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Toward the Reconstruction of Proto-Algonquian-Wakashan. Part 3: the Algonquian-Wakashan 110-Item Wordlist
Sergei L. Nikolaev Institute of Slavic studies of the Russian Academy of Sciences (Moscow/Novosibirsk); [email protected] Toward the reconstruction of Proto-Algonquian-Wakashan. Part 3: The Algonquian-Wakashan 110-item wordlist In the third part of my complex study of the historical relations between several language families of North America and the Nivkh language in the Far East, I present an annotated demonstration of the comparative data that was used in the lexicostatistical calculations to determine the branching and approximate glottochronological dating of Proto-Algonquian- Wakashan and its offspring; because of volume considerations, this data could not be in- cluded in the previous two parts of the present work and has to be presented autonomously. Additionally, several new Proto-Algonquian-Wakashan and Proto-Nivkh-Algonquian roots have been set up in this part of study. Lexicostatistical calculations have been conducted for the following languages: the reconstructed Proto-North Wakashan (approximately dated to ca. 800 AD) and modern or historically attested variants of Nootka (Nuuchahnulth), Amur Nivkh, Sakhalin Nivkh, Western Abenaki, Miami-Peoria, Fort Severn Cree, Wiyot, and Yurok. Keywords: Algonquian-Wakashan languages, Nivkh-Algonquian languages, Algic languages, Wakashan languages, Chimakuan-Wakashan languages, Nivkh language, historical phonol- ogy, comparative dictionary, lexicostatistics. The classification and preliminary glottochronological dating of Algonquian-Wakashan currently remain the same as presented in Nikolaev 2015a, Fig. 1 1. That scheme was generated based on the lexicostatistical analysis of 110-item basic word lists2 for one reconstructed (Proto-Northern Wakashan, ca. 800 A.D.) and several modern Algonquian-Wakashan lan- guages, performed with the aid of StarLing software 3. -
Writing Speech: Lolcats and Standardization Brittany Brannon Denison University
Articulāte Volume 17 Article 5 2012 Writing Speech: LOLcats and Standardization Brittany Brannon Denison University Follow this and additional works at: http://digitalcommons.denison.edu/articulate Part of the English Language and Literature Commons Recommended Citation Brannon, Brittany (2012) "Writing Speech: LOLcats and Standardization," Articulāte: Vol. 17 , Article 5. Available at: http://digitalcommons.denison.edu/articulate/vol17/iss1/5 This Article is brought to you for free and open access by the English at Denison Digital Commons. It has been accepted for inclusion in Articulāte by an authorized editor of Denison Digital Commons. Writing Speech: LOLcats and Standardization refined men...in their speech and writing" (quoted in Lerer 159). What becomes apparent in Gil's statement is that for the orthoepists, education was Brittany Brannon '12 tied to class—and, therefore, proper language was based as much on class interests as it was on the speech of the educated. It is here that Lerer's use of the term "educated" begins to become problematic. Today, most people in our society believe that education is From the time we are small, we are taught that there are only certain largely separate from class concerns. The American dream tells us that forms of spelling and grammar that are appropriate for written work, anyone who works hard enough can make something of themselves, often regardless of how closely those forms align with our speech. This distinction through education. This myth perpetuates the common lack of recognition is not an innocent one. The inability to use standard written English has that one's level of education still often has more to do with socioeconomic many social judgments attached to and embedded in it. -
Dee-Ni' Mee-Ne' Wee-Ya' Lhetlh-Xat
Dee-ni' Mee-ne' Wee-ya' Lhetlh-xat: Dee-ni' Home Language Class A TERMINAL PROJECT PRESENTED BY Pyuwa Bommelyn TO THE LINGUISTICS DEPARTMENT IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN LINGUISTICS WITH A LANGUAGE TEACHING SPECIALIZATION /~--, UNIVERSITY OF OREGON August 2011 Dee-ni' Mee-ne' Wee-ya' Lhetlh-xat: Dee-ni' Home Language Class 1 UNIVERSITY OF OREGON DEPARTMENT OF LINGUISTICS, COLLEGE OF ARTS AND SCIENCES MA TERMINAL PROJECT APPROVAL FORM August 25, 2011 The examining committee appointed by the Department of Linguistics for the Terminal Project submitted by Pyuwa Bommelyn has read this terminal project and determined that it satisfactorily fulfills the program requirement for the degree of Master of Arts. Project title: Dee-ni' Mee-ne' Wee-ya' Lhetlh-xat: Dee-ni' Home Language Class Committee Chair: ru~~ Dr. Janne Underriner . Universityg.on, N~orthn _· n-Lan --stitute Committee Member: ' C"' ----~~~--------~~-------- Robert Elliot on, American English Institute Department Chair: Dr. Eric Pederson Linguistics Department Chair \. Dee-ni' Mee-ne' Wee-ya' Lhetlh-xat: Dee-ni' Home Language Class 1 ABSTRACT Title: Dee-ni' Mee-ne' Wee-ya' Lhetlh-xat: Dee-ni Home Language Class Author: Pyuwa Bommelyn Committee Chair: Dr. Janne Underriner University of Oregon, Northwest Indian Language Institute Committee Member: Robert Elliot University of Oregon, American English Institute Program: Language Teaching Specialization, Department of Linguistics The Dee-ni' community has been subjugated to many acts of genocide and repression that began when Europeans invaded the Dee-ni' homelands. One result is language loss leaving our community with two remaining fluent speakers ofDee-ni'. -
Dee-Ni' Wee-Ya' Lhetlh-Xat 1
Dee-ni' Wee-ya' Lhetlh-xat 1 Dee-ni' (Tolowa) language class Textbook 1 Day min' ch'v-ghvt-te'sr (table of content) Title Description Page Number Dan'-waa-ghii~-li~ (history) Language history and current status. 3 Wee-ya' Xwan-tee-ne (language hunter) Teaching language learns how to teach themselves. 24 Dv-laa-ha~ Wee-ya' Slaa Introductions unit 25 Xwee-cha~ Wee-ya' Slaa Weather unit 28 Dee-dvt-nish Wee-ya' Slaa Physical feelings unit 33 Mee-dvt-nish Wee-ya' Slaa Emotional feelings unit 36 Yuu-t'i Wee-ya' Slaa Noun unit 39 Naa-ghvt-na' Wee-ya' Slaa Verbs unit 42 Tv-xvm-t'i Wee-ya' Slaa Postpositions unit 48 Srtaa~ Wee-ya' Slaa Food unit 53 Taa-chv-ghvt-la Wee-ya' Slaa Color unit 55 Taa-chv-ghvt-la nat-trvsh Wee-ya' Slaa Color and clothes unit 56 Tr'vlh-tak yuu-t'I Wee-ya' Slaa Number nouns unit 59 Nay-talh Srtaa~ Wee-ya' Slaa Color with like unit 60 Srii-nis Wee-ya' Slaa Day unit 65 Ghvt-ti~lh Wee-ya' Slaa Time unit 68 Dii-dvn Mvn-taa-dvn Tash Wee-ya' Slaa Modern town, going unit 70 Da'-ye' Wee-ya' Slaa Family unit 74 2 Taa-laa-wa Dee-ni' Dan'-waa-ghii~-li~ "The Tolowa Dee-ni’ History" I. The Taa-laa-waa-dvn A. Dee-ni' / Xvsh The aboriginal lands of the Tolowa Dee-ni', the Taa-laa-waa-dvn, lay along the Pacific coast between Wilson Creek to the south, Sixes River to the north and inland to the Applegate River. -
A Guide to Source Material on Extinct North American Indian Languages Author(S): Kenneth Croft Source: International Journal of American Linguistics, Vol
A Guide to Source Material on Extinct North American Indian Languages Author(s): Kenneth Croft Source: International Journal of American Linguistics, Vol. 14, No. 4 (Oct., 1948), pp. 260-268 Published by: The University of Chicago Press Stable URL: http://www.jstor.org/stable/1262881 . Accessed: 22/03/2011 08:07 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at . http://www.jstor.org/action/showPublisher?publisherCode=ucpress. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. The University of Chicago Press is collaborating with JSTOR to digitize, preserve and extend access to International Journal of American Linguistics. http://www.jstor.org A GUIDE TO SOURCE MATERIAL ON EXTINCT NORTH AMERICAN INDIAN LANGUAGES KENNETHCROFT INDIANAUNIVERSITY 0. -
Expanding the JHU Bible Corpus for Machine Translation of the Indigenous Languages of North America
Expanding the JHU Bible Corpus for Machine Translation of the Indigenous Languages of North America Garrett Nicolai, Edith Coates, Ming Zhang and Miikka Silfverberg Department of Linguistics University of British Columbia Vancouver, Canada [email protected], [email protected], [email protected], [email protected] Abstract ence of the language communities. We demonstrate the usefulness of our Indigenous parallel corpus by build- We present an extension to the JHU Bible ing multilingual neural machine translation systems for corpus, collecting and normalizing more than North American Indigenous languages. Multilingual thirty Bible translations in thirty Indigenous training is shown to be beneficial especially for the languages of North America. These exhibit a most resource-poor languages in our corpus which lack wide variety of interesting syntactic and mor- complete Bible translations. phological phenomena that are understudied in the computational community. Neural transla- 2 Corpus Construction tion experiments demonstrate significant gains obtained through cross-lingual, many-to-many The Bible is perhaps unique as a parallel text. Partial translation, with improvements of up to 8.4 translations exist in more languages than any other text 2 BLEU over monolingual models for extremely (Mayer and Cysouw, 2014). Furthermore, for nearly low-resource languages. 500 years, the Bible has had a canonical hierarchical structure - the Bible is made up of 66 books, each of 1 Introduction which contains a number of chapters, which are, in turn, broken down into verses. Each verse corresponds In 2019, Johns Hopkins University collated a corpus of to a short segment – often no more than a sentence. -
Native American Languages, Indigenous Languages of the Native Peoples of North, Middle, and South America
Native American Languages, indigenous languages of the native peoples of North, Middle, and South America. The precise number of languages originally spoken cannot be known, since many disappeared before they were documented. In North America, around 300 distinct, mutually unintelligible languages were spoken when Europeans arrived. Of those, 187 survive today, but few will continue far into the 21st century, since children are no longer learning the vast majority of these. In Middle America (Mexico and Central America) about 300 languages have been identified, of which about 140 are still spoken. South American languages have been the least studied. Around 1500 languages are known to have been spoken, but only about 350 are still in use. These, too are disappearing rapidly. Classification A major task facing scholars of Native American languages is their classification into language families. (A language family consists of all languages that have evolved from a single ancestral language, as English, German, French, Russian, Greek, Armenian, Hindi, and others have all evolved from Proto-Indo-European.) Because of the vast number of languages spoken in the Americas, and the gaps in our information about many of them, the task of classifying these languages is a challenging one. In 1891, Major John Wesley Powell proposed that the languages of North America constituted 58 independent families, mainly on the basis of superficial vocabulary resemblances. At the same time Daniel Brinton posited 80 families for South America. These two schemes form the basis of subsequent classifications. In 1929 Edward Sapir tentatively proposed grouping these families into superstocks, 6 in North America and 15 in Middle America. -
Arizona Tewa Kwa Speech As a Mantfestation of Linguistic Ideologyi
Pragmatics2:3.297 -309 InternationalPragmatics Association ARIZONA TEWA KWA SPEECH AS A MANTFESTATIONOF LINGUISTIC IDEOLOGYI Paul V. Kroskriw 1.Introduction "Whathave you learned about the ceremonies?" Back in the Summer of.7973,when I firstbegan research on Arizona Tewa, I was often asked such questionsby a variety of villagers.I found this strange,even disconcerting,since the questionspersisted after I explainedmy researchinterest as residing in the language "itself', or in "just the language,not the culture".My academicadvisors and a scholarlytradition encouraged meto attributethis responseto a combination of secrecyand suspicionregarding such culturallysensitive topics as ceremonial language.Yet despite my careful attempts to disclaimany researchinterest in kiva speech (te'e hi:li) and to carefully distinguish betweenit and the more mundane speech of everyday Arizona Tewa life, I still experiencedthese periodic questionings.Did thesequestions betray a native confusion of thelanguage of the kiva with that of the home and plaza? Was there a connection betweenthese forms of discoursethat was apparent to most Tewa villagersyet hidden fromme? In the past few years, after almost two decadesof undertaking various studiesof fuizonaTewa grammar, sociolinguistic variation, languagecontact, traditional nanatives,code-switching, and chanted announcements,an underlying pattern of languageuse has gradually emerged which, via the documentary method of interpretationhas allowed me to attribute a new meaning to these early intenogations.2The disparatelinguistic and discoursepractices, I contend, display a commonpattern of influencefrom te'e hi:li "kiva speech".The more explicit rules for languageuse in ritual performance provide local models for the generation and anluationof more mundanespeech forms and verbal practices. I Acknowledgements.I would like to thank Kathryn Woolard for her commentson an earlier rcnionof thisarticle which was presentedas part of the 1991American Anthropological Association rymposium,"language ldeologies: Practice and Theory'. -
California Rural Indian Health Board (CRIBB)
The Center for Indian Community Development California Rural Indian Health Board (CRIBB) liil his year marks the 25th anniver- provided by the Indian Health 1.11 sary of the California Rural Indian Service, however, in Califor Health Board (CRIHB). CRIHB origi nia, Indians were considered nally began with nine Rural Indian Health lucky if they got an occasional CALIFORNIA RURAL Demonstration Projects coming together visit from a public health nurse to form one new non-profit organiza or were able to access the two INDIAN HEALTH BOARD tion. The organization has continued to Indian Health Service hospi be an advocate for the health care needs tals in the state. of all Indians in California. Currently, there are 27 tribes who have given CRIHB In 1953, huge changes oc a resolution for the delivery of health curred in California, as well as care at 12 different health care programs across the nation. In a sweep of throughout California. Their budget has their legislative arm, the state increased from an 18-month budget of of California and federal gov $245,000 to a three year budget of $37.4 ernment called for the termi 'n. Although there has definitely nation of federal authority over _tps and downs, CRIHB has been Indian lands (Assembly Joint o weather the storm and still exist as Resolution 38), terminated the one of the most influential organizations IHS for Indians in California in California "Indian Country." (HCR 108), and extended state jurisdiction over health care, It is important to note that previous criminal offenses committed C R I H B to the development of CRIHB, there was in Indian country, and other little, if any, health care available to most matters (Public Law 83-280). -
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. -
Tenth California Indian Conference ��, Program of Events
Tenth California Indian l Conference Humboldt State University October 14 - 15, 1994 �711��11��711��711��711��711�. �11��11��11��11�, � � Humboldt State University � � Tenth California Indian Conference ��, Program of Events i Friday.Oct ober 14 ,� �,, Karshner Lounge �� 8:00- Conference Registration (continues throughout the day) ,� �,, Kate Buchat ,n Room �� 8:30 OpeningRemarks 're � :00- Sally M(._._.end:,n & John Johnson (Eunter College, CUNY & Santa Barbara Museum of �. �� Natural History) ri=--= An Ethnohistoric and Linguistic Approach to IdentifyingCultural Affiliation between Past �, � and Present Native Peoples in the Chumash Area � �� �-Carey Caldwell (The Oakland Museum) �a,tr,(, t+.;',�/1 �c)'6,lali��, �-w Peopling the Museum: Recent Developments and New Initiatives a{the Oakland Museum �, � , � 10:0\1- Lynn Risling (Humboldt State University) �, �� V IHUK, A Transistion into Karuk Womanhood ,�,, 10:30 to 11 :00- BREAK �� 11.;00-L }'nn Gamble (University of California - Los Angeles) = V Muwu: Capitol and Ceremonial Center of the Lulapin Chumash ,� I/_J .. � 11:30 - Victoria Patterson (Mendocino College) T"'(t>UU What Sandpiper Found: ConnectionsBetween Native People and the Chinese in Early �� / = v Northern California ,�,, 12:00to 1:30- LUNCH � �� Kate Buchannan Room ,�,, 1:30 - George Phillips � Inventing Reservationsin California:Devious Land Grab or Inept Imperialism? �� 2:00- Rebecca Dobkins (University of California, Berkeley) Art/History:The Power of Images and the Greenville Indian Boarding School Experience 2:30- -
California Indian Languages
SUB Hamburg B/112081 CALIFORNIA INDIAN LANGUAGES VICTOR GOLLA UNIVERSITY OF CALIFORNIA PRESS Berkeley Los Angeles London CONTENTS PREFACE ix PART THREE PHONETIC ORTHOGRAPHY xiii Languages and Language Families Algic Languages / 61 PART ONE Introduction: Defining California as a 3.1 California Algic Languages (Ritwan) / 61 Sociolinguistic Area 3.2 Wiyot / 62 3.3 Yurok / 65 1.1 Diversity / 1 Athabaskan (Na-Dene) Languages / 68 1.2 Tribelet and Language / 2 3.4 The Pacific Coast Athabaskan Languages / 68 1.3 Symbolic Function of California Languages / 4 3.5 Lower Columbia Athabaskan 1.4 Languages and Migration / 5 (Kwalhioqua-Tlatskanai) / 69 1.5 Multilingualism / 6 3.6 Oregon Athabaskan Languages / 70 1.6 Language Families and Phyla / 8 3.7 California Athabaskan Languages / 76 Hokan Languages / 82 PART TWO 3.8 The Hokan Phylum / 82 History of Study 3.9 Karuk / 84 3.10 Chimariko / 87 3.11 Shastan Languages / 90 Before Linguistics / 12 3.12 Palaihnihan Languages / 95 2.1 Earliest Attestations / 12 3.13 Yana / 100 2.2 Jesuit Missionaries in Baja California / 12 3.14 Washo / 102 2.3 Franciscans in Alta California / 14 3.15 Porno Languages / 105 2.4 Visitors and Collectors, 1780-1880 / 22 3.16 Esselen / 112 3.17 Salinan / 114 Linguistic Scholarship / 32 3.18 Yuman Languages / 117 3.19 Cochimi and the Cochimi-Yuman Relationship / 125 2.5 Early Research Linguistics, 1865-1900 / 32 3.20 Seri / 126 2.6 The Kroeber Era, 1900 to World War II / 35 2.7 Independent Scholars, 1900-1940 / 42 Penutian Languages / 128 2.8 Structural Linguists / 49 2.9 The