1 Phonetic and Phonological Research on Native American 1 Languages
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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. -
An Early St'at'imcets-Chinook Jargon Bilingual' Text 1 Introduction 1 2 About the Newspaper
"Fox and Cayooty": an early St'at'imcets-Chinook Jargon bilingual' text Henry Davis and David Robertson University of British Columbia and CHINOOK List This paper contains a transliteration (from the original Duployan shorthand) and . translation of an early bilingual St'at'imcets-Chinook Jargon text, with accompanying historical, orthographical and grammatical notes. The story was first published in 1892 in the Kamloops Wawa newspaper by the oblate priest J-M.R. Le Jeune; it thus counts as one of the earliest texts in either language. 1 Introduction 1 It is well known to the student of Salishan languages and cultures that before the time of Franz Boas, extremely few coherent texts, as opposed to relatively numerous fragmentary word-lists, of northwest Native American languages were collected and published. The nascent modern disciplines of anthropology and linguistics demanded such documentation. However, another force besides science played a considerable role in the earliest recordings of indigenous languages of this region: The activities of Christian missionaries, which led to work allowing in some cases (viz. Joseph Giorda, S1's 1871 dictionary of Kalispel) an excellent view of historical stages in the lives of these languages otherwise lost to us.2 An example of the same phenomenon is available to us also in the Kamloops Wawa newspaper published by Oblate father J.-M.R. Le Jeune from 1891 to about 19043, primarily in the Chinook Jargon, of which it is an extensive and often overlooked document. In volume 2, Issue 47 of Kamloops Wawa, dated October 16 [sic], 18924, we find under the English heading "Recreative" the following: Kopa Pavilion ilihi nsaika tlap ukuk hloima syisim kopa Lilwat wawa[:] Fox and Cayooty.~. -
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. -
Cultural Affiliation Statement for Buffalo National River
CULTURAL AFFILIATION STATEMENT BUFFALO NATIONAL RIVER, ARKANSAS Final Report Prepared by María Nieves Zedeño Nicholas Laluk Prepared for National Park Service Midwest Region Under Contract Agreement CA 1248-00-02 Task Agreement J6068050087 UAZ-176 Bureau of Applied Research In Anthropology The University of Arizona, Tucson AZ 85711 June 1, 2008 Table of Contents and Figures Summary of Findings...........................................................................................................2 Chapter One: Study Overview.............................................................................................5 Chapter Two: Cultural History of Buffalo National River ................................................15 Chapter Three: Protohistoric Ethnic Groups......................................................................41 Chapter Four: The Aboriginal Group ................................................................................64 Chapter Five: Emigrant Tribes...........................................................................................93 References Cited ..............................................................................................................109 Selected Annotations .......................................................................................................137 Figure 1. Buffalo National River, Arkansas ........................................................................6 Figure 2. Sixteenth Century Polities and Ethnic Groups (after Sabo 2001) ......................47 -
Lillooet Between Sechelt and Shuswap Jan P. Van Eijk First
Lillooet between Sechelt and Shuswap Jan P. van Eijk First Nations University of Canada Although most details of the grammatical and lexical structure of Lillooet put this language firmly within the Interior branch of the Salish language family, Lillooet also shares some features with the Coast or Central branch. In this paper we describe some of the similarities between Lillooet and one of its closest Interior relatives, viz., Shuswap, and we also note some similarities be tween Lillooet and Sechelt, one of Lillooet' s western neighbours but belonging to the Coast branch. Particular attention is paid to some obvious loans between Lillooet and Sechelt. 1 Introduction Lillooet belongs with Shuswap to the Interior branch of the Salish language family, while Sechelt belongs to the Coast or Central branch. In what follows we describe the similarities and differences between Lillooet and both Shuswap and Sechelt, under the following headings: Phonology (section 2), Morphology (3), Lexicon (4), and Lillooet-Sechelt borrowings (5). Conclusions are given in 6. I omit a comparison between the syntactic patterns of these three languages, since my information on Sechelt syntax is limited to a brief text (Timmers 1974), and Beaumont 1985 is currently unavailable to me. Although borrowings between Lillooet and Shuswap have obviously taken place, many of these will be impossible to trace due to the close over-all resemblance between these two languages. Shuswap data are mainly drawn from the western dialects, as described in Kuipers 1974 and 1975. (For a description of the eastern dialects I refer to Kuipers 1989.) Lillooet data are from Van Eijk 1997, while Sechelt data are from Timmers 1973, 1974, 1977. -
Languages of the World--Native America
REPOR TRESUMES ED 010 352 46 LANGUAGES OF THE WORLD-NATIVE AMERICA FASCICLE ONE. BY- VOEGELIN, C. F. VOEGELIN, FLORENCE N. INDIANA UNIV., BLOOMINGTON REPORT NUMBER NDEA-VI-63-5 PUB DATE JUN64 CONTRACT MC-SAE-9486 EDRS PRICENF-$0.27 HC-C6.20 155P. ANTHROPOLOGICAL LINGUISTICS, 6(6)/1-149, JUNE 1964 DESCRIPTORS- *AMERICAN INDIAN LANGUAGES, *LANGUAGES, BLOOMINGTON, INDIANA, ARCHIVES OF LANGUAGES OF THE WORLD THE NATIVE LANGUAGES AND DIALECTS OF THE NEW WORLD"ARE DISCUSSED.PROVIDED ARE COMPREHENSIVE LISTINGS AND DESCRIPTIONS OF THE LANGUAGES OF AMERICAN INDIANSNORTH OF MEXICO ANDOF THOSE ABORIGINAL TO LATIN AMERICA..(THIS REPOR4 IS PART OF A SEkIES, ED 010 350 TO ED 010 367.)(JK) $. DEPARTMENT OF HEALTH,EDUCATION nib Office ofEduc.442n MD WELNicitt weenment Lasbeenreproduced a l l e a l O exactly r o n o odianeting es receivromed f the Sabi donot rfrocestarity it. Pondsof viewor position raimentofficial opinions or pritcy. Offkce ofEducation rithrppologicalLinguistics Volume 6 Number 6 ,Tune 1964 LANGUAGES OF TEM'WORLD: NATIVE AMER/CAFASCICLEN. A Publication of this ARC IVES OF LANGUAGESor 111-E w oRLD Anthropology Doparignont Indiana, University ANTHROPOLOGICAL LINGUISTICS is designed primarily, butnot exclusively, for the immediate publication of data-oriented papers for which attestation is available in the form oftape recordings on deposit in the Archives of Languages of the World. This does not imply that contributors will bere- stricted to scholars working in the Archives at Indiana University; in fact,one motivation for the publication -
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 -
Curriculum and Resources for First Nations Language Programs in BC First Nations Schools
Curriculum and Resources for First Nations Language Programs in BC First Nations Schools Resource Directory Curriculum and Resources for First Nations Language Programs in BC First Nations Schools Resource Directory: Table of Contents and Section Descriptions 1. Linguistic Resources Academic linguistics articles, reference materials, and online language resources for each BC First Nations language. 2. Language-Specific Resources Practical teaching resources and curriculum identified for each BC First Nations language. 3. Adaptable Resources General curriculum and teaching resources which can be adapted for teaching BC First Nations languages: books, curriculum documents, online and multimedia resources. Includes copies of many documents in PDF format. 4. Language Revitalization Resources This section includes general resources on language revitalization, as well as resources on awakening languages, teaching methods for language revitalization, materials and activities for language teaching, assessing the state of a language, envisioning and planning a language program, teacher training, curriculum design, language acquisition, and the role of technology in language revitalization. 5. Language Teaching Journals A list of journals relevant to teachers of BC First Nations languages. 6. Further Education This section highlights opportunities for further education, training, certification, and professional development. It includes a list of conferences and workshops relevant to BC First Nations language teachers, and a spreadsheet of post‐ secondary programs relevant to Aboriginal Education and Teacher Training - in BC, across Canada, in the USA, and around the world. 7. Funding This section includes a list of funding sources for Indigenous language revitalization programs, as well as a list of scholarships and bursaries available for Aboriginal students and students in the field of Education, in BC, across Canada, and at specific institutions. -
Lessons from the Pacific Northwest University of British Arizona State
PERSPECTIVES How to investigate linguistic diversity: Lessons from the Pacific Northwest HENRY DAVIS CARRIE GILLON LISA MATTHEWSON University of British Arizona State University University of British Columbia Columbia On the basis of five case studies from languages of the American Pacific Northwest, we argue that, at least in the areas of syntax and semantics, a scientific approach to the study of linguistic di - versity must be empirically grounded in theoretically informed, hypothesis-driven fieldwork on in - dividual languages. This runs counter to recent high-profile claims that large-scale typology based on the sampling of descriptive grammars yields superior results. We show that only a hypothesis- driven approach makes falsifiable predictions, and only a methodology that yields negative as well as positive evidence can effectively test those predictions. Targeted elicitation is particularly im - portant for languages with a small number of speakers, where statistical analysis of large-scale cor - pora is impossible. Given that a large proportion of the world’s linguistic diversity is found in such languages, we conclude that formal, hypothesis-driven fieldwork constitutes the best way rapidly and efficiently to document the world’s remaining syntactic and semantic diversity.* Keywords : fieldwork, methodology, syntax, semantics, Salish, Wakashan, Tsimshianic 1. Introduction . At least half of the world’s nearly 7,000 languages will no longer be spoken by the end of this century (Harrison 2007, among many others). This immi - nent large-scale language extinction has alarming consequences for the investigation of linguistic diversity. If we wish to understand the scope and limits of crosslinguistic vari - ation, it is imperative that in the near future we gather as much information about endan - gered languages as we can, in a form that allows systematic and accurate crosslinguistic comparison.