Dear RNLDers,<br><br>Regarding the Inquiry into language learning in Indigenous communities being held by the Australian House of Representatives Standing Committee on Aboriginal and Torres Strait Islander Affairs: we would like to strongly encourage you all to make a submission to the Inquiry, and to reach out to communities, Indigenous organisations, educational institutions and any other relevant people and organisations.<br>
<br>Submissions are due by this Friday, 19 August. However, the Secretariat is open to giving extensions for submissions. If you need to make a late submission, or are concerned or need more information, you can contact the Secretariat by telephone on (02) 6277 4559 or by email <<a href="mailto:atsia.reps@aph.gov.au">atsia.reps@aph.gov.au</a>>.<br>
<br>Jane Simpson (ANU) has created a proforma of useful topics to include in a submission to the Inquiry. You can download the proforma from the RNLD web site <a href="http://www.rnld.org/advocacy">here</a> or read the details below.<br>
<br>kind regards,<br>Margaret<br><br>
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<p class="MsoNormal" style="text-align:center" align="center"><b style="mso-bidi-font-weight:
normal"><span style="mso-bidi-font-family:Helvetica;mso-ansi-language:
EN-US" lang="EN-US">Inquiry into language learning in Indigenous communities</span></b></p>
<p class="MsoNormal"><span style="mso-bidi-font-family:Helvetica;
mso-ansi-language:EN-US" lang="EN-US"> </span></p>
<p class="MsoNormal">Action items: pro-forma of useful topics plus address for
sending submissions</p>
<p class="MsoNormal"> </p>
<p class="MsoNormal">Contact the Secretariat by telephone 02 6277 4559 or by
email <a href="mailto:atsia.reps@aph.gov.au">atsia.reps@aph.gov.au</a></p>
<p class="MsoNormal"> </p>
<p class="MsoNormal">Point 1:<span style="mso-tab-count:1"> </span>The
needs of first language speakers of Indigenous languages (L1 speakers) differ
from those of English-speaking Indigenous people seeking to restore ancestral
languages (L2 speakers).</p>
<p class="MsoNormal"> </p>
<p class="MsoNormal">Point 2:<span style="mso-tab-count:1"> </span>First
language speakers' needs</p>
<p class="MsoNormal"> </p>
<p class="MsoNormal">2.1:<span style="mso-tab-count:1"> </span>There
is considerable pressure on L1 speakers to switch to using English as the main
language of communication.</p>
<p class="MsoNormal"> </p>
<p class="MsoNormal">2.2:<span style="mso-tab-count:1"> </span>Once
a language ceases to be spoken by children, it is very hard to restore it as a
living means of thinking and communication in a community.</p>
<p class="MsoNormal"> </p>
<p class="MsoNormal">2.3:<span style="mso-tab-count:1"> </span>
However, there are few first language speakers of Indigenous languages compared
with English-speaking Indigenous people.<span style="mso-spacerun: yes">
</span>They live in remote areas and have little access to government funding,
grants and services for maintaining Indigenous languages.</p>
<p class="MsoNormal"> </p>
<p class="MsoNormal">2.4:<span style="mso-tab-count:1"> </span>Therefore
if Australian society values existing Australian Indigenous languages, there
needs to be consideration of the needs of L1 speakers in:<span style="mso-tab-count:1"> </span>
</p>
<p class="MsoNormal"> </p>
<p class="MsoNormal"><span style="mso-tab-count:1"> </span>2.4.1:<span style="mso-tab-count:1"> </span>interpreting
in courts, hospitals, government agencies and business transactions with large
companies,</p>
<p class="MsoNormal"> </p>
<p class="MsoNormal"><span style="mso-tab-count:1"> </span>2.4.2:<span style="mso-tab-count:1"> </span>consideration
of the needs of L1 speakers in early childhood education:<span style="mso-spacerun: yes"> </span>balancing<span style="mso-spacerun:
yes"> </span>learning standard English in pre-school, along with
maintenance and revival of Indigenous languages through pre-schools and
language nests,</p>
<p class="MsoNormal"> </p>
<p class="MsoNormal"><span style="mso-tab-count:1"> </span>2.4.3:<span style="mso-tab-count:1"> </span>recognition
that using children's first language as the medium of instruction in the
classroom mother-tongue medium instruction (multilingual or bilingual
education) is best practice<span style="mso-spacerun: yes"> </span></p>
<p class="MsoNormal"> </p>
<p class="MsoNormal"><span style="mso-tab-count:1"> </span>2.4.4:<span style="mso-tab-count:1"> </span>development
of language enrichment curricula for high schools,</p>
<p class="MsoNormal"> </p>
<p class="MsoNormal"><span style="mso-tab-count:1"> </span>2.4.4:<span style="mso-tab-count:1"> </span>recruitment,
support, training and professional development of L1 speakers of Indigenous
languages as language teachers. </p>
<p class="MsoNormal"> </p>
<p class="MsoNormal"><span style="mso-tab-count:1"> </span>2.4.5:<span style="mso-tab-count:1"> </span>recognition
that needs are not only in homelands and outstations, but that much work must
be done in cities and "growth centres" to support language
maintenance, and counteract the likely detrimental effect on language use and
language maintenance of policy that pressures people from outstations and
homeland centres to move to the growth centres.</p>
<p class="MsoNormal"> </p>
<p class="MsoNormal"> </p>
<p class="MsoNormal">Point 3:<span style="mso-tab-count:1"> </span>Needs
of English-speaking Indigenous people seeking to restore ancestral languages
(L2 speakers).</p>
<p class="MsoNormal"> </p>
<p class="MsoNormal">3.1<span style="mso-tab-count:1"> </span>Making
Indigenous languages attractive to young people</p>
<p class="MsoNormal"> </p>
<p class="MsoNormal">3.2<span style="mso-tab-count:1"> </span>Support
for communities to go through informal and formal training to attain goals of
Indigenous language restoration</p>
<p class="MsoNormal"> </p>
<p class="MsoNormal">3.3<span style="mso-tab-count:1"> </span>Recruitment,
support, training and professional development for Indigenous people to learn
their languages and to become skilled language teachers and language revivers. </p>
<p class="MsoNormal"> </p>
<p class="MsoNormal">3.4<span style="mso-tab-count:1"> </span>Development
of maintenance and revival of Indigenous languages through pre-schools and
language nests,</p>
<p class="MsoNormal"> </p>
<p class="MsoNormal">3.5<span style="mso-tab-count:1"> </span>Development
of language revival curricula for high schools.</p>
<p class="MsoNormal"> </p>
<p class="MsoNormal">Point 4:<span style="mso-tab-count:1"> </span>Recognition
of Language rights</p>
<p class="MsoNormal">For Points 2 and 3 to be sustainable, it is essential that
the wider community recognise Indigenous languages as the first languages of
Australia, and that in many communities maintenance and restoration of language
is essential for reconnection to culture and identity, and for community
well-being.<span style="mso-spacerun: yes"> </span>This needs to be
enshrined through recognition of Indigenous language rights.</p>
<br clear="all"><br>-- <br>Resource Network for Linguistic Diversity<br>
<span style="font-size:10pt;font-family:Calibri;color:rgb(0, 0, 0)">ABN 24 215 634 040</span><span style="color:rgb(0, 0, 0)"></span><br><a href="http://www.rnld.org" target="_blank">www.rnld.org</a><br><br>Directors<br>
Dr. Margaret Florey<br>Dr. Nick Thieberger<br><br>Email: <a href="mailto:contact.rnld@gmail.com" target="_blank">contact.rnld@gmail.com</a><br>Ph: +61 0488 086 031 (work)<br>skype: margaret_florey<br>