566
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Home language variation in the narratives of urban First Nations Australian children in their first year of school

, &
Received 24 Dec 2022, Accepted 30 Jun 2023, Published online: 18 Jul 2023

References

  • Angelo, D., & Carter, N. (2015). Schooling within shifting langscapes: Educational responses in complex Indigenous language contact ecologies. In A. Yialoumette (Ed.), Multilingualism and language education: Sociolinguistic and pedagogical perspectives from commonwealth countries (pp. 119–140). Cambridge University Press.
  • Australian Bureau of Statistics. (2022). Australia: Aboriginal and Torres Strait Islander Population Summary. https://www.abs.gov.au/
  • Australian Curriculum, Assessment and Reporting Authority. (2023a). National assessment program. https://www.nap.edu.au/
  • Australian Curriculum, Assessment and Reporting Authority. (2023b). Glossary (Version 8.4): Standard Australian English. https://www.australiancurriculum.edu.au/f-10-curriculum/english/Glossary/?term=Standard+Australian+English
  • Australian Institute of Aboriginal and Torres Strait Islander Studies. (2023). Languages Alive. https://aiatsis.gov.au/
  • Butcher, A. (2008). Linguistic aspects of Australian Aboriginal English. Clinical Linguistics & Phonetics, 22(8), 625–642. https://doi.org/10.1080/02699200802223535
  • Caesar, L., & Kerins, M. (2020). Language and literacy predictors of dialect density among school-age African American children from two geographic regions. Language, Speech, and Hearing Services in Schools, 51(3), 1–14. https://doi.org/10.1044/2020_LSHSS-19-00063
  • Cahir, P. (2011). Examining culturally valid language assessments for Indigenous children. Acquiring Knowledge in Speech, Language and Hearing, 13(3), 120–125 www.speechpathologyaustralia.org.au.
  • Commonwealth of Australia. (2022). Commonwealth closing the gap annual report 2022. https://www.niaa.gov.au/resource-centre/indigenous-affairs/commonwealth-closing-gap-annual-report-2022
  • Cushing, I. (2021). ‘Say it like the Queen’: The standard language ideology and language policy making in English primary schools. Language, Culture & Curriculum, 34(3), 321–336. https://doi.org/10.1080/07908318.2020.1840578
  • Davis, S. (2022). Aboriginal English. Australian Institute of Aboriginal and Torres Strait Islander Studies https://aiatsis.gov.au/blog/aboriginal-english
  • Dixon, S. (2013). Educational failure or success: Aboriginal children’s non-standard English utterances. Australian Review of Applied Linguistics, 36(3), 302–315. https://doi.org/10.1075/aral.36.3.05dix
  • Eades, D. (2013). Aboriginal ways of using English. Aboriginal Studies Press.
  • Eisenberg, S. L., Fersko, T. M., & Lundgren, C. (2001). The use of MLU for identifying language impairment in preschool children: A review. American Journal of Speech-Language Pathology, 10(4), 323–342. https://doi.org/10.1044/1058-0360(2001/028)
  • Eisenberg, S. L., & Guo, L.-Y. (2016). Using language sample analysis in clinical practice: Measures of grammatical accuracy for identifying language impairment in preschool and school-aged children. Seminars in Speech and Language, 37(2), 106–116. https://doi.org/10.1055/s-0036-1580740
  • Fogarty, W., Lovell, M., Langenberg, J., & Heron, M.-J. (2018). Deficit discourse and strengths-based approaches: Changing the narrative of Aboriginal and Torres Strait Islander health and wellbeing. The Lowitja Institute. https://www.lowitja.org.au/
  • Gatlin, B., & Wanzek, J. (2015). Relations among children’s use of dialect and literacy skills: A meta-analysis. Journal of Speech, Language, & Hearing Research, 58(4), 1306–1318. https://doi.org/10.1044/2015_JSLHR-L-14-0311
  • Gould, J. (2008). Non-standard assessment practices in the evaluation of communication in Australian Aboriginal children. Clinical Linguistics and Phonetics, 22(8), 643–657. https://doi.org/10.1080/02699200802222206
  • Guo, L.-Y., & Spencer, L. J. (2017). Development of grammatical accuracy in English- speaking children with cochlear implants: A longitudinal study. Journal of Speech, Language, & Hearing Research, 60(4), 1062–1075. https://doi.org/10.1044/2016_JSLHR-H-16-0182
  • Indigenous Allied Health Australia. (2019a). Cultural responsiveness in action: An IAHA framework (2nd ed.). https://iaha.com.au/wp-content/uploads/2020/08/IAHA_Cultural-Responsiveness_2019_FINAL_V5.pdf
  • Indigenous Allied Health Australia. (2019b). IAHA Consulting Services. https://iaha.com.au/
  • Leonard, L. B. (2014). Children with specific language impairment (2nd ed.). The MIT Press. https://doi.org/10.7551/mitpress/9152.001.0001
  • Lewis, T., Hill, A., Bond, C., & Nelson, A. (2017). Yarning: Assessing proppa ways. Journal of Clinical Practice in Speech-Language Pathology, 19(1), 14–18. https://www.speechpathologyaustralia.org.au/spaweb/Document_Management/Restricted/JCPSLP.aspx
  • Lowell, A. (2013). “From your own thinking you can’t help us”: Intercultural collaboration to address inequities in services for Indigenous Australians in response to the world report on disability. International Journal of Speech-Language Pathology, 15(1), 101–105. https://doi.org/10.3109/17549507.2012.725770
  • Macqueen, S., Knoch, U., Wigglesworth, G., Nordlinger, R., Singer, R., McNamara, T., & Brickle, R. (2019). The impact of national standardized literacy and numeracy testing on children and teaching staff in remote Australian Indigenous communities. Language Testing, 36(2), 265–287. https://doi.org/10.1177/0265532218775758
  • Malcolm, I. G., Haig, Y., Konsignberg, P., Rochecouste, J., Collard, G., Hill, A., & Cahill, R. (1999). Towards more user-friendly education for speakers of Aboriginal English. Centre for Applied Language and Literacy Research, Edith Cowan University.
  • McCandlish, S., & Schaefer, D. (2013). Oral narrative assessment package. Department for Education & Child Development https://web.seru.sa.edu.au/product/oral-narrative-package/.
  • McDermott, D. (2019). “Big sister” wisdom: How might non-First Nations speech-language pathologists genuinely, and effectively, engage with Indigenous Australia? International Journal of Speech-Language Pathology, 21(3), 252–262. https://doi.org/10.1080/17549507.2019.1617896
  • Miller, E., Webster, V., Knight, J., & Comino, E. (2014). The use of a standardized language assessment tool to measure the language development of urban Aboriginal preschoolers. International Journal of Speech-Language Pathology, 16(2), 109–120. https://doi.org/10.3109/17549507.2013.796000
  • Miller, J., & Iglesias, A. (2012). Systematic Analysis of Language Transcripts (SALT), Research Version 2012 [Computer Software].
  • Oetting, J. B., Lee, R., & Porter, K. L. (2013). Evaluating the grammars of children who speak nonmainstream dialects of English. Topics in Language Disorders, 33(2), 140–151. https://doi.org/10.1097/TLD.0b013e31828f509f
  • Oetting, J. B., & McDonald, J. I. (2002). Methods for characterising participants’ nonmainstream dialect use in child research. Journal of Speech, Language, & Hearing Research, 45, 505–518. https://doi.org/10.1044/1092-4388(2002/040)
  • Paradis, J. (2010). Bilingual children’s acquisition of English verb morphology: Effects of language exposure, structure complexity, and task type. Language Learning, 60(3), 651–680. https://doi.org/10.1111/j.1467-9922.2010.00567.x
  • Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97. https://doi.org/10.3102/0013189X12441244
  • Pearce, W. M., & Flanagan, K. (2019). Language abilities of Indigenous and non-First Nations Australian children from low socioeconomic backgrounds in their first year of school. International Journal of Speech-Language Pathology, 21(2), 212–223. https://doi.org/10.1080/17549507.2018.1444091
  • Pearce, W. M., & Flanagan, K. (2020). Story-telling abilities of young Indigenous and non-First Nations Australian children across three protocols. International Journal of Speech-Language Pathology, 22(2), 206–215. https://doi.org/10.1080/17549507.2019.1648550
  • Pearce, W. M., & Williams, C. (2013). The cultural appropriateness and diagnostic usefulness of standardized language assessments for indigenous Australian children. International Journal of Speech-Language Pathology, 15(4), 429–440. https://doi.org/10.3109/17549507.2012.762043
  • Pearce, W. M., Williams, C., & Steed, W. (2015). Dialectal grammatical differences in oral narratives of school-aged Indigenous Australian children. International Journal of Speech-Language Pathology, 17(4), 335–345. https://doi.org/10.3109/17549507.2014.979878
  • Pearce, W., & Stockings, E. (2011). Oral narratives produced by Aboriginal Australian children: Dilemmas with normative comparisons. Acquiring Knowledge in Speech, Language and Hearing, 13(11), 126–131. www.speechpathologyaustralia.org.au
  • Peters, P. (2007). The Cambridge guide to Australian English usage (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511481253
  • Queensland Department of Education. (2018). Aboriginal and Torres Strait Islander languages statement. Queensland Government. https://education.qld.gov.au/student/Documents/aboriginal-torres-strait-islander-languages-statement.pdf
  • Ribeiro, L. A., Zachrisson, H. D., & Dearing, E. (2017). Peer effects on the development of language skills in Norwegian childcare centers. Early Childhood Research Quarterly, 41, 1–12. https://doi.org/10.1016/j.ecresq.2017.05.003
  • Rice, M. L., Smolik, F., Perpich, D., Thompson, T., Rytting, N., & Blossom, M. (2010). Mean length of utterance levels in 6-month intervals for children 3 to 9 years with and without language impairments. Journal of Speech, Language, & Hearing Research, 53(2), 333–349. https://doi.org/10.1044/1092-4388(2009/08-0183)
  • Shoebridge, S. J., Flanagan, K. J., & Pearce, W. M. (2021). Narrative comprehension skills of Indigenous and non-Indigenous Australian children in their first year of school. International Journal of Speech-Language Pathology, 23(6), 632–640. https://soin.org/10.1080/17549507.2021.1914729
  • Siegel, J. (2010). Second dialect acquisition. Cambridge University Press.
  • Speech Pathology Australia. (2020). Professional standards for speech pathologists in Australia. www.speechpathologyaustralia.org.au
  • Speech Pathology Australia. (2023a). Cultural Learning: Aboriginal and Torres Strait Islander. https://learninghub.speechpathologyaustralia.org.au/speechpathologyaust/cultural-learning
  • Speech Pathology Australia. (2023b). Speech Pathology Australia Strategic Plan 2023-2025. https://speechpathologyaustralia.org.au
  • Speech Pathology Australia. (2023c). About Communication: Communication Diversity. https://www.speechpathologyaustralia.org.au/Communication_Hub/All_about_communication/About_Communication.aspx
  • Stanford, J. N. (2008). Child dialect acquisition: New perspectives on parent/peer influence 1. Journal of Sociolinguistics, 12(5), 567–596. https://doi.org/10.1111/j.1467-9841.2008.00383.x
  • Swan, E. (1992). Ko an na galo (Ana gets lost). Learning Media Ministry of Education.
  • Washington, J. A., Branum-Martin, L., Sun, C., & Lee-James, R. (2018). The impact of dialect density on the growth of language and reading in African American children. Language, Speech, and Hearing Services in Schools, 49(2), 232–247. https://doi.org/10.1044/2018_lshss-17-0063
  • Webb, G. L., & Williams, C. J. (2018). Factors affecting language and literacy development in Australian Aboriginal children: Considering dialect, culture and health. Journal of Early Childhood Research, 16(1), 104–116. https://doi.org/10.1177/1476718X17693417
  • Webb, G., & Williams, C. (2020). A description of young children’s use of Australian Aboriginal English dialect in a regional area. International Journal of Speech- Language Pathology, 23(1), 38–47. https://doi.org/10.1080/17549507.2020.1732465
  • Weiler, B., Schneider, P., & Guo, L. Y. (2021). The contribution of socioeconomic status to children’s performance on three grammatical measures in the Edmonton narrative norms instrument. Journal of Speech, Language, & Hearing Research, 64(7), 2776–2785. https://doi.org/10.1044/2021_JSLHR-20-00576
  • Westerveld, M. F., & Gillon, G. T. (2010). Profiling oral narrative ability in young school- aged children. International Journal of Speech-Language Pathology, 12(3), 178–189. https://doi.org/10.3109/17549500903194125
  • Wigglesworth, G., & Billington, R. (2013). Teaching Creole-speaking children: Issues, concerns and resolutions for the classroom. Australian Review of Applied Linguistics, 36(3), 234–249. https://doi.org/10.1075/aral.36.3.01wig
  • Wigglesworth, G., Simpson, J., & Loakes, D. (2011). NAPLAN language assessments for Indigenous children in remote communities: Issues and problems. Australian Review of Applied Linguistics, 34(3), 320–343. https://doi.org/10.1075/aral.34.3.04wig
  • Wiig, E. H., Secord, W. A., & Semel, E. (2021). Clinical evaluation of language fundamentals preschool-3 Australian and New Zealand standardised edition (CELF P-3 A&NZ). Pearson
  • Williams, C. (1998). Time for Talk: Instruction manual. Education Department of Western Australia. http://www.det.wa.edu.au/aboriginaleducation/detms/navigation/teaching-and-learning/health-and-well-being/time-for-talk/?oid=MultiPartArticle-id-11302145&tab=Main
  • Zingelman, S., Pearce, W. M., & Saxton, K. (2021). Speech-language pathologists’ perceptions and experiences when working with Aboriginal and Torres Strait Islander children. International Journal of Speech-Language Pathology, 23(3), 225–235. https://doi.org/10.1080/17549507.2020.1779345