Rewriting Reparations

Total Page:16

File Type:pdf, Size:1020Kb

Rewriting Reparations Rewriting Reparatio ns MASON THORNTON Iberian Expulsion The Alhambra Decree (July 31, 1492) Sephardi People 500 years ago lived in Spain and held prominent roles in society. An ethnically separate group of Jews, comparable to Ashkenazi Jews Speak ”Ladino” ◦ Spoken like Spanish (Latin Language), originally transcribed with Hebrew Alphabet ◦ “Gente” ◦ “Hijo” J 1 I.L·, \ S i lQI l •""i l"l,li EUROPE II' .!_ 11,;\'~~,,u.\. I• ., ·1 > i'. 4 ,., ), ✓ r.• (' ,i· ·t ~ GREENL AHO Sephardi -. """''""' T1aditionally .. Ashkenazi "" • -, DRCCNGO Jews • Traditionally ~s IN 00 N ESI A • M. ephardic • i,ed A< hkenaz, and Sephardi Spec,al Jewi,h G 11111 Mixed Spe . I roup -- • c,a and Sephard, • Traditionall,v "M.,zr ahi" , ii- / La ter Ashkena z: i • Later Mixed Later Sephardic Iberian Reparations Portugal started and Spain followed. Spain’s effect: 132,000+ Portuguese: 10,000+ Demographics DRE HILAND •30,000 Mexico •26,000 Colombia •14,000 Venezuela • Traditionally .Ashkmi!ZI. • Tt3dit,0r'l,aill:,- •Stphar(f.c • Mixtdl A,shli;e~:i 8nd Stphardi •7,000 Argentina • Spe<~I Jeru:5,h G.roup • Mi:ted Special and Sephardi • Traoditionally •Miziahi~ • Late-r Ashlenazi • LiltttMiK!'.'d •4,900 Israel Lilltt Stph3rdiC. •Of estimated 1.5 million Sephardic Jews Why do the demographics matter? Cultural Subsidy 8.95% • Sa €1 or dala de cient Vulnerabl13 • DefinitBly 0ndangernd 10.65 ¾ • S~\/Elr@ly endaingi:nBd • Critically @ndan.geroo 57 ..13 ¾ • Ex ·net SillCl2 1950 9.85%-' Application QUECHUA IN BOLIVIA STATE OF RONDONIA s ipa La Paz / @ Bolivia j 3ochabambao Sant~ Cruz Bolivia de la Sierra Peru In 2001, ~19.8% of 8,496,000 (2001)= 1,685,331 primary In 2001, ~16.8% of 26,260,000 (2001)= Quechua Speakers 4,400,000 primary Quechua Speakers In 2017, ~21.2% of 11,639,909 (2017)= 2,467,660 primary In 2017, ~10.1% of 32,170,000 (2017)= Quechua Speakers 3,800,000 primary Quechua Speakers = 600,000 person decrease of primary Quechua =782,382 increase of Quechua speakers(~41.42% increase) speakers(~13.63% decrease), compared to , compared to 3,143,909 person increase in population 5,910,000 person increase in population (~22.51% increase) (~37.00% increase) Bolivia Constitution Legislation boosters Varnes a aprender Mixteco Applicable to who? Central and South American countries Mexico leading the way with various new , . .,. - ,, programs. ' , i , II/ I I MA TIWELIKAN NAWATL Vamos a aprender n6huatl Creditos Education & Exposure Changing Reparations Economic boosts to literature and indigenous peoples’ education Allowing indigenous peoples to speak and move freely Economic motivators for speaking their native language Making languages official, recognized and mandatory in certain areas Adatto, Kiku. “Spain's Attempt to Atone for a 500-Year-Old Sin.” The Atlantic, Atlantic Media Company, 21 Sept. 2019, www.theatlantic.com/international/archive/2019/09/spain-offers-citizenship-sephardic-jews/598258/. BBC News. “Spain Gets 127,000 Citizenship Applications from Sephardi Jews.” BBC News, BBC, 1 Oct. 2019, www.bbc.com/news/world-europe-49890620. Brennan, Bridget. “NSW Passes Unprecedented Laws to Revive Indigenous Languages.” ABC News, 11 Oct. 2017, www.abc.net.au/news/2017-10-11/nsw-passes- unprecedented-laws-to-revive-indigenous-languages/9039746. “Bolivia from Google Maps.” Google Maps, Google Maps, 2020, www.google.com/maps/place/Bolivia/@-16.2256239,- 68.0473411,6z/data=!3m1!4b1!4m5!3m4!1s0x915edf8977bba295:0x1c9ec2bb0115edbf!8m2!3d-16.290154!4d-63.588653. Caselli, Irene. “Argentina's Sephardic Jews Mull Return to Spain after 524 Years.” BBC News, BBC, 24 Dec. 2016, www.bbc.com/news/world-latin-america- 38328490. “Chapter 5: The Expulsion.” History of a Tragedy: the Expulsion of the Jews from Spain, by Pérez Joseph, University of Illinois Press, 2007, pp. 48–50. CIA. “The World Factbook: Bolivia.” Central Intelligence Agency, Central Intelligence Agency, 1 Feb. 2018, www.cia.gov/library/publications/the-world- Work Cited factbook/geos/bl.html. Díaz-Mas Paloma, and George K Zucker. “Translator's Foreword.” Sephardim: the Jews from Spain, Chicago University Press, 2007, pp. xiii-x. The Editors of Encyclopaedia Britannica. “Sephardi.” Encyclopædia Britannica, Encyclopædia Britannica, Inc., 20 Sept. 2013, www.britannica.com/topic/Sephardi. Emilio Rosés Labrada, Jorge. “11. Language Revitalization: Maintenance and Revival.” Language Endangerment and Language Revitalization, vol. 12, no. 1, doi:10.1515/9783110896589.168 Endangered Language Alliance. “Ladino (Judeo-Spanish).” Endangered Language Alliance, 2012, elalliance.org/languages/jewish/ladino/. “Former Bolivian President Evo Morales.” Economist, www.economist.com/sites/default/files/images/articles/migrated/0409AM1.jpg. Google Maps. “Peru from Google Maps.” Google Maps, Google Maps, 2020, www.google.com/maps/place/Peru/@-9.1086065,- 84.0693563,5z/data=!4m5!3m4!1s0x9105c850c05914f5:0xf29e011279210648!8m2!3d-9.189967!4d-75.015152. Hassan, Aisha. “Laws Helped Kill Indigenous Languages, Can They Save Them Now?” Quartz, Quartz, 28 Sept. 2018, qz.com/1406466/laws-helped-kill-indigenous- languages-can-they-also-save-them/. Hornberger, Nancy H., and Serafín M. Coronel-Molina. “Quechua Language Shift, Maintenance, and Revitalization in the Andes: the Case for Language Planning.” International Journal of the Sociology of Language, vol. 2004, no. 167, 2004, doi:10.1515/ijsl.2004.025. Jones, Sam. “132,000 Descendants of Expelled Jews Apply for Spanish Citizenship.” The Guardian, Guardian News and Media, 2 Oct. 2019, www.theguardian.com/world/2019/oct/02/132000-sephardic-jews-apply-for-spanish-citizenship. Libman, Melanie. “500 Years after Inquisition, 10,000 Sephardi Jews Close Circle with Citizenships.” The Times of Israel, 31 July 2019, www.timesofisrael.com/500- years-after-inquisition-10000-sephardi-jews-close-circle-with-citizenships/. Mexico, Encuesta Intercensal 2015, and INEGI. “Panorama Sociodemográfico De México.” Panorama Sociodemográfico De México, INEGI, 2015, pp. 1–49. www.inegi.org.mx/est/contenidos/proyectos/encuestas/hogares/especiales/ei2015/doc/panorama_sociodemografico_2015.pdf. Work Cited Norman, Jeremy. “Sultan Bayezid II Wellcomes Jewish Refugees from Spain8/1492.” Sultan Bayezid II Wellcomes Jewish Refugees from Spain : History of Information, 5 Dec. 2019, www.historyofinformation.com/detail.php?id=2346. Peru, Instituto nacional de estadistica e informatica, and Censos 2017. “CENSOS NACIONALES 2017: XII De Población, VII De Vivienda y III De Comunidades (cont.) Indígenas.” CENSOS NACIONALES 2017: XII De Población, VII De Vivienda y III De Comunidades Indígenas, Instituto Nacional De Estadistica e Informatica, 2017. www.inei.gob.pe/media/MenuRecursivo/publicaciones_digitales/Est/Lib1437/libro.pdf. Sesin, Carmen. “With Migration, Indigenous Languages Going Extinct.” NBCNews.com, NBCUniversal News Group, 11 June 2015, www.nbcnews.com/news/latino/migration-indigenous-languages-going-extinct-n52731. United Nations Scientific, Educational and Cultural Organization . “Overview of Vitality of the World’s Languages.” UNESCO Atlas of the World's Languages in Danger, UNESCO, 2010, www.unesco.org/languages-atlas/index.php?hl=en&page=atlasmap. Wight, Emily. “What Can We Learn from Efforts to Save an Ancient South American Language?” The Guardian, Guardian News and Media, 18 Nov. 2014, www.theguardian.com/education/2014/nov/18/endangered-language-quechua-columbia-chile. World Bank. “Population of Bolivia.” Google Search, Google, 2020, www.google.com/search?safe=active&sxsrf=ALeKk02jpv9AYhNrYM54rsl5X hAUA6K39A%3A1585882944354&ei=QKeGXq2IFeOE_QbwyKOQAQ&q=pop ulation%2Bbolivia&oq=population%2Bbolivia&gs_lcp=CgZwc3ktYWIQAzICC AAyAggAMgYIABAWEB4yBggAEBYQHjIGCAAQFhAeMggIABAWEAoQHjIGCA AQFhAeMgYIABAWEB4yBggAEBYQHjIGCAAQFhAeOgQIABBHOgQIIxAnOgUI ABCRAjoECAAQQzoFCAAQgwE6BwgAEIMBEEM6CAgAEIMBEJECShAIFxIMM TAtMTAwZzgwZzI4SgwIGBIIMTAtNGc0ZzJQhxVYiyNg_yNoAHACeACAAX6IAY oFkgEDNy4xmAEAoAEBqgEHZ3dzLXdpeg&sclient=psy- Work Cited ab&ved=0ahUKEwitqLasosvoAhVjQt8KHXDkCBIQ4dUDCAw&uact=5. (cont.) World Bank. “Population of Peru.” Google Search, Google, 2020, www.google.com/search?q=peru%2Bpopulation&oq=peru%2Bpop&aqs=c hrome.0.69i59j69i57j0l3j69i60l3.2587j1j4&sourceid=chrome&ie=UTF-8. Zaraysky, Susanna. “Travel - The Bosnians Who Speak Medieval Spanish.” BBC, BBC, 18 Oct. 2018, www.bbc.com/travel/story/20181017-the- bosnians-who-speak-medieval-spanish..
Recommended publications
  • Considerations for Non-Dominant Language Education in the Global South
    FIRE: Forum for International Research in Education Vol. 5, Iss. 3, 2019, pp. 12-28 LANGUAGE-IN-EDUCATION POLICIES AND INDIGENOUS LANGUAGE REVITALIZATION EFFORTS IN CANADA: CONSIDERATIONS FOR NON-DOMINANT LANGUAGE EDUCATION IN THE GLOBAL SOUTH Onowa McIvor1 University of Victoria, Canada Jessica Ball University of Victoria, Canada Abstract Indigenous languages are struggling for breath in the Global North. In Canada, Indigenous language medium schools and early childhood programs remain independent and marginalized. Despite government commitments, there is little support for Indigenous language-in-education policy and initiatives. This article describes an inaugural, country- wide, federally-funded, Indigenous-led language revitalization research project, entitled NE OL EW̱ (one mind-one people). The project brings together nine Indigenous partners to build a country-wide network and momentum to pressure multi-levels of government to honourȾ agreementsṈ enshrining the right of children to learn their Indigenous language. The project is documenting approaches to create new Indigenous language speakers, focusing on adult language learners able to keep the language vibrant and teach their language to children. The article reflects upon how this Northern emphasis on Indigenous language revitalization and country-wide networking initiative is relevant to mother tongue-based education and policy examples in the Global South. The article underscores the need for both community level initiatives (top-down) and government level policy and funding (bottom up) to support child and adult Indigenous language learning. Keywords: Indigenous language practices, language-in-education policies, policy reform, First Nations, Indigenous, Canada, Global North, Global South 1 Correspondence: Dr. Onowa McIvor, C/O Dept. of Indigenous Education, University of Victoria, PO Box 1700 STN CSC, Victoria BC V8W 2Y2; Email: [email protected] O.
    [Show full text]
  • Youth, Technology and Indigenous Language Revitalization in Indonesia
    Youth, Technology and Indigenous Language Revitalization in Indonesia Item Type text; Electronic Dissertation Authors Putra, Kristian Adi Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 24/09/2021 19:51:25 Link to Item http://hdl.handle.net/10150/630210 YOUTH, TECHNOLOGY AND INDIGENOUS LANGUAGE REVITALIZATION IN INDONESIA by Kristian Adi Putra ______________________________ Copyright © Kristian Adi Putra 2018 A Dissertation Submitted to the Faculty of the GRADUATE INTERDISCIPLINARY PROGRAM IN SECOND LANGUAGE ACQUISITION AND TEACHING In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2018 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by Kristian Adi Putra, titled Youth, Technology and Indigenous Language Revitalization in Indonesia and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy. -~- ------+-----,T,___~-- ~__ _________ Date: (4 / 30/2018) Leisy T Wyman - -~---~· ~S:;;;,#--,'-L-~~--~- -------Date: (4/30/2018) 7 Jonath:2:inhardt ---12Mij-~-'-+--~4---IF-'~~~~~"____________ Date: (4 / 30 I 2018) Perry Gilmore Final approval and acceptance of this dissertation is contingent upon the candidate' s submission of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement.
    [Show full text]
  • Language Revitalization Grade 4
    Language Revitalization Grade 4 HEALTH Language Revitalization Overview ESSENTIAL UNDERSTANDINGS • Language This lesson explores the preservation and revital- ization of Indigenous languages—why it’s import- LEARNING OUTCOMES ant and what tribes in Oregon are doing to keep • Students can describe language their ancestral languages alive. This is important for revitalization and identify one or many Native American tribes, who are attempting more revitalization tools or practices. to save their languages from “linguicide” caused • Students can describe why tribes by decades of colonialism and forced assimila- in Oregon want to revitalize and or tion. Language revitalization can help restore and maintain their ancestral languages. strengthen cultural connections and pride, which • Students can connect language revital- in turn can promote well-being for both tribes and ization to restoring cultural pride and the benefits of that pride for group and their members. individual well-being. Background for teachers ESSENTIAL QUESTIONS • What is language revitalization, Language is an essential part of human identity and what are some ways people and shapes how we view the world. For many revitalize languages? Native American tribes, however, language is a • Why do the nine federally recognized complicated and even painful subject. Euro-Amer- tribes in Oregon feel it is important ican government officials, teachers, and other to revitalize and/or maintain their ancestral languages? authorities discouraged Native American and Alaska Native people
    [Show full text]
  • Indigenous Language Revitalization on Social Media During the Early COVID-19 Pandemic
    Vol. 15 (2021), pp. 239–266 http://nflrc.hawaii.edu/ldc http://hdl.handle.net/10125/24976 Revised Version Received: 10 Mar 2021 #KeepOurLanguagesStrong: Indigenous Language Revitalization on Social Media during the Early COVID-19 Pandemic Kari A. B. Chew University of Oklahoma Indigenous communities, organizations, and individuals work tirelessly to #Keep- OurLanguagesStrong. The COVID-19 pandemic was potentially detrimental to Indigenous language revitalization (ILR) as this mostly in-person work shifted online. This article shares findings from an analysis of public social media posts, dated March through July 2020 and primarily from Canada and the US, about ILR and the COVID-19 pandemic. The research team, affiliated with the NEȾOL- ṈEW̱ “one mind, one people” Indigenous language research partnership at the University of Victoria, identified six key themes of social media posts concerning ILR and the pandemic, including: 1. language promotion, 2. using Indigenous languages to talk about COVID-19, 3. trainings to support ILR, 4. language ed- ucation, 5. creating and sharing language resources, and 6. information about ILR and COVID-19. Enacting the principle of reciprocity in Indigenous research, part of the research process was to create a short video to share research findings back to social media. This article presents a selection of slides from the video accompanied by an in-depth analysis of the themes. Written about the pandemic, during the pandemic, this article seeks to offer some insights and understandings of a time during which much is uncertain. Therefore, this article does not have a formal conclusion; rather, it closes with ideas about long-term implications and future research directions that can benefit ILR.
    [Show full text]
  • Europe's Regional Languages in Perspective Michael Hornsby And
    Journal on Ethnopolitics and Minority Issues in Europe Vol 11, No 1, 2012, 88-116 Copyright © ECMI 24 April 2012 This article is located at: http://www.ecmi.de/fileadmin/downloads/publications/JEMIE/2012/HornsbyAgarin.pdf The End of Minority Languages? Europe’s Regional Languages in Perspective Michael Hornsby and Timofey Agarin* John Paul II Catholic University, Lublin and Queen’s University Belfast The European Union (EU) today counts 23 national languages with as many as 65 regional and minority languages, only a few of which enjoy recognition in the EU. We assess the perspectives of regional and, particularly, endangered languages in Europe in three steps. First, we argue that current approach of nation-states, defining both national and regional/minority languages from the top down, is increasingly at odds with the idea of cross-border migration and communications. We illustrate this with the examples of Estonian and Latvian, official languages of EU member-states with around one million native speakers each. Second, we attest the end of “traditional” forms of minority language, contending that if they are to survive they cannot do so as mirror copies of majority languages. To make our point clear, we discuss regional efforts to increase the use of the Breton and the Welsh languages. We outline a research agenda that takes into account the nation-state dominated linguistic regulations and the future of an increasingly borderless Europe, and suggest how both can be accommodated. Key words: EU; regional languages; minority languages; Welsh; Breton; Latvian; Estonian; multilingualism; language policy Today the official languages of the European Union (EU) member-states enjoy de jure equality across the union, even outside the territory of the state that recognizes them as official.
    [Show full text]
  • Global Survey of Revitalization Efforts: a Mixed Methods Approach to Understanding Language Revitalization Practices
    Vol. 13 (2019), pp. 446–513 http://nflrc.hawaii.edu/ldc http://hdl.handle.net/10125/24871 Revised Version Received: 22 May 2019 Global Survey of Revitalization Efforts: A mixed methods approach to understanding language revitalization practices Gabriela Pérez Báez University of Oregon & Smithsonian Institution Rachel Vogel Cornell University Uia Patolo Auckland University of Technology The world’s linguistic diversity, estimated at over 7,000 languages, is declining rapidly. As awareness about this has increased, so have responses from a number of stakeholders. In this study we present the results of the Global Survey of Re- vitalization Efforts carried out by a mixed methods approach and comparative analysis of revitalization efforts worldwide. The Survey included 30 questions, was administered online in 7 languages, and documented 245 revitalization ef- forts yielding some 40,000 bits of data. In this study, we report on frequency counts and show, among other findings, that revitalization efforts are heavily fo- cused on language teaching, perhaps over intergenerational transmission of a lan- guage, and rely heavily on community involvement although do not only involve language community members exclusively. The data also show that support for language revitalization in the way of funding, as well as endorsement, is critical to revitalization efforts. This study also makes evident the social, cultural, polit- ical, and geographic gaps in what we know about revitalization worldwide. We hope that this study will strengthen broad interest and commitment to studying, understanding, and supporting language revitalization as an integral aspect of the history of human language in the 21st century. 1. Introduction1 The world’s linguistic diversity is estimated to encompass over 7,000 languages (Hammarström et al.
    [Show full text]
  • The Role of Hebrew in Jewish Language Endangerment
    The Cost of Revival: the Role of Hebrew in Jewish Language Endangerment Elizabeth Freeburg Adviser: Claire Bowern Submitted to the Faculty of the Department of Linguistics in partial fulfillment of the requirements for the degree of Bachelor of the Arts. Yale University May 1, 2013 1 TABLE OF CONTENTS Abstract 2 Acknowledgements 3 1. Introduction 4 2. Terminology 8 3. The Hebrew Revival 10 4. Jewish Languages in Israel 18 4.1 Karaim 4.2 Ladino 4.3 Yiddish 4.4 Lessons of the Haredim 4.5 JLOTHs in Comparison 5. Conclusions 48 5.1 Language revival and linguistics 5.2 Moving forward References 54 2 ABSTRACT In the nineteenth century, Hebrew had no native speakers; currently, it has nearly eight million. The growth of Hebrew from a “dead” language to the official language of Israel is often described as the most successful language revival project of all time. However, less well-known is the effect that the revival of Hebrew has had on other languages spoken in Israel, specifically those classified as Jewish languages. With one exception, all Jewish languages other than Hebrew have become endangered in the past century, and their speakers have in large part shifted to become Hebrew speakers. In this essay, I use morphosyntactic, lexical, and population data to examine the status of three such languages in Israel: Karaim, Ladino, and Yiddish. I also outline the methods used in the Hebrew revival and how they affected the status of other Jewish languages in Israel, including what circumstances have prevented Yiddish from becoming endangered. By using historical and linguistic evidence to draw connections between the Hebrew revival and the endangerment of other Jewish languages, my essay calls into question the usefulness of the Hebrew revival as an inspirational model for other language revival projects.
    [Show full text]
  • Matukar-Panau: a Case Study in Language Revitalization*
    Matukar-Panau: A case study in language revitalization* Theresa Sepulveda Senior Linguistics Thesis Swarthmore College 2010 …we must do some serious rethinking of our priorities, lest linguistics go down in history as the only science that presided obliviously over the disappearance of 90% of the very field to which it is dedicated. -Michael Krauss (1992), ―The world‘s languages in crisis‖ in Language 68 (1):10 Abstract This case study in language revitalization focuses on the Oceanic language of Matukar-Panau from Papua New Guinea. Recent work on a talking dictionary of Matukar in Swarthmore College‘s Laboratory for Endangered Languages Research and Documentation as well as the development of an orthography and first book in Matukar will be evaluated in terms of the viability of Matukar in the 21st century. I will first present the sociolinguistic background of Matukar in order to examine the extent and cause of Matukar‘s endangerment. Categories will include the history, geography, government recognition of, and demography of, Matukar and Matukar villagers (Tsunoda 2005). An emphasis will be placed on the reaction of the ethnic group of Matukar villagers to the growing dominance of Tok Pisin and the corresponding language shift (Dorian 1981). Next, I will examine the language endangerment phenomenon and define language death. In order to classify Matukar on a scale of language endangerment, I will describe Michael Krauss‘s (2007) and Joshua Fishman‘s (1991) classification systems of language vitality. I will then present Matukar‘s ratings based on UNESCO‘s document on language vitality and endangerment (2003). These systems provide a quantitative way to identify the characteristics of a dying language in areas such as age of speaker population, domains of language use, and availability of written material.
    [Show full text]
  • On the Role of Linguists in Language Revitalization Margaret Speas, University of Massachusetts, Amherst
    Someone Else’s Language On the Role of Linguists in Language Revitalization Margaret Speas, University of Massachusetts, Amherst This paper questions whether language revitalization efforts need linguists, given the often divergent goals of linguists and language edu- cators, and discusses some of the pitfalls encountered by well-meaning outsider linguists who are eager to be helpful to such efforts. It is sug- gested that linguists who do not speak an endangered language but wish to be helpful might find that they can make contributions that are not directly related to their expertise as linguists. The author also describes her experience as a founding member of the Navajo Language Academy and as a coauthor with Dr. Parsons Yazzie of the Navajo textbook, Diné Bizaad Bínáhoo’aah (Rediscovering the Navajo Language). Being invited to speak at the 2008 conference on Stabilizing Indigenous Languages was an honor about which I had mixed feelings. On the one hand, I was pleased to be thought of as someone whose work is relevant to people work- ing to revitalize languages. On the other hand, I suspected that the conference organizers were hoping that I would share some wisdom about how important lin- guists are for language revitalization efforts, and I feared that I would disappoint them because I don’t believe that language revitalization efforts need linguists. As Mr. Kipp said so clearly in his talk (see Kipp, this volume), what you need for language revitalization is a room and some adults speaking the language to some kids. In recent years linguists have been trying to find alternatives to the traditional model of research in which the linguist comes into a community, does research and leaves.
    [Show full text]
  • Researching and Reviving the Unami Language of the Lenape
    Endangered Languages, Linguistics, and Culture: Researching and Reviving the Unami Language of the Lenape By Maureen Hoffmann A thesis submitted in partial fulfillment of the degree of Bachelor of Arts in Anthropology and Linguistics Bryn Mawr College May 2009 Table of Contents Abstract....................................................................................................................... 3 Acknowledgments.......................................................................................................4 List of Figures............................................................................................................. 5 I. Introduction ............................................................................................................. 6 II. The Lenape People and Their Languages................................................................9 III. Language Endangerment and Language Loss ...................................................... 12 a. What is language endangerment?....................................................................... 12 b. How does a language become endangered?........................................................ 14 c. What can save a language from dying? .............................................................. 17 d. The impact of language loss on culture .............................................................. 20 e. The impact of language loss on academia .......................................................... 21 IV. Endangered Languages and Identity
    [Show full text]
  • The Role of Judeo-Spanish in Sephardic Identity a Thesis
    THE ROLE OF JUDEO-SPANISH IN SEPHARDIC IDENTITY A THESIS SUBMITTED TO THE GRADUATE SCHOOL OF SOCIAL SCIENCES OF MIDDLE EAST TECHNICAL UNIVERSITY BY ASLI MUSTANOĞLU ALTEN IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF SCIENCE IN THE PROGRAM OF MIDDLE EAST STUDIES SEPTEMBER 2012 iii Approval of the Graduate School of Social Sciences __________________ Prof. Dr. Meliha Altunışık Director I certify that this thesis satisfies all the requirements as a thesis for the degree of Master of Science __________________ Prof.Dr. Recep Boztemur Head of Department This is to certify that we have read this thesis and that in our opinion it is fully adequate, in scope and quality, as a thesis for the degree of Master of Science __________________ Assoc.Prof.Dr. Ayşegül Aydıngün Supervisor Examining Committee Members Assoc. Prof. Dr.Ayşegül Aydıngün ( METU, SOC ) __________________ Prof. Dr. Simten Coşar ( Başkent U., PSIR ) __________________ Prof. Dr. Recep Boztemur ( METU, HIST ) __________________ iv I hereby declare that all information in this document has been obtained and presented in accordance with academic rules and ethical conduct. I also declare that, as required by these rules and conduct, I have fully cited and referenced all material and results that are not original to this work. Name, Last name : Aslı Mustanoğlu Alten Signature : iii ABSTRACT THE ROLE OF JUDEO-SPANISH IN SEPHARDIC IDENTITY Mustanoğlu Alten, Aslı M.S., The Program of Middle East Studies Supervisor: Assoc. Prof. Dr. Ayşegül Aydıngün September 2012, 217 pages This study focuses on understanding the reasons for the consciousness emerged towards Judeo-Spanish starting from the late seventies.
    [Show full text]
  • Language Revitalization, Maintenance and Development in Mexico: the Case of the Mexicano (Nahuatl) Language
    LANGUAGE REVITALIZATION, MAINTENANCE AND DEVELOPMENT IN MEXICO: THE CASE OF THE MEXICANO (NAHUATL) LANGUAGE José Antonio Flores Farfán Centro de Investigaciones y Estudios Superiores en Antropología Social Juárez 87, Tlalpan 14000, México D.F. México [email protected] Abstract This article reviews the current efforts undertaken by a group of native and non-native professionals to safeguard and promote the cultural and linguistic heritage of the Nahua people, dwelling along the Balsas river basin in the Mexican state of Guerrero, Mexico, where Mexicano (Nahuatl); the native tongue of roughly 40 thousand people in this region, is still spoken. This includes a discussion of the sociopolitical situation that has given place to a grassroots movement, providing a relatively favorable context to develop effective language planning initiatives. Specifically reviewed are the successful opposition to the construction of a long term planned hydroelectric dam in their territory, together with the development of a culture of recreation and innovation, particularly in the production and commercialization of a series of crafts, which have reinforced the ethnolinguistic awareness of Balsas Nahuas. At the same time, the article pursues to briefly discuss, from a critical perspective; general theoretical, methodological and political issues to develop reversing language shift strategies, especially although not exclusively in Mexico. Introduction It is a well-known fact that most languages of the world are threatened of extinction. Of an estimated linguistic diversity of 6000 language world wide, by the year 2050 most of this wealth will become a memory---between 50 and 90%---if urgent action is not undertaken (see Krauss 1992).
    [Show full text]