By William B. McGregor
This quantity units out to supply a finished description of the grammar of Gooniyandi, a non-Pama-Nyungan language of the southern-central Kimberley zone of Western Australia. It covers phonetics and phonology, observe word and clause constitution, and the semantics of closed-class grammatical goods. the main concentration is, even if, on that means: how do Gooniyandi audio system suggest with and of their language. To this end, the theoretical framework of systemic useful grammar, quite as elaborated in Halliday's fresh paintings, is followed. yes refinements to the idea are proposed so as to. Read more...
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Additional resources for A Functional Grammar of Gooniyandi
The majority of words are clearly Gooniyandi, and on the whole they are reasonably well transcribed. Capell (1940:416-418) gives a short list of nineteen words, all but two of which are identifiable and reasonably accurately transcribed. He also provides a part of the present tense paradigm of the verb ward- 'go' (Capell 1940:416). However, most of the forms given are inaccurate: the plural marker ge (-/gil) given for the first person non-singular forms is found in Bunuba only, and most instances of word final/i/ have been mistranscribed as /a/ (cf.
26 INTRODUCilON A Gooniyandi language programme has been in operation in Gogo School, a primary school with predominantly Gooniyandi pupils, since 1987 · It seems to be progressing successfully, and is popular with the children. Other Government schools in the Kimberley region - of which La Grange School is the most notable example - have recently started language programmes. However, the Western Australian Education Department la~ks a policy on bilingual/bicultural education, and these initiatives are at the whim of the school principal.
The community felt that, in addition to educating their children in English and mathematics, education in their own language and culture was equally important. One of the aims of the school (to quote from the School Policy) is "To develop and introduce a Gooniyandi language and literacy progmmme". During my 1982 field trip the Yiyili Community requested my assistance as a linguist. I spent a few weeks at Yiyili, during which time I devised a practical orthography for Gooniyandi, and produced some introductory materials for their programme, including a preliminary draft of a collection of Gooniyandi stories, a short dictionary, and a brief description of the principles of writing the language, intended for literate Aborigines and teachers involved in the programme.