2018 Indigenous Languages of Victoria Revival and ...€¦ · INDIGENOUS LANGUAGES OF VICTORIA: REVIVAL AND RECLAMATION Written examination Monday 5 November 2018 Reading time: 3.00

INDIGENOUS LANGUAGES OF VICTORIA: REVIVAL AND RECLAMATION

Written examination

Monday 5 November 2018 Reading time: 3.00 pm to 3.15 pm (15 minutes) Writing time: 3.15 pm to 5.15 pm (2 hours)

QUESTION AND ANSWER BOOK

Structure of bookSection Number of

questionsNumber of questions

to be answeredNumber of

marks

1 4 4 702 2 1 20

Total 90

• Studentsarepermittedtobringintotheexaminationroom:pens,pencils,highlighters,erasers,sharpeners,rulersandanyprintedmonolingualand/orbilingualdictionaryinoneortwoseparatevolumes.Dictionariesmaybeconsultedduringthereadingtimeandalsoduringtheexamination.

• StudentsareNOTpermittedtobringintotheexaminationroom:blanksheetsofpaperand/orcorrectionfluid/tape.

• Nocalculatorisallowedinthisexamination.

Materials supplied• Questionandanswerbookof21pages,includingassessment criteria for Section 2onpage21

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.

©VICTORIANCURRICULUMANDASSESSMENTAUTHORITY2018

SUPERVISOR TO ATTACH PROCESSING LABEL HEREVictorian Certificate of Education 2018

STUDENT NUMBER

Letter

2018INDIGLANGSEXAM 2

Question 1 (28marks)

PintupiPintupiisanIndigenousWesternDesertlanguagespokeninCentralAustralia.

ReadthefollowingsentencesfromPintupi.

1. Minymalu papa nyangu Thewomansawthedog.

2. Papa ngarangu Thedogstood.

3. Minyma kurrkartilu nyangu Thegoannasawthewoman.

4. Watilu kurrkarti kanturnu Themantrodonthegoanna.

5. Yanu minyma Thewomanwent.

6. Nyangu papalu mayi Thedogsawthefood.

7. Yirrupulayi nyangu minymalu Thewomansawtheplane.

8. Wati ngurrakutu yanu Themanwenttocamp.

9. Yirrupulayilu katingu mayi ngurrakutu Theplanebroughtfoodtocamp.

10. Kungkalu mayi kanturnu Thegirltrodonthefood.

11. Minymalu kungka yirrupulayikutu katingu Thewomanbroughtthegirltotheplane.

SECTION 1

Instructions for Section 1Answerallquestionsinthespacesprovided.

SECTION 1 – Question 1–continued

3 2018INDIGLANGSEXAM

SECTION 1 – Question 1–continuedTURN OVER

a. ListallofthePintupiwordsthatcorrespondtoeachofthefollowingEnglishexpressions. 11marks

thewoman

theman

thegirl

thedog

thegoanna

thefood

theplane

saw

stood

brought

went

b. ConsiderallofthePintupiwordsfortheEnglishnoun‘dog’insentences1–11.ForthisEnglishnoun,therearetwoslightlydifferentformsinPintupi.DescribethecontextsinwhichthetwodifferentPintupiformsfor‘dog’areused.Includeexamplesfromsentences1–11inyouranswer. 4marks

2018 INDIG LANGS EXAM 4

SECTION 1 – Question 1 – continued

c. Consider all of the Pintupi words for the English nouns ‘plane’ and ‘camp’ in sentences 1–11. Write down the form of each part of each word and what each form means. Note: The word ngurrakutu (sentences 8 and 9) is made up of two parts. 2 marks

d. Translate the English sentence ‘the goanna stood’ into Pintupi. 2 marks

e. Translate the English sentence ‘the girl saw the dog’ into Pintupi. 3 marks

f. Translate the English sentence ‘the woman brought the goanna to the man’ into Pintupi. 4 marks


SECTION 1 – continuedTURN OVER

Word orderInEnglish,thebasicwordorderinasentenceisasfollows.

Subject Verb Object

Example Theman slept.

Example Thecat bit thedog.

g. Considersentences1–11onpage2andthendescribethewordorderinPintupi.Explainwhetherwordorderisusedtodistinguishthesubjectfromtheobject,asitisinEnglish.UsetwoPintupisentencesfrompage2tojustifyyouranswer. 2marks

References for Question 1KCHansenandLEHansen,The Core of Pintupi Grammar,SummerInstituteofLinguistics,InstituteforAboriginalDevelopment,AliceSprings,1978,pp.48,49,81,111,115,124,126,155,241,242,244,245KCHansenandLEHansen,Pintupi/Luritja Dictionary,3rdedn,InstituteforAboriginalDevelopment,AliceSprings,1992,p.257


SECTION 1 – continued

Question 2 (8marks)

ArabanaArabanaisanIndigenouslanguagetraditionallyspokeninandaroundtheLakeEyreBasin,SouthAustralia.Table1liststheArabanapronounsthatmaybeusedasthesubjectofasentence.Readthistablecarefully.

Table 1. Arabanasubjectpronouns

Singular Dual Plural

1st-person inclusive antha‘I’ araimpa ‘youandI’ arniri ‘you,theyandI’

1st-person exclusive aruna ‘s/heandI’ arni ‘theyandI’

2nd person anpa‘you’ urupula ‘youtwo’ urkari‘youall’

3rd person uka‘s/he’ pula‘theytwo’ kari ‘theyall’

Foreachofthesentences1–10below,identifytheArabanapronounthatcorrespondstotheunderlinednounphrase.Thefirsttwohavebeencompletedforyou.Forexample,thecorrectanswertosentence1isthe third-personpluralpronounkari, sinceitreferstomorethantwopeople,noneofwhomarethepersonspeakingorthepersonbeingspokento.Note:Forthepurposeofthisquestion,assumethat‘you’referstojustoneperson.

1. Peterandhisthreecousinswerelyinginthegrass. kari

2. Iwaslyinginthegrass. antha

3. YouandElizabethwerelyinginthegrass.

4. Mythreesisterswerelyinginthegrass.

5. MythreesistersandIwerelyinginthegrass.

6. Myrtlewaslyinginthegrass.

7. MyrtleandIwerelyinginthegrass.

8. Myrtle,Elizabeth,youandIwerelyinginthegrass.

9. MyrtleandElizabethwerelyinginthegrass.

10. Peterwaslyinginthegrass.

Reference for Question 2LuiseAHercus,A Grammar of the Arabana-Wangkangurru Language, Lake Eyre Basin, South Australia,PacificLinguistics, SeriesC–128,DepartmentofLinguistics,ResearchSchoolofPacificandAsianStudies,AustralianNationalUniversity,Canberra,1994,pp.109–113




Yorta Yorta pronounsYortaYortaisanIndigenouslanguagespokenonbothsidesoftheMurrayRiveraroundEchuca,inVictoriaandNewSouthWales.ThesurveyorRHMathews(1841–1918)wroteaboutAboriginalcultureandlanguageinnotebooksandmanyprintedarticles.Mathewsspelledthenameofthelanguage‘YotaYota’,butthisexaminationwillusethespellingpreferredbythecommunity,‘YortaYorta’.Table2presentsalistofwhatMathewscalled‘possessivepronouns’inYortaYorta.Describingthepronouns,hewrote,‘Thefirstpersonofthedualandpluralcontainstwopronouns,thefirstofwhichincludesboththespeakerandthepartyaddressed,butthesecondexcludesthepartyspokento.Thesearemarked“incl.”and“excl.”respectively’.

Table 2. PossessivepronounsinYortaYorta

Singular Dual Pluralmine ngini ours(incl.) ngalungun ours(incl.) nguandan ours(excl.) ngullan ours(excl.) ngannanthine nguni yours bullan yours nhuranhis dinnin theirs damalinya theirs ngamunyin

a. Therearefourwordsthataretranslatedas‘ours’inTable2.

Giveadetailedandexplicitexplanationofthemeaningofeachofthesefourwords.Forexample,adetailedandexplicitexplanationofthemeaningofthewordnhuranis‘yours,belongingtomorethantwopeoplebeingaddressed’,ratherthanjusttheRHMathewstranslation,‘yours’. 4marks

ngalungun

ngullan

nguandan

ngannan



b. Youaretalkingaboutanobjectthatbelongstoyouandyoursister,andyouwanttorefertoit.

Ifyouarespeakingtoyoursisterwhenreferringtothisobject,whichpronounmeaning‘ours’wouldyouuse? 1mark

c. Youaretalkingtoyourteacheraboutthehouseinwhichyoulivewithyourparents,brothersandsisters.

Whichpronounmeaning‘ours’wouldyouuse? 1mark

RHMathewswrotedownanotherlistofpronouns,inNotebook 1.Someofthesearepresentedin Table3.

Table 3. SomemoreYortaYortapronouns

Nominative Nominative agent Possessive

SingularI

Dualwe(incl.)we(excl.)

nga

ngalginngulla

ngutta

ngalginnakngullak

mine

oursours

ngini

ngalungunngullan

Onlysingular(‘I’)anddual(‘we’)pronounsarelistedinTable3.Itincludesbothinclusiveandexclusive,inthesameorderasinTable2.Theformsofthepronounsarethenominative,nominativeagentandpossessive.MathewsdoesnotexplainthedifferencebetweenthenominativeandnominativeagentbutinsteadillustratesitinthesentencespresentedinTable4,allofwhichhavethesubject‘I’.

Table 4. SentenceexamplesinYortaYorta

Nga karnha Iamsitting.Nga lôapaty Iamtalking.Ngutta moonin Ihit(it).Ngutta yoong’an Ithrew(it).Ngutta yoong’an wunya Ithrewaboomerang.

d. TranslatethefollowingwordsfromTable4. 3marks

karnha

moonin

wunya



e. Explainwhenthepronounngaisusedtomean‘I’andwhenthepronounnguttaisusedtomean‘I’.GiveexamplesfromthesentencesinTable4,intheYortaYortalanguageandwiththeEnglishtranslation. 2marks

Table5listsmorewordsinYortaYorta,aswrittendownbyMathewsorbyEMCurr.

Table 5

yoolwa stickeorga stonemummŭn took

f. TranslatethefollowingsentencesintoYortaYorta. 6marks

Itookastone.

We(youandI)aresitting.

We(someoneelseandI)threwastick.

References for Question 3EMCurr,The Australian Race: Its Origin, Languages, Customs, Place of Landing in Australia, and the Routes by Which It Spread Itself over that Continent,vol.3,JohnFerres,GovernmentPrinter,Melbourne,1887,pp.566–589RHMathews,‘LanguagesofsomenativetribesofQueensland,NewSouthWalesandVictoria’,reprintedfromJournal and Proceedings of the Royal Society of New South Wales,vol.36,1902,pp.165–175RHMathews,Notebook 1,NationalLibraryofAustralia,MS8006/3/4,pp.51–61




MurrinhpathaTheMurrinhpathalanguageisthemainlanguagespokenatWadeye(PortKeats)intheNorthernTerritory.MurrinhpathausestheRomanalphabet,asdoesEnglish,butthelettersmayrepresentdifferentsoundsfromEnglish.Therearefivevowelsounds,written‘a’,‘i’,‘u’,‘e’and‘o’.Table6presentsMurrinhpathawordsthatwerenotusedintraditionaltimes.

Table 6

flat floodfritj fridgedisapid disappear(ed)seip savespidi speedyseben sevenres restshe sharesheip shaveshap shop

a. WhatisthenameofthelinguisticprocessforcreatingnewwordsshowninTable6? 1mark

ConsiderthelettersandlettercombinationsinTable7.

Table 7

b d dh dj g k l m n ng nh p r rd rl rn rr rt t th tj w y

BeforethearrivalofEnglish,theMurrinhpathalanguagehadtheconsonantsoundsthatarepresentedinTable7.Sometimes,twolettersareusedtorepresentasinglesound,forexample,‘ng’,whichrepresentsthe-ngsoundin‘sing’.SomeofthesoundsrepresentedbytheselettersarethesameasorverysimilartoEnglish,butsomeareverydifferent.Forexample,thesoundrepresentedbytheletters‘dh’issimilartothethsoundin‘this’andthesoundrepresentedby‘th’issimilartothethsoundin‘think’,butthesoundrepresentedby‘nh’ismadebyputtingthetongueonthebackoftheteethandpronouncingn.The‘dj’islikej in‘judge’andthe‘tj’islikethechin‘church’.Thelettercombinations‘rd’,‘rl’,‘rn’and‘rt’arewaysofwritingsoundsnotfoundinEnglish;thesesoundsareproducedbythetonguecurlingbacktotouchtheroofofthemouth.

b. FindthreeconsonantsoundsthatarenotpresentinTable7butthatareusedatthebeginningofanyoftheMurrinhpathawordslistedinTable6.Remember,inMurrinhpatha(andinEnglish)asinglesoundcanbewrittenwithtwoletters.WriteeachofthethreesoundsusingEnglishlettersandprovideoneMurrinhpathawordfromTable6foreachsoundanditstranslation. 3marks

•

•

•



c. Whatprocessisdescribedinpart b.?Apartfromthewordsthemselves,whatotherelementsarebeingbroughtintotheMurrinhpathalanguagehere? 2marks

ConsiderthewordsinTable8.

Table 8

eus houseathpil hospitaloras horrorsap-ap half-halfanting hunting

d. UsingtwoexamplesofMurrinhpathawordswithtranslations,explainthedifferencebetweentheprocessshowninTable8andtheprocessshowninTable6.Inparticular,considerthebeginningofeachword. 2marks



Table9containsfurtherexamplesofnewlycreatedMurrinhpathawords.

Table 9

andasten understandres resttras trustkat cardsteis tastefren friend

e. CloselyexaminetheendofeachMurrinhpathawordabove.WhatprocessisshownherethatmakesthesewordsdifferentfromtheoriginalEnglishwords?GivethreeexamplesfromTable9toillustrateyouranswer. 3marks

ConsiderthewordsinTable10.

Table 10

seben sevenseip savebidiyo videolebul levelbailent violencestaup stoveinbol involve

f. Considertheletter‘v’intheEnglishwordsinTable10.WhatsoundsareusedtoexpresstheEnglishsoundvinMurrinhpatha? 2marks


END OF SECTION 1TURN OVER

g. ThereareseveralwaysinwhichtheEnglishsoundvisexpressedinMurrinhpatha.

BasedonthewordsinTable10,explaintherulesforhowvisrealisedinMurrinhpatha,givingexamplesofwordswiththeirtranslationsforeachoftheserules.ConsiderthepositionofthesoundvintheEnglishwordsandthecorrespondingsoundsinMurrinhpatha. 4marks

References for Question 4JohnMansfield,‘LoanphonologyinMurrinhpatha’,inThe 45th Australian Linguistic Society Conference Proceedings – 2014,UniversityofNewcastle,2015,pp.153–172JohnMansfield,‘BorrowedverbsandtheexpansionoflightverbphrasesinMurrinhpatha’,inFelicityMeakinsandCarmelO’Shannessy(eds),Loss and Renewal: Australian Languages since Colonisation,WalterdeGruyter,Boston,Berlin,2016,pp.397–424


EITHER

Question 5 (20marks)Between1804and1845,WilliamBuckleylivedwithIndigenouspeopleintheGeelongarea.In2010,GaryPreslandwrotethefollowing.

In1803apartyofEuropeansledbyLieutenantColonelDavidCollinsspentseveralmonthsintheSorrentoareainanattempttoformasettlement.CollinsfounditbleakanddryandthepartysoonleftforVanDiemen’sLand,wheretheyfoundedHobart.Theyleftbehindatleastoneescapedconvict,WilliamBuckley,whohadfledtheSorrentocamponChristmasDay1803,withtwootherescapees.Thethreemadetheirwayaroundthebay,totheSwanIslandarea.Buckley’scompanionsdecidedtoreturntocampbutBuckleymovedfurthertothewest.AftersometimespentwanderingaroundtheBarwonHeadsarea,hewasencounteredbymembersofalocalWathawurrungclan.Theytookhiminandhelivedwiththeclanforthenext32years.ItwasthearrivalofBatman’spartyatIndentedHeadinJune1835thatattractedBuckley’sinterestandawakenedinhimadesiretore-enterEuropeansociety.Hispublishedreminiscencesofhisthirty-twoyearswithWathawurrungtodayprovideinvaluableinformationaboutthepre-EuropeanwayoflifeofAboriginalpeopleinthePortPhilliparea.

ConsidertheissuesthatscriptwriterswouldfacewhencreatingdialogueintheWathawurrunglanguageforcharactersinadocudramaaboutWilliamBuckley’slife.

a. DescribethestepsthescriptwritersmightneedtoundertaketoproduceascriptthatincludesWathawurrunglanguage.Inyouranswer,addresseachofthefollowingthreepoints:• howtheymightgoaboutdecidingwhattocoverandwhatrolethepresent-dayWathawurrung

communitymightplayinthistask• howthehistoricalrecordsoftheWathawurrunglanguagemightbeusedtoassisttheminthistask• howthestudyofotherAboriginallanguagesmightassistthemincompletingthiswork

SECTION 2

Instructions for Section 2Answeronequestion,eitherQuestion5orQuestion6,inthespacesprovided.Yourresponsewillbeassessedaccordingtotheassessmentcriteriasetoutonpage21.






b. Whatgrammaticalfeatures,vocabularyandotheraspectsoftheWathawurrunglanguagearelikelytobeneededtocreatedialogueinascriptforthisdocudrama?

DiscusshowdifferenttypesofconversationalinteractionbetweenpeoplemightbetranslatedintoWathawurrung.Forexample,whatkindsofthingswouldthecharactersinthisdocudramatalkabout?Whatkindsofinteractionswouldtheyhave?InEnglish,giveonespecificexampleofaninteractionanddiscusshowthiswouldbetranslatedintoWathawurrung.



c. Describehowmemoriesoftraditionalstoriesandculturaltraditionsmightbeusedintheproductionofthisdocudramascript.Whatresourcesmightbeavailable,bothintermsofmemorieswithintheWathawurrungcommunityandfeaturesofthetraditionallandsoftheWathawurrung?

Reference for Question 5GaryPresland,First People: The Eastern Kulin of Melbourne, Port Phillip & Central Victoria,MuseumVictoria,Melbourne,2010,p.22



OR

Question 6 (20marks)ThefollowinglanguageknowledgeandskillsarerelevanttotherevivalandreclamationofAboriginallanguages:• beingfamiliarwiththesoundsandpronunciationofthelanguage• appreciatingdifferentspellingoptions• understandinghowthesentencegrammarworks• beingabletoconstructnewwords• beingabletoformnewsentences• beingabletouselanguagecreatively• findingoutwhichearlysettlersorgovernmentofficialswereinterestedinthelanguageandwheretheir

personalmanuscriptsand/orpublicationsareavailable• understandingthekinshipsystems

a. Whatisthetargetlanguagethatyouhaveworkedwiththisyear?Describewaysinwhichthree or moreofthedotpointsabovehavebeenimportantinyourlanguagereclamationstudy.Includedetailedexamplestoillustrateandexplaineachofthepointsthatyouhavechosentodiscuss.



b. DiscussindetailhowtheexperienceofworkingwithorbeingpartoftherelevantAboriginalcommunitymightdeepenunderstandingoftheissuesrelevanttolanguagerevivalandlanguagereclamation.

Youmayrespondtothisquestionbycomparingyourknowledgeandunderstandingatthebeginningoftheyearwithyourknowledgeandunderstandingattheendofyourcourseofstudy.Youshouldalsoincludethedetailsofvariousexperiencesyouhadduringtheyear–keyturningpoints–thathelpedtodeepenyourunderstandingoftheissuesinvolved,andhelpfulanecdotesaboutyourexperiences.


END OF SECTION 2

c. SuggesttworeasonswhypeoplemightwanttoengageinAboriginallanguagereclamation.


Assessment criteria for Section 2

ContentTheextenttowhichthestudentdemonstratesanunderstandingof:• thebroadissuesrelatedtolanguagereclamation• howandwhylanguagesdifferandhowtheychangeovertime• therelationshipbetweenlanguageandculture

PresentationThequalityofresponses,demonstratedby:• thecomprehensivenessoftheresponse(s)• thecoherenceandrelevanceoftheresponse(s)• theeffectivenessoftheuseoflanguageexamples

END OF QUESTION AND ANSWER BOOK

Documents

2018 Indigenous Languages of Victoria Revival and ...€¦ · INDIGENOUS LANGUAGES OF VICTORIA: REVIVAL AND RECLAMATION Written examination Monday 5 November 2018 Reading time: 3.00