Structures of Discourse
Some implications for teachers of Aboriginal children
Bibliographic Data
| ID | 4343203 |
|---|---|
| Authors | Ruth Gledhill (Charles Darwin University, corresponding author) |
| Year | 1994 |
| Volume | 22 |
| Issue | 2 |
| Pages | 27-32 |
| Publication date | 1994-08-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Aboriginal Child at School (JOURNAL) |
| Journal identifiers | ISSN: 0310-5822 • E-ISSN: 2059-9242 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0310582200006118 |
| OpenAlex | W4250432066, W2204543856 |
| Language | EN |
| Citations received | 1 |
| References cited | 4 |
The English language differs from others both in the patterns and the sociolinguistic conventions of its discourse. This paper uses forms of greeting as a specific reference as to how crosscultural communication can break down when Aboriginal people and English speakers interact.Since children often rely on the spoken word as a basis for writing, and Aboriginal children rarely learn to write successfully in English, referring to the structure of Aboriginal languages offers a possible explanation of one contributive factor to this inability
Australian English · Linguistics · Political science · Project commissioning · Publishing · Sociology · Australian Indigenous Culture and History · Language, Metaphor, and Cognition · Multilingual Education and Policy · Psychology
| Citations per year | 0.05 |
|---|---|
| Citation span | 2004 - 2004 (1) |
| Highly cited | No |