By Nicole Rosen a Thesis Submitted in Conformity with the Requirements For
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Fact Sheets French, Arabic, Simplified and Traditional Chinese, Somali, Spanish
Translated COVID-19 Resources – September 24, 2020 Page 1 of 4 COVID-19 Resources Available in Multiple Languages Please note that not all resources will be appropriate for the local context. Government of Canada (all webpages available in French) Awareness resources are available in the following languages: Arabic, Bengali, Simplified or Traditional Chinese, Cree, Dene, Farsi, German, Greek, Gujarati, Hindi, Innu-Aimun, Inuinnaqtun, Inuktitut (Nunavik), Italian, Korean, Michif, Mikmaq, Ojibwe Eastern and Western, Oji-Cree, Polish, Portuguese, Punjabi, Romanian, Russian, Somali, Spanish, Tagalog, Tamil, Ukrainian, Urdu, Vietnamese Relevant Resources (selected) Languages About COVID-19 All Reduce the spread of COVID-19: Wash All your hands infographic How to care for a child with COVID-19 at All home: Advice for caregivers Physical distancing: How to slow the All except Bengali, Romanian or spread of COVID-19 Vietnamese COVID-19: How to safely use a non- All except Bengali, Traditional Chinese, medical mask or face covering (poster) Greek, Gujarati, Polish, Romanian, Urdu or Vietnamese How to quarantine (self-isolate) at home All except Bengali, Traditional Chinese, when you may have been exposed and Greek, Gujarati, Polish, Romanian, Urdu have no symptoms or Vietnamese Government of Ontario (all webpages available in French) Relevant Resources Languages COVID-19: Reopening schools and child French, Simplified and Traditional care Chinese, Farsi, Greek, Gujarati, Hindi, Italian, Korean, Polish Punjabi, Spanish, Tamil, Ukrainian, Urdu 519-822-2715 -
Indigenous Languages
INDIGENOUS LANGUAGES PRE-TEACH/PRE-ACTIVITY Have students look at the Indigenous languages and/or language groups that are displayed on the map. Discuss where this data came from (the 2016 census) and what biases or problems this data may have, such as the fear of self-identifying based on historical reasons or current gaps in data. Take some time to look at how censuses are performed, who participates in them, and what they can learn from the data that is and is not collected. Refer to the online and poster map of Indigenous Languages in Canada featured in the 2017 November/December issue of Canadian Geographic, and explore how students feel about the number of speakers each language has and what the current data means for the people who speak each language. Additionally, look at the language families listed and the names of each language used by the federal government in collecting this data. Discuss with students why these may not be the correct names and how they can help in the reconciliation process by using the correct language names. LEARNING OUTCOMES: • Students will learn about the number and • Students will learn about the importance of diversity of languages and language groups language and the ties it has to culture. spoken by Indigenous Peoples in Canada. • Students will become engaged in learning a • Students will learn that Indigenous Peoples local Indigenous language. in Canada speak many languages and that some languages are endangered. INDIGENOUS LANGUAGES Foundational knowledge and perspectives FIRST NATIONS “One of the first acts of colonization and settlement “Our languages are central to our ceremonies, our rela- is to name the newly ‘discovered’ land in the lan- tionships to our lands, the animals, to each other, our guage of the colonizers or the ‘discoverers.’ This is understandings, of our worlds, including the natural done despite the fact that there are already names world, our stories and our laws.” for these places that were given by the original in- habitants. -
Copyright by Cécile Hélène Christiane Rey 2010
Copyright by Cécile Hélène Christiane Rey 2010 The Dissertation Committee for Cécile Hélène Christiane Rey certifies that this is the approved version of the following dissertation: Planning language practices and representations of identity within the Gallo community in Brittany: A case of language maintenance Committee: _________________________________ Jean-Pierre Montreuil, Supervisor _________________________________ Cinzia Russi _________________________________ Carl Blyth _________________________________ Hans Boas _________________________________ Anthony Woodbury Planning language practices and representations of identity within the Gallo community in Brittany: A case of language maintenance by Cécile Hélène Christiane Rey, B.A.; M.A. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin December, 2010 Acknowledgements I would like to thank my parents and my family for their patience and support, their belief in me, and their love. I would like to thank my supervisor Jean-Pierre Montreuil for his advice, his inspiration, and constant support. Thank you to my committee members Cinzia Russi, Carl Blyth, Hans Boas and Anthony Woodbury for their guidance in this project and their understanding. Special thanks to Christian Lefeuvre who let me stay with him during the summer 2009 in Langan and helped me realize this project. For their help and support, I would like to thank Rosalie Grot, Pierre Gardan, Christine Trochu, Shaun Nolan, Bruno Chemin, Chantal Hermann, the associations Bertaèyn Galeizz, Chubri, l’Association des Enseignants de Gallo, A-Demórr, and Gallo Tonic Liffré. For financial support, I would like to thank the Graduate School of the University of Texas at Austin for the David Bruton, Jr. -
Convergence and Divergence in Language Contact Situations
Sonderforschungsbereich Mehrsprachigkeit International Colloquium on Convergence and Divergence in Language Contact Situations 18–20 October 2007 University of Hamburg Research Centre on Multilingualism Welcome On behalf of our Research Centre on Multilingualism (Sonderforschungsbereich Mehrsprachigkeit), generously supported by the German Research Foundation (Deutsche Forschungsgemeinschaft) and the University of Hamburg, we would like to welcome you all here in Hamburg. This colloquium deals with issues related to convergence and divergence in language contact situations, issues which had been rather neglected in the past but have received much more attention in recent years. Five speakers from different countries have kindly accepted our invitation to share their expertise with us by presenting their research related to the theme of this colloquium. (One colleague from the US fell seriously ill and deeply regrets not being able to join us. Unfortunately, another invited speak- er cancelled his talk only two weeks ago.) All the other presentations are re- ports from ongoing work in the (now altogether 18) research projects in our centre. We hope that the three conference days will be informative and stimulating for all of us, and that the colloquium will be remembered for both its friendly atmosphere and its lively, controversial discussions. The organising commit- tee has done its best to ensure that this meeting with renowned colleagues from abroad will be a good place to make new friends or reinforce long-stand- ing professional contacts. There will be many opportunities for doing that – during the coffee breaks and especially during the conference dinner at an ex- cellent French restaurant on Thursday evening. -
Orientations to French Language Varieties Among Western Canadian French-As-A-Second- Language Teachers
Meike Wernicke The University of British Columbia ORIENTATIONS TO FRENCH LANGUAGE VARIETIES AMONG WESTERN CANADIAN FRENCH-AS-A-SECOND- LANGUAGE TEACHERS Abstract: In Canada, official French-English bilingualism and the long-standing presence of Indigenous and immigrant languages has shaped how these languages and their varieties are learned, taught, and used in educational contexts. To date, there has been little inquiry into French-as-a-second-language (FSL) teachers’ orientations to the varieties of French they teach, in particular Canadian French language varieties (Arnott, Masson, and Lapkin 2019), despite studies showing that ideologies associated with different language varieties can impact teachers’ instructional choices. This article presents an analysis of the narrated experiences of FSL teachers from Western Canada, drawn from journal and interview accounts, about their encounters with different language varieties while on professional development in France. Thematic and discourse analytic perspectives bring to light complex negotiations of ideological meaning and representation related to language variation in French, as well as the discursive strategies employed by the participants in orientating to these meanings. These discursive actions make evident deeply embedded language ideologies that have significant implications for both French as a first and as a second language education, not only in terms of a prevailing linguistic insecurity among francophones but equally significant for FSL teachers’ professional identity construction, especially those who are themselves second language speakers of French. The analysis and discussion highlight the importance of integrating pluralistic perspectives into teacher education programs and ongoing teacher professional development initiatives. Keywords: French language education w Canadian French w linguistic insecurity w standardized language w language ideology Wernicke, Meike. -
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The Michif Dictionary and Language Change in Métchif RICHARD A. RHODES University of California, Berkeley When Métchif ¿rst came to the attention of the outside world in 1972, the late John Crawford, a linguist in the English Department at the University of North Dakota, began working on it intensively, concentrating mostly on the speech community on the Turtle Mountain Reservation. In 1974 the Summer Institute of Linguistics/North Dakota program began using Turtle Mountain Métchif as the ¿eld language for students. This continued until 1986. During that time a large repository of basic Métchif data was accu- mulated, most of it of excellent quality, collected not only by students but also by instructors, all experienced ¿eldworkers. In the same time frame, Crawford set up a dictionary project in which he identi¿ed two of the better speakers from Turtle Mountain and tasked them with creating the diction- ary with only minimal outside help. The result was Laverdure and Allard (1983) The Michif Dictionary: Turtle Mountain Chippewa Cree, the most widely available piece of documentation on Métchif. (A full discussion of the process can be found in Crawford’s introduction.) While Laverdure and Allard (1983) is very valuable, there are a number of crucial weaknesses in it that are not discernable in the absence of independent elicitation. These weaknesses arose because Crawford wanted the dictionary proj- ect to be community based. He gave the native speakers an operational framework and worked out an orthography with them, based on his under- standing of the Métchif sound system and using mostly English spelling conventions. -
French Creole
Comparative perspectives on the origins, development and structure of Amazonian (Karipúna) French Creole Jo-Anne S. Ferreira UWI, St. Augustine/SIL International Mervyn C. Alleyne UWI, Mona/UPR, Río Piedras Together known as Kheuól, Karipúna French Creole (KFC) and Galibi-Marwono French Creole (GMFC) are two varieties of Amazonian French Creole (AFC) spoken in the Uaçá area of northern Amapá in Brazil. Th ey are socio-historically and linguistically connected with and considered to be varieties of Guianese French Creole (GFC). Th is paper focuses on the external history of the Brazilian varieties, and compares a selection of linguistic forms across AFC with those of GFC and Antillean varieties, including nasalised vowels, the personal pronouns and the verbal markers. St. Lucian was chosen as representative of the Antillean French creoles of the South-Eastern Caribbean, including Martinique and Trinidad, whose populations have had a history of contact with those of northern Brazil since the sixteenth century. Data have been collected from both fi eld research and archival research into secondary sources. Introduction Th is study focuses on a group of languages/dialects which are spoken in Brazil, French Guiana and the Lesser Antilles, and to a lesser extent on others spoken in other parts of the Americas (as well as in the Indian Ocean). Th is linguistic group is variously referred to as Creole French, French Creole, French-lexicon Creole, French-lexifi er Creole, French Creole languages/dialects, Haitian/Martiniquan/St. Lucian (etc.) Cre- ole, and more recently by the adjective of the name of the country, particularly in the case of the Haiti (cf. -
The Evolution of the Franco-American Novel of New England (1875-2004)
BORDER SPACES AND LA SURVIVANCE: THE EVOLUTION OF THE FRANCO-AMERICAN NOVEL OF NEW ENGLAND (1875-2004) By CYNTHIA C. LEES A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2006 Copyright 2006 By Cynthia C. Lees ACKNOWLEDGMENTS I would like to express my gratitude to the members of my supervisory committee, five professors who have contributed unfailingly helpful suggestions during the writing process. I consider myself fortunate to have had the expert guidance of professors Hélène Blondeau, William Calin, David Leverenz, and Jane Moss. Most of all, I am grateful to Dr. Carol J. Murphy, chair of the committee, for her concise editing, insightful comments, and encouragement throughout the project. Also, I wish to recognize the invaluable contributions of Robert Perreault, author, historian, and Franco- American, a scholar who lives his heritage proudly. I am especially indebted to my husband Daniel for his patience and kindness during the past year. His belief in me never wavered. iii TABLE OF CONTENTS Page ACKNOWLEDGMENTS ................................................ iii LIST OF FIGURES .................................................... vii ABSTRACT.......................................................... viii CHAPTER 1 SITING THE FRANCO-AMERICAN NOVEL . 1 1.1 Brief Overview of the Franco-American Novel of New England . 1 1.2 The Franco-American Novel and the Ideology of La Survivance ..........7 1.3 Framing the Ideology of La Survivance: Theoretical Approaches to Space and Place ....................................................13 1.4 Coming to Terms with Space and Place . 15 1.4.1 The Franco-American Novel and the Notion of Place . -
Aboriginal Languages and Selected Vitality Indicators in 2011
Catalogue no. 89-655-X— No. 001 ISBN 978-1-100-24855-4 Aboriginal Languages and Selected Vitality Indicators in 2011 by Stéphanie Langlois and Annie Turner Release date: October 16, 2014 How to obtain more information For information about this product or the wide range of services and data available from Statistics Canada, visit our website, www.statcan.gc.ca. You can also contact us by email at [email protected], telephone, from Monday to Friday, 8:30 a.m. to 4:30 p.m., at the following toll-free numbers: • Statistical Information Service 1-800-263-1136 • National telecommunications device for the hearing impaired 1-800-363-7629 • Fax line 1-877-287-4369 Depository Services Program • Inquiries line 1-800-635-7943 • Fax line 1-800-565-7757 To access this product This product, Catalogue no. 89-655-X, is available free in electronic format. To obtain a single issue, visit our website, www.statcan.gc.ca, and browse by “Key resource” > “Publications.” Standards of service to the public Statistics Canada is committed to serving its clients in a prompt, reliable and courteous manner. To this end, Statistics Canada has developed standards of service that its employees observe. To obtain a copy of these service standards, please contact Statistics Canada toll-free at 1-800-263-1136. The service standards are also published on www.statcan.gc.ca under “About us” > “The agency” > “Providing services to Canadians.” Standard symbols Published by authority of the Minister responsible for Statistics Canada The following symbols are used in Statistics Canada publications: . -
Native American Languages, Indigenous Languages of the Native Peoples of North, Middle, and South America
Native American Languages, indigenous languages of the native peoples of North, Middle, and South America. The precise number of languages originally spoken cannot be known, since many disappeared before they were documented. In North America, around 300 distinct, mutually unintelligible languages were spoken when Europeans arrived. Of those, 187 survive today, but few will continue far into the 21st century, since children are no longer learning the vast majority of these. In Middle America (Mexico and Central America) about 300 languages have been identified, of which about 140 are still spoken. South American languages have been the least studied. Around 1500 languages are known to have been spoken, but only about 350 are still in use. These, too are disappearing rapidly. Classification A major task facing scholars of Native American languages is their classification into language families. (A language family consists of all languages that have evolved from a single ancestral language, as English, German, French, Russian, Greek, Armenian, Hindi, and others have all evolved from Proto-Indo-European.) Because of the vast number of languages spoken in the Americas, and the gaps in our information about many of them, the task of classifying these languages is a challenging one. In 1891, Major John Wesley Powell proposed that the languages of North America constituted 58 independent families, mainly on the basis of superficial vocabulary resemblances. At the same time Daniel Brinton posited 80 families for South America. These two schemes form the basis of subsequent classifications. In 1929 Edward Sapir tentatively proposed grouping these families into superstocks, 6 in North America and 15 in Middle America. -
Politics of Education in Madawaska, 1842-1920
The University of Maine DigitalCommons@UMaine Electronic Theses and Dissertations Fogler Library Summer 8-21-2020 Language, Identity, and Citizenship: Politics of Education in Madawaska, 1842-1920 Elisa E A Sance University of Maine, [email protected] Follow this and additional works at: https://digitalcommons.library.umaine.edu/etd Part of the Bilingual, Multilingual, and Multicultural Education Commons, Canadian History Commons, Other Teacher Education and Professional Development Commons, United States History Commons, and the Women's History Commons Recommended Citation Sance, Elisa E A, "Language, Identity, and Citizenship: Politics of Education in Madawaska, 1842-1920" (2020). Electronic Theses and Dissertations. 3200. https://digitalcommons.library.umaine.edu/etd/3200 This Open-Access Thesis is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. LANGUAGE, IDENTITY, AND CITIZENSHIP: POLITICS OF EDUCATION IN MADAWASKA, 1842-1920 By Elisa Elisabeth Andréa Sance M.A. University of Maine, 2014 B.A. Université d’Angers, 2011 B.L.S. Université d’Angers, 2007 A.A. Université Picardie Jules Verne, 2006 A DISSERTATION Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy (in History) The Graduate School The University of Maine August 2020 Advisory Committee: Jacques Ferland, Associate Professor of History, Advisor Scott W. See, Libra Professor Emeritus of History Richard W. Judd, Professor Emeritus of History Mazie Hough, Professor Emerita of History & Women’s, Gender, & Sexuality Studies Jane S. -
Spirit Bear: Fishing for Knowledge, Catching Dreams Based on a True Story
Spirit Bear: Fishing for Knowledge, Catching Dreams Based on a True Story LakE BEArbine Dream Chipewyan: Nati Michif – Prairie: Pawatamihk Nipissing Dialect – Nishinaabemwin: Bwaajgan Innu – Montagnais: Paumu Innu – QC: Puamun Blackfoot: Papokan Quechua (Peru): Musquy Noray House Dialect – Cree: Pawahmowin Algonquin: Wejibaabandam Saulteaux: Pawatan Mushkego (Swampy) Cree: obwamowin Māori: Moemoea Anishinaabemowin: Bawajigan Carrier: Wahlelh Inuktitut: Sinakturtuq Dene: Nats’e’te Dream Chipewyan: Nati Michif – Prairie: Pawatamihk Nipissing Dialect – Nishinaabemwin: Bwaajgan Innu – Montagnais: Paumu Innu – QC: Puamun Blackfoot: Papokan Quechua (Peru): Musquy Noray House Dialect – Cree: Pawahmowin Algonquin: Wejibaabandam Saulteaux: Pawatan Mushkego (Swampy) Cree: obwamowin Māori: Moemoea Anishinaabemowin: Bawajigan Carrier: Wahlelh Inuktitut: Sinakturtuq Dene: Nats’e’te Dream Chipewyan: Nati Michif – Prairie: Pawatamihk Nipissing Dialect – Nishinaabemwin: Bwaajgan Innu – Montagnais: Paumu Innu – QC: Puamun Blackfoot: Papokan Quechua (Peru): Musquy Noray House Dialect – Cree: Pawahmowin Algonquin: Wejibaabandam Saulteaux: Pawatan Mushkego (Swampy) Cree: obwamowin Māori: Moemoea Anishinaabemowin: Bawajigan Carrier: Wahlelh Inuktitut: Sinakturtuq Dene: Nats’e’te Dream Chipewyan: Nati Michif – Prairie: Pawatamihk Nipissing Dialect – Nishinaabemwin: Bwaajgan Innu – Montagnais: Paumu Innu – QC: Puamun Blackfoot: Papokan Quechua (Peru): Musquy Noray House Dialect – Cree: Pawahmowin Algonquin: Wejibaabandam Saulteaux: Pawatan Mushkego (Swampy)