bluuebunny/crossref_metadata_2025_split huggingface dataset:
Looking at language in bilingual education
Authors: Nicholas Howard 
Published: October 2016

Abstract
This paper examines the place of language descriptions in the evaluation of bilingual education. Based on a partial analysis of data derived from the third year of a study of a Macedonian/English bilingual education program in a primary school in Melbourne, the paper suggests that the variation between children both in the forms of language which they use and in the way In which they express the knowledge available to them will have to be one of the major features of the analysis. The paper examines the varying relations between conceptual awareness and the forms of expression used by some of the children. The paper argues for a framework of the description of language development which takes account of the variation within and between individuals.
Determining the influence of instruction on L2 speech processing
Authors: Pienemann Manfred 
Published: October 2016

AbstractIn this article it is claimed that there is a set of universal speech processing constraints which applies to all types of second language acquisition. These constraints define the range of possible hypotheses about the structure of the L2 which a learner can create at a given stage of development and cannot be overridden by formal instruction or by other alterations in the linguistic input.These claims, however, do not imply that all types of language acquisition are identical or that teaching has no influence whatsoever on the way a second language develops in a formal context. It has been shown elsewhere (cf. Pienemann, 1984, 1985, 1987a) that under certain conditions teaching can influence formal L2 development. These demonstrable positive effects of teaching, however, remain inside the variational margin left open by the processing constraints.The present paper reports on the interlanguage development of one learner of German as a second language, selected from a broader longitudinal study of one year’s duration. It was found that the learner’s word order development was identical to the natural development of German as a second language despite the progression intended in the teaching. A similar result was obtained in the development of verbal morphology. It is also shown that agreement marking is acquired at the same time as specific word order rules.
Participative research
Authors: Burton Jill 
Published: October 2016

Abstract
This article describes the methodology underlying the National Curriculum Project. This project, established in response to recommendations of the Committee of Review of the Adult Migrant Education Program (AMEP), is expected to generate curriculum guidelines and teacher support resources for AMEP teachers in Australia by mid-1988. The participation of all levels of the AMEP workforce – professional, administrative and support – is advocated for a project involving research and resources provision for teachers who are responsible for all aspects of the learner-centred, needs-based curriculum process of the AMEP.
Process, outcome and language education
Authors: Moore Helen 
Published: October 2016

Abstract
This paper explores the differences and common ground in the process writing approach and the procedural or process approaches to language teaching put forward by various British applied linguists. Although some important differences exist between the two “process approaches”, particularly in the role of research data as a basis for proposing teaching methods, they have a common view of teaching and learning. This paper argues that, despite giving some useful insights, these approaches devalue, in varying degrees, teaching, meaning and group relations. It is concluded that Australian educators would do well to be less dependent on proposals emanating from overseas and to take their own and others’ theorizing and practices more seriously.
An overview of the genre-based approach to the teaching of writing in Australia
Authors: Hammond Jennifer 
Published: October 2016

Abstract
A significant educational development that has occurred in Australia in recent years has been the emergence of the genre-based approach to the teaching of writing. The theoretical basis of this approach lies in the systemic, functional model of language developd by M.A.K. Halliday and others. Thus it is an approach to writing which focuses on the relationship between written texts and the contexts in which written texts are produced.
This paper traces the development of the genrebased approach. It discusses the meaning of the term “genre”, and describes the contribution of people such as Kress, Martin, Rothery and Christie to the theoretical development of the approach. It also describes some of the educational programs that have been developed to implement the genrebased approach.
It is argued in this paper that the most significant contribution of the genre-based approach to writing is the development of an explicit understanding of the role of language in the educational context and a linguistic description of the major genres that children are expected to learn as they learn to write. It is in this area, that is, making the role of language explicit, that the genre-based approach differs most from other approaches such as the “growth model” of English teaching and “process writing” which have been influential in recent years.
The morning news genre
Authors: Christie Frances 
Published: October 2016

Abstract
This paper aims to demonstrate how Halliday’s Functional Grammar (1985) may be used to illuminate educational questions, more specifically to illuminate the study of classroom discourse. Portion of a text from the lower primary school is examined. It is in fact drawn from a Morning News learning activity. It is argued that we can identify a “curriculum genre” in such a text, and that this has certain characteristic elements, giving it a particular schematic structure. These elements are identified, and two aspects of the functional grammar – namely, Theme and transitivity – are used with a view to proving the presence of the schematic structure. Through the examination, it is argued that the meanings children are constrained to make in the Morning News situation are of a limited kind, revealing a great deal about the limitations of much early childhood education.
Generic strategies in press journalism
Authors: Van Leeuwen Theo 
Published: October 2016

Abstract
This paper proposes a three-tiered approach to genre analysis. A system of generic stages is derived from configurations of options from the systems of transitivity, mood, theme, conjunction, reference and tense. Generic structures, motivated by context-specific generic strategies, are, in turn, derived from generic stages. The approach is applied to a small corpus of press articles dealing with the relation between parents and children.
Language and gender research in Australia
Authors: Pauwels Anne 
Published: October 2016

Abstract
In this article research on the relationship between language and gender in Australian society Is surveyed. Three main areas are discussed: gender differencies in the use of Australian English; the issue of sexism in Australian language use; and the role of gender in the maintenance of languages other than English (Aboriginal and immigrant languages). The paper concludes with a brief discussion of the recent developments in and further tasks for Australian language gender research.
North Australian kriol – historical perspectives and new directions
Authors: Harris John 
Published: October 2016

Abstract
The extensive massacre of Aboriginal people in the Roper River region of the Northern Territory resulted in drastic language disruption. The settling of remnants of many language groups at the Roper River mission led to the creation of Kriol. Now, after five generations, it is the primary language of many thousands of people.
Bible translation and bilingual education programs have been highly significant in raising the status of Kriol. Its future seems assured, particularly as it increasingly becomes associated with Aboriginal identity and political aspirations.
The Australian corpus project
Authors: Peters Pam , Collins Peter , Blair David , Brierley Alison 
Published: October 2016

Abstract
The functional variants of International English are often differently distributed in the different regional standards. With evidence from the corpus of Australian English, this has already been shown for lexical variants such as will/shall, maybe/perhaps etc. In this paper evidence from the Australian corpus is used to discuss a number of variables in
a) morphology
b) the system of conjunction
c) the system of quantifiers.
The redistribution of morphological variants-edl-t (as in burned/burnt), and -wards(s) (as in downward(s)) showed a tendency to assign different grammatical roles to each variant. Among the conjunctions, apart from individual differences the most interesting finding was the higher level overall in the use of subordinating conjunctions, when Australian newspaper data was compared with the equivalent in Britain or America. A possible explanation for this invokes the Hallidayan principle that subordination is actually more common in speech than in writing. The suggestion is that Australian press reporting approximates more closely to spoken than to written norms of language. But on the quantifiers a few/several the corpus provides no support for a new popular use of several, to mean vaguely large number.
Translating metaphors
Authors: Crofts Marjorie 
Published: October 2016

Abstract
Implicit in every metaphor is a comparison involving 5 parts: like a is to b, so x is to y. When translating into languages in which metaphors are seldom or never used, some or all of these parts must be made explicit to make the metaphor understood. Metaphors may be categorized as 1) incidental, 2) repeated, 3) extended, 4) thematic and 5) symbolic; the importance of retaining them being progressively greater from 1) to 5). We may 1) leave the metaphor literal, 2) render it a simile, 3) make explicit one or more of the parts, 4) use a cultural substitute or 5) drop the metaphor and translate the meaning. Making all 5 parts explicit may skew the focus or result in unnatural style.
The development of comparisons and contrasts
Authors: Phillips Joy 
Published: October 2016

Abstract
This paper examines the development of comparisons and contrasts in young L1 children and in L2 adults. It explores the similarities and differences in categories, lexicogrammatical realizations and functions. It was found that similarities existed in extent and effect, in categories and some realizations, and in some minor functions Against these similarities, differences were found in order of development of the categories, in importance of categories, in one category, in realizations and in major functions. The paper concludes with an investigation of implications for (i) teaching; and (ii) the L1-L2 “similarity/difference?” debate.
Pitch features of classroom French intonation
Authors: McCarthy Brian 
Published: October 2016

Abstract
Using fundamental frequency measurements taken from mingograph traces, the direction and range of pitch movements were studied in a series of utterances produced by native speakers of French and by a group of (near-) beginner students of that language. Results were also compared to the Delattre models for major and minor continuation and finality.
Analysis of the native speakers allows us to determine the extent to which the pattern of pitch movement is a function of the speaking context. It is then possible to see additional differences occurring when the task is performed by foreign language learners.
Our most significant findings relate to differences between the utterances of free conversation and those occurring in controlled contexts (oral reading, repetition, drill responses), and to a certain blurring of the distinction between major and minor continuation in student speech.
Towards a re-definition of the role of the teacher of English as a Second Language to adults
Authors: Karin Hawkins 
Published: October 2016

Abstract
In the current climate of English as a Second Language (ESL) teaching in Australia, there is an increasing stress on the greater direct participation of teachers in curriculum and materials development, including assessment and evaluation. The paper considers Stenhouse’s notion of Teacher as Researcher and its application in the ESL context. It raises questions for the ongoing re-examination of the role of the ESL teacher.
The Australian Language Levels (ALL) project – a response to curriculum needs in Australia
Authors: Scarino Angela , McKay Penny 
Published: October 2016

Abstract
The Australian Language Levels (ALL) Project is a national project funded jointly by the Curriculum Development Council, Canberra and the S.A. Education Department. It has been set up to develop an organizational framework and curriculum guidelines which will permit all those involved in language education (teachers, syllabus planners, advisers, curriculum writers) to work together to bring about curriculum renewal in language teaching in Australia.
This paper examines the curriculum implications of the complexity of the language situation in Australia and the processes through which the ALL Project is responding to curriculum needs in the languages field on a national scale.
Second language curriculum renewal
Authors: Stern H.H. , Harley Birgit 
Published: October 2016

Abstract
Many different patterns of curriculum design have been proposed in recent years. Few of them have gone beyond the drawing board and been implemented in language programs. The Canadian Association of Second Language Teachers, which has recognized as a particular current Canadian problem, the teaching of French in non-immersion settings throughout Canada (so-called ‘Core French’), has launched a three-year project to improve the teaching of Core French through curriculum renewal. The project has adopted one such syllabus design model, that of a multidimensional second language curriculum. The project operates through six task forces and several regional committees. The paper/symposium is concerned with aspects of the rationale of the project, the design and rationale of the curriculum, the
Student contributions to the development of computer-aided language learning programs
Authors: Burston Jack L. , Dejean de la Batie Bernadette , Hurst Alastair , Monville-Burston Monique 
Published: October 2016

Abstract
The purpose of this paper is to assess the effect of student contributions to the development of a computer-aided language learning program for French. As part of a scheduled fortnightly summary review session, students are directly involved in an evaluation of the effectiveness of the grammar presentations and error response handling in the lessons. Detailed student feedback on the operation of the French CALL programs is analyzed relative to its effect upon such factors as the perceived usefulness of the program, degree of voluntary student usage and learner strategies in lesson taking.
Grammatical feedback in a computer-based editing task
Authors: van Els Theo J.M. , de Graauw Kees P.H.M. , Stortelder Maria W.W. 
Published: October 2016

Abstract
An editing-test tests general language competence. The testee has to delete randomly inserted new words from an otherwise complete and perfect text. The project reported on is an evaluation of a series of lessons in Dutch as a second language of which explicit grammatical feedback is the main feature. The lessons consist of texts adapted as editing-tests, entirely administered and controlled by microcomputer. The feedback provided mainly refers to rules formulated in the pupils’ grammar, which is stored in the microcomputer. The paper provides information on the feedback – its contents and its instructional design – and, in particular, on the main results obtained.
The development of comprehension in early childhood
Authors: Eisikovits Edina 
Published: October 2016

Abstract
This paper reports the early stages of a longitudinal study of one child’s development of language comprehension, focussing on the period 9-14 months.
The nature of the comprehension process is discussed as are the methodological problems involved in investigating this process in pre-speech children.
The analysis of data explores the development of early word meanings, and relational meanings.
It is seen that language comprehension far outstrips production during this period. Although the child can express only a very limited range of meanings, he can understand and respond to a wide range of meanings of increasing complexity, including object and action terms, and relationships between them.
It is suggested that the rapid growth of comprehension during this period grows out of contextualized interactional routines shared between child and caretaker.
Lexical expansion
Authors: Phillips J.A. 
Published: October 2016

AbstractThe case study reported here grew out of a study of the development of comparisons and contrasts in young children’s language (Phillips, 1988). The data source was Halliday (1984). The expansion of one child’s lexicon in one domain of special interest to him was charted from 1; 6 to 2; 6 with the aim of revealing the role played by comparing-and-contrasting as an organizing principle. The case study served to throw light on language-cognition debate.
C.L.L. Revisited – addressing socio-cultural factors in language learning
Authors: Wajnryb Ruth 
Published: October 2016

Abstract
This article deals with the methodology of Community Language Learning (C.L.L.) from a cultural and discourse perspective. It seeks to demonstrate how C.L.L. can be exploited effectively in the classroom as a means of addressing the socio-cultural dimension of language learning and teaching. The original C.L.L. model (Charles Curran’s) is examined, and a modified version described and analyzed. The central feature of counselling strategies is highlighted and illustrated, demonstrating the importance of negotiating rather than imposing meaning. The article then explores how C.L.L. is effective in reaching a number of short-term goals: e.g. text repair; learning about socio-cultural conventions and learning to use language appropriate to these conventions; exposing incidents of language failure and reasons for these. The importance of the teacher’s understanding of discourse conventions is underlined. Finally C.L.L. is reviewed in terms of both its weaknesses and strengths.
The design of a writing course for the teaching of Business English in Guangzhou Institute of Foreign Trade in China
Authors: Shuhuai Yu 
Published: October 2016

Abstract
This paper is an attempt to find an answer to the question of how to design a writing course for the teaching of Business English at Guangzhou Institute of Foreign Trade (GIFT) in China. Such a question implies a critical review of the practice of Business English teaching at GIFT and of some contemporary foreign language teaching theories. It is argued that the basic criterion for a Business English course design is that the specification of the language required by the learner defines the course content, and that the categories of the business communicative function can become the framework of a writing course in business English.
Language ego, language fear and regression in adult language learning
Authors: Cohen Yaier (Gerry) , Norst Marlene 
Published: October 2016

Abstract
The affective aspects of language learning have been the subject of much discussion in literature, both in their positive and negative manifestations.
This paper is concerned with negative affect in formal classes, upon English-speaking adults learning foreign languages in the adult education mode, as a compulsory element of a higher degree. The paper is based on diaries which students were required to keep as part of the course.2 The diaries were primarily intended to facilitate deliberate introspection and explicit consideration by the students of their own learning process and the various factors, linguistic and non-linguistic, which affected their learning.
Diary and introspective studies as a qualitative, rather than a quantitative tool for research into language learning, have been undertaken by Bailey (1983), Schumann (1977 and 1980), McDonough (1978) and Rivers (1983).
They do not however deal with the quite startling fears and anxieties manifested in our study nor with the consequences for their success or otherwise in language learning.
This paper sets out to provide details of student perceptions, especially the sometimes extreme manifestations of fear and anxiety they reveal. The authors hypothesize, on the basis of the diaries, that it is the individual’s “language boundary” or “language ego” which is severely threatened by public exposure in the foreign language classroom and which results in these manifestations of fear, anxiety and regression.
Cleft and pseudo-cleft constructions
Authors: Collins Peter 
Published: October 2016

Abstract
This paper reports findings from a study of clefts and pseudo-clefts in two standard corpora of English, one spoken and one written. The distributional patterns of the constructions across the various genres of the two corpora are explored, and explanations offered in terms of their distinctive communicative functions. Pseudo-clefts, which were considerably more popular in the spoken genres than in the written, attach special status to given information, presented in the form of a subordinate clause which is at the same time presupposed and, in the unmarked construction, thematic. Clefts, which were marginally more frequent in the written genres, are oriented towards newness. In both unmarked clefts and one type of marked cleft new information is highlighted via thematic predication.
Re-reading readability
Authors: Goodrich R.A. 
Published: October 2016

Abstract
This brief article critically examines the assumptions and shortcomings of lexico-syntactically based measures of readability, using the popular Fry’s readability scale as its prime example. Thereafter, it explores an alternative semantic approach to the issue by re-focusing upon three crucial cohesive factors in the development of textual meaning that Fry’s formula ignores, to its cost.
Vietnamese refugees acquiring proficiency with Australian-English vowels
Authors: Pittam Jeffery , Ingram John 
Published: October 2016

Abstract
This paper presents data from a longitudinal study of Vietnamese refugee families acquiring Australian-English. Specifically, the paper is concerned with Vietnamese acquiring proficiency with vowels. It documents the progress made by four members of a Vietnamese family across their first year in the country, reporting on two areas of production known to be difficult for Vietnamese: the long-short vowel distinctions, and diphthongs before a final consonant. It also reports on the subjects’ discrimination of the monophthongal vowels of Australian-English. It is shown that, for this family, the long-short distinctions are particularly problematic in terms of both production and discrimination. The report is presented as a family case study. Psycho-social factors influencing the development of the four family members are discussed. It is stressed that we as teachers and researchers need to be aware of these factors, particularly those relating to the family – the most important social unit in Vietnamese culture.