LING 3013 - Australian Indigenous Languages

North Terrace Campus - Summer - 2024

There were 250 or more Aboriginal and Torres Strait Islander languages spoken in Australia 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. Australia has arguably the worst rate of language loss in the world. These languages are Australia'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 Australia's Indigenous languages (including Aboriginal English varieties, koines and creoles), with a particular focus on the Indigenous languages of South Australia. It will investigate structural features of Australian languages (for example, sounds, spellings, vocabularies, grammars, semantics) as well as their place within Australian society. Particular emphasis will be given to attempts to maintain and revive Australia'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 Australia'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 3013
Course	Australian 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 over 3 weeks
Available for Study Abroad and Exchange	Y
Prerequisites	At least 6 units of Level II undergraduate study
Incompatible	LING 2014
Assessment	2 x Practical investigation 25% each, essay (2500 word) 30%, tutorial presentation and participation (1000 word) 20%

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 Australian Indigenous Languages, a study of Australia'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 Australian 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 Australia - the so-called 'non Pama-Nyungan' languages - as well as the distinctively different languages across the bulk of mainland Australia (the so-called 'Pama-Nyungan' languages), with a particular focus on the dialects of the Western Desert language of Central Australia.

I have lived in, and have undertaken extensive field work in, remote Australia, and have worked in language documentation and language maintenance and revival programs. I'm interested generally in how Indigenous Australian 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 Australian 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 Course Planner.

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 Australian 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 Australian language.
7	Contribute to promoting understandings and appreciation of Australia’s unique linguistic heritage.
8	Understand the underlying causes of language loss in Australia 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.

University Graduate Attributes

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

University 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: Australian Aboriginal and Torres Strait Islander cultural competency Graduates have an understanding of, and respect for, Australian 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

TEXTBOOK:
SSABSA (1996) Australia’s Indigenous Languages. Senior Secondary Assessment Board of South Australia, Wayville. [book and accompanying CD]

(There are several copies of the text in the library and copies are available for loan from the Course Coordinator).

READING BRICK:
A 2010 reading brick with key readings is downloadable from MyUni.

Recommended Resources

Highly Recommended:
Bowen, Claire ed. (forthcoming) The Oxford Guide to Australian Languages. [95 chapters] Oxford University Press.

Koch, Harold & Rachel Nordlinger eds. (2014) The Languages and Linguistics of Australia: 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 Australian Aboriginal languages. Special issue of Pragmatics and Cognition. 27(1). https://benjamins.com/catalog/pc.27.1

Meakins, Felicity & Carmel O’Shannessy (eds) (2016) Loss and Renewal: Australian 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 Australia’s Indigenous Languages. Sydney University Press.

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

Walsh, Michael & Colin Yallop (1993) Language and Culture in Aboriginal Australia. Aboriginal Studies Press, Canberra.

Dixon, R.M.W. (2002) Australian Languages: Their nature and development. Cambridge University Press.

Bowern, Claire & Harold Koch (2014) Australian 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) http://www.aiatsis.gov.au/research/projectproducts.html

Commonwealth of Australia (2020) National Indigenous Languages Report. https://www.arts.gov.au/what-we-do/indigenous-arts-and-languages/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 Australian Language. University of Adelaide Press. -- for Free Download from University of Adelaide Press https://www.adelaide.edu.au/press/titles/kaurna/
Paperback: PRICE $55. Amazon https://www.amazon.com/dp/1925261247

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

Amery, Rob (2000) Warrabarna Kaurna! Reclaiming an Australian Language. Swets & Zeitlinger, Lisse, The Netherlands.

Blake, Barry (1977) Case Marking in Australian Languages. Australian Institute of Aboriginal Studies, Canberra.

Blake, Barry (1987) Australian 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. Australian 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. University of Adelaide Press.

Dixon, R.M.W. (1980) The Languages of Australia. Cambridge University Press.

Dixon, R.M.W., W.S. Ramson & Mandy Thomas (1990) Australian Aboriginal Words in English. Their origin and meaning. Oxford University Press, Melbourne.

Eades, Diana ed. (1995) Language in Evidence. Issues confronting Aboriginal and multicultural Australia. UNSW Press, Sydney.

Evans, Nicholas (2003) The Non-Pama-Nyungan Languages of Northern Australia. 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 Australia (2020) Yakilla: Training Tracks. Professional learning opportunities in the first languages field. Online knowledge bank.

First Languages Australia (2019) Jarrak: Our Languages Journey. Online knowledge bank.

First Languages Australia (2019) Yaale: Tools for Language Work. https://yaale.com.au/

First Languages Australia (2019) Gambay: Australian First Languages Map. Access here: https://gambay.com.au/

First Languages Australia (2018) Nintiringanyi: National Aboriginal and Torres Strait Islander Language Teaching and Employment Strategy.

First Languages Australia (2018) Global Lessons: Indigenous languages and multilingualism in school programs.

First Languages Australia (2015) Warra. Building teams, building resources.

First Languages Australia (2015) Angkety map. Digital resource report.

First Languages Australia (2015) National Indigenous Languages Collection Strategy.

First Languages Australia (2015) Junyirri. A framework for planning community language projects.

Gale, Mary-Anne (1997) DhaÅÂÂum 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 Australian Sand Stories, Cambridge University Press.

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

Harkins, Jean (1994) Bridging Two Worlds. Aboriginal English and Crosscultural Understanding.
University 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 Australia. Pandanus Books, ANU Canberra.

Hercus, Luise & Harold Koch eds. (2009) Aboriginal Placenames: naming and re-naming the Australian 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 Australia. Cambridge University Press, Cambridge.

Koch, Harold & Luise Hercus eds. (2009) Aboriginal Placenames. Naming and Re-Naming the Australian 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 Australia. A consultancy carried out by the Australian Institute of Aboriginal and Torres Strait Islander Studies for the Aboriginal and Torres Strait Islander
Commission, South Australia.

McConvell, Patrick & Nicholas Evans eds. (1997) Archaeology and Linguistics. Aboriginal Australia in a global perspective. Oxford University Press, Melbourne.

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

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

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

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

Purdie, Nola, Tracey Frigo, Clare Ozolins, Geoff Noblett, Nick Thieberger, Janet Sharp (2008)
Indigenous Languages Programmes in Australian Schools. A Way Forward. ACER Report. Department of Education,Employment and Workplace Relations, Canberra. On-line at:http://www.dest.gov.au/sectors/school_education/publications_resources/profiles/Indigenous+Languages+Programs+in+Australian+Schools+%E2%80%93+A+Way+Forward.htm

Romaine, Suzanne (1991) Language in Australia. Cambridge University Press.

Schmidt, Annette (1990) The Loss of Australia'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 Australia’s Indigenous Languages. In William McGregor (ed.) Encountering Aboriginal Languages. Studies in the history of Australian linguistics. pp. 85-144.

Simpson, Jane, David Nash, Mary Laughren, Peter Austin & Barry Alpher eds. (2001) Forty Years On. Ken Hale and Australian 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 Australia. Australian Institute of Aboriginal Studies, Canberra.

Thieberger, Nicholas (ed.) (1995) Paper and Talk: A manual for reconstituting materials in Australian 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?’ Australian Review of Public Affairs. October 2008.
On-line at: http://www.australianreview.net/digest/2008/10/wilkins.html

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

Australian Journal of Linguistics (AJL)

Australian Aboriginal Studies (AAS)

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) https://software.sil.org/fieldworks/

ELAN annotation tool for audio and video recordings https://archive.mpi.nl/tla/elan

Useful Websites
First Languages Australia http://www.firstlanguages.org.au/

Mobile Language Team (MLT) based at the University of Adelaide http://www.mobilelanguageteam.com.au/

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

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

Australian 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 Australian Languages pages http://www.anu.edu.au/linguistics/nash/aust/

David Nathan’s Aboriginal Languages of Australia 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 University of South Australia http://programs.unisa.edu.au/public/pcms/course.aspx?pageid=106079

Yolngu Languages courses at Charles Darwin University http://learnline.cdu.edu.au/yolngustudies/

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

Australian 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 Australia 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, University of Hawai’i webpages at http://www.olelo.hawaii.edu/

Maori Language Commission pages at http://www.tetaurawhiri.govt.nz/

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

Linguistics, University 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. Whole-day lecture/workshop sessions will be held on Wed/Thurs/Fri over a 3-week period, leaving long weekends for students to pursue their own reading, research and assignment preparation.

Material for completion of Assignment #1 will be presented to class during the 1st week. Students will hand up this assignment early in Week 2.

Similarly, material needed for completion of Assignment #2 will be presented in Week 2 and should be handed in by the end of the lecture break.

The Summer School will be a combination of presentation of material through Lectures, group discussion, practical workshops and small group work focussed on practical 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 Australia’s Languages; South Australia’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	Australian 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 Australia (2015)	Essay topic #1 Essay topic #4 Essay topic #8
Day 8 27 Jan.	Aboriginal English; Australian 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 iscompulsory. 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 University'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 Outcomes(s)	Due Date
Practical Investigation #1	25%	2, 5, 6	Due 25 Jan. 2022
Practical Investigation #2	25%	3, 4, 5, 6	Due 11 Feb. 2022
Essay (3,000 words)	40%	1, 6, 7, 8, 9, 10	Due 21 Feb. 2022
Attendance & Participation	10%	1, 2, 3, 4, 5, 6, 7, 8, 9, 10

Assessment Related 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.

Assessment Detail

Assignment 1: Practical Investigation: Sound Systems
Word Count Equivalence: 1,000 words
Due Date: 25 Jan. 2022

A. Sound Systems of Australian Languages:

Compare and contrast the sound systems and orthographies of 5 Australian Languages from diverse regions:
(Further details and sources to be provided)

What are the commonalities and differences between the sound systems of these 5 languages?

Compare and contrast the orthographies employed.

Assignment 2: Practical Investigation #2 (Comparative Linguistics)
Word Count; 1,000 words
Due Date: 11 Feb. 2022

Investigate the linguistic relationships between two South Australian languages (or any two languages chosen in consultation with the Course Coordinator). Consider genetic relationships, as well as relationships resulting from language contact and diffusion. Consider a range of aspects of language, including lexical, semantic and grammatical similarities and differences. (Phonology to be excluded as this was covered in Assignment #1)

Assignment 3: Essay
Word Count: 3,000 words (Level 3)
Due Date: 21 Feb. 2022

Select one of the following topics:
Essay Topics

1	With no more than a few thousand speakers at most, by world standards Australian Indigenous languages are small. Their use within mainstream Australia is very limited. So why should Australian Indigenous languages be of importance to all Australians? Discuss the current position of Indigenous languages in Australian 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 Australian Indigenous languages. What similarities exist between their use in Australian 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 (2013) A Grammar of Bilinarra An Australian Aboriginal Language of the Northern Territory ?
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 Australia. Explain how interpreting in Yolngu Matha or Pitjantjatjara is different to interpreting for French or Japanese speakers in Australia.
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 Australian 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	Alwayskeep 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 Access Adelaide.

Student Feedback

The University 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 University 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’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University 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