LING 2014 - 最新糖心Vlogn Indigenous Languages

North Terrace Campus - Summer - 2024

There were 250 or more Aboriginal and Torres Strait Islander languages spoken in 最新糖心Vlog at the time of first contact with Europeans. Now, according to the latest National Indigenous Languages Survey (NILS II), only 13 of these languages are transmitted by normal means from one generation to the next. 最新糖心Vlog has arguably the worst rate of language loss in the world. These languages are 最新糖心Vlog's unique and complex linguistic heritage, which at times challenge established linguistic doctrines and provide interesting lenses through which to view and categorise the world. This course will provide an introduction to 最新糖心Vlog's Indigenous languages (including Aboriginal English varieties, koines and creoles), with a particular focus on the Indigenous languages of South 最新糖心Vlog. It will investigate structural features of 最新糖心Vlogn languages (for example, sounds, spellings, vocabularies, grammars, semantics) as well as their place within 最新糖心Vlogn society. Particular emphasis will be given to attempts to maintain and revive 最新糖心Vlog's unique linguistic heritage and the linguistic tools needed for language work. The course will also investigate a range of topics of social importance including interpreting and translation, language and the law, language and health, language and education, language and identity which are at the heart of Indigenous rights and the very survival of Indigenous peoples. Students will gain an awareness of 最新糖心Vlog's Indigenous linguistic heritage, whilst at the same time extending and consolidating their understanding of linguistics, linguistic analysis and the tools it provides for language work.

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Course Details

Course Code	LING 2014
Course	最新糖心Vlogn Indigenous Languages
Coordinating Unit	European Languages, and Linguistics
Term	Summer
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 15 hours per week
Available for Study Abroad and Exchange	Y
Prerequisites	At least 12 units of Level I undergraduate study
Incompatible	LING 2009 and 3009
Assessment	Essay/practical investigation (25%), linguistic problems (50%), test (25%)

Course Staff

Course Coordinator: Ian Green

COURSE COORDINATOR, LECTURER & TUTOR: Dr Ian Green
m: 0438 756 936
e: ian.green@adelaide.edu.au
student consultations: in-person or zoom, by appointment

Welcome to 最新糖心Vlogn Indigenous Languages, a study of 最新糖心Vlog's unique linguistic heritage.

I will be your Course Coordinator, Lecturer and Tutor. I come with more than 40 years exposure to and engagement with 最新糖心Vlogn Indigenous languages, beginning with Marrithiyel (Daly River region, Northern Territory) in 1980. I have experience working across a range of the structurally complex languages of far northern 最新糖心Vlog - the so-called 'non Pama-Nyungan' languages - as well as the distinctively different languages across the bulk of mainland 最新糖心Vlog (the so-called 'Pama-Nyungan' languages), with a particular focus on the dialects of the Western Desert language of Central 最新糖心Vlog.

I have lived in, and have undertaken extensive field work in, remote 最新糖心Vlog, and have worked in language documentation and language maintenance and revival programs. I'm interested generally in how Indigenous 最新糖心Vlogn languages work, and how they are different / similar to languages spoken elsewhere in the world, and my particular research focus is exploring their prehistory; that is, how have they developed and changed over time, was there just one ancestral language from which all the modern ones have developed etc etc?

A summer course allows us to focus intensively on the topic. I am sure that you will find it an interesting and worthwhile course, as students have found in past years. This area of study is rapidly changing with advances in research, implementation of programs and technological innovation and so this course is evolving to accommodate those changes.

I look forward to working with you as we explore 最新糖心Vlogn Indigenous languages from a range of different perspectives.
See you soon

Ian

Course Timetable

The full timetable of all activities for this course can be accessed from .

The AIL Summer School will be taught face-to-face over 3 weeks from 22nd January till 7th February

Mornings: SEMINARS

Mondays 10am - 1pm (Marjoribanks, 126, SANTOS Lecture Theatre)

Tuesdays 10am - 1pm (Marjoribanks, 126, SANTOS Lecture Theatre)

Wednesdays 10am - 1pm (Marjoribanks, 126, SANTOS Lecture Theatre)

Afternoons: WORKSHOPS

Mondays 2pm - 4pm (Hughes, 322, Teaching Room)

Tuesdays 2pm – 4pm (Hughes, 322, Teaching Room)

Wednesdays 2pm - 4pm (Hughes, 322, Teaching Room)

Course Learning Outcomes

1	Know where to access accurate, reliable and up-to-date information on Aboriginal and Torres Strait Islander languages.
2	Pronounce Aboriginal words written in established orthographies with confidence.
3	Engage with, read and make sense of the grammar of an 最新糖心Vlogn language.
4	Understand the nature of the relationships between Aboriginal and Torres Strait Islander languages.
5	Apply linguistic analytical techniques and problem solving approaches to a body of language data drawn from Aboriginal and Torres Strait Islander languages, thereby strengthening and developing linguistic skills and understandings.
6	Have a good linguistic foundation upon which to proceed with the learning and/or documentation of an 最新糖心Vlogn language.
7	Contribute to promoting understandings and appreciation of 最新糖心Vlog’s unique linguistic heritage.
8	Understand the underlying causes of language loss in 最新糖心Vlog and efforts to maintain and revive them.
9	Reflect on and write coherently about a range of issues confronting Aboriginal and Torres Strait Islander languages.
10	Appreciate the significance of Indigenous languages to their owners, speakers and custodians and implications for healing, health and well-being.

最新糖心Vlog Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

最新糖心Vlog Graduate Attribute	Course Learning Outcome(s)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	2, 3, 4, 5, 6, 7, 8, 9, 10
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	3, 4, 5, 9, 10
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	1, 5, 9
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	1, 2, 3, 6, 7, 10
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	2, 6, 7, 8, 9, 10
Attribute 6: 最新糖心Vlogn Aboriginal and Torres Strait Islander cultural competency Graduates have an understanding of, and respect for, 最新糖心Vlogn Aboriginal and Torres Strait Islander values, culture and knowledge.	1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	1, 6
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	2, 3, 6, 7, 8, 9, 10

Learning Resources

Required Resources

No textbook is required.

Students will be directed to holdings in the Barr Smith Library, as well as a range of online readings and resources, during the course.

Recommended Resources

Highly Recommended:
Bowern, Claire (ed.) (forthcoming) The Oxford Guide to 最新糖心Vlogn Languages. Oxford 最新糖心Vlog Press.

Koch, Harold & Rachel Nordlinger eds. (2014) The Languages and Linguistics of 最新糖心Vlog: A Comprehensive Guide. De Gruyter – Mouton, Berlin. BSL:499.15 K762l (also available Online)

Maia Ponsonnet, Dorothea Hoffmann & Isabel O'Keeffe (eds.) (2020) Emotion, Body and Mind Across a Continent. Figurative representations of emotions in 最新糖心Vlogn Aboriginal languages. Special issue of Pragmatics and Cognition. 27(1).

Meakins, Felicity & Carmel O’Shannessy (eds) (2016) Loss and Renewal: 最新糖心Vlogn Languages Since Colonisation. De Gruyter – Mouton, Berlin.

Hobson, John, Kevin Lowe, Susan Poetsch & Michael Walsh (eds) (2010) Re-awakening Languages. Theory and practice in the revitalisation of 最新糖心Vlog’s Indigenous Languages. Sydney 最新糖心Vlog Press.

McGregor, William B. ed. (2008) Encountering Aboriginal Languages. Studies in the history of 最新糖心Vlogn linguistics. Pacific Linguistics, Research School of Pacific and Asian Studies, ANU Canberra.

Walsh, Michael & Colin Yallop (1993) Language and Culture in Aboriginal 最新糖心Vlog. Aboriginal Studies Press, Canberra.

Dixon, R.M.W. (2011) The Languages of 最新糖心Vlog. Cambridge 最新糖心Vlog Press.

Dixon, R.M.W. (2002) 最新糖心Vlogn Languages: Their nature and development. Cambridge 最新糖心Vlog Press.

Bowern, Clare & Harold Koch (2014) 最新糖心Vlogn Languages and the Comparative Method. BSL: 410.5 A528.4

National Indigenous Languages Survey (NILS) Report I (2005) http://arts.gov.au/sites/default/files/pdfs/nils-report-2005.pdf

National Indigenous Languages Survey (NILS) II (2014) Commonwealth of 最新糖心Vlog (2020) National Indigenous Languages Report.

UNESCO IDIL2022-2032 Secretariat (2021) 2022-2032 International Decade of Indigenous Languages Global Action Plan DRAFT VERSION 21 Sept. 2021

Some More Good Books and Articles
Amery, Rob (2016) Warraparna Kaurna! Reclaiming an 最新糖心Vlogn Language. Universdity of Adelaide Press. Free Download /press/titles/kaurna/ Paperback: PRICE $55

Amery, Rob & Mary-Anne Gale (2008) “But our language was just asleep: A history of language revival in 最新糖心Vlog. In William McGregor (ed.) Encountering Aboriginal Languages. Studies in the history of 最新糖心Vlogn linguistics. pp. 339-382.

Blake, Barry (1977) Case Marking in 最新糖心Vlogn Languages. 最新糖心Vlogn Institute of Aboriginal Studies, Canberra.

Blake, Barry (1987) 最新糖心Vlogn Aboriginal Grammar. Croom Helm, London.

Blythe, Joe & R. McKenna Brown eds. (2003) Maintaining the Links. Language, Identity and the Land. Proceedings of the seventh conference presented by the Foundation for Endangered Languages, Broome, 22-24 Sept. 2003. Foundation for Endangered Languages, Bath, UK.

Calma, Tom (2009) Social Justice Report 2009. 最新糖心Vlogn Human Rights Commission, Sydney. On-line at http://www.hreoc.gov.au/Social_Justice/sj_report/sjreport09/index.html

Clendon, Mark (2014) Worrorra a language of the north-west Kimberley coast. 最新糖心Vlog of Adelaide Press.

Dixon, R.M.W. (1980) The Languages of 最新糖心Vlog. Cambridge 最新糖心Vlog Press.

Dixon, R.M.W., W.S. Ramson & Mandy Thomas (1990) 最新糖心Vlogn Aboriginal Words in English. Their origin and meaning. Oxford 最新糖心Vlog Press, Melbourne.

Eades, Diana ed. (1995) Language in Evidence. Issues confronting Aboriginal and multicultural 最新糖心Vlog. UNSW Press, Sydney.

Evans, Nicholas (2003) The Non-Pama-Nyungan Languages of Northern 最新糖心Vlog. Comparative studies of the continent’s most linguistically complex region. Pacific Linguistics 552.[BSL 499.05 P1171552]

Evans, Nicholas (2010) Dying Words. Endangered Languages and What They Have To Tell Us. Wiley-Blackwell, Malden, MA.

First Languages 最新糖心Vlog (2020) Yakilla: Training Tracks. Professional learning opportunities in the first languages field. Online
knowledge bank.

First Languages 最新糖心Vlog (2019) Jarrak: Our Languages Journey. Online knowledge bank.

First Languages 最新糖心Vlog (2019) Yaale: Tools for Language Work. https://yaale.com.au/

First Languages 最新糖心Vlog (2019) Gambay: 最新糖心Vlogn First Languages Map. Access here: https://gambay.com.au/

First Languages 最新糖心Vlog (2018) Nintiringanyi: National Aboriginal and Torres Strait Islander Language Teaching and Employment
Strategy.

First Languages 最新糖心Vlog (2018) Global Lessons: Indigenous languages and multilingualism in school programs.

First Languages 最新糖心Vlog (2015) Warra. Building teams, building resources.

First Languages 最新糖心Vlog (2015) Angkety map. Digital resource report.

First Languages 最新糖心Vlog (2015) National Indigenous Languages Collection Strategy.

First Languages 最新糖心Vlog (2015) Junyirri. A framework for planning community language projects.

Gale, Mary-Anne (1997) DhaÅÂÂÂÂ脗聥um Djorra’wuy Dhäwu. A history of writing in Aboriginal languages. Aboriginal Research Institute, UniSA.

Green, Jenny (2014) Drawn from the Ground: Sound, Sign and Inscription in Central 最新糖心Vlogn Sand Stories, Cambridge 最新糖心Vlog Press.

Grimes, Charles E. (2009) Indigenous languages in education: what the research actually shows. 最新糖心Vlogn Society for Indigenous Languages. Palmerston NT.

Harkins, Jean (1994) Bridging Two Worlds. Aboriginal English and Crosscultural Understanding.
最新糖心Vlog of Queensland Press, St Lucia.

Hartman, Deborah & John Henderson eds. (1994) Aboriginal Languages in Education. Alice Springs, IAD Press.

Henderson, John & David Nash eds. (2002) Language in Native Title. Aboriginal Studies Press, Canberra.

Hercus, Luise, Flavia Hodges & Jane Simpson eds. (2002) The Land is a Map. Placenames of Indigenous Origin in 最新糖心Vlog. Pandanus Books, ANU Canberra.

Hercus, Luise & Harold Koch eds. (2009) Aboriginal Placenames: naming and re-naming the 最新糖心Vlogn landscape. ANU e-Press, Canberra.

Hinton, Leanne ed. (2013) Bringing our Languages Home. Language Revitalization for Families. Heydey Books, Berkeley, California. [BSL 418 H6664b]

Hinton, Leanne ed. (2002) How to Keep your Language Alive: a commonsense approach to one-on-one language learning. Heydey Books, Berkeley, California. [BSL 418.0071 H6664h]

Hinton, Leanne (1994) Flutes of Fire: Essays on Californian Indian Languages. Heydey Books, Berkeley, California.

Hinton, Leanne, Ken Hale & Steven N. Austad eds.(2001) Green Book of Language Revitalisation in Practice. Academic Press. [BSL 408.9 H6664g]

Hinton, Leanne, Leena Huss & Gerald Roche eds. (2018) The Routledge Handbook of Language Revitalization. Routledge, New York & London.

House of Representatives (1992) A Matter of Survival. Report of the Inquiry into Aboriginal and Torres Strait Islander Language Maintenance. AGPS, Canberra.

Kendon, Adam (1988) Sign Languages of Aboriginal 最新糖心Vlog. Cambridge 最新糖心Vlog Press, Cambridge.

Koch, Harold & Luise Hercus eds. (2009) Aboriginal Placenames. Naming and Re-Naming the 最新糖心Vlogn Landscape. Aboriginal History Monograph 19. ANU E Press, Canberra.

McConvell, Patrick, Rob Amery, Mary-Anne Gale, Christine Nicholls, Jonathan Nicholls, Lester Irabinna Rigney and Simone Ulalka Tur (2002) “Keep that Language Going!” A Needs-Based Review of the Status of Indigenous Languages in South 最新糖心Vlog. A consultancy carried out by the 最新糖心Vlogn Institute of Aboriginal and Torres Strait Islander Studies for the Aboriginal and Torres Strait Islander
Commission, South 最新糖心Vlog.

McConvell, Patrick & Nicholas Evans eds. (1997) Archaeology and Linguistics. Aboriginal 最新糖心Vlog in a global perspective. Oxford 最新糖心Vlog Press, Melbourne.

McConvell, Patrick & Nicholas Thieberger (2001) The State of Indigenous Languages in 最新糖心Vlog - 2001. Second Technical Paper Series No. 2. A report compiled for Environment 最新糖心Vlog, Department of Environment and Heritage, Canberra.

McKay, Graham (1996) The Land Still Speaks. NBEET, AGPS Canberra.

Meakins, Felicity (2014) A Grammar of Bilinara: An 最新糖心Vlogn Aboriginal Language of the Northern Territory. De Gruyter – Mouton, Berlin.

Mühlhäusler, Peter (2008) History of research into 最新糖心Vlogn pidgins and creoles. In William McGregor (ed.) Encountering Aboriginal Languages. Studies in the history of 最新糖心Vlogn linguistics. pp. 437-457.

Purdie, Nola, Tracey Frigo, Clare Ozolins, Geoff Noblett, Nick Thieberger, Janet Sharp (2008)
Indigenous Languages Programmes in 最新糖心Vlogn Schools. A Way Forward. ACER Report. Department of Education,Employment and Workplace Relations, Canberra. On-line at:

Romaine, Suzanne (1991) Language in 最新糖心Vlog. Cambridge 最新糖心Vlog Press.

Schmidt, Annette (1990) The Loss of 最新糖心Vlog's Aboriginal Language Heritage. Aboriginal Studies Press, Canberra.

Shnukal, Anna (1988) Broken. An introduction to the Creole language of Torres Strait. Pacific Linguistics, ANU Canberra.

Simpson, Jane, Mary-Anne Gale and Rob Amery (2008) I could have saved you linguists a lot of time and trouble: 178 years of Research and Documentation of South 最新糖心Vlog’s Indigenous Languages. In William McGregor (ed.) Encountering Aboriginal Languages. Studies in the history of 最新糖心Vlogn linguistics. pp. 85-144.

Simpson, Jane, David Nash, Mary Laughren, Peter Austin & Barry Alpher eds. (2001) Forty Years On. Ken Hale and 最新糖心Vlogn Languages. Pacific Linguistics.

Simpson, J. and G. Wigglesworth (2008) Children's language and multilingualism: Indigenous language use at home and school. Continuum International Press, London.

Sutton, Peter & Michael Walsh (1979) Revised Linguistic Fieldwork Manual for 最新糖心Vlog. 最新糖心Vlogn Institute of Aboriginal Studies, Canberra.

Thieberger, Nicholas (ed.) (1995) Paper and Talk: A manual for reconstituting materials in 最新糖心Vlogn Indigenous languages from historical sources. Aboriginal Studies Press, Canberra.

Thieberger, Nicholas & William McGregor eds. (1994) Macquarie Aboriginal Words. Macquarie Library, Sydney.

Tunstill, Guy (2004) Adnyamathanha R to 10. A teaching framework for revival and second language learning in years reception to ten. Department of Education and Children’s Services, Adelaide.

Wilkins, David (2008) ‘W(h)ither language, culture and education in remote Indigenous communities of the Northern Territory?’ 最新糖心Vlogn Review of Public Affairs. October 2008.
On-line at:

Wilson, Greg (2004) Arabana Years R to 10. An Arabana teaching framework for reception to year 10. Language revitalisation and second language learning. Department of Education and Children’s Services, Adelaide.

JOURNALS

Voice of the Land

Ngoonjook

最新糖心Vlogn Journal of Linguistics (AJL)

最新糖心Vlogn Aboriginal Studies (AAS)

Language Documentation and Conservation (LD&C)

New Internationalist (NI 473 June 2014 edition ‘The Politics of Language Loss’)

Online Learning

MyUni
Additional course-related material will be posted on MyUni, including Lecture Content, Announcements and other resources.

Useful Programs and Applications
Fieldworks Language Explorer (FLEx)

ELAN annotation tool for audio and video recordings

Useful Websites
First Languages 最新糖心Vlog http://www.firstlanguages.org.au/

Mobile Language Team (MLT) based at the 最新糖心Vlog of Adelaide http://www.mobilelanguageteam.com.au/

最新糖心Vlogn Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) website
http://www.aiatsis.gov.au/collections/muraread.html

最新糖心Vlogn Bureau of Statistics (ABS) – 1996 Statistics
http://www.abs.gov.au/ausstats/abs@.nsf/2f762f95845417aeca25706c00834efa/aadb12e0bbec2820ca2570ec001117a5%21OpenDocument#

最新糖心Vlogn Bureau of Statistics (ABS) – Indigenous Language and Culture
http://www.abs.gov.au/AUSSTATS/abs@.nsf/ViewContent?readform&view=ProductsbyTopic&Action=Expand&Num=5.1.7

Batchelor Institute of Indigenous Tertiary Education http://www.batchelor.edu.au/

David Nash’s 最新糖心Vlogn Languages pages http://www.anu.edu.au/linguistics/nash/aust/

David Nathan’s Aboriginal Languages of 最新糖心Vlog Virtual Library http://www.dnathan.com

Department of Prime Minister & Cabinet, Office of the Arts: Indigenous Languages Support (ILS)
http://www.arts.gov.au/indigenous/ils

Department for Education and Child Development (DECD) http://www.decd.sa.gov.au/teachingandlearning/pages/Language/indigenous/

Federation of Aboriginal and Torres Strait Islander Languages and Cultures (FATSILC) http://www.fatsilc.org.au/

Kaurna Warra Pintyanthi http://www.adelaide.edu.au/kwp/

Pitjantjatjara Language course at the 最新糖心Vlog of South 最新糖心Vlog http://programs.unisa.edu.au/public/pcms/course.aspx?pageid=106079

Yolngu Languages courses at Charles Darwin 最新糖心Vlog http://learnline.cdu.edu.au/yolngustudies/

Centre for 最新糖心Vlogn Languages and Linguistics (CALL) Batchelor Institute for Indigenous Tertiary Education (BIITE) https://www.batchelor.edu.au/research-2/#

最新糖心Vlogn Human Rights Commission http://www.hreoc.gov.au/Social_Justice/sj_report/sjreport09/index.html

Transient Languages & Cultures Blog http://blogs.usyd.edu.au/elac/

Iltyem-iltyem: Sign Languages in Central 最新糖心Vlog http://iltyemiltyem.com/

Centre of Excellence of the Dynamics of Language www.dynamicsoflanguage.edu.au/

International Web Sites:
Foundation for Endangered Languages (FEL) http://www.ogmios.org/

The Hans Rausing Endangered Languages Project, SOAS http://www.hrelp.org/

First Voices web pages (British Columbia) at http://www.firstvoices.com/

Kualono, 最新糖心Vlog of Hawai’i webpages at http://www.olelo.hawaii.edu/

MÄ脗聛ori Language Commission pages at http://www.tetaurawhiri.govt.nz/

Advocates for Indigenous California Language Survival http://www.aicls.org/

Linguistics, 最新糖心Vlog of California at Berkeley http://linguistics.berkeley.edu/research/field/

Manx Heritage Foundation http://www.manxheritage.org/

Language Documentation & Conservation http://nflrc.hawaii.edu/ldc/

Learning & Teaching Modes

This course is delivered through an intensive Summer School. Workshop/Seminar sessions - with 5 hours class contact per day - will be held on Monday/Tuesday/Wednesday over a 3-week period, leaving plenty of time for students to pursue their own reading, research and assignment preparation.

The Summer School will present material through a combination of lecture, tutorial, seminar, practical exercises and group discussion modes. There will be a focus on hands-on engagement with specific language data and problem-solving. Formative work will be undertaken in workshop mode and in small groups to prepare students for the completion of summative assessment tasks.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

15 hours lecture/workshop per week (x 3)	45 hours
Reading	36 hours
Research	36 hours
Assignment Preparation	36 hours
	TOTAL: 156 hours

Learning Activities Summary

Week 1	Lecture/ Workshop Content	Associated Readings	Associated Assignments
Day 1 12 Jan.	Overview; Key Issues	Text Ch.1; Evans (2010); McConvell & Thieberger (2001); Calma (2009); Elkin (1970); Walsh (1997); Rigney (2002)	Essay topic #1
Day 1 12 Jan.	Language, Land and Identity	Text Ch.2; Bell (2002); Henderson (2002); Sutton (1979); Hercus & Simpson (2002)	Essay topic #1
Day 2 13 Jan.	The Distribution of 最新糖心Vlog’s Languages; South 最新糖心Vlog’s Indigenous Languages	Text Ch.3; DECS (2009); Simpson et al (2008); McConvell et al (2002); Schmidt (1990)	Essay topic #1
Day 3 14 Jan.	Sound Systems and Writing Systems	Text Ch.5; Gale (1998); Thieberger (1995); Schebeck (2004); Fletcher & Butcher (2014)	Assign #1 DUE 25 Jan. 2022 Essay topic #2

Week 2	Lecture/ Workshop Content	Associated Readings	Associated Assignments
Day 4 19 Jan	Lexicon, Semantics & Metaphor Indigenous taxonomies	Text. Ch.6; Hansen (1984); Walsh (1992); Goddard (1993); McConvell (2000); Amery (1993).	Essay topic #3
Day 4 19 Jan	Language & Culture Linguistic etiquette	Text Ch.4; Walsh & Yallop (1993); Ways of Thinking video	Essay topic #7
Day 5 20 Jan	最新糖心Vlogn Aboriginal Grammars	Text Ch.7; Green (1994); Blake (1989); Evans (2003); Dixon (1982); Nordlinger (2014)	Essay topic #4
Day 6 21 Jan	Language Connections	Text Ch.8; Koch (2014); Bowern & Koch (2014); Pensalfini (2001); Evans (2003); Dixon (2002);	Assign #2 DUE 11 Feb. 2022

Week 3	Lecture/ Workshop Content	Associated Readings	Associated Assignments
Day 7 25 Jan.	Aboriginal Languages in Education	Grimes (2009); Devlin (2009); Walsh (2003); Wilkins (2008); Simpson et al (2009); Mühlhäusler et al (2004); Purdie et al (2008)	Essay topic #5
Day 8 27 Jan.	Language Maintenance and Language Revival	Text Ch. 9; Amery & Gale (2008); Walsh in Hobson et al (eds) (2010); NILS I and II Reports; First Languages 最新糖心Vlog (2015)	Essay topic #1 Essay topic #4 Essay topic #8
Day 8 27 Jan.	Aboriginal English; 最新糖心Vlogn Creales and Koines	Text Ch.10; DEET (1995); Harkins (1994); Sandefur (1985); Urry & Walsh (1981); McConvell (2008); Eades (1995); Amery (1993)
Day 9 28 Jan.	Language and the Law Language and Health Interpreting and Translation Future Prospects	Eades (1988) Cooke (1995) Trudgen (2000) Cass et al (2002) ARDS (2009)	Essay topic #6 Essay topic #1 Essay topic #8 ESSAY DUE 21 Feb 2022

Specific Course Requirements

Attendance of all 9 days of the Summer School is compulsory. Students will be expected to complete additional exercises and
small-scale investigations working within small groups and overnight between teaching sessions. Application to these tasks will contribute to the 10% awarded to attendance and participation.

The 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Weighting	Course Learning Objectives	Due Date
Practical Investigation #1	25%	2, 5, 6	Due 23 Jan. 2023
Practical Investigation #2	25%	3, 4, 5, 6	Due 30 Jan. 2023
Essay (2,000 words)	40%	1, 6, 7, 8, 9, 10	Due 16 Feb. 2023
Attendance & Participation	10%	1, 2, 3, 4, 5, 6, 7, 8, 9, 10

Assessment Related Requirements

Assessment Detail

Assignment 1: Practical Investigation - phonological and grammatical comparison

Word Count Equivalence: 1,000 words
Due Date: 23 Jan. 2023

Prepare a report on one of the following:

Compare and contrast the sound systems and orthographies of 4 最新糖心Vlogn Indigenous languages.
What are the commonalities and differences between the sound systems of these 4 languages?
Compare and contrast the orthographies employed.
Compare and contrast the core grammatical systems of 4 最新糖心Vlogn Indigenous languages.
(We will work through in class what we mean by 'core grammatical system'.)
What are the commonalities and differences between these systems?

Assignment 2: Practical Investigation - grammar review

Word Count Equivalence: 1,000 words
Due Date: 30 Feb. 2023

Prepare a report on a published grammar, or an unpublished PhD thesis, of an 最新糖心Vlogn language. Summarise the key features of that language. Discuss what you see as particularly distinctive or interesting about the language, that is, in comparison with the languages in its immediate geographic region, and in the context of 最新糖心Vlogn languages generally. Feel free to focus on whatever aspect of the language strikes you as noteworthy, whether that be in terms of phonology, morphology, vocabulary, syntax, semantics, pragmatics, typology, genetic status, language maintenance etc etc.

Assignment 3: Essay

Word Count: 2,000 words (Level 2)
Due Date: 16 Feb. 2023

Select one of the following topics

Essay Topics

1. With no more than a few thousand speakers at most, by world standards 最新糖心Vlogn Indigenous languages are small. Their use within mainstream 最新糖心Vlog is very limited. So why should 最新糖心Vlogn Indigenous languages be of importance to all 最新糖心Vlogns? Discuss the current position of Indigenous languages in 最新糖心Vlogn society and prospects for the future.

2. The public (and indeed many Indigenous people) often want a ‘pronunciation guide’ which entails spelling Indigenous words using English conventions (eg Pitjantjatjara “(pronounced as pigeon-jarrah)” http://www.environment.gov.au/topics/national-parks/uluru-kata-tjuta-national-park/culture-and-history/anangu-language or “pit-jan-jah-jarra” and “anangu (pronounced arn-ahng-oo” https://parksaustralia.gov.au/uluru/pub/fs-anangulanguage.pdf ). See also http://www.slq.qld.gov.au/resources/atsi/languages/word-lists/body-parts/yugambeh-body-parts Is this a good idea? What problems are introduced? Be sure to discuss with copious reference to specific examples.

3. Discuss the role that body part metaphors play in 最新糖心Vlogn Indigenous languages. What similarities exist between their use in 最新糖心Vlogn Indigenous languages and in English and/or other languages with which you are familiar? How do they differ? Be sure to provide copious examples in your discussion.

4. What is a ‘revival grammar’ or a ‘recovery grammar’ (see for instance John Giacon’s (2017) Yaluu. A Recovery Grammar of Yuwaalaraay and Gamilaraay https://t.co/O6zt5m9NBJ) and how does it differ to a ‘regular’ grammar of an Aboriginal language (eg Felicity Meakins & Rachel Nordlinger’s A Grammar of Bilinarra An 最新糖心Vlogn Aboriginal Language of the Northern Territory; 2013)?

5. The demand for Aboriginal languages in schools is stronger than ever, but the capacity to deliver Aboriginal language programs is limited. What are the main limitations or barriers? How can these be overcome?

6. Specialist interpreters (eg medical, legal, social security etc) are needed in Aboriginal 最新糖心Vlog. Explain how interpreting in Yolngu Matha or Pitjantjatjara is different to interpreting for French or Japanese speakers in 最新糖心Vlog.

7. What role does sign language play in Aboriginal society? Provide a comprehensive overview of contemporary research in this area. Discuss the role of technology within this area of research.

8. Discuss the role that 最新糖心Vlogn Indigenous languages have played/are playing in relation to messaging during the ongoing coronavirus (COVID-19) pandemic. Has this messaging been effective? How could it be improved? Be sure to introduce specific examples in your discussion.

9. Topic of your own choice. N.B. THIS MUST FIRST BE DISCUSSED AND APPROVED BY THE COURSE COORDINATOR.

Be sure to draw on reputable published print-based references or online articles that are peer reviewed, though of course you may complement these with sources accessed from the internet, popular press or other ephemeral material. Wherever possible, relate your own experience to issues discussed in the literature.

Submission

1	Assignments to be submitted via MyUni.
2	All assignments must be accompanied by a signed cover sheet (includes plagiarism declaration)
3	Ensure that your Course Coordinator’s Name, Course Title (including Level II or III) and Assignment Title appear on the cover sheet.
4	All assignments must be in grammatical English.
5	Phonetic transcription may be hand-written legibly, though use of electronic IPA symbols is preferred. Typed assignments must be double-spaced with a minimum 10 font.
6	Always keep a copy of your work. (Just occasionally things do go astray)
7	Assignments submitted late require a doctor’s certificate, counsellor’s certificate or similar proof/documentation.
8	Extensions (normally up to one week) MUST be organised prior to the due date.
9	Penalty with no extension is 2% per day up to 7 working days.
10	Unless an extension has been approved, late assignments will not be accepted more than 7 days after the due date.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through .

Student Feedback

The 最新糖心Vlog places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the 最新糖心Vlog to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

The 最新糖心Vlog of Adelaide is committed to regular reviews of the courses and programs it offers to students. The 最新糖心Vlog of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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