This team are adding their words skills to the test. They’re documenting their voices in Wiradjuri, a dialect they are learning and they have only just started school.
Young Girl 1: I like to do the classes learning Wiradjuri with most of my friends and the game titles that people do.
Woman #2: It’s awesome to have the ability to speak another dialect.
These recordings will all be part of an exciting exhibition by designer, Jonathan. He selected kids from the cities and parks to take part because many of the kids here increase their scope of learning and speaking Wiradjuri within their regular lessons.
Jonathan: It just so happens the Wiradjuri phrase for “remember” is one of the hardest words.
Once the exhibition is completed, it will live on in Sydney, and it’s largely in regards to a building that no more exists. See, back 1882, flame demolished a building called YOUR GARDEN Palace. It held Aboriginal artefacts that date way back again to first connection with Europeans. However they were all lost in the flame.
Jonathan wished a genuine way to enjoy and understand that lost background. So, he made this. It offers 15,000 white shields organised over 20,000 square metres. And inside, phrases and tones are enjoyed from eight Aboriginal dialects. Phrases this business lent their voices to in Wiradjuri.
Now, they’re going all the way in Sydney so they can see and listen to their awesome work.
Girls : You will most probably notice that someone will yell out and say hey that’s me, it’ll of times be both folks.
Boy : I believe it really was exciting, few people reach do this, from the once in an eternity experience
After travelling, and addressing experience it, this business are impressed.
Boy : It had been amazing seeing what you had helped produce, with all the current words that people said recorded, finding how diversely it sounded whenever we were within and exactly how it seems now.
They state they’ve now learned how important it is to keep in mind days gone by and make sure it lives on in new ways.
Girl #3: Be very pleased because I made a notable difference on the globe.
Well done to Joshua Paulson, a young proud Worimi and Baudjalung man who was raised on Biripi country, was 1 of 3 Indigenous students who graduated from the astute University in Newcastle’s Port Macquarie on Feb 17.
They managed to graduate 72 undergraduate alongside, postgraduate and permitting students.
Mr Paulson said he started out working as an enrolled nurse directly after senior high school and noticed it in an effort to assist in improving conditions for Indigenous people.
“It really is why I needed to get into health, because I’ve seen many health disparities amongst non-Indigenous and Aboriginal people, and it’s about closing that distance and I thought this is ways to help,” he said.”
Mr Paulson enrolled at the School of Newcastle’s Interface Macquarie campus in 2014, where he analysed nursing regular.
It had been said by him that it was a great feeling of achievement to graduate, and he was now about to start out a second degree, in the field of medicine.
“I’m ready for a big change of speed both in where I live and analyse, so I’m fired up to get started on my second level in medicine and today have a great back-up in nursing, that i love,” he said.
“I believe it’s yet another way I could help the city and have better impact. Nurses execute a great job, but I feel like I can do somewhat more as a doctor maybe.”
Living Tongues Institute for Endangered Languages has identified roughly twenty Language Hotspots and has begun pilot expeditions to two Hotspots in 2007 (Central South America and Northern Australia) with ones planned for a further three Hotspots for 2008.
National Geographic –
Dr. Greg Anderson and Dr. David Harrison at the Living Tongues Institute for Endangered Languages define hotspots as concentrated regions of the world having the highest level of linguistic diversity (see right), the highest levels of endangerment, and the least-studied languages. Rather than simply counting languages, Hotspots take into account the number of language families (which we call “genetic units”) represented in an area to calculate linguistic diversity.
Language Hotspots are areas that are urgently in need of action and should be the areas of highest priority in planning future research projects and channelling funding streams. Language Hotspots represent areas where we find a concentration of three logically independent factors, a high average level of endangerment, a high degree of linguistic diversity (calculated on the level of language family not individual language) and a low average level of prior documentation.
The Language Hotspots list became a major research agenda for 2005-2006 for Living Tongues Institute for Endangered Languages.
Aboriginal Australia holds some of the world’s most endangered languages. Many languages in the south and east of this Hotspot have been lost already, and more will soon follow. Aboriginal groups are small and scattered because of a history of conflict between white settlers and aboriginal groups. Many aboriginal groups did not survive this contact, while many others only barely survived and struggle to maintain language and culture.
The national project which is the subject of this report is directed towards strengthening the quality of Indigenous languages programmes in schools. The purpose of the project is to provide a snapshot of the current national situation in Indigenous languages education in Australian schools.
The target groups to benefit from the Project are:
The (former) Australian Government Department of Education, Science and Training (DEST) contracted the Australian Council for Educational Research (ACER) to undertake the project. It is one of several national projects funded through the Australian Government’s School Languages Programme (SLP). These national projects support the implementation of the National Statement and Plan for Languages Education in Australian Schools 2005-08, developed through the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). The National Statement and Plan was endorsed by all Ministers of Education in March 2005.
The National Statement and Plan affirms the value of all languages, including Australia’s Indigenous languages. The Indigenous languages project is the first phase of support for Indigenous languages programmes delivered in Australian schools. The outcomes will inform further action undertaken at a national level.
The project should also be seen in light of several other national policies and current developments.
First, the project supports implementation of the National Aboriginal and Torres Strait Islander Education Policy (AEP), which was instigated in 1990 and which continues to form the foundation of all Indigenous education programmes. One of the national goals enunciated in the AEP is “to develop programs to support the maintenance and continued use of Aboriginal and Torres Strait Islander Languages.”
Second, the Indigenous Education (Targeted Assistance) Act 2000 (Amended 2005), which provides the legislative basis and appropriate funding for Indigenous viii Executive Summary education programmes, notes that “developing programs to support the maintenance and continued use of the languages of Indigenous people” (p.5) is one of a number of strategies aimed at achieving equitable and appropriate educational outcomes for Indigenous people.
Third, current discussions regarding the development of a National Curriculum provide a timely forum for considering the place of Indigenous languages in school curricula.
Finally, this project is particularly pertinent given the intention of the Australian Government to become a signatory of the UN Declaration on the Rights of Indigenous Peoples (2007) which reaffirms the right of Indigenous peoples to have access to an education in their own culture and provided in their own language.