Getting Negatives in Arizona Tewa: on the Relevance of Ethnopragmatics and Language Ideologies to Understanding a Case of Grammaticalization
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Linguistics for the Use of African History and the Comparative Study of Bantu Pottery Vocabulary
LINGUISTICS FOR THE USE OF AFRICAN HISTORY AND THE COMPARATIVE STUDY OF BANTU POTTERY VOCABULARY Koen Bostoen Université Libre de Bruxelles1 Royal Museum for Central Africa Tervuren 1. Introduction Ever since African historical linguistics emerged in the 19th century, it has served a double purpose. It has not only been practiced with the aim of studying language evolution, its methods have also been put to use for the reconstruction of human history. The promotion of linguistics to one of the key disciplines of African historiography is an inevitable consequence of the lack of ancient written records in sub-Saharan Africa. Scholars of the African past generally fall back on two kinds of linguistic research: linguistic classifi- cation and linguistic reconstruction. The aim of this paper is to present a con- cise application of both disciplines to the field of Bantu linguistics and to offer two interesting comparative case studies in the field of Bantu pottery vocabulary. The diachronic analysis of this lexical domain constitutes a promising field for interdisciplinary historical research. At the same time, the examples presented here urge history scholars to be cautious in the applica- tion of words-and-things studies for the use of historical reconstruction. The neglect of diachronic semantic evolutions and the impact of ancient lexical copies may lead to oversimplified and hence false historical conclusions. 2. Bantu languages and the synchronic nature of historical linguistics Exact estimations being complicated by the lack of good descriptive ma- terial, the Bantu languages are believed to number at present between 400 and 600. They are spoken in almost half of all sub-Saharan countries: Camer- 1 My acknowledgement goes to Yvonne Bastin, Claire Grégoire, Jacqueline Renard, Ellen Vandendorpe and Annemie Van Geldre who assisted me in the preparation of this paper. -
Variations in Language Use Across Gender: Biological Versus Sociological Theories
UC Merced Proceedings of the Annual Meeting of the Cognitive Science Society Title Variations in Language Use across Gender: Biological versus Sociological Theories Permalink https://escholarship.org/uc/item/1q30w4z0 Journal Proceedings of the Annual Meeting of the Cognitive Science Society, 28(28) ISSN 1069-7977 Authors Bell, Courtney M. McCarthy, Philip M. McNamara, Danielle S. Publication Date 2006 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Variations in Language Use across Gender: Biological versus Sociological Theories Courtney M. Bell (cbell@ mail.psyc.memphis.edu Philip M. McCarthy ([email protected]) Danielle S. McNamara ([email protected]) Institute for Intelligent Systems University of Memphis Memphis, TN38152 Abstract West, 1975; West & Zimmerman, 1983) and overlap We examine gender differences in language use in light of women’s speech (Rosenblum, 1986) during conversations the biological and social construction theories of gender. than the reverse. On the other hand, other research The biological theory defines gender in terms of biological indicates no gender differences in interruptions (Aries, sex resulting in polarized and static language differences 1996; James & Clarke, 1993) or insignificant differences based on sex. The social constructionist theory of gender (Anderson & Leaper, 1998). However, potentially more assumes gender differences in language use depend on the context in which the interaction occurs. Gender is important than citing the differences, is positing possible contextually defined and fluid, predicting that males and explanations for why they might exist. We approach that females use a variety of linguistic strategies. We use a problem here by testing the biological and social qualitative linguistic approach to investigate gender constructionist theories (Bergvall, 1999; Coates & differences in language within a context of marital conflict. -
Contesting Regimes of Variation: Critical Groundwork for Pedagogies of Mobile Experience and Restorative Justice
Robert W. Train Sonoma State University, California CONTESTING REGIMES OF VARIATION: CRITICAL GROUNDWORK FOR PEDAGOGIES OF MOBILE EXPERIENCE AND RESTORATIVE JUSTICE Abstract: This paper examines from a critical transdisciplinary perspective the concept of variation and its fraught binary association with standard language as part of the conceptual toolbox and vocabulary for language educators and researchers. “Variation” is shown to be imbricated a historically-contingent metadiscursive regime in language study as scientific description and education supporting problematic speaker identities (e.g., “non/native”, “heritage”, “foreign”) around an ideology of reduction through which complex sociolinguistic and sociocultural spaces of diversity and variability have been reduced to the “problem” of governing people and spaces legitimated and embodied in idealized teachers and learners of languages invented as the “zero degree of observation” (Castro-Gómez 2005; Mignolo 2011) in ongoing contexts of Western modernity and coloniality. This paper explores how regimes of variation have been constructed in a “sociolinguistics of distribution” (Blommaert 2010) constituted around the delimitation of borders—linguistic, temporal, social and territorial—rather than a “sociolinguistics of mobility” focused on interrogating and problematizing the validity and relevance of those borders in a world characterized by diverse transcultural and translingual experiences of human flow and migration. This paper reframes “variation” as mobile modes-of-experiencing- the-world in order to expand the critical, historical, and ethical vocabularies and knowledge base of language educators and lay the groundwork for pedagogies of experience that impact human lives in the service of restorative social justice. Keywords: metadiscursive regimes w sociolinguistic variation w standard language w sociolinguistics of mobility w pedagogies of experience Train, Robert W. -
Language Ideologies:Bridging the Gap Between Social Structures and Local Practices Introduction to the Colloquium
Language Ideologies:Bridging the Gap between Social Structures and Local Practices Introduction to the Colloquium Brigitta Busch ¨ Jürgen Spitzmüller University of Vienna ¨ Department of Linguistics Sociolinguistics Symposium öw Murcia, wÏ/.Ï/ö.wÏ Bridging what? Introduction to the Colloquium Busch/Spitzmüller Bridging what? Stance and Metapragmatics Indexical Anchors ‚ Local indexicality – stance and social positions Programme ‚ Social indexicality – language ideologies ö¨öö Bridging what? Introduction to the Colloquium Busch/Spitzmüller Bridging what? Stance and Metapragmatics Indexical Anchors ‚ Local indexicality – stance and social positions Programme ‚ Social indexicality – language ideologies ö¨öö Social Positioning and Stance (as Local Practices) Introduction to the Colloquium Busch/Spitzmüller ‚ Davies,Bronwyn/Harré, Rom (wRR.). Positioning. The Discourse Production of Selves. In: Journal for the Theory Bridging what? of Social Behaviour ö./w, pp. ÿé–Ïé. Stance and Metapragmatics ‚ Wortham, Stanton (ö...). Interactional Positioning and Indexical Anchors Narrative Self-Construction. In: Narrative Inquiry Programme wR/wóÅ-wÏÿ . ‚ Englebretson, Robert (ed.) (ö..Å). Stancetaking in Discourse. Subjectivity,Evaluation, Interaction. Amsterdam/Philadelphia: Benjamins (Pragmatics & Beyond, N. S. wÏÿ). ‚ Deppermann,Arnulf (ö.wó). Positioning. In:Anna de Fina/Alexandra Georgakopoulou (eds.): The Handbook of Narrative Analysis.Oxford: Wiley Blackwell, pp. éÏR–éÏÅ. ‚ amongst many more é¨öö Social Positioning and Stance (as Local Practices – within Discursive Frames) Introduction to the Colloquium Busch/Spitzmüller Bridging what? ‚ Bamberg, Michael (wRRÅ). Positioning Between Structure Stance and and Performance. In: Journal of Narrative and Life History Metapragmatics Å/w-ÿ, pp. ééó–éÿö. Indexical Anchors ‚ Bamberg, Michael/Georgakopoulou,Alexandra (ö..Ï). Programme Small Stories as a New Perspective in Narrative and Identity Analysis. In: Text and Talk öÏ/é, pp. -
Rio Grande National Forest – Assessment 12 Areas of Tribal Importance
Rio Grande National Forest – Assessment 12 Areas of Tribal Importance Rio Grande National Forest – Assessment 12 Areas of Tribal Importance Contents Introduction .............................................................................................................................................. 2 Information Sources and Gaps.................................................................................................................. 2 Existing Forest Plan Direction for Tribal Resources ................................................................................ 3 Scale of Analysis ................................................................................................................................... 3 Intertribal and Interagency Native American Graves Protection and Repatriation Act Memorandum of Understanding ................................................................................................................................... 4 Existing Tribal Rights ............................................................................................................................... 4 Previous Treaties with Ute Bands ......................................................................................................... 4 Hunting Rights: The Brunot Treaty ...................................................................................................... 5 Spiritual Rights .................................................................................................................................... -
On Numeral Complexity in Hunter-Gatherer Languages
On numeral complexity in hunter-gatherer languages PATIENCE EPPS, CLAIRE BOWERN, CYNTHIA A. HANSEN, JANE H. HILL, and JASON ZENTZ Abstract Numerals vary extensively across the world’s languages, ranging from no pre- cise numeral terms to practically infinite limits. Particularly of interest is the category of “small” or low-limit numeral systems; these are often associated with hunter-gatherer groups, but this connection has not yet been demonstrated by a systematic study. Here we present the results of a wide-scale survey of hunter-gatherer numerals. We compare these to agriculturalist languages in the same regions, and consider them against the broader typological backdrop of contemporary numeral systems in the world’s languages. We find that cor- relations with subsistence pattern are relatively weak, but that numeral trends are clearly areal. Keywords: borrowing, hunter-gatherers, linguistic area, number systems, nu- merals 1. Introduction Numerals are intriguing as a linguistic category: they are lexical elements on the one hand, but on the other they are effectively grammatical in that they may involve a generative system to derive higher values, and they interact with grammatical systems of quantification. Numeral systems are particularly note- worthy for their considerable crosslinguistic variation, such that languages may range from having no precise numeral terms at all to having systems whose limits are practically infinite. As Andersen (2005: 26) points out, numerals are thus a “liminal” linguistic category that is subject to cultural elaboration. Recent work has called attention to this variation among numeral systems, particularly with reference to systems having very low limits (for example, see Evans & Levinson 2009, D. -
Introduction: Documenting Variation in Endangered Languages
Language Documentation & Conservation Special Publication No. 13 (July 2017) Documenting Variation in Endangered Languages ed. by Kristine A. Hildebrandt, Carmen Jany, and Wilson Silva, pp. 1-5 http://nlfrc.hawaii.edu/ldc/ 1 http://handle.net/24746 Introduction: Documenting Variation in Endangered Languages Kristine A. Hildebrandt, Carmen Jany, and Wilson Silva Southern Illinois University Edwardsville, California State University, San Bernadino, University of Rochester The papers in this special publication are the result of presentations and fol- low-up dialogue on emergent and alternative methods to documenting variation in endangered, minority, or otherwise under-represented languages. Recent decades have seen a burgeoning interest in many aspects of language documentation and field linguistics (Chelliah & de Reuse 2010, Crowley & Thieberger 2007, Gippert et al 2006, Grenoble 2010, Newman & Ratliff 2001, Sakel & Everett 2012, Woodbury 2011).1 There is also a great deal of material dealing with language variation in major languages (Bassiouney 2009, Eckert 2000, Eckert & Rickford 2001, Hinskens 2005, Labov 1972a, 1972b, 1994, 2001, 2006, 2012, Murray & Simon 2006, Wolfram & Schilling-Estes 2005). In contrast, intersections of language variation in endangered and minority languages are still few in number. Yet examples of those few cases published on the intersection of language documentation and language variation reveal exciting poten- tials for linguistics as a discipline, challenging and supporting classical models, creating new models and predictions. For instance, Stanford’s study of Sui (China) (2009) demonstrates that while socio-economic class in indigenous communities is un-illuminating, clan is a useful predictor of lexical variation. Likewise, phonological variation (Clarke 2009) may be more productively observed across different territorial groups in Innu (Canada), highlighting the role of “covert hierarchy” as a social factor. -
Intersubjectivity Evolved to Fit the Brain, but Grammar Co
BEHAVIORAL AND BRAIN SCIENCES (2008) 31, 489–558 Printed in the United States of America doi:10.1017/S0140525X08004998 Language as shaped by the brain Morten H. Christiansen Department of Psychology, Cornell University, Ithaca, NY 14853, and Santa Fe Institute, Santa Fe, NM 87501 [email protected] http://www.psych.cornell.edu/people/Faculty/mhc27.html Nick Chater Division of Psychology and Language Sciences, University College London, London, WC1E 6BT, United Kingdom [email protected] http://www.psychol.ucl.ac.uk/people/profiles/chater_nick.htm Abstract: It is widely assumed that human learning and the structure of human languages are intimately related. This relationship is frequently suggested to derive from a language-specific biological endowment, which encodes universal, but communicatively arbitrary, principles of language structure (a Universal Grammar or UG). How might such a UG have evolved? We argue that UG could not have arisen either by biological adaptation or non-adaptationist genetic processes, resulting in a logical problem of language evolution. Specifically, as the processes of language change are much more rapid than processes of genetic change, language constitutes a “moving target” both over time and across different human populations, and, hence, cannot provide a stable environment to which language genes could have adapted. We conclude that a biologically determined UG is not evolutionarily viable. Instead, the original motivation for UG – the mesh between learners and languages – arises because language has been shaped to fit the human brain, rather than vice versa. Following Darwin, we view language itself as a complex and interdependent “organism,” which evolves under selectional pressures from human learning and processing mechanisms. -
JOURNAL of LANGUAGE and LINGUISTIC STUDIES ISSN: 1305-578X Journal of Language and Linguistic Studies, 13(1), 379-398; 2017
Available online at www.jlls.org JOURNAL OF LANGUAGE AND LINGUISTIC STUDIES ISSN: 1305-578X Journal of Language and Linguistic Studies, 13(1), 379-398; 2017 The impact of non-native English teachers’ linguistic insecurity on learners’ productive skills Giti Ehtesham Daftaria*, Zekiye Müge Tavilb a Gazi University, Ankara, Turkey b Gazi University, Ankara, Turkey APA Citation: Daftari, G.E &Tavil, Z. M. (2017). The Impact of Non-native English Teachers’ Linguistic Insecurity on Learners’ Productive Skills. Journal of Language and Linguistic Studies, 13(1), 379-398. Submission Date: 28/11/2016 Acceptance Date:04/13/2017 Abstract The discrimination between native and non-native English speaking teachers is reported in favor of native speakers in literature. The present study examines the linguistic insecurity of non-native English speaking teachers (NNESTs) and investigates its influence on learners' productive skills by using SPSS software. The eighteen teachers participating in this research study are from different countries, mostly Asian, and they all work in a language institute in Ankara, Turkey. The learners who participated in this work are 300 intermediate, upper-intermediate and advanced English learners. The data related to teachers' linguistic insecurity were collected by questionnaires, semi-structured interviews and proficiency tests. Pearson Correlation and ANOVA Tests were used and the results revealed that NNESTs' linguistic insecurity, neither female nor male teachers, is not significantly correlated with the learners' writing and speaking scores. © 2017 JLLS and the Authors - Published by JLLS. Keywords: linguistic insecurity, non-native English teachers, productive skills, questionnaire, interview, proficiency test 1. Introduction There is no doubt today that English is the unrivaled lingua franca of the world with the largest number of non-native speakers. -
Native American Languages, Indigenous Languages of the Native Peoples of North, Middle, and South America
Native American Languages, indigenous languages of the native peoples of North, Middle, and South America. The precise number of languages originally spoken cannot be known, since many disappeared before they were documented. In North America, around 300 distinct, mutually unintelligible languages were spoken when Europeans arrived. Of those, 187 survive today, but few will continue far into the 21st century, since children are no longer learning the vast majority of these. In Middle America (Mexico and Central America) about 300 languages have been identified, of which about 140 are still spoken. South American languages have been the least studied. Around 1500 languages are known to have been spoken, but only about 350 are still in use. These, too are disappearing rapidly. Classification A major task facing scholars of Native American languages is their classification into language families. (A language family consists of all languages that have evolved from a single ancestral language, as English, German, French, Russian, Greek, Armenian, Hindi, and others have all evolved from Proto-Indo-European.) Because of the vast number of languages spoken in the Americas, and the gaps in our information about many of them, the task of classifying these languages is a challenging one. In 1891, Major John Wesley Powell proposed that the languages of North America constituted 58 independent families, mainly on the basis of superficial vocabulary resemblances. At the same time Daniel Brinton posited 80 families for South America. These two schemes form the basis of subsequent classifications. In 1929 Edward Sapir tentatively proposed grouping these families into superstocks, 6 in North America and 15 in Middle America. -
Languages of the World--Native America
REPOR TRESUMES ED 010 352 46 LANGUAGES OF THE WORLD-NATIVE AMERICA FASCICLE ONE. BY- VOEGELIN, C. F. VOEGELIN, FLORENCE N. INDIANA UNIV., BLOOMINGTON REPORT NUMBER NDEA-VI-63-5 PUB DATE JUN64 CONTRACT MC-SAE-9486 EDRS PRICENF-$0.27 HC-C6.20 155P. ANTHROPOLOGICAL LINGUISTICS, 6(6)/1-149, JUNE 1964 DESCRIPTORS- *AMERICAN INDIAN LANGUAGES, *LANGUAGES, BLOOMINGTON, INDIANA, ARCHIVES OF LANGUAGES OF THE WORLD THE NATIVE LANGUAGES AND DIALECTS OF THE NEW WORLD"ARE DISCUSSED.PROVIDED ARE COMPREHENSIVE LISTINGS AND DESCRIPTIONS OF THE LANGUAGES OF AMERICAN INDIANSNORTH OF MEXICO ANDOF THOSE ABORIGINAL TO LATIN AMERICA..(THIS REPOR4 IS PART OF A SEkIES, ED 010 350 TO ED 010 367.)(JK) $. DEPARTMENT OF HEALTH,EDUCATION nib Office ofEduc.442n MD WELNicitt weenment Lasbeenreproduced a l l e a l O exactly r o n o odianeting es receivromed f the Sabi donot rfrocestarity it. Pondsof viewor position raimentofficial opinions or pritcy. Offkce ofEducation rithrppologicalLinguistics Volume 6 Number 6 ,Tune 1964 LANGUAGES OF TEM'WORLD: NATIVE AMER/CAFASCICLEN. A Publication of this ARC IVES OF LANGUAGESor 111-E w oRLD Anthropology Doparignont Indiana, University ANTHROPOLOGICAL LINGUISTICS is designed primarily, butnot exclusively, for the immediate publication of data-oriented papers for which attestation is available in the form oftape recordings on deposit in the Archives of Languages of the World. This does not imply that contributors will bere- stricted to scholars working in the Archives at Indiana University; in fact,one motivation for the publication -
Joseph Harold Greenberg
JOSEPH HAROLD GREENBERG CORRECTED VERSION* Joseph H. Greenberg, one of the most original and influential linguists of the twentieth century, died at his home in Stanford, California, on May 7th, 2001, three weeks before his eighty-sixth birthday. Greenberg was a major pioneer in the development of linguistics as an empirical science. His work was always founded directly on quantitative data from a single language or from a wide range of languages. His chief legacy to contemporary linguistics is in the development of an approach to the study of language—typology and univerals—and to historical linguistics. Yet he also made major contributions to sociolinguistics, psycholinguistics, phonetics and phonology, morphology, and especially African language studies. Joe Greenberg was born on May 28th, 1915, in Brooklyn, New York, the second of two children. His father was a Polish Jew and his mother, a German Jew. His father’s family name was originally Zyto, but in one of those turn-of-the- century immigrant stories, he ended up taking the name of his landlord. Joe Greenberg’s early loves were music and languages. As a child he sat fascinated next to his mother while she played the piano, and asked her to teach him. She taught him musical notation and then found him a local teacher. Greenberg ended up studying with a Madame Vangerova, associated with the Curtis Institute of Music. Greenberg even gave a concert at Steinway Hall at the age of 14, and won a city-wide prize for best chamber music ensemble. But after finishing high school, Greenberg chose an academic career instead of a musical one, although he continued to play the piano every evening until near the end of his life.