Inverse Languages
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
On Numeral Complexity in Hunter-Gatherer Languages
On numeral complexity in hunter-gatherer languages PATIENCE EPPS, CLAIRE BOWERN, CYNTHIA A. HANSEN, JANE H. HILL, and JASON ZENTZ Abstract Numerals vary extensively across the world’s languages, ranging from no pre- cise numeral terms to practically infinite limits. Particularly of interest is the category of “small” or low-limit numeral systems; these are often associated with hunter-gatherer groups, but this connection has not yet been demonstrated by a systematic study. Here we present the results of a wide-scale survey of hunter-gatherer numerals. We compare these to agriculturalist languages in the same regions, and consider them against the broader typological backdrop of contemporary numeral systems in the world’s languages. We find that cor- relations with subsistence pattern are relatively weak, but that numeral trends are clearly areal. Keywords: borrowing, hunter-gatherers, linguistic area, number systems, nu- merals 1. Introduction Numerals are intriguing as a linguistic category: they are lexical elements on the one hand, but on the other they are effectively grammatical in that they may involve a generative system to derive higher values, and they interact with grammatical systems of quantification. Numeral systems are particularly note- worthy for their considerable crosslinguistic variation, such that languages may range from having no precise numeral terms at all to having systems whose limits are practically infinite. As Andersen (2005: 26) points out, numerals are thus a “liminal” linguistic category that is subject to cultural elaboration. Recent work has called attention to this variation among numeral systems, particularly with reference to systems having very low limits (for example, see Evans & Levinson 2009, D. -
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. -
Languages of the World--Native America
REPOR TRESUMES ED 010 352 46 LANGUAGES OF THE WORLD-NATIVE AMERICA FASCICLE ONE. BY- VOEGELIN, C. F. VOEGELIN, FLORENCE N. INDIANA UNIV., BLOOMINGTON REPORT NUMBER NDEA-VI-63-5 PUB DATE JUN64 CONTRACT MC-SAE-9486 EDRS PRICENF-$0.27 HC-C6.20 155P. ANTHROPOLOGICAL LINGUISTICS, 6(6)/1-149, JUNE 1964 DESCRIPTORS- *AMERICAN INDIAN LANGUAGES, *LANGUAGES, BLOOMINGTON, INDIANA, ARCHIVES OF LANGUAGES OF THE WORLD THE NATIVE LANGUAGES AND DIALECTS OF THE NEW WORLD"ARE DISCUSSED.PROVIDED ARE COMPREHENSIVE LISTINGS AND DESCRIPTIONS OF THE LANGUAGES OF AMERICAN INDIANSNORTH OF MEXICO ANDOF THOSE ABORIGINAL TO LATIN AMERICA..(THIS REPOR4 IS PART OF A SEkIES, ED 010 350 TO ED 010 367.)(JK) $. DEPARTMENT OF HEALTH,EDUCATION nib Office ofEduc.442n MD WELNicitt weenment Lasbeenreproduced a l l e a l O exactly r o n o odianeting es receivromed f the Sabi donot rfrocestarity it. Pondsof viewor position raimentofficial opinions or pritcy. Offkce ofEducation rithrppologicalLinguistics Volume 6 Number 6 ,Tune 1964 LANGUAGES OF TEM'WORLD: NATIVE AMER/CAFASCICLEN. A Publication of this ARC IVES OF LANGUAGESor 111-E w oRLD Anthropology Doparignont Indiana, University ANTHROPOLOGICAL LINGUISTICS is designed primarily, butnot exclusively, for the immediate publication of data-oriented papers for which attestation is available in the form oftape recordings on deposit in the Archives of Languages of the World. This does not imply that contributors will bere- stricted to scholars working in the Archives at Indiana University; in fact,one motivation for the publication -
Noun Class and Number in Kiowa-Tanoan: Comparative-Historical Research and Respecting Speakers’ Rights in Fieldwork1
Language Documentation & Conservation Special Publication No. 2 (May 2010): Fieldwork and Linguistic Analysis in Indigenous Languages of the Americas, ed. by Andrea L. Berez, Jean Mulder, and Daisy Rosenblum, pp.57-89 http://nflrc.hawaii.edu/ldc/ 4 http://hdl.handle.net/10125/4451 Noun class and number in Kiowa-Tanoan: Comparative-historical research and respecting speakers’ rights in fieldwork1 Logan Sutton University of New Mexico The Kiowa-Tanoan family is known to linguists by two characteristic features: a) a pack- age of complex morphosyntactic structures that includes a typologically marked noun class and number marking system and b) the paucity of information available on the Tanoan languages due to cultural ideologies of secrecy. This paper explores both of these issues. It attempts to reconstruct the historical noun class-number system based on the diverging, yet obviously related, morphosemantic patterns found in each of the modern languages, a study that would be greatly benefited by fieldwork and the input of native speakers. At the same time, it reviews the language situation among the Kiowa-Tanoan-speaking com- munities and what some of the difficulties are in doing this kind of fieldwork in the Pueblo Southwest, touching on the myriad complex issues involving the control of information and the speech communities’ rights over their own languages as well as the outside lin- guist’s role in such a situation. The paper underscores these points by using only language data examples from previous field research that are already available to the public so as not to compromise native speakers’ sensitivity to new research on their languages. -
This Article Appeared in a Journal Published by Elsevier. the Attached
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Lirias This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues. Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. In most cases authors are permitted to post their version of the article (e.g. in Word or Tex form) to their personal website or institutional repository. Authors requiring further information regarding Elsevier’s archiving and manuscript policies are encouraged to visit: http://www.elsevier.com/copyright Author's personal copy Lingua 121 (2011) 533–547 Contents lists available at ScienceDirect Lingua journal homepage: www.elsevier.com/locate/lingua Differential Agent Marking and animacy Stefanie Fauconnier * University of Leuven, Department of Linguistics, Blijde-Inkomststraat 21, PO Box 3308, B-3000 Leuven, Belgium ARTICLE INFO ABSTRACT Article history: This paper investigates the cross-linguistic effects of animacy on overt Agent marking on Received 2 February 2010 the basis of a 200-language sample. It is shown that animacy-driven Differential Agent Received in revised form 15 October 2010 Marking (DAM), with different case markers for animate and inanimate Agents, is Accepted 15 October 2010 typologically rather uncommon. In order to account for this type of DAM and its scarcity, it Available online 8 December 2010 is argued that a related phenomenon needs to be taken into consideration: in a considerable number of languages, inanimates cannot be construed as the Agent of a Keywords: Linguistic typology transitive clause. -
CURRICULUM VITAE Paul V. Kroskrity
CURRICULUM VITAE Paul V. Kroskrity Phone: (310) 825-2055—Department Department of Anthropology 825-6237--Office Haines Hall 341 399-4411--Home University of California, Los Angeles Los Angeles, California 90095-1553 Education B. A. Columbia College, Columbia University, 1971, Majors: Oriental Studies and Comparative Literature. M. A. Indiana University, 1976, Anthropology. Ph.D. Indiana University, 1977, Major Field: Anthropology, Minor Field: Linguistics. Dissertation: "Aspects of Arizona Tewa Language Structure and Language Use". Previous Experience Teaching Professor, University of California Los Angeles, July 2000-present Associate Professor, University of California, Los Angeles, July 1985--June 2000. Assistant Professor, University of California, Los Angeles, July 1978--June 1985. Administration Chair, Interdepartmental Program in American Indian Studies, l986-2006. 2010-Present. Program Development of Graduate and Undergraduate Programs; Creation of Partnerships with Professional Schools (Law, Public Health); Faculty Recruitment; Maintaining Degree Programs; Locating Funding for student support. Research. Linguistic Anthropological, Cultural, and Ethnohistorical Research in Tewa Village, First Mesa Hopi Reservation (Northeastern Arizona). Summers 1973-1984, l986-7, 1989, 1991-3, 2007, 2011-4. (Approximately 35 months of composite research). Areal-linguistic research on Arizona Tewa and Navajo conducted in Tewa Village and Klagetoh, Arizona. Summer 1977. Linguistic Anthropological research on Western Mono in the central California communities of North Fork, Auberry, and Sycamore. Lexicographical Research designed to produce both practical language materials and descriptive linguistic studies. 1981-1986, 1992-present. Documentation and Analysis of Western Mono Traditional Narratives, and their role in language renewal efforts, 1991-2001. Publications-Books-CD-ROMs 1984. With Rosalie Bethel (Western Mono), Christopher Loether, and Gregory A. -
Languages of the World
CONCISE ENCYCLOPEDIA OF LANGUAGES OF THE WORLD COORDINATING EDITOR KEITH BROWN University of Cambridge Cambridge, UK CO-EDITOR SARAH OGILVIE University of Oxford Oxford, UK Amsterdam Boston Heidelberg London New York Oxford Paris San Diego San Francisco Singapore Sydney Tokyo SUBJECT CLASSIFICATION Note that italicized titles are included for classification purposes only and do not cross-refer to articles. Introduction Eastern List of Abbreviations Akkadian Classification of Languages Southern Ethiopian Semitic Languages Areal Linguistics Amharic Africa as a Linguistic Area Ga'sz Balkans as a Linguistic Area Tigrinya Ethiopia as a Linguistic Area Europe as a Linguistic Area Altaic Languages South Asia as a Linguistic Area Southeast Asia as a Linguistic Area Mongolic Languages Tungusic Languages Evenki Afroasiatic Languages Turkic Languages Ancient Egyptian and Coptic Azerbaijanian Berber Languages Bashkir Chadic Languages Chuvash Hausa Kazakh Cushitic Languages Kirghiz Highland East Cushitic Languages Tatar Oromo Turkish Somali Turkmen Omotic Languages Uyghur Wolaitta Uzbek Semitic Languages Yakut Eblaite Central Arabic Australian Languages Arabic Languages, Varation in Australia: Language Situation Aramaic and Syriac Mirndi Hebrew, Biblical and Jewish Wambaya Hebrew, Israeli Pama-Nyungan Jewish languages Arrernte Maltese Gamilaraay Phoenician Guugu Yimithirr Syriac Jiwarli Ugaritic Kalkutungu xii Subject Classification Kaytetye Caucasian Languages Morrobalama Abkhaz Pitjantjatjara / Yankunytjatjara Georgian Warlpiri Lak Southern Daly -
American Indian Language Education. INSTITUTION National Center for Bilingual Research, Los Alamitos, Calif
DOCUMENT RESUME ED 218 021 RC 013 403 AUTHOR Leap, William TITLE American Indian Language Education. INSTITUTION National Center for Bilingual Research, Los Alamitos, Calif. SPONS AGENCY NatiOnal Inst. of Education (ED), Washington, DC. PUB DATE Dec 81 NOTE 166p.; Cooperative Agreement 00-CA-80-0001. EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS *American Indian Education; *American Indian Languages; American Indians; Bilingual Education; *Educational Assessment; Elementary Secondary Education; English (Second Language; *Federal Indian Relationship; Language Proficiency; Language Research; *Language Role; Native Language Instruction; Program Implementation; *Second Language Programs; Staff Development; Tribes IDENTIFIERS American Indian History ABSTRACT Prepared for the National Center for Bilingual Research, the document provides information on the "state of the art" in American Indian language education and presents a full picture of the situation exploring concepts (e.g., self-determination, Indian language diversity) and concerns (e.g., tribal reluctance to see Indian language instruction used indiscriminately for schooling-related purposes). Topics discussed in the five chapter paper include: Indian education a.,.; an equal opportunity issue (such as tribal self-determination and tribally controlled education); definition of American Indians (usage of Native American or American Indians, state, federal, and self-identified); Indian language fluency as an issue in Indian education; local responses to language needs in Indian education (pertaining to the Bureau of Indian Affairs, implementing Indian language arts programs, certification of Indian teachers, and federal responsibilities in Indian Education); and research needs in Indian language education (descriptive studies, language census issues, English language arts needs, legislation and policy implications). Appendices record statements of needs and priorities in Indian language education. -
Table 3. American Indian Languages Spoken at Home by American Indian Persons 5 Years and Over in Households: 1990
Table 3. American Indian Languages Spoken at Home by American Indian Persons 5 Years and Over in Households: 1990 Source: U.S. Bureau of the Census Release date: August 1995 (Data are estimates based on a sample) United States United Region Region States Northeast American Indian languages............... 281,990 5,195 Algonquian languages......................... 12,887 1,106 Athapascan-Eyak languages.................... 157,694 135 Caddoan languages............................ 354 - Central and South American Indian languages.. 431 21 Haida........................................ 110 - Hokan languages.............................. 2,430 9 Iroquoian languages.......................... 12,046 2,290 Keres........................................ 8,346 23 Muskogean languages.......................... 13,772 33 Penutian languages........................... 8,190 - Siouan languages............................. 19,683 85 Tanoan languages............................. 8,255 - Tlingit...................................... 1,088 - Tonkawa...................................... 3 - Uto-Aztecan languages........................ 23,493 22 Wakashan and Salish languages................ 1,105 - Yuchi........................................ 65 - Yuki......................................... - - Unspecified American Indian languages........ 12,038 1,471 Table 3. American Indian Languages Spoken at Home by American Indian Persons 5 Years and Over in Households: 1990--Con. (Data are estimates based on a sample) United States Region--Con. Region Midwest South -
Getting Negatives in Arizona Tewa: on the Relevance of Ethnopragmatics and Language Ideologies to Understanding a Case of Grammaticalization
Pragmatics 20:1.91-107 (2010) International Pragmatics Association GETTING NEGATIVES IN ARIZONA TEWA: ON THE RELEVANCE OF ETHNOPRAGMATICS AND LANGUAGE IDEOLOGIES TO UNDERSTANDING A CASE OF GRAMMATICALIZATION Paul V. Kroskrity Abstract This article explores the process of grammaticalization that has lead to the innovation of a distinct form of negation in Arizona Tewa, a Kiowa-Tanoan language spoken in the U. S. southwest. After reviewing comparative linguistic evidence that clearly establishes the innovative form of the Arizona Tewa negative, the analysis proceeds to examine ethnographic data as a means of understanding an apparent reanalysis of a subordinate clause marker as an obligatory part of negative constructions. Such data provide strong evidence for viewing the powerful role of discourse and language ideological factors in accounting for how this grammatical reanalysis both emerged and ultimately came to be the “preferred” form. Comparative data from Australian languages provides additional evidence for viewing larger discourses as highly influential contexts for grammatical change. Keywords: Negation; Grammaticalization; Ethnopragmatics; Language ideologies; Kiowa-Tanoan Languages; Australian aboriginal languages. 1. Introduction In this article, I examine the intersection of grammar, ethnopragmatics, and linguistic ideologies in an attempt to understand the formal affinity of negation and subordination in Arizona Tewa and to argue for an expansion of the methods and models conventionally used in studies of grammaticalization. Though the concept of grammaticalization was introduced by Meillet (1912) almost a century ago, it has only recently attracted widespread scholarly attention (e.g. Hopper and Traugott 1992; Ramat and Hopper 1998; Seoane and Lopez-Couso 2008). My purpose here is not to address such contemporary issues as the unidirectionality of grammaticalization, possible restrictions on the concept’s definitional scope, or argue its status as a phenomenon distinct from other grammatical phenomena (Lopez-Couso and Seoane 2008). -
Pueblo Tribe
Pueblo Tribe How do you pronounce the word "Pueblo"? What does it mean? It's pronounced "PWAY-bloh." This just means "town" or "village" in Spanish, and was originally used to refer to the Indian cliff dwellings and large adobe house complexes of the Southwestern Indian tribes. Today, the word "Pueblo" (with a capital P) is also used to refer to these tribes themselves. There are many different Pueblos and each has its own name, including the Acoma, Cochiti, Isleta, Jemez, Laguna, Nambe, Picuris, Pojoaque, Sandia, San Felipe, Santa Ana, Santo Domingo, San Ildefonso, San Juan, Santa Clara, Taos, Tesuque, Ysleta del Sur, Zia, and Zuni. The Hopi are also Pueblo people, but they are culturally more distinct from the others, have a separate government, and are usually considered as a different tribe. Where do the Pueblo Indians live? The Pueblo are natives of the Southwest deserts, particularly New Mexico. (The Hopi live in Arizona, while the Ysleta del Sur Tigua live in Texas.) Unlike many Native American tribes, the Pueblo Indians were never forced to leave their homelands and are still living there today. How is the Pueblo Indian nation organized? The nineteen Pueblos of New Mexico belong to a confederation called the All Indian Pueblo Council, which makes joint political decisions on behalf of all of them. Each Pueblo also has its own local government, with laws, police, and services just like a small country. However, the Pueblos are also US citizens and must obey American law. In the past, the Pueblo Indians had a theocratic government. That means that the head priest or cacique (pronounced kah-seek) was also the town chief. -
Ethnobotany of the Tewa Indians
SMITHSONIAN INSTITUTION BUREAU OF AMERICAN ETHNOLOGY BULLETIN 55 ETHNOBOTANY OF THE TEWA INDIANS BY WILFRED WILLIAM ROBBINS JOHN PEABODY HARRINGTON BARBARA FREIRE-MARRECO WASHINGTON GOVERNMENT PRINTING OFFICE 1916 LETTER OF TRANSMITTAL THE SCHOOL OF AMERICAN ARCHAEOLOGY Santa Fe, N. Mex, November 1, 1912. DEAR SIR: I herewith transmit the manuscript and illustrations of a paper entitled “Ethnobotany of the Tewa Indians,” by Wilfred W. Robbins, John P. Harrington, and Barbara Freire-Marreco. I am authorized by the managing committee of the School of American Archeology to offer this work for publication by the Bureau of American Ethnology as a part of the results of the cooperative work of our respective institutions during 1910 and 1911. I am, very truly, yours, E DGAR L. HEWETT, Director. Mr. F. W. HODGE, Ethnologist-in- Charge, Bureau of American Ethnology, Washington, D. C. i LETTER OF SUBMITTAL SMITHSONIAN INSTITUTION, B UREAU OF AMERICAN ETHNOLOGY, November 8, 1912. SIR: I have the honor to submit a paper on the “Ethnobotany of the Tewa Indians,” by Wilfred W. Robbins, John P. Harrington, and Barbara Freire-Marreco, which forms a part of the results of the ethnological and archeological research in the upper Rio Grande Val- ley of New Mexico, undertaken jointly by the Bureau of American Ethnology and the School of American Archaeology in 1910 and 1911. It is recommended that the paper be published as a bulletin of this bureau. Very respectfully, F. W. H ODGE, Ethnologist-in-Charge. Honorable CHARLES D. WALCOTT, Secretary, Smithsonian Institution. ii PHONETIC KEY 1. Orinasal vowels, pronounced with mouth and nose passages open: 9 (Eng.