Journal articles: 'Language and culture – Australia'

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Oliver, Rhonda, Honglin Chen, and Stephen Moore. "Review of selected research in applied linguistics published in Australia (2008–2014)." Language Teaching 49, no. 4 (September 23, 2016): 513–48. http://dx.doi.org/10.1017/s0261444816000148.

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This article reviews the significant and diverse range of research in applied linguistics published in Australia in the period 2008–2014. Whilst acknowledging that a great deal of research by Australian scholars has been published internationally during these seven years, this review is based on books, journal articles, and conference proceedings published in Australia. Many of these sources will be unfamiliar to an international audience, and the purpose of this article is to highlight this body of research and the themes emerging from it. The journals selected in this review includeAustralian Journal of Language and Literacy, Australian Review of Applied Linguistics (ARAL), BABEL, English in Australia, English Australia, Papers in Language Testing and Assessment, Prospect: An Australian Journal of TESOL, TESOL in Context, andUniversity of Sydney Papers in TESOL. Selected refereed proceedings are from key national conferences including: ALAA (Applied Linguistics Association of Australia), ACTA (Australian Council of TESOL Association), ASFLA (Australian Systemic Functional Linguistics Association), and ALS (Australian Linguistics Society). Our review of selected applied linguistics work revolves around the following themes: the responses to the needs of government planning and policy; the complexity of Australia's multicultural, multilingual society; the concern for recognizing context and culture as key factors in language and language learning; social activism in supporting language pedagogy and literacy programmes at all levels of education; and acknowledgement of the unique place held by Indigenous languages and Aboriginal English in the national linguistic landscape.

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Nirala, Bandana. "Colonial Politics and Problem of Language in David Malouf’s Remembering Babylon." International Journal of Multidisciplinary Research Configuration 1, no. 3 (July 2021): 28–34. http://dx.doi.org/10.52984/ijomrc1305.

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Language plays a critical role in postcolonial literature. English has been the dominant language of European imperialism that carried the European culture to the different colonies across the world. Australia is the settled countries where English has become not only the official and mainstream language of the country but has also put the indigenous languages on the verge of extinction. David Malouf’s Remembering Babylon is a postcolonial text that re-imagines the colonial history of Australian settlement presenting the early socio- cultural and linguistic clashes between the settlers and the Aboriginals. The present paper tries to analyze the various dimensions of language envisioning its micro to macro impacts on the individual, community and nation as well. British used English language as the weapon of spreading European culture in Australia causing the systematic replacement of local dialects and other vernacular languages; hence the issues of linguistic and cultural identities would also be among the focal points of the discussion. The paper also attempts to examine how David Malouf provides a solution by preferring and appropriating native languages and culture for the future ofs Australia.

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Scarino, Angela. "Community and culture in intercultural language learning." Australian Review of Applied Linguistics 31, no. 1 (January 1, 2008): 5.1–5.15. http://dx.doi.org/10.2104/aral0805.

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This paper addresses changing meanings attached to the concept of “community” in languages education in the school setting in Australia. The change consists of a shift from “community” as a necessary definitional category, created in the mid 1970s to mark the recognition of languages other than English used in the Australian community, to a recognition, in the current context of increasing mobility of people and ideas, of the need to problematise the concept of “community” towards working with the complexity of the lived, dynamic languages and cultures in the repertoires of students. Intercultural language learning is discussed as a way of thinking about communities in languages education in current times.

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Scarino, Angela. "Community and culture in intercultural language learning." Australian Review of Applied Linguistics 31, no. 1 (2008): 5.1–5.15. http://dx.doi.org/10.1075/aral.31.1.03sca.

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This paper addresses changing meanings attached to the concept of “community” in languages education in the school setting in Australia. The change consists of a shift from “community” as a necessary definitional category, created in the mid 1970s to mark the recognition of languages other than English used in the Australian community, to a recognition, in the current context of increasing mobility of people and ideas, of the need to problematise the concept of “community” towards working with the complexity of the lived, dynamic languages and cultures in the repertoires of students. Intercultural language learning is discussed as a way of thinking about communities in languages education in current times.

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Rigsby, B., Michael Walsh, and Colin Yallop. "Language and Culture in Aboriginal Australia." Journal of the Royal Anthropological Institute 1, no. 1 (March 1995): 204. http://dx.doi.org/10.2307/3034274.

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Branson, Jan, and Don Miller. "Language and identity in the Australian deaf community." Language Planning and Language Policy in Australia 8 (January 1, 1991): 135–76. http://dx.doi.org/10.1075/aralss.8.08bra.

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This paper examines the relationship between the Deaf1, their language, Auslan2 (Australian Sign Language), and the encompassing dominant hearing society and its culture in the context of the development of effective language policies for the Deaf, not only within the context of schooling but in the years prior to formal education and beyond the school. The paper has developed out of an initial response by AUSLAB (the Australian Sign Language Advisory Board, formed by the Australian Association of the Deaf) to the Federal Government’s Green Paper, The Language of Australia: Discussion Paper on an Australian Literacy and Language Policy for the 1990s. (Commonwealth of Australia 1990), later superseded by the White Paper, Australia’s Language: The Australian Language and Literacy Policy (Commonwealth of Australia 1991a & b).

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Sirait, Albert Donatius, Noor Efni Salam, and Yasir. "Family Communication in Mixed Marriage Couples Between Indonesia-Australia." International Journal of Media and Communication Research 1, no. 2 (July 30, 2020): 24–33. http://dx.doi.org/10.25299/ijmcr.v1i2.5237.

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The way each person communicates depends on culture; language, rules, and norms of each. Culture has the responsibility for all communicative behavior and meaning that everyone has. Communication difficulties faced by the individuals involved are caused by differences in their respective cultural expectations. Differences in cultural expectations can lead to fatal risks, one of which is a misunderstanding. In intermarried family life there will be a misunderstanding of intercultural communication, which involves all family members. This situation can lead to an agreement to recognize one culture that will dominate or develop another culture which is a fusion of the two cultures (third culture), or even both cultures can go together in one family. This study discusses family communication in mixed marriage couples between Indonesia and Australia. The research carried out is intended to find out and analyze the negotiation of self-identity in interactions, conflict management mediated by face and culture, family communication processes, inhibiting factors, and supporting family communication in mixed marriage couples between Indonesia and Australia. Using advanced negotiation theory and symbolic interaction theory. In this study, the authors used a descriptive qualitative method. The data collection techniques used are through observation, interviews, and documentation. Data obtained shows that Mindfulness: Acceptance of new cultures, in terms of language (using both languages), nature (Australia: Individualism-Indonesia: collectivism). Mindlessness: Stereotype, perspective, building tolerance, dealing with habits, opening up to accept a new culture.

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Enríquez-Aranda, Mercedes. "The Reception of Spain in Australia through Translation: a Linguistic, Cultural and Audiovisual Overview." Hermēneus. Revista de traducción e interpretación, no. 21 (December 20, 2019): 165–96. http://dx.doi.org/10.24197/her.21.2019.165-196.

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The geographical distance between Spain and Australia is not an obstacle to a historical relationship that is developing at linguistic, cultural and audiovisual levels in Australia. This work presents a study of the position of the Spanish language and culture in the Australian social panorama and reflects on the audiovisual media as the main means of conveying this foreign culture and language. From the identification of the elements that participate in the process of translation of the Spanish audiovisual products in Australia, significant conclusions are derived related to the effect that the translation of these audiovisual products can have on the creation of a Spanish cultural image in Australia.

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Kutay, Cat. "Caretaking Aboriginal Australian Knowledges Online." ab-Original 4, no. 1-2 (December 2020): 72–102. http://dx.doi.org/10.5325/aboriginal.4.1-2.0072.

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ABSTRACT The influence of Aboriginal Australian's Knowledges and Protocols on Australian culture has been profound and yet little acknowledged. To acknowledge the First Peoples of Australia and integrate their knowledge into the education system, we start with the First Peoples' contribution to culture and learning since invasion in Australia. We then consider contributions now to educational technologies with a focus on collectivist knowledge sharing, oral teaching, narrative teaching, peer-to-peer sharing, and truth telling. In recognition of what modern non-Indigenous cultures have lost, we are appropriating technology to share the concepts around narrative learning and sustainable practice. This uses pattern matching skills that were initially developed for sharing knowledge across different environments between Aboriginal Australian communities and provides processes for memorizing and sharing diversity. Ways of emulating these processes online is constructive in modern language reclamation, where the existing language information is scattered across many individuals, clans, and locations.

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Nagata, Yuriko. "The ‘Culture’ of Japanese language teaching in Australia." Japanese Studies 15, no. 2 (September 1995): 34–47. http://dx.doi.org/10.1080/10371399508521835.

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Bonta, Steven. "The lens of firstness: Shamanic/Aboriginal culture as cosmos-sign." Semiotica 2018, no. 221 (March 26, 2018): 143–73. http://dx.doi.org/10.1515/sem-2016-0139.

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AbstractHaving identified previously (Bonta 2015) the Peircean Category Firstness as the semiotic basis (or cultural Prime Symbol) for Australian Aboriginal culture, this paper examines the “lens” of Firstness as it is manifest in a variety of aboriginal (or “Shamanic”) cultures worldwide. By studying the semiotic contours of religion, language, social organization, and art, we find systemic prioritization of Firstness in its various manifestations, across a wide range of aboriginal cultures from Australia to the Indian Subcontinent to aboriginal Siberia and the New World. Shamanic culture, despite its ethnic and geographic variety, may therefore be represented as a semiotic type – and, in addition, one that, in its pristine form, is nearly extinct.

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Gil, Jeffrey. "The double danger of English as a global language." English Today 26, no. 1 (February 23, 2010): 51–56. http://dx.doi.org/10.1017/s0266078409990575.

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Why Australia still needs to learn Asian languages. Language learning in Australia has at times been a much debated and somewhat controversial topic. A new episode in this debate began recently with the publication of a report entitled Building an Asia-Literate Australia: An Australian Strategy for Asian Language Proficiency, which argues for a significant expansion and intensification of the learning of Asian languages and cultures at all levels of education. Much of the reaction to this report has focused on the role of English as the global language and its implications for language education. The main argument made against the report's proposals can be summarised as the ‘English is the global language’ view, a position which claims that because English is the global language, there is no need for Australia to implement a large-scale Asian languages and cultures education programme. This paper aims to refute this argument. Drawing on a range of theoretical and empirical work, it demonstrates that there is a double danger in the ‘English is the global language’ view as it both exaggerates the current number of speakers and extent of use of English in Asia, and misinterprets the likely outcomes of any further spread of English.

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Baldauf, Richard B. "Linguistic Minorities and Bilingual Communities: Australia." Annual Review of Applied Linguistics 6 (March 1985): 100–112. http://dx.doi.org/10.1017/s0267190500003081.

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Over the last few years many statements have been made indicating that a variety of groups and organizations recognize and support multilingualism and multiculturalism in Australia. It is less clear at a policy level, however, how these ‘;ism’ can or should be maintained. Smolicz (1983) has argued in a variety of forums that language is a ‘core’ value for many cultural groups. If language is lost or destroyed, these cultures become de-activated and form sub-cultural variants on the majority culture.

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Majavu, Mandisi. "Becoming an African diaspora in Australia: language culture, identity." Ethnic and Racial Studies 38, no. 13 (February 6, 2015): 2452–54. http://dx.doi.org/10.1080/01419870.2015.1011181.

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Musgrave, Simon, and Julie Bradshaw. "Language and social inclusion." Australian Review of Applied Linguistics 37, no. 3 (January 1, 2014): 198–212. http://dx.doi.org/10.1075/aral.37.3.01mus.

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Social inclusion policy in Australia has largely ignored key issues of communication for linguistic minorities, across communities and with the mainstream community. In the (now disbanded) Social Inclusion Board’s reports (e.g., Social Inclusion Unit, 2009), the emphasis is on the economic aspects of inclusion, while little attention has been paid to questions of language and culture. Assimilatory aspects of policy are foregrounded, and language is mainly mentioned in relation to the provision of classes in English as a Second Language. There is some recognition of linguistic diversity but the implications of this for inclusion and intercultural communication are not developed. Australian society can now be characterised as super-diverse, containing numerous ethnic groups each with multiple and different affiliations. We argue that a social inclusion policy that supports such linguistic and cultural diversity needs an evidence-based approach to the role of language and we evaluate existing policy approaches to linguistic and cultural diversity in Australia to assess whether inclusion is construed primarily in terms of enhancing intercultural communication, or of assimilation to the mainstream.

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Hermann, Enno. "‘Sale of the Millennium’: The 2000 Olympics and Australia's Corporate Identity." Media International Australia 94, no. 1 (February 2000): 173–81. http://dx.doi.org/10.1177/1329878x0009400116.

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This article argues that discourses of ‘the national’ in Australia have increasingly come to be treated in commodified terms — that is, in the language of advertising. It looks at the advertising campaign that accompanies the upcoming Sydney Olympic Games, where Australia features as a tourist spectacle of an idealised global culture. Images of natural beauty, multicultural harmony and particularly Indigenous culture are highlighted in this unprecedented opportunity for Australia to sell itself to the world. Treating the Sydney Olympics in this way, as a global media event, allows for some reconsideration of the processes and the images employed in Australia's national imagining.

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Zhou, Ye, and Li Zou. "On Development History of Australia’s Language Policy and the Enlightenment to China’s Foreign Language Education." Theory and Practice in Language Studies 7, no. 5 (May 1, 2017): 366. http://dx.doi.org/10.17507/tpls.0705.06.

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As is well-known, Australia is the first English country to officially make and efficiently carry out multi-lingual and plural culture in the world, whose language education policy has been highly spoken of by most linguists and politicians in the world in terms of the formulation and implementation. By studying such items as affecting factors, development history, implementing strategies of Australian language education policy under the background of multiculturalism, researchers can get a clue of the law of development of the language education policy in the developed countries and even the world. To be specific, through studying the development history of Australian language education policy under the background of multiculturalism, the paper puts forward some enlightenment and presents some advice on the China’s foreign language education.

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Kirkpatrick, Andy, and Denise Mulligan. "Cultures of learning." Australian Review of Applied Linguistics 25, no. 2 (January 1, 2002): 73–99. http://dx.doi.org/10.1075/aral.25.2.07kir.

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Abstract Australian university students are characterised in some quarters, and by employer groups especially, as lacking a high facility with literacy skills. But what literacy skills do students actually need for tertiary study in Australia today? What expectations do students and teachers have about learning the particular literacy skills needed to acquire, evaluate and convey information in their discipline? And to what extent are traditional notions of the culture of learning in Australian universities as ‘critically active’ reflected in practice? This paper compares course requirements and student reading practices in a selection of units in Business, Engineering, Health Science and Social Science and the findings challenge prevailing ideas of what constitutes ‘tertiary literacy’ in Australian universities.

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Wright, Alyson, Mandy Yap, Roxanne Jones, Alice Richardson, Vanessa Davis, and Raymond Lovett. "Examining the Associations between Indigenous Rangers, Culture and Wellbeing in Australia, 2018–2020." International Journal of Environmental Research and Public Health 18, no. 6 (March 16, 2021): 3053. http://dx.doi.org/10.3390/ijerph18063053.

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The centrality of culture to Indigenous peoples’ health and wellbeing is becoming increasingly acknowledged in government policy. In Australia, the Indigenous Ranger program is a leading example of employment that supports increased cultural participation. In 2017, we demonstrated higher life satisfaction and family wellbeing among Indigenous Rangers compared to non-Rangers in Central Australia. Using an expanded national dataset, this present study aimed to: examine if associations between Ranger status and wellbeing continued to be observed in Central Australia; assess if these associations were observed among non-Central Australian Rangers; and, quantify the effect of mediating variables (Rangers status, cultural factors) on wellbeing outcomes. We analyzed Mayi Kuwayu baseline data (n = 9691 Aboriginal and Torres Strait Islander people) and compared participants who identified as past or currently employed Rangers compared to non-Rangers across two geographic locations (Central Australia, non-Central Australia). Ranger participation was significantly associated with very high life satisfaction and family wellbeing in Central Australia (high life satisfaction PR 1.31, 95% CI 1.09–1.57, and family wellbeing (PR 1.17, 95% CI 1.01–1.36) and non-Central Australia (high life satisfaction PR 1.29, 95% CI 1.06–1.57), family wellbeing (PR 1.37, 95% CI 1.14–1.65). These findings concord with those observed in the 2017 proof-of-concept study. Additionally, we found that Ranger status partially mediated the relationships between existing cultural practices (first language as your Indigenous language and living on your country) and the two wellbeing outcomes. Current cultural practices, spending time on country and speaking your Aboriginal language, also partially mediated the associations between Ranger status and high life satisfaction, and between Ranger status and high family wellbeing. This analysis supports evidence that both Ranger employment and cultural participation are contributors to wellbeing. Ranger work is not only good for land, but it is good for people. As such, determining policies that mutually acknowledge and enhance culture, health and wellbeing will likely have additional benefits for the broader Aboriginal and Torres Strait Islander population.

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Karimah Ismail, Napisah, Rosila Bee Mohd Hussain, Wan Kamal Mujani, Ezad Azraai Jamsari, Badlihisham Mohd Nasir, and Izziah Suryani Mat Resad. "CULTURAL AND IDENTITY SURVIVAL OF THE MALAY-MUSLIM COMMUNITY IN PERTH, AUSTRALIA." International Journal of Advanced Research 8, no. 10 (October 31, 2020): 1133–41. http://dx.doi.org/10.21474/ijar01/11944.

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This article discusses the culture of the Malay minority which migrated to Perth, Australia from the Islamic aspect of identity. The purpose of this research is to identify the form and characteristics of Islamic and Malay cultural identity of this community, based on literature collection and field study through interviews and observation in Perth. Research finds that this Australian Malay minority has an identity and culture as well as Islamic characteristics almost similar to the parent Malay community in the Malay Archipelago. They are also proud of their identity and admit that they are Malays practising Islamic teachings even though living in a Westernised country of different religions and cultures. The three elements that preserve their Malay identity are adherence to Islamic religion, practising Malay culture and communication in the Malay language. There is no hindrance for them to practise Malay culture and observe Islamic teachings as Australia adopts a multicultural policy whereby citizens have the liberty to practice their respective cultures. The Islamic characteristics overtly displayed are rituals, particularly in aspects of Ibadah (worship) and observance of Islamic events and Eid celebrations. The style of physical appearance accentuated in the traditional design of apparel and home décor reflect Islamic and Malay cultural characteristics of the Archipelago.

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Iryanti, Heni Dwi, and Suwarsih Madya. "Intercultural language learning in a sister school partnership between Indonesia and Australia." LingTera 5, no. 2 (October 31, 2018): 133–43. http://dx.doi.org/10.21831/lt.v5i2.15487.

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This case study aimed to: (1) reveal how intercultural language learning occurred within a sister school partnership in an Indonesian public high school in Yogyakarta, and (2) describe student behaviours perceived to be indicative of intercultural language learning. Using an ethnographic approach through observations and dialogues, this study investigated real life interactions occurring among the research participants within the uniqueness of the partnership between an Indonesian public high school in Yogyakarta and its Australian school partner. The results showed that intercultural language learning occurred in the forms of learning experiences which engaged the students in interaction, observation and reflection with the target community. A number of indicators of intercultural language learning were revealed in the students behaviours within four authentic language experiences including exploring language and culture, noticing verbal and non-verbal cultural behaviours, making connections between home and the target language and culture, and reflecting on the development of a third or intermediate personal position between cultures.

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Phillips, Virginia. "Language, Cultural Identity and Empowerment in the Dominant Culture." Aboriginal Child at School 20, no. 2 (May 1992): 25–30. http://dx.doi.org/10.1017/s0310582200007781.

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Lack of a common means of verbal or written communication always creates problems of interpersonal communication and gives rise to misunderstandings and (possibly) prejudice against one or other party. On the surface, there would seem to be a good deal of merit in the suggestion that “if everyone spoke the same language, all these problems would disappear”. However, the matter is not as simple as it seems, for questions must be asked as to what language should be chosen, the dialect of it, and to what extent cultural factors, deeply related to the true understanding of how thought is expressed within a language, need to be addressed. In Australia, most reasonably well education Anglo-Celtic Australians asked these questions would immediately think of Standard Australian English (SAE), though working-class and indigenous Australians may consider it too “posh” and out of touch with their lifestyles. Few from the dominant group, however, would be even remotely aware of the degree to which cultural factors influence how thought is expressed in a language (as already mentioned), and how this influences the spoken language and, more particularly, the written language in a literate society.

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Stanley, Timothy. "Religious Print in Settler Australia and Oceania." Religions 12, no. 12 (November 25, 2021): 1048. http://dx.doi.org/10.3390/rel12121048.

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A distinctive feature of the study of religion in Australia and Oceania concerns the influence of European culture. While often associated with private interiority, the European concept of religion was deeply reliant upon the materiality of printed publication practices. Prominent historians of religion have called for a more detailed evaluation of the impact of religious book forms, but little research has explored this aspect of the Australian case. Settler publications include their early Bible importation, pocket English language hymns and psalters, and Indigenous language Bible translations. As elsewhere in Europe, Australian settlers relied on print to publicize their understanding of religion in their new context. Recovering this legacy not only enriches the cultural history of Australian settler religion, it can also foster new avenues through which to appreciate Australia’s multireligious and Indigenous heritage.

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Whitehouse, Hilary. "Talking Up Country: Language, Natureculture and Interculture in Australian Environmental Education Research." Australian Journal of Environmental Education 27, no. 1 (2011): 56–67. http://dx.doi.org/10.1017/s0814062600000070.

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AbstractAustralia is an old continent with an immensely long history of human settlement. The argument made in this paper is that Australia is, and has always been, a natureculture. Just as English was introduced as the dominant language of education with European colonisation, so arrived an ontological premise that linguistically divides a categorised nature from culture and human from “the” environment. Drawing on published work from the Australian tropics, this paper employs a socionature approach to make a philosophical argument for a more nuanced understanding of language, the cultural interface and contemporary moves towards interculture in Australian environmental education practice.

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Liddicoat, Anthony J. "Culture for language learning in Australian language-in-education policy." Australian Review of Applied Linguistics 28, no. 2 (January 1, 2005): 28–43. http://dx.doi.org/10.1075/aral.28.2.03lid.

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Abstract Australia’s language-in-education policy documents have consistently included references to the place of ‘culture’ in language teaching. This paper seeks to examine how the major national policies conceptualise culture and interculturality in relation to languages education. For each policy, this study will analyse the language focus, the conceptualisation of the relationship between language and culture, the contexts in which the policy envisages cultural knowledge will be relevant, and the overall educative vision for language and culture learning. From these analyses it can be seen that successive policy documents have shifted the domain and purpose of interculturality and have constructed views of interculturality that are increasingly instrumentaly focused. The policies show a transformation from a humanistically focused construction of education and a view of languages as relevant to diversity, to an economically focused construction of education and a view of languages as capital for economic deployment. At the same time, they have preserved a largely static, information-focused construction of culture which is not consistent with the user-oriented policy goals.

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Naidu, Kate. "Attending to ‘culture’ in intercultural language learning: a study of Indonesian language teachers in Australia." Discourse: Studies in the Cultural Politics of Education 41, no. 4 (November 19, 2018): 653–65. http://dx.doi.org/10.1080/01596306.2018.1548430.

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Muslim, Ahmad Bukhori, and Jillian R. Brown. "NAVIGATING BETWEEN ETHNIC AND RELIGIOUS IDENTITY: HERITAGE LANGUAGE MAINTENANCE AMONG YOUNG AUSTRALIANS OF INDONESIAN ORIGIN." Indonesian Journal of Applied Linguistics 6, no. 1 (July 29, 2016): 145. http://dx.doi.org/10.17509/ijal.v6i1.2747.

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<p>For ethnic minority groups, speaking a heritage language signifies belonging to their country of origin and enriches the dominant culture. The acculturation of major ethnic groups in Australia – Greek, Italian, Chinese, Indian and Vietnamese – has been frequently studied, but a minor one like Indonesian has not. Through semi-structured interviews at various places and observations at cultural events, the study explores the contextual use, meaning and perceived benefits of Bahasa Indonesia (Indonesian language) among Indonesian families and how this practice influences the young participants’ (18-26 years old) identification with Indonesia, the origin country of their parents, and Australia, their current culture of settlement. The findings suggest that Bahasa Indonesia serves as a marker of ethnic and religious identity glued in family socialization. Parents believe that not only does the language signify their Indonesian ethnic identity, but also provides a means for socializing family values, and is beneficial for educational purposes and future career opportunities. However, parents face a dilemma whether to focus on ethnic or religious identity in socializing the use of Bahasa Indonesia. Interestingly, most young participants demonstrate a more global worldview by embracing both Indonesian and Australian values. How religious identity relates to more global worldview should be addressed more comprehensively in future studies.</p>

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Affeldt, Stefanie. "The Burden of ‘White’ Sugar: Producing and Consuming Whiteness in Australia." Studia Anglica Posnaniensia 52, no. 4 (December 20, 2017): 439–66. http://dx.doi.org/10.1515/stap-2017-0020.

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Abstract This article investigates the history of the Queensland cane sugar industry and its cultural and political relations. It explores the way the sugar industry was transformed from an enterprise drawing on the traditional plantation crop cultivated by an unfree labour force and employing workers into an industry that was an important, symbolical element of ‘White Australia’ that was firmly grounded in the cultural, political, nationalist, and racist reasoning of the day. The demographic and social changes drew their incitement and legitimation from the ‘White Australia’ culture that was represented in all social strata. Australia was geographically remote but culturally close to the mother country and was assigned a special position as a lone outpost of Western culture. This was aggravated by scenarios of allegedly imminent invasions by the surrounding Asian powers, which further urged cane sugar’s transformation from a ‘black’ to a ‘white man’s industry’. As a result, during the sugar strikes of the early 20th century, the white Australian sugar workers were able to emphasize their ‘whiteness’ to press for improvements in wages and working conditions. Despite being a matter of constant discussion, the public acceptance of the ‘white sugar campaign’ was reflected by the high consumption of sugar. Moreover, the industry was lauded for its global uniqueness and its significance to the Australian nation. Eventually, the ‘burden’ of ‘white sugar’ was a monetary, but even more so moral support of an industry that was supposed to provide a solution to population politics, support the national defence, and symbolize the technological advancement and durability of the ‘white race’ in a time of crisis.

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Leitner, Gerhard. "Michael Walsh and Colin Yallop (1993): Language and Culture in Aboriginal Australia." Zeitschrift für Australienstudien / Australian Studies Journal 10 (1996): 137–42. http://dx.doi.org/10.35515/zfa/asj.10/1996.19.

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Biddle, Nicholas, and Hannah Swee. "The Relationship between Wellbeing and Indigenous Land, Language and Culture in Australia." Australian Geographer 43, no. 3 (September 2012): 215–32. http://dx.doi.org/10.1080/00049182.2012.706201.

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Viktor, WETZL, and PALOTAI Jenő. "THE CULTURE AND IDENTITY PRESERVATION IN THE HUNGARIAN COMMUNITIES." International Journal of Research -GRANTHAALAYAH 9, no. 1 (February 9, 2021): 257–70. http://dx.doi.org/10.29121/granthaalayah.v9.i1.2021.2921.

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The study aims to give a thorough analysis on the Hungarian language education for the Hungarian Diaspora. After reviewing the relevant literature the authors intend to survey the overall situation, geographical allocation, identity preserving and community organising activity of the cross border Hungarians with a special focus on the history and present trends of the Hungarian language education for the diaspora. As case studies we analyse and compare Hungarian schools from each related continent with a considerable Hungarian diaspora (Australia, North America and Africa) based on their language education and identity preserving activities.

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Connolly, Michele A. "Antipodean and Biblical Encounter: Postcolonial Vernacular Hermeneutics in Novel Form." Religions 10, no. 6 (May 31, 2019): 358. http://dx.doi.org/10.3390/rel10060358.

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This article argues that in postcolonial and post-secular Australia, a country in which Christianity has been imported from Europe in the process of colonization in the eighteenth century by the British Empire, institutional Christianity is waning in influence. However, the article argues, Australian culture has a capacity for spiritual awareness provided it is expressed in language and idioms arising from the Australian context. R. S. Sugirtharajah’s concept of vernacular hermeneutics shows that a contemporary novel, The Shepherd’s Hut by Tim Winton, expresses Australian spirituality saturated with the images and values of the New Testament, but in a non-religious literary form.

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Abdilah, Hassan. "Islam and English Learning in Australia: Female Learners Working Through Differences." International Journal of Applied Linguistics and English Literature 10, no. 3 (May 31, 2021): 7. http://dx.doi.org/10.7575/aiac.ijalel.v.10n.3p.7.

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The study examines the way Islamic religion and culture influence Muslim immigrant women’s participation in English learning programs in Australia. It presents a narrative of three married Iraqi Muslim Immigrant Women’s (IMIW) experiences in both mainstream mix-gender and women-only English classes in Melbourne. Two data collection methods were employed, in-depth interviews and a focus group discussion, to generate data from the participants. The findings show that the participants struggled to cope with mixed-gender classes due to some social, cultural and religious attributes including familiarity with single-gender settings, family commitments and the culture of their community. The paper presents recommendations for the Australian government to pay more attention to women-only classes to stimulate immigrant women to English learning courses.

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Bennetts, Stephen. "‘Undesirable Italians’: prolegomena for a history of the Calabrian ’Ndrangheta in Australia." Modern Italy 21, no. 1 (February 2016): 83–99. http://dx.doi.org/10.1017/mit.2015.5.

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Although Italian mafia scholars have recently been turning their attention to the Calabrian mafia (known as the ’Ndrangheta) diaspora in Australia, their efforts have been limited by conducting research remotely from Italy without the benefit of local knowledge. Australian journalists and crime writers have long played an important role in documenting ’Ndrangheta activities, but have in turn been limited by a lack of expertise in Italian language and culture, and knowledge of the Italian scholarly literature. As previously in the US, Australian scholarly discussion of the phenomenon has been inhibited, especially since the 1970s, by a ‘liberal progressive’ ‘negationist’ discourse, which has led to a virtual silence within the local scholarly literature. This paper seeks to break this silence by bringing the Italian scholarly and Australian journalistic and archival sources into dialogue, and summarising the clear evidence for the presence in Australia since the early 1920s of criminal actors associated with a well-organised criminal secret society structured along lines familiar from the literature on the ’Ndrangheta.

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Jolly, Lesley. "Waving a Tattered Banner? Aboriginal Language Revitalisation." Aboriginal Child at School 23, no. 3 (September 1995): 1–19. http://dx.doi.org/10.1017/s0310582200004880.

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This paper examines the philosophy and practice of programs that aim to maintain, renew, or revive Aboriginal languages in Australia. I focus here on languages, mainly those of urban and rural rather than remote areas, for which there are few if any fluent speakers left. I will refer to them as dead or dying languages although I am aware that in the Aboriginal tradition people consider themselves to own languages that neither they themselves nor their dose kin speak, and that this ownership is very much a part of a living culture. I begin by reviewing some basic issues that arise in planning language programs for such languages. The final section considers some of the factors affecting the success of such programs.

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Corson, David. "Restructuring Minority Schooling." Australian Journal of Education 37, no. 1 (April 1993): 46–68. http://dx.doi.org/10.1177/000494419303700104.

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This article looks at organisational and curricular responses to cultural diversity which are presently operating alongside one another in New Zealand schooling. It begins with a critique of the minimal curricular response now recommended for government schools: the incorporation of programs in taha Maori (things Maori) within the mainstream curriculum of schools. It then looks at two recent responses which are structural and curricular: the modification of existing schools to take account of Maori student presence within them; and the development of Nga Kura Kaupapa Maori (Maori culture and language immersion primary schools) which are founded upon organisational and pedagogical features which are consistent with Maori cultural values. Conclusions are drawn relevant to the education of ‘involuntary minority’ cultures in Australia whose structural values and mores are very different from the dominant culture. A comparison of the values of Koori and Maori lends support to the view that Australian education could borrow with profit from the New Zealand example.

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Pham, Mai N. "Language attitudes of the Vietnamese in Melbourne." Australian Review of Applied Linguistics 21, no. 2 (January 1, 1998): 1–20. http://dx.doi.org/10.1075/aral.21.2.01pha.

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Abstract This study is an attempt to investigate language attitudes of the older and younger generations of Vietnamese bilingual adults in Melbourne, in relation to their ethnicity in the Australian context and in the light of the historical background of the Vietnamese immigrants in Australia. A survey of 165 Vietnamese bilingual adults and students in Melbourne was carried out to investigate their language use in private and public domains, their appraisal of English and Vietnamese, their attitudes towards Vietnamese language maintenance, acculturation, and the question of their ethnic identity in Australian society. The results of the findings reveal that there is a significant difference between adults and students in various aspects of their language attitudes. Overall their choice of language use in private and public domains varies with situations and interlocutors. Although both groups show positive attitudes towards the appraisal of Vietnamese, the maintenance of Vietnamese language and culture and the retaining of their ethnic identity, what is significant is that students demonstrate stronger positive attitudes than adults. With regard to factors that influence the maintenance of Vietnamese, while adults think that government language policy is the most important factor, students express their confidence in the ability of the Vietnamese themselves to maintain their language.

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Vacca, Alessia. "Australia and Catalonia: a comparative study on the protection of minority languages from a legal standpoint. Education in the mother tongue. Is the language a factor of integration or a barrier?" Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 2, no. 1 (June 17, 2011): 335–46. http://dx.doi.org/10.12697/jeful.2011.2.1.22.

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This article is a comparative study of the education system in minority languages between Catalonia and Australia from a legal standpoint. Catalonia has a complex legislation: National Constitution, Statute of Autonomy, Regional Laws, a strong legal framework, a language always alive as a political instrumentto get the power. Australia has not a legal framework in this area and has a confused planning system. In Europe, the Council of Europe has been in charge of the protection of human rights.Australia signed and ratified some International Conventions which are not a strong legal basis to claim an education system in aborigines’ languages. The Catalan Law on Linguistic Normalizationn. 7 of 1983, replaced by the Law on Linguistic Policy n. 1 of1998, has, among the other purposes, also that to stimulate the use of Catalan as language of education in all levels of teaching.The school has a fundamental importance for the transmission of the culture of minorities. If the educational systems didn’t have any regime of teaching in the mother tongue all policies are not efficient.

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Hill, Peter M. "Bosna: The Australian-Bosnian Weekly (The Bosnian Language in Australia)." Zeitschrift für Slawistik 57, no. 4 (December 2012): 408–26. http://dx.doi.org/10.1524/slaw.2012.0032.

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Kinginger, Celeste. "Culture and identity in study abroad contexts: after Australia, French without France." International Journal of Bilingual Education and Bilingualism 12, no. 5 (September 2009): 597–99. http://dx.doi.org/10.1080/13670050802276961.

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Watson, Ian. "Combatting cultural nerve gas: maintaining traditional media and culture through local media production in Australia, Canada and Mexico." Journal of Alternative & Community Media 2, no. 1 (April 1, 2017): 1–13. http://dx.doi.org/10.1386/joacm_00028_1.

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In Australia in the 1980s, large numbers of remote Indigenous radio stations were established due to a perception that the introduction of mainstream satellite programming in remote areas would act as a form of cultural nerve gas (Remedio, 2012: 295) that would threaten the very isolation that had helped to preserve what remained of traditional language and culture (Guster, 2010: 9). There are parallels here with the development of remote media in Mexico and Canada, where local radio networks focusing on cultural content production were established in response to impending development and imposed sources of mass media. In each country, broadcasters in remote communities have, in recent years, been producing increasing amounts of hyper-local cultural and language-based content. This article examines the role played by Indigenous media in remote areas of Australia, Canada and Mexico in creating an alternative cultural voice for traditional communities and maintaining language and culture.

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Abayadeera, Nadana, Dessalegn Getie Mihret, and Jayasinghe Hewa Dulige. "Acculturation of non-native English-speaking teachers in accounting: an ethnographic study." Accounting Research Journal 33, no. 1 (December 19, 2019): 1–15. http://dx.doi.org/10.1108/arj-01-2017-0005.

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Purpose This paper aims to examine ethnographic evidence on the acculturation of non-native English-speaking teachers in accounting (ANNESTs) in an Australian university to understand the process, strategies and outcomes of the acculturation process. Design/methodology/approach Ethnographies of five ANNESTs representing diverse cultural backgrounds were studied. Data were collected from publicly available sources and informal discussions supplemented by semi-structured interviews. Findings The findings show that integration – that is, learning and participating in the Australian host culture while maintaining original cultural values – is the most popular acculturation strategy, followed by assimilation, whereby ANNESTs interact primarily with the host culture and retain loose links with their original culture. ANNESTs covered in this study fall into different stages of the acculturation process depending on their English language competency, the extent of contact with native Australians, cultural proximity and length of residence in Australia. Practical implications This paper concludes that challenges of acculturation confronting ANNESTs concern broader cultural issues than language proficiency alone. Institutional support directed at enhancing teaching effectiveness of ANNESTs should be devised from this perspective. Originality/value Given the cultural relevance of accounting systems and the influence of culture on the learning and teaching styles of ANNEST, the study illuminates that ANNEST’s acculturation strategies could facilitate or hinder the ANNEST’s speed of cultural understanding necessary to productively engage in the learning and teaching.

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Evans, Nicholas. "Context, Culture, and Structuration in the Languages of Australia." Annual Review of Anthropology 32, no. 1 (October 2003): 13–40. http://dx.doi.org/10.1146/annurev.anthro.32.061002.093137.

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Fhonna, Rahmi, and Yunisrina Qismullah Yusuf. "Indonesian Language Learning Methods in Australian Elementary Schools." Journal of Language and Education 6, no. 2 (June 30, 2020): 106–19. http://dx.doi.org/10.17323/jle.2020.10080.

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Previous studies have largely focused on the importance, problems, and challenges of teaching second languages in Australian schools, but very few have investigated the teaching methods used in the classroom to do so. Therefore, the purpose of this study is to identify the methods applied by teachers who teach Indonesian as a second language in one of the public primary schools in South Australia to enable their Australian students to comprehend the instruction in the Indonesian class. The data were collected through observational field notes and video recordings of three class meetings from two teachers. Evidence gives validity to analysis, and thus the data were analysed using the transcription conventions as proposed by Burns, Joyce & Gollin (1996). The results showed that the most frequently used methods by the teachers in teaching Indonesian to the Early Year level students were TPR (total physical response) and GTM (grammar-translation method). TPR was useful as the act of moving around seemed to help the children remember the vocabulary. Furthermore, GTM helped the teachers clarify the meanings of words and sentences for the students by translating them into their first language, i.e. English. These methods were not taught in isolation but were integrated by the teachers with other methods such as the direct method and audio-lingual method. The reflection of this teaching practice is considered a worthwhile contribution for other teachers who are also teaching Indonesian in other countries and as additional insights to immerse themselves in their language teaching practice. Moreover, considering the benefits of becoming bilingual, such as in communication, culture, cognition, character, curriculum, and economy, schools should provide more training for teachers to help them be able to use the best techniques in teaching the second language to enable and empower them to integrate other languages into their classes.

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Wierzbicka, Anna. "Does language reflect culture? Evidence from Australian English." Language in Society 15, no. 3 (September 1986): 349–73. http://dx.doi.org/10.1017/s0047404500011805.

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ABSTRACTThis paper attempts to demonstrate direct links between Australian language and other aspects of Australian culture. The existence of such links – intuitively obvious and yet notoriously hard to prove – is often rejected in the name of scientific rigor (“if they can't be proved then it is better either to assume that they don't exist or at least not to talk about them”). Nonetheless, the problem continues to exercise fascination over scholars, as it does over the general public. The author proposes ways in which the linguist's methodological tools can be sharpened so that the apparently untractable and yet fundamental issues of “language as a guide to social reality” can be studied in ways which are both linguistically precise and culturally revealing. Linguistic phenomena such as expressive derivation, illocutionary devices, and speech act verbs are related to the literature on the Australian society, “national character,” history, and culture. (Ethnolinguistics, Whorfian hypothesis, Australian English, speech acts, expressive derivation, names)

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Tao, Yu, and Cheng Len Yu. "Chinese Identities in Australia amid the COVID-19 Pandemic: Backgrounds, Challenges, and Directions for Future Research." British Journal of Chinese Studies 12, no. 1 (January 2022): 129–33. http://dx.doi.org/10.51661/bjocs.v12i1.179.

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Although they are often perceived as one group, significant diversities in culture, language, social class, and political opinions exist among people who identify as Chinese in Australia. More academic attention should be given to internal variations among these people, as they immigrated to Australia in different historical periods and from different localities. The Chinese identities in Australia have been further complicated by the COVID-19 pandemic and its intersectionality with anti-Asian racism globally, warranting new empirical analysis and theoretical reflections.

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Mejía, Glenda. "Language usage and culture maintenance: a study of Spanish-speaking immigrant mothers in Australia." Journal of Multilingual and Multicultural Development 37, no. 1 (April 21, 2015): 23–39. http://dx.doi.org/10.1080/01434632.2015.1029931.

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Howard, Elise. "Context and Culture in Evaluation: A Case Study of Evaluation Anthropology." Evaluation Journal of Australasia 17, no. 1 (March 2017): 30–38. http://dx.doi.org/10.1177/1035719x1701700105.

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Designing programs to address poverty and inequality for Australian Aboriginal communities over recent decades has proved problematic. There is a need for greater consideration of different cultural perspectives. A culturally appropriate evaluation framework can provide a range of strategies to embrace cultural difference. Evaluation anthropology, one of many culturally appropriate approaches, emphasises understanding of socio-cultural environments and contexts, and reflective practice to draw attention to cultural bias. This paper will define evaluation anthropology and then reflect on its usefulness in establishing an evaluation framework for a preliteracy program located in a remote Aboriginal community in Australia. The aims of the program are to improve school readiness through developing preliteracy (English language) skills in children aged 0-3 years. Developing an evaluation framework for the program required an approach that accounted for the socio-cultural aspects of literacy development. The lessons from this case study demonstrate the need for place-specific theory to inform program design and evaluation practice.

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Muga, Florence. "Psychiatry in Papua New Guinea." International Psychiatry 3, no. 3 (July 2006): 14–16. http://dx.doi.org/10.1192/s1749367600004823.

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Papua New Guinea is an independent commonwealth in the South Pacific, lying just north of Australia and sharing its western border with Indonesia. The population of Papua New Guinea is 5.2 million, of whom 87% live in rural areas (2000 census) (National Statistics Office, 2003). The country has a very rich culture; for example, there are over 800 distinct language groups (although Papua New Guinea has less than 0.1% of the world's population, it is home to over 10% of the world's languages).

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Howard, Amanda, Kylie Agllias, Leanne Schubert, and Mel Gray. "Hovering above the stream: Perception, experience and identity at the frontline of work with Australian unemployed clients." International Social Work 61, no. 2 (January 21, 2016): 219–33. http://dx.doi.org/10.1177/0020872815618767.

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This article reports on qualitative Australian research that was conducted with 32 workers from Job Services Australia and Emergency Relief agencies. Researchers investigated the operationalisation of assistance for unemployed people to illuminate the language, discourse and processes through which workers and unemployed people were constructed within the quasi-market culture. Findings included individualistic and behaviourist frames, paradoxical positions in relation to client choice and blame, and a metaphorical frame which reinforced position, status and difference. This study provides important evidence from the frontline of Australia’s deregulated employment services, adding to the growing body of international social work literature pertaining to neoliberal welfare reform.

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Journal articles on the topic 'Language and culture – Australia'

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