ABSTRACT
The development of narrative skill has been investigated extensively in a wide range of languages, cross-linguistically and in multilingual settings (Berman and Slobin, 1994b; Severing and Verhoeven, 2001; Hickmann, 2004; Strömqvist and Verhoeven, 2004). The present study investigates the development of reference realization in narrative among Indigenous children in a remote urban township in Central Australia. The children, aged between 5 and 14 years, are speakers of a contact language, Wumpurrarni English. Language development is rarely investigated among speakers of minority languages, whose language development is often appraised in the majority language, with little attention to language performance in the speaker's home variety. The present study addresses this gap through a fine-grained qualitative analysis of the development of reference in narrative, drawing on a complex stimulus and a model of discourse strategy. The results show (a) a developmental trajectory similar to that found in other languages, with children aged eight and under producing simpler and less globally organized narratives than older speaker groups, and (b) vulnerability to the changing demands of the stimulus among these younger speakers. In addition, a subset of narrations were produced in "school variety," a style more like Standard Australian English. The results for this set showed that the narrative content and global organization of the productions by 10- and 12-year-olds were more similar to the productions of younger children, than like-aged speakers, who narrated in their home variety. Analysis of speaker responses to two factors of complexity, the stimulus and code choice, illuminated mechanisms for discourse production and development, and suggest that constructing discourse requires co-ordination of an underlying schema and on-line construction of a particular story, through the deployment of linguistic devices in a particular narrative context. The analysis showed that these two skills are tightly interdependent, and indeed co-constructing.
ABSTRACT
This paper reports on a study in two remote multilingual Indigenous Australian communities: Yakanarra in the Kimberley region of Western Australia and Tennant Creek in the Barkly region of the Northern Territory. In both communities, processes of language shift are underway from a traditional language (Walmajarri and Warumungu, respectively) to a local creole variety (Fitzroy Valley Kriol and Wumpurrarni English, respectively). The study focuses on language input from primary caregivers to a group of preschool children, and on the children's productive language. The study further highlights child-caregiver interactions as a site of importance in understanding the broader processes of language shift. We use longitudinal data from two time-points, approximately 2 years apart, to explore changes in adult input over time and developmental patterns in the children's speech. At both time points, the local creole varieties are the preferred codes of communication for the dyads in this study, although there is some use of the traditional language in both communities. Results show that for measures of turn length (MLT), there are notable differences between the two communities for both the focus children and their caregivers. In Tennant Creek, children and caregivers use longer turns at Time 2, while in Yakanarra the picture is more variable. The two communities also show differing trends in terms of conversational load (MLT ratio). For measures of morphosyntactic complexity (MLU), children and caregivers in Tennant Creek use more complex utterances at Time 2, while caregivers in Yakanarra show less complexity in their language at that time point. The study's findings contribute to providing a more detailed picture of the multilingual practices at Yakanarra and Tennant Creek, with implications for understanding broader processes of language shift. They also elucidate how children's language and linguistic input varies diachronically across time. As such, we contribute to understandings of normative language development for non-Western, non middle-class children in multilingual contexts.
