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Previous meetings

Monday 31st May 2023

David Felipe Guerrero-Beltran (Université Paris-Cité / University of Melbourne), “Conjugational classes and tense ‘underspecification’ in Gu-jingaliya (Maningrida, Northern Australia)”

Abstract: Like many other non-Pama-Nyungan languages, Gu-jingaliya verbs form several conjugational classes according to the suffixes they chose to express tense and modality. In most cases, verb conjugational classes present a morphological distinction between present and past tense. Nevertheless, verbs in one conjugational class use the non-future suffix ‑nga­ to express both. When a verb from this conjugational class function as the head of a syntactic construction, its morphological information is not specific enough to contrast between past and non-past events. However, the language has several contextual mechanisms to disambiguate the temporal reference of the event in these cases.  In this talk, I will present an overview of the Gu-jingaliya verbal conjugational classes and describe the distributional characteristics of the verbs from the tense underspecified nga conjugational class. The analysis will focus on the role of event structure and lexical aspect in the past and non-past interpretation of morphologically underspecified verbs.

Speaker: David Felipe Guerrero-Beltran is a Doctoral Fellow at the Université Paris-Cité and the University of Melbourne. His work focuses on the documentation and grammatical analysis of Amazonian and Australian languages from both typological and formal approaches. He has worked with the Carijona people, an indigenous group from Northwest Amazonia (Colombia), on documenting and describing their native language. His doctoral project focuses on the expression of tense, aspect, and modality in Gu-jingaliya (Burarra/Gun-nartpa), a non-Pama-Nyungan language from the Arnhem Land (NT, Australia).


Eleanor Yacopetti (Monash University), “The Kune spatial repertoire: preliminary findings”

Abstract: In this talk, I will introduce the Kune Language, Landscape and Culture project, and how it contributes to the larger ‘OzSpace’ project ( Early research has demonstrated that the way people talk about space correlates with how they perceive and behave in space (Levinson 2003). However, evidence from recent studies has revealed that the nature of this relationship is more complex than previously imagined. For example, sociocultural patterns of interaction with the environment can covary with spatial language and cognition (Palmer et al. 2017; Palmer et al. 2022). Emergent details about Australian spatial systems have also prompted a reconsideration of the spatial typology of these languages (Palmer et al. 2021). The OzSpace project represents the first Australia-wide survey of space in language and cognition, aiming not only to understand trends of spatial reference across the continent, but also to re-examine the relationship between language, landscape, spatial cognition, and culture.

The Kune project considers the role of environmental and sociocultural factors in constructing spatial language in Kune (an eastern variety of Bininj Kunwok). Preliminary grammatical analysis (building on Evans 2003; Cialone 2019) reveals that Kune speakers have at their disposal, a large range of systems to talk about space. I will illustrate some of these interesting features, including how contact-influenced features such as Kriol/English forms are integrated in Kune. I will also discuss some of the diverse spatial strategies used in psycholinguistic tasks and navigation narratives (cf. Cialone 2019), and the potential implication of these findings for our understandings of spatial reference more generally.

Speaker: Eleanor Yacopetti is a linguist based at Monash University. Her PhD research focuses on the dynamics of spatial reference in Australian languages, and how it is related to culture, cognition, and the environment. She collaborates with the Kune community in Arnhem Land (NT, Australia) to document the Kune language, a variety of the Bininj Kunwok language chain. Eleanor has also previously worked with the Miriwoong community in Kununurra, Western Australia, as an intern at the Mirima Dawang Woorlab-gerring language centre.

Eleanor has an interest in semantic typology, particularly the semantics of space and emotion (in Australian languages). She received First Class Honours at The University of Western Australia for her investigation of the semantics of emotion nouns across Australian Indigenous languages.

Wednesday 1st March 2023

Mei-Li Fang, A ‘Performance Approach’: Rapid and Effective Language Teaching and Learning

Abstract: The ‘Performance Approach’ (PA) is a methodology for rapid, effective, and predictable language teaching and learning, accountable to learning and teaching goals. While much teaching is sequential, adding content week after week, PA learning takes place in a ‘spiral’, where learners continually revisit and perform what they have learned. It uses meaningful conversation as well as staged drama to transform learners from engaging in ‘production’ to participating in performance. PA method applies an understanding of learners’ diverse linguistic and cultural backgrounds and learning goals to providing an ‘ecology’ of syllabus, textbook, learnable content, classroom methods and activities, assessment and evaluation. Drama is a key component and the talk will include video demonstrations of the learning process and learners’ performances.

Speaker: Originally from Taiwan, Mei-Li Fang completed her PhD in Linguistics at Ochanomizu University in Japan. She held a Postdoctoral position at the Tokyo University of Foreign Studies, and was then Assistant Professor of Japanese at Fu-Jen University in Taiwan, Foreign Professor in Mandarin Chinese at Tsukuba University and Ochanomizu University. She taught Hokkien at Tokyo University of Foreign Studies and at SOAS University of London, and taught Mandarin at Imperial College. She has done fieldwork and published on the endangered language Siraya in Taiwan, and has published on language pedagogy, Japanese and Chinese linguistics, and has produced several language learning texts.

David Nathan & Brenda Muthamuluwuy, Revitalising a language … app: new digital resources for Yolŋu languages at Charles Darwin University

Abstract: After over 20 years of using the original Gupapuyŋu app to support the Yolŋu Matha language teaching program at Charles Darwin University, changes in technologies, the inclusion of additional Yolŋu languages, and the guidance of Yolŋu philosophies and pedagogies, necessitate the development of an updated language learning app. Our current project, supported by the Commonwealth’s ILA program, combines the experience of the current Yolŋu-led program with one of the longest continually running learning apps for any Indigenous language. The new app is a web-based, open-source, sustainable, multilingual platform catering for today&rquo;s devices, technologies, and the skills and expectations of both Yolŋu and Balanda students.


David Nathan trained in linguistics, computing, and management. As a researcher at AIATSIS in Canberra he co-authored the world’s first web dictionary, for Gamilaraay (with Peter K. Austin). He has taught computing, linguistics, cognitive science, and multimedia, with publications including the textbook Australia’s Indigenous Languages and papers on archiving, language documentation, audio, internet, and lexicography. As Director of the Endangered Languages Archive at SOAS University of London, his team developed new approaches to archiving digital language documentation and trained a generation of linguists in technologies and methods for documentary linguistics. He recently retired from his position as linguist for the Groote Eylandt Language Centre.

Brenda Muthamuluwuy  is a Yolŋu Gupapuyŋu woman originally comes from Galiwin’ku community in North East Arnhemland. After completing her schooling year 12 in 1984, she began working at Arnhem Land Progress Association (ALPA) which was located in Winnellie in Darwin working with G & R Wills. She was then transferred to the Galiwin’ku Community, working at ALPA Community store for several years until 2000. In 2001 she commenced working at Shepherdson College (community school) as Administrator, a position which she held for 12 years . Brenda also worked as the Cultural Supervisor in the school. As a community member she was so passionate to be a role model and work in a leadership role for her Community Elders and the Community. In 2012 she was appointed to apply for coordinator of Mawul Rom Pty Ltd in partnership with Charles Darwin University (CDU) in a Master’s program at CDU until 2015. Brenda is currently an Indigenous lecturer of Indigenous Languages Yolngu Studies in the Faculty of Arts and Society at Charles Darwin University. Lived and worked in Darwin NT. Brenda is a member of the Indigenous Researchers Initiative (IRI) at the Northern Institute (CDU) and is a supporter of the Indigenous Researchers Initiative.

Angelina Aquino, Disaster communication, intercultural translation, and language technology: Pathways for two-way learning and participation in Arnhem Land

Abstract: The Northern Territory of Australia is prone to many recurring hazards including cyclones, bushfires, and floods. Reducing the impact of such hazards involves the acquisition of knowledge about hazards and risks, the communication of information across robust channels, the formation of measures for risk reduction and response, and the mobilization of people to enact these measures.

In the Arnhem region, Indigenous (Bininj) knowledge practices for disaster risk reduction exist alongside external (Balanda) emergency management processes. But these traditions have largely developed independent of one another, and long-standing issues of empowerment and trust as well as linguistic and socio-cultural barriers have made communication and mutual understanding between these circles particularly challenging. These issues have been addressed in other domains through established approaches of two-way learning and participation, and we believe that these approaches hold similar promise for building intercultural capacity around disaster.

In this project, we aim to find pathways for Bininj and Balanda to work together towards improved disaster communication, under the framework of participatory action research. We seek to translate knowledge practices both ways: from Bininj to Balanda, by constructing a grounded theory about disaster in Bininj communities; and from Balanda to Bininj, by co-designing technological means to support local disaster communication. Through these research activities, we hope to promote ongoing engagement between Bininj and Balanda actors in disaster management, and in doing so strengthen the foundations for sustainable change.

Speaker: Angelina Aquino is a Ph.D. student in the Northern Institute at Charles Darwin University. She obtained her M.S. in Electrical Engineering from the University of the Philippines Diliman, where she investigated and co-advised projects on speech processing, machine translation, and linguistic analysis for Philippine languages. She is broadly interested in pursuing interdisciplinary research that supports local knowledge transmission, Indigenous governance, and community-led design.

19th September 2022

Professor Michael Walsh

Professor Michael Walsh speaks on “The Rise and Rise of Australian Languages”

Speaker: Professor Walsh has been dedicated to working with Australian Aboriginal languages for about 45 years. He has worked and published extensively on documenting and revitalizing these languages, especially in the Northern Territory and New South Wales. His research interests include lexical semantics, cross-cultural pragmatics, language and identity, language and law, linguistic geography, language revitalization, song language and other expressive uses of language. He is currently affiliated with AIATSIS, the University of Sydney and the Australian National University among others.

Abstract: Endangerment discourse is replete with negativity: death; extinction; morbidity. This kind of discourse has been applied to the languages of Indigenous Australia. One account declares that of the approximately 250 languages encountered at first significant contact with outsiders, just 13 are still being learned by children as a matter of course. This account would imply that there are 237 languages in various states of disrepair. However over the last 20 to 30 years many languages are in the process of revival. Examples of language revival will be presented demonstrating the range of strategies that have been adopted.

30th March 2022

Professor Michael Walsh speaks on “Austronesians in northern Australia: re-assessing the linguistic impact of ‘Macassans’”

The speaker: Professor Walsh has been dedicated to working with Australian Aboriginal languages for about 45 years. He has worked and published extensively on documenting and revitalizing these languages, especially in the Northern Territory and New South Wales. His research interests include lexical semantics, cross-cultural pragmatics, language and identity, language and law, linguistic geography, language revitalization, song language and other expressive uses of language. He is currently affiliated with AIATSIS, the University of Sydney and the Australian National University among others.

Abstract: In 1979 James Urry and I suggested that the linguistic impact of so-called Macassans in northern Australia may have been more extensive than had previously been thought. Not long after, this was published (Urry and Walsh 1981) and was vindicated by Walker and Zorc (1981) who had the unusual but very useful combination of a strong background in Yolngu-Matha and Austronesian. Another linguist (e.g. Evans 1992) demonstrated significant influence in a wider range of languages. Meanwhile archaeological research has pointed to a much more extensive geographical spread and a greater time depth. This paper will build on an earlier re-assessment of Macassan influence (Walsh 2012) which suggests a geographical spread along the northern coast from western Cape York to the Kimberley, and possibly to the Pilbara. Time depth could be as early as the 14th century. This means that there are many northern coastal languages for which Macassan influence is yet to be explored. A method for streamlining this process is proposed.

Friday 20 August 2021

Guest speaker – Dr Alice Mitchell

“Using community-led development to build health communication about rheumatic heart disease in Aboriginal children”

Alice will report on her 2021 paper published in the Australian and New Zealand Journal of Public Health (vol 45, no3). Speakers of four Aboriginal languages in Maningrida created lessons to teach children about rheumatic heart disease in their home languages, drawing on principles of community-led development. The paper found that action to address high rates of rheumatic heart disease in remote communities must include effective health communication strategies that value Indigenous Knowledge, language and culture, collaborative leadership and respect for Indigenous data sovereignty.

Read the open access paper at

Alice would like to engage in discussion with the TELC audience about

  • What is a cross-disciplinary approach?
  • What situations would this approach be suitable or beneficial for?
  • What are the challenges in using a cross-disciplinary approach?
  • Should this approach be attempted in NT settings and when?

About the speaker:

Alice Mitchell is a midwife and registered nurse who trained as an applied linguist. With a longstanding interest in intercultural communication and Indigenous healthcare, she completed a Master’s degree in Applied Linguistics where she researched health literacy in the NT. Her PhD thesis entitled That Heart Sickness: Exploring Young Aboriginal People’s Experiences of Rheumatic Fever Care from Childhood to Adulthood has confirmed the longstanding view held by many experts that there’s a disconnect between the biomedical language and world view of the west and that of Indigenous Australians, and that this disconnect leads to confusion, misinterpretation and even harm.

Additional presentation: “Exploring the effectiveness of COVID-19 communication with Yolŋu””

Information about COVID-19 (Coronavirus) is growing and changing rapidly. There have been many efforts to produce materials in Indigenous languages to reach people in remote communities, however little is known about how those messages are being received. Our research involves interviews and focus groups with Yolŋu participants in Darwin and one remote community, to explore the effectiveness of communication related to COVID-19. Preliminary findings indicate that people are not accessing these resources, and Yolŋu have suggestions about how the messaging could be done more effectively. Our emerging findings challenge resource developers to go beyond adapting existing health messages and to implement alternative co-creation processes.

About the presenters:

The project is being conducted by a team of Yolŋu and non-Indigenous researchers, and this presentation will involve some of the team including Anne Lowell, Emily Armstrong, Cathy Bow, Dikul Baker, and Brenda Muthamuluwuy.

24th February 2021

Michael Walsh

Professor Michael Walsh speaks on “Christianity in Indigenous Australia: Linguistic Adaptations to an Exotic Spirituality”

  • Time: 2-4pm, Thursday 24th February 2021.
    Prof Walsh will speak from 2-3pm, followed by participants sharing about their projects from 3-4pm, with time for networking.
  • Location: Charles Darwin University, Casuarina campus, Northern Institute, Red 1, level 3 function room (above the cafe). Campus map| Map of seminar location
  • See the meeting flyer for further information

The speaker:

Professor Walsh has been dedicated to working with Australian Aboriginal languages for about 45 years. He has worked and published extensively on documenting and revitalizing these languages, especially in the Northern Territory and New South Wales. His research interests include lexical semantics, cross-cultural pragmatics, language and identity, language and law, linguistic geography, language revitalization, song language and other expressive uses of language. He is currently affiliated with AIATSIS, the University of Sydney and the Australian National University among others.


Since the earliest days of “settlement” in 1788 Indigenous Australia has been engaged with Christianity. At one end of the spectrum were so-called “rice Christians”: Indigenous people who endured religious services because of an expectation that they would be given food. At the other end of the spectrum is the Rev Dr Djiniyini Gondarra OAM, a Yolngu from the Northern Territory, who has preached, lectured and published on Aboriginal spirituality for many years.

Sometimes encounters between Christianity and Indigenous spirituality have led to the counterintuitive. For instance in the late 1970s Lutheran missionaries were engaged in re-translating the New Testament into Western Arrernte (central Australia). When asked why there was a need for a re-translation, the surprising response was along these lines: the earlier translation was so good that, now, almost no-one can understand it.

Some commentators (e.g. Daisy Bates) have suggested that some Christian material (e.g. The Lord’s Prayer) cannot be translated into an Australian language. Recalling the parable of the seven wise and foolish virgins, it becomes a challenge for the translator of Scripture if there is no Indigenous word for “virgin”! This account will present some of the range of issues surrounding the encounter between Indigenous Australia and Christianity.

4th March 2020

Presenter: Dr John Mansfield, lecturer in linguistics at the University of Melbourne, and an Honorary Fellow of the Northern Institute at Charles Darwin University.

Title: Aboriginal languages in Darwin prison

Abstract: Darwin is a meeting place of many Aboriginal languages and cultures. This is true not just of Darwin’s urban areas and coastal parks, but also of Darwin prison, where the majority of some 1000 prisoners speak at least one Aboriginal language.

In this seminar I will present a sketch of Aboriginal language use in Darwin city, and in Darwin prison. I will also introduce a new program of prison activities conducted primarily in Aboriginal languages. This project is currently being piloted with Murrinhpatha and Tiwi inmates, but would ideally cater to all the larger Aboriginal language groups in the NT Corrections system.


13th March 2019

Charles Darwin University, Casuarina campus, Northern Institute


  • 1:00-1:30pm Ben Grimes, Charles Darwin University Differences in Yolngu and SAE narrative discourse patterns: Implications for judges and juries
  • 1:30-2:00pm David Moore, University of Western Australia and Alice Springs Language Centre Language at the Centre: The contribution of German Lutheran missionaries to linguistics in the Northern Territory
  • 2:00-2:30pm Professor Steven Bird, Charles Darwin University Learning English and Aboriginal Languages for Work
  • 2:30-3:30pm Professor Ian Malcolm, Edith Cowan University Sharing our English


David Moore: Language at the Centre: The contribution of German Lutheran missionaries to linguistics in the Northern Territory

Language was central to the concerns of the German Lutheran missionaries who established
Hermannsburg mission in Central Australia in 1877. Ideologies of the German philosophy of language emphasised the connection between language and thought, the importance of
fieldwork and the collection of texts. From humanism, the German Reformation and their training in philology which had developed to a pinnacle in Germany of the nineteenth century, they were well equipped to record, analyse and translate the languages of Central Australia. They compiled grammars, texts and the largest dictionary of Aboriginal language words of the era (Strehlow 2018 [1909]). Their research has been critically important for the description of Central Australian languages for more than a century. I aim to provide the basis for informed interpretation of these works so that the linguistics information they contain can accurately be added to scholarly knowledge of the Arandic languages of Central Australia. In this paper I will outline some of the key features of early missionary descriptions of Aranda.


  • Bauer, Friedrich (1850). Grundzüge der neuhochdeutschen Grammatik für höhere Bildungsanstalten und zur Selbstbelehrung für Gebildete. CH Beck’sche Verlagsbuchhandlung.
  • Gent, Jacqueline van (2001). Carl F.T. Strehlow. In Christian F. Feest and Karl-Heinz Kohl, Hauptwerke der Ethnologie. Stuttgart: Kröner, 459-465.
  • Henson, Hilary, (1974). British social anthropologists and language: a history of separate development. Oxford: Oxford University Press.
  • Forster, Michael N. (2011). German philosophy of language: from Schlegel to Hegel and beyond. Oxford: OUP.
  • Strehlow, Carl. 2018 [1909]. Carl Strehlow’s 1909 comparative heritage dictionary: And Aranda, German, Loritja and Dieri to English dictionary with introductory essays. Translated and edited by Anna Kenny. (Monographs in Anthropology Series) Canberra: ANU Press.

Steven Bird: Learning English and Aboriginal Languages for Work

This new 3-year ARC Discovery Project aims to leverage mobile technologies to expand and enrich the communication between Indigenous and non-Indigenous Australians working together on Aboriginal owned or controlled country. The project expects to generate new knowledge in the areas of oral language learning and on-country technology design, through extensive collaboration with Indigenous participants in Arnhem Land. Expected project outcomes include mobile technologies that support learning of spoken English and Aboriginal languages, new ways for Indigenous and non-Indigenous Australians to come together to design digital technologies and to learn each other’s languages.

Ian Malcolm: Sharing our English

English came to Australia as an agent of colonization. Paradoxically, Australia’s Indigenous inhabitants adopted English, transformed it and now lay claim to it as their own. English today is a joint possession of Indigenous and non-indigenous communities. The process whereby Aboriginal English emerged from the varieties of English brought to Australia can be seen as one of de-colonization, that is, bringing English into conformity with Aboriginal conceptualizations.

There has, however, been an abiding mentality among the non-indigenous population that only one variety of English, Standard Australian English, should prevail in public institutions, and, in particular, in education. This viewpoint could be seen to lead effectively to making the teaching of English serve purposes of neo-colonialism.

This paper will suggest that the de-colonization of English teaching should involve the validation of two Englishes, the objective of bidialectalism, the employment of educators from both Indigenous and non-indigenous speech communities, the development of criteria for the recognition of bidialectal competence and the preparation of students to operate in situations where both dialects may have cultural and vocational relevance. The sharing of Englishes in education may contribute to greater cultural inclusivity in the use of English in society at large.

10 August 2018

John Bradbury: Transcending the academic language barrier: creating a mathematical discourse around place value in Yolŋu Matha

Joshua Phillips, Yale University: Talking times & possibilities: TMA in Arnhem Land

All languages allow us to ‘displace’ discourse: to talk about things that happen in different times, places or ‘possible worlds.’ Recent linguistic research (e.g. Tonnhauser 2011) has explicitly dissociated tense marking from ‘temporal expression’ — whereas tense is an important mechanism for encoding temporal reference across European languages, we quickly run into problems when we try to extend this generalisation to other languages. Here I present a few examples of ongoing puzzles in Yolŋu, Kriol and other languages in Arnhem Land that pose a challenge to notions of tense and modality as they’re conceived in traditional grammar.

Margaret Carew, Batchelor Institute: Action! Multimodal communication in Maningrida

Human interaction is essentially multimodal. As well as speaking or using a sign language, people point to real and imagined locations, perform actions, manipulate objects with their hands, create maps and diagrams, and make permanent or semi-permanent marks on a range of surfaces. In the Maningrida region, alternate sign languages play an important role in communication, and sign is integrated with both speech and other forms of non-verbal communication (Kendon, 1988; Green & Wilkins, 2014). Locally, the English word ‘action’ provides a useful cover term for the analysis of a new corpus of multimodal data, contributed by consultants from five language groups – Wurlaki/Djinang, Gun-nartpa, Ndjébbana, Kunbarlang and Kuninjku.

In Maningrida, actions are one important way that people demonstrate kin-based norms of politeness and respect and constrain interaction between certain relatives. Along with actions (sign, gesture), the semiotic repertoire includes silence, the use of special speech registers (cf. kun-kurrng or kun-balak ‘mother-in-law lexical replacement register’, Garde, 2013), adjustments of body stance, non-speech vocalization, and the avoidance of close proximity and direct gaze. Actions may be performed more frequently in the presence of certain kin, and some are particularly emblematic of respect. To demonstrate this we will present some examples of actions used in relation to affinal kin in different interactional contexts.

This project is working with the Lúrra Language and Culture program at Maningrida College to develop a set of posters showing the kinship signs and speech terms used by a number of different language groups in the region. We aim to develop a further suite of print and video based resources that will raise awareness about the important role that actions play in communication. This research is part of a broader investigation of Indigenous sign language diversity in Central and Northern Australia, a collaboration between communities, Batchelor Institute and the University of Melbourne.


  • Adone, D., & Maypilama, E. (2013). A Grammar Sketch of Yolŋu Sign Language. Darwin: Charles Darwin University.
  • Bauer, A. (2014). The Use of Signing Space in a Shared Sign Language of Australia (Vol. 5). Berlin: Mouton de Gruyter & Ishara Press.
  • Blythe, J. (2012). From passing-gesture to “true” romance: Kin-based teasing in Murriny Patha conversation. Journal of Pragmatics, 44(4), 508–528.
  • Garde, M. (2013). Culture, Interaction and Person reference in an Australian language. Amsterdam/Philadelphia: John Benjamins.
  • Green, J., Bauer, A., Gaby, A., & Ellis, E. M. (2018). Pointing to the body: kin signs in Australian Indigenous sign languages. Gesture 17(1), 1-36.
  • Green, J., & Wilkins, D. P. (2014). With or without speech: Arandic sign language from Central Australia. Australian Journal of Linguistics, 34(2), 234-61.
  • Kendon, A. (1988). Sign languages of Aboriginal Australia: Cultural, semiotic and communicative perspectives. Cambridge: Cambridge University Press.
  • Maypilama, Elaine L., Dany Adone, and Anastasia Bauer. 2012. Yolngu Sign Language – English Dictionary. University of Cologne.

9 April 2018

Michael Walsh

Professor Michael Walsh speaks on “The language of money in Aboriginal Australia”

  • Time: 2-3pm, Monday 9 April 2018
  • Location: Charles Darwin University Casuarina campus, Savannah room of the Northern Institute, Yellow 1, level 2, room 49. Campus map
  • See the meeting flyer for further information

16 March 2018

The first meeting for 2018 was held on Friday 16 March 2018.

  • Location: Charles Darwin University Casuarina campus, building Yellow 1, level 2, room 49 (Northern Institute meeting room). Campus map
  • Program
    2.00 – 2.30 Emma Murphy (RNLD): RNLD moving forward: The DRIL training program now and into the future
    2.30 – 3.00 Alex Bowen (ARDS): Explaining the ‘right to silence’ to Aboriginal suspects in the NT
    3.00 – 3.15 Break
    3.15 – 3.45 Anne Lowell and Elaine Maypilama (CDU): Research in progress: communication in health care and early child development
    3.45 – 4.15 Ailsa Purdon (NT Dept Ed): NT Curriculum for Indigenous languages
    4.15 – 4.30 Discussion about future TELC events and opportunities

Meetings 1979 to 2017

See the archive page.

Last modified 7th November 2023