School of Languages and Linguistics - Theses
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ItemThe use of Arabic in media and the internet by the Arabic-Speaking Melbournians( 2004)Internet communication has gone through rapid stages of development in the past two decades with dramatically growing numbers of users throughout the world. These communication tools have been overlooked as a significant domain of language use and maintenance over the past decade in spite of the major role that these tools would play in language maintenance, language shift, bilingualism, literacy, and cultural identity. This thesis explores the current state of the Arabic language among the members of the Arabic-speaking Australians living in the area of Melbourne and investigates the area where language and technology can be combined, examining 54 participants in these fields. The survey was conducted through the administration of a questionnaire that was supported by a pre-survey interview with key informants in the community. The questions of the survey were a combination of closed, open-ended, and hypothetical questions that explored participants? background, language use, Arabic use domains, literacy, and computer experience. The questionnaire was ultimately preferred only in paper form due to the lack of an available list of email addresses for the members of the community. Questions were coded and trends were classified for comments on language and technology preference, literacy, opinions of the importance of speaking Arabic, participation in group activities through Arabic organizations, exposure to Arabic-language media, and opinions about the viability of Internet communication in Arabic. (For complete abstract open document)
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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.