DOCSLIB.ORG

Emergent Speech Genres of Teaching and Learning Interaction

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Emergent Speech Genres of Teaching and Learning Interaction Emergent speech genres of teaching and learning interaction. Communities of practice in Cameroonian schools and villages Dissertation submitted in partial fulfillment of the requirements for the degree of PhD in linguistics, at the Faculty of Humanities, University of Oslo Bjørghild Kjelsvik March 31 2008 Acknowledgements At the end of a long road I look back at three and a half year of work on a fascinating subject; longer even, if I count the period of waiting for my application to be accepted. All these years I have had the pleasure of working with some equally fascinating people. I should start with my friends and former colleagues in Cameroon: Mrs. Patouma Sambo Jacqueline, Mr. le Pasteur Bouba Jean, and Mr. l’Évangeliste Hamadicko Daniel. There is also my sister Maayí and her children, and the other children in a little village in the bush. I will never forget the children I met as I observed classes and village life. There are so many whom I came to know and appreciate during my field work periods, I cannot mention you all! I would not have been able to write this dissertation without you. Two other fascinating persons to whom I am perhaps even more grateful: My supervisors Professor Elizabeth Lanza and Professor Rolf Theil. They have with their enthusiastic support for my project and their great knowledge of the relevant fields of research been immensely important for my work. I would hardly have been able to finish without their never-failing support. I must also thank my colleagues at the Department of Linguistics and Scandinavian Studies for sharing their time, their knowledge, their jokes and occasionally their cottage cheese with me—it’s great to know you all! My family, last but not least: they put up with me disappearing to Cameroon for months without grumbling, and are my best support and my greatest joy as I now go forward to other projects. —Bjørghild Kjelsvik Note: This dissertation is written in Latex, and though that document preparation system have many advantages, it was not kind to my transcriptions. I would ask my readers kindly to bear over with useless white spaces and some odd page layout here and there in the analyses chapters. I II Contents 1 Introduction 1 1.1 The object of study and key terms ................. 2 1.1.1 View of language ...................... 2 1.1.2 Practice and communities ................. 5 1.1.3 Speech genres ........................ 6 1.2 General aims of the dissertation .................. 7 1.3 The setting of the study and research questions .......... 8 1.3.1 Research questions ..................... 9 1.4 Plan of the dissertation ....................... 9 2 Understanding linguistic interaction 11 2.1 Community approaches ....................... 12 2.1.1 Ethnography of communication .............. 13 2.1.2 Relevance for the present work ............... 16 2.1.3 The language socialisation approach ............ 16 2.1.4 The community of practice approach ........... 18 2.1.5 Relevance of community concepts in the present study . 23 2.2 Bakhtin ............................... 24 2.2.1 “The utterance is an exceptionally important node of problems” .......................... 25 2.2.2 Speech genres and voices .................. 26 2.2.3 Relevance of Bakhtin for the present work ......... 29 2.3 Cognitive linguistics ........................ 30 2.3.1 Basic ideas of Cognitive linguistics ............ 30 2.3.2 Usage-events and schemas ................. 31 2.4 Compatibility of approaches .................... 33 2.4.1 Cognitive linguistics and discourse analysis ........ 33 2.4.2 Language in use ...................... 34 2.4.3 Linking body, actions and linguistic usage ......... 35 2.4.4 Cognitive Linguistics and Bakhtin ............. 37 2.5 Discourse in CL ........................... 39 III CONTENTS 2.5.1 The Current Discourse Space and the viewing frame . 39 2.5.2 Speech genres as linguistic units .............. 42 2.5.3 Speech genres as interactional tools ............ 45 2.5.4 A cognitive linguist’s notion of genres ........... 49 2.6 Recent developments ........................ 50 2.6.1 Empirical methods in CL work ............... 50 2.6.2 A social cognitive linguistics ................ 52 2.7 Studies of teaching and learning in Cameroon ........... 56 2.8 Contribution of the present study .................. 59 3 Methodology 61 3.1 Target area and group ........................ 63 3.2 Collecting data ........................... 65 3.2.1 Field work and practical arrangements ........... 66 3.2.2 Ethnography and participant observation ......... 67 3.2.3 Other ethnographic documentation ............. 72 3.3 Discourse analysis ......................... 76 3.3.1 Issues of corpus and sampling ............... 76 3.3.2 Sampling in my data .................... 78 3.3.3 Transcription of data .................... 84 3.4 The sufficiency of the data for this study .............. 89 4 The Nizaa in history and society 91 4.1 Geographical setting: Adamaoua .................. 92 4.2 Historical setting .......................... 96 4.2.1 The empire of Usman dan Fodio .............. 97 4.2.2 The European take-over: Cameroon today .........101 4.3 The Nizaa ..............................102 4.3.1 Origin traditions of the Nizaa ...............103 4.3.2 Resistance traditions ....................105 4.3.3 Settling in Galim ......................107 4.4 A language group in the Adamaoua ................108 4.4.1 Language description; orthographic conventions .....111 4.4.2 Tones ............................112 4.5 Cultural traits of the Nizaa .....................114 4.5.1 Villages and settlements ..................114 4.5.2 The importance of the family ................118 4.5.3 The importance of agriculture ...............125 4.5.4 Initiation of boys ......................127 4.6 A place in modern society .....................130 4.6.1 Impact of Islam .......................131 IV CONTENTS 4.6.2 Changes by law and administration ............134 5 Village speech genres 139 5.1 Speech genres as analytical tool ..................140 5.1.1 Speech genres of teaching and learning ..........142 5.1.2 Schemas of teaching and response .............144 5.2 Learning skills in Mipom ......................149 5.2.1 Getting newcomers into a practice .............150 5.2.2 A skill demonstrated ....................153 5.2.3 Intent participation as learning mode ............162 5.2.4 Abstracting a schema ....................164 5.3 Nizaa children’s peer culture ....................167 5.3.1 Peer group culture .....................167 5.3.2 Games as transmission of cultural knowledge .......169 5.3.3 Games as expressions of children’s peer culture ......170 5.3.4 Games observed ......................171 5.3.5 Asking for fire, 11th February 2006 ............183 5.3.6 Learning from games ....................193 5.4 Riddle games and tales .......................200 5.4.1 The riddle game ......................201 5.4.2 Counting riddles and analogies ...............204 5.4.3 Tales ............................206 5.5 Learning environments .......................210 5.5.1 Reproducing the frame of reference ............210 5.5.2 Games and tales as usage events of speech genres .....211 6 The school system in Cameroon 215 6.1 Historical outline ..........................215 6.1.1 Schooling under the German protectorate .........216 6.1.2 French colonial schooling policy ..............217 6.1.3 Missionary schooling in Adamaoua ............220 6.1.4 The development after 1960 ................222 6.1.5 Crisis and progress .....................223 6.2 The educational system today ....................224 6.3 Schools in the target area ......................226 6.3.1 School facilities in the target area .............227 6.3.2 Classroom layout ......................230 6.3.3 Students ...........................230 6.3.4 Languages in class .....................231 6.4 Childhoood in the social structure .................232 V CONTENTS 7 Practice in class 235 7.1 Analytical tools ...........................236 7.1.1 Some key terms and their uses ...............237 7.1.2 Analytical scope ......................239 7.1.3 Participation and reification ................241 7.1.4 A closer look at traits ....................243 7.2 Establishing practice ........................244 7.2.1 Harsh realities: ‘Redoublants’ and drop-outs .......245 7.2.2 The effects of the ‘Redoublement’ pattern .........249 7.2.3 The first day at school in Groupe 2, Galim .........252 7.2.4 First day at school in Mipom ................255 7.3 Reifications of practice .......................260 7.3.1 Classroom layout and the platform format .........261 7.3.2 Talking about body idiom in the classroom ........270 7.4 Institutional settings and local practices ..............283 8 Speech genres 287 8.1 Pedagogical models .........................289 8.1.1 The phases of a lesson ...................290 8.1.2 Rote learning after all ....................292 8.2 Session analysis ...........................294 8.2.1 Outline of the session: Practical Hygiene in Mipom ....294 8.2.2 Levels and speech genres ..................298 8.2.3 Sectioning devices in the session ..............301 8.2.4 Sentence completion and complete sentences .......306 8.2.5 Eliciting text ........................310 8.2.6 Lecturing and explaining speech genres ..........320 8.2.7 Rehearsing and performing texts: Outline subsection 4 . 326 8.2.8 Modeling and imitation ...................330 8.2.9 Lists and texts to learn ...................335 8.3 School and village together .....................342 8.3.1
Load more

Recommended publications
  • Focus in Atlantic Languages Stéphane Robert
    Focus in Atlantic languages Stéphane Robert To cite this version: Stéphane Robert. Focus in Atlantic languages. Ines Fiedler and Anne Schwarz. The Expression of Information Structure. A documentation of its diversity across Africa., John Benjamins, pp.233-260, 2010, Typological Studies in Language 91, 10.1075/tsl.91.09rob. halshs-00724855 HAL Id: halshs-00724855 https://halshs.archives-ouvertes.fr/halshs-00724855 Submitted on 2 Mar 2021 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. 1 In Fiedler, Ines and Anne Schwarz (eds.), 2010, The Expression of Information Structure. A documentation of its diversity across Africa. Amsterdam: John Benjamins: 233-260 [Typological Studies in Language 91]. https://doi.org/10.1075/tsl.91.09rob Prefinal version Focus in Atlantic languages Stéphane ROBERT LLACAN, INALCO, CNRS stephane.robert@ cnrs.fr Abstract: This paper presents an overview of the formal markings characteristic of focus in Atlantic languages and reflection on some problematic uses of focused forms. A common (but not universal) feature of these languages is the use of verb morphology (in various ways) to express focus. What is most remarkable in several Atlantic languages (and apparently specific to this group) is that (1) verb forms indicate the syntactic status of the focused constituent; (2) these verb forms often merge focus, aspect, and voice features.
    [Show full text]
  • The Rukul Language of Central Nigeria and Its Affinities
    The Rukul language of Central Nigeria and its affinities [DRAFT CIRCULATED FOR COMMENT -NOT FOR CITATION WITHOUT REFERENCE TO THE AUTHOR Roger Blench Kay Williamson Educational Foundation 8, Guest Road Cambridge CB1 2AL United Kingdom Voice/Ans 0044-(0)1223-560687 Mobile worldwide (00-44)-(0)7967-696804 E-mail [email protected] http://www.rogerblench.info/RBOP.htm This printout: August 29, 2010 R.M. Blench Rukul Wordlist Circulated for comment TABLE OF CONTENTS 1. INTRODUCTION 2 2. LOCATION, HISTORY AND SOCIOLINGUISTIC SITUATION 2 2.1 Nomenclature .........................................................................................................................................................2 2.2 Location and settlements.......................................................................................................................................2 2.3 Language status......................................................................................................................................................2 2.4 Rukul culture and history .....................................................................................................................................2 3. PHONOLOGY 2 3.1 Vowels .....................................................................................................................................................................2 3.2 Consonants .............................................................................................................................................................3
    [Show full text]
  • Language Problems in Demographic Field Work in Africa: the Case of the Cameroon Fertility Survey
    NUMBER 2 • OCTOBER lm HELEN WARE Language Problems in Demographic Field Work in Africa: The Case of the Cameroon Fertility Survey INTERNATIONAL STATISTICAL INSTITUTE Permanent Office. Director: E. Lunenberg 428 Prinses Beatrixlaail Voorburg, The Hague Netherlands WORLD FERTILITY SURVEY Project Director: Sir Maurice Kendall, Sc. D., F.B.A. 35-37 Grosvenor Gardens London SWlW OBS, U.K. The World Fertility Survey is an international research programme whose purpose is to assess the current state of human fertility throughout the world. This is being done principally through promoting and supporting nationally representative, internationally comparable, and scientifically designed and conducted sample surveys of fertility be­ haviour in as many countries as possible. The WFS is being undertaken, with the collaboration of the United Nations, by the International Statistical Institute in cooperation with the International Union for the Scientific Study of Population. Financial support is provided principally by the United Nations Fund for Population Activities and the United States Agency for International Development. This publication is part of the WFS Publications Programme which includes the WFS Basic Documentation, Occasional Papers and auxiliacy publications. For further information on the WFS, write to the Information Office, International Statistical Institute, 428 Prinses Beatrixlaan, Voorburg, The Hague, Netherlands. L'Enquete Mondiale sur la Fecondite (EMF) est un programme international de recherche dont le but est d'evaluer l'etat actuel de la fecondite humaine dans le monde. Afin d'atteindre cet objectif, des enquetes par sondage sur la fecon­ dite sont mises en oeuvre et financees dans le plus grand nombre de pays possible, Ces etudes, elaborees et realisees de fa~on scientifique, fournissent des donnees representatives au niveau national et comparables au niveau international.
    [Show full text]
  • Njerep: a Postcard from the Edge*
    Studies in African Linguistics Volume 29, Number 1, Spring 2000 NJEREP: A POSTCARD FROM THE EDGE* Bruce Connell University of Oxford David Zeitlyn Eliot College, The University of Kent at Canterbury Njerep is a language on the edge of extinction. It is no longer spoken on a regular basis, nor is it even known well by anyone speaker. There are now, in fact, only five people who remember the language well enough to produce fragments of speech or who remember songs in the language. Our aim in this paper is to document the language to the extent possible. We have collected a wordlist of the language, a number of songs and other bits of text which, fragmentary though they are, permit some insights into the structure of the language, its genetic affilia­ tion and its former importance in the region. Since we view language as a cultural artifact intimately connected to both the culture and the history of its speakers, the paper begins with a brief discussion of Njerep ethnography and history. We then look at evidence for the genetic affiliation of Njerep, and follow this with a description of its structural characteristics. Appendices are included which contain the Njerep wordlist, transcriptions of songs and, finally, genealogical information on the remaining speakers, which gives some insight into the sociological aspect of language contraction. 1. Introduction Njerep today is not a language of daily use. It is known--or remembered-by a small handful of people in the Mambila village of Somie in Adamawa Province, Cameroon. Of six people who have some scattered knowledge of the language, there is but one elderly man, Mial, who may still be capable of conversing in it to any extent.
    [Show full text]
  • The Phonology of English Loanword Adaptation in Burmese a Thesis
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by SOAS Research Online “High-Interest Loans”: The Phonology of English Loanword Adaptation in Burmese A thesis submitted by Charles Bond Chang to the Department of Linguistics in partial fulfillment of the requirements for the degree of Bachelor of Arts with Honors 1 Acknowledgements The beginnings of this thesis actually lie in the field methods course I took several semesters ago taught by Lynn Nichols, who I thank for both introducing me to such a fascinating language and teaching me techniques of collecting data from a native speaker. My eternal thanks go to Ingyin Zaw, my main Burmese informant, who, as Lynn put it once, is the “gold standard” for informants. I couldn’t agree more. It’s almost a shame that she had to be one of the first informants I’ve worked with closely. Now I’m spoiled. I could not have written much about phonology without learning from Lisa Lavoie, Patrick Taylor, Jie Zhang, Donca Steriade, and Michael Kenstowicz. I thank Jie especially for leading my individual tutorial and pointing me towards a topic. I also need to thank Jie and Susumu Kuno for writing Lord-knows-how-many recommendations for me. Javier Martín-González and Michele Cotton deserve thanks for offering feedback on GUDIWVDWWKHODVWPLQXWHDQG.DUO3HHWDQG*OúDW$\JHn are simply cool people. But the person who has had the most impact on the writing of this thesis is Bert Vaux. Over the past four years, Bert has taught me as a professor, advised me as the linguistics head tutor, and met with me as my thesis advisor countless times over the course of the year to flesh out my ideas.
    [Show full text]
  • Vute Orthography
    UTSDNQSGNFQ@OGXRS@SDLDMS Qgnmc`Sgvhmf L`x0870 'ognmdshbrbg`mfdcsnHO@Cdb1//3( Alphabet of the Vute language by Rhonda Thwing May 1981 In accordance with the General Alphabet of Cameroonian Languages adopted on March 9, 1979 the proposed alphabet of the Vute language contains the following letters. Vowels: Phoneme Allophone Grapheme Example /i/ h aÕ mÀ to catch (t⍾ tᳳ] braided (of hairگb] [گ] /e/ d ¬d∆ place, spot, there [ϯ] [tЀϯne] chicken [jϯt⍾tᳳ n᭣] to reproach /᭣. À a≠Ãœ round, complete .ђ. « a«æl calf of leg .a/ ` ¬`∆lmÀ to roast .u. t utœ egg [Ѩ] [ցѨn⍾ n᭣] to buy .o. n ¬n∆lmÀ to bandage [ѐ] [ѐn⍾ n᭣] to warm oneself .ѐ.0 — —∆jmÀ to break (accidentally) Length: All vowels may be lengthened; length is marked by a double vowel. hh fÕ◊Õ◊ hope dd kd∆d∆mÀ to throw ÀÀ k≠◊≠ lmÀ to extinguish «« fa«∆«∆mÀ to burp `` f``∆l horn (of animal) tt ft∆tæl marriage nn mnæn∆lmÀ to bite many times —— c—∆—æa earth 1 Diphthongs: In the central dialect of Vute two diphthongs occur. Three others occur in the eastern dialect. dh bdÕ◊ a lot of; much; very ludæÕ◊m millet `h k`æÕ all o`æÕ◊m spear Àh s≠◊Õ◊ pardon! l≠ œf≠◊Õ◊m hedgehog «h x«Õ◊m tired nh ¬nÕ◊m wet Nasalization: All vowels may be nasalized. Nasalization is marked with a cedilla under the vowel. h” lvh” one d¡1 gd¡ as; since À” b≠” hunger «¡ …«¡æ«¡æ horse `¡ g`¡ baggage t¡ st¡ ash n¡ lun¡ wild goat —¡ ¬—¡ mouth Consonants: Phoneme Allophone Grapheme Example .o.
    [Show full text]
  • The Bantoid Languages
    THE BANTOID LANGUAGES Roger Blench DRAFT ONLY NOT TO BE QUOTED WITHOUT PERMISSION Roger Blench Kay Williamson Educational Foundation 8, Guest Road Cambridge CB1 2AL United Kingdom Voice/ Fax. 0044-(0)1223-560687 Mobile worldwide (00-44)-(0)7967-696804 E-mail [email protected] http://www.rogerblench.info/RBOP.htm The Bantoid languages: a monograph Draft not for circulation. Front matter TABLE OF CONTENTS 1. INTRODUCTION....................................................................................................................................... 1 2. THEORIES AND METHODS................................................................................................................... 1 2.1 Lexicostatistics and other mathematical methods ..............................................................................................1 2.2 Shared innovations ................................................................................................................................................2 2.3 Historical reconstruction.......................................................................................................................................3 3. HISTORICAL OVERVIEW...................................................................................................................... 3 4. [EAST] BENUE-CONGO........................................................................................................................... 8 4.1 Overview.................................................................................................................................................................8
    [Show full text]
  • The Numeral System of Proto-Niger-Congo: a Step-By-Step Reconstruction
    The numeral system of Proto- Niger-Congo A step-by-step reconstruction Konstantin Pozdniakov language Niger-Congo Comparative Studies 2 science press Niger-Congo Comparative Studies Chief Editor: Valentin Vydrin (INALCO – LLACAN, CNRS, Paris) Editors: Larry Hyman (University of California, Berkeley), Konstantin Pozdniakov (IUF – INALCO – LLACAN, CNRS, Paris), Guillaume Segerer (LLACAN, CNRS, Paris), John Watters (SIL International, Dallas, Texas). In this series: 1. Watters, John R. (ed.). East Benue-Congo: Nouns, pronouns, and verbs. 2. Pozdniakov, Konstantin. The numeral system of Proto-Niger-Congo: A step-by-step reconstruction. The numeral system of Proto- Niger-Congo A step-by-step reconstruction Konstantin Pozdniakov language science press Konstantin Pozdniakov. 2018. The numeral system of Proto-Niger-Congo: A step-by-step reconstruction (Niger-Congo Comparative Studies 2). Berlin: Language Science Press. This title can be downloaded at: http://langsci-press.org/catalog/book/191 © 2018, Konstantin Pozdniakov Published under the Creative Commons Attribution 4.0 Licence (CC BY 4.0): http://creativecommons.org/licenses/by/4.0/ ISBN: 978-3-96110-098-9 (Digital) 978-3-96110-099-6 (Hardcover) DOI:10.5281/zenodo.1311704 Source code available from www.github.com/langsci/191 Collaborative reading: paperhive.org/documents/remote?type=langsci&id=191 Cover and concept of design: Ulrike Harbort Typesetting: Sebastian Nordhoff Proofreading: Ahmet Bilal Özdemir, Alena Wwitzlack-Makarevich, Amir Ghorbanpour, Aniefon Daniel, Brett Reynolds, Eitan Grossman, Ezekiel Bolaji, Jeroen van de Weijer, Jonathan Brindle, Jean Nitzke, Lynell Zogbo, Rosetta Berger, Valentin Vydrin Fonts: Linux Libertine, Libertinus Math, Arimo, DejaVu Sans Mono Typesetting software:Ǝ X LATEX Language Science Press Unter den Linden 6 10099 Berlin, Germany langsci-press.org Storage and cataloguing done by FU Berlin Ирине Поздняковой Contents Acknowledgments vii Abbreviations ix 1 Introduction 1 1.1 Niger-Congo: the state of research and the prospects for recon- struction ..............................
    [Show full text]
  • Sula: Its Language, Land, and People
    SULA: ITS LANGUAGE, LAND, AND PEOPLE A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAIʻI AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN LINGUISTICS By Tobias S. Bloyd Dissertation Committee: Robert Blust, Chairperson Lyle Campbell Gary Holton Bradley McDonnell Julio C. Rodriguez Keywords: Sula, Austronesian, documentation, grammar, ethnography, Maluku © 2020 TOBIAS S. BLOYD ALL RIGHTS RESERVED For my father, Joseph Neil Bloyd, for his guidance and faith in me. Bo Lea, aku nana fina. A-ngau mon moya da, mai a-ngausu mon betia. fate has fortuned me between you ACKNOWLEDGMENTS To the residents of the Sula community: this document belongs to you. My mentor and chair: Robert Blust is the foremost authority on the Austronesian language family and a walking compendium of world language and historical linguistic knowledge. He is also one of the kindest and most intellectually curious human beings I have ever met. Bob, you are a living treasure. Those who inspired me to enter this business: Steven Bird, Lawrence Kaplan, and Jerold Edmondson for the episode of NPR Science Friday with Ira Flatow they appeared on; Noam Chomsky for graciously communicating with me even though I was well out of my depth; John McWhorter for your fantastic and accessible lecture series. Those I worked with at the Center for Language & Technology: Clayton Chee; David Hiple; Dick Schmidt; Jim Yoshioka; Marta González-Lloret; Richard Medina; Robert Wong; Julio C. Rodriguez, a mentor and a visionary; and Stephen Tschudi, the man who picked me up from the airport on the day I arrived in Honolulu and who was a trusted confidant at every step of my journey.
    [Show full text]
  • LCSH Section N
    N-(3-trifluoromethylphenyl)piperazine Na Guardis Island (Spain) Naassenes USE Trifluoromethylphenylpiperazine USE Guardia Island (Spain) [BT1437] N-3 fatty acids Na Hang Nature Reserve (Vietnam) BT Gnosticism USE Omega-3 fatty acids USE Khu bảo tồn thiên nhiên Nà Hang (Vietnam) Nāatas N-6 fatty acids Na-hsi (Chinese people) USE Navayats USE Omega-6 fatty acids USE Naxi (Chinese people) Naath (African people) N.113 (Jet fighter plane) Na-hsi language USE Nuer (African people) USE Scimitar (Jet fighter plane) USE Naxi language Naath language N.A.M.A. (Native American Music Awards) Na Ih Es (Apache rite) USE Nuer language USE Native American Music Awards USE Changing Woman Ceremony (Apache rite) Naaude language N-acetylhomotaurine Na-Kara language USE Ayiwo language USE Acamprosate USE Nakara language Nab River (Germany) N Bar N Ranch (Mont.) Na-khi (Chinese people) USE Naab River (Germany) BT Ranches—Montana USE Naxi (Chinese people) Nabā, Jabal (Jordan) N Bar Ranch (Mont.) Na-khi language USE Nebo, Mount (Jordan) BT Ranches—Montana USE Naxi language Naba Kalebar Festival N-benzylpiperazine Na language USE Naba Kalebar Yatra USE Benzylpiperazine USE Sara Kaba Náà language Naba Kalebar Yatra (May Subd Geog) n-body problem Na-len-dra-pa (Sect) (May Subd Geog) UF Naba Kalebar Festival USE Many-body problem [BQ7675] BT Fasts and feasts—Hinduism N-butyl methacrylate UF Na-lendra-pa (Sect) Naba language USE Butyl methacrylate Nalendrapa (Sect) USE Nabak language N-carboxy-aminoacid-anhydrides BT Buddhist sects Nabagraha (Hindu deity) (Not Subd Geog) USE Amino acid anhydrides Sa-skya-pa (Sect) [BL1225.N38-BL1225.N384] N-cars Na-lendra-pa (Sect) BT Hindu gods USE General Motors N-cars USE Na-len-dra-pa (Sect) Nabak language (May Subd Geog) N Class (Destroyers) (Not Subd Geog) Na Maighdeanacha (Northern Ireland) UF Naba language BT Destroyers (Warships) USE Maidens, The (Northern Ireland) Wain language N.
    [Show full text]
  • LCSH Section N
    N-(3-trifluoromethylphenyl)piperazine Na Guardis Island (Spain) Naath (African people) USE Trifluoromethylphenylpiperazine USE Guardia Island (Spain) USE Nuer (African people) N-3 fatty acids Na Hang Nature Reserve (Vietnam) Naath language USE Omega-3 fatty acids USE Khu bảo tồn thiên nhiên Nà Hang (Vietnam) USE Nuer language N-6 fatty acids Na-hsi (Chinese people) Naaude language USE Omega-6 fatty acids USE Naxi (Chinese people) USE Ayiwo language N.113 (Jet fighter plane) Na-hsi language Nab River (Germany) USE Scimitar (Jet fighter plane) USE Naxi language USE Naab River (Germany) N.A.M.A. (Native American Music Awards) Na Ih Es (Apache rite) Nabā, Jabal (Jordan) USE Native American Music Awards USE Changing Woman Ceremony (Apache rite) USE Nebo, Mount (Jordan) N-acetylhomotaurine Na-Kara language Naba Kalebar Festival USE Acamprosate USE Nakara language USE Naba Kalebar Yatra N Bar N Ranch (Mont.) Na-khi (Chinese people) Naba Kalebar Yatra (May Subd Geog) BT Ranches—Montana USE Naxi (Chinese people) UF Naba Kalebar Festival N Bar Ranch (Mont.) Na-khi language BT Fasts and feasts—Hinduism BT Ranches—Montana USE Naxi language Naba language N-benzylpiperazine Na language USE Nabak language USE Benzylpiperazine USE Sara Kaba Náà language Nabagraha (Hindu deity) (Not Subd Geog) n-body problem Na-len-dra-pa (Sect) (May Subd Geog) [BL1225.N38-BL1225.N384] USE Many-body problem [BQ7675] BT Hindu gods N-butyl methacrylate UF Na-lendra-pa (Sect) Nabak language (May Subd Geog) USE Butyl methacrylate Nalendrapa (Sect) UF Naba language N-carboxy-aminoacid-anhydrides BT Buddhist sects Wain language USE Amino acid anhydrides Sa-skya-pa (Sect) BT Finisterre-Huon languages N-cars Na-lendra-pa (Sect) Papua New Guinea—Languages USE General Motors N-cars USE Na-len-dra-pa (Sect) Nabakalebara (May Subd Geog) N Class (Destroyers) (Not Subd Geog) Na Maighdeanacha (Northern Ireland) UF Navakalevara BT Destroyers (Warships) USE Maidens, The (Northern Ireland) BT Hinduism—Rituals N.
    [Show full text]
  • An Atlas of Nigerian Languages
    AN ATLAS OF NIGERIAN LANGUAGES Roger Blench May be freely quoted but please acknowledge source 3rd. Edition This version May 2011 Roger Blench Kay Williamson Educational Foundation 8, Guest Road Cambridge CB1 2AL United Kingdom Voice/Ans 0044-(0)1223-560687 Mobile worldwide (00-44)-(0)7967-696804 E-mail [email protected] http://www.rogerblench.info/RBOP.htm i TABLE OF CONTENTS 1. Introduction .......................................................................................................................................................i 2. Definition of a Language...................................................................................................................................i 3. Form of the Head-Entries................................................................................................................................ii 4. Language and Ethnicity ...................................................................................................................................ii 5. Changes in the Language Map...................................................................................................................... iii 5.1 From Numbers to Names............................................................................................................................ iii 5.2 Addition of new languages......................................................................................................................... iii 6. Reclassification of Languages.......................................................................................................................
    [Show full text]