University of Texas at Arlington Dissertation Template
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Quichua-Spanish Language Contact in Salcedo, Ecuador: Revisiting Media Lengua Syncretic Language Practices
QUICHUA-SPANISH LANGUAGE CONTACT IN SALCEDO, ECUADOR: REVISITING MEDIA LENGUA SYNCRETIC LANGUAGE PRACTICES BY MARCO SHAPPECK DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Linguistics in the Graduate College of the University of Illinois at Urbana-Champaign, 2011 Urbana, Illinois Doctoral Committee: Professor Hans Henrich Hock, Director of Research Professor Rajeshwari Vijay Pandharipande, Chair Associate Professor Anna María Escobar Professor José Ignacio Hualde Abstract The purpose of the current thesis is to develop a better understanding of the interaction between Spanish and Quichua in the Salcedo region and provide more information for the processes that might have given rise to Media Lengua, a ‘mixed’ language comprised of a Quichua grammar and Spanish lexicon. Muysken attributes the formation of Media Lengua to relexification, ruling out any influence from other bilingual phenomena. I argue that the only characteristic that distinguishes Media Lengua from other language contact varieties in central Ecuador is the quantity of the overall Spanish borrowings and not the type of processes that might have been employed by Quichua speakers during the genesis of Media Lengua. The results from the Salcedo data that I have collected show how processes such as adlexification, code-mixing, and structural convergence produce Media Lengua-type sentences, evidence that supports an alternative analysis to Muysken’s relexification hypothesis. Overall, this dissertation is developed around four main objectives: (1) to describe the variation of Spanish loanwords within a bilingual community in Salcedo; (2) to analyze some of the prominent and recent structural changes in Quichua and Spanish; (3) to determine whether Spanish loanword use can be explained by the relationship consultants have with particular social categories; and (4) to analyze the consultants’ language ideologies toward syncretic uses of Spanish and Quichua. -
Aboriginal and Indigenous Languages; a Language Other Than English for All; and Equitable and Widespread Language Services
DOCUMENT RESUME ED 355 819 FL 021 087 AUTHOR Lo Bianco, Joseph TITLE The National Policy on Languages, December 1987-March 1990. Report to the Minister for Employment, Education and Training. INSTITUTION Australian Advisory Council on Languages and Multicultural Education, Canberra. PUB DATE May 90 NOTE 152p. PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Advisory Committees; Agency Role; *Educational Policy; English (Second Language); Foreign Countries; *Indigenous Populations; *Language Role; *National Programs; Program Evaluation; Program Implementation; *Public Policy; *Second Languages IDENTIFIERS *Australia ABSTRACT The report proviCes a detailed overview of implementation of the first stage of Australia's National Policy on Languages (NPL), evaluates the effectiveness of NPL programs, presents a case for NPL extension to a second term, and identifies directions and priorities for NPL program activity until the end of 1994-95. It is argued that the NPL is an essential element in the Australian government's commitment to economic growth, social justice, quality of life, and a constructive international role. Four principles frame the policy: English for all residents; support for Aboriginal and indigenous languages; a language other than English for all; and equitable and widespread language services. The report presents background information on development of the NPL, describes component programs, outlines the role of the Australian Advisory Council on Languages and Multicultural Education (AACLAME) in this and other areas of effort, reviews and evaluates NPL programs, and discusses directions and priorities for the future, including recommendations for development in each of the four principle areas. Additional notes on funding and activities of component programs and AACLAME and responses by state and commonwealth agencies with an interest in language policy issues to the report's recommendations are appended. -
The Be (Video)
CRACKERJACK EDUCATION — TEACHING WITH AUNTY Year 6 Knowledge area: Dreaming TEACHING NOTES The Be (Video) Text type: narrative, spoken, online, multimodal VISUAL STIMULUS FOCUS The Be is one of twelve ancient Dreaming stories, each story uniquely interpreted by contemporary animators, musicians, artists, writers and actors. It explores kinship and identification with a community through language, song and dance. PRIOR TO VIEWING Introduce the video The Be to students. Start the video on the website. To engage your students, pause the animation after the first 10 seconds to show the initial first frame of the story and ask the students to identify the landscape or setting. (Answer: It is set in the desert. Ask the students how they know it is the desert.) Ask the students to think about what clues the first frame of the animation gives about the type of story it is. Ask the students to predict who or what they think ‘The Be’ might be. Background • The Be is an animated Dreaming story • At the time of European colonisation there and is part of the Dust Echoes video series were hundreds of different traditional Aboriginal produced by the ABC. The story explores languages and several geographically defined kinship and identification with a community. Torres Strait Islander languages spoken in It includes full narration to assist teachers Australia.1 with enunciation of language words and • Historically, clan groups could speak not only songs, and introduces Aboriginal language to their own language but also the language students. belonging to their neighbours. This was very • The Be is a Yirritja (Year-rit-cha) story told in important when trade and travel occurred Dalabon (Dal-a-bon) language from Central across traditional language boundaries.2 Arnhem Land in the Northern Territory. -
The Longitudinal Study of Indigenous Children: an Australian Government Initiative
The Longitudinal Study of Indigenous Children: An Australian Government Initiative Parent 2 – Wave 2 2009 Mark up Questionnaire This questionnaire is to be completed by a Parent/ Parent Living Elsewhere/ Secondary Care Giver (P2) of the Footprints in Time study child named below. The parent or carer has given written consent to take part in Footprints in Time, a longitudinal study being run by the Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA) on behalf of the Australian Government. P1’s name: ________________________________________________ P2’s name: ________________________________________________ Study child’s name: ________________________________________ Study child’s ID number: respid Has P2 completed a consent form and been given a copy for their records? Yes – please fill in the questionnaire on the CAPI console or on paper No – please ask P2 to complete a consent form All information collected will be kept strictly confidential (except where it is required to be reported by law and/or there is a risk of harm to yourself or others). To ensure that your privacy is maintained, only combined results from the study as a whole will be discussed and published. No individual information will be released to any person or department except at your written request and on your authorisation. Participation in this study is voluntary. If P2 has any questions or wants more information, please ask them to contact the FaHCSIA Footprints in Time Team on 1800 106 235, or they can look at our website at www.fahcsia.gov.au RAO’s name: ____________________________________________________ RAO’s contact details: ____________________________________________ Date entered on Confirmit______________________ R05065 – Longitudinal Study of Indigenous Children – Parent 2 Survey – Wave 2, February 2009 – R3.0 1 Table of contents Module 0: Returning ................................................................................................................. -
Appendix a (PDF 85KB)
A Appendix A: Committee visits to remote Aboriginal and Torres Strait communities As part of the Committee’s inquiry into remote Indigenous community stores the Committee visited seventeen communities, all of which had a distinctive culture, history and identity. The Committee began its community visits on 30 March 2009 travelling to the Torres Strait and the Cape York Peninsula in Queensland over four days. In late April the Committee visited communities in Central Australia over a three day period. Final consultations were held in Broome, Darwin and various remote regions in the Northern Territory including North West Arnhem Land. These visits took place in July over a five day period. At each location the Committee held a public meeting followed by an open forum. These meetings demonstrated to the Committee the importance of the store in remote community life. The Committee appreciated the generous hospitality and evidence provided to the Committee by traditional owners and elders, clans and families in all the remote Aboriginal and Torres Strait communities visited during the inquiry. The Committee would also like to thank everyone who assisted with the administrative organisation of the Committee’s community visits including ICC managers, Torres Strait Councils, Government Business Managers and many others within the communities. A brief synopsis of each community visit is set out below.1 1 Where population figures are given, these are taken from a range of sources including 2006 Census data and Grants Commission figures. 158 EVERYBODY’S BUSINESS Torres Strait Islands The Torres Strait Islands (TSI), traditionally called Zenadth Kes, comprise 274 small islands in an area of 48 000 square kilometres (kms), from the tip of Cape York north to Papua New Guinea and Indonesia. -
Basic Korean: a Grammar and Workbook
BASIC KOREAN: A GRAMMAR AND WORKBOOK Basic Korean: A Grammar and Workbook comprises an accessible reference grammar and related exercises in a single volume. This workbook presents twenty-five individual grammar points in lively and realistic contexts, covering the core material which students would expect to encounter in their first year of learning Korean. Grammar points are followed by examples and exercises which allow students to reinforce and consolidate their learning. Basic Korean is suitable for both class use as well as independent study. Key features include: • abundant exercises with full answer key • all Korean entries presented in Hangul with English translations • subject index. Clearly presented and user-friendly, Basic Korean provides readers with the essential tools to express themselves in a wide variety of situations, making it an ideal grammar reference and practice resource for both beginners and students with some knowledge of the language. Andrew Sangpil Byon is Associate Professor at the State University of New York at Albany, where he teaches courses in Korean language and civilization. 99780415774871_A01.indd780415774871_A 01.ind d i i 77/4/2008/4/2008 11:43:04:43:04 PPMM Other titles available in the Grammar Workbooks series are: Basic Cantonese Intermediate Cantonese Basic Chinese Intermediate Chinese Basic German Intermediate German Basic Italian Basic Irish Intermediate Irish Basic Polish Intermediate Polish Basic Russian Intermediate Russian Basic Spanish Intermediate Spanish Basic Welsh Intermediate Welsh -
Korean Honorific Speech Style Shift: Intra-Speaker
KOREAN HONORIFIC SPEECH STYLE SHIFT: INTRA-SPEAKER VARIABLES AND CONTEXT A DISSERATION 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 EAST ASIAN LANGUAGES AND LITERATURES (KOREAN) MAY 2014 By Sumi Chang Dissertation Committee: Ho-min Sohn, Chairperson Dong Jae Lee Mee Jeong Park Lourdes Ortega Richard Schmidt Keywords: Korean honorifics, grammaticalization, indexicality, stance, identity ⓒ Copyright 2014 by Sumi Chang ii ACKNOWLEDGEMENTS No words can express my appreciation to all the people who have helped me over the course of my doctoral work which has been a humbling and enlightening experience. First, I want to express my deepest gratitude to my Chair, Professor Ho-min Sohn, for his intellectual guidance, enthusiasm, and constant encouragement. I feel very fortunate to have been under his tutelage and supervision. I also wish to thank his wife, Mrs. Sook-Hi Sohn samonim, whose kindness and generosity extended to all the graduate students, making each of us feel special and at home over the years. Among my committee members, I am particularly indebted to Professor Dong Jae Lee for continuing to serve on my committee even after his retirement. His thoughtfulness and sense of humor alleviated the concerns and the pressure I was under. Professor Mee Jeong Park always welcomed my questions and helped me organize my jumbled thoughts. Her support and reassurance, especially in times of self-doubt, have been true blessings. Professor Lourdes Ortega's invaluable comments since my MA days provided me with a clear direction and goal. -
Languages of the Middle Andes in Areal-Typological Perspective: Emphasis on Quechuan and Aymaran
Languages of the Middle Andes in areal-typological perspective: Emphasis on Quechuan and Aymaran Willem F.H. Adelaar 1. Introduction1 Among the indigenous languages of the Andean region of Ecuador, Peru, Bolivia, northern Chile and northern Argentina, Quechuan and Aymaran have traditionally occupied a dominant position. Both Quechuan and Aymaran are language families of several million speakers each. Quechuan consists of a conglomerate of geo- graphically defined varieties, traditionally referred to as Quechua “dialects”, not- withstanding the fact that mutual intelligibility is often lacking. Present-day Ayma- ran consists of two distinct languages that are not normally referred to as “dialects”. The absence of a demonstrable genetic relationship between the Quechuan and Aymaran language families, accompanied by a lack of recognizable external gen- etic connections, suggests a long period of independent development, which may hark back to a period of incipient subsistence agriculture roughly dated between 8000 and 5000 BP (Torero 2002: 123–124), long before the Andean civilization at- tained its highest stages of complexity. Quechuan and Aymaran feature a great amount of detailed structural, phono- logical and lexical similarities and thus exemplify one of the most intriguing and intense cases of language contact to be found in the entire world. Often treated as a product of long-term convergence, the similarities between the Quechuan and Ay- maran families can best be understood as the result of an intense period of social and cultural intertwinement, which must have pre-dated the stage of the proto-lan- guages and was in turn followed by a protracted process of incidental and locally confined diffusion. -
A Study on How to Teach Tense to Chinese Korean Language Learners
Pan-Pacific Association of Applied Linguistics 15(1), 221-234 A Study on How to Teach Tense to Chinese Korean Language Learners Sun-Min Lee Namseoul University Lee, S. M. (2011). A study on how to teach tense to Chinese Korean language learners. Journal of Pan-Pacific Association of Applied Linguistics, 15(1), 221-234. Presently it is hard to find a thesis which have presented the teaching plan on how to teach the tense to Chinese learners on the spot of learning and even the textbooks in classes cover the subject of tense only in the medium or high level. The author considers that the learners' mistakes on the subject of tense are apt to be fossilized, if they are not corrected in the beginning stage. Thus, the author intends to present the exercises on 'tense', as a means to teach the learners in the basic or low intermediate step, in Chapter 3 of this thesis. Considering on the basis of the properties of Chinese language, the present tense of Korean does not seem to be so difficult to Chinese learners that it was decided to be excluded from the subject. Therefore, the subject of this research would be limited to the past tense and the future tense out of the trisected tenses of present, past and future. The reason for the exclusion of present tense will be explained in detail in the following Chapter 2. Key Words: Chinese Korean language learners, Korean tense, tense teach 1 Preface The grammatic concept of 'tense' in Korean does not exist in the language of Chinese1. -
Morphosyntactic Phenomena of Korean in Role and Reference Grammar
MORPHOSYNTACTIC PHENOMENA OF KOREAN IN ROLE AND REFERENCE GRAMMAR: PSYCH-VERB CONSTRUCTIONS, INFLECTIONAL VERB MORPHEMES, COMPLEX SENTENCES, AND RELATIVE CLAUSES by BYONG-SEON YANG May 1, 1994 A dissertation submitted to the Faculty of the Department of Linguistics of State University of New York at Buffalo in partial fulfillment of the requirements for the degree of Doctor of Philosophy ACKNOWLEDGMENTS When I arrived in Austin, Texas to study for my Ph.D. in August, 1986, it was a hot and humid summer. When I finished this dissertation in Buffalo, New York, eight years later, it was a cool and pleasant summer. To finish this dissertation, I owe thanks for many people’s help and encouragement. I would like to express my gratitude for their support in completing this dissertation. First of all, my greatest thanks go to my adviser, Robert D. Van Valin, Jr. for his helpful suggestions and guidance, not only scholarly but alos personal. My research is based on his Role and Reference Grammar, and my interest in many of the topics in the dissertation is completely inspired by his work. Without his encouragement, I would never have started or finished this dissertation. I express here all my gratitude for the various kinds of help he gave me. I also wish to thank Matthew S. Dryer and David A. Zubin, who acted as committee members for the dissertation. Professor Dryer’s guidance and suggestions for earlier drafts have especially improved my arguments. He shared his insights and knowledge with me, and these were particularily helpful in the chapter on relative clauses. -
Morphological Causatives in Korean: Problems in Grammatical Polysemy and Constructional Relations
Morphological Causatives in Korean: Problems in Grammatical Polysemy and Constructional Relations by Jeong-Woon Park B.A. (Hankuk University of Foreign Studies) 1983 M.A (Hankuk University of Foreign Studies) 1985 M.A. (University of California at Berkeley) 1990 A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Linguistics in the GRADUATE DIVISION of the UNIVERSITY of CALIFORNIA at BERKELEY Committee in charge: Professor Charles J. Fillmore, Co-Chair Professor Eve Sweetser, Co-Chair Professor George Lakoff Professor Alan Timberlake Professor Peter Sells 1994 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The dissertation of Jeong-Woon Park is approved: Co-Chaii Dai t ??y Co-i fefcrCl/A___________ University of California at Berkeley 1994 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Morphological Causatives in Korean: Problems in Grammatical Polysemy and Constructional Relations Copyright © 1994 by Jeong-Woon Park Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Abstract Morphological Causatives in Korean: Problems in Grammatical Polysemy and Constructional Relations by Jeong-Woon Park Doctor of Philosophy in Linguistics University of California at Berkeley Professor Charles J. Fillmore, Co-Chair Professor Eve Sweetser, Co-Chair This dissertation is an analysis of the Korean morphological causative con struction in comparison with a range of constructions related to it either for mally or semantically. In previous work the causative marker (CM) used in the morphological causative has generally been treated as being homonymous with the marker used in the morphological passive, both variously surfacing as i, ki, li, or hi depending on context. -
Causative Constructions
UC Berkeley Dissertations, Department of Linguistics Title Morphological Causatives in Korean: Problems in Grammatical Polysemy and Constructional Relations Permalink https://escholarship.org/uc/item/1mr5z97n Author Park, Jeong-Woon Publication Date 1994 eScholarship.org Powered by the California Digital Library University of California Morphological Causatives in Korean: Problems in Grammatical Polysemy and Constructional Relations by Jeong-Woon Park B.A. (Hankuk University of Foreign Studies) 1983 M.A (Hankuk University of Foreign Studies) 1985 M.A. (University of California at Berkeley) 1990 A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Linguistics in the GRADUATE DIVISION of the UNIVERSITY of CALIFORNIA at BERKELEY Committee in charge: Professor Charles J. Fillmore, Co-Chair Professor Eve Sweetser, Co-Chair Professor George Lakoff Professor Alan Timberlake Professor Peter Sells 1994 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The dissertation of Jeong-Woon Park is approved: Co-Chaii Dai t ??y Co-i fefcrCl/A___________ University of California at Berkeley 1994 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Morphological Causatives in Korean: Problems in Grammatical Polysemy and Constructional Relations Copyright © 1994 by Jeong-Woon Park Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Abstract Morphological Causatives in Korean: Problems in Grammatical Polysemy and Constructional Relations by Jeong-Woon Park Doctor of Philosophy in Linguistics University of California at Berkeley Professor Charles J. Fillmore, Co-Chair Professor Eve Sweetser, Co-Chair This dissertation is an analysis of the Korean morphological causative con struction in comparison with a range of constructions related to it either for mally or semantically.