Language Use and English-Speaking Ability: 2000
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Why French Is Awesome!
WHY FRENCH IS AWESOME! Last updated July 2018 • Find this ONLINE at tinyurl.com/FrenchStatsJonShee (In the online version of this document, all asterisks are hyperlinks to the sources/articles used for each statement.) • French is the most learned (and most popular) second language in the world after English.*, *, * Different sources say 82 - 100 million people are currently learning French around the world.* • Different studies show that French is now the 3rd* or 5th* or 6th* most spoken language in the world! (by native and secondary speakers). • By 2050, French is expected to be the 3rd most spoken language in the world!* (following Mandarin and Spanish or English) • By 2025, French is predicted to become the most widely spoken mother tongue in Europe.* • French is the only language other than English that is taught and spoken on five continents.** • French is the 3rd most widely known language and 4th most widely spoken mother tongue in the European Union.* • French is the 2nd most commonly taught language in American schools after Spanish.* (2017 report) • There are 900,000 French teachers in the world (2016).* • French is the 3rd most spoken language in Connecticut after English and Spanish (2015 census). • French is the 3rd* or 4th* most widely used language on the Internet. • French is the 2nd* or 3rd* most useful language for business after English. (Top 3: Mandarin, French, Arabic) • There are 37 'francophone' countries (23 in Africa) where French is either an official language (33 countries) or is spoken by at least one in five of the population.* (The most common languages proclaimed as “official” throughout the world are English, French, Arabic, and Spanish.*) The number of French speakers has increased by 25% from about 220 million in 2010 to 274 million in 2017.* The number of French speakers in the world has tripled over the last fifty years. -
ROGER D. WOODARD, Ed. the Ancient Languages of Asia and the Americas
ROGER D. WOODARD, Ed. The ancient languages of Asia and the Americas. Cambridge, New York: Cambridge University Press, 2008. Pp. xix, 264. This is one of five volumes derived from the Cambridge Encyclopedia of the World’s Ancient Languages (2006), from the same editor and publisher. The ten chapters, prepared by noted specialists, are supplemented by 24 figures, 16 tables, and a map. The contents are indexed separately for subject, grammatical and linguistic terms, languages, and establish laws and principles referred to in the text, e.g., Bartholomae’s Law, Grassmann’s Law. The first appendix (234 – 250) provides a comprehensive discussion of methods and problems for reconstructing ancient languages, focusing on the comparative method, while discussing questions of morphology and syntax as well, in the context of Indo-European reconstruction. This is understandable, if not ideal; after all, Indo European languages, despite the rapid advances in East Asian linguistics and especially in more recent work on Austronesian languages, the languages that make up the Indo-European taxa remain the most studied and best understood of the world’s languages. The second reproduces the TOC of the Encyclopedia and the other volumes in this series. We certainly agree with the remark in the Preface, “An ancient language is indeed a thing of wonder — but so is every other language” (1). Since the capacity for language is the faculty that distinguishes the category human, the breadth and scope of the diversity of manifestations of that faculty, along with the means to record it and extend it in space and through time, count as the supreme wonders of existence. -
The Dravidian Languages
THE DRAVIDIAN LANGUAGES BHADRIRAJU KRISHNAMURTI The Pitt Building, Trumpington Street, Cambridge, United Kingdom The Edinburgh Building, Cambridge CB2 2RU, UK 40 West 20th Street, New York, NY 10011–4211, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia Ruiz de Alarc´on 13, 28014 Madrid, Spain Dock House, The Waterfront, Cape Town 8001, South Africa http://www.cambridge.org C Bhadriraju Krishnamurti 2003 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2003 Printed in the United Kingdom at the University Press, Cambridge Typeface Times New Roman 9/13 pt System LATEX2ε [TB] A catalogue record for this book is available from the British Library ISBN 0521 77111 0hardback CONTENTS List of illustrations page xi List of tables xii Preface xv Acknowledgements xviii Note on transliteration and symbols xx List of abbreviations xxiii 1 Introduction 1.1 The name Dravidian 1 1.2 Dravidians: prehistory and culture 2 1.3 The Dravidian languages as a family 16 1.4 Names of languages, geographical distribution and demographic details 19 1.5 Typological features of the Dravidian languages 27 1.6 Dravidian studies, past and present 30 1.7 Dravidian and Indo-Aryan 35 1.8 Affinity between Dravidian and languages outside India 43 2 Phonology: descriptive 2.1 Introduction 48 2.2 Vowels 49 2.3 Consonants 52 2.4 Suprasegmental features 58 2.5 Sandhi or morphophonemics 60 Appendix. Phonemic inventories of individual languages 61 3 The writing systems of the major literary languages 3.1 Origins 78 3.2 Telugu–Kannada. -
A Linguistic Assessment of the Munji Language in Afghanistan
Vol. 6 (2011), pp. 38-103 http://nflrc.hawaii.edu/ldc/ http://hdl.handle.net/10125/4506 A Linguistic Assessment of the Munji Language in Afghanistan Daniela Beyer Simone Beck International Assistance Mission (IAM) This paper presents a sociolinguistic assessment of the Munji (ISO: mnj) speech variety based on data collected in the Munjan area of northern Afghanistan. The goal was to determine whether a national language is adequate for primary school education and literature, or whether the Munji people would benefit from language development, including literature development in the vernacular. The survey trip entailed administering questionnaires to village elders,sociolinguistic questionnaires as well as Dari proficiency questionnaires to men and women of various age groups, eliciting word lists, and observing intelligibility of Dari and language use. In this way we aimed to determine the vitality of Munji, the different varieties of Munji, the use of Munji and Dari in the different domains of life, attitudes toward the speaking community’s own speech variety and toward Dari, and to investigate their intelligibility of Dari. In this paper we aim to show that the Munji people would benefit from Munji language development as a basis for both primary school material and adult literacy material in the mother tongue. In the long term, this is likely to raise the education level as well as the Munji people’s ability to acquire Dari literacy. 1. INTRODUCTION.1 From April 20 to 25, 2008, we conducted sociolingistic research in the Munjan language area of northern Afghanistan.2 The research was carried out under the auspices of the International Assistance Mission (IAM), a non-governmental organization working in Afghanistan. -
Multilingualism As a Cohesion Factor in the European Culture
MULTILINGUALISM AS A COHESION FACTOR IN THE EUROPEAN CULTURE 1. EUROPEAN LANGUAGES Many European languages have their origins in three Indo-European language groups: the Romance languages from the Latin of the Roman Empire; the Germanic languages, whose original language was spoken in Southern Scandinavia, and the Slavic languages, derived from the Protoslav branch, which existed for over 3000 years before evolving into a variety of other languages during the period between the VI-IX centuries AD1. In general, all the current languages in Europe settled during the Middle Ages. Until then, the various languages had evolved rapidly because there was only a small percentage of people who could read and write. With so few people being able to read, it was normal for languages to be passed from generation to generation orally, making its evolutional process more expedient than what it currently is today. Romance languages were, and still to this day are spoken mainly in Southwestern Europe and in Romania and Moldova (Spanish, French, Portuguese and Italian are Romance languages, as well as other languages that are not so widespread as Catalan or Sardinian). Germanic languages have their roots in Northern and Northwestern Europe, and in some areas of Central Europe; to this group belong German, Dutch, Danish, Norwegian, Swedish and Icelandic, as well as Frisian, which is considered a minority language. Slavic languages are spoken in Central Europe, the Balkans, Russia and West of Russia. Because the area suffered numerous invasions over several centuries, languages were strongly differentiated from each other, which is the reason for the current division into three distinct groups: Western, Eastern and Southern. -
English in South Africa: Effective Communication and the Policy Debate
ENGLISH IN SOUTH AFRICA: EFFECTIVE COMMUNICATION AND THE POLICY DEBATE INAUGURAL LECTURE DELIVERED AT RHODES UNIVERSITY on 19 May 1993 by L.S. WRIGHT BA (Hons) (Rhodes), MA (Warwick), DPhil (Oxon) Director Institute for the Study of English in Africa GRAHAMSTOWN RHODES UNIVERSITY 1993 ENGLISH IN SOUTH AFRICA: EFFECTIVE COMMUNICATION AND THE POLICY DEBATE INAUGURAL LECTURE DELIVERED AT RHODES UNIVERSITY on 19 May 1993 by L.S. WRIGHT BA (Hons) (Rhodes), MA (Warwick), DPhil (Oxon) Director Institute for the Study of English in Africa GRAHAMSTOWN RHODES UNIVERSITY 1993 First published in 1993 by Rhodes University Grahamstown South Africa ©PROF LS WRIGHT -1993 Laurence Wright English in South Africa: Effective Communication and the Policy Debate ISBN: 0-620-03155-7 No part of this book may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photo-copying, recording or otherwise, without the prior permission of the publishers. Mr Vice Chancellor, my former teachers, colleagues, ladies and gentlemen: It is a special privilege to be asked to give an inaugural lecture before the University in which my undergraduate days were spent and which holds, as a result, a special place in my affections. At his own "Inaugural Address at Edinburgh" in 1866, Thomas Carlyle observed that "the true University of our days is a Collection of Books".1 This definition - beloved of university library committees worldwide - retains a certain validity even in these days of microfiche and e-mail, but it has never been remotely adequate. John Henry Newman supplied the counterpoise: . no book can convey the special spirit and delicate peculiarities of its subject with that rapidity and certainty which attend on the sympathy of mind with mind, through the eyes, the look, the accent and the manner. -
First Language Loss in Spanish-Speaking Children Patterns of Loss and Implications for Clinical Practice
Excerpted from Bilingual Language Development and Disorders in Spanish-English Speakers, Second Edition Edited by Brian A. Goldstein, Ph.D., CCC-SLP 10 First Language Loss in Spanish-Speaking Children Patterns of Loss and Implications for Clinical Practice Raquel T. Anderson One of the most salient linguistic characteristics of immigrant populations across the world is that in language contact situations, fi rst language (L1) skills will be aff ected. How these skills are changed in terms of structure and degree depends on a myriad of variables. Latino children living in the United States are not immune to this phenomenon, and practitioners coping with the complexities of assessing and treating children from dual language envi- ronments need to understand the phenomenon and how it is manifested in the children’s use of Spanish, which is oft en their L1. Not understanding language contact phenomena may result in incorrectly interpreting performance, thus increasing the potential for the misdiagnosis of language ability or disability. Th e purpose of this chapter is to describe Spanish-speaking children’s patterns of use of their L1 as they begin to learn to use their second language (L2), which, in the United States, is usually English. In particular, the phenomenon of fi rst language loss in children is described, with a particular emphasis on Spanish. By understanding what is known about L1 loss and how it is manifested in Spanish-speaking children, speech-language patholo- gists will be able to interpret L1 skill in the context of L1 loss and thus discern true disability in this population. -
Chapter 2: First Language Acquisition
King Abdul Aziz University Applied Linguistics /LANE 423 Department of European Languages and Literature Sections: AC 16-18 March 2008 First Language Acquisition References: Brown, D. H. (2000). Principles of language learning & teaching. (4th ed.). New York: Longman. (pp. 20-27) Lightbown, P.M. & Spada, N. (1993). How Languages are Learned. Oxford University Press. (pp. 1-8) Children have a remarkable ability to communicate: . Small babies: children babble and coo and cry and vocally and nonvocally send messages and receive messages. End of first year: children start to imitate words and speech sounds and about this time use their first words. 18 months: their vocabulary in terms of words has increased and are beginning to use 2-word 3-word utterances (known as “telegraphic utterances”). 3 years: Children can comprehend an incredible quantity of linguistic input, they chatter nonstop . School age: Children start to internalize increasingly complex structures, expand their vocabulary and sharpen their communication skills and they also learn the social functions of their language. Three Positions in First Language Acquisition . Behavioristic Position . Nativist Position . Functional Position Behavioristic Approach Characteristics: . Children come into this world with a tabula rasa (a clean slate bearing no preconceived notions about the world or about language) and that these children are then shaped by the environment and slowly conditioned through various schedules of reinforcement. Language is a fundamental part of total human behavior. This approach focused on the immediately perceptible aspects of linguistic behavior-the publicly observable responses-and the relationships or associations between those responses and events in the world surrounding them. -
The Complex Tones of East/Southeast Asian Languages: Current Challenges for Typology and Modelling Alexis Michaud
The Complex Tones of East/Southeast Asian Languages: Current Challenges for Typology and Modelling Alexis Michaud To cite this version: Alexis Michaud. The Complex Tones of East/Southeast Asian Languages: Current Challenges for Typology and Modelling. Third International Symposium on Tonal Aspects of Languages (TAL 2012), Nanjing, China (2012), 2012, China. pp.1-7. halshs-00676251 HAL Id: halshs-00676251 https://halshs.archives-ouvertes.fr/halshs-00676251 Submitted on 7 Mar 2012 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. Keynote lecture at the Third International Symposium on Tonal Aspects of Languages (TAL 2012), Nanjing, China (2012) http://www.tal2012.org/ The Complex Tones of East/Southeast Asian Languages: Current Challenges for Typology and Modelling Alexis Michaud 1 2 1 Centre National de la Recherche Scientifique, CNRS – LACITO, France 2 Centre National de la Recherche Scientifique, CNRS – CEFC, Hong Kong/Taipei [email protected] Asia, of phonation-type characteristics that are part and parcel Abstract of the definition of tones. In these systems, phonation types In some of the tone systems of East and Southeast Asian are not a distinctive feature orthogonal to tone, unlike in the languages, linguistic tone cannot simply be equated with Oto-Manguean language Trique, for instance [11]. -
Disruptive Asia
About Asia Society Australia For over 60 years globally and 20 by Hugh Morgan AC (then CEO of WMC Limited) and Richard Woolcott AC (former Secretary of years in Australia, Asia Society has the Department of Foreign Affairs and Trade) been building bridges of understanding in recognition of the need to promote greater between leaders and change-makers of understanding about the countries, peoples, Asia, Australia, and the United States. and cultures of Asia and the Pacific region. Founded in 1956 by John D. Rockefeller 3rd, Asia Asia Society Australia – part of Asia Society, a global Society is a non-partisan, non-profit institution non-profit organisation and the leading force in with headquarters in New York, and centers in advancing a deeper global understanding of Asia Hong Kong, Houston, Los Angeles, Manila, Mumbai, through arts, education, policy and business – is San Francisco, Seoul, Shanghai, Melbourne and Australia’s leading national centre for engagement Sydney, Tokyo, Washington, DC, and Zürich. Across with Asia. the fields of arts, business, culture, education and Asia Society Australia was launched in 1997 by policy, Asia Society provides insight, generates ideas, then Prime Minister John Howard to broaden and promotes collaboration to address present interest and understanding in Australia of Asian challenges and create a shared future. countries and their politics, business and culture. The establishment of Asia Society Australia was led asiasociety.org/australia This publication was made possible through the “Desai-Oxnam Innovation Fund” established by the Asia Society to celebrate generosity and almost 40 years of combined service of former Asia Society Presidents Dr. -
A State of Languages
THE STATE OF LANGUAGES IN THE U.S. A STATISTICAL PORTRAIT COMMISSION ON LANGUAGE LEARNING 136 Irving Street Cambridge, MA 02138 telephone: 617-576-5000 email: [email protected] website: www.amacad.org @americanacad A STATISTICAL PORTRAIT Table of Contents 3 Introduction 13 Number of Language Teachers in Public High Schools, 2003/2004–2011/2012 4 Estimate of Language Skills of U.S. Popula- tion Aged Five Years and Older, 2009–2013 14 Distribution of Postsecondary Course En- rollments in Languages Other than English 5 Main Languages Spoken at Home by U.S. (Excluding American Sign Language), 2013 Residents Aged Five Years and Older, 2008–2010 15 Postsecondary Enrollments in the Most Com- monly Taken Language Courses (Other than 6 Dimensions of Non-English Language Profi- English), 1960–2013 ciency, by Generation, in Southern California, 2001–2004 16 Postsecondary Enrollments in the Most Commonly Taken “Critical Need” Language 7 Language Shift and Bilingualism, by Genera- Courses, 1965–2013 tion, in Southern California, 2001–2004 17 Undergraduate Degrees in Languages Other 8 Where English-Speaking Adults Who Are than English, by Geographical Category or Fluent in Another Language Acquired the Subject Area, 1987–2014 Non-English Language, 2006 18 Professional-Level Proficiency by Graduation: 9 Share of Elementary Schools Teaching Measured Outcomes of Integrated Study Languages Other than English, by Control Abroad in the Language Flagship Programs, of School, Academic Years 1986/1987– 2013–2014 2007/2008 19 Number of Online Job -
A Case Study on the Language Situation in Northern Pakistan
multiethnica 61 Linguistic diversity, vitality and maintenance: a case study on the language situation in northern Pakistan HENRIK LILJEGREN AND FAKHRUDDIN AKHUNZADA The multilingual and multicultural region of northern ce and advocacy that have been carried out in recent Pakistan, which has approximately 30 distinct languages, years, particularly through the work of the Forum for Language lnitiatives (FLI) and its partner organizations is described and evaluated from the perspective of throughout the region. language vitality, revealing the diverse and complex interplay of language policies, community attitudes and generational transmission. Based on the experience The region: its people and languages of conscious language maintenance efforts carried out It is essential to point out from the start that the re in the area, some conclusions are offered concerning gion dealt with here is not a single geopolitical unit the particular effectiveness of regional networking and with generally agreed on boundaries. lnstead, it is roade up of several political units with varying status within non-governmental institution support to promote local today's Pakistan. In order to operationalize the descrip languages and sustain their vitality in times of great tion and decide what areas and languages to include change. or leave out, a somewhat artificial decision was roade to define northern Pakistan as that part of the country that is situated above the 34th parallel, or all Pakistan I ntrod uction held territory north of the city of Peshawar. The three Northem Pakistan's mountain region is characterized main units that makeup this region of 125,000 km2 by great linguistic and cultural diversity.