‘Do you know of any good external language courses that are available?’

There are a couple of options to begin learning Yolŋu Matha, the language of north east Arnhem Land.

1. A series of distance education courses are available through Charles Darwin University (CDU).  If you are in Darwin these can also be studied internally, which is recommended. There are several  advantages of these courses.  As it is a university course, it is structured around recommended and required study, along with regular assessment, so it keeps you working. The course teaches much about culture as well as language, which makes it much richer and gives good context. The course is run by extremely knowledgable and passionate staff, who share many personal and traditional stories. Many people struggle with the work load, which does require alot of self learning in order to keep up. The early subjects  have assessments that are very much based on written work. This means that your time can easily get consumed in writting and reading the language, which is less effective for learning to speak and hear. However, the later subjects are more focused on conversational skills (not sure if these can be done externally). The staff are really helpful and if you put the work in you will get alot out of the course.
2. There are a number of self learning courses available through ARDS.  I recommend “Gupapuyngu Alphabet & Pronunciation” followed by, or in combination with the “Gupapuyngu Conversational Course” 1&2.  (ARDS has also begun to publish an identical course in Djambarrpuŋu a sister language).  It is important to understand the alphabet and pronunciation first and try to memorise the sounds, before moving to phrases. But as you get bored with pronunciation practice go to the first of the conversational courses, which have structured lessons and drills on CD for each lesson to test yourself and practice with. The down side to these courses is that you have to be disciplined with yourself to regularly spend time working through the lessons (and repeating them) when there is no one to examine you.    If you choose to do the CDU courses the “Alphabet and Pronunciation” book will help, and you should try to work through it before the course starts as there is little time alotted for learning the alphabet and their sounds.   The advantage of these self learning materials is that they focus on speaking and hearing and you will be off to a very good start to begin learning more by practicing and conversing with Yolngu people once you do enter Arnhem Land. A Gupupuy’ŋu Grammar book is also available, but you will only need this when you get to the stage of asking, ‘Now, how would I say …..” The gramma book has no audio and is best as a reference once you start to use the language with Yolngu people, or if you find yourself exceeding the expectations of the conversational courses (this book is part of the resources for the second CDU subject).

These options and resoures are complementary, so they do work together well to expand your learning options.  However, we  would not recomend attempting to do both the converstional course and the CDU couses at the same time unless you are devoting all your time to language learning while outside Arnhem Land.  It is important to devote time to practice with a native Yolŋu Matha speaker, if possible, even at the early stages of your learning. For example, you could make arrangements to talk by phone with good aquaintences you have made in Arnhem Land.

Good luck.  And please leave a comment if you know of other resources or have some useful insights from your experience with learning Yolŋu matha.

Prime Minister Rudd and cabinet opposite Yolŋu leaders, before the presentation of the Petition for rights

I was in Yirrkala on the 23rd July 2008 when the Prime Minister Kevin Rudd and his cabinet visited the community. Yirrkala is an Aboriginal Community near Nhulunbuy, a mining town in north east Arnhem Land, Northern Territory, Australia. It is populated by 13 or so different Yolŋu clans from the surrounding region as well as Balanda personnel. On this day about a dozen key Yolŋu Indigenous leaders presented to the Prime Minister a petition mounted on wood and surrounded by paintings and feathers. The petition requested that the Federal Government begin the process of negotiation with Aboriginal people in order to recognise and protect Aboriginal rights in the constitution. The petition specified these rights as:

• Their right to maintain the diversity of their ’systems of life’ (eg. linguistic, cultural and legal practices – my interpretation),
• Their property rights to land and seas,
• Their right to use all the resources on their land for their economic development
• Their right to have control over their own lives.

Although there is much that could be discussed about what these rights might be and the legitimacy of such claims, I would like to consider the Prime Ministers response to this petition. Prime Minister Rudd recognised the importance of moving toward a process to recognise Indigenous rights, but identified this process as secondary to the process that the Government has defined as ‘closing the Gap’. The Prime Minister stated that their first priorty right now was to close the gap in education and health between wider Australia and Indigneous people.  Does the Prime Minister really know better than the Yolŋu leaders what is best for their people?  This demonstrates the arrogance and distance of Government from the Indigenous peoples real experience.  The Yolŋu leaders did not ask for housing, or even better education.  Their primary concern was their peoples rights.  Yet it seems that the Government believes it has the clear view on the matter, perhaps they have an Ivory tower, while the local leaders can only see what is happening on the ground?

From this gentle act of protest  we all should ask the question.  Is ‘closing the gap’ a process that can occur seperate to the real recognition and protection of Indigenous legal and human rights?  The real recognition of such rights must be part of  this process, as dis-empowerment, the devaluing of cultural knowledge and language,  and lack of control over their social space, their economy and their land is part of the real reasons that the ‘Gap’ still exists.

I will look at this question of the role of rights in effecting underlying cause another time.