Functional Projections and Non-Local Relations in Tongan Nominal Phrases
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Quichua-Spanish Language Contact in Salcedo, Ecuador: Revisiting Media Lengua Syncretic Language Practices
QUICHUA-SPANISH LANGUAGE CONTACT IN SALCEDO, ECUADOR: REVISITING MEDIA LENGUA SYNCRETIC LANGUAGE PRACTICES BY MARCO SHAPPECK DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Linguistics in the Graduate College of the University of Illinois at Urbana-Champaign, 2011 Urbana, Illinois Doctoral Committee: Professor Hans Henrich Hock, Director of Research Professor Rajeshwari Vijay Pandharipande, Chair Associate Professor Anna María Escobar Professor José Ignacio Hualde Abstract The purpose of the current thesis is to develop a better understanding of the interaction between Spanish and Quichua in the Salcedo region and provide more information for the processes that might have given rise to Media Lengua, a ‘mixed’ language comprised of a Quichua grammar and Spanish lexicon. Muysken attributes the formation of Media Lengua to relexification, ruling out any influence from other bilingual phenomena. I argue that the only characteristic that distinguishes Media Lengua from other language contact varieties in central Ecuador is the quantity of the overall Spanish borrowings and not the type of processes that might have been employed by Quichua speakers during the genesis of Media Lengua. The results from the Salcedo data that I have collected show how processes such as adlexification, code-mixing, and structural convergence produce Media Lengua-type sentences, evidence that supports an alternative analysis to Muysken’s relexification hypothesis. Overall, this dissertation is developed around four main objectives: (1) to describe the variation of Spanish loanwords within a bilingual community in Salcedo; (2) to analyze some of the prominent and recent structural changes in Quichua and Spanish; (3) to determine whether Spanish loanword use can be explained by the relationship consultants have with particular social categories; and (4) to analyze the consultants’ language ideologies toward syncretic uses of Spanish and Quichua. -
Maori & Pasifika Infants and Toddlers
Tangata Pasifika: Sustaining cultural knowledge and language competency for Pacific peoples. Presentation at the Victoria University Autumn Research Seminar, May 2018. Ali Glasgow Faculty of Education Language, culture, identity • A leai se gagana, ona leai lea o sa ta aganu’u, a leai la ta aganu’u ona po lea o le nu’u (Samoan proverb) • If there is no language, then there is no culture, • If there is no culture, then all of the village will be in darkness Presentation outline • My background • Pacific context • Aoteroa New Zealand context – culture, language • Research findings – Vuw Summer Scholarship (2015), TLRI ( Teaching and Learning Research Initiative, 2017). Ali – Kuki Airani – Tongareva Atoll Pacific perspectives • Pacific region located historically, contextually and geographically within Oceania, more particularly in the region of the Southern Pacific referred to as the Polynesian triangle (Ritchie & Ritchie, 1970) • ‘Our sea of islands ( Hau’ofa, 1993) Reclaiming & Reconceptualising Pacific Education • Pacific Education (currently) prioritises the voice and worldview of the outside which amputates our capacity for human agency. Within the Pacific the bulk of what we teach and learn in our schools and at our universities and colleges in the Pacific is what has been conceptualised and developed in and for the Western world (Koya-Vakauta,2016). • The indigenous peoples of the Pacific need to create their own pedagogy... rooted in Pacific values, assumptions, processes and practices ( Glasgow, 2010; Mara, Foliaki & Coxon, 1994; Tangatapoto,1984 & Taufe’ulungake, 2001). Aspiration Statement ( MOE, 2017, p.5) • Competent and confident learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society. -
Singing the Niuean ‘Fetuiaga Kerisiano' on a Distant Shore
On Becoming a Liquid Church: Singing the Niuean ‘Fetuiaga Kerisiano' on a Distant Shore A thesis submitted to Charles Sturt University for the Doctor of Philosophy degree November 2015 By Matagi Jessop Don Vilitama 11393581 Faculty of Arts Department of Theology Charles Sturt University 2 Table of Contents Abstract ............................................................................................................. 5 Certificate of Authorship .................................................................................. 7 Acknowledgments ............................................................................................ 9 Glossary - Niuean Words ............................................................................... 11 Chapter 1 On the Need for a Niu-e (New) Way of Thinking ......................... 19 1. The Task: Ko e Fekau ............................................................................ 19 2. Method: Moving into the Future through the Past .................................. 21 3. Crossing the Moana ............................................................................... 29 4. Experiencing Diaspora ........................................................................... 34 5. The Focus of this Research: Tu Kupega ................................................ 37 6. Moving Fakafetuiaga .............................................................................. 46 7. Coming Out of Silence ............................................................................ 50 8. The Importance -
Laulōtaha; Tongan Perspectives of 'Quality' in Early Childhood Education Dorothy Lorraine Pau'uvale a Thesis Submitted To
Laulōtaha; Tongan Perspectives of ‘Quality’ in Early Childhood Education Dorothy Lorraine Pau’uvale A thesis submitted to Auckland University of Technology in partial fulfillment of the requirements for a degree of Master of Education (MEd) 2011 School of Education i Table of Contents List of Tables ..................................................................................................................... vi Attestation of Authorship .................................................................................................. vii Fakamālō/ Acknowledgements ........................................................................................ viii Ethical Approval .............................................................................................................. xiii Abstract ............................................................................................................................... 1 Chapter 1: Talateu/ Introduction ......................................................................................... 2 1.1 Introduction .......................................................................................................... 2 1.2 Purpose of the study .................................................................................................. 2 1.3 Context of the study .................................................................................................. 3 1.4 Importance of the study ........................................................................................... -
Languages of the Middle Andes in Areal-Typological Perspective: Emphasis on Quechuan and Aymaran
Languages of the Middle Andes in areal-typological perspective: Emphasis on Quechuan and Aymaran Willem F.H. Adelaar 1. Introduction1 Among the indigenous languages of the Andean region of Ecuador, Peru, Bolivia, northern Chile and northern Argentina, Quechuan and Aymaran have traditionally occupied a dominant position. Both Quechuan and Aymaran are language families of several million speakers each. Quechuan consists of a conglomerate of geo- graphically defined varieties, traditionally referred to as Quechua “dialects”, not- withstanding the fact that mutual intelligibility is often lacking. Present-day Ayma- ran consists of two distinct languages that are not normally referred to as “dialects”. The absence of a demonstrable genetic relationship between the Quechuan and Aymaran language families, accompanied by a lack of recognizable external gen- etic connections, suggests a long period of independent development, which may hark back to a period of incipient subsistence agriculture roughly dated between 8000 and 5000 BP (Torero 2002: 123–124), long before the Andean civilization at- tained its highest stages of complexity. Quechuan and Aymaran feature a great amount of detailed structural, phono- logical and lexical similarities and thus exemplify one of the most intriguing and intense cases of language contact to be found in the entire world. Often treated as a product of long-term convergence, the similarities between the Quechuan and Ay- maran families can best be understood as the result of an intense period of social and cultural intertwinement, which must have pre-dated the stage of the proto-lan- guages and was in turn followed by a protracted process of incidental and locally confined diffusion. -
Celebration of the Niuean Language and Culture Ko E Tau Fakafiafiaaga
Celebration of the #pacificstars Niuean Language and Culture Ko e tau Fakafiafiaaga he Vagahau Niue mo e tau Aga Fakamotu Facts on Niue | Folafolaaga hagaaoia Population | Puke tagata ke he motu ko Niue In 2013 Niue peoples were the fourth largest Pacific • Niue is one of the world's largest coral islands. ethnic group in New Zealand making up 8.1% or 23,883 • Niue (pronounced “New-e (‘e’ as in ‘end’ – which means of New Zealand’s Pacific peoples’ population. 'behold the coconut') may be the world’s smallest The most common region this group lived in was the independent nation. Auckland Region (77.7 percent or 18,555 people), followed • The island is commonly referred to as "The Rock", by the Wellington Region (6.6 percent or 1,575 people), a reference to Niue being one of the biggest raised and the Waikato Region (4.3 percent or 1,038 people). coral islands in the world. The median age was 20.4 years. • The capital of Niuē is the village of Alofi. • Niueans are citizens of New Zealand. 78.9 percent (18,465 people) were born in New Zealand. • Niue is an elevated coral atoll with fringing coral reefs encircling steep limestone cliffs. It has a landmass of 259km and its highest point is about 60 metres In 2013 Niue peoples made up above sea level. • Niue lies 2400 km northeast of New Zealand 23,883 between Tonga, Samoa and the Cook Islands. of New Zealand's Pacific peoples' population History | Tau Tala Tu Fakaholo Polynesians from Samoa settled Niue around 900 AD. -
Gender & Interaction in a Globalizing World: Negotiating the Gendered
Chapter 13 Gender and interaction in a globalizing world: Negotiating the gendered self in Tonga* Niko Besnier 1. Gender and language in microscopic and macroscopic perspectives One of the more important developments in our understanding of the rela- tionship between language and gender in the last couple of decades is the recognition that the gendering of language is semiotically complex. Indeed, linguistic forms and practices do not define “women’s language” and “men’s language”, as earlier researchers argued (e.g., Lakoff 1975), but articulate with a host of social categories and processes that surround gen- der and help construct it. The clearest articulation of this position is Ochs’ (1992) demonstration that gendered linguistic practices are both indexical and indirect. Indexicality captures the insight that features of language (phonological, syntactic, discursive, etc.) “point to”, or suggest, gendered identities, and do not refer to gender in an unequivocal fashion, as linguistic symbols would. In this respect, the relationship between language and gen- der is no different from the relationship between language and any other aspect of socio-cultural identity, as we have known since the early days of sociolinguistics (Labov 1966a). However, the indexical linking of language and gender presents another layer of complexity: linguistic resources are semiotically connected to gender through the mediation of other aspects of the socio-cultural world. For example, features of language and interaction invoke social roles (e.g., mother, CEO, construction work), demeanors (e.g., politeness, authority, or the lack thereof), and activities (e.g., forms of work and play), all of which are in turn indexically associated with gender (see Figure 1). -
Samoan Research Methodology
VolumePacific-Asian 23 | Number Education 21 | 2011 Pacific-Asian Education The Journal of the Pacific Circle Consortium for Education Volume 23, Number 2, 2011 SPECIAL ISSUE Inside (and around) the Pacific Circle: Educational Places, Spaces and Relationships SPECIAL ISSUE EDITORS Eve Coxon The University of Auckland, New Zealand Airini The University of Auckland, New Zealand SPECIAL ISSUE EDITORIAL COMMITTEE Elizabeth Rata The University of Auckland, New Zealand Diane Mara The University of Auckland, New Zealand Carol Mutch The University of Auckland, New Zealand EDITOR Elizabeth Rata, School of Critical Studies in Education, Faculty of Education, The University of Auckland, New Zealand. Email: [email protected] EXECUTIVE EDITORS Airini, The University of Auckland, New Zealand Alexis Siteine, The University of Auckland, New Zealand CONSULTING EDITOR Michael Young, Institute of Education, University of London EDITORIAL BOARD Kerry Kennedy, The Hong Kong Institute of Education, Hong Kong Meesook Kim, Korean Educational Development Institute, South Korea Carol Mutch, Education Review Office, New Zealand Gerald Fry, University of Minnesota, USA Christine Halse, University of Western Sydney, Australia Gary McLean, Texas A & M University, USA Leesa Wheelahan, University of Melbourne, Australia Rob Strathdee, Victoria University of Wellington, New Zealand Xiaoyu Chen, Peking University, P. R. China Saya Shiraishi, The University of Tokyo, Japan Richard Tinning, University of Queensland, Australia ISSN 1019-8725 Pacific Circle Consortium for Education Publication design and layout: Halcyon Design Ltd, www.halcyondesign.co.nz Published by Pacific Circle Consortium for Education http://pacificcircleconsortium.org/PAEJournal.html Pacific-Asian Education Volume 23, Number 2, 2011 CONTENTS Editorial Eve Coxon 5 Articles Tala Mai Fafo: (Re)Learning from the voices of Pacific women 11 Tanya Wendt Samu Professional development in the Cook Islands: Confronting and challenging 23 Cook Islands early childhood teachers’ understandings of play. -
Tüi Tüi Tuituiä Race Relations in 2008
Tüi Tüi Tuituiä Race Relations in 2008 Human Rights Commission Te Kähui Tika Tangata www.hrc.co.nz ContaCt the Commission Tamaki Makaurau – Auckland 10th Floor, Tower Centre, Cnr Queen and Customs Streets PO Box 6751, Wellesley Street, Tamaki Makaurau Auckland 1141 Waea Telephone (09) 309 0874 Waea Whakähua Fax (09) 377 3593 Te Whanganui a Tara – Wellington PO Box 12411, Thorndon, Te Whanganui a Tara Wellington 6144 Waea Telephone (04) 473 9981 Waea Whakähua Fax (04) 471 6759 Otautahi – Christchurch PO Box 1578, Otautahi Christchurch 8140 Waea Telephone (03) 379 2015 Waea Whakähua Fax (03) 353 0959 Human Rights Commission InfoLine 0800 496 877 (toll free) Language Line (an interpreting service) is available upon request Appointment with sign language interpreter available on request TTY (teletypewriter) 0800 150 111 Fax (09) 377 3593 (Attn: InfoLine) Email [email protected] http://www.hrc.co.nz The cover artwork was designed by Studioworx for the Human Rights Commission’s Race Relations Day poster, titled People In Your Neighbourhood. ISBN: 978-0-478-32935-3 ISBN: 978-0-478-32936-0 (PDF) Published March 2009 Aotearoa New Zealand Design: Gang Design, www.gang.co.nz HUMAN RIGHTS COMMISSION | RACE RELATIONS REPORT 2008 1 The Human Rights Commission • facilitating the New Zealand Diversity Action and Race Relations Programme, and maintaining programme networks for issues such as interfaith cooperation, media, language The main functions of the Human Rights Commission policy and refugees under the Human Rights Act 1993 are to promote and protect human rights; to encourage the development • organising the annual New Zealand Diversity Forum of harmonious relations; to promote equal employment • acknowledging positive contributions to race relations opportunities; and to provide a dispute resolution service through the award of certificates and the publication of for complaints of discrimination on the grounds (among the awards in a widely distributed monthly e-newsletter others) of colour, race, and ethnic or national origins. -
Artist: Period/Style: Patron: Material/Technique: Form
TITLE:The Ambum Stone LOCATION: Papua New Guinea DATE: 1500 BCE ARTIST: PERIOD/STYLE: Prehistoric Oceanic Art PATRON: MATERIAL/TECHNIQUE:Greywacke FORM: A composite human/animal figure, perhaps an anteater head and a human body. It has a pleasing shape and smooth surface, and the slightly shiny patina on some of its raised details suggest it has been well handled. It was made from greywacke stone, and its finished shape may suggest the original shape the stone it was carved from. Carved in the form of some kind of animal, its features are rounded and include a freestanding neck, elegantly curved head and long nose, and upper limbs that hug its torso and appear to enclose a cupped space above its belly. FUNCTION: The Ambum Stone is a decorative pestle. Sculpted stones uncovered in Papua New Guinea fall into three different categories: figurines, mortars, and pestles. These objects take the form of both land- and air-dwelling animals, anthropomorphic creatures, and human figures. The Ambum Stone is one of the earliest stone objects, hailing from way back in 3500 B.C.E., and would have been created as a pestle. It's likely that the Ambum Stone was used for fertility or burial rituals. The discovery of the Ambum Stone sheds light on the supernatural and religious beliefs of the ancient New Guinea peoples. The early stone sculptures have supernatural significance. These special mortars and pestles were used in religious rituals. New Guinea peoples believed the supernatural powers of these sculptures and the animals they depicted helped with fertility, hunting, and burial rites. -
1 Bilingual Education in Aotearoa/New Zealand Richard Hill
Bilingual education in Aotearoa/New Zealand Richard Hill University of Waikato, New Zealand 1.1 Abstract Bilingual education in the New Zealand context is now over 30 years old. The two main linguistic minority groups involved in this type of education; the Indigenous Māori, and Pasifika peoples, of Samoan, Tongan, Cook Islands, Niuean and Tokelauan backgrounds have made many gains but have struggled in a national context where minority languages have low status. Māori bilingual programs are well established and have made a significant contribution towards reducing Māori language shift that in the 1970s looked to be beyond regeneration. Pasifika bilingual education by contrast is not widely available and not well resourced by the New Zealand government. Both forms continue to need support and a renewed focus at local and national levels. This chapter provides an overview of past development of Māori and Pasifika bilingual education and present progress. For Māori, the issues relate primarily to how to boost language regeneration, particularly between the generations. Gaining greater support for immersion programs and further strengthening bilingual education pedagogies, particularly relating to achieving biliteracy objectives, are key. In the Pasifika context, extending government and local support would not only safeguard the languages, but has the potential to counteract long-established patterns of low Pasifika student achievement in mainstream/English-medium schooling contexts. Finally, the future of both forms of bilingual education can be safeguarded if they are encompassed within a national languages policy that ensures minority language development in the predominantly English monolingual national context of New Zealand. 1 1.2 Introduction Aotearoa/New Zealand has two main bilingual education contexts, Māori and Pasifika.1 Both forms involve minority groups; the Māori language is the Indigenous language of Aotearoa/New Zealand, while the languages of the Pasifika people were brought to this country from the islands of Polynesia from the 1960s onwards. -
Pe Structure Cf Tongan Dance a Dissertation
(UNIVERSITY OF HAWAII LIBRARY P E STRUCTURE CF TONGAN DANCE A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION CF THE UNIVERSITY OF HAWAII IN PARTIAL FUIFILDffiNT CF THE REQUIREMENTS FOR THE DEGREE CF DOCTOR OF PHILOSOPHY IN ANTHROPOLOGY JUNE 1967 By _\G Adrienne L? Kaeppler Dissertation Committee: Alan Howard, Chairman Thomas W. Maretzki Roland W. Force Harold E. McCarthy Barbara B. Smith PREFACE One of the most conspicious features of Polynesian life and one that has continually drawn comments from explorers, missionaries, travelers, and anthropologists is the dance. These comments have ranged from outright condemnation, to enthusiastic appreciation. Seldom, however, has there been any attempt to understand or interpret dance in the total social context of the culture. Nor has there been any attempt to see dance as the people themselves see it or to delineate the structure of dance itself. Yet dance has the same features as any artifact and can thus be analyzed with regard both to its form and function. Anthropologists are cognizant of the fact that dance serves social functions, for example, Waterman (1962, p. 50) tells us that the role of the dance is the "revalidation and reaffirmation of the aesthetic, religious, and social values shared by a human society . the dance serves as a force for social cohesion and as a means to achieve the cultural continuity without which no human community can persist.” However, this has yet to be scientifically demonstrated for any Pacific Island society. In most general ethnographies dance has been passed off with remarks such as "various movements of the hands were used," or "they performed war dances." In short, systematic study or even satisfactory description of dance in the Pacific has been virtually neglected despite the significance of dance in the social relations of most island cultures.