Language and languages
How standard Zhuang has met with market forces
Although centred on a case study in China, this research chapter explains a key point relevant to minority and Indigenous language support in Australia and New Zealand: that language standardisation (an aspect of public policy) can make a language less accessible to its speakers, rather...
PWDA language guide: a guide to language about disability
This guide has been written by people with disability to assist the general public and media outlets in talking about and reporting on disability.
Proposed national early language and literacy strategy
Developed by the National Early Language and Literacy Coalition, this proposed strategy sets out the scale of the issue, describes what is happening on the ground in different communities, and puts forward a framework for action.
National Indigenous languages report
This report supports what Aboriginal and Torres Strait Islander people have consistently asserted about the importance of language; speaking language provides cultural, social and economic benefits to individuals, communities and the nation.
Language use is connected to indicators of wellbeing: evidence from the National Aboriginal and Torres Strait Islander Social Survey 2014–15
Applying cross-sectional regressions analysis to data from the 2014–15 National Aboriginal and Torres Strait Islander Social Survey (NATSISS), this study examines the link between the use of Indigenous languages and a range of wellbeing indicators.
A new trend: Pacific Island language teaching as part of the Belt and Road Initiative
While much of the spotlight is on the impact of the BRI overseas, this paper takes a unique approach by discussing the start of an ambitious Pacific Island country (PIC) language-teaching program in China, and offering a brief case study of Samoan language teaching.
In search of Indigenous Australian languages webinar
This webinar outlines some useful tools to apply Austlang codes to catalogue records - improving the discovery of Indigenous Australian language material.
Australian Government action plan for the 2019 International Year of Indigenous Languages
This Australian Government strategy document includes actions to support Aboriginal and Torres Strait Islander languages from across its departments and agencies. These actions are grouped under the Australian Government's interpretation of the UNESCO International Year of Indigenous Languages themes.
Maihi Karauna Strategy public consultation report
Feedback from the public consultation on the Maihi Karauna strategy, held in September 2018. closed on 30 September 2018.
Maihi Karauna: the Crown’s strategy for Māori language revitalisation 2019–2023
The Maihi Karauna sets out a vision for te reo Māori in the future. It outlines what the Crown will do to support a strong, healthy, thriving Māori language in New Zealand.
Sharon Nelson-Kelly: Celebrate, revitalise and preserve Indigenous languages
Sharon Nelson-Kelly spoke at ANZSOG's Reimagining Public Administration conference on February 20, 2019.
Australian Council of TESOL Associations (ACTA) national strategy for language in education and training
Language is a fundamental resource for all learning and a means by which Australia can achieve outcomes in educational excellence, equity, Indigenous reconciliation and social cohesion.
Pasifika students, Pasifika cultural activities, and engagement with Pasifika families
The NZCER national survey of primary and intermediate schools 2016 included a number of questions that asked specifically about matters related to Pasifika students, Pasifika families, or Pasifika cultural activities at school. We have brought the responses to these questions together for researchers working in...
A malu i fale le gagana, e malu fo'i i fafo. The Use and Value of the Samoan Language in Samoan Families in New Zealand
New Zealand census data indicates Samoan language use has declined rapidly in the last 20 years, particularly among the New Zealand-born Samoan population. The aims of this qualitative and family-based study were to identify factors which might impact these declines with five South Auckland families...
English Language Intensive Courses for Overseas Students: national standards - consultation draft
The Australian government invites all interested parties to comment on a consultation draft of a revised English Language Intensive Courses for Overseas Students (ELICOS) Standards.
Educational Perspectives of Samoan Board Members of South Auckland Secondary Schools
There are many factors as to why Pasifika learners are not achieving alongside the rest of their social groups. Some factors may relate to socioeconomics, poverty, barriers to learning, and a school environment not conducive to Pasifika ways of being. School boards govern schools and...
Classroom Teachers' Perceptions on the Role of Non-verbal Communication When Teaching Mathematics to Pasifika Children
This study critically examines classroom teachers' perceptions of the use of non-verbal communication (NVC) by their Pasifika students during the teaching and learning of mathematics. Seven Year 5/6 classroom teachers from the primary school sector participated in this study. They were asked to discuss and...
Humanitarian and migrant youth arrivals to Australia July 2015 – June 2016
This resource provides an overview of the young people from refugee and migrant backgrounds arriving in Australia between 2015 and 2016.
Fostering preschool literacy in Fiji's communities
In Fiji’s linguistically diverse context, vernacular and English literacy priorities for preschool children are significant.
Our stories, our voices: culturally diverse consumer perspectives on the role of accredited interpreters in Victoria’s health services
In 2016, the Ethnic Communities’ Council of Victoria (ECCV) Policy Advisory Committee on Health and Wellbeing (PACHW) discussed increasing concerns by health services and multicultural advocates regarding the low levels of awareness among culturally diverse communities about the role and engagement of accredited interpreters.
LABE mid-term review of the Mother-Tongue Education project: improving educational access and outcomes for marginalised children in post-conflict Northern Uganda (phase 2)
This report project examined ways to build multi-stakeholder capacity that would result in returning pupils to primary schools at the end of a 30-year period of war and conflict.
Te Kōrero Māori ki ngā Tamariki I roto i ngā karu o ngā kaiako hou Speaking Te Reo Māori to Children: From the Perspective of Early Childhood Teachers
This research aligns with the bicultural orientation and vision of the early childhood curriculum of Aotearoa New Zealand: Te Whāriki He Whāriki Mātauranga mo ngā Mokopuna o Aotearoa: Early Childhood Curriculum (Ministry of Education, 1996) and the founding document of Aotearoa New Zealand Te Tiriti...
The role and importance of Islamic studies and faith in community Islamic schools in Australia
A 2015 study by the International Centre for Muslim and non-Muslim Understanding (MnM) (Hassan, 2015) indicated that Australian Muslims represent 2.2% of the total population. With this figure, Islam is the third largest religion in the country after Christianity and Buddhism and the second fastest...
Developing English language and intercultural learning capabilities - Case study 1: the English language project
Global mobility has dramatically changed the demographic profile of universities in predominantly English-speaking countries. Many international students choose study abroad opportunities in countries such as Australia where there are also many local students with diverse linguistic backgrounds. However, the plurality of languages, cultures and knowledge...
Developing English language and intercultural learning capabilities - Case study 2: the intercultural learning project
An increasing number of international students are studying in higher education in English-speaking countries, and many local students come from backgrounds where English is not their primary language. This is significant when we consider that as graduates, these students will be required to live, communicate...