Tlingit Phonology in a Generative Framework
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Creating a Sense of Belonging for Indigenous Students in British Columbia?
CREATING A SENSE OF BELONGING FOR INDIGENOUS STUDENTS IN BRITISH COLUMBIA? by Colleen Edith Larson B.Ed., The University of British Columbia, 1976 M.A., Simon Fraser University, 1993 A THESIS SUBMITED IN PARTIAL FULFILLMENT OF THE REQURIEMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE COLLEGE OF GRADUATE STUDIES (Interdisciplinary Studies) THE UNIVERSITY OF BRITISH COLUMBIA (Okanagan) May 2017 © Colleen Edith Larson, 2017 ii Supervisory Committee The undersigned certify that they have read, and recommend to the College of Graduate Studies for acceptance, a thesis entitled: Creating a Sense of Belonging for Indigenous Students in British Columbia? Submitted by Colleen Edith Larson in partial fulfillment of the requirements of The degree of Doctor of Philosophy Dr. Christine Schreyer, Irving K. Barber School of Arts Sciences Supervisor, Associate Professor Dr. Margo Tamez, Irving K. Barber School of Arts Sciences Supervisory Committee Member, Assistant Professor Dr. Sabre Cherkowski, Faculty of Education Supervisory Committee Member, Associate Professor Dr. Daisy Rosenblum, Department of Anthropology, UBC Vancouver University Examiner, Assistant Professor Dr. Evelyn Steinhauer, Facutly of Education, University of Alberta University Examiner, Associate Professor April 28, 2017 (Date submitted to Grad Studies) iii Abstract This dissertation tells the story of partnership between myself, a doctoral student at UBC Okanagan, the Taku River Tlingit First Nation (TRTFN) and School District 87 (Stikine). Although the research is a partial fulfillment for my doctoral degree, I have attempted to emphasize the partnership aspects of the process throughout the writing of this document. I have been challenged to find ways to word sentences without using the phrase, my research. -
A Basic Introduction to Pluractionals: Lasersohn (1995: Chapter 13)
Seth Cable Topics in Semantics Spring 2012 Ling 753 A Basic Introduction to Pluractionals: Lasersohn (1995: Chapter 13) 1. Pluractionals, The Basic Facts In many languages of the world – and especially in those of West Africa, Americas, South Asia – there is a verbal suffix with the following characteristics. (1) Typical Properties of Pluractionals a. It’s a ‘derivational’ morpheme • It doesn’t always combine with every V; has other combinatory ‘quirks’ • Its semantic contribution isn’t always 100% productive/transparent b. It’s usually reduplicative in form. c. It contributes the notion that the sentence in some way describes a ‘multitude’ of events. (2) Various Names for these Morphemes • ‘Distributive’ (Americanist tradition, following Boas) • ‘Verbal Plurality (Cusic 1981) • Pluractional (Newman 1980, Blevins & Levin 1986, Lasersohn 1995) (3) Some Choice Quotes Hinting At the ‘Multitude of Events’ Meaning a. Barker (1964), on Klamath: The semantic content of {re} is distributive action. This may involve action by a single actor upon distributive objects, action by a single actor distributively upon a single object over a period of time, action by distributive actors upon a single object, action by distributive actors each upon his own object… b. Broadbent (1964) on Sierra Miwok: This suffix as an iterative meaning. The iteration [in one class of examples] appears to refer to the plurality of the object. The iteration here [in one class of examples] appears to refer to repeated action on a single object… A third iterative meaning for this suffix refers to multiplicity of locations for the action… c. Winfield (1928) on Kui: Special forms of the verb are sometimes used to express the following modes of plural action: one person doing a number of things, one person doing one thing many times, more than one person doing a number of things, more than one person doing one thing many times. -
Kwakwaka'wakw Storytelling: Preserving Ancient Legends
MARCUS CHALMERS VERONIKA KARSHINA CARLOS VELASQUEZ KWAKWAKA'WAKW STORYTELLING: PRESERVING ANCIENT LEGENDS ADVISORS: SPONSOR: Professor Creighton Peet David Neel Dr. Thomas Balistrieri This report represents the work of WPI undergraduate students submitted to the faculty as evidence of a degree requirement. WPI routinely published these reports on its website without editorial or peer review. For more information about the projects program at WPI, seehttp://www.wpi.edu/Academics/Projects Image: Neel D. (n.d.) Crooked Beak KWAKWAKA'WAKW i STORYTELLING Kwakwaka'wakw Storytelling: Reintroducing Ancient Legends An Interactive Qualifying Project submitted to the faculty of Worcester Polytechnic Institute in partial fulfillment of the requirements for the Degree of Bachelor of Science. Submitted by: Marcus Chalmers Veronika Karshina Carlos Velasquez Submitted to: David A. Neel, Northwest Coast native artist, author, and project sponsor Professor Creighton Peet Professor Thomas Balistrieri Date submitted: March 5, 2021 This report represents the work of WPI undergraduate students submitted to the faculty as evidence of a degree requirement. WPI routinely published these reports on its website without editorial or peer review. For more information about the projects program at WPI, see http://www.wpi.edu/Academics/Projects ABSTRACT ii ABSTRACT Kwakwaka'wakw Storytelling: Preserving Ancient Legends Neel D. (2021) The erasure of Kwakwaka'wakw First Nations' rich culture and history has transpired for hundreds of years. This destruction of heritage has caused severe damage to traditional oral storytelling and the history and knowledge interwoven with this ancient practice. Under the guidance of Northwest Coast artist and author David Neel, we worked towards reintroducing this storytelling tradition to contemporary audiences through modern media and digital technologies. -
Inflectional and Derivational Hebrew Morphology According to the Theory of Phonology As Human Behavior
BEN- GURION UNIVERSITY OF THE NEGEV FACULTY OF HUMINITIES AND SOCIAL SCIENCES DEPARTMENT OF FOREIGN LITERATURES AND LINGUISTICS INFLECTIONAL AND DERIVATIONAL HEBREW MORPHOLOGY ACCORDING TO THE THEORY OF PHONOLOGY AS HUMAN BEHAVIOR THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS LINA PERELSHTEIN UNDER THE SUPERVISION OF: PROFESSOR YISHAI TOBIN FEBRUARY 2008 BEN- GURION UNIVERSITY OF THE NEGEV FACULTY OF HUMANITIES AND SOCIAL SCIENCES DEPARTMENT OF FOREIGN LITERATURES AND LINGUISTICS INFLECTIONAL AND DERIVATIONAL HEBREW MORPHOLOGY ACCORDING TO THE THEORY OF PHONOLOGY AS HUMAN BEHAVIOR THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS LINA PERELSHTEIN UNDER THE SUPERVISION OF PROFESSOR YISHAI TOBIN Signature of student: ________________ Date: _________ Signature of supervisor: _____________ Date: _________ Signature of chairperson of the committee for graduate studies: ______________ Date: _________ FEBRUARY 2008 ABSTRACT This research deals with the phonological distribution of Hebrew Inflectional and Derivational morphology, synchronically and diachronically. The scope of this study is suffixes, due to the fact that final position bears grammatical information, while initial position bears lexical items. In order to analyze the gathered data, the theory of Phonology as Human Behavior will be employed. The theory classifies language as a system of signs which is used by human beings to communicate; it is based on the synergetic principle of maximum communication with minimal effort. This research shows that the similarity within Modern Hebrew inflectional and derivational suffix system is greater than the derivational Modern Hebrew – Biblical Hebrew system in terms of a specialized suffix system and that the phonological distribution of Hebrew suffixes is motivated by the principles of the theory. -
Alaska Native
To conduct a simple search of the many GENERAL records of Alaska’ Native People in the National Archives Online Catalog use the search term Alaska Native. To search specific areas or villages see indexes and information below. Alaska Native Villages by Name A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Alaska is home to 229 federally recognized Alaska Native Villages located across a wide geographic area, whose records are as diverse as the people themselves. Customs, culture, artwork, and native language often differ dramatically from one community to another. Some are nestled within large communities while others are small and remote. Some are urbanized while others practice subsistence living. Still, there are fundamental relationships that have endured for thousands of years. One approach to understanding links between Alaska Native communities is to group them by language. This helps the student or researcher to locate related communities in a way not possible by other means. It also helps to define geographic areas in the huge expanse that is Alaska. For a map of Alaska Native language areas, see the generalized map of Alaska Native Language Areas produced by the University of Alaska at Fairbanks. Click on a specific language below to see Alaska federally recognized communities identified with each language. Alaska Native Language Groups (click to access associated Alaska Native Villages) Athabascan Eyak Tlingit Aleut Eskimo Haida Tsimshian Communities Ahtna Inupiaq with Mixed Deg Hit’an Nanamiut Language Dena’ina (Tanaina) -
Policy Recommendations for Tlingit Language Revitalization Efforts
Indigenous Tongues: Policy Recommendations for Tlingit Language Revitalization Efforts A Policy Paper for the National Indian Health Board Authored by: Keixe Yaxti/Maka Monture Of the Yakutat Tlingit Tribe of Alaska & Six Nations Mohawk of Canada Image 1: “Dig your paddle Deep” by Maka Monture Contents Introduction 2 Background on Tlingit Language 2 Health in Indigenous Languages 2 How Language Efforts Can be Developed 3 Where The State is Now 3 Closing Statement 4 References 4 Appendix I: Supporting Document: Tlingit Human Diagram 5 Appendix II: Supporting Document: Yakutat Tlingit Tribe Resolution 6 Appendix III: Supporting Document: House Concurrent Resolution 19 8 1 Introduction There is a dire need for native language education for the preservation of the Southeastern Alaskan Tlingit language, and Alaskan Tlingit Tribes must prioritize language restoration as the a priority of the tribe for the purpose of revitalizing and perpetuating the aboriginal language of their ancestors. According to the Alaska Native Language Preservation and Advisory Council, not only are a majority of the 20 recognized Alaska Native languages in danger of being lost at the end of this century, direct action is needed at tribal levels in Alaska. The following policy paper states why Alaskan Tlingit Tribes and The Central Council of the Tlingit and Haida Indian Tribes of Alaska, a tribal government representing over 30,000 Tlingit and Haida Indians worldwide and a sovereign entity that has a government to government relationship with the United States, must take actions to declare a state of emergency for the Tlingit Language and allocate resources for saving the Tlingit language through education programs. -
Algonquian Connections to Salishan and Northeastern Archaeology
Algonquian Connections to Salishan and Northeastern Archaeology J. PETER DENNY University of Western Ontario Beyond the written records of the last few centuries, our access to Al gonquian history is through historical linguistics and archaeology. In this paper1 I discuss two problems in this regard: 1) the likelihood that Al gonquian languages and Salishan languages are genetically related, and 2) possible relations between Algonquian speech and the archaeological tradi tions of the Northeast. Since I am a semanticist, not a historical linguist or an archaeologist, my perspective centers on word meanings and upon selected lexical systems, notably noun classifiers and incorporated nouns It was semantic problems that first made me wonder about the complex ities of Algonquian history. I encountered a number of morphemes whose meanings seemed improbable if it were true that Algonquian speakers had always lived m small hunting bands like those of the Cree-Montagnais and Ojibwa speakers in the boreal forest. Some of the puzzles are these: 1) Proto-Algonquian (PA) *elenyiwa 'person' may come from the root *elen- ordinary ; this suggests the possibility that ordinary people were contrasted with higher status people in a stratified society at some time earlier in Al gonquian history. 2) WTDS.? SCTh°/ SPedal V6rb n^ ^°r aCti°nS d0ne * i»taun*»t. (not in oairsnt f • "f- ^^ WdI malked morPh°logically since they come cLTmarker w £T ^T verbs-hich always has a semantic verb th d ( enn y 985 d one SSil! f* t T ? L ? )' ™ for transitive inanimate verbs belonging to sub-class 1, which, under the analysis of Pigeott (1979^ if oT l983) haV Stem endi"S in a verb d« m-ker a^ ii See and Ojibwa this very clear-cut group contains an unexpected member I iK °<*-^ my study integrative articles concerned with geo.ranhlfre^n § VK 'T^ °Ut t0 be Peri ds since it is only at this level of inference^ thataXP. -
33 Contact and North American Languages
9781405175807_4_033 1/15/10 5:37 PM Page 673 33 Contact and North American Languages MARIANNE MITHUN Languages indigenous to the Americas offer some good opportunities for inves- tigating effects of contact in shaping grammar. Well over 2000 languages are known to have been spoken at the time of first contacts with Europeans. They are not a monolithic group: they fall into nearly 200 distinct genetic units. Yet against this backdrop of genetic diversity, waves of typological similarities suggest pervasive, longstanding multilingualism. Of particular interest are similarities of a type that might seem unborrowable, patterns of abstract structure without shared substance. The Americas do show the kinds of contact effects common elsewhere in the world. There are some strong linguistic areas, on the Northwest Coast, in California, in the Southeast, and in the Pueblo Southwest of North America; in Mesoamerica; and in Amazonia in South America (Bright 1973; Sherzer 1973; Haas 1976; Campbell, Kaufman, & Stark 1986; Thompson & Kinkade 1990; Silverstein 1996; Campbell 1997; Mithun 1999; Beck 2000; Aikhenvald 2002; Jany 2007). Numerous additional linguistic areas and subareas of varying sizes and strengths have also been identified. In some cases all domains of language have been affected by contact. In some, effects are primarily lexical. But in many, there is surprisingly little shared vocabulary in contrast with pervasive structural parallelism. The focus here will be on some especially deeply entrenched structures. It has often been noted that morphological structure is highly resistant to the influence of contact. Morphological similarities have even been proposed as better indicators of deep genetic relationship than the traditional comparative method. -
Discontinuous Past’: the Curious Implicatures of Optional Past Tense 1
The Tlingit Decessive and ‘Discontinuous Past’: The Curious Implicatures of Optional Past Tense 1 Seth Cable University of Massachusetts Amherst ABSTRACT: Some languages appear to have a morpheme that combines the meaning of past tense with a variety of additional implications, the nature of which depend upon the aspectual marking of the verb. For non-perfective verbs (imperfective, habitual, future, etc.), the additional implication is that the event/state in question fails to extend into the present. For perfective verbs, however, the additional implication is either that (i) the result state of the event fails to extend into the present, or (ii) some natural, expected consequence of the event failed to occur. Prior authors have viewed these additional inferences as semantic in nature, as being encoded directly in the lexical semantics of the morpheme (Leer 1991; Copley 2005; Plungian & van der Auwera 2006). Under this view, the morphemes in question express a special category of tense, one that has been labeled ‘discontinuous past’ by Plungian & van der Auwera (2006). Through in-depth investigation of one such ‘discontinuous past’ marker in the Tlingit language, I argue that – to the contrary – the special inferences of these morphemes are not semantic, and are instead defeasible pragmatic inferences. Consequently, putative instances of ‘discontinuous past’ are in their semantics simply past tenses. I provide a formalized analysis of the pragmatic inferences associated with these past tenses, whereby they ultimately follow from (i) the optionality of the tense markers in question, and (ii) a special principle relating to the inherent topicality of the utterance time. The empirical and analytic results align well with a restrictive theory of cross- linguistic variation in tense semantics, one where the ‘traditional’ categories of PAST, PRESENT, and FUTURE are the only ones representable in human language (Cable 2013). -
Curriculum and Resources for First Nations Language Programs in BC First Nations Schools
Curriculum and Resources for First Nations Language Programs in BC First Nations Schools Resource Directory Curriculum and Resources for First Nations Language Programs in BC First Nations Schools Resource Directory: Table of Contents and Section Descriptions 1. Linguistic Resources Academic linguistics articles, reference materials, and online language resources for each BC First Nations language. 2. Language-Specific Resources Practical teaching resources and curriculum identified for each BC First Nations language. 3. Adaptable Resources General curriculum and teaching resources which can be adapted for teaching BC First Nations languages: books, curriculum documents, online and multimedia resources. Includes copies of many documents in PDF format. 4. Language Revitalization Resources This section includes general resources on language revitalization, as well as resources on awakening languages, teaching methods for language revitalization, materials and activities for language teaching, assessing the state of a language, envisioning and planning a language program, teacher training, curriculum design, language acquisition, and the role of technology in language revitalization. 5. Language Teaching Journals A list of journals relevant to teachers of BC First Nations languages. 6. Further Education This section highlights opportunities for further education, training, certification, and professional development. It includes a list of conferences and workshops relevant to BC First Nations language teachers, and a spreadsheet of post‐ secondary programs relevant to Aboriginal Education and Teacher Training - in BC, across Canada, in the USA, and around the world. 7. Funding This section includes a list of funding sources for Indigenous language revitalization programs, as well as a list of scholarships and bursaries available for Aboriginal students and students in the field of Education, in BC, across Canada, and at specific institutions. -
THE ROAD to ANCSA the Alaska Native Claims Settlement Act Grade 7
Based on Alaska Performance Standards THE ROAD TO ANCSA The Alaska Native Claims SettlementGrade 7Act to perpetuate and enhance Tlingit, Haida, and Tsimshian cultures Integrating culturally responsive place-based content with language skills development for curriculum enrichment TLINGIT LANGUAGE & CULTURE SPECIALISTS Linda Belarde UNIT DEVELOPMENT Ryan Hamilton CONTENT REVIEW Joshua Ream Zachary Jones PROOFING & PAGE DESIGN Kathy Dye COVER ART Haa Aaní: Our Land by Robert Davis Hoffmann CURRICULUM ASSISTANT Michael Obert The contents of this program were developed by Sealaska Heritage Institute through the support of a $1,690,100 federal grant from the Alaska Native Education Program. Sealaska Heritage Institute i ii Sealaska Heritage Institute Contents BOOK 1 BOOK 2 INTRODUCTION................................................................... 2 UNIT 6 Land Rights................................................................. 249 ALASKA HISTORY TIMELINE............................................. 5 UNIT 7 UNIT 1 Indian Rights Movement............................................. 293 First Contact................................................................ 11 UNIT 8 UNIT 2 Central Council of the Tlingit and Haida Indian Treaty of Cession......................................................... 65 Tribes of Alaska........................................................... 341 UNIT 3 UNIT 9 Navy Rule.................................................................... 111 Alaska Native Claims Settlement Act........................ -
4 the Syllable Structure of Shaoxing
The phonology of Shaoxing Chinese Zhang, J. Citation Zhang, J. (2006, January 31). The phonology of Shaoxing Chinese. LOT dissertation series. LOT, Utrecht. Retrieved from https://hdl.handle.net/1887/4279 Version: Not Applicable (or Unknown) Licence agreement concerning inclusion of doctoral thesis in the License: Institutional Repository of the University of Leiden Downloaded from: https://hdl.handle.net/1887/4279 Note: To cite this publication please use the final published version (if applicable). 4 The Syllable Structure of Shaoxing 4.1 Introduction The status of the syllable as a linguistic unit, although not uncontrover- sial, is widely accepted in present-day phonology and phonetics. Syllables may consist of a vowel or diphthong, with onsets and codas of one or more consonants. Syllables may also contain syllabic consonants. Human listeners seem to need syllables as a way of segmenting the speech stream, while speakers use syllables to impose a rhythm of strong and weak beats to language, just like in music. All languages are assumed to have syllables, although the syllable status is sometimes questioned by researchers working on languages with extreme collocations of conso- nants or vowels, such as Bella Coola (Bagemihl 1991) and Gokana (Hyman 1990, 2003).1 Levin (1985) claims that phonetic utterances in all natural human languages are made up of syllables. However, the primary evidence for the syllable seems rather phonological than phonetic, in that “the syllable is the phonological unit which organizes segmental melodies in terms of sonority; syllabic segments are equivalent to sonority peaks within these organizational units” (Blevins 1995: 207). The syllable al- lows the formulation of generalizations both at the segmental level and at higher prosodic levels, which are awkward to express without referring to this constituent.