MANDE LANGUAGES INTRODUCTION Mande Languages
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A Sketch of Dialectal Variation in Mano Maria Khachaturyan University Of
Mandenkan, No. 59, 2018, pp. 31-56 A sketch of dialectal variation in Mano Maria Khachaturyan University of Helsinki [email protected] This paper1 gives a preliminary account of the dialectal situation of Mano, a South Mande language. My main descriptive focus is Guinean Mano, I have been doing fieldwork on the language since 2009 and I have spent more than 14 months in the field, mainly in the city of Nzerekore and in neighboring villages. A description of the Guinean variety can be found in Khachaturyan (2015). The information on Liberian dialects was obtained in January 2018 during a short trip to three Liberian villages, Gbanquoi, Kpein and Flumpa, as well as from written sources: two language manuals: (deZeeuw & Kruah 1981; Neal et al. 1946), a Bible translation (UBS 1978) and some literacy materials (Zarwolo 2009). The paper is organized as follows. Section 1 gives a sketch of the sociolinguistic situation. Section 2 provides some preliminary observations of the interdialectal differences in phonology. Section 3 gives some details on morphosyntactic variation. Section 4 presents differences in lexicon. The results are discussed in Section 5 where I explain, in particular, why some of the dialectal differences could be in fact an issue of contact with different languages: Kpelle, especially in the North of the Mano zone, and Dan in the South. 1 I would like to express my gratitude to the anonymous reviewers for their helpful criticism. As usual, I am thankful to Pe Mamy for his tireless help and support in (our) language research, and also for his wonderful companionship in our travels (we will have to have more Club beers to share in Liberia!). -
Harman, Chip, Ed. ACTFL Proficiency Guidelines For
DOCUMENT RESUME ED 289 345 FL 017 059 AUTHOR Stansfield, Charles W., Ed.; Harman, Chip, Ed. TITLE ACTFL Proficiency Guidelines for the Less Commonly Taught Languages. A Familiarization Project for the Development of Proficiency Guidelines for Less Commonly Taught Languages. INSTITUTION American Council on the Teaching of Foreign Languages, Hastings-on-Hudson, N.Y.; Center for Applied Linguistics, Washington, D.C. SPONS AGENCY Department of Education, Washington, DC. PUB DATE 87 "GRANT G008540634 NOTE 207p. PUB TYPE Collected Works - General (020) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS African Languages; Arabic; Bibliographies; Hindi; Indonesian; Information Sources; Interviews; Introductory Courses; *Language Proficiency; *Language Tests; Material Development; Oral Language; *Standards; *Testing Problems; *Test Use; *Uncommonly Taught Languages IDEnTIFIERS *ACTFL ETS Language Proficiency Guidelines ABSTRACT A collection of papers on the use of the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines for instruction and testing in less commonly taught language& includes: the 1986 ACTFL Proficiency Guidelines; "Testing Speaking Proficiency: The Oral Interview" (Pardee Lowe, Jr., Judith E. Liskin-Gasparro); a review of the Interagency Language Roundtable Oral Proficiency Interview (Pardee Lowe, Jr.); "Adapting the ACTFL/ETS Proficiency Guidelines to the Less Commonly Taught languages" (Irene Thompson, Richard T. Thompson, and David Hiple); "Materials Development for the Proficiency-Oriented Classroom" (Jeannette D. Bragger); a "Topical Bibliography of Proficiency-Related Issues" (Vicki Galloway, Charles W. Stansfield, and Lynn E. Thompson); "Arabic Proficiency Guidelines" (Roger Allen); "A Model of Proficiency-Based Testing for Elementary Arabic" (R. J. Rumunny); "The Arabic Guidelines: Where Now?" (Roger Allen); "The Application of the ILR-ACTFL Test Guidelines to Indonesian" (John U. -
Part of Village Life
Linguistic Difficulties 31 When the child first enters school he is still part of village life. He speaks al- most no English when he comes to his first class, and still has fairly close ties with 6 / Difficulties in his family. His parents are perhaps suspicious, but willing to let him start. He cus- tomarily spends a year or two in "primer" class, learning to speak English, and mem- orizing a few isolated facts. He then is ready for first grade, which he enters be- mathematics class tween six and twelve years of age. The point of decision for him is in the second or third grade, when he must decide whether he is to continue school and cast his lot with the "civilized" world, or return to his tribe. His parents may have been willing for him to remain a few years in school, since in the old days three or four OWTHAT WE HAVE CONSIDERED the general outlines of Kpelle society, it is years in Bush school was not uncommon. But they assume t.hat by seco~d gra.de he appropriate to turn to the problems which served as the immediate impe- has had enough, and that it is time he returned to take up his responsibilities III the tus for this research. village. If he does not choose to return, they let him go his own way, and expect N him to support himself. Only when he has finished school do they reestablish ties, In roughly sixty elementary schools within Kpelle land there are Kpelle boys and girls struggling to learn enough English, mathematics, and science to make their in order that he assist them in their old age, and to aid his younger brothers and way into the modern world. -
Copulas Originating from 'See / Look' Verbs in Mande Languages
this paper is a revised version of my presentation at the Symposium “Areal patterns of grammaticalization and cross-linguistic variation in grammaticalization scenarios” Mainz, 12-14 March 2015 Copulas originating from ‘see / look’ verbs in Mande languages Denis Creissels University of Lyon [email protected] http://deniscreissels.fr 1. Introduction The grammaticalization path leading from the imperative of verbs ‘see / look’ to ostensive predicators or to copulas is not mentioned in the inventory of grammaticalization processes provided by Heine & Kuteva (2002), and ‘see / look’ verbs are not mentioned as a possible source of copulas in general accounts of non- verbal predication such as Hengeveld (1992) or Pustet (2003) either. However, French voici / voilà constitute a well-known example of the grammaticalization of the imperative of a verb ‘see’ as an ostensive predicator, and additional examples can be found for example among Chadic languages (see Hellwig (2011: 380-382) on Goemai, Jaggar (2001: 468-469) and Newman (2001: 181-182) on Hausa). As regards the possibility that verbs ‘see / look’ grammaticalize as copulas, this possibility has been recognized so far in two language families, and in one of these two cases, the first stage in this evolution is the reanalysis of the imperative of a ‘see / look’ verb as an ostensive predicator: (a) As discussed by Taine-Cheikh (2013), in Arabic languages, the grammaticalization of the imperative form of verbs cognate with Classical Arabic raʔā ‘see’ has developed in different directions, with the creation of a copula as one of its possible outcomes. (b) As observed by Westermann (1930), Monteil (1939), Heydorn (1940-1941) Heydorn (1949-1950), Welmers (1974), Creissels (1981), and Tröbs (2003), Mande languages provide evidence that copulas may result from the evolution of ostensive predicators whose origin is the imperative of a verb ‘see’. -
This Material Was Produced from Amicrofilm Copy of Theoriginaldocument. While the Most Advanced Technologicalmeans Tophotograph
INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1.The sign or “target" for pages apparently lacking from the document photographed is “Missing Page(s)“. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in “sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlao. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation. -
The Syntactic Diversity of Sauxov in West Africa Hannah Sande Georgetown University Nico Baier Mcgill University Peter Jenks UC Berkeley
Chapter 34 The syntactic diversity of SAuxOV in West Africa Hannah Sande Georgetown University Nico Baier McGill University Peter Jenks UC Berkeley Surface SAuxOV orders abound in West Africa. We demonstrate that apparent ex- amples of this word order have important structural differences across languages. We show that SAuxOV orders in some languages are due to mixed clausal headed- ness, consisting of a head initial TP and head-final VP, though this order can be concealed by verb movement. Other languages are more consistently head-initial, and what appear to be SAuxOV orders arise in limited syntactic contexts due to specific syntactic constructions such as object shift or nominalized complements. Finally, we show that languages which have genuine SAuxOV, corresponding to a head-final VP, tend to exhibit head-final properties more generally. This obser- vation supports the idea that syntactic typology is most productively framed in terms of structural analyses of languages rather than the existence of surface word orders. 1 Introduction The order subject-auxiliary-object-verb (SAuxOV) is quite common across West Africa. At the same time, it is well-known that syntactic differences exist among the languages with this surface order (Creissels 2005). Our goal in this paper is to identify structural differences across languages for which SAuxOV order occurs, Hannah Sande, Nico Baier & Peter Jenks. 2019. The syntactic diversity of SAuxOV in West Africa. In Emily Clem, Peter Jenks & Hannah Sande (eds.), Theory and descrip- tion in African Linguistics: Selected papers from the 47th Annual Conference on African Linguistics, 667–701. Berlin: Language Science Press. -
A Study of European, Persian, and Arabic Loans in Standard Sorani
A Study of European, Persian, and Arabic Loans in Standard Sorani Jafar Hasanpoor Doctoral dissertation for the Degree of Doctor of Philosophy in Iranian languages presented at Uppsala University 1999. ABSTRACT Hasanpoor, J. 1999: A Study of European, Persian and Arabic Loans in Standard Sorani. Reports on Asian and African Studies (RAAS) 1. XX pp. Uppsala. ISBN 91-506-1353-7. This dissertation examines processes of lexical borrowing in the Sorani standard of the Kurdish language, spoken in Iraq, Iran, and the Kurdish diaspora. Borrowing, a form of language contact, occurs on all levels of language structure. In the pre-standard literary Kurdish (Kirmanci and Sorani) which emerged in the pre-modern period, borrowing from Arabic and Persian was a means of developing a distinct literary and linguistic tradition. By contrast, in standard Sorani and Kirmanci, borrowing from the state languages, Arabic, Persian, and Turkish, is treated as a form of domination, a threat to the language, character, culture, and national distinctness of the Kurdish nation. The response to borrowing is purification through coinage, internal borrowing, and other means of extending the lexical resources of the language. As a subordinate language, Sorani is subjected to varying degrees of linguistic repression, and this has not allowed it to develop freely. Since Sorani speakers have been educated only in Persian (Iran), or predominantly in Arabic, European loans in Sorani are generally indirect borrowings from Persian and Arabic (Iraq). These loans constitute a major source for lexical modernisation. The study provides wordlists of European loanwords used by Hêmin and other codifiers of Sorani. -
New Electronic Resources for Texts in Manding Languages. Valentin Vydrin
New Electronic Resources for Texts in Manding Languages. Valentin Vydrin To cite this version: Valentin Vydrin. New Electronic Resources for Texts in Manding Languages.. Searching For Sharing: Heritage and Multimedia in Africa. , 2017, 978-1-78374-318-6, 978-1-78374-321-6, 978-1-78374-320-9. halshs-01584112 HAL Id: halshs-01584112 https://halshs.archives-ouvertes.fr/halshs-01584112 Submitted on 8 Sep 2017 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. https://www.openbookpublishers.com © 2017 Daniela Merolla and Mark Turin. Copyright of each chapter is maintained by the author. This work is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). This license allows you to share, copy, distribute and transmit the work; to adapt the work and to make commercial use of the work providing attribution is made to the authors (but not in any way that suggests that they endorse you or your use of the work). Attribution should include the following information: Daniela Merolla and Mark Turin (eds.), Searching For Sharing: Heritage -
"Evolution of Human Languages": Current State of Affairs
«Evolution of Human Languages»: current state of affairs (03.2014) Contents: I. Currently active members of the project . 2 II. Linguistic experts associated with the project . 4 III. General description of EHL's goals and major lines of research . 6 IV. Up-to-date results / achievements of EHL research . 9 V. A concise list of actual problems and tasks for future resolution. 18 VI. EHL resources and links . 20 2 I. Currently active members of the project. Primary affiliation: Senior researcher, Center for Comparative Studies, Russian State University for the Humanities (Moscow). Web info: http://ivka.rsuh.ru/article.html?id=80197 George Publications: http://rggu.academia.edu/GeorgeStarostin Starostin Research interests: Methodology of historical linguistics; long- vs. short-range linguistic comparison; history and classification of African languages; history of the Chinese language; comparative and historical linguistics of various language families (Indo-European, Altaic, Yeniseian, Dravidian, etc.). Primary affiliation: Visiting researcher, Santa Fe Institute. Formerly, professor of linguistics at the University of Melbourne. Ilia Publications: http://orlabs.oclc.org/identities/lccn-n97-4759 Research interests: Genetic and areal language relationships in Southeast Asia; Peiros history and classification of Sino-Tibetan, Austronesian, Austroasiatic languages; macro- and micro-families of the Americas; methodology of historical linguistics. Primary affiliation: Senior researcher, Institute of Slavic Studies, Russian Academy of Sciences (Moscow / Novosibirsk). Web info / publications list (in Russian): Sergei http://www.inslav.ru/index.php?option- Nikolayev =com_content&view=article&id=358:2010-06-09-18-14-01 Research interests: Comparative Indo-European and Slavic studies; internal and external genetic relations of North Caucasian languages; internal and external genetic relations of North American languages (Na-Dene; Algic; Mosan). -
[.35 **Natural Language Processing Class Here Computational Linguistics See Manual at 006.35 Vs
006 006 006 DeweyiDecimaliClassification006 006 [.35 **Natural language processing Class here computational linguistics See Manual at 006.35 vs. 410.285 *Use notation 019 from Table 1 as modified at 004.019 400 DeweyiDecimaliClassification 400 400 DeweyiDecimali400Classification Language 400 [400 [400 *‡Language Class here interdisciplinary works on language and literature For literature, see 800; for rhetoric, see 808. For the language of a specific discipline or subject, see the discipline or subject, plus notation 014 from Table 1, e.g., language of science 501.4 (Option A: To give local emphasis or a shorter number to a specific language, class in 410, where full instructions appear (Option B: To give local emphasis or a shorter number to a specific language, place before 420 through use of a letter or other symbol. Full instructions appear under 420–490) 400 DeweyiDecimali400Classification Language 400 SUMMARY [401–409 Standard subdivisions and bilingualism [410 Linguistics [420 English and Old English (Anglo-Saxon) [430 German and related languages [440 French and related Romance languages [450 Italian, Dalmatian, Romanian, Rhaetian, Sardinian, Corsican [460 Spanish, Portuguese, Galician [470 Latin and related Italic languages [480 Classical Greek and related Hellenic languages [490 Other languages 401 DeweyiDecimali401Classification Language 401 [401 *‡Philosophy and theory See Manual at 401 vs. 121.68, 149.94, 410.1 401 DeweyiDecimali401Classification Language 401 [.3 *‡International languages Class here universal languages; general -
An Introduction to Liberian English
DOCUMENT RESUME FL 013 561 ED 226 617 AUTHOR Singler, John Victor; AndOthers An Introduction toLiberian English. TITLE Lansing. African Studies INSTITUTION Michigan State Univ.', East Center.; Peace Corps,Washington, D.C. PUB DATE 81 , NOTE 253p. 1 PUB TYPE Guides - Classroom Use -Materials (For Learner) (051) EDRS PRICE MF01/PC11 Plus Postage. Education; Dialogs DESCRIPTORS African Languages; *Cultural (Language); Grammar; LanguageVariation; *Listening Comprehension; *NonstandardDialects; *Second Language,Instruction; Standard SpokenUsage; Vocabulary IDENTIFIERS *English (Liberian); *Liberia ABSTRACT The aim of this text is tointroduce Liberian English, which includes the manyvarieties of English spoken by Liberians, to Peace Corps volunteers.The text is dividedinto two sections. The first part talksabout Liberian English,while the sedond part uses LiberianEnglish to describe aspectsof contemporary --------Li-berfairdiature. Part one containsdiscussions of the histories, varieties, pronunciation, and grammarof Liberian English. Where possible, differences fromvariety to variety of LiberianEnglish and grammar are noted.1Parttwo of the with regard to pronunciation i(referred to as text concentrates on"mainstream" Liberian English vernacular Liberian English),particularly as it is spokenin Monrovia. Emphasis is onunderstanding the type of Englishwidely by people who have gone toWestern schools. used in informal contexts understanding of the The aim of the text is tofacilitate volunteers' language; there is no emphasison learning to speak the language because of the Liberianattitudes toward varieties ofLiberian English other than LiberianStandard English. (NCR) **********************************************************.************* the best that can be made * * Reproductions supplied by EDRS are * * from the original document. *********************************************************************** is Jr) VC) C\I CD 1.1.1 AN INTRODUCTION TO LIBERIAN ENGLISH BY JOHN VICTOR S I NGLER wi th J. -
Lexical Evidence for Kordofanian
KORDOFANIAN and NIGER-CONGO: NEW AND REVISED LEXICAL EVIDENCE DRAFT ONLY [N.B. bibliography and sources not fully complete] Roger Blench Mallam Dendo 8, Guest Road Cambridge CB1 2AL United Kingdom Voice/Answerphone/Fax. 0044-(0)1223-560687 E-mail [email protected] http://homepage.ntlworld.com/roger_blench/RBOP.htm TABLE OF CONTENTS Acronyms and Terminology............................................................................................................................ i 1. Introduction................................................................................................................................................. 1 2. Is there evidence for the unity of Kordofanian?....................................................................................... 3 2.1 Languages falling within Kordofanian.................................................................................................... 3 2.2 Kordofanian Phonology .......................................................................................................................... 3 2.3 Kordofanian noun-class morphology...................................................................................................... 3 3. The lexical evidence for Niger-Congo affiliation...................................................................................... 4 3.1 Previous suggestions ............................................................................................................................... 4 3.2 New and amended proposed cognate sets