LEADER 06301nam 22006615 450 001 9910300561803321 005 20251030105540.0 010 $a9781137601209$belectronic book 010 $a1137601205$belectronic book 024 7 $a10.1057/978-1-137-60120-9 035 $a(CKB)4100000000882057 035 $a(DE-He213)978-1-137-60120-9 035 $a(MiAaPQ)EBC5112677 035 $a(Perlego)3483134 035 $a(EXLCZ)994100000000882057 100 $a20171024d2018 u| 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aLanguage Practices of Indigenous Children and Youth $eThe Transition from Home to School /$fedited by Gillian Wigglesworth, Jane Simpson, Jill Vaughan 205 $a1st ed. 2018. 210 1$aLondon :$cPalgrave Macmillan UK :$cImprint: Palgrave Macmillan,$d2018. 215 $a1 online resource (xxi, 417 pages) $cillustrations (some color) 225 1 $aPalgrave Studies in Minority Languages and Communities,$x2947-5899 320 $aIncludes bibliographical references and indexes. 327 $a- Chapter 1. Going to school in a different world; Jane Simpson and Gillian Wigglesworth -- Section I. CURRICULUM -- Chapter 2. Curriculum as Knowledge System: The Warlpiri Theme Cycle; Samantha Disbray and Barbara Martin -- Chapter 3. Language transition(s): school responses to recent changes in language choice in a Northern Dene community (Canada); Dagmar Jung, Mark Klein and Sabine Stöll -- Chapter 4. From home to school in multilingual Arnhem Land: The development of Yirrkala School's bilingual curriculum; Gemma Morales, Jill Vaughan and Merrkiyawuy Ganambarr-Stubbs -- Chapter 5. Unbecoming standards through Ojibwe immersion: The wolf meets ma'iingan; Mary Hermes and Michelle Haskins -- Section II. MULTILINGUAL REPERTOIRES -- Chapter 6. Code-switching or code-mixing? Tiwi children's use of language resources in a multilingual environment; Aidan Wilson, Peter Hurst and Gillian Wigglesworth -- Chapter 7. Languaging their learning: How children work their language for classroom learning; Susan Poetsch -- Chapter 8. Language Practices of Mbya Guarani Children in a Community-Based Bilingual School; Nayalin Pinho Feller and Jill Vaughan -- Section III. CONTACT LANGUAGES -- Chapter 9. Dangerous conversations: Teacher-student interactions with unidentified English language learners; Denise Angelo and Catherine Hudson -- Chapter 10. Dis, dat and da other: variation in Aboriginal children's article and demonstrative use at school -- Henry Fraser, Ilana Mushin, Felicity Meakins, and Rod Gardner -- Alyawarr children's use of two closely-related languages; Sally Dixon -- Section IV: LANGUAGE AS CULTURAL PRACTICE -- Chapter 12. Practicing Living and Being Hopi: Language and Cultural Practices of Contemporary Hopi Youth; Sheilah Nicholas -- Chapter 13. Learning a New Routine: Kaska Language Development and the Convergence of Styles; Barbra A. Meek -- Chapter 14. Beyond school: Digital cultural practice as a catalyst for language and literacy; Inge Kral and Sumathi Renganathan. 330 $aThis book explores the experiences of Indigenous children and young adults around the world as they navigate the formal education system and wider society. Profiling a range of different communities and sociolinguistic contexts, this book examines the language ecologies of their local communities, schools and wider society and the approaches taken by these communities to maintain children?s home languages. The authors examine such complex themes as curriculum, translanguaging, contact languages and language use as cultural practice. In doing so, this edited collection acts as a first step towards developing solutions which address the complexity of the issues facing these children and young people. It will appeal to students and scholars of sociolinguistics, applied linguistics and community development, as well as language professionals including teachers, curriculum developers, language planners and educators. Gillian Wigglesworth is Redmond Barry Distinguished Professor at the University of Melbourne, Australia, and Chief Investigator for the Australian Research Council Centre of Excellence for the Dynamics of Language. She has worked extensively with Indigenous children growing up in remote communities in Australia, largely in the Northern Territory.  Jane Simpson is Professor of Indigenous Linguistics at the Australian National University, Canberra, Australia, and Deputy Director of the Australian Research Council Centre of Excellence for the Dynamics of Language. Her research focuses on the structure and use of several Australian Aboriginal languages (Warumungu, Kaurna and Warlpiri), as well as English. Jill Vaughan is a postdoctoral fellow at the Norwegian University of Science and Technology, Norway. Her work in sociolinguistics and linguistic anthropology is concerned with multilingualism, contact and variation in Indigenous languages of northern Australia, and language practices in the context of theIrish diaspora. . 410 0$aPalgrave Studies in Minority Languages and Communities,$x2947-5899 606 $aApplied linguistics 606 $aSociolinguistics 606 $aAsia$xLanguages 606 $aIndians$xLanguages 606 $aMultilingualism 606 $aApplied Linguistics 606 $aSociolinguistics 606 $aAsian Languages 606 $aAmeri-Indian Languages 606 $aMultilingualism 615 0$aApplied linguistics. 615 0$aSociolinguistics. 615 0$aAsia$xLanguages. 615 0$aIndians$xLanguages. 615 0$aMultilingualism. 615 14$aApplied Linguistics. 615 24$aSociolinguistics. 615 24$aAsian Languages. 615 24$aAmeri-Indian Languages. 615 24$aMultilingualism. 676 $a410 702 $aWigglesworth$b Gillian$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aSimpson$b Jane$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aVaughan$b Jill$4edt$4http://id.loc.gov/vocabulary/relators/edt 906 $aBOOK 912 $a9910300561803321 996 $aLanguage Practices of Indigenous Children and Youth$92241637 997 $aUNINA