Search

Yol?u (Aboriginal Australians of northeast Arnhem Land) are interested in developing augmentative and alternative communication (AAC) systems in their own languages to support communication opportunities and participation for their family members living with Machado-Joseph disease. Designing AAC systems in Aboriginal languages requires consideration of unique linguistic and cultural elements. Participatory action research in strength-based communication contexts was carried out by Yol?u and "Balanda" (the Yol?u word for non-Aboriginal people) researchers working together through a collaborative intercultural process. Culturally responsive literacy, language, and AAC activities were used to develop four prototype Yol?u AAC sytems for Yol?u with varied literacy skills. Data were coded using gerunds to identify and focus on action in the data. Reflective and analytical collaborative, oral group discussions were used to identify key considerations and, ultimately, a Yol?u metaphor for the research. Yol?u language, culture and worldview impacted all aspects of prototype design and decision making. Salient considerations related to representation, organization, layout, and access, are presented. Clinical implications and future research considerations are outlined.

Yol?u, Aboriginal people from Arnhem Land, Australia are at risk of Machado-Joseph disease, with progressive loss of speech. Yol?u are interested in developing augmentative and alternative communication (AAC) systems in their own languages. This research aimed to develop a culturally responsive process to explore and create a core vocabulary word list for Yol?u adults living with the disease for inclusion in AAC system prototypes. A list of 243 Yol?u words and morphemes was created. In this highly collaborative, mixed methods, participatory action research, "Balanda" (the Yol?u word for non-Aboriginal people) and Yol?u researchers conducted cycles of transcription and analysis of a language sample, with oral group discussions to identify which words to include, omit, or add, based on Yol?u perceptions of the structure and use of their languages. A Yol?u metaphor, "Gulaka-buma" ("Harvesting yams"), was identified by Yol?u researchers to represent and share the research process and findings. Three key themes were identified that summarize the main cultural and linguistic considerations related to changes made to the core vocabulary. Study findings emphasized the role of language as an expression of culture and identity for Indigenous peoples and the importance of considering cultural and linguistic factors in selecting vocabulary for AAC systems.

Culture mediates how all people think and communicate and intercultural communication skills are required for effective collaboration. This study (2017–2021) explored intercultural communication with 40 participants in one very remote First Nations Australian community in Northern Australia. We explored the perspectives of both Yolŋu (First Nations Australian people from North-East Arnhem Land) and Balanda (non-Indigenous people, in this case Australian) on interactions during early childhood assessments of Yolŋu children (0–6 years). Our intercultural research team used a culturally responsive form of video-reflexive ethnography, a Yolŋu approach to in-depth discussion and collaborative analysis. In this article, we explore nine intercultural communication processes that were recognized and enacted by study participants. Each process is represented by a metaphor drawn from water traveling in North-East Arnhem Land. We share these processes so that others may consider exploring their relevance in other intercultural communication contexts. [ABSTRACT FROM AUTHOR]

Suggests that while various models of bilingual education have been implemented in Aboriginal communities in Australia's Northern Territory, the degree to which these programs operate successfully is quite another matter. One example from a particular program outlines the ongoing miscommunication that occurs between Aboriginal students and their non-Aboriginal teachers and the inevitable deleterious educational impact this miscommunication has on the former. (Author/VWL)