DOCSLIB.ORG

INSTI4TION ERIC Clearinghouse on Languages and Linguistics, Washington

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
INSTI4TION ERIC Clearinghouse on Languages and Linguistics, Washington It 10000RENT R ONE qfr ED 208 671 r FL 012 589 AUTR01. Behrense .Sophia A.,Co4p., TITLE Directory of Foreign Languge Servicp Organizations: 2. Language in Education: theory and Practice, No. 33. i INSTI4TION ERIC Clearinghouse on Languages and Linguistics, Washington,. D.C.' SPONS AGENCY Nationa] Inst. o: Edication (ED,Washington, D.C. REPORT NO ISBN70-87281-1.544.9 .._ PUB DATE 81' CONTRACT 400-77-0049' NOTE 68p. AVAILABLE FROMCenter for Applied Linguistics, 3520 Prospect St., Nile -Washington; DC 20607 ($7.00)., EDRS PRICE J81,01/PC03 Plus Postage. DESCRIPTORS , Cultural Centers: *Egucational Resources; *admpat ion Service Centers: *English (Second*Lauguage); 7 L/ Instructional Materials; *OrganizaZipns (Grow s); *Professional Associations: Publisiing Industy; j, *pecond Language Instruction: Student Exching ....- - i Programs . ABSTRACT *1' -- 4 / This directorris intended to provide foreign language educators as sell as persons interested in foreignlanguages and cultures with a convenient reference guide containinginformation on the availabilitt0 resources and services thatcan help enrich classroom instruction and independent study. Two majorsources of information and services for the teaching' el EngliShas a second language ,have also been included: TESOL and the AnTlishlanguage division at the ritish Council Central Information Service.This second editXon of the directory has threenew features: (1 a greatly expanded 111fguage-index, now covering publishers and distributors.as * w011 as ,organizations: (2 mote than 40new organizatiOnS, many of them IDEA centers: and (3 seieral organizations involved in international student exchanges or study programs. the directory is divided into three sections:- (1 foreign language service organizatio : j2 publishers'apd digtributors of foreign language' materials: (3) the language index. Suggestions la how to use.the directory119re,7 providedatc end of the. introduction. (NES) . ( Ar ******************************1***************************************1 * Reproductions supplied,by EDRS are. the best thatcan be,saiie *. * from the originil document. * *****0*********************4t****************************************** '- AI .7 ( LANGUAGE IN EDUCATION: THEORY AND PRACTICE ti / 'r Directory of Foreign Language Service Organizations: 2 Sophia A. Behrens U.S DEPARTMENT OF EDUCATION "PERMISSION TO REPRODUCE THIS NATIONAL INSTRUTE OF EOUCATION MATERIAL HAS BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) )4This document has been reproduced as I--- regret( from the person or organizthon onginating it Minor changes have been made to improve reproduction quality TO THEEDUCATIONAL RESOURCES Points of view or op s stated in this docu INFORMATION CENTER (ERIC)" ' rnent do not necessan eeresent offKmt NIE position or policy Puklished by Cerfter for Applied Linguistics co, Prepared by EFRIC:1 Clearinghoue on Langua4es and Linguistics as. :4. I A. t . V 4. t r- . - This publication was prepared with funding from the National Institute of Education 4U.S. epartment of Education under,Aentract no. 400-77-0049. The opinions expressed,in thi94 report do not ne &esarilyreflect the positions or policies of N* or ED. _ NI i A t . 5- ' Behrens, Sophia. Directory of foreign language service organizations, 2. 1Laryguetge in education ;33). Includes index., 1. Language and Languages--Study-and teaching--United States--Directories. I. ERIC Clearinghouse 'on Languages and Linguistics. II. Title. III. Series. S Sm. P57.U784. 1981 418'.007'1073 81-385104-- I8BW6-87281-154L9 AACR2 A October. 1981 Copyright e 1911 By-the center for Applied Linguistics 3520 Prospect Street NW Waihington Dc.20007 . Printed in the U.S.A. ("3' 4 -4 a LANGUAGE IN EDUCATION; THEORY AND PRACTICE . ERIC (Educaonal Resources Information Center) is a nationwide network of information centers,' each responsible for a given educational level or field of study. ERIC is supported ,by the National Institute of Education of the U.S. Department of Education. The basic Objective of ERIC is to make current developments in educational research, instruction, and personnel preparation more readily accessible to-educators and members of related professions: ERIC/CLL. The ERIC Clearinghouse on Languages and Linguistics (ERIC/CLL),)one'of the specialized clearinghouses in the ERIC system, Is operated by the Center for Applied Linguistics. ERIC/CLL is specifically responsible for the collection and dissemination of information in the general area of research and application in languages, linguistics, and language teaching and learning. LANGUAGE IN EDUCATION: THEORY AN D PRACTICE. In addition to processing information, ERIC/CLL is also involved in information synthesis and analysis.The Clearinghouse commissions recognized authorities in languages and linguistics to write analyses of the current, issues in theirareas of specialty. The resultant documents, intended for use bY,educators and researchers, are pablished, under the titleiLanguage in Education; Theory and Practice.*The series includes practical *aides for clEsproom teachers, extensive state-of-the-art papers, and selected bibliographies. The material in this publication was prepared pursuant to a contract with the National Institute of Education, U.S. Department of Education.Contractors undertaking such projects under Government sponsorship are ehcodtaged to express freely their judgment an professionc and tech- nical matters. Prior.to publication, the manuscript was submitted to the American Council on the Teaohing. of Foreign Languages for critical/ review and, determination of professionalcompetence. This publication has met such standards. Points of view.oropinions, hoWever, donot necessarily represent the officigliview or opinibns of either ACTFL or RIE. This publicatio'n is not printed theexpente of Federal,' Government. This publication may be purchased directly from the Center for Appliad Linguistics. It also will be announced in the ERIC monthly abstract journal Resources in Education (RIE) and will be' available from the ERIC Document Reproduction ServiCe, Computer Microfilm International Corp., P.O. Box 190, Arlington, VA 22210. (Se RIE for arderNpg intbrmation and BD number. ---17. For further information on the ERIC system, ERIC/CLL, add Centel / Clearinghouse publications, write to ERIC Clearinghouse ofi'Languagse and Linguistics, Center foillppliedLinguistics, 3520 Prospect St., N.11., 'Washingtonl.C. 20007.. v e, *From 1974 through 1977, all Clearinghouse publications appeaiedag the CALERIt/CL4 Ser4eson Languages and Linguistics. Although mote papers are being added to the Original ser4es, the , majority of the ERIC/CLL information anaipsis products, will be included in the Language in Educa- tion series. a r4, CONTENTS %IfiNTRODUCTI ON vii FOREIGN LANGUAGE SERVICE ORGIZATIONS I s. *C2 PUBLISBERS'AND DISTRIBUTORS OF FOREIGN .LANGUAGE MATERIALS 53 0 LANGUAGE INDEX 57 . t A c V I N.' f . INTRODUCTION Purpose * This directory is an expanded and updated version of'the Directory of Foreign Laiguage Service Organizations;'whicli-Was published by the Center for Applied Linguistics and the ERIC Clearinghouse ons.Languages and Linguistics in May 1978. It is intended to provide foreign language educators with a condenient reference guide containing' information on the availability of resources and ser- vices that can help tem enrich classroom instruction. It is meant to be useful as to all persons who are concerned with the study o/ advancement of foreign languages and cultures. Two major sources y inMormation and services Palatiagsto the teaching of English as a second Language have'also beenwinciuded--TeachiFs of English to Speakers of Other Languages (TESOL) and the English J..anguege division of the Britia Council Central To:formation Service (formerly the British Council 4 English Teaching, Information Centre). 4 ' s' New Features 46 a '' 1 0, This second edition of e directory his three new features: (1) a greatly expanded, language index, now covering lishers and distributors as well as brganizations; (2) more than.forty new organifations, many of them NOEA centers;, (3) several organizations involved in international stu- do' dent exchanges' or study,programs., or l ! a Organization The direc tory is divided into three sections: Foreign Language Service Organizations, Publishers and Distributors of Foreign Language Materials, and the Language Index. Organizations and publishers/distributors offering services or materials, related to specific Languaged may be located in thd index under the language itself or under such btoader terms as "Foreign Languages, General," ," "Uncommonly Taught Languages," "African Languages," "East/European Languages(," etc. How to Use the Directory This directory may help,,,thelpeader in sexpial ways. For example, a teacher of Italian may want information on Italian culture.The index should beconiulted under -"Italian" for organizations and publishers focusJng specifically onthisis language ,.l Or a school may want to develop' a new Spanish curriculum and /ould like to provide ervice training for teacherg after the curriculum is adopted. The list of publishers indicates se that offer inservice training. Individual organizationa_may`i also be checked under "service's" to identify those that provide consultant services. 6 We welcom e suggestions for fdture additions to the d irectory and have provided a form on page ix for that pu ;pose. Please note, however, that the only academic language-teaching prograis that we include are those
Load more

Recommended publications
  • Lunyole Phonology Statement App 1.Doc
    Date: 4 th September, 2006 Issue: 1 Status: Approved SIL Uganda-Tanzania Branch Lunyole Project Lunyole Phonology Statement Author: Rev. Enoch Wandera Namulemu Approvers: Steve Nicolle – Linguistics Consultant © SIL International 2006 Document Title: Lunyole Date:4 th September, 2006 Phonology Statement Issue: 1 Status: Approved Table of Contents 1 Distribution List ............................................................................................................................ 5 2 Document Storage: ........................................................................................................................ 6 3 Document History Log .................................................................................................................. 6 4 Acknowledgements ....................................................................................................................... 7 5 INTRODUCTION ......................................................................................................................... 8 5.1 Name of the Language and its speakers ................................................................................ 8 5.2 Geography ............................................................................................................................. 8 5.3 Demography .......................................................................................................................... 8 5.4 Language family ...................................................................................................................
    [Show full text]
  • Page 1 ED 320 484 AUTHOR TITLE INSTITUTION REPORT NO PUB
    DOCUMENT RESUME ED 320 484 HE 023 567 AUTHOR Winkler, Donald R. TITLE Higher Education in Latin America. Issues of Efficiency and Equity. World Bank Disci:.;ion Papers 77. INSTITUTION World Bank, Washington, D. C. REPORT NO ISBN-0-8213-1518-8 PUB DATE 90 NOTE 170p. AVAILABLE FROMThe World Bank, 1818 H Street, NW, Washington, DC 20433 ($10.95). PUB TYPE Collected Works - General (020) EDRS PRICE MF01 Plus Postage. PC Not AvailablE from EDRS. DESCRIPTORS *Cost Effectiveness; Educational Policy; Efficiency; Enrollment; *Equal Education; *Financial Support; Foreign Countries; Government School Relationship; *Higher Education; Latin Americans; Private Colleges; Public Colleges; *Public Education; *Resource Allocation IDENTIFIERS *Latin America ABSTRACT The current state of higher education in Latin America is examined in discussion papers which attempt to identify the major problems in efficiency, finance, and equity in the area and offer policy zhcices for improving university performance and quality while maximizing society's return on its investment. The papers are organized as follows:(1) the institutional context which proviaes the boundaries for analysis and public policy debate; (2) efficiency in resource allocation within the higher education sector; (3) efficiency in resource allocation between higher education and other sectors;(4) equity in the distribution of access to and government subventions to higher education;(5) sources of finance for higher education (sections 2 through 5 focus on undergraduate instruction primarily in larger countries in Latin America); (6) issues in graduate education and research; and (7) a discussion of prescriptions for the improvement of equity and efficiency in Latin American higher education. Appendices include county -by- country breakdown of enrollments, higher education expenditures, and other statistics related to higher education that are indicative of specific countries.
    [Show full text]
  • Charter Application Review Committee
    COLLIER COUNTY CHARTER SCHOOL APPLICATION 2012 MASON CLASSICAL ACADEMY 1 APPLICATION COVER SHEET NAME OF PROPOSED CHARTER SCHOOL: ___Mason Classical Academy____________ NAME OF NONPROFIT ORGANIZATION/MUNICIPALITY UNDER WHICH CHARTER WILL BE ORGANIZED OR OPERATED: _______Collier County________________________ The Organization has applied for 501(c)(3) Non-profit Status: Yes _______ No ___X______ Provide the name of the person who will serve as the primary contact for this Application. The primary contact should serve as the contact for follow-up, interviews, and notices regarding this Application. NAME OF CONTACT PERSON: _______KELLY_E._LICHTER_________________________ TITLE/RELATIONSHIP TO NONPROFIT: ______PRESIDENT________________ MAILING ADDRESS: _____8369 RIMINI WAY,_NAPLES,_FLORIDA_34114___________________ PRIMARY TELEPHONE: ( 239)__285-3599__ ALTERNATE TELEPHONE: (239 )_784-4237______ E-MAIL ADDRESS: [email protected]___________________________ NAME OF EDUCATION SERVICE PROVIDER (if any): __N/A_____ NAME OF PARTNER/PARENT ORGANIZATION (if any): __HILLSDALE COLLEGE __________ Projected School Opening: __AUGUST 2014___ School Year Grade Levels Total Projected Student Student Enrollment Capacity Enrollment (if known) 2014-2015 K-6 276 2015-2016 K-8 342 2016-2017 K-10 414 2017-2018 K-12 489 2018-2019 K-12 564 I certify that I have the authority to submit this application and that all information contained herein is complete and accurate, realizing that any misrepresentation could result in disqualification from the application process or revocation after award. I understand that incomplete applications will not be considered. The person named as the contact person for the application is so authorized to serve as the primary contact for this application on behalf of the applicant. _____________________________________________ _________________________ Signature Title _____________________________________________ _________________________ Printed Name Title 2 TABLE OF CONTENTS I.
    [Show full text]
  • EXPEDITIONARY CULTURE FIELD Guide
    EXPEDITIONARY CULTURE FIELD Guide prague Pilsen Brno czech republic About this Guide This guide is designed to prepare you to deploy to culturally complex environments and achieve mission objectives. The fundamental information contained within will help you understand the cultural dimension of your assigned location and gain skills necessary for success (Photo: A Czech couple poses for wedding ECFG pictures on the Charles River in Prague, courtesy of CultureGrams, ProQuest). The guide consists of 2 parts: CzechRepublic Part 1 “Culture General” provides the foundational knowledge you need to operate effectively in any global environment with a focus on Eastern Europe. Part 2 “Culture Specific” describes unique cultural features of Czech society. It applies culture-general concepts to help increase your knowledge of your assigned deployment location. This section is designed to complement other pre- deployment training (Photo: Christmas Market in Prague, courtesy of CultureGrams, ProQuest). For further information, contact the AFCLC Region Team at [email protected] or visit the AFCLC website at https://www.airuniversity.af.edu/AFCLC/. Disclaimer: All text is the property of the AFCLC and may not be modified by a change in title, content, or labeling. It may be reproduced in its current format with the express permission of the AFCLC. All photography is provided as a courtesy of the US government, Wikimedia, and other sources. GENERAL CULTURE PART 1 – CULTURE GENERAL What is Culture? Fundamental to all aspects of human existence, culture shapes the way humans view life and functions as a tool we use to adapt to our social and physical environments.
    [Show full text]
  • Catholic Choir School Models in the United States: Reinvigorating the Musico-Liturgical Life of the Church
    THE CATHOLIC UNIVERSITY OF AMERICA Catholic Choir School Models in the United States: Reinvigorating the Musico-Liturgical Life of the Church A TREATISE Submitted to the Faculty of the Benjamin T. Rome School of Music Of The Catholic University of America In Partial Fulfillment of the Requirements For the Degree Doctor of Musical Arts in Sacred Music © All Rights Reserved By Jennifer L. Seighman Washington, D.C. 2015 Catholic Choir School Models in the United States: Reinvigorating the Musico-Liturgical Life of the Church Jennifer L. Seighman, D.M.A. Director: Leo Nestor, D.M.A. Choir schools have been an intrinsic part of the Catholic Church since the fourth century. While the Holy See has instructed that such schools and training be diligently promoted, few programs exist, and even less is known about them. This paper provides much-needed research on Catholic choir school programs and the benefits they offer to the twenty-first-century Church, particularly in bringing the musico-liturgical goals of the Second Vatican Council to fruition. Using a multi-case-study approach, I investigate the only known Catholic institutions in the United States currently employing a traditional choir school education of rigorous daily instruction in choir and sung liturgy: St. Paul’s Choir School (Cambridge, MA), The Madeleine Choir School (Salt Lake City, UT), and The Atonement Academy (San Antonio, TX). To formulate the framework for this study, a survey of related literature was made encompassing musico-liturgical directives of the Second Vatican Council, Church documents calling for chorister formation, papal writings, scholarly sources addressing sacred music within the Catholic Church, and various sets of education standards.
    [Show full text]
  • Download This PDF File
    Studies in African Linguistics 267 Volume 6, Number 3, December 1975 ANIMATE CONCORD IN NORTHEAST COASTAL BANTU: ITS LINGUISTIC AND SOCIAL IMPLICATIONS AS A CASE OF GRAMMATICAL CONVERGENCE. l Benji Wald University of California, Los Angeles 1. Multilingualism and Convergence in NECB Of immediate interest to this study is linguistic convergence toward ANIMATE CONCORD in the languages of Northeast Coastal Bantu. 2 In explor­ ing this phenomenon discussion will be presented in the following order. First, the grammatical process of M~IMATE CONCORD (AC) is discussed as a syntactic phenomenon, distinguished from related processes such as CLASS CONCORD (CC) and NOUN CLASS SHIFT, and put into historical perspec­ tive as an innovation in the NECB area. In the second section the meth- odology used in investigating AC is presented. In modern sociolinguistic and dialectological studies the methods of obtaining linguistic data are considered to be part of the data themselves, since the conditions under which linguistic data are elicited have been observed to affect the lin­ guistic behavior of producers of the data (cf. Shuy [1973] and Pop [1950] for discussions of the importance of methodology in sociolinguistic and dialectological studies). This is illustrated for some of the speakers discussed in the third section, with respect to AC. The ensuing discus­ sion of AC supports the notion that AC is an ongoing, semantically moti­ vated syntactic innovation in NECB, developing in both a syntactically and geographically coherent pattern. It is also proposed that there is an early, possibly pre-natal, stage in the dialectal development of AC in which AC is overtly rejected as a property of the dialect for reasons of IThe fieldwork for this research was carried out in 1970-71 under NSF­ GS-2887.
    [Show full text]
  • Daily Weather Forecast for Kenyan Fishermen on Lake Victoria (Final Version)
    1 WISER Western Project Proposal for a daily weather forecast for Kenyan fishermen on Lake Victoria (Final version) Robert Powell Communications consultant Aug 9th 2016 Supported by: Fund Manager: Delivery Partners: 2 Executive summary There are about 40,000 fishermen in the Kenyan sector of Lake Victoria. Most of them fish from open wooden canoes powered by paddles and sail. Only 20% of the fishing boats have an outboard motor. The canoes capsize frequently as a result of adverse weather conditions. Drownings are common. Most fishing expeditions last less than 24 hours and few Kenyan fishermen venture more than 50 km offshore. Fishermen in the Kenyan section of Lake Victoria do not benefit from any weather forecast service at present. It is therefore proposed that Kenya Meteorological Department (KMD) create a daily weather forecast for fishermen active in the Kenyan sector of the lake. This would be issued every morning at 09.00 and would cover a period of two days. Each bulletin would forecast the weather on the lake for the day of issue and the following day. The forecast for fishermen would consistently provide information on wind speed and direction, rainfall volume and spatial distribution and visibility. It would also provide early warning of potential hazards, such as strong winds, high waves, water spouts and thunderstorms. The bulletin would forecast the weather separately for the Gulf of Winam and for an area of the open lake to the west up to 60 km from the Kenyan coastline. The forecast would be posted on the KMD website. It would also be sent direct to subscribers by email and social media applications such as WhatsApp.
    [Show full text]
  • Indigenous Knowledge of the Samia, Samia County, Kenya
    Indigenous Knowledge of the Samia, Samia County, Kenya Joyce Nabwire Majanja A Thesis submitted to the School of Information Sciences in Partial Fulfillment of the Requirements for the award of the Degree of Master of Philosophy in Information Sciences (Publishing) MOI UNIVERSITY NOVEMBER, 2012 ii iii To my Loving Father, The late Mwalimu Habil Majanja Gaunya and Sister, The late Anne Achieng Blessing, though gone, your inspiration lingers on. iv ACKNOWLEDGEMENT I am indebted to my research supervisors, Dr. E. J. Kogos and Dr. B. W. Githiora whose invaluable advice and comments saw this thesis to its successful completion. Mwalimu Victor Ogama my Research Assistant, you made me achieve my goal. Participants in the focus group discussion, you availed the much needed. To my colleagues in the Moi University Press for their continued support; Elisha for his editorial work, Mike for „stepping in‟ when my hands were tied with thesis work and Kiplimo for moral and academic support. You indeed challenged me. Thank you all. To my friends, „WildRose‟, Alice, Dr. Odero, „Musa‟, Musi, „Papa‟, Prof. Otiato, Joe Githenji and Dr. Ongondo. All those alive and those who have gone before me. Those, who, because of space cannot be enumerated, I am grateful. To my loving mother Mama Eserea; sister Jennipher; brothers, Festus, Gilbert and Amos; nephews, nieces, and cousins, aunties and uncles, thank you for believing in me. To my beautiful daughters, Lynda, Christabel and Julie. Thank you for the breathing space and inspiration. May God grant you your hearts‟ desires. To my loving husband, Bob; thanks for standing by me, more so, when I was not available.
    [Show full text]
  • The Portrayal of the Germani in German Latin Textbooks
    The Portrayal of the Germani in German Latin Textbooks James McNamara Submitted in fulfilment of the requirements for the degree of Master of Arts in Classics Victoria University of Wellington 2008 For Angharad. 2 Acknowledgements Thanks are due to a large number of people who have made it possible to produce this thesis. First of all I would like to thank the Classics Department at Victoria University, who have helped me in innumerable ways leading up to and during this research. In particular I thank my supervisors, Professor Arthur Pomeroy and Dr. Babette Pütz, who were generous with their time and offered invaluable guidance and countless helpful suggestions along the way. During the time I spent in Germany in 2007 I received generous help from a number of people. Without the friendly guidance of Professor Stefan Kipf of the Freie Universität and Humboldt Universität in Berlin, this topic would never have taken shape as it did. It was Professor Kipf who alerted me to the possibility of making textbooks the focus of my research. I would like to thank him and the curators of the excellent textbook collections of FU and HU. Thanks also to Professor Andreas Fritsch of FU, whom I did not meet but who allowed me to access some books in his own collection. Thanks also to Dr. Josef Rabl, Chair of the Deutscher Altphilologenverband in Berlin and Brandenburg, who provided me with contacts among Latin teachers in Berlin and offered numerous helpful suggestions through e-mail correspondence and in person. I appreciate the information and personal reflexions that a number of Latin teachers have shared with me.
    [Show full text]
  • Hunteretaljah2021anotherworld
    Edinburgh Research Explorer Another world? Citation for published version: Hunter, E, Milford, I, Branch, D & McCann, G 2021, 'Another world? East Africa, decolonisation, and the global history of the mid-twentieth century', The Journal of African History. Link: Link to publication record in Edinburgh Research Explorer Document Version: Peer reviewed version Published In: The Journal of African History General rights Copyright for the publications made accessible via the Edinburgh Research Explorer is retained by the author(s) and / or other copyright owners and it is a condition of accessing these publications that users recognise and abide by the legal requirements associated with these rights. Take down policy The University of Edinburgh has made every reasonable effort to ensure that Edinburgh Research Explorer content complies with UK legislation. If you believe that the public display of this file breaches copyright please contact [email protected] providing details, and we will remove access to the work immediately and investigate your claim. Download date: 28. Sep. 2021 Another World? East Africa, Decolonisation, and the Global History of the Mid- Twentieth century This article proposes that there is a gap in our current understanding of the globalising and de-globalising dynamics of mid-twentieth century East Africa, one that might be addressed by consolidating and taking forward recent developments in the historiography of decolonisation. Recent work by international historians has recovered the connected world of the 1940s to 1960s: the era of new postcolonial states, the ‘Bandung Moment’, pan-African cooperation and the early Cold War. Yet East Africa is less prominent in these histories than we might expect, despite the vibrancy of current work on this period in Kenya, Uganda, and Tanzania.
    [Show full text]
  • Universality and Language-Dependency of Tense And
    Linguistic Typology 2019; 23(1): 1–58 Egbert Fortuin Universality and language-dependency of tense and aspect: Performatives from a crosslinguistic perspective https://doi.org/10.1515/lingty-2018-0018 Received April 02, 2018; revised November 14, 2018 Abstract: This paper presents a cross-linguistic typology of performatives, espe- cially with respect to their relationship with tense and aspect, in the languages of the world. I explore the relationship between performatives and particular tenses and aspects, and touch on the mechanisms underlying such a relation- ship. The paper finds that there is not one relation between performatives and a particular tense and aspect and there are no languages which have a special (dedicated) performative tense or aspect marker. Instead, performatives are compatible with various tense and aspect markers, even though the use of a present tense seems to be the most common. What counts as the most optimal tense and aspect for performatives depends on the division of labor within the linguistic structure. Keywords: performatives, verbal aspect, tense, perfective, imperfective, comparative semantics 1 Introduction Austin (1962) introduces performatives such as I promise as speech acts which not only describe a given reality, but also change the reality they are describing. Even though Austin argues that the simple present is directly or indirectly inherent to performatives in English, it was noted already in the first half of the twentieth century that some languages express performatives differently, for example by a perfective with a past reading (Koschmieder 1929, Koschmieder 1930 for Biblical Hebrew) or a verb which is morphologically marked as a perfective present tense (Škrabec 1903; Koschmieder 1929, Koschmieder 1930 for Slavic).
    [Show full text]
  • The World Tree of Languages: How to Infer It from Data, and What It Is Good For
    The world tree of languages: How to infer it from data, and what it is good for Gerhard Jäger Tübingen University Workshop Evolutionary Theory in the Humanities, Torun April 14, 2018 Gerhard Jäger (Tübingen) Words to trees Torun 1 / 42 Introduction Introduction Gerhard Jäger (Tübingen) Words to trees Torun 2 / 42 Introduction Language change and evolution “If we possessed a perfect pedigree of mankind, a genealogical arrangement of the races of man would afford the best classification of the various languages now spoken throughout the world; and if all extinct languages, and all intermediate and slowly changing dialects, had to be included, such an arrangement would, I think, be the only possible one. Yet it might be that some very ancient language had altered little, and had given rise to few new languages, whilst others (owing to the spreading and subsequent isolation and states of civilisation of the several races, descended from a common race) had altered much, and had given rise to many new languages and dialects. The various degrees of difference in the languages from the same stock, would have to be expressed by groups subordinate to groups; but the proper or even only possible arrangement would still be genealogical; and this would be strictly natural, as it would connect together all languages, extinct and modern, by the closest affinities, and would give the filiation and origin of each tongue.” (Darwin, The Origin of Species) Gerhard Jäger (Tübingen) Words to trees Torun 3 / 42 Introduction Language phylogeny Comparative method 1
    [Show full text]