waranta kani ninamapalitu t ipara waranta kani ninamapalitu What can we tell you Accommodating the Australian Curriculum Framework for Aboriginal Languages and Torres Strait Islander Languages ID: 593225
Download Presentation The PPT/PDF document "tipara" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
tipara
waranta kani nina-mapali-tu?Slide2
t
ipara waranta kani nina-mapali-tu?What can we tell you?
Accommodating the Australian Curriculum
Framework for Aboriginal Languages and
Torres Strait Islander Languages
with
palawa
kani
Language
Adapted from a presentation by
palawa kani
P
rogram to
Modern Language Teachers Association of Tasmania (
MLTAT
)
State Conference, Burnie, August 2016Slide3
INTRODUCTION
Increasingly the Tasmanian Aboriginal Centre (TAC) receives requests from educators
about the teaching of
palawa
kani,
as they respond to the inclusion
of the Framework for
Aboriginal Languages and Torres Strait Islander Languages
in the Australian Curriculum.
This
presentation
is designed to support educators to include
Tasmanian Aboriginal content in learning programs specifically related to Aboriginal language. It has
been developed
to provide opportunities for students to learn ABOUT our language, without learning to SPEAK our language, in line with the wishes of the Tasmanian Aboriginal community.
It also provides
an opportunity to consider the principle that, while it is a good thing to be interested in
learning an Aboriginal
language, and seeking permission to use it, it is
equally
important
to gain an understanding of the rights of different cultural groups to exercise control over their cultural heritage
.Slide4
What is
palawa kani “This language is our heritage, a treasure from our past. By acting on our decision to speak our language, we honour the memory and lives of our Old People
.”Slide5
Tasmanian Aborigines have been reviving language since the early 1990s.
palawa kani is not exactly the same as languages that were spoken before invasion – but all languages change over time.One difference is that before invasion a number of Aboriginal
languages
were spoken
,
while
now,
we
speak one Aboriginal language –
palawa
kani.
palawa kani
is a composite language – that
is,
a mix of most of the
original
languages
of
lutruwita
(Tasmania).
Curriculum links:
F-2
Content
descriptions
Understand that language belongs
to communities, and that
language learning
requires the application of respectful
and
appropriate
behaviour
[Key
concepts: ownership, custodianship, belonging, respect; Key processes: demonstrating,
applying]
(
ACLFWU148
)
Elaborations:
understanding that each Aboriginal language or Torres Strait Islander language is
recognised
as belonging to a
group
of people who are
the
language owners or custodians
demonstrating and applying respectful and appropriate
behaviours
, including appropriate language forms, in the presence of
visiting
Elders/community members and during visits to important sites
understanding the purpose of Welcomes to Country/Acknowledgements of Country, and talking about their experiences
of
participating in Welcomes and Acknowledgements, for example, at school, sporting events, festivities
3-6 Content descriptions
Recognise
that languages change over time [Key concepts: regional languages, language shift, language loss,
borrowing, relatedness; Key processes: identifying,
recognising
, comparing]
(ACLFWU168)
Elaborations
understanding
that language and culture together continually change as a result of contact with other languages
and culturesSlide6
3-6
Content descriptionsExplore the language situation of language communities and the diversity of language contexts in Australia (
ACLFWU169
)
[
Key concepts: change, sign, context; Key
processes:
recognising
, discussing, investigating]
Elaborations
learning about the current language situation in the language: its state of health, the nature of the
speech community and generational differences, and discussing reasons for these
characteristics
recognising
that Aboriginal and Torres Strait Islander languages are in various states of maintenance,
development and revival, and investigating the diversity of historical causes for
this
recognising
how Aboriginal and Torres Strait Islander languages have been transmitted and recorded
across
generations
exploring how physical and biological environments affect linguistic ecology
7-10
Content descriptions
Describe and reflect on how languages change over time and influence one
another. [
Key concepts: contact, change;
Key
processes: exploring, observing, reflecting
]
(ACLFWU190)
Elaborations
exploring form, usage, history and impact of contact languages, including creoles, pidgins and Aboriginal
Englishes
investigating and describing how the language has changed over
time
observing changes to language that reflect changing lifestyles, cultural trends and emerging needs,
for
example, youth language, the language of new technologies, the impact of music, media and technology
on
communicationSlide7
7
palawa kani sits within the Framework for Aboriginal Languages and Torres Strait Islander Languages – Language Revival Learner Pathway (LR
).
The Tasmanian Context
The LR pathway relates to languages “where language revival, by necessity, relies primarily on historical documentation of the language in the absence of active community knowledge of it.”
Australian Curriculum Framework for Aboriginal Languages and Torres Strait Islander Languages - LR
Policies and Protocols govern
use of
palawa
kani
outside
the Aboriginal community
.
Curriculum links:
3-6 Content
discriptions
Explore the language situation of language communities and the diversity of language contexts in
Australia
[Key
concepts: change,
sign
,
context
;
Key
processes:
recognising
, discussing, investigating
]
(
ACLFWU169)
Elaborations
investigating
the nature and state of health of Aboriginal and Torres Strait Islander languages across Australia
and
in
their region
learning
about the current language situation in the language: its state of health, the nature of the speech
community and generational differences
, and discussing reasons for these
characteristics
recognising
that Aboriginal and Torres Strait Islander languages are in various states of maintenance,
development and revival, and
investigating
the diversity of historical causes for
this
recognising
how Aboriginal and Torres Strait Islander languages have been transmitted and recorded
across
generations exploring
how
physical
and biological environments affect linguistic
ecologySlide8
Use
of palawa kani outside the Aboriginal communityMany years of discussions resulted in community decisions to:
Encourage public use of place names we provide,
then lobbying of successive governments to finally
get
the
Tasmanian Government’s
Aboriginal and
Dual
Naming Policy
.
The
Aboriginal and Dual Names which are
gazetted
by the Nomenclature Board under
this Policy
are
freely available
for use in
the public
domain.The Policy can be seen athttp://www.dpac.tas.gov.au/data/assets/pdf_file/0008/189314/Aboriginal_and_Dual_Naming_Policy.pdfSlide9
2. However access to other words requires seeking permission under the Aboriginal community’s Policy and Protocol for the Use of
palawa kani
Aboriginal Language.
This allows
some other categories of language to be used on
application, where the application fits with the guidelines.
Tasmanian State Government and its departments adopted
this community
policy in 2007.
DoE has previously
distributed it via
Infostream
.
The Policy and Protocol can be viewed and printed from the
TAC
website
http
://tacinc.com.au/programs/palawa-kani
/Policy and Protocol for the Use of palawa kani
Aboriginal LanguageSlide10
So, if palawa kani cannot be taught in schools, and there is limited access to language that is in the public domain, How can we (Aboriginal community) provide opportunities for students to study the local Aboriginal language?
It is important to first understand that, since invasion and subsequent colonisation
every single aspect of the lives and culture of TasmanianAborigines has been impacted on.
This includes the speaking of our original languages.
Christian names like ‘Alphonso’ & ‘Mary’ were forced on our people,
who were also forced to speak English, wear white men’s clothes,
and adopt the culture of the invaders.
As a result, we did not grow up speaking our
languages. Slide11
However, now we are once again speaking our language, we are asserting our right to control what, when, where and who we will allow to access our information. Naturally, we are hesitant to share too much too soon, because so much of our culture has been (and continues to be) misappropriated.
Curriculum links:
F-2 Content descriptions
Understand that language belongs to communities, and that
language
learning requires the application
of respectful and
appropriate behavior [Key
concepts: ownership, custodianship, belonging, respect;
Key
processes:
demonstrating
, applying
]
(
ACLFWU148
)
Elaborations
understanding
that each Aboriginal language or Torres Strait Islander language is
recognised
as belonging
to
a group of people who are the language owners or
custodiansSlide12
We are willing to assist those who follow proper processes when appropriate to do so.*Don’t expect to get an answer ‘on the spot’!
HOW WE CAN ASSIST EDUCATORS
in line with the Policy
and
Protocol for the Use of palawa kani Aboriginal Language
Follow
the Aboriginal community’s
policies.
The TAC is a Registered Training
Organisation
, so contact us about
offering Cultural Awareness Training with your students and staff.
Learn and speak the Dual Names already in the public domain.
Students (and staff) can support future applications for more
Dual Names. See up-to-date information about dual naming on the
TAC’s website
http
://tacinc.com.au/official-aboriginal-and-dual-names/Slide13Slide14
PLACE NAMES – Aboriginal and Dual NamingAfter seven years of lobbying with 3 successive governments, the state government FINALLY agreed to the Policy to reassign the original names of some
places in lutruwita
(Tasmania).
T
here
are
now 14
officially
gazetted
Aboriginal
or Dual names.
Another set of 11 names will be submitted to the Nomenclature Board in June;
s
ee the TAC website
http://tacinc.com.au/programs/palawa-kani/
And of course, there are also many places in Tasmania where the original
names
are now used again by Aborigines.Slide15
http://tacinc.com.au/tasmanian-aboriginal-place-names/Slide16
PLACE NAMES – Aboriginal and Dual NamingCurriculum links
7-10 Content descriptions
Convey
information about Country/Place events,
experiences
or topics of shared interest, using different
modes
of
presentation [Key
concepts: audience, Country/Place,
community
life;
Key
processes: describing, explaining, creating,
annotating]
(
ACLFWC178)
Elaborations
creating a booklet/pamphlet/guide/brochure for the
local community
that explains the origins of local
place names and
features their meaning and
significance, providing explanations
in language and English as
appropriateSlide17
Curriculum links
F-2 Content descriptionsDiscover key information about Country/Place by exploring Country/Place and listening to stories
from
Elders and community
members [Key
concepts: natural and built environment, community life,
Indigenous knowledge
; Key processes: listening, observing, identifying, sorting, matching, labelling
]
(
ACLFWC133
)
Elaborations
discovering
places in the local area that have Indigenous names, such as streets, suburbs, parks,
rivers
, public
institutions
visiting Country/Place to identify and name key topographical features, for example, creeks, springs,
rocky outcrops
, estuaries, reefs, desert landforms, taking photos and labelling them to create a class book
Compare:
how places are named in English and by Aboriginal people
what places are named – e.g. a waterhole that might seem
insignificant to non-Aboriginal people may be a very important
place for Aborigines, and is therefore namedSlide18
Curriculum links:
F-2 Content descriptionUnderstand that language belongs to communities, and that language learning requires the application of respectful and appropriate behaviour. [Key concepts: ownership, custodianship, belonging, respect; Key processes: demonstrating, applying]
(ACLFWU148
)Elaborations
understanding
that each Aboriginal language or Torres Strait Islander language is
recognised
as belonging
to
a group of people who are the language owners or
custodians demonstrating
and applying respectful
and
appropriate
behaviours
, including appropriate language forms, in the presence of visiting Elders
/
community members
and during visits to important sitesdemonstrating and applying respectful and appropriate behaviours, including appropriate language forms, in the presence of visiting Elders/community members and during visits to important sites
Discuss:
Place names that are English spellings of Aboriginal words; most are not the original place names
ethics of this – e.g. language out of country = out of contextSlide19
You don’t need to learn to speak a language to learn about it. Students CAN learn ABOUT palawa kani in the context of
Aboriginal Languages
loss and revivalSlide20
Curriculum links:7-10 Content descriptions
Investigate and compare the ecology of Aboriginal and Torres Strait Islander languages to Indigenous languages
in other countries, and consider issues such as language policy, language rights, language loss, advocacy, reform
and
multilingualism [Key concepts: environment, boundaries, policy, revival; Key processes: researching, investigating,
exploring
, considering]
(ACLFWU191)
Elaborations
investigating the social, cultural and linguistic effects of language change and/or language loss in the
region understanding
terms used in the discussion of language revival, for example,
revitalisation
, reclamation,
renewal
researching the impact on Aboriginal and Torres Strait Islander languages in general, and on the target language
in particular, of historical events, government policies, legislation and judicial processes, such as stolen
generations
,
mission
schools and
advocacy
identifying
social and government policies and practices that have impacted positively on language acquisition, for example, the performing of Welcome to Country and the Acknowledgement of Country at events, on television programs, in films, and efforts to raise the profile of Aboriginal and Torres Strait Islander languages in the wider Australian community and in particular geographical
regions
investigating
the situation of indigenous languages in other countries, for example, New Zealand, Hawaii, North America, Japan, Latin America, considering issues such as language rights, language endangerment, revival and reclamation, drawing comparisons with the situation of Aboriginal languages and Torres Strait Islander languages in AustraliaSlide21
Compare languages – there are some differences, between English andpalawa kani, including:
different word order, some sounds are interchangeable,
some sounds don’t occur in
palawa kani
,
some sounds in
palawa kani
don’t occur in English,
some sounds occur in both languages, but in different places
in words)
stress
no need for some words, e.g. ‘is’, ‘was’ ‘the’, ‘a’ or ‘and’
different ways to make plurals – no ‘s’; reduplication
number system
Curriculum links:
F-2 Content descriptions
Learn the different sounds of the language and link these to written symbols
and
conventions [
Key concepts; pronunciation, intonation, writing; Key processes:
imitating
, noticing, distinguishing,
reading
aloud
]
(
ACLFWU141
)
Elaborations
learning
the conventions associated with the written form of the language, such as spaces between words,
direction
of writing and page layout, and comparing these with written forms of English and other known
languagesSlide22
Compare languages – there are some similarities, between palawa kaniand English, including:
palawa
kani is a composite language – like English
compound words
homonyms
some words in
palawa kani
are borrowings from English
Curriculum links:
F-2 Content descriptions
Notice that languages borrow words from each other
[Key concepts: relatedness, borrowing; Key processes: identifying,
recognising
, comparing]
(
ACLFWU146)
Elaborations
noticing Aboriginal or Torres Strait Islander words and phrases used in everyday Australian life,
for example,
koala, euro, billabong, dingo
recognising
that some words in the language have come from other languages
recognising
words in English that have been borrowed from other languagesSlide23
Curriculum links:
F-2 Content description
Understand that language belongs to communities, and that language learning requires the application
of respectful and
appropriate
behavior
[Key
concepts: ownership, custodianship, belonging, respect;
Key
processes:
demonstrating
, applying]
(
ACLFWU148)
Elaborations
understanding the purpose of Welcomes to Country/Acknowledgements of Country, and talking about
their
experiences of participating in Welcomes and Acknowledgements, for example, at school, sporting
events
,
festivities
3-6
Content description
Understand that the use of stories and names in Aboriginal and
Torres
Strait
Islander
languages is culturally
determined [Key
concepts: ownership, custodianship, cultural safety;
Key
processes:
recognising
,
observing
, discussing]
(ACLFWU170)
Elaboration
s
understanding how and when Welcomes and Acknowledgements are required and who is entitled to deliver
themSlide24
CAUTION
Be warned against the Wikipedia page which claims to present information on palawa kani.
This page is completely unauthorised and most of the information on it is incorrect.
Some of the information has been copied from materials produced by the
palawa
kani
Program and distributed throughout the Aboriginal community. No permission was ever sought from us to reproduce any of that material.
The Tasmanian Aboriginal Centre contacted Wikipedia’s legal department to have the page removed, but were unsuccessful.
http
://www.theverge.com/2014/8/13/5998273/who-owns-a-language-wikipedia-palawa-kani-raises-old-debateSlide25
Conclusion
We hope that the information that we have provided, and the Content Descriptions and Elaborations are useful. They are, however, not an exhaustive list. By engaging with the topic of Tasmanian Aboriginal language, students can also engage with the oldest living culture in the world.
Theresa Sainty & Annie Reynolds