Inquiry into language learning-proforma for submissions

[RNLD Admin]

Dear RNLDers,

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.

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 <
atsia.reps at aph.gov.au>.

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 here <http://www.rnld.org/advocacy> or read the details below.

kind regards,
Margaret

 *Inquiry into language learning in Indigenous communities*



Action items: pro-forma of useful topics plus address for sending
submissions



Contact the Secretariat by telephone 02 6277 4559 or by email
atsia.reps at aph.gov.au



Point 1:            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).



Point 2:            First language speakers' needs



2.1:            There is considerable pressure on L1 speakers to switch to
using English as the main language of communication.



2.2:            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.



2.3:            However, there are few first language speakers of Indigenous
languages compared with English-speaking Indigenous people.  They live in
remote areas and have little access to government funding, grants and
services for maintaining Indigenous languages.



2.4:            Therefore if Australian society values existing Australian
Indigenous languages, there needs to be consideration of the needs of L1
speakers in:



            2.4.1:            interpreting in courts, hospitals, government
agencies and business transactions with large companies,



            2.4.2:            consideration of the needs of L1 speakers in
early childhood education:  balancing  learning standard English in
pre-school, along with maintenance and revival of Indigenous languages
through pre-schools and language nests,



            2.4.3:            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



            2.4.4:            development of language enrichment curricula
for high schools,



            2.4.4:            recruitment, support, training and
professional development of L1 speakers of Indigenous languages as language
teachers.



            2.4.5:            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.





Point 3:            Needs of English-speaking Indigenous people seeking to
restore ancestral languages (L2 speakers).



3.1            Making Indigenous languages attractive to young people



3.2            Support for communities to go through informal and formal
training to attain goals of Indigenous language restoration



3.3            Recruitment, support, training and professional development
for Indigenous people to learn their languages and to become skilled
language teachers and language revivers.



3.4            Development of maintenance and revival of Indigenous
languages through pre-schools and language nests,



3.5            Development of language revival curricula for high schools.



Point 4:            Recognition of Language rights

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.  This needs to be enshrined through recognition of
Indigenous language rights.


-- 
Resource Network for Linguistic Diversity
ABN 24 215 634 040
www.rnld.org

Directors
Dr. Margaret Florey
Dr. Nick Thieberger

Email: contact.rnld at gmail.com
Ph: +61 0488 086 031 (work)
skype: margaret_florey
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