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The History and Culture Of
The History and Culture of Bay Islanders and North Coast English Speakers of Honduras By Wendy Griffin © 2004 1 Table of Contents Introduction The Arrival of English Speakers in Honduras The Work of English Speakers in the 19th & 20th Centuries Their Population and Ethnic Organization Their Language and the Bilingual-Intercultural Education Project Religion and Honduran English speakers Music and Dance Clothes and Crafts Traditional Architecture of Bay Islanders and North Coast English speakers Bay Islands Oral Literature Food & Agriculture of the Bay Islanders Medicinal Plants Meat and other Protein Sources in Bay Islands Foods Land and Fishing Rights Problems Bibliography 2 Introduction In Honduras there are two Afro-Caribbean ethnic groups. One group is the Garifunas and the other is Bay Islanders or as they call themselves, the English speakers of Honduras (“los ingleses” in Spanish). Most English speakers are Black, however, there is also a number of white Bay Islanders. In Honduras the whites are called “caracoles” (Conchs). The Blacks and the Whites are often interrelated. The majority of Honduran English speakers live in the Bay Islands, but some parts of the Honduran North Coast such as La Ceiba and Puerto Cortes also have a fair number of people whose native language is English. English speakers are called “ingleses”, because their native language is English. The majority are not the descendants of the English from England. Instead the majority are descendants of people who were slaves in Jamaica, Belize, and Grand Cayman. Some English speakers were brought to Honduras as slaves, especially in the Mosquitia where slavery existed until 1843, but the overwhelming majority immigrated as free people after slavery had ended in their places of origin. -
New Cambridge History of the English Language
New Cambridge History of the English Language Volume V: English in North America and the Caribbean Editors: Natalie Schilling (Georgetown), Derek Denis (Toronto), Raymond Hickey (Essen) I The United States 1. Language change and the history of American English (Walt Wolfram) 2. The dialectology of Anglo-American English (Natalie Schilling) 3. The roots and development of New England English (James N. Stanford) 4. The history of the Midland-Northern boundary (Matthew J. Gordon) 5. The spread of English westwards (Valerie Fridland and Tyler Kendall) 6. American English in the city (Barbara Johnstone) 7. English in the southern United States (Becky Childs and Paul E. Reed) 8. Contact forms of American English (Cristopher Font-Santiago and Joseph Salmons) African American English 9. The roots of African American English (Tracey L. Weldon) 10. The Great Migration and regional variation in the speech of African Americans (Charlie Farrington) 11. Urban African American English (Nicole Holliday) 12. A longitudinal panel survey of African American English (Patricia Cukor-Avila) Latinx English 13. Puerto Rican English in Puerto Rico and in the continental United States (Rosa E. Guzzardo Tamargo) 14. The English of Americans of Mexican and Central American heritage (Erik R. Thomas) II Canada 15. Anglophone settlement and the creation of Canadian English (Charles Boberg) NewCHEL Vol 5: English in North America and the Caribbean Page 2 of 2 16. The open-class lexis of Canadian English: History, structure, and social correlations (Stefan Dollinger) 17. Ontario English: Loyalists and beyond (Derek Denis, Bridget Jankowski and Sali A. Tagliamonte) 18. The Prairies and the West of Canada (Alex D’Arcy and Nicole Rosen) 19. -
Introduction Edited by Daniel Schreier, Peter Trudgill, Edgar W
Cambridge University Press 978-0-521-71016-9 - The Lesser-Known Varieties of English: An Introduction Edited by Daniel Schreier, Peter Trudgill, Edgar W. Schneider and Jeffrey P. Williams Excerpt More information 1 Introduction DANIEL SCHREIER, PETER TRUDGILL, EDGAR W. SCHNEIDER, AND JEFFREY P. WILLIAMS The structure and use of the English language has been studied, from both synchronic and diachronic perspectives, since the sixteenth century. The result is that, today, English is probably the best researched language in the world. (Kyto,¨ Ryden´ and Smitterberg 2006: 1) Would anybody dare deny that English has been studied extremely thor- oughly? Given the fact that hundreds if not thousands of languages around the world are barely documented or simply not researched at all, the massive body of research on English seems truly without parallel, so this is strong sup- port for Kyto,¨ Ryden´ and Smitterberg’s (2006) claim. Indeed, so many studies have been carried out to enhance our knowledge of all aspects of the English language that it is impossible to attempt even a short summary here: the body of research that has been assembled over the last four centuries is substantial and constantly growing, from the treatises of orthoepists and grammarians produced throughout the seventeenth and eighteenth centuries, via English phoneticians (such as Henry Sweet) in the late nineteenth century and dialect geography in the early twentieth century, to variationist sociolinguists in the 1970s and computational linguists in the 1980sand1990s, at research centres and university institutions throughout the world, on all levels of structure and usage, phonology, syntax, lexicon and discourse, in domains as distinct as syntactic theory, psycholinguistics, language variation and change, his- torical pragmatics, etc., a list that could be continued at leisure. -
Language Distinctiveness*
RAI – data on language distinctiveness RAI data Language distinctiveness* Country profiles *This document provides data production information for the RAI-Rokkan dataset. Last edited on October 7, 2020 Compiled by Gary Marks with research assistance by Noah Dasanaike Citation: Liesbet Hooghe and Gary Marks (2016). Community, Scale and Regional Governance: A Postfunctionalist Theory of Governance, Vol. II. Oxford: OUP. Sarah Shair-Rosenfield, Arjan H. Schakel, Sara Niedzwiecki, Gary Marks, Liesbet Hooghe, Sandra Chapman-Osterkatz (2021). “Language difference and Regional Authority.” Regional and Federal Studies, Vol. 31. DOI: 10.1080/13597566.2020.1831476 Introduction ....................................................................................................................6 Albania ............................................................................................................................7 Argentina ...................................................................................................................... 10 Australia ....................................................................................................................... 12 Austria .......................................................................................................................... 14 Bahamas ....................................................................................................................... 16 Bangladesh .................................................................................................................. -
Languages of Honduras
Languages of Honduras Extracted from Ethnologue, Seventeenth Edition Cite as: Lewis, M. Paul, Gary F. Simons, and Charles D. Fennig (eds.). 2013. Ethnologue: Languages of the World, Seventeenth edition. Dallas, Texas: SIL International. Online version: http://www.ethnologue.com. SIL International, 7500 West Camp Wisdom Road, Dallas, Texas 75236-5699 USA Web: www.sil.org, Phone: +1 972 708 7404, Email: [email protected] Ethnologue: Languages of Honduras 2 Contents List of Abbreviations 3 How to Use This Report 4 Country Overview 6 Statistical Summaries 7 Alphabetical Listing of Languages 10 Language Map 13 Languages by Population 14 Languages by Status 15 Index of Language Families 17 Index of Language Codes 18 Index of Language Names 19 Bibliography 21 Copyright © 2013 by SIL International All rights reserved. No part of this publication may be reproduced, redistributed, or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, or otherwise—without the prior written permission of SIL International, with the exception of brief excerpts in articles or reviews. Ethnologue: Languages of Honduras 3 List of Abbreviations alt. alternate name for alt. dial. alternate dialect name for Class Classification information dial. primary dialect name for ISO International Organization for Standardization L1 first language L2 second (or other additional) language Lg Dev Language development information Lg Use Language use information pej. pejorative SIL SIL International SOV Subject-Object-Verb Type Typological information UNESCO United Nations Educational, Scientific, and Cultural Organization VSO Verb-Subject-Object Ethnologue: Languages of Honduras 4 How to Use This Report This Ethnologue country report provides an extract of the information about the language situation in Honduras that is published on the Ethnologue: Languages of the World web site; see http://www.ethnologue.com. -
Caribbean English and the Literacy Tutor a Manual
Caribbean English and the Literacy Tutor A Manual Author: Alfred Jean-Baptiste Cover Design, Layout and Editing: Hazelle Palmer Coordination and Production of audiocassette: Denyse Stewart Project coordinator: Dharini Abeysekera Published by: The Toronto ALFA Centre Printed by union labour at Our Times, using vegetable-based inks and recycled paper. ©Copyright of manual 1995 Alfred Jean-Baptiste and the Toronto ALFA Centre. All rights reserved. Copyright of kit 1995 The Toronto ALFA Centre. All rights reserved. Copyright of individual works in this kit are retained by the featured artists. Canadian Cataloguing In Publication Data Jean-Baptiste, Alfred, 1959- Caribbean English and the Literacy Tutor: Tutor's Kit (kit) Accompanied by an audiocassette. ISBN 0-9694975-4-7 (kit) ISBN 0-9694975-5-5 (manual) ISBN 0-9694975-6-3 (audiocassette) 1. Reading (Adult education). 2. Tutors and tutoring. I. Toronto ALFA Centre. II. Title. PE3302.J43 1995 428.4'071'5 C95-900411-4 Author: Alfred Jean-Baptiste Cover Design, Layout and Editing: Hazelle Palmer Coordination and Production of audiocassette: Denyse Stewart Project coordinator: Dharini Abeysekera Printed by union labour at Our Times, using vegetable-based inks and recycled paper. Published by: The Toronto ALFA Centre Reproduction Rights: Excerpts from this kit may be reproduced for use in educational settings. Reproduction of any part of this kit for any other use requires written permission from the Toronto ALFA Centre, Alfred Jean Baptiste and the individual artists featured in this kit. Every effort has been made to obtain permission for copyright material used in this kit and to acknowledge all such indebtedness accurately. -
On the East India Company Vocabulary of the Island of St Helena, South Atlantic, 1676-1720
Laura Wright On the East India Company Vocabulary of the Island of St Helena, South Atlantic, 1676-1720 “at this Island the Old proverb is true about setlements that where the English setle they First build a punchhouse, the Dutch a Fort, and the Portuguise a Church” St Helena Consultations, 7 April 1711 0. Introduction1 The Island of St Helena, South Atlantic, was important to the English East India Company not as a factory trading-post, nor, despite initial intentions, as a plantation, but as a victualling way-station, providing water, food and respite from the sea. In return, the islanders bought or bartered for EIC goods from ships’ captains, which goods either then went into the Company stores, or into planters’ homes. Along with the goods came the goods’ names, so that nomenclature for commodities produced in the area serviced by one factory became spread to other factories around the globe, including St Helena, en route for London. After King Charles II granted the island to the EIC in 1673, a court was set up in 1676 to regulate the island including, from time to time, receiving inventories of what was in the stores. The island’s inhabitants consisted of free planters, soldiers at the garrison, and slaves, as well as more temporary visitors such as sailors, ship’s passengers, and certain professionals such as doctors.2 The court records, known as the St Helena Consultations, were kept in duplicate and one set was sent back to the EIC in London. That set is now housed in the British Library, and the first five volumes (1676-1720) contain the evidence discussed in this chapter (the other set remains on St Helena). -
Spanish World-Wide: the Last Century of Language Contacts John M. Lipski
Spanish world-wide: the last century of language contacts John M. Lipski The Pennsylvania State University INTRODUCTION Spanish—a language spoken on every continent—is the product not only of its Peninsular heritage and of internal evolution, but also of a variety of language contacts, with indigenous languages, languages of forced immigration (the slave trade), and of voluntary immigration. During the period of worldwide expansion of Spanish—above all the 16th through 18th centuries—language contacts represented the principal factors leading to dialect diversification: thus, for examples the various Andean, Caribbean, Central American, Southern Cone, and New Mexican varieties coalesced into configurations close to the present form. These seismic changes molding Spanish arose and spread during these high-growth years of linguistic expansion: the evolution of sibilants, seseo and yeismo, the use of vos (voseo), reduction and loss of final consonants, devoicing of unstressed vowels, assibilation of rhotic consonants and the many syntactic shifts which delimit the contemporary dialect zones of Spanish. In view of the importance that accrues to these major periods of modernization and dialect diversification of Spanish, language contacts occurring over the past century and a half have received short shrift in dialectology: Spanish territorial expansion had ceased (with the exception of a few incursions in Africa), regionalist folk literature had already presented the major dialect features of Spain and Spanish America, and the more recent linguistic changes were stratified socially rather than geographically, stemming from rural to urban migration, large-scale literacy campaigns in many countries, and the gradual erosion of linguistic enclaves where regional languages and minority dialects were spoken. -
Out of Africa
Out of Africa African influences in Atlantic Creoles Mikael Parkvall 2000 Battlebridge Publications i This volume is dedicated to the memory of Chris Corne and Gunnel Källgren two of my main sources of inspiration and support during the preparation of this thesis who sadly died before its completion. Published by: Battlebridge Publications, 37 Store Street, London WC1E 7QF, United Kingdom Copyright: Mikael Parkvall November 2000 <[email protected]> All rights reserved. ISBN 1-903292-05-0 Cover design: Mikael Parkvall Printed by Hobbs the Printers Ltd, Brunel Road, Totton, Hampshire, SO40 3WX, UK. ii Contents Map showing the location of the Atlantic Creoles viii 1. Introduction 1 1.1 Aim and scope of the study 2 1.2 Methodology 1.2.1 Defining substrate influence 3 1.2.2 Choice of substrate languages 3 1.2.3 Sources used 5 1.2.4 Other issues 9 1.3 Terminological issues and transcription conventions 9 1.3.1 Names of contact languages 9 1.3.2 Names of African languages 10 1.3.3 Names of geographical regions 11 Map of geographical regions involved in the slave trade 12 1.3.4 Linguistic terminology 12 Map of the locations where selected African languages are spoken 13 1.3.5 Transcription of linguistic examples 13 1.3.6 Abbreviations and symbols used 14 1.4 Acknowledgements 15 2. Epistemology, methodology and terminology in Creolistics 16 2.1 First example: Universals, not substrate 20 2.2 Second example: Again universals, not substrate 21 2.3 Third example: Lexifier, not substrate or universals 22 2.4 Fourth example: Substrate, not lexifier 23 2.5 Conclusion 24 3. -
Introduction
Cambridge University Press 978-0-521-88396-2 — The Lesser-Known Varieties of English Edited by Daniel Schreier , Peter Trudgill , Edgar W. Schneider , Jeffrey P. Williams Excerpt More Information 1 Introduction DANIEL SCHREIER, PETER TRUDGILL, EDGAR W. SCHNEIDER, AND JEFFREY P. WILLIAMS The structure and use of the English language has been studied, from both synchronic and diachronic perspectives, since the sixteenth century. The result is that, today, English is probably the best researched language in the world. (Kyto,¨ Ryden´ and Smitterberg : ) Would anybody dare deny that English has been studied extremely thor- oughly? Given the fact that hundreds if not thousands of languages around the world are barely documented or simply not researched at all, the massive body of research on English seems truly without parallel, so this is strong sup- port for Kyto,¨ Ryden´ and Smitterberg’s () claim. Indeed, so many studies have been carried out to enhance our knowledge of all aspects of the English language that it is impossible to attempt even a short summary here: the body of research that has been assembled over the last four centuries is substantial and constantly growing, from the treatises of orthoepists and grammarians produced throughout the seventeenth and eighteenth centuries, via English phoneticians (such as Henry Sweet) in the late nineteenth century and dialect geography in the early twentieth century, to variationist sociolinguists in the s and computational linguists in the sands, at research centres and university institutions throughout the world, on all levels of structure and usage, phonology, syntax, lexicon and discourse, in domains as distinct as syntactic theory, psycholinguistics, language variation and change, his- torical pragmatics, etc., a list that could be continued at leisure. -
The Roles of English Language Education in Asian Context*
Pan-Pacific Association of Applied Linguistics 15(1), 191-206 The Roles of English Language Education in Asian Context* Bok-Myung Chang Namseoul University Chang, .B-M. (2011). The roles of English language education in Asian context. Journal of Pan-Pacific Association of Applied Linguistics, 15(1), 191-206. This study surveys the history of English language and the roles of English language education in Asian context. Through the historical survey on English dispersal in Asian countries, the first section of this study traces the dispersal of English from the 18th century and the development of English in Asian countries. The second section of this study explains the development and characteristics of English language education policies in Asian countries. These countries belong to the expanding circle according to Kachru’s model, and in the expanding circle, English plays a very important role as a tool for interaction among nonnative speakers. This section surveys and compares the developmental characteristics of English language education in Asian countries. The third section emphasizes the important role of English education and the future of English language education in Asian countries. Also this section focuses on the characteristics of English as an International language, and emphasizes the role of English as a tool for inter-cultural communication in the world. The purpose of English language education in the Asian context is to cultivate young people who are well equipped with English capabilities and their own professional abilities. Key Words: Kachru’s model, Asian countries, English language, the policy of English language education, roles of English language education 1 Introduction The history of English language in Asian countries is very important to understand the characteristics of English language education comparing with those of the countries which belongs to the Inner circle. -
Insltut of TOURISM of HONDURAS
21958 %I Public Disclosure Authorized INSlTUTOF TOURISM OFHONDURAS TheWorli BankResident Mission in Honduras Public Disclosure Authorized Socio-EthnographicEvaluation SustainableTourist Project on theNorth Coast offHonduras Public Disclosure Authorized TegucigalpaM.D.C. October,2000 Public Disclosure Authorized iL u. CONTENT EXECUTIVESUMMARY 4-19 CHAPTER 1. SHORT OUTLINE OF THE NORTH COAST OF HONDURAS A. Outline of the Influence Area of the North Coast A.l Climate 20 A.2 Geomorphology 20 A.3 Main Ecosystems 21 A.4 Natural Resourcesand Environment 22-24 A.5 DemographicInformation 25 CHAPTER II. TOURISM IN HONDURAS A. Tourist Activity at National Level A. .Importancein NationalEconomy 26 A.2 Tourist Demand 26 A.3 Trends 27 A.4 Land Ownershipand PropertyRights 27 B. Outline of Tourism on North Coast B.I Historv 28 B.2.TouristAreas 28 B.3 Toun'sttrends in the area 28 BA4.CurrentTourist Activity 29-30 CHAPTER llI. SOCIO-ETHNOGRAPHIC SURVEY A. Objective 31 B. Description of Area of Study 31 C. Results 31 C. I General Description of the Sample 31 -32 C.2 Schooling 32-35 C.3 Ethnic Origin 35-36 CA Languages 36-38 C.5 Community Languages 38-39 C.6 Regional Languages 39-40 C.7 Organization 40-43 C.8 Community Organization 43 C.9 Information Supply and Decision Making 43 C. 10 Health Situation 43-46 C. I Land Use 47-48 C. 13 Labor situation 48 C. 14 Existence and Use of Forest 49-50 C. 15 Natural and Cultural Resources 50 C.16 Available Tourist Infrastructure 50 C. 17 Tourist Activities and Related Activities 51-53 C 18 Antiquity of Tourist Enterprises 53-54 C.