ABSTRACT
This chapter describes the current roles of university courses in the Indigenous language learning ecology in Australia, reflecting on the changes seen since 2012. This is illustrated by a case study of Gamilaraay university language courses and their impact. It leads to considering potential roles for universities in teaching Indigenous languages (whether as maintained or revived languages) and in reviving Indigenous languages. The cycle of creating and using Indigenous languages in teaching is presented. Language learning materials are created in different arenas. They are then used for learning and teaching the Indigenous language. Tertiary language teaching resources are developed. At university, teachers are trained in language teaching and in expanding their knowledge of an Indigenous language. University-trained teachers then work in communities and schools, and further language learning materials are produced. At present, whether or not an Indigenous language is taught at university depends on chance connections between a community and particular university staff members. The chapter recommends coordination of language activities both at the level of language groups and at the national level, along with greater support for Indigenous language teachers gaining qualifications, and more collaboration between universities and communities wanting to maintain and/or revive their heritage languages.
