ORCID Profile
0000-0003-2753-5200
Current Organisations
La Trobe University
,
University of Melbourne
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Research Topics
In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Top 5 Research Topics
ANZSRC Field of Research (FoR)
Linguistics | Applied Linguistics and Educational Linguistics | Applied Linguistics And Educational Linguistics | Language In Culture And Society (Sociolinguistics) | Language in Culture and Society (Sociolinguistics) | Aboriginal and Torres Strait Islander Education | Specialist Studies in Education | Aboriginal Languages | Linguistic Anthropology | Linguistic Structures (incl. Grammar, Phonology, Lexicon, Semantics) | Learning, Memory, Cognition And Language | Language In Time And Space (Incl. Historical Linguistics, Dialectology) | Discourse and Pragmatics | Language in Time and Space (incl. Historical Linguistics, Dialectology) | Discourse And Pragmatics | Aboriginal Studies | Education Assessment and Evaluation | Linguistic Structures (Incl. Grammar, Phonology, Lexicon, Semantics) | Aboriginal and Torres Strait Islander Health | Linguistic Processes (incl. Speech Production and Comprehension) | Music |
ANZSRC Socio-Economic Objective (SEO)
Conserving Aboriginal and Torres Strait Islander Heritage | Aboriginal and Torres Strait Islander Education | Learner Development | Aboriginal and Torres Strait Islander development and welfare | The performing arts (incl. music, theatre and dance) | Higher education | Communication Across Languages and Culture | Youth/child development and welfare | Disability and Functional Capacity | Expanding Knowledge in the Information and Computing Sciences | Hearing, Vision, Speech and Their Disorders | Aboriginal and Torres Strait Islander heritage | Expanding Knowledge in Language, Communication and Culture
Related Links
Publications
CURRENT APPROACHES TO RESEARCHING SECOND LANGUAGE LEARNER PROCESSES
Publisher: Cambridge University Press (CUP)
Date: 03-2005
DOI: 10.1017/S026719050500005X
Abstract: Language learning is a complex set of processes that largely take place in the learner's head. The extent to which learners consciously focus on specific aspects of language, the degree to which they notice particular features of language, and how this is done has been the object of considerable debate in different theoretical approaches to second language acquisition. For researchers in second language acquisition, one dilemma is how to find out what learners notice, and how, if at all, they incorporate this into their developing linguistic knowledge. Here, I discuss three approaches to researching learner cognitive processes that can be used to identify the knowledge that learners have about their second language, and obtain some insights into the cognitive processes of learners. These approaches have the potential to contribute to our understanding of how learners learn a second language, and, therefore, how this task may be facilitated. The first approach attempts to tap directly into the learner's thought through the use of think-aloud protocols, whereas the second involves having learners engage with activities that encourage them to talk aloud, thus providing insights into their thought processes. The third approach uses planning effects on task performance to investigate how learners monitor their language.
An Investigation of the Effectiveness and Validity of Planning Time in Speaking Test Tasks
Publisher: Informa UK Limited
Date: 29-01-2010
Pair versus individual writing: Effects on fluency, complexity and accuracy
Publisher: SAGE Publications
Date: 24-06-2009
Abstract: The assessment of oral language is now quite commonly done in pairs or groups, and there is a growing body of research which investigates the related issues (e.g. May, 2007). Writing generally tends to be thought of as an in idual activity, although a small number of studies have documented the advantages of collaboration in writing in the second language classroom (e.g. DiCamilla & Anton, 1997 Storch, 2005 Swain & Lapkin, 1998). Particularly in university contexts, group or pair assignments are widely used in many disciplines. In addition, collaborative writing could be used in second language classroom assessment contexts as formative assessment. However, research which compares texts produced by learners collaboratively to texts produced in idually, and the implications of this for assessment practices, is rare. This study is a first step in the investigation of using collaborative writing in second language contexts and comparing the performance of two groups of second language learners: one group worked in idually, and the other group worked in pairs. When writing in pairs, each pair produced a single text. All participants completed one writing task: an argumentative essay. The performances of the in iduals (N = 48) and the pairs (N = 48) were compared on detailed discourse analytic measures of fluency, complexity and accuracy. This comparison revealed that collaboration impacted positively on accuracy, but did not affect fluency and complexity. A detailed analysis of the pair transcripts recorded during the writing activity provides insights into the ways in which pairs work together, and the foci of their endeavour. The implications of these findings for in-class assessment of second language writing are discussed.
Interdisciplinary and Intercultural Development of an Early Literacy App in Dhuwaya
Publisher: MDPI AG
Date: 15-06-2021
Abstract: Phonological awareness is a skill which is crucial in learning to read. In this paper, we report on the challenges encountered while developing a digital application (app) for teaching phonological awareness and early literacy skills in Dhuwaya. Dhuwaya is a Yolŋu language variety spoken in Yirrkala and surrounding areas in East Arnhem Land. Dhuwaya is the first language of the children who attend a bilingual school in which Dhuwaya and English are the languages of instruction. Dhuwaya and English have different phonemic inventories and different alphabets. The Dhuwaya alphabet is based on Roman alphabet symbols and has 31 graphemes (compared to 26 in English). The app was designed to teach children how to segment and blend syllables and phonemes and to identify common words as well as suffixes used in the language. However, the development was not straightforward, and the impact of the linguistic, cultural and educational challenges could not have been predicted. Amongst these was the inherent variation in the language, including glottal stops, the pronunciation of stops, the focus on syllables as a decoding strategy for literacy development and challenges of finding one-syllable words such as those initially used with English-speaking children. Another challenge was identifying culturally appropriate images which the children could relate to and which were not copyrighted. In this paper, we discuss these plus a range of other issues that emerged, identifying how these problems were addressed and resolved by the interdisciplinary and intercultural team.
Teaching creole-speaking children: Issues, concerns and resolutions for the classroom
Publisher: John Benjamins Publishing Company
Date: 2013
Abstract: There are now significant numbers of children who speak a language other than English when they enter the formal school system in Australia. Many of these children come from a language background that is entirely different from the school language. Many Indigenous children, however, come from creole-speaking backgrounds where their home language may share features with the school language whilst remaining substantially different in other ways. What often makes this situation more challenging is the tendency to view creole, rather than as a different language, as a kind of deficient version of the standard language. Children entering the school system with a creole thus often encounter considerable difficulties. In addition, teachers who are not trained in teaching creole-speaking children may not recognise these difficulties. This paper explores some of these issues in the Australian context with reference to home languages such as Kriol and Torres Strait Creole (TSC) as well as minority dialects such as Australian Aboriginal English (AAE), and discusses possible resolutions.
Language diversity in Indigenous Australia in the 21st century
Publisher: Informa UK Limited
Date: 15-08-2019
Learners processing, uptake, and retention of corrective feedback on writing: Case studies
Publisher: Cambridge University Press (CUP)
Date: 23-04-2010
DOI: 10.1017/S0272263109990532
Abstract: The literature on corrective feedback (CF) that second language writers receive in response to their grammatical and lexical errors is plagued by controversies and conflicting findings about the merits of feedback. Although more recent studies suggest that CF is valuable (e.g., Bitchener, 2008 Sheen, 2007), it is still not clear whether direct or indirect feedback is the most effective, or why. This study explored the efficacy of two different forms of CF. The investigation focused on the nature of the learners’ engagement with the feedback received to gain a better understanding of why some feedback is taken up and retained and some is not. The study was composed of three sessions. In session 1, learners worked in pairs to compose a text based on a graphic prompt. Feedback was provided either in the form of reformulations (direct feedback) or editing symbols (indirect feedback). In session 2 (day 5), the learners reviewed the feedback they received and rewrote their text. All pair talk was audio-recorded. In session 3 (day 28), each of the learners composed a text in idually using the same prompt as in session 1. The texts produced by the pairs after feedback were analyzed for evidence of uptake of the feedback given and texts produced in idually in session 3 for evidence of retention. The learners’ transcribed pair talk proved a very rich source of data that showed not only how learners processed the feedback received but also their attitudes toward the feedback and their beliefs about language conventions and use. Closer analysis of four case study pairs suggests that uptake and retention may be affected by a host of linguistic and affective factors, including the type of errors the learners make in their writing and, more importantly, learners’ attitudes, beliefs, and goals. The findings suggest that, although often ignored in research on CF, these affective factors play an important role in uptake and retention of feedback.
Pair interactions and mode of communication
Publisher: John Benjamins Publishing Company
Date: 2010
DOI: 10.2104/ARAL1027
Abstract: In today’s second language classrooms, students are often asked to work in pairs or small groups. Such collaboration can take place face-to-face, but now more often via computer mediated communication. This paper reports on a study which investigated the effect of the medium of communication on the nature of pair interaction. The study involved six pairs of beginner participants in a Chinese class completing seven different tasks. Each task was completed twice, once face to face (FTF), and once via computer mediated communication (CMC). All pair talk was audio recorded, and on-line communication was logged. Using Storch’s (2002) model of patterns of pair interaction, five patterns were identified: collaborative, cooperative, dominant/dominant, dominant assive and expert/novice. The medium of communication was found to affect the pattern of interaction. In CMC some pairs became more collaborative, or cooperative. The implications of these findings for language teaching, particularly for the use of CMC in language classes, are discussed.
Linguistic diversity in first language acquisition research: Moving beyond the challenges
Publisher: SAGE Publications
Date: 10-2015
Abstract: 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.
Is there a role for the use of the L1 in an L2 setting?
Publisher: JSTOR
Date: 12-2003
DOI: 10.2307/3588224
Rater judgment and English language speaking proficiency
Publisher: Wiley
Date: 08-2005
Investigating the validity of an integrated listening-speaking task: A discourse-based analysis of test takers’ oral performances
Publisher: SAGE Publications
Date: 28-11-2011
Abstract: Performance on integrated tasks requires candidates to engage skills and strategies beyond language proficiency alone, in ways that can be difficult to define and measure for testing purposes. While it has been widely recognized that stimulus materials impact test performance, our understanding of the way in which test takers make use of these materials in their responses, particularly in the context of listening-speaking tasks, remains predominantly intuitive. Recent studies have highlighted the problems associated with content-related aspects of task fulfilment on integrated tasks, but little attempt has been made to operationalize the way in which content from the input material is integrated into speaking performances. Using discourse data from a trial administration of a pilot for an Oxford English language test, this paper investigates how test takers integrate stimulus materials into their speaking performances on an integrated listening-then-speaking summary task, whether these behaviours are reflected in the relevant rating scale and, by implication, whether the test scores assigned according to this scale reflect real differences in the quality of oral performances. An innovative discourse analytic approach was developed to analyse content-related aspects of performance in order to determine if such aspects represent an appropriate measure of the speaking ability construct. Results showed that the measures devised, such as the number of key points included from the input text, and the accuracy with which information was reproduced or reformulated, effectively distinguished participants according to their level of speaking proficiency. The study’s findings support the use of this particular task-type and the appropriateness of the associated rating scale as a measure of speaking proficiency, as well as the utility of the devised discourse-based measures for the validation of integrated tasks in other assessment contexts.
The Acquisition of Polysynthetic Languages
Publisher: Wiley
Date: 02-2014
DOI: 10.1111/LNC3.12062
The impact of national standardized literacy and numeracy testing on children and teaching staff in remote Australian Indigenous communities
Publisher: SAGE Publications
Date: 27-05-2019
Abstract: 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.
Children's narrative acquisition: a study of some aspects of reference and anaphora
Publisher: SAGE Publications
Date: 06-1990
DOI: 10.1177/014272379001002902
Abstract: This paper reports the results of an experimental study designed to provide insights into the development of children's ability to introduce a character into a story, and to maintain reference to that character and any additional characters. Previous studies have suggested that the appropriate linguistic devices used for this purpose, such as definite/indefinite articles and anaphoric pronouns are not acquired until relatively late. Four groups were tested, three groups consisting of children aged eight, six and four, and an adult group. The results indicated that none of the groups of children had attained adult compe tence in their control of reference and anaphoric relations. In compar ing the results of this study with other similar studies, it was also suggested that the nature of the materials used to elicit the narratives can influence the conclusions drawn from the results.
Exploring bias analysis as a tool for improving rater consistency in assessing oral interaction
Publisher: SAGE Publications
Date: 12-1993
DOI: 10.1177/026553229301000306
Abstract: In this article, multifaceted Rasch techniques are used to investigate inter- and intrarater reliability in the assessment of two alternate versions of an oral interaction test - a direct version and a semi-direct version. Following the rating of trial administration of both versions of the test, an analysis of the bias of each in idual rater in respect to test type and particular criteria used in rating the test was undertaken. The results of these analyses were then presented to the rater. The raters then assessed a further administration of the test and their bias with respect to this administration was analysed. The results of the two bias analyses were compared to determine whether rater performance had improved as a result of the feedback. There was some evidence that performance had improved.
Capturing Accuracy in Second Language Performance: The Case for a Weighted Clause Ratio
Publisher: Cambridge University Press (CUP)
Date: 03-2016
DOI: 10.1017/S0267190515000082
Abstract: As increasing numbers of research papers in applied linguistics, language learning, and assessment use discourse analysis techniques to assess accuracy in performance, it is timely to examine at a detailed level the wide variety of measures employed. Ideally, measures need to capture accuracy in as valid and reliable a way as possible, but this has proved elusive. In this article, we systematically review the variety of different measures in used in these fields, both global and local, before presenting a more finely tuned weighted clause ratio measure which classifies errors at different levels, that is, those that seriously impede communication, those that impair communication to some degree, and those that do not impair communication at all. The problem of reliably identifying these levels is discussed, followed by an analysis of s les from written and spoken second language performance data. This new measure, grounded in a comprehensive review of prior practice in the field, has the advantages of being relatively easy to use, measuring accuracy rather than error, and evaluating smaller increases in improved performance than have previously been possible.
Developing tests for the assessment of traditional language skill: A case study in an Indigenous Australian community
Publisher: Informa UK Limited
Date: 10-2012
How much input is enough? Correlating comprehension and child language input in an endangered language
Publisher: Informa UK Limited
Date: 03-2013
Review of doctoral research in second-language teaching and learning in Australia (2003–2006)
Publisher: Cambridge University Press (CUP)
Date: 04-2008
DOI: 10.1017/S0261444807004910
Abstract: This article reviews recent doctoral research in Australian universities in the area of language teaching and learning. Doctoral work in three main areas of research concentration is described: language teaching, language learning, and writing. The authors whose studies are reviewed are graduates of the Australian National University, Griffith University, Macquarie University, the University of Technology, Sydney, the University of Sydney, the University of New South Wales, the University of Melbourne, Monash University, La Trobe University, Deakin University and Murdoch University.
Child-caregiver interaction in two remote Indigenous Australian communities
Publisher: Frontiers Media SA
Date: 29-04-2015
Assessment equity for remote multilingual Australian Aboriginal students through the lens of Sustainable Development Goals
Publisher: Informa UK Limited
Date: 15-12-2022
Mitigating Difficult Requests in the Workplace: What Learners and Teachers Need to Know
Publisher: Wiley
Date: 12-2007
Early Language Development in Children with Profound Hearing Loss Fitted with a Device at a Young Age: Part I—The Time Period Taken to Acquire First Words and First Word Combinations
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 10-2009
DOI: 10.1097/AUD.0B013E3181A9EA14
Abstract: Increasing numbers of infants and young children are now presenting to implantation centers and early intervention programs as the impact of universal newborn hearing screening programs is felt worldwide. Although results of a number of studies have highlighted the benefit of early identification and early fitting of hearing devices, there is relatively little research on the impact of early fitting of these devices on first language milestones. The aim of this study was to investigate the early spoken language milestones of young children with hearing loss (HL) from two perspectives: first, the acquisition of the first lexicon (i.e., the first 100 words) and second, the emergence of the first word combinations. Two groups of participants, one comprising 24 participants with profound HL and a second comprising 16 participants with normal hearing, were compared. Twenty-three participants in the HL group were fitted with a cochlear implant and one with bilateral hearing aids. All of these were "switched-on" or fitted before 30 months of age and half at < 12 months of age. Language data were collected using the Diary of Early Language, a procedure in which parents recorded their child's first 100 spoken single words and any word combinations produced while reaching this single-word target. Acquisition of single words was compared by using the time period (in days) taken to reach several single-word targets (e.g., 50 words, 100 words) from the date of production of the first word. The emergence of word combinations was analyzed from two perspectives: first, the time (in days) from the date of production of the first word to the emergence of the first word combinations and second, the size of the single-word lexicon when word combinations emerged. The normal-hearing group required a significantly shorter time period to acquire the first 50 (mean < 1.9 months) and the first 100 (mean < 3.9 months) words than the HL group. Although both groups demonstrated acceleration in lexical acquisition, the hearing group took significantly fewer days to reach the second 50 words relative to the first 50 words than did the HL group. Finally, the hearing group produced word combinations significantly earlier (i.e., in fewer days from production of the first word) than the HL group however, the size of the single-word lexicon when word combinations emerged was similar for both groups. The results of this study suggest that despite fitting of a device at an early age, HL continues to impact early lexical acquisition and the emergence of word combinations. Further, similarities between the hearing and HL groups, such as the overall pattern of lexical acquisition and a lexicogrammatical link, suggest that the processes underpinning early language acquisition for hearing children and those with HL may also be similar.
What role for collaboration in writing and writing feedback
Publisher: Elsevier BV
Date: 12-2012
Remote Indigenous education and translanguaging
Publisher: Deakin University
Date: 30-12-2020
DOI: 10.21153/TESOL2020VOL29NO1ART1443
Abstract: Indigenous1 children living in the more remote areas of Australia where Indigenous languages continue to be spoken often come to school with only minimal knowledge of English, but they may speak two or more local languages. Others come to school speaking either a creole, or Aboriginal English, non-standard varieties which may sound similar to English, which gives them their vocabulary, while differing in terms of structure, phonology and semantics and pragmatics. This paper begins with a discussion of the linguistic contexts the children come from and the school contexts the children enter into before moving on to discuss a potential role for some use of translanguaging techniques in the classroom and discussing the potential benefits and advantages these may have. 1The term Indigenous is used respectfully to refer to all people of Australian Aboriginal or Torres Strait Islander descent. Indigenous languages and Australian Indigenous languages are used to refer to the languages of both Aboriginal and Torres Strait Islanders following NILS3 (2020).
A World of Indigenous Languages
Publisher: Multilingual Matters
Date: 31-03-2019
DOI: 10.21832/MCCART3064
The Impact of Bimodal Bilingual Parental Input on the Communication and Language Development of a Young Deaf Child
Publisher: Informa UK Limited
Date: 03-01-2014
Creole speakers and standard language education
Publisher: Wiley
Date: 07-2013
DOI: 10.1111/LNC3.12035
Children's individual approaches to the organization of narrative
Publisher: Cambridge University Press (CUP)
Date: 06-1997
DOI: 10.1017/S0305000997003048
Abstract: This paper investigates the similarities and differences observed in in idual approaches to the linguistic organization of narrative. Twenty subjects in each of five age groups (four, six, eight, ten years and adult) were asked to relate a narrative elicited from a picture book. All references to the animate characters in the book were coded for form (nominal ronominal), and function (switch versus maintenance). In idual analyses of the narratives indicated that a variety of strategies were used across all age groups. Strategies identified included thematic subject, nominal and anaphoric. When the narrative was ided into segments based on the referential load of each segment, it was found that there was an interaction between the strategy adopted in the first segment, the age of the subject and the referential load of subsequent segments. A variety of strategies was adopted by all age groups although there were preferential trends observable within each group. The ability to maintain a strategy across the varying referential load of the narrative increased with age. Five developmental stages were identified from the analysis which enabled certain tentative predictions to be made about the way children approach a complex narrative task, suggesting that children pass through a number of stages which reflect their ability to organize the referential content of the narrative at differing speech levels.
Are two heads better than one? Pair work in L2 assessment contexts
Publisher: SAGE Publications
Date: 24-06-2009
Vowels in Wunambal, a Language of the North West Kimberley Region
Publisher: Informa UK Limited
Date: 07-04-2015
Responding to a TOEFL iBT integrated speaking task: Mapping task demands and test takers’ use of stimulus content
Publisher: SAGE Publications
Date: 31-07-2019
Abstract: Integrated speaking tasks requiring test takers to read and/or listen to stimulus texts and to incorporate their content into oral performances are now used in large-scale, high-stakes tests, including the TOEFL iBT. These tasks require test takers to identify, select, and combine relevant source text information to recognize key relationships between source text ideas, and to organize and transform information. Despite being central to evaluations of validity, relationships between stimulus content, task demands, and the oral discourse produced by test takers are yet to be empirically scrutinized to an adequate degree. In this study, we focus on a TOEFL iBT reading–listening–speaking task, applying discourse analytic measures developed by Frost, Elder and Wigglesworth (2012) to 120 oral performances to examine (a) the integration of source text ideas by test takers across three proficiency levels, and (b) the appropriateness of content-related criteria in the TOEFL integrated speaking rubric. We then combine analyses of these aspects of performances with a qualitative analysis of the generic structure and semantic profiles of stimulus texts to explore relationships between stimulus text properties and oral performances. Findings suggest that the extent to which content-related rating scale criteria distinguish between proficiency levels is contingent on stimulus text properties, with important implications for construct definitions and task design.
Early Language Development in Children with Profound Hearing Loss Fitted with a Device at a Young Age: Part II—Content of the First Lexicon
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 10-2009
Naplan language assessments for Indigenous children in remote communities: Issues and problems
Publisher: John Benjamins Publishing Company
Date: 2011
Abstract: The National Assessment Program - Literacy and Numeracy (NAPLAN) assessments are designed to assess literacy and numeracy of all Australian school children in years 3, 5, 7 and 9, and to act as diagnostics as to whether children are meeting intended educational outcomes. Tests began in May 2008, and have been run annually since then. Results of the 2008 tests indicated that Indigenous children in remote communities had the lowest test scores, and results were used to make a policy decision that effectively scrapped bilingual education in the Northern Territory. In this paper, we evaluate the literacy component of the NAPLAN test for Year 3, and the language s les for each year level. Literacy components assess reading, writing and language conventions (grammar, spelling and punctuation), and we focus on the reading and language conventions components. We argue that the NAPLAN tests need to be very carefully monitored for appropriateness for the assessment of children living in remote Indigenous communities. This is because tests are standardised on groups of English language speaking children. The content of some s le tests relies on cultural knowledge which Indigenous children cannot be expected to have. Spelling tests need to be monitored to ensure that they are testing spelling rather than grammatical knowledge. Finally, it is difficult to create language convention tests which are truly diagnostic because of the mixed test population of native English speakers, ESL learners and EFL learners in remote Indigenous communities.
Recognising the SAE language learning needs of Indigenous primary school students who speak contact languages
Publisher: Informa UK Limited
Date: 30-12-2021
Indigenous children’s language: Acquisition, preservation and evolution of language in minority contexts
Publisher: SAGE Publications
Date: 10-2015
Bilingualism: An Advanced Resource Book by WIGGLESWORTH, GILLIAN, & NG BEE CHIN
Publisher: Wiley
Date: 05-2009
Early pragmatic differentiation in Japanese and German: a case study of a developing trilingual child in Australia
Publisher: Informa UK Limited
Date: 23-09-2013
An investigation of planning time and proficiency level on oral test discourse
Publisher: SAGE Publications
Date: 03-1997
DOI: 10.1177/026553229701400105
Abstract: The inclusion of planning time in semi-direct oral interaction tests adds consider ably to the overall length of the test, and it is important to be clear that the increase in length is justified by the language outcome. Previous research has shown that the effect of planning time in second language can differentially influence the resultant discourse with planned discourse eliciting more complex language on a range of measures. However, where planning time has been provided it has gener ally been a substantial amount of time (ten minutes or more), and in a second language classroom situation, rather than a testing situation. Where planning time is provided in an oral interaction test it is generally limited to one or two minutes. In this study planning time was manipulated as a variable in a trial administration of a semi-direct test. Discourse analytic techniques were then used to determine the nature and/or significance of differences in the elicited discourse across the two conditions in terms of complexity and accuracy. In addition, candidates were ided into high-proficiency versus low-proficiency groups. The findings suggest that for the high-proficiency candidates, planning time may improve accuracy on some measures where the cognitive load of the task is high, but that this effect does not extend to the low-proficiency candidates.
Assessing
Australian
and
New Zealand
Indigenous Languages
Publisher: Wiley
Date: 11-11-2013
DOI: 10.1002/9781118411360.WBCLA103
Abstract: The assessment of children's indigenous language has, in general, received very little attention despite the fact that it is a worldwide issue with children in every continent growing up in multilingual situations. In this chapter we focus on approaches to assessing children's indigenous language knowledge in two very different contexts—Australia and New Zealand. Indigenous languages in Australia are in rapid decline. At the time of European settlement there were in the region of 250 languages, many of which were spoken by only a small number of people. However, there are now few indigenous communities where children are growing up learning their traditional indigenous language, and it is predicted that at the current rate of loss there will be no indigenous languages by 2050. The situation in New Zealand is quite different, with Māori being the single indigenous language. However, it is spoken by less than 25% of the Māori population (approximately 15% of New Zealand's population of 4 million are Māori) and is also in decline. In these different contexts, therefore, approaches to assessment are necessarily different. In Australia the limited amount of research that has been undertaken has focused on receptive skills, arguing that these measures can provide a useful picture of children's current language knowledge. In New Zealand, all Māori children are exposed to both English and Māori while growing up, but given the prevalence of English in New Zealand society it is difficult to determine how many Māori children truly are first language speakers of Māori or Māori dominant. Almost all Māori‐speaking children attend kōhanga reo (early childhood education centers based on Māori culture and using Māori as the medium of communication) and some form of Māori bilingual/immersion education in the compulsory school sector. Assessment tools developed for the Māori‐medium sector have focused on numeracy and literacy, although recent research has attempted to develop measures to assess students' proficiency of spoken Māori.
Acoustic correlates of the French accentual phrase in Lifou (New caledonia)
Publisher: ISCA
Date: 13-06-2018
Children’s language input: a study of a remote multilingual Indigenous Australian community
Publisher: Walter de Gruyter GmbH
Date: 27-01-2013
Measuring spoken language: a unit for all reasons
Publisher: Oxford University Press (OUP)
Date: 09-2000
Who's marking my essay? The assessment of non-native-speaker and native-speaker undergraduate essays in an Australian higher education context
Publisher: Informa UK Limited
Date: 08-04-2014
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Amount: $100,000.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP0450422
Start Date: 01-2004
End Date: 12-2007
Amount: $130,000.00
Funder: Australian Research Council
View Funded ActivityARC Centres Of Excellence - Grant ID: CE140100041
Start Date: 08-2014
End Date: 12-2022
Amount: $28,000,000.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP0877762
Start Date: 2008
End Date: 12-2015
Amount: $495,000.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP0343189
Start Date: 2003
End Date: 12-2007
Amount: $385,000.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP170101725
Start Date: 04-2017
End Date: 06-2024
Amount: $350,000.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP110100961
Start Date: 2011
End Date: 06-2018
Amount: $439,014.00
Funder: Australian Research Council
View Funded ActivitySpecial Research Initiatives - Grant ID: SR0566965
Start Date: 12-2005
End Date: 12-2007
Amount: $100,000.00
Funder: Australian Research Council
View Funded ActivityDiscovery Projects - Grant ID: DP170101735
Start Date: 06-2017
End Date: 12-2023
Amount: $442,000.00
Funder: Australian Research Council
View Funded Activity