Australian Review of Applied Linguistics, Vol 36, No 3 (2013)

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WRITING ABORIGINAL ENGLISH & CREOLES: FIVE CASE STUDIES IN AUSTRALIAN EDUCATION CONTEXTS

Samantha Disbray, Deborah Loakes

Abstract


Texts in Aboriginal English (AE) and creole varieties have been created by Indigenous and non-Indigenous writers for a range of purposes. In this paper, we focus on materials created in and for five educational contexts, and investigate the orthographic or spelling systems developed in each setting. Choices about orthography are guided by linguistic and non-linguistic considerations. They are sensitive to matters of prestige and identity, and new orthographic conventions are subject to comparison with ‘correct’, ‘standard’ spellings. We explore the processes, motivations and rationale that drive choices for the orthographic conventions and the diverse outcomes in the five settings.

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