DOCSLIB.ORG

Perception and Production of Welsh Vowels by Welsh-Spanish Bilinguals

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Perception and Production of Welsh Vowels by Welsh-Spanish Bilinguals Perception and Production of Welsh Vowels by Welsh-Spanish Bilinguals Item Type text; Electronic Dissertation Authors Bell, Elise Adrienne Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 05/10/2021 19:07:55 Link to Item http://hdl.handle.net/10150/630174 Perception and production of Welsh vowels by Welsh-Spanish bilinguals by Elise Bell Copyright c Elise Bell 2018 A Dissertation Submitted to the Faculty of the Department of Linguistics In Partial Fulfillment of the Requirements For the Degree of Doctor of Philosophy In the Graduate College The University of Arizona 2018 fưhWư`Nư>a^=ư Pcg?ưD\QLư @ưĜµğÚưĶÜưƑưKčū¶ŨĆķĤưBĸĢÍưƦưŪưŴìvƅưƧưúƢưŕ }ưŵí·ư ĐũưŋŖŔűư ƨưMĔĎư AęưƗưbØƓņ ư u ¡ưŌť¢Ơƕʼnijư ĹÝư jÆěîư ƣŇƥ¸Ěư kÐŬïdŒðư êƚư £ư ţĠÒ¤ưŶñưýŷưưűōËưưäçưƎư°ď¹ŧzćĺĥưŗץŤĝÓŸưãŘưŹòºưÏÎưÞưEŃřư Fmƈ<ư XƘĒƩư$0ư, %eư ]ÑưTĞIJ¥ư nź7ư Yơƪư &1ư /#'4ư _oƇø{ưli»Śư GpŻ8ư ZƝĖƫư(2ư-!)5ư Oþĵư ư¦ư|ÕưŅáưƒư§đwƆÿ ưąŮưĦƖè¼ħżưƙœňĨưƏ½ưxı¯ ¨ŭưůƛŲ Ļ ưļßư ŽöÇưâưńŎĀÛưàưƐ¾ư²ŦqƋĈĽĩưžľưſ÷ÈưRŢƮƀ¿ưCĘÀëư UưóśƬưăæưƁûưVưõyƤ ưŜÁt®ưƊùĕŰư´ĪưŏŝÂŐÌưƟĴ©ÙưģưªċÉƌĉĿīưrĬ«ưšġÃĭ¬ưƂôsƃư ƄưưŊÄőƍưưåéưƉüư³ĊĮưŞÖƜČÔƯư H9ư [ƞėƭư*3ư."+6ư IāųƔŀįưJ şÊŁŠ:ư ;Ă~ưSłİ­ư , 3 STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of the requirements for an advanced degree at the University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that an accurate acknowledgement of the source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the head of the major department or the Dean of the Graduate College when in his or her judgment the proposed use of the material is in the interests of scholarship. In all other instances, however, permission must be obtained from the author. SIGNED: Elise Bell 4 Dedication Y mae Patagonia yn annwyl i mi, Gwlad newydd y Cymry mwyneiddlon yw hi; Anadlu gwir ryddid a gawn yn y wlad, O gyrhaedd gormesiaeth a brad: Gwlad, gwlad, pleidiol wyf i’m gwlad, Tra haul y nen uwchben ein pau, O! bydded i’r Wladfa barhau. - ‘Gwlad Newydd y Cymry’ gan Lewis Evans, 1875 5 Acknowledgments Thanks to my family for supporting me the last five years, especially during the last few months of writing. Because no publication is complete in my sister’s eyes without afewanimalfacts,Imustinformyouthatthefivefamiliesofmarinemammalsare pinnipeds, cetaceans, sireneans, otters, and polar bears. Also, you can usually tell a sea lion from a seal by its ears. Thanks also to my committee, Mike Hammond, Natasha Warner, and Miquel Simonet, for their patience, insight, and encouragement. Their mentorship and the example they set as scholars and academics is one I am grateful to learn from. Thanks especially to Mike for mentioning Welsh in the first class I ever had with him. Diolch yn fawr iawn to everyone in Argentina who helped me move forward with my research by inviting me to events, introducing me to the community, and making me feel welcome in your homes. Luned, Nadine, Ana, Clare, Noe, and especially Virginia, your help made all of this possible. And the biggest thank you of all goes to gang. MCV, MF, SD, you know who you are, and you know that I couldn’t have done this without you. This material is based upon work supported by the National Science Foundation under grant nos. 1729883 ‘Doctoral Dissertation Research: Perception and production of vowel contrasts in Welsh-Spanish bilinguals’ and 1453724 ‘SBE-RCUK: Experimental and Descrip- tive Investigations of Welsh (cym) Consonant Mutation’. Support for this research was also provided by the Tinker Foundation, the University of Arizona Graduate and Professional Student Council, and the University of Arizona Linguistics Department. 6 Table of Contents List of Figures ..................................... 9 List of Tables ...................................... 10 Abstract ......................................... 12 Chapter 1. Introduction .............................. 13 1.0.1. Welsh in Wales . 14 1.0.2. Welsh in Argentina . 14 1.0.3. Vitality of Welsh today . 16 1.1. Phonetics and phonology . 18 1.1.1. Vowels of Welsh . 18 1.2. Bilingualism.................................... 20 1.2.1. Phonetic cross-linguistic interference . 21 1.3. Experimentaloverview. 22 1.3.1. Participants . 23 1.3.2. Language background data collection . 24 1.3.3. Experiments ............................... 25 Chapter 2. Production ............................... 27 2.1. Introduction.................................... 27 2.1.1. Welsh phonology . 30 2.2. Phonetics of Northern Welsh . 30 2.2.1. Methods.................................. 31 2.2.2. Results .................................. 33 2.3. Phonetics of Argentinean Welsh . 37 2.3.1. Methods.................................. 37 2.3.2. Results .................................. 38 2.4. Linear discriminant analysis . 41 2.4.1. Predictable vowel length . 42 2.4.2. Unpredictable vowel length . 44 2.4.3. Discussion . 48 2.5. Argentinean Spanish . 49 2.5.1. Spanish phonology . 49 2.5.2. Methods.................................. 50 2.5.3. Results .................................. 51 2.6. Spanish - Welsh linear discriminant analysis . 54 2.7. Discussion..................................... 56 7 Table of Contents—Continued Chapter 3. Discrimination .............................. 60 3.1. Introduction.................................... 60 3.2. Experiment 1: vowel discrimination . 62 3.2.1. Methods.................................. 63 3.2.2. Results .................................. 68 3.3. Experiment2:vowelproduction . 70 3.3.1. Methods: Welsh-English group . 71 3.3.2. Methods: Welsh-Spanish group . 73 3.3.3. Results .................................. 74 3.4. Linear discriminant analysis . 75 3.4.1. Results .................................. 82 3.5. Language dominance . 83 3.6. Discussion..................................... 85 Chapter 4. Identification .............................. 88 4.1. Introduction.................................... 88 4.1.1. Vowels of Welsh and Spanish . 90 4.2. Methods...................................... 93 4.2.1. Participants . 93 4.2.2. Stimulus creation . 94 4.2.3. Trial structure . 99 4.2.4. Procedure................................. 99 4.3. Results....................................... 100 4.3.1. E↵ect of acoustic values on vowel identification . 101 4.3.2. Cue reliance and boundary definition . 104 4.3.3. E↵ect of language background on relative cue weighting . 105 4.4. Discussion..................................... 107 Chapter 5. Conclusion ................................ 110 5.1. Chapter 2: Production . 111 5.2. Chapter 3: Discrimination . 112 5.3. Chapter 4: Identification . 112 5.4. Futuredirections ................................. 113 5.4.1. Historical language change . 113 5.4.2. Second language acquisition . 114 5.4.3. Contact with Welsh educators . 114 5.5. Minority language bilingualism . 115 Appendices ........................................ Appendix A. Chapter 1 ................................ 117 A.1. Bilingual Language Profile questionnaires . 117 8 Table of Contents—Continued Appendix B. Chapter 2 ................................ 133 B.1. NorthernWelshitems .............................. 133 B.2. ArgentineanWelshitems. 134 B.3.Spanishitems................................... 135 Appendix C. Chapter 3 ................................ 136 C.1. 4-IOstimulusitems................................ 136 C.2.4-IOtrialschematic ............................... 137 C.3. Welsh-Spanish bilingual production task items . 138 C.4. Welsh-English bilingual production task items . 140 Appendix D. Chapter 4 ................................ 141 D.1. Welsh-English bilingual production task items . 141 References ........................................ 142 9 List of Figures Figure 2.1. Plot of normalized F1 values for Northern Welsh vowels with pre- dictableandunpredictablevowellength. 34 Figure 2.2. Plot of normalized F2 values for Northern Welsh vowels with pre- dictableandunpredictablevowellength. 35 Figure 2.3. Plot of duration values for Northern Welsh vowels with predictable and unpredictablevowellength.. 36 Figure 2.4. Plot of normalized F1 values for Argentinean Welsh vowels with pre- dictableandunpredictablevowellength. 39 Figure 2.5. Plot of normalized F2 values for Argentinean Welsh vowels with pre- dictableandunpredictablevowellength. 40 Figure 2.6. Plot of duration values for Argentinean Welsh vowels with predictable andunpredictablevowellength. 41 Figure 2.7. Predictable vowel data (Argentinean Welsh) . 44 Figure 2.8. Unpredictable vowel data (Argentinean Welsh) . 47 Figure 2.9. Variation in F1 in Argentinean Spanish . 52 Figure 2.10. Variation in F2 in Argentinean Spanish . 53 Figure 2.11. Variation in duration in Argentinean Spanish . 53 Figure 2.12. Argentinean Welsh vowel data plotted on a cartesian plane . 55 Figure 3.1. Structure of a single ‘change’ discrimination trial. 65 Figure 3.2. Structure of a single ‘no-change’ discrimination trial. 65 Figure 3.3. Distribution of discrimination task responses by stimulus vowel. 69 Figure 3.4. Normalized F1-F2 plots of Welsh-English and Welsh-Spanish vowel productions ....................................
Load more

Recommended publications
  • Arte Rupestre, Etnografía Y Memoria Colectiva: El Caso De Cueva De Las Manos, Patagonia Argentina
    Rev. urug. antropología etnografía, ISSN 2393-6886, 2021, Año VI – Nº 1:71–85 DOI: 10.29112/RUAE.v6.n1.4 Estudios y Ensayos Arte rupestre, etnografía y memoria colectiva: el caso de Cueva de las Manos, Patagonia Argentina ROCK ART (CAVE PAINTING), ETHNOGRAPHY AND COLLECTIVE MEMORY. CASE OF STUDY: CUEVA DE LAS MANOS, PATAGONIA, ARGENTINA ARTE RUPESTRE, ETNOGRAFIA E MEMÓRIA COLETIVA. O CASO DE CUEVA DE LAS MANOS, PATAGÔNIA, ARGENTINA 1 Patricia Schneier 71 Agustina Ponce2 Carlos Aschero3 1 Investigadora independiente; Licenciada en Cs. Antropológicas, FFyL-UBA, Buenos Aires, Argentina. [email protected], ORCID: 0000-0003-0071-5455. 2 Becaria en el Instituto Superior de Estudios Sociales (ISES)CONICET/UNT e Instituto de Arqueología y Museo (IAM), FCN e IML-UNT, Tucumán, Argentina. chuen@ outlook.com.ar, ORCID: 0000-0002-1740-6408. 3 Investigador principal en el Instituto Superior de Estudios Sociales(ISES)CONICET/UNT e Instituto de Arqueología y Museo (IAM), FCN e IML-UNT, Tucumán, Argentina. [email protected], ORCID: 0000-0001-9872- 9438. RESUMEN Cueva de las Manos (Patagonia Argentina) es un emblemático sitio que ha sido declarado Patrimonio de la Humanidad por UNESCO. En él se presenta una gran cantidad de paneles de arte rupestre realizados en distintos momentos, entre 9400 y 2500 años atrás. Sobre el amplio repertorio de figuras y escenas que se representaron en los mismos, seleccionamos dos temas: escenas de caza y guanacas preñadas en relación con los negativos de manos. Tomando como referencia registros documentales etnográficos que preservaron narraciones míticas del pueblo P. Schneier, A. Ponce, C. Aschero – Arte rupestre, etnografía y memoria colectiva: el caso de Cueva… Tehuelche, además de los relatos de cronistas y viajeros, proponemos líneas interpretativas afines con aquellos temas del arte rupestre, realizados miles de años atrás.
    [Show full text]
  • Salient Features of the Welsh Accent That Are Chosen to Be Portrayed in Film
    MA Language and Communication Research Cardiff University Salient Features of the Welsh Accent that are Chosen to be Portrayed in Film Andrew Booth C1456511 Supervisor: Dr Mercedes Durham Word Count: 16,448 September 2015 Abstract The accent portrayed by an actor in films has many different implications to the audience. For authenticity, the filmmakers need their accent to be as close to genuine speech as possible. The Welsh-English accent in film is portrayed in many different ways; the aim of this study is to investigate which features are viewed as salient to filmmakers when portraying a Welsh accent. This dissertation focuses the portrayal of salient features of the Welsh-English accent in the film Pride (2014). Pride was chosen because it can compare Welsh to non-Welsh actors who portray a Welsh-English accent. The research is carried out on the film using both auditory and acoustic analysis. Tokens from the film were coded in terms of their realisations for analysis and comparison to previous literature. This research produced a number of key findings: first, the Welsh actors supported previous research on patterns of realisation for Welsh-English. Second, the non-Welsh actors recognised and produced the key features of a Welsh-English accent. Finally, the features presented are salient when representing a Welsh accent in film. In summary, theories such as accommodation, language transference, hypercorrection, fudging and transition were used to explain variation of accents. This research argues for a multi- methodological approach to analysing different features of a Welsh-English accent in film. ACKNOWLEDGEMENTS I would like to thank my supervisor, Dr Mercedes Durham for her instrumental advice and insight over the past few months.
    [Show full text]
  • Historical Background of the Contact Between Celtic Languages and English
    Historical background of the contact between Celtic languages and English Dominković, Mario Master's thesis / Diplomski rad 2016 Degree Grantor / Ustanova koja je dodijelila akademski / stručni stupanj: Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences / Sveučilište Josipa Jurja Strossmayera u Osijeku, Filozofski fakultet Permanent link / Trajna poveznica: https://urn.nsk.hr/urn:nbn:hr:142:149845 Rights / Prava: In copyright Download date / Datum preuzimanja: 2021-09-27 Repository / Repozitorij: FFOS-repository - Repository of the Faculty of Humanities and Social Sciences Osijek Sveučilište J. J. Strossmayera u Osijeku Filozofski fakultet Osijek Diplomski studij engleskog jezika i književnosti – nastavnički smjer i mađarskog jezika i književnosti – nastavnički smjer Mario Dominković Povijesna pozadina kontakta između keltskih jezika i engleskog Diplomski rad Mentor: izv. prof. dr. sc. Tanja Gradečak – Erdeljić Osijek, 2016. Sveučilište J. J. Strossmayera u Osijeku Filozofski fakultet Odsjek za engleski jezik i književnost Diplomski studij engleskog jezika i književnosti – nastavnički smjer i mađarskog jezika i književnosti – nastavnički smjer Mario Dominković Povijesna pozadina kontakta između keltskih jezika i engleskog Diplomski rad Znanstveno područje: humanističke znanosti Znanstveno polje: filologija Znanstvena grana: anglistika Mentor: izv. prof. dr. sc. Tanja Gradečak – Erdeljić Osijek, 2016. J.J. Strossmayer University in Osijek Faculty of Humanities and Social Sciences Teaching English as
    [Show full text]
  • Patagonia Conservation Program September 20 – December 13, 2013 Student Information Packet
    Patagonia Conservation Program September 20 – December 13, 2013 Student Information Packet Congratulations on your acceptance as a student researcher for the Fall 2013 Round River Patagonia Conservation Project! What follows is detailed information about the program, divided into four sections: 1) Background Information: Gives an introduction to the natural history of the region as well as an overview of the conservation efforts in the area. 2) Academics – Discusses academic courses, required texts, transfer credits, etc. 3) Logistics and Pre-Program Planning – Pre-departure and upon arrival details, health and safety considerations, contact information, and a list of required equipment and supplies. 4) During the Program - Information about where you will be staying, what to expect, etc. Note: Updated project information will be sent out before your departure, including a rough program itinerary and an overview of projects you will be contributing to. By participating in this program, you will be provided with a mix of academic and field experience applying an ecological perspective to issues pertaining to conservation in southern Chile. You will operate from a base camp near the headquarters of the future Patagonia National Park in the Chacabuco Valley. You will spend much of your time away from the base camp, doing fieldwork, backpacking, and car camping. Formal and informal conversations and lectures on an array of subjects will take place daily and/or weekly. The program emphasizes an experiential learning approach and involves both group and individual activities. You will be working under the guidance of Round River program leaders, as well as our Chilean partners at Conservación Patagónica, and you may also spend time interacting with local community members and park staff.
    [Show full text]
  • Old and Middle Welsh David Willis ([email protected]) Department of Linguistics, University of Cambridge
    Old and Middle Welsh David Willis ([email protected]) Department of Linguistics, University of Cambridge 1 INTRODUCTION The Welsh language emerged from the increasing dialect differentiation of the ancestral Brythonic language (also known as British or Brittonic) in the wake of the withdrawal of the Roman administration from Britain and the subsequent migration of Germanic speakers to Britain from the fifth century. Conventionally, Welsh is treated as a separate language from the mid sixth century. By this time, Brythonic speakers, who once occupied the whole of Britain apart from the north of Scotland, had been driven out of most of what is now England. Some Brythonic-speakers had migrated to Brittany from the late fifth century. Others had been pushed westwards and northwards into Wales, western and southwestern England, Cumbria and other parts of northern England and southern Scotland. With the defeat of the Romano-British forces at Dyrham in 577, the Britons in Wales were cut off by land from those in the west and southwest of England. Linguistically more important, final unstressed syllables were lost (apocope) in all varieties of Brythonic at about this time, a change intimately connected to the loss of morphological case. These changes are traditionally seen as having had such a drastic effect on the structure of the language as to mark a watershed in the development of Brythonic. From this period on, linguists refer to the Brythonic varieties spoken in Wales as Welsh; those in the west and southwest of England as Cornish; and those in Brittany as Breton. A fourth Brythonic language, Cumbric, emerged in the north of England, but died out, without leaving written records, in perhaps the eleventh century.
    [Show full text]
  • Universidad Nacional De Córdoba Facultad De Filosofía Y Humanidades Escuela De Bibliotecología Y Documentación
    Universidad Nacional de Córdoba Facultad de Filosofía y Humanidades Escuela de Bibliotecología y Documentación Bibliotecas indígenas: Un modelo teórico aplicable en comunidades aborígenes argentinas Trabajo de Tesis para optar al Título de Licenciado en Bibliotecología y Documentación Bibl. Edgardo Civallero Directora de Tesis Lic. Matilde Tagle de Cuenca Universidad Nacional de Córdoba Córdoba (Argentina) – año 2004 Tribunal de Tesis Lic. Marta Palacio Mgter. Rosario Nicolás de Taneda Lic. María Carmen Ladrón de Guevara ii Dedicatoria A todos los abuelos de las comunidades indígenas, con el íntimo deseo de que puedan seguir narrando, noche tras noche, los antiguos cuentos en las antiguas lenguas de la tierra, con esos antiguos ritmos tan propios.... A sus nietos, para que puedan continuar escuchando, noche tras noche, todas esas palabras y toda esa sabiduría. A todos los que, de alguna forma y en algún grado, luchan para que este milagro cotidiano siga ocurriendo. Porque no pueden -ni quieren- dejar que la ilusión se haga cenizas. Y a todos los que luchan para que esto no ocurra. A los que odian, a los que destruyen, a los que anulan y confunden. Confiando en que, algún día, nos obsequien un amanecer sin su presencia. iii “(...) Extinción. No solo muerte vasta. No cambiar. No dejar descendientes.(...) Extinción. La supresión absoluta, completa, minuciosa y ciega de una forma entera de vida significa el corte limpio y definitivo de una rama evolutiva. Es la admisión terminante e inapelable de un fracaso (...) Son sencillamente tragados por la nada, arrojados fuera de toda posible existencia, de toda forma de memoria, como una manera de indicar un hundimiento.
    [Show full text]
  • 6 ز ول ه اجع ب الب ر یقت ج قح Hello Guys! Today We Will Take a Look at 6
    WWW.ZABANSHENAS.COM 6 حقیقت جالب راجع به ول ز Hello guys! سﻻم بچهها! Today we will take a look at 6 interesting things about Wales! امروز به ۶ تا چیز جالب درمورد ولز نگاه می ندازی م! Let's go! بزن بری م! Number 1 شماره ی ک More sheep than humans تعداد گوسفندان بیشتر از انسان Wales is a somewhat small west European country ولز یه جورایی یه کشور کوچیک در اروپای غربی ه WWW.ZABANSHENAS.COM and its human population is over 3 million inhabitants. و جمعیت انسانیش بالغ بر ۳ میل یون نفره. but what is so interesting is that the food they eat ولی چی زی که جالبه اینه که غذایی که می خورن actually outnumbers the population. درواقع تعدادش از جمع یت انسانها بی شتره. A survey conducted in 2012 shows that بررسی انجام شده در سال ۲۰۱۲ نشون میده که 8.9 million sheep and lambs live in the countryside. ۸.۹ می لیون گوسفند و بره در مناطق روستایی زندگی می کنند. Sheep serve as an important part in Wales economy. گوسفند به عنوان بخش مهمی از اقتصاد ولز به حساب می اد. WWW.ZABANSHENAS.COM Number 2 شماره دو Longest place named in the world طوﻻنی ترین اسم مکان در دنی ا Is a large village next to the Britannia bridge. یه روستای بزرگ کنار پل بریتانی است. Around 3 thousand 40 people live in the community. حدودا ۳۰۴۰ نفر در این روستا زندگی می کنند. Although it's been given many different easier names هرچند که اسم های آسونتر مختلفی بهش داده شده the long version is comprised of 58 characters and 51 letters.
    [Show full text]
  • Why Learning to Read Is Easier in Welsh Than in English: Orthographic Transparency Effects Evinced with Frequency-Matched Tests
    Applied Psycholinguistics 22 (2001), 571–599 Printed in the United States of America Why learning to read is easier in Welsh than in English: Orthographic transparency effects evinced with frequency-matched tests NICK C. ELLIS and A. MARI HOOPER University of Wales, Bangor ADDRESS FOR CORRESPONDENCE Nick C. Ellis, School of Psychology, University of Wales, Bangor, Gwynedd LL57 2DG, United Kingdom. E-mail: [email protected] ABSTRACT This study compared the rate of literacy acquisition in orthographically transparent Welsh and ortho- graphically opaque English using reading tests that were equated for frequency of written exposure. Year 2 English-educated monolingual children were compared with Welsh-educated bilingual chil- dren, matched for reading instruction, background, locale, and math ability. Welsh children were able to read aloud accurately significantly more of their language (61% of tokens, 1821 types) than were English children (52% tokens, 716 types), allowing them to read aloud beyond their compre- hension levels (168 vs. 116%, respectively). Various observations suggested that Welsh readers were more reliant on an alphabetic decoding strategy: word length determined 70% of reading latency in Welsh but only 22% in English, and Welsh reading errors tended to be nonword mispro- nunciations, whereas English children made more real word substitutions and null attempts. These findings demonstrate that the orthographic transparency of a language can have a profound effect on the rate of acquisition and style of reading adopted by its speakers. Systems that are noisy and inconsistent are harder to sort out than systems that are reliable and categorical. There is now a large body of research demonstrating that greater ambiguity in the mappings between the forms and functions of a particular language causes less successful learning because of a larger degree of competition among the cues in the learning set (Bates & MacWhinney, 1987; MacWhinney, 1987).
    [Show full text]
  • Revista Completa Descargar Archivo
    ISSN 0325-2221 (versión impresa) ISSN 1852-1479 (versión online) TOMO XL (1) enero-junio 2015 Buenos Aires COMISIÓN DIRECTIVA SOCIEDAD ARGENTINA DE ANTROPOLOGÍA 2014-2015 Presidenta: Mónica Berón Secretaria: Fabiana Bugliani Tesorera: Mara Basile Primer vocal titular: Carlos Zanolli Segundo vocal titular: Verónica Lema Primer vocal suplente: Juan Engelman Revisores de Cuentas: Darío Hermo Laura Miotti Relaciones de la Sociedad Argentina de Antropología está incluida en los siguientes índices, catálogos y repositorios - Latindex Catálogo Folio 7380 (Nivel Superior de Excelencia) - Dialnet CIRC: Clasificación Integrada de Revistas Científicas Grupo C - Catálogo Red de Bibliotecas Universitarias (REBIUN) - Handbook of Latin American Studies (HLAS) - Naturalis, Facultad Ciencias Naturales y Museo (FCNyM), Universidad Nacional de La Plata - SeDiCi, Universidad Nacional de La Plata - Catálogo Biblioteca Universitaria CSIC 000784889 - DOAJ (Directory Open Access Journal) - Anthropological Literature, Harvard - CLASE, UNAM - EBSCO-HOST Database - Directory Indexing of International Research Journals (CiteFactor) - Núcleo Básico de Revistas Científicas Argentinas. CAICYT- CONICET. Relaciones es una publicación semestral editada por la Sociedad Argentina de Antropología (SAA) para difundir la investigación en Ciencias Antropológicas de la República Argentina y el Cono Sur. Se propone difundir a nivel académico amplio los resultados de investigaciones o sus distintos grados de avance, favorecer la discusión entre los autores y mantener actualizados a los miembros de la SAA en los temas de su incumbencia. Publica artículos originales de investigación básica y aplicada, notas, entrevistas, comentarios, reseñas y obituarios de autores argentinos y extranjeros sobre Arqueología, Antropología Social, Antropología Biológica, Etnografía y Etnohistoria. Los artículos son revisados por un Comité Editorial y evaluados por, al menos, dos especialistas nacionales y/o extranjeros.
    [Show full text]
  • THE RAINBOW FLAG of the INCAS by Gustav Tracchia
    THE RAINBOW FLAG OF THE INCAS by Gustav Tracchia PROLOGUE: The people of this pre-Columbian culture that flourished in the mid- Andes region of South America (known as The Empire of The Incas) called their realm: Tawantinsuyo, meaning the four corners. The word INCA is Quechua for Lord or King and was attached to the name of the ruler e.g., Huascar Inca or Huayna Capac Inca. In Quechua, the official language of the empire; Suyo is corner and Tawa, number four. Ntin is the way to form the plural. Fig. 1 Map of the Tawantinsuyo Wikipedia, (en.wikipedia.org/wiki/file:inca expansion.png) 1 Gustav Tracchia The "four corners" or suyos radiated from the capital, Cuzco: - Chincasuyo: Northwest Peru, present day Ecuador and the tip of Southern Colombia. - Contisuyo: nearest to Cuzco, south-central within the area of modern Peru. - Antisuyo: almost as long as Chincansuyo but on the eastern side of the Andes, from northern Peru to parts of upper eastern Bolivia. - Collasuyo: Southwest: all of western Bolivia, northern Chile and northwest of Argentina. Fig. 2 Cobo, Historia, schematic division of the four suyos 2 The Rainbow Flag of the Incas Fig. 3 Map of Tawantinsuyo, overlapping present day South American political division. ()www.geocities.com/Tropics/beach/2523/maps/perutawan1.html To simplify, I am going to call this still mysterious pre-Columbian kingdom, not Tawantinsuyo, but the "Empire of the Incas" or "The Inca Empire." I am also going to refer to events related to the culture of the Incas as "Incasic" or "Incan".
    [Show full text]
  • Welshlessons1.Pdf
    Welsh Lessons © Antone Minard, 2016 This series of lessons is designed to accompany the Welsh courses I offer through the Vancouver Welsh Society, currently scheduled to meet once a week for two ten-week terms. They are designed to supplement the class meetings, or to substitute if you have missed a meeting, or just to serve as a reference. Because heritage language learners all come with different abilities and progress at different paces, each lesson is divided into three sections: Level A for Beginners, Level B for Intermediate, and Level C for advanced. Each lesson starts with a flowchart to help you assess your level for that particular lesson. This is a work in progress, and over the next year or so I will be adding dialogues, exercises, and example quotes from Welsh songs and folklore, and if I can find someone to contribute, illustrations. If there are errors, or if you find something confusing, please contact me at [email protected]. The Welsh Lessons here are meant to complement your other learning tools. There are a lot of great resources online, such as the Say Something in Welsh course (https://www.saysomethingin.com/welsh/course1). The awesome duolingo now has Welsh; it’s not perfect, but it’s very effective for progress in the early stages. Finally, of course, if you’re not a member of the Vancouver Welsh Society, why not join via Paypal as a thank you? Only $20 per year for an out-of-area membership. Lesson One: Alphabet & Pronunciation Diagnostic Page, Lesson 1 Question 1: No: Go to Level A Can you more or less pronounce Mae ’nghath i yn llwyd ? Yes: See Question 2 Question 2: No: Go to Level B Do you know whether the vowels in the words yr hen mab bach o Ben-y-Bont are long or short? Yes: See Question 3 Question 3: Can you predict how a Welsh No: Go to Level C speaker would change these dictionary words in the spoken language? cyfodi, dyfod, gorau, prynhawn, Yes: Skip Lesson One ysgubor Lesson One: Alphabet & Pronunciation Lesson One, Level A The English alphabet consists of 26 letters.
    [Show full text]
  • © 2012 Steven M. Maas
    © 2012 Steven M. Maas WELSHNESS POLITICIZED, WELSHNESS SUBMERGED: THE POLITICS OF ‘POLITICS’ AND THE PRAGMATICS OF LANGUAGE COMMUNITY IN NORTH-WEST WALES BY STEVEN M. MAAS DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Anthropology in the Graduate College of the University of Illinois at Urbana-Champaign, 2012 Urbana, Illinois Doctoral Committee: Professor Janet D. Keller, Chair Professor Walter Feinberg Associate Professor Michèle Koven Professor Alejandro Lugo Professor Andrew Orta ABSTRACT This dissertation investigates the normative construction of a politics of language and community in north-west Wales (United Kingdom). It is based on ethnographic fieldwork conducted primarily between January 2007 and April 2008, with central participant-observation settings in primary-level state schools and in the teaching-spaces and hallways of a university. Its primary finding is an account of the gap between the national visibility and the cultural (in)visibility communities of speakers of the indigenous language of Wales (Cymraeg, or “Welsh”). With one exception, no public discourse has yet emerged in Wales that provides an explicit framework or vocabulary for describing the cultural community that is anchored in Cymraeg. One has to live those meanings even to know about them. The range of social categories for living those meanings tends to be constructed in ordinary conversations as some form of nationalism, whether political, cultural, or language nationalism. Further, the negatively valenced category of nationalism current in English-speaking Britain is in tension with the positively valenced category of nationalism current among many who move within Cymraeg- speaking communities. Thus, the very politics of identity are themselves political since the line between what is political and what is not, is itself subject to controversy.
    [Show full text]