Wamut’s suggestion is a great one, as it is consistent with both the ‘mainstream economy/assimilation’ idea and the retention of languages idea. If there is a barrier between indigenous people and joining the mainstream economy, then if they choose to submit to the mainstream economy, then by all means, that barrier should be removed. There are a number of ways to do this. One of which is to further encourage the teaching of English, which, in conjunction with the government’s demonstrated inability to give a shit about indigenous culture, means that indigenous languages would die. Ergo, we ‘language romantics’ consider that a grave loss.

Another option is to reduce the monopoly that English has over the mainstream economy in this country, by creating jobs that are compatible with Kriol and indigenous languages, such as Wamut points out. This is by no means uncommon, there are plenty of jobs available in urban areas that you can only get (in practicality) if you speak such and such a language. To say that the economy should be ‘English-only’ is, contrary to your assertion, to disadvantage all those potential sub-economies out there that may operate in other languages and therefore, to disadvantage the speakers of those languages who might otherwise benefit.

If you reject this second idea, I suggest you explain yourself more thoroughly, because from here it appears as though what’s driving your ‘more English’ line is a negative opinion to indigenous languages.

¹My point being that it is an equally stupid argument.

You seem to be presuming an either/or approach.

Actually I would have thought that if anyone is deserving of such a claim it is Wamut. It was his suggestion that prompted my last comment

Here’s a novel idea… create jobs for speakers of Aboriginal Languages that don’t require them to have strong English. It happens. I do it. I wish more white people would/could.

Certainly seems to be suggesting that teaching in English should be considered of peripheral value in indigenous communities. Which is all well and good, should the children wish to spend their entire lives in those communities. But one thing that all of us who have had children know is that a large number of them will want to not only leave the nest upon maturity but also go out into the world beyond the community that spawned them. When they only have proficiency in a rather obscure language they are immediately about ten steps behind even an illiterate school drop out from the greater Australian population. Their only option then is to stay in the isolated community that spawned them. You see as much as you may see the imposition of English, as some sort of cultural imperialism the reality is that it is the globally dominant language and to have the opportunity to learn that gives anyone a chance to achieve not only in this country but anywhere in the world.
Wamut as much as your suggestion has some merit for the people who are adults in those communities it ignores the importance of making the most of the opportunities for the upcoming generations which will not necessarily be with in those communities and is, I suspect coloured by the same romantic attachment to indigenous languages enjoyed by our esteemed blog host Jangari

I think you’re right on the money here.

The ‘ghetto’ you allude to is actually more like a haven, where people can learn, teach and work in a linguistic environment that is comfortable. It actually allows more learning, teaching and working to take place because we’re not always negotiating language barriers.

And a side benefit is that ppl’s English actually improves because someone who might otherwise find it hard to get a job can be employed and they then come into contact with a lot more English through interactions with other mainstream agencies.

What’s actually happening is the workplace is accommodating the workforce, which I think is healthy – it takes away the onus on the workforce to do all the accommodating and makes for a much better workplace.

I think it’s naive to think that a mainstream job must be an English-only speaking job. Here at Ngukurr, the Centrelink office and the Credit Union office are run by local ppl and they operate locally entirely in Kriol. To work at the local shop, you need numeracy skills but it’s really no big deal if you speak Kriol at work all day. The creche is run entirely by Kriol speaking locals. Sure, English will help you in your job, but a world that says poor English=unemployable is unhelpful.

I will always advocate for a two-way approach, where Aboriginal ppl can learn about white ways and white ppl equally make the effort to learn about and accommodate Aboriginal ways. Otherwise, us whitefellas just remain ignorant.

The immersion theory does have its advocates, but applying it without thought to the classroom setting is the issue.

Having been a learner of a LOTE via immersion I can see the problems. Immersion often uses practical settings to advance learning. So you may be asking directions, reading timetables etc to learn, but those are means to an end – learning the language. The purpose isn’t to learn the Berlin underground timetable.

However, if the purpose of a classroom setting is to learn mathematics, than adding an immersion style ESL lesson simultaneously, may have the effect of failing in both tasks.

I’m not saying that it can’t be done, but that it warrants some careful thought, appropriate resource allocation and suitably qualified and experienced staff to pull it off successfully.