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Language and Music in Galicia and Ireland in the Early 20Th Century
Fecha de recepción: 21 septiembre 2019 Fecha de aceptación: 16 octubre 2019 Fecha de publicación: 9 febrero 2020 URL: https://oceanide.es/index.php/012020/article/view/37/180 Oceánide número 13, ISSN 1989-6328 DOI: https://doi.org/10.37668/oceanide.v13i.37 Dr. Xosé Manuel Sánchez Rei Universidade da Coruña, España ORCID: https://orcid.org/0000-0002-0763-9793 Language and music in Galicia and Ireland in the early 20th century Resumen Se pretende con este trabajo hacer una aproximación contrastiva a la situación del gallego y del gaélico irlandés en el primer tercio del siglo XX y también a la música tradicional. Se trata de una época muy importante para Galicia y para Irlanda en el aspecto cultural, político y social. No se podría entender la actualidad de ambos países si no se tiene en cuenta ese crucial período. Palabras clave: cultura popular; gaélico; gallego; música; tradición Abstract This study takes a contrastive approach to the situation of Galician and Irish Gaelic in the first third of the twentieth century, and to traditional music in particular. It is a period of significant interest in both Galiza and Ireland in terms of the cultural, political and social climate. Indeed, the current situations of the two countries can hardly be understood without taking these crucial years into consideration. Keywords: popular culture; Gaelic language; Galician language; music; tradition OCEÁNIDE | 13_2020 36 n his inaugural speech as Doctor Honoris Causa of the Leinster and Munster. Such a process was followed closely in University of A Coruña (2000), as proposed by Professor Galiza by the intellectual elites; shortly before Ireland became Dr. -
How to Get Published in ESOL and Applied Linguistics Serials
How to Get Published in TESOL and Applied Linguistics Serials TESOL Convention & Exhibit (TESOL 2016 Baltimore) Applied Linguistics Editor(s): John Hellermann & Anna Mauranen Editor/Journal E-mail: [email protected] Journal URL: http://applij.oxfordjournals.org/ Journal description: Applied Linguistics publishes research into language with relevance to real-world problems. The journal is keen to help make connections between fields, theories, research methods, and scholarly discourses, and welcomes contributions which critically reflect on current practices in applied linguistic research. It promotes scholarly and scientific discussion of issues that unite or divide scholars in applied linguistics. It is less interested in the ad hoc solution of particular problems and more interested in the handling of problems in a principled way by reference to theoretical studies. Applied linguistics is viewed not only as the relation between theory and practice, but also as the study of language and language-related problems in specific situations in which people use and learn languages. Within this framework the journal welcomes contributions in such areas of current enquiry as: bilingualism and multilingualism; computer-mediated communication; conversation analysis; corpus linguistics; critical discourse analysis; deaf linguistics; discourse analysis and pragmatics; first and additional language learning, teaching, and use; forensic linguistics; language assessment; language planning and policies; language for special purposes; lexicography; literacies; multimodal communication; rhetoric and stylistics; and translation. The journal welcomes both reports of original research and conceptual articles. The Journal’s Forum section is intended to enhance debate between authors and the wider community of applied linguists (see Editorial in 22/1) and affords a quicker turnaround time for short pieces. -
In Galicia, Spain (1860-1936)
Finisterra, XXXIII, 65, 1998, pp. 117-128 SUBSTATE NATION-BUILDING AND GEOGRAPHICAL REPRESENTATIONS OF ‘THE OTHER’ IN GALICIA, SPAIN (1860-1936) JACOBO GARCÍA -ÁLVAREZ 1 Abstract: The ‘social construction’ of otherness and, broadly speaking, the ideological-political use of ‘external’ socio-spatial referents have become important topics in contemporary studies on territorial identities, nationalisms and nation-building processes, geography included. After some brief, introductory theoretical reflections, this paper examines the contribution of geographical discourses, arguments and images, sensu lato , in the definition of the external socio-spatial identity referents of Galician nationalism in Spain, during the period 1860-1936. In this discourse Castile was typically represented as ‘the other’ (the negative, opposition referent), against which Galician identity was mobilised, whereas Portugal, on the one hand, together with Ireland and the so-called ‘Atlantic-Celtic nationalities’, on the other hand, were positively constructed as integrative and emulation referents. Key-words : Nationalism, nation-building, socio-spatial identities, external territorial referents, otherness, Spain, Galicia, Risco, Otero Pedrayo, Portugal, Atlantism, pan-Celtism. Résumé: LA CONSTRUCTION D ’UN NATIONALISME SOUS -ETATIQUE ET LES REPRESENTATIONS GEOGRAPHIQUES DE “L’A UTRE ” EN GALICE , E SPAGNE (1860-1936) – La formation de toute identité est un processus dialectique et dualiste, en tant qu’il implique la manipulation et la mobilisation de la “différence” -
Beyond Borealism
Beyond Borealism: New Perspectives on the North eds. Ian Giles, Laura Chapot, Christian Cooijmans, Ryan Foster and Barbara Tesio Norvik Press 2016 © 2016 Charlotte Berry, Laura Chapot, Marc Chivers, Pei-Sze Chow, Christian Cooijmans, Jan D. Cox, Stefan Drechsler, Ryan Foster, Ian Giles, Karianne Hansen, Pavel Iosad, Elyse Jamieson, Ellen Kythor, Shane McLeod, Hafor Medbøe, Kitty Corbet Milward, Eleanor Parker, Silke Reeploeg, Cristina Sandu, Barbara Tesio. Norvik Press Series C: Student Writing no. 3 A catalogue record for this book is available from the British Library. ISBN: 978-1-909408-33-3 Norvik Press Department of Scandinavian Studies UCL Gower Street London WC1E 6BT United kingdom Website: www.norvikpress.com E-mail address: [email protected] Managing Editors: Elettra Carbone, Sarah Death, Janet Garton, C.Claire Tomson. Cover design: Sarah Diver Lang and Elettra Carbone Inside cover image: Sarah Diver Lang Layout: Elettra Carbone 2 Contents Introduction 7 Acknowledgements 12 Biographies 13 Editor Biographies 13 Contributor Biographies 15 ECHOES OF HISTORY 21 The Medieval Seal of Reynistaður 22 Stefan Drechsler ‘So Very Memorable a Matter’: Anglo-Danish History and the Encomium Emmae Reginae 41 Eleanor Parker A Similar but Different Boat Tradition: The Import of Boats from Norway to Shetland 1700 to 1872 54 Marc Chivers LINGUISTIC LIAISONS 77 Tonal Stability and Tonogenesis in (North) Germanic 78 Pavel Iosad Imperative Commands in Shetland Dialect: Nordic Origins? 96 Elyse Jamieson 3 ART AND SOCIETY 115 The Battle of Kringen -
LINGUISTICS' Selected Category Scheme: Wos
Journal Data Filtered By: Selected JCR Year: 2020 Selected Editions: SSCI Selected Categories: 'LINGUISTICS' Selected Category Scheme: WoS Rank Full Journal Title ISSN Journal Impact Factor 1 APPLIED LINGUISTICS 0142-6001 5.741 2 Language Teaching 0261-4448 5.327 3 Computer Assisted Language Learning 0958-8221 4.789 4 MODERN LANGUAGE JOURNAL 0026-7902 4.759 5 LANGUAGE LEARNING 0023-8333 4.667 6 LANGUAGE LEARNING & TECHNOLOGY 1094-3501 4.313 7 International Journal of Bilingual Education and Bilingualism 1367-0050 4.159 8 STUDIES IN SECOND LANGUAGE ACQUISITION 0272-2631 3.988 9 Language Teaching Research 1362-1688 3.899 10 TESOL QUARTERLY 0039-8322 3.692 11 Language Testing 0265-5322 3.551 12 JOURNAL OF SECOND LANGUAGE WRITING 1060-3743 3.538 13 Bilingualism-Language and Cognition 1366-7289 3.532 14 Annual Review of Linguistics 2333-9691 3.512 15 SYSTEM 0346-251X 3.167 16 RESEARCH ON LANGUAGE AND SOCIAL INTERACTION 0835-1813 3.077 17 JOURNAL OF MEMORY AND LANGUAGE 0749-596X 3.059 18 Studies in Second Language Learning and Teaching 2083-5205 3.036 INTERNATIONAL JOURNAL OF LANGUAGE & 19 COMMUNICATION DISORDERS 1368-2822 3.020 20 LANGUAGE SPEECH AND HEARING SERVICES IN SCHOOLS 0161-1461 2.983 21 ReCALL 0958-3440 2.917 JOURNAL OF MULTILINGUAL AND MULTICULTURAL 22 DEVELOPMENT 0143-4632 2.814 23 ENGLISH FOR SPECIFIC PURPOSES 0889-4906 2.804 24 APHASIOLOGY 0268-7038 2.773 25 International Journal of Multilingualism 1479-0718 2.714 26 JOURNAL OF PHONETICS 0095-4470 2.670 27 Applied Linguistics Review 1868-6303 2.655 28 JOURNAL OF FLUENCY DISORDERS -
Scholarship and Teaching on Languages for Specific Purposes
Scholarship and Teaching on Languages for Specific Purposes Lourdes Sánchez-López Editor UAB Digital Collections Birmingham, Alabama, March 2013 Scholarship and Teaching on Languages for Specific Purposes ISBN 978-0-9860107-0-5 UAB Digital Collections Mervyn H. Sterne Library University of Alabama at Birmingham March 2013 Editor Lourdes Sánchez-López University of Alabama at Birmingham Production Manager Jennifer Brady University of Denver Editorial Board Julia S. Austin Clara Mojica Díaz University of Alabama at Birmingham Tennessee State University William C. Carter Malinda Blair O‘Leary University of Alabama at Birmingham University of Alabama at Birmingham Alicia Cipria Susan Spezzini University of Alabama University of Alabama at Birmingham Sheri Spaine Long Rebekah Ranew Trinh United States Air Force Academy / University of Alabama at Birmingham University of Alabama at Birmingham Lamia Ben Youssef Zayzafoon Jesús López-Peláez Casellas University of Alabama at Birmingham University of Jaén Table of Contents INTRODUCTION, ACKNOWLEDGMENTS & DEDICATION Lourdes Sánchez-López ................................................................................................................................ x ON LSP THEORETICAL MODELS Continuing Theoretical Cartography in the LSP Era Michael S. Doyle ........................................................................................................................................... 2 ON THE CURRENT STATE OF LSP Language for Specific Purposes Job Announcements from the Modern Language -
Teaching Lexicography As a University Course: Theoretical, Practical and Critical Considerations
http://lexikos.journals.ac.za; https://doi.org/10.5788/30-1-1597 Teaching Lexicography as a University Course: Theoretical, Practical and Critical Considerations Tvrtko Prćić, Department of English, Faculty of Philosophy, University of Novi Sad, Serbia ([email protected]) Abstract: This paper offers an account of a university course in Lexicography, designed par- ticularly for advanced EFL students. The discussion and accompanying material derive from around fifteen years of the author's experience in developing and teaching this course. The aims of the paper are twofold: firstly, to draw attention to the fact that lexicography today is no longer just 'the art and craft of' dictionary making of yesteryear but a fully-fledged applied linguistic disci- pline, with its own theory, methodology and practice, some of which is teachable as a dedicated academic subject; and secondly, to encourage the teaching of practical and theoretical lexicography to university students by putting forward concrete proposals. The exposition is divided into five parts, as follows: Section 1 brings some opening remarks, including that on the scientific status of lexicography; Section 2 reviews theoretical aspects regarding the design of this course; Section 3 describes practical aspects regarding the implementation of the course; Section 4 examines critical aspects regarding the evaluation of the course; and Section 5 recapitulates the main points of the paper and projects the modifications to the course in the future. Keywords: LEXICOGRAPHY AS A UNIVERSITY COURSE, TEACHING LEXICOGRAPHY, EFL UNIVERSITY STUDENTS, THEORETICAL CONSIDERATIONS, DESIGN OF THE COURSE, PRACTICAL CONSIDERATIONS, IMPLEMENTATION OF THE COURSE, CRITICAL CONSIDERATIONS, EVALUATION OF THE COURSE Opsomming: Die onderrig van leksikografie as universiteitskursus: Teore- tiese, praktiese en kritiese oorwegings. -
The Northwest European Phonological Area New Approaches to an Old Problem
The northwest European phonological area New approaches to an old problem Pavel Iosad The University of Edinburgh [email protected] Linguistic Circle 29th September 2016 Outline • A Northern European Sprachbund? • Three case studies: – Preaspiration – Tonogenesis out of syllable counts – Sonorant pre-occlusion • Prosodic structure as the common denominator • Revisiting contact: what does it take? 1 Nordeuropäische Lautgeographie 1.1 Phonological connections Trubetzkoy: Proposition 16 • Trubetzkoy (1928): phonology isn’t very important for defining a Sprachbund Gruppen, bestehend aus Sprachen, die eine grosse Ähnlichkeit in syntakti- scher Hinsicht, eine Ähnlichkeit in den Grundsätzen des morphologischen Baus aufweisen, und eine grosse Anzahl gemeinsamer Kulturwörter bieten, manchmal auch äussere Ähnlichkeit im Bestande der Lautsysteme,—dabei aber keine gemeinsame Elementarwörter besitzen—solche Sprachgrupper nennen wir Sprachbünde (emphasis mine) ¹ ¹‘We call language areas (Sprachbünde) groups that consist of languages showing a large similarity in syn- tactic terms, a similarity in the basics of morphological structure and a large number of common cultural vocabulary — sometimes also a superficial similarity in their sound inventories — without, however, sharing core vocabulary.’ 1 Jakobson: Über die phonologischen Sprachbünde • Jakobson (1931): a Baltic Sprachbund exists, defined by ‘tonality’ Ebenso bilden die Sprachen des Baltikums einen Sprachbund, den die Poly- tonie kennzeichnet; hierher gehören: das Schwedische, das Norwegische mit Ausnahme der nordwestlichen Mundarten, die meisten dänischen Dialekte, einige norddeutsche Mundarten, das Nordkaschubische, das Litauische und Lettische, das Livische und Estnische. In den meisten Sprachen und Mund- arten dieses Bundes ist die Tonverlaufkorrelation und in den übrigen ihre Ab- änderung, die Tonbruchkorrelation, vorhanden. In allen Sprachen des balti- schen Bundes, mit Ausnahme der litauisch-lettischen Familie, ist die Polytonie eine Neubildung. -
Effective Foreign Language Teaching: a Matter of Iranian Students’ and Teachers’ Beliefs
www.ccsenet.org/elt English Language Teaching Vol. 4, No. 2; June 2011 Effective Foreign Language Teaching: a Matter of Iranian Students’ and Teachers’ Beliefs Mahyar Ganjabi Payamenoor University Tel: 98-9127-049-132 E-mail: [email protected] Received: December 31, 2010 Accepted: January 28, 2011 doi:10.5539/elt.v4n2p46 Abstract This paper reports on a study that investigated the beliefs about language learning of 120 Iranian EFL students and 16 EFL teachers. The primary aim of the study was to reveal whether there was any difference between the beliefs of Iranian students and teachers regarding different aspects of language learning such as grammar teaching, error correction, culture, target language use, computer-based technology, communicative language teaching strategies and assessment. Data were collected using a 24-item questionnaire. It was concluded that there were some differences between the Iranian students’ and teachers’ beliefs regarding what procedures were most effective in bringing about language learning. Discussion of the findings and implications for further research are also articulated. Keywords: Effective language teaching, Teachers’ beliefs, Students’ beliefs 1. Introduction Language practitioners and researchers have already recognized that teachers and their agendas do not have a complete control over what learners learn from English language courses (Allwright, 1984 as cited in Breen, 2001a; Salimani, 2001). The recent emphasis on the holistic approaches to language learning have brought into our focus the fact that learners are not just cognitive beings, that is, they do not approach the task of language learning merely from the cognitive window (Breen, 2001b). But learners are multidimensional beings; they are a combination of a bulk of different variables which help them to learn whatever they are learning in the best possible way. -
Proposal to Encode Heterodox Chess Symbols in the UCS Source: Garth Wallace Status: Individual Contribution Date: 2016-10-25
Title: Proposal to Encode Heterodox Chess Symbols in the UCS Source: Garth Wallace Status: Individual Contribution Date: 2016-10-25 Introduction The UCS contains symbols for the game of chess in the Miscellaneous Symbols block. These are used in figurine notation, a common variation on algebraic notation in which pieces are represented in running text using the same symbols as are found in diagrams. While the symbols already encoded in Unicode are sufficient for use in the orthodox game, they are insufficient for many chess problems and variant games, which make use of extended sets. 1. Fairy chess problems The presentation of chess positions as puzzles to be solved predates the existence of the modern game, dating back to the mansūbāt composed for shatranj, the Muslim predecessor of chess. In modern chess problems, a position is provided along with a stipulation such as “white to move and mate in two”, and the solver is tasked with finding a move (called a “key”) that satisfies the stipulation regardless of a hypothetical opposing player’s moves in response. These solutions are given in the same notation as lines of play in over-the-board games: typically algebraic notation, using abbreviations for the names of pieces, or figurine algebraic notation. Problem composers have not limited themselves to the materials of the conventional game, but have experimented with different board sizes and geometries, altered rules, goals other than checkmate, and different pieces. Problems that diverge from the standard game comprise a genre called “fairy chess”. Thomas Rayner Dawson, known as the “father of fairy chess”, pop- ularized the genre in the early 20th century. -
Variation in Assessment
Variation in Assessment A Coh-Metrix Analysis of Evaluation of Written English in the Swedish Upper Secondary School Hugo Simion Malmcrona Department of English Individual Research Project (EN04GY) English Linguistics Autumn 2019 Supervisor: Alan McMillion Variation in Assessment A Coh-Metrix Analysis of Evaluation of Written English in the Swedish Upper Secondary School Hugo Simion Malmcrona Abstract Reliable evaluation is an important part of language education. However, reliable evaluation of student writing is notoriously difficult to achieve nationally. To better understand what evaluators value in upper secondary English education in Sweden this study has examined correlations between grading and linguistic variables in student writing using Coh-Metrix, a natural language processor. Previous studies in Hong Kong and the U.S. have shown that linguistic and lexical sophistication have a high correlation with good grades, while explicit cohesive devices have a negative correlation with grades. Results have varied depending on level of proficiency and there are indications that evaluators have cultural differences. Seventy-nine essays from the national test for the course English 6, from two different schools and teachers were analysed in this study. The study asked: What language variables correlate with grades, and how do two teachers differ in their value of quality? In order to answer this, correlations between grades and all 106 Coh-Metrix indices were calculated and t-tested for significance. The ten most highly correlating variables were then compiled, with very similar indices excluded. Correlation scores of the same variables but for both teachers separately were then compiled for comparison. The ten highest correlations for both teachers separately were also compiled along with scores for the same indices for the other teacher. -
Curriculum Vitae, Jan 20 2021 Los Angeles CA, 90089
Mudd Hall of Philosophy Alexis Wellwood 3709 Trousdale Parkway curriculum vitae, Jan 20 2021 Los Angeles CA, 90089 [email protected] hps://semantics.land hps://semantics.land/lab Employment Current Associate Professor, School of Philosophy, University of Southern California (USC) Apr 2020-present Courtesy appointment in the Department of Linguistics Aug 2018-present Aliated faculty to the Cognitive Science Program Aug 2017-present Director of the USC Meaning Lab Aug 2017-present Adjunct Faculty, Department of Linguistics, Northwestern University (NU) Sep 2018-present Previous Assistant Professor, School of Philosophy, USC Aug 2017-Apr 2020 Assistant Professor, Department of Linguistics, NU Aug 2015-Aug 2017 Aliated faculty to the Department of Philosophy Feb 2016-Aug 2017 Aliated faculty to the Cognitive Science Program Sep 2015-Aug 2017 Director of the NU Child Language Development Laboratory Aug 2015-Aug 2017 College Fellow, Weinberg College of Arts and Sciences, NU Aug 2014-Aug 2015 Bagge Fellow, Department of Linguistics, University of Maryland (UMD) Aug 2008-Aug 2009 Undergraduate Research Assistantships, Concordia University Behavioral study of Hungarian vowel harmony, PI C. Reiss 2008 Neurolinguistic study of morphological complexity, PIs R. de Almeida, L. Stockall 2007-2008 Formal analysis of interrogative syntax, PI D. Isac 2007-2008 Education Degrees PhD, Linguistics, University of Maryland, College Park 2009-2014 BA, Honours Linguistics (with Great Distinction), Concordia University, Montreal,´ Canada 2008 1 Summer/winter school