The Prosodic Rhythm of Two Varieties of Native American English
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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 -
A Spatial and Elemental Analyses of the Ceramic Assemblage at Mialoquo (40Mr3), an Overhill Cherokee Town in Monroe County, Tennessee
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Masters Theses Graduate School 12-2019 COALESCED CHEROKEE COMMUNITIES IN THE EIGHTEENTH CENTURY: A SPATIAL AND ELEMENTAL ANALYSES OF THE CERAMIC ASSEMBLAGE AT MIALOQUO (40MR3), AN OVERHILL CHEROKEE TOWN IN MONROE COUNTY, TENNESSEE Christian Allen University of Tennessee, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_gradthes Recommended Citation Allen, Christian, "COALESCED CHEROKEE COMMUNITIES IN THE EIGHTEENTH CENTURY: A SPATIAL AND ELEMENTAL ANALYSES OF THE CERAMIC ASSEMBLAGE AT MIALOQUO (40MR3), AN OVERHILL CHEROKEE TOWN IN MONROE COUNTY, TENNESSEE. " Master's Thesis, University of Tennessee, 2019. https://trace.tennessee.edu/utk_gradthes/5572 This Thesis is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Masters Theses by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a thesis written by Christian Allen entitled "COALESCED CHEROKEE COMMUNITIES IN THE EIGHTEENTH CENTURY: A SPATIAL AND ELEMENTAL ANALYSES OF THE CERAMIC ASSEMBLAGE AT MIALOQUO (40MR3), AN OVERHILL CHEROKEE TOWN IN MONROE COUNTY, TENNESSEE." I have examined the final electronic copy of this thesis for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Master of Arts, with a major in Anthropology. Kandace Hollenbach, Major Professor We have read this thesis and recommend its acceptance: Gerald Schroedl, Julie Reed Accepted for the Council: Dixie L. -
Two Introductory Texts on Using Statistics for Linguistic Research and Two Books Focused on Theory
1. General The four books discussed in this section can be broadly divided into two groups: two introductory texts on using statistics for linguistic research and two books focused on theory. Both Statistics for Linguists: A Step-by-Step Guide for Novices by David Eddington and How to do Linguistics with R: Data Exploration and Statistical Analysis by Natalia Levshina offer an introduction to statistics and, more specifically, how it can be applied to linguistic research. Covering the same basic statistical concepts and tests and including hands- on exercises with answer keys, the textbooks differ primarily in two respects: the choice of statistical software package (with subsequent differences reflecting this choice) and the scope of statistical tests and methods that each covers. Whereas Eddington’s text is based on widely used but costly SPSS and focuses on the most common statistical tests, Levshina’s text makes use of open-source software R and includes additional methods, such as Semantic Vector Spaces and making maps, which are not yet mainstream. In his introduction to Statistics for Linguists, Eddington explains choosing SPSS over R because of its graphical user interface, though he acknowledges that ‘in comparison to SPSS, R is more powerful, produces better graphics, and is free’ (p. xvi). This text is therefore more appropriate for researchers and students who are more comfortable with point-and-click computer programs and/or do not have time to learn to manoeuvre the command-line interface of R. Eddington’s book also has the goal of being ‘a truly basic introduction – not just in title, but in essence’ (p. -
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. -
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. -
Young Portrait Explorers: Sequoyah
Young Portrait Explorers: Sequoyah Learning Objective: Learn about Sequoyah (c. 1770 – 1843), creator of the Cherokee syllabary (symbols used like an alphabet), and practice your writing skills. Portrait Discussion: Look at the portrait of Sequoyah. Spend 30 seconds letting your eyes wander from the top of the painting to the bottom. Objects: Notice the objects in this portrait. Can you spot the following: a feather pen, an inkwell (small jar used to hold ink for writing), a pipe, a medal, and something with writing on it? What clues might these objects provide about Sequoyah’s life? Can you read it the writing Sequoyah presents? Some of the symbols might look familiar, but not all. This is the Cherokee syllabary – the symbols Sequoyah created to form a written version of the Cherokee language. Each symbol represents a sound or syllable. Just like the letters in an alphabet, the symbols can be combined to form words. The Cherokee Nation (a North American Indian people or community) has a rich tradition of storytelling but did not use a written language until the 1800s, when Sequoyah introduced his syllabary. Soon after, Cherokee history, traditions, and laws were put down in writing. Pose: Do you think Sequoyah is sitting or standing? Can you try posing like he does? Pay attention to what he is doing with his hands – they help us to understand his story. With one hand, he holds the syllabary. With the other hand, he points at it. We might expect Sequoyah to be reading, but notice how his eyes look out from the painting. -
Viewers' Discussion Guide To
VIEWERS’ DISCUSSION GUIDE TO ᎠᎬᏱ ᎦᏬᏂᎯᏍᏗ F I R S T L A N G U A G E the race to save Cherokee by Alison Smith with Jeffrey Reaser and Danica Cullinan North Carolina State University INTRODUCTION This discussion guide is the companion to First Language - The Race to Save Cherokee, an Emmy award-winning film by the Language & Life Project at NC State University. The film brings attention to the Eastern Band of the Cherokee Indians as they fight to revitalize their language. The Cherokee Indians have been living in the southern Appalachian Mountains since at least 1000 CE. Later named one of the “Five Civilized Tribes,” they, along with the Choctaws, Chickasaws, Creeks, and Seminoles, maintained complex agrarian civilizations in what is now the Southeastern United States even as colonial settlers encroached on their ancestral homes. Despite boasting a literacy rate well above that of the European Americans throughout the 19th century and producing the Cherokee Phoenix, one of the earliest newspapers in North Carolina, the Cherokee language became critically endangered in the 20th century mostly as a result of government policies. Among the most destructive policies was the creation of Indian Boarding Schools, which separated children from their culture and punished them for speaking their heritage language. This movement was spurred by Captain Richard H. Pratt, who described the aim of the so-called civilization program by noting his belief that “A great general has said that the only good Indian is a dead one…In a sense, I agree with the sentiment, but only in this: that all the Indian there is in the race should be dead. -
Mamook Kom'tax Chinuk Pipa/Learning to Write Chinook
77 Historical Studies in Education / Revue d’histoire de l’éducation ARTICLES / ARTICLES Mamook Kom'tax Chinuk Pipa/Learning to Write Chinook Jargon: Indigenous Peoples and Literacy Strategies in the South Central Interior of British Columbia in the Late Nineteenth Century Emma Battell Lowman University of Hertfordshire ABSTRACT During the mid-nineteenth century, the advent of multiple gold rushes swept foreign popula- tions into what is now known as the British Columbia Interior, bringing a variety of European languages to the homeland of a multitude of Indigenous languages. In order to bridge commu- nication gaps between these populations, Chinook Jargon, a composite trade pidgin, quickly spread. The Jargon or “Wawa” became so common that, in the last decade of the century, Catholic priest Father J. M. R. Le Jeune developed and standardized a shorthand writing sys- tem for the Jargon — Chinuk pipa — and used it to publish a popular local newspaper. At the same time, residential schools began operating in the region, and English was aggressively promoted; however, contrary to expectations at the time and perceptions since, English literacy developed slowly in the British Columbia Interior. By contrast, Chinook pipa spread quickly and literacy in the Chinook Jargon — for a time — outstripped English literacy. Drawing on extensive primary research in the archives of the Oblates of Mary Immaculate missionary order, interviews, and literature in linguistics, missionary history, Indigenous languages, and colonial exchange, this article considers the different learning and teaching strategies that were used to develop English and Chinook literacy, and their subsequent successes or failures. In so doing, it challenges understandings about the role of pidgins and literacy in more global settler colonial contexts and offers an intervention to the wider theme of the role of literacy in the missionary project. -
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. -
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. -
Spoken Language Iconicity: an Articulatory-Based Analysis of 66 Languages
國 立 交 通 大 學 外國語文學系暨外國文學與語言學碩士班 碩 士 論 文 口語象似性: 66 種語言構音為本的分析 Spoken Language Iconicity: An Articulatory-based Analysis of 66 Languages 研 究 生: 朱易安 指導教授: 賴郁雯 博士 呂佳蓉 博士 中華民國一百零七年二月 口語象似性: 66 種語言構音為本的分析 Spoken Language Iconicity: An Articulatory-based Analysis of 66 Languages 研 究 生:朱易安 Student: Ian Joo 指導教授:賴郁雯 Advisor: Yuwen Lai 呂佳蓉 Chiarung Lu 國 立 交 通 大 學 外國語文學系暨外國文學與語言學碩士班 碩 士 論 文 A Thesis Submitted to Graduate Program of Foreign Literatures and Linguistics Department of Foreign Languages and Literatures National Chiao Tung University in partial fulfilment of the requirements for the Degree of Master in Foreign Literatures and Linguistics February 2018 Hsinchu, Taiwan 中華民國一百零七年二月 口語象似性: 66 種語言構音為本的分析 指導教授:賴郁雯 博士 學生:朱易安 呂佳蓉 博士 國立交通大學 外國語文學系暨外國文學與語言學碩士班 詞彙的聲音跟語意是否具有相關性? 例如,圓唇母音會不會在代表圓形的事物的字 詞中比平唇母音更常出現? 本論文調查 66 種沒有譜系關係的語言,選取 100 個基本詞 彙分析,研究顯示 36% 的字詞與特定聲音有很強的正或負相關。這個結果與前人研究 中的感知實驗和/或其類型研究吻合。例如:表達圓形的身體部位的詞素 (‘臍’,‘脖’, ‘乳’,‘膝’) 常有圓唇母音,本文推測肇因於圓唇和圓型之間的構音類似性。代表口腔運 動的詞素跟類似的構音動作有相互關係 (例如 ‘吹’ = 唇字音,擦音,圓唇母音)。這些關 係再次證明口語裡的語音與語意的匹配不是隨機的,而呈現某種程度的象似性。 關字: 象似性,類型學,聲音象,語音學,語意學 i Spoken Language Iconicity: An Articulatory-based Analysis of 66 Languages Advisor: Dr. Yuwen Lai Student: Ian Joo Dr. Chiarung Lu Graduate Program of Foreign Literatures and Linguistics National Chiao Tung University Abstract Is the phonetic form of a lexical item related to its semantic value in any way? For ex- ample, do rounded vowels occur more frequently in lexical items that refer to round objects than unrounded vowels do? Based on a wordlist of 100 basic lexical terms from 66 genealog- ically unrelated languages, I have investigated whether each term tends to be represented by morphemes containing or not containing certain sounds. -
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.