DOCSLIB.ORG

Typological and Social Constraints

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Typological and Social Constraints TYPOLOGICAL AND SOCIAL CONSTRAINTS ON LANGUAGE CONTACT AMERINDIAN LANGUAGES IN CONTACT WITH SPANISH VOLUME I Published by LOT phone: +31 30 253 6006 Janskerkhof 13 fax: +31 30 253 6406 3512 BL Utrecht e-mail: [email protected] The Netherlands http://www.lotschool.nl Cover illustrations: The Building of the Babel Tower by Pieter Bruegel (1563); Guaraní Indians by Ulrico Schmidl (1599, plates 6 and 11); Columbus’s Second Voyage, Anonymous (1584). ISBN 978-90-78328-62-9 NUR 616 Copyright © 2008: Jorge Gómez Rendón. All rights reserved. Typological and social constraints on language contact Amerindian languages in contact with Spanish VOLUME I ACADEMISCH PROEFSCHRIFT ter verkrijging van de graad van doctor aan de Universiteit van Amsterdam op gezag van de Rector Magnificus prof. dr. D.C. van den Boom ten overstaan van een door het college voor promoties ingestelde commissie, in het openbaar te verdedigen in de Agnietenkapel der Universiteit op donderdag 2 oktober 2008, te 12.00 uur door Jorge Arsenio Gómez Rendón Quito, Ecuador Promotiecommissie Promotor: Prof. Dr. P.C. Hengeveld Copromotor: Dr. D. Bakker Overige leden: Prof. Dr. P. Muysken Prof. Dr. T. H. Stolz Prof. Dr. W. Dietrich Prof. Dr. M. A. Woidich Dr. U. Ansaldo Dr. E. Hekking Faculteit der Geesteswetenschappen Universiteit van Amsterdam Para mis padres, Arsenio y Edith vii CONTENTS Volume I INTRODUCTION 1 PART I. THE THEORY 5 1 Taking a stand 7 1.1 On language and theories 8 1.2 The structure of this book 8 2 Views on language contact 11 2.1 What is language contact? 12 2.2 Communities and speakers in contact 14 2.3 Multilingualism and language contact 17 2.3.1 Diglossia and language contact 18 2.4 Social and historical aspects of language contact and change 19 2.5 Contact situations and outcomes 22 2.5.1 Language shift: second language acquisition and language loss 22 2.5.2 Language maintenance and mixing: borrowing and codeswitching 25 2.6 An explanatory model of contact-induced language change through borrowing 31 2.6.1 Some terminological distinctions 31 2.6.2 A functional explanation of contact-induced language change 32 2.7 Summary 44 3 Theories on linguistic borrowing 45 3.1. The theory of Functional Grammar 46 3.1.1. A functional view of language 46 3.1.2. A functional view of language contact 49 3.1.3. Standards of adequacy and language contact 50 3.1.4. Motivations of contact-induced language change 53 3.2. The Theory of Parts of Speech 55 3.3. Implications of the Parts-of-Speech Theory to Lexical Borrowing 58 3.4. Implicational Hierarchies and Scales of Borrowability 59 3.5. Scales of Borrowability: a critical overview 64 3.5.1. Lexical borrowability 65 3.5.2. Grammatical borrowability 71 3.5.3. Syntactic borrowability: calquing of word order patterns 74 3.6. Structural compatibility as a constraint on borrowing 77 viii 3.6.1. Morphological typology and structural compatibility 78 3.6.2. Parts-of-speech typology and structural compatibility 80 3.7. Summary 82 4. The Research Program 83 4.1 A critical overview of studies on linguistic borrowing 83 4.1.1 Studies on linguistic borrowing in Latin America 85 4.2 A program of research on linguistic borrowing 86 4.3 Research questions and general hypotheses 93 4.3.1 Borrowing hypotheses from the Principle of Functional Explanation 94 4.3.2 Borrowing hypotheses from the Principle of System Compatibility 95 4.3.3 Borrowing hypotheses from the Scales of Borrowability 96 4.3.4 Borrowing hypotheses from the Parts-of-Speech Theory 97 4.3.5 Borrowing hypotheses from Language Typology 101 4.4 The Methodology 103 4.4.1 Data collection 103 4.4.2 Data processing 106 4.4.3 Problematic issues 113 4.5 Summary 117 PART II. THE LANGUAGES 119 5. Spanish 121 5.1. Spanish in the Americas: e pluribus unum 121 5.1.1. Hispanicization and diglossia 123 5.1.2. Colonial expansion, dialectal leveling and Andalusian influence 124 5.1.3. Dialectal areas of Spanish in the Americas 129 5.1.4. Spanish in contact with Amerindian languages 130 5.2. Spanish in Ecuador 134 5.2.1. Dialects of Spanish in Ecuador 137 5.3. Spanish in Paraguay 142 5.3.1. Linguistic characterization of Spanish in Paraguay 144 5.4. Spanish in Mexico 152 5.4.1. Dialects of Spanish in Mexico 156 5.4.2. Spanish in Querétaro 158 5.5. Spanish: a typological characterization 161 6. Ecuadorian Quechua (Quichua) 169 6.1. The history of Quichua in Ecuador 175 6.2. The dialects of Quichua in Ecuador 179 6.3. Quichua: a typological characterization 184 ix 6.4. Borrowing hypotheses for Quichua 191 7. Paraguayan Guaraní 195 7.1. The history of Paraguayan Guaraní 200 7.2. Language variation and language mixing in Paraguay 207 7.3. Paraguayan Guaraní: a typological characterization 216 7.4. Borrowing hypotheses for Paraguayan Guaraní 225 8. Otomí 227 8.1. The history of Otomí 235 8.2. The dialects of Otomí 240 8.3. Otomí: a typological characterization 245 8.4. Borrowing hypotheses for Otomí 264 9. Predictions in comparative perspective 267 9.1. Predictions from the Principle of Functional Explanation 267 9.2. Predictions from the Principle of System Compatibility 267 9.3. Predictions from the Scales of Borrowability 268 9.4. Predictions from the Theory of Parts of Speech 268 Volume II PART III. THE ANALYSIS 269 10. Comparative analysis: lexical borrowing 271 10.1. Morpho-phonological adaptation of lexical borrowings 271 10.1.1. Quichua 272 10.1.2. Paraguayan Guaraní 277 10.1.3. Otomí 284 10.2. Linguistic borrowing in the corpora 290 10.2.1. Lexical borrowing in the corpora 293 10.3. The distribution of lexical borrowing in the corpora: parts of speech 294 10.3.1. Verbs 297 10.3.2. Nouns 298 10.3.3. Adjectives 301 10.3.4. Manner adverbs 303 10.3.5. Complex borrowings 305 10.4. The use of lexical borrowings in the corpora 306 10.4.1. The use of loan verbs 306 10.4.2. The use of loan nouns 309 10.4.3. The use of loan adjectives 317 10.4.4. The use of loan manner adverbs 331 10.4.5. The use of complex borrowings 334 x 10.5. Dialectal variation in the distribution and use of lexical borrowings 336 10.6. Bilingual performance in the distribution and use of lexical borrowings 341 10.7. Summary 347 11. Comparative analysis: grammatical borrowing 351 11.1. Morpho-phonological adaptation of grammatical borrowings 351 11.1.1. Morpho-phonological adaptation of prepositions and conjuncts in Quichua 352 11.1.2. Morpho-phonological adaptation of conjuncts and determiners in Guaraní 353 11.1.3. Morpho-phonological adaptation of prepositions and conjuncts in Otomí 354 11.2. The amount of grammatical borrowings in the corpora 356 11.3. Distribution and use of grammatical borrowings in the corpora 360 11.3.1. Articles 360 11.3.2. Conjuncts 364 11.3.3. Prepositions 380 11.3.4. Discourse markers 392 11.3.5. Other parts of speech 400 11.4. Dialectal variation in the distribution of grammatical borrowings 412 11.5. Bilingual performance in the distribution of grammatical borrowings 415 11.6. Summary 417 12. Conclusions 421 12.1. Spanish borrowing in cross-linguistic perspective: similarities and differences 421 12.2. Social causes and linguistic factors in the modeling of borrowing behavior 425 12.3. Language typology and contact-induced change 426 12.4. Towards a research program on linguistic borrowing 429 13. Bibliography 431 14. Appendices 453 14.1. Annotated samples 453 14.2. Speakers 497 14.3. Chi-square tables 501 Summary in English 511 Summary in Spanish (Resumen) 513 Summary in Dutch (Sammenvating) 515 xi TABLES 3.1 Lexemes and syntactic slots in English 55 3.2 Parts-of-speech systems 56 3.3 The parts-of-speech hierarchy 57 3.4 Borrowing continuum based on Whitney 1881 72 3.5 Borrowing continuum based on Muysken 1981 73 3.6 Morphological Typology and Borrowability of form-meaning units 80 4.1 Levels of integration and spelling differences 107 4.2 Structure of data file 108 4.3 Table of frequencies for one informant (fragment) 109 4.4 Total for parts of speech in Imbabura Quichua (fragment) 112 5.1 Areas of Amerindian substratum in Spanish 133 5.2 Dialects of Spanish in Ecuador: distinctive linguistic features 140 5.3 Linguistic features of Colloquial Paraguayan Spanish 145 5.4 Phonetic and morphological features of Mexican Spanish dialects 157 5.5 Phonetic features of Spanish in Querétaro 159 6.1 Quichua vitality according to percentage of native speakers 171 6.2 Levels of monolingualism and bilingualism 172 6.3 Quichua monolingualism and illiteracy by age groups 173 6.4 Levels of bilingualism by gender 173 6.5 Uses of Quichua by socio-communicative per settings and province 175 7.1 Speakers above 5 years by area, sex and language (2002) 196 8.1 Total population and number of speakers per indigenous language 229 8.2 Total population and number of speakers in the Otopamean branch 229 8.3 Otomí Population in indigenous households by municipality in 2005 231 8.4 Classification of Otomí dialects per locality, state and linguistic features 243 10.1 Totals of borrowings and native tokens in the corpora 290 10.2 Totals of codeswitching per number of switches and tokens 291 10.3 Minimum and maximum percentages of borrowings for speakers 292 10.4 Borrowing percentages for dialects of each recipient language 292 10.5 Percentages of lexical and grammatical borrowing 293 10.6 Lexical and grammatical borrowing in terms of types and tokens 294 10.7a Percentages of borrowings per lexical class 294 10.7b Lexical borrowings vs.
Load more

Recommended publications
  • Quichua-Spanish Language Contact in Salcedo, Ecuador: Revisiting Media Lengua Syncretic Language Practices
    QUICHUA-SPANISH LANGUAGE CONTACT IN SALCEDO, ECUADOR: REVISITING MEDIA LENGUA SYNCRETIC LANGUAGE PRACTICES BY MARCO SHAPPECK DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Linguistics in the Graduate College of the University of Illinois at Urbana-Champaign, 2011 Urbana, Illinois Doctoral Committee: Professor Hans Henrich Hock, Director of Research Professor Rajeshwari Vijay Pandharipande, Chair Associate Professor Anna María Escobar Professor José Ignacio Hualde Abstract The purpose of the current thesis is to develop a better understanding of the interaction between Spanish and Quichua in the Salcedo region and provide more information for the processes that might have given rise to Media Lengua, a ‘mixed’ language comprised of a Quichua grammar and Spanish lexicon. Muysken attributes the formation of Media Lengua to relexification, ruling out any influence from other bilingual phenomena. I argue that the only characteristic that distinguishes Media Lengua from other language contact varieties in central Ecuador is the quantity of the overall Spanish borrowings and not the type of processes that might have been employed by Quichua speakers during the genesis of Media Lengua. The results from the Salcedo data that I have collected show how processes such as adlexification, code-mixing, and structural convergence produce Media Lengua-type sentences, evidence that supports an alternative analysis to Muysken’s relexification hypothesis. Overall, this dissertation is developed around four main objectives: (1) to describe the variation of Spanish loanwords within a bilingual community in Salcedo; (2) to analyze some of the prominent and recent structural changes in Quichua and Spanish; (3) to determine whether Spanish loanword use can be explained by the relationship consultants have with particular social categories; and (4) to analyze the consultants’ language ideologies toward syncretic uses of Spanish and Quichua.
    [Show full text]
  • Enhanced Input in LCTL Pedagogy
    Enhanced Input in LCTL Pedagogy Marilyn S. Manley Rowan University Abstract Language materials for the more-commonly-taught languages (MCTLs) often include visual input enhancement (Sharwood Smith 1991, 1993) which makes use of typographical cues like bolding and underlining to enhance the saliency of targeted forms. For a variety of reasons, this paper argues that the use of enhanced input, both visual and oral, is especially important as a tool for the less- commonly-taught languages (LCTLs). As there continues to be a scarcity of teaching resources for the LCTLs, individual teachers must take it upon themselves to incorporate enhanced input into their own self-made materials. Specific examples of how to incorpo- rate both visual and oral enhanced input into language teaching are drawn from the author’s own experiences teaching Cuzco Quechua. Additionally, survey results are presented from the author’s Fall 2010 semester Cuzco Quechua language students, supporting the use of both visual and oral enhanced input. Introduction Sharwood Smith’s input enhancement hypothesis (1991, 1993) responds to why it is that L2 learners often seem to ignore tar- get language norms present in the linguistic input they have received, resulting in non-target-like output. According to Sharwood Smith (1991, 1993), these learners may not be noticing, and therefore not consequently learning, particular target language forms due to the fact that they lack perceptual salience in the linguistic input. Therefore, in order to stimulate the intake of form as well as meaning, Sharwood Smith (1991, 1993) proposes improving the quality of language input through input enhancement, involving increasing the saliency of lin- guistic features for both visual input (ex.
    [Show full text]
  • New Age Tourism and Evangelicalism in the 'Last
    NEGOTIATING EVANGELICALISM AND NEW AGE TOURISM THROUGH QUECHUA ONTOLOGIES IN CUZCO, PERU by Guillermo Salas Carreño A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Anthropology) in The University of Michigan 2012 Doctoral Committee: Professor Bruce Mannheim, Chair Professor Judith T. Irvine Professor Paul C. Johnson Professor Webb Keane Professor Marisol de la Cadena, University of California Davis © Guillermo Salas Carreño All rights reserved 2012 To Stéphanie ii ACKNOWLEDGMENTS This dissertation was able to arrive to its final shape thanks to the support of many throughout its development. First of all I would like to thank the people of the community of Hapu (Paucartambo, Cuzco) who allowed me to stay at their community, participate in their daily life and in their festivities. Many thanks also to those who showed notable patience as well as engagement with a visitor who asked strange and absurd questions in a far from perfect Quechua. Because of the University of Michigan’s Institutional Review Board’s regulations I find myself unable to fully disclose their names. Given their public position of authority that allows me to mention them directly, I deeply thank the directive board of the community through its then president Francisco Apasa and the vice president José Machacca. Beyond the authorities, I particularly want to thank my compadres don Luis and doña Martina, Fabian and Viviana, José and María, Tomas and Florencia, and Francisco and Epifania for the many hours spent in their homes and their fields, sharing their food and daily tasks, and for their kindness in guiding me in Hapu, allowing me to participate in their daily life and answering my many questions.
    [Show full text]
  • Language and Dialect Contact in Spanish in New York: Toward the Formation of a Speech Community
    LANGUAGE AND DIALECT CONTACT IN SPANISH IN NEW YORK: TOWARD THE FORMATION OF A SPEECH COMMUNITY RICARDO OTHEGUY ANA CELIA ZENTELLA DAVID LIVERT Graduate Center, University of California, Pennsylvania State CUNY San Diego University, Lehigh Valley Subject personal pronouns are highly variable in Spanish but nearly obligatory in many contexts in English, and regions of Latin America differ significantly in rates and constraints on use. We investigate language and dialect contact by analyzing these pronouns in a corpus of 63,500 verbs extracted from sociolinguistic interviews of a stratified sample of 142 members of the six largest Spanish-speaking communities in New York City. A variationist approach to rates of overt pro- nouns and variable and constraint hierarchies, comparing speakers from different dialect regions (Caribbeans vs. Mainlanders) and different generations (those recently arrived vs. those born and/ or raised in New York), reveals the influence of English on speakers from both regions. In addition, generational changesin constrainthierarchiesdemonstratethat Caribbeansand Mainlandersare accommodating to one another. Both dialect and language contact are shaping Spanish in New York City and promoting, in the second generation, the formation of a New York Spanish speech community.* 1. INTRODUCTION. The Spanish-speaking population of New York City (NYC), which constitutesmorethan twenty-five percent of the City’stotal, tracesitsorigins to what are linguistically very different parts of Latin America. For example, Puerto Rico and Mexico, the sources of one of the oldest and one of the newest Spanish- speaking groups in NYC respectively, have been regarded as belonging to different areasfrom the earliesteffortsat dividing Latin America into dialect zones(Henrı ´quez Uren˜a 1921, Rona 1964).
    [Show full text]
  • L1 Prosody Attrition Among Spanish-English Bilinguals
    Running head: L1 PROSODY ATTRITION AMONG SPANISH-ENGLISH BILINGUALS L1 Prosody Attrition Among Colombian Spanish-English Bilinguals: A Case Study on Vowel Reduction Pieter Winnemuller (800183) Master’s Thesis Communication and Information Sciences Business Communication & Digital Media School of Humanities Tilburg University Supervisor: L. van Maastricht MA Second reader: Dr. E. Oversteegen December 2017 L1 PROSODY ATTRITION AMONG SPANISH-ENGLISH BILINGUALS Abstract The process of losing or changing the first language (L1) as a result of acquiring a second language (L2) is called L1 attrition. This phenomenon has been researched in many linguistic areas, yet a relatively underexposed research area is that on prosody (i.e., the rhythmic and melodic patterns that determine, for example, intonation, rhythm and stress placement). The current study investigated whether prosodic L1 attrition occurred in the speech of Sofía Vergara, a Colombian Spanish-English bilingual who has been living and working in an L2 environment for approximately two decades. A semi-automatic acoustic analysis was conducted to determine whether vowel reduction (i.e., producing unstressed vowels with a shorter duration and a different vowel quality than stressed vowels) occurred in her L1 Spanish speech to a greater extent than in the speech of Spanish monolinguals, as measured in earlier studies. The results from this analysis show that vowel reduction did occur in her L1 speech: the unstressed Spanish /a/, /i/ and /o/ vowels were significantly reduced in duration, and the unstressed /a/ and /e/ showed significant differences in vowel quality vis-à-vis stressed vowels. However, vowel reduction did not occur to a greater extent than in the speech of monolingual Spanish speakers.
    [Show full text]
  • Determining Language Contact Effects in Ancient Contact Situations Sarah
    Determining language contact effects in ancient contact situations Sarah Thomason University of Michigan Proving the existence of ancient language contacts is easy; proving the existence of ancient contact-induced language change is much more difficult, by compari- son to analyses of modern contact situations. This paper surveys some ancient contacts and their effects on the languages. The main conclusion is that the historical methods used for analyzing better-documented contact situations can be applied to ancient contact situations as well. But the chances for success are likely to be more limited, because gaps in the available information may make it impossible to satisfy the prerequisites for proposing contact-induced changes. 1. Introduction. Language contact is almost as old as humankind. It has surely been a constant feature of human culture for as long as humans have spoken more than one language|which, if we assume a monogenetic origin for humans and therefore for human language, would presumably have been somewhere from several hundred to several thousand years after the beginning, depending on when the earliest speech community broke up into two or more subcommunities or separate communities. Evidence of language contact, however, is much more recent. To a certain extent we can infer the existence of language contacts from known population movements and cultural practices. So, for instance, the amount of linguistic diversity in New Guinea, with its thou- sand or so languages, must have taken many millennia to develop (even before Austronesian speakers arrived a few thousand years ago to settle around the island's coast), and there is no reason to suppose that the intensive language contact that characterizes the island is a modern phenomenon.
    [Show full text]
  • Why Languages and Contacts?
    WHY LANGUAGES AND1 CONTACTS? Petr Zima, Faculty of Humanities Charles University, Praha 1. Preliminaries The concept and terminology of “languages in contact” developed by various structuralist schools since Weinreich's time is undoubtedly a great advance over the neogrammarian viewpoint of the traditional comparative linguistics. As for the neogrammarians, they considered the phenomena of mutual influence between languages to be a sort of “dustbin”, where exceptions and complications, impossible to be explained by internal laws of historical development of genetic language trees were to be laid off. That is why the generation of Weinreich has proposed to analyse this field in the light of two (or more) contacting language structures. Yet, this very term and concept of “contact linguistics” – though formulated in opposition to the traditional language trees of the comparativist past – was itself coined under the symbolic influence of the comparativist terminology and concepts. Whereas the neogrammarians were influenced by analogies with trees and branches of Darwin’s biology and Linné’s botany, the concept of languages in contact was also under the influence of figurative thinking, that of the science of man, antropology. In fact, while the neogrammarians presented languages in the light of their analogies with plants and animals, the early structuralist and even post-structuralist approach since Weinreich’s and Haugen’s time presented languages as human individuals in contact. Hence, though critically opposing the neogrammarians’ analogies, this approach built its own theoretical position under the unnoticed, but heavy influence of the same type of methodical parallels rooted in the figurative thinking of another discipline. 2.
    [Show full text]
  • Understanding the Tonada Cordobesa from an Acoustic
    UNDERSTANDING THE TONADA CORDOBESA FROM AN ACOUSTIC, PERCEPTUAL AND SOCIOLINGUISTIC PERSPECTIVE by María Laura Lenardón B.A., TESOL, Universidad Nacional de Río Cuarto, 2000 M.A., Spanish Translation, Kent State University, 2003 M.A., Hispanic Linguistics, University of Pittsburgh, 2009 Submitted to the Graduate Faculty of the Dietrich School of Arts and Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2017 UNIVERSITY OF PITTSBURGH DIETRICH SCHOOL OF ARTS AND SCIENCES This dissertation was presented by María Laura Lenardón It was defended on April 21, 2017 and approved by Dr. Shelome Gooden, Associate Professor of Linguistics, University of Pittsburgh Dr. Susana de los Heros, Professor of Hispanic Studies, University of Rhode Island Dr. Matthew Kanwit, Assistant Professor of Linguistics, University of Pittsburgh Dissertation Advisor: Dr. Scott F. Kiesling, Professor of Linguistics, University of Pittsburgh ii Copyright © by María Laura Lenardón 2017 iii UNDERSTANDING THE TONADA CORDOBESA FROM AN ACOUSTIC, PERCEPTUAL AND SOCIOLINGUISTIC PERSPECTIVE María Laura Lenardón, PhD University of Pittsburgh, 2017 The goal of this dissertation is to gain a better understanding of a non-standard form of pretonic vowel lengthening or the tonada cordobesa, in Cordobese Spanish, an understudied dialect in Argentina. This phenomenon is analyzed in two different but complementary studies and perspectives, each of which contributes to a better understanding of the sociolinguistic factors that constrain its variation, as well as the social meanings of this feature in Argentina. Study 1 investigates whether position in the intonational phrase (IP), vowel concordance, and social class and gender condition pretonic vowel lengthening from informal conversations with native speakers (n=20).
    [Show full text]
  • Yo Puedo: Para Empezar
    SUNY Geneseo KnightScholar Milne Open Textbooks Open Educational Resources 7-16-2021 Yo puedo: para empezar Elizabeth Silvaggio-Adams Rocío Vallejo-Alegre Follow this and additional works at: https://knightscholar.geneseo.edu/oer-ost This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License Yo puedo para empezar Elizabeth Silvaggio-Adams & Ma. Del Rocío Vallejo-Alegre Milne Open Textbooks Geneseo, NY ISBN: 978-1-942341-83-3 © Elizabeth Silvaggio-Adams & Ma. Del Rocío Vallejo-Alegre Some Rights Reserved This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. We want to acknowledge the following websites for providing free access to openly licensed images that help illustrate and give life to our books to benefit our students: • WPClipart • Openclipart • Pixabay • Pixy.org • Pxhere.com • The LandView 6 and MARPLOT Milne Open Textbooks, One College Circle, Geneseo, NY Acknowledgements We thank the following people for their participation in providing materials and converting the Yo puedo series to the Open Educational Resources and systems support: + Allison Brown + Michelle Costello + Marie Shero + Eduardo Vallejo-Resines *************************************************************************** Be The Change The royalties from the print version of this book will be donated to Cultures Learning TOGETHER, Inc. Mission Cultures Learning TOGETHER is a win-win organization that enables people with different backgrounds and experiences to break linguistic barriers and embrace cultural diversity. Grounded in inclusion and belonging, we are a team of learners that exchange knowledge to unite our community with a network of cross-cultural bridges. Vision We aspire to create a permanent safe space to grow and connect the community through teaching, learning, and cultural integration.
    [Show full text]
  • Text Segmentation by Language Using Minimum Description Length
    Text Segmentation by Language Using Minimum Description Length Hiroshi Yamaguchi Kumiko Tanaka-Ishii Graduate School of Faculty and Graduate School of Information Information Science and Technology, Science and Electrical Engineering, University of Tokyo Kyushu University [email protected] [email protected] Abstract addressed in this paper is rare. The most similar The problem addressed in this paper is to seg- previous work that we know of comes from two ment a given multilingual document into seg- sources and can be summarized as follows. First, ments for each language and then identify the (Teahan, 2000) attempted to segment multilingual language of each segment. The problem was texts by using text segmentation methods used for motivated by an attempt to collect a large non-segmented languages. For this purpose, he used amount of linguistic data for non-major lan- a gold standard of multilingual texts annotated by guages from the web. The problem is formu- lated in terms of obtaining the minimum de- borders and languages. This segmentation approach scription length of a text, and the proposed so- is similar to that of word segmentation for non- lution finds the segments and their languages segmented texts, and he tested it on six different through dynamic programming. Empirical re- European languages. Although the problem set- sults demonstrating the potential of this ap- ting is similar to ours, the formulation and solution proach are presented for experiments using are different, particularly in that our method uses texts taken from the Universal Declaration of only a monolingual gold standard, not a multilin- Human Rights and Wikipedia, covering more than 200 languages.
    [Show full text]
  • Languages of the Middle Andes in Areal-Typological Perspective: Emphasis on Quechuan and Aymaran
    Languages of the Middle Andes in areal-typological perspective: Emphasis on Quechuan and Aymaran Willem F.H. Adelaar 1. Introduction1 Among the indigenous languages of the Andean region of Ecuador, Peru, Bolivia, northern Chile and northern Argentina, Quechuan and Aymaran have traditionally occupied a dominant position. Both Quechuan and Aymaran are language families of several million speakers each. Quechuan consists of a conglomerate of geo- graphically defined varieties, traditionally referred to as Quechua “dialects”, not- withstanding the fact that mutual intelligibility is often lacking. Present-day Ayma- ran consists of two distinct languages that are not normally referred to as “dialects”. The absence of a demonstrable genetic relationship between the Quechuan and Aymaran language families, accompanied by a lack of recognizable external gen- etic connections, suggests a long period of independent development, which may hark back to a period of incipient subsistence agriculture roughly dated between 8000 and 5000 BP (Torero 2002: 123–124), long before the Andean civilization at- tained its highest stages of complexity. Quechuan and Aymaran feature a great amount of detailed structural, phono- logical and lexical similarities and thus exemplify one of the most intriguing and intense cases of language contact to be found in the entire world. Often treated as a product of long-term convergence, the similarities between the Quechuan and Ay- maran families can best be understood as the result of an intense period of social and cultural intertwinement, which must have pre-dated the stage of the proto-lan- guages and was in turn followed by a protracted process of incidental and locally confined diffusion.
    [Show full text]
  • Uva-DARE, the Institutional Repository of the University of Amsterdam (Uva)
    Downloaded from UvA-DARE, the institutional repository of the University of Amsterdam (UvA) http://dare.uva.nl/document/495791 File ID 495791 Filename Thesis SOURCE (OR PART OF THE FOLLOWING SOURCE): Type Dissertation Title Mothering the post-industrial city: Family and gender in urban re- generation Author M.A. van den Berg Faculty Faculty of Social and Behavioural Sciences Year 2013 Pages 267 FULL BIBLIOGRAPHIC DETAILS: http://dare.uva.nl/record/454008 Copyright It is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use. UvA-DARE is a service provided by the library of the University of Amsterdam (http://dare.uva.nl) MOTHERING THE POST-INDUSTRIAL CITY: FAMILY AND GENDER IN URBAN RE-GENERATION MARGUERITE VAN DEN BERG MOTHERING THE POST-INDUSTRIAL CITY: FAMILY AND GENDER IN URBAN RE-GENERATION ACADEMISCH PROEFSCHRIFT ter verkrijging van de graad van doctor aan de Universiteit van Amsterdam op gezag van de Rector Magnificus Prof. dr. D.C. van den Boom ten overstaan van een door het college van promoties ingestelde commissie, in het openbaar te verdedigen in de Agnietenkapel op dinsdag 1 oktober 2013, te 14:00 uur door Marguerite Anna van den Berg Geboren te Dordrecht Promotores: Prof.dr. W.G.J. Duyvendak Prof.dr. G.B.M. Engbersen Faculteit der Maatschappij en Gedragswetenschappen © Marguerite van den Berg, 2013 Design: Thomas Sciarone Cover photo: Marc Heeman, www.rotterdamimagebank.nl Print: Drukwerkconsultancy, Utrecht Funded by: the Amsterdam Institute for Social Scientific Research AISSR, University of Amsterdam To Daniel Acknowledgements When I started working on this dissertation, I wanted to write of the phenomenon of parenting guidance, not necessarily a post-industrial Rotterdam.
    [Show full text]