Annual Meeting Handbook
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Graduate Student Handbook 2021-2022
Northern Illinois University Department of English Graduate Student Handbook 2021-2022 Photo by Michael Day 1 Table of Contents 1. INTRODUCTION 5 2. ADMISSION TO THE M.A. AND PH.D. PROGRAMS 6 2.1. Applying for Admission and Admission Requirements 6 2.1.1. For Master’s Degrees – Native English-Speaking Applicants 6 2.1.2. For Master’s Degrees – Non-Native English-Speaking Applicants 7 2.1.3. For the Ph.D. – Native English-Speaking Applicants 7 2.1.4. For the Ph.D. – Non-Native English-Speaking Applicants 7 2.1.5. For Students-at-Large 7 3. MASTER OF ARTS IN ENGLISH 9 3.1. Advising 9 3.2. Tracks 9 3.2.1. Track I (Foreign Language requirement) 9 3.2.2. Track II (No Foreign Language requirement) 10 3.3. Areas of Study 11 3.3.1. British and American Literature 11 3.3.2. English Education 12 3.3.3. Film and Literature 13 3.3.4. Linguistics 14 3.3.5. Literature and Rhetoric/Writing 15 3.3.6. Rhetoric and Writing 16 3.3.7. Teaching English to Speakers of Other Languages (TESOL) 16 3.4. Independent Reading (ENGL 698) 17 3.4.1. Proposals 17 3.4.2. Procedures 17 3.5. Comprehensive Examinations for the M.A. Degree 18 3.5.1. Examination Areas 18 3.5.2. Procedures for the Examination 19 3.5.3. Grading of the Examination 19 3.6. The M.A. Thesis 20 3.6.1. Timing of the Thesis 20 3.6.2. -
Annual Report
2008 Annual Report Center for Language and Cognition Groningen Faculty of Arts, University of Groningen 2 Contents Foreword 5 Part One 1 Introduction 9 1.1 Institutional Embedding 9 1.2 Profile 9 2 CLCG in 2008 10 2.1 Structure 10 2.2 Director, Advisory Board, Coordinators 10 2.3 Assessment 11 2.4 Staffing 11 2.5 Finances: Travel and Material costs 12 2.6 Internationalization 12 2.7 Contract Research 13 3 Research Activities 14 3.1 Conferences, Cooperation, and Colloquia 14 3.1.1 TABU-day 2008 14 3.1.2 Groningen conferences 14 3.1.3 Conferences elsewhere 15 3.1.4 Visiting scholars 16 3.1.5 Linguistics Colloquium 17 3.1.6 Other lectures 18 3.2 CLCG-Publications 18 3.3 PhD Training Program 18 3.3.1 Graduate students 21 3.4 Postdocs 21 Part Two 4 Research Groups 25 4.1 Computational Linguistics 25 4.2 Discourse and Communication 39 4.3. Language and Literacy Development Across the Life Span 49 4.4. Language Variation and Language Change 61 4.5. Neurolinguistics 71 4.6. Syntax and Semantics 79 Part Three 5. Research Staff 2008 93 3 4 Foreword The Center for Language and Cognition, Groningen (CLCG) continued its research into 2008, making it an exciting place to work. On behalf of CLCG I am pleased to present the 2008 annual report. Highlights of this year s activities were the following. Five PhD theses were defended: • Starting a Sentence in Dutch: A corpus study of subject- and object-fronting (Gerlof Bouma). -
Building Meaning in Navajo
University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations Dissertations and Theses March 2016 Building Meaning in Navajo Elizabeth A. Bogal-Allbritten University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_2 Part of the Semantics and Pragmatics Commons Recommended Citation Bogal-Allbritten, Elizabeth A., "Building Meaning in Navajo" (2016). Doctoral Dissertations. 552. https://doi.org/10.7275/7646815.0 https://scholarworks.umass.edu/dissertations_2/552 This Open Access Dissertation is brought to you for free and open access by the Dissertations and Theses at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. BUILDING MEANING IN NAVAJO A Dissertation Presented by ELIZABETH BOGAL-ALLBRITTEN Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY February 2016 Linguistics © Copyright by Elizabeth Bogal-Allbritten 2016 All Rights Reserved BUILDING MEANING IN NAVAJO A Dissertation Presented by ELIZABETH BOGAL-ALLBRITTEN Approved as to style and content by: Rajesh Bhatt, Chair Seth Cable, Member Angelika Kratzer, Member Margaret Speas, Member Alejandro Perez-Carballo, Member John Kingston, Head of Department Linguistics DEDICATION To my parents, Rose and Bill. ACKNOWLEDGMENTS First and foremost, I thank the members of my committee. I came to the Univer- sity of Massachusetts because of my admiration for the work done by Rajesh Bhatt, Seth Cable, Angelika Kratzer, and Peggy Speas. That admiration has only grown during the dissertation process. I thank my chair, Rajesh Bhatt, who has been a tire- less mentor to me through all stages of my graduate career: from the first workshop, through the job market, and, of course, through the dissertation. -
MIXED CODES, BILINGUALISM, and LANGUAGE MAINTENANCE DISSERTATION Presented in Partial Fulfillment of the Requi
BILINGUAL NAVAJO: MIXED CODES, BILINGUALISM, AND LANGUAGE MAINTENANCE DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Charlotte C. Schaengold, M.A. ***** The Ohio State University 2004 Dissertation Committee: Approved by Professor Brian Joseph, Advisor Professor Donald Winford ________________________ Professor Keith Johnson Advisor Linguistics Graduate Program ABSTRACT Many American Indian Languages today are spoken by fewer than one hundred people, yet Navajo is still spoken by over 100,000 people and has maintained regional as well as formal and informal dialects. However, the language is changing. While the Navajo population is gradually shifting from Navajo toward English, the “tip” in the shift has not yet occurred, and enormous efforts are being made in Navajoland to slow the language’s decline. One symptom in this process of shift is the fact that many young people on the Reservation now speak a non-standard variety of Navajo called “Bilingual Navajo.” This non-standard variety of Navajo is the linguistic result of the contact between speakers of English and speakers of Navajo. Similar to Michif, as described by Bakker and Papen (1988, 1994, 1997) and Media Lengua, as described by Muysken (1994, 1997, 2000), Bilingual Navajo has the structure of an American Indian language with parts of its lexicon from a European language. “Bilingual mixed languages” are defined by Winford (2003) as languages created in a bilingual speech community with the grammar of one language and the lexicon of another. My intention is to place Bilingual Navajo into the historical and theoretical framework of the bilingual mixed language, and to explain how ii this language can be used in the Navajo speech community to help maintain the Navajo language. -
Navajo Verb Stem Position and the Bipartite Structure of the Navajo
678 REMARKSANDREPLIES NavajoVerb Stem Positionand the BipartiteStructure of the NavajoConjunct Sector Ken Hale TheNavajo verb stem appears at the rightmost edge of the verb word. Innumerouscases it forms a lexicalconstituent with a preverb,occur- ringat theleftmost edge of thesurface verb word, much in themanner ofDutchand German verb-particle arrangements in verb-secondfinite clauses.In Navajothe initial and finalpositions are separated by eight morphemeorder ‘ ‘slots’’ recognizedin the Athabaskan literature (and describedin detail for Navajo in Young and Morgan 1987). A phono- logicalsolution to this and a numberof otherdeep-surface disparities isexploredhere, based on theinsights of earlierworks on theNavajo verb,including Speas 1984, 1990, McDonough 1996, 2000, and Rice 1989, 2000. Keywords: verbmorphology, morphosyntactic disparity, spell-out, Navajo,Athabaskan 1Verb Stem Position TheNavajo verb stem forms asinglelexical constituent with the prefixal, particle-like category called preverb inthe Athabaskan linguistic literature (see Rice2000). However, like particle- verbcombinations in Dutchand German verb-second clauses, the parts of thisconstituent in the Navajocounterpart are separated in the surface forms ofverbal projections in syntax. In the Navajoversion of thisarrangement, the preverb occupies the leftmost position in the verb word, andthe verb stem occupies the rightmost position. TheNavajo verb in (1) canbe used to illustrate the phenomenon. The verb is segmented intoits various parts in (2), and the components are identified in slightly greater detail in (3). (1) Sila´o t’o´o´’go´o´ ch’´õ shidinõ´daøzh.(Young and Morgan 1987:283) ‘Thepoliceman jerked me outdoors (to get me out of afight).’ (2) ch’´õ sh d n-´ daøzh PreverbObject Qualifier Mode/ SubjVoice V (stem) Iwishto dedicate thisarticle totheNavajo Language Academy, asmall groupof linguists and teachers devotedto Navajolanguage research andeducation. -
The Burmese Monk
Through the Looking-Glass An American Buddhist Life Bhikkhu Cintita Copyright 2014, Bhikkhu Cintita (John Dinsmore) This work is licensed under a Creative Commons Attribution-NonCommercial- NoDerivs 3.0 Unported Licence. You are free to copy, distribute and transmit the work, Under the following conditions: • Attribution — You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work). • Noncommercial — You may not use this work for commercial purposes. • No Derivative Works — You may not alter, transform, or build upon this work. With the understanding that: • Waiver — Any of the above conditions can be waived if you get permission from the copyright holder. • Public Domain — Where the work or any of its elements is in the public domain under applicable law, that status is in no way affected by the license. • Other Rights — In no way are any of the following rights affected by the license: • Your fair dealing or fair use rights, or other applicable copyright exceptions and limitations; • The author's moral rights; • Rights other persons may have either in the work itself or in how the work is used, such as publicity or privacy rights. • Notice — For any reuse or distribution, you must make clear to others the license terms of this work. Publication Data. Bhikkhu Cintita (John Dinsmore, Ph.D.), 1949 - Through the Looking Glass: An American Buddhist Life/ Bhikkhu Cintita. 1.Buddhism – Biography. © 2014. Cover design by Kymrie Dinsmore. Photo: Ashin Paññasīha and Ashin Cintita with lay devotees in Yangon in 2010. -
Newsletter Xxvi:2
THE SOCIETY FOR THE STUDY OF THE INDIGENOUS LANGUAGES OF THE AMERICAS NEWSLETTER XXVI:2 July-September 2007 Published quarterly by the Society for the Study of the Indigenous Lan- SSILA BUSINESS guages of the Americas, Inc. Editor: Victor Golla, Dept. of Anthropology, Humboldt State University, Arcata, California 95521 (e-mail: golla@ ssila.org; web: www.ssila.org). ISSN 1046-4476. Copyright © 2007, The Chicago Meeting SSILA. Printed by Bug Press, Arcata, CA. The 2007-08 annual winter meeting of SSILA will be held on January 3-6, 2008 at the Palmer House (Hilton), Chicago, jointly with the 82nd Volume 26, Number 2 annual meeting of the Linguistic Society of America. Also meeting concur- rently with the LSA will be the American Dialect Society, the American Name Society, and the North American Association for the History of the CONTENTS Language Sciences. The Palmer House has reserved blocks of rooms for those attending the SSILA Business . 1 2008 meeting. All guest rooms offer high speed internet, coffee makers, Correspondence . 3 hairdryers, CD players, and personalized in-room listening (suitable for Obituaries . 4 iPods). The charge for (wired) in-room high-speed internet access is $9.95 News and Announcements . 9 per 24 hours; there are no wireless connections in any of the sleeping Media Watch . 11 rooms. (The lobby and coffee shop are wireless areas; internet access costs News from Regional Groups . 12 $5.95 per hour.) The special LSA room rate (for one or two double beds) Recent Publications . 15 is $104. The Hilton reservation telephone numbers are 312-726-7500 and 1-800-HILTONS. -
Appendixa: Navajo Wordlists
APPENDIX A: NAVAJO WORDLISTS Compiled by : Martha Austin-Garrison, Navajo Community College, Shiprock NM Joyce McDonough, University ofRochester, Rochester, NY These word lists were constructed to exemplify different aspects of the sound system, such as the phonemic contrasts, tonal contrasts within words, the distinction between sounds as they appear in the stem versus conjunct and disjunct domains, and differences in the sizes of the domains in the word. Wordlist 1: Phonemic Contrasts This word list was constructed to investigate the phonemic contrasts in Navajo, as we could identify them. Because of the constraints on the sound system imposed by the morphology, the contrasts of the phonemic inventory are confined to the stem morpheme. Since the language is heavily verbal , and since verbs have a distinct structure with many distributional constraints, the notion minimal pairs, as we are used to thinking of them, are difficult to find . We chose to use prefixed nouns in this list. To get as consistent an environment as possible, the 3rd singular possessive prefix bi / [pI] 'her/his/one 's' was used with nouns . In some cases this produced words that were semantically awkward or anomalous for native speakers ('one's water' for instance). But the word list was checked with speakers before the recording session and we did not use words that speakers were uncomfortable with . I did not use tokens containing speech errors or distluencies in the analyses. Thus not all words are spoken by all speakers, and some words were dropped altogether. Some of the spelling conventions in these word lists are different from those used in Young and Morgan . -
'To Give an Imagination to the Listeners': the Neglected
‘To give an imagination to the listeners’: The neglected poetics of Navajo ideophony* ANTHONY K. WEBSTER Abstract Ideophony is a neglected aspect of investigations of world poetic traditions. This article looks at the use of ideophony in a variety of Navajo poetic genres. Examples are given from Navajo place-names, narratives, and songs. A final example involves the use of ideophony in contemporary written Navajo poetry. Using the work of Woodbury, Friedrich, and Becker it is argued that ideophones are an example of form-dependent expression, poetic indeterminacy, and the inherent exuberances and deficiencies of translation and thus strongly resists translation. This fact becomes more relevant when understood in light of the current language shift from Navajo to English. Keywords: Navajo; ideophones; translation; poetics; language shift; poetry. 1. Introduction: On ideophones In this article, I wish to describe an underappreciated poetic feature found in both Navajo oral tradition and the emerging genre of written Navajo poetry (see Webster 2004). That feature is the use of sound symbolism, onomatopoeia, and ideophony. In particular, I am concerned with the use of ‘sound imitative’ expressions (Hinton et al. 1994: 3). This class of sound symbolism attempts to ‘simulate’ some non-linguistic activity or image in a linguistic form (Nuckolls 2000: 235). These are, following the terminology of Clement Doke (1935) and Janis Nuckolls (2006), ‘ideo- phones’ (see also Tedlock 1999). Doke defines ideophones as follows: A vivid representation of an idea in sound. A word, often onomatopoeic, which describes a predicate, qualificative or adverb in respect to manner, color, sound, smell, action, state or intensity. -
A Bibliography of Navajo and Native American Teaching Materials = Dine K'eeji Naaltsoos Bee Nida'nitinigii
DOCUMENT RESUME ED 232 801 RC 014 198 AUTHOR McCarty, T. L., Comp.; And Others TITLE A Bibliography of Navajo and Native AmericanTeaching Materials = Dine K'eeji Naaltsoos BeeNida'nitinigii. Revised Edition. INSTITUTION Rough Rock Demonstration School,AZ. Navajo Curriculum Center. SPONS AGENCY Office of Indian Education (ED), Washington,D.C. REPORT NO ISBN-0-936008-15-6 PUB DATE Jun 83 NOTE 106p. AVAILABLE FROMNavajo Curriculum Center, RoughRock Demonstration School, Star Route 1, Rough Rock AZ86503 ($7.50; 5 or more, 15% discount). PUB TYPE Reference Materials- Bibliographies (131) EDRS PRICE MF01 Plus Postage. PC Not Availablefrom EDRS. DESCRIPTORS American Indian Culture; *AmericanIndian Education; American Indian History; American IndianLiterature; American Indians; Annotated Bibliographies; Audiovisual Aids; Bilingual InstructionalMaterials; Cultural Background; *Cultural Education;Elementary Secondary Education; *InstructionalMaterials; Mathematics; Music; Native LanguageInstruction; *Navajo; Periodicals; Physical Education;Publishing Industry; *Resource Materials; SocialStudies; SupplemerCzary Reading Materials IDENTIFIERS *Navajo (Nation) ABSTRACT A revised annotated bibliography of Navajoand Native American teaching materials publishedbetween 1910 and 1982 (most from 1970 to 1982), compiledas part of the Title IV-B Navajo Materials Development Project, listsresources for teachers of Navajo and other Native American students.Most citations are of written materials, although some posters,non-textual materials and catalogs of audio-visual aidsare described. The first two sections divide text materials by grade level and by language:148 written primarily in Navajo (Section I), and 193 bilingual(Navajo-English) or primarily in English (Section II).Both sections cite: fiction and non-fiction; Navajo-based texts in socialstudies, history, mathematics, physical education, musicand art; and teacher's guides to accompany texts. -
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What moves where under Q movement? özge Yiicel* 1. Introduction1 In the present study, I would like to scrutinize the syntactic position occupied by the Turk- ish interrogative clitic ml as it occurs in main yes/no questions, w/i-echo questions and embedded clauses. We consider Turkish yes/no questions to trigger Focus Phrases and adopt Rizzi's (1997, 2001) Split CP Hypothesis to account for the occurrence of the Q(uestion) particle ml both in matrix clauses and in embedded clauses. Accordingly, the C system to consists of different layers such as Force P(hrase), Foc(us) P(hrase), Top(ic) P(hrase), and Fin (iteness) P(hrase), the heads of Focus and Topic to be triggered when there is a topic and focus constituent in the structure. The Force head functions to type the clause declarative, interrogative, exclamative, imperative, and etc., whereas the FinP demonstrates whether the clause is finite or non-finite: (1) ... Force ...(Topic)... (Focus)... Fin IP We propose the Q particle in Turkish yes/no questions occupy a position distinct from and lower than the position of a potential declarative complementizer such as diye or ki in embedded yes/no questions. We further investigate if it is possible for the Q particle ml to function as the Force head when it occurs at the clause periphery in main yes/no ques- tions and in embedded clauses where ml types the main clause interrogative. There are certain challenges to this claim to be investigated further. Turkish is an agglutinative SOV language with a free word order. -
Remembering Kenneth L. Hale (1934С2001)
Remembering Kenneth L. Hale (1934ñ2001) The Man of All Tribes A light that has not flickered A heart no size can hold A squint, an easy laugh, the wooden matches and pipe and boots and large belt Buckle ñ the love for all musics and his fiddle and for every way of thought that we have given voice to ñ the standing for the greater good of all who speak, the raising up of the beauty of their words so all of us can see ñ these all are notes of purest song that we his friends do not forget. He has shown us always quiet ways, the humble ones, the way of listening the blessing way, the way of Sun. Haj 3.X.MMI. The House & Woods Scituate Correspondence address: John Robert Ross, Department of English, University of North Texas, P. O. Box 311307, Denton, Texas 76203-1307, U.S.A.; e-mail: [email protected] Linguistic Typology 6 (2002), 137ñ153 1430ñ0532/2002/006-0137 c Walter de Gruyter ⃝ 138 Daniel E. Everett DANIEL E. EVERETT.Asanew linguistics PhD in Brazil in 1983, I discov- ered a series of articles, beginning with one on W* (or ìnonconfigurationalî) languages of North America and Australia by someone named Kenneth Locke Hale. It was clear to me as I read the Indiana University Linguistics Club publi- cation on W* Languages, that the author not only understood linguistic theory, but that he loved languages, with an ìsî (not just Language with a capital ìLî). After my reading, Hale stood out to me as the best example of the kind of linguist I most admired.