A Brief History of Archiving in Language Documentation, with an Annotated Bibliography
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Report CLARIN Workshop DELAD: Database Enterprise for Language and Speech Disorders
Report CLARIN Workshop DELAD: Database Enterprise for Language And speech Disorders Date and location of the workshop The workshop took place as a lunch to lunch workshop on 28-30 January 2019 in room 3.1 at the SURF Offices, Hoog Overborch, Utrecht (https://www.surf.nl/en/about-surf/contact/directions-to-surf-surfmarket-and-surfnet/index.html ) For CLARIN this was a Type II workshop. The Organizing Team Henk van den Heuvel; CLST Radboud University, the Netherlands Satu Saalasti, University of Helsinki, Finland Martin Ball; Bangor University, UK Alice Lee; University College Cork, Ireland Nicole Müller; University College Cork, Ireland Aleksei Kelli; University of Tartu, Estonia 1 Information about the organizing team Dr Henk van den Heuvel has been involved in the collection, compilation and validation of many spoken and written language resources at the national and international level. He has been project leader and project participant in CLARIN-NL projects amongst which the VALID project (http://validdata.org/) which aimed to include a number of Dutch Corpora of Disordered Speech (CDS) in the CLARIN infrastructure. He is also co-coordinator of CLARIN-NL’s Data Curation Service now integrated into CLARIAH. Dr Satu Saalasti is a University Lecturer of Logopedics in the Department of Psychology and Logopedics at the University of Helsinki. Her research interests include multisensory perception of speech in individuals with autism spectrum disorders and neural mechanisms underlying real-life language. She has studied the brain mechanisms underlying lipreading, listening and reading in her post doctoral studies by combining functional magnetic resonance imaging and methods of computational linguistics. -
Language Development and Language Revitalization in Asia1
Language development and language revitalization in Asia1 Suwilai Premsrirat Institute of Language and Culture for Rural Development, Mahidol University—Salaya (Thailand Dennis Malone SIL International—Asia Abstract Language revitalization and minority language education programs face serious obstacles when the minority language has not yet been developed beyond its traditional oral state. Language development activities, therefore, must precede and contribute to the literacy and mother tongue education components of a language revitalization program. The minority community faces a serious challenge when, for example, no writing system exists for the ethnic language, or when, for whatever reasons, an existing writing system is no longer appropriate for the language. However, practitioners in applied linguistics and minority language education are developing participatory ways of assisting such communities in the process of language development. These include collaborations in designing or revising appropriate writing systems for the languages and for promoting mother tongue literature. This paper presents, in two parts, (I) an overview of language development efforts around the world, emphasizing the interactive aspects of language development and the facilitation of minority language literature development; and (II) a description of the Chong language development and language revitalization project in Thailand. Part I. Language development and language revitalization around the world The world’s linguistic diversity is under siege. That is certain. Whether the numbers are linguist Michael Krauss’s vision of catastrophic loss at 90 percent or some of the more optimistic projections that see “only” half of the world’s language dead or dying by the end of the century, no one is suggesting that the danger is a hoax. -
Machine Translation for Language Preservation
Machine translation for language preservation Steven BIRD1,2 David CHIANG3 (1) Department of Computing and Information Systems, University of Melbourne (2) Linguistic Data Consortium, University of Pennsylvania (3) Information Sciences Institute, University of Southern California [email protected], [email protected] ABSTRACT Statistical machine translation has been remarkably successful for the world’s well-resourced languages, and much effort is focussed on creating and exploiting rich resources such as treebanks and wordnets. Machine translation can also support the urgent task of document- ing the world’s endangered languages. The primary object of statistical translation models, bilingual aligned text, closely coincides with interlinear text, the primary artefact collected in documentary linguistics. It ought to be possible to exploit this similarity in order to improve the quantity and quality of documentation for a language. Yet there are many technical and logistical problems to be addressed, starting with the problem that – for most of the languages in question – no texts or lexicons exist. In this position paper, we examine these challenges, and report on a data collection effort involving 15 endangered languages spoken in the highlands of Papua New Guinea. KEYWORDS: endangered languages, documentary linguistics, language resources, bilingual texts, comparative lexicons. Proceedings of COLING 2012: Posters, pages 125–134, COLING 2012, Mumbai, December 2012. 125 1 Introduction Most of the world’s 6800 languages are relatively unstudied, even though they are no less im- portant for scientific investigation than major world languages. For example, before Hixkaryana (Carib, Brazil) was discovered to have object-verb-subject word order, it was assumed that this word order was not possible in a human language, and that some principle of universal grammar must exist to account for this systematic gap (Derbyshire, 1977). -
FIN-CLARIN and CLARIN
FIN-CLARIN and CLARIN Infrastructure for Digital Humanities Krister Lindén, National Coordinator of FIN-CLARIN CLARIN ERIC European Research Infrastructure Consortium • The Netherlands founded on February 29, 2012 • Austria • Bulgaria • Czech Republic CLARIN • Denmark • DLU www.clarin.eu / NL • Estonia • Finland Kielipankki / FIN-CLARIN • Germany • Greece Språkbanken / SWE-CLARIN • Hungary • Italy • Latvia IDS / CLARIN.DE • Lithuania • Norway • Poland • Portugal … • Slovenia • Sweden • France International cooperation NTU / Dutch CLARIN Center • UK and sharing of resources • USA / CMU 2 FIN-CLARIN partners www.kielipankki.fi: • University of Helsinki Coordinate the activity and provide access to large centrally acquired resources and tools • CSC – IT Center for Science • KOTUS – Institute for the Languages of Finland • Aalto University • University of Eastern Finland • University of Jyväskylä Provide access to resources and tools developed locally by individual researchers or • University of Oulu research groups • University of Tampere • University of Turku • University of Vaasa FIN-CLARIN Corpora for access or download Gw = billion words, Mw = million words, h = hours Resources 2017 2022 Text Magazines and newspapers 1770- (NLF and Web publ.) 12 Gw 20 Gw Social media and similar sources 2000- (Suomi24, Ylilauta, …) 4 Gw 10 Gw Literature and manuscripts (Gutenberg, Fennica, archives) 60 Mw 70 Mw Speech News broadcasts (YLE) 10000 h Currently, Video sessions from the Finnish Parliament 2008-2016 500 h 1000 h FIN-CLARIN has approx. 19 GW -
Increasing Cultural Compatibility for Native American Communities
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 Vol. 10 (2016), pp. 458–479 http://nflrc.hawaii.edu/ldc http://hdl.handle.net/10125/24715 Revised Version Received: 2 May 2016 Series: Emergent Use and Conceptualization of Language Archives Michael Alvarez Shepard, Gary Holton & Ryan Henke (eds.) The Value-Added Language Archive: Increasing Cultural Compatibility for Native American Communities Michael Alvarez Shepard Goucher College Language archives represent a complicated theoretical and practical site of con- vergence for Native American language communities. In this article, I explore how functionality and operation of language archives are misaligned with core sociopolitical priorities for Native American tribes. In particular, I consider how the concept of cultural and political self-determination contextualizes lack of use or resistance to participation in language archiving projects. In addition to critical evaluation, I envision a dramatically expanded role for language archives, with the goal of increasing their cultural and political compatibility for Native American groups and beyond. I use the term, ‘value-added language archive’ to describe an archive with features and support services that address emergent needs of a diverse stakeholder community. 1. Introduction1 The archive as an institution occupies a contested discourse for scholars and members of Native language origin communities alike (Manoff 2004; Mawani 2012). Etymology of the term ‘archive’ stems from a Greek word meaning a place of convergence, where things commence and where authority is commanded (Derrida 1995). Modern archives, including those specific to Native languages, area convergence of power and possibility. -
Upper Tanana Ethnographic Overview and Assessment, Wrangell St
Technical Paper No. 325 Upper Tanana Ethnographic Overview and Assessment, Wrangell St. Elias National Park and Preserve by Terry L. Haynes and William E. Simeone July 2007 Alaska Department of Fish and Game Division of Subsistence Symbols and Abbreviations The following symbols and abbreviations, and others approved for the Système International d'Unités (SI), are used without definition in the following reports by the Divisions of Sport Fish and of Commercial Fisheries: Fishery Manuscripts, Fishery Data Series Reports, Fishery Management Reports, and Special Publications. All others, including deviations from definitions listed below, are noted in the text at first mention, as well as in the titles or footnotes of tables, and in figure or figure captions. Weights and measures (metric) General Measures (fisheries) centimeter cm Alaska Administrative fork length FL deciliter dL Code AAC mideye-to-fork MEF gram g all commonly accepted mideye-to-tail-fork METF hectare ha abbreviations e.g., Mr., Mrs., standard length SL kilogram kg AM, PM, etc. total length TL kilometer km all commonly accepted liter L professional titles e.g., Dr., Ph.D., Mathematics, statistics meter m R.N., etc. all standard mathematical milliliter mL at @ signs, symbols and millimeter mm compass directions: abbreviations east E alternate hypothesis HA Weights and measures (English) north N base of natural logarithm e cubic feet per second ft3/s south S catch per unit effort CPUE foot ft west W coefficient of variation CV gallon gal copyright © common test statistics (F, t, χ2, etc.) inch in corporate suffixes: confidence interval CI mile mi Company Co. correlation coefficient nautical mile nmi Corporation Corp. -
Resource for Self-Determination Or Perpetuation of Linguistic Imposition: Examining the Impact of English Learner Classification Among Alaska Native Students
EdWorkingPaper No. 21-420 Resource for Self-Determination or Perpetuation of Linguistic Imposition: Examining the Impact of English Learner Classification among Alaska Native Students Ilana M. Umansky Manuel Vazquez Cano Lorna M. Porter University of Oregon University of Oregon University of Oregon Federal law defines eligibility for English learner (EL) classification differently for Indigenous students compared to non-Indigenous students. Indigenous students, unlike non-Indigenous students, are not required to have a non-English home or primary language. A critical question, therefore, is how EL classification impacts Indigenous students’ educational outcomes. This study explores this question for Alaska Native students, drawing on data from five Alaska school districts. Using a regression discontinuity design, we find evidence that among students who score near the EL classification threshold in kindergarten, EL classification has a large negative impact on Alaska Native students’ academic outcomes, especially in the 3rd and 4th grades. Negative impacts are not found for non-Alaska Native students in the same districts. VERSION: June 2021 Suggested citation: Umansky, Ilana, Manuel Vazquez Cano, and Lorna Porter. (2021). Resource for Self-Determination or Perpetuation of Linguistic Imposition: Examining the Impact of English Learner Classification among Alaska Native Students. (EdWorkingPaper: 21-420). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/mym3-1t98 ALASKA NATIVE EL RD Resource for Self-Determination or Perpetuation of Linguistic Imposition: Examining the Impact of English Learner Classification among Alaska Native Students* Ilana M. Umansky Manuel Vazquez Cano Lorna M. Porter * As authors, we’d like to extend our gratitude and appreciation for meaningful discussion and feedback which shaped the intent, design, analysis, and writing of this study. -
CLARIN: a Pan-European Research Infrastructure for Language Resources
CLARIN: a pan-European research infrastructure for language resources Martin Wynne [email protected] UCREL Seminar Lancaster Oxford e-Research Centre & Monday 23rd June 2014 IT Services (formerly OUCS) & Faculty of Linguistics, Philology and Phonetics, University of Oxford 1 Summary • Many areas of linguistics (and related disciplines) have been thoroughly transformed by digital data, tools and methods • Many areas of the humanities and social sciences are currently experiencing the digital turn (with great differences in the pace and impact of changes) • One aspect of the digital turn across is the introduction of digital language technologies and resources across a number of disciplines • There are numerous barriers to the successful deployment of these resources in real-life research scenarios • CLARIN is an attempt to address these problems and more fully realize the potential for the use of language resources (across the humanities and social sciences) • CLARIN is building the infrastructure to underpin, support and sustain research • Is there a way forward for CLARIN in the UK? 2 Corpus Linguistics 3 Interoperability and sustainability for digital textual scholarship Well-known problems with digital resources in the humanities of: • fragmentation of communities, resources, tools; • lack of connectness and interoperability; • sustainability of online services; • lack of deployment of tools as reliable and available services There is a potential solution in distributed, federated infrastructure services. 5 CLARIN in a nutshell -
Iassist Regional Report 2011-2012 European Region
IASSIST REGIONAL REPORT 2011‐2012 EUROPEAN REGION Iris Alfredsson, Swedish National Data Service (SND), May 30 2012 CROSS‐EUROPEAN COLLABORATIONS One of the main obstacles for the realisation of pan‐European Research Infrastructures has been the absence of a suitable legal and governance framework of European level. For this reason a new legal structure, ERIC – European Research Infrastructure Consortium” was developed by the European Commission together with ESFRI, the European Strategy Forum on Research Infrastructures in 2009. Five European research infrastructures within the social science and the humanities – CESSDA, CLARIN, DARIAH, ESS and SHARE ‐ are currently in the process of becoming, or has recently become, an ERIC. CESSDA – COUNCIL OF EUROPEAN SOCIAL SCIENCE DATA ARCHIVES The 2011 CESSDA Expert Seminar was held in October at FORS in Lausanne, Switzerland. 21 persons from 12 countries attended the seminar on the topic of Question Data Banks. The 2012 General Assembly was held in April at SND in Gothenburg, Sweden. At the meeting a new CESSDA member was welcomed, the Lithuanian Data Archive for Social Science and Humanities (LiDA), based in Kaunas. In 2012, CESSDA will focus on becoming an ERIC. The General Assembly decided to launch a self‐evaluation project of all the member archives. The structured self‐evaluations will provide information on how the CESSDA members meet the requirements of the CESSDA‐ERIC Statutes, and which members need advice and support on various parts of the activities. Twelve European countries have signed the Memorandum of Understanding to commit their financial and political support for the setting up of a CESSDA ERIC. -
Curriculum and Resources for First Nations Language Programs in BC First Nations Schools
Curriculum and Resources for First Nations Language Programs in BC First Nations Schools Resource Directory Curriculum and Resources for First Nations Language Programs in BC First Nations Schools Resource Directory: Table of Contents and Section Descriptions 1. Linguistic Resources Academic linguistics articles, reference materials, and online language resources for each BC First Nations language. 2. Language-Specific Resources Practical teaching resources and curriculum identified for each BC First Nations language. 3. Adaptable Resources General curriculum and teaching resources which can be adapted for teaching BC First Nations languages: books, curriculum documents, online and multimedia resources. Includes copies of many documents in PDF format. 4. Language Revitalization Resources This section includes general resources on language revitalization, as well as resources on awakening languages, teaching methods for language revitalization, materials and activities for language teaching, assessing the state of a language, envisioning and planning a language program, teacher training, curriculum design, language acquisition, and the role of technology in language revitalization. 5. Language Teaching Journals A list of journals relevant to teachers of BC First Nations languages. 6. Further Education This section highlights opportunities for further education, training, certification, and professional development. It includes a list of conferences and workshops relevant to BC First Nations language teachers, and a spreadsheet of post‐ secondary programs relevant to Aboriginal Education and Teacher Training - in BC, across Canada, in the USA, and around the world. 7. Funding This section includes a list of funding sources for Indigenous language revitalization programs, as well as a list of scholarships and bursaries available for Aboriginal students and students in the field of Education, in BC, across Canada, and at specific institutions. -
Strategies of Language Revitalization in Alignment with Native Pedagogical Forms: Examples from Ahtna Alaska
Strategies of Language Revitalization in Alignment with Native Pedagogical Forms: Examples from Ahtna Alaska Greg Holt Swarthmore College 2004 Language and the sacred are indivisible. The earth and all its appearances and expressions exist in names and stories and prayers and spells. -N. Scott Momaday (1995) “Sacred Places” in Aboriginal Voices 2 (1):29 0.0 Introduction Michael Krauss, director of the Alaska Native Languages Center (ANLC) for thirty years, has compiled data to predict that 90% of the world’s 6,000- 7,000 languages will be moribund or dead in next 100 years (Krauss, 1992; 7).* This erosion of global cultural diversity is occurring through the spread of closed or restricted political, economic, and religious institutions which reward homogenization and subtractive cultural assimilation.1 This model of integration does not allow for the full participation of multiple cultures in one society but rather requires the complete eradication of non- majority cultures. Using language shift as a measure, it is clear that current rates of cultural assimilation far outstrip any seen before in human history. In Alaska, groups and individuals are working against this trend, but until recently programs have been few. In the bilingual education programs that do exist, English speaking Native Alaskan children often learn kinship terms, color names, and seasonal * First I would like to thank all the people in Alaska who welcomed me and helped me develop these ideas, especially Siri Tuttle. Also, I thank my professors and readers at Swarthmore College for all they’ve taught me, David Harrison and Ted Fernald. Finally, for all their support, encouragement, and years of debating such topics, Timothy Colman, Steve Holt, Elena Cuffari, Milena Velis, Wolfgang Rougle, and Elizabeth Koerber for the computer during desperate times. -
Indigenous and Regional Language Preservation in the U.S. and France By: Aurora Margarita-Goldkamp
Indigenous and Regional Language Preservation in the U.S. and France By: Aurora Margarita-Goldkamp Aurora Margarita - Goldkamp COMPARATIVE INTERNATIONAL EDUCATION November 23, 2014, Monterey Institute of International Studies Aurora Margarita-Goldkamp FRANCE & US LANGUAGE PRESERVATION Personal Note What if the phrase “I love you” was outlawed? Tammy De Couteau, Director of the Association of American Indian Affairs’ Native Language Program asked this question in 2004 in the Tribal College Journal. This analogy made perfect sense to her audience of self-identified American Indians whose families have lived through a history of systematic language repression. The Dakotah language presents an example of language loss; “mitakuy owasin” is now translated as “all my relatives” to those who do not understand the language very well. Yet to native speakers, this phrase actually literally represents a lost way of acknowledging that every pebble and blade of grass in the universe is a relative (AAIA). A threat much worse than losing a single meaning is the loss of a whole language. As a child, I created my own languages, so I cannot picture a world where a child is beaten for speaking its native tongue; a tongue that holds secrets, meanings, and perspectives that should be treasured and taught to others. Yet, I live in a country that has historically oppressed many cultures’ ways and tongues. When I taught English in France, I was introduced to the uncomfortable idea that I was perpetuating a lingua franca instead of revitalizing endangered tongues that are native to France. The need to research the history and recent preservation efforts of indigenous and regional languages in both the U.S.