Examines the linguistic challenges indigenous children and young adults face in the classroom
Analyses how schools correspond to the language ecology of the local community
Explores complex issues faced by students and teachers alike

Autorentext

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.

Inhalt

• 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