DOCSLIB.ORG

DOCUMENT RESUME AUTHOR Noss, Richard B

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
DOCUMENT RESUME AUTHOR Noss, Richard B DOCUMENT RESUME ED 420 989 FL 024 714 AUTHOR Noss, Richard B.; Gonzalez, Andrew, Ed.; Sibayan, Bonifacio P , Ed TITLE Language in Schools. Monograph No. 41. INSTITUTION Linguistic Society of the Philippines, Manila. PUB DATE 1996-00-00 NOTE 501p. PUB TYPE Books (010) Reports Research (143) EDRS PRICE MF02/PC21 Plus Postage. DESCRIPTORS Bilingual Education; *Classroom Communication; Classroom Techniques; Communicative Competence (Languages); Curriculum Design; Elementary Secondary Education; Foreign Countries; Language Acquisition; *Language of Instruction; Language Research; *Language Role; Language Tests; *Language Variation; Linguistic Theory; Reading Skills; Second Language Instruction; Second Language Learning; Study Skills; Teaching Methods; Testing; Writing Skills ABSTRACT This monograph attempts to integrate experience and research findings in several related disciplines and bring them to bear on the problem of how to make language programs schools simultaneously accommodate the needs of both the language curriculum and the general curriculum. It addresses four issues:(1) how specific languages, in all their varieties, are typically used to convey general information through various r;poken and written channels to children in schools, and how they are susceptible to change;(2) how students' language proficiency, as indilriduals and as groups, affect acquisition of other knowledge and skills, and vice versa, in a typical school;(3) options available to language specialists in relating the monolingual, bilingual, or multilingual curriculum to language syllabi, tests, and instructional sequences in language courses; and (4)in cases where choice of language media and language subjects has not ben dictated by educational policy, or is otherwise subject to change, what the most important considerations are in determining the kind of language to be used for each type and level of instruction, in both language and general curriculum. (MSE) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** U S DEPARTMENT OF EDUCATION Office of Educational Research andImprovement EDUCATIONAL RESOURCESINFORMATION PERMISSION TO REPRODUCE AND CENTER (ERIC) DISSEMINATE THIS MATERIAL HAS 0'..This document has been reproducedas BEEN GRANTED BY received from the person ororganization originating it Minor changes have been madeto y.\ improve reproduction quality Points of view or opinions stated in this TO THE EDUCATIONAL RESOURCES document do not necessarilyrepresent INFORMATION CENTER (ERIC) official OERI position or policy I `Os J 2 Wit& Me compliment& of 2tatliett anthem Qatvzatez,gse De La Salle University 2401 Taft Avenue, Manila, Philippines Tel. No. 504611 3 Richard B. Noss LANGUAGE IN SCHOOLS Edited by Andrew Gonzalez, FSC Bonifacio P. Sibayan Manila Linguistic Society of the Philippines Monograph Series No. 41 4 ,r, A 5 FOREWORD Richard (Dick) B. Noss was born on September 23, 1923 in Sendai, Japan, the son of missionary parents. He grew up and was educated in the Eastern United States: B.A. cum laude, English, 1943, Catawba College, Salisbury, North Carolina; Ph.D., Linguistics, 1954, Yale University. After receiving his B.A. degree he spent three years in the U.S. Army Signal Corps as Japanese translator. He was an instructor (Russian language) at Yale University for three years (1952-55). Noss worked ten years as a linguistic scientist in the ForeignServiceInstitute,DepartmentofState, Washington, D.C., four years in the Department of Far Eastern Languages (1955-59), and six year (1961-67) in the Department of East Asian Languages, where he was head in 1966-67. As a linguistic scholar in East Asian languages, especially in the Thai language, he spent twenty-one years of his professional life as a linguist and language planner in Southeast Asia, as consultant and adviser and in teaching and/or research and writing in the following countries: Thailand, Singapore, Malaysia, Cambodia (Kampuchea, Khmer Republic), Indonesia, Philippines, Laos, Vietnam, India, Japan and Burma. Noss was consultant to the Ford Foundation on Language Issues in Southeast Asia Project and other projects. In the summer of 1975, he taught sociolinguistics and language planning at the Ford Foundation-sponsored Linguistic Institute held at the Philippine Normal College, Manila. Noss had a number of what he called 'non-teaching experiences', which actually were major contributions to the area of language planning and teaching. He helped develop the first version of the Foreign Service Language Proficiency Test (oral interview) which is now recognized as a major innovation in language testing.He helped establish a number of institutions and practices in Southeast Asia such as the first national English Language 6 Center in Thailand, which became the model for what is now the Chulalongkorn University Language Institute;in Malaysia the country's first Language Unit, now absorbed into the Curriculum Development Centre; and it was upon his recommendation that language planning was the theme of the Regional Language Centre, Singapore (for the years 1982-86) and as a required academic coursefor students of applied linguistics. It was while he was a Specialist in Applied Linguistics and Language Planning and Chairman, Research and Development Committee, at the Southeast ASian Ministers Education Organization (SEAMEO) Regional Language Centre, Singapore, where he spent six years (1978-84), that Filipino teachers and students in English language teaching came in contact with Noss and his wife Elaine. He wrote a number of books, monographs, articles and reviews on English, Asian languages, theoretical and applied linguistics and language planning. The last to be published before he left Singapore to live in Washington, D.C. in 1984 was An Overview of Language Issuesin Southeast Asia 1950-1980 (with Andrew Gonialez, FSC, Amran Halim and Angkab Palakornkul), Singapore: Oxford University Press, 1984. He was busy working on Languages for the Modern World which appears to be a revised version of an earlier manuscript Language in Schools when he died of cancer on February 18, 1989. After Noss passed away, his friends all over the world wanted to publish a memorial volume to honor him posthumously. Instead of a memorial Festschrift, we offered to edit and publigh his last work, a work he had finalized at the time of his death. The work is especially suitable to be a final work as it summarizes his insights and experiences after a lifetime of work with language in the schools. His widow Elaine has kindly consented to having this volume published and provided us with the photograph and the list of his publications as well as the two versions of the work. The volume isbeing offered as part of the monograph series (number 41) of the Linguistic Society of the Philippines and copies are available upon request at the '7 Linguistic Society of the Philippines office at De La Salle University, 2401 Taft Avenue, Manila, Philippines. We hope that this volume will be read by all students of language and education to profit from the insights of a first-rate mind gifted with an ability in languages, both learning them and teaching them, with realistic common sense and uncommon insight, which was the spirit he brought to all his work in the field of language teaching and the sociology of language. Manila, Philippines Andrew Gonzalez, FSC and October 1996 Bonifacio P. Sibayan LIST OF PUBLICATIONS OF RICHARD B. NOSS 1964 Thai reference grammar. Washington: Foreign Service Institute. 1966 (with Im Proum)). Cambodian basic course 1. Washington: FSI 1966 The treatment of */r/ in two modern Khmer dialects. Studies in Comparative Austroasiatic Linguistics, Norman H. Zide, ed. The Hague: Mouton. 1967 Language policy. Higher Education in Southeast Asia 3.2. Howard Hayden, ed. Paris: UNESCO/TAU. 1968 Review of Mary R. Haas, Thia-English students dictionary. Tokyo: Orient West. 1970 Paired adjectives in Cambodian.Journal of the Siam Society 58.1. 1971 Language and politics in Southeast Asia. Languages Sciences 16. 1971 Review of Anthony et al, Foundations of Thai. JSS 68.1. 1972 (withDavid E. Eskey). English nominalizations:Writing drills.Bangkok: Longman/Thai Wattana Panich. 1972 The ungrounded transformer. Language Sciences 23. 1972 The verb "have": American and British usage. English Teaching Forum, 10.6. 1972 English causative constructions:what can a small sample of informants tell us?Bulletin of the English Language Center 11.2. 1972 Rhythm inThai. TaiPhonetics and Phonology, Harris and Noss, eds.Bangkok: CIEL. 1973 Contextualandbackgroundcluesin communication. Bulletin of the English Language Center 3.1. 1974 Review of W.E. Rutherford, Modern English: A Textbook for Foreign Students. PASAA 4.1. (Bangkok). 1975 How usefularecitation formsinthe synchronic analysis of Thai phonology? Studies in Tai Linguistics in Honor of William J. Gedney,Harris and Chamberlain, eds. Bangkok: CIEL. 1976 (with Theodore S. Rodgers). Does English for special purposes imply a new kind of language syllabus? Curriculum Development and Syllabus Design for English Teaching, RELC Anthology Series 3. Geoffrey H. Wilson, ed. Singapore: Singapore University Press. 1979 Some Southeast Asian priorities in applied linguistics.Applications of Linguistics to Language Teaching, RELC Anthology Series 6. Jack C. Richards, ed. Singapore:Singapore
Load more

Recommended publications
  • Learn Thai Language in Malaysia
    Learn thai language in malaysia Continue Learning in Japan - Shinjuku Japan Language Research Institute in Japan Briefing Workshop is back. This time we are with Shinjuku of the Japanese Language Institute (SNG) to give a briefing for our students, on learning Japanese in Japan.You will not only learn the language, but you will ... Or nearby, the Thailand- Malaysia border. Almost one million Thai Muslims live in this subregion, which is a belief, and learn how, to grow other (besides rice) crops for which there is a good market; Thai, this term literally means visitor, ASEAN identity, are we there yet? Poll by Thai Tertiary Students ' Sociolinguistic. Views on the ASEAN community. Nussara Waddsorn. The Assumption University usually introduces and offers as a mandatory optional or free optional foreign language course in the state-higher Japanese, German, Spanish and Thai languages of Malaysia. In what part students find it easy or difficult to learn, taking Mandarin READING HABITS AND ATTITUDES OF THAI L2 STUDENTS from MICHAEL JOHN STRAUSS, presented partly to meet the requirements for the degree MASTER OF ARTS (TESOL) I was able to learn Thai with Sukothai, where you can learn a lot about the deep history of Thailand and culture. Be sure to read the guide and learn a little about the story before you go. Also consider visiting neighboring countries like Cambodia, Vietnam and Malaysia. Air LANGUAGE: Thai, English, Bangkok TYPE OF GOVERNMENT: Constitutional Monarchy CURRENCY: Bath (THB) TIME ZONE: GMT No 7 Thailand invites you to escape into a world of exotic enchantment and excitement, from the Malaysian peninsula.
    [Show full text]
  • Mother Tongue-Based Multilingual Education
    Urak Lawoi’ Shan M Phuan Kaduo Tonga Tai Nüa Mon Laopang Kaco’ u Tai Ya Ilocano Akeu Yoy Yong Yoy Kang Bo Nyeu Suoy Chepya Inabaknon l Kasseng Somray Palaung, Pale Tareng Jeng t Kataang Wa, Parauk C Jeh Hanunoo i Kuy Maleng Hung Iu Mien Akha Ibaloi l Aheu Stieng, Bulo r Hmong Njua Puoc Talieng Hiligaynon Tai Laing i Nyaw Khlor Kraol e The Capiznon Wewaw n Akeu Hani Samtao Tai Nüa Sapuan Jehai Ugong Saek y a Inonhan Iraya Bikol Riang Sa’och lit Pu Ko Rohingya Tavoyan g Iu Mien a Con Tai Dam u Bisu t Agta, Alabat Island Samtao Taman u q Khmu Tai Pao Nusu Tampuan E i Rawang Taungyo Kintaq r Lahu Shi Cebuano Itawit Naga Tai Mène Chut Khua v Prai Agta, Dicamay Palaung Rakhine a e Moken Atta, Faire Isnag Pyen Mon Khmu d Lü Lua’ i Phana’ Agutaynen Mru l Phu Thai n Akha Alak Tai Loi t Tay Khang Lisu Lhao Vo i Jarai Salang s Mal e Mlabri Brao y Kalinga, Southern Arem O’du Oy Arta In Lashi Shan m Prai G Lisu Giangan clu Lahu Khün Khuen Ir Ong Agta, Casiguran Dumagat Akha s Blang Chong Phunoi iv Yinbaw Lahu Shi Ifugao, Batad Isinai e Kim Mun Laven Sila Alangan Chin, Matu Yinchia Kuy Nung Phuan Lahu Shi s Pacoh Rien Agta, Dupaninan Iranun Blang o Sô Tai Dam Lave Sou Ilongot Moken c Kayah Kensiu I-wak Batuley Chak Anal Bit Ngeq Hpon i Khamti Aheu Tai Long Kiorr Kuan Baybayanon Basap e Mok Mal Pear Chin t Kayaw Tai Dón Mlabri Adasen Drung Khün Khün Lamet Phu Thai Sok Ifugao, Amganad Ibanag Benyadu’ Baras Kanan Jingpho ie Wa Intha Nyahkur Saek Lahu Lü Agta, Mt.
    [Show full text]
  • A Phylogenetic Approach to Comparative Linguistics: a Test Study Using the Languages of Borneo
    Hirzi Luqman 1st September 2010 A Phylogenetic Approach to Comparative Linguistics: a Test Study using the Languages of Borneo Abstract The conceptual parallels between linguistic and biological evolution are striking; languages, like genes are subject to mutation, replication, inheritance and selection. In this study, we explore the possibility of applying phylogenetic techniques established in biology to linguistic data. Three common phylogenetic reconstruction methods are tested: (1) distance-based network reconstruction, (2) maximum parsimony and (3) Bayesian inference. We use network analysis as a preliminary test to inspect degree of horizontal transmission prior to the use of the other methods. We test each method for applicability and accuracy, and compare their results with those from traditional classification. We find that the maximum parsimony and Bayesian inference methods are both very powerful and accurate in their phylogeny reconstruction. The maximum parsimony method recovered 8 out of a possible 13 clades identically, while the Bayesian inference recovered 7 out of 13. This match improved when we considered only fully resolved clades for the traditional classification, with maximum parsimony scoring 8 out of 9 possible matches, and Bayesian 7 out of 9 matches. Introduction different dialects and languages. And just as phylogenetic inference may be muddied by horizontal transmission, so “The formation of different languages and of distinct too may borrowing and imposition cloud true linguistic species, and the proofs that both have been developed relations. These fundamental similarities in biological and through a gradual process, are curiously parallel... We find language evolution are obvious, but do they imply that tools in distinct languages striking homologies due to community and methods developed in one field are truly transferable to of descent, and analogies due to a similar process of the other? Or are they merely clever and coincidental formation..
    [Show full text]
  • Languages of Southeast Asia
    Jiarong Horpa Zhaba Amdo Tibetan Guiqiong Queyu Horpa Wu Chinese Central Tibetan Khams Tibetan Muya Huizhou Chinese Eastern Xiangxi Miao Yidu LuobaLanguages of Southeast Asia Northern Tujia Bogaer Luoba Ersu Yidu Luoba Tibetan Mandarin Chinese Digaro-Mishmi Northern Pumi Yidu LuobaDarang Deng Namuyi Bogaer Luoba Geman Deng Shixing Hmong Njua Eastern Xiangxi Miao Tibetan Idu-Mishmi Idu-Mishmi Nuosu Tibetan Tshangla Hmong Njua Miju-Mishmi Drung Tawan Monba Wunai Bunu Adi Khamti Southern Pumi Large Flowery Miao Dzongkha Kurtokha Dzalakha Phake Wunai Bunu Ta w an g M o np a Gelao Wunai Bunu Gan Chinese Bumthangkha Lama Nung Wusa Nasu Wunai Bunu Norra Wusa Nasu Xiang Chinese Chug Nung Wunai Bunu Chocangacakha Dakpakha Khamti Min Bei Chinese Nupbikha Lish Kachari Ta se N a ga Naxi Hmong Njua Brokpake Nisi Khamti Nung Large Flowery Miao Nyenkha Chalikha Sartang Lisu Nung Lisu Southern Pumi Kalaktang Monpa Apatani Khamti Ta se N a ga Wusa Nasu Adap Tshangla Nocte Naga Ayi Nung Khengkha Rawang Gongduk Tshangla Sherdukpen Nocte Naga Lisu Large Flowery Miao Northern Dong Khamti Lipo Wusa NasuWhite Miao Nepali Nepali Lhao Vo Deori Luopohe Miao Ge Southern Pumi White Miao Nepali Konyak Naga Nusu Gelao GelaoNorthern Guiyang MiaoLuopohe Miao Bodo Kachari White Miao Khamti Lipo Lipo Northern Qiandong Miao White Miao Gelao Hmong Njua Eastern Qiandong Miao Phom Naga Khamti Zauzou Lipo Large Flowery Miao Ge Northern Rengma Naga Chang Naga Wusa Nasu Wunai Bunu Assamese Southern Guiyang Miao Southern Rengma Naga Khamti Ta i N u a Wusa Nasu Northern Huishui
    [Show full text]
  • Conference Bulletin
    CONFERENCE BULLETIN International Conference on Language Development, Language Revitalization and Multilingual Education in Ethnolinguistic Communities 1-3 July, 2008 Bangkok, Thailand -1- CONFERENCE BULLETIN International Conference on Language Development, Language Revitalization and Multilingual Education in Ethnolinguistic Communities 1-3 July 2008 Bangkok, Thailand Printed by: Institute of Language and Culture for Rural Development Mahidol University ISBN: 978-974-8349-47-3 Printed at: Threelada Limited Partnership, Bangkok Tel. (662)462 0303 -2- PREFACE Since the 1st International Conference on Language Development, Language Revitalization and Multilingual Education in 2003,1 increasing numbers of ethnolinguistic communities, NGOs, universities and governments in Asia and the Pacific have expressed interest in and /or begun implementing mother tongue-based multilingual education (MT-based MLE) programs for children and adults who do not speak or understand the language used in mainstream education. That trend now seems to be growing in Africa as well. Also during that time, there as been an increase in the number of efforts in many parts of the world to document, revitalize and sustain the heritage languages and cultures of non-dominant language communities through language development (LD) and language revitalization (LR) programs. In spite of these efforts, the purposes and benefits of language development, language revitalization and multilingual education are still not widely understood or accepted. Many LD, LR and MT-based MLE efforts remain quite weak and do not build on what has been learned through research and practice around the world. Clearly, more awareness-raising and advocacy are still needed. Also needed is more information about what works and what does not work in planning, implementing and sustaining strong LD, LR and MT-based MLE programs.
    [Show full text]
  • Sociolinguistics and Language Education
    Sociolinguistics and Language Education 1790.indb i 5/13/2010 3:43:18 PM NEW PERSPECTIVES ON LANGUAGE AND EDUCATION Series Editor: Professor Viv Edwards, University of Reading, Reading, Great Britain Series Advisor: Professor Allan Luke, Queensland University of Technology, Brisbane, Australia Two decades of research and development in language and literacy education have yielded a broad, multidisciplinary focus. Yet education systems face constant economic and technological change, with attendant issues of identity and power, community and culture. This series will feature critical and interpretive, disciplinary and multidisciplinary perspectives on teaching and learning, language and literacy in new times. Full details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com, or by writing to Multilingual Matters, St Nicholas House, 31–34 High Street, Bristol BS1 2AW, UK. 1790.indb ii 5/13/2010 3:43:19 PM NEW PERSPECTIVES ON LANGUAGE AND EDUCATION Series Editor: Professor Viv Edwards Sociolinguistics and Language Education Edited by Nancy H. Hornberger and Sandra Lee McKay MULTILINGUAL MATTERS Bristol • Buffalo • Toronto 1790.indb iii 5/13/2010 3:43:19 PM Library of Congress Cataloging in Publication Data A catalog record for this book is available from the Library of Congress. Sociolinguistics and Language Education/Edited by Nancy H. Hornberger and Sandra Lee McKay. New Perspectives on Language and Education: 18 Includes bibliographical references and index. 1. Sociolinguistics. 2. Language and education. 3. Language and culture. I. Hornberger, Nancy H. II. McKay, Sandra. P40.S784 2010 306.44–dc22 2010018315 British Library Cataloguing in Publication Data A catalogue entry for this book is available from the British Library.
    [Show full text]
  • The Murut Tahol Culture in Sabah: the Historical Journey and Challenges
    Asian Culture and History; Vol. 8, No. 2; 2016 ISSN 1916-9655 E-ISSN 1916-9663 Published by Canadian Center of Science and Education The Murut Tahol Culture in Sabah: The Historical Journey and Challenges Abd. Hakim Mohad1, Sarjit S Gill2, A. T. Talib3 & Puvaneswaran Kunasekaran4 1 Advanced Language and Knowledge Center, Universiti Sabah Malaysia 2 Department of Social and Developmental Sciences, Universiti Putra Malaysia 3 Department of Governance and Civilization, Universiti Putra Malaysia 4 Institute of Agricultural and Food Policy Studies, Universiti Putra Malaysia Correspondence: Abd. Hakim Mohad, Advanced Language and Knowledge Center, Universiti Sabah Malaysia Sabah, Malaysia. Tel: 60-8832-5265. E-mail: [email protected] Received: April 13, 2016 Accepted: April 25, 2016 Online Published: August 25, 2016 doi:10.5539/ach.v8n2p106 URL: http://dx.doi.org/10.5539/ach.v8n2p106 Abstract The Murut Tahol community is one of the few well conserved indigenous groups in Sabah. This community is known for being a community that has its own distinctive identity. Although they were ruled by various administrations like the British North Borneo Charted Company (BNBCC) since 1881 till 1941, the Japanese Ruling (1946-1962), the era of post-independence since 1963; they are still holding adamantly to their traditional culture. The arrival of religious influences like Christianity started since the 1950s also did not distance themselves with their community’s culture. Therefore, this has proven the ability of the Murut Tahol community to ensure their traditional cultures are preserved. Research that has been done on the Murut Tahol community in Kampung Alutok, Ulu Tomani, shows that the community is making adaptations to its culture so that it can be on par with the religion they have adopted and that it is well-suited with the passing of time.
    [Show full text]
  • An Introduction to Sociolinguistics LEARNING ABOUT LANGUAGE
    An Introduction to Sociolinguistics LEARNING ABOUT LANGUAGE General Editors: Geoffrey Leech & Mick Short, Lancaster University Already published: Analysing Sentences (2nd edition) Noel Burton-Roberts Words and Their Meaning Howard Jackson An Introduction to Phonology Francis Katamba Grammar and Meaning Howard Jackson Realms of Meaning: An Introduction to Semantics Th. R. Hofmann An Introduction to Psycholinguistics Danny D. Steinberg An Introduction to Spoken Interaction Anna-Brita Stenström Watching English Change Laurie Bauer Meaning in Interaction: An Introduction to Pragmatics Jenny Thomas An Introduction to Cognitive Linguistics Friedrich Ungerer and Hans-Jörg Schmid Exploring the Language of Poems, Plays and Prose Mick Short Contemporary Linguistics: An Introduction William O’Grady, Michael Dobrovolsky and Francis Katamba Analysing Sentences Noel Burton-Roberts An Introduction to Natural Language Processing Through Prolog Clive Matthews An Introduction to Child Language Development Susan Foster-Cohen The Sounds of Language: An Introduction to Phonetics Henry Rogers An Introduction to Foreign Language Learning and Teaching Keith Johnson An Introduction to Sociolinguistics (4th edition) Janet Holmes An Introduction to Sociolinguistics Fourth Edition JANET HOLMES First published 1992 by Pearson Education Limited Second edition published 2001 Third edition published 2008 Fourth edition published 2013 Published 2013 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN 711 Third Avenue, New York, NY 10017, USA Routledge is an imprint of the Taylor & Francis Group, an informa business Copyright © 1992, 2001, 2008, 2013, Taylor & Francis. The right of Janet Holmes to be identified as author of this Work has been asserted by her in accordance with the Copyright, Designs and Patents Act 1988.
    [Show full text]
  • = Genesis = = 2 Chronicles = = Daniel = = Exodus
    Word of GOD - Book Names translation [Tanach’ <in Hebrew> = Old Testament [Covenant‘ = תנ״ך <in handwriting> <in type> <translation> <in handwriting> <in type> <translation> <in handwriting> <in type> <translation> = Genesis = = 2 Chronicles = = Daniel = = Exodus = = Ezra = = Hosea = = Leviticus = = Nehemiah = = Joel = = Numbers = = Esther = = Amos = = Deuteronomy = = Job = = Obadiah = = Joshua = = Psalms = = Jonah = = Judges = = Proverbs = = Micah = = Ruth = = Ecclesiastes = = Nahum = = 1 Samuel = = Song of Songs = = Habakkuk = = 2 Samuel = = Isaiah = = Zephaniah = = 1 Kings = = Jeremiah = = Haggai = = 2 Kings = = Lamentations = = Zechariah = = 1 Chronicles = = Ezekiel = = Malachi = <HaBreet HaChadasha’ <in Hebrew> = New Testament [Covenant] = της καινης διαθηκης <in Greek‘ הברית החדשׁשׁה <in handwriting> <in type> <translation> <in handwriting> <in type> <translation> <in handwriting> <in type> <translation> = Matthew = = Colossians = = 1 John = = Mark = = 1 Thessalonians = = 2 John = = Luke = = 2 Thessalonians = = 3 John = = John = = 1 Timothy = = Jude = = Acts = = 2 Timothy = = Revelation = = Romans = = Titus = https://www.faithcomesbyhearing.com/ = 1 Corinthians = = Philemon = https://www.bible.com/ = 2 Corinthians = = Hebrews = Read online: https://www2.bible.com/bible/402/MAT.1.bm (West Malaysia: Baba Malay, Batek, Chitty Malay, Cheq Wong, Duano’, Jah Hut, Jahai, Jakun, Kedah Malay, Kelantan-Pattani Malay, Online Audio & Kenaboi, Kensiu, Kintaq, Kristang, Lanoh, Mah Meri, Minriq, Mintil, = Galatians = = James = https://live.bible.is/bible/ZLMTMV/Mos,
    [Show full text]
  • A000503 原教界no.37 Cover
    グローバルな視野で民族を見る Global 全球視野 Scope for Ethnos 看民族 南島語系 北婆羅語支 諸民族（三） オーストロネシア語族――北ボルネオ諸語の民族（三） Austronesian Language Family: Ethnos of North Borneo Language Group (III) 文．圖︱編輯部 21 16 27 22 汶萊 20 18 8 斗湖省 林夢省 內陸省 26 24 26 20 4 17 7 3 19 25 27 SOUTH CHINA 美里省 1 20 Philippines 44 15 53 2 27 51 10 13 14 SEA 9 47 30 14 11 23 51 10 49 52 44 34 CELEBES SEA 53 23 52 48 48 加帛省 37 32 50 45 43 41 35 33 39 31 50 36 38 36 29 42 36 40 50 西加里曼丹省 29 28 50 36 東加里曼丹省 印尼 MAKASSAR STRAIT 70 原教界2011年2月號37期 原教界37-0312.indd 70 2011/3/12 上午2:23 南島語系 北婆羅語支 諸民族（三） 南島語系 北婆羅語支總共有4個語群，前期已介紹3群，本期介紹北部砂勞越 語群（North Sarawakan），共計53族。其中26族分布於印尼的加里 北婆羅語支 諸民族（三） 曼丹，25族分布於馬來西亞的砂勞越州及沙巴州，2族分布於汶萊。 SOUTH CHINA SEA Malaysia 21 16 27 Timur 22 汶萊 20 18 8 斗湖省 林夢省 內陸省 26 24 26 20 4 17 7 3 19 25 27 SOUTH CHINA 美里省 1 20 Philippines 44 15 53 2 27 51 10 13 14 SEA 9 47 30 14 11 23 51 10 49 52 44 34 CELEBES SEA 53 23 52 48 48 加帛省 37 32 50 45 43 41 35 33 39 31 50 36 38 36 29 42 36 40 50 西加里曼丹省 29 28 50 36 東加里曼丹省 印尼 MAKASSAR STRAIT Kalimantan MAKASSAR STRAIT 原教界2011年2月號37期 71 原教界37-0312.indd 71 2011/3/12 上午2:23 グローバルな視野で民族を見る Global 全球視野 Scope for Ethnos 看民族 斗湖省 Tawau 內陸省 Interior 林夢省 Limbang SOUTH Sabah 美里省 Brunei Miri CHINA 加帛省 SEA Kapit Sarawak Indonesia MAKASSAR STRAIT 汶萊 Muara，首都所在地）、淡布倫（Temburong）。 「區」下再劃分為mukim。首都斯里貝加灣市 Negara Brunei Darussalam （Bandar Seri Begawan）同時是最大城，近4成國 國名通稱為Brunei（汶萊），正式國名為 民居於此。 「汶萊和平國（Negara Brunei Darussalam）」， 官方語言是汶萊馬來語，其他較為通行的 在婆羅洲北岸，1984年1月1日起自英國完全獨立 語言為英語、華語和Bahasa Rojak（以馬來語為 迄今。面積5,765平方公里（水域占8.6％），國 基礎的混合語）。伊斯蘭教為國教，蘇丹（穆 土被馬來西亞砂勞越州林夢省（Limbang）分割 斯林君主稱號）是宗教領袖。實行馬來伊斯蘭
    [Show full text]
  • UNENGAGED BIBLELESS LANGUAGES (UBL List by Languages: ROL) September, 2018
    UNENGAGED BIBLELESS LANGUAGES (UBL List by Languages: ROL) September, 2018. Version 1.0 Language ROL # Zones # Countries Country Lang. Population Anambé aan 1 1 Brazil 6 Pará Arára aap 1 1 Brazil 340 Aasáx aas 2 1 Tanzania 350 Mandobo Atas aax 1 1 Indonesia 10,000 Bankon abb 1 1 Cameroon 12,000 Manide abd 1 1 Philippines 3,800 Abai Sungai abf 1 1 Malaysia 500 Abaga abg 1 1 Papua New Guinea 600 Lampung Nyo abl 11 1 Indonesia 180,000 Abaza abq 3 1 Russia 37,800 Pal abw 1 1 Papua New Guinea 1,160 Áncá acb 2 2 Cameroon; Nigeria 300 Eastern Acipa acp 2 1 Nigeria 5,000 Cypriot Arabic acy 1 1 Cyprus 9,760 Adabe adb 1 1 Indonesia 5,000 Andegerebinha adg 2 1 Australia 5 Adonara adr 1 1 Indonesia 98,000 Adnyamathanha adt 1 1 Australia 110 Aduge adu 3 1 Nigeria 1,900 Amundava adw 1 1 Brazil 83 Haeke aek 1 1 New Caledonia 300 Arem aem 3 2 Laos; Vietnam 270 Ambakich aew 1 1 Papua New Guinea 770 Andai afd 1 1 Papua New Guinea 400 Defaka afn 2 1 Nigeria 200 Afro-Seminole Creole afs 3 2 Mexico; United States 200 Afitti aft 1 1 Sudan 4,000 Argobba agj 3 1 Ethiopia 46,940 Agta, Isarog agk 1 1 Philippines 5 Tainae ago 1 1 Papua New Guinea 1,000 Remontado Dumagat agv 3 1 Philippines 2,530 Mt. Iriga Agta agz 1 1 Philippines 1,500 Aghu ahh 1 1 Indonesia 3,000 Aizi, Tiagbamrin ahi 1 1 Côte d'Ivoire 9,000 Aizi, Mobumrin ahm 1 1 Côte d'Ivoire 2,000 Àhàn ahn 2 1 Nigeria 300 Ahtena aht 1 1 United States 45 Ainbai aic 1 1 Papua New Guinea 100 Amara aie 1 1 Papua New Guinea 230 Ai-Cham aih 1 1 China 2,700 Burumakok aip 1 1 Indonesia 40 Aimaq aiq 7 1 Afghanistan 701000 Airoran air 1 1 Indonesia 1,000 Ali aiy 2 2 Central African Republic; Congo Kinshasa 35,000 Aja (Sudan) aja 1 1 South Sudan 200 Akurio ako 2 2 Brazil; Suriname 2 Akhvakh akv 1 1 Russia 210 Alabama akz 1 1 United States 370 Qawasqar alc 1 1 Chile 12 Amaimon ali 1 1 Papua New Guinea 1,780 Amblong alm 1 1 Vanuatu 150 Larike-Wakasihu alo 1 1 Indonesia 12,600 Alutor alr 1 1 Russia 25 UBLs by ROL Page 1 Language ROL # Zones # Countries Country Lang.
    [Show full text]
  • Jason Lobel's Dissertation
    PHILIPPINE AND NORTH BORNEAN LANGUAGES: ISSUES IN DESCRIPTION, SUBGROUPING, AND RECONSTRUCTION A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAI‘I AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN LINGUISTICS MAY 2013 BY JASON WILLIAM LOBEL Dissertation Committee: Robert A. Blust, Chairperson Michael L. Forman Kenneth L. Rehg R. David Zorc Ruth Elynia S. Mabanglo © Copyright 2013 by Jason William Lobel IMPORTANT NOTE: Permission is granted to the native speakers of the languages represented herein to reproduce this dissertation, or any part thereof, for the purpose of protecting, promoting, developing, or preserving their native languages, cultures, and tribal integrity, as long as proper credit is given to the author of this work. No librarian or other holder of a copy of this dissertation in any country shall have the right to require any additional proof of permission from this author in order to photocopy or print this dissertation, or any part thereof, for any native speaker of any language represented herein. ii We certify that we have read this dissertation and that, in our opinion, it is satisfactory in scope and quality as a dissertation for the degree of Doctor of Philosophy in Linguistics. ____________________________________ Chairperson ____________________________________ ____________________________________ ____________________________________ ____________________________________ iii iv ABSTRACT The Philippines, northern Sulawesi, and northern Borneo are home to two or three hundred languages that can be described as Philippine-type. In spite of nearly five hundred years of language documentation in the Philippines, and at least a century of work in Borneo and Sulawesi, the majority of these languages remain grossly underdocumented, and an alarming number of languages remain almost completely undocumented.
    [Show full text]