B. Devan Steiner 1. Introduction the Variety of French Spoken in England During the Medieval Period Has Been Relatively Un- Ders
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1. from the Beginnings to 1000 Ce
1. From the Beginnings to 1000 ce As the history of French wine was beginning, about twenty-five hundred years ago, both of the key elements were missing: there was no geographi- cal or political entity called France, and no wine was made on the territory that was to become France. As far as we know, the Celtic populations living there did not produce wine from any of the varieties of grapes that grew wild in many parts of their land, although they might well have eaten them fresh. They did cultivate barley, wheat, and other cereals to ferment into beer, which they drank, along with water, as part of their daily diet. They also fermented honey (for mead) and perhaps other produce. In cultural terms it was a far cry from the nineteenth century, when France had assumed a national identity and wine was not only integral to notions of French culture and civilization but held up as one of the impor- tant influences on the character of the French and the success of their nation. Two and a half thousand years before that, the arbiters of culture and civilization were Greece and Rome, and they looked upon beer- drinking peoples, such as the Celts of ancient France, as barbarians. Wine was part of the commercial and civilizing missions of the Greeks and Romans, who introduced it to their new colonies and later planted vine- yards in them. When they and the Etruscans brought wine and viticulture to the Celts of ancient France, they began the history of French wine. -
Language Planning and Textbooks in French Primary Education During the Third Republic
Rewriting the Nation: Language Planning and Textbooks in French Primary Education During the Third Republic By Celine L Maillard A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2019 Reading Committee: Douglas P Collins, Chair Maya A Smith Susan Gaylard Ana Fernandez Dobao Program Authorized to Offer Degree: Department of French and Italian Studies College of Arts and Sciences ©Copyright 2019 Céline L Maillard University of Washington Abstract Rewriting the Nation: Language Planning and Textbooks in French Primary Education During the Third Republic Celine L Maillard Chair of the Supervisory Committee: Douglas P Collins Department of French and Italian Studies This research investigates the rewriting of the nation in France during the Third Republic and the role played by primary schools in the process of identity formation. Le Tour de la France par deux enfants, a textbook written in 1877 by Augustine Fouillée, is our entry point to illustrate the strategies used in manufacturing French identity. We also analyze other texts: political speeches from the revolutionary era and from the Third Republic, as well as testimonies from both students and teachers written during the twentieth century. Bringing together close readings and research from various fields – history, linguistics, sociology, and philosophy – we use an interdisciplinary approach to shed light on language and national identity formation. Our findings underscore the connections between French primary education and national identity. Our analysis also contends that national identity in France during the Third Republic was an artificial construction and demonstrates how otherness was put in the service of populism. -
Publishing in the Nineteenth Century
1 Publishing in the Nineteenth Century Originally published as “Editer au XIXe siècle”, Revue d’histoire littéraire de la France, vol. 107, no. 4, 2007, pp. 771–90. Introduction When Roger Chartier and Henri-Jean Martin were preparing the introduction to the first volume of their monumental Histoire de l’Édition francaise (History of French publishing), which they entitled Le livre conquérant. Du Moyen Age au milieu du XVIIe siècle (The Conquering Book. From the Middle Ages to the mid-seventeenth century), they encountered a problem – one might even call it an aporia. They explained their twin debt both to Lucien Febvre, the initiator of research into the history of the book,1 and to Jean-Pierre Vivet, a journalist turned director of Promodis Publishing, who had expressed his desire to “see [the publisher] placed at the center of these four volumes,” which he had entrusted to them.2 This outspoken directive implied that the figure of the publisher long predated the invention of printing, and that he had been performing the role of broker or mediator without interruption from the thirteenth up to the twentieth century, as is the case today. The two editors were very well aware that sustaining such a notion could prove risky, and so they added this further comment, which partly contradicted what had gone before: The story we would like to tell is one in which the role of the publisher was gradually asserted and became more clearly defined; he was bold in the age of the conquering 1 Lucien Febvre and Henri-Jean Martin, L’apparition du livre (Paris: Albin Michel, 1958), translated into English as The Coming of the Book: The Impact of Printing, 1450-1800 (London: Verso, 1976). -
The Quest for Algerian Linguistic Independence
AWEJ for Translation & Literary Studies, Volume 4, Number2. May 2020 Pp.105-119 DOI: http://dx.doi.org/10.24093/awejtls/vol4no2.8 The Quest for Algerian Linguistic Independence Abdelhamid Bessaid Department of English Language, Faculty of Foreign Languages King Khalid University, Abha Kingdom of Saudi Arabia Abstract The paper focuses on the eternal conflict between the existing languages in Algeria as a whole, starting from Berber language varieties through Tamazight to Arabic, then French, and the struggling issue in the Algerian linguistic network. It also examines the existing relationship between the patterns of Arabic language in Algeria, since it was considered as a foreign language until 1947, chiefly through, highlighting the relationship between Classical Arabic among Algerian society, and the language policy (Arabization) pursued since wrenching independence and the linguistic repercussions of the colonization period on Algerian Arabic. In this respect, among other findings, a foremost issue raised to highlight such a critical phenomenon; and that later leads to question the different realities between the Algerian National Constitution and daily practices among users. In other words, the new generation speakers face a natural barrier communicating with post-independence schooled generation. In this sense, the former represents the 'Arabization' policy pursued in Algeria; whereas, the latter is 'francophone,' considering the linguistic as well as the sociolinguistic repercussions that might outcome such contact in a country famed by the use of French among its diplomats as a language of instruction and discourse, whether as a formal discourse or informal speech. The research methodology is based on early retrospect works to denote such cross- conflicting status raised as a significant issue. -
Chapter XIII: After the French Invasion
Chapter XIII: After the French Invasion • Introduction • 1066 Battle of Hastings (William the Conqueror) • The Norman Invasion established French as the language of England. • The Normans were originally Vikings (Norman= North + Man) • William established himself as King William I. • Redistributed the lands among his supporters. Ling 110 Chapter XIII: After the 1 French Partition Introduction • Consequently, Norman French became the prestige language in England (government, justice, & education). • English was spoken by only second class citizens. • This social situation had significant consequences for the English language- penetrated the lexicon and the grammar. • English lost the inflectional morphology characteristic of the Germanic languages. • The word order of English came to resemble French word order more than Germanic. Ling 110 Chapter XIII: After the 2 French Partition Introduction con’t • Social stratification can be observed when comparing native words and French borrowings from the same semantic domain. Example: • English French • pig pork • chicken poultry • cow beef • sheep mutton • calf veal The animal is English; the food is French. Illustrating who was tending the animals and who was eating them. Ling 110 Chapter XIII: After the 3 French Partition Introduction con’t • English has borrowed continuously from Latin. • Beginning in the Middle English period, from French. • This pattern of borrowing establishes the opportunity for English to borrow the same word at different points in its history. • Example: English borrowed humility from Latin. The word developed in French and was borrowed again into English as humble. • Two changes have occurred: – The i of humil has been deleted. – A b has been inserted between m and l. -
“Une Messe Est Possible”: the Imbroglio of the Catholic Church in Contemporary Latin Europe
Center for European Studies Working Paper No. 113 “Une Messe est Possible”: The Imbroglio of the Catholic Church 1 in Contemporary Latin Europe by Paul Christopher Manuel Margaret Mott [email protected] [email protected] Paul Christopher Manuel is Affiliate and Co-Chair, Iberian Study Group, Center for European Studies, Har- vard University and Professor and Chair, Department of Politics, Saint Anselm College. Margaret Mott is Assistant Professor of Political Science at Marlboro College. ABSTRACT Throughout the contemporary period, the Church-State relationship in the nation-states of France, Italy, Spain and Portugal – which we will refer to as Latin Europe in this paper – has been a lively source of political conflict and societal cleavage, both on epistemological, and ontological grounds. Epistemological, in that the person living in Latin Europe has to decide whether his world view will be religious or secular; ontological, in that his mortality has kept some sense of the Catholic religion close to his heart and soul at the critical moments of his human reality. Secular views tend to define the European during ordinary periods of life, (“métro boulot dodo,”) while religious beliefs surge during the extraordinary times of life (birth, marriage, death,) as well as during the traditional ceremonial times (Christmas, Easter). This paper will approach the ques- tion on the role of the Catholic church in contemporary Latin Europe by first proposing three models of church-state relations in the region and their historical development, then looking at the role of the Vatican, followed by an examination of some recent Eurobarometer data on the views of contemporary Catholics in each country, and finishing with an analysis of selected public pol- icy issues in each country. -
French Language in the Americas: Quebec, Acadia, and Louisiana
Scholarly Horizons: University of Minnesota, Morris Undergraduate Journal Volume 5 Issue 2 Article 4 June 2018 French Language in the Americas: Quebec, Acadia, and Louisiana Katelyn Gross University of Minnesota, Morris Follow this and additional works at: https://digitalcommons.morris.umn.edu/horizons Part of the French Linguistics Commons Recommended Citation Gross, Katelyn (2018) "French Language in the Americas: Quebec, Acadia, and Louisiana," Scholarly Horizons: University of Minnesota, Morris Undergraduate Journal: Vol. 5 : Iss. 2 , Article 4. Available at: https://digitalcommons.morris.umn.edu/horizons/vol5/iss2/4 This Article is brought to you for free and open access by the Journals at University of Minnesota Morris Digital Well. It has been accepted for inclusion in Scholarly Horizons: University of Minnesota, Morris Undergraduate Journal by an authorized editor of University of Minnesota Morris Digital Well. For more information, please contact [email protected]. Gross: French Language in the Americas Katelyn Gross 1 French Language in the Americas: Quebec, Acadia, and Louisiana Katelyn Gross The French language underwent many changes between the development of French from Latin, to Old French, and to Middle French. French would continue to develop inside of France thereafter, but the French language would also be exported to other parts of the world and those varieties of French would have their own characteristic changes. French explorers and colonizers moved into the Americas, permanently settling what is today Quebec, many parts of Canada, and Louisiana in the United States. In this paper, I will focus on the linguistic differences between metropolitan France and French spoken in Quebec, Acadia, and Louisiana. -
F422 HISTORY of the FRENCH LANGUAGE Prerequisite: FRENCH 221
F422 HISTORY OF THE FRENCH LANGUAGE prerequisite: FRENCH 221 Catalog Description: "A linguistic study of the phonological, morphological, syntactic and lexical changes which turned the Latin spoken in Gaul into modern standard French. No previous training in linguistics required." (Note also: no previous training in Latin or Old French required.) Language of instruction: English. Instructor: Dr. Nathan L. Love Texts: A History of the French Language Peter RICKARD The French Language: Present and Past Glanville PRICE We will be concerned with external and internal history. External history pertains to the cultural, social, political realities bearing on language change, whereas internal history concerns itself primarily with phonological developments that occur within the language, independent of cultural phenomena. The Rickard text outlines external history, and the Price text catalogues the internal history of the French language. Class instruction will consist of traditional lectures bearing on language structure and internal history. The emergence of Old French from Vulgar Latin will receive emphasis since it is the earlier stages of development which are most remote from us. The readings on external history will be left to the students to complete. Requirements: A research paper, midterm and final exam. This will be a course rich in learning opportunities. It will provide a brief introduction to linguistics (especially historical Romance linguistics), an overview of the structure of Classical Latin, the essential characteristics of the syntax and lexicon of Old French, the standardization of Modern French in the late sixteenth and early seventeenth centuries. Much that is arcane in Modern French grammar and spelling will become clearer, I hope. -
The Roots of Nationalism
HERITAGE AND MEMORY STUDIES 1 HERITAGE AND MEMORY STUDIES Did nations and nation states exist in the early modern period? In the Jensen (ed.) field of nationalism studies, this question has created a rift between the so-called ‘modernists’, who regard the nation as a quintessentially modern political phenomenon, and the ‘traditionalists’, who believe that nations already began to take shape before the advent of modernity. While the modernist paradigm has been dominant, it has been challenged in recent years by a growing number of case studies that situate the origins of nationalism and nationhood in earlier times. Furthermore, scholars from various disciplines, including anthropology, political history and literary studies, have tried to move beyond this historiographical dichotomy by introducing new approaches. The Roots of Nationalism: National Identity Formation in Early Modern Europe, 1600-1815 challenges current international scholarly views on the formation of national identities, by offering a wide range of contributions which deal with early modern national identity formation from various European perspectives – especially in its cultural manifestations. The Roots of Nationalism Lotte Jensen is Associate Professor of Dutch Literary History at Radboud University, Nijmegen. She has published widely on Dutch historical literature, cultural history and national identity. Edited by Lotte Jensen The Roots of Nationalism National Identity Formation in Early Modern Europe, 1600-1815 ISBN: 978-94-6298-107-2 AUP.nl 9 7 8 9 4 6 2 9 8 1 0 7 2 The Roots of Nationalism Heritage and Memory Studies This ground-breaking series examines the dynamics of heritage and memory from a transnational, interdisciplinary and integrated approaches. -
The Role of French Language in the History of English
THE ROLE OF FRENCH LANGUAGE IN THE HISTORY OF ENGLISH By: Dalilan Dosen Bahasa Inggris Fakultas Adab dan Budaya Islam UIN Raden Fatah Palembang Abstrak: Tulisan ini membahas tentang pengaruh Bahasa Prancis terhadap Bahasa Inggris. Hasil analisis menunjukkan bahwa sejarah lahirnya Bahasa Inggris tidak terlepas dari asal muasal peminjaman kosa kata dari bahasa lain, misalnya Bahasa Prancis. Sebagaian dari stok kosa kata Bahasa Inggris moderen berasal dari atau meminjam vocabulary Bahasa Prancis. Kata-kata pinjaman atau loanwords tersebut berkaitan dengan berbagai bidang seperti hubungan dan kedudukan sosial masyarakat, fashion, seni dan sastra, politik, pendidikan, makanan, hukum, pemerintahan dan administrasi, dll. Pengaruh budaya Prancis tercermin dalam sebagian kosa kata yang terdapat dalam Bahasa Inggris akibat pengaruh penjajahan beberapa abad yang lalu. Kata kunci: Role of French Language, -History of English. A. Introduction The development of a language in a country is irrespectively of the historical course of the country. The history of any language is affected by internal and external factors. The internal history includes a linguistic history (the nature of grammar and vocabulary). The external history includes an account of who speak the language, where, and when. Algeo noted that the history of a language is intimately related to the community of its speakers (2001: 1). Algeo added that the external history of a language is the history of its speakers as their history affects the language they use. The central questions in the external history of early English relate to where the first speaker of English came from and where they settled (Leith, 1996: 99). One of the external factors influencing English language is political factors caused by the conquest of and by others. -
Economic and Social Conditions in France During the 18Th Century
Economic and Social Conditions in France During the Eighteenth Century Henri Sée Professor at the University of Rennes Translated by Edwin H. Zeydel Batoche Books Kitchener 2004 Originally Published 1927 Translation of La France Économique et Sociale Au XVIIIe Siècle This edition 2004 Batoche Books [email protected] Contents Introduction ...................................................................................................................5 Chapter 1: Land Property; its Distribution. The Population of France ........................10 Chapter 2: The Peasants and Agriculture ..................................................................... 17 Chapter 3: The Clergy .................................................................................................. 38 Chapter 4: The Nobility ................................................................................................50 Chapter 5: Parliamentary Nobility and Administrative Nobility ....................................65 Chapter 6: Petty Industry. The Trades and Guilds.......................................................69 Chapter 7: Commercial Development in the Eighteenth Century ................................. 77 Chapter 8: Industrial Development in the Eighteenth Century ...................................... 86 Chapter 9: The Classes of Workmen and Merchants................................................... 95 Chapter 10: The Financiers ........................................................................................ 103 Chapter 11: High and Middle -
Arab Nationalism in a Francophone Country: the French Language and Moroccan Identity
Arab Nationalism in a Francophone Country: The French Language and Moroccan Identity Jewan Attallah Professor Ramos HIST 493: Senior Seminar December 16, 2017 Honor Code: “I have neither given or received nor have I tolerated others’ use of unauthorized aid.” Jewan Attallah Attallah 2 The Arabic-French Language Debate in Morocco In July 2011, angered youth and unemployed graduates gathered in downtown Rabat, Morocco rioting. Men and women representing a variety of ages came together outside the town’s city hall demanding for a substantial amount of stable and highly paid jobs. They protested not only for their own “economic marginalization but also that the failure of educational experiences to give them the possibility of pursuing a ‘decent life.’”1 Protesters organized staged sit-ins confronted the country’s security forces, and participated in heavily represented acts of self-immolation across the nation. Rioters were driven by the inadequacies of the developed post-independent Moroccan public education system. Approximately sixty-years after its creation, international donors, the state, and school participants concede that the public- schools are in trouble. According to the World Bank, despite relative progress in access to education, increasing gender parity, and raising literacy rates, the Moroccan public educational system still has “a long way to go on quality.”2 The problems witnessed in Morocco’s public educational structure lies in the implemented nationalist educational Arabization policy. The structure converts public school curriculum into classical Arabic language learning with the objective of developing a homogenous, literate Arabophone society. The post-colonial Moroccan school became an essential place that developed an idea of Moroccan nationalism centered on Arab-Muslim terms and dependent on the use of the Arabic language.