2017 indigenous languages of victoria revival and ... · monday 6 november 2017 reading time: 11.45...
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INDIGENOUS LANGUAGES OF VICTORIA: REVIVAL AND RECLAMATION
Written examination
Monday 6 November 2017 Reading time: 11.45 am to 12.00 noon (15 minutes) Writing time: 12.00 noon to 2.00 pm (2 hours)
QUESTION AND ANSWER BOOK
Structure of bookSection Number of
questionsNumber of questions
to be answeredNumber of
marks
1 5 5 702 2 1 20
Total 90
• Studentsarepermittedtobringintotheexaminationroom:pens,pencils,highlighters,erasers,sharpeners,rulersandanyprintedmonolingualand/orbilingualdictionaryinoneortwoseparatevolumes.Dictionariesmaybeconsultedduringthereadingtimeandalsoduringtheexamination.
• StudentsareNOTpermittedtobringintotheexaminationroom:blanksheetsofpaperand/orcorrectionfluid/tape.
• Nocalculatorisallowedinthisexamination.
Materials supplied• Questionandanswerbookof20pages,includingassessment criteria for Section 2onpage20
Instructions• Writeyourstudent numberinthespaceprovidedaboveonthispage.• Writeallyouranswersinthespacesprovidedinthisquestionandanswerbook.Thespacesprovided
giveyouanideaofhowmuchyoushouldwrite.
Students are NOT permitted to bring mobile phones and/or any other unauthorised electronic devices into the examination room.
©VICTORIANCURRICULUMANDASSESSMENTAUTHORITY2017
SUPERVISOR TO ATTACH PROCESSING LABEL HEREVictorian Certificate of Education 2017
STUDENT NUMBER
Letter
2017INDIGLANGSEXAM 2
Question 1 (23marks)
Kuuk ThaayorreKuukThaayorreisanIndigenouslanguagefromtheCapeYorkPeninsula,Queensland.
ReadthefollowingsentencesfromKuukThaayorrecarefully.
1. Waala yuk rathr Thefoolischoppingthestick.
2. Waala may rathirr Thefoolchoppedthevegetables.
3. Waala may yakirr Thefoolcutthevegetables.
4. Patp piinthr Thehawkwillgrow.
5. Waala may yakm Thefoolwascuttingthevegetables.
6. Waala patp waathm Thefoolwassearchingforthehawk.
7. Patpa yuk katpr Thehawkisgrabbingthestick.
8. Patpa paanth wakirr Thehawkfollowedthewoman.
9. Waala paanth wakm Thefoolwasfollowingthewoman.
10. Waala may yakr Thefooliscuttingthevegetables.
11. Waal piinthirr Thefoolgrew.
12. Waala may katpr Thefoolwillgrabthevegetables.
13. Patpa waal wakr Thehawkwillfollowthefool.
14. Waala may rathr Thefoolwillchopthevegetables.
15. Waala may waathirr Thefoolsearchedforvegetables.
SECTION 1
Instructions for Section 1Answerallquestionsinthespacesprovided.
SECTION 1 – Question 1–continued
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SECTION 1 – Question 1–continuedTURN OVER
a. ListalloftheKuukThaayorrewordsthatcorrespondtoeachofthefollowingEnglishexpressions.Forexample,alloftheKuukThaayorretranslationsoftheEnglish‘cut’, ‘iscutting’and‘wascutting’shouldbelistednexttotheword‘cut’below. 11marks
thefool
thehawk
thewoman
thevegetables
thestick
grab
follow
chop
grow
cut
searchfor
b. LookcarefullyatthedifferentformsoftheKuukThaayorreverbs.Eachverbformcanoccurwithdifferentendings.
Listeachoftheverbendingsfoundinsentences1–15onpage2andexplainwhateachonemeans. 6marks
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SECTION 1 – continued
c. TranslatetheEnglishsentence‘thewomangrew’intoKuukThaayorre. 3marks
d. TranslatetheEnglishsentence‘thevegetablesaregrowing’intoKuukThaayorre. 3marks
Reference for Question 1TomFooteandAllenHall,Kuuk Thaayorre dictionary: Kuuk Thaayorre/English,JollenPress,Brisbane,1992
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SECTION 1 – continuedTURN OVER
Question 2 (8marks)
PanyjimaPanyjimaisanIndigenouslanguagethatwasspokeninthePilbararegionofWesternAustralia.Table1liststhePanyjimapronounsthatmaybeusedasthesubjectofasentence.Readthistablecarefully.
Table 1. Panyjimasubjectpronouns
Singular Dual Plural
1st-person inclusive ngatha‘I’ ngali ‘youandI’ ngalikuru ‘you,theyandI’
1st-person exclusive ngaliya ‘s/heandI’ ngaliyakuru ‘theyandI’
2nd person nyinta‘you’ nhupalu ‘youtwo’ nhupalukuru‘youall’
3rd person thana‘s/he’ thanakutha‘theytwo’ thananmarra ‘theyall’
Foreachofsentences1–10below,identifythePanyjimapronounthatcorrespondstotheunderlinednounphrase.Thefirsttwohavebeencompletedforyou.Forexample,thecorrectanswertosentence1isthe 3rd-personpluralpronounthananmarra, sinceitreferstomorethantwopeople,noneofwhomarethepersonspeakingorthepersonbeingspokento.
1. Peterandhisthreecousinswenttothebeach. thananmarra
2. Iwenttothebeach. ngatha
3. YouandIwenttothebeach.
4. PeterandJackwenttothebeach.
5. MyfoursistersandIwenttothebeach.
6. Peterwenttothebeach.
7. Alfred,Celia,PeterandIwenttothebeach.
8. Peter,Pauline,youandIwenttothebeach.
9. YouandJohnwenttothebeach.
10. Paulinewenttothebeach.
Reference for Question 2AlanCharlesDench,‘Panyjimaphonologyandmorphology’,unpublishedMAthesis,AustralianNationalUniversity,Canberra,February,1981
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SECTION 1 – continued
Question 3 (6marks)
WagimanWagimanisanIndigenouslanguagefromtheNorthernTerritory.
ReadthefollowingWagimansentencescarefully.(PleasenotethattheexamplesusedinQuestion3havebeeneditedforclarity.)
1. Lamarrayi badina maluga Thedogbittheoldman.
2. Lamarra gani gudalaying Thedogissittingbythefire.
3. Malugayi ya’yi lamarra Theoldmantoldthedog.
4. Maluga gani gudalaying Theoldmanissittingbythefire.
5. Warre gani gudalaying Thechildissittingbythefire.
6. Lamarrayi badina warre Thedogbitthechild.
a. ConsideralloftheWagimanwordsfor‘oldman’and‘dog’insentences1–6above.ForeachoftheseEnglishtranslations,therearetwoslightlydifferentformsofwordsinWagiman.
ForoneoftheEnglishterms‘oldman’or‘dog’,describewhatdetermineswhichformofWagimanisused.Includeat least twoexamplesfromsentences1–6inyouranswer. 4marks
b. TranslatetheEnglishsentence‘Thechildtoldtheoldman’intoWagiman. 2marks
Reference for Question 3AnthonyRCook,‘WagimanMatyin:AdescriptionoftheWagimanlanguageoftheNorthernTerritory’, unpublishedPhDthesis,LaTrobeUniversity,Melbourne,1987
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SECTION 1 – Question 4–continuedTURN OVER
Question 4 (18marks)
WerkayaThesurveyorRHMathewswrotedowninformationaboutwhathecalledtheJatjalliorPinePlainLanguageinanotebookthatisnowkeptattheNationalLibraryofAustralia.ThisisoneofthevarietiesoftheWerkayalanguagefromtheWimmera.ThepersonwhogavethelanguageinformationwasNedMcLennan.(PleasenotethatsomeexamplesusedinQuestion4havebeeneditedforclarity.)Mathewsgivesthewordfor‘boomerang’asgatim-gattim;hegivesthewordtranslatedvariouslyas‘that’or‘there’spelledbothasnyooa andnyoowa.Table2givesthreephraseswiththeword‘boomerang’.
Table 2
myboomerang nyoowa gatim-gattimekyourboomerang nyoowa gatim-gattiminhisboomerang nyoowa gatim-gattimook
a. InTable2,howis‘my’expressedinJatjalli? 1mark
b. InTable2,Mathewstranslatesnyoowa gatim-gattimekas‘myboomerang’.
However,ifwealsoincludethewordnyoowa,whatistheprecise,word-by-wordtranslationofthisphrase? 1mark
c. Howdoyousay‘your’and‘his’inJatjalli? 1mark
Mathewsgivesasecondsetofphraseswiththesamemeaning.ThesearepresentedinTable3.
Table 3
myboomerang nyooangek gatim-gattimyourboomerang nyooangin gatim-gattimhisboomerang nyooanyook gatim-gattim
d. Explainhowpossession(‘my’)isexpressedinthefirstlineofTable3.UsingoneexamplefromTable2andoneexamplefromTable3,comparethetwodifferentversions. 2marks
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SECTION 1 – Question 4–continued
e. Listtheformsoftheendingsmeaning‘my’,‘your’and‘his’giveninTable2andTable3,andexplainanydifferencebetweenthem. 3marks
AsetofnounsthatMathewsrecordedislistedinTable4.
Table 4
gal dogbergoo taillahr campgoolgoon boy
ThereisasuffixinJatjalliwiththeform-athatisaddedtoanountoindicatethatthenounisthepossessorofsomething.ItissimilarinmeaningtotheEnglish-sontheword‘cat’s’inaphrasesuchas‘thecat’spaw’.However,inotherways,JatjalliandEnglisharedifferent.
f. Mathewsrecordedthephrasebergook gala,withthemeaning‘adog’stail’.
ExplainhowthegrammarofJatjalliexpressesthemeaningoftheconnectionbetween‘dog’and‘tail’.Whatistheprecise,word-by-wordtranslationofthisphrase? 2marks
g. Mathewsalsorecordedthephraselahrngook goolgoona,meaning‘aboy’scamp’.
Explainthegrammaticalstructureofthisphrase. 2marks
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SECTION 1 – continuedTURN OVER
AnothertwowordsrecordedbyMathewsweregoomboon,meaning‘islyingdown’,andgimba,meaning‘here’or‘this’.ConsiderthesentenceinTable5.
Table 5
gal gimba goomboon walmengek thedogisbehindme
h. Whichpartofthissentencemeans‘behindme’? 1mark
i. ExplaineachpartofthesentenceinTable5andthemeaningofeachpart. 3marks
j. TranslatethefollowingwordsintoEnglish. 2marks
walmengin
walmenyook
Reference for Question 4RHMathews,Notebook 1,NationalLibraryofAustralia,MS8006/3/4,pp.22–29
2017INDIGLANGSEXAM 10
SECTION 1 – Question 5–continued
Question 5 (15marks)
WarlpiriTheWarlpirilanguageisspokenatYuendumuinCentralAustralia.ThemodernspokenWarlpirilanguageusesmanyEnglishwords.Table6givesseveralexamplesofWarlpiriwordsandtheirEnglishequivalents.
Table 6
Pipuwarri Februarypiipi babypanji fancypuluku bullockpilayi playpija picture
a. Whatisthenameofthelinguisticprocessforcreatingnewwordsthatisoccurringhere? 1mark
b. Considerthefirstletter,‘p’,oftheWarlpiriwordsinTable6.WhataretheEnglishsoundsthatthislettercorrespondsto? 1mark
TheWarlpirialphabetisverydifferentfromtheEnglishalphabet.TheconsonantsarelistedinTable7.SomeoftheseconsonantsoundsaredifferentfromEnglishconsonantsounds.Forexample,theletters‘rd’,‘rl’,‘rn’and‘rt’arewaysofwritingsoundsnotfoundinEnglish,butthatareproducedbythetipofthetonguecurlingbacktotouchtheroofofthemouth.
Table 7
j k l ly m n ng ny p r rd rl rn rr rt t w y
c. LookatthewordsinTable6.TheEnglishwordsbeginwithseveraldifferentconsonants.
Suggestreasonswhytheyareallpronouncedwithaninitial‘p’inWarlpiri. 2marks
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SECTION 1 – Question 5–continuedTURN OVER
Table7showsthereisno‘s’intheWarlpirialphabet.ConsiderthewordsinTable8.
Table 8
jupa soapjupu soupjipi sheepjapu shopjawa showerJanyuwari JanuaryJulayi Julyjatimapi shutup
d. Howisthesound‘s’inEnglishexpressedinWarlpiri? 1mark
e. Whatothersoundsareexpressedwiththeletter‘j’intheWarlpiriwordsinTable8? (Note:SomesoundsinEnglishmaybewrittenwithmorethanoneletter.) 1mark
Table9providesafurtherlistofWarlpiriwords.
Table 9
jiminti cementjipini sevenKimpi Kimby(brandofdisposablenappy)kantini canteenrapiji rubbishkamulu camelpuluku bullocktawunu towntawurlu towelnanikutu nannygoatkanjurlu council
f. ConsiderthewordsinTable9.Basedonthisinformation,howmanyvowelsarethereinWarlpiriandwhatvowelsarethey? 2marks
2017INDIGLANGSEXAM 12
SECTION 1 – Question 5–continued
g. ConsidertheWarlpiriwordsinTable9for‘cement’,‘seven’and‘Kimby’(thenameofadisposablenappymuchusedinYuendumu).WhichWarlpirivowelformscorrespondtothevowelsinEnglish?WhatisthedifferencebetweenthewayinwhichWarlpiriexpressesvowelsandthewayinwhichEnglishexpressesvowels? 2marks
h. WehaveconsideredthewaythatthedifferentconsonantsandvowelsinEnglishareexpressedinWarlpiriloanwords.
NowconsidertheotherwordsinTable9anddiscussanyotherdifferencesbetweentheEnglishandtheWarlpiri.(Note:Thisrelatestotheendofthewords;pronouncethewordstoyourselfandseewhatotherdifferencesyounotice.)Giveat least twoexamplesofwordsthatillustratethedifferencesyounotice.Forexample,explainwhy‘canteen’ inWarlpirihasafinal‘i’ sound. 3marks
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END OF SECTION 1TURN OVER
ConsiderthewordsinTable10.
Table 10
kuurlu schoolpuunu spoon
i. WhatotherprocessofsounddifferencebetweenEnglishandWarlpiriisexemplifiedin Table10? 2marks
Reference for Question 5DavidNash,‘TESLandWarlpirichildren’,inNT Bilingual Education Newsletter,No.1,6–24,2,47,1983
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EITHER
Question 6 (20marks)ThefollowinglanguageknowledgeandskillsarerelevanttotherevivalandreclamationofAboriginallanguages:• beingfamiliarwiththesoundsandpronunciationofthelanguage• appreciatingdifferentspellingoptions• understandinghowthesentencegrammarworks• beingabletoconstructnewwords• beingabletoformnewsentences• beingabletouselanguagecreatively• findingoutwhichearlysettlersorgovernmentofficialswereinterestedinthelanguageandwheretheir
personalmanuscriptsand/orpublicationsareavailable
a. Whatisthetargetlanguagethatyouhaveworkedwiththisyear?Describethewaysinwhichthree or moreofthedotpointsabovehavebeenimportantinyourlanguagereclamationstudy.Includedetailedexamplestoillustrateandexplaineachofthedotpointsthatyouhavechosentodiscuss.
SECTION 2
Instructions for Section 2Answeronequestion,eitherQuestion6orQuestion7,inthespacesprovided.Yourresponsewillbeassessedaccordingtothecriteriasetoutonpage20ofthisquestionandanswerbook.
SECTION 2 – Question 6–continued
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SECTION 2 – Question 6–continuedTURN OVER
b. Discussindetailhowyourexperienceofworkingwith/beingpartoftherelevantAboriginalcommunitydeepenedyourunderstandingoftheissuesrelevanttolanguagerevivalandlanguagereclamation.
Youmayrespondtothisquestionbycomparingyourknowledgeandunderstandingatthebeginningoftheyearwithyourknowledgeandunderstandingattheendofyourcourseofstudy.Youshouldalsoincludethedetailsofvariousexperiencesyouhadduringtheyear–keyturningpoints–thathelpedtodeepenyourunderstandingoftheissuesinvolvedandhelpfulanecdotesaboutyourexperiences.
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SECTION 2 – continued
c. SuggesttworeasonswhypeoplemightwanttoengageinAboriginallanguagereclamation.
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SECTION 2 – Question 7–continuedTURN OVER
OR
Question 7 (20marks)a. Describethestepsyouwouldneedtotaketoproducetwo or morewrittenitemstoassistinthe
reclamationofyourtargetlanguage(thelanguagebeingreclaimedorrevived).Inyouranswer,youneedtoaddresseachofthefollowingissues:• Intermsofthecontentoftheitems,wouldtheybe,forexample,completestories,wordsorphrases?• Intermsofthenatureoftheitems,wouldtheybe,forexample,books,booklets,interactive
computerprograms,mobilephoneappsorothermaterials?• ShouldtheybeinthetargetlanguageonlyorinboththetargetlanguageandEnglish?• Howwouldyougoaboutselectingthecontent?Describetheroleofthecommunityinthistask.• HowmightyourstudyofotherAboriginallanguagesassistyouincompletingthiswork?
Describe,inasmuchdetailaspossible,howthecommunitymembers’knowledgeofthelanguagecouldbeusedtoyouradvantage.
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SECTION 2 – Question 7–continued
b. Inproducingthesewrittenitems,describehowhistoricalrecordsofyourtargetlanguageorAboriginallanguagesmorebroadlymighthelpyouinselectingthecontent.Describegrammaticalfeatures,vocabularyandotheraspectsofthetargetlanguagethatyouwouldwishtohighlightinproducingnewresources.
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END OF SECTION 2TURN OVER
c. Describehowtraditionalstoriesorculturaltraditionsmightbeusedinproducingthesewrittenitems.Whatresourcesareavailable,bothintermsofmemorieswithinthetargetcommunityandfeaturesofthetraditionallandsofthetargetlanguage?
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Assessment criteria for Section 2
ContentTheextenttowhichthestudentdemonstratesanunderstandingof:• thebroadissuesrelatedtolanguagereclamation• howandwhylanguagesdifferandhowtheychangeovertime• therelationshipbetweenlanguageandculture
PresentationThequalityofresponses,demonstratedby:• thecomprehensivenessoftheresponse(s)• thecoherenceandrelevanceoftheresponse(s)• theeffectivenessoftheuseoflanguageexamples
END OF QUESTION AND ANSWER BOOK