School of Languages and Linguistics - Theses
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ItemThe socio-historical development of literacy in Arrernte: a case study of the introduction of writing in an aboriginal language and the implications for current vernacular literacy practices( 2000-03)This thesis explores the introduction and development of vernacular literacy in Western, Central and Eastern Arrernte, closely related dialects of the Arandic group of languages spoken by Aboriginal people in and around Alice Springs in Central Australia. Writing in the vernacular was introduced to the previously non-literate Arrernte over two periods. Firstly, Lutheran missionary linguists at Hermannsburg mission introduced writing in Western ‘Aranda’ from the 1880s, primarily for the purpose of Christian conversion. Secondly in the late 1970s and early 1980s writing in Central, Eastern and Western ‘Arrernte’ was introduced in conjunction with aspirations for Aboriginal self-determination and the advent of bilingual education programs. For this study I have used a case study methodology which has incorporated the collection of historical material and interviews with twenty one Arrernte literates and six non-Aboriginal educators and linguists. I have sought to explore the acquisition, retention and transmission of Arrernte literacy from the perspective that a description of literacy must take account of the socio-historical context of literacy use and the embeddedness of literacy practices in other social and cultural practices. At Hermannsburg mission ‘Aranda’ literacy was interconnected with Christian cultural practices and was acquired, and to a limited extent retained and transmitted, in this context. The short history of the development of ‘Arrernte’ literacy in a post-colonial context has resulted in the minimal saturation of literacy practices across the Arrernte speaking community. Nevertheless Arrernte literacy bears affective significance as a symbol of language and cultural maintenance. For this reason Arrernte literacy teaching is important, however the expectation that Arrernte literacy can be learnt only through formal teaching does not heed the importance of a social context for meaningful vernacular literacy use, and the role of the family in the acquisition and transmission of literacy practices.