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.
Chapter
1. Going to school in a different world; Jane Simpson and
Gillian Wigglesworth.- Section I. CURRICULUM.
Chapter
2. Curriculum as
Knowledge System: The Warlpiri Theme Cycle; Samantha Disbray and Barbara
Martin.
Chapter
3. Language transition(s): school responses to recent
changes in language choice in a Northern Dene community (Canada); Dagmar
Jung, Mark Klein and Sabine Stöll.
Chapter
4. From home to school in
multilingual Arnhem Land: The development of Yirrkala School's bilingual
curriculum; Gemma Morales, Jill Vaughan and Merrkiyawuy Ganambarr-Stubbs.-
Chapter
5. Unbecoming standards through Ojibwe immersion: The wolf meets
ma'iingan; Mary Hermes and Michelle Haskins.- Section II. MULTILINGUAL
REPERTOIRES.
Chapter
6. Code-switching or code-mixing? Tiwi children's use
of language resources in a multilingual environment; Aidan Wilson, Peter
Hurst and Gillian Wigglesworth.
Chapter
7. Languaging their learning: How
children work their language for classroom learning; Susan Poetsch.
Chapter
8. Language Practices of Mbya Guarani Children in a Community-Based Bilingual
School; Nayalin Pinho Feller and Jill Vaughan.- Section III. CONTACT
LANGUAGES.
Chapter
9. Dangerous conversations: Teacher-student interactions
with unidentified English language learners; Denise Angelo and Catherine
Hudson.
Chapter
10. Dis, dat and da other: variation in Aboriginal
children's article and demonstrative use at school.- Henry Fraser, Ilana
Mushin, Felicity Meakins, and Rod Gardner.- Alyawarr children's use of two
closely-related languages; Sally Dixon.- Section IV: LANGUAGE AS CULTURAL
PRACTICE.
Chapter
12. Practicing Living and Being Hopi: Language and
Cultural Practices of Contemporary Hopi Youth; Sheilah Nicholas.
Chapter
13.
Learning a New Routine: Kaska Language Development and the Convergence of
Styles; Barbra A. Meek.
Chapter
14. Beyond school: Digital cultural practice
as a catalyst for language and literacy; Inge Kral and Sumathi Renganathan
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.
