Dictionary Making in Endangered Speech Communities
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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.. -
Manual for Language Test Development and Examining
Manual for Language Test Development and Examining For use with the CEFR Produced by ALTE on behalf of the Language Policy Division, Council of Europe © Council of Europe, April 2011 The opinions expressed in this work are those of the authors and do not necessarily reflect the official policy of the Council of Europe. All correspondence concerning this publication or the reproduction or translation of all or part of the document should be addressed to the Director of Education and Languages of the Council of Europe (Language Policy Division) (F-67075 Strasbourg Cedex or [email protected]). The reproduction of extracts is authorised, except for commercial purposes, on condition that the source is quoted. Manual for Language Test Development and Examining For use with the CEFR Produced by ALTE on behalf of the Language Policy Division, Council of Europe Language Policy Division Council of Europe (Strasbourg) www.coe.int/lang Contents Foreword 5 3.4.2 Piloting, pretesting and trialling 30 Introduction 6 3.4.3 Review of items 31 1 Fundamental considerations 10 3.5 Constructing tests 32 1.1 How to define language proficiency 10 3.6 Key questions 32 1.1.1 Models of language use and competence 10 3.7 Further reading 33 1.1.2 The CEFR model of language use 10 4 Delivering tests 34 1.1.3 Operationalising the model 12 4.1 Aims of delivering tests 34 1.1.4 The Common Reference Levels of the CEFR 12 4.2 The process of delivering tests 34 1.2 Validity 14 4.2.1 Arranging venues 34 1.2.1 What is validity? 14 4.2.2 Registering test takers 35 1.2.2 Validity -
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. -
Language Development Language Development
Language Development rom their very first cries, human beings communicate with the world around them. Infants communicate through sounds (crying and cooing) and through body lan- guage (pointing and other gestures). However, sometime between 8 and 18 months Fof age, a major developmental milestone occurs when infants begin to use words to speak. Words are symbolic representations; that is, when a child says “table,” we understand that the word represents the object. Language can be defined as a system of symbols that is used to communicate. Although language is used to communicate with others, we may also talk to ourselves and use words in our thinking. The words we use can influence the way we think about and understand our experiences. After defining some basic aspects of language that we use throughout the chapter, we describe some of the theories that are used to explain the amazing process by which we Language9 A system of understand and produce language. We then look at the brain’s role in processing and pro- symbols that is used to ducing language. After a description of the stages of language development—from a baby’s communicate with others or first cries through the slang used by teenagers—we look at the topic of bilingualism. We in our thinking. examine how learning to speak more than one language affects a child’s language develop- ment and how our educational system is trying to accommodate the increasing number of bilingual children in the classroom. Finally, we end the chapter with information about disorders that can interfere with children’s language development. -
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. -
Essentials of Language Typology
Lívia Körtvélyessy Essentials of Language Typology KOŠICE 2017 © Lívia Körtvélyessy, Katedra anglistiky a amerikanistiky, Filozofická fakulta UPJŠ v Košiciach Recenzenti: Doc. PhDr. Edita Kominarecová, PhD. Doc. Slávka Tomaščíková, PhD. Elektronický vysokoškolský učebný text pre Filozofickú fakultu UPJŠ v Košiciach. Všetky práva vyhradené. Toto dielo ani jeho žiadnu časť nemožno reprodukovať,ukladať do informačných systémov alebo inak rozširovať bez súhlasu majiteľov práv. Za odbornú a jazykovú stánku tejto publikácie zodpovedá autor. Rukopis prešiel redakčnou a jazykovou úpravou. Jazyková úprava: Steve Pepper Vydavateľ: Univerzita Pavla Jozefa Šafárika v Košiciach Umiestnenie: http://unibook.upjs.sk Dostupné od: február 2017 ISBN: 978-80-8152-480-6 Table of Contents Table of Contents i List of Figures iv List of Tables v List of Abbreviations vi Preface vii CHAPTER 1 What is language typology? 1 Tasks 10 Summary 13 CHAPTER 2 The forerunners of language typology 14 Rasmus Rask (1787 - 1832) 14 Franz Bopp (1791 – 1867) 15 Jacob Grimm (1785 - 1863) 15 A.W. Schlegel (1767 - 1845) and F. W. Schlegel (1772 - 1829) 17 Wilhelm von Humboldt (1767 – 1835) 17 August Schleicher 18 Neogrammarians (Junggrammatiker) 19 The name for a new linguistic field 20 Tasks 21 Summary 22 CHAPTER 3 Genealogical classification of languages 23 Tasks 28 Summary 32 CHAPTER 4 Phonological typology 33 Consonants and vowels 34 Syllables 36 Prosodic features 36 Tasks 38 Summary 40 CHAPTER 5 Morphological typology 41 Morphological classification of languages (holistic -
Second Language Acquisition and First Language Phonological Modification
Second Language Acquisition and First Language Phonological Modification Gillian Lord University of Florida 1. Introduction While many second language (L2) acquisition studies analyze the effects that the first language (L1) has on L2 development, less common are studies that examine the converse situation: does acquisition of an L2 impact the L1? This study examines the effects of L2 acquisition on L1 use by looking at the L1 phonological productions of advanced L2 learners vis-à-vis the production of monolingual speakers of the same languages. While most research on L1 phonological modification focuses on speakers who lose their L1 as a result of becoming members of bilingual communities and reside in the L2 community, few studies investigate L2 speakers that remain in their L1 community. This pilot study project begins to fill in the picture of L1 attrition by investigating the modifications of advanced L2 learners of Spanish who remain in their L1 (English) community (the US). It has been documented that L2 speakers are invariably influenced, to some degree, by their L1. However, following Flege’s (1987, 2005) Merger Hypothesis, it is proposed that the merging of phonetic properties of phones that are similar in the L1 and L2 can potentially impact not only the acquired language but the native one as well. In other words, an English speaker with advanced proficiency in Spanish could not only pronounce Spanish with an English characteristics, but will also pronounce English words less “English-like” than a monolingual English speaker would. While this has been shown in French-English bilinguals (i.e., Flege 1987), corroborating evidence from Spanish- English bilinguals has been lacking (Flege 2005). -
First Language Loss in Spanish-Speaking Children Patterns of Loss and Implications for Clinical Practice
Excerpted from Bilingual Language Development and Disorders in Spanish-English Speakers, Second Edition Edited by Brian A. Goldstein, Ph.D., CCC-SLP 10 First Language Loss in Spanish-Speaking Children Patterns of Loss and Implications for Clinical Practice Raquel T. Anderson One of the most salient linguistic characteristics of immigrant populations across the world is that in language contact situations, fi rst language (L1) skills will be aff ected. How these skills are changed in terms of structure and degree depends on a myriad of variables. Latino children living in the United States are not immune to this phenomenon, and practitioners coping with the complexities of assessing and treating children from dual language envi- ronments need to understand the phenomenon and how it is manifested in the children’s use of Spanish, which is oft en their L1. Not understanding language contact phenomena may result in incorrectly interpreting performance, thus increasing the potential for the misdiagnosis of language ability or disability. Th e purpose of this chapter is to describe Spanish-speaking children’s patterns of use of their L1 as they begin to learn to use their second language (L2), which, in the United States, is usually English. In particular, the phenomenon of fi rst language loss in children is described, with a particular emphasis on Spanish. By understanding what is known about L1 loss and how it is manifested in Spanish-speaking children, speech-language patholo- gists will be able to interpret L1 skill in the context of L1 loss and thus discern true disability in this population. -
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