness distinctions to be made, both in the past and future (cf. Bani & Klokeid, 1971; Ford & Ober, 1991). In the past, distinctions between hodiernal (‘today past’), pre-hodiernal (‘last night past’), hesternal (‘yesterday past’) and remote past can be made (with small variations between the two main dialects). A smaller number of distinctions are made for the future, with near and remote forms, and there is a present tense. Typologically, remoteness distinctions have been shown to involve both objective measurements and subjective factors (Dahl, 1983), and to involve an opposition between remote tenses and others (see e.g. Botne’s, 2003, distinction between a P(resent)-domain and a remote, D(issociative)-domain). In order to understand the tense system of KLY in more detail, the present paper focuses on distinctions made around the present, to enable subsequent comparisons with other tenses. We examine how the ‘today past’, the present and the ‘near’ future interact in discourse, using a corpus of stories and fieldnotes (collected by Stirling). Analyses use the framework of Segmented Discourse Representation Theory (Asher & Lascarides, 2003), showing how temporal reference can be tracked in discourse, and how discourse relations may affect the choice of tense.

~~Germans, Queenslanders and Londoners: The Semantics of Demonyms Michael Roberts~~

School of Behavioural, Cognitive and Social Sciences, University of New England, Demonyms are best defined as words that refer to people of a place, although very little research has actually touched upon the different types of demonyms (by types I do not mean endonyms or exonyms, but the subgrouping within the demonyms). This paper will fill the gap by exploring the semantics of demonyms, as they are used in the English language, It focuses on three terms Germans, Queenslanders and Londoners and shows how the semantic molecule ‘country’ is embedded in these concepts and is essential to understanding their meanings. It also shows how the use of semantic template within the NSM framework can help to identify the different types of demonyms and their relationship. The analysis will draw from the British National Corpus, Corpus of Contemporary American English, and Collins Wordbanks Online and demonstrate that the different types of demonyms can be identified, at least to some extent, by observing their behaviour in natural language. It will show the terms used refer to people from countries (Germans, Australians, and Danes) do not occur alongside terms that refer to people from cities (Londoners, Melbournians, Parisians), that each type of demonym seems to have its own set of restrictions.

~~219 Some morphophonological alternations and their evolution in Tangkic Erich Round~~

University of Queensland Many Australian languages exhibit morphophonological alternations between a plosive alternant which appears after a preceding plosive or nasal, and a continuant or zero alternant which appears otherwise (Round 2010). This talk presents results of a comparative study of such alternations among the Tangkic languages, providing an insight into how a set of morphophonological alternations which is common across Australia may evolve over time. Typologically speaking these alternations may be phonologically opaque (2) so that the crucial context for the alternation is the underlying form, or transparent (3) so that the crucial context is at the surface (Round 2010). Both configurations are found in Tangkic and the opaque versions appear to be older, consistent with an early Generative hypothesis that phonological rules tend to become more transparent over time (Kiparsky 1968). (2) Ganggalida: opaque conditioning //Pa// surfaces as /wa/ when preceded by an underlying plosive (which is deleted on the surface) and as ø after and underlying vowel. (3) Kayardild: transparent conditioning //P// surfaces as /w/ because it is preceded by a liquid on the surface. A deleted underlying plosive /k/ has no effect. In many cases additional sound changes and morphological leveling have led the alternations to diverge from the segmental correspondences yielding new alternations, some of which now involve nasals. An understanding of the Tangkic facts, where the evidence for diachronic development is relatively rich, informs future research into what are likely to be common morphophonological changes in other Australian language families.

~~Doctor-patient discourse: A multimodal investigation Alice Rouse~~

The University of Melbourne The aim of this study is to identify and describe features of effective communication between doctors and patients in routine daily ward round consultations. It focuses on the categorization of silence and pausing in such interactions. Data for the study come from an ongoing research program examining forty-eight multi-camera recordings of hospital ward rounds in a dynamic Australian city hospital. Participants include 48 patients and ten clinicians involved in discussion regarding patient health during routine daily ward round consultations. Brief post-consultation interviews designed to elicit participant understanding of the interaction content, were also conducted. Data are analysed and coded using a Conversation Analysis framework to identify organisational patterns evident in the verbal communication. Additionally, a schema is presented for analysing nonverbal communications, such as the use of gaze, manual gestures and shifts in physical stance. This paper will report preliminary findings on the role of silence and pausing in the shaping of interactions. Detailed examination of doctor-patient ward round discussion indicates a relationship between approximately equal distribution of pauses both within and between speaking turns, and communicatively successful interactions. Overall, findings indicate that at a broader level, the majority of hospital ward round interactions are effective in the sense that both principal participants (doctors of varying seniority and patients) share a similar understanding of consultation contents and substance.

~~Aspects of the grammar of self-alienation in the Ku Waru language of Highland PNG Alan Rumsey~~

The Australian National University In discussions of social cognition and epistemic perspective, when one speaks of tracking the contents of other minds one tends to think of this as a process involving separate individuals, one of whom is doing the tracking with respect to the mind of the other. This is taken to be something that requires continous effort because our access to the minds of others is less direct than it is to our own. But access to the contents of our own minds can also be problematical, especially when we are reflecting on how we have thought or felt at some time in the past. In this presentation I will focus on some grammatical devices in Ku Waru through which such reflection is managed. The data will be drawn from transcriptions of interaction elicited through the use of a picture task designed for eliciting reported speech and thought. I will focus in particular on three contrasting demonstratives which are ordinarily used for indicating various degrees of shared knowledge of the referent, and

~~220 show how they are also used for indicating degrees of estrangement between the speaker’s present state of mind and some previous one.~~

~~Routine Politeness Formulae in Persian: A Study on Leave-taking Kourosh Saberi~~

The University of Canterbury Persian has an elaborate politeness system. Speakers of Persian utilise routine politeness formulae (RPF) to negotiate central interpersonal interactions. Iran’s cultural, social and religious norms are reflected in this domain of its phrasal vocabulary, and this has resulted in an astonishing variety of routine politeness formulae. RPF in Persian, including leave-taking formulae, have not received any systematic description as to their standard conditions of use and their ‘sequential dependencies’ (cf. Kuiper, 2009). This study offers a comprehensive description and categorization of Persian leave-taking formulae and presents discourse structure rules for their usage. The data upon which this study is based is primarily taken from approximately 400 hours of Persian soap operas screened on Iran’s national television. To generate more comprehensive data in places where the soap opera data failed to adequately provide representative examples, native speakers of Persian were asked to take part in a number of role-plays. Instances of leave-taking formulae were transcribed and coded for analysis. The results of the analysis of leave-taking formulae show that leave-taking in Persian is highly formulaic and conventionalized and it follows prefabricated routines, which can be divided into four discrete phases, regardless of how elaborate the actual leave-taking sequence might be: Leave-taking sequence —-> phase one (silence/ body language) + phase two (use of non-verbal closure markers) + phase three and its sub-phases (preparation for leave-taking) + phase four (terminal leave-taking formulae + body language) I propose that the nature of these leave-taking routines clearly reflects the importance of ‘self-lowering and other-praising’ (cf. Asdjodi, 2001), ‘debt-sensitivity’ and ‘social cohesion’ in the Persian politeness system.

Conducting communication assessments with school-aged Kimberley Kriol speakers Claire Salter Judy Gould Conducting assessments designed to investigate an Indigenous child’s communicative competence requires the speech pathologist to employ an assessment methodology which thoroughly engages with that child’s particular cultural and linguistic identity. Speech pathologists typically utilise Standard (Australian/American/British) English standardised tests in order to determine a child’s speech and language capabilities. When using these tests with Indigenous children, as commonly occurs when schools are interested in applying for funding within the various state and territory disability programs, the Aboriginal language/s the Indigenous children speak are not given due consideration and, hence, they are at risk of being wrongly labelled as having communication impairments. Due to a number of factors, non-Indigenous educators will typically report only on an Indigenous child’s English skills, and not their competency in their home languages; they then refer these children to speech pathology services, who by using Standard English methods of assessment also fail to adequately consider the linguistic capacity of the children. This paper will discuss how non-Indigenous speech pathologists have been able to collaborate with linguists and work alongside community members to conduct valid communication development assessments with 8–9 year old Kriol speaking children living in the Fitzroy Valley region of Western Australia.

~~Semasiology ‘versus’ onomasiology? Andrea Schalley~~

Griffith University In the dissemination of linguistic data and research results (such as typologies or grammars), scholars generally have to choose one of two possible ways of structuring their materials: (a) semasiological, based on properties of linguistic forms (for instance, case marking, word order), or (b) onomasiological, based on kinds of meanings (for instance, how knowledge sources and contents of other minds are tracked). In most cases a semasiological approach is adopted, although the onomasiological approach provides a language-independent yardstick required for meaningful language comparison. There is a distinct perception that it is particularly hard to provide resources that allow for both semasiological and onomasiological entry points. In print media, this can only be achieved by either providing the same data twice (with a

221 different structure of presentation), or by selecting one principal approach, making available the other via extensive and intelligent indexing. Yet, advances in technology, such as the Semantic Web enterprise, allow for data and research results being made available in a flexible way. In this paper, I present a computational tool which does just that for the domain of social cognition and transforms the contrast ‘semasiology versus onomasiology’ into the complementation ‘semasiology and onomasiology’.

~~Irrealis in the languages of the Kimberley region Chikako Senge~~

~~The Australian National University Stef Spronck~~

The Australian National University Generally, irrealis inflection as distinguished in most descriptive grammars encodes a much larger range of functions than is implied by the single label (Bybee, 1998). These functions typically include epistemic and occasionally other types of modality, but many irrealis constructions combine and overlap with a range of other categories and functions. In this paper, we examine the category irrealis in a sample of languages (n = 20) from the Kimberley region of North Western Australia. We explore the modal meanings that are conveyed through irrealis morphemes and identify the most commonly found polysemies. We also present an overview of constructions that are commonly attested in combination with/obligatory combine with irrealis marking in particular languages (e.g. negation, modal particles, imperative). After describing these general tendencies in the sample, we provide in-depth accounts of how irrealis marking fits in the overall encoding of modality in two language families, Worrorran (Non-Pama-Nyungan) in the West Kimberley and Ngumpin (Pama-Nyungan) in the East. We conclude by placing our findings in a typological perspective by comparing them to the semantic map of modality in Van der Auwera & Plungian (1998) and presenting a preliminary semantic map for modality in the languages of the Kimberley region.

~~Chota Valley Spanish: A missing creole, a decreolized language, or something else? Sandro Sessarego~~

University of Wisconsin — Madison Chota Valley Spanish (CVS) is an Afro-Hispanic vernacular spoken in Chota Valley, Ecuador. Even though this language does not show the radical morphological reductions and substrate influence which have commonly been ascribed to creole languages, its importance in the study of the transatlantic creole genesis has long been acknowledged by scholars working in the field of Afro-Hispanic contact linguistics (e.g. Lipski 1987). In recent years, two main hypotheses have been proposed to account for the absence of a Spanish creole in this region. In both cases, the data provided have been used to support different theories of creole genesis. On one hand, Schwegler (1999:237) has claimed that his CVS linguistic data offer an ‘UNEQUIVOCAL evidence in favor of the monogenic pidgin/creole theory’, which would point to the prior existence of an Afro-Portuguese-based creole, once used among blacks across colonial Latin America. In Schwegler’s view, CVS would consist of a language which used to be a creole and eventually decreolized, so that it now approximates to Spanish very closely. Of a different opinion is McWhorther (2000:10–11). This author, in line with his Afrogenesis hypothesis of creole formation, claims that the sociohistorical conditions for a creole to emerge were well in place in colonial Chota Valley, but due to the fact that Spanish never pidginized on the West African coasts, the linguistic bases were missing for the establishment of a full- fledged creole language in Ecuador. The present paper helps clarify the controversial puzzle concerning the genesis of Spanish creoles. Findings indicate that the long assumed creolizing conditions for CVS might not have been in place in Chota Valley and that the grammar of this language can be better analyzed as the result of intermediate and advanced second language acquisition processes, which do not necessary imply a pervious creole stage.

~~222 From vernacular to ‘standard’: Worldwide perspectives on classroom second dialect acquisition Jeff Siegel~~

University of New England Millions of children around the world have to learn the ‘standard’ variety of their vernacular language in formal education. The superficial similarities of the vernacular to the standard and the importance of the vernacular for group identity are just two of the factors that make second dialect acquisition (SDA) particularly difficult. This paper reviews some of the research on SDA in both naturalistic and formal contexts, and discusses the implications for the classroom. Then it describes three different types of educational approaches for speakers of ethnic dialects and creoles — instrumental, accommodation and awareness — and evaluations of programs using these approaches in various parts of the world. The paper concludes by advocating a more critical approach to dealing with some of the basic problems of SDA, in both teacher education and classroom instruction.

~~Nominal classifiers mediate selectional restrictions: motivations for nominal classifications systems with a strong semantic basis Ruth Singer~~

University of Melbourne This paper argues that the primary function of nominal classifiers which have a strong semantic basis is to mediate selectional restrictions. Nominal classifiers do part of the work usually done by selectional restrictions; selecting the relevant sense of the verb and narrowing down the range of possible arguments. In the Australian language Mawng (Iwaidjan, Australia), gender agreement in the verb provides good evidence for the role of nominal classification in mediating selectional restrictions. Mawng verb agreement distinguishes five genders and plays a key role in selecting the relevant sense of the verb. In fact, sometimes gender agreement does not match the gender of the corresponding argument but instead reflects the gender agreement usually found with the relevant verb sense. Typological work on nominal classification systems has focused on their morphosyntax and their reference tracking function. However, nominal classification systems with a strong semantic basis play an important role in constructing meaning by mediating the semantic interactions between verbs and nouns. Reference tracking is often portrayed as the primary function of nominal classification universally. However, in addition to tracking existing referents, nominal classification can be important in creating new referents and modifying existing referents.

~~Reversing Language Shift in Estonia Delaney Skerrett~~

The University of Queensland This paper focuses on the revitalisation of Estonian since Estonia regained independence from the Soviet Union in 1991. During this time, the country has made efforts to reverse the decline in the public use of Estonian that had occurred during the Soviet occupation. Ethnodemographic changes during the occupation saw the proportion of native Estonians decline from approximately 90% before the occupation to 60% at independence, while the Russian-speaking population increased from under 10% to 35%. These changes in the (ethno)linguistic makeup of the country, coupled with the privileged status given to Russian throughout the Soviet Union, meant that the language of everyday public communication in Estonia was Russian: a full set of public institutions was provided in Russian, while only a partial set was provided in Estonian. Only a small minority of the Russian-speaking population could speak Estonian when the country regained independence. Consideration of the changes that have occured since 1991 from a critical language policy perspective will also made, investigaing how language shift can be reversed with ethical and equitable goals for all residents of Estonia in mind.

~~Cognition and epistemicity in post-Chomskyan linguistics Stef Spronck~~

The Australian National University The most persistent trend in 20th century structuralist linguistics has been outsourcing the study of the most defining features of language to other disciplines. In recent years, a number of cross-disciplinary approaches have sprung up reclaiming vital linguistic topics about usage, meaning, processing and variation, while incorporating methodology and theory from biology, literary studies and cognitive science. The notion of cognition is a recurring element in many of these proposals. In this paper I start out by reviewing cognition in two of these programs, that of social Cognitive Grammar (Ruiz de Mendoza Ibañez & Peña Cervel, 2005) and Biolinguistics (Di Sciullo & Boeckx, 2011). After examining if the focus on cognition in

223 both approaches provides a basis for integration, I turn to two proposals associated with social Cognitive Grammar: argumentative semantics (cf. Ducrot, 2009) and dialogic syntax (cf. Englebretson, 2007). Both of these borrow heavily from work from the philosophical collective of Mikhail Bakhtin. Using these accounts I re-examine a familiar topic in the study of epistemic modality: the relation between epistemics and the category of evidentiality. I illustrate how the introduced interdisciplinary approaches to cognition and epistemicity may help elucidate grammatical distinctions between the two categories in new ways.

~~Typology, Phonology and Variation in Lishui Lexical Tone Sandhi William Steed~~

School of Language Studies, The Australian National University Like most Wu varieties, Lishui shows complex tone sandhi phenomena. The right-focussed tone sandhi of Lishui, similar to that of Longquan and other inland southern Wu varieties (Steed 2006), is opposite to the left-focussed typology of Northern Wu Chinese (Zhu 1999), yet is still unlike that of Wenzhou (Rose 2004), its neighbour to the east, and similar to Northern Min varieties to the south (Donohue 1992). Word-final syllables have the same tone contours as single syllable; non-final syllables bear tone contours that are not the same as their isolation contour, and for some morphemes, do not match any of the isolation contours. This presentation will show acoustic tone sandhi data from three speakers from the same city. The data show that the three speakers’ isolation tones are very similar. However, they do not show the same sandhi realisations. The sandhi realisations each have mostly the same contours right-focussed typology. I will show how the isolation tones are linked to their realisations in lexical tone sandhi for each speaker. The link between isolation tone and sandhi tone is phonologically tenuous. It is difficult, or perhaps impossible, to account for the alternation between isolation and sandhi tone with phonetically-motivated phonological rules.

~~From witches to roses: Ideological influences on the translation of metaphor Kari Sullivan~~

University of Queensland Under the Franco dictatorship, translators who remained in Spain ranged from staunch supporters of the regime to opponents who nevertheless complied with the censor board. Though all published works in the country were censored, the degree and type of changes to translated metaphors varied depending on the ideological stance of the translators. This suggests that while all translators altered metaphors to appease the censor board, supporters of the dictatorship actively selected metaphoric structures that reinforced the ideology of the regime. In translations of Hamlet, for example, even opponents of the regime such as Antonio Buero Vallejo altered metaphors at odds with Francoist values, such as Hamlet’s criticism of poor actors as giving the impression that ‘some of nature’s journeymen had made men and not made them well’ (III,ii), which attributes creation to nature rather than God; or pagan references such as ‘witchcraft of the wit’ (I, v). Supporters of the regime, such as José Mª Pemán, removed these metaphors and additionally introduced new ones. These often mapped filthiness onto sin, as inLavar la mancha de este incesto (‘wash the stain of this incest’, inserted in [I,v]); or mapped from roses and other flowers onto a variety of target domains.

~~Noun classifiers in Pamosu Ian Tupper~~

RCLT, La Trobe University Classifiers are systems of noun classification which have attracted attention in recent years, partly because they are regarded as important in understanding the grammaticalisation of noun class and gender systems (Grinevald 2000). I will be discussing the system of noun classifiers in Pamosu, a Papuan language of Madang Province, Papua New Guinea. Noun classifiers in Pamosu index the inherent characteristics of nouns referring to living things (humans, animals and plants). Their functions are typical of those identified elsewhere for noun classifiers, namely individuation and anaphoric reference. While noun classifiers have previously been described for Mesoamerican, Australian and South-East Asian languages, they have not previously been described for a Papuan language (Aikhenvald 2000). References Aikhenvald, A.Y. 2000. Classifiers: A typology of noun categorization devices. Oxford: Oxford University Press. Grinevald, C. 2000. A morphosyntactic typology of classifiers. In Gunter Senft, ed., Systems of nominal classification. 50–92.New York: Cambridge University Press.

~~224 Revealing social cognition in lexemes with mixed methods approach Ulla Vanhatalo~~

~~University of Helsinki Reetta Konstenius~~

University of Helsinki Applying a mixed methods approach (both open ended and metric questionnaires) to a cluster of 21 Finnish synonyms denoting an unpleasant speech act (engl. to nag), showed that this cluster is structured and situated along quality dimension (volume, gender, anger, unpleasantness, fairness etc.; Vanhatalo 2005). The synonyms occupy the same geometric semantic space but have different positions within it (Gärdenfors 2000). This space is phenomenological (as opposite to objective metrics e.g. length) as the quality dimensions are social in character (Gallistel 1990). The relevance of for example ‘fairness’ related information for human social cognition has lately been studied in cognitive psychology, experimental economics and medicine (see e.g. Cosmieds & Tooby 1992, Beugre 2009). Fairness is a trait non- consciously analyzed in social settings (Clark & Isen 1982). Recent medical studies show that perceived unfairness regulate serotonin reactions (Crockett & al. 2008). So far linguistics has been unable to present methodology adequate for detecting social dimensions, like fairness, in lexical semantics. We show that a mixed-method approach is apt to discover and to quantify semantic components relevant to social cognition.

~~‘Nice, rude, polite’ Anglo sociality concepts Sophia Waters~~

University of New England Nice, rude and polite are key Anglo sociality concepts that when appropriately analysed, reveal much about the socially accepted and approved ways of behaving in Anglo society. As expected of heavily culture-laden words, they lack precise translation equivalents in many languages and can be regarded as cultural key words (Wierzbicka, 1997), but they have not been thoroughly investigated from a lexical semantic point of view. Despite rudeness having received increasing attention over recent years in (im)politeness studies (Bousfield, 2008; Brown & Levinson, 1987 [1978]; Kienpointer, 1997; Watts, Ide, & Ehlich, 2005) there still remains a lacuna regarding the meanings of rude and polite as understood by ordinary speakers. What does it mean when someone describes a particular behaviour as nice, rude or polite, as in It’s nice to chat with friends, It’s rude to interrupt or It’s polite to offer your seat? Using the Natural Semantic Metalanguage methodology (Goddard & Wierzbicka, 2002; Weirzbicka, 1996), this paper provides a comprehensive lexical semantic analysis of these three adjectives in a set of collocational and constructional frames, revealing differences and similarities with explications for the formulas It’s nice/rude/polite to VP and nice/rude/polite person. Corpus material on Australian English, naturalistic observation and examples from the World Wide Web support the argumentation.

~~Lexical universals of kinship: names for relatives in five European languages Anna Wierzbicka~~

The Australian National University The study of kinship, a decade ago regarded as ‘a dead topic’ (Fogelson 2001), is now experiencing a renaissance (cf. e.g Jones 2010). Building on the author’s earlier work on kinship (e.g. Wierzbicka 1986, 1987, 1992, 2010) but taking the analysis much further, the paper shows how indigenous conceptual categories and values can be portrayed, in an illuminating and non-Anglocentric way, through the NSM methodology, which relies on 65 or so universal semantic primes and on a small number of universal ‘semantic molecules’. The paper identifies eight universal molecules which are fundamental to kinship semantics and offers a detailed analysis of ways of thinking embedded in selected words for family members in five different European languages. In particular, the paper argues that relational categories ‘mother’, ‘father’, ‘wife’ and ‘husband’, as well as the biological category ‘to be born’ and the bio-social categories ‘men’, ‘women’ and ‘children’ can be found in all languages as identifiable words or word meanings, and that these categories can provide a basis for a non-ethnocentric and truly explanatory comparison of the meanings of kin terms across languages and cultures.

~~225 Number and Two Languages in the Early Years: report on a project with paraprofessional indigenous teachers in two NT North East Arnhem Yolηu schools Melanie Wilkinson~~

Northern Territory Department of Education Trish Joy This paper will report on findings from a NTDET pilot project to improve numeracy outcomes for Indigenous students through work with indigenous paraprofessionals in teaching number (one Strand of mathematics). It will focus on the role of language and issues associated with identifying appropriate language for instruction for 5 foundational Maths ideas in the Early Years of schooling. The project (Strong Literacy and Numeracy in Communities — Numeracy Component) had two broader goals, first to develop and trial a professional learning model to build capacity of teaching teams and secondly to create a resource to support this. Only two of the project sites are considered here. Both are in Yolηu communities in North East Arnhem Land, where English is not widely used for interaction. Most children come to school as Djambarrpuyηu speakers with very little English. In the early years much of the emphasis is on the use of first language, Djambarrpuyηu, for the children’s concept development. The English language that can be used is determined by what is possible for early second language learners. We will share some samples of the first language identified for teaching these early number ideas. We will also discuss a number of issues that arose including expectations in curriculum documents regarding the use of particular English Maths language e.g. comparative language; choosing between language engineering or borrowing, and the process of identifying suitable expressions for the key ideas in both languages. The project shows how ‘Maths’ lessons are a time both for concept development and for language development.

~~Sequential Bilingual (Mandarin-English) Children’s Production of Australian English Codas Nan Xu~~

~~Macquarie university Katherine Demuth~~

~~Macquarie University, Linguistics Department Felicity Cox~~

Macquarie University, Linguistics Department Mandarin has only nasal codas and no voicing contrast. L2 adult learners of English therefore exhibit difficulties in coda production (Flege, et al, 1992), acquiring them in the order: voiceless stops > voiceless fricatives/affricates > nasals/liquids > voiced fricatives/clusters (Hansen, 2001). It is therefore expected that similar patterns would be found in Mandarin-speaking children learning L2 English. To test this possibility we collection elicited imitations of codas from 3-year-old Mandarin-speaking children with 6 months exposure to English. All 15 targets were high-frequency, picturable, utterance-final CVC(C) words. Codas were alveolar and spread across the sonority and voicing spectrum (/n/, /t/, /z, s/, /ts/). Prerecorded stimulus sentences were paired with a picture of the target word on a computer monitor, and children were asked to repeat what they heard. Acoustic analysis was used to determine coda presence/absence. Preliminary results show that children have the most difficulty producing the coda cluster, with either cluster simplification or metathesis (/ts/ à /st/). The stop coda /t/ was most easily produced. Nasals and fricatives were produced with reasonable frequency, although /z/ was typically produced as /s/. These results are consistent with adult L2 studies showing a voicing and cluster but no sonority effect.

Explore meaning relations between ‘noun opposites’: a case study Zhengdao Ye This study conducts a fine-grained semantic analysis of two pairs of opposites denoting fundamental social categories that have a decisive effect on Chinese (Mandarin) speakers’ linguistic acts in social interaction, namely shengren (‘stranger’; lit. ‘raw person’) vs. shuren (‘a person one is familiar with’; ‘cooked person’) and zijiren (‘one of us’; lit. ‘self-person’) vs. wairen (‘outsider’; lit. ‘outside person’). It attempts to reveal not only the full semantic content of each of the lexical items and the general semantic structure inherent in this group of nouns but also the intrinsic meaning relations between these ‘noun opposites’, which is crucial to understanding concepts belonging to this lexical/semantic field as a whole. The two members in each pair can be regarded as ‘complementary opposites’. The members of the zijiren and wairen pair, at the same time, are also ‘relational opposites’ in which the understanding of one concept is heavily dependent on the other (i.e. one is

226 marked and the other is unmarked). This study uses the Natural Semantic Metalanguage (NSM) to explore the semantic implications that hold between noun opposites of this kind. Lyons (1977:286) points out that ‘oppositions are drawn along some dimension of similarity’. This study shows how NSM can be a useful tool to reflect and represent both the similarity and polarity of ‘noun opposites’. It is, therefore, a case study for approaching a general theoretical problem in semantic analysis.

~~Code-switching in the media (radio reports) in Tabriz, Iran Asefeh Zeinalabedini Ch.~~

School of Language Studies, The Australian National University People in the northwest of Iran are bilinguals speaking both Azerbaijani (local language) and Persian (official language). Both languages are used on the radio in Tabriz. Tabriz radio broadcasts different Persian and Azerbaijani programs, some of which consist of reports from people in the city showing an interesting use of language (http://tabriz.irib.ir/index). This paper examines code-switching in Tabriz radio reports. The reports have been recorded and will be analysed to examine code- switching between Azerbaijani and Persian by reporters and people being interviewed. I argue that the language used in the reports is mostly Persian and people do not make full use of the vocabulary of their local language (Azerbaijani). So there is a language shift evidenced by the reports. There is only one publication on the radio programs and it is on the radio of Ardebil (another local radio in Iran) (Sepehri 2010) and there has been no work on Tabriz radio language use so far. This article is going to analyse the data and gives the results. References Sepehri, M.B. 2010. Local Radio Audiences in Iran: An Analysis of Ardebilian People’s Trust in and Satisfaction with ‘Sabalan’ Radio. Journal of Radio and Audio Media. 17(2) (2010) 236–250

227 ALS Master Classes The ALS Conference is holding two advanced classes right after the conference (5 – 9 December), each giving intense exposure (five half-days) to an important new development in the field: >> Fiona Jordan (MPI Nijmegen) Cultural Phylogenetics >> Joan Bresnan (Stanford) Probabilistic Syntax Fiona Jordan’s course will be run in the morning and Joan Bresnan’s course will be run in the afternoon. Participants may attend either courses or both. The master classes will take place at ANU’s South Coast campus, the Kioloa field station. The bus to Kioloa will be departing ANU at 5pm on Sunday 4 December and will depart Kioloa at 9am on Saturday 10 December.

Course Information Probabilistic Syntax:Frequency effects in syntax There is growing evidence that language users have implicit knowledge of the usage probabilities of higher-level grammatical constructions. This gives them the ability to predict the linguistic choices of others, explains apparent inconsistencies in their grammaticality judgments, is actively employed in the course of language production, varies across dialects and varieties and is present in children. In this course we will examine evidence for these findings, the probabilistic methods behind them, and their implications for grammatical theory. Cultural Phylogenetics In the last decade, cultural phylogenetics has emerged as a major research approach to the evolution of language and culture, providing a systematic and quantitative framework that allows linguists and anthropologists to test hypotheses about human diversity. The ‘curious parallels’ between biological and linguistic/cultural evolution — inheritance, change, hybridisation, drift, and selection — mean that methods developed to study processes in evolutionary biology can and have been usefully employed across fields. We’ll begin with a general introduction to phylogenetics to familiarise participants with the wide range of techniques available to answer research questions. After a discussion of general evolutionary processes in biology, language, and culture, we’ll concentrate on the two main strands of the phylogenetic approach, with both theoretical and practical examples. 1. Building trees and networks (phylogenies) from linguistic and cultural data Over the first three sessions we will: >> Survey the types of data one can use, and the issues with coding data >> Introduce different analytic approaches (parsimony, likelihood, Bayesian) >> Introduce tree- and network-building techniques >> Discuss the different research questions one can address with phylogenies (and which aren’t suitable) >> Have a short practical session: introduction to tree and network software 2. Using phylogenies to test hypotheses (comparative methods) Over these last two sessions we will: >> Survey previous studies using ethnolinguistic data on linguistic phylogenies >> Discuss ‘what can I do with my tree?’: techniques for reconstructing ancestral states, testing correlated change, examining models of evolution, estimating dates, rates of change ... >> Practical demonstration: introduction to comparative methods software >> We’ll conclude with a discussion of the relative merits of the phylogenetic approach: practical issues, empirical challenges, and some critiques. There may also be a chance for students to bring their own project ideas and discuss the suitability of phylogenetic approaches to their individual research questions.Zhengdao Ye, The Australian National University

228 . 13 17 13 10. 17 accommodate wheelchairs accommodate or www.action.act.gov.au www.action.act.gov.au 13 17 13 10. 17 Accessible Accessible Information Changes Timetables To Easy Easy Access Buses ACTION's ACTION's fleet includes easy access buses for people with reduced "Easy mobility. access" means there are no steps, so getting into and out of the bus is easier for everyone. Easy access buses are equipped with an ramp, extendable a wide front entrance, and space in the bus to To check for easy To access buses on this route, to refer the timetable listed on the ACTION at website Please due note: to operational requirements, some buses may not be easy access. Sometimes Sometimes timetables and bus change. routes can check You for updates by visiting the at ACTION website by calling ACTION on ACTION ACTION is committed to making its information and services accessible to as many people as possible. If difficultyyou have reading this document and would like to receive it in an format - alternative such as large print - please telephone MyWay in MyWay 2011. A Card Card stores your money on the card for use on ACTION buses. On bus fares are also available. For details on bus and tickets fares, pick up a brochure from any bus station, Canberra Connect Shopfront or visit www.action.act.gov.au The ACT Government The is ACT Government introducing a new system ticketing called will MyWay use the latest in smartcard technology and reduce the need for passengers to carry cash. The How To Use How To This Timetable Bus Tickets and Fares - Going from MyWay 2011 Use Use the map shown to work out which bus stop is the closest to you. Locate the closest timing point before your bus stop on the (a route letter shown inside a circle eg: ). Use the timetable to check the direction that you wish in. to the travel eg: City. To Read across the top of the timetable to find your timing point. The arrival times of the bus services are listed below the timing point. Gold Line - Line Gold Belconnen Stations Bus Hospital Calvary ANU of Museum National Australia Station Bus City Zone Parliamentary Deakin Hughes Woden Station Bus Belconnen - Belconnen Buses operate linking: Buses operate Zone - Woden - Zone Parliamentary City - - City

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~~231 ANU LAW LIGHTS THE WAY FIND OUT HOW YOU CAN SHAPE YOUR FUTURE!~~

Master Programs available Most of courses are delivered The following courses are a to all backgrounds intensively or online. Programs may selection of what’s available and be completed over one year full- will run separately over 3-4 days > Environmental Law time, or up to a maximum of five through February to August 2012. > International Law years part-time. > Fundamentals of Environmental > International Security Law Contact Law > Government and T 02 6125 0510 > Public Sector Dispute Commercial Law E [email protected] Management > Law, Governance and W law.anu.edu.au > International Climate Law Development > International Security Law Professional Development The College also offers a Juris > Law of the Sea Doctor Degree that qualifies you for Opportunities > Rules of Engagement legal practice as well as research ANU College of Law offers courses > International Dispute Resolution programs (PhD, SJD, Mphil) under to suit your immediate or long the supervision of world-class term professional development > Australian Disaster Law scholars of the world. needs and they will count towards > Transnational Anti-Corruption meeting the ACT Law Society’s Laws Mandatory Continuing Professional Contact Development (MCPD) requirements T 02 6125 5462 for practising certificates. ANU College of E ProfessionalShortCourses@ Law232 law.anu.edu.au