Pandaigdigang Kumperensiya Sa Nanganganib Na Wika
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IDENTIMRS Hawaii; *Ilocano
DOCUMENT MUNE ED 206 189 FL 012 493 AUTHOR Opinaldo, Eulanda; And Others TITLE Ilokano Language Program Guide. TNSTITOTION Hawaii State Dept. of Education, Honolulu.Office of Instructional Services. PUB DATE Jun 81 NOTE 163p. LANGUAGE English: Ilocano !DRS PRICE MR01/PC07 Plus Postage. DESCRIPTORS Cultural Education: Educational Objectives; Elementary Secondary Education: Hawaiians; Lesson Plans: Malayo Polynesian Languages: *Second Language Instruction: State Curriculum Guides; *Teaohing Guides: Teaching Methods IDENTIMRS Hawaii; *Ilocano ABSTRACT This guide expresses the philosophy, goals,and objectives, and outlines the scope and sequence ofIlocano language instruction at various levels for the public schoolsof Hawaii. It serves as a resource document for theteacher of Ilocano in that it identifies essential skills, suggests areas ofemphasis, points out possible problem areas, and proposes solutions tothose problems. It also presents a short history of the Ilocanolangua de, its phonology and grammar, selected language teaching andevaluation strategies, and an outline of the curriculum for LevelsI and II. he four appendices include the grammar of Ilocano, asample lesson, useful classroom expressions, and references. (Author/AMH) ***************************,******************************************* * * Reproductions supplied by EDRS are the best that canbe made * * from the original document. *********************************************************************** \*. SPANISH Cn rn "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED -
Inclusion and Cultural Preservation for the Ifugao People
421 Journal of Southeast Asian Human Rights, Vol.2 No. 2 December 2018. pp. 421-447 doi: 10.19184/jseahr.v2i2.8232 © University of Jember & Indonesian Consortium for Human Rights Lecturers Inclusion and Cultural Preservation for the Ifugao People Ellisiah U. Jocson Managing Director, OneLife Foundation Inc. (OLFI), M.A.Ed Candidate, University of the Philippines, Diliman Abstract This study seeks to offer insight into the paradox between two ideologies that are currently being promoted in Philippine society and identify the relationship of both towards the indigenous community of the Ifugao in the country. Inclusion is a growing trend in many areas, such as education, business, and development. However, there is ambiguity in terms of educating and promoting inclusion for indigenous groups, particularly in the Philippines. Mandates to promote cultural preservation also present limits to the ability of indigenous people to partake in the cultures of mainstream society. The Ifugao, together with other indigenous tribes in the Philippines, are at a state of disadvantage due to the discrepancies between the rights that they receive relative to the more urbanized areas of the country. The desire to preserve the Ifugao culture and to become inclusive in delivering equal rights and services create divided vantages that seem to present a rift and dilemma deciding which ideology to promulgate. Apart from these imbalances, the stance of the Ifugao regarding this matter is unclear, particularly if they observe and follow a central principle. Given that the notion of inclusion is to accommodate everyone regardless of “race, gender, disability, ethnicity, social class, and religion,” it is highly imperative to provide clarity to this issue and identify what actions to take. -
A Model for the Implementation of Non-Formal Language Acquisition in Language Revitalization: the Case Study of Irish
A Model for the Implementation Of Non-Formal Language Acquisition In Language Revitalization: The Case Study of Irish Anne Beltman 12299448 MA Thesis Language and Society University of Amsterdam Supervisor: prof. F. Gobbo 06-08-2019 Acknowledgements I would like to thank Prof. dr. Gobbo, my thesis supervisor, for his guidance throughout this project. In agreeing to take on this project, he has taught me a lot about sociolinguistics, but also about academia itself. I would like to thank my friends and family for all their support, for proofreading all the drafts I sent and calming me down in cases of panic. Finally, my thanks to Fien, Kim, Zach and Jenna for being there always. 2 Abstract Non-formal language acquisition (NFLA) is language acquisition that is embedded in planned activities that are not explicitly designated as learning and is intentional from the learner’s point of view (Colardyn & Bjornavold, 2004). Using existing frameworks, a model was created to test whether a threatened language has enough support to implement NFLA- based programs, in order to help revitalization of the language. To test the proposed model, it has been applied to Irish. From this case study, it can be concluded that while the model provides a good basis, there are still improvements to be made. 3 Table of contents 1. Introduction 6 1.1. Background 6 1.2. Relevance 7 1.3. Research question 8 2. Methodology 10 3. Theoretical Background 11 3.1 Non-formal language acquisition 11 3.2 Terminology 12 3.3 Language Revitalization 12 3.4 Frameworks 14 3.4.1. -
Kathrin Brandt
A QUESTION OF LANGUAGE VITALITY? - ON INTERROGATIVES IN AN ENDANGERED CREOLE Kathrin Brandt Inaugural-Dissertation zur Erlangung des Doktorgrades der Philosophischen Fakultät der Universität zu Köln im Fach Englische Philologie vorgelegt von Kathrin Brandt TABLE OF CONTENTS LIST OF TABLES IV LIST OF FIGURES VI ACKNOWLEDGMENTS VII 1 INTRODUCTION 1 1.1 Creole studies 1 1.2 LanguAge endAngerment 4 1.3 Minimalist syntax and wh-questions 5 1.4 Research questions and the orgAnizAtion of this study 7 2 LANGUAGE ENDANGERMENT 9 2.1 The linguistic situAtion 9 2.2 In favor of linguistic diversity 10 2.3 Models of lAnguAge loss 13 2.4 Assessing lAnguAge vitality 18 2.5 StructurAl consequences 29 3 SYNTACTIC THEORY OF INTERROGATIVES 34 3.1 Accounting for cross-linguistic vAriAtion 36 3.2 Landing sites 38 3.3 ConstrAints on wh-movement 42 3.4 Movement triggers 44 3.5 ClAuse typing 47 4 LOUISIANA CREOLE – HISTORY, SOCIOLINGUISTIC SETTING AND LINGUISTIC PROFILE 51 4.1 History 51 4.2 The genesis of LouisiAnA Creole 56 i 4.3 The sociolinguistic profile of South LouisiAnA 58 Louisiana Creole 58 Louisiana Regional French 60 Multilingual South Louisiana 61 Louisiana Creole as an endangered language 65 4.4 Selected aspects of LouisiAnA Creole grAmmAr 71 The verbal system 73 The nominal system 75 Constituent structure 77 The lexicon 80 5 METHODOLOGY 82 5.1 Field methods 82 5.2 Consultants, AnAlysis and the quAlitative approAch 91 5.3 Notation 96 6 SOCIOLINGUISTIC FINDINGS 98 6.1 DemogrAphics 98 Region 101 Education and occupation 102 6.2 LanguAge competence -
MIXED CODES, BILINGUALISM, and LANGUAGE MAINTENANCE DISSERTATION Presented in Partial Fulfillment of the Requi
BILINGUAL NAVAJO: MIXED CODES, BILINGUALISM, AND LANGUAGE MAINTENANCE DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Charlotte C. Schaengold, M.A. ***** The Ohio State University 2004 Dissertation Committee: Approved by Professor Brian Joseph, Advisor Professor Donald Winford ________________________ Professor Keith Johnson Advisor Linguistics Graduate Program ABSTRACT Many American Indian Languages today are spoken by fewer than one hundred people, yet Navajo is still spoken by over 100,000 people and has maintained regional as well as formal and informal dialects. However, the language is changing. While the Navajo population is gradually shifting from Navajo toward English, the “tip” in the shift has not yet occurred, and enormous efforts are being made in Navajoland to slow the language’s decline. One symptom in this process of shift is the fact that many young people on the Reservation now speak a non-standard variety of Navajo called “Bilingual Navajo.” This non-standard variety of Navajo is the linguistic result of the contact between speakers of English and speakers of Navajo. Similar to Michif, as described by Bakker and Papen (1988, 1994, 1997) and Media Lengua, as described by Muysken (1994, 1997, 2000), Bilingual Navajo has the structure of an American Indian language with parts of its lexicon from a European language. “Bilingual mixed languages” are defined by Winford (2003) as languages created in a bilingual speech community with the grammar of one language and the lexicon of another. My intention is to place Bilingual Navajo into the historical and theoretical framework of the bilingual mixed language, and to explain how ii this language can be used in the Navajo speech community to help maintain the Navajo language. -
Title <Articles>A Phonological Sketch of Ilocano Author(S) YAMAMOTO
Title <Articles>A phonological sketch of Ilocano Author(s) YAMAMOTO, Kyosuke Citation 京都大学言語学研究 (2017), 36: 21-49 Issue Date 2017-12-31 URL https://doi.org/10.14989/230686 Right © 京都大学言語学研究室 2017 Type Departmental Bulletin Paper Textversion publisher Kyoto University 京都大学言語学研究 (Kyoto University Linguistic Research) 36 (2017), 21 –49 A phonological sketch of Ilocano Kyosuke Yamamoto Abstract: In this paper I describe and analyze the phonology of the northern dialect of Ilocano (Western Malayo-Polynesian, Northern Luzon). The description includes segmental phonology, syllable structure and weight, stress placement, and phonological processes. I also argue the following. First, the phonemic status of the glottal stop depends on the environment. It is partly phonemic, but epenthetic in particular environments. Second, syllables that contain a long vowel are heavy but open syllables with a short vowel and closed syllables should be considered as light. Third, Ilocano has no diphthongs and those which have been considered to be diphthongs are in fact a sequence of a consonant and vowel. Fourth, the assignment of stress is almost entirely predictable and is assumed to be essentially postlexical. Fifth, in Ilocano three distinct prosodic word domains, the lowest prosodic constituent which is related to morphosyntactic constituency, should be posited to describe phonological processes. I also show that most of these processes repair ill-formed syllable structures.*1 Keywords: Ilocano, Austronesian, segmental phonology, prosodic phonology 1 The Ilocano language The Ilocano language is a Western Malayo-Polynesian language of the Austronesian Family (Blust 2013) and is spoken by about 9 million people in the northwest of Luzon Island in the Philippines (Rubino 2005), serving as the lingua franca of the region. -
John Walsh and Bernadette O'rourke
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Heriot Watt Pure TITLE OF EDITION: John Walsh and Bernadette O’Rourke (editors). ‘Comparing “new speakers” across language contexts: mobility and motivations’. Thematic edition of Journal of Multilingual and Multicultural Development. 1 Introduction Bernadette O’Rourkea* and John Walshb aDepartment of Languages and Intercultural Studies, School of Social Sciences, Heriot Watt University, Edinburgh, UK; bSchool of Languages, Literatures and Cultures, National University of Ireland, Galway, Ireland * Department of Languages and Intercultural Studies School of Social Sciences Heriot Watt University Edinburgh EH14 4AS UK Email: b.m.a.o’[email protected] 2 Introduction In this Special Issue we describe and analyse the practices and ideologies of ‘new speakers’ of minority languages. The ‘new speaker’ label is used to describe individuals with little or no home or community exposure to a minority language but who instead acquire it through immersion or bilingual educational programmes, revitalisation projects or as adult language learners (O’Rourke, Pujolar and Ramallo 2015). Dominant discourses in linguistics and its associated strands have tended to prioritise native speech over learner varieties. In applied linguistics native speech has often been presented to learners as the only authentic and desirable variety (Davies 2003). The revitalisation of minority languages has been framed within a preservationist rhetoric often with little tolerance for linguistic innovation or transgressive practices such as code-switching, translanguaging, or hybridisation (O’Rourke and Pujolar 2013). Work on new speakers has been informed by a theoretical framework which critiques such an approach to language revitalisation. -
(MTB-MLE) Learning Materials: an Analysis of K to 12 Ilocano Short Stories
The Suitability of Mother Tongue-Based Multilingual Education (MTB-MLE) Learning Materials: An Analysis of K to 12 Ilocano Short Stories Jillian Loise L. Melchor, University of the Philippines-Diliman Abstract The country’s archipelagic nature is an ever-present feature of any Filipinist discourse. This is especially palpable when crafting language policies. Contemporary Philippines displays a discernible paradigm shift in its approach on the language question. The nationalist discourse appears to be replaced by a cultural imperative to preserve indigenous heritage, which owes its vibrancy to the country’s plural composition. In 2012, the unprecedented Mother Tongue-Based Multilingual Education (MTB-MLE) scheme was implemented as a crucial component of the Department of Education’s radical adoption of the K-12 Basic Education Program. Despite the scheme’s noble objective of making “Filipino children life-long learners in their L1 (MT), L2 (Filipino, the national language), and L3 (English, the global language)” (DepEd, 2013), policy implementation falls short due to the scarcity of readily-available learning materials. Of the eighteen indigenous languages adopted by the MTB-MLE scheme, Ilocano is the only regional language represented on DepEd’s online didactic platform. This paper is a language-specific study of the suitability of learning materials made accessible on DepEd Tambayan which features a compilation of nineteen Ilocano short stories. It interrogates the short stories’ linguistic and sociocultural elements, drawing attention to the glaring inaccuracies that pervade these texts intended as learning materials. The proposal of flawed didactic materials is unfortunately indicative of the department’s ineptitude in implementing the mother-tongue framework, which in turn is symptomatic of the hastiness of the whole K-12 project. -
Craniometric, Serological, and Dermatoglyphic Approaches Miyo Yokota University of Tennessee, Knoxville
University of Tennessee, Knoxville Trace: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 8-1997 Biological Relationships among Siberians: Craniometric, Serological, and Dermatoglyphic Approaches Miyo Yokota University of Tennessee, Knoxville Recommended Citation Yokota, Miyo, "Biological Relationships among Siberians: Craniometric, Serological, and Dermatoglyphic Approaches. " PhD diss., University of Tennessee, 1997. https://trace.tennessee.edu/utk_graddiss/4032 This Dissertation is brought to you for free and open access by the Graduate School at Trace: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of Trace: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Miyo Yokota entitled "Biological Relationships among Siberians: Craniometric, Serological, and Dermatoglyphic Approaches." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy, with a major in Anthropology. Richard L. Jantz, Major Professor We have read this dissertation and recommend its acceptance: William M. Bass, Lyle M. Konigsberg, Christine R. Boake, Murray K. Marks Accepted for the Council: Dixie L. Thompson Vice Provost and Dean of the Graduate School (Original signatures are on file with official student records.) To the Graduate Council: I am submitting herewith a dissertation written by Miyo Yokota entitled "Biological Relationships among Siberians: Craniometric, Serological, and Dermatoglyphic Approaches." I have examined the final copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy, with a major in Anthropology. -
Divergence of Altai Macro System Languages and Issues of Their Genetic Relationship O. Sapashev* A. Smailova** B. Zhaksymov
Türkbilig, 2016/31: 109-126. DIVERGENCE OF ALTAI MACRO SYSTEM LANGUAGES AND ISSUES OF THEIR GENETIC RELATIONSHIP O. SAPASHEV* A. SMAILOVA** B. ZHAKSYMOV*** Abstract: Scientists recognize the difficulties associated with final and perfect solution of the problem of origin of the Altai community. The most important issue according to their opinion is a difficulty in differentiation of elements of a possible genetic commonality, the traces of which can be found in all Altaic languages, from the secondary elements of community, developing in different periods of close contacts of various Altaic peoples for at least of two millennia period. Mutual lexical borrowings of not only from single Altaic languages, but also borrowings from non-Altaic languages (the phenomenon of the substrate or super stratum) led to a significant lexical generality of secondary order and gave the reasons for establishment of various kinds of correspondences not relating to common Altaic protolanguage heritage that creates a large difficult to apply comparative- historical method. Keywords: Altaic, macro-system, genetic kinship, language typology, the rudiments Altay Makro Sistemi Dillerinin Farklılıkları ve Onların Genetik İlişkilerine Dair Konular Özet: Altayistik çalışan araştırmacıları, Altay toplumun kökeni sorununun nihai ve mükemmel bir çözümüyle ilişkili olan zorluklar bekler. Araştırmacıların görüşüne göre en önemli konu, olası genetik ortaklık unsurlarının ve Altay dillerinde bulunabilecek izlerin farklılaşması zorluğudur. Bu zorluklar, toplumun ikincil unsurlarından kaynaklanır ve farklı zamanlarda çeşitli Altay topluluklarının en az iki bin yıllık yakın ilişkiler sonucu gelişmiştir. Sadece Altay dilleri ve Altay dilleri dışındaki dillerden karşılıklı sözcük alışverişi (altkatman ve üstkatman olgusu) ikincil seviyede önemli sözcüksel genellemeler ortaya çıkardı ve tarihi-karşılaştırmalı metodun uygulanmasını zorlaştıran ortak proto Altay dil mirasıyla ilgili olmayan bir yapının oluşmasına neden oldu. -
Purism, Variation, Change and 'Authenticity'
This is the accepted version of an article published by Cambridge University Press in European Review. Published version available from: https://doi.org/10.1017/S1062798717000400 Accepted version downloaded from SOAS Research Online: http://eprints.soas.ac.uk/25200/ Purism, variation, change and ‘authenticity’: Ideological challenges to language revitalisation Julia Sallabank SOAS University of London Abstract 1 This paper is based on recent research into the small, highly endangered language Giernesiei 2 (Guernsey, Channel Islands). Language documentation has found unexpectedly rich variation and change in Giernesiei usage, not all of which can be accounted for by regional and age-related factors. At the same time, our research into language ideologies and efforts to maintain and revitalise Giernesiei have revealed deep-seated purist or ‘traditionalist’ language attitudes which resist and deny language change. This nostalgic view of language and culture can hyper-valorise ‘authentic’ traditions (arguably reinvented: Johnson 2013) and can lead to reluctance to share Giernesiei effectively with younger generations who might ‘change the language’, despite an overt desire to maintain it. This mismatch between ideologies and practices can be seen at language festivals, in lessons for children, and in the experiences of adult learners who were interviewed as part of a British Academy-funded project. I present a taxonomy of reactions to variation in Giernesiei, which confirms and extends the findings of Jaffe (2008) in Corsica. I also discuss recent revitalisation efforts which try to bring together older and ‘new’ speakers and promote the role of adult learners and ‘re-activate’ semi-speakers. The findings support the view that full evaluation of language vitality should include documenting the processes and ideologies of language revitalisation (Sallabank 2012; Austin and Sallabank 2014). -
UNIVERSITY of CALIFORNIA Santa Barbara Language Ideology, Linguistic Differentiation, and Language Maintenance in the California
UNIVERSITY OF CALIFORNIA Santa Barbara Language Ideology, Linguistic Differentiation, and Language Maintenance in the California Mixtec Diaspora A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Linguistics by Anna C. Bax Committee in charge: Professor Mary Bucholtz, Chair Professor Eric W. Campbell Professor Lal Zimman Professor Gabriela Pérez Báez, University of Oregon September 2020 The dissertation of Anna C. Bax is approved. ____________________________________________ Eric W. Campbell ____________________________________________ Lal Zimman ____________________________________________ Gabriela Pérez Báez ____________________________________________ Mary Bucholtz, Committee Chair July 2020 Language Ideology, Linguistic Differentiation, and Language Maintenance in the California Mixtec Diaspora Copyright © 2020 by Anna C. Bax iii Acknowledgements I respectfully acknowledge that this dissertation was researched and written while I was living on the unceded lands of the Chumash and Kumeyaay people. I am deeply grateful to so many people whose time, labor, and love have made this dissertation possible. Completing and defending this work from quarantine in the midst of a global pandemic has made me reflect on the many individuals who have helped me along the way, so many of whom I eagerly await the opportunity to see again in person. First, none of this work would have been possible without the generosity, patience, and enthusiasm of the Mixtec residents of Ventura County who have so graciously shared their lives, thoughts, time, and energy with me over the years. I am especially grateful to Isabel, Nina, and Ita Ndivi, the focal participant-researchers in this dissertation, for their dedication to this project and their trust. Thanks also go to their friends and family who participated in this research, particularly to Nina’s mother, who aided with transcription and translation of her variety of Mixtec.