INDIGENOUS LANGUAGES OF VICTORIA: REVIVAL AND RECLAMATION

Written examination

Monday 31 October 2016 Reading time: 11.45 am to 12.00 noon (15 minutes) Writing time: 12.00 noon to 2.00 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• Questionandanswerbookof17pages,includingassessment criteria for Section 2onpage17.

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.

©VICTORIANCURRICULUMANDASSESSMENTAUTHORITY2016

SUPERVISOR TO ATTACH PROCESSING LABEL HEREVictorian Certificate of Education 2016

STUDENT NUMBER

Letter

2016INDIGLANGSEXAM 2

Question 1 (20marks)KuukThaayorreisanIndigenouslanguagespokenontheCapeYorkPeninsula.

ReadthefollowingsentencesfromtheKuukThaayorrelanguage.

1. Pam yat Themanwalked

2. Pamal minh patharr Themanbittheanimal(meat)

3. Ngay ngokem rantyirr Ijumpedoutofthewater

4. Ngay patharr nhunh Ibither

5. Pam minhal patharr Theanimalbittheman

6. Minh yat Theanimal(bird)flew

7. Nhul ngat mungkarr Sheatefish

8. Nhul wontirr ngokeln Shefellintothewater

9. Ngatal lain patharr Thefishbitthe(fishing)line

10. Ngok mungkarr ngay Idrankthewater

11. Ngat ngokeln yat Thefishswaminthewater

12. Pamal ngat thuuthirr ngokem Themanpulledthefishoutofthewater

a. ListtheKuukThaayorrewordsthatcorrespondtothefollowingEnglishwords. 8marks

man

animal

fish

water

bit

fell

pulled

ate

SECTION 1

Instructions for Section 1Answerallquestionsinthespacesprovided.

SECTION 1 – Question 1–continued

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SECTION 1 – Question 1–continuedTURN OVER

Word orderInEnglish,thebasicwordorderisasfollows.

Subject Verb Object

Example Theman slept.

Example Thecat bit thedog.

b. Considertheorderofsubject,objectandverbthatisusedinKuukThaayorre,asillustratedbysentences1–12onpage2.Explainwhetherwordorderisusedtodistinguishthesubjectfromtheobject,asitisinEnglish.Usetwo or three oftheKuukThaayorresentencesfrompage2tojustifyyouranswer. 3marks

Kuuk Thaayorre nounsConsideralltheKuukThaayorrewordsforthenoun‘man’insentences1–12onpage2.FortheEnglishword,therearetwoslightlydifferentformsinKuukThaayorre.

c. DescribethecontextinwhicheachofthedifferentKuukThaayorreformsofwordsexpressingtheconcept‘man’isused.Includeexamplesfromsentences1–12onpage2inyouranswer. 3marks

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SECTION 1 – continued

d. TheKuukThaayorrewordyatistranslateddifferentlyinsentences1,6and11.

Inoneparagraph,explainwhatyatmustmeanifitcanbeusedinthesedifferentcontexts.HowhastheappropriateEnglishtranslationbeenarrivedatineachofthethreecontexts? 4marks

e. WhatdotheKuukThaayorrewordsngokeln (sentence8andsentence11)andngokem (sentence3andsentence12)mean? 2marks

ngokeln

ngokem

References for Question 1TomFooteandAllenHall,Kuuk Thaayorre dictionary: Kuuk Thaayorre/English,JollenPress,Brisbane,1992AliceGaby,‘Someparticipantsaremoreequalthanothers:CaseandthecompositionofargumentsinKuukThaayorre’,inMengistuAmberberandHelendeHoop(eds),Competition and variation in natural languages: the case for case,Elsevier,Amsterdam,2005,pp.9–39AliceGaby,‘Pragmaticallycase-marked:Non-syntacticfunctionsoftheKuukThaayorreergativesuffix’,inIlanaMushinandBrettBaker(eds),Discourse and grammar in Australian languages,JohnBenjamins,Amsterdam/Philadelphia,2008,pp.111–134

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SECTION 1 – Question 2–continuedTURN OVER

Question 2 (17marks)Kuuk Thaayorre pronoun and noun suffixesConsidersentences1–12onpage2again.NowlookcarefullyattheKuukThaayorrewordscorrespondingto‘she’and‘her’insentences4,7and8below.

4. Ngay patharr nhunh Ibither

7. Nhul ngat mungkarr Sheatefish

8. Nhul wontirr ngokeln Shefellintothewater

a. ListallthedifferentKuukThaayorrewordsthatcorrespondtotheEnglishwords‘she’and‘her’inthethreesentencesabove.DescribethedifferenceinmeaningandfunctionbetweentheseKuukThaayorrepronounforms. 2marks

b. Explainhowthesystemofpronounsisdifferentfromthesystemofnounwordforms (asdescribedinyouranswertopart c.ofQuestion1)inKuukThaayorre. 2marks

c. TranslatethefollowingEnglishsentencesintoKuukThaayorre: Sentence1–Iwalkedinthewater. Sentence2–Themanatethemeat. Sentence3–Ipulledthemanoutofthewater. 10marks

Sentence1

Sentence2

Sentence3

2016INDIGLANGSEXAM 6

SECTION 1 – continued

d. ReadthefollowingtwoKuukThaayorresentences,4and5,andthentranslatesentence6into English. 3marks

4. Paanth rantyantyirr Thewomankeptjumping

5. Yak wontontirr Thesnakekeptfalling

6. Yak pathatharr pamal

References for Question 2TomFooteandAllenHall,Kuuk Thaayorre dictionary: Kuuk Thaayorre/English,JollenPress,Brisbane,1992AliceGaby,‘Someparticipantsaremoreequalthanothers:CaseandthecompositionofargumentsinKuukThaayorre’,inMengistuAmberberandHelendeHoop(eds),Competition and variation in natural languages: the case for case,Elsevier,Amsterdam,2005,pp.9–39AliceGaby,‘Pragmaticallycase-marked:Non-syntacticfunctionsoftheKuukThaayorreergativesuffix’,inIlanaMushinandBrettBaker(eds),Discourse and grammar in Australian languages,JohnBenjamins,Amsterdam/Philadelphia,2008,pp.111–134

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SECTION 1 – Question 3–continuedTURN OVER

Question 3 (18marks)ThesurveyorRHMathewswrotedowninformationabouttheNgurrimauerorYabulaYabulalanguageinanotebookfromaround1902.ThenotebookisnowkeptattheNationalLibraryofAustralia.ThepersonwhogavethelanguageinformationwasprobablyamancalledMiddleton.Table1presentsthreesentencesinNgurrimauerandtheirEnglishtranslations.(PleasenotethatsomeexamplesusedinQuestion3havebeeneditedslightlyforclarity.)

Table 1

Bawunga takkan dumpul amankilledapossum

Kurnauunga innanin dumpul adogbitapossum

Murraiunga ngurrean nguliwak awomantoldachild

Table2presentsasmallgroupofnounslistedbyMathewsinhisnotebook.

Table 2

Bawo aman

Nguliwak achild

Dumpul apossum

Kurnau adog

a. AfterexaminingTable1andTable2,writedowntheNgurrimauerwordsforthefollowingEnglishwords. 2marks

killed

bit

b. Comparetheformsofthewordsfor‘aman’and‘adog’inTable1andTable2.ExplainthedifferencebetweentheformsinTable1andTable2,andalsoexplainthelinguisticfunctionofthisdifferencebygivingtwo or threeexamplesintheNgurrimauerlanguage. 4marks

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SECTION 1 – Question 3–continued

Table3givessomeNgurrimauersentencesthatincludeverbsandpronouns.

Table 3

Loatbi ngaia IamspeakingLoatban ngaia IwasspeakingLoatbeang ngaia Iwillspeak

Mukkur ngaia IamsittingMukkuran ngaia IwassittingMukkureang ngaia Ishallsit

Linne nguttha Iamthrashing(it)Linnen nguttha Ididthrash(it)Linneang nguttha Ishallthrash(it)

Ngurretheba nguttha Iamtelling(him)Ngurrean nguttha Itold(him)Ngurreang nguttha Ishalltell(him)

c. InTable3therearethreeformsofeachoftheverbs‘speak’,‘sit’,‘thrash’and‘tell’.

ExplainwhatthethreedifferentNgurrimauerformsmeananddescribethedifferencebetweentheforms.(Notethattheword‘thrash’couldalsobetranslatedas‘beat’or‘hit’.) 3marks

d. Whataretheformsoftheword‘I’inTable3? 1mark

e. Explainthedifferencebetweentheformsof‘I’giveninTable3. 2marks

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SECTION 1 – continuedTURN OVER

f. Thesentencengurrean ngutthainTable3istranslatedas‘Itold(him)’.

Inwhatotherwayscoulditbetranslated? 1mark

g. UsingtheinformationinTable1andTable3,suggesthowyoumighttranslatethefollowingintoNgurrimauer. 5marks

Thewomanwilltellthechild

Thechildtoldtheman

Thepossumissitting

Reference for Question 3RHMathews,Notebook 6,NationalLibraryofAustralia,MS8006/3/4

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SECTION 1 – Question 4–continued

Question 4 (15marks)ThePintupi-LuritjalanguageisoneofthevarietiesoftheWesternDesertlanguage.Pintupi-LuritjaisspokeninthePapunya/KintoreregionofCentralAustralia.WhenanEnglishwordisusedinthePintupi-Luritjalanguage,theformofthewordchangesslightly;forexample,theEnglishword‘naked’ispronouncedasnikiti.ThisisbecauseinPintupi-Luritjaallwordshavetoendwithavowel.Also,thereareonlythreevowels–/a/,/i/and/u/.Thesevowelscanbelongorshort;iflong,theyarewrittenwithadoublevowelas/aa/,/ii/and/uu/.Table4givesseveralPintupi-LuritjawordsandtheirtranslationsinEnglish.

Table 4

pluuwanarringanyiisbecomingablueone

tayitirringanyiisbecominghardorfirm

watpalarringanyiisbecomingawhitefella(i.e.isbehavinglikeawhitefella)

InPintupi-Luritja,withsomeverbs,thesuffix-rrimeans‘become’.Thishastobefollowedbyatensesuffix,suchasthesuffix-nganyithatrepresentsthepresenttense(‘isdoingsomething’).SeeTable4forexamples.

a. ForeachofthethreewordsinTable4,listtheformswithoutthesuffixes-rrior-nganyiandsuggestwhattheoriginofthewordmightbe. 3marks

•

•

•

b. WhatistheprocessforformingnewwordsthatisbeingillustratedinTable4? 1mark

c. InPintupi-Luritja,ritwanacanbeusedtomean‘redone’.

Howdoyouthinkyouwouldsay‘isbecomingaredone’inthePintupi-Luritjalanguage? 1mark

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SECTION 1 – Question 4–continuedTURN OVER

TheverbsofPintupi-Luritjaarecomplicated,butforcertainverbstheadditionoftheform-nu markspasttense,-nimarkspresenttenseand-lamarksimperative(commands).Theunderlinedn showsthattheconsonantisaretroflexconsonant,sometimeswrittenrn.Table5listssomemorePintupi-Luritjawords.Thesuffix-milaisaddedtoawordfromanotherlanguagetomakeitintoatransitiveverb–inotherwords,averbthatmusthaveanobject.

Table 5

kiki-mila-nu(She/He)kicked(it)

pulu-mila-laPull(it)!

nuu-mila-ni(She/He)knows(someone)

d. WritethePintupi-LuritjaformofthepartofeachwordinTable5thatcorrespondstothefollowing. 3marks

kick

pull

know

e. IdentifythelinguisticprocessforcreatingnewwordsthatisshowninTable5. 1mark

f. DescribeindetailtheprocessbywhichthePintupi-LuritjawordsinTable5areformed.Youwillneedtouseat least twoexamplesfromTable5,givingthePintupi-LuritjaformanditsEnglishtranslation.Explainthefunctionofanysuffixesthatareattachedtotheverb,aswellasanyprocessesoftransformationintoPintupi-Luritja. 5marks

2016INDIGLANGSEXAM 12

END OF SECTION 1

g. Howwouldyouwrite‘kickit!’inPintupi-Luritja? 1mark

Reference for Question 4JohnHeffernan,withKuyataHeffernan,A learner’s guide to Pintupi–Luritja,IADPress,AliceSprings,1999,pp.90,109–111

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EITHER

Question 5 (20marks)DrawingonyourawarenessofanAboriginalcommunityand/orinteractionswithAboriginalpeople,reflectuponyourknowledgeofIndigenouslanguagesmoregenerally,andonyourownexperiencewhereappropriate.Inyourresponsetothisquestion:• refertothetargetlanguage(thelanguageyouhaveworkedon)• identifythecommunityinvolvedinreclamation• describespecificexamplesoflanguageuseandlearning.

YourresponsemaytakeintoaccountknowledgeofAboriginallanguagesotherthanthetargetlanguage.

a. IdentifythevariousrolesthatmembersofanAboriginalcommunitycanplaywhenalanguageisbeingreclaimed.

SECTION 2

Instructions for Section 2Answeronequestion,eitherQuestion5orQuestion6,inthespacesprovided.Yourresponsewillbeassessedaccordingtothecriteriasetoutonpage17ofthisquestionandanswerbook.

SECTION 2 – Question 5–continuedTURN OVER

2016INDIGLANGSEXAM 14

SECTION 2 – continued

b. ExplainhowthestudyofIndigenouslanguagesbeyondthetargetlanguagecanassistinlanguagereclamation.

c. ExplainhowhistoricalrecordsoflanguagescanassistinthereclamationofanIndigenouslanguage.

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SECTION 2 – Question 6–continuedTURN OVER

OR

Do not attempt Question 6 if you have completed Question 5.

Question 6 (20marks)Answerthefollowingquestionswithspecificreferencetoyourexperienceoflanguagestudyandreclamationrelatingtothelanguageyouhavebeenworkingon.

a. Identifythelanguageyouhavebeenworkingonandexplainhowastudy/knowledgeofotherIndigenouslanguagesassistsinthereclamationofthelanguageyouhavebeenworkingon.

2016INDIGLANGSEXAM 16

END OF SECTION 2

b. ExplainhowmembersofanAboriginalcommunitywere involvedinthereclamationofthelanguageyouhavebeenworkingon.

c. Describetwo factorsthatcontributedtoyourowncreativeuseofthelanguageyouhavebeen workingon.

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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