Catalan's Place in Romance Revisited Mathew L. Juge
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Spanish Chamber Music of the Eighteenth Century. Richard Xavier Sanchez Louisiana State University and Agricultural & Mechanical College
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1975 Spanish Chamber Music of the Eighteenth Century. Richard Xavier Sanchez Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Sanchez, Richard Xavier, "Spanish Chamber Music of the Eighteenth Century." (1975). LSU Historical Dissertations and Theses. 2893. https://digitalcommons.lsu.edu/gradschool_disstheses/2893 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. 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 dius cause a blurred image. -
Copyright by Cécile Hélène Christiane Rey 2010
Copyright by Cécile Hélène Christiane Rey 2010 The Dissertation Committee for Cécile Hélène Christiane Rey certifies that this is the approved version of the following dissertation: Planning language practices and representations of identity within the Gallo community in Brittany: A case of language maintenance Committee: _________________________________ Jean-Pierre Montreuil, Supervisor _________________________________ Cinzia Russi _________________________________ Carl Blyth _________________________________ Hans Boas _________________________________ Anthony Woodbury Planning language practices and representations of identity within the Gallo community in Brittany: A case of language maintenance by Cécile Hélène Christiane Rey, B.A.; M.A. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin December, 2010 Acknowledgements I would like to thank my parents and my family for their patience and support, their belief in me, and their love. I would like to thank my supervisor Jean-Pierre Montreuil for his advice, his inspiration, and constant support. Thank you to my committee members Cinzia Russi, Carl Blyth, Hans Boas and Anthony Woodbury for their guidance in this project and their understanding. Special thanks to Christian Lefeuvre who let me stay with him during the summer 2009 in Langan and helped me realize this project. For their help and support, I would like to thank Rosalie Grot, Pierre Gardan, Christine Trochu, Shaun Nolan, Bruno Chemin, Chantal Hermann, the associations Bertaèyn Galeizz, Chubri, l’Association des Enseignants de Gallo, A-Demórr, and Gallo Tonic Liffré. For financial support, I would like to thank the Graduate School of the University of Texas at Austin for the David Bruton, Jr. -
Null-Subjects, Expletives, and Locatives in Romance”
Arbeitspapier Nr. 123 Proceedings of the Workshop “Null-subjects, expletives, and locatives in Romance” Georg A. Kaiser & Eva-Maria Remberger (eds.) Fachbereich Sprachwissenschaft der Universität Konstanz Arbeitspapier Nr. 123 PROCEEDINGS OF THE WORKSHOP “NULL-SUBJECTS, EXPLETIVES, AND LOCATIVES IN ROMANCE” Georg A. Kaiser & Eva-Maria Remberger (eds.) Fachbereich Sprachwissenschaft Universität Konstanz Fach 185 D-78457 Konstanz Germany Konstanz März 2009 Schutzgebühr € 3,50 Fachbereich Sprachwissenschaft der Universität Konstanz Sekretariat des Fachbereichs Sprachwissenschaft, Frau Tania Simeoni, Fach 185, D–78457 Konstanz, Tel. 07531/88-2465 Michael Zimmermann Katérina Palasis- Marijo Marc-Olivier Hinzelin Sascha Gaglia Georg A. Kaiser Jourdan Ezeizabarrena Jürgen M. Meisel Francesco M. Ciconte Esther Rinke Eva-Maria Franziska Michèle Oliviéri Julie Barbara Alexandra Gabriela Remberger M. Hack Auger Vance Cornilescu Alboiu Table of contents Preface Marc-Olivier Hinzelin (University of Oxford): Neuter pronouns in Ibero-Romance: Discourse reference, expletives and beyond .................... 1 Michèle Oliviéri (Université de Nice-Sophia Antipolis): Syntactic parameters and reconstruction .................................................................................. 27 Katérina Palasis-Jourdan (Université de Nice-Sophia Antipolis): On the variable morpho-syntactic status of the French subject clitics. Evidence from acquisition ........................................................................................................ 47 -
High Vowel Fricativization As an Areal Feature of the Northern Cameroon Grassfields
High vowel fricativization as an areal feature of the northern Cameroon Grassfields Matthew Faytak WOCAL 8, | August 23, 2015 Overview High vowel fricativization is an areal or contact feature of the northern Grassfields, which carries implications for Niger-Congo reconstructions 1. What is (not) a fricativized vowel? 2. Where are they (not)? 3. Why is this interesting? Overview High vowel fricativization is an areal or contact feature of the northern Grassfields, which carries implications for Niger-Congo reconstructions 1. What is (not) a fricativized vowel? 2. Where are they (not)? 3. Why is this interesting? Fricative vowels Vowels with a fricative-like supralaryngeal constriction, which may or may not consistently result in audible fricative noise Not intended to encompass: • Devoiced or voiceless vowels Smith (2003) • Pre-/post-aspirated vowels Helgason (2002) Mortensen (2012) • Articulatory overlap at high speech rate • Wall noise sources in high vowels Shadle (1990) Prior mention Vowels that do fit one or both of the given definitions: • Apical vowels in Chinese Lee (2005) Feng (2007) Lee-Kim (2014) • Viby-i, G¨oteborges-i, etc. in Swedish Holmberg (1976) Engstrand et al. (2000) Sch¨otzet al. (2011) • Fricative vowels in Bantoid Medjo Mv´e(1997) Connell (2007) Articulatory evidence of constriction Olson and Meynadier (2015) Articulatory evidence of constriction z v " " High vowel fricativization (HVF) Fricative vowels arise from normal high vowels /i u/, often in tandem with raising of the next-lowest vowels Faytak (2014) i u e o i -
Teaching Written Language and Literature in Early Childhood Education
2020/2021 Teaching Written Language and Literature in Early Childhood Education Code: 103680 ECTS Credits: 7 Degree Type Year Semester 2500797 Early Childhood Education OB 3 1 The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities. Contact Use of Languages Name: Maria Neus Real Mercadal Principal working language: catalan (cat) Email: [email protected] Some groups entirely in English: No Some groups entirely in Catalan: Yes Some groups entirely in Spanish: No Teachers Lara Reyes Lopez Martina Fittipaldi Mariona Pascual Peñas Prerequisites Students are advised to have taken and passed the course entitled Teaching Oral Language in Early Childhood Education, offered during the second year of this study programme, before enrolling in this course. Objectives and Contextualisation The course focuses mainly on the following areas: a) the features of written language discourse and the nature of reading and writing tasks; b) children learning processes, especially those concerned with the development of reading and writing skills; c) teaching and learning how to write and how to organise written tasks in the classroom; d) the different purposes of literary education at early ages, especially in the context of language immersion schools; e) the characteristics of children books and literature: types and formats of printed and digital books. f) the value of children books as educational tools to promote adult-children interaction: selection criteria to meet diverse educational goals. At the end of the course, students must: 1 - Possess (linguistic, psycholinguistic, sociolinguistic and didactic) knowledge related to the processes of teaching and learning how to write. -
Emerged from Antiquity As an All-Jewish Possession, Together with Is Interesting
7+ Yiddish in the Framework of OtherJewish Languages Yiddish in the Framework of OtherJewish Languages there discoverable threads extending lrom these three linguistic groups "Arabic" as a native tongue amongJews (in z.rr.I it will become to the ancient Parsic? These questions have not yet been touched by cle ar why it is more appropriate to spe ak of a separate Jewish language scholarship. with Arabic stock, which.may be called Yahudic) is current among a 2.ro The sunset of Targumic as the spoken language of a major much larger group. On the eve of World War II the number of Yahudic Jewish community came with the rise of the Arabs (z.r.r). A survey of speakers was estimated at about seven hundred thousand. Of course, we the linguistic condition of the Jews up to the Arab period is therefore in have no statistics on the Gaonic period, but by no means can the current place. figure give us any idea of the proportion and the dynamics of Yahudic The frontal attack of Hellenism on Jewish culture failed; but at least in former years. By virtue of the Arab conquests, Yahudic was firmly it was historical drama on a large scaie, and visible signs olJaphet's established in Yemen, Babylonia, Palestine, and all of North Africa, beauty remained in the tents of Shem, to use a stock phrase so popular from Egypt to the Atlantic; even Sicily and southern Italy, which as a in the Haskalah period. Nor will we leave Persian out of consideration rule should be included in the Yavanic culture area (z.I 2 ), were at times in the overall picture ofJewish subcultures, although the phenomenon considerably influenced by North Africa. -
TFG: Mario Bisiada
Comparative analysis of stress-shifting pronominal encliticisation in two Menorcan towns Júlia Florit Pons Seminari 101: Descripció i comparació de llengües TREBALL DE FI DE GRAU UPF JUNY 2019 Tutor del TFG: Mario Bisiada DEPARTAMENT DE TRADUCCIÓ I CIÈNCIES DEL LLENGUATGE FACULTAT DE TRADUCCIÓ I INTERPRETACIÓ I CIÈNCIES DEL LLENGUATGE GRAU EN LLENGÜES APLICADES Acknowledgements I would like to thank first of all Mario Bisiada, the tutor of my Treball de Fi de Grau, for his patience, continuous support and time during this process. Without his help, my study would not have been possible. I would also like to thank some professors of the Universitat Pompeu Fabra who have helped me: Esteve Clua for providing me tools and materials for this study, such as a recorder for the survey, and for giving me support and help for my study. He has also given me feedback for my study. I also want to thank Mónika Domínguez for helping me with the use of tools to edit and analyse speech data. My study would not have been the same without the help of Pere Grimalt and Clàudia Pons-Moll, who have provided me with the unpublished manuscript of Grimalt (2002) and some examples for my survey. I would like to express my gratitude to the Universitat de les Illes Balears in Alaior, Menorca, for providing me with a room to conduct my survey. Lastly, I would like to thank the people who participated in the linguistic experiment for this study. Their participation has been fundamental for this comparative analysis. I also wish to express my thanks to my family and friends for their emotional support during these months. -
The Valencian Linguistic Heterodoxy Juan A. Sempere
You are accessing the Digital Archive of the Esteu accedint a l'Arxiu Digital del Catalan Catalan Review Journal. Review By accessing and/or using this Digital A l’ accedir i / o utilitzar aquest Arxiu Digital, Archive, you accept and agree to abide by vostè accepta i es compromet a complir els the Terms and Conditions of Use available at termes i condicions d'ús disponibles a http://www.nacs- http://www.nacs- catalanstudies.org/catalan_review.html catalanstudies.org/catalan_review.html Catalan Review is the premier international Catalan Review és la primera revista scholarly journal devoted to all aspects of internacional dedicada a tots els aspectes de la Catalan culture. By Catalan culture is cultura catalana. Per la cultura catalana s'entén understood all manifestations of intellectual totes les manifestacions de la vida intel lectual i and artistic life produced in the Catalan artística produïda en llengua catalana o en les language or in the geographical areas where zones geogràfiques on es parla català. Catalan Catalan is spoken. Catalan Review has been Review es publica des de 1986. in publication since 1986. The Valencian Linguistic Heterodoxy Juan A. Sempere Catalan Review, Vol. IX, number 2, (1995), p. 97-124 THE VALENCIAN LINGUISTIC HETERODOXY JUAN A. SEM PERE THE TIP OF THE ICEBERG W hile navigating on the lnternet, or more specifically on the World Wide Web, one can log onto information on the languages of Spain. There, in the short rundown on Catalan, we read: "In Valencia and the Balearic Islands, Catalan preserves special dialectal features, particularly in the first named, where there are schools of thought that call for a linguistic distinction."l In its own way, this anonymous piece of information reflects a view held by many in the south of the Catalan-speaking area. -
Article Journal of Catalan Intellectual History, Volume I, Issue 1, 2011 | Print ISSN 2014-1572 / Online ISSN 2014-1564 DOI 10.2436/20.3001.02.1 | Pp
article Journal of Catalan IntelleCtual HIstory, Volume I, Issue 1, 2011 | Print ISSN 2014-1572 / online ISSN 2014-1564 DoI 10.2436/20.3001.02.1 | Pp. 27-45 http://revistes.iec.cat/index.php/JoCIH Ignasi Casanovas and Frederic Clascar. Historiography and rediscovery of the thought of the 1700s and 1800s* Miquel Batllori abstract This text shows the similitudes and the differences between Ignasi Casanovas and Frederic Clascar, two of the most important representatives of the religious thought in Catalonia, in the first third of the 20th century. The article studies their philosophi- cal writings in the rich context of their global work, analysing their deficiencies and underlining the positive contribution to the Catalan culture. key words Ignasi Casanovas, Frederic Clascar, religious thought. I would like to begin with a small anecdote on the question as to whether there is such a thing as “Catalan” philosophy. Whilst teaching at Harvard, Juan Mar- ichal, publisher and scholar of the life and political works of Manuel Azaña, was asked by an American colleague what he taught there. On receiving the answer “the History1 of Latin America Thought”, the colleague replied, “Is there such * We would like to thank INEHCA and the Societat Catalana de Filosofia (Catalan Philo- sophical Society) for allowing us to public the text of this speech given by Father Miquel Batllori on 26 February 2002 as part of the course “Thought and Philosophy in Catalonia. I: 1900- 1923” at the INEHCA. The text, corrected by Miquel Batllori, has been published in the first of the volumes containing the contributions made in these courses: J. -
Complexity As L2-Difficulty : Implications for Syntactic Change
Erschienen in: Theoretical Linguistics ; 45 (2019), 3-4. - S. 183-209 https://dx.doi.org/10.1515/tl-2019-0012 Theoretical Linguistics 2019; 45(3-4): 183–209 George Walkden* and Anne Breitbarth Complexity as L2-difficulty: Implications for syntactic change https://doi.org/10.1515/tl-2019-0012 Abstract: Recent work has cast doubt on the idea that all languages are equally complex; however, the notion of syntactic complexity remains underexplored. Taking complexity to equate to difficulty of acquisition for late L2 acquirers, we propose an operationalization of syntactic complexity in terms of uninterpret- able features. Trudgill’s sociolinguistic typology predicts that sociohistorical situations involving substantial late L2 acquisition should be conducive to simplification, i.e. loss of such features. We sketch a programme for investigat- ing this prediction. In particular, we suggest that the loss of bipartite negation in the history of Low German and other languages indicates that it may be on the right track. Keywords: sociolinguistic typology, syntactic change, L2 acquisition, simplification, Interpretability Hypothesis 1 Context and big picture 1.1 Typology, complexity, and language change The traditional notion that all languages are equally complex, as expressed in Hockett (1958), has recently come under attack from a number of quarters. Notably, in his seminal work Sociolinguistic Typology, Trudgill (2011) has sug- gested that different types of sociolinguistic situation lead to differential sim- plification and complexification: for instance, long-term co-territorial language contact is predicted to lead to additive complexification, whereas short-term contact involving extensive adult second-language (L2) use is predicted to lead to simplification. -
Catalan in the Classroom: a Language Under Fire Sara Fowler
Catalan in the Classroom: A Language Under Fire Sara Fowler Hawaii Pacific University Abstract This paper describes the role of Spain’s largest minority language, Catalan, in Spanish society, specifically in the classroom. Throughout its history, Catalan has gone through many cycles of oppression and revival. Currently, despite several decades of positive progress in its official role and a growing number of young speakers, Catalan is facing new challenges once again. Some members of the Spanish government believe that the language of instruction in Catalonia should be Castilian, a development which the citizens of Catalonia feel is an attack on their linguistic rights and identity. Catalan is a well-documented example of the tensions which can arise in a country with a minority language or languages. The Catalan case can also serve as a reminder to English teachers that the politics of language are often more complicated than they seem; teachers must be aware of and sensitive to the cultural and political backgrounds of their students. Introduction It is a fact that linguistic boundaries and political borders are not a perfect match; nevertheless, most people associate one language with one country. For example, the name Spain, for many people, brings to mind one language: Spanish. However, Spanish, or “Castilian” as it is more specifically called, is not the only language in Spain. There are 15 languages spoken in Spain—one official language and three other “co-official” languages, the largest of which is Catalan, spoken as a “mother tongue” by approximately nine percent of the population, compared to five percent speakers of Galician and a mere one percent who speak Euskera (Basque) as a mother tongue (Ethnologue, 2014; European Commission, 2006, p. -
Electronic Maps and the Dialectal Borders of Catalan
New Perspectives in Iberian Dialectology / Nouvelles perspectives en dialectologie ibérique David Heap, Enrique Pato, and Claire Gurski (eds.) Twelfth International Conference on Methods in Dialectology (Moncton, New Brunswick, Canada, 1st – 5th August 2005) Electronic maps and the dialectal borders of Catalan Maria-Pilar Perea Universitat de Barcelona New Perspectives in Iberian Dialectology / Nouvelles perspectives en dialectologie ibérique. David Heap, Enrique Pato, and Claire Gurski (eds.). 2006. London: University of Western Ontario. [online edition < https://ir.lib.uwo.ca/cgi/siteview.cgi/id>] Electronic maps and the dialectal borders of Catalan1 Maria-Pilar Perea Universitat de Barcelona 1. Introduction During the twentieth century, Catalan dialectology has continued to pursue its main objective, namely to compile information on the phonetics, vocabulary and morphology of the dialects spoken in various localities inside the Catalan linguistic domain and to present the results in the form of maps. Together, the set of maps comprise a linguistic atlas that shows the existence of particular entities, the dialects, separated by borders: the isoglosses. This descriptive aim was fulfilled by most atlases of the Catalan domain, which were published in the second half of the twentieth century. The first Catalan atlas of a general nature, the Atles Lingüístic de Catalunya (ALC) (1923-1964), was not finished until 1964. Unfortunately this atlas, compiled by Antoni Griera, is not entirely reliable. In the last few years two volumes (of a projected series of ten) of the Atles Lingüístic del Domini Català (ALDC) have appeared (cf. Veny and Pons 2001, 2004). Both the general and the regional atlases, all of them only in book format, have been limited to a descriptive representation of the data, pointing out coincident and divergent aspects.