​Unit 4 - Area of Study 1: Language variation in Australian society ​

Outcome 1

Investigate and analyse varieties of Australian English and attitudes towards them.​​

Examples of learning activities

• Record all the different varieties of English you hear over the course of a week; classify the different accents, dialects and idiolects and note any particular language features, words or phrases; write a report summarising your observations.
• In groups, investigate the major characteristics of Australian English and compare them with Englishes from other continents; present findings in a tabular format, highlighting major phonological, lexical, prosodic and grammatical patterns.
• Examine a copy of a newspaper or magazine published in Britain and the USA (for example, The Guardian and Time Magazine) and list as many examples of differences between Australian, American and British English; include examples of words, syntax, spelling and punctuation.
• Compare satirical sitcoms from Australia, England and the USA such as 'Please like me', 'The IT Crowd' and 'Family Guy'; identify the differences in phonology, lexicology, prosody and grammar, and comment on the different identities portrayed, and how language is used to exaggerate and satirise.
• Examine the lyrics of national anthems from three different countries using a site such as National Anthems and consider which values are being promoted and how people in each country might see themselves.
• Examine the Australian national anthem, ‘Advance Australia Fair’, and consider what identity is being promoted through the language features; compare with other ‘national’ songs such as ‘Waltzing Matilda’, ‘And the band played Waltzing Matilda’, ‘Khe San’ or ‘Down Under’.
• Students describe/imitate what they consider to be a typical ‘Australian’ accent; discuss the similarities and differences between the various presentations, and on what or whom students are basing their perceptions.
• Investigate and write a report describing the major characteristics of Broad, General and Cultivated Australian English accents; listen to soundbites on Australian Voices and videos on Convict creations and decide which accent is exemplified by each clip; brainstorm other proponents of each accent, for example Dave Hughes (Broad), Paul McDermott (General) and Quentin Bryce (Cultivated).
• Survey friends and family and, using the internet, investigate some of the community reactions to Julia Gillard’s accent; listen to the YouTube clip of Andrew Hansen’s song ‘Negotiate’ from ‘The Chasers’ 4/8/2010; discuss as a class reasons for this focus on her manner of speaking; what does it reveal about our attitudes towards language variety in Australia?
• Listen to audio of Jack Thompson reciting famous Australian poems, including those by Banjo Patterson, C.J. Dennis, Henry Lawson; read and discuss the various features of Australian English presented in each text, including the phonological features.
• Write an essay on a related topic, for example ‘We all use features of all three sociolects, Broad, General and Cultivated Australian English, but in varying measures according to the context’; in groups representing each of Australia’s states and territories, research some of the regional variation in Australian English and present findings to class; discuss whether the Victorian ‘variety’ is familiar and the words/phrases still in use.
• Identify the key features of Aboriginal dialect as presented in a novel such as Deadly Unna by Philip Gwynne, or television series such as 'Redfern Now' and 'The Gods of Wheat Street', or the anthology of short stories Going Home by Archie Weller.
• Read a selection of information available at Aussie Educator; discuss the factors influencing language choices and the importance of language in constructing one’s sense of identity.
• 
  Analyse the distinctive linguistic features of an ethnolect such as those featured in the film Wog Boy, in the satirical comedy We Can Be Heroes, or in the television series 'Legally Brown'; examine how the characters use language as a marker of identity.
• Discuss the notion of a prestige variety of the English language in Australia and reflect upon your own attitudes towards people who speak differently to you; which varieties are given prestige status in Australia, in your school, in the media, for example view the debate scene in Looking for Alibrandi.
• Examine the print and digital media and collect reports, letters to the editor, and opinion pieces which comment on issues related to Australian English, such as its decline, or its increasing Americanisation; see Crikey blogs, especially ‘A quixotic debate’ 23rd April 2010 and ensuing comments; consider the values and attitudes of the writers, and discuss the differences between linguistic prescriptivism and descriptivism.
• Debate a contentious language-related issue, such as the validity of ‘youse’ in contemporary Australian English or whether apostrophes are still necessary in writing.

 

​​Detailed example

Varieties of Australian English and Attitudes

1. View the film Wog Boy directed by Aliksi Vellis and list all the different varieties of English presented in the film.
2. Draw up a table using headings on the y-axis such as Greek ethnolect, Cultivated Australian, General Australian, and Broad Australian.
3. List the susbsystems of language on the x-axis and list examples in the film of language features particular to each variety and accent.
4. Revisit the scene in which Steve is pulled over by police officers. In pairs, then as a class, consider the following questions: Why was Steve pulled over in the first place? Why does he have difficulty understanding the policeman? Why might the policeman use this variety of language? How does the policewoman ‘translate’ the language? How does Steve effectively defuse the situation?
5. Consider the two scenes with Derryn Hinch. Why does Derryn change his attitude toward Steve? How does he use language to reflect this change?
6. Consider the language used by the Minister for Employment. What assumptions does she make about Steve? On what does she base these assumptions?
7. Steve makes a speech to a group of business people. Why does he receive a hearty ovation at the end? How does his speech reflect his identity?
8. Write a response to the following topic: ‘Wog Boy reflects society’s negative attitudes toward various varieties of Australian English. Discuss.’