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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. -
Traditional Resource Use of the Flagstaff Area Monuments
TRADITIONAL RESOURCE USE OF THE FLAGSTAFF AREA MONUMENTS FINAL REPORT Prepared by Rebecca S. Toupal Richard W. Stoffle Bureau of Applied Research in Anthropology University of Arizona Tucson, AZ 86721 July 19, 2004 TRADITIONAL RESOURCE USE OF THE FLAGSTAFF AREA MONUMENTS FINAL REPORT Prepared by Rebecca S. Toupal Richard W. Stoffle Shawn Kelly Jill Dumbauld with contributions by Nathan O’Meara Kathleen Van Vlack Fletcher Chmara-Huff Christopher Basaldu Prepared for The National Park Service Cooperative Agreement Number 1443CA1250-96-006 R.W. Stoffle and R.S. Toupal, Principal Investigators Bureau of Applied Research in Anthropology University of Arizona Tucson, AZ 86721 July 19, 2004 TABLE OF CONTENTS LIST OF TABLES................................................................................................................... iv LIST OF FIGURES .................................................................................................................iv CHAPTER ONE: STUDY OVERVIEW ..................................................................................1 Project History and Purpose...........................................................................................1 Research Tasks...............................................................................................................1 Research Methods..........................................................................................................2 Organization of the Report.............................................................................................7 -
© 2012 Steven M. Maas
© 2012 Steven M. Maas WELSHNESS POLITICIZED, WELSHNESS SUBMERGED: THE POLITICS OF ‘POLITICS’ AND THE PRAGMATICS OF LANGUAGE COMMUNITY IN NORTH-WEST WALES BY STEVEN M. MAAS DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Anthropology in the Graduate College of the University of Illinois at Urbana-Champaign, 2012 Urbana, Illinois Doctoral Committee: Professor Janet D. Keller, Chair Professor Walter Feinberg Associate Professor Michèle Koven Professor Alejandro Lugo Professor Andrew Orta ABSTRACT This dissertation investigates the normative construction of a politics of language and community in north-west Wales (United Kingdom). It is based on ethnographic fieldwork conducted primarily between January 2007 and April 2008, with central participant-observation settings in primary-level state schools and in the teaching-spaces and hallways of a university. Its primary finding is an account of the gap between the national visibility and the cultural (in)visibility communities of speakers of the indigenous language of Wales (Cymraeg, or “Welsh”). With one exception, no public discourse has yet emerged in Wales that provides an explicit framework or vocabulary for describing the cultural community that is anchored in Cymraeg. One has to live those meanings even to know about them. The range of social categories for living those meanings tends to be constructed in ordinary conversations as some form of nationalism, whether political, cultural, or language nationalism. Further, the negatively valenced category of nationalism current in English-speaking Britain is in tension with the positively valenced category of nationalism current among many who move within Cymraeg- speaking communities. Thus, the very politics of identity are themselves political since the line between what is political and what is not, is itself subject to controversy. -
DOCUMENT RESUME RC 021 339 Issues in Language Textbook
DOCUMENT RESUME ED 415 069 RC 021 339 AUTHOR de Reuse, Willem J. TITLE Issues in Language Textbook Development: The Case of Western Apache. PUB DATE 1997-00-00 NOTE 14p.; In: Teaching Indigenous Languages; see RC 021 328. PUB TYPE Information Analyses (070) Reports Descriptive (141)-- Speeches /Meeting Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS American Indian Education; *American Indian Languages; *Apache; Elementary Secondary Education; *Language Maintenance; Learning Strategies; Linguistics; *Second Language Instruction; Teaching Methods; *Textbook Preparation; *Textbooks IDENTIFIERS Total Physical Response ABSTRACT Two experimental language-learning textbooks were developed in collaboration with Apache-speaking scholars from the San Carlos and White Mountain Reservations. One was written in the grammar-translation tradition and modeled after successful textbooks for Navajo and Papago. While the text's main purpose is to teach elementary conversational Western Apache with some emphasis on reading and writing, it also teaches some of the linguistics of Western Apache to Apache students and speakers. Educators can apply linguistics knowledge to contrast the languages in bilingual situations and as a tool for teaching children about scientific inquiry (analyzing their own intuitive knowledge of language rules). Also, exposure to linguistics may spark some Native American students to enter the field and apply themselves to the problems of endangered Native languages. The other textbook is a guide to teaching Apache with the Total Physical Response (TPR) method, based on. Asher's (1982) teacher's guidebook. The approaches of the two textbooks raise various problems that can be partially solved by combining approaches. For example, classificatory handling verbs are best taught by a grammar-translation method, supplemented by TPR-style exercises; straightforward syntactic structures (in Apache), such as negation and yes/no questions, can be taught through TPR exercises, supplemented by grammatical explanations. -
University of Oklahoma Graduate College Speaking Kiowa Today
UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE SPEAKING KIOWA TODAY: CONTINUITY AND CHANGE THROUGH THE GENERATIONS A DISSERTATION SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY By AMBER A. NEELY Norman, Oklahoma 2015 SPEAKING KIOWA TODAY: CONTINUITY AND CHANGE THROUGH THE GENERATIONS A DISSERTATION APPROVED FOR THE DEPARTMENT OF ANTHROPOLOGY BY ______________________________ Dr. Gus Palmer Jr., Co-Chair ______________________________ Dr. Sean P. O’Neill, Co-Chair ______________________________ Dr. Daniel Swan ______________________________ Dr. Lesley Rankin-Hill ______________________________ Dr. Marcia Haag © Copyright by AMBER A. NEELY 2015 All Rights Reserved. To my dearest Kiowa friends, who have welcomed me into their folds and believed in me all these years: Prof. Gus Palmer, Jr., Grandma Dorothy Whitehorse DeLaune, Mrs. Delores Harragarra and the Harragarra family, as well as all those who are dedicated to the revitalization of the Kiowa language. ACKNOWLEDGMENTS I am so grateful to so many people for sharing their lives, their knowledge, their friendship, and of course, their language. Since this work is about the speakers of Kiowa, I would like to start there. Let me first thank those who have meant so much to me through the years, welcoming me almost as family. First and foremost, I wish to honor Mrs. Delores Toyebo Harragarra and Grandma Dorothy Whitehorse DeLaune, both of whose grace, humor, and insight inspire me daily, and who have both played a great role in the unfolding of this project. The enigmatic Kenny Harragarra, whose company is always a delight, and the rest of the Harragarra family, as well as Mrs. -
ED436973.Pdf
DOCUMENT RESUME ED 436 973 FL 026 097 AUTHOR Martin, Joyce, Comp. TITLE Native American Languages: Subject Guide. INSTITUTION Arizona State Univ., Tempe. Univ. Library. PUB DATE 1999-08-00 NOTE 12p. AVAILABLE FROM For full text: <http://www.asu.edu/lib/archives/labriola.htm> and <http://www.asu.edu/lib/archives/labriola.htm>. PUB TYPE Reference Materials - Bibliographies (131) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *American Indian Languages; Biblical Literature; Bilingual Education; Dictionaries; English (Second Language); Indigenous Populations; *Library Guides; Sign Language; Tape Recordings; Uncommonly Taught Languages IDENTIFIERS *Native Americans ABSTRACT This document is an eleven-page supplemental subject guide listing reference material that focuses on Native American languages that is not available in the Labriola National American Indian Data Center in the Arizona State University, Tempe (ASU) libraries. The guide is not comprehensive but offers a selective list of resources useful for developing language and vocabulary skills or researching a variety of topics dealing with native North American languages. Additional material may be found using the ASU online catalogue and the Arizona Southwest index. Contents include: bibles and hymnals; bibliographies; bilingual education, curriculum, and workbooks; culture, history, and language; dictionaries and grammar books; English as a Second Language; guides and handbooks; language tapes; linguistics; online access; sign language.(KFT) Reproductions supplied by EDRS are the best that can be made from the original document. Native American Languages Subject Guide The following bibliography lists reference material dealing with Native American languages which is available in the Labriola National American Indian Data Center in the University Libraries. It is not comprehensive, but rather a selective list of resources useful for developing language and vocabulary skills, and/or researching a variety of topics dealing with Native North American languages. -
Names, Places, and Moral Narratives Among the Western Apache
Text, Play, and story: The Construction and Reconstruction ofSelf and Society 1 Edward M. Bruner, ed. Prospect Heights, IL: Waveland, 1984 "Stalking with Stories": Names, Places, and Moral Narratives among the Western Apache Keith H . Basso Yale University Shortly before his death in 1960, Clyde Kluckhohn made the following observation in a course he gave at Harvard University on the history of an thropological thought: "The most interesting claims people make are those they make about themselves. Cultural anthropologists should keep this in mind, especially when they are doing fieldwork." Although Kluckhohn's comment seemed tenuously connected to the topic of his lecture (he was speaking that day on the use of statistical methods in culture and personal ity studies), few of his students were distracted or annoyed. We had dis covered early on that some of his most provocative thoughts were likely to come in the form of brief asides delivered casually and without apology at unexpected moments. We also learned that these ostensibly offhand remarks frequently contained advice on a topic that we were eager to know more about: ethnography and ethnographic research. Rarely, however, did Kluckhohn see fit to elaborate on his advice, and so it was only later, after some of us had become ethnographers ourselves, that we could begin to assess it properly. I think that inthisparticular instance Kluckhohn was right. Attend ing carefully to claims that people make about themselves, and then trying to grasp with some exactness what they have claimed and why, can be a per plexing and time-consuming business. But when the work goes well-when puzzling claims are seen to make principled sense and when, as a conse quence of this; one is able to move closer to an understanding of who the people involved imagine themselves to be-it can be richly informative and highly worthwhile. -
An Acoustic Study of Stem Prominence in Han Athabascan
An acoustic study of stem prominence in Han Athabascan Item Type Thesis Authors Manker, Jonathan T. Download date 09/10/2021 16:20:02 Link to Item http://hdl.handle.net/11122/8459 AN ACOUSTIC STUDY OF STEM PROMINENCE IN HAN ATHABASCAN By Jonathan T. Manker RECOMMENDED: APPROVED: Interim Dean, College of Liberal Arts AN ACOUSTIC STUDY OF STEM PROMINENCE IN HAN ATHABASCAN A THESIS Presented to the Faculty of the University of Alaska Fairbanks in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS By Jonathan T. Manker, B.A. Fairbanks, Alaska May 2012 iii Ab s t r a c t Observations in many studies of Athabascan languages have indicated that the stem syllable displays phonetic prominence, perhaps due to its semantic or structural importance, which is realized through a variety of acoustic means. Features such as voicing, duration, manner of articulation, voice quality, and vowel quality pattern differently in stems and prefixes, both in the diachronic developments of Athabascan phonology as well as in the synchronic, phonetic realizations of individual phonemes. This acoustic study of the Han language investigates the synchronic realization of this morphological conditioning in fricatives, stops, and vowels, and attempts to unify several different phonological effects into a single theory of stem prominence. The results show that the most regular and predictable of these correlates of stem prominence is the increase in duration of segments in stem onsets (consonants) and nuclei (vowels). Additional variations in features that pattern according to morphological category, such as voicing (in fricatives), voice quality (in ejectives), and vowel quality are considered secondary effects largely influenced by duration. -
Proceedings from the Third Workshop on American Indigenous Languages
Santa Barbara Papers in Linguistics Proceedings from the third Workshop on American Indigenous Languages April 14-16, 2000 Department of Linguistics University of California, Santa Barbara Santa Barbara, CA 93106 Papers in Linguistics Linguistics Department University of California, Santa Barbara Santa Barbara, California 93106 U.S.A. Checks in U.S. dollars should be made out to UC Regents with $5.00 added for overseas postage. If your institution is interested in an exchange agreement, please write the above address for information. Volume 1: Korean: Papers and Discourse Date $13.00 Volume 2: Discourse and Grammar $10.00 Volume 3: Asian Discourse and Grammar $10.00 Volume 4: Discourse Transcription $15.00 Volume 5: East Asian Linguistics $15.00 Volume 6: Aspects of Nepali Grammar $15.00 Volume 7: Prosody, Grammar, and Discourse in Central Alaskan Yup'ik $15.00 Proceedings from the first $20.00 Workshop on American Indigenous Languages Proceedings from the second $15.00 Workshop on American Indigenous Languages Proceedings from the third $15.00 Workshop on American Indigenous Languages FOREWARD It is with great pleasure that we present the proceedings of the third Workshop on American Indigenous Languages rwAIL 2000). In continuing a tradition begun with the student discussion group on North American Indigenous Languages (NAIL), the evolving membership wishes to pay tribute to Marianne Mithun and Wallace Chafe for their consistent encouragement and support. We hope that this third volume of the Working Papers represents another step in the development of WAIL as a forum where we may all share our discoveries, both descriptive and theoretical, concerning these increasingly endangered languages. -
Anthropology CLA Robin Shoaps 474-6884 [email protected]
FORMAT 1 Submit original with signatures + 1 copy + electronic copy to Faculty Senate (Box 7500). See http://www.uaf.edu/uafgov/faculty-senate/curriculum/course-degree-procedures-/ for a complete description of the rules governing curriculum & course changes. TRIAL COURSE OR NEW COURSE PROPOSAL SUBMITTED BY: Department Anthropology College/School CLA Prepared by Robin Shoaps Phone 474-6884 Email Contact Faculty Contact [email protected] Robin Shoaps 1. ACTION DESIRED X Trial Course New Course (CHECK ONE): 2. COURSE IDENTIFICATION: Dept ANTH Course # F260 No. of Credits 3 Justify upper/lower division This course involves both regular short assignments, a midterm and final, status & number of credits: quizzes and a small group final presentation. There is no written research assignment. The assignments and pacing are equivalent in terms of time investment and scope as other 200-level courses. 3. PROPOSED COURSE TITLE: Language in Culture and Communication 4. To be CROSS LISTED? YES If yes, Dept: LING Course # F2XX YES/NO NOTE: Cross-listing requires approval of both departments and deans involved. Add lines at end of form for additional required signatures. 5. To be STACKED? NO If yes, Dept. Course # YES/NO How will the two course levels differ from each other? How will each be taught at the appropriate level?: Stacked course applications are reviewed by the (Undergraduate) Curricular Review Committee and by the Graduate Academic and Advising Committee. Creating two different syllabi—undergraduate and graduate versions—will help emphasize the different qualities of what are supposed to be two different courses. The committees will determine: 1) whether the two versions are sufficiently different (i.e. -
S/ DAVID M. JOHNSON December 2, 2015
NPS Form 10-900 OMB No. 1024-0018 UnitedStates Department of the Interior NationalPark Service NationalRegister of Historic Places RegistrationForm This form is for use in nominatingor requestingdeterminationsfor individualpropertiesand districts.See instructionsin NationalRegister Bulletin,How to Completethe NationalRegisterof HistoricPlacesRegistrationForm.If any item does not apply to the propertybeing documented,enter "N/A" for "not applicable."For functions,architecturalclassification,materials,and areas of significance,enter only categoriesandsubcategoriesfromthe instructions. 1. Name of Property Historic name: __ Chí’chil Bidagoteel Historic District, Traditional Cultural Property_ Other names/site number: __Oak Flat/ Apache Leap/ (b)(3) 25 USC ______________ Name of related multiple property listing: 32A _______ N/A ____________________________________________________________ (Enter "N/A" if property is not part of a multiple property listing _________________________________________________________________________ 2. Location Street & number: No street and number. Located east and northeast of Superior, Arizona. _ City or town: ____________ State: _Arizona_________ County: _Pinal __________ Not For Publication: X Vicinity: X ____________________________________________________________________________ 3. State/Federal Agency Certification As the designated authority under the National Historic Preservation Act, as amended, I hereby certify that this X nomination ___ request for determination of eligibility meets the documentation -
Geographical and Moral Lessons in the Butterfly Story in Upper Tanana Athabascan
Language Documentation & Conservation Special Publication No. 17 Language and Toponymy in Alaska and Beyond: Papers in Honor of James Kari ed. by Gary Holton & Thomas F. Thornton, pp. 97–120 http://nflrc.hawaii.edu/ldc/ 6 http://hdl.handle.net/10125/24843 Losing one’s way: Geographical and moral lessons in the Butterfly Story in Upper Tanana Athabascan Caleb Brucks University of Regina Olga Lovick First Nations University of Canada 1. Introduction In this paper, we investigate the use of directional adverbs as indicators of moral grounding and confusion in four tellings of the Butterfly story, an important traditional narrative of the Upper Tanana Athabascans of Alaska and the western Yukon. We offer a summary of the story below; the numbers in this summary refer to a story map we created based on conversations with and maps drawn by the storytellers (Figure 1). (1) Two Girls follow a Butterfly that leads them astray (2), and they get lost. As they walk upland, they encounter a Chickadee (3) who tells them about a crossroads (4) where they have the choice between two trails. Chickadee advises the Girls to follow the narrow trail, which will lead them home, but does not say what awaits if they follow the wide trail. The Younger Sister wants to take Chickadee’s advice, but the Older Sister insists on them taking the wide trail. They then encounter an Old Man (the Devil) living allby himself (5). There are many signs that he is an evil person; for example he has a drying rack with dog skulls on it, or he serves the Girls soup with eyes in it.