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The Song of Kriol: a Grammar of the Kriol Language of Belize
The Song of Kriol: A Grammar of the Kriol Language of Belize Ken Decker THE SONG OF KRIOL: A GRAMMAR OF THE KRIOL LANGUAGE OF BELIZE Ken Decker SIL International DIS DA FI WI LANGWIJ Belize Kriol Project This is a publication of the Belize Kriol Project, the language and literacy arm of the National Kriol Council No part of this publication may be altered, and no part may be reproduced in any form without the express permission of the author or of the Belize Kriol Project, with the exception of brief excerpts in articles or reviews or for educational purposes. Please send any comments to: Ken Decker SIL International 7500 West Camp Wisdom Rd. Dallas, TX 75236 e-mail: [email protected] or Belize Kriol Project P.O. Box 2120 Belize City, Belize c/o e-mail: [email protected] or [email protected] Copies of this and other publications of the Belize Kriol Project may be obtained through the publisher or the Bible Society Bookstore 33 Central American Blvd. Belize City, Belize e-mail: [email protected] © Belize Kriol Project 2005 ISBN # 978-976-95215-2-0 First Published 2005 2nd Edition 2009 Electronic Edition 2013 CONTENTS 1. LANGUAGE IN BELIZE ......................................................................................................................... 1 1.1 AN INTRODUCTION TO LANGUAGE ........................................................................................................ 1 1.2 DEFINING BELIZE KRIOL AND BELIZE CREOLE ...................................................................................... 2 1.3 -
Language Contact at the Romance-Germanic Language Border
Language Contact at the Romance–Germanic Language Border Other Books of Interest from Multilingual Matters Beyond Bilingualism: Multilingualism and Multilingual Education Jasone Cenoz and Fred Genesee (eds) Beyond Boundaries: Language and Identity in Contemporary Europe Paul Gubbins and Mike Holt (eds) Bilingualism: Beyond Basic Principles Jean-Marc Dewaele, Alex Housen and Li wei (eds) Can Threatened Languages be Saved? Joshua Fishman (ed.) Chtimi: The Urban Vernaculars of Northern France Timothy Pooley Community and Communication Sue Wright A Dynamic Model of Multilingualism Philip Herdina and Ulrike Jessner Encyclopedia of Bilingual Education and Bilingualism Colin Baker and Sylvia Prys Jones Identity, Insecurity and Image: France and Language Dennis Ager Language, Culture and Communication in Contemporary Europe Charlotte Hoffman (ed.) Language and Society in a Changing Italy Arturo Tosi Language Planning in Malawi, Mozambique and the Philippines Robert B. Kaplan and Richard B. Baldauf, Jr. (eds) Language Planning in Nepal, Taiwan and Sweden Richard B. Baldauf, Jr. and Robert B. Kaplan (eds) Language Planning: From Practice to Theory Robert B. Kaplan and Richard B. Baldauf, Jr. (eds) Language Reclamation Hubisi Nwenmely Linguistic Minorities in Central and Eastern Europe Christina Bratt Paulston and Donald Peckham (eds) Motivation in Language Planning and Language Policy Dennis Ager Multilingualism in Spain M. Teresa Turell (ed.) The Other Languages of Europe Guus Extra and Durk Gorter (eds) A Reader in French Sociolinguistics Malcolm Offord (ed.) Please contact us for the latest book information: Multilingual Matters, Frankfurt Lodge, Clevedon Hall, Victoria Road, Clevedon, BS21 7HH, England http://www.multilingual-matters.com Language Contact at the Romance–Germanic Language Border Edited by Jeanine Treffers-Daller and Roland Willemyns MULTILINGUAL MATTERS LTD Clevedon • Buffalo • Toronto • Sydney Library of Congress Cataloging in Publication Data Language Contact at Romance-Germanic Language Border/Edited by Jeanine Treffers-Daller and Roland Willemyns. -
The Case of Nominal Plural Marking in Zamboanga Chabacano
Language Documentation & Conservation Special Publication No. 19 Documentation and Maintenance of Contact Languages from South Asia to East Asia ed. by Mário Pinharanda-Nunes & Hugo C. Cardoso, pp.141–173 http:/nflrc.hawaii.edu/ldc/sp19 4 http://hdl.handle.net/10125/24908 Documenting online writing practices: The case of nominal plural marking in Zamboanga Chabacano Eduardo Tobar Delgado Universidade de Vigo Abstract The emergence of computer-mediated communication has brought about new opportunities for both speakers and researchers of minority or under-described languages. This paper shows how the analysis of spontaneous contemporary language samples from online social networks can make a contribution to the documentation and description of languages like Chabacano, a Spanish-derived creole spoken in the Philippines. More specifically, we focus on nominal plural marking in the Zamboangueño variety, a still imperfectly understood feature, by examining a corpus composed of texts from online sources. The attested combination of innovative and vestigial features requires a close look at the high contact environment, different levels of metalinguistic awareness or even some language ideologies. The findings shed light on the wide variety of plural formation strategies which resulted from the contact of Spanish with Philippine languages. Possible triggers, such as animacy, definiteness or specificity, are also examined and some future research areas suggested. Keywords: nominal plural marking, Zamboangueño Chabacano, number, creole languages Licensed under Creative Commons Attribution-NonCommercial-NoDerivatives License 142 Eduardo Tobar Delgado 1. Introduction1 Zamboanga Chabacano (also known as Zamboangueño or Chavacano) is one of the three extant varieties of Philippine Creole Spanish or Chabacano and totals around 500,000 speakers in and around Zamboanga City in the Southern Philippines. -
El “Nuevo” Palenquero Y El Español Afroboliviano: ¿Es Reversible La Descriollización?
El “nuevo” palenquero y el español afroboliviano: ¿es reversible la descriollización? John M. Lipski The Pennsylvania State University 1. Introducción ¿En qué consiste la simplificación lingüística? ¿Cuáles son las características del bilingüismo cuando se trata de una lengua criolla y su principal lengua lexificadora? ¿En qué se parecen la criollización y la adquisición de una segunda lengua? ¿Qué semejanzas comparten la descriollización y la atrición de una lengua nativa? Estas son algunas de las preguntas teóricas y metodológicas que surgen al estudiar bajo la lupa de los modelos de bilingüismo el comportamiento de las lenguas formadas en condiciones de transmisión incompleta. En varios lugares del mundo las lenguas criollas están en contacto con los idiomas que proveían la base léxica durante el período de formación. En todos los casos existentes en la actualidad, la lengua lexificadora es también la lengua oficial y mayoritaria de la comunidad de habla donde se emplea la lengua criolla. Podemos citar los ejemplos de muchas naciones anglófonas del Caribe (Jamaica, Grenada, Belice, Dominica, Santa Lucía, etc.), de Cabo Verde, São Tomé y Príncipe y Guiné-Bissau en África (contacto entre lenguas criollas afrolusitanas y el portugués), Guadalupe y Martinica (contacto entre el francés y los criollos afrofranceses), y el Gullah en el sudeste de los Estados Unidos (contacto entre el inglés y un criollo angloafricano). En estas circunstancias de contacto, se produce con frecuencia un proceso de descriollización, es decir la aproximación gradual a la lengua lexificadora de una lengua criolla, dejando como resultado un continuum pos-criollo: una serie de etapas intermedias entre la variedad acriollada más alejada de la lengua lexificadora (el basilecto) y las variedades que acercan más a la lengua lexificadora (el acrolecto). -
Field-Testing Code-Switching Constraints: a Report on a Strategic Languages Project
languages Article Field-Testing Code-Switching Constraints: A Report on a Strategic Languages Project John M. Lipski Department of Spanish, Italian and Portuguese, The Pennsylvania State University, University Park, PA 16801, USA; [email protected]; Tel.: +1-814-865-6583 Received: 28 November 2017; Accepted: 28 January 2019; Published: 1 February 2019 Abstract: The present article provides an overview of ongoing field-based research that deploys a variety of interactive experimental procedures in three strategically chosen bilingual contact environments, whose language dyads facilitate a partial separation of morphosyntactic factors in order to test the extent to which proposed grammatical constraints on intra-sentential code-switching are independent of language-specific factors. For purposes of illustration, the possibility of language switches between subject pronouns and verbs is compared for the three bilingual groups. The first scenario includes Ecuadoran Quichua and Media Lengua (entirely Quichua syntax and system morphology, all lexical roots replaced by Spanish items; both are null-subject languages). The second juxtaposes Spanish and the Afro-Colombian creole language Palenquero; the languages share highly cognate lexicons but differ substantially in grammatical structures (including null subjects in Spanish, only overt subjects in Palenquero). Spanish and Portuguese in north-eastern Argentina along the Brazilian border form the third focus: lexically and grammatically highly cognate languages that are nonetheless kept distinct by speakers (both null-subject languages, albeit with different usage patterns). Results from the three communities reveal a residual resistance against PRONOUN + VERB switches irrespective of the subject-verb configuration, thereby motivating the application of similar techniques to other proposed grammatical constraints. -
A Discrete Co-Systems Approach to Language Variation on the Panamanian Island of Bastimentos
University of Pennsylvania Working Papers in Linguistics Volume 7 Issue 3 Papers from NWAV 29 Article 20 2001 A Discrete Co-Systems Approach to Language Variation on the Panamanian Island of Bastimentos Peter Snow Follow this and additional works at: https://repository.upenn.edu/pwpl Recommended Citation Snow, Peter (2001) "A Discrete Co-Systems Approach to Language Variation on the Panamanian Island of Bastimentos," University of Pennsylvania Working Papers in Linguistics: Vol. 7 : Iss. 3 , Article 20. Available at: https://repository.upenn.edu/pwpl/vol7/iss3/20 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/pwpl/vol7/iss3/20 For more information, please contact [email protected]. A Discrete Co-Systems Approach to Language Variation on the Panamanian Island of Bastimentos This working paper is available in University of Pennsylvania Working Papers in Linguistics: https://repository.upenn.edu/pwpl/vol7/iss3/20 A Discrete Co-Systems Approach to Language Variation on the Panamanian Island of Bastimentos 1 Peter Snow 1 Introduction In its ideal form, the phenomenon of the creole continuum as originally described by DeCamp (1971) and Bickerton (1973) may be understood as a result of the process of decreolization that occurs wherever a creole is in direct contact with its lexifier. This contact between creole languages and the languages that provide the majority of their lexicons leads to synchronic variation in the form of a continuum that reflects the unidirectional process of decreolization. The resulting continuum of varieties ranges from the "basilect" (most markedly creole), through intermediate "mesolectal" varie ties (less markedly creole), to the "acrolect" (least markedly creole or the lexifier language itself). -
The Place of Ata in Belizean Kriol
Encoding Contrast, Inviting Disapproval: The Place of Ata in Belizean Kriol WILLIAM SALMON University of Minnesota, Duluth1 1 Introduction This paper investigates the semantics and pragmatics of the discourse marker ata in Belizean Kriol, as seen in (1). I show that ata is an adversative discourse marker similar to the Spanish discourse marker si, as described in Schwenter (1999, 2002), and that the two share much in terms of syntax, semantics, and pragmatics. This is interesting, as there seems to be no English counterpart to the Kriol ata or Spanish si. (1) A: Wai yu nak yu sista?2 B: Ata da shee nak me fos! [KID] A: Why did you hit your sister? B: (But) it was she who hit me first!3 In terms of ata, I argue that it is used to convey an emphatic contrast with the immediately preceding discourse and that this contrast is a conventional implicature of the type described in Grice (1975). In addition, it is frequently used in conveying negative attitudes toward the preceding discourse. I argue that this is not a conventional aspect of ata’s meaning but that it is instead calculated in context via Gricean pragmatic reasoning as a conversational implicature. Finally, I suggest a diachronic origin for ata in the Kriol focus marker da. This present account of ata, then, covers significantly different ground than the account given in Salmon (to appear). In the next section, which follows from Salmon (to appear), I provide a brief background on the Kriol language as well as a discussion of where and how the data used in this paper were collected. -
Erwachsenenschutzrechtsreform
Erwachsenenschutzrechtsreformen im deutschen und französischen Sprachraum: Terminologische Entwicklung und Übersetzungsprobleme Suzanne Ballansat-Aebi Universität Genf New legislation about the legal protection of adults in European countries with German and/or French as official languages: terminological choices and translation problems – Abstract The new provisions of five European countries (Germany, Austria, France, Switzerland and Belgium) about the legal protection of adults all implement the principle of self-determination, but there are still fundamental conceptual differences between the statutory instruments of protection. An analysis of the terminological choices for three key concepts (legal instrument, protecting person, protected person) reveals that legislators have either opted for the use of traditional terminology or created new terms. Discriminating and stigmatizing language was avoided in many respects, but has not disappeared. A comparison of the German and French version of the Swiss and Belgian legislation shows that these concerns are given more importance in the German than in the French language. The terminological evolution in the field of the legal protection of adults has led to new translation problems, illustrated by the solutions for the three key concepts found in a French translation of the German Civil Code, scholarly articles and information material for citizens. It is argued that source text oriented translation methods provide more adequate information to these target recipients than functional equivalents. -
Spanish-Based Creoles in the Caribbean
Spanish-based creoles in the Caribbean John M. Lipski The Pennsylvania State University Introduction The Caribbean Basin is home to many creole languages, lexically related to French, English, and—now only vestigially—Dutch. Surrounded by Spanish-speaking nations, and with Portuguese-speaking Brazil not far to the south, the Caribbean contains only a single creole language derived from a (highly debated) combination of Spanish and Portuguese, namely Papiamentu, spoken on the Netherlands Antilles islands of Curaçao and Aruba. If the geographical confines of the designation `Caribbean’ are pushed a bit, the creole language Palenquero, spoken in the Afro-Colombian village Palenque de San Basilio, near the port of Cartagena de Indias, also qualifies as a Spanish-related creole, again with a hotly contested Portuguese component. There are also a number of small Afro-Hispanic enclaves scattered throughout the Caribbean where ritual language, songs, and oral traditions suggest at least some partial restructuring of Spanish in small areas. Finally, there exists a controversial but compelling research paradigm which asserts that Spanish as spoken by African slaves and their immediate descendents may have creolized in the 19th century Spanish Caribbean—particularly in Cuba—and that this putative creole language may have subsequently merged with local varieties of Spanish, leaving a faint but detectable imprint on general Caribbean Spanish. A key component of the inquiry into Spanish-related contact varieties is the recurring claim that all such languages derive from earlier Portuguese-based pidgins and creoles, formed somewhere in West Africa1 and carried to the Americas by slaves transshipped from African holding stations, and by ships’ crews and slave traders. -
Foreign Language Learning in High School
Foreign language learning in high school © Bryan Owens 26 Feb 2017 Contents 1. The importance of learning foreign languages 2. Foreign languages in high school 3. AP French 4. AP German 5. AP Chinese 6. AP Chinese Test 7. Which language to try? 8. Preparing for a spelling bee 9. Pre-submitted questions Importance of learning foreign languages ● Understand culture ● Help communication ● Advance career ● Gain linguistic intuition ● Exercise the brain Foreign languages in high school Most common Also usually offered Mainly on east coast ● Spanish ● Chinese ● Latin ● French ● Japanese ● Russian ● German Popularity: Spanish > French > German > Latin > Chinese > Japanese > Russian AP French (1) ● Example: “Hello, everyone! Thank you for coming to listen to my talk. Right now I’m speaking in French.” “Bonjour, tout le monde! Je vous remercie de venir entendre mon discours. Maintenant je parle en français.” AP French (2) ● AP study book (AP French Language and Culture by Barron’s) ● Grammar review (Une Fois Pour Toutes by Prentice Hall) ● Themed passages on current events (Thèmes by VHL) AP French (3) ● Short news video clips in French (7 Jours Sur La Planète by TV5Monde.com) ● News articles (LeMonde.fr) ○ Look up unknown words on Wiktionary ○ Make lists of vocab words AP French (4) ● Abridged stories (Les Misérables, L’Étranger) ● Movies (Les Intouchables, La Famille Bélier, Sur Le Chemin de l’École, Timbuktu) AP French (5) ● French comedians on YouTube (Cyprien) ● French music (Stromae, Louane, Indila, Fréro Delavega, Black M, Zaz, Maître Gims) ← French comedy video (view on Youtube for English subtitles) AP French (6) ● Gender hints ○ E.g., feminine: -e, -ion, -sé, -té ○ Masculine: -age, -ble, -eau, -isme, -ment ● Toolbox of go-to adverbs and phrases ○ Transition words, filler words, phrases to introduce ideas ● Prefixes and suffixes ● Practicing with my brother AP German (1) ● Example: “Hello, everyone! Thank you for coming to listen to my talk. -
Southern Bahamian: Transported African American Vernacular English Or Transported Gullah?
ORIGINAL ARTICLE Southern Bahamian: Transported African American Vernacular English or Transported Gullah? Stephanie Hackert University of Augsberg1 John A. Holm University of Coimbra ABSTRACT The relationship between Bahamian Creole English (BahCE) and Gullah and their historical connection with African American Vernacular English (AAVE) have long been a matter of dispute. In the controversy about the putative creole origins of AAVE, it was long thought that Gullah was the only remnant of a once much more widespread North American Plantation Creole and southern BahCE constituted a diaspora variety of the latter. If, however, as argued in the 1990s, AAVE never was a creole itself, whence the creole nature of southern BahCE? This paper examines the settlement history of the Bahamas and the American South to argue that BahCE and Gullah are indeed closely related, so closely in fact, that southern BahCE must be regarded as a diaspora variety of the latter rather than of AAVE. INTRODUCTION English (AAVE) spoken by the slaves Lexical and syntactic studies of Bahamian brought in by Loyalists after the Creole English (Holm, 1982; Shilling, 1977) Revolutionary War that predominated over led Holm (1983) to conclude that on southern the variety that had developed largely on the Bahamian islands such as Exuma, it was northern Bahamian islands. This ascendancy mainland African American Vernacular developed “…for the simple reason that it had 1 Stephanie Hackert, Applied English Linguistics, University of Augsburg, Germany. E-mail: [email protected] John A. Holm, University of Coimbra, Portugal E-mail: [email protected] Acknowledgements: An earlier draft of this article benefited from the comments of Katherine Green, Salikoko Mufwene, Edgar Schneider and Donald Winford, whom we would like to thank here, while noting that responsibility for any remaining shortcomings is solely our own. -
Nation Populations and Languages
Class Number 201B BAPTIST INTERNATIONAL Class Title School of the Scriptures ORIENTATION APPENDIX 1 – NATION POPULATIONS AND LANGUAGES A Curricula of Teaching Offered by Prepared by Rhode Island Baptist Seminary N. Sebastian Desent, Ph.D. Date October 10, 2019 Credits 1 (Appendix to Class 201) Level Associate Level This Syllabus is Approved for Baptist International School of the Scriptures Baptist International School of the Scriptures and Rhode Island Baptist Seminary are Ministries under the Authority of Historic Baptist Church Wickford, Rhode Island 02852 N. S. Desent, Ph.D., Th.D., D.D. www.HistoricBaptist.org CLASS 201B ORIENTATION APPENDIX 1 – NATION POPULATIONS AND LANGUAGES 1 CLASS 201B ORIENTATION APPENDIX 1 – NATION POPULATIONS AND LANGUAGES TABLE OF CONTENTS Scripture References……………………………………………………….. Page 4 Introduction …………………………………………………………………. Page 6 Nations of the World with Populations and Languages Used ……………… Page 8 Top Seven Official Languages by Number of Countries ………………….. Page 15 World’s Most Spoken Languages by Number of Native Speakers …………. Page 23 World’s Most Spoken Languages by Total Speakers ………………………. Page 23 World’s Publishing Languages …………………………………………….. Page 23 2 CLASS 201B ORIENTATION APPENDIX 1 – NATION POPULATIONS AND LANGUAGES 3 CLASS 201B ORIENTATION APPENDIX 1 – NATION POPULATIONS AND LANGUAGES SCRIPTURE REFERENCES Matt.24 knoweth that ye have need of 26 But now is made manifest, 9 Then shall they deliver you these things. and by the scriptures of the up to be afflicted, and shall prophets, according to the kill you: and ye shall be hated Luke.21 commandment of the of all nations for my name's 24 And they shall fall by the everlasting God, made known sake.