DOCSLIB.ORG

Boon Adult 17-12-2014

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Boon Adult 17-12-2014 Tilburg University Adult literacy education in a multilingual context Boon, D.A.B. Publication date: 2014 Document Version Publisher's PDF, also known as Version of record Link to publication in Tilburg University Research Portal Citation for published version (APA): Boon, D. A. B. (2014). Adult literacy education in a multilingual context: Teaching, learning and using written language in Timor-Leste. Tilburg University. General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 28. sep. 2021 Adult literacy education in a multilingual context Teaching, learning and using written language in Timor-Leste PROEFSCHRIFT ter verkrijging van de graad van doctor aan Tilburg University, op gezag van de rector magnificus, prof. dr. Ph. Eijlander, in het openbaar te verdedigen ten overstaan van een door het college voor promoties aangewezen commissie in de aula van de Universiteit op woensdag 17 december 2014 om 10.15 uur door Danielle Anna Bernarda Boon, geboren op 30 mei 1969 te Wijnandsrade Promotor: prof. dr. Sjaak Kroon Copromotor: dr. Jeanne Kurvers Overige leden van de promotiecommissie: dr. Yonas Asfaha prof. dr. Jan Blommaert prof. dr. Benjamim de Araújo e Corte-Real prof. dr. Marilyn Martin-Jones prof. dr. Piet Van Avermaet The project was supported by NWO-WOTRO Science for Global Development under file number W 01.65.315.00. Cover design by PrismaPrint Layout by Carine Zebedee Pictures by Danielle Boon ISBN 978-94-6167-225-4 © Danielle Boon, 2014 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any other means, electronic, mechanical, photocopying, recording, or otherwise, without permission of the author. For my parents Table of contents Preface 1 1 Introduction 7 1.1 Research project 8 1.2 This study 9 1.3 Relevance 11 1.4 Outline of the book 13 2 Adult literacy acquisition, education and use 15 2.1 Adult literacy acquisition in a second language 17 2.2 Adult literacy education 22 2.2.1 Teaching adult literacy 22 2.2.2 Language, literacy and education policies 26 2.3 Literacy uses, practices and values 32 2.4 Conclusion 35 3 Timor-Leste: history, languages and literacy 39 3.1 History and languages 39 3.2 Languages in formal education 42 3.3 Adult literacy rates and education 43 4 Research questions and design 51 4.1 Research questions 51 4.2 Research design 52 4.2.1 Broad study 53 4.2.2 In-depth study 61 4.2.3 Database 65 5 Results of learning in adult literacy programmes 67 5.1 Research questions and method 67 vi ADULT LITERACY EDUCATION IN A MULTILINGUAL CONTEXT 5.2 Adult literacy education in Timor-Leste: 70 programmes, teachers and learners 5.2.1 Programmes 70 5.2.2 Teachers 80 5.2.3 Learners 82 5.3 Basic literacy ability 85 5.3.1 Basic literacy ability of all learners 85 5.3.2 Learning to read and write for the first time: 88 the impact of learner and educational variables 5.3.3 Predictors of success 102 5.3.4 Development of adults’ literacy ability 106 5.4 Processes in initial reading and writing acquisition 107 5.4.1 Initial reading: word recognition strategies 108 5.4.2 Initial writing: spelling stages and strategies 116 5.5 Conclusions 122 6 Adult literacy teaching: practices and ideas 129 6.1 Research question and method 130 6.2 Class observations 132 6.2.1 Two Los Hau Bele groups 132 6.2.2 Two Hakat ba Oin groups 138 6.2.3 Two Iha Dalan groups 143 6.3 Teaching practices and classroom interaction 147 6.3.1 The teaching of reading and writing 147 6.3.2 Connecting letters and numbers in Los Hau Bele 152 6.3.3 Multilingual classroom talk 162 6.4 Discourses and ideas on literacy teaching/learning 176 6.5 Conclusions 184 7 Literacy uses, values and contexts 187 7.1 Research questions and method 188 7.2 Discourse on literacy uses and values 192 7.3 Linguistic landscapes in learners’ communities 197 7.4 Conclusions 211 8 Conclusions and recommendations 215 8.1 Conclusions 216 8.2 Discussion 230 8.3 Recommendations 234 8.4 Valorisation 239 TABLE OF CONTENTS VII References 243 Appendix 1 List of literacy programme materials 259 Appendix 2A Teacher questionnaire (in Tetum) 263 Appendix 2B Teacher questionnaire (in English) 269 Appendix 3 Learner data form and grapheme recognition task 275 Appendix 4 Word reading task 277 Appendix 5 Form-filling task 279 Appendix 6 Word-writing task 281 Appendix 7 Overview in-depth study 283 A Classes observed 283 B Interviews conducted 284 Appendix 8 Class observation checklist 285 Appendix 9 Interview guidelines 287 1 Guideline for interviews with adult learners 287 2 Guideline for interviews with teachers 288 3 Guideline for interviews with coordinators 290 Appendix 10 Overview content class observations 293 Abbreviations 297 Summary 301 Dissertations in Language and Culture Studies 311 Preface This book is about adults who learn to read and write in Timor-Leste, a small developing country in Southeast Asia. I became interested in the topic of adults learning to read and write during my master studies in ‘language and minorities’ at Tilburg University that I finished in 1993. In the years that followed my interest deepened. In 1994 I worked as an intern in a literacy class for adult immigrant learners learning Dutch as a second language; this intern- ship was part of a post-graduate teacher training course for Adult Education. In my first job at the Language School for Refugees in Rotterdam in 1994-1995, I taught Dutch as a second language to adult refugees from all over the world, many of whom were low-literate. In my later jobs, there has always been a link with adult education and integration of ethnic minorities. My first involvement in adult literacy education in Timor-Leste dates from late 2003, when I started to work at the Timor-Leste Ministry of Education as an adviser on adult literacy through the United Nations Development Programme (UNDP). This work would become the starting point for the study reported on in this book. My task as a UNDP consultant was to advise the Minister of Education on adult literacy education policy and practice. As requested by the Minister of Education, my work focused on the development and implementation of a new national adult literacy programme. My work included: needs assessment and policy development, network building with NGOs and UN-organisations and the joint development of an adult literacy curriculum plus the development, piloting, revision and implementation of contextualised course materials for beginners and advanced learners in both Tetum and Portuguese (which later became the Hakat ba Oin and Iha Dalan materials in Tetum and the Passo em Frente and A Caminho materials in Portuguese, as described further on in this book). The delivery of teacher training and train-the-trainer courses, plus the capacity building of ministry staff with respect to monitoring and evaluation of adult literacy development were other important elements in my work. My activities at the Ministry included meetings, writing of documents, field visits and material develop- 2 ADULT LITERACY EDUCATION IN A MULTILINGUAL CONTEXT ment, all of which took place in Portuguese and Tetum. Early 2004 I started to learn both these languages. My assignments with UNDP and my work at the Ministry of Education in Timor-Leste continued until the end of 2008. During those five years I spent 25 months in the country; the first year full time and the next four years at least three months per year. Through this work, I learned how Timor-Leste’s adult literacy education is affected by the country’s history and its multilingual context. The language backgrounds of the people whom I worked with varied along their age: older people who had gone to school in Portuguese times spoke Portuguese, whereas younger generations who had gone to school during the Indonesian occupa- tion, had learned Indonesian. Apart from Portuguese and/or Indonesian, people spoke their regional languages and the lingua franca Tetum. Although all literacy materials had been developed in Timor-Leste’s two official lan- guages, Tetum and Portuguese, the Tetum versions were used much more than the Portuguese ones. People’s ideas on literacy education varied with their experience in this field. Some had built experience in literacy education pro- vided by FRETILIN and NGOs since the early 1970s; others knew more recent literacy initiatives by NGOs such as GFFTL, OXFAM and Timor Aid. Some had participated in the Brazilian literacy programme Alfabetização Solidária that was provided in partnership with Timor-Leste’s Ministry of Education in Timor- Leste in 2000-2002. Others had worked with UNICEF and UNESCO that have been supporting the Ministry of Education in providing adult literacy education in Timor-Leste since 2000 until today.
Load more

Recommended publications
  • SCHAPPER, Antoinette and Emilie WELLFELT. 2018. 'Reconstructing
    Reconstructing contact between Alor and Timor: Evidence from language and beyond a b Antoinette SCHAPPER and Emilie WELLFELT LACITO-CNRSa, University of Colognea, and Stockholm Universityb Despite being separated by a short sea-crossing, the neighbouring islands of Alor and Timor in south-eastern Wallacea have to date been treated as separate units of linguistic analysis and possible linguistic influence between them is yet to be investigated. Historical sources and oral traditions bear witness to the fact that the communities from both islands have been engaged with one another for a long time. This paper brings together evidence of various types including song, place names and lexemes to present the first account of the interactions between Timor and Alor. We show that the groups of southern and eastern Alor have had long-standing connections with those of north-central Timor, whose importance has generally been overlooked by historical and linguistic studies. 1. Introduction1 Alor and Timor are situated at the south-eastern corner of Wallacea in today’s Indonesia. Alor is a small mountainous island lying just 60 kilometres to the north of the equally mountainous but much larger island of Timor. Both Alor and Timor are home to a mix of over 50 distinct Papuan and Austronesian language-speaking peoples. The Papuan languages belong to the Timor-Alor-Pantar (TAP) family (Schapper et al. 2014). Austronesian languages have been spoken alongside the TAP languages for millennia, following the expansion of speakers of the Austronesian languages out of Taiwan some 3,000 years ago (Blust 1995). The long history of speakers of Austronesian and Papuan languages in the Timor region is a topic in need of systematic research.
    [Show full text]
  • A Dictionary of Kristang (Malacca Creole Portuguese) with an English-Kristang Finderlist
    A dictionary of Kristang (Malacca Creole Portuguese) with an English-Kristang finderlist PacificLinguistics REFERENCE COpy Not to be removed Baxter, A.N. and De Silva, P. A dictionary of Kristang (Malacca Creole Portuguese) English. PL-564, xxii + 151 pages. Pacific Linguistics, The Australian National University, 2005. DOI:10.15144/PL-564.cover ©2005 Pacific Linguistics and/or the author(s). Online edition licensed 2015 CC BY-SA 4.0, with permission of PL. A sealang.net/CRCL initiative. Pacific Linguistics 564 Pacific Linguistics is a publisher specialising in grammars and linguistic descriptions, dictionaries and other materials on languages of the Pacific, Taiwan, the Philippines, Indonesia, East Timor, southeast and south Asia, and Australia. Pacific Linguistics, established in 1963 through an initial grant from the Hunter Douglas Fund, is associated with the Research School of Pacific and Asian Studies at The Australian National University. The authors and editors of Pacific Linguistics publications are drawn from a wide range of institutions around the world. Publications are refereed by scholars with relevant expertise, who are usually not members of the editorial board. FOUNDING EDITOR: Stephen A. Wurm EDITORIAL BOARD: John Bowden, Malcolm Ross and Darrell Tryon (Managing Editors), I Wayan Arka, Bethwyn Evans, David Nash, Andrew Pawley, Paul Sidwell, Jane Simpson EDITORIAL ADVISORY BOARD: Karen Adams, Arizona State University Lillian Huang, National Taiwan Normal Peter Austin, School of Oriental and African University Studies
    [Show full text]
  • Workpapers in Indonesian Languages and Cultures
    ( J WORKPAPERS IN INDONESIAN LANGUAGES AND CULTURES VOLUME 6 - MALUKU ,. PATTIMURA UNIVERSITY and THE SUMMER INSTITUTE OP LINGUISTICS in cooperation with THE DEPARTMENT OF EDUCATION AND CULTURE WORKPAPERS IN INDONESIAN LANGUAGES AND CULTURES VOLUME 6 - MALUKU Nyn D. Laidig, Edi tor PAT'I'IMORA tJlflVERSITY and THE SUMMER IRSTlTUTK OP LIRGOISTICS in cooperation with 'l'BB DBPAR".l'MElI'1' 01' BDUCATIOII ARD CULTURE Workpapers in Indonesian Languages and cultures Volume 6 Maluku Wyn D. Laidig, Editor Printed 1989 Ambon, Maluku, Indonesia Copies of this publication may be obtained from Summer Institute of Linguistics Kotak Pos 51 Ambon, Maluku 97001 Indonesia Microfiche copies of this and other publications of the Summer Institute of Linguistics may be obtained from Academic Book Center Summer Institute of Linguistics 7500 West Camp Wisdom Road l Dallas, TX 75236 U.S.A. ii PRAKATA Dengan mengucap syukur kepada Tuhan yang Masa Esa, kami menyambut dengan gembira penerbitan buku Workpapers in Indonesian Languages , and Cultures. Penerbitan ini menunjukkan adanya suatu kerjasama yang baik antara Universitas Pattimura deng~n Summer Institute of Linguistics; Maluku . Buku ini merupakan wujud nyata peran serta para anggota SIL dalam membantu masyarakat umumnya dan masyarakat pedesaan khususnya Diharapkan dengan terbitnya buku ini akan dapat membantu masyarakat khususnya di pedesaan, dalam meningkatkan pengetahuan dan prestasi mereka sesuai dengan bidang mereka masing-masing. Dengan adanya penerbitan ini, kiranya dapat merangsang munculnya penulis-penulis yang lain yang dapat menyumbangkan pengetahuannya yang berguna bagi kita dan generasi-generasi yang akan datang. Kami ucapkan ' terima kasih kepada para anggota SIL yang telah berupaya sehingga bisa diterbitkannya buku ini Akhir kat a kami ucapkan selamat membaca kepada masyarakat yang mau memiliki buku ini.
    [Show full text]
  • Universidade De Brasília Instituto De Letras Departamento De Linguística, Português E Línguas Clássicas Programa De Pós-Graduação Em Linguística
    UNIVERSIDADE DE BRASÍLIA INSTITUTO DE LETRAS DEPARTAMENTO DE LINGUÍSTICA, PORTUGUÊS E LÍNGUAS CLÁSSICAS PROGRAMA DE PÓS-GRADUAÇÃO EM LINGUÍSTICA ASPECTOS GRAMATICAIS DA LÍNGUA MAKASAE DE TIMOR-LESTE: FONOLOGIA, MORFOLOGIA E SINTAXE Jessé Silveira Fogaça Brasília 2015 UNIVERSIDADE DE BRASÍLIA INSTITUTO DE LETRAS DEPARTAMENTO DE LINGUÍSTICA, PORTUGUÊS E LÍNGUAS CLÁSSICAS PROGRAMA DE PÓS-GRADUAÇÃO EM LINGUÍSTICA ASPECTOS GRAMATICAIS DA LÍNGUA MAKASAE DE TIMOR-LESTE: FONOLOGIA, MORFOLOGIA E SINTAXE Jessé Silveira Fogaça Tese apresentada ao Departamento de Linguística, Português e Línguas Clássicas da Universidade de Brasília, como parte dos requisitos para a obtenção do grau de Doutor em Linguística. Orientador: Profº. Dr. Hildo Honório do Couto Brasília - DF 2015 Jessé Silveira Fogaça ASPECTOS GRAMATICAIS DA LÍNGUA MAKASAE DE TIMOR-LESTE: Fonologia, Morfologia e Sintaxe Tese apresentada ao Departamento de Linguística, Português e Línguas Clássicas da Universidade de Brasília, como parte dos requisitos para a obtenção do grau de Doutor em Linguística. Brasília, 17 de novembro de 2015. Banca Examinadora: Prof. Dr. Hildo Honório do Couto (UnB/presidente) Profa. Dra. Kênia Mara de Freitas Siqueira – Membro (PMEL/UFG/Catalão) Profa. Dra. Elza Kioko Nakayama Nenoki do Couto – Membro (FL/UFG) Profa. Dra. Walquíria Neiva Praça – Membro (UnB/PPGL) Profa. Dra. Orlene Lúcia de Sabóia Carvalho – Membro (UnB/PPGL) Profa. Dra. Ulisdete Rodrigues de Souza – Membro suplente RESUMO A presente tese aborda aspectos da gramática da língua Makasae de Timor-Leste, mais precisamente sua fonologia, morfossintaxe e sintaxe. No primeiro capítulo é apresentado as aspectos teóricos e metodológicos que nortearam a produção desta pesquisa, bem como o procedimento de coleta de dados e pesquisa de campo.
    [Show full text]
  • Digging for the Roots of Language Death in Eastern Indonesia: the Cases of Kayeli and Hukumina
    DOCUMENT RESUME ED 384 231 FL 023 076 AUTHOR Grimes, Charles E. TITLE Digging for the Roots of Language Death in Eastern Indonesia: The Cases of Kayeli and Hukumina. PUB DATE Jan 95 NOTE 19p.; Paper presented at the Annual Meeting of the Linguistic Society of America (69th, New Orleans, LA, January 5-8, 1995). PUB TYPE Reports Evaluative/Feasibility (142) Speeches /Conference Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Diachronic Linguistics; Foreign Countries; *Geographic Location; *Indonesian Languages; *Language Role; Language Usage; Multilingualism; Power Structure; *Uncommonly Taught Languages IDENTIFIERS Indonesia ABSTRACT Looking at descriptive, comparative social and historical evidencB, this study explored factors contributing to language death for two languages formerly spoken on the Indonesian island of Buru. Field data were gathered from the last remaining speaker of Hukumina and from the last four speakers of Kayeli. A significant historical event that set in motion changing social dynamics was the forced relocation by the Dutch in 1656 of a number of coastal communities on this and surrounding islands, which severed the ties between Hukumina speakers and their traditional place of origin (with its access to ancestors and associated power). The same event brought a large number of outsiders to live around the Dutch fort near the traditional village of Kayeli, creating a multiethnic and multilingual community that gradually resulted in a shift to Malay for both Hukumina and Kayeli language communities. This contrasts with the Buru language still spoken as the primary means of daily communication in the island's interior. Also, using supporting evidence from other languages in the area, the study concludes that traditional notions of place and power are tightly linked to language ecology in this region.
    [Show full text]
  • The Makuva Enigma: Locating a Hidden Language in East Timor1
    THE MAKUVA ENIGMA: LOCATING A HIDDEN LANGUAGE IN EAST TIMOR1 AONE VAN ENGELENHOVEN Abstract. The Makuva language is spoken in the tip of the Lautem District in the Republic of East Timor and is known in the literature under several names. Whereas initially classified as a Papuan language, the Austronesian character of its lexicon and grammar was convincingly proven later on. Ever since Ferreira’s (1951) contribution, Makuva has been considered to be moribund and to have been replaced by Fataluku, the majority language in the region. This paper intends to ‘reconstruct’ a grammar sketch and proposes an alternative to Hajek’s et al. (2003) finding to reconsider Makuva to be a ‘language in coma’ rather than being moribund. Instead of being ‘pushed aside’ by Fataluku, Makuva has rather been ‘pushed up’ in to the ritual register of Fataluku speakers in the Tutuala subdistrict. 1. INTRODUCTION: HYPOTHESES ABOUT MAKUVA The new republic of East Timor lies on the eastern half of the island of Timor, which lies at the end of the Minor Sunda Islands Chain on the border of the Indonesian provinces of Nusa Tenggara Timur and Maluku. It contains thirteen districts where sixteen indigenous languages are spoken that belong to two different language families. Twelve of them are Austronesian and the remaining four are so-called ‘Non-Autronesian’ or ‘Papuan’. For an overview of the genetics of these languages, we refer to Hull (1998, 2005). In this paper we want to focus on the ‘sixteenth language’ of East Timor, which is known in the literature under the names of Loikera (Riedel 1886), Lóvaia or Lóvaia Epulu (as in Ferreira 1951b and Hajek et al.
    [Show full text]
  • 1 Attitudes Toward Tetun Dili, a Language of East Timor a Dissertation Submitted to the Graduate Division of the Universityof H
    ATTITUDES TOWARD TETUN DILI, A LANGUAGE OF EAST TIMOR A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITYOF HAWAI‘I AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR IN PHILOSOPHY IN LINGUISTICS SPRING 2017 By Melody Ann Ross Dissertation Committee: Andrea Berez-Kroeker, chairperson Christina Higgins, chairperson Katie Drager Kamil Ud Deen Barbara Andaya Keywords: language attitudes, East Timor, Tetun Dili, ideologies, stance 1 Dedicated to the spirit and people of East Timor, hau nia rai doben husi huun to’o rohan. 2 Acknowledgments This work would not have been possible without the years of education I have received from the University of Hawaiʻi, but I must especially thank the members of my committee for their special dedication to my growth. To my amazing co-chairs, Andrea Berez-Kroeker and Christina Higgins, thank you for the revisions, the comments, the conversations, and most importantly, the patience. To the rest of my committee, Katie Drager, Kamil Ud Deen, and Barbara Andaya, thank you for your guidance, good humor, and willingness to prioritize me when I needed it. To the faculty and staff in the Department of Linguistics, thank you for teaching me, helping me, and encouraging me to cultivate my interests. My research has benefited hugely from the excellent mentors and academic examples I had around me every day. I am also hugely indebted to the Bilinski Educational Foundation, the College of Arts and Sciences, the Fulbright-Clinton Public Policy Fellowship program, and the Linguistics Endowment Fund for facilitating my research and travel. Sometimes I feel like the entire country of East Timor is looking out for me, but I need to thank a few people individually.
    [Show full text]
  • “Little Kingdoms”: Adat and Inequality in the Kei Islands, Eastern Indonesia
    “LITTLE KINGDOMS”: ADAT AND INEQUALITY IN THE KEI ISLANDS, EASTERN INDONESIA by Todd Ryan Hooe B.A., St. Mary’s College of Maryland, 1990 Submitted to the Graduate Faculty of the Department of Anthropology in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2012 UNIVERSITY OF PITTSBURGH DIETRICH SCHOOL OF ARTS AND SCIENCES This dissertation was presented by Todd Ryan Hooe It was defended on February 29, 2012 and approved by Dr. Joseph Alter, Professor and Chair, Department of Anthropology Dr. Robert M. Hayden, Professor, Department of Anthropology Dr. Andrew J. Strathern, Andrew W. Mellon Professor, Department of Anthropology Dr. Andrew Weintraub, Professor, Department of Music Dissertation Advisor: Dr. Richard Scaglion, Professor, Department of Anthropology ii Copyright © by Todd Ryan Hooe 2012 iii “LITTLE KINGDOMS”: ADAT AND INEQUALITY IN THE KEI ISLANDS, EASTERN INDONESIA Todd Ryan Hooe, PhD University of Pittsburgh, 2012 In the Kei islands, adat (custom or tradition) and social hierarchy are inextricably intertwined. This dissertation highlights the entanglements of rank and adat through an analysis of the mobilization of “tradition” by the Kei elite during both the New Order and post-Suharto periods. My central argument is that the construction of tradition is intimately tied to the creation and justification of inequality within Kei society. Over the past twenty years, the Kei elite (i.e., the mel-mel) have articulated particular visions of adat in order to maintain their dominance in the face of local, national and global challenges and uncertainties. The longitudinal approach of this research problematizes the distinction commonly made between the depoliticization of adat during the New Order and the adat revivalism of the post-Suharto years.
    [Show full text]
  • El Vocabulari Del Cos Humà En Llengües Austronèsies
    El vocabulari del cos humà en llengües austronèsies Treball de final de grau Autor: Andreu Vaqué Villegas Director del treball: M. Carme Junyent Tutor del curs: M. Carme Junyent Grau de Lingüística Facultat de Filologia Universitat de Barcelona Curs 2015-2016 1 2 Índex 1 Introducció 1 1.1 Les llengües austronèsies 9 1.2 Demografia 9 1.3 Geografia 11 1.4 Taxonomia 15 1.5 L©estudi de les llengües austronèsies 16 1.5.1 Les notes de vocabulari dels primers exploradors de la Polinèsia 16 1.5.2 Els primers treballs lingüístics a Madagascar 16 1.5.3 Dades del sud-est asiàtic 16 1.5.4 Els estudis sobre llengües austronèsies 16 1.6 L©estudi del vocabulari de les parts del cos 18 2 Objectius 19 3 Metodologia 20 3.1 Les llengües 20 3.2 Vocabulari 20 3.3 Fitxes 20 3.4 Diccionaris 21 3.5 Enquestes 22 3.6 Dificultats 23 3.6.1 Trobar els diccionaris 23 3.6.2 Diccionaris no analitzats 24 3.6.3 La tria del vocabulari 24 3.6.4 Afegir caselles que no tenia previstes 25 3.6.5 Traduir el vocabulari a l©anglès, al francès i al malai per buscar-lo als diccionaris 25 3.6.6 Cercant les paraules 26 3.6.7 Dubtes en les traduccions 29 3 3.6.8 Dubtes en les conceptualitzacions 29 3.6.9 El volum de les dades 30 4 Vocabulari multilingüe del cos humà 31 4.1 Guia per llegir els mots austronesis 31 4.2 Índex de mots 32 4.3 Índex de llengües 33 4.4 Llengües Aru 35 4.5 Llengües Barito 37 4.6 Llengües Batàniques 41 4.7 Llengües Borneanes Septentrionals 43 4.8 Llengües de les Cèlebes 51 4.9 Llengües del Centre de Maluku 53 4.10 Llengües Filipines Centrals 55 4.11 Llengües
    [Show full text]
  • Global Eras and Language Diversity in Indonesia: Transdisciplinary Projects Towards Language Maintenance and Revitalization
    JamesParadigma T. Collins, Jurnal Global Kajian Eras and Budaya Language Vol. Diversity9 No. 2 (2019):in Indonesia 103–117 103 GLOBAL ERAS AND LANGUAGE DIVERSITY IN INDONESIA: TRANSDISCIPLINARY PROJECTS TOWARDS LANGUAGE MAINTENANCE AND REVITALIZATION James T. Collins Universiti Kebangsaan Malaysia, Malaysia, [email protected] DOI: 10.17510/paradigma.v9i2.302 ABSTRACT Indonesia is immensely proud of its hundreds of regional languages. This amazing diversity occurs because of the social impact in the three global eras: ancient migration from Asian continent, trading intensification and colonial oppression five hundred years ago, and demographical and communication change in the 21st century. However, now we are witnessing the number decrease of the languages in Indonesia. The resistance and preservation of the inherited languages, which are local languages, in the Indonesian archipelago (Nusantara) language network that is indeed complex must be considered as important components in the Indonesia’s national identity. Along with the accelerated loss of the inherited languages, we are also dealing with the ecological crisis happening in Indonesia. In the 19th century linguistics developed in connection with the progress of biology. Hence, in the 21st century, the handling and studies of languages that are endangered are reasonably related to the contemporary focus on the global ecology studies. Nettle (1999) asserted that the world regions with the high biological diversity are also the regions with the high language diversity. Any research on Nusantara’s flora and fauna should be correlated with the study of endangered languages and dialects. In this paper, we review transdisciplinary planning which is capable of producing understanding and comprehension on the ecological system and regional language community as well as the perspective on the role of the knowledge in order for the academicians and members of the community to make more joint efforts to maintain the ecological system and the Nusantara language network.
    [Show full text]
  • 1 Hide and Seek in the Deer's Trap: Language Concealment and Linguistic Camouflage in Timor Leste Aone Van Engelenhoven Leiden
    Hide and Seek in the Deer’s Trap: Language Concealment and Linguistic Camouflage in Timor Leste1 Aone van Engelenhoven Leiden University 1.0 Introduction: hypotheses about Makuva The new republic of East Timor lies on the eastern half of the island of Timor, which lies at the end of the Minor Sunda Islands Chain on the border of the Indonesian provinces of Nusa Tenggara Timur and Maluku. It contains thirteen districts where sixteen indigenous languages are spoken that belong to two different language families. Twelve of them are Austronesian and the remaining four are so-called ‘Non-Autronesian’ or ‘Papuan’. For an overview of the genetics of these languages, we refer to Hull (1998, 2004b). In this paper we want to focus on the ‘sixteenth language’ of East Timor, which is known in the liteRature under the names of Loikera (Riedel 1886), Lóvaia or Lóvaia Epulu (as in Ferreira 1951b and Hajek, Himmelmann and Bowden 2003), Maku’ a (Sudana et al. 1996) and Makuva (Hull and Branco 2003). The term Loikera or Lokiera is a name in Southwest Malukan mythology that refers to an important port in Timor and from which the ancestors from some clans on Kisar Island originated (cf. footnote 1 in Christensen and Christensen 1992:33). In this paper we will follow the latter authors and use the name Makuva to refer to this language, which is spoken in the Tutuala subdistrict in the extreme of East Timor’s easternmost district, Lautem. Beside Makuva, three other languages are spoken in this district that are all acknowledged as ‘non-Austronesian’.
    [Show full text]
  • PACIFIC LINGUISTICS School of Culture, History and Language
    PACIFIC LINGUISTICS School of culture, History and Language College of Asia and the Pacific THE AUSTRALIAN NATIONAL UNIVERSITY __________________________________________________________ Out of print books in pdf format This PDF document may be copied, printed and stored for use in libraries and for personal use. It may not be reproduced for sale or distribution. Pacific Linguistics Home Page: http://www.pacling.com 601 Austronesian historical linguistics and culture history: a festschrift for Robert Blust Alexander Adelaar and Andrew Pawley, editors This book brings together new work on Austronesian historical linguistics and culture history to honour Robert Blust. The memoirs in Part 1 reflect on Blust’s groundbreaking contributions to these fields over the last 40 years. The remaining 26 chapters contain contributions by leading Austronesianists on a wide range of topics that broadly match Blust’s own research interests. The chapters in Part 2 (‘sound change’) examine issues in the historical phonology of Austronesian languages. Those in Part 3 (‘grammatical change and typology’) deal with morphological and syntactic reconstruction at various levels, from Proto Austronesian down. Methodological and substantive issues in the genetic classification of Austronesian languages are treated in Part 4 (‘subgrouping’) and in several chapters in other sections. Chapters in Part 5 (‘culture history and lexical reconstruction’) investigate ways in which the close analysis of lexicon, in conjunction with different kinds of non-linguistic evidence, can throw light on the history of Austronesian-speaking peoples. Several chapters in the volume propose significant revisions to currently accepted reconstructions of PAn phonology and/or morphosyntax. Others focus on the historical development of languages of particular regions, including Taiwan, the Philippines, Borneo, Java, the Strait of Malacca, Sulawesi, the Moluccas, New Guinea, the Solomon Is., Vanuatu, Polynesia and Micronesia.
    [Show full text]