that munanga linguist

I'm a bit excited. I have a new job which I'm enjoying quite a bit. It's only my fourth week, but all signs are good. When I started, I had to go to Alice Springs where I had a week of teaching the basics of phonology to 12 Indigenous students from all over Qld and NSW. It was daunting, challenging, exciting, exhausting and best of all - it went well. Since then, I've been settling into my new office in Katherine and preparing for a semester of teaching. I'll be running weeklong workshops about every second week to different groups, but the training I'll be delivering is not too different from what I used to do at Ngukurr - a lot of Indigenous Language Literacy training. Which I enjoy a lot. And I'm excited for a couple of reasons. Firstly, I'm excited because I get to deliver workshops at Ngukurr with all the language mob I used to work with there. It will be so nice going back and it will be so nice to work with that mob while I'm all fres...

The other day, I was priveleged in attending a TESOL symposium about 'Keeping Language Diversity Alive'. One of the speakers, Joseph Lo Bianco was excellent and discussed Language Policy. He gave a handout at one of his sessions that I'm going to type out in full here, because it was a real eye-opener. It's from the Official Hansard of the Federal Parliament from a debate that happened on 10/12/98. Here's how it went: Mr SNOWDON: My question is to the Prime Minister. Is the Prime Minister aware of the decision by the Northern Territory government to phase out bilingual education in Aboriginal schools? Is the Prime Minister also aware that his government funds bilingual education programs in Papua New Guinea and Vietnam? Prime Minister, given that article 26(3) of the Universal Declaration of Human Rights states that parents have a prior right to choose the kind of education that shall be given to their children, will you take a direct approach to the Norther...

The other day an interesting message came through the Australian Linguistic Society email server. It's from Gavan Breen and talks about the problem of miscommunication between Aboriginal people who have English as a second language and English speakers, especially public servants. It's a huge problem that I'm well aware of and Gavan is talking about getting the issue out there or doing some research. Here's a copy of Gavan's post: I and some others here at the Institute for Aboriginal Development think there is a need for a study to be done of how well Aboriginal English speakers, especially those who speak it as a second or later language, understand the English of whitefellows, especially public servants and politicians and the like. The latest inspiration for this is a news item: Report finds NT Aboriginal group doesn't understand legal terms However, there was an earlier discussion of this sort of thing, related to the inability of public servants to exp...

Since finishing from the language centre I've managed to do a few things apart from sitting on the couch (which is where I am now as I write this... I can't help it, Wimbledon's on). I've been floating around doing a few jobs here n there but i've also been taking it easy and slowly figuring out which way to go next. I did some casual work at an art gallery in Katherine - just menial tasks but it was really enjoyable. The art is pretty and I got to hang out with two Warlpiri speakers who taught me a few things. The downside - looking at the horrible spelling of language words all over the gallery. How do you convince ordinary ppl that it's important to get these things right? I tried the 'there are lots of people that can read and write Warlpiri' but it seems that the demands of getting through daily workloads wins over making time to consider Indigenous language spelling conventions. Buhu. I also got myself an ABN (a bit exciting) and lots of info...

Now that I'm in Katherine, I'm around different languages. I've started to learn a little bit of Warlpiri and couple of words of Gurindji. With Warlpiri I've gone back to my learning style I used when I was a kakabum learning Icelandic. I carry around a bit of paper and each day my job is get one English sentence translated into Warlpiri. Forget analysing data and systematic approaches, I'm just learning functional words and sentences. (Well, it's more that I don't have any references that I can look at to analyse my data with!). So last week I learned Nyapara ngaju-nyangu coffee-yiji? (Where's my coffee?). And one of yesterday's sentences was Ngaju karna yani ngurra-kurra (I'm going home). Again, these are all unchecked and just done the best way I could on the spot so don't growl me if I've got something wrong. Although yesterday I cheated and was treated to an excellent 1.5 hour practice of a Warlpiri language training sessio...

Put your thinking caps on... I need help. I'm an experienced linguist with lots of skills to offer but no job (my employment status is by choice because I'd almost worked myself into the ground). I want to stay in Katherine but I don't know what to do next. Where should I invest my time and energy? Career guidance needed... all suggestions considered! :-)

Over at Transient Languages and Cultures , there was a bit of discussion in the comments about doing language work in communities. Jane Simpson gave this excellent summation that I thought I'd share (thanks Jane): "It's a balancing act. Scientific researchers are nosy parkers - sometimes that can be good and cause good things to happen with documentation that would not otherwise have happened. Sometimes it can be bad and reduce the quality of the material that might otherwise have been collected. Community researchers almost always have a much better understanding of attitudes and relationships and uses of language, as well as of what their friends and family are hoping for from language work. They may have native speaker intuitions about languages. And it is they who will be working with their communities to keep talking the languages. A damaging situation that can arise is when an outsider linguist comes to be seen as the main source of knowledge about the language. Tha...