Typological Aspects of Inuit Sign Language
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Florida Department of Education Home Language Codes
Florida Department of Education Home Language Codes Code Home Language OM (Afan) Oromo AB Abkhazian AC Abnaki AD Achumawi AA Afar AK Afrikaans AE Ahtena EF Akan EK Akateko AF Alabama AL Albanian, Shqip AG Aleut AH Algonquian WJ American Sign Language AM Amharic AI Apache AR Arabic AJ Arapaho AO Araucanian AP Arikara AN Armenian, Hayeren AS Assamese AQ Athapascan AT Atsina AU Atsugewi AV Aucanian WK Awadhi AW Aymara AZ Azerbaijani AX Aztec BA Bantu BC Bashkir BQ Basque, Euskera BS Bassa BJ Belarusian Code Home Language BE Bengali, Bangla BR Berber BP Bhojpuri DZ Bhutani BH Bihari BI Bislama BG Blackfoot BF Breton BL Bulgarian BU Burmese, Myanmasa BD Byelorussian CB Caddo CC Cahuilla CD Cakchiquel CA Cambodian, Khmer CN Cantonese EC Carolinian CT Catalan CE Cayuga ZA Cebuano ED Chamorro CF Chasta Costa CG Chemeheuvi CI Cherokee CJ Chetemacha CK Cheyenne ZB Chhattisgarhi ZC Chinese, Hakka ZD Chinese, Min Nau (Fukienese or Fujianese) CH Chinese, Zhongwen CL Chinook Jargon CM Chiricahua ZE Chittagonian CP Chiwere CQ Choctaw CS Chumash EE Chuukese/Trukese Code Home Language CU Clallam CV Coast Miwok CW Cocomaricopa CX Coeur D’Alene CY Columbia DF Comanche CO Corsican DG Cowlitz DJ Cree ZF Creole HR Croatian, Hrvatski DK Crow DH Cuna DI Cupeno CZ Czech DB Dakota DA Danish DL Deccan DC Delaware DD Delta River Yuman DE Diegueno DU Dutch, Netherlands DO Dzongkha EN English EA Eskimo EO Esperanto ES Estonian EB Eyak FO Faroese FA Farsi, Persian FJ Fijian FL Filipino FI Finnish, Suomi FB Foothill North Yokuts FC Fox FR French FD French Cree Code Home -
Innu-Aimun Legal Terms Kaueueshtakanit Aimuna
INNU-AIMUN LEGAL TERMS (criminal law) KAUEUESHTAKANIT AIMUNA Sheshatshiu Dialect FIRST EDITION, 2007 www.innu-aimun.ca Innu-aimun Legal Terms (Criminal Law) Kaueueshtakanit innu-aimuna Sheshatshiu Dialect Editors / Ka aiatashtaht mashinaikannu Marguerite MacKenzie Kristen O’Keefe Innu collaborators / Innuat ka uauitshiaushiht Anniette Bartmann Mary Pia Benuen George Gregoire Thomas Michel Anne Rich Audrey Snow Francesca Snow Elizabeth Williams Legal collaborators / Kaimishiht ka uitshi-atussemaht Garrett O’Brien Jason Edwards DEPARTMENT OF JUSTICE GOVERNMENT OF NEWFOUNDLAND AND LABRADOR St. John’s, Canada Published by: Department of Justice Government of Newfoundland and Labrador St. John’s, Newfoundland and Labrador, Canada First edition, 2007 Printed in Canada ISBN 978-1-55146-328-5 Information contained in this document is available for personal and public non-commercial use and may be reproduced, in part or in whole and by any means, without charge or further permission from the Department of Justice, Newfoundland and Labrador. We ask only that: 1. users exercise due diligence in ensuring the accuracy of the material reproduced; 2. the Department of Justice, Newfoundland and Labrador be identified as the source department; 3. the reproduction is not represented as an official version of the materials reproduced, nor as having been made in affiliation with or with the endorsement of the Department of Justice, Newfoundland and Labrador. Cover design by Andrea Jackson Printing Services by Memorial University of Newfoundland Foreword Access to justice is a cornerstone in our justice system. But it is important to remember that access has a broad meaning and it means much more than physical facilities. One of the key considerations in delivering justice services in Inuit and Innu communities is improving access through the use of appropriate language services. -
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 -
KIA Language Framework
KIA Language Framework Revitalizing Inuit Language in the Qitirmiut Region - Final Report - RT Associates August 2011 KIA Language Framework Table of Contents Executive Summary ................................................................................................................ i 1 Introduction .................................................................................................................. 1 2 Background................................................................................................................... 4 3 Qitirmiut Language Landscape ................................................................................. 11 4 Lessons from Other Jurisdictions .............................................................................. 16 5 What People Told Us.................................................................................................. 22 6 Analysis & Recommendations .................................................................................. 28 7 KIA Language Framework ......................................................................................... 31 Note to the Reader: We have used the term ‘Inuit Language’ to refer to the different Inuit language dialects used throughout the Qitirmiut Region including Innuinaqtun in the West communities and Nattilingmiutut in the East communities. RT Associates August 2011 KIA Language Framework Executive Summary Executive Summary Introduction In January 2011 KIA contracted consultants (RT Associates) to develop a KIA Language -
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. -
University of California Santa Cruz Minimal Reduplication
UNIVERSITY OF CALIFORNIA SANTA CRUZ MINIMAL REDUPLICATION A dissertation submitted in partial satisfaction of the requirements for the degree of DOCTOR OF PHILOSOPHY in LINGUISTICS by Jesse Saba Kirchner June 2010 The Dissertation of Jesse Saba Kirchner is approved: Professor Armin Mester, Chair Professor Jaye Padgett Professor Junko Ito Tyrus Miller Vice Provost and Dean of Graduate Studies Copyright © by Jesse Saba Kirchner 2010 Some rights reserved: see Appendix E. Contents Abstract vi Dedication viii Acknowledgments ix 1 Introduction 1 1.1 Structureofthethesis ...... ....... ....... ....... ........ 2 1.2 Overviewofthetheory...... ....... ....... ....... .. ....... 2 1.2.1 GoalsofMR ..................................... 3 1.2.2 Assumptionsandpredictions. ....... 7 1.3 MorphologicalReduplication . .......... 10 1.3.1 Fixedsize..................................... ... 11 1.3.2 Phonologicalopacity. ...... 17 1.3.3 Prominentmaterialpreferentiallycopied . ............ 22 1.3.4 Localityofreduplication. ........ 24 1.3.5 Iconicity ..................................... ... 24 1.4 Syntacticreduplication. .......... 26 2 Morphological reduplication 30 2.1 Casestudy:Kwak’wala ...... ....... ....... ....... .. ....... 31 2.2 Data............................................ ... 33 2.2.1 Phonology ..................................... .. 33 2.2.2 Morphophonology ............................... ... 40 2.2.3 -mut’ .......................................... 40 2.3 Analysis........................................ ..... 48 2.3.1 Lengtheningandreduplication. -
Assessing the Bimodal Bilingual Language Skills of Young Deaf Children
ANZCED/APCD Conference CHRISTCHURCH, NZ 7-10 July 2016 Assessing the bimodal bilingual language skills of young deaf children Elizabeth Levesque PhD What we’ll talk about today Bilingual First Language Acquisition Bimodal bilingualism Bimodal bilingual assessment Measuring parental input Assessment tools Bilingual First Language Acquisition Bilingual literature generally refers to children’s acquisition of two languages as simultaneous or sequential bilingualism (McLaughlin, 1978) Simultaneous: occurring when a child is exposed to both languages within the first three years of life (not be confused with simultaneous communication: speaking and signing at the same time) Sequential: occurs when the second language is acquired after the child’s first three years of life Routes to bilingualism for young children One parent-one language Mixed language use by each person One language used at home, the other at school Designated times, e.g. signing at bath and bed time Language mixing, blending (Lanza, 1992; Vihman & McLaughlin, 1982) Bimodal bilingualism Refers to the use of two language modalities: Vocal: speech Visual-gestural: sign, gesture, non-manual features (Emmorey, Borinstein, & Thompson, 2005) Equal proficiency in both languages across a range of contexts is uncommon Balanced bilingualism: attainment of reasonable competence in both languages to support effective communication with a range of interlocutors (Genesee & Nicoladis, 2006; Grosjean, 2008; Hakuta, 1990) Dispelling the myths….. Infants’ first signs are acquired earlier than first words No significant difference in the emergence of first signs and words - developmental milestones are met within similar timeframes (Johnston & Schembri, 2007) Slight sign language advantage at the one-word stage, perhaps due to features being more visible and contrastive than speech (Meier & Newport,1990) Another myth…. -
Hawai'i Civil Rights Commission
,¢,..... € o F "‘‘“_ 1",,’ .. .4 Q,‘*- "0 /"I ,u' 4' ‘ .-‘$-@9359 \”,r 0 Q.-E - )‘\ ' 2‘_ ; . .J.(‘"1_.-' 1:" ._- '2-n44!‘ cull ? ‘ b mm.» HAWAI‘I CIVIL RIGHTS COMMISSION ,,.,,...,_ ‘ » $5‘. .._,,.. /\~ ,‘ ___\ ‘fife 830 PUNCHBOWL STREET, ROOM 411 HONOLULU, HI 96813 ·PHONE: 586-8636 FAX: 586-8655 TDD: 568-8692 $‘_,-"‘i£_'»*,, ,.‘-* A-_ ,a:¢j_‘f.§.......+9-.._ ~4~ -u--........~-‘Q; ,1'\n_.'9. February 24, 2021 Videoconference, 9:45 a.m. To: The Honorable Karl Rhoads, Chair The Honorable Jarrett Keohokalole, Vice Chair Members of the Senate Committee on Judiciary From: Liann Ebesugawa, Chair and Commissioners of the Hawai‘i Civil Rights Commission Re: S.B. No. 537 The Hawai‘i Civil Rights Commission (HCRC) has enforcement jurisdiction over Hawai‘i’s laws prohibiting discrimination in employment, housing, public accommodations, and access to state and state funded services. The HCRC carries out the Hawai‘i constitutional mandate that no person shall be discriminated against in the exercise of their civil rights. Art. I, Sec. 5. S.B. No. 537 would add a new section to Chapter 1 of the Hawai‘i Revised Statutes which would recognize American Sign Language (ASL) as a fully developed, autonomous, natural language with its own grammar, syntax, vocabulary and cultural heritage. Just as is the case with languages that are characteristic of ancestry or national origin, ASL is a language that is closely tied to culture and identity. Over 40 US states recognize ASL to varying degrees, from a foreign language for school credits to the official language of that state's deaf population, with several enacting legislation similar to S.B. -
What Sign Language Creation Teaches Us About Language Diane Brentari1∗ and Marie Coppola2,3
Focus Article What sign language creation teaches us about language Diane Brentari1∗ and Marie Coppola2,3 How do languages emerge? What are the necessary ingredients and circumstances that permit new languages to form? Various researchers within the disciplines of primatology, anthropology, psychology, and linguistics have offered different answers to this question depending on their perspective. Language acquisition, language evolution, primate communication, and the study of spoken varieties of pidgin and creoles address these issues, but in this article we describe a relatively new and important area that contributes to our understanding of language creation and emergence. Three types of communication systems that use the hands and body to communicate will be the focus of this article: gesture, homesign systems, and sign languages. The focus of this article is to explain why mapping the path from gesture to homesign to sign language has become an important research topic for understanding language emergence, not only for the field of sign languages, but also for language in general. © 2012 John Wiley & Sons, Ltd. How to cite this article: WIREs Cogn Sci 2012. doi: 10.1002/wcs.1212 INTRODUCTION linguistic community, a language model, and a 21st century mind/brain that well-equip the child for this esearchers in a variety of disciplines offer task. When the very first languages were created different, mostly partial, answers to the question, R the social and physiological conditions were very ‘What are the stages of language creation?’ Language different. Spoken language pidgin varieties can also creation can refer to any number of phylogenic and shed some light on the question of language creation. -
American Sign Language (ASL) 1
American Sign Language (ASL) 1 American Sign Language (ASL) Courses ASL A101 Elementary American Sign Language I 4 Credits Introductory course for students with no previous knowledge of American Sign Language (ASL). Develops receptive and expressive signing skills in ASL for effective communication at the elementary level. Students gain understanding of basic cross-cultural perspectives. Special Note: Course conducted in American Sign Language. Attributes: UAA Humanities GER. ASL A102 Elementary American Sign Language II 4 Credits Continuation of introductory course. Further develops elementary receptive and expressive signing skills in American Sign Language for effective communication. Enhances appreciation of cross-cultural perspectives. Special Note: Course conducted in American Sign Language. Prerequisites: ASL A101 with a minimum grade of C. Attributes: UAA Humanities GER. ASL A201 Intermediate American Sign Language I 4 Credits Intermediate course for students with basic knowledge of American Sign Language. Enhances receptive and expressive signing skills for effective communication at the intermediate level. Students critically examine diverse cultural perspectives. Special Note: Course conducted in American Sign Language. Prerequisites: ASL A102 with a minimum grade of C. Attributes: UAA Humanities GER. ASL A202 Intermediate American Sign Language II 4 Credits Continuation of first semester in intermediate American Sign Language (ASL). Further develops receptive and expressive signing proficiency for effective communication and in preparation for advanced study of ASL. Students interpret diverse cultural perspectives. Special Note: Course conducted in American Sign Language. Prerequisites: ASL A201 with a minimum grade of C. Attributes: UAA Humanities GER.. -
Procurement Activity Report
GOVERNMENT OF NUNAVUT Procurement Activity Report Prepared by kNo1i ZKm4fi9l Wp5yC6tf5 Nunalingni Kavamatkunnilu Pivikhaqautikkut Department of Community and Government Services Ministere des Services Communautaires et Gouvernementaux Fiscal Year 2006/07 GOVERNMENT OF NUNAVUT Procurement Activity Report Table of Contents ................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Purpose 2 ................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Objective 2 ................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Introduction -
Halkomelem Denominal Verbs' 1 Denominal Verbs
Halkomelem denominal verbs' Donna B. Gerdts and Thomas E. Hukari Simon Fraser University and University of Victoria Halkomelem has four denominal verb prefixes: c- 'have, get, make, do', I-'ingest, partake', txW- 'buy', i- 'go to'. These prefixes attach to nominal bases to form intransitive verbs. The noun to which the prefix attaches is usually unspecified, generic, or non-individuated and can be doubled with a free standing nominal of more specific meaning. Syntactically, this nominal is an oblique object, parallel to patients of antipassive or applicative constructions. Denominal verb constructions are widely used, especially for denoting possession. As in the case of denominal verbs in other languages, they can be formed quite freely, as long as the situation allows for an interpretation. 1 Denominal verbs Some intransitive verbs in Halkomelem are composed of a noun base, such as stiqiw 'horse', 8X wimel 'store', or sqew8 'potato', together with a verbalizing prefix.2 These forms appear in a denominal verb construction, where the derived form serves as an intransitive verb.3 I We would like to express our appreciation to the speakers of Island Halkomelem who have provide data for this paper, especially Arnold Guerin, Ruby Peter, and Theresa Thome. We appreciate editorial assistance from Kaoru Kiyosawa, Todd Peterson, and Charles Ulrich. Thanks to audiences at BLS, CLA, and WSCLA for comments on earlier versions of this paper. Funding for our research comes from a Jacobs Fund Grant and SSHRC Standard Research Grants #410-2001-1335 and #410-96-1247. 2 The nominal prefix s- disappears after c- and /- but not after tx w_ and i-.