Studies in the Linguistic Sciences
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Why Is Language Typology Possible?
Why is language typology possible? Martin Haspelmath 1 Languages are incomparable Each language has its own system. Each language has its own categories. Each language is a world of its own. 2 Or are all languages like Latin? nominative the book genitive of the book dative to the book accusative the book ablative from the book 3 Or are all languages like English? 4 How could languages be compared? If languages are so different: What could be possible tertia comparationis (= entities that are identical across comparanda and thus permit comparison)? 5 Three approaches • Indeed, language typology is impossible (non- aprioristic structuralism) • Typology is possible based on cross-linguistic categories (aprioristic generativism) • Typology is possible without cross-linguistic categories (non-aprioristic typology) 6 Non-aprioristic structuralism: Franz Boas (1858-1942) The categories chosen for description in the Handbook “depend entirely on the inner form of each language...” Boas, Franz. 1911. Introduction to The Handbook of American Indian Languages. 7 Non-aprioristic structuralism: Ferdinand de Saussure (1857-1913) “dans la langue il n’y a que des différences...” (In a language there are only differences) i.e. all categories are determined by the ways in which they differ from other categories, and each language has different ways of cutting up the sound space and the meaning space de Saussure, Ferdinand. 1915. Cours de linguistique générale. 8 Example: Datives across languages cf. Haspelmath, Martin. 2003. The geometry of grammatical meaning: semantic maps and cross-linguistic comparison 9 Example: Datives across languages 10 Example: Datives across languages 11 Non-aprioristic structuralism: Peter H. Matthews (University of Cambridge) Matthews 1997:199: "To ask whether a language 'has' some category is...to ask a fairly sophisticated question.. -
Policy Studies in Language and Cross-Cultural Education in the College of Education
Policy Studies in Language and Cross-Cultural Education In the College of Education OFFICE: Education and Business Administration 248 PLC 553. Language Assessment and Evaluation in Multicultural TELEPHONE: 619-594-5155 / FAX: 619-594-1183 Settings (3) Theories and methods of assessment and evaluation of diverse http://edweb.sdsu.edu/PLC/ student populations including authentic and traditional models. Procedures for identification, placement, and monitoring of linguisti- Faculty cally diverse students. Theories, models, and methods for program evaluation, achievement, and decision making. Alberto J. Rodriguez, Ph.D., Professor of Policy Studies in Language and Cross-Cultural Education, Interim Chair of Department PLC 596. Special Topics in Bilingual and Multicultural Karen Cadiero-Kaplan, Ph.D., Professor of Policy Studies in Language Education (1-3) and Cross-Cultural Education (Graduate Adviser) Prerequisite: Consent of instructor. Alberto M. Ochoa, Ph.D., Professor of Policy Studies in Language and Selected topics in bilingual, cross-cultural education and policy Cross-Cultural Education, Emeritus studies. May be repeated with new content. See Class Schedule for Cristina Alfaro, Ph.D., Associate Professor of Policy Studies in specific content. Credit for 596 and 696 applicable to a master's Language and Cross-Cultural Education degree with approval of the graduate adviser. Cristian Aquino-Sterling, Ph.D., Assistant Professor of Policy Studies in GRADUATE COURSES Language and Cross-Cultural Education Elsa S. Billings, Ph.D., Assistant Professor of Policy Studies in PLC 600A. Foundations of Democratic Schooling (3) Language and Cross-Cultural Education Prerequisite: Consent of instructor. Analysis of relationships among ideology, culture, and power in educational context; key concepts in critical pedagogy applied to Courses Acceptable on Master’s Degree programs, curricula, and school restructuring. -
Modeling Language Variation and Universals: a Survey on Typological Linguistics for Natural Language Processing
Modeling Language Variation and Universals: A Survey on Typological Linguistics for Natural Language Processing Edoardo Ponti, Helen O ’Horan, Yevgeni Berzak, Ivan Vulic, Roi Reichart, Thierry Poibeau, Ekaterina Shutova, Anna Korhonen To cite this version: Edoardo Ponti, Helen O ’Horan, Yevgeni Berzak, Ivan Vulic, Roi Reichart, et al.. Modeling Language Variation and Universals: A Survey on Typological Linguistics for Natural Language Processing. 2018. hal-01856176 HAL Id: hal-01856176 https://hal.archives-ouvertes.fr/hal-01856176 Preprint submitted on 9 Aug 2018 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. Modeling Language Variation and Universals: A Survey on Typological Linguistics for Natural Language Processing Edoardo Maria Ponti∗ Helen O’Horan∗∗ LTL, University of Cambridge LTL, University of Cambridge Yevgeni Berzaky Ivan Vuli´cz Department of Brain and Cognitive LTL, University of Cambridge Sciences, MIT Roi Reichart§ Thierry Poibeau# Faculty of Industrial Engineering and LATTICE Lab, CNRS and ENS/PSL and Management, Technion - IIT Univ. Sorbonne nouvelle/USPC Ekaterina Shutova** Anna Korhonenyy ILLC, University of Amsterdam LTL, University of Cambridge Understanding cross-lingual variation is essential for the development of effective multilingual natural language processing (NLP) applications. -
Heath Ouattara Hantgan Short Grammar Tiefo N
Short grammar of Tiefo-N of Nyafogo (Gur, Burkina Faso) Jeffrey Heath (University of Michigan) Aminata Ouattara (Université d’Ouagadougou) Abbie Hantgan (School of African and Oriental Studies) Language Description Heritage Library (online) with backup copy at Deep Blue (University of Michigan) 2017 Heath contact: [email protected] color code: dark red regular transcriptions for Tiefo-N blue regular transcriptions for Tiefo-D, including < Winkelmann green not italic, in […] : phonetic transcriptions (IPA) not italic, in /…/ : pre-surface representations not italic, after * : reconstructions italic: regular transcriptions for other languages Contents 1 Introduction ............................................................................................................ 1 1.1 Language background ................................................................................................... 1 1.1.1 Gur languages ......................................................................................................... 1 1.1.2 The Tiefo (cɛ̀fɔ̂ ) languages .................................................................................... 1 1.1.3 Tiefo villages .......................................................................................................... 2 1.1.4 Neighboring languages ........................................................................................... 4 1.2 Environment .................................................................................................................. 4 1.3 History -
The Journal of Studies in Language, Culture and Society (JSLCS)
Volume 1/N°1 December, 2018 The Journal of Studies in Language, Culture and Society (JSLCS) Editor in chief: Dr. Nadia Idri UNIVERSITÉ ABDERRAHMANE MIRA BEJAIA FACULTÉ DES LETTRES ET DES LANGUES www.univ-bejaia/JSLCS ISSN : 1750-2676 © All rights reserved Journal of Studies in Language, Culture and Society (JSLCS) is an academic multidisciplinary open access and peer-reviewed journal that publishes original research that turns around phenomena related to language, culture and society. JSLCS welcomes papers that reflect sound methodologies, updated theoretical analyses and original empirical and practical findings related to various disciplines like linguistics and languages, civilisation and literature, sociology, psychology, translation, anthropology, education, pedagogy, ICT, communication, cultural/inter-cultural studies, philosophy, history, religion, and the like. Editor in Chief Dr Nadia Idri, Faculty of Arts and Languages, University of Bejaia, Algeria Editorial Board Abdelhak Elaggoune, University 8 Mai 1945, Guelma, Algeria Ahmed Chaouki Hoadjli, University of Biskra, Algeria Amar Guendouzi, University Mouloud Mammeri, Tizi Ouzou, Algeria Amine Belmekki, University of tlemcen, Algeria Anita Welch, Institute of Education, USA Christian Ludwig, Essen/NRW, Germany Christophe Ippolito Chris, School of Modern Languages at Georgia Tech’s Ivan Allen College of Liberal Arts, Georgia Institute of Technology, Atlanta, USA Farouk Bouhadiba, University of Oran, Algeria Fodil Sadek, University Mouloud Mammeri, Tizi Ouzou, Algeria Fouad Mami, University of Adrar, Algeria Ghania Ouahmiche, University of Oran, Algeria Hacène Hamada, Ens Constantine, Algeria Hanane Sarnou, University of Mostaganem, Algeria Judit Papp, Hungarian Language and Literature, University of Naples "L'Orientale" Leyla Bellour, Mila University Center, Algeria Limame Barbouchi, Faculty of Chariaa in Smara, Ibn Zohr University, Agadir, Morocco Manisha Anand Patil, Head, Yashavantrao Chavan Institute of Science, India Mimouna Zitouni, University of Mohamed Ben Ahmed, Oran 2, Algeria Mohammad H. -
Implementing Case Studies in Language Teacher Education and Professional Development
Implementing Case Studies in Language Teacher Education and Professional Development Kenneth Kelch and Miralynn Malupa-Kim Alliant International University A case study is a method of teaching robust definition of a teaching case must in- that is used in a variety of disciplines. While clude a scenario delineating a problem that specific definitions may vary, in general a requires an interactive response by the learn- case is a description of an actual or hypo- er” (p. 523). thetical yet realistic/real-world situation in which a person or persons face a problem or Case studies are often traditionally challenge. The following definition of a case thought of as being used in medical, legal, is provided by Shulman (1999): “Cases are and business training. Physicians have long usually accounts of practical or strategic di- been trained by the case method, as medical lemmas that confront a teacher. To be valua- school students are presented with the partic- ble to use as a case, however, the narrative ulars of a patient’s medical problem and are should be representative of a class or type of tasked with providing a diagnosis and course dilemma, problem, or quandary that arises of treatment. In the legal field, Stanford Law with some frequency in teaching situa- School, for instance, uses case studies that tions” (p. 92). “place students in the roles of lawyers and policy makers and teach fundamental law- In teacher education, the case study yering skills such as investigating facts, method is a motivating, student-centered counseling, and resolving ethical dilem- approach in which theoretical models and mas” (Stanford Law School Case Studies concepts are illustrated through their appli- Collection, 2012). -
Journal of Sociolinguistics Sample Issue: Synergy.Com/Toc/Josl/8/4
1 English 420 – Sociolinguistics – Summer 2005 Instructor:Dr. Charles MacQuarrie Office: CSUB-AV room 314 Phone: 952-5098 Office hours:TBA e-mail: [email protected] and by appointment Web page: http://www.csubak.edu/~cmacquarrie/ Texts: • Required Wardhaugh, Ronald. An Introduction to Sociolinguistics (4th edition). Oxford: Blackwell, 2002. Nettle, Daniel and Suzanne Romain. Vanishing Voices: The Extinction of the World’s Languages. Oxford, 2000. • Recommended Dorian, Nancy (ed). Investigating Obsolescence: Studies in Language Conraction and Death (Studies in the Social and Cultural Foundations of Language 7). Cambridge, Cambridge UP, 1992. You should also access the following web pages: George Dillon’s Webpage at the University of Washington and links: http://faculty.washington.edu/dillon/homdex.html http://classweb.gmu.edu/accent/ http://www.otago.ac.nz/anthropology/Linguistic/Sounds.html Also access the Endangered Language Groups homepage at: http://www.sil.org/sociolx/ndg-lg-grps.html Journal of Sociolinguistics sample issue: http://www.blackwell- synergy.com/toc/josl/8/4 Sociolinguistics resources: http://www.utexas.edu/courses/linguistics/resources/socioling/ Sociolinguistic Intro page: http://www.unc.edu/~gerfen/Ling30Sp2002/sociolinguistics.html The Dialectalizer: http://rinkworks.com/dialect/ Common Errors in English: http://www.wsu.edu/~brians/errors/index.html 2 Words that Work for Women: http://www.speakupforyourself.com/high_cost_of_yielding.htm Online Slang Dictionary: http://www.ocf.berkeley.edu/~wrader/slang/ Ebonics -
Foreign Language Anxiety: a Systematic Review
Arab World English Journal (AWEJ) Volume 10. Number 3 September 2019 Pp. 309-317 DOI: https://dx.doi.org/10.24093/awej/vol10no3.21 Foreign Language Anxiety: A Systematic Review Ibrahim Naser Oteir Department of English, Community College Majmaah University, Al-Majmaah Saudi Arabia Abdullah Nijr Al-Otaibi Department of English, Community College Majmaah University, Al-Majmaah Saudi Arabia Abstract Research in foreign language learning has notably revealed that foreign language anxiety has been a crucial area in applied linguistics. Therefore, this study tends to give a comprehensive review of literature on foreign language anxiety. This review also tries to add an additional explanation to the earlier studies of this issue. It clarifies the concept of foreign language anxiety and how it is different from other related types of anxiety. Finally, it shows the main causes and effects of foreign language anxiety that influence language learners. Keywords: causes of foreign language anxiety, English as a foreign language (EFL) learners, effects of foreign language anxiety, foreign language anxiety Cite as: Oteir, I. N., & Al-Otaibi, A. N. (2019). Foreign Language Anxiety: A Systematic Review. Arab World English Journal, 10 (3) 309-317. DOI: https://dx.doi.org/10.24093/awej/vol10no3.21 309 Arab World English Journal (AWEJ) Volume 10. Number3 September 2019 Foreign Language Anxiety: Systematic Review Oteir & Al-Otaibi 1. Introduction With growing concern being devoted to foreign language learning, anxiety has been ranked to be a crucial challenge to language learners. Horwitz, Horwitz & Cope, (1986) believe that anxiety undermines the process of foreign language learning. Language researchers almost agree that anxiety emerged from language learning process is one of the most primary obstacles that English as a Foreign Language (EFL) learners encounter when learning a foreign language (Alrabai, 2014; Wu, 2010). -
A CORRELATIONAL STUDY: PERSONALITY TYPES and FOREIGN LANGUAGE ACQUISITION in UNDERGRADUATE STUDENTS Frank Capellan Southeastern University - Lakeland
Southeastern University FireScholars College of Education Fall 2017 A CORRELATIONAL STUDY: PERSONALITY TYPES AND FOREIGN LANGUAGE ACQUISITION IN UNDERGRADUATE STUDENTS Frank Capellan Southeastern University - Lakeland Follow this and additional works at: https://firescholars.seu.edu/coe Part of the Bilingual, Multilingual, and Multicultural Education Commons, Educational Psychology Commons, First and Second Language Acquisition Commons, and the Higher Education Commons Recommended Citation Capellan, Frank, "A CORRELATIONAL STUDY: PERSONALITY TYPES AND FOREIGN LANGUAGE ACQUISITION IN UNDERGRADUATE STUDENTS" (2017). College of Education. 11. https://firescholars.seu.edu/coe/11 This Dissertation is brought to you for free and open access by FireScholars. It has been accepted for inclusion in College of Education by an authorized administrator of FireScholars. For more information, please contact [email protected]. A CORRELATIONAL STUDY: PERSONALITY TYPES AND FOREIGN LANGUAGE ACQUISITION IN UNDERGRADUATE STUDENTS By FRANK CAPELLAN A doctoral dissertation submitted to the College of Education in partial fulfillment of the requirements for the degree of Doctor of Education in Curriculum and Instruction Southeastern University October, 2017 DEDICATION For Otilia, with everlasting love iii ACKNOWLEDGMENTS Over the course of my doctoral journey, I have received support and encouragement from a great number of people. I cannot fully express in words my gratitude and indebtedness to all of you for encouraging me on this long, and exhausted journey. I am deeply grateful for my dissertation committee, Dr. Joyce Tardáguila Harth, Dr. Jim Anderson, and Dr. Patricia Coronado Domenge for their incredible guidance, encouragement, and accountability throughout my research, and writing. Your counsel throughout the study process exemplified the spirit of the learning journey. -
LANGUAGES in CONT ACT in MALT A.Pdf
LANGUAGES IN CONT ACT IN MALT A (Lecture delivered on 19th April 1976 to participants attending the Conference on Bilingualism and Education with special reference to Malta) by J. AQUILINA WE Maltese may not be bi-lingual or multi-lingual to the extent of some of the inhabitants of Swiss cantons, but we have our own type of bilingualism, and, in some cases, also tri-lingualism. By 'bilingualism' or 'multilingualism' for" Malta I understand twO or more languages used alternately by different speakers generally in different social contexts, one of which is primary (the native lan guage); and the other is secondary - as a rule a foreign language (in our case either English or Itali an or both - tri-lingualism). Language s in contact inevitably affect one another in several ways and at different levels. Even some of our language-conscious workers, who were largely unilingual when Italian was the dominant foreign language in pre-war Malta, probably for reasons of personal prestige have now become bilingual. The bilingualism of the work ing classes and the professional classes operates at two different levels. One notes a difference in the acculturation trend in the twO classes. Of two languages, generally the foreign language which one associates with a foreign culture and foreign rulers, carries more social prestige than the native language. Small nations are often hopelessly gripped by a sense of inferiority complex vis-a vis larger countries even when these are their former rulers or con querors. That is still Malta's position today vis-a.-vis England. Cultural and linguistic colonialism have survived political colon ialism and by doing so it has slowed down the formation of our na tional character. -
In Other Words: Maltese Primary School Teachers' Perceptions Of
In Other Words: Maltese Primary School Teachers’ Perceptions of Cross-linguistic Practices and Flexible Language Pedagogies in Bilingual and Multilingual English Language Classes. Michelle Panzavecchia A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy The University of Sheffield School of Education September 2020 Abstract As a result of globalisation, bilingualism and multilingualism are becoming more of a norm rather than an exception and speaking two or more languages is associated with multiple benefits. Bilingual social identities are shaped by language acquisition and socialisation, and educators construct their own teacher identities and pedagogies through their past personal, educational, and professional experiences. This study provides a basis for critical reflection and discussion amongst English language primary school Maltese teachers, to explore how their bilingual identities affect their pedagogical practices. The study probes into teacher’s perceptions on whether, why and how cross-linguistic pedagogies are beneficial within bilingual and multilingual language classroom settings. Data was collected through in-depth semi-structured interviews with nine purposely selected primary school teachers, each with over ten years teaching experience, to explore their bilingual identities and beliefs, how being bilingual may affect their pedagogical practices, and to investigate whether they believe they are using cross-linguistic practices during English lessons. The process of data collection and analysis highlighted the fact that educators’ perceived pedagogies, beliefs, and language preferences stem from their own personal, educational, and teaching experiences, and are embedded in Malta’s socio-cultural context. Maltese teachers believe that they use fluid language practices in their classrooms as a natural part of their daily communicative practices, and as a means of reaching out to all their students. -
PDF Hosted at the Radboud Repository of the Radboud University Nijmegen
PDF hosted at the Radboud Repository of the Radboud University Nijmegen The following full text is a publisher's version. For additional information about this publication click this link. http://hdl.handle.net/2066/145725 Please be advised that this information was generated on 2021-10-10 and may be subject to change. fßi The Emergence of Standard Maltese: The Arabic Factor Mathias Hubertus Prevaes Nijmegen 1993 The Emergence of Standard Maltese: The Arabic Factor een wetenschappelijke proeve op het gebied van de Letteren Proefschrift ter verkrijging van de graad van doctor aan de Katholieke Universiteit Nijmegen, volgens besluit van het College van Decanen in bet openbaar te verdedigen op donderdag 13 januari 1994, des namiddags te 3.30 uur precies door Mathias Hubertus Prevaes geboren op 3 november 1956 te Heerlen Promotores: Prof. Dr. C.H.M. Versteegh Prof. Dr. Μ.Α. Woidich (Universiteit van Amsterdam) CIP-GEGEVENS KONINKLIJKE BIBLIOTHEEK, DEN HAAG Prevaes, Mathias Hubertus The emergence of standard Maltese: the Arabic factor / Mathias Hubertus Prevaes. - [S.l. : s.n.] Proefschrift Nijmegen. - Met lit. opg., reg. ISBN 90-9006729-9 Trefw.: Maltees ; geschiedenis / Maltees en Arabische taal. β M.H. Previe, 1993 CONTENTS Introduction Chapter One: Maltese and Arabic: A Relationship in Historical Perspective 1 1.0 Introduction 1 1.1 The Study of the Origins of the Maltese Language 1 1.2 Maltese and the Arabic Dialects 4 1.3 Arabic Linguistics and Maltese Studies: Mutual Interests 8 Chapter Two: Malta: Its Arabization in Historical Context