DOCSLIB.ORG

A PDF Combined with Pdfmergex

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

!"#$%&'("$)!"*)+$%&$,+*+%)-&$,#&,+.) ) OGMIOS The message on a postcard advocating for the protection of language rights in Australia’s Northern Territory (Page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he Austronesian Languages......................................... 19! LW'()#$*+#%6 3! Immersion – a film on endangered languages ............... 19! Cover Story: Northern Territory’s small languages sidelined from schools ...................................................... 3! RW'\6%/4"'$*'2*'*&'$74'S41 20! NW! =4T46*:M4&$'*@'$74'A*.&)%$#*& 4! Irish upside down............................................................ 20! Resolution of the FEL XIII Conference, Khorog, Tajikistan, OW'A*+$7/*M#&2'4T4&$" 21! 26, September, 2009 ........................................................ 4! HRELP Workshop: Endangered Languages, endangered FEL and UNESCO Atlas partnership................................ 4! knowledge & sustainability.............................................. 21! 2009 FEL grants announced ............................................ 4! Multilingualism and Education conference..................... 21! Tajikistan: Quake leaves hundreds homeless.................. 6! Symposium on Stabilizing Indigenous Languages – and other conferences........................................................... 22! KW! (&)%&24+4)'X%&2.%24"'#&'$74'C4G" 6! International Summer School on Language In China, the Forgotten Manchu Seek to Rekindle Their Documentation and Description...................................... 22! Glory ................................................................................. 6! Conference on Endangered Languages and Cultures of Strange sounds at minority languages song contest........ 8! Native America................................................................ 22! The Cosmopolitan Tongue: The Universality of English.. 9! Workshop on the Languages of Papua Melanesian Advertisers find a new voice in historic campaign.......... 11! languages on the edge of Asia: past, present and future23! Survey says 70% of Colombia’s ethnic groups still speak LIW'D1#$.%+#4" ! native languages............................................................. 11! 23 Aboriginal identity threatened through loss of language 12! Front cover: The image (© Yambirrpa School Council, NT, Language of power is focus in legal action over sackings Aus.) is of the postcard now being distributed by groups ........................................................................................ 12! in Australia supporting bilingual education. The back of Ancient tongue sits on the brink of extinction................. 13! the postcard is below, addressed to Australia’s Minister Language is power; let us have ours.............................. 14! for Education and Deputy Prime Minister, Julia Gillard. HW'!::4%6"8'C4G"'%&)'Z#4G"'@+*M'(&)%&24+4)' 0*MM.&#$#4" 15! We are not going to surrender’ ....................................... 15! Trace Foundation............................................................ 15! UW! !66#4)'<*/#4$#4"'%&)'!/$#T#$#4" 15! AlterNative: An International Journal of Indigenous Peoples........................................................................... 15! Consortium on Training in Language Documentation and Conservation................................................................... 16! [W! X4$$4+"'$*'$74'()#$*+ 17! Linguistic diversity and official languages....................... 17! FEL grant leads to successful publication...................... 17! PW! \.16#/%$#*&"8'5**Y'34T#4G" 17! L’ethnologue nouveau est arrivé!.................................... 17! Kalenjin-English Dictionary............................................. 18! OGMIOS 40 Newsletter of Foundation for Endangered Languages 31st December 2009 Another symposium attendee and Rembarrnga speaker, Miliwanga LW'()#$*+#%6' Sandy, was quoted on a national news website blog: The Foundation can look back with satisfaction on FEL XIII as an- other successful annual international conference. As I said in the “What we want is both-way teaching in the school – not only for two previous issue, this was to be one of the most logistically challenging hours a week but everyday there should be both-way teaching…That conferences we have held to date, being held in Khorog (locally policy of speaking English only at the school is the wrong thing – it known as Khorugh), the cultural centre of the Pamir Mountain region is not good for our children … they will forget their language” (in of Tajikistan, situated in the far southeast of the country on the Panj Gosford, 2009) river bordering Afghanistan. Foreign participants in this conference are unlikely ever to forget the magnificent sights along the 560-km. The NT Government has continued to refuse to heed the calls of In- overland journey from Dushanbe to Khorog. And the conference digenous constituents, expert advice and research, all espousing the itself, held in the State Hall in the centre of Khorog, lived up to the benefits of bilingual education. A national current affairs television expectation of a packed and interesting programme. For the first time program, Four Corners, highlighted the issue in a special edition, in our history, this was a trilingual conference – English, Russian and broadcast in September 2009. Despite the fact that there are thou- Tajik were the equal working languages of the conference, and for sands of children speaking Indigenous languages as their mother reasons of time it was not possible to provide simultaneous interpre- tongue in the NT, the head of the Department of Education claimed tation from one into the other two – although our redoubtable confer- that English is “the language of learning, the language of living” ence chairman Hakim Elnazarov, apparently equally at home in all (Australian Broadcasting Commission, 2009). At least one school three (as well as the local Shughnani) kept us all abreast of what was has chosen to ignore the “4 Hours” policy, with Yirrkala CEC chair- being said. The Proceedings volume, which appeared during the con- person Djuwalpi Marika stating: ference, was actually quadrilingual (adding Dari in Persian script), “They want to try to westernise Yol!u people, they want to leave us with English abstracts throughout. One of the greatest benefits of our in the mainstream culture like a white man... We’ll ignore him. annual conferences is the making of new friends, even across lan- We’ll ignore him.” (ibid 2009). guage barriers, and FEL can now count many Tajik linguists among its members. The excursion, on the Sunday after the conference, took Others persist with the struggle to overturn the government policy us to the Kushana fort of Qahqaha (early first millennium AD), and limiting Indigenous language education. Lobbying has come from one of the two villages, deeper in the Pamirs on the southern border church leaders, Indigenous leaders, educators, linguists and more. of Tajikistan, where the Ishkashimi language is still spoken: we were Petitions, postcard campaigns (as featured on this edition’s front given a warm welcome and festive meal by our local hosts. cover) and internet lobbying on popular sites such as Facebook and Google have all helped to raise awareness, but are yet to affect gov- As usual, FEL held its Annual General Meeting during the confer- ernment policy. ence, and in the elections the present committee was elected (mostly re-elected) unopposed, with addition of some new co-opted members. The concerns of the effect of the “4 Hours of English” policy on the remaining Indigenous languages in the Northern Territory are on- Your Editor has been travelling again, to international conferences on going and deep seated, exemplified by Warlpiri elder Jerry Patrick subjects of interest to FEL members, in India and the USA, which Jangala’s comment on national television: appear here under separate headings. “Look like we going to lose our culture yes, and our law too… Yeah, Chris Moseley really bad thing for us because we if we lose that we got no anything to say, no. We have to close our mouth all the time.” (ibid 2009). Cover Story: Northern Territory’s small Further information languages sidelined from schools Going Back To Lajamanu - Four Corners program (videos, tran- scripts, print media): Greg Dickson, Centre for Australian Languages and Linguistics, http://www.abc.net.au/4corners/content/2009/s2683288.htm Batchelor Institute of Indigenous Tertiary Education Bilingual Education in the Northern Territory: Principles, policy and It’s been over a year since the government of the Northern Territory practice AIATSIS Research Symposium. Audio and video files avail- (NT), Australia developed a policy mandating English-only teaching able at: http://www.aiatsis.gov.au/research/symposiaAV.html for the first four hours of every school day in all schools. Previously, Supporters of Bilingual Education in the Northern Territory Face-
Recommended publications
  • Eyak Podcast Gr: 9-12 (Lesson 1)

    Eyak Podcast Gr: 9-12 (Lesson 1)

    HONORING EYAK: EYAK PODCAST GR: 9-12 (LESSON 1) Elder Quote: “We have a dictionary pertaining to the Eyak language, since there are so few of us left. That’s something my mom neve r taught me, was the Eyak language. It is altogether different than the Aleut. There are so few of us left that they have to do a book about the Eyak Tribe. There are so many things that my mother taught me, like smoking fish, putting up berries, and how to keep our wild meat. I have to show you; I can’t tell you how it is done, but anything you want to know I’ll tell you about the Eyak tribe.” - Rosie Lankard, 1980i Grade Level: 9-12 Overview: Heritage preservation requires both active participation and awareness of cultural origins. The assaults upon Eyak culture and loss of fluent Native speakers in the recent past have made the preservation of Eyak heritage even more challenging. Here students actively investigate and discuss Eyak history and culture to inspire their production of culturally insightful podcasts. Honoring Eyak Page 1 Cordova Boy in sealskin, Photo Courtesy of Cordova Historical Society Standards: AK Cultural: AK Content: CRCC: B1: Acquire insights from other Geography B1: Know that places L1: Students should understand the cultures without diminishing the integrity have distinctive characteristics value and importance of the Eyak of their own. language and be actively involved in its preservation. Lesson Goal: Students select themes or incidents from Eyak history and culture to create culturally meaningful podcasts. Lesson Objectives: Students will: Review and discuss Eyak history.
  • Than One Way to Catch a Frog: a Study of Children's

    Than One Way to Catch a Frog: a Study of Children's

    More than one way to catch a frog: A study of children’s discourse in an Australian contact language Samantha Disbray Submitted in total fulfilment of the requirements for the degree of Doctor of Philosophy. Department of Linguistics and Applied Linguistics University of Melbourne December, 2008 Declaration This is to certify that: a. this thesis comprises only my original work towards the PhD b. due acknowledgement has been made in the text to all material used c. the text is less than 100,000 words, exclusive of tables, figures, maps, examples, appendices and bibliography ____________________________ Samantha Disbray Abstract Children everywhere learn to tell stories. One important aspect of story telling is the way characters are introduced and then moved through the story. Telling a story to a naïve listener places varied demands on a speaker. As the story plot develops, the speaker must set and re-set these parameters for referring to characters, as well as the temporal and spatial parameters of the story. To these cognitive and linguistic tasks is the added social and pragmatic task of monitoring the knowledge and attention states of their listener. The speaker must ensure that the listener can identify the characters, and so must anticipate their listener’s knowledge and on-going mental image of the story. How speakers do this depends on cultural conventions and on the resources of the language(s) they speak. For the child speaker the development narrative competence involves an integration, on-line, of a number of skills, some of which are not fully established until the later childhood years.
  • Endangered Songs and Endangered Languages

    Endangered Songs and Endangered Languages

    Endangered Songs and Endangered Languages Allan Marett and Linda Barwick Music department, University of Sydney NSW 2006 Australia [[email protected], [email protected]] Abstract Without immediate action many Indigenous music and dance traditions are in danger of extinction with It is widely reported in Australia and elsewhere that songs are potentially destructive consequences for the fabric of considered by culture bearers to be the “crown jewels” of Indigenous society and culture. endangered cultural heritages whose knowledge systems have hitherto been maintained without the aid of writing. It is precisely these specialised repertoires of our intangible The recording and documenting of the remaining cultural heritage that are most endangered, even in a traditions is a matter of the highest priority both for comparatively healthy language. Only the older members of Indigenous and non-Indigenous Australians. Many of the community tend to have full command of the poetics of our foremost composers and singers have already song, even in cases where the language continues to be spoken passed away leaving little or no record. (Garma by younger people. Taking a number of case studies from Statement on Indigenous Music and Performance Australian repertories of public song (wangga, yawulyu, 2002) lirrga, and junba), we explore some of the characteristics of song language and the need to extend language documentation To close the Garma Symposium, Mandawuy Yunupingu to include musical and other dimensions of song and Witiyana Marika performed, without further performances. Productive engagements between researchers, comment, two djatpangarri songs—"Gapu" (a song performers and communities in documenting songs can lead to about the tide) and "Cora" (a song about an eponymous revitalisation of interest and their renewed circulation in contemporary media and contexts.
  • How Understanding the Aboriginal Kinship System Can Inform Better

    How Understanding the Aboriginal Kinship System Can Inform Better

    How understanding the Aboriginal Kinship system can inform better policy and practice: social work research with the Larrakia and Warumungu Peoples of the Northern Territory Submitted by KAREN CHRISTINE KING BSW A thesis submitted in total fulfilment of the requirements of the degree of DOCTOR OF PHILOSOPHY School of Social Work Faculty of Arts and Science Australian Catholic University December 2011 2 STATEMENT OF AUTHORSHIP AND SOURCES This thesis contains no material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma. No other person‟s work has been used without due acknowledgement in the main text of the thesis. This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution. All research procedures reported in the thesis received the approval of the Australian Catholic University Human Research Ethics Committee. Karen Christine King BSW 9th March 2012 3 4 ABSTRACT This qualitative inquiry explored the kinship system of both the Larrakia and Warumungu peoples of the Northern Territory with the aim of informing social work theory and practice in Australia. It also aimed to return information to the knowledge holders for the purposes of strengthening Aboriginal ways of knowing, being and doing. This study is presented as a journey, with the oral story-telling traditions of the Larrakia and Warumungu embedded and laced throughout. The kinship system is unpacked in detail, and knowledge holders explain its benefits in their lives along with their support for sharing this knowledge with social workers.
  • 14 Annu a L Repo

    14 Annu a L Repo

    20 t R l Repo A 14 Annu The Centre of Excellence for the Dynamics of Language is an ARC funded centre of excellence (CE140100041). College of Asia and the Pacifc The Australian National Unviersity H.C. Coombs Building Fellows Road, Acton ACT 2601 Email: [email protected] Phone: (02) 6125 9376 www.dynamicsofanguage.edu.au www.facebook.com/CoEDL © ARC Centre of Excellence for the Dynamics of Language 2014 Design: Sculpt Communications ARC Centre of excellence for the Dynamics of language Annual Report 2014 table of contents Section 1: The Centre 7 Section 2: People 25 Section 3: Research 49 Section 4: Education, Training and Mentoring 75 Section 5: Outreach and Engagement 81 Section 6: Outputs 90 Section 7: Financials 103 Section 8: Performance indicators 105 7 one on I t C e S 01tHe CentRe HEADING HEADING Introducing the ARC Centre of excellence for the Dynamics of language 8 Using language is as natural as breathing, and almost as important, for using language transforms every aspect of human experience. But it has been extraordinarily diffcult to understand its evolution, diversifcation, and use: a vast array of incredibly different language systems are found across the planet, all representing different solutions to the problem of evolving a fexible, all-purpose communication system, and all in constant fux. The ARC Centre of Excellence for the To achieve this transformation of the Dynamics of Language (CoEDL) will shift language sciences and the fow-on the focus of the language sciences from the translational outcomes for the public and long-held dominant view that language is a end-users, we have assembled a team which static and genetically constrained system — makes surprising and bold connections to a dynamic model where diversity, variation, between areas of research that until now plasticity and evolution, along with complex have not been connected: linguistics, interactions between language-learning and speech pathology, psychology, anthropology, perceptual and cognitive processes, lie at the philosophy, bioinformatics and robotics.
  • Commonwealth of Australia

    Commonwealth of Australia

    COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969 Warning This material has been reproduced and communicated to you by or on behalf of The Charles Darwin University with permission from the author(s). Any further reproduction or communication of this material by you may be the subject of copyright protection under the Act. Do not remove this notice Aboriginal and Torres Strait Islander THESAURUS First edition by Heather Moorcroft and Alana Garwood 1996 Acknowledgements ATSILIRN conference delegates for the 1st and 2nd conferences. Alex Byrne, Melissa Jackson, Helen Flanders, Ronald Briggs, Julie Day, Angela Sloan, Cathy Frankland, Andrew Wilson, Loris Williams, Alan Barnes, Jeremy Hodes, Nancy Sailor, Sandra Henderson, Lenore Kennedy, Vera Dunn, Julia Trainor, Rob Curry, Martin Flynn, Dave Thomas, Geraldine Triffitt, Bill Perrett, Michael Christie, Robyn Williams, Sue Stanton, Terry Kessaris, Fay Corbett, Felicity Williams, Michael Cooke, Ely White, Ken Stagg, Pat Torres, Gloria Munkford, Marcia Langton, Joanna Sassoon, Michael Loos, Meryl Cracknell, Maggie Travers, Jacklyn Miller, Andrea McKey, Lynn Shirley, Xalid Abd-ul-Wahid, Pat Brady, Sau Foster, Barbara Lewancamp, Geoff Shepardson, Colleen Pyne, Giles Martin, Herbert Compton Preface Over the past months I have received many queries like "When will the thesaurus be available", or "When can I use it". Well here it is. At last the Aboriginal and Torres Strait Islander Thesaurus, is ready. However, although this edition is ready, I foresee that there will be a need for another and another, because language is fluid and will change over time. As one of the compilers of the thesaurus I am glad it is finally completed and available for use.
  • 33 Contact and North American Languages

    33 Contact and North American Languages

    9781405175807_4_033 1/15/10 5:37 PM Page 673 33 Contact and North American Languages MARIANNE MITHUN Languages indigenous to the Americas offer some good opportunities for inves- tigating effects of contact in shaping grammar. Well over 2000 languages are known to have been spoken at the time of first contacts with Europeans. They are not a monolithic group: they fall into nearly 200 distinct genetic units. Yet against this backdrop of genetic diversity, waves of typological similarities suggest pervasive, longstanding multilingualism. Of particular interest are similarities of a type that might seem unborrowable, patterns of abstract structure without shared substance. The Americas do show the kinds of contact effects common elsewhere in the world. There are some strong linguistic areas, on the Northwest Coast, in California, in the Southeast, and in the Pueblo Southwest of North America; in Mesoamerica; and in Amazonia in South America (Bright 1973; Sherzer 1973; Haas 1976; Campbell, Kaufman, & Stark 1986; Thompson & Kinkade 1990; Silverstein 1996; Campbell 1997; Mithun 1999; Beck 2000; Aikhenvald 2002; Jany 2007). Numerous additional linguistic areas and subareas of varying sizes and strengths have also been identified. In some cases all domains of language have been affected by contact. In some, effects are primarily lexical. But in many, there is surprisingly little shared vocabulary in contrast with pervasive structural parallelism. The focus here will be on some especially deeply entrenched structures. It has often been noted that morphological structure is highly resistant to the influence of contact. Morphological similarities have even been proposed as better indicators of deep genetic relationship than the traditional comparative method.
  • Language Archives: They’Re Not Just for Linguists Any More Gary Holton Alaska Native Language Center, Fairbanks

    Language Archives: They’Re Not Just for Linguists Any More Gary Holton Alaska Native Language Center, Fairbanks

    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ScholarSpace at University of Hawai'i at Manoa Language Documentation & Conservation Special Publication No. 3 (August 2012): Potentials of Language Documentation: Methods, Analyses, and Utilization, ed. by Frank Seifart, Geoffrey Haig, Nikolaus P. Himmelmann, Dagmar Jung, Anna Margetts, and Paul Trilsbeek, pp. 105–110 http://nflrc.hawaii.edu/ldc/sp03/ 14 http://hdl.handle.net/10125/4523 Language archives: They’re not just for linguists any more Gary Holton Alaska Native Language Center, Fairbanks While many language archives were originally conceived for the purpose of preserving linguistic data, these data have the potential to inform knowledge beyond the narrow field of linguistics. Today language archives are being used by people without formal linguistic training for purposes not necessarily envisioned by the original creators of the language documentation. The DoBeS Archive is particularly well-placed to become an important resource for cultural documentation, since many of the DoBeS projects have been interdisciplinary in nature, documenting language within its broader social and cultural context. In this paper I present a perspective from a legacy archive created well before the modern era of digital language documentation exemplified by the DoBeS program. In particular, I describe two types of non-linguistic uses which are becoming increasingly important at the Alaska Native Language Archive. 1. LESSONS FROM THE ANALOG ERA. Within the language archiving community we now face the problem of how to preserve and access a continually growing body of born-digital documentation of endangered languages. But at the Alaska Native Language Archive (ANLA, http://www.uaf.edu/anla) we have always been playing catch-up in the digital realm.
  • [.35 **Natural Language Processing Class Here Computational Linguistics See Manual at 006.35 Vs

    [.35 **Natural Language Processing Class Here Computational Linguistics See Manual at 006.35 Vs

    006 006 006 DeweyiDecimaliClassification006 006 [.35 **Natural language processing Class here computational linguistics See Manual at 006.35 vs. 410.285 *Use notation 019 from Table 1 as modified at 004.019 400 DeweyiDecimaliClassification 400 400 DeweyiDecimali400Classification Language 400 [400 [400 *‡Language Class here interdisciplinary works on language and literature For literature, see 800; for rhetoric, see 808. For the language of a specific discipline or subject, see the discipline or subject, plus notation 014 from Table 1, e.g., language of science 501.4 (Option A: To give local emphasis or a shorter number to a specific language, class in 410, where full instructions appear (Option B: To give local emphasis or a shorter number to a specific language, place before 420 through use of a letter or other symbol. Full instructions appear under 420–490) 400 DeweyiDecimali400Classification Language 400 SUMMARY [401–409 Standard subdivisions and bilingualism [410 Linguistics [420 English and Old English (Anglo-Saxon) [430 German and related languages [440 French and related Romance languages [450 Italian, Dalmatian, Romanian, Rhaetian, Sardinian, Corsican [460 Spanish, Portuguese, Galician [470 Latin and related Italic languages [480 Classical Greek and related Hellenic languages [490 Other languages 401 DeweyiDecimali401Classification Language 401 [401 *‡Philosophy and theory See Manual at 401 vs. 121.68, 149.94, 410.1 401 DeweyiDecimali401Classification Language 401 [.3 *‡International languages Class here universal languages; general
  • Revitalizing Indigenous Languages

    Revitalizing Indigenous Languages

    Revitalizing Indigenous Languages edited by Jon Reyhner Gina Cantoni Robert N. St. Clair Evangeline Parsons Yazzie Flagstaff, Arizona 1999 Revitalizing Indigenous Languages is a compilation of papers presented at the Fifth Annual Stabilizing Indigenous Languages Symposium on May 15 and 16, 1998, at the Galt House East in Louisville, Kentucky. Symposium Advisory Board Robert N. St. Clair, Co-chair Evangeline Parsons Yazzie, Co-chair Gina Cantoni Barbara Burnaby Jon Reyhner Symposium Staff Tyra R. Beasley Sarah Becker Yesenia Blackwood Trish Burns Emil Dobrescu Peter Matallana Rosemarie Maum Jack Ramey Tina Rose Mike Sorendo Nancy Stone B. Joanne Webb Copyright © 1999 by Northern Arizona University ISBN 0-9670554-0-7 Library of Congress Catalog Card Number: 99-70356 Second Printing, 2005 Additional copies can be obtained from College of Education, Northern Ari- zona University, Box 5774, Flagstaff, Arizona, 86011-5774. Phone 520 523 5342. Reprinting and copying on a nonprofit basis is hereby allowed with proper identification of the source except for Richard Littlebear’s poem on page iv, which can only be reproduced with his permission. Publication information can be found at http://jan.ucc.nau.edu/~jar/TIL.html ii Contents Repatriated Bones, Unrepatriated Spirits iv Richard Littlebear Introduction: Some Basics of Language Revitalization v Jon Reyhner Obstacles and Opportunities for Language Revitalization 1. Some Rare and Radical Ideas for Keeping Indigenous Languages Alive 1 Richard Littlebear 2. Running the Gauntlet of an Indigenous Language Program 6 Steve Greymorning Language Revitalization Efforts and Approaches 3. Sm’algyax Language Renewal: Prospects and Options 17 Daniel S. Rubin 4. Reversing Language Shift: Can Kwak’wala Be Revived 33 Stan J.
  • Language Index

    Language Index

    Cambridge University Press 978-0-521-86573-9 - Endangered Languages: An Introduction Sarah G. Thomason Index More information Language index ||Gana, 106, 110 Bininj, 31, 40, 78 Bitterroot Salish, see Salish-Pend d’Oreille. Abenaki, Eastern, 96, 176; Western, 96, 176 Blackfoot, 74, 78, 90, 96, 176 Aboriginal English (Australia), 121 Bosnian, 87 Aboriginal languages (Australia), 9, 17, 31, 56, Brahui, 63 58, 62, 106, 110, 132, 133 Breton, 25, 39, 179 Afro-Asiatic languages, 49, 175, 180, 194, 198 Bulgarian, 194 Ainu, 10 Buryat, 19 Akkadian, 1, 42, 43, 177, 194 Bushman, see San. Albanian, 28, 40, 66, 185; Arbëresh Albanian, 28, 40; Arvanitika Albanian, 28, 40, 66, 72 Cacaopera, 45 Aleut, 50–52, 104, 155, 183, 188; see also Bering Carrier, 31, 41, 170, 174 Aleut, Mednyj Aleut Catalan, 192 Algic languages, 97, 109, 176; see also Caucasian languages, 148 Algonquian languages, Ritwan languages. Celtic languages, 25, 46, 179, 183, Algonquian languages, 57, 62, 95–97, 101, 104, 185 108, 109, 162, 166, 176, 187, 191 Central Torres Strait, 9 Ambonese Malay, see Malay. Chadic languages, 175 Anatolian languages, 43 Chantyal, 31, 40 Apache, 177 Chatino, Zenzontepec, 192 Apachean languages, 177 Chehalis, Lower, see Lower Chehalis. Arabic, 1, 19, 22, 37, 43, 49, 63, 65, 101, 194; Chehalis, Upper, see Upper Chehalis. Classical Arabic, 8, 103 Cheyenne, 96, 176 Arapaho, 78, 96, 176; Northern Arapaho, 73, 90, Chinese languages (“dialects”), 22, 35, 37, 41, 92 48, 69, 101, 196; Mandarin, 35; Arawakan languages, 81 Wu, 118; see also Putonghua, Arbëresh, see Albanian. Chinook, Clackamas, see Clackamas Armenian, 185 Chinook.
  • Comparative Vernacural Word Lists from North Coast of Irian Jaya Indonesia, 1973()

    Comparative Vernacural Word Lists from North Coast of Irian Jaya Indonesia, 1973()

    J * .U'. _J T >f T _ t W W ^ (j ‘"* ' . ff I UNIVERSIT AS INDONESIA ^ FAKULTAS SASTRA -J PERPUSTAKAAN *' I R W Z i € 3 0 J / ' ; * f a Jf{(h t-fg* U COMPARATIVE VERNACULAR WORD LISTS froia the north coast area of IRIAN JAYA, INDONESIA Tho following languages are listed: Indonesian Serui Metawedya Isirawa Sobei Kwesten ICwopke Berik ¥akde Kasimasi Keder Beneraf Betaf Yamna Kapitiauv; English The languages were recorded by members of the SUMMER INSTITUTE OP LINGUISTICS working in cooperation with UNIVBRSITAS CENDERAWASIH May, 1973 SERUI Jap on Island is locatcd between Biak Island and the north, coast of Irian Jaya. Serui Language is spoken on the southeast coast of Japen and on the islands off that coast, lhere may bo 9000 speakers of the various dialects' Of Se^tii^' Serui Language data was given by Max Wondiwoy and recorded by Joyce Sterner in December, 1972 at Jayapura, Irian Jayia* KETAWEDYA Metawedya Language is spoken on the north coast of Irian Jaya in the Apawar-Tor River areas, but the exact location and number of speakers is unknown. Mc-tawedya Language Sata was given by Betrus and recorded by James Dean in August, 1972 at Kwekwet. ISIRAWA Isirawa Language is spoken on the north ocast of Irian Jaya. Its villages extend west from Sarmi almost as far as the Apawar River. There may be 1600 speakers of Isirawa. Isirawa Language data was given h y Sebnot Scyamor and recorded by Robert Sterner in March, 1973 at Mararena village just east of Sarmi. SQB3I Sobei Language is spoken on the north coast in Sarmi, _ Bagaiserwar, and Sawar.