Grammar Rules, OK? What works when teaching a highly endangered Aboriginal language versus a stronger language?
Date
2012
Authors
Gale, Mary-Anne
Editors
Advisors
Journal Title
Journal ISSN
Volume Title
Type:
Conference paper
Citation
Proceedings of the 42nd Australian Linguistic Society Conference – 2011, Australian National University, Canberra ACT, 2-4 December 2011 / M. Ponsonnet, L. Dao & M. Bowler (eds.): pp.75-96
Statement of Responsibility
Mary-Anne Gale
Conference Name
Australian Linguistic Society Conference (42nd : 2011 : Canberra, A.C.T.)
Abstract
This paper examines the pedagogy of teaching an Aboriginal language under revival such as Ngarrindjeri, versus a stronger language, such as Pitjantjatjara—both languages of South Australia. It challenges the current recommended methodologies based on theory inspired by teaching European and Asian languages, which are invariably spoken fluently by language teachers. These communicative and/or functional approaches are often not possible for the revival situation, particularly if there are no fluent speakers or teachers, and the main source of language texts are written. For this reason, the use of the traditional Grammar Translation Method, once used successfully to teach text-based languages such as Latin and Classical Greek, is arguably a very useful approach for the revival situation. The paper explores the different approaches to teaching languages, and challenges teachers’ fears of criticism from advisers driven by theory that sees ‘eclectic’ as a dirty word.
School/Discipline
School of Humanities : Linguistics
Dissertation Note
Provenance
Description
Access Status
Rights
Copyright remains with the author.