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A middle approach to literacy in a minority Indigenous Australian language context.

Auld, Glenn 2004, A middle approach to literacy in a minority Indigenous Australian language context., in AARE 2004 : Doing the public good : positioning educational research ; AARE 2004 International Education Research conference proceedings, Australian Association for Research in Education, Melbourne, Vic., pp. 1-18.

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Title A middle approach to literacy in a minority Indigenous Australian language context.
Author(s) Auld, Glenn
Conference name Australian Association for Research in Education. Conference (2004 : Melbourne, Vic.)
Conference location Melbourne, Vic.
Conference dates 29 Nov.-2 Dec. 2004
Title of proceedings AARE 2004 : Doing the public good : positioning educational research ; AARE 2004 International Education Research conference proceedings
Editor(s) Jeffery, Peter L.
Publication date 2004
Conference series Australian Association for Research in Education. Conference
Start page 1
End page 18
Total pages 18
Publisher Australian Association for Research in Education
Place of publication Melbourne, Vic.
Keyword(s) literacy
middle approach
minority language
Summary Kunib-dji live in Maningrida, a remote community in the Northern Territory and speak Ndj-bbana as their preferred language of communication. Kunib-dji are one of many groups of Indigenous Australian languages who speak a minority language. Very little has been documented about the social practices of literacy with speakers of such languages, particularly with the texts that mediate these languages. Knowing about the beliefs and attitudes towards enacted by these speakers towards these texts is useful for understanding the process of learning of minority and majority languages. This paper presents a middle approach to literacy as distinct form top-down and bottom-up approaches, that has emerged from the minority Indigenous Australian language context in Maningrida. The proposed middle approach to literacy incorporates non-indigenous intervention in Indigenous social practices and technological transform of Indigenous texts. The methodological aspects of such intervention and transformation together with the implications of a middle approach to literacy are presented in this paper. Throughout the paper references are made to Kunib-dji children's access to digital Ndj-bbana texts and their engagement with these texts in a home environment.
ISSN 1324-9339
Language eng
Field of Research 130301 Aboriginal and Torres Strait Islander Education
Socio Economic Objective 930203 Teaching and Instruction Technologies
HERDC Research category E1.1 Full written paper - refereed
Copyright notice ©2004, Australian Association for Research in Education
Persistent URL http://hdl.handle.net/10536/DRO/DU:30049357

Document type: Conference Paper
Collections: School of Education
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Created: Tue, 06 Nov 2012, 20:38:57 EST by Glenn Auld

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.