Nominal and Emphatic Negation in Borneo.” Advances in Research on Linguistic and Cultural Practices in Borneo (A Memorial to Peter Martin) , Ed
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Axis Relationships in the Philippines – When Traditional Subgrouping Falls Short1 R. David Zorc <[email protected]> AB
Axis Relationships in the Philippines – When Traditional Subgrouping Falls Short1 R. David Zorc <[email protected]> ABSTRACT Most scholars seem to agree that the Malayo-Polynesian expansion left Taiwan around 3,000 BCE and virtually raced south through the Philippines in less than one millenium. From southern Mindanao migrations went westward through Borneo and on to Indonesia, Malaysia, and upwards into the Asian continent (“Malayo”-), and some others went south through Sulawesi also going eastward across the Pacific (-“Polynesian”)2. If this is the case, the Philippine languages are the “left behinds” allowing at least two more millennia for multiple interlanguage contacts within the archipelago. After two proposed major extinctions: archipelago-wide and the Greater Central Philippines (Blust 2019), inter-island associations followed the ebb and flow of dominance, expansion, resettlement, and trade. Little wonder then that “unique” lexemes found on Palawan can appear on Mindoro or Panay; developments throughout the east (Mindanao, the Visayas, and southern Luzon) can appear in Central Luzon, and an unidentified language with the shift of Philippine *R > y had some influence on Palawan and Panay. As early as 1972, while writing up my dissertation (Zorc 1975, then 1977), I found INNOVATIONS that did not belong to any specific subgroup, but had crossed linguistic boundaries to form an “axis” [my term, but related to German “SPRACHBUND”, “NETWORK” (Milroy 1985), “LINKAGE” 3 (Ross 1988. Pawley & Ross 1995)]. Normally, INNOVATIONS should be indicative of subgrouping. However, they can arise in an environment where different language communities develop close trade or societal ties. The word bakál ‘buy’ replaces PAN *bəlih and *mayád ‘good’ replaces PMP *pia in an upper loop from the Western Visayas, through Ilonggo/Hiligaynon, Masbatenyo, Central Sorsoganon, and 1 I am deeply indebted to April Almarines, Drs. -
892-3809-1-PB.Pdf
philippine studies Ateneo de Manila University • Loyola Heights, Quezon City • 1108 Philippines Origins of the Philippine Languages Cecilio Lopez Philippine Studies vol. 15, no. 1 (1967): 130–166 Copyright © Ateneo de Manila University Philippine Studies is published by the Ateneo de Manila University. Contents may not be copied or sent via email or other means to multiple sites and posted to a listserv without the copyright holder’s written permission. Users may download and print articles for individual, noncom- mercial use only. However, unless prior permission has been obtained, you may not download an entire issue of a journal, or download multiple copies of articles. Please contact the publisher for any further use of this work at [email protected]. http://www.philippinestudies.net Origins- of the Philippine Languages CEClLlO LOPEZ 1. Introduction. In the Philippines there are about 70 languages and in Malayo-Polynesia about 500. To say some- thing about unity and diversity among these many languages and about our evidence for their Malayo-Polynesian source is not an easy task, particularly when it must be done briefly and for readers without the requisite linguistic sophistication. For the purposes of this paper, therefore, the best I can do is to explain some representative phenomena, making the presenta- tion as simple as I possibly can. In determining similarities and diversitiea between lan- guages, comparison based on any one of four levels may be used: phonology, morphology, syntax, or vocabulary. The ap- proach using all the four levels is undoubtedly the mast re- liable, particularly if it fulfills the following conditions: exhaus- tiveness of coverage, simplicity of exposition, and elegance of form. -
Learn Thai Language in Malaysia
Learn thai language in malaysia Continue Learning in Japan - Shinjuku Japan Language Research Institute in Japan Briefing Workshop is back. This time we are with Shinjuku of the Japanese Language Institute (SNG) to give a briefing for our students, on learning Japanese in Japan.You will not only learn the language, but you will ... Or nearby, the Thailand- Malaysia border. Almost one million Thai Muslims live in this subregion, which is a belief, and learn how, to grow other (besides rice) crops for which there is a good market; Thai, this term literally means visitor, ASEAN identity, are we there yet? Poll by Thai Tertiary Students ' Sociolinguistic. Views on the ASEAN community. Nussara Waddsorn. The Assumption University usually introduces and offers as a mandatory optional or free optional foreign language course in the state-higher Japanese, German, Spanish and Thai languages of Malaysia. In what part students find it easy or difficult to learn, taking Mandarin READING HABITS AND ATTITUDES OF THAI L2 STUDENTS from MICHAEL JOHN STRAUSS, presented partly to meet the requirements for the degree MASTER OF ARTS (TESOL) I was able to learn Thai with Sukothai, where you can learn a lot about the deep history of Thailand and culture. Be sure to read the guide and learn a little about the story before you go. Also consider visiting neighboring countries like Cambodia, Vietnam and Malaysia. Air LANGUAGE: Thai, English, Bangkok TYPE OF GOVERNMENT: Constitutional Monarchy CURRENCY: Bath (THB) TIME ZONE: GMT No 7 Thailand invites you to escape into a world of exotic enchantment and excitement, from the Malaysian peninsula. -
DOCUMENT RESUME AUTHOR Noss, Richard B
DOCUMENT RESUME ED 420 989 FL 024 714 AUTHOR Noss, Richard B.; Gonzalez, Andrew, Ed.; Sibayan, Bonifacio P , Ed TITLE Language in Schools. Monograph No. 41. INSTITUTION Linguistic Society of the Philippines, Manila. PUB DATE 1996-00-00 NOTE 501p. PUB TYPE Books (010) Reports Research (143) EDRS PRICE MF02/PC21 Plus Postage. DESCRIPTORS Bilingual Education; *Classroom Communication; Classroom Techniques; Communicative Competence (Languages); Curriculum Design; Elementary Secondary Education; Foreign Countries; Language Acquisition; *Language of Instruction; Language Research; *Language Role; Language Tests; *Language Variation; Linguistic Theory; Reading Skills; Second Language Instruction; Second Language Learning; Study Skills; Teaching Methods; Testing; Writing Skills ABSTRACT This monograph attempts to integrate experience and research findings in several related disciplines and bring them to bear on the problem of how to make language programs schools simultaneously accommodate the needs of both the language curriculum and the general curriculum. It addresses four issues:(1) how specific languages, in all their varieties, are typically used to convey general information through various r;poken and written channels to children in schools, and how they are susceptible to change;(2) how students' language proficiency, as indilriduals and as groups, affect acquisition of other knowledge and skills, and vice versa, in a typical school;(3) options available to language specialists in relating the monolingual, bilingual, or multilingual curriculum to language syllabi, tests, and instructional sequences in language courses; and (4)in cases where choice of language media and language subjects has not ben dictated by educational policy, or is otherwise subject to change, what the most important considerations are in determining the kind of language to be used for each type and level of instruction, in both language and general curriculum. -
Mother Tongue-Based Multilingual Education
Urak Lawoi’ Shan M Phuan Kaduo Tonga Tai Nüa Mon Laopang Kaco’ u Tai Ya Ilocano Akeu Yoy Yong Yoy Kang Bo Nyeu Suoy Chepya Inabaknon l Kasseng Somray Palaung, Pale Tareng Jeng t Kataang Wa, Parauk C Jeh Hanunoo i Kuy Maleng Hung Iu Mien Akha Ibaloi l Aheu Stieng, Bulo r Hmong Njua Puoc Talieng Hiligaynon Tai Laing i Nyaw Khlor Kraol e The Capiznon Wewaw n Akeu Hani Samtao Tai Nüa Sapuan Jehai Ugong Saek y a Inonhan Iraya Bikol Riang Sa’och lit Pu Ko Rohingya Tavoyan g Iu Mien a Con Tai Dam u Bisu t Agta, Alabat Island Samtao Taman u q Khmu Tai Pao Nusu Tampuan E i Rawang Taungyo Kintaq r Lahu Shi Cebuano Itawit Naga Tai Mène Chut Khua v Prai Agta, Dicamay Palaung Rakhine a e Moken Atta, Faire Isnag Pyen Mon Khmu d Lü Lua’ i Phana’ Agutaynen Mru l Phu Thai n Akha Alak Tai Loi t Tay Khang Lisu Lhao Vo i Jarai Salang s Mal e Mlabri Brao y Kalinga, Southern Arem O’du Oy Arta In Lashi Shan m Prai G Lisu Giangan clu Lahu Khün Khuen Ir Ong Agta, Casiguran Dumagat Akha s Blang Chong Phunoi iv Yinbaw Lahu Shi Ifugao, Batad Isinai e Kim Mun Laven Sila Alangan Chin, Matu Yinchia Kuy Nung Phuan Lahu Shi s Pacoh Rien Agta, Dupaninan Iranun Blang o Sô Tai Dam Lave Sou Ilongot Moken c Kayah Kensiu I-wak Batuley Chak Anal Bit Ngeq Hpon i Khamti Aheu Tai Long Kiorr Kuan Baybayanon Basap e Mok Mal Pear Chin t Kayaw Tai Dón Mlabri Adasen Drung Khün Khün Lamet Phu Thai Sok Ifugao, Amganad Ibanag Benyadu’ Baras Kanan Jingpho ie Wa Intha Nyahkur Saek Lahu Lü Agta, Mt. -
A Phylogenetic Approach to Comparative Linguistics: a Test Study Using the Languages of Borneo
Hirzi Luqman 1st September 2010 A Phylogenetic Approach to Comparative Linguistics: a Test Study using the Languages of Borneo Abstract The conceptual parallels between linguistic and biological evolution are striking; languages, like genes are subject to mutation, replication, inheritance and selection. In this study, we explore the possibility of applying phylogenetic techniques established in biology to linguistic data. Three common phylogenetic reconstruction methods are tested: (1) distance-based network reconstruction, (2) maximum parsimony and (3) Bayesian inference. We use network analysis as a preliminary test to inspect degree of horizontal transmission prior to the use of the other methods. We test each method for applicability and accuracy, and compare their results with those from traditional classification. We find that the maximum parsimony and Bayesian inference methods are both very powerful and accurate in their phylogeny reconstruction. The maximum parsimony method recovered 8 out of a possible 13 clades identically, while the Bayesian inference recovered 7 out of 13. This match improved when we considered only fully resolved clades for the traditional classification, with maximum parsimony scoring 8 out of 9 possible matches, and Bayesian 7 out of 9 matches. Introduction different dialects and languages. And just as phylogenetic inference may be muddied by horizontal transmission, so “The formation of different languages and of distinct too may borrowing and imposition cloud true linguistic species, and the proofs that both have been developed relations. These fundamental similarities in biological and through a gradual process, are curiously parallel... We find language evolution are obvious, but do they imply that tools in distinct languages striking homologies due to community and methods developed in one field are truly transferable to of descent, and analogies due to a similar process of the other? Or are they merely clever and coincidental formation.. -
Ang Marks the What?: an Analysis of Noun Phrase Markers in Cebuano
Ang marks the what?: An analysis ofnoun phrase markers in Cebuano Senior Essay Department ofLinguistics, Yale University Advised by Claire Bowern and Robert Frank Ava Tattelman Parnes 10 May 2011 Acknowledgements: Words can barely express the gratitude I feel toward those who have helped me tackle this daunting project. I would like to thank my advisors, Professors Claire Bowem and Robert Frank, for guiding me through the research process, suggesting possible analyses, asking me the tough questions, and making me smile. They always made me feel supported and made what could have been a frustrating experience an enjoyable one. I could not have completed this essay without their incredible teaching skills and their dedication to working through the tough spots with me. I would also like to thank Professor Larry Hom, the Director ofUndergraduate Studies, and the rest ofthe senior linguistics majors for their support and ideas in the senior essay class. Lastly, lowe my understanding ofCebuano to one woman, Ms. Threese Serana. Her warm personality and connection to Cebuano are what helped me to become interested in the intricacies ofthe language two years ago. Her dedication to the discovery process that is elicitation made this project a joy. The sentences, stories, and excitement we shared while discovering things about Cebuano will remain with me long after this project is completed. Table of Contents 1 Introduction 1 1.1 Overview ofEssay 1 1.2 Cebuano Language Information and History 1 1.3 Voice in Austronesian Languages 3 1.4 Noun Phrase -
Languages of Malaysia (Sarawak)
Ethnologue report for Malaysia (Sarawak) Page 1 of 9 Languages of Malaysia (Sarawak) Malaysia (Sarawak). 1,294,000 (1979). Information mainly from A. A. Cense and E. M. Uhlenbeck 1958; R. Blust 1974; P. Sercombe 1997. The number of languages listed for Malaysia (Sarawak) is 47. Of those, 46 are living languages and 1 is extinct. Living languages Balau [blg] 5,000 (1981 Wurm and Hattori). Southwest Sarawak, southeast of Simunjan. Alternate names: Bala'u. Classification: Austronesian, Malayo- Polynesian, Malayic, Malayic-Dayak, Ibanic More information. Berawan [lod] 870 (1981 Wurm and Hattori). Tutoh and Baram rivers in the north. Dialects: Batu Bla (Batu Belah), Long Pata, Long Jegan, West Berawan, Long Terawan. It may be two languages: West Berawan and Long Terawan, versus East-Central Berawang: Batu Belah, Long Teru, and Long Jegan (Blust 1974). Classification: Austronesian, Malayo- Polynesian, Northwest, North Sarawakan, Berawan-Lower Baram, Berawan More information. Biatah [bth] 21,219 in Malaysia (2000 WCD). Population total all countries: 29,703. Sarawak, 1st Division, Kuching District, 10 villages. Also spoken in Indonesia (Kalimantan). Alternate names: Kuap, Quop, Bikuab, Sentah. Dialects: Siburan, Stang (Sitaang, Bisitaang), Tibia. Speakers cannot understand Bukar Sadong, Silakau, or Bidayuh from Indonesia. Lexical similarity 71% with Singgi. Classification: Austronesian, Malayo-Polynesian, Land Dayak More information. Bintulu [bny] 4,200 (1981 Wurm and Hattori). Northeast coast around Sibuti, west of Niah, around Bintulu, and two enclaves west. Dialects: Could also be classified as a Baram-Tinjar Subgroup or as an isolate within the Rejang-Baram Group. Blust classifies as an isolate with North Sarawakan. Not close to other languages. -
Languages of Southeast Asia
Jiarong Horpa Zhaba Amdo Tibetan Guiqiong Queyu Horpa Wu Chinese Central Tibetan Khams Tibetan Muya Huizhou Chinese Eastern Xiangxi Miao Yidu LuobaLanguages of Southeast Asia Northern Tujia Bogaer Luoba Ersu Yidu Luoba Tibetan Mandarin Chinese Digaro-Mishmi Northern Pumi Yidu LuobaDarang Deng Namuyi Bogaer Luoba Geman Deng Shixing Hmong Njua Eastern Xiangxi Miao Tibetan Idu-Mishmi Idu-Mishmi Nuosu Tibetan Tshangla Hmong Njua Miju-Mishmi Drung Tawan Monba Wunai Bunu Adi Khamti Southern Pumi Large Flowery Miao Dzongkha Kurtokha Dzalakha Phake Wunai Bunu Ta w an g M o np a Gelao Wunai Bunu Gan Chinese Bumthangkha Lama Nung Wusa Nasu Wunai Bunu Norra Wusa Nasu Xiang Chinese Chug Nung Wunai Bunu Chocangacakha Dakpakha Khamti Min Bei Chinese Nupbikha Lish Kachari Ta se N a ga Naxi Hmong Njua Brokpake Nisi Khamti Nung Large Flowery Miao Nyenkha Chalikha Sartang Lisu Nung Lisu Southern Pumi Kalaktang Monpa Apatani Khamti Ta se N a ga Wusa Nasu Adap Tshangla Nocte Naga Ayi Nung Khengkha Rawang Gongduk Tshangla Sherdukpen Nocte Naga Lisu Large Flowery Miao Northern Dong Khamti Lipo Wusa NasuWhite Miao Nepali Nepali Lhao Vo Deori Luopohe Miao Ge Southern Pumi White Miao Nepali Konyak Naga Nusu Gelao GelaoNorthern Guiyang MiaoLuopohe Miao Bodo Kachari White Miao Khamti Lipo Lipo Northern Qiandong Miao White Miao Gelao Hmong Njua Eastern Qiandong Miao Phom Naga Khamti Zauzou Lipo Large Flowery Miao Ge Northern Rengma Naga Chang Naga Wusa Nasu Wunai Bunu Assamese Southern Guiyang Miao Southern Rengma Naga Khamti Ta i N u a Wusa Nasu Northern Huishui -
Conference Bulletin
CONFERENCE BULLETIN International Conference on Language Development, Language Revitalization and Multilingual Education in Ethnolinguistic Communities 1-3 July, 2008 Bangkok, Thailand -1- CONFERENCE BULLETIN International Conference on Language Development, Language Revitalization and Multilingual Education in Ethnolinguistic Communities 1-3 July 2008 Bangkok, Thailand Printed by: Institute of Language and Culture for Rural Development Mahidol University ISBN: 978-974-8349-47-3 Printed at: Threelada Limited Partnership, Bangkok Tel. (662)462 0303 -2- PREFACE Since the 1st International Conference on Language Development, Language Revitalization and Multilingual Education in 2003,1 increasing numbers of ethnolinguistic communities, NGOs, universities and governments in Asia and the Pacific have expressed interest in and /or begun implementing mother tongue-based multilingual education (MT-based MLE) programs for children and adults who do not speak or understand the language used in mainstream education. That trend now seems to be growing in Africa as well. Also during that time, there as been an increase in the number of efforts in many parts of the world to document, revitalize and sustain the heritage languages and cultures of non-dominant language communities through language development (LD) and language revitalization (LR) programs. In spite of these efforts, the purposes and benefits of language development, language revitalization and multilingual education are still not widely understood or accepted. Many LD, LR and MT-based MLE efforts remain quite weak and do not build on what has been learned through research and practice around the world. Clearly, more awareness-raising and advocacy are still needed. Also needed is more information about what works and what does not work in planning, implementing and sustaining strong LD, LR and MT-based MLE programs. -
Tungusic Languages
641 TUNGUSIC LANGUAGES he last Imperial family that reigned in Beij- Nanai or Goldi has about 7,000 speakers on the T ing, the Qing or Manchu dynasty, seized banks ofthe lower Amur. power in 1644 and were driven out in 1912. Orochen has about 2,000 speakers in northern Manchu was the ancestral language ofthe Qing Manchuria. court and was once a major language ofthe Several other Tungusic languages survive, north-eastern province ofManchuria, bridge- with only a few hundred speakers apiece. head ofthe Japanese invasion ofChina in the 1930s. It belongs to the little-known Tungusic group Numerals in Manchu, Evenki and Nanai oflanguages, usually believed to formpart ofthe Manchu Evenki Nanai ALTAIC family. All Tungusic languages are spo- 1 emu umuÅn emun ken by very small population groups in northern 2 juwe dyuÅr dyuer China and eastern Siberia. 3 ilan ilan ilan Manchu is the only Tungusic language with a 4 duin digin duin written history. In the 17th century the Manchu 5 sunja tungga toinga rulers ofChina, who had at firstruled through 6 ninggun nyungun nyungun the medium of MONGOLIAN, adapted Mongolian 7 nadan nadan nadan script to their own language, drawing some ideas 8 jakon dyapkun dyakpun from the Korean syllabary. However, in the 18th 9 uyun eÅgin khuyun and 19th centuries Chinese ± language ofan 10 juwan dyaÅn dyoan overwhelming majority ± gradually replaced Manchu in all official and literary contexts. From George L. Campbell, Compendium of the world's languages (London: Routledge, 1991) The Tungusic languages Even or Lamut has 7,000 speakers in Sakha, the Kamchatka peninsula and the eastern Siberian The mountain forest coast ofRussia. -
Sociolinguistics and Language Education
Sociolinguistics and Language Education 1790.indb i 5/13/2010 3:43:18 PM NEW PERSPECTIVES ON LANGUAGE AND EDUCATION Series Editor: Professor Viv Edwards, University of Reading, Reading, Great Britain Series Advisor: Professor Allan Luke, Queensland University of Technology, Brisbane, Australia Two decades of research and development in language and literacy education have yielded a broad, multidisciplinary focus. Yet education systems face constant economic and technological change, with attendant issues of identity and power, community and culture. This series will feature critical and interpretive, disciplinary and multidisciplinary perspectives on teaching and learning, language and literacy in new times. Full details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com, or by writing to Multilingual Matters, St Nicholas House, 31–34 High Street, Bristol BS1 2AW, UK. 1790.indb ii 5/13/2010 3:43:19 PM NEW PERSPECTIVES ON LANGUAGE AND EDUCATION Series Editor: Professor Viv Edwards Sociolinguistics and Language Education Edited by Nancy H. Hornberger and Sandra Lee McKay MULTILINGUAL MATTERS Bristol • Buffalo • Toronto 1790.indb iii 5/13/2010 3:43:19 PM Library of Congress Cataloging in Publication Data A catalog record for this book is available from the Library of Congress. Sociolinguistics and Language Education/Edited by Nancy H. Hornberger and Sandra Lee McKay. New Perspectives on Language and Education: 18 Includes bibliographical references and index. 1. Sociolinguistics. 2. Language and education. 3. Language and culture. I. Hornberger, Nancy H. II. McKay, Sandra. P40.S784 2010 306.44–dc22 2010018315 British Library Cataloguing in Publication Data A catalogue entry for this book is available from the British Library.