Two Introductory Texts on Using Statistics for Linguistic Research and Two Books Focused on Theory
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Intrinsic Motivation
Reading and the Native American Learner Research Report Dr. Terry Bergeson State Superintendent of Public Instruction Andrew Griffin, Ed.D. Director Higher Education, Community Outreach, and Staff Development Denny Hurtado, Program Supervisor Indian Education/Title I Program This material available in alternative format upon request. Contact Curriculum and Assessment, 360/753-3449, TTY 360/664-3631. The Office of Superintendent of Public Instruction complies with all federal and state rules and regulations and does not discriminate on the basis of race, color, national origin, sex, disability, age, or marital status. June 2000 ii This report was prepared by: Joe St. Charles, M.P.A. Magda Costantino, Ph.D. The Evergreen Center for Educational Improvement The Evergreen State College In collaboration with the Office of Superintendent of Public Instruction Office of Indian Education With special thanks to the following reviewers: Diane Brewer Sally Brownfield William Demmert Roy DeBoer R. Joseph Hoptowit Mike Jetty Acknowledgement to Lynne Adair for her assistance with the project. iii Table of Contents INTRODUCTION......................................................................................................................................... 1 EXECUTIVE SUMMARY ..............................................................................................................................3 THE HISTORY OF AMERICAN INDIAN EDUCATION ................................................................... 9 SOURCES OF EDUCATIONAL DIFFICULTIES -
Cambridge University Press 978-1-108-42537-7 — English Around the World 2Nd Edition Index More Information
Cambridge University Press 978-1-108-42537-7 — English around the World 2nd Edition Index More Information Index Aboriginal English 23, 122, 140 Bao Zhiming 202 Aboriginals, 118, 121–122, 125, 226 Barbados 101, 105, 106 accent 5, 7, 17, 20, 88, 121, 123, 133, basilect 104, 106, 112 134, 235 Belafonte, Harry 108 accommodation 39, 134, 175, 229 Berlin Conference 46, 48 Achebe, Chinua 152, 197 bilingualism 28, 35, 51, 83, 166, 246 acrolect 104 biological concepts 26, 226 adjective comparison 73 Bislama 157, 176–177 adstrate 68 blogs 59 adverbs 99, 214 borrowing, see loan words African American English 87, 88, 116, 219 Botswana 146, 209, 211 African Englishes 32 Brexit 59, 71 Afrikaans 33, 130, 131, 133, 135 British Empire 40, 52–55, 160, 226 Ali G 114 British English 31, 57, 73, 75, 84, 85, 87, 151, American English 38, 57, 59, 61, 68, 113, 116, 152, 212, 214, 229, 235, 236, 242 208, 214, 216 history 69–74, 113 see also Standard English dialects 16, 85–86, 89, 114 Brunei 157, 161 history 82–89 Brunei English 162, 197 lexis 25, 26, 209 Butler English 50 melting pot 82, 89 Native AmE 23, 84, 88, 226 Cajun English 88 pronunciation 16, 212, 229 calque 24, 209 southern dialect 16, 23, 84, 85, 88, 90–99, Cambodia 158 116 Cameroon 147, 149, 238, 239, 240 standard 87, 88 Cameroonian English 23, 203, 205, 209 vs. British English 84 Camfranglais 149, 240 Americanization Canada 54, 54, 89 of World Englishes 56, 57, 59 language situation 33, 61 analogy 28, 205 Canadian English 61, 89–90, 210, 211, 215 antideletion 137, 205 Cantonese 19, 163, 164, 239 AntConc corpus software 258 Caribbean 51, 52, 53, 61, 62, 68, 113, 117, 235 archaisms 209 Caribbean Creoles 102, 105–106, 205 article omission / insertion 8, 137, 172, 194, cline 105 215, 224, 230 Caribbean English 23, 26, 88, 98, 117, 212, 213 article reduction 78 case 78 articulation 202, 250 Celtic Englishes 74, 116 ASEAN / Association of South-East Asian Celtic languages 73, 113 Nations 158, 185, 234 Celts 70 aspiration 20, 192 Chambers, J. -
MIXED CODES, BILINGUALISM, and LANGUAGE MAINTENANCE DISSERTATION Presented in Partial Fulfillment of the Requi
BILINGUAL NAVAJO: MIXED CODES, BILINGUALISM, AND LANGUAGE MAINTENANCE DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Charlotte C. Schaengold, M.A. ***** The Ohio State University 2004 Dissertation Committee: Approved by Professor Brian Joseph, Advisor Professor Donald Winford ________________________ Professor Keith Johnson Advisor Linguistics Graduate Program ABSTRACT Many American Indian Languages today are spoken by fewer than one hundred people, yet Navajo is still spoken by over 100,000 people and has maintained regional as well as formal and informal dialects. However, the language is changing. While the Navajo population is gradually shifting from Navajo toward English, the “tip” in the shift has not yet occurred, and enormous efforts are being made in Navajoland to slow the language’s decline. One symptom in this process of shift is the fact that many young people on the Reservation now speak a non-standard variety of Navajo called “Bilingual Navajo.” This non-standard variety of Navajo is the linguistic result of the contact between speakers of English and speakers of Navajo. Similar to Michif, as described by Bakker and Papen (1988, 1994, 1997) and Media Lengua, as described by Muysken (1994, 1997, 2000), Bilingual Navajo has the structure of an American Indian language with parts of its lexicon from a European language. “Bilingual mixed languages” are defined by Winford (2003) as languages created in a bilingual speech community with the grammar of one language and the lexicon of another. My intention is to place Bilingual Navajo into the historical and theoretical framework of the bilingual mixed language, and to explain how ii this language can be used in the Navajo speech community to help maintain the Navajo language. -
1 Plenary Speakers World Non-Standard Englishes
Plenary Speakers World non-standard Englishes: Reflections on the global spread of (some) non-standard varieties of English Christian Mair (University of Freiburg) Globalisation has helped the spread and further entrenchment of Standard English in many obvious ways. What is discussed less often is the fact that globalisation has helped the spread of other languages, and of selected non-standard varieties of English, too. After a brief introduction, in which I will discuss the role of English in a globalising and multilingual world, I will trace the transnational impact of selected non-standard varieties of English, exemplifying the phenomenon mainly with data from Jamaican Creole, but casting an additional look into the direction of New Englishes from West Africa and India. It will emerge that, expectedly, non-standard varieties of English spread in the wake of global currents of migration but, probably less expectedly, the participatory media of the Internet age have assumed a crucial additional role in the process, too. In my view, this calls for a re-assessment of some time-honoured assumptions in sociolinguistics/ EWL studies, such as the primacy of the „authentic“ locally based community vernacular or the central status of the notion of „variety of English“. As I shall argue, many of the concerns raised in the paper can be addressed by conducting the study of varieties of English, World Englishes or New Englishes in the framework of the „sociolinguistics of mobile resources“ recently proposed by Blommaert to account for new types of language use, language spread and language contact in a globalising and multilingual world. -
Translation in Brunei Darussalam
Actes. volum II. 9/12/97 12:33 P‡gina 663 Actes del II Congrés Internacional sobre Traducció, UAB 663-685 Translation in Brunei Darussalam Brian D. Smith Traductor 1. INTRODUCTION Brunei Darussalam is a small and wealthy Malay Islamic sultanate on the North West coast of Borneo. Once, the dominant power of the Borneo coast as far north as the Philippines Brunei saw its power and territory reduced in the 19th century, when external pressures forced the loss of Sarawak to Rajah Brooke and Sabah to the British North Borneo Company. In the late 19th century a steady deterioration in economic and political stability led the British Government to impose a resident in 1906 with authority to reorganize the administration and revenue systems and to provide a measure of stable government. The discovery of oil in the late 1920s resulted in great prosperity, though only slow national development. After the Japanese occupation, which passed relatively calmly for the local population, economic development gradually gathered pace. Internal independence came in 1959 and full independence in 1984. National wealth consists mainly of oil revenues, though there are slow, but determined efforts to diversify into commerce and industry so as to counteract the exhaustion of oil resources expected in the next century. Recent national development plans have placed emphasis on the development of human resources through education and training to support diversification. The most striking factor in Brunei’s development has been the transition from absolute poverty at the turn of the century, through a period of gradual increase in prosperity until the 1950s, when there were still few roads, little education and only basic infrastructure, to a takeoff in the 1960s when Brunei rapidly became a modern society with a high standard of living for the majority of the population. -
English in North America (Oct
S. Gramley: English in North America (Oct. 2009) English in North America 10.0 The Beginnings of English in North America. English has been in use in North America since the late 16th and early 17th centuries, when fishing vessels arrived at the Grand Banks off the coast of Nova Scotia to fish the cod that could be found there in great abundance and where traders did business with the Indians (cf. Mann 2005: 47ff). Traders soon began going the Chesapeake Bay area to trade for furs from the Native Americans and as well. The crews of these ships were themselves often international (but European), which meant that in those cases where English was spoken on board, the language was far from the StE of England. What was spoken would very likely have been a mixture, possibly a leveling of varieties of regional English from England and Scotland (Wales and Ireland still had relatively few English speakers). Added to this would be English spoken as a foreign language among the non-native English-speaking crew members. This was then salted with nautical jargon. As prominent as nautical jargon may have been, there were probably as many varieties as there were ships, each representing a different mix of English. 10.0.1 Native American – English contact. All this notwithstanding, the early contacts of European sailors and traders with the Native Americans did leave behind two important traces. The first of these was disease, one of the most significant and tragic parts of what one author (Crosby 2003) calls the “Columbian Exchange.” The second was the English language, which some of the Native Americans learned well enough to serve as interpreters in negotiations with the European colonists. -
Becoming Bruneian
Becoming Bruneian Negotiating cultural and linguistic identities in the 21st century Breda O’Hara-Davies Doctor of Philosophy 2017 Certificate of Original Authorship I certify that the work in this thesis has not previously been submitted for a degree nor has it been submitted as part of requirements for a degree except as fully acknowledged within the text. I also certify that this thesis has been written by me. Any help that I have received in my research work and the preparation of the thesis itself has been acknowledged. In addition, I certify that all information sources and literature used are indicated in the thesis. Signature of candidate ________________________ ii Negara Brunei Darussalam iii Acknowledgments This long journey has been nothing if not emotional. I would now like to thank the many people who have supported me along the way. To my renowned supervisor, Professor Alastair Pennycook: You have been endlessly patient and understanding. Your insightful feedback and probing comments have guided me to produce what is hopefully a more focused account. Reading your body of work continues to inspire me to rethink my identity as language teacher and to adopt a critical approach to everything that this involves. To Associate Professor Liam Morgan, thank you for your enthusiastic support for my topic and for rescuing me when I almost gave up. To the wonderful participants who took part so graciously in this research and who have allowed me into their minds and hearts: Your friendship, trust and belief in me are truly humbling. I hope I have done justice to your contributions. -
English Accent-02-P for WEB.Qxd 8/9/11 17:38 Page 1
English Accent-02-p FOR WEB.qxd 8/9/11 17:38 Page 1 1 2 3 4 Glossary 5 6 7 8 9 *SAE A reference to the idea of a homogenous, standard spoken language in which the 10 * emphasizes the fact that this is in fact an abstraction that is never realized. 11 AAVE See African American Vernacular English. 12 13 Accent A set of phonological features, loosely bundled, that provide clues about the 14 speaker’s geographic origin, social and ethnic allegiances, standing, education, and 15 other characteristics that are socially distinctive in a given language community. 16 Accent hallucination An individual may decide that a speaker has a particular foreign 17 accent on the basis of physical features, when in fact the person in question is a native 18 speaker of English. This phenomenon has been documented in numerous studies 19 (Fought 2006; Kang and Rubin 2009). See also reverse linguistic stereotyping. 20 Accommodation theory In face-to-face conversation between speakers of different 21 language varieties, subconscious or conscious choices are made about whose com- 22 munication system to use and how much to accommodate each other. 23 24 Affirm To approve, agree or uphold, used primarily when a superior court reviews the 25 rulings of a lesser court and finds no wrongdoing. 26 African American Great Migration Between 1910 and 1940, roughly 1.5 million 27 African Americans left the South to escape poverty and racism (the first great 28 migration). After the interruption of WWII, another 1.5 million African Americans 29 moved north, a trend that continued until about 1970. -
The Effect of Arizona Language Policies on Arizona Indigenous Students
Lang Policy (2012) 11:101–118 DOI 10.1007/s10993-011-9230-7 ORIGINAL PAPER The effect of Arizona language policies on Arizona Indigenous students Mary Carol Combs • Sheilah E. Nicholas Received: 11 August 2011 / Accepted: 14 December 2011 / Published online: 1 February 2012 Ó Springer Science+Business Media B.V. 2012 Abstract This article discusses the effect of Arizona’s language policies on school districts serving Native American students. Although these policies were designed to restrict the access of Spanish-speaking immigrant and citizen students to bilingual education programs, their reach has extended into schools and school districts serving Native Americans. Arizona’s coercive and contradictory language and education policies for English language learners thus provide an instructive example of the phenomenon of unintended consequences. Nonetheless, that such policies may be unintentional make them no less egregious. The authors argue that Arizona’s language policies, together with the difficult reporting mandates of the federal No Child Left Behind Act, have compromised tribal efforts to revitalize endangered Indigenous languages and abrogated their federally recognized, though frequently ignored, rights to self-determination and sovereignty. The article discusses these and other inconsistencies between federal and state-supported policies that both create and foreclose educational opportunities and spaces for Indigenous communities. Keywords Native American students Á Indigenous language revitalization Á Unintended consequences Á Language policy Á Sovereignty THE LAW 1ST ONE Hey, there’s a law you know! What law you talking about? No Indians Allowed. M. C. Combs (&) Á S. E. Nicholas Teaching, Learning and Sociocultural Studies, University of Arizona, Tucson, AZ, USA e-mail: [email protected] S. -
Stereotypes of Contemporary Native American Indian Characters in Recent Popular Media Virginia A
University of Massachusetts Amherst ScholarWorks@UMass Amherst Masters Theses 1911 - February 2014 2012 Stereotypes of Contemporary Native American Indian Characters in Recent Popular Media Virginia A. Mclaurin University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/theses Part of the American Popular Culture Commons, Film and Media Studies Commons, Indigenous Studies Commons, and the Television Commons Mclaurin, Virginia A., "Stereotypes of Contemporary Native American Indian Characters in Recent Popular Media" (2012). Masters Theses 1911 - February 2014. 830. Retrieved from https://scholarworks.umass.edu/theses/830 This thesis is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Masters Theses 1911 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. Stereotypes of Contemporary Native American Indian Characters in Recent Popular Media A Thesis Presented by Virginia A. McLaurin Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of MASTER OF ARTS May 2012 Department of Anthropology Sociocultural Anthropology Stereotypes of Contemporary Native American Indian Characters in Recent Popular Media A Thesis Presented by Virginia A. McLaurin Approved as to style and content by: _________________________________________________ Jean Forward, Chair _________________________________________________ Robert Paynter, Member _________________________________________________ Jane Anderson, Member _________________________________________________ Elizabeth Chilton, Department Chair Anthropology Department DEDICATION To my wonderful fiancé Max, as well as my incredibly supportive parents, friends and entire family. ACKNOWLEDGEMENTS I would like to thank my advisor, Jean Forward, not only for her support and guidance but also for kindness and general character. -
American Indian Pidgin English
Varieties of American English S. Gramley, WS 2009‐10 Introduction VarAmE: Semester plan Oct 15 Introduction to the topic General reading Assignment of presentations Gramley/Pätzold 2004, First language contacts chap.11 Regional variation. The origins and development of the major regional forms of English – in the U.S.A., the South (coastal and highlands), the Mid-Atlantic states, New England, and the North, and, in Canada the Maritimes, and Canada west of Quebec Oct 22 Dialect geography Kretzschmar 2004 Oct 29 Vocabulary: LA findings; Bailey 2004 present-day variation Nov 05 Pronunciation: Three vowel Pilch; Labov systems (and shifts) Nov 12 Koiné; GenAm Dillard; Wells Ethnic variation Pidgin and creole forms of American English, African-American Vernacular English, Chicano and Spanish-influenced English, and American Indian English Nov 19 Pidgins and Creoles Nichols 2004 Nov 26 AAVE Labov 1998; Green 2004 Dec 04 AIPE and AIE Dillard; Leap 1993 Dec 11 Chicano English and Spanish- Fought 2003; Wiley 2004 influenced English Dec 18 Immigrant English Molesky 1988 Social variation Social differences in the use of English, concentrating especially on differences between American Standard English and non-standard features of General English in America Jan 07 The process of standardization Quirk 1968: chap. 6; Webster, the grammar wars; Heath 1980; the American vernacular Nunberg 1980 Jan 14 Class, education and grammar Wolfram 2004 Gender and language change Labov 1972: chap. 8 Jan 21 Slang and adolescent language Eckert 2004; Eble Cyberlanguage 2004 Jan 28 Attitudes towards correctness Lippi-Green 2004 Feb 04 Final exam Literature Allen, H.B. and M.D. -
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Putri Anggraeni, et al / Journal of English Language Teaching 6 (1) (2017) ELT FORUM 10 (1) (2021) Journal of English Language Teaching http://journal.unnes.ac.id/sju/index.php/elt Deforeignizing the English language: National identities making the world language Flávius Almeida dos Anjos Centro de Cultura, Linguagens e Tecnologias Aplicadas, Universidade Federal do Recôncavo da Bahia, Brazil Article Info Abstract ________________ ___________________________________________________________________ Article History: This paper is a brief reflection on the varieties of English around the world. As it Received in 30 stands, English is one of the most popular languages in the world. English is November 2020 arguably the language that most people seek to learn, hence the popularity. The fact Approved in 15 March that it has numerous people learning this language, national identities have 2021 converged to change it as the world language. The objective of this study is to Published in 30 March advocate an epistemology of deforeignization of this language, based on the 2021 assumption that many people have recreated it naturally, in lexical, grammatical, ________________ and phonological terms. ‘To deforeignize’ the English language, it is necessary to Keywords: allow the recreation of this language, so that it can be adapted to the learners’ Deforeignization; English; linguistic and cultural patterns. For this purpose, some data are shared. The teaching. relavance of this study lies is the possibility to shed light in a topic which still needs