DescriptionIndividual Commentary, 1500 words
Task:
The task is to write an essay that critically evaluates the collaborative grant
submission (Assessment Task 2) in order to demonstrate an understanding of
communication practices from a scholarly viewpoint. Critical evaluation means
‘standing back’ to judge the strengths and weaknesses of the proposal, which
could include problems encountered in the design process, issues in the
framing of social difference in the project, or concerns around the kinds of
community consultation available to support the project. The individual
commentary therefore requires an integration of academic concepts and
arguments from Communicating Difference to assess critically frameworks for
difference used within the grant proposal. The commentary also needs to
include specific examples from the submission and to develop a scholarly
argument that links to the grant project chosen.
Assessment Criteria
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Critical engagement on strengths and weaknesses of the grant
proposal, including reflection on the beliefs, values and ethics
embedded in the project (30%)
Demonstrated understanding of scholarly ideas and concepts
suitable to the project proposed, using five readings from the
subject (40%)
[these can be recommended or required readings]
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Clarity and accuracy of written expression (20%)
APA referencing (10%)
Troubleshooting for the structure
This commentary requires an Introduction (typically not longer than 125-200
words) that briefly introduces:
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key academic concepts and the major academic references for the
essay
the broad purpose of your Assessment 2 grant and the critical
reflections or insights offered in the individual commentary
any additional examples of similar projects that will be discussed in
the commentary
The Body paragraphs need to explain the key academic concepts and readings
that will be used to support critical discussion of the grant proposal. It then
needs to link the aims and design of the grant proposal to these broader
concepts, and to consider the strengths and weaknesses of the proposal in this
context. If, for example, the grant aims to contribute toward community wellbeing, which ideas or research about “community” are you drawing on?
The essay will also need a conclusion (between 100-150 words) that
summarises key arguments.
Troubleshooting for the Assessment Criteria
Critical engagement on strengths and weaknesses of the grant proposal,
including reflection on the beliefs, values and ethics embedded in the project
(30%)
You have already been assessed for your grant proposal, so the grade for
Assessment 3 does not depend on the quality of Assessment 2. If there were
problems with Assessment 2, you can openly discuss these problems in
Assessment 3. So, for example, your grant may have addressed something to
do with “multiculturalism”, but perhaps not addressed multiculturalism with
much precision or clarity. That’s perfectly fine: you can still use Assessment 3
to introduce new readings or research that offer greater clarity, and that
enable critical reflections on the limitations of the grant.
Most importantly, only focus on the problems in your grant that can be related
to the broad scholarly concepts and research that you’re using to frame the
essay. Do not spend the commentary describing logistical complications (e.g.
risk of bad weather for outdoors events), unless these enable you to draw on
additional scholarly research relating to the topic. It may be that, for example,
you decide to focus on issues that are under-represented in the grant
proposal; in this instance, you may choose to use Assessment 3 to develop a
critical perspective on the identities initially used to frame Assessment 2. One
issue that many people may need to consider is the difference between
the theme of a project and the audience for a project. For example, if your
group has proposed an exhibition of Indigenous Australian art, is this intended
for Indigenous audiences, or intended for non-Indigenous people to learn more
about Indigenous cultures?
Finally, to develop this section of Assessment 3, you may also want to consider
and compare other similar projects around Sydney (or elsewhere), and use this
comparison to demonstrate an understanding of the beliefs, values and ethics
underpinning different projects. As mentioned above, it may be that other
projects are more successfully designed than your own grant project – this is
fine, as the project designers probably had much longer than the groups in
Communicating Difference! In this case, you could use Assessment 3 as an
opportunity to identify an “ideal” model, and to explain the beliefs, values and
ethics embedded within this model.
Demonstrated understanding of scholarly ideas and concepts suitable to the
project proposed, using five readings from the subject (40%) [these can be
recommended or required readings]
The focus for these criteria is your understanding of ideas and concepts. You
do not need to explain in extended detail each of the five readings that you
have chosen. In some instances, one reading will be long and contain a lot of
difficult material (e.g. ‘tolerance’ in Ghassan Hage in Week 11), and it may be
that you focus on one author who uses a concept that is important for your
essay. In other cases, it may be that a combination of multiple scholars is
needed to demonstrate a strong understanding of a concept (e.g. ‘identity’ is
discussed in many places across the subject). Nevertheless, each citation needs
to demonstrate, at a minimum, that you’ve understood the specific arguments
made by the scholars being cited.
Clarity and accuracy of written expression (20%)
Across the subject, we’ve noticed particular patterns of problems around this
broad criteria. Here are some ways to make sure that your discussion is clear:
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Be specific when talking about social identities. So, if your grant is
about “social identities”, you may want to consider whether the
focus is on “cultural identities” or other identities. If the focus is on
“cultural identities”, is the focus on nation-based diasporic identities
(e.g. the Korean diaspora, the Italian diaspora), or could the focus be
on those who share a common language or could the focus be on an
ethnic identity that crosses national borders? You may also need to
distinguish between national and diasporic cultural markers (e.g.
“Italian” identities may be different to “Italian Australian” identities).
Paragraph and sentences structures. Sometimes a paragraph
contains many ideas with only vague indications of the links
between them. In some cases, even a sentence may contain too
many ideas without adequate punctuation to indicate where one
idea begins and ends. Make sure to break long sentences into clear
sections or into multiple sentences. Finally, make sure to doublecheck that each sentence follows clearly from the previous one.
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Include “signposts” within your essay that indicate where ideas will
be discussed. Rather than trying to define all your terms at once,
you can say: “Later in this essay, I will discuss two contrasting
approaches to the term ‘diversity’, but in this section, my focus is on
the way that the grant seeks to promote a sense of community”.
Grant Parts 1 -3
Part 1: Group Contract
The success of the group will depend on the cooperation and professionalism of its members. Employers will expect
you to know how to work effectively in groups: how to determine what needs to be done; how to share the
workload; and how to resolve interpersonal conflicts that might arise. After reading through this document, each
member needs to initial each item and then sign the document at the end.
1. The time and place of group meetings shall be agreed upon unanimously within each group. Each group member
agrees to show up to group meetings outside class on time. If I am absent more than one time for group meetings, I
may be dismissed from the group, unless these absences are negotiated in advance with the whole group.
2. Each member will take turns listening as well as talking, and active listening will be a strategy for all group
discussions. The group will actively seek a consensus based on the opinions of every member.
3. Each group member will complete the tasks that they are allotted. If I am sick and unable to make it to class on the
date a group assignment is due, I will call group members to make other arrangements to get my work turned in.
4. I will respond to email and/or equivalent digital communications from group members within 2 working days, or
at a later, agreed-upon time.
5. In the case of conflict, the group members will isolate areas of disagreement, and the group will try to reach a
consensus. I will communicate with my fellow group members about any concerns I have about our group work.
Part 2: Summary (Due Week 6)
Project Title
Multi-Converse: Language Learning
Project Short Summary (50 words max)
Multi-Converse: Language Learning strives to facilitate the exchange of language and culture between Australians and
Australian Immigrants. This project will achieve this by connecting the diverse community of Australia by allowing an
easy and accessible way to learn languages by allowing individuals learning each other’s language to connect with each
other via the app.
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Part 3 | Group Member Contributions (Due Week 6)
Group Member 1
Role/Tasks in the group: Supplementary research, Document Formatting, 2.1 Project Summary, 2.3
Measuring Success, 3.1 Platform, 3.3 Community Building, 3.4 Brand Design, 4.1 Project Limitations, 4.2
Safety Concerns, Referencing, Coordinating the group
Group Member 2
Role/Tasks in the group: Primary researcher, Project Design Research, 3.4 Community Building, Referencing,
Secondary Project Writeup
Group Member 3
Role/Tasks in the group: Primary researcher, 2.1 Project Goals, 2.2 Involved Communities, 3.1 Platform, 3.2
Language Learning, 4.1 Project Limitations, Referencing
Group Member 4
Role/Tasks in the group: Primary researcher, Project Design Research, Referencing, 3.2 Language Learning
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Group Grant Submission
Communicating Difference
Assignment 2
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Table of Contents
1.
Project Summary ………………………………………………………………………………….6
2.
Project Aims, Stakeholders and Outcomes …………………………………………….6
2.1. Project Goals ……………………………………………………………………………………..6
2.2. Involved Communities ……………………………………………………………………….6
2.3. Measuring project success …………………………………………………………………7
3.
Key Components…………………………………………………………………………………….7
3.1 Platform ……………………………………………………………………………………………..7
3.2 Language Learning ……………………………………………………………………………..8
3.3 Community Building …………………………………………………………………………..9
3.4 Brand Design …………….……………………………………………………………………….9
4.
Project Limitations………………………………………………………………………………..11
4.1 Project Limitations……………………………………………………………………………..11
4.2 Safety Concerns ……………………………………………………………………………….11
4.3 Other ………………………………………………………………………………………………..12
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1. Project Summary
The Multi-Converse: Language Learning project strives to facilitate the exchange of language and culture between
Australians and Australian Immigrants. The goal of Multi-Converse is to assist immigrants with minimal English
language skills to improve their language skills through connecting them with an English speaker interested in learning
their native language. and subsequently allow them greater ease in finding employment, forging a sense of community,
and learning real-life, practical English skills. Additionally, this project aims to enrich the diverse English speaking
Australian community by allowing them to also learn the language of the immigrants they are partnered with. MultiConverse has two primary goals: facilitating language learning and cultural exchange in Australia’s diverse community
as well as forging a sense of community between these individuals, to further facilitate cultural exchange and combat
negative stereotypes about immigrants. Individuals making use of our service will fill out a profile, detailing their native
language and target language they want to learn. This will allow them to pair with others who are learning their native
language, others who share the same language as them and individuals who speak the native language the user desires
to learn. In this way, a community will be developed between a diverse range of individuals desiring to learn each
other’s languages and giving them practical, day to day language skills and practice, outside of a textbook.
2.
Project Aims, Stakeholders and Outcomes
2.1 Project Goals
Though there are governmental language learning schemes such as the Adult Migrant English Program
(AMEP) and the Pathway to Employment Program (PEP) our Multi-Converse: Language Learning seeks
to connect the beneficiaries of such programs by connecting them with native English speakers in a textual and
video medium. It is envisioned that through this app users will develop their conversational and practical
English language skills and in doing so enhancing their employability and aiding social integration.
2.2 Involved Communities
Multi-Converse: Language Learning reflects the needs of both Australian immigrants and Australian citizens
alike. Specifically, the app targets individuals with non-existent or limited English language skills who
are seeking to improve them. Individuals who are seeking further English literacy education could be doing
so for a number of reasons: educational, financial, social. These aspects of English language learning are
particularly important for migrants seeking work. Sawir highlights the fact that the nature of “English as a
common cross-border language has shifted, from a primary focus on written communication” to “a growing
emphasis on oral communication”. (Sawir, 2005) Our app attempts to address these shifting dynamics
providing innovative and more importantly, engaging medium through which users develop a working
appreciation of conversational skills and dynamics in an Australian context. Research conducted by
Erlenawati Sawir reinforces our emphasis on functional conversational aspects rather than Standard usage,
“In the prior English learning of students from all the countries, the main focus of the teaching was on
English grammar and other aspects of standard usage. … Thus in learning English at school, the main
pedagogical medium was reading and writing, rather than conversation.” Multi-Converse: Language
Learning is also designed specifically for native English speakers who wish to learn a foreign language.
Through this feature ESL individuals and native speakers alike are able to, firstly, interact with each other and,
secondly, to exchange cultural and linguistic knowledge, building upon both parties’ intercultural understanding.
Multi-Converse: Language Learning provides a hub of communication for migrants interested in learning English and
English speakers interested in learning non-English languages. Ultimately, Multi-Converse: Language Learning aims
to provide those who perhaps do not have the sufficient time to dedicate AMEP or even PEP. Our service is vital,
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allowing migrants to develop a greater understanding of working Australian English, nuances related to
conversational speech, colloquialisms and so on.
2.3 Measuring Project Success
The success of Multi-Converse as a project will be measured by how well it meets the aims we set at the beginning of
our project: facilitating language learning and cultural exchange between Australian immigrants and Australia’s
diverse community to forge a sense of community, further facilitate cultural exchange to enrich society and combat
negative stereotypes about immigrants. To ensure we are meeting this aim, we will run monthly surveys through our
app, to gain an understanding about what aspects of the app are working well, the feelings of the diverse MultiConverse community and how well using Multi-Converse has contributed to their language studies, sense of
community and how each individual’s perspective has evolved as a result of engaging closely with those they would
not otherwise have the opportunity to. The results of each survey will be used to constantly improve the user
experience of the app and ensure we are always striving to meet our original aim. We believe this community centric
approach to receiving regular, monthly feedback will allow this project to have unlimited potential for growth and
improvement, further allowing us to enrich immigrants and Australians’ lives in a mutual exchange. Additionally,
there will be a function in both the app and the web browser version to submit feedback, questions or suggestions at
any time. These community feedbacks, outside of the survey, will be read over by our attentive customer service
team. We believe both of these methods will be extremely effective in constantly improving the functionality of our
app and will allow us to quickly identify any bugs in our software, in the case they arise.
3.
Key Components
3.1 Platform
A huge aspect of the premise of Multi-Converse is predicated on the fact that we believe practical, conversational
skills will be extremely helpful to our target audience, in assisting with their language learning. As noted by Sawir
(2005) “the use of English as a common cross-border language has shifted, from a primary focus on written
communication … plus a growing emphasis on oral communication.” In response to this notion, Multi-Converse has
three key features for users to access, as a way for this project to achieve its initial aim of improving language skills,
building a sense of community and combating discrimination. These three features are as follows: a feature that
matches users based on the profile they fill out when booting up the app, a messaging feature that matched users
can use to text each other and a video chat feature that allows users to call each other and practice their language
skills with each other. Our hope is that these three features will encourage users to eventually meet in person with
their language practice partners, to further facilitate exchange of culture and language, forming close bonds with
other users while improving their language skills along the way. It’s very much aimed at being a mutually beneficial
exchange between different cultures.
Another function of the app is that it will be available in languages other than English, to allow those with limited
English proficiency to navigate the app without stress. We have selected six launch languages to use: English, Hindi,
Mandarin, Cantonese, Filipino and Vietnamese. These languages have been selected based on data from the most
recent study conducted by the Australian Government Department of Home Affairs (2022) ranking, based on a
variety of criteria. We are primarily concerned with two of these criteria: regional migration and population in
Australia (Department of Home Affairs, 2022). We have cross-referenced these two categories, to decide our launch
list of languages. The top ten immigrant nationalities, as ranked by population, are: United Kingdom, India, People’s
Republic of China, New Zealand, Philippines, Vietnam, South Africa, Italy, Malaysia and Sri Lanka. Then, the top ten
regional migration countries are: India, Philippines, Nepal, People’s Republic of China, Pakistan, United Kingdom, Sri
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Lanka, South Africa, Vietnam and Iran. The first four countries on the above list, considering the statistics, were
simple to select. However, Filipino and Vietnamese were selected primarily because of their placement as fourth and
fifth in the population category. If our program is successful, according to the criteria outlined in Section 2.3, we also
intend to implement more app languages in the future.
3.2 Language Learning
Through the research in this paper, we know that the English proficiency and integration degree of immigrants is not
entirely determined by their country of birth but also by predetermined barriers (Guven & Islam, 2015). Our findings
suggest that the timing of immigration and its impact on English language skills are critical for a range of important
policy-relevant outcomes. If the age of arrival is so essential for the integration of immigrants, this could be
accounted for by creating a points system for those with children. A system that favours immigration when children
are young may improve the welfare of potential first- and second-generation immigrants (Guven & Islam, 2015).
Examine the status negotiation experiences of first-generation, second-, and 1.5-generation Chinese immigrants in
Australia. Integration into Australian society requires first-generation migrants to learn or improve their English
language skills and adapt as much as possible to the host country’s cultural customs so they can be accepted as part
of mainstream society. The advantage of second and 1.5-generation immigrants is that they were either born in the
host country or immigrated at a young age and therefore have a good understanding of the host country’s cultural
customs and English language skills. However, as they grow up, they realise that people of Chinese descent cannot
be 100% “Australian”, no matter how well they speak English or how much they follow the Australian way of life. At
first glance, their appearance sets them apart from Anglo-Australians. Therefore, they also need to behave according
to the expectations of both cultural groups, which is what they do every day. Based on data from 35 semi-structured
interviews with first-, second- and 1.5-generation Chinese in Australia, this study shows that most respondents
prefer shifting identities to mixed identities because they are bicultural. The environment “adapts” to different
environmental contexts. The findings of this study emphasise that identifying with a culture does not necessarily
mean belonging to that culture (Liu, 2015). Identity and belonging are not the same. These findings are discussed in
terms of implications for identity and acculturation theories.
By discussing acculturation stress and social capital experienced by young Congolese refugees in remote Australia.
Seventy per cent of humanitarian entrants to Australia are young people, many of whom settle in regional areas
(Ndhlovu, 2014, pp. 36–100, 131–178). However, the views of young refugees in remote areas have yet to receive
much attention. Qualitative in-depth interviews and a photo-inspired approach were conducted with 16 young
Congolese people. The findings revealed that these young people experienced unique acculturation stresses,
including language issues, lack of employment opportunities and difficulty accessing further education, which
affected their integration into Australian society. However, they rely on various social supports from friends, family,
and ethnic and broader regional communities to cope with these issues. This social support helps strengthen their
social capital and enhance their well-being.
This is reinforced by Sawir (2005) where they emphasise that “In the prior English learning of students from all the
countries, the main focus of the teaching was on English grammar and other aspects of standard usage. … Thus in
learning English at school, the main pedagogical medium was reading and writing, rather than conversation.” and
“At the same time the balance of emphasis in the use of English as a common cross-border language has shifted,
from a primary focus on written communication … plus a growing emphasis on oral communication”. This research
supports the need for the development of our multi converse language application which will help connect English
speakers and those from a non-English speaking background to practice their speaking skills, which are a critical
learning component in developing language, compared to traditional methods of reading and writing.
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3.3 Community Building
The way to establish communication among differences is still playing out in Australia. Compared with the past
society, which can only use such means as voting or government assembly, the technology of modern society can
make the forms of communication more diversified. Electronic information technology and more convenient
transportation and other means can not only make information transmission more convenient, but also make the
forms of transmission more diversified. Especially in groups with different cultural backgrounds, ethical
environments and living habits, this method of seeking consensus based on empathy can effectively make people
identify with each other’s differences from the heart (Felton, Crowell & Liu, 2015).
Research based on the contemporary Australian experience demonstrates the lived experience of migrants to
Australia, from a wide variety of cultural backgrounds. Having an awareness of relevant research demonstrates the
benefits our multi-converse language app will provide to Australia’s diverse migrant background who may
experience racism. Abdel-Fattah (2017) interviewed first and second generation migrants for a study on
Islamophobia, and analysed reactions to Muslim religious dress (Abdel-Fattah, 2017) Using the example of Skye, a
recent Chinese migrant, who ‘”was critical of women who wear the hijab and niqab”” and said “”I find it a little bit
over because they can do it at home but a bit not respecting the culture here’” (Abdel-Fattah, 2017).
This research is further supported by work conducted by Wise (2010) who analysed the impacts of changing
migration patterns on the Sydney suburb of Ashfield, which had experienced different impacts of migration over
time, commencing with European migration (now a more elderly population) and more recently, Chinese
migration. Wise (2010) emphasises the importance of creating community harmony and references, interviews
conducted with ‘Chinese shopkeepers suggest that they consider the politest way to deal with customers is with a
brisk and efficient manner, and that it would be the height of rudeness to hold up others in the queue for a ‘chat’
with a customer. There is also often shyness about engaging in conversation because of language difficulties so to
avoid embarrassment they tend to avoid eye contact” (Wise, 2010). Wise (2010) highlights that “We need to grow
new bodies, new sensory responses, and emotional, affective grammars; in short, nothing less than new bodily ways
of being in multicultural suburbia.” This is a powerful statement on creation of community harmony.
Further, as discussed by Sonn (2014) “defining and renewing the cultural representations of individuals and
communities has important implications for the formation of social identity and the possibilities of self and
community transformation.” Sonn additionally analyses the work of Rappaport (1995) who emphasised, because not
all stories are equally valued and some stories, in fact, actively devalue people and are disempowering, “the power
to create, select and tell stories (that are positively valued) about one’s self and one’s community” can be
understood as an individual and community resource. This goes to the crux and purpose of why grant funding is
sought to develop our app, which will contribute towards community transformation, as discussed by Sonn (2014).
3.4 Brand Design
The brand design for Multi-Converse will be a key part of our marketing strategy. Our brand design features a soft,
appealing pastel colour palette employing shades of blue, orange and pink. Our logo also includes two simple speech
bubbles, symbolising how this project will assist with facilitating conversation in a simple way, without words,
allowing us to communicate the aim of Multi-Converse clearly, without words. On our project team, we have
individuals experienced with colour theory, graphic design and website design, thus these three logos were
developed to appeal to our target audience. The calm colours of our logos also feature as key components of the UI
(User Interface) of our website, mobile app and desktop, allowing individuals to feel calmer at the prospect of
engaging with others online, in a language they are not yet fluent in. Additionally, the use of this colour palette
across multiple platforms and on all our branding gives our project a sense of cohesion, that will make our brand
immediately recognisable to our target audience. It promises to provide a straightforward way for members of our
target audience to communicate with each other with ease. Below can be found our brand design kit. This includes
the three logos our marketing and graphic design team has developed for cross-platform use, as well as the specific
colour hex codes that make up our brand’s colour palette.
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Brand Palette Hex Codes
Blue: #40a6c6
Light Blue: #a4e9ff
Light Pink: #f6d8e4
Pink: #eb71af
Orange: #ffcdb4
Footer/Header Banner:
App Logo/Favicon Logo:
Desktop App Logo/Website Favicon
Computer App Logo
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4.
Project Limitations
4.1 Project Limitations
Multi-Converse does have a few key limitations that we have identified. We have identified three major limitations,
concerning the scope and efficacy of Multi-Converse to reach its users: digital literacy, app languages and the
motivation of Multi-Converse’s users. Individuals wishing to use it will require a certain level of digital literacy: these
skills include familiarity with functions featured in social media apps: messaging and how to video call. It will also
require users to have access to either a smartphone, tablet, computer or laptop. This limitation is a big part of the
reason as to why we made the decision to develop Multi-Converse as a cross-platform endeavour. As it will be more
likely that an individual will have access to one of the above devices, therefore justifying our decision to develop it to
function on multiple platforms. However, despite our intention to make Multi-Converse available on a variety of
platforms, digital literacy on at least one of these platforms will be essential to unlock the full capabilities of the
project. To attempt to combat this limitation, we will create a comprehensive guide as to how to use Multi-Converse
in a variety of different languages.
Concerning the language the app itself will be in , it will initially be limited to popular languages that rank highly in
both regional migration and population in Australia according to the Australian Government’s Department and
Home Affairs (2022) statistics, as outlined in section 3.1 Platform above. Thus, initial app languages implemented at
launch will be as follows: English, Hindi, Mandarin, Cantonese, Filipino and Vietnamese. To allow the potential for
more app languages to be implemented in the future, increasing Multi-Converse’s reach, each month the survey will
allow users to suggest languages and users can also submit feedback at any time. Subsequent languages
implemented will be based on this feedback, received from our users. We will also constantly monitor immigration
statistics to keep an eye on any changes in trends that could inform future language implementations.
Unfortunately, this does mean that more obscure languages will take much longer to implement as a language in the
app, meaning a potential barrier to access could exist for some users for an indefinite period of time, until we have
the resources to implement more languages.
Finally, the efficacy of Multi-Converse as a project will be limited by how its users employ the platform. Since MultiConverse relies on the premise of improving an individual’s conversational language skills, in some regards, what
users get out of it will rely on their capacity to maintain motivation for learning their target language. Phakita, Hirsh
and Woodrom (2013) make note of Mills’s et al. (2007) and Zajacova et al. (2005) notes on students which have a
high level of “self-efficacy” (the capacity to consistently apply and motivate themselves). Concerning students with
high-levels of self-efficacy, they were more likely to achieve their academic goals (Phakita, Hirsh and Woodrom,
2013) in reference to English language learning. The findings of Phakita, Hirsh and Woodram (2013) also suggest that
while “perceived difficulty” has a negative impact on language learning, a student’s motivation would have a
“stronger positive impact.” Taking all this into account, while high levels of motivation by Multi-Converse users will
likely lead to increased conversational proficiency in their target language, consequently, low motivation has the
capacity to negatively impact the improvement of conversational proficiency. To attempt to mitigate this and
construct Multi-Converse in a way that motivates language learners, constantly receiving feedback is the best way
we can conceive of to mitigate the impact of this limitation.
4.2 Safety Concerns
As is the case with any project developed online, there are a variety of safety concerns we must take into account
during the developing process and implementation of Multi-Converse. Two concerns which are of primary concern
and feature in our risk assessment are issues surrounding cyber security, data privacy, and online harassment. Our
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platform will require strong cyber-security, to protect our users and it will also require continual regulation and an
effective harassment reporting system, to ensure our diverse platform’s users can safely use Multi-Converse without
experiencing harassment or leaks of their sensitive personal information. Examples of some cyber-security measures
we intend to implement are as follows. According to the Australian Cyber Security Centre one of the most effective
methods of ensuring effective cyber security is “Audit and secure your devices (including servers if you have them)
and any internet exposed services on your network (Remote Desktop, File Shares, Webmail)” (ACSC 2021). Through
employing this method of auditing and by additionally conferring with IT professionals on this topic, we will
constantly strive to keep our cybersecurity practices as up to date as possible. As for effective anti-cyberbullying
measures, we will employ methods outlined by the Hinduja (2022). Some of these measures include what Hinduja
(2022) refers to as a feedback loop, meaning, when a Multi-Converse user reports an instance of online harassment,
they will hear back from us within twenty four hours concerning their case, so they can be reassured that their
problem has been heard and will be dealt with promptly. Depending on the severity of the harassment or infraction,
punishments range from temporary suspension to permanent banning. Additionally, users will have the capacity to
block other users. We will also allow Multi-Converse users to submit feedback on our safety practices at any time, so
we can constantly improve our moderation and cyber-security practices. Through employing the methods outlined
above, we endeavour to craft a safe online environment for all of Multi-Converse’s users.
4.3 Other
Reference List
Abdel-Fattah, R. 2017, ‘When the other otherizes’, Islamophobia and everyday multiculturalism in
Australia, Routledge, London and New York, pp. 159-78.
Australian Cyber Security Centre (ACSC) 2021, Small Business Cyber Security Guide, Australian Government,
Canberra, viewed 10 February 2022, https://www.cyber.gov.au/acsc/view-all-content/publications/small-businesscyber-security-guide
Australian Government Department of Home Affairs 2022, Australia’s Migration Program – Country Ranking 202021, Australian Government, Canberra, viewed 10 February 2022, https://www.homeaffairs.gov.au/research-andstatistics/statistics/country-profiles/country-ranking
Australian Government Department of Home Affairs. (2023). Adult Migrant English Program. Tafe NSW.
Retrieved January 30, 2023, from https://www.tafensw.edu.au/student-services/adult-migrant-englishprogram-amep
Felton, M., Crowell, A., & Liu, T. 2015. Arguing to agree: Mitigating my-side bias through consensus-seeking dialogue.
Written Communication, vol. 32, no.3, pp. 317-331.
Guven, C., & Islam, A. (2015). Age at Migration, Language Proficiency, and Socioeconomic Outcomes: Evidence From
Australia. Demography, 52(2), 513–542. https://doi.org/10.1007/s13524-015-0373-6
Hinduja, S. 2022, ‘How Social Media Companies Should Combat Online Abuse’, Cyberbullying Research Centre,
weblog, viewed 10 February 2022, https://cyberbullying.org/how-social-media-companies-should-combat-onlineabuse
Joyce, L., & Liamputtong, P. (2017). Acculturation stress and social support for young refugees in regional areas.
Children and Youth Services Review, 77, 18–26. https://doi.org/10.1016/j.childyouth.2017.03.016
Liu, S. (2015). Searching for a sense of place: Identity negotiation of Chinese immigrants. International Journal of
Intercultural Relations, 46, 26–35. https://doi.org/10.1016/j.ijintrel.2015.03.020
11
Main features – preliminary findings. Australian Bureau of Statistics. (2013, February 15). Retrieved February 4, 2023,
from https://www.abs.gov.au/ausstats/abs@.nsf/Lookup/4228.0main+features992011-2012
Mazel, O. 2018. Indigenous health and human rights: a reflection on law and culture. International journal of
environmental research and public health, vol.15. no.4, pp. 789.
Ndhlovu, F. (2014). Becoming an African Diaspora in Australia (pp. 36–100, 131–178). Palgrave Macmillan UK.
https://doi.org/10.1057/9781137414328
Phakiti, A., Hirsh, D., & Woodrow, L. (2013). It’s not only English: Effects of other individual factors on English
language learning and academic learning of ESL international students in Australia. Journal of Research in
International Education, 12(3), 239-258
Sawir, E. (2005). Language difficulties of international students in Australia: The effects of prior learning experience .
International Education Journal, 6(5), 567–580. Retrieved February 6, 2023, from https://eric.ed.gov/?id=EJ855010.
Sonn, C.C., Quayle, A.F., Mackenzie, C. & Law, S.F. 2014, ‘Negotiating belonging in Australia through storytelling and
encounter’, Identities, vol. 21, no. 5, pp. 551-69.
Wise, A. 2010, ‘Sensuous multiculturalism: Emotional landscapes of inter-ethnic living in Australian suburbia’, Journal
of Ethnic an Migration Studies, vol. 36, no. 6, pp. 917-37.
Yuefeng Yang’s Project Contribution
Note: Yuefeng worked hard on this, however, through some miscommunication she wrote her part on the wrong
topic. We have used part of this research referenced in the above paper for Multi-Converse: Language Learning and
we didn’t want her work to go to waste, since she also worked hard, and put time and effort into the research. We
attach her full research as an Appendix below.
Part 2
Title:
Join us and make a voice for all
Summary:
This is a groundbreaking proposal aimed at bringing all people who care about Australian aborigines and the
environment they live in. The long history and rich culture will make people feel it is a matter of pride and
achievement to participate in such activities and become a part of shaping history.
Part 3
12
Background research: A Difficult Process
Such actions as the Uluru statement are not the first attempt to assert indigenous sovereignty. After 1962, the rights
of aborigines are gradually increasing, while the Australian federal government is constantly making concessions
(Mazel, 2018). In fact, every acquisition of rights is the result of competition between aborigines and the
government, not an active act. There are too many hesitations and fears in these concessions. Perhaps the most
worried thing is the indigenous peoples’ demands for sovereignty. According to the basic meaning of sovereignty,
this is reflected as an independent and inviolable power. Once this power is confirmed, they may be able to establish
their own independent region. Such concerns of the government and society of the settlers are not unreasonable.
Because in the past 50 or 60 years, some indigenous groups have indeed claimed sovereignty under the modern
political system.
The requirement of the original residents to sign the treaty began in the late 1970s. At that time, some aboriginal
social activists, such as Kevin Gilbert, asked the Australian government to agree to sign a treaty with the aboriginal
residents (Mazel, 2018). In April 1979, the National Aboriginal Conference integrated these requirements for signing
the treaty, and pointed out that the general content of the treaty included protecting the identity, language, law and
culture of the original residents, recognizing the ownership of the land of the original residents, and allowing the
original residents to have the right to control their own affairs, and establishing their own organizations to achieve
the purpose of the treaty. However, these requirements met with many resistance at that time, especially for land
ownership. Therefore, the Australian government has launched a series of reconciling agendas. This readjustment
seemed to be an effective way to establish communication among differences at that time. The most memorable
action can be said to be the 1967 referendum. In that referendum, 90% of Australians agreed to delete the
discriminatory provisions against the original residents in the federal constitution. The Australian government
attributed many of the events that took place since then to the process of re-mediation. For example, in 2008, Kevin
Rudd, the then Prime Minister, apologized to the original residents, especially the stolen generation and their
families and communities, which were considered as the result of re-mediation.
The way to establish communication among differences is still playing out in Australia. Compared with the past
society, which can only use such means as voting or government assembly, the technology of modern society can
make the forms of communication more diversified. Electronic information technology and more convenient
transportation and other means can not only make information transmission more convenient, but also make the
forms of transmission more diversified. Compared with the opposition, communication can also be more from the
perspective of seeking consensus to attract more people to pay attention to the aborigines and the communities
they live in. Especially in groups with different cultural backgrounds, ethical environments and living habits, this
method of seeking consensus based on empathy can effectively make people identify with each other’s differences
from the heart (Felton, Crowell & Liu, 2015).
Compared with these actions, the Uluru statement is like a more positive attempt by Australian aborigines. From 23
to 26 May 2017, more than 250 Aboriginal delegates from all over Australia gathered at Uluru, Northern Territory,
on the lands of the Anangu people, at the First Nations National Constitutional Convention (Creative Spirits, 2022).
Compared with the struggle for power, this event is more like an invitation to all Australian people. Perhaps there
are still some obstacles that will be encountered before, such as the hesitant attitude of the government
department or the contradiction in power, but its more important purpose is to let more people understand the real
world of Australia, and the indigenous people are also related to this environment.
13
Reference
The Uluru Statement. 2017. Explainer: The Uluru Statement from heart. retrieved from
Mazel, O. 2018. Indigenous health and human rights: a reflection on law and culture. International journal of
environmental research and public health, vol.15. no.4, pp. 789.
Felton, M., Crowell, A., & Liu, T. 2015. Arguing to agree: Mitigating my-side bias through consensus-seeking dialogue.
Written Communication, vol. 32, no.3, pp. 317-331.
Creative Spirits. 2022. Uluru Statement from the Heart, retrieved from
https://www.creativespirits.info/aboriginalculture/selfdetermination/uluru-statement-from-the-heart
14
Purchase answer to see full
attachment
![DescriptionIndividual Commentary, 1500 words
Task:
The task is to write an essay that critically evaluates the collaborative grant
submission (Assessment Task 2) in order to demonstrate an understanding of
communication practices from a scholarly viewpoint. Critical evaluation means
‘standing back’ to judge the strengths and weaknesses of the proposal, which
could include problems encountered in the design process, issues in the
framing of social difference in the project, or concerns around the kinds of
community consultation available to support the project. The individual
commentary therefore requires an integration of academic concepts and
arguments from Communicating Difference to assess critically frameworks for
difference used within the grant proposal. The commentary also needs to
include specific examples from the submission and to develop a scholarly
argument that links to the grant project chosen.
Assessment Criteria
•
•
Critical engagement on strengths and weaknesses of the grant
proposal, including reflection on the beliefs, values and ethics
embedded in the project (30%)
Demonstrated understanding of scholarly ideas and concepts
suitable to the project proposed, using five readings from the
subject (40%)
[these can be recommended or required readings]
•
•
Clarity and accuracy of written expression (20%)
APA referencing (10%)
Troubleshooting for the structure
This commentary requires an Introduction (typically not longer than 125-200
words) that briefly introduces:
•
•
•
key academic concepts and the major academic references for the
essay
the broad purpose of your Assessment 2 grant and the critical
reflections or insights offered in the individual commentary
any additional examples of similar projects that will be discussed in
the commentary
The Body paragraphs need to explain the key academic concepts and readings
that will be used to support critical discussion of the grant proposal. It then
needs to link the aims and design of the grant proposal to these broader
concepts, and to consider the strengths and weaknesses of the proposal in this
context. If, for example, the grant aims to contribute toward community wellbeing, which ideas or research about “community” are you drawing on?
The essay will also need a conclusion (between 100-150 words) that
summarises key arguments.
Troubleshooting for the Assessment Criteria
Critical engagement on strengths and weaknesses of the grant proposal,
including reflection on the beliefs, values and ethics embedded in the project
(30%)
You have already been assessed for your grant proposal, so the grade for
Assessment 3 does not depend on the quality of Assessment 2. If there were
problems with Assessment 2, you can openly discuss these problems in
Assessment 3. So, for example, your grant may have addressed something to
do with “multiculturalism”, but perhaps not addressed multiculturalism with
much precision or clarity. That’s perfectly fine: you can still use Assessment 3
to introduce new readings or research that offer greater clarity, and that
enable critical reflections on the limitations of the grant.
Most importantly, only focus on the problems in your grant that can be related
to the broad scholarly concepts and research that you’re using to frame the
essay. Do not spend the commentary describing logistical complications (e.g.
risk of bad weather for outdoors events), unless these enable you to draw on
additional scholarly research relating to the topic. It may be that, for example,
you decide to focus on issues that are under-represented in the grant
proposal; in this instance, you may choose to use Assessment 3 to develop a
critical perspective on the identities initially used to frame Assessment 2. One
issue that many people may need to consider is the difference between
the theme of a project and the audience for a project. For example, if your
group has proposed an exhibition of Indigenous Australian art, is this intended
for Indigenous audiences, or intended for non-Indigenous people to learn more
about Indigenous cultures?
Finally, to develop this section of Assessment 3, you may also want to consider
and compare other similar projects around Sydney (or elsewhere), and use this
comparison to demonstrate an understanding of the beliefs, values and ethics
underpinning different projects. As mentioned above, it may be that other
projects are more successfully designed than your own grant project – this is
fine, as the project designers probably had much longer than the groups in
Communicating Difference! In this case, you could use Assessment 3 as an
opportunity to identify an “ideal” model, and to explain the beliefs, values and
ethics embedded within this model.
Demonstrated understanding of scholarly ideas and concepts suitable to the
project proposed, using five readings from the subject (40%) [these can be
recommended or required readings]
The focus for these criteria is your understanding of ideas and concepts. You
do not need to explain in extended detail each of the five readings that you
have chosen. In some instances, one reading will be long and contain a lot of
difficult material (e.g. ‘tolerance’ in Ghassan Hage in Week 11), and it may be
that you focus on one author who uses a concept that is important for your
essay. In other cases, it may be that a combination of multiple scholars is
needed to demonstrate a strong understanding of a concept (e.g. ‘identity’ is
discussed in many places across the subject). Nevertheless, each citation needs
to demonstrate, at a minimum, that you’ve understood the specific arguments
made by the scholars being cited.
Clarity and accuracy of written expression (20%)
Across the subject, we’ve noticed particular patterns of problems around this
broad criteria. Here are some ways to make sure that your discussion is clear:
•
•
Be specific when talking about social identities. So, if your grant is
about “social identities”, you may want to consider whether the
focus is on “cultural identities” or other identities. If the focus is on
“cultural identities”, is the focus on nation-based diasporic identities
(e.g. the Korean diaspora, the Italian diaspora), or could the focus be
on those who share a common language or could the focus be on an
ethnic identity that crosses national borders? You may also need to
distinguish between national and diasporic cultural markers (e.g.
“Italian” identities may be different to “Italian Australian” identities).
Paragraph and sentences structures. Sometimes a paragraph
contains many ideas with only vague indications of the links
between them. In some cases, even a sentence may contain too
many ideas without adequate punctuation to indicate where one
idea begins and ends. Make sure to break long sentences into clear
sections or into multiple sentences. Finally, make sure to doublecheck that each sentence follows clearly from the previous one.
•
Include “signposts” within your essay that indicate where ideas will
be discussed. Rather than trying to define all your terms at once,
you can say: “Later in this essay, I will discuss two contrasting
approaches to the term ‘diversity’, but in this section, my focus is on
the way that the grant seeks to promote a sense of community”.
Grant Parts 1 -3
Part 1: Group Contract
The success of the group will depend on the cooperation and professionalism of its members. Employers will expect
you to know how to work effectively in groups: how to determine what needs to be done; how to share the
workload; and how to resolve interpersonal conflicts that might arise. After reading through this document, each
member needs to initial each item and then sign the document at the end.
1. The time and place of group meetings shall be agreed upon unanimously within each group. Each group member
agrees to show up to group meetings outside class on time. If I am absent more than one time for group meetings, I
may be dismissed from the group, unless these absences are negotiated in advance with the whole group.
2. Each member will take turns listening as well as talking, and active listening will be a strategy for all group
discussions. The group will actively seek a consensus based on the opinions of every member.
3. Each group member will complete the tasks that they are allotted. If I am sick and unable to make it to class on the
date a group assignment is due, I will call group members to make other arrangements to get my work turned in.
4. I will respond to email and/or equivalent digital communications from group members within 2 working days, or
at a later, agreed-upon time.
5. In the case of conflict, the group members will isolate areas of disagreement, and the group will try to reach a
consensus. I will communicate with my fellow group members about any concerns I have about our group work.
Part 2: Summary (Due Week 6)
Project Title
Multi-Converse: Language Learning
Project Short Summary (50 words max)
Multi-Converse: Language Learning strives to facilitate the exchange of language and culture between Australians and
Australian Immigrants. This project will achieve this by connecting the diverse community of Australia by allowing an
easy and accessible way to learn languages by allowing individuals learning each other’s language to connect with each
other via the app.
1
Part 3 | Group Member Contributions (Due Week 6)
Group Member 1
Role/Tasks in the group: Supplementary research, Document Formatting, 2.1 Project Summary, 2.3
Measuring Success, 3.1 Platform, 3.3 Community Building, 3.4 Brand Design, 4.1 Project Limitations, 4.2
Safety Concerns, Referencing, Coordinating the group
Group Member 2
Role/Tasks in the group: Primary researcher, Project Design Research, 3.4 Community Building, Referencing,
Secondary Project Writeup
Group Member 3
Role/Tasks in the group: Primary researcher, 2.1 Project Goals, 2.2 Involved Communities, 3.1 Platform, 3.2
Language Learning, 4.1 Project Limitations, Referencing
Group Member 4
Role/Tasks in the group: Primary researcher, Project Design Research, Referencing, 3.2 Language Learning
2
Group Grant Submission
Communicating Difference
Assignment 2
3
Table of Contents
1.
Project Summary ………………………………………………………………………………….6
2.
Project Aims, Stakeholders and Outcomes …………………………………………….6
2.1. Project Goals ……………………………………………………………………………………..6
2.2. Involved Communities ……………………………………………………………………….6
2.3. Measuring project success …………………………………………………………………7
3.
Key Components…………………………………………………………………………………….7
3.1 Platform ……………………………………………………………………………………………..7
3.2 Language Learning ……………………………………………………………………………..8
3.3 Community Building …………………………………………………………………………..9
3.4 Brand Design …………….……………………………………………………………………….9
4.
Project Limitations………………………………………………………………………………..11
4.1 Project Limitations……………………………………………………………………………..11
4.2 Safety Concerns ……………………………………………………………………………….11
4.3 Other ………………………………………………………………………………………………..12
4
1. Project Summary
The Multi-Converse: Language Learning project strives to facilitate the exchange of language and culture between
Australians and Australian Immigrants. The goal of Multi-Converse is to assist immigrants with minimal English
language skills to improve their language skills through connecting them with an English speaker interested in learning
their native language. and subsequently allow them greater ease in finding employment, forging a sense of community,
and learning real-life, practical English skills. Additionally, this project aims to enrich the diverse English speaking
Australian community by allowing them to also learn the language of the immigrants they are partnered with. MultiConverse has two primary goals: facilitating language learning and cultural exchange in Australia’s diverse community
as well as forging a sense of community between these individuals, to further facilitate cultural exchange and combat
negative stereotypes about immigrants. Individuals making use of our service will fill out a profile, detailing their native
language and target language they want to learn. This will allow them to pair with others who are learning their native
language, others who share the same language as them and individuals who speak the native language the user desires
to learn. In this way, a community will be developed between a diverse range of individuals desiring to learn each
other’s languages and giving them practical, day to day language skills and practice, outside of a textbook.
2.
Project Aims, Stakeholders and Outcomes
2.1 Project Goals
Though there are governmental language learning schemes such as the Adult Migrant English Program
(AMEP) and the Pathway to Employment Program (PEP) our Multi-Converse: Language Learning seeks
to connect the beneficiaries of such programs by connecting them with native English speakers in a textual and
video medium. It is envisioned that through this app users will develop their conversational and practical
English language skills and in doing so enhancing their employability and aiding social integration.
2.2 Involved Communities
Multi-Converse: Language Learning reflects the needs of both Australian immigrants and Australian citizens
alike. Specifically, the app targets individuals with non-existent or limited English language skills who
are seeking to improve them. Individuals who are seeking further English literacy education could be doing
so for a number of reasons: educational, financial, social. These aspects of English language learning are
particularly important for migrants seeking work. Sawir highlights the fact that the nature of “English as a
common cross-border language has shifted, from a primary focus on written communication” to “a growing
emphasis on oral communication”. (Sawir, 2005) Our app attempts to address these shifting dynamics
providing innovative and more importantly, engaging medium through which users develop a working
appreciation of conversational skills and dynamics in an Australian context. Research conducted by
Erlenawati Sawir reinforces our emphasis on functional conversational aspects rather than Standard usage,
“In the prior English learning of students from all the countries, the main focus of the teaching was on
English grammar and other aspects of standard usage. … Thus in learning English at school, the main
pedagogical medium was reading and writing, rather than conversation.” Multi-Converse: Language
Learning is also designed specifically for native English speakers who wish to learn a foreign language.
Through this feature ESL individuals and native speakers alike are able to, firstly, interact with each other and,
secondly, to exchange cultural and linguistic knowledge, building upon both parties’ intercultural understanding.
Multi-Converse: Language Learning provides a hub of communication for migrants interested in learning English and
English speakers interested in learning non-English languages. Ultimately, Multi-Converse: Language Learning aims
to provide those who perhaps do not have the sufficient time to dedicate AMEP or even PEP. Our service is vital,
5
allowing migrants to develop a greater understanding of working Australian English, nuances related to
conversational speech, colloquialisms and so on.
2.3 Measuring Project Success
The success of Multi-Converse as a project will be measured by how well it meets the aims we set at the beginning of
our project: facilitating language learning and cultural exchange between Australian immigrants and Australia’s
diverse community to forge a sense of community, further facilitate cultural exchange to enrich society and combat
negative stereotypes about immigrants. To ensure we are meeting this aim, we will run monthly surveys through our
app, to gain an understanding about what aspects of the app are working well, the feelings of the diverse MultiConverse community and how well using Multi-Converse has contributed to their language studies, sense of
community and how each individual’s perspective has evolved as a result of engaging closely with those they would
not otherwise have the opportunity to. The results of each survey will be used to constantly improve the user
experience of the app and ensure we are always striving to meet our original aim. We believe this community centric
approach to receiving regular, monthly feedback will allow this project to have unlimited potential for growth and
improvement, further allowing us to enrich immigrants and Australians’ lives in a mutual exchange. Additionally,
there will be a function in both the app and the web browser version to submit feedback, questions or suggestions at
any time. These community feedbacks, outside of the survey, will be read over by our attentive customer service
team. We believe both of these methods will be extremely effective in constantly improving the functionality of our
app and will allow us to quickly identify any bugs in our software, in the case they arise.
3.
Key Components
3.1 Platform
A huge aspect of the premise of Multi-Converse is predicated on the fact that we believe practical, conversational
skills will be extremely helpful to our target audience, in assisting with their language learning. As noted by Sawir
(2005) “the use of English as a common cross-border language has shifted, from a primary focus on written
communication … plus a growing emphasis on oral communication.” In response to this notion, Multi-Converse has
three key features for users to access, as a way for this project to achieve its initial aim of improving language skills,
building a sense of community and combating discrimination. These three features are as follows: a feature that
matches users based on the profile they fill out when booting up the app, a messaging feature that matched users
can use to text each other and a video chat feature that allows users to call each other and practice their language
skills with each other. Our hope is that these three features will encourage users to eventually meet in person with
their language practice partners, to further facilitate exchange of culture and language, forming close bonds with
other users while improving their language skills along the way. It’s very much aimed at being a mutually beneficial
exchange between different cultures.
Another function of the app is that it will be available in languages other than English, to allow those with limited
English proficiency to navigate the app without stress. We have selected six launch languages to use: English, Hindi,
Mandarin, Cantonese, Filipino and Vietnamese. These languages have been selected based on data from the most
recent study conducted by the Australian Government Department of Home Affairs (2022) ranking, based on a
variety of criteria. We are primarily concerned with two of these criteria: regional migration and population in
Australia (Department of Home Affairs, 2022). We have cross-referenced these two categories, to decide our launch
list of languages. The top ten immigrant nationalities, as ranked by population, are: United Kingdom, India, People’s
Republic of China, New Zealand, Philippines, Vietnam, South Africa, Italy, Malaysia and Sri Lanka. Then, the top ten
regional migration countries are: India, Philippines, Nepal, People’s Republic of China, Pakistan, United Kingdom, Sri
6
Lanka, South Africa, Vietnam and Iran. The first four countries on the above list, considering the statistics, were
simple to select. However, Filipino and Vietnamese were selected primarily because of their placement as fourth and
fifth in the population category. If our program is successful, according to the criteria outlined in Section 2.3, we also
intend to implement more app languages in the future.
3.2 Language Learning
Through the research in this paper, we know that the English proficiency and integration degree of immigrants is not
entirely determined by their country of birth but also by predetermined barriers (Guven & Islam, 2015). Our findings
suggest that the timing of immigration and its impact on English language skills are critical for a range of important
policy-relevant outcomes. If the age of arrival is so essential for the integration of immigrants, this could be
accounted for by creating a points system for those with children. A system that favours immigration when children
are young may improve the welfare of potential first- and second-generation immigrants (Guven & Islam, 2015).
Examine the status negotiation experiences of first-generation, second-, and 1.5-generation Chinese immigrants in
Australia. Integration into Australian society requires first-generation migrants to learn or improve their English
language skills and adapt as much as possible to the host country’s cultural customs so they can be accepted as part
of mainstream society. The advantage of second and 1.5-generation immigrants is that they were either born in the
host country or immigrated at a young age and therefore have a good understanding of the host country’s cultural
customs and English language skills. However, as they grow up, they realise that people of Chinese descent cannot
be 100% “Australian”, no matter how well they speak English or how much they follow the Australian way of life. At
first glance, their appearance sets them apart from Anglo-Australians. Therefore, they also need to behave according
to the expectations of both cultural groups, which is what they do every day. Based on data from 35 semi-structured
interviews with first-, second- and 1.5-generation Chinese in Australia, this study shows that most respondents
prefer shifting identities to mixed identities because they are bicultural. The environment “adapts” to different
environmental contexts. The findings of this study emphasise that identifying with a culture does not necessarily
mean belonging to that culture (Liu, 2015). Identity and belonging are not the same. These findings are discussed in
terms of implications for identity and acculturation theories.
By discussing acculturation stress and social capital experienced by young Congolese refugees in remote Australia.
Seventy per cent of humanitarian entrants to Australia are young people, many of whom settle in regional areas
(Ndhlovu, 2014, pp. 36–100, 131–178). However, the views of young refugees in remote areas have yet to receive
much attention. Qualitative in-depth interviews and a photo-inspired approach were conducted with 16 young
Congolese people. The findings revealed that these young people experienced unique acculturation stresses,
including language issues, lack of employment opportunities and difficulty accessing further education, which
affected their integration into Australian society. However, they rely on various social supports from friends, family,
and ethnic and broader regional communities to cope with these issues. This social support helps strengthen their
social capital and enhance their well-being.
This is reinforced by Sawir (2005) where they emphasise that “In the prior English learning of students from all the
countries, the main focus of the teaching was on English grammar and other aspects of standard usage. … Thus in
learning English at school, the main pedagogical medium was reading and writing, rather than conversation.” and
“At the same time the balance of emphasis in the use of English as a common cross-border language has shifted,
from a primary focus on written communication … plus a growing emphasis on oral communication”. This research
supports the need for the development of our multi converse language application which will help connect English
speakers and those from a non-English speaking background to practice their speaking skills, which are a critical
learning component in developing language, compared to traditional methods of reading and writing.
7
3.3 Community Building
The way to establish communication among differences is still playing out in Australia. Compared with the past
society, which can only use such means as voting or government assembly, the technology of modern society can
make the forms of communication more diversified. Electronic information technology and more convenient
transportation and other means can not only make information transmission more convenient, but also make the
forms of transmission more diversified. Especially in groups with different cultural backgrounds, ethical
environments and living habits, this method of seeking consensus based on empathy can effectively make people
identify with each other’s differences from the heart (Felton, Crowell & Liu, 2015).
Research based on the contemporary Australian experience demonstrates the lived experience of migrants to
Australia, from a wide variety of cultural backgrounds. Having an awareness of relevant research demonstrates the
benefits our multi-converse language app will provide to Australia’s diverse migrant background who may
experience racism. Abdel-Fattah (2017) interviewed first and second generation migrants for a study on
Islamophobia, and analysed reactions to Muslim religious dress (Abdel-Fattah, 2017) Using the example of Skye, a
recent Chinese migrant, who ‘”was critical of women who wear the hijab and niqab”” and said “”I find it a little bit
over because they can do it at home but a bit not respecting the culture here’” (Abdel-Fattah, 2017).
This research is further supported by work conducted by Wise (2010) who analysed the impacts of changing
migration patterns on the Sydney suburb of Ashfield, which had experienced different impacts of migration over
time, commencing with European migration (now a more elderly population) and more recently, Chinese
migration. Wise (2010) emphasises the importance of creating community harmony and references, interviews
conducted with ‘Chinese shopkeepers suggest that they consider the politest way to deal with customers is with a
brisk and efficient manner, and that it would be the height of rudeness to hold up others in the queue for a ‘chat’
with a customer. There is also often shyness about engaging in conversation because of language difficulties so to
avoid embarrassment they tend to avoid eye contact” (Wise, 2010). Wise (2010) highlights that “We need to grow
new bodies, new sensory responses, and emotional, affective grammars; in short, nothing less than new bodily ways
of being in multicultural suburbia.” This is a powerful statement on creation of community harmony.
Further, as discussed by Sonn (2014) “defining and renewing the cultural representations of individuals and
communities has important implications for the formation of social identity and the possibilities of self and
community transformation.” Sonn additionally analyses the work of Rappaport (1995) who emphasised, because not
all stories are equally valued and some stories, in fact, actively devalue people and are disempowering, “the power
to create, select and tell stories (that are positively valued) about one’s self and one’s community” can be
understood as an individual and community resource. This goes to the crux and purpose of why grant funding is
sought to develop our app, which will contribute towards community transformation, as discussed by Sonn (2014).
3.4 Brand Design
The brand design for Multi-Converse will be a key part of our marketing strategy. Our brand design features a soft,
appealing pastel colour palette employing shades of blue, orange and pink. Our logo also includes two simple speech
bubbles, symbolising how this project will assist with facilitating conversation in a simple way, without words,
allowing us to communicate the aim of Multi-Converse clearly, without words. On our project team, we have
individuals experienced with colour theory, graphic design and website design, thus these three logos were
developed to appeal to our target audience. The calm colours of our logos also feature as key components of the UI
(User Interface) of our website, mobile app and desktop, allowing individuals to feel calmer at the prospect of
engaging with others online, in a language they are not yet fluent in. Additionally, the use of this colour palette
across multiple platforms and on all our branding gives our project a sense of cohesion, that will make our brand
immediately recognisable to our target audience. It promises to provide a straightforward way for members of our
target audience to communicate with each other with ease. Below can be found our brand design kit. This includes
the three logos our marketing and graphic design team has developed for cross-platform use, as well as the specific
colour hex codes that make up our brand’s colour palette.
8
Brand Palette Hex Codes
Blue: #40a6c6
Light Blue: #a4e9ff
Light Pink: #f6d8e4
Pink: #eb71af
Orange: #ffcdb4
Footer/Header Banner:
App Logo/Favicon Logo:
Desktop App Logo/Website Favicon
Computer App Logo
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4.
Project Limitations
4.1 Project Limitations
Multi-Converse does have a few key limitations that we have identified. We have identified three major limitations,
concerning the scope and efficacy of Multi-Converse to reach its users: digital literacy, app languages and the
motivation of Multi-Converse’s users. Individuals wishing to use it will require a certain level of digital literacy: these
skills include familiarity with functions featured in social media apps: messaging and how to video call. It will also
require users to have access to either a smartphone, tablet, computer or laptop. This limitation is a big part of the
reason as to why we made the decision to develop Multi-Converse as a cross-platform endeavour. As it will be more
likely that an individual will have access to one of the above devices, therefore justifying our decision to develop it to
function on multiple platforms. However, despite our intention to make Multi-Converse available on a variety of
platforms, digital literacy on at least one of these platforms will be essential to unlock the full capabilities of the
project. To attempt to combat this limitation, we will create a comprehensive guide as to how to use Multi-Converse
in a variety of different languages.
Concerning the language the app itself will be in , it will initially be limited to popular languages that rank highly in
both regional migration and population in Australia according to the Australian Government’s Department and
Home Affairs (2022) statistics, as outlined in section 3.1 Platform above. Thus, initial app languages implemented at
launch will be as follows: English, Hindi, Mandarin, Cantonese, Filipino and Vietnamese. To allow the potential for
more app languages to be implemented in the future, increasing Multi-Converse’s reach, each month the survey will
allow users to suggest languages and users can also submit feedback at any time. Subsequent languages
implemented will be based on this feedback, received from our users. We will also constantly monitor immigration
statistics to keep an eye on any changes in trends that could inform future language implementations.
Unfortunately, this does mean that more obscure languages will take much longer to implement as a language in the
app, meaning a potential barrier to access could exist for some users for an indefinite period of time, until we have
the resources to implement more languages.
Finally, the efficacy of Multi-Converse as a project will be limited by how its users employ the platform. Since MultiConverse relies on the premise of improving an individual’s conversational language skills, in some regards, what
users get out of it will rely on their capacity to maintain motivation for learning their target language. Phakita, Hirsh
and Woodrom (2013) make note of Mills’s et al. (2007) and Zajacova et al. (2005) notes on students which have a
high level of “self-efficacy” (the capacity to consistently apply and motivate themselves). Concerning students with
high-levels of self-efficacy, they were more likely to achieve their academic goals (Phakita, Hirsh and Woodrom,
2013) in reference to English language learning. The findings of Phakita, Hirsh and Woodram (2013) also suggest that
while “perceived difficulty” has a negative impact on language learning, a student’s motivation would have a
“stronger positive impact.” Taking all this into account, while high levels of motivation by Multi-Converse users will
likely lead to increased conversational proficiency in their target language, consequently, low motivation has the
capacity to negatively impact the improvement of conversational proficiency. To attempt to mitigate this and
construct Multi-Converse in a way that motivates language learners, constantly receiving feedback is the best way
we can conceive of to mitigate the impact of this limitation.
4.2 Safety Concerns
As is the case with any project developed online, there are a variety of safety concerns we must take into account
during the developing process and implementation of Multi-Converse. Two concerns which are of primary concern
and feature in our risk assessment are issues surrounding cyber security, data privacy, and online harassment. Our
10
platform will require strong cyber-security, to protect our users and it will also require continual regulation and an
effective harassment reporting system, to ensure our diverse platform’s users can safely use Multi-Converse without
experiencing harassment or leaks of their sensitive personal information. Examples of some cyber-security measures
we intend to implement are as follows. According to the Australian Cyber Security Centre one of the most effective
methods of ensuring effective cyber security is “Audit and secure your devices (including servers if you have them)
and any internet exposed services on your network (Remote Desktop, File Shares, Webmail)” (ACSC 2021). Through
employing this method of auditing and by additionally conferring with IT professionals on this topic, we will
constantly strive to keep our cybersecurity practices as up to date as possible. As for effective anti-cyberbullying
measures, we will employ methods outlined by the Hinduja (2022). Some of these measures include what Hinduja
(2022) refers to as a feedback loop, meaning, when a Multi-Converse user reports an instance of online harassment,
they will hear back from us within twenty four hours concerning their case, so they can be reassured that their
problem has been heard and will be dealt with promptly. Depending on the severity of the harassment or infraction,
punishments range from temporary suspension to permanent banning. Additionally, users will have the capacity to
block other users. We will also allow Multi-Converse users to submit feedback on our safety practices at any time, so
we can constantly improve our moderation and cyber-security practices. Through employing the methods outlined
above, we endeavour to craft a safe online environment for all of Multi-Converse’s users.
4.3 Other
Reference List
Abdel-Fattah, R. 2017, ‘When the other otherizes’, Islamophobia and everyday multiculturalism in
Australia, Routledge, London and New York, pp. 159-78.
Australian Cyber Security Centre (ACSC) 2021, Small Business Cyber Security Guide, Australian Government,
Canberra, viewed 10 February 2022, https://www.cyber.gov.au/acsc/view-all-content/publications/small-businesscyber-security-guide
Australian Government Department of Home Affairs 2022, Australia’s Migration Program – Country Ranking 202021, Australian Government, Canberra, viewed 10 February 2022, https://www.homeaffairs.gov.au/research-andstatistics/statistics/country-profiles/country-ranking
Australian Government Department of Home Affairs. (2023). Adult Migrant English Program. Tafe NSW.
Retrieved January 30, 2023, from https://www.tafensw.edu.au/student-services/adult-migrant-englishprogram-amep
Felton, M., Crowell, A., & Liu, T. 2015. Arguing to agree: Mitigating my-side bias through consensus-seeking dialogue.
Written Communication, vol. 32, no.3, pp. 317-331.
Guven, C., & Islam, A. (2015). Age at Migration, Language Proficiency, and Socioeconomic Outcomes: Evidence From
Australia. Demography, 52(2), 513–542. https://doi.org/10.1007/s13524-015-0373-6
Hinduja, S. 2022, ‘How Social Media Companies Should Combat Online Abuse’, Cyberbullying Research Centre,
weblog, viewed 10 February 2022, https://cyberbullying.org/how-social-media-companies-should-combat-onlineabuse
Joyce, L., & Liamputtong, P. (2017). Acculturation stress and social support for young refugees in regional areas.
Children and Youth Services Review, 77, 18–26. https://doi.org/10.1016/j.childyouth.2017.03.016
Liu, S. (2015). Searching for a sense of place: Identity negotiation of Chinese immigrants. International Journal of
Intercultural Relations, 46, 26–35. https://doi.org/10.1016/j.ijintrel.2015.03.020
11
Main features – preliminary findings. Australian Bureau of Statistics. (2013, February 15). Retrieved February 4, 2023,
from https://www.abs.gov.au/ausstats/abs@.nsf/Lookup/4228.0main+features992011-2012
Mazel, O. 2018. Indigenous health and human rights: a reflection on law and culture. International journal of
environmental research and public health, vol.15. no.4, pp. 789.
Ndhlovu, F. (2014). Becoming an African Diaspora in Australia (pp. 36–100, 131–178). Palgrave Macmillan UK.
https://doi.org/10.1057/9781137414328
Phakiti, A., Hirsh, D., & Woodrow, L. (2013). It’s not only English: Effects of other individual factors on English
language learning and academic learning of ESL international students in Australia. Journal of Research in
International Education, 12(3), 239-258
Sawir, E. (2005). Language difficulties of international students in Australia: The effects of prior learning experience .
International Education Journal, 6(5), 567–580. Retrieved February 6, 2023, from https://eric.ed.gov/?id=EJ855010.
Sonn, C.C., Quayle, A.F., Mackenzie, C. & Law, S.F. 2014, ‘Negotiating belonging in Australia through storytelling and
encounter’, Identities, vol. 21, no. 5, pp. 551-69.
Wise, A. 2010, ‘Sensuous multiculturalism: Emotional landscapes of inter-ethnic living in Australian suburbia’, Journal
of Ethnic an Migration Studies, vol. 36, no. 6, pp. 917-37.
Yuefeng Yang’s Project Contribution
Note: Yuefeng worked hard on this, however, through some miscommunication she wrote her part on the wrong
topic. We have used part of this research referenced in the above paper for Multi-Converse: Language Learning and
we didn’t want her work to go to waste, since she also worked hard, and put time and effort into the research. We
attach her full research as an Appendix below.
Part 2
Title:
Join us and make a voice for all
Summary:
This is a groundbreaking proposal aimed at bringing all people who care about Australian aborigines and the
environment they live in. The long history and rich culture will make people feel it is a matter of pride and
achievement to participate in such activities and become a part of shaping history.
Part 3
12
Background research: A Difficult Process
Such actions as the Uluru statement are not the first attempt to assert indigenous sovereignty. After 1962, the rights
of aborigines are gradually increasing, while the Australian federal government is constantly making concessions
(Mazel, 2018). In fact, every acquisition of rights is the result of competition between aborigines and the
government, not an active act. There are too many hesitations and fears in these concessions. Perhaps the most
worried thing is the indigenous peoples’ demands for sovereignty. According to the basic meaning of sovereignty,
this is reflected as an independent and inviolable power. Once this power is confirmed, they may be able to establish
their own independent region. Such concerns of the government and society of the settlers are not unreasonable.
Because in the past 50 or 60 years, some indigenous groups have indeed claimed sovereignty under the modern
political system.
The requirement of the original residents to sign the treaty began in the late 1970s. At that time, some aboriginal
social activists, such as Kevin Gilbert, asked the Australian government to agree to sign a treaty with the aboriginal
residents (Mazel, 2018). In April 1979, the National Aboriginal Conference integrated these requirements for signing
the treaty, and pointed out that the general content of the treaty included protecting the identity, language, law and
culture of the original residents, recognizing the ownership of the land of the original residents, and allowing the
original residents to have the right to control their own affairs, and establishing their own organizations to achieve
the purpose of the treaty. However, these requirements met with many resistance at that time, especially for land
ownership. Therefore, the Australian government has launched a series of reconciling agendas. This readjustment
seemed to be an effective way to establish communication among differences at that time. The most memorable
action can be said to be the 1967 referendum. In that referendum, 90% of Australians agreed to delete the
discriminatory provisions against the original residents in the federal constitution. The Australian government
attributed many of the events that took place since then to the process of re-mediation. For example, in 2008, Kevin
Rudd, the then Prime Minister, apologized to the original residents, especially the stolen generation and their
families and communities, which were considered as the result of re-mediation.
The way to establish communication among differences is still playing out in Australia. Compared with the past
society, which can only use such means as voting or government assembly, the technology of modern society can
make the forms of communication more diversified. Electronic information technology and more convenient
transportation and other means can not only make information transmission more convenient, but also make the
forms of transmission more diversified. Compared with the opposition, communication can also be more from the
perspective of seeking consensus to attract more people to pay attention to the aborigines and the communities
they live in. Especially in groups with different cultural backgrounds, ethical environments and living habits, this
method of seeking consensus based on empathy can effectively make people identify with each other’s differences
from the heart (Felton, Crowell & Liu, 2015).
Compared with these actions, the Uluru statement is like a more positive attempt by Australian aborigines. From 23
to 26 May 2017, more than 250 Aboriginal delegates from all over Australia gathered at Uluru, Northern Territory,
on the lands of the Anangu people, at the First Nations National Constitutional Convention (Creative Spirits, 2022).
Compared with the struggle for power, this event is more like an invitation to all Australian people. Perhaps there
are still some obstacles that will be encountered before, such as the hesitant attitude of the government
department or the contradiction in power, but its more important purpose is to let more people understand the real
world of Australia, and the indigenous people are also related to this environment.
13
Reference
The Uluru Statement. 2017. Explainer: The Uluru Statement from heart. retrieved from
View The Statement
Mazel, O. 2018. Indigenous health and human rights: a reflection on law and culture. International journal of
environmental research and public health, vol.15. no.4, pp. 789.
Felton, M., Crowell, A., & Liu, T. 2015. Arguing to agree: Mitigating my-side bias through consensus-seeking dialogue.
Written Communication, vol. 32, no.3, pp. 317-331.
Creative Spirits. 2022. Uluru Statement from the Heart, retrieved from
https://www.creativespirits.info/aboriginalculture/selfdetermination/uluru-statement-from-the-heart
14
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)
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