School of Languages and Linguistics - Research Publications
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ItemFrom body part to applicative: Encoding ‘source’ in Murrinhpatha(Walter de Gruyter GmbH, 2019)Murrinhpatha (non-Pama-Nyungan, Australia) is typologically unusual in having a single applicative construction with the semantics of source/malefactive, but never benefactive. In this paper I discuss the development of this applicative from an incorporated body part meaning ‘hand’. I show that the applicative developed from a reanalysis of the external possession construction; and that the applicative morphology developed from the incorporated body part, rather than from a verbal or adpositional source. This contributes to our understanding of the typology of applicative constructions and also highlights the value in exploring the complex verbal constructions of polysynthetic languages to inform our understanding of grammaticalisation possibilities.
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ItemLinguistic diversity in first language acquisition research: moving beyond the challenges(SAGE Publications (UK and US), 2015)The field of first language acquisition (FLA) needs to take into account data from the broadest typological array of languages and language-learning environments if it is to identify potential universals in child language development, and how these interact with socio-cultural mechanisms of acquisition. Yet undertaking FLA research in remote field-based situations, where the majority of the world’s languages are spoken and acquired, poses challenges for best-practice methodologies assumed in lab-based FLA research. This article discusses the challenges of child language acquisition research in fieldwork contexts with lesser-known, under-described languages with small communities of speakers. The authors suggest some modified approaches to methodology for child language research appropriate to challenging fieldwork situations, in the hope of encouraging more cross-linguistic acquisition research.
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ItemPossessor dissension: Agreement mismatch in Ngumpin-Yapa possessive constructions(Mouton de DeGruyter, 2017)Abstract In this article we describe a possessive construction in the Ngumpin-Yapa languages of Australia which has interesting implications for crosslinguistic models of agreement. In this “possessor dissension” construction, the possessor NP remains a modifier within the larger possessive NP, yet both the possessor and the possessum are cross-referenced with clause-level agreement morphology. Thus, there is a type of morphosyntactic disagreement (or dissension) between the syntactic position of the possessor as an NP-internal argument and its being agreed with at the clausal level as if it were a clausal argument. This phenomenon has had only limited mention in the typological literature, and has not previously been discussed for Australian languages. We discuss the properties of the construction, how it can be distinguished from other related construction types, and its implications for the typology of agreement.
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ItemThe impact of national standardized literacy and numeracy testing on children and teaching staff in remote Australian Indigenous communities(Sage Publications, 2019)All educational testing is intended to have consequences, which are assumed to be beneficial, but tests may also have unintended, negative consequences (Messick, 1989). The issue is particularly important in the case of large-scale standardized tests, such as Australia’s National Assessment Program - Literacy and Numeracy (NAPLAN), the intended benefits of which are increased accountability and improved educational outcomes. The NAPLAN purpose is comparable to that of other state and national ‘core skills’ testing programs, which evaluate cross-sections of populations in order to compare results between population sub-groupings. Such comparisons underpin ‘accountability’ in the era of population-level testing. This study investigates the impact of NAPLAN testing on one population grouping that is prominent in the NAPLAN results’ comparisons and public reporting: children in remote Indigenous communities. A series of interviews with principals and teachers documents informants’ first-hand experiences of the use and effects of NAPLAN in schools. In the views of most participants, the language and content of the test instruments, the nature of the test engagement, and the test washback have negative impacts on students and staff, with little benefit in terms of the usefulness of the test data. The primary issue is the fact that meaningful participation in the tests depends critically on proficiency in Standard Australian English (SAE) as a first language. This study contributes to the broader discussion of how reform-targeted standardized testing for national populations affects sub-groups who are not treated equitably by the test instrument or reporting for accountability purposes. It highlights a conflict between consequential validity and the notion of accountability that drives reform-targeted testing.
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ItemNo Preview AvailableAustralia Loves Language Puzzles: The Australian Computational and Linguistics Olympiad (OzCLO)(Wiley, 2014-12-01)The Australian Computational and Linguistics Olympiad (OzCLO) started in 2008 in only two locations and has since grown to a nationwide competition with almost 1500 high school students participating in 2013. An Australian team has participated in the International Linguistics Olympiad (IOL) every year since 2009. This paper describes how the competition is run (with a regional first round and a final national round) and the organisation of the competition (a National Steering Committee and Local Organising Committees for each region) and discusses the particular challenges faced by Australia (timing of the competition and distance between the major population centres). One major factor in the growth and success of OzCLO has been the introduction of the online competition, allowing participation of students from rural and remote country areas. The organisation relies on the goodwill and volunteer work of university and school staff but the strong interest amongst students and teachers shows that OzCLO is responding to a demand for linguistic challenges.
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ItemNo Preview AvailableGetting in Touch: Language and digital inclusion in Australian Indigenous communities(University of Hawaii Press, 2015)
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ItemThe acquisition of polysynthetic languages(Wiley-Blackwell, 2014-01-01)One of the major challenges in acquiring a language is being able to use morphology as an adult would, and thus, a considerable amount of acquisition research has focused on morphological production and comprehension. Most of this research, however, has focused on the acquisition of morphology in isolating languages, or languages (such as English) with limited inflectional morphology. The nature of the learning task is different, and potentially more challenging, when the child is learning a polysynthetic language - a language in which words are highly morphologically complex, expressing in a single word what in English takes a multi-word clause. To date, there has been no cross-linguistic survey of how children approach this puzzle and learn polysynthetic languages. This paper aims to provide such a survey, including a discussion of some of the general findings in the literature regarding the acquisition of polysynthetic systems.
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ItemVerbal morphology in Murrinh-Patha: evidence for templates(Springer, 2010)
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ItemNominal juxtaposition in Australian languages: An LFG analysis(Cambridge University Press, 2010)It is well known that Australian languages make heavy use of nominal juxtaposition in a wide variety of functions, but there is little discussion in the theoretical literature of how such juxtapositions should be analysed. We discuss a range of data from Australian languages illustrating how multiple nominals share a single grammatical function within the clause. We argue that such constructions should be treated syntactically as set-valued grammatical functions in Lexical-Functional Grammar (LFG). Sets as values for functions are well-established in LFG and are used in the representation of adjuncts, and also in the representation of coordination. In many Australian languages, coordination is expressed asyndetically, that is, by nominal juxtaposition with no overt coordinator at all. We argue that the syntactic similarity of all juxtaposed constructions (ranging from coordination through a number of more appositional relations) motivates an analysis in which they are treated similarly in the syntax, but suitably distinguished in the semantics. We show how this can be achieved within LFG, providing a unified treatment of the syntax of juxtaposition in Australian languages and showing how the interface to the semantics can be quite straightforwardly defined in the modular LFG approach.