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Auslan learner longitudinal study data collection instruments ...
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Auslan learner longitudinal study data collection instruments ...
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Video file for book chapter "From Seeing to Feeling: How Do Deafblind People Adapt Visual Sign Languages?" ...
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"You have to speak it at least": language and identity maintenance among Australian migrant teenagers ...
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Young people's perspectives on the mobility of Australian English accents
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A design science exploration of a visual-spatial learning system with feedback ...
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Repetition and resonance as politeness in Deafblind signing ...
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Taking a User Centred Design Approach for Designing a System to Teach Sign Language
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Being heard: the role of family members in bilingual medical consultations
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Is the cultural cringe alive and kicking? Adolescent Mythscapes of Australian English in Queensland and Victoria
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Nicknames in Australian secondary schools: Insights into nicknames and adolescent views of self
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Nicknames in Australian secondary schools: insights into nicknames and adolescent views of self
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Nicknames in Australian secondary schools: insights into nicknames and adolescent views of self
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Abstract:
Although it is widely known that language practices can significantly affect adolescent self-image, research studies on adolescent naming practices are surprisingly scarce. The only study to date on nicknames in Australia was undertaken by Chevalier (2006). Her study provides a comprehensive analysis of morphological and semantic features of names but makes no reference to adolescent language practices and their role in society. Our exploration of initial responses to questionnaire data administered to secondary students in Victoria and Queensland schools considers: (i) common adolescent nicknaming practices and (ii) attitudes of adolescents to nick-names used for others and towards nicknames. We end with suggestions for raising awareness of naming practices to promote cultural and linguistic sensitivity amongst high school students.
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URL: http://eprints.usq.edu.au/21982/1/Names.pdf http://eprints.usq.edu.au/21982/ https://doi.org/10.1179/0027773812Z.00000000019 http://eprints.usq.edu.au/21982/7/0027773812Z.pdf
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