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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
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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
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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
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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
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SECTION 1 – Question 3–continuedTURN OVER
Question 3 (17marks)
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
2018INDIGLANGSEXAM 8
SECTION 1 – Question 3–continued
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
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SECTION 1 – continuedTURN OVER
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
2018INDIGLANGSEXAM 10
SECTION 1 – Question 4–continued
Question 4 (17marks)
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
•
•
•
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SECTION 1 – Question 4–continuedTURN OVER
c. Whatprocessisdescribedinpart b.?Apartfromthewordsthemselves,whatotherelementsarebeingbroughtintotheMurrinhpathalanguagehere? 2marks
ConsiderthewordsinTable8.
Table 8
eus houseathpil hospitaloras horrorsap-ap half-halfanting hunting
d. UsingtwoexamplesofMurrinhpathawordswithtranslations,explainthedifferencebetweentheprocessshowninTable8andtheprocessshowninTable6.Inparticular,considerthebeginningofeachword. 2marks
2018INDIGLANGSEXAM 12
SECTION 1 – Question 4–continued
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
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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
2018INDIGLANGSEXAM 14
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.
SECTION 2 – Question 5–continued
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SECTION 2 – Question 5–continuedTURN OVER
2018INDIGLANGSEXAM 16
SECTION 2 – Question 5–continued
b. Whatgrammaticalfeatures,vocabularyandotheraspectsoftheWathawurrunglanguagearelikelytobeneededtocreatedialogueinascriptforthisdocudrama?
DiscusshowdifferenttypesofconversationalinteractionbetweenpeoplemightbetranslatedintoWathawurrung.Forexample,whatkindsofthingswouldthecharactersinthisdocudramatalkabout?Whatkindsofinteractionswouldtheyhave?InEnglish,giveonespecificexampleofaninteractionanddiscusshowthiswouldbetranslatedintoWathawurrung.
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SECTION 2 – continuedTURN OVER
c. Describehowmemoriesoftraditionalstoriesandculturaltraditionsmightbeusedintheproductionofthisdocudramascript.Whatresourcesmightbeavailable,bothintermsofmemorieswithintheWathawurrungcommunityandfeaturesofthetraditionallandsoftheWathawurrung?
Reference for Question 5GaryPresland,First People: The Eastern Kulin of Melbourne, Port Phillip & Central Victoria,MuseumVictoria,Melbourne,2010,p.22
2018INDIGLANGSEXAM 18
SECTION 2 – Question 6–continued
OR
Question 6 (20marks)ThefollowinglanguageknowledgeandskillsarerelevanttotherevivalandreclamationofAboriginallanguages:• beingfamiliarwiththesoundsandpronunciationofthelanguage• appreciatingdifferentspellingoptions• understandinghowthesentencegrammarworks• beingabletoconstructnewwords• beingabletoformnewsentences• beingabletouselanguagecreatively• findingoutwhichearlysettlersorgovernmentofficialswereinterestedinthelanguageandwheretheir
personalmanuscriptsand/orpublicationsareavailable• understandingthekinshipsystems
a. Whatisthetargetlanguagethatyouhaveworkedwiththisyear?Describewaysinwhichthree or moreofthedotpointsabovehavebeenimportantinyourlanguagereclamationstudy.Includedetailedexamplestoillustrateandexplaineachofthepointsthatyouhavechosentodiscuss.
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SECTION 2 – Question 6–continuedTURN OVER
b. DiscussindetailhowtheexperienceofworkingwithorbeingpartoftherelevantAboriginalcommunitymightdeepenunderstandingoftheissuesrelevanttolanguagerevivalandlanguagereclamation.
Youmayrespondtothisquestionbycomparingyourknowledgeandunderstandingatthebeginningoftheyearwithyourknowledgeandunderstandingattheendofyourcourseofstudy.Youshouldalsoincludethedetailsofvariousexperiencesyouhadduringtheyear–keyturningpoints–thathelpedtodeepenyourunderstandingoftheissuesinvolved,andhelpfulanecdotesaboutyourexperiences.
2018INDIGLANGSEXAM 20
END OF SECTION 2
c. SuggesttworeasonswhypeoplemightwanttoengageinAboriginallanguagereclamation.
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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