This book explores the experiences of Indigenous children and young adults around the world as they navigate the formal education system and wider society. Profiling a range of different communities and sociolinguistic contexts, this book examines the language ecologies of their local communities, schools and wider society and the approaches taken by these communities to maintain childrens home languages. The authors examine such complex themes as curriculum, translanguaging, contact languages and language use as cultural practice. In doing so, this edited collection acts as a first step towards developing solutions which address the complexity of the issues facing these children and young people. It will appeal to students and scholars of sociolinguistics, applied linguistics and community development, as well as language professionals including teachers, curriculum developers, language planners and educators.
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1 Going to School in a Different World |
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1 | (20) |
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21 | (96) |
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2 Curriculum as Knowledge System: The Warlpiri Theme Cycle |
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23 | (26) |
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3 Language Transition (s): School Responses to Recent Changes in Language Choice in a Northern Dene Community (Canada) |
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49 | (20) |
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4 From Home to School in Multilingual Arnhem Land: The Development of Yirrkala School's Bilingual Curriculum |
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69 | (30) |
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Merrkiyawuy Ganambarr-Stubbs |
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5 Unbecoming Standards Through Ojibwe Immersion: The Wolf Meets Ma'iingan |
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99 | (18) |
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Part II Multilingual Repertoires |
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117 | (88) |
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6 Code-Switching or Code-Mixing? Tiwi Children's Use of Language Resources in a Multilingual Environment |
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119 | (28) |
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7 Languaging Their Learning: How Children Work Their Languages for Classroom Learning |
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147 | (26) |
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8 Language Practices of Mbya Guarani Children in a Community-Based Bilingual School |
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173 | (32) |
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Part III Contact Languages |
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205 | (96) |
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9 Dangerous Conversations: Teacher-Student Interactions with Unidentified English Language Learners |
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207 | (30) |
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10 Dis, That and Da Other: Variation in Aboriginal Children's Article and Demonstrative Use at School |
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237 | (34) |
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11 Alyawarr Children's Use of Two Closely Related Languages |
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271 | (30) |
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Part IV Language as Cultural Practice |
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301 | (86) |
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12 Practicing Living and Being Hopi: Language and Cultural Practices of Contemporary Hopi Youth |
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303 | (34) |
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13 Learning a New Routine: Kaska Language Development and the Convergence of Styles |
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337 | (28) |
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14 Beyond School: Digital Cultural Practice as a Catalyst for Language and Literacy |
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365 | (22) |
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| Glossary |
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387 | (16) |
| General Index |
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403 | (12) |
| Language Index |
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415 | |
Gillian Wigglesworth is Redmond Barry Distinguished Professor at the University of Melbourne, Australia, and Chief Investigator for the Australian Research Council Centre of Excellence for the Dynamics of Language. She has worked extensively with Indigenous children growing up in remote communities in Australia, largely in the Northern Territory.
Jane Simpson is Professor of Indigenous Linguistics at the Australian National University, Canberra, Australia, and Deputy Director of the Australian Research Council Centre of Excellence for the Dynamics of Language. Her research focuses on the structure and use of several Australian Aboriginal languages (Warumungu, Kaurna and Warlpiri), as well as English.
Jill Vaughan is a postdoctoral fellow at the Norwegian University of Science and Technology, Norway. Her work in sociolinguistics and linguistic anthropology is concerned with multilingualism, contact and variation in Indigenous languages of northern Australia, and language practices in the context of the Irish diaspora.
