Encyclopedia of the World's Endangered Languages Europe And
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Romanian Language and Its Dialects
Social Sciences ROMANIAN LANGUAGE AND ITS DIALECTS Ana-Maria DUDĂU1 ABSTRACT: THE ROMANIAN LANGUAGE, THE CONTINUANCE OF THE LATIN LANGUAGE SPOKEN IN THE EASTERN PARTS OF THE FORMER ROMAN EMPIRE, COMES WITH ITS FOUR DIALECTS: DACO- ROMANIAN, AROMANIAN, MEGLENO-ROMANIAN AND ISTRO-ROMANIAN TO COMPLETE THE EUROPEAN LINGUISTIC PALETTE. THE ROMANIAN LINGUISTS HAVE ALWAYS SHOWN A PERMANENT CONCERN FOR BOTH THE IDENTITY AND THE STATUS OF THE ROMANIAN LANGUAGE AND ITS DIALECTS, THUS SUPPORTING THE EXISTENCE OF THE ETHNIC, LINGUISTIC AND CULTURAL PARTICULARITIES OF THE MINORITIES AND REJECTING, FIRMLY, ANY ATTEMPT TO ASSIMILATE THEM BY FORCE KEYWORDS: MULTILINGUALISM, DIALECT, ASSIMILATION, OFFICIAL LANGUAGE, SPOKEN LANGUAGE. The Romanian language - the only Romance language in Eastern Europe - is an "island" of Latinity in a mainly "Slavic sea" - including its dialects from the south of the Danube – Aromanian, Megleno-Romanian and Istro-Romanian. Multilingualism is defined narrowly as the alternative use of several languages; widely, it is use of several alternative language systems, regardless of their status: different languages, dialects of the same language or even varieties of the same idiom, being a natural consequence of linguistic contact. Multilingualism is an Europe value and a shared commitment, with particular importance for initial education, lifelong learning, employment, justice, freedom and security. Romanian language, with its four dialects - Daco-Romanian, Aromanian, Megleno- Romanian and Istro-Romanian – is the continuance of the Latin language spoken in the eastern parts of the former Roman Empire. Together with the Dalmatian language (now extinct) and central and southern Italian dialects, is part of the Apenino-Balkan group of Romance languages, different from theAlpine–Pyrenean group2. -
Investment Projects of the Republic of Dagestan Index
INVESTMENT PROJECTS OF THE REPUBLIC OF DAGESTAN INDEX INNOVATION Construction of a round and shaped steel tubes ............................. 00 producing plant Construction of the “Mountain Resources” .........................................00 Development of in-car electronics manufacturing .........................00 education and display center in Makhachkala (audio sets, starters, alternators) Construction of an IT-park of complete ............................................... 00 Construction of the “Viaduk” customs ..................................................00 “idea-series” cycle type and logistics centre Development of high-effi ciency .............................................................00 Reconstruction of the Makhachkala ..................................................... 00 solar cells and modules production commercial sea port (facilities of the second stage) Construction of the KamAZ vehicles trade ......................................... 00 INDUSTRY AND TRANSPORT and service centers in the districts of the Republic of Dagestan Development of fl oat glass production............................................... 00 Investment sites ...........................................................................................00 Development of nitric and sulfuric acid, .............................................00 and high analysis fertilizer production FUEL AND ENERGY COMPLEX onsite the “Dagfos” OJSC – II stage Construction of an intra-zone .................................................................00 -
Ehrensperger Report
American Name Society 51st Annual Ehrensperger Report 2005 A Publication of the American Name Society Michael F. McGoff, Editor PREFACE After a year’s hiatus the Ehrensperger Report returns to its place as a major publication of the American Name Society (ANS). This document marks the 51st year since its introduction to the membership by Edward C. Ehrensperger. For over twenty-five years, from 1955 to 1982, he compiled and published this annual review of scholarship. Edward C. Ehrensperger 1895-1984 As usual, it is a partial view of the research and other activity going on in the world of onomastics, or name study. In a report of this kind, the editor must make use of what comes in, often resulting in unevenness. Some of the entries are very short; some extensive, especially from those who are reporting not just for themselves but also for the activity of a group of people. In all cases, I have assumed the prerogative of an editor and have abridged, clarified, and changed the voice of many of the submissions. I have encouraged the submission of reports by email or electronically, since it is much more efficient to edit text already typed than to type the text myself. For those not using email, I strongly encourage sending me written copy. There is some danger, however, in depending on electronic copy: sometimes diacritical marks or other formatting matters may not have come through correctly. In keeping with the spirit of onomastics and the original Ehrensperger Report, I have attempted where possible to report on research and publication under a person’s name. -
Some Principles of the Use of Macro-Areas Language Dynamics &A
Online Appendix for Harald Hammarstr¨om& Mark Donohue (2014) Some Principles of the Use of Macro-Areas Language Dynamics & Change Harald Hammarstr¨om& Mark Donohue The following document lists the languages of the world and their as- signment to the macro-areas described in the main body of the paper as well as the WALS macro-area for languages featured in the WALS 2005 edi- tion. 7160 languages are included, which represent all languages for which we had coordinates available1. Every language is given with its ISO-639-3 code (if it has one) for proper identification. The mapping between WALS languages and ISO-codes was done by using the mapping downloadable from the 2011 online WALS edition2 (because a number of errors in the mapping were corrected for the 2011 edition). 38 WALS languages are not given an ISO-code in the 2011 mapping, 36 of these have been assigned their appropri- ate iso-code based on the sources the WALS lists for the respective language. This was not possible for Tasmanian (WALS-code: tsm) because the WALS mixes data from very different Tasmanian languages and for Kualan (WALS- code: kua) because no source is given. 17 WALS-languages were assigned ISO-codes which have subsequently been retired { these have been assigned their appropriate updated ISO-code. In many cases, a WALS-language is mapped to several ISO-codes. As this has no bearing for the assignment to macro-areas, multiple mappings have been retained. 1There are another couple of hundred languages which are attested but for which our database currently lacks coordinates. -
Language Contact at the Romance-Germanic Language Border
Language Contact at the Romance–Germanic Language Border Other Books of Interest from Multilingual Matters Beyond Bilingualism: Multilingualism and Multilingual Education Jasone Cenoz and Fred Genesee (eds) Beyond Boundaries: Language and Identity in Contemporary Europe Paul Gubbins and Mike Holt (eds) Bilingualism: Beyond Basic Principles Jean-Marc Dewaele, Alex Housen and Li wei (eds) Can Threatened Languages be Saved? Joshua Fishman (ed.) Chtimi: The Urban Vernaculars of Northern France Timothy Pooley Community and Communication Sue Wright A Dynamic Model of Multilingualism Philip Herdina and Ulrike Jessner Encyclopedia of Bilingual Education and Bilingualism Colin Baker and Sylvia Prys Jones Identity, Insecurity and Image: France and Language Dennis Ager Language, Culture and Communication in Contemporary Europe Charlotte Hoffman (ed.) Language and Society in a Changing Italy Arturo Tosi Language Planning in Malawi, Mozambique and the Philippines Robert B. Kaplan and Richard B. Baldauf, Jr. (eds) Language Planning in Nepal, Taiwan and Sweden Richard B. Baldauf, Jr. and Robert B. Kaplan (eds) Language Planning: From Practice to Theory Robert B. Kaplan and Richard B. Baldauf, Jr. (eds) Language Reclamation Hubisi Nwenmely Linguistic Minorities in Central and Eastern Europe Christina Bratt Paulston and Donald Peckham (eds) Motivation in Language Planning and Language Policy Dennis Ager Multilingualism in Spain M. Teresa Turell (ed.) The Other Languages of Europe Guus Extra and Durk Gorter (eds) A Reader in French Sociolinguistics Malcolm Offord (ed.) Please contact us for the latest book information: Multilingual Matters, Frankfurt Lodge, Clevedon Hall, Victoria Road, Clevedon, BS21 7HH, England http://www.multilingual-matters.com Language Contact at the Romance–Germanic Language Border Edited by Jeanine Treffers-Daller and Roland Willemyns MULTILINGUAL MATTERS LTD Clevedon • Buffalo • Toronto • Sydney Library of Congress Cataloging in Publication Data Language Contact at Romance-Germanic Language Border/Edited by Jeanine Treffers-Daller and Roland Willemyns. -
Introduction Ti Alkire and Carol Rosen Excerpt More Information
Cambridge University Press 978-0-521-71784-7 - Romance Languages: A Historical Introduction Ti Alkire and Carol Rosen Excerpt More information Introduction Latin and the Romance languages occupy a vast space along at least three dimensions: geographical, temporal, and social. Once the language of a small town on the Tiber River in Latium, Latin was carried far afield with the expan- sion of Roman power. The Empire reached its greatest extent under the reign of the emperor Trajan (98–117 CE), at which point it included modern-day Britain, Portugal, Spain, France, Italy, Switzerland, Austria, and the Balkan peninsula, as well as immense territories in the Eastern Mediterranean and beyond, mak- ing it by far the largest single state the Western world had ever known. Even those distances are dwarfed by the extent of Western European colonial expan- sion in the 1500s and 1600s, which brought Spanish to most of Latin America and the Caribbean, Portuguese to Brazil, French to Canada, and all three to their many outposts around the world, where they engendered some robust cre- oles. On the time dimension, the colloquial speech that underlies the Romance languages was already a constant presence during the seven centuries that saw Rome grow from village to empire – and then their history still has twenty cen- turies to go. Their uses in society extend to every level and facet of activity from treasured world literature to instant messaging. A truly panoramic account of Romance linguistic history would find few readers and probably no writers. The scope has to be limited somehow. -
Copyright by Cécile Hélène Christiane Rey 2010
Copyright by Cécile Hélène Christiane Rey 2010 The Dissertation Committee for Cécile Hélène Christiane Rey certifies that this is the approved version of the following dissertation: Planning language practices and representations of identity within the Gallo community in Brittany: A case of language maintenance Committee: _________________________________ Jean-Pierre Montreuil, Supervisor _________________________________ Cinzia Russi _________________________________ Carl Blyth _________________________________ Hans Boas _________________________________ Anthony Woodbury Planning language practices and representations of identity within the Gallo community in Brittany: A case of language maintenance by Cécile Hélène Christiane Rey, B.A.; M.A. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin December, 2010 Acknowledgements I would like to thank my parents and my family for their patience and support, their belief in me, and their love. I would like to thank my supervisor Jean-Pierre Montreuil for his advice, his inspiration, and constant support. Thank you to my committee members Cinzia Russi, Carl Blyth, Hans Boas and Anthony Woodbury for their guidance in this project and their understanding. Special thanks to Christian Lefeuvre who let me stay with him during the summer 2009 in Langan and helped me realize this project. For their help and support, I would like to thank Rosalie Grot, Pierre Gardan, Christine Trochu, Shaun Nolan, Bruno Chemin, Chantal Hermann, the associations Bertaèyn Galeizz, Chubri, l’Association des Enseignants de Gallo, A-Demórr, and Gallo Tonic Liffré. For financial support, I would like to thank the Graduate School of the University of Texas at Austin for the David Bruton, Jr. -
Bavarian for Beginners
acks RR ba R Simple greetings and courtesies towe You should definitely know the following Bavarian greetings and courtesies so you can appropriately respond to them and will not be regarded as an unfriendly “Saupreiss” (see Trink ma no a Mass (Let’s below). But beware: Native Bavarians often use rather rough ex- drink another pressions and many beginners mistake that for rudeness which mass of beer)! is not always the case. So just stay calm and you can’t go wrong. Bavarian must be studied. Bavarian German English Griaß di God Grüß Gott, guten Hello Tag Wiederschaun, Auf Wiedersehen, Goodbye Pfiat di God Tschüss Servus, Servas Hallo, Tschüss Hello / Goodbye Bavarian for Habedehr(e), gfraid Hat mich gefreut, My pleasure! me freut mich Beginners – Dangschee Danke schön, vielen Thank you Dank Learning Bavarian Wos mägst? Wie bitte? Würdest Excuse me? Would du das bitte wie- you please repeat derholen? that? made easy Host mi?! Hast du jetzt Did you endlich begriffen? understand? (rhetorische Frage mit Nachdruck) Every year anew, Bavarian fests are opened with a loud “O’zapft Hock di her da! Setz dich ruhig zu Sit down with us is!“ (“It has been tapped!“). And “Schleich di!“ is not a polite uns request to quietly leave but means to get going as fast as possi- ble. Following is a small but very useful Bavarian Translator that Do legst di nieda! Donnerwetter (Aus- Wow! For crying out might be of great help to you when you’re in Bavaria. druck des Erstau- loud! nens) Characteristics of the Bavarian language and phonetics An Guadn Guten Appetit Enjoy your meal There are many Bavarian dialects. -
Working Papers in Linguistics and Oriental Studies 1
Universita’ degli Studi di Firenze Dipartimento di Lingue, Letterature e Studi Interculturali Biblioteca di Studi di Filologia Moderna: Collana, Riviste e Laboratorio Quaderni di Linguistica e Studi Orientali Working Papers in Linguistics and Oriental Studies 1 Editor M. Rita Manzini firenze university press 2015 Quaderni di Linguistica e Studi Orientali / Working Papers in Linguistics and Oriental Studies - n. 1, 2015 ISSN 2421-7220 ISBN 978-88-6655-832-3 DOI: http://dx.doi.org/10.13128/QULSO-2421-7220-1 Direttore Responsabile: Beatrice Töttössy CC 2015 Firenze University Press La rivista è pubblicata on-line ad accesso aperto al seguente indirizzo: www.fupress.com/bsfm-qulso The products of the Publishing Committee of Biblioteca di Studi di Filologia Moderna: Collana, Riviste e Laboratorio (<http://www.lilsi.unifi.it/vp-82-laboratorio-editoriale-open-access-ricerca- formazione-e-produzione.html>) are published with financial support from the Department of Languages, Literatures and Intercultural Studies of the University of Florence, and in accordance with the agreement, dated February 10th 2009 (updated February 19th 2015), between the De- partment, the Open Access Publishing Workshop and Firenze University Press. The Workshop promotes the development of OA publishing and its application in teaching and career advice for undergraduates, graduates, and PhD students in the area of foreign languages and litera- tures, and of social studies, as well as providing training and planning services. The Workshop’s publishing team are responsible for the editorial workflow of all the volumes and journals pub- lished in the Biblioteca di Studi di Filologia Moderna series. QULSO employs the double-blind peer review process. -
Managing France's Regional Languages
MANAGING FRANCE’S REGIONAL LANGUAGES: LANGUAGE POLICY IN BILINGUAL PRIMARY EDUCATION IN ALSACE Thesis submitted in accordance with the requirements of the University of Liverpool for the degree of Doctor in Philosophy by Michelle Anne Harrison September 2012 Abstract The introduction of regional language bilingual education in France dates back to the late 1960s in the private education system and to the 1980s in the public system. Before this time the extensive use of regional languages was forbidden in French schools, which served as ‘local centres for the gallicisation of France’ (Blackwood 2008, 28). France began to pursue a French-only language policy from the time of the 1789 Revolution, with Jacobin ideology proposing that to be French, one must speak French. Thus began the shaping of France into a nation-state. As the result of the official language policy that imposed French in all public domains, as well as extra-linguistic factors such as the Industrial Revolution and the two World Wars, a significant language shift occurred in France during the twentieth century, as an increasing number of parents chose not to pass on their regional language to the next generation. In light of the decline in intergenerational transmission of the regional languages, Judge (2007, 233) concludes that ‘in the short term, everything depends on education in the [regional languages]’. This thesis analyses the development of language policy in bilingual education programmes in Alsace; Spolsky’s tripartite language policy model (2004), which focuses on language management, language practices and language beliefs, will be employed. In spite of the efforts of the State to impose the French language, in Alsace the traditionally non-standard spoken regional language variety, Alsatian, continued to be used widely until the mid-twentieth century. -
The North Caucasus: the Challenges of Integration (III), Governance, Elections, Rule of Law
The North Caucasus: The Challenges of Integration (III), Governance, Elections, Rule of Law Europe Report N°226 | 6 September 2013 International Crisis Group Headquarters Avenue Louise 149 1050 Brussels, Belgium Tel: +32 2 502 90 38 Fax: +32 2 502 50 38 [email protected] Table of Contents Executive Summary ................................................................................................................... i Recommendations..................................................................................................................... iii I. Introduction ..................................................................................................................... 1 II. Russia between Decentralisation and the “Vertical of Power” ....................................... 3 A. Federative Relations Today ....................................................................................... 4 B. Local Government ...................................................................................................... 6 C. Funding and budgets ................................................................................................. 6 III. Elections ........................................................................................................................... 9 A. State Duma Elections 2011 ........................................................................................ 9 B. Presidential Elections 2012 ...................................................................................... -
Irati GARCÉS RUIZ G B L
Irati GARCÉS RUIZ A STUDY ON MOTIVATION AND ATTITUDE TOWARDS LANGUAGE LEARNING IN YOUNG LEARNERS TFG/GBL 2019/20 DIDÁCTICA DE LA LENGUA Grado en Maestro de Educación Primaria / Lehen Hezkuntzako Irakasleen Gradua Grado en Maestro en Educación Primaria Lehen Hezkuntzako Irakasleen Gradua Trabajo Fin de Grado Gradu Bukaerako Lana A STUDY ON MOTIVATION AND ATTITUDE TOWARDS LANGUAGE LEARNING IN YOUNG LEARNERS Irati GARCÉS RUIZ FACULTAD DE CIENCIAS HUMANAS Y SOCIALES GIZA ETA GIZARTE ZIENTZIEN FAKULTATEA UNIVERSIDAD PÚBLICA DE NAVARRA NAFARROAKO UNIBERTSITATE PUBLIKOA ii Estudiante / Ikaslea Irati GARCÉS RUIZ Título / Izenburua A study on motivation and attitude towards language learning in young learners Grado / Gradu Grado en Maestro en Educación Primaria / Lehen Hezkuntzako Irakasleen Gradua Centro / Ikastegia Facultad de Ciencias Humanas, Sociales y de la Educación / Giza, Gizarte eta Hezkuntza Zientzien Fakultatea Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa Director-a / Zuzendaria Amparo LÁZARO IBARROLA Departamento / Saila Departamento de Ciencias Humanas y de la Educación / Giza eta Hezkuntza Zientzien Saila Curso académico / Ikasturte akademikoa 2019/2020 Semestre / Seihilekoa Primavera / Udaberria A study on motivation and attitude towards language learning in young learners iii Preámbulo El Real Decreto 1393/2007, de 29 de octubre, modificado por el Real Decreto 861/2010, establece en el Capítulo III, dedicado a las enseñanzas oficiales de Grado, que “estas enseñanzas concluirán con la elaboración y defensa de un Trabajo Fin de Grado […] El Trabajo Fin de Grado tendrá entre 6 y 30 créditos, deberá realizarse en la fase final del plan de estudios y estar orientado a la evaluación de competencias asociadas al título”. El Grado en Maestro en Educación Primaria por la Universidad Pública de Navarra tiene una extensión de 12 ECTS, según la memoria del título verificada por la ANECA.