Gillian Wigglesworth
Datos Biográficos
| ID | 95812 |
|---|---|
| NOMBRE | Gillian Wigglesworth |
| NOMBRES | Gillian |
| APELLIDO | Wigglesworth |
| FIRMA | WIGGLESWORTH G |
| AFILIACIONES | The University of Melbourne |
| ORCID | 0000-0003-2753-5200 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 39 |
| TOTAL DE CITAS | 66 |
| TOTAL COMO AUTOR | 37 |
| TOTAL COMO EDITOR | 2 |
| PRIMER AÑO DE PUBLICACIÓN | 1990 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 4 |
It “bendy dis one”
There is a considerable body of research documenting the languages First Nations children bring to school. However, despite language being a key factor impacting on educational outcomes, there is little research focussing on the students’ language use within schools outside specific learning contexts. Therefore, in this study we sought to explore the language resources used by Australian Aboriginal children at school, particularly those underexam…
Children’s introductions to story characters in Murrinhpatha, a traditional Australian language
Translingual Practices
Recognising the SAE language learning needs of Indigenous primary school students who speak contact languages
Most Indigenous peoples live in urban and regional locations across Australia and no longer speak their traditional languages fluently. Instead contact languages, creoles and dialects, are widely spoken. In many educational settings, educators may know little about the first languages of the Indigenous children they teach, and not recognise these as different languages or dialects. Consequently, these students may not be treated as second languag…
Fundamental Frequency and Regional Variation in Lifou French
This study presents two experiments aimed at investigating tune-to-text alignment and pitch scaling in Lifou French, a variety spoken by bilingual speakers of French and Drehu. Descriptions of New Caledonian French have focussed on language use of European descendants or the variety spoken in the urban region, neglecting emergent varieties spoken by the indigenous population in rural areas, like the island Lifou. Due to the reduced inventory of p…
Interdisciplinary and Intercultural Development of an Early Literacy App in Dhuwaya
Phonological awareness is a skill which is crucial in learning to read. In this paper, we report on the challenges encountered while developing a digital application (app) for teaching phonological awareness and early literacy skills in Dhuwaya. Dhuwaya is a Yolŋu language variety spoken in Yirrkala and surrounding areas in East Arnhem Land. Dhuwaya is the first language of the children who attend a bilingual school in which Dhuwaya and English a…
Probability of Heritage Language Use at a Supportive Early Childhood Setting in Australia
Despite well-established research that documents the intellectual, linguistic, sociocultural and familiar benefits of early childhood bilingualism, Australia’s provision of heritage language (HL) support in early childhood (EC) settings is fairly minimal, resulting in little to no access to the HL outside of the home. We report on language data from a long day care preschool that has an open bilingual policy, where two languages (HL and English) …
Remote Indigenous education and translanguaging
Indigenous1 children living in the more remote areas of Australia where Indigenous languages continue to be spoken often come to school with only minimal knowledge of English, but they may speak two or more local languages. Others come to school speaking either a creole, or Aboriginal English, non-standard varieties which may sound similar to English, which gives them their vocabulary, while differing in terms of structure, phonology and semantic…
Sign phonological parameters modulate parafoveal preview effects in deaf readers
Responding to a Toefl iBT integrated speaking task
Integrated speaking tasks requiring test takers to read and/or listen to stimulus texts and to incorporate their content into oral performances are now used in large-scale, high-stakes tests, including the TOEFL iBT. These tasks require test takers to identify, select, and combine relevant source text information to recognize key relationships between source text ideas, and to organize and transform information. Despite being central to evaluatio…
The Effect of Word Predictability on Phonological Activation in Cantonese Reading
AWorld of Indigenous Languages
Spanning Indigenous settings across six continents, this book examines the multifaceted language reclamation work underway by Indigenous peoples worldwide. The authors foreground Indigenous knowledges and perspectives, highlighting the decolonizing and liberatory aims of contemporary Indigenous language movements inside and outside of schools.
World of Indigenous Languages
The impact of national standardized literacy and numeracy testing on children and teaching staff in remote Australian Indigenous communities
All educational testing is intended to have consequences, which are assumed to be beneficial, but tests may also have unintended, negative consequences (Messick, 1989). The issue is particularly important in the case of large-scale standardized tests, such as Australia’s National Assessment Program - Literacy and Numeracy (NAPLAN), the intended benefits of which are increased accountability and improved educational outcomes. The NAPLAN purpose is…
Language Practices of Indigenous Children and Youth
This book explores the experiences of Indigenous children and young adults around the world as they navigate the formal education system and wider society. Profiling a range of different communities and sociolinguistic contexts, this book examines the language ecologies of their local communities, schools and wider society and the approaches taken by these communities to maintain children’s home languages. The authors examine such complex themes …
Teaching English as an Additional Language or Dialect to Young Learners in Indigenous Contexts
This chapter explores the diversity of Indigenous contexts and their differing learning needs related to Standard Australian English. It discusses some of the key theories of language learning and pedagogical approach within these contexts and how these have been applied to classroom practice in Indigenous contexts. The chapter highlights current local and mainstream assessment practices used with this group of learners, and the implications for …
Language diversity in Indigenous Australia in the 21st century
The diversity of language in Australia in pre-invasion times is well attested, with at least 300 distinct languages being spoken along with many dialects. At that time, many Indigenous people were multilingual, often speaking at least four languages. Today many of these languages have been lost, with fewer than 15 being learned by children as a first language. However, despite this, much diversity remains. This diversity includes the remaining tr…
Language Practices of Indigenous Children and Youth
Indigenous children’s language
A comprehensive theory of language acquisition must explain how human infants can learn any one of the world’s 7000 or so languages. As such, an important part of understanding how languages are learned is to investigate acquisition across a range of diverse languages and sociocultural contexts. To this end, cross-linguistic and cross-cultural language research has been pervasive in the field of first language acquisition since the early 1980s. I…
Vowels in Wunambal, a Language of the North West Kimberley Region
This paper presents an acoustic-phonetic analysis of vowel data from recordings of Wunambal, a Worrorran language of the Kimberley region in North West Australia. Wunambal has been analysed as a six vowel system with the contrasts /i e a o u i{stroke}/, with /i{stroke}/ only found in the Northern variety. Recordings from three senior (60+) male speakers of Northern Wunambal were used for this study. These recordings were originally made for docum…
Linguistic diversity in first language acquisition research
The field of first language acquisition (FLA) needs to take into account data from the broadest typological array of languages and language-learning environments if it is to identify potential universals in child language development, and how these interact with socio-cultural mechanisms of acquisition. Yet undertaking FLA research in remote field-based situations, where the majority of the world's languages are spoken and acquired, poses challen…
Who's marking my essay? The assessment of non-native-speaker and native-speaker undergraduate essays in an Australian higher education context
Assessment is a crucial factor in higher education where marks gained can determine future study and career options. Increasing student numbers, and an increasing proportion of international students, raises concerns regarding marking practices, and whether the same criteria are used to mark both native-speaker (NS) and non-native-speaker (NNS) essays. This paper examines the essays of five native and five non-native speakers written in English f…
The Acquisition of Polysynthetic Languages
One of the major challenges in acquiring a language is being able to use morphology as an adult would, and thus, a considerable amount of acquisition research has focused on morphological production and comprehension. Most of this research, however, has focused on the acquisition of morphology in isolating languages, or languages (such as English) with limited inflectional morphology. The nature of the learning task is different, and potentially …
Early pragmatic differentiation in Japanese and German
While acquisition of more than one language from birth is a relatively common phenomenon, whether children under two years of age use their languages in a differentiated manner has not yet been established. The current study investigates the pragmatic differentiation of a child who lives in Australia and was acquiring two minority languages, German and Japanese, from his parents (German father; Japanese mother) who were following the one-parent, …
Children’s language input
Indigenous children growing up in the remote regions of Australia live in multilingual communities which are often undergoing rapid language shift. In these communities, children are exposed to a range of language input, including the traditional language
Linguistic diversity in first language acquisition research
The field of first language acquisition (FLA) needs to take into account data from the broadest typological array of languages and language-learning environments if it is to identify potential universals in child language development, and how these interact with socio-cultural mechanisms of acquisition. Yet undertaking FLA research in remote field-based situations, where the majority of the world's languages are spoken and acquired, poses challen…
Is There a Role for the Use of the L1 in an L2 Setting
Language learners are usually discouraged from using their shared L1 in L2 classroom activities. Brooks and Donato (1994) note that teachers are sometimes reluctant to use group work because they feel that students will use their L1 in group situations. A major motivation for this reluctance has been the widespread adoption of communicative approaches to language teaching in which classroom activities are designed to maximize learners' use of the…
Language diversity in Indigenous Australia in the 21st century
The diversity of language in Australia in pre-invasion times is well attested, with at least 300 distinct languages being spoken along with many dialects. At that time, many Indigenous people were multilingual, often speaking at least four languages. Today many of these languages have been lost, with fewer than 15 being learned by children as a first language. However, despite this, much diversity remains. This diversity includes the remaining tr…
Mitigating Difficult Requests in the Workplace
Creole Speakers and Standard Language Education
Speakers of creole languages experience educational disadvantage in schools that teach in the standard language of their region, but there remain many misconceptions about why this is the case and how best to facilitate academic improvement, despite research demonstrating that actively using creoles in the classroom leads to a range of positive outcomes for these students. This paper reviews how attitudes towards creoles influence their place in …
Vowels in Wunambal, a Language of the North West Kimberley Region
This paper presents an acoustic-phonetic analysis of vowel data from recordings of Wunambal, a Worrorran language of the Kimberley region in North West Australia. Wunambal has been analysed as a six vowel system with the contrasts /i e a o u i{stroke}/, with /i{stroke}/ only found in the Northern variety. Recordings from three senior (60+) male speakers of Northern Wunambal were used for this study. These recordings were originally made for docum…
Children’s introductions to story characters in Murrinhpatha, a traditional Australian language
Children’s language input
Indigenous children growing up in the remote regions of Australia live in multilingual communities which are often undergoing rapid language shift. In these communities, children are exposed to a range of language input, including the traditional language
How much input is enough? Correlating comprehension and child language input in an endangered language
In situations of language endangerment, the ability to understand a language tends to persevere longer than the ability to speak it. As a result, the possibility of language revival remains high even when few speakers remain. Nonetheless, this potential requires that those with high levels of comprehension received sufficient input as children for the activation of speech to occur in later life. In many areas of Australia, input to children of tr…
Rater judgment and English language speaking proficiency
The paper investigates whether there is a shared perception of speaking proficiency among raters from different English speaking countries. More specifically, this study examines whether there is a significant difference among English language learning (ELL) teachers, residing in Australia, Canada, the UK, and the USA when rating speech samples of international English language students. Teachers were asked to rate samples from international stud…
Children's narrative acquisition
This paper reports the results of an experimental study designed to provide insights into the development of children's ability to introduce a character into a story, and to maintain reference to that character and any additional characters. Previous studies have suggested that the appropriate linguistic devices used for this purpose, such as definite/indefinite articles and anaphoric pronouns are not acquired until relatively late. Four groups w…
Exploring bias analysis as a tool for improving rater consistency in assessing oral interaction
In this article, multifaceted Rasch techniques are used to investigate inter- and intrarater reliability in the assessment of two alternate versions of an oral interaction test - a direct version and a semi-direct version. Following the rating of trial administration of both versions of the test, an analysis of the bias of each individual rater in respect to test type and particular criteria used in rating the test was undertaken. The results of …
Children's individual approaches to the organization of narrative
This paper investigates the similarities and differences observed in individual approaches to the linguistic organization of narrative. Twenty subjects in each of five age groups (four, six, eight, ten years and adult) were asked to relate a narrative elicited from a picture book. All references to the animate characters in the book were coded for form (nominal/pronominal), and function (switch versus maintenance). Individual analyses of the narr…
An investigation of planning time and proficiency level on oral test discourse
The inclusion of planning time in semi-direct oral interaction tests adds consider ably to the overall length of the test, and it is important to be clear that the increase in length is justified by the language outcome. Previous research has shown that the effect of planning time in second language can differentially influence the resultant discourse with planned discourse eliciting more complex language on a range of measures. However, where pl…
Is There a Role for the Use of the L1 in an L2 Setting
Language learners are usually discouraged from using their shared L1 in L2 classroom activities. Brooks and Donato (1994) note that teachers are sometimes reluctant to use group work because they feel that students will use their L1 in group situations. A major motivation for this reluctance has been the widespread adoption of communicative approaches to language teaching in which classroom activities are designed to maximize learners' use of the…
Rater judgment and English language speaking proficiency
The paper investigates whether there is a shared perception of speaking proficiency among raters from different English speaking countries. More specifically, this study examines whether there is a significant difference among English language learning (ELL) teachers, residing in Australia, Canada, the UK, and the USA when rating speech samples of international English language students. Teachers were asked to rate samples from international stud…
Mitigating Difficult Requests in the Workplace
Are two heads better than one? Pair work in L2 assessment contexts
Pair versus individual writing
The assessment of oral language is now quite commonly done in pairs or groups, and there is a growing body of research which investigates the related issues (e.g. May, 2007). Writing generally tends to be thought of as an individual activity, although a small number of studies have documented the advantages of collaboration in writing in the second language classroom (e.g. DiCamilla & Anton, 1997; Storch, 2005; Swain & Lapkin, 1998). Particularly…
Learners’ Processing, Uptake, and Retention of Corrective Feedback on Writing
The literature on corrective feedback (CF) that second language writers receive in response to their grammatical and lexical errors is plagued by controversies and conflicting findings about the merits of feedback. Although more recent studies suggest that CF is valuable (e.g., Bitchener, 2008; Sheen, 2007), it is still not clear whether direct or indirect feedback is the most effective, or why. This study explored the efficacy of two different f…
Investigating the validity of an integrated listening-speaking task
Performance on integrated tasks requires candidates to engage skills and strategies beyond language proficiency alone, in ways that can be difficult to define and measure for testing purposes. While it has been widely recognized that stimulus materials impact test performance, our understanding of the way in which test takers make use of these materials in their responses, particularly in the context of listening-speaking tasks, remains predomina…
Early pragmatic differentiation in Japanese and German
While acquisition of more than one language from birth is a relatively common phenomenon, whether children under two years of age use their languages in a differentiated manner has not yet been established. The current study investigates the pragmatic differentiation of a child who lives in Australia and was acquiring two minority languages, German and Japanese, from his parents (German father; Japanese mother) who were following the one-parent, …
Children’s language input
Indigenous children growing up in the remote regions of Australia live in multilingual communities which are often undergoing rapid language shift. In these communities, children are exposed to a range of language input, including the traditional language
Children’s language input
Indigenous children growing up in the remote regions of Australia live in multilingual communities which are often undergoing rapid language shift. In these communities, children are exposed to a range of language input, including the traditional language of the area, a local creole and Standard Australian English. The extent to which the different languages are used may vary by age of interlocutor as well as other factors. In this paper we exami…
How much input is enough? Correlating comprehension and child language input in an endangered language
In situations of language endangerment, the ability to understand a language tends to persevere longer than the ability to speak it. As a result, the possibility of language revival remains high even when few speakers remain. Nonetheless, this potential requires that those with high levels of comprehension received sufficient input as children for the activation of speech to occur in later life. In many areas of Australia, input to children of tr…
Creole Speakers and Standard Language Education
Speakers of creole languages experience educational disadvantage in schools that teach in the standard language of their region, but there remain many misconceptions about why this is the case and how best to facilitate academic improvement, despite research demonstrating that actively using creoles in the classroom leads to a range of positive outcomes for these students. This paper reviews how attitudes towards creoles influence their place in …
The Acquisition of Polysynthetic Languages
One of the major challenges in acquiring a language is being able to use morphology as an adult would, and thus, a considerable amount of acquisition research has focused on morphological production and comprehension. Most of this research, however, has focused on the acquisition of morphology in isolating languages, or languages (such as English) with limited inflectional morphology. The nature of the learning task is different, and potentially …
Indigenous children’s language
A comprehensive theory of language acquisition must explain how human infants can learn any one of the world’s 7000 or so languages. As such, an important part of understanding how languages are learned is to investigate acquisition across a range of diverse languages and sociocultural contexts. To this end, cross-linguistic and cross-cultural language research has been pervasive in the field of first language acquisition since the early 1980s. I…
Vowels in Wunambal, a Language of the North West Kimberley Region
This paper presents an acoustic-phonetic analysis of vowel data from recordings of Wunambal, a Worrorran language of the Kimberley region in North West Australia. Wunambal has been analysed as a six vowel system with the contrasts /i e a o u i{stroke}/, with /i{stroke}/ only found in the Northern variety. Recordings from three senior (60+) male speakers of Northern Wunambal were used for this study. These recordings were originally made for docum…
Linguistic diversity in first language acquisition research
The field of first language acquisition (FLA) needs to take into account data from the broadest typological array of languages and language-learning environments if it is to identify potential universals in child language development, and how these interact with socio-cultural mechanisms of acquisition. Yet undertaking FLA research in remote field-based situations, where the majority of the world's languages are spoken and acquired, poses challen…
Who's marking my essay? The assessment of non-native-speaker and native-speaker undergraduate essays in an Australian higher education context
Assessment is a crucial factor in higher education where marks gained can determine future study and career options. Increasing student numbers, and an increasing proportion of international students, raises concerns regarding marking practices, and whether the same criteria are used to mark both native-speaker (NS) and non-native-speaker (NNS) essays. This paper examines the essays of five native and five non-native speakers written in English f…
Language Practices of Indigenous Children and Youth
Language Practices of Indigenous Children and Youth
This book explores the experiences of Indigenous children and young adults around the world as they navigate the formal education system and wider society. Profiling a range of different communities and sociolinguistic contexts, this book examines the language ecologies of their local communities, schools and wider society and the approaches taken by these communities to maintain children’s home languages. The authors examine such complex themes …
Teaching English as an Additional Language or Dialect to Young Learners in Indigenous Contexts
This chapter explores the diversity of Indigenous contexts and their differing learning needs related to Standard Australian English. It discusses some of the key theories of language learning and pedagogical approach within these contexts and how these have been applied to classroom practice in Indigenous contexts. The chapter highlights current local and mainstream assessment practices used with this group of learners, and the implications for …
Language diversity in Indigenous Australia in the 21st century
The diversity of language in Australia in pre-invasion times is well attested, with at least 300 distinct languages being spoken along with many dialects. At that time, many Indigenous people were multilingual, often speaking at least four languages. Today many of these languages have been lost, with fewer than 15 being learned by children as a first language. However, despite this, much diversity remains. This diversity includes the remaining tr…
Linguistics (29 obras) · Psychology (27 obras) · Computer Science (19 obras) · Multilingual Education and Policy (19 obras) · Artificial Intelligence (12 obras) · EFL/ESL Teaching and Learning (11 obras) · Indigenous (11 obras) · Mathematics education (11 obras) · Sociology (11 obras) · Pedagogy (9 obras)