LING 2039 - Reclaiming Languages: a Kaurna Case Study
North Terrace Campus - Summer - 2019
General Course Information
Course Code LING 2039 Course Reclaiming Languages: a Kaurna Case Study Coordinating Unit Linguistics Term Summer Level Undergraduate Location/s North Terrace Campus Units 3 Contact 5 hours per day for 3 days per week over 3 weeks including 1 full-day excursion Available for Study Abroad and Exchange Y Prerequisites At least 6 units of Level I undergraduate study Incompatible LING 2007, LING 3007, LING 3015 Course Description The course explores issues around the reclaiming of languages by reference to the case of Kaurna, the South Australian indigenous language spoken in what is now known as the Adelaide region. The course gives a fascinating insight into the ways in which Kaurna sources are being used to forge a new Kaurna identity and develop an associated language which is being used to address contemporary needs. This course will allow you to: learn some Kaurna language; develop an understanding of the structure of the Kaurna language; learn how languages are reclaimed from historical sources; understand the context (or ecology) in which the Kaurna language existed at the time of colonisation in the 1830s and 1840s; and appreciate the circumstances under which the Kaurna language is now being revived. Parallels and contrasts will be drawn between efforts to re-introduce Kaurna and similar efforts in neighbouring languages, elsewhere in Australia and overseas.
Course Coordinator: Associate Professor Rob Amery
Course Coordinater: Dr Rob AMERY
Napier Building, Rm 910.
Tel: 8313 3924
e-mail: firstname.lastname@example.org (emails read regularly)
Lecturers: Dr Rob AMERY with input from Kaurna people.
Subject Librarian: Mrs Judith Bailey,
Barr Smith Library
Tel: 8313 1064
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesThis course aims to:
* Develop understandings of linguistic and sociolinguistic aspects of language reclamation
* Introduce students to the Kaurna language
* Trace the efforts by various observers to document the Kaurna language in the 19th century
* Investigate the ways in which the Kaurna language is used in the 21st century.
After successfully completing this course, students should be able to:
1. Respectfully contribute to a language reclamation effort alongside owners and custodians of that language.
2. Apply linguistic analytical skills in the interpretation and assessment of historical source material
3. Understand the relationship between revived languages and their antecedents
4. Draw comparisons between range of language reclamation movements and identify common features and points of difference.
5. Appreciate the importance of the Kaurna language to the Kaurna community and the general public living on the Adelaide Plains.
6. Gain insights, through a study of the Kaurna language, into the early contact history, Indigenous cultures, placenames, the environment and Nunga English.
7. Understand and apply the revised Kaurna spelling system.
8. Demonstrate a knowledge of the emerging functions and use of the Kaurna language within the Kaurna community, in the educaation sector and in the public domain.
9. Gain familiarity with common Kaurna expressions such as greetings, leave-takings, introductions, requests, commands, questions and statements.
10. Appreciate the role played by Kaurna language reclamation within the global renaissance of Indigenous languages.
11. Write a coherent and logically argued essay drawing on a range of perspectives and source materials in answer to a question posed.
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) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1, 2, 3, 4, 5, 6, 7, 8, 10, 11 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
1, 2, 3, 4, 5, 7, 9, 11 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1, 2, 3, 4, 5, 6, 7, 8, 9, 11 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- Able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
1, 3, 4, 5, 6, 8, 9, 10, 11 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
1, 2, 5, 8, 11
Course text books:
Amery, Rob Ed. (2017) Warra Kaurna Yalaka, Warra Kaurna Pukinangku. Kaurna Language Today, Kaurna Language from Long Ago. Vocabulary listing Kaurna to English and English to Kaurna in Revised Spelling. Also [includes reprint of Teichelmann & Schürmann (1840), vocabulary from T&S (1840), Teichelmann (1857), neologisms and some words from other sources. [PDF on-line]
Amery, Rob (2016) Warraparna Kaurna! Reclaiming an Australian Language. University of Adelaide Press. For free download at https://www.adelaide.edu.au/press/titles/kaurna/ . Paperback $55 (available from Rob Amery). Also available in BSL 499.15 A512wp.
(Amery (2016) is an updated version of Amery (2000) with an additional chapter summarising developments since 2000. Amery (2000) itself is a reduced version of Vol. 1 of Amery, 1998 (PhD thesis) available in the Barr smith Library]. There are multiple copies of Amery (2000) in the Barr Smith Library. Also held by UniSA Library, City West and Whyalla, Flinders University Library and State Library of South Australia.)
Course Readers (now online at MyUni):
Vol.1 Kaurna Sources (in addition to T&S and TMs)
Vol.2 Language Reclamation.
Some hard copies still available from Rob Amery: Cost: $30 for the set of two.
Section A - relating to Kaurna and neighbouring language groups
Amery, Rob (2018) The Homecoming of an Indigenous Australian Diaspora as Impetus for Language Revival: Kaurna of the Adelaide Plains, South Australia. Invited paper for a Special Issue (Editors: Kathleen Heugh, Angela Scarino and Christopher Stroud) on Southern Theory of Current Issues in Language Planning. https://doi.org/10.1080/14664208.2018.1503390.
Amery, Rob (2018) Koeler and the Dresdners: contrasting views of five early Germans towards Indigenous peoples in South Australia. Journal of the Anthropological Society of South Australia, Special Edition: Culture Contact in Indigenous Australia
edited by Amy Roberts and Daryl Wesley. Vol.42: 134-163.
Amery, Rob (2017) Warra Kaurna Yalaka, Warra Kaurna Pukinangku. Kaurna Language Today, Kaurna Language From Long Ago. (revision of Warra Kaurna. A Resource for Kaurna Language Programs). Kaurna Warra Pintyanthi (KWP), Adelaide.
Amery, Rob (2016) The Kaurna Diaspora and its Homecoming: Understanding the loss and re-emergence of the Kaurna language of the Adelaide Plains, South Australia. In Peter K. Austin, Harold Koch and Jane Simpson (eds) Language, Land and Song, London: EL Publishing. pp. 502-522.
Amery, Rob (2016) Warra Kaurna Yalaka, Warra Kaurna Pukinangku. Kaurna Language Today, Kaurna Language From Long Ago. (revision of Warra Kaurna. A Resource for Kaurna Language Programs). Pilot version released March 2016.
Amery, Rob (2016) Warraparna Kaurna! Reclaiming an Australian Language. University of Adelaide Press. https://www.adelaide.edu.au/press/titles/kaurna/ebook and Paperback. (Revision of Amery (2000) Warraparna Kaurna with revised spellings, additional chapter discussing developments since 2000 and reworked Conclusions)
Amery, Rob (2015) Kaurna. in Nicola Grandi & Livia Körtvélyessy (eds) Edinburgh Handbook of Evaluative Morphology. Edinburgh University Press. 423-429.
Amery, Rob (2014) Reclaiming the Kaurna language: a long and lasting collaboration in an urban setting. Special issue edited by John Henderson The Role of Linguists in Indigenous Community Language Programs in Australia of Language Documentation and Conservation. 8: 409-429. (http://www.nflrc.hawaii.edu/ldc) http://scholarspace.manoa.hawaii.edu/bitstream/handle/10125/4613/amery.pdf?sequence=3
Amery, Rob (2013) A Matter of Interpretation: Language Planning for a Sleeping Language, Kaurna, the language of the Adelaide
Plains, South Australia, Language Problems and Language Planning, 37 (2): 101-124.
Amery, Rob (2013) ‘Authenticity and correction of errors in the context of language reclamation’ . History and Philosophy of the
Language Sciences. http://hiphilangsci.net/2013/08/28/authenticity-and-the-correction-of-errors-in-the-context-of-language-reclamation
Amery, Rob (2012) Four Dresdners in South Australia in the early-mid nineteenth century: a lasting legacy for Kaurna, Ngarrindjeri
and Barngarla peoples. Zeitschrift für Australienstudien 26.
Amery, Rob (2012) Taking to the airwaves: a strategy for language revival. In M. Ponsonnet, L. Dao & M. Bowler (Eds.) Proceedings of the 42nd Australian Linguistic Society Conference - 2011. Australian National University Canberra ACT, 5-6 December 2011. ANU Digital Collections http://hdl.handle.net/1885/9280
Amery, Rob (2010) Monitoring the Use of Kaurna, the Language of the Adelaide Plains. In John Hobson, Kevin Lowe, Susan
Poetsch & Michael Walsh (eds.) Re-awakening Languages: Theory and practice in the revitalization of Australia’s Indigenous
languages. Sydney University Press. Pages 56-66.
Amery, Rob (2009) Kaurna Language Reclamation and the Formulaic Method. In Wesley Y Leonard & Stelómethet Ethel B Gardner (Eds.) Language is Life. Proceedings of the 11th Annual Stabilizing Indigenous Languages Conference June 10-13, 2004 at University of California at Berkeley. Report 14, Survey of California and other Indian Languages. Pages 81-99. On line at: http://linguistics.berkeley.edu/~survey/resources/publications.php
Amery, Rob (2004) Beyond Their Expectations: Teichelmann and Schürmann’s efforts to preserve the Kaurna language continue to bear fruit. In Veit, Walter F. ed. The Struggle for Souls and Science. Constructing the Fifth Continent: German Missionaries and Scientists in Australia. Alice Springs: Strehlow Research Centre: Occasional Papers, pp.9-28.
Amery, Rob(2002) Indigenous Language Programs in South Australian Schools: Issues, Dilemmas and Solutions. Paper prepared for the NSW Board of Studies. March 2002. Available at: http://www.boardofstudies.nsw.edu.au/aboriginal_research/pdf_doc/indig_lang_sa_amery.doc
Amery, Rob (2002) ‘Marginalised Relics or Dynamic Modern Languages? Emerging Issues when Australia’s Indigenous Languages Modernise.’ Babel 37(2): 10-15; 37-38.
Amery, Rob (2002) 'Weeding out Spurious Etymologies: Toponyms on the Adelaide Plains.' In Luise Hercus, Flavia Hodges &
Jane Simpson (eds) The Land is a Map: Placenames of Indigenous Origin in Australia, 165-180.
Amery, Rob (2001) ‘Language Planning and Language Revival’ Current Issues in Language Planning. 2(2&3): 141-221.
Amery, Rob (2000) Kaurna Dreaming Stories - report prepared for KACHA Inc. as part of the "Reviving the Dreaming" project, National Estate Grants program.
Amery, Rob (2000) 'The Role of Kaurna Linguistic and Cultural Heritage in the Reconciliation Movement.' paper delivered at the Australian History Association 2000 Conference, University of Adelaide, 5-9 July.
Amery, Rob (2000) The First Lutheran Missionaries in South Australia and their contribution to Kaurna language reclamation and the reconciliation movement. Journal of Friends of Lutheran Archives, October 2000, 30-58.
Amery, Rob (2000) Warrabarna Kaurna! Reclaiming an Australian Language. Swets & Zeitlinger, Lisse, The Netherlands.
Amery, Rob (1998) Warrabarna Kaurna! Reclaiming Aboriginal Languages from Written Historical Sources: Kaurna Case Study. PhD Thesis, University of Adelaide.
Amery, Rob (1998) 'Sally and Harry: Insights into early Kaurna contact history.' in Hercus & Simpson (eds.) History in Portraits: Biographies of Nineteenth Century South Australian Aboriginal People. Aboriginal History monograph, Canberra, 49-87.
Amery, Rob (1997) Case Study 3.1 [Overcoming Temporal Isolation] in DETE 1998 Towards Successful Language Learning in
Schools: A Collection of Case Studies, Department of Education, Training & Employment, South Australia, 85-90.
Amery, Rob (1996) 'Kaurna in Tasmania: a case of mistaken identity' Aboriginal History 20: 24-50.
Amery, Rob (1996) Topic 5 'Language Reclamation' & Topic 6 'Language Awareness in South Australia' pp.145-192 in EAL551 'Teaching Australian Indigenous Languages' STUDY GUIDE, Northern Territory University.
Amery, Rob (1995) 'Its Ours to Keep and Call Our Own: reclamation of the Nunga languages in the Adelaide region, South Australia.' in the International Journal of the Sociology of Language No 113: 63-82.
Amery, Rob (1995) 'Making use of historical language materials' in Thieberger (ed.) Paper and Talk: A manual for reconstituting materials in Australian indigenous languages from historical sources. Aboriginal Studies Press, Canberra.
Amery, Rob (1993) 'Encoding New Concepts in Old Languages: a case study of Kaurna, the language of the Adelaide Plains' in Australian Aboriginal Studies No.1, 1993: 37-47.
Amery, Rob (1992) 'Retrieving Cultural and Linguistic Heritage: Revival and Resurrection of Aboriginal Languages' in 9th
National Languages Conference Conference Proceedings. Modern Languages Teachers Association, Darwin.
Amery, Rob & Vincent (Jack) Kanya Buckskin (2014) Pinning down Kaurna names: linguistic issues arising in the development of the Kaurna Place Names Database. Trends in Toponymy Conference: Indigenous Identity and Theoretical Developments in Placenames Research, University of Ballarat November 2007. In I.D. Clark, L. Hercus, L. Kostanski (eds) Indigenous and Minority Place Names
– Australian and International Perspectives. ANU ePress & Aboriginal History Inc., Canberra, 187-212.
Amery, Rob & Jack Kanya Buckskin (2013) Having it Both Ways: Towards recognition of the Kaurna language movement within the community and within the university sector. Proceedings of FEL XVII Endangered Languages Beyond Boundaries: Community Connections, Collaborative Approaches, and Cross-Disciplinary Research. The Seventeenth Conference of the Foundation for Endangered Languages: Ottawa, Canada. October 2013.
Amery, Rob & Jack Buckskin (2012) Handing on the teaching of Kaurna language to Kaurna Youth. Australian Aboriginal Studies Number 2: 31-41.
Amery, Rob & Jack Buckskin (2012) A comparison of traditional Kaurna kinship patterns with those used in contemporary Nunga English. Australian Aboriginal Studies Number 1: 49-62.
Amery, Rob & Mary-Anne Gale (2000) Kaurna Warra Yellakaitya — Developing the Kaurna Language for Contemporary Situations. Report of Kaurna language development workshops held in November 2000 between members of the Kaurna community and Kaurna programs in schools, Aboriginal Education Unit, Enfield.
Amery, Rob, Gara, Tom & Mühlhäusler, Peter. (2006) Hermann Koeler’s Adelaide: Observations on the Language and Culture of South Australia by the First German Visitor. Australian Humanities Press, Adelaide.
Amery, Rob & O’Brien, Dennis (2007). Funeral Liturgy as a Strategy for Language Revival. Pp. 457-467 in Jeff Siegel, John Lynch & Diana Eades (eds.) Linguistic Description and Linguistic Applications: Studies in Memory of Terry Crowley. John Benjamins.
Amery, Rob & Jane Simpson (1994) 'Kaurna '- pp.144-172 in Macquarie Aboriginal Words Macquarie Dictionary, Sydney.
Amery, Rob & Rigney, Alice Wallara. (2006) Kaurna Palti Wonga – Kaurna Funeral Protocols. Kaurna Warra Pintyandi, Adelaide.
[Booklet with accompanying CD. Contains funeral liturgy in Kaurna, including translations of the Lord’s Prayer, Psalm 23, Bible verses and hymns – The Old Rugged Cross, Till We Meet Again, Amazing Grace, How Great Thou Art & What a Friend We Have in Jesus.]
Amery, Rob & Jane Simpson with members of Kaurna Warra Pintyanthi (2013) Kulurdu Marni Ngathaitya – Sounds Good to
Me. A Kaurna Learner’s Guide. Kaurna Warra Pintyandi in association with Wakefield Press, Kent Town.
Amery, Rob & Georgina Yambo Williams (2002) 'Reclaiming Through Renaming: The Reinstatement of Kaurna Toponyms in Adelaide and the Adelaide Plains.' In Louise Hercus , Flavia Hodges & Jane Simpson (eds) The Land is a Map: Placenames of Indigenous
Origin in Australia, 255-276.
Beretta, Valentina (2012) Language Revitalisation in Australia. The case of the Kaurna of the Adelaide Plains (South Australia) Dissertation, University’ Degli Studi Milano.
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Cawthorne, W.A. (1844) Rough Notes on the Manners and Customs of the Natives [Archives Department]. Published in Proceedings of the Royal Geographic Society of Australia, S.A. Br., Sess. 1925-6 (1927)
Chittelborough, J. (1906) "Primitive Adelaide" in The Register, 27/28 December 1906. [article includes a short Kaurna wordlist]
Clarke, Philip (1990) 'Adelaide Aboriginal Cosmology.' pp. 1-10 in Gara (ed) Aboriginal Adelaide. Vol. 28, No. 1.
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Gale, Mary-Anne, Rob Amery & Jack Buckskin (2012) Workshop #4. Relationships Australia SA, Hindmarsh, 17th – 21st December 2012.TAFE Certificate III ‘Learning an Endangered Aboriginal Language (Kaurna)’
Gale, Mary-Anne, Rob Amery & Jack Buckskin (2012) Workshop #3. Relationships Australia SA, Hindmarsh, 24-28th September 2012. TAFE Certificate III ‘Learning an Endangered Aboriginal Language (Kaurna)’ Gale,
Gale, Mary-Anne, Rob Amery & Jack Buckskin (2012) Workshop #2. Relationships Australia SA, Hindmarsh, 9-13th July 2012. TAFE Certificate III ‘Learning an Endangered Aboriginal Language (Kaurna)’
Gale, Mary-Anne, Rob Amery & Jack Buckskin (2012) Workshop #1. University of Adelaide, 10-14th & 25th April 2012. TAFE Certificate III ‘Learning an Endangered Aboriginal Language (Kaurna)’
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Waria-Read, Pat, Rob Amery, Mary-Anne Gale & Guy Tunstill (2009) Ngadjuri Wordlist. Ngadjuri Walpa Juri Lands and Heritage
Watkins, Cherie Warrara & Mary-Anne Gale (2006) Kaurna Alphabet Book. Kaurna Plains School, Elizabeth.
Watts, Emma Louise (2003) Success in Minority Language Revival Programmes: a case study of Hawaiian, Irish and Kaurna. Honour Thesis, University of Adelaide.
Williams, W. (1839) A vocabulary of the languages of the Aborigines of the Adelaide district, and other friendly tribes, of the Province of South Australia. Adelaide.
Woods, J.D. ed. (1879) The Native Tribes of South Australia. Adelaide.
Wyatt, William (1923) 'Some account of the Manners and Superstitions of the Adelaide and Encounter Bay Aboriginal Tribes with a Vocabulary of their Languages, Names of Persons and Places etc.' reprint from Woods ed. (1879)The Native Tribes of South Australia Adelaide, E.S. Wigg & Son in Parkhouse (Ed.) Reprints and Papers relating to the Autochthones of Australia, Parkhouse, Woodville, 1923.
Section B - relating to language revival, language and identity and language policy
Abley, Mark (1992) 'The prospects for the Huron language.' in Times Literary Supplement , August 7 1992: 4.
Amery, Rob (2009) Phoenix or Relic? Documentation of Languages with Revitalization in Mind. Language Documentation & Conservation (LD&C) December 2009 issue (Volume 3, Number 2). On-line at: http://nflrc.hawaii.edu/ldc/
Amery, Rob (2002) ‘Marginalised Relics or Dynamic Modern Languages? Emerging Issues when Australia’s Indigenous Languages Modernise.’ Babel 37(2): 10-15; 37-38.
Amery, Rob (2001) ‘Language Planning and Language Revival’ Current Issues in Language Planning. 2(2&3): 141-221.
Amery (unpublished) 'What Can or Should you do with a Dead Language?' Submitted forpublication in VOX, but journal
Amery, Rob & Mary-Anne Gale (2008) ‘But our language was just asleep: a history of language revival in Australia.’ Pp. 339-382 in William B. McGregor (ed) Encountering Aboriginal Languages: Studies in the History of Australian Linguistics. Pacific Linguistics, ANU Canberra.
Amery, Rob & Joshua Nash (eds.) (2008) Warra Wiltaniappendi. Strengthening Languages. Proceedings of the Inaugural
Indigenous Languages Conference (ILC) 2007. 24-27 September 2007, University of Adelaide.
Anderson, A.B. (1979) 'The Survival of Ethnolinguistic Minorities: Canadian and Comparative Research.' pp. 67-85 in Giles & Saint-Jacques (eds.) Language and Ethnic Relations.
Bradley, David & Maya Bradley (eds) (2002) Language Endangerment and Language Maintenance Routledge Curzon, London. [BSL 408.9 B8112l]
Brown, Michael F. (1998) 'Can Culture be Copyrighted?' Current Anthropology, Vol.39, No.2: 193-222.
Cantoni, Gina ed. (1996) Stabilising Indigenous Languages. Centre for Excellence in Education, Northern Arizona University.
Commonwealth of Australia (1992) Language and Culture - A Matter of Survival: Report of the Inquiry into Aboriginal and Torres Strait Islander Language Maintenance. House of Representatives Standing Committee on Aboriginal and Torres Strait Islander Affairs, June 1992, AGPS, Canberra.
Commonwealth Department of Employment Education and Training (1991) Australia's Language: The Australian Language and Literacy Policy, AGPS, Canberra.
Commonwealth Department of Employment Education and Training (1995) Alive and Deadly: Reviving and Maintaining Australian Indigenous Languages. Social Change Media, Leichardt NSW.
Crystal, David (2000) Language Death. Cambridge University Press, Cambridge. [BSL 417.7 C9571]
Dalby, Andrew (2002) Language in Danger Penguin, London.[BSL417.7 D137l]
De Chicchis, Joseph (1995) 'The Current State of the Ainu Language.' pp.103-124 in Journal of Multilingual & Multicultural
Development Vol. 16, Nos 1 & 2.
Dixon, R.M.W. (1989) 'The Original Languages of Australia' pp. 26-33 in VOX, No.3, 1989.
Dixon, R.M.W. (1991) 'The Endangered Languages of Australia, Indonesia and Oceania.' pp.229-255 in Robert H. Robins & Eugenius M. Uhlenbeck (eds.) Endangered Languages. Berg, Oxford/New York.
Dorian, Nancy C. (1987) 'The Value of Language-Maintenance Efforts Which are Unlikely to Succeed.' pp. 57-67 in International Journal of the Sociology of Language. Vol. 68, 1987.
Edwards, John (2001) ‘The Ecology of Language Revival’ Current Issues in Language Planning 2(2&3): 231-241.
Edwards, John (1985) Language, Society and Identity. Basil Blackwell in association with André Deutsch, Oxford. [BSL 401.9 E261]
Ellis, P. Beresford (1974) The Cornish Language and its Literature. Routledge & Kegan Paul, London & Boston. [BSL 491.6 E47c]
Evans, Nick (2009) Dying Words. Endangered Languages and What They Tell Us. Wiley-Blackwell.
Fellman, Jack (1973) The Revival of a Classical Tongue: Eliezer Ben Yehuda and the Modern Hebrew Language. Mouton: The Hague,
Paris. Contributions to the Sociology of Language No.6 edited by Joshua A. Fishman. [BSL 405/C764]
Fellman, Jack (1974) The Role of Eliezer Ben Yehuda in the Revival of the Hebrew Language: An Assessment.pp.427-455 in Advances in Language Planning edited by Joshua A. Fishman. Mouton: The Hague, Paris. Contributions to the Sociology of Language No.5 edited by Joshua A. Fishman. [BSL 405/C764]
First Languages Australia (2018) Nintiringanyi: National Aboriginal and Torres Strait Islander Language Teaching and Employment
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.
Fishman, Joshua (1991) Reversing Language Shift. Multilingual Matters, Clevedon.
Fishman, Joshua ed. (2001) Can Threatened Languages be Saved? Multilingual Matters, Clevedon.
Fishman, Joshua (2001) ‘If Threatened Languages can be Saved, then can Dead Languages be
Revived?’ Current Issues in Language Planning 2(2&3): 222-230.
Fishman, Joshua ed. (1991) Handbook of Language and Ethnic Identity. Oxford University Press, New York.
Grenoble, Lenore & Lindsay Whaley (2006) Saving languages: an introduction to language revitalization. Cambridge University
Press. [available on-line through BSL]
Harlow, Ray (1993) 'Lexical Expansion in Maori' Journal of the Polynesian Society. 102(1): 99-107.
Harrison, K. David (2007) When Languages Die. The Extinction of the World’s Languages and the Erosion of Human Knowledge.
Oxford University Press. [BSL 417.7 H3198w]
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) Chapters 21 and 22, pp. 220-247 from Flutes of Fire: Essays on Californian Indian Languages, Heydey Books, Berkley, California.
Hinton, Leanne, Ken Hale & Steven N. Austad eds.(2001) Green Book of Language Revitalisation in Practice, Academic Press.
Hinton, Leanne, Leena Huss & Gerald Roche eds. (2018) The Routledge Handbook of Language Revitalization. Routledge, New York & London.
Hobson, John, Kevin Lowe, Susan Poetsch & Michael Walsh (eds.) (2010) Re-awakening Languages: Theory and practice in the revitalization of Australia’s Indigenous languages. Sydney University Press.
Hornberger, Nancy H (ed) (2008) Can Schools Save Indigenous Languages? Policy and Practice on Four Continents. Palgrave
McMillan, Houndmills, Basingstoke, Hampshire [BSL 418.0071 H814c]
Janke, Terri (1998) Our Culture: Our Future. Report on Australian Indigenous Cultural and Intellectual Property Rights. Michael
Frankl and Companay. Prepared for AIATSIS and ATSIC.
Jolly, Lesley (1995) 'Waving a Tattered Banner? Aboriginal Language Revitalisation' Ngulaig, Vol. 13, 1995.
Jordan, Deidre (1984) 'The Social Construction of Identity: The Aboriginal Problem.' pp. 274-290 in The Australian Journal of
Education, Vol. 28, No. 3, 1984.
Jordan, Deidre (1988) 'Aboriginal Identity: Uses of the Past, Problems for the Future?' pp. 109-130 in Jeremy Beckett (ed.) Past and
Present: The Construction of Aboriginality. Aboriginal Studies Press, Canberra.
King, Kendall A. (2001) Language Revitalization: Processes and Prospects. Quichua in the Ecuadorian Andes. Multilingual Matters,
Clevedon [BSL 498.323 K53l]
King, Kendall A., Natalie Schilling-Estes, Lyn Fogle, Jia Jackie Lou & N Barbara Soukup (eds) (2008) Sustaining Linguistic Diversity. Endangered and minority Languages and Language Varieties. Georgetown University Press, Washington DC [BSL 405 G3512006]
Kutscher, Eduard Yechezkel (1982) A History of the Hebrew Language. The Magnus Press, The Hebrew University, Jerusalem. [BSL 492.4 K97h]
Le Page, R.B. & Andrée Tabouret-Keller (1985) Acts of Identity. Cambridge University Press, Cambridge. [BSL 409.729 L591a]
Liddicoat, Anthony J. & Paulin Bryant (2001) ‘Language Planning and Language Revival: A Current Issue in Language Planning’ Current Issues in Language Planning 2(2&3): 137-140.
Maguire, Gabrielle (1991) Our Own Language. Multilingual Matters, Clevedon.
McCarty, Teresa L, Lucille J. Watahomigie & Akira Y. Yamamoto eds. (1999) Reversing Language Shift in Indigenous America: Collaborations and Views from the Field. Practicing Anthropology. Vol.21, No.2, Spring 1999.
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. Commissioned Report No. 44, National Board of Employment, Education and Training, AGPS, Canberra.
Mercurio, Antonio & Rob Amery (1996) 'Can Senior Secondary Studies Help to Maintain and Strengthen Australia's Indigenous Languages?' pp. 25-57 in Bobaljik, Pensalfini & Storto (Eds) Papers on Language Endangerment and the Maintenance of Linguistic Diversity.
Miyaoka, Osahito, Osamu Sakiyama & Michael E Krauss (eds) (2007) The Vanishing Languages of the Pacific Rim. Oxford University Press. [BSL 409.1823 M6856v]
Miyawaki, Hiroyuki (1990) 'Aboriginal Ainu in Japan - Past and Present - with Special Reference to a Socio-Political Linguistic Perspective.' pp.88-95 in Walton, C. & Eggington, W. (eds.) Language: Maintenance, power and education in Australian Aboriginal contexts. (Proceedings of the Cross Cultural Issues in Educational Linguistics Conference held at Batchelor College, 1987.) Darwin,
NT: Northern Territory University.
Mühlhäusler, Peter (1992) 'Preserving Languages or Language Ecologies? A Top-Down Approach to Language Survival.' Oceanic Linguistics, Vol.31, No. 2.
Mühlhäusler, Peter (1996) Linguistic Ecology: Language Change and Linguistic Imperialism in the Pacific Region. Routledge, London
and New York.
Mühlhäusler, P., Monaghan, P. & Naessan, P. (2010) Keeping language strong within the family : recommendations for families and
communities. University of Adelaide Press. Adelaide, South Australia.
Nettle, Daniel & Suzanne Romaine (2000) Vanishing Voices. The Extinction of the World’s Langauges. Oxford University Press.
[BSL 417.7 N475v]
Powell, Jay V. (1973) 'Raising pidgins for fun and profit: A new departure in language teaching.' Proceedings of the Pacific Northwest Conference on Foreign Languages, XVII, 40-43.
Reyhner, Jon ed. (1997) Teaching Indigenous Languages. Centre for Excellence in Education, Northern Arizona University.
Reyhner, Jon, Octaviana Trujillo, Roberto Luis Carrasco & Louise Lockard eds. (2003) Nurturing Native Languages. Centre for Excellence in Education, Northern Arizona University. [BSL 497 S7754n]
Sandefur, John (1983) 'The Quileute Approach to Language Revival Programs.' pp. 3-16 in The Aboriginal Child at School, Vol. 11,
No. 5, Oct./Nov. 1983.
Saulson, Scott B. (1979) Institutionalized Language Planning: Documents and Analysis of the Revival of Hebrew. Mouton: The Hague, Paris. Contributions to the Sociology of Language No.23 edited by Joshua A. Fishman. [BSL 405/C764]
Schmidt, Annette (1990) The Loss of Australia's Aboriginal Language Heritage. Aboriginal Studies Press, Canberra.
Schütz, Albert J. (1994) The Voices of Eden: A History of Hawaiian Language Studies. University of Hawai'i Press, Honolulu.
Smolicz, J.J. (1979) Culture and Education in a Plural Society. Curriculum Development Centre, Canberra.
Spolsky, Bernard (1995) 'Conditions for Language Revitalization: A Comparison of the Cases of Hebrew and Maori.' pp.177-201 in Current Issues in Language and Society, Vol. 2, No. 3, 1995 special issue on Language and the State: Revitalization and Revival in Israel and Eire.
Thieberger, Nicholas (1988a) Aboriginal Language Maintenance: Some Issues and Strategies. MA Thesis, Latrobe University.
Thieberger, Nicholas (1988b) 'Language Programmes for Tradition or for Today' pp. 81-90 in Harvey & McGinty (Eds.) Learning My
Thieberger, Nicholas (ed.) (1995) Paper and Talk: A manual for reconstituting materials in Australian Indigenous languages from
historical sources. Aboriginal Studies Press, Canberra.
Walsh, Michael (2001) ‘A Case of Language Revitalisation in ‘Settled’ Australia.’ Current Issues in Language Planning 2(2&3): 251-258.
Walsh, Michael (2014) ‘Indigenous language maintenance and revitalization’ in H. Kock & R. Nordlinger (eds) The languages and Linguistics of Australia. Berlin: Mouton de Gruyter, pp 329-362.
Zuckermann, Ghil’ad & Walsh, Michael (2011) ‘Stop, Revive, Survive: Lessons from the Hebrew Revival Applicable to the Reclamation, Maintenance and Empowerment of Aboriginal Languages and Cultures’, Australian Journal of Linguistics, Vol. 31, No. 1: 111-127.
Kaurna Language Resources online
A wide selection of on-line Kaurna resources are available. You will find the Course Profile, PowerPoint presentations and a sample exam paper on MyUni. In addition you will find Kaurna wordlists and other Kaurna language resources at Kaurna Warra Pintyanthi
web pages on the Adelaide University site at: http://www.adelaide.edu.au/kwp
To view Kaurna placenames and accompanying information on GoogleEarth maps go to: http://www.kaurnaplacenames.com
and Kaurna place names in the Public Arena Post -1980 http://www.kaurnaplacenames.com
MOOC: Language Revival: Securing the Future of Endangered Languages. (Week 4 focuses on the Kaurna language) https://www.edx.org/course/language-revival-securing-future-adelaidex-lang101x-0
Adelaide City Council reconciliation pages: http://www.adelaidecitycouncil.com/your-community/culture-history/reconciliation/
Kaurna Plains School: http://www.kaurnaas.sa.edu.au/
ACARA Framework for Aboriginal Languages and Torres Strait Islander Languages: http://www.australiancurriculum.edu.au/languages/framework-for-aboriginal-languages-and-torres-strait-islander-languages/rationale
Useful National and International Websites on Language Revival:
Resource Network for Linguistic Diversity (RNLD): http://www.rnld.org/
Advocates for Indigenous California Language Survival (AICLS): http://www.aicls.org/
Wôpanâak Language Reclamation Project: http://www.wlrp.org/
Hebrew Academy: http://hebrew-academy.huji.ac.il/English/Pages/default.aspx
Prof. Zuckermann’s website: http://adelaide.academia.edu/Zuckermann/Papers
Manx Heritage Foundation: www.manxheritage.org
Ynsee Gaelg: http://www.learnmanx.com/cms/audio_collection_11918.html www.learnmanx.com
Cowag Manx Gaelic Blog: http://cowag.wordpress.com
Twitter in Manx: http://twitter.com/greinneyder
Manx Gaelic Revival Youtube video http://www.youtube.com/watch?v=Q1urD2CH37U
First Voices web pages (British Columbia) at: http://www.firstvoices.com/
Kualono, University of Hawai’i webpages at: http://www.olelo.hawaii.edu/eng/index.html
Māori Language Commission pages at: http://www.tetaurawhiri.govt.nz/
Indigenous Languages Research and Development Center, Taipei, Taiwan: http://ilrdc.tw/
Learning & Teaching Activities
Learning & Teaching Modes
No information currently available.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Face-to-face contact (lectures, discussions, workshops, practical tasks, language learning sessions) 40 hours Full-day excursion 7 hours Reading 55 hours Assignment Preparation 54 hours Total 156 hours
Learning Activities Summary
Day Lecture Content Readings & Resources Day 1
Introduction: (housekeeping; assessment scheme etc)
Kaurna Panel: interview with Kaurna people about their engaement with Kaurna language
Reclaiming Languages: the national and international scene
Reclaiming Language, Reclaiming Culture: Reclaiming/Maintaining/ Strengthening Identity
Text: Chapter 1-2
Comrie et al (1996)
Amery & Gale (2008)
We Still Live Here (Wampanoag DVD)
Amery (2016; 2018)
Sources and their reliability:
Philology & comparative linguistics.
Recovering the Kaurna sound system.
Comparisons with other ‘sleeping’ languages
Text: Chs 5, 6 (pp.75-122)
Austin & Crowley (1995)
Amery (1996; 1998; 2006), Blake (2002)
relationships to other Australian languages
Texts: What has been recorded?
Creating New Texts
Text: Chapter 6 (pp.130-137)
Simpson & Hercus (2004)
Gale & Mickan (2008)
Amery (2013) Authenticity & errors http://hiphilangsci.net/2013/08/28/authenticity-and-the-correction-of-errors-in-the-context-of-language-reclamation
Amery & Simpson (2013)
Goddard & Bragdon (1988)
Amery (2001); Amery & Rigney (2006)
Kaurna place names; language and environment
Lexicon and semantics:
Lexicalexpansion: Comparisons with Hebrew, Maori and Hawai’ian.
Simpson & Hercus (2002)
Amery & Williams (2002)
Schultz, Chester (2012 onwards) https://www.adelaide.edu.au/kwp/placenames/research-publ/
Amery & Buckskin (2013)
Text: Chapter 7
Simpson (1992); Mason (2008)
Kaurna Dictionary: Amery & Morley (forthcoming)
Text: Chapter 7 (pp.138-145)
Kulurdu Marni Ngathaitya - KLG (Amery & Simpson, 2013)
Language revival: Kaurna in the Public domain.
Text: Chapter 8
Tezozomec et al (1997)
Amery & Rigney (2006)
Amery (2010); Amery (2012)
EXCURSION: Piltawodli and Warriparinga
Text: Chapters 1, 4
Gara (1998); Foster (1990); Harris (1999)
Language revival: Private and in-group domains
The role of schools and the education sector:
Text: Chapter 8
family language planning
Text: Chapter 7
Hinton (2002); Amery (1996)
Mühlhäusler et al (2004)
Amery & Buckskin (2012)
Gale & Amery (2012a, 2012b, 2012c, 2012d, 2013)
Re-establishing Intergenerational Transmission:
How to become a fluent Kaurna speaker
Text: Formulaic method
Wadu Matyidi (Adny. Animation)
Language Planning; Future Prospects
Text:Chapters 3, 9, 10, 11
Amery & Rigney (2007)
Amery & Buckskin (2013)
Specific Course RequirementsParticipation in the excursion to Pirltawardli and Warriparinga is compulsory.
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.
TASK TASK TYPE WEIGHTING DUE DATE LEARNING OBJECTIVES Practical Task: Analysis of Kaurna Wordlists in EDSA (1989) Formative 25% Midnight, Monday 7 January 2019 1, 2, 3, 6, 7 Take Home Exam Summative 25% 12 Noon, Tues 29 January 2019 1, 2, 3, 4, 5, 6, 7, 8, 9 Grammar Practical Formative 20% Friday 4 February 2019 1, 2, 3, 6, 7 Essay (1,500 words) Summative 30% Friday 15 February 2019 1, 3, 4, 5, 6, 8, 10, 11
Assessment Related RequirementsAll assessment components must be completed to qualify for a final result.
Full attendance of the three-week intensive Summer School is compulsory.
Assessment DetailASSIGNMENT 1: PRACTICAL TASK - ANALYSIS OF EDSA (1989) KAURNA WORDLISTS IN THE KAURNA
PEOPLE (DUE DATE: Midnight, Monday, 7th January 2019)
In 1989, the Education Department of South Australia published a 266-page resources for teachers of Aboriginal Studies for Years 8 – 12. It includes a 2-page section on Pronouncing Aboriginal Words (pp.60-61), a number of short topical wordlists (eg environment pp64-65, plant foods pp130-131, animal foods p.139 etc) and other Kaurna terms sprinkled throughout the resource. The main pages that feature Kaurna words have been collated in the scan The Kaurna People (1989) wordlists. This scan will appear on MyUni.
Your task is to assess the quality of this resource with respect to the Kaurna language. You should consider:
1. The accuracy of the pronunciation guide (pp.60-61) and its relation to the Kaurna words included throughout the resource.
2. The consistency of the Kaurna spellings employed. What different orthographic notations have been used to spell the same sounds within the resource?
3. The relationship between the Kaurna words included in this resource and their original historical source wordlist. That is, what errors have been introduced along the way by the compilers of EDSA (1989)?
4. Level II. Carry out a detailed analysis of the 18 Kaurna words for Plant Foods (pp.130-131) with reference to their original sources and current forms. Re-spell these words using Kaurna revised spelling adopted in 2010.
5. Your overall judgement of The Kaurna People (EDSA, 1989) as a Kaurna language resource?
ASSIGNMENT 2: GRAMMATICAL ANALYSIS (DUE DATE: Tues. 29th January 2019)
The following sentences (details to be advised) and their translations are taken directly from Teichelmann & Schürmann (1840) or Teichelmann (1857).
Analyse these two utterances using Teichelmann & Schürmann's (1840) grammar and vocabulary, the wordlist
compiled in Amery (2017) Warra Kaurna Yalaka and Notes on Revised Spelling adopted in 2010.
a) Re-transcribe into the Revised Spelling (RS) system adopted in 2010.
b) Provide a morpheme-by-morpheme interlinear gloss as in the example provided.
c) Discuss/explain the context in which these sentences might have been uttered. Be sure to consider who the participants might have been and how many there were.
d) Where appropriate, provide a more natural translation in today's English.
Data: Ngai padlo ningka palta, ngaityo tokutyurlo.
He attempted to throw at me, my child.
a) RS: Ngai padlu ningka parlta, ngaityu tukutyurlu.
Notes: Only a few minor changes in spelling are required in this particular sentence.
Evidence from Adnyamathanha (varlta- ‘hit’) suggests that the lt sequence in palta is retroflexed.
Replace all instances of o in this sentence with u. T&S themselves spelt tukutya ‘small’ as tukkutya (with a u instead of o) in their vocabulary. When suffixes are added to ngaityu, as in ngaityurna ‘mine’ they also used a u instead of o.
b) Ngai padlu ningka parlta, ngaityu tukuty-urlu.
me he+ERG nearly/almost/threatening threw (perfect) my little/child-ERG
In adding the Ergative or Agentive suffix -rlo to tokutya (spelt tukkutya in the vocabulary), the final vowel a has been replaced by u. This -rlo suffix tells us that it was the child who did the throwing. Padlo 'he' refers to ngaityo tokutyurlo 'my child'. They bear the
same case marking.
c) This utterance might be describing an event where the speaker's child tried to throw something at him, narrowly missing him.
d) A more natural translation in today's English might be:
'My child nearly hit me' (by throwing something at me)
OR 'My child threw (something) at me, but missed.
Now analyse these sentences in the same way (details TBA)
Ngai padlu ningka parlta, ngaityu tukutyurlu. 'My child nearly hit me' (by throwing something at me)
How would you say ‘You nearly burnt her, my friend’?
This sentence has exactly the same structure as the model sentence above. So it is a simple matter of substitution
of the elements which change as follows:
Pa nintu ningka ngadli, ngaityu niipu-rlu.
her you+ERG nearly burnt my friend-ERG
Note that the form of the Ergative suffix used on niipu ‘friend’ is slightly different to that used on tukutya ‘small’. The two forms, -urlu and –rlu are allomorphs. They mean exactly the same thing.
(NB: Teichelmann & Schürmann's English translation may not always be 100% accurate. Spellings used here may
vary slightly from those appearing in the vocabulary. The initial ng is sometimes omitted as in ai (= ngai )).
ASSIGNMENT 3: ESSAY (DUE DATE: Friday, 15th February 2019).
Write an essay on one of the following topics:
1. “Kaurna is as dead as Hittite. The materials we have are scanty. Trying to talk Kaurna consists of taking words from Teichelmann and Schurmann and trying to put them together to make sentences. We don’t know the pronunciation. We
can’t be sure of what word order was, of how clauses were linked. The vocabulary available is small. In our opinion, the attempt to ‘resurrect’ Kaurna (or any other dead language) is simply a political exercise” (Letter From Prof. R.M.W. Dixon, Head of Linguistics and Director of the Research Centre for Linguistic Typology at La Trobe University to Rob Amery, 1 May 2001)
Write a response to Dixon in the light of what you have learnt about Kaurna, and other ‘sleeping languages’ and efforts to reclaim and revive them.
2. Compare and contrast the Kaurna language movement with another language revival movement of your choice.
3. Kaurna has emerged as an auxiliary language for Kaurna people. What functions does it serve within Kaurna society and within the lives of Kaurna individuals?
4. How can Kaurna people maximise exposure to the Kaurna language in the absence of native speakers? What methods have they used?
5. For most of the 20th Century Kaurna language was unheard of and ignored. Explain how the public at large has engaged with Kaurna language. What motivates the general public to engage with the Kaurna language?
6. What does authenticity mean in the context of the Kaurna language? How do we know whether a Kaurna word, phrase, sentence or text is authentic or not? What criteria should be used to judge?
7. Why learn Kaurna? How do the aims and objectives of a Kaurna teaching program differ to that of a Japanese, French or German etc. program?
8. More than 80% of South Australia’s population live in Kaurna country. Many Many schools across the Adelaide metropolitan area wish to offer a Kaurna language program, but few actually do. What are the main impediments? What is being done to address the need?
9. Topic of your own choice, subject to prior negotiation and approval by the CourseCoordinator.
Note: This assignment is designed to assess all Course Objectives
Standard essay format including introduction and conclusion. Be sure to provide a bibliography of all sources used, including publisher and place of publication. In-text references, eg O’Brien (1990: 105) should include page numbers for all quotations and specific information such as facts and figures (ie anything that another reader might want to find without having to read the entire book or article).
This assignment will be assessed on the basis of the student’s ability to:
· Identify the key issues underpinning the topic of choice
· Use key sources (texts and relevant readings provided)
· Draw on a range of sources beyond those provided
· Take into account a range of perspectives
· Analyse and discuss issues in depth
· Reflect critically
· Present findings coherently
· Use appropriate format and present findings succinctly and concisely
In certain cases (eg misunderstanding the topic), students may be re-invited to resubmit.
ASSIGNMENT 4: TAKE-HOME EXAM (Due 12 Midday Tues 29th Jan. 2019)
The Take-Home Exam will consist of a series of short discussion questions and practical tasks relating to various aspects of the entire course. You should be able to easily finish this task within a day or two, though you will be given a week in consideration of work and family commitments you might have. (you can view two previous papers in MyUni under Assignments)
No information currently available.
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.
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.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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.