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Why Is Language Typology Possible?
Why is language typology possible? Martin Haspelmath 1 Languages are incomparable Each language has its own system. Each language has its own categories. Each language is a world of its own. 2 Or are all languages like Latin? nominative the book genitive of the book dative to the book accusative the book ablative from the book 3 Or are all languages like English? 4 How could languages be compared? If languages are so different: What could be possible tertia comparationis (= entities that are identical across comparanda and thus permit comparison)? 5 Three approaches • Indeed, language typology is impossible (non- aprioristic structuralism) • Typology is possible based on cross-linguistic categories (aprioristic generativism) • Typology is possible without cross-linguistic categories (non-aprioristic typology) 6 Non-aprioristic structuralism: Franz Boas (1858-1942) The categories chosen for description in the Handbook “depend entirely on the inner form of each language...” Boas, Franz. 1911. Introduction to The Handbook of American Indian Languages. 7 Non-aprioristic structuralism: Ferdinand de Saussure (1857-1913) “dans la langue il n’y a que des différences...” (In a language there are only differences) i.e. all categories are determined by the ways in which they differ from other categories, and each language has different ways of cutting up the sound space and the meaning space de Saussure, Ferdinand. 1915. Cours de linguistique générale. 8 Example: Datives across languages cf. Haspelmath, Martin. 2003. The geometry of grammatical meaning: semantic maps and cross-linguistic comparison 9 Example: Datives across languages 10 Example: Datives across languages 11 Non-aprioristic structuralism: Peter H. Matthews (University of Cambridge) Matthews 1997:199: "To ask whether a language 'has' some category is...to ask a fairly sophisticated question.. -
Policy Studies in Language and Cross-Cultural Education in the College of Education
Policy Studies in Language and Cross-Cultural Education In the College of Education OFFICE: Education and Business Administration 248 PLC 553. Language Assessment and Evaluation in Multicultural TELEPHONE: 619-594-5155 / FAX: 619-594-1183 Settings (3) Theories and methods of assessment and evaluation of diverse http://edweb.sdsu.edu/PLC/ student populations including authentic and traditional models. Procedures for identification, placement, and monitoring of linguisti- Faculty cally diverse students. Theories, models, and methods for program evaluation, achievement, and decision making. Alberto J. Rodriguez, Ph.D., Professor of Policy Studies in Language and Cross-Cultural Education, Interim Chair of Department PLC 596. Special Topics in Bilingual and Multicultural Karen Cadiero-Kaplan, Ph.D., Professor of Policy Studies in Language Education (1-3) and Cross-Cultural Education (Graduate Adviser) Prerequisite: Consent of instructor. Alberto M. Ochoa, Ph.D., Professor of Policy Studies in Language and Selected topics in bilingual, cross-cultural education and policy Cross-Cultural Education, Emeritus studies. May be repeated with new content. See Class Schedule for Cristina Alfaro, Ph.D., Associate Professor of Policy Studies in specific content. Credit for 596 and 696 applicable to a master's Language and Cross-Cultural Education degree with approval of the graduate adviser. Cristian Aquino-Sterling, Ph.D., Assistant Professor of Policy Studies in GRADUATE COURSES Language and Cross-Cultural Education Elsa S. Billings, Ph.D., Assistant Professor of Policy Studies in PLC 600A. Foundations of Democratic Schooling (3) Language and Cross-Cultural Education Prerequisite: Consent of instructor. Analysis of relationships among ideology, culture, and power in educational context; key concepts in critical pedagogy applied to Courses Acceptable on Master’s Degree programs, curricula, and school restructuring. -
Modeling Language Variation and Universals: a Survey on Typological Linguistics for Natural Language Processing
Modeling Language Variation and Universals: A Survey on Typological Linguistics for Natural Language Processing Edoardo Ponti, Helen O ’Horan, Yevgeni Berzak, Ivan Vulic, Roi Reichart, Thierry Poibeau, Ekaterina Shutova, Anna Korhonen To cite this version: Edoardo Ponti, Helen O ’Horan, Yevgeni Berzak, Ivan Vulic, Roi Reichart, et al.. Modeling Language Variation and Universals: A Survey on Typological Linguistics for Natural Language Processing. 2018. hal-01856176 HAL Id: hal-01856176 https://hal.archives-ouvertes.fr/hal-01856176 Preprint submitted on 9 Aug 2018 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Modeling Language Variation and Universals: A Survey on Typological Linguistics for Natural Language Processing Edoardo Maria Ponti∗ Helen O’Horan∗∗ LTL, University of Cambridge LTL, University of Cambridge Yevgeni Berzaky Ivan Vuli´cz Department of Brain and Cognitive LTL, University of Cambridge Sciences, MIT Roi Reichart§ Thierry Poibeau# Faculty of Industrial Engineering and LATTICE Lab, CNRS and ENS/PSL and Management, Technion - IIT Univ. Sorbonne nouvelle/USPC Ekaterina Shutova** Anna Korhonenyy ILLC, University of Amsterdam LTL, University of Cambridge Understanding cross-lingual variation is essential for the development of effective multilingual natural language processing (NLP) applications. -
Abdul-Hakim, I
African American English Bibliography A Abdul-Hakim, I. (2002). Florida preservice teachers' attitudes toward African-American Vernacular English. (Doctoral dissertation, The Florida State University, 2002), Dissertation Abstracts International 64(10). (AAT 3109259) Abrahams, R. D. (1962). Playing the dozens. Journal of American Folklore, 75, 209-218. Abrahams, R. D. (1964). Deep down in the jungle...: Negro narrative folklore from the streets of Philadelphia. Hatboro, PA: Folklore Associates. Abrahams, R. D. (1970). Rapping and capping: Black talk as art. In J. F. Szwed (Ed.), Black American (pp. 132-142). New York: Basic Books, Inc. Abrahams, R. D. (1972). Joking: The training of the man of words in talking broad. In T. Kochman (Ed.), Rappin' and stylin' out: Communication in black America (pp. 215-240). Urbana, IL: University of Illinois Press. Abrahams, R. D. (1974). Black talking on the streets. In R. Bauman & J. Sherzer (Eds.), Explorations in the ethnography of speaking (pp. 240-262). London: Cambridge University Press. Abrahams, R. D. (1975). Negotiating respect: Patterns of presentation among black women. In C. R. Farrer (Ed.), Women and folklore (pp. 58-80). Austin: University of Texas Press. Abrahams, R. D. (1976). Talking black. Rowley, MA: Newbury House. Abrahams, R. D. (1993). Black talking on the streets. In L. M. Cleary & M. D. Linn (Eds.), Linguistics for teachers (pp. 173-198). New York: McGraw-Hill. Adams, T. M., & Fuller, D. B. (2006). The words have changed but the ideology remains the same: Misogynistic lyrics in rap music. Journal of Black Studies, 36(6), 938- 957. Adger, C. T. (1994). Enhancing the delivery of services to black special education students from non-standard English backgrounds. -
An Assessment of Emotional-Force and Cultural Sensitivity the Usage of English Swearwords by L1 German Speakers
Graduate Theses, Dissertations, and Problem Reports 2019 An Assessment of Emotional-Force and Cultural Sensitivity The Usage of English Swearwords by L1 German Speakers Sarah Dawn Cooper West Virginia University, [email protected] Follow this and additional works at: https://researchrepository.wvu.edu/etd Part of the German Linguistics Commons Recommended Citation Cooper, Sarah Dawn, "An Assessment of Emotional-Force and Cultural Sensitivity The Usage of English Swearwords by L1 German Speakers" (2019). Graduate Theses, Dissertations, and Problem Reports. 3848. https://researchrepository.wvu.edu/etd/3848 This Thesis is protected by copyright and/or related rights. It has been brought to you by the The Research Repository @ WVU with permission from the rights-holder(s). You are free to use this Thesis in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you must obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Thesis has been accepted for inclusion in WVU Graduate Theses, Dissertations, and Problem Reports collection by an authorized administrator of The Research Repository @ WVU. For more information, please contact [email protected]. An Assessment of Emotional-Force and Cultural Sensitivity The Usage of English Swearwords by L1 German Speakers Sarah Dawn Cooper Thesis submitted to the Eberly College of Arts and Sciences at West Virginia University in partial fulfillment of the requirements for the degree of Master of Arts in World Languages, Literatures, and Linguistics Cynthia Chalupa, Ph.D., Chair Jonah Katz, Ph.D. -
The Journal of Studies in Language, Culture and Society (JSLCS)
Volume 1/N°1 December, 2018 The Journal of Studies in Language, Culture and Society (JSLCS) Editor in chief: Dr. Nadia Idri UNIVERSITÉ ABDERRAHMANE MIRA BEJAIA FACULTÉ DES LETTRES ET DES LANGUES www.univ-bejaia/JSLCS ISSN : 1750-2676 © All rights reserved Journal of Studies in Language, Culture and Society (JSLCS) is an academic multidisciplinary open access and peer-reviewed journal that publishes original research that turns around phenomena related to language, culture and society. JSLCS welcomes papers that reflect sound methodologies, updated theoretical analyses and original empirical and practical findings related to various disciplines like linguistics and languages, civilisation and literature, sociology, psychology, translation, anthropology, education, pedagogy, ICT, communication, cultural/inter-cultural studies, philosophy, history, religion, and the like. Editor in Chief Dr Nadia Idri, Faculty of Arts and Languages, University of Bejaia, Algeria Editorial Board Abdelhak Elaggoune, University 8 Mai 1945, Guelma, Algeria Ahmed Chaouki Hoadjli, University of Biskra, Algeria Amar Guendouzi, University Mouloud Mammeri, Tizi Ouzou, Algeria Amine Belmekki, University of tlemcen, Algeria Anita Welch, Institute of Education, USA Christian Ludwig, Essen/NRW, Germany Christophe Ippolito Chris, School of Modern Languages at Georgia Tech’s Ivan Allen College of Liberal Arts, Georgia Institute of Technology, Atlanta, USA Farouk Bouhadiba, University of Oran, Algeria Fodil Sadek, University Mouloud Mammeri, Tizi Ouzou, Algeria Fouad Mami, University of Adrar, Algeria Ghania Ouahmiche, University of Oran, Algeria Hacène Hamada, Ens Constantine, Algeria Hanane Sarnou, University of Mostaganem, Algeria Judit Papp, Hungarian Language and Literature, University of Naples "L'Orientale" Leyla Bellour, Mila University Center, Algeria Limame Barbouchi, Faculty of Chariaa in Smara, Ibn Zohr University, Agadir, Morocco Manisha Anand Patil, Head, Yashavantrao Chavan Institute of Science, India Mimouna Zitouni, University of Mohamed Ben Ahmed, Oran 2, Algeria Mohammad H. -
Implementing Case Studies in Language Teacher Education and Professional Development
Implementing Case Studies in Language Teacher Education and Professional Development Kenneth Kelch and Miralynn Malupa-Kim Alliant International University A case study is a method of teaching robust definition of a teaching case must in- that is used in a variety of disciplines. While clude a scenario delineating a problem that specific definitions may vary, in general a requires an interactive response by the learn- case is a description of an actual or hypo- er” (p. 523). thetical yet realistic/real-world situation in which a person or persons face a problem or Case studies are often traditionally challenge. The following definition of a case thought of as being used in medical, legal, is provided by Shulman (1999): “Cases are and business training. Physicians have long usually accounts of practical or strategic di- been trained by the case method, as medical lemmas that confront a teacher. To be valua- school students are presented with the partic- ble to use as a case, however, the narrative ulars of a patient’s medical problem and are should be representative of a class or type of tasked with providing a diagnosis and course dilemma, problem, or quandary that arises of treatment. In the legal field, Stanford Law with some frequency in teaching situa- School, for instance, uses case studies that tions” (p. 92). “place students in the roles of lawyers and policy makers and teach fundamental law- In teacher education, the case study yering skills such as investigating facts, method is a motivating, student-centered counseling, and resolving ethical dilem- approach in which theoretical models and mas” (Stanford Law School Case Studies concepts are illustrated through their appli- Collection, 2012). -
Journal of Sociolinguistics Sample Issue: Synergy.Com/Toc/Josl/8/4
1 English 420 – Sociolinguistics – Summer 2005 Instructor:Dr. Charles MacQuarrie Office: CSUB-AV room 314 Phone: 952-5098 Office hours:TBA e-mail: [email protected] and by appointment Web page: http://www.csubak.edu/~cmacquarrie/ Texts: • Required Wardhaugh, Ronald. An Introduction to Sociolinguistics (4th edition). Oxford: Blackwell, 2002. Nettle, Daniel and Suzanne Romain. Vanishing Voices: The Extinction of the World’s Languages. Oxford, 2000. • Recommended Dorian, Nancy (ed). Investigating Obsolescence: Studies in Language Conraction and Death (Studies in the Social and Cultural Foundations of Language 7). Cambridge, Cambridge UP, 1992. You should also access the following web pages: George Dillon’s Webpage at the University of Washington and links: http://faculty.washington.edu/dillon/homdex.html http://classweb.gmu.edu/accent/ http://www.otago.ac.nz/anthropology/Linguistic/Sounds.html Also access the Endangered Language Groups homepage at: http://www.sil.org/sociolx/ndg-lg-grps.html Journal of Sociolinguistics sample issue: http://www.blackwell- synergy.com/toc/josl/8/4 Sociolinguistics resources: http://www.utexas.edu/courses/linguistics/resources/socioling/ Sociolinguistic Intro page: http://www.unc.edu/~gerfen/Ling30Sp2002/sociolinguistics.html The Dialectalizer: http://rinkworks.com/dialect/ Common Errors in English: http://www.wsu.edu/~brians/errors/index.html 2 Words that Work for Women: http://www.speakupforyourself.com/high_cost_of_yielding.htm Online Slang Dictionary: http://www.ocf.berkeley.edu/~wrader/slang/ Ebonics -
Gallows and Gothic Humor (Includes Disgusting, Grotesque, Insulting, Sick, Subversive, Obscene, Politically Incorrect, Black and Tragicomic Humor
GALLOWS AND GOTHIC HUMOR (INCLUDES DISGUSTING, GROTESQUE, INSULTING, SICK, SUBVERSIVE, OBSCENE, POLITICALLY INCORRECT, BLACK AND TRAGICOMIC HUMOR: by Don L. F. Nilsen English Department Arizona State University Tempe, AZ 85287-0302 ( [email protected] ) Abrahams, Roger. "Ghastly Commands: The Cruel Joke Revisited." Midwest Folklore 11 (1962): 235-246. Aman, Reinhold, ed. The Best of Maledicta. Philadelphia, PA: Running Press Book Publishers, 1987. Aman, Reinhold. "New Improved Dreck! Interlingual Taboo in Personal Names and Language Learning." Maledicta 3 (1979): 145-152. Aman, Reinhold. Maledicta Monitor. Waukesha, WI: Maledicta Press, 1990-1992. Aman, Reinhold, ed. Opus Maledictorum: A Book of Bad Words. New York, NY: Marlowe and Co., 1996. Aman, Reinhold, ed. Talking Dirty: A Bawdy Compendium of Abusive Language, Outrageous Insults, and Wicked Jokes. London, England: Robson Books, 1993; New York, NY: Carroll and Graf Publishers, 1994. Aman, Reinhold. "What -ist Are You? A Guide to Common Prejudices." Maledicta 11 (1990-1995): 105-112. Andersson, Lars, and Peter Trudgill. Bad Language. Cambridge, MA: Basil Blackwell, 1990. Bainy, Moses. "The Nature of Humour and of Tragedy," and "Comedy and Tragedy in Literature." Why Do We Laugh and Cry? West Ryde, Australia: Sunlight Publications, 1993, 37-77, and 122-154. Bargainnier, Earl, ed. Comic Crime. Bowling Green, OH: Bowling Green State University Press, 1987. Barrick, Mac E. "The Helen Keller Joke Cycle." The Humor Prism in Twentieth-Century America. Ed. Joseph Boskin, Detroit, MI: Wayne State University Press, 1997, 195-207. Bier, Jesse. "Sick Humor and the Function of Comedy." Comedy Techniques for Writers and Performers. Ed. Melvin Helitzer. Athens, OH: Lawhead Press, 1984, 49-53. -
Foreign Language Anxiety: a Systematic Review
Arab World English Journal (AWEJ) Volume 10. Number 3 September 2019 Pp. 309-317 DOI: https://dx.doi.org/10.24093/awej/vol10no3.21 Foreign Language Anxiety: A Systematic Review Ibrahim Naser Oteir Department of English, Community College Majmaah University, Al-Majmaah Saudi Arabia Abdullah Nijr Al-Otaibi Department of English, Community College Majmaah University, Al-Majmaah Saudi Arabia Abstract Research in foreign language learning has notably revealed that foreign language anxiety has been a crucial area in applied linguistics. Therefore, this study tends to give a comprehensive review of literature on foreign language anxiety. This review also tries to add an additional explanation to the earlier studies of this issue. It clarifies the concept of foreign language anxiety and how it is different from other related types of anxiety. Finally, it shows the main causes and effects of foreign language anxiety that influence language learners. Keywords: causes of foreign language anxiety, English as a foreign language (EFL) learners, effects of foreign language anxiety, foreign language anxiety Cite as: Oteir, I. N., & Al-Otaibi, A. N. (2019). Foreign Language Anxiety: A Systematic Review. Arab World English Journal, 10 (3) 309-317. DOI: https://dx.doi.org/10.24093/awej/vol10no3.21 309 Arab World English Journal (AWEJ) Volume 10. Number3 September 2019 Foreign Language Anxiety: Systematic Review Oteir & Al-Otaibi 1. Introduction With growing concern being devoted to foreign language learning, anxiety has been ranked to be a crucial challenge to language learners. Horwitz, Horwitz & Cope, (1986) believe that anxiety undermines the process of foreign language learning. Language researchers almost agree that anxiety emerged from language learning process is one of the most primary obstacles that English as a Foreign Language (EFL) learners encounter when learning a foreign language (Alrabai, 2014; Wu, 2010). -
Graffiti Writing and Its Likely Influence on English Language Learning in Selected Secondary Schools in the Larger Laikipia East District, Laikipia County
GRAFFITI WRITING AND ITS LIKELY INFLUENCE ON ENGLISH LANGUAGE LEARNING IN SELECTED SECONDARY SCHOOLS IN THE LARGER LAIKIPIA EAST DISTRICT, LAIKIPIA COUNTY BY FRANCIS G. MWANGI E55/CE/15106/08 A THESIS SUBMITTED IN PARTIAL FULFILLMENT FOR THE AWARD OF MASTER OF EDUCATION DEGREE IN THE DEPARTMENT OF EDUCATIONAL COMMUNICATION AND TECHNOLOGY, SCHOOL OF EDUCATION, KENYATTA UNIVERSITY KENYATTA UNIVERSITY AUGUST, 2012 - 1 - DECLARATION This thesis is my original work and has not been presented for the award of a degree in any other university. Name: FRANCIS G. MWANGI Registration Number: E55/CE/15106/08 Sign:……………………… Date:………………… RECOMMENDATION This thesis has been submitted for the examination with our approval as the appointment University supervisors. Name: PROF. AGNES W. GATHUMBI Department: EDUCATIONAL COMMUNICATION AND TECHNOLOGY. Sign: ……………………… Date:…………………… Name: DR. JOHN N. KIMEMIA Department: EDUCATIONAL COMMUNICATION AND TECHNOLOGY. Sign: ……………………… Date:……………………… - 2 - DEDICATION This work is dedicated to my parents, my wife Naomi, daughter Sasha and my sons Lee and Collins. - 3 - ACKNOWLEDGEMENT I wish to first thank the Almighty God for His immeasurable love and support throughout the course of my study. I thank the Ministry of Education, Science and Technology (MOEST) for granting me the permission to carry out this study. I also wish to exceptionally thank my two supervisors, Prof. Agnes W. Gathumbi and Dr. John N. Kimemia, both from the Department of Educational Communication and Technology and the management of Kenyatta University. They tirelessly assisted, guided, encouraged and supported me from the initial stages of my work. I wish to also thank the staff members of the Faculty of Education and the Graduate school, Kenyatta University, who assisted me in many ways during the research process. -
Conventionalization of Grammatical Anomalies Through Linearization*
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Illinois Digital Environment for Access to Learning and Scholarship Repository Conventionalization of grammatical anomalies through linearization* Daniel Ross University of Illinois at Urbana-Champaign [email protected] This article explores the diachronic influence of linear form in the grammaticalization of new constructions, especially those with distinctive functional and structural properties. For example, it is shown that the coordination of prenominal adjectives without an overt conjunction in English (relevant, interesting research) is due to reanalysis of an original historical structure expressing a modification relationship (tall young man). Examples of this type are discussed in the context of grammaticality illusions, where speakers parse structures and meanings other than intended by the speaker or when the blending of two grammatical constructions produces a syntactic amalgam. Diachronic changes based on linear form thus enter the grammar as exceptional but conventionalized constructions. The paper emphasizes the need to consider surface form as well as structure and meaning in both diachronic and synchronic analysis. 1. Introduction Conventional but structurally or functionally exceptional expressions may require special treatment in grammatical description and analysis, but nevertheless often resemble in form other constructions in the language. In this article, grammaticalization via reanalysis of linear form is explored and shown to be a possible source for such grammatical anomalies. The remainder of the introduction motivates the perspective for this research. Specific examples of new constructions reanalyzed based on surface form are discussed in Section 3, but first Section 2 provides background on grammaticality and grammaticality illusions, which are argued here to sometimes have lasting effects on a grammar.