Variation and Change in Hawaiʻi Creole Vowels A
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Pidgins and Creoles - Genevieve Escure
LINGUISTICS - Pidgins and Creoles - Genevieve Escure PIDGINS AND CREOLES Genevieve Escure Department of English, University of Minnesota, Minneapolis, USA Keywords: contact language, lingua franca, (post)creole continuum, basilect, mesolect, acrolect, substrate, superstrate, bioprogram, monogenesis, polygenesis, relexification, variability, code switching, covert prestige, overt prestige, colonization, identity, nativization. Contents 1. Introduction 2. Some general properties of pidgins and creoles 3. Pidgins: Incipient communication 3.1. Chinese Pidgin English 3.2. Russenorsk. 3.3. Hawaiian Pidgin English 4. Creoles: Expansion, stabilization and variability 4.1. Basilect 4.2. Acrolect 4.3. Mesolect 5. Theoretical models and current trends in PC studies 5.1. Early models 5.2. Developments of the substratist position 5.3. Developments of the universalist position: The bioprogram 6. The (post)creole continuum and decreolization 7. New trends 7.1. Sociohistorical evidence 7.2. Demographic explanations 7.3. Acquisition 8. Conclusion Acknowledgements Glossary Bibliography Biographical Sketch UNESCO – EOLSS Summary Pidgins and creolesSAMPLE are languages that arose CHAPTERSin the context of temporary events (e.g., trade, seafaring, and even tourism), or enduring traumatic social situations such as slavery or wars. In the latter context, subjugated people were forced to create new languages for communication. Long stigmatized, those languages provide valuable insight into the mental mechanisms that enable individuals to use their innate capacity -
C a L L a L O O
C A L L A L O O WHAT WE MEAN WHEN WE SAY ‘CREOLE’ An Interview with Salikoko S. Mufwene by Michael Collins Salikoko S. Mufwene is an internationally renowned theorist of language evolution, language contact, and sociolinguistics, among other subjects. He sat for the following interview on April 7 and April 8, 2003, during a visit he paid to Texas A & M University in College Station to lecture on controversies surrounding Ebonics. Mufwene’s ability to dazzle audiences was just as evident in Texas as it had been in the city-state of Singapore, where I first heard him lecture. His ability was indeed already apparent early in his life in Congo: Robert Chaudenson of the Université d’Aix-en-Provence reports that in 1973 “Mufwene received a License en Philosophie et Lettres (with a major in English Philology) from the National University of Zaire at Lubumbashi (with Highest Honors). The same year he also obtained his Agrégation d’enseignement moyen du degré supérieur (with Honors). Let me comment a bit on the significance of these diplomas, especially for readers who are not familiar with (post)colonial Africa. That the young Salikoko, born in Mbaya-Lareme, would find himself twenty years later in Lubumbashi at the University, with not one but two diplomas, should in itself count as an obvious sign of intellectual excellence for anyone who is in any way familiar with the Congo of that era. Salikoko must have seriously distinguished himself among his peers: at that time, overly limited opportunities and a brutally elitist educational system did entail fierce competition.” For the rest of Chaudenson’s remarks, and for further information on Mufwene, see http://humanities.uchicago.edu/faculty/mufwene/index.html. -
Language Variation and Ethnicity in a Multicultural East London Secondary School
Language Variation and Ethnicity in a Multicultural East London Secondary School Shivonne Marie Gates Queen Mary, University of London April 2019 Abstract Multicultural London English (MLE) has been described as a new multiethnolect borne out of indirect language contact among ethnically-diverse adolescent friendship groups (Cheshire et al. 2011). Evidence of ethnic stratification was also found: for example, “non-Anglo” boys were more likely to use innovative MLE diphthong variants than other (male and female) participants. However, the data analysed by Cheshire and colleagues has limited ethnographic information and as such the role that ethnicity plays in language change and variation in London remains unclear. This is not dissimilar to other work on multiethnolects, which presents an orientation to a multiethnic identity as more salient than different ethnic identities (e.g. Freywald et al. 2011). This thesis therefore examines language variation in a different MLE-speaking adolescent community to shed light on the dynamics of ethnicity in a multicultural context. Data were gathered through a 12-month ethnography of a Year Ten (14-15 years old) cohort at Riverton, a multi-ethnic secondary school in Newham, East London, and include field notes and interviews with 27 students (19 girls, 8 boys). A full multivariate analysis of the face and price vowels alongside a quantitative description of individual linguistic repertoires sheds light on MLE’s status as the new London vernacular. Building on the findings of Cheshire et al. (2011), the present study suggests that language variation by ethnicity can have social meaning in multi-ethnic communities. There are apparent ethnolinguistic repertoires: ethnic minority boys use more advanced vowel realisations alongside high rates of DH-stopping, and the more innovative was/were levelling system. -
Author Index
Cambridge University Press 978-0-521-61998-1 - Functional Categories Pieter Muysken Index More information Author index Abney, S. 9, 37, 38, 53–56, 60–63, 67, 228 Bersick, M. 108 Aboh, E. 226 Besten, H. den 213 Abu-Akel, A. 116 Bhatnagar, S. C. 136 Adams, C. 140 Bickerton, D. 10, 191, 246–250 Adams, D. Q. 88, 89 Binder, J. R. 108 Aguil´oS. J., F. 178 Binnick, R. I. 23 Ahls´en,E. 131, 135 Bishop, D. V. M. 140 Aikhenvald, A. Y. 162 Blakemore, D. 49 Akmajian, A. 58 Bloomfield, L. 229 Alb´o,X. 49, 178 Blutner, R. 7 Allen, M. 109 Boas, F. 14, 60 Alpatov, V. M. 28 Bock, K. 100 Ameka, F. 51 Bolle, J. 163 Anderson, S. A. 46 Boretzky, N. 224 Aquilina, J. 185–187 Borsley, R. D. Aronoff, M. 156, 160, 184 Bot, C. de 150 Aslin, R. 114 Boumans, L. 170 Asodanoe, J. 198 Boyes Braem, P. 156 Auger, J. 48 Bradley, D. C. 107, 108 Austerlitz, R. 92 Broadaway, R. 232 Award, J. 15 Brown, C. 99, 108 Brown, D. 36 Backus, A. 164, 172 Brown, R. 111–115 Badecker, W. 131 Bruyn, A. 6, 192, 193 Baerman, M. 36 Burt, M. 119, 120 Bahan, B. 155, 156, 159, 160 Butterworth, B. Baharav, E. 136 Bybee, J. 3, 57 Bailey A. L. 116 Bailey, N. 120 Calteaux, K. 165, 166 Baker, M. C. 4, 6, 9, 21, 53, 61, 65 Campbell, C. 233 Bakker, P. 184, 211–214, 218–221 Campbell, L. 95, 144 Bard, E. G. -
Anala Lb. Straine 2016 Nr.1
ANALELE UNIVERSITĂŢII BUCUREŞTI LIMBI ŞI LITERATURI STRĂINE 2016 – Nr. 1 SUMAR • SOMMAIRE • CONTENTS LINGVISTIC Ă / LINGUISTIQUE / LINGUISTICS ELENA L ĂCĂTU Ş, Romanian Aspectual Verbs: Control and Restructuring ............... 3 COSTIN-VALENTIN OANCEA, The Category of Number in Present-Day English(es): Variation and Context ............................................................................................ 25 LEAH NACHMANI, EFL Teachers’ Perspectives on Reading Acquisition within a Multi-Cultural Learning Environment .................................................................. 41 ANDREI A. AVRAM, Diagnostic Features of English Pidgins/Creoles: New Evidence from West African Pidgin English and Krio ........................................................ 55 MIHAI CRUDU, Zum Lexem Herr und zu dessen Auftauchen in Wortbildungen und Phrasemen ............................................................................................................... 79 CAMELIA M ĂDĂLINA ŞTEFAN, On Latin-Old Swedish Language Contact through Loanwords ............................................................................................................... 89 * Recenzii • Comptes rendus • Reviews .................................................................................. 105 Contributors ........................................................................................................................ 111 ROMANIAN ASPECTUAL VERBS: CONTROL AND RESTRUCTURING ELENA L ĂCĂTU Ş* Abstract The aim of the present paper is to investigate -
TOPICALIZATION in JAMAICAN and MARTINICAN Nicole Arsenec
TOPICALIZATION IN JAMAICAN AND MARTINICAN Nicole Arsenec To cite this version: Nicole Arsenec. TOPICALIZATION IN JAMAICAN AND MARTINICAN. 2020. hal-02910348 HAL Id: hal-02910348 https://hal.archives-ouvertes.fr/hal-02910348 Preprint submitted on 1 Aug 2020 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. TOPICALIZATION IN JAMAICAN AND MARTINICAN Nicole ARSENEC “One of the most typical transformation rules in Afro-American dialects is the topicalization which allows constituents of kernel sentences to be singled out for focus.” according to Mervyn ALLEYNE (1980 : 103). The topic of this chapter is topicalization in Jamaican Creole (JC) and Martinican Creole (CM) in a contrastive approach and a synchronic perspective. The choice of these two languages, an English Lexical Based Creole (ELBC), and a French Lexical Based Creole (FLBC), was made in order to point out the specificity of this construction in Afro-American languages opposed to English and French in terms of Indo- European languages. The objective of this approach is to establish distinctive features of topicalization in Creole languages from Jamaica and Martinique. 1 Topicalization « Described as a predicate cleft in Atlantic Creoles this (topicalization) typically consists in fronting the Verb Phrase (VP) head while leaving a copy at the extraction site, and using a copula to introduce the verb copy” J. -
Download Date / Datum Preuzimanja: 2020-09-28
Fiat Lingua Title: Trigedasleng: A Study of the Verb System of a Possible Future Creole English Author: Tvrtko Samardžija MS Date: 09-24-2020 FL Date: 02-01-2021 FL Number: FL-000071-00 Citation: Samardžija, Tvrtko. 2020. "Trigedasleng: A Study of the Verb System of a Possible Future Creole English." FL-000071-00, Fiat Lingua, <http://fiatlingua.org>. Web. 01 February 2021. Copyright: © 2020 Tvrtko Samardžija. This work is licensed under a Creative Commons Attribution- NonCommercial-NoDerivs 3.0 Unported License. http://creativecommons.org/licenses/by-nc-nd/3.0/ Fiat Lingua is produced and maintained by the Language Creation Society (LCS). For more information about the LCS, visit http://www.conlang.org/ Trigedasleng: A Study of the Verb System of a Possible Future Creole English Samardžija, Tvrtko Master's thesis / Diplomski rad 2020 Degree Grantor / Ustanova koja je dodijelila akademski / stručni stupanj: University of Zagreb, University of Zagreb, Faculty of Humanities and Social Sciences / Sveučilište u Zagrebu, Filozofski fakultet Permanent link / Trajna poveznica: https://urn.nsk.hr/urn:nbn:hr:131:618880 Rights / Prava: In copyright Download date / Datum preuzimanja: 2020-09-28 Repository / Repozitorij: ODRAZ - open repository of the University of Zagreb Faculty of Humanities and Social Sciences University of Zagreb Faculty for Humanities and Social Sciences Department of English, Linguistics Section Academic year 2019/2020. Trigedasleng: A Study of the Verb System of a Possible Future Creole English Master's Thesis Author: Tvrtko Samardzija Thesis Advisor: Mateusz-Milan Stanojević, PhD Thesis Defended: 24th September, 2020. Sveučilište u Zagrebu Filozofski fakultet Odsjek Anglistike, katedra za lingvistiku Akademska godina 2019./2020. -
Languages of New York State Is Designed As a Resource for All Education Professionals, but with Particular Consideration to Those Who Work with Bilingual1 Students
TTHE LLANGUAGES OF NNEW YYORK SSTATE:: A CUNY-NYSIEB GUIDE FOR EDUCATORS LUISANGELYN MOLINA, GRADE 9 ALEXANDER FFUNK This guide was developed by CUNY-NYSIEB, a collaborative project of the Research Institute for the Study of Language in Urban Society (RISLUS) and the Ph.D. Program in Urban Education at the Graduate Center, The City University of New York, and funded by the New York State Education Department. The guide was written under the direction of CUNY-NYSIEB's Project Director, Nelson Flores, and the Principal Investigators of the project: Ricardo Otheguy, Ofelia García and Kate Menken. For more information about CUNY-NYSIEB, visit www.cuny-nysieb.org. Published in 2012 by CUNY-NYSIEB, The Graduate Center, The City University of New York, 365 Fifth Avenue, NY, NY 10016. [email protected]. ABOUT THE AUTHOR Alexander Funk has a Bachelor of Arts in music and English from Yale University, and is a doctoral student in linguistics at the CUNY Graduate Center, where his theoretical research focuses on the semantics and syntax of a phenomenon known as ‘non-intersective modification.’ He has taught for several years in the Department of English at Hunter College and the Department of Linguistics and Communications Disorders at Queens College, and has served on the research staff for the Long-Term English Language Learner Project headed by Kate Menken, as well as on the development team for CUNY’s nascent Institute for Language Education in Transcultural Context. Prior to his graduate studies, Mr. Funk worked for nearly a decade in education: as an ESL instructor and teacher trainer in New York City, and as a gym, math and English teacher in Barcelona. -
Hawaiian Creole English and Caucasian Identity
Hawaiian Creole English and Caucasian Identity Karen Mattison Yabuno I. INTRODUCTION Hawaiian Creole English, commonly known as Pidgin, is widely spoken in Hawaii. In 2015, it was recognized by the US Census Bureau as a third official language of Hawaii, following English and Hawaiian(Laddaran, 2015). Pidgin is distinct and separate from Hawaii English(Drager, 2012), which is also widely spoken in Hawaii but not recognized as an official language of the state. Pidgin arose among immigrant groups on the pineapple plantations and was the dominant language of the workers’ children by the 1920’s(Tamura, 1993). Historically, an ability to speak Pidgin established one as ‘local’ to Hawaii, while English was seen to be part of the haole(Caucasian) identity (Drager, 2012). Although non-English speaking Caucasians also worked on the plantations, the term ‘local’ has come to mean those descended from Asian immigrant groups, as well as indigenous Hawaiians. These days, about half of the population of Hawaii speak Pidgin(Sakoda and Siegel, 2003). Caucasians born, raised, or residing in Hawaii may also understand and speak Pidgin. However, there can be a negative reaction to Caucasians speaking Pidgin, even when the Caucasians self-identify as ‘locals’. This is discussed in the YouTube video, Being White in Hawaii(Timahification, 2014), and parodied in the YouTube video, Hawaiian Haole(YouRight, 2016). Why is it offensive for a Caucasian to speak Pidgin? To answer this question, this paper will examine the parody video, Hawaiian Haole; ‘local’ ―189― Hawaiian Creole English and Caucasian Identity identity in Hawaii; and race in Hawaii. Finally, the viewpoints of three ‘local’ haole will be presented. -
Pidgins and Creoles
12/7/2015 LNGT0101 Announcements Introduction to Linguistics • HW 4 sent to your inboxes. Average score is 45/50. • Final HW is due today, and then you can celebrate. • Any questions on your final papers? Lecture #23 Dec 7th, 2015 2 Announcements Word play! • I’ll give out course response forms on Wednesday. So, please be there to fill them out! • Photo today? 3 4 Ambiguity again! Today’s agenda • Discussion of pidgins and creoles. 5 6 1 12/7/2015 Language contact What is a pidgin? Creating language out of thin air: What is a creole? The case of Pidgins and Creoles 7 8 Origin of Hawaiian Pidgin A sample of Hawaiian Pidgin • http://sls.hawaii.edu/pidgin/whatIsPidgin.php • http://www.mauimagazine.net/Maui‐ Magazine/July‐August‐2015/Da‐State‐of‐da‐ State/ 9 10 How about we listen to this English‐based speech variety? • English‐based speech variety • How much did you understand? • Maybe we can try reading. Not sure it’ll help, but let’s try. 11 12 2 12/7/2015 Emergence of Pidgins and Creoles Pidginization areas • A pidgin is a system of communication used by people who do not know each other’s languages but need to communicate with one another for trading or other purposes. • By definition, then, a pidgin is not a natural language. It’s a made‐up “makeshift” language. Notice, crucially, that it does not have native speakers. 13 14 The lexicons of Pidgins are typically based Pidgins are linguistically on some dominant language simplified systems • While a pidgin is used by speakers of different • As you should expect, pidgins are very simple languages, it is typically based on the lexicon of what in their linguistic properties. -
ENG 300 – the History of the English Language Wadhha Alsaad
ENG 300 – The History of The English Language Wadhha AlSaad 13/4/2020 Chap 4: Middle English Lecture 1 Why did English go underground (before the Middle English)? The Norman Conquest in 1066, England was taken over by a French ruler, who is titled prior to becoming the king of England, was the duke of Normandy. • Norman → Norsemen (Vikings) → the men from the North. o The Normans invited on the Viking to stay on their lands in hope from protecting them from other Vikings, because who is better to fight a Viking then a Viking themselves. • About 3 hundred years later didn’t speak their language but spoke French with their dialect. o Norman French • William, the duke of Normandy, was able to conquer most of England and he crowned himself the king. o The Normans became the new overlord and the new rulers in England. ▪ They hated the English language believing that is it unsophisticated and crude and it wasn’t suitable for court, government, legal proceedings, and education. ▪ French and Latin replaced English: • The spoken language became French. • The written language, and the language of religion became Latin. ▪ The majority of the people who lived in England spoke English, but since they were illiterate, they didn’t produce anything so there weren’t any writing recordings. ▪ When it remerges in the end 13th century and the more so 14th century, it is a very different English, it had something to do with inflection. • Inflection: (-‘s), gender (lost in middle English), aspect, case. ▪ When Middle English resurfaces as a language of literature, thanks to Geoffrey Chaucer who elevated the vernaculars the spoken language to the status of literature, most of the inflections were gone. -
Pidgins and Creoles
Chapter 7: Contact Languages I: Pidgins and Creoles `The Negroes who established themselves on the Djuka Creek two centuries ago found Trio Indians living on the Tapanahoni. They maintained continuing re- lations with them....The trade dialect shows clear traces of these circumstances. It consists almost entirely of words borrowed from Trio or from Negro English' (Verslag der Toemoekhoemak-expeditie, by C.H. De Goeje, 1908). `The Nez Perces used two distinct languages, the proper and the Jargon, which differ so much that, knowing one, a stranger could not understand the other. The Jargon is the slave language, originating with the prisoners of war, who are captured in battle from the various neighboring tribes and who were made slaves; their different languages, mixing with that of their masters, formed a jargon....The Jargon in this tribe was used in conversing with the servants and the court language on all other occasions' (Ka-Mi-Akin: Last Hero of the Yakimas, 2nd edn., by A.J. Splawn, 1944, p. 490). The Delaware Indians `rather design to conceal their language from us than to properly communicate it, except in things which happen in daily trade; saying that it is sufficient for us to understand them in that; and then they speak only half sentences, shortened words...; and all things which have only a rude resemblance to each other, they frequently call by the same name' (Narratives of New Netherland 1609-1664, by J. Franklin Jameson, 1909, p. 128, quoting a comment made by the Dutch missionary Jonas Micha¨eliusin August 1628). The list of language contact typologies at the beginning of Chapter 4 had three entries under the heading `extreme language mixture': pidgins, creoles, and bilingual mixed lan- guages.