1,720,970 research outputs found
Fostering revitalisation through the teaching and learning small languages in schools in NSW
No full textAboriginal languages in the state of New South Wales (NSW), like many others on the south-east coast of Australia, have born the brunt of invasion and colonisation, and rapidly lost full inter-generational transmission of language. Hence current revival efforts for many languages in NSW rely on a combination of the cultural and linguistic knowledge that has been held and remembered by Aboriginal communities, and the reconstruction and analysis of historical and archival documentation. According to the 2006 Australian Bureau of Statistics census, the Aboriginal population of NSW is 148,178 (2.2% of the state’s population). And, while NSW consists of approximately 10% of the total land area of Australia, there are 70 Aboriginal languages in the state. By such measures, these are small languages. However, this has not dampened community efforts to bring back and strengthen languages and to maintain linguistic diversity and identity. This presentation provides and overview of relationships between community language reclamation efforts and the NSW Aboriginal Languages K – 10 Syllabus (Board of Studies NSW 2003). School programs developed from the syllabus are taught by Aboriginal community members who are re-learning and re-connecting with their languages. The programs are supported by resources from government and non-government school systems and curriculum support agencies. The syllabus aims to support community aspirations for language revival, firstly for languages to be heard and spoken again. As such, school programs include opportunities for students to use language. The syllabus assumes a second-language learning environment and encourages communicative language teaching pedagogy. Secondly, reflecting community aspirations for school programs, the syllabus includes learning outcomes reflecting the interdependence of language and culture. Through the third broad objective of the syllabus, students develop skills in “Making Linguistic Connections” for the language they are studying and its relationship to other Aboriginal languages. Since the syllabus was released in 2003, the Board of Studies NSW has been working with particular schools, communities and languages to develop local programs and foster positive school-community partnerships. Implementation of the syllabus has had impacts beyond the school programs. It has strategically fostered small-scale, community-based projects and provided a focus for language revival activities in local communities. This presentation describes observations of a number of locations, illustrating how the school programs both support and are supported community efforts for the rebuilding and strengthening of their languages
What works well for teaching a reawakening language? A Gamilaraay teacher's perspective
Full text linkLike many other Aboriginal people I want to hear my language spoken in Gamilaraay country (in north-west New South Wales, Australia) and beyond. Following the devastating impact of colonisation, in the mid 1980s Gamilaraay people began to become involved in revitalisation of the language based on archival records and recordings of elders who have since passed away. A dictionary, sketch grammar and some teaching materials have been developed together with linguists.
Today Gamilaraay classes are offered in several schools, TAFE colleges and community groups. Although there is a lot of commitment to language work in the community, there is little knowledge of effective ways to teach Gamilaraay, a small language undergoing revitalisation, with no fluent speakers, being taught by learners such as myself. As a qualified primary school teacher, with nearly thirty years of classroom experience teaching English as a Second Language (ESL) students, I had a strong sense of communicative approaches to second language teaching, and was interested in applying those principles to Gamilaraay. I was conscious of the fact that many Aboriginal people favour orally focused teaching methods because of the oral nature and tradition of our languages, and also that literacy skills are a component of language proficiency development.
In 2011 I designed and conducted a practical, classroom-based, action research project (as part of my Masters in Indigenous Language Education program at the University of Sydney) to compare oracy-focused with literacy-focused teaching strategies. I worked with my class of 24 12-year old beginner learners of Gamilaraay, and the local community. I created classroom materials and resources, prepared a teaching program and sequenced lesson plans which I delivered over a 10-week period. In that time I collected a mixture of quantitative (my own tests of student retention of vocabulary and language structures) and qualitative (student, parent and community comments, feedback and observations) data. Through the project I was able to systematically reflect on my own teaching and consider the strategies which better enabled my students to remember, use and interact in Gamilaraay. In my paper I aim to share my findings with other teachers involved in programs for revitalising languages
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
- …
