Argument Structure and Argument-Marking in Choctaw
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Studies on Language Change. Working Papers in Linguistics No. 34
DOCUMENT RESUME ED 286 382 FL 016 932 AUTHOR Joseph, Brian D., Ed. TITLE Studies on Language Change. Working Papers in Linguistics No. 34. INSTITUTION Ohio State Univ., Columbus. Dept. of Linguistics. PUB DATE Dec 86 NOTE 171p. PUB TYPE Reports - Evaluative/Feasibility (142) -- Collected Works - General (020) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Arabic; Diachronic Linguistics; Dialects; *Diglossia; English; Estonian; *Etymology; Finnish; Foreign Countries; Language Variation; Linguistic Borrowing; *Linguistic Theory; *Morphemes; *Morphology (Languages); Old English; Sanskrit; Sociolinguistics; Syntax; *Uncommonly Taught Languages; Word Frequency IDENTIFIERS Saame ABSTRACT A collection of papers relevant to historical linguistics and description and explanation of language change includes: "Decliticization and Deaffixation in Saame: Abessive 'taga'" (Joel A. Nevis); "Decliticization in Old Estonian" (Joel A. Nevis); "On Automatic and Simultaneous Syntactic Changes" (Brian D. Joseph); "Loss of Nominal Case Endings in the Modern Arabic Sedentary Dialects" (Ann M. Miller); "One Rule or Many? Sanskrit Reduplication as Fragmented Affixation" (Richard D. Janda, Brian D. Joseph); "Fragmentation of Strong Verb Ablaut in Old English" (Keith Johnson); "The Etymology of 'bum': Mere Child's Play" (Mary E. Clark, Brian D. Joseph); "Small Group Lexical Innovation: Some Examples" (Christopher Kupec); "Word Frequency and Dialect Borrowing" (Debra A. Stollenwerk); "Introspection into a Stable Case of Variation in Finnish" (Riitta Valimaa-Blum); -
Collaborating for Prosperity with American Indians and Alaska Natives Rural Development Programs for Tribes, Tribal Families, Children, and Communities
Collaborating for Prosperity With American Indians and Alaska Natives Rural Development Programs for Tribes, Tribal Families, Children, and Communities USDA Rural Development Innovation Center Together, America Prospers From 2001 to 2018 USDA Rural Development invested more than $6.2 billion in Indian Country and Alaska. USDA Rural Development places a high value on its relationship with Tribes, American Indians, and Alaska Natives. We are committed to increasing investment throughout Indian Country and Alaska. We are collaborating and partnering with Tribes to realize a brighter future for families, children, and Tribal communities. Through loans, grants, and technical assistance, Rural Development makes critical investments in infrastructure, schools, health clinics, housing, and businesses, to benefit Native families and communities across rural America. Rural Development supports American Indians and Alaska Natives in holistic, sustainable, and culturally responsive ways. Every Tribal Nation has unique assets and faces distinct challenges. Maximizing the potential of these assets, and addressing local challenges, can only happen in an environment where relationships and trust provide a foundation for true partnership and collaboration. Rural Development staff understand that the legal, regulatory, governmental structure, protocols, and culture are unique to each Tribal Nation. We recognize that Tribes are distinct. We strive to understand those distinctions and tailor the delivery of services to be responsive to each Tribe’s circumstances -
71-28823 BADGER, Herbert Andrew, 1935- A
71-28,823 BADGER, Herbert Andrew, 1935- A DESCRIPTIVE GRAMMAR OF MISSISSIPPI CHOCTAW. University of Southern Mississippi, Ph.D., 1971 Language and Literature, linguistics University Microfilms, A XEROX Company, Ann Arbor, Michigan © COPYRIGHT BY HERBERT ANDREW BADGER 1971 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. University of Southern Mississippi A DESCRIPTIVE GRAMMAR OF MISSISSIPPI CHOCTAW by Herbert Andrew Badger A Dissertation Submitted to the Graduate School of the University of Southern Mississippi in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Approved: Director Dean of tfte Graduate School May, 1971 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Abstract A DESCRIPTIVE GRAMMAR OF MISSISSIPPI CHOCTAW by Herbert Andrew Badger May, 1971 The justification for a grammar of Mississippi Choctaw is contingent upon two factors. First, the forced removal of the Choctaws to Oklahoma following the 1830 Treaty of Dancing Rabbit Creek had important linguistic effects, for while the larger part of the Choctaws removed to the West where their language probably followed its natural course, there remained in Mississippi a relatively small segment of Choctaws who, because they were fugitives from the removal, were fragmented into small, isolated bands. Thus, communication between the two groups and between the isolated bands of Mississippi Choctaws was extremely limited, resulting in a significant difference between the languages of the two groups. Second, the only grammar of Choctaw, Cyrus Byington's early nineteenth cen tury Grammar of the Choctaw Language, is inadequate because it was written before descriptive linguistic science was formalized, because it reflected the Choctaw language just 1 Reproduced with permission of the copyright owner. -
Minimalist C/Case Sigurðsson, Halldor Armann
Minimalist C/case Sigurðsson, Halldor Armann Published in: Linguistic Inquiry 2012 Link to publication Citation for published version (APA): Sigurðsson, H. A. (2012). Minimalist C/case. Linguistic Inquiry, 43(2), 191-227. http://ling.auf.net/lingBuzz/000967 Total number of authors: 1 General rights Unless other specific re-use rights are stated the following general rights apply: Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal Read more about Creative commons licenses: https://creativecommons.org/licenses/ Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. LUND UNIVERSITY PO Box 117 221 00 Lund +46 46-222 00 00 Access Provided by Lunds universitet at 04/30/12 3:55PM GMT Minimalist C/case Halldo´rA´ rmann SigurLsson This article discusses A-licensing and case from a minimalist perspec- tive, pursuing the idea that argument NPs cyclically enter a number of A-relations, rather than just a single one, resulting in event licensing, case licensing, and -licensing. -
The Growth of Grammar in the Elven Tongues
Volume 21 Number 2 Article 28 Winter 10-15-1996 The Growth of Grammar in the Elven Tongues Christopher Gilson Patrick Wynne Follow this and additional works at: https://dc.swosu.edu/mythlore Part of the Children's and Young Adult Literature Commons Recommended Citation Gilson, Christopher and Wynne, Patrick (1996) "The Growth of Grammar in the Elven Tongues," Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic Literature: Vol. 21 : No. 2 , Article 28. Available at: https://dc.swosu.edu/mythlore/vol21/iss2/28 This Article is brought to you for free and open access by the Mythopoeic Society at SWOSU Digital Commons. It has been accepted for inclusion in Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic Literature by an authorized editor of SWOSU Digital Commons. An ADA compliant document is available upon request. For more information, please contact [email protected]. To join the Mythopoeic Society go to: http://www.mythsoc.org/join.htm Mythcon 51: A VIRTUAL “HALFLING” MYTHCON July 31 - August 1, 2021 (Saturday and Sunday) http://www.mythsoc.org/mythcon/mythcon-51.htm Mythcon 52: The Mythic, the Fantastic, and the Alien Albuquerque, New Mexico; July 29 - August 1, 2022 http://www.mythsoc.org/mythcon/mythcon-52.htm Abstract While some features of Elven grammar go back to the earliest records, such as the “Qenya Lexicon”, others are unique to later works such as the “Secret Vice” poems and the Etymologies, and some do not emerge until after The Lord of the Rings. -
Strong Linearity: Three Case Studies Towards a Theory of Morphosyntactic Templatic Constructions
Strong linearity: Three case studies towards a theory of morphosyntactic templatic constructions by Jeffrey Craig Good B.A. (University of Chicago) 1998 M.A. (University of Chicago) 1998 M.A. (University of California, Berkeley) 2000 A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Linguistics in the GRADUATE DIVISION of the UNIVERSITY OF CALIFORNIA, BERKELEY Committee in charge: Professor Larry Hyman, Chair Professor Andrew Garrett Professor Johanna Nichols Fall 2003 The dissertation of Jeffrey Craig Good is approved: Chair Date Date Date University of California, Berkeley Fall 2003 Strong linearity: Three case studies towards a theory of morphosyntactic templatic constructions Copyright 2003 by Jeffrey Craig Good 1 Abstract Strong linearity: Three case studies towards a theory of morphosyntactic templatic constructions by Jeffrey Craig Good Doctor of Philosophy in Linguistics University of California, Berkeley Professor Larry Hyman, Chair The focus of this work is on templatic constructions in morphology and syntax, and its central argument is that their form is consistent with the Strong Linearity Domain Hy- pothesis. This hypothesis states that all templatic constructions must be coextensive with some prosodic constituent and that their templatic restrictions must be consistent with the characteristic phonology of that constituent. The introductory chapter lays the groundwork for later discussion, and the primary support for the Strong Linearity Domain Hypothesis comes from three case studies. The first of these is an examination of the ordering restrictions of three verbal extensions found on the Bantu verb stem, the “long” causative, the applicative, and the “short” causative. The second case study is on a minimal-size restriction found in the Chechen core verb phrase. -
Chahta Anumpa: a Multimodal Corpus of the Choctaw Language
Chahta Anumpa: A Multimodal Corpus of the Choctaw Language Jacqueline Brixey, Eli Pincus, Ron Artstein USC Institute for Creative Technologies 12015 E Waterfront Dr, Los Angeles, CA 90094 {brixey, pincus, artstein}@ict.usc.edu Abstract This paper presents a general use corpus for the Native American indigenous language Choctaw. The corpus contains audio, video, and text resources, with many texts also translated in English. The Oklahoma Choctaw and the Mississippi Choctaw variants of the language are represented in the corpus. The data set provides documentation support for the threatened language, and allows researchers and language teachers access to a diverse collection of resources. Keywords: endangered languages, indigenous language, multimodal, Choctaw, Native American languages 1. Introduction not abundant. The goal of this database is thus to first pre- This paper introduces a general use corpus for Choctaw, an serve a threatened language. The second contribution is to American indigenous language. The Choctaw language is compile a comprehensive data set of existing resources for spoken by the Choctaw tribe, who originally inhabited the novel research opportunities in history, linguistics, and nat- southeastern United States. The tribe is the fourth largest ural language processing. The final contribution is to pro- indigenous group by population in the United States with vide documentation of the language for language learners 220,000 enrolled members.1 The Choctaw language, how- and teachers, in order to assist in revitalization efforts. ever, is classified as “Threatened” by Ethnologue,2 as there are only 10,400 fluent speakers and the language is losing 2. Choctaw tribe and language users. 2.1. -
Choctaw Code Talkers
VisionMaker Lesson Plans - Grades 7-Higher Education Choctaw Code Talkers Subject Areas: Ethnic Studies • Native American Studies Reading and Language Arts • Social Studies NAPT Native American Public Telecommunications VisionMaker Procedural Notes for Educators Film Synopsis In 1918, not yet citizens of the United States, Choctaw men of the American Expeditionary Forces were asked to use their Native language as a powerful tool against the German Forces in World War I, setting a precedent for code talking as an effective military weapon and establishing them as America's original Code Talkers. A Note to Educators These lesson plans are created for students in grades 7 through higher education. Each lesson can be adapted to meet your needs. Robert S. Frazier, grandfather of Code Talker Tobias Frazier, and sheriff of Jack's Fork and Cedar Counties Image courtesy of "Choctaw Code Talkers" Native American Public 2 NAPT Telecommunications VisionMaker Objectives and Curriculum Standards a. Use context (e.g., the overall meaning of a sentence, Objectives paragraph, or text; a word’s position or function in a sentence) These activities are designed to give participants as a clue to the meaning of a word or phrase. learning experiences that will help them understand and b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech. consider the history of the sovereign Choctaw Nation c. Consult general and specialized reference materials (e.g., of Oklahoma, and its unique relationship to the United dictionaries, glossaries, thesauruses), both print and digital, to States of America; specifically how that relates to the find the pronunciation of words, a word or determine or clarify documentary, Choctaw Code Talkers. -
Newsletter Xxvi:2
THE SOCIETY FOR THE STUDY OF THE INDIGENOUS LANGUAGES OF THE AMERICAS NEWSLETTER XXVI:2 July-September 2007 Published quarterly by the Society for the Study of the Indigenous Lan- SSILA BUSINESS guages of the Americas, Inc. Editor: Victor Golla, Dept. of Anthropology, Humboldt State University, Arcata, California 95521 (e-mail: golla@ ssila.org; web: www.ssila.org). ISSN 1046-4476. Copyright © 2007, The Chicago Meeting SSILA. Printed by Bug Press, Arcata, CA. The 2007-08 annual winter meeting of SSILA will be held on January 3-6, 2008 at the Palmer House (Hilton), Chicago, jointly with the 82nd Volume 26, Number 2 annual meeting of the Linguistic Society of America. Also meeting concur- rently with the LSA will be the American Dialect Society, the American Name Society, and the North American Association for the History of the CONTENTS Language Sciences. The Palmer House has reserved blocks of rooms for those attending the SSILA Business . 1 2008 meeting. All guest rooms offer high speed internet, coffee makers, Correspondence . 3 hairdryers, CD players, and personalized in-room listening (suitable for Obituaries . 4 iPods). The charge for (wired) in-room high-speed internet access is $9.95 News and Announcements . 9 per 24 hours; there are no wireless connections in any of the sleeping Media Watch . 11 rooms. (The lobby and coffee shop are wireless areas; internet access costs News from Regional Groups . 12 $5.95 per hour.) The special LSA room rate (for one or two double beds) Recent Publications . 15 is $104. The Hilton reservation telephone numbers are 312-726-7500 and 1-800-HILTONS. -
Oklahoma Indian Country Guide in This Edition of Newspapers in Education
he American Indian Cultural Center and Museum (AICCM) is honored Halito! Oklahoma has a unique history that differentiates it from any other Tto present, in partnership with Newspapers In Education at The Oklahoman, state in the nation. Nowhere else in the United States can a visitor hear first the Native American Heritage educational workbook. Workbooks focus on hand-accounts from 39 different American Indian Tribal Nations regarding the cultures, histories and governments of the American Indian tribes of their journey from ancestral homelands, or discover how Native peoples have Oklahoma. The workbooks are published twice a year, around November contributed and woven their identities into the fabric of contemporary Oklahoma. and April. Each workbook is organized into four core thematic areas: Origins, Oklahoma is deeply rooted in American Indian history and heritage. We hope Native Knowledge, Community and Governance. Because it is impossible you will use this guide to explore our great state and to learn about Okla- to cover every aspect of the topics featured in each edition, we hope the Humma. (“Red People” in the Choctaw language.)–Gena Timberman, Esq., workbooks will comprehensively introduce students to a variety of new subjects and ideas. We hope you will be inspired to research and find out more information with the help of your teachers and parents as well as through your own independent research. The American Indian Cultural Center and Museum would like to give special thanks to the Oklahoma Tourism & Recreation Department for generously permitting us to share information featured in the Oklahoma Indian Country Guide in this edition of Newspapers in Education. -
Open Barba Final Thesis Report
THE PENNSYLVANIA STATE UNIVERSITY SCHREYER HONORS COLLEGE DEPARTMENT OF GERMANIC AND SLAVIC LANGUAGES AND LITERATURE A COMPARITIVE STUDY OF TWO RUSSIAN TEXTBOOKS WITH A FOCUS ON GRAMMATICAL CASES KATHERINE A. BARBA Spring 2010 A thesis submitted in partial fulfillment of the requirements for baccalaureate degrees in Russian, Spanish, and International Studies with honors in Russian Reviewed and approved* by the following: Irina Mikaelian Lecturer in Russian Thesis Supervisor Michael M. Naydan Woskob Family Professor of Ukrainian Studies Honors Adviser * Signatures are on file in the Schreyer Honors College. i ABSTRACT This study identifies the methods used in two college beginner-level Russian textbooks in order to determine their relative effectiveness. The Introductory Chapter explains the aims of two textbooks under consideration: Голоса- A Basic Course in Russian (Book 1) and Начало (Book 1). The first chapter introduces different learning styles and various methods for effectively evaluating a textbook. The study also strives to determine which textbook presents the six grammatical cases in Russian more effectively. The different case forms comprise the most difficult aspect of Russian language learning. Based on analysis of the presentation of the cases, the researcher concludes that the textbook Голоса- A Basic Course in Russian (Book 1) more effectively presents the grammatical aspects in teaching Russian language. ii Table of Contents ACKNOWLEGEMENTS ....................................................................................................... -
The Chickasaw Nation, Muscogee Creek Nation, Sac & Fox Nation, and Choctaw Nation Present
The Chickasaw Nation, Muscogee Creek Nation, Sac & Fox Nation, and Choctaw Nation present NATIVE AMERICAN Language & Culture Newspapers for this educational program provided by: Table of Contents Introduction ................................................................................................................................................................................................................................................................................3 List of Tribes in Oklahoma ...............................................................................................................................................................................................................................................4 The Chickasaw Nation ....................................................................................................................................................................................................................................................5-8 Sac & Fox Nation ...............................................................................................................................................................................................................................................................9-13 Choctaw Nation ................................................................................................................................................................................................................................................................14-18