Language Practices of Indigenous Children and Youth: The Transition from Home to School (Palgrave Studies in Minority Languages and Communities)

This book explores the experiences of Indigenous children and young adults around the world as they navigate the formal education system and wider society. Profiling a range of different communities and sociolinguistic contexts, this book examines the language ecologies of their local communities, schools and wider society and the approaches taken by these communities to maintain children's home languages. The authors examine such complex themes as curriculum, translanguaging, contact languages and language use as cultural practice. In doing so, this edited collection acts as a first step towards developing solutions which address the complexity of the issues facing these children and young people. It will appeal to students and scholars of sociolinguistics, applied linguistics and community development, as well as language professionals including teachers, curriculum developers, language planners and educators. Gillian Wigglesworth is Redmond Barry Distinguished Professor at the University of Melbourne, Australia, and Chief Investigator for the Australian Research Council Centre of Excellence for the Dynamics of Language. She has worked extensively with Indigenous children growing up in remote communities in Australia, largely in the Northern Territory. Jane Simpson is Professor of Indigenous Linguistics at the Australian National University, Canberra, Australia, and Deputy Director of the Australian Research Council Centre of Excellence for the Dynamics of Language. Her research focuses on the structure and use of several Australian Aboriginal languages (Warumungu, Kaurna and Warlpiri), as well as English. Jill Vaughan is a postdoctoral fellow at the Norwegian University of Science and Technology, Norway. Her work in sociolinguistics and linguistic anthropology is concerned with multilingualism, contact and variation in Indigenous languages of northern Australia, and language practices in the context of the Irish diaspora Front Matter ....Pages i-xxix Going to School in a Different World (Gillian Wigglesworth, Jane Simpson)....Pages 1-20 Front Matter ....Pages 21-21 Curriculum as Knowledge System: The Warlpiri Theme Cycle (Samantha Disbray, Barbara Martin)....Pages 23-48 Language Transition(s): School Responses to Recent Changes in Language Choice in a Northern Dene Community (Canada) (Dagmar Jung, Mark Klein, Sabine Stoll)....Pages 49-68 From Home to School in Multilingual Arnhem Land: The Development of Yirrkala School’s Bilingual Curriculum (Gemma Morales, Jill Vaughan, Merrkiyawuy Ganambarr-Stubbs)....Pages 69-98 Unbecoming Standards Through Ojibwe Immersion: The Wolf Meets Ma’iingan (Mary Hermes, Michelle Haskins)....Pages 99-116 Front Matter ....Pages 117-117 Code-Switching or Code-Mixing? Tiwi Children’s Use of Language Resources in a Multilingual Environment (Aidan Wilson, Peter Hurst, Gillian Wigglesworth)....Pages 119-145 Languaging Their Learning: How Children Work Their Languages for Classroom Learning (Susan Poetsch)....Pages 147-172 Language Practices of Mbya Guarani Children in a Community-Based Bilingual School (Nayalin Pinho Feller, Jill Vaughan)....Pages 173-204 Front Matter ....Pages 205-205 Dangerous Conversations: Teacher-Student Interactions with Unidentified English Language Learners (Denise Angelo, Catherine Hudson)....Pages 207-235 Dis, That and Da Other: Variation in Aboriginal Children’s Article and Demonstrative Use at School (Henry Fraser, Ilana Mushin, Felicity Meakins, Rod Gardner)....Pages 237-269 Alyawarr Children’s Use of Two Closely Related Languages (Sally Dixon)....Pages 271-299 Front Matter ....Pages 301-301 Practicing Living and Being Hopi: Language and Cultural Practices of Contemporary Hopi Youth (Sheilah E. Nicholas)....Pages 303-335 Learning a New Routine: Kaska Language Development and the Convergence of Styles (Barbra A. Meek)....Pages 337-364 Beyond School: Digital Cultural Practice as a Catalyst for Language and Literacy (Inge Kral, Sumathi Renganathan)....Pages 365-386 Back Matter ....Pages 387-417 "This book explores the experiences of Indigenous children and young adults around the world as they navigate the formal education system and wider society. Profiling a range of different communities and sociolinguistic contexts, this book examines the language ecologies of their local communities, schools and wider society and the approaches taken by these communities to maintain children's home languages. The authors examine such complex themes as curriculum, translanguaging, contact languages and language use as cultural practice. In doing so, this edited collection acts as a first step towards developing solutions which address the complexity of the issues facing these children and young people. It will appeal to students and scholars of sociolinguistics, applied linguistics and community development, as well as language professionals including teachers, curriculum developers, language planners and educators."-- Quatrième de couverture