Language Practices of Indigenous Children and Youth : The Transition from Home to School.

Intro -- Acknowledgements -- Contents -- Contributors -- Abbreviations -- List of Figures -- List of Tables -- 1: Going to School in a Different World -- Introduction -- The Classroom -- Language Development Through Primary/Elementary School -- Language and Literacy -- Consequences for Teaching and Learning -- Diagnosis of Children's Initial Language State -- Assessment of Their Progress -- Designing a Curriculum to Help Children Enrich and Develop Their Home Language -- Explicit Teaching of the Dominant Language to Strengthen Children's Ability to Grasp Curriculum Concepts -- Designing a Curriculum Drawing on the Community's Knowledge and Skills -- Taking Charge of the School -- Translanguaging -- This Volume -- References -- Part I: Curriculum -- 2: Curriculum as Knowledge System: The Warlpiri Theme Cycle -- Introduction -- The Four Warlpiri Communities -- Indigenous Language and Knowledge in Education in Australia -- The NT Bilingual Program -- The Warlpiri Theme Cycle -- Early Development and the Themes -- Warlpiri Knowledge, Pedagogy and Curriculum -- Practical Benefits -- A Future for Warlpiri Teaching, Learning and Bilingual Education -- Conclusion -- References -- 3: Language Transition(s): School Responses to Recent Changes in Language Choice in a Northern Dene Community (Canada) -- Introduction -- Language, Situation, History -- Schools and the Dene Transitional Immersion Program -- Challenges -- Dene Resources -- Dene Teacher Education Program (DTEP) -- Language Choices -- References -- 4: From Home to School in Multilingual Arnhem Land: The Development of Yirrkala School's Bilingual Curriculum -- Introduction -- Bilingual Education in the Northern Territory -- Policy and Practice -- Curriculum and Local 'Langscapes' -- Yolŋu and Yirrkala -- Yirrkala's Language Ecology -- Yolŋu Matha.

Language and Curriculum at Yirrkala Community School -- History of Yirrkala's Bilingual Program -- 'Aboriginalisation' of the School -- Yirrkala's Response to the 'First Four Hours' Policy -- Yirrkala Community School Today -- Conclusion -- References -- 5: Unbecoming Standards Through Ojibwe Immersion: The Wolf Meets Ma'iingan -- Introduction -- Common Core Standards Are Not Common to All -- Theoretical Framework -- Indigenous Naming -- Stories: Aadizookaanag (Traditional Ojibwe Stories) and Three Little Pigs -- Time: Food Cycles and Calendars -- Discussion -- Conclusion -- References -- Part II: Multilingual Repertoires -- 6: Code-Switching or Code-Mixing? Tiwi Children's Use of Language Resources in a Multilingual Environment -- Introduction -- Background and Methodology -- The Children -- The Recordings and Analysis -- A Syntactic Description of the Children's Language -- Lexicon -- Morphology -- Nominal Morphology: -s Plural Morpheme -- Pronominal Morphology -- Verbal Morphology -- Verbal Suffix -im -- Possible Verbal Suffix -ing -- Possible Verbal Suffix -n't -- Syntax -- Characterisation of Syntax -- Demonstratives -- Interrogative Pronouns -- Noun Phrases -- Possession -- Verb Sequence -- Negation -- Discussion -- Lexicon -- Morphology -- Syntax -- Summary -- Conclusion -- References -- 7: Languaging Their Learning: How Children Work Their Languages for Classroom Learning -- Introduction and Background -- School Context -- Lesson Overview and Data Collection -- Languages -- Arrernte -- English -- Admixture -- All Turns -- Communicative Purposes -- Understanding and Talking About Lesson Concepts -- Teacher-Child Interactions -- Child-Child Interactions -- Summary of Findings -- Discussion and Conclusions -- Appendix -- References -- 8: Language Practices of Mbya Guarani Children in a Community-Based Bilingual School -- Introduction.

Methodology -- The School and Community Contexts -- Data Selection and Analysis -- Translanguaging and 'Transculturing' in the Classroom -- Knowledge of Guarani Language and Culture -- Manipulating Multilingual Repertoires -- Language Facilitation in the Classroom -- Discussion -- The Role of the School and the Bilingual Monitor -- Conclusion -- References -- Part III: Contact Languages -- 9: Dangerous Conversations: Teacher-­Student Interactions with Unidentified English Language Learners -- Introduction -- The Research -- Yet Another Look at "Invisibility" -- The Project -- Harnessing the One-to-One Interaction -- Constructions of Aboriginal Students in the Classroom -- New Contact Languages and the Local Language Ecology -- Great Expectations: Current Developments in Educational Policy -- Classroom Teaching and the Role of Language -- Prep Curriculum -- The Interaction -- Setting -- Steps -- Dangerous Conversations about Safety -- Whadda You Call with That? (Excerpt from Stage 1) -- Stay Way from Fire? (Excerpt from Stage 2) -- Somebody Got Take Them Down  (Excerpt from Stage 4) -- Classroom Curriculum Assessment and the Conversation Trap -- Concluding Remarks -- Standard Answers -- Final Words from the Complex Fieldwork Site of the Classroom -- References -- 10: Dis, That and Da Other: Variation in Aboriginal Children's Article and Demonstrative Use at School -- Introduction -- Data and Hypotheses -- The Recordings -- Determiners in SAE and D1 -- Hypotheses -- Method -- Results -- H1: Students Use More SAE with Their Teacher than with Their Peers -- H2: Children Are More Likely to Use SAE Forms When Engaging in Curricular Activities -- H1+H2: Children Are Most Likely to Use SAE Forms When Addressing Teachers During Curricular Activities -- H3: Children Will Increase Their Use of SAE as They Progress Through School.

H4: Children Are More Likely to Produce SAE Indefinite Articles Than Other Kinds of Determiners -- Discussion and Conclusion -- References -- 11: Alyawarr Children's Use of Two Closely Related Languages -- Introduction -- Context, Data and Method -- Aspectual Morphology -- First Singular Subject Pronouns -- Transitivity Marking -- Discussion -- Conclusion -- Appendix -- References -- Part IV: Language as Cultural Practice -- 12: Practicing Living and Being Hopi: Language and Cultural Practices of Contemporary Hopi Youth -- Introduction -- Contemporary Hopi Linguistic Ecology -- An Intergenerational/Multi-generation Case Study -- From Home to School Transitions -- Schooling: "Becoming Accustomed to Speaking English" -- Family Patterns of Cultural and Linguistic Upbringing -- "Every Household Has Their Own Way": Divergent Family Patterns of Practice -- Dorian -- Jared -- Justin -- Hopi Language Classes: "When Someone Was Willing to Teach Us…" -- Speaking Hopi as a Classroom Routine -- Balancing Acquisition and Learning -- "That's the Way I Was Brought Up" -- Postscript: 2017 -- References -- 13: Learning a New Routine: Kaska Language Development and the Convergence of Styles -- Introduction -- Learning Kaska -- Aboriginal Head Start's Curriculum -- Kaska Child-Directed and Adult-Directed Speech -- Dene Conventions and Values -- "Mussi" Say: School Routines and Student Performance -- Learning Kaska by Doing -- Assessing Language: Word Inventory and Pointing Task -- Beyond School: Institutional Style and Emerging Competence -- Discussion -- Conclusion -- References -- 14: Beyond School: Digital Cultural Practice as a Catalyst for Language and Literacy -- Introduction -- Research Background -- The Orang Asli -- Endangered Languages and Youth Practices -- Informal Learning in Indigenous Settings -- Digital Learning in the Semai Village.

The Film-Making Process -- Creating Text in Semai -- Conclusion -- References -- Glossary -- General Index -- Language Index.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.