Languages and Dialects in Straits Salishan Section I Discusses the History of the Terminological Confusion
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Comparing a Surface Collection to an Excavated Collection in the Lower Skagit River Delta at 45SK51
Central Washington University ScholarWorks@CWU All Master's Theses Master's Theses Summer 2017 Comparing a Surface Collection to an Excavated Collection in the Lower Skagit River Delta at 45SK51 Sherri M. Middleton Central Washington University, [email protected] Follow this and additional works at: https://digitalcommons.cwu.edu/etd Part of the Archaeological Anthropology Commons, and the Other History of Art, Architecture, and Archaeology Commons Recommended Citation Middleton, Sherri M., "Comparing a Surface Collection to an Excavated Collection in the Lower Skagit River Delta at 45SK51" (2017). All Master's Theses. 711. https://digitalcommons.cwu.edu/etd/711 This Thesis is brought to you for free and open access by the Master's Theses at ScholarWorks@CWU. It has been accepted for inclusion in All Master's Theses by an authorized administrator of ScholarWorks@CWU. For more information, please contact [email protected]. COMPARING A SURFACE COLLECTION TO AN EXCAVATED COLLECTION IN THE LOWER SKAGIT RIVER DELTA AT 45SK51 ________________________________________________________________________ A Thesis Presented to The Graduate Faculty Central Washington University ________________________________________________________________________ In Partial Fulfillment of the Requirements for the Degree Master of Science Cultural and Environmental Resource Management _______________________________________________________________________ by Sherri Michelle Middleton June 2017 CENTRAL WASHINGTON UNIVERSITY Graduate Studies We hereby approve the -
Saanich Morphology and Phonology' Is Based on Field Work Carried out During the Summers of 1978 Through 1981
An Outline of the Morphology and Phonology of Saanich 07/05/2005 10:08 AM PREFACE This slightly revised version of my 1984 University of Hawaii dissertaion 'Saanich Morphology and Phonology' is based on field work carried out during the summers of 1978 through 1981. I have since been back to Saanich country and worked with a number of other speakers. The analyses presented here have, for the most part, been confirmed. At least the basic distributional properties of the forms discussed here seem to be correct. I have, however, discovered a few lexical suffixes and post-predicate particles not mentioned here. The analyes I have been rethinking are those of the reduplicative processes and the demonstrative particles. I now feel that at least soem of the reduplicative processes analyzed as vowelless with a subsequent insertion of schwa might be better analyzed as having an underlying full vowel that reduces when unstressed. The problems with the demonstratives involve the two formatives referring to place and their relationship to a preposition /ƛ̕əʔ/ which indicates direction toward a specific place. It is my hope that this work will be useful despite its holes. They will never be all patched; "all grammars leak." A Elsie Claxton put it when as a summer was coming to an end I expressed to her how much more I wanted to learn about her language: "sk̕ʷey kʷs ʔaw̕k̕ʷs." There's no end to it. Research for this work was supported by grants from the National Science Foundation and the National Endowment for the Humanities through the Northwest Indian Languages Studies Project under the direction of Professor Laurence C. -
Reduplicated Numerals in Salish. PUB DATE 1997-00-00 NOTE 11P.; for Complete Volume, See FL 025 251
DOCUMENT RESUME ED 419 409 FL 025 252 AUTHOR Anderson, Gregory D. S. TITLE Reduplicated Numerals in Salish. PUB DATE 1997-00-00 NOTE 11p.; For complete volume, see FL 025 251. PUB TYPE Journal Articles (080) Reports Research (143) JOURNAL CIT Kansas Working Papers in Linguistics; v22 n2 p1-10 1997 EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *American Indian Languages; Contrastive Linguistics; Language Patterns; *Language Research; Language Variation; *Linguistic Theory; Number Systems; *Salish; *Structural Analysis (Linguistics); Uncommonly Taught Languages ABSTRACT A salient characteristic of the morpho-lexical systems of the Salish languages is the widespread use of reduplication in both derivational and inflectional functions. Salish reduplication signals such typologically common categories as "distributive/plural," "repetitive/continuative," and "diminutive," the cross-linguistically marked but typically Salish notion of "out-of-control" or more restricted categories in particular Salish languages. In addition to these functions, reduplication also plays a role in numeral systems of the Salish languages. The basic forms of several numerals appear to be reduplicated throughout the Salish family. In addition, correspondences among the various Interior Salish languages suggest the association of certain reduplicative patterns with particular "counting forms" referring to specific nominal categories. While developments in the other Salish language are frequently more idiosyncratic and complex, comparative evidence suggests that the -
Halkomelem Denominal Verbs' 1 Denominal Verbs
Halkomelem denominal verbs' Donna B. Gerdts and Thomas E. Hukari Simon Fraser University and University of Victoria Halkomelem has four denominal verb prefixes: c- 'have, get, make, do', I-'ingest, partake', txW- 'buy', i- 'go to'. These prefixes attach to nominal bases to form intransitive verbs. The noun to which the prefix attaches is usually unspecified, generic, or non-individuated and can be doubled with a free standing nominal of more specific meaning. Syntactically, this nominal is an oblique object, parallel to patients of antipassive or applicative constructions. Denominal verb constructions are widely used, especially for denoting possession. As in the case of denominal verbs in other languages, they can be formed quite freely, as long as the situation allows for an interpretation. 1 Denominal verbs Some intransitive verbs in Halkomelem are composed of a noun base, such as stiqiw 'horse', 8X wimel 'store', or sqew8 'potato', together with a verbalizing prefix.2 These forms appear in a denominal verb construction, where the derived form serves as an intransitive verb.3 I We would like to express our appreciation to the speakers of Island Halkomelem who have provide data for this paper, especially Arnold Guerin, Ruby Peter, and Theresa Thome. We appreciate editorial assistance from Kaoru Kiyosawa, Todd Peterson, and Charles Ulrich. Thanks to audiences at BLS, CLA, and WSCLA for comments on earlier versions of this paper. Funding for our research comes from a Jacobs Fund Grant and SSHRC Standard Research Grants #410-2001-1335 and #410-96-1247. 2 The nominal prefix s- disappears after c- and /- but not after tx w_ and i-. -
Indigenous Language Education in Washington State: Facts, Attitudes
Russell Hugo University of Washington 1 MAP: Own work by Nikater, submitted to the public domain. Background map courtesy of Demis, www.demis.nl 2 This presentation presents a study on: 1. What indigenous languages are taught in Washington state public schools 2. What factors may influence the likelihood of a program existing 3. How public education revitalization efforts might be better supported Tulalip family in ceremonial dress pose in Volunteer Park, Seattle, through collaboration Washington, 1938 http://content.lib.washington.edu/u?/loc,1481 3 Late 18th century 24 languages Gunther, Erna (1972). Indian life on the Northwest coast of North America, as seen by the early explorers and fur traders during the last decades of the eighteenth century. Chicago: University of Chicago Press. Suttles, Cameron, & Suttles, Wayne P. (Cartographer). (1985). Native languages of the Northwest Coast. 4 MELL WA The Mapping and Enhancing Language Learning in Washington State Project WA OSPI The Office of the Superintendent of Public Instruction for the state of Washington 5 2009 Map of counties with high schools that reported offering a “Native American” language. (Created by MELLWA) 6 295 school districts 2339 schools Per-school mean of total student populations: 3.36/143 are indigenous students ▪ (approximately 2% of Nez Perce Chief Joseph on horseback, Colville Indian Reservation, the average total Washington, 1903 http://content-dev.lib.washington.edu/u?/loc,1942 student population) (OSPI, 2009a, 2009b, 2010) 7 2003: WAC 181-78A-700 . Created indigenous language teacher certification program 2005: HB 1495 - 2005-2006 . Teaching of indigenous (tribal) history in public schools 2007: Senate Bill 5269 . -
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. -
Information to Users
INFORMATION TO USERS This manuscript has been reproduced from the microfihn master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter fece, while others may be from any type o f computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely afreet reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back o f the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell Information Company 300 North Zed) Road, Ann Arbor MI 48106-1346 USA 313/761-4700 800/521-0600 A WORD-AND-PARADIGM APPROACH TO REDUPUCATION DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University by Andrew D. -
Lessons from Halkomelem Salish
University of Pennsylvania Working Papers in Linguistics Volume 13 2007 Issue 1 Proceedings of the 30th Annual Penn Article 28 Linguistics Colloquium 2007 Requirements for a unified Binding Theory: Lessons from Halkomelem Salish Dennis R. Storoshenko Follow this and additional works at: https://repository.upenn.edu/pwpl Recommended Citation Storoshenko, Dennis R. (2007) "Requirements for a unified Binding Theory: Lessons from Halkomelem Salish," University of Pennsylvania Working Papers in Linguistics: Vol. 13 : Iss. 1 , Article 28. Available at: https://repository.upenn.edu/pwpl/vol13/iss1/28 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/pwpl/vol13/iss1/28 For more information, please contact [email protected]. Requirements for a unified Binding Theory: Lessons from Halkomelem Salish This working paper is available in University of Pennsylvania Working Papers in Linguistics: https://repository.upenn.edu/pwpl/vol13/iss1/28 Requirements for a Unified Binding Theory: Lessons from Halkomelem Salish Dennis Ryan Storoshenko* 1 Introduction In characterizing the distribution of pronouns and reflexives in natural lan guage, two schools of thought are generally cited. One, which I will refer to as the structural approach, is based in the binding conditions of Chomsky (1981), as modified through later permutations of his syntactic theory. An other approach, defined in Reinhart and Reuland (1993 ), makes reference to predicate-argument structure; this will be identified as the predicate approach. In this paper, I present data on reflexivity and the distribution pronominals in Halkomelem Salish, demonstrating that neither the structural nor the predicate approach will accurately account for the phenomena observed. Once reached, this conclusion will feed further research into binding theory, outlining the phenomena a unified binding theory will need to capture. -
33 Contact and North American Languages
9781405175807_4_033 1/15/10 5:37 PM Page 673 33 Contact and North American Languages MARIANNE MITHUN Languages indigenous to the Americas offer some good opportunities for inves- tigating effects of contact in shaping grammar. Well over 2000 languages are known to have been spoken at the time of first contacts with Europeans. They are not a monolithic group: they fall into nearly 200 distinct genetic units. Yet against this backdrop of genetic diversity, waves of typological similarities suggest pervasive, longstanding multilingualism. Of particular interest are similarities of a type that might seem unborrowable, patterns of abstract structure without shared substance. The Americas do show the kinds of contact effects common elsewhere in the world. There are some strong linguistic areas, on the Northwest Coast, in California, in the Southeast, and in the Pueblo Southwest of North America; in Mesoamerica; and in Amazonia in South America (Bright 1973; Sherzer 1973; Haas 1976; Campbell, Kaufman, & Stark 1986; Thompson & Kinkade 1990; Silverstein 1996; Campbell 1997; Mithun 1999; Beck 2000; Aikhenvald 2002; Jany 2007). Numerous additional linguistic areas and subareas of varying sizes and strengths have also been identified. In some cases all domains of language have been affected by contact. In some, effects are primarily lexical. But in many, there is surprisingly little shared vocabulary in contrast with pervasive structural parallelism. The focus here will be on some especially deeply entrenched structures. It has often been noted that morphological structure is highly resistant to the influence of contact. Morphological similarities have even been proposed as better indicators of deep genetic relationship than the traditional comparative method. -
Curriculum and Resources for First Nations Language Programs in BC First Nations Schools
Curriculum and Resources for First Nations Language Programs in BC First Nations Schools Resource Directory Curriculum and Resources for First Nations Language Programs in BC First Nations Schools Resource Directory: Table of Contents and Section Descriptions 1. Linguistic Resources Academic linguistics articles, reference materials, and online language resources for each BC First Nations language. 2. Language-Specific Resources Practical teaching resources and curriculum identified for each BC First Nations language. 3. Adaptable Resources General curriculum and teaching resources which can be adapted for teaching BC First Nations languages: books, curriculum documents, online and multimedia resources. Includes copies of many documents in PDF format. 4. Language Revitalization Resources This section includes general resources on language revitalization, as well as resources on awakening languages, teaching methods for language revitalization, materials and activities for language teaching, assessing the state of a language, envisioning and planning a language program, teacher training, curriculum design, language acquisition, and the role of technology in language revitalization. 5. Language Teaching Journals A list of journals relevant to teachers of BC First Nations languages. 6. Further Education This section highlights opportunities for further education, training, certification, and professional development. It includes a list of conferences and workshops relevant to BC First Nations language teachers, and a spreadsheet of post‐ secondary programs relevant to Aboriginal Education and Teacher Training - in BC, across Canada, in the USA, and around the world. 7. Funding This section includes a list of funding sources for Indigenous language revitalization programs, as well as a list of scholarships and bursaries available for Aboriginal students and students in the field of Education, in BC, across Canada, and at specific institutions. -
CALIFORNIA STATE UNIVERSITY, NORTHRIDGE REDUPLICATION in KLALLAM: a DESCRIPTION of the MORPHOLOGY-PHONOLOGY INTERFACE a Thesis S
CALIFORNIA STATE UNIVERSITY, NORTHRIDGE REDUPLICATION IN KLALLAM: A DESCRIPTION OF THE MORPHOLOGY-PHONOLOGY INTERFACE A thesis submitted in partial fulfillment of the requirements For the degree of Master of Arts in Linguistics By Anne C. Crawford December 2015 The thesis of Anne C. Crawford is approved: __________________________________________ __________________ Dr. Kenneth V. Luna, PhD Date __________________________________________ __________________ Dr. David Medeiros, PhD Date ___________________________________________ __________________ Dr. Christina Scholten, PhD, Chair Date California State University, Northridge ii TABLE OF CONTENTS SIGNATURE PAGE ii LIST OF TABLES v ABSTRACT vi CHAPTER 1: INTRODUCTION 1 1.1 Documentation and Revitalization of Klallam 2 1.2 Review of the Literature: Salishan Languages 5 1.3 Reduplication Characteristics and Relevant Issues 8 1.4 Reduplication in Salishan Languages 16 1.5 Purpose and Significance 19 CHAPTER 2: PHONOLOGICAL FEATURES OF KLALLAM 21 2.1 Consonants 21 2.2 Vowels 26 2.3 Stress 27 2.4 Phonological Patterns 29 2.5 Summary of Phonological Rules 38 CHAPTER 3: A TYPOLOGY OF KLALLAM REDUPLICATION 40 3.1 Diminutive 41 3.2 Plural 49 3.3 Actual 60 iii 3.4 Characteristic 70 3.5 Resultative 77 3.6 Inceptive 83 3.7 Affective 85 3.8 Distributive 88 3.9 Multiple Reduplication 92 3.10 Discussion 100 CHAPTER 4: CONCLUSION 107 4.1 Insights Gained from the Study 107 4.2 Directions for Future Research 110 REFERENCES 113 iv LIST OF TABLES Table 1.1 Overview of Klallam reduplication in the literature 19 Table 2.1 Phonemic inventory of Klallam consonants 21 Table 2.2 Phonemic inventory of Klallam vowels 26 Table 2.3 Grapheme/phoneme correspondences 29 Table 2.4 Klallam phonological rules 38 Table 3.1 Distribution of Klallam multiple reduplication 92 Table 3.2 Summary of Klallam reduplication patterns 106 v ABSTRACT REDUPLICATION IN KLALLAM: A DESCRIPTION OF THE MORPHOLOGY-PHONOLOGY INTERFACE By Anne C. -
Speech, Language and Hearing Services to First Nations, Inuit and Métis Children in Canada, with a Focus on Children 0 to 6 Years of Age
Speech, Language and Hearing Services to First Nations, Inuit and Métis Children in Canada, with a Focus on Children 0 to 6 Years of Age Speech, Language and Hearing Services to First Nations, Inuit and Métis Children in Canada, with a Focus on Children 0 to 6 Years of Age Speech, Language and Hearing Services to First Nations, Inuit and Métis Children in Canada, with a Focus on Children 0 to 6 Years of Age December 2010 © 2010, CASLPA Copyright is held by the Canadian Association of Speech-Language Pathologists and Audiologists. No part of this publication may be reprinted, reproduced, stored in a retrieval system, or transcribed in any manner (electronic, mechanical, photocopy, or otherwise) without written permission from CASLPA. Contact [email protected] To cite appropriate credit must be given (CASLPA, publication name and page number[s]). Speech, Language and Hearing Services to First Nations, Inuit and Métis Children in Canada, with a Focus on Children 0 to 6 Years of Age Speech, LanguageLanguage and and Hearing Hearing Services Services to to Indigenous First Nations, People inInuit Canada, and Métis Australia, Children New in Zealand Canada, and with the a UnitedFocus on States: Children 0A toLiterature 6 Years of Review Age and Report on Key Informant Interviews October 2010 © 2010, CASLPA Copyright is held by the Canadian Association of Speech-Language Pathologists and Audiologists. No part of this publication may be reprinted, reproduced, stored in a retrieval system, or transcribed in any manner (electronic, mechanical, photocopy, or otherwise) without written permission from CASLPA. Contact [email protected] To cite appropriate credit must be given (CASLPA, publication name and page number[s]).