English the International Language (Revised 2/14)
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Panama's Dollarized Economy Mainly Depends on a Well-Developed Services Sector That Accounts for 80 Percent of GDP
LATIN AMERICAN SOCIO-RELIGIOUS STUDIES PROGRAM - PROGRAMA LATINOAMERICANO DE ESTUDIOS SOCIORRELIGIOSOS (PROLADES) ENCYCLOPEDIA OF RELIGIOUS GROUPS IN LATIN AMERICA AND THE CARIBBEAN: RELIGION IN PANAMA SECOND EDITION By Clifton L. Holland, Director of PROLADES Last revised on 3 November 2020 PROLADES Apartado 86-5000, Liberia, Guanacaste, Costa Rica Telephone (506) 8820-7023; E-Mail: [email protected] Internet: http://www.prolades.com/ ©2020 Clifton L. Holland, PROLADES 2 CONTENTS Country Summary 5 Status of Religious Affiliation 6 Overview of Panama’s Social and Political Development 7 The Roman Catholic Church 12 The Protestant Movement 17 Other Religions 67 Non-Religious Population 79 Sources 81 3 4 Religion in Panama Country Summary Although the Republic of Panama, which is about the size of South Carolina, is now considered part of the Central American region, until 1903 the territory was a province of Colombia. The Republic of Panama forms the narrowest part of the isthmus and is located between Costa Rica to the west and Colombia to the east. The Caribbean Sea borders the northern coast of Panama, and the Pacific Ocean borders the southern coast. Panama City is the nation’s capital and its largest city with an urban population of 880,691 in 2010, with over 1.5 million in the metropolitan area. The city is located at the Pacific entrance of the Panama Canal , and is the political and administrative center of the country, as well as a hub for banking and commerce. The country has an area of 30,193 square miles (75,417 sq km) and a population of 3,661,868 (2013 census) distributed among 10 provinces (see map below). -
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. -
Bbbbbbbbbbbbbbb List of World Languages
Appendix B bbbbbbbbbbbbbbb List of World Languages Languages are constantly changing. As they grow and evolve, they can branch off or con- verge. Many languages are known by more than one name, or have alternate spellings. Some languages may be affected by political change. Even linguists differ in their defini- tions of language. While it is impossible to ascertain exactly how many languages exist on Earth, The Ethnologue, 14th Ed., lists 6,809 living languages worldwide. The following list was adapted from The World Factbook 2002, The Ethnologue, 14th Ed., and the Directory of Languages Spoken by Students of Limited English Proficiency in New York State Programs. What may seem like a language omission or oversight may be a difference in spelling or variation on the name. The list below may not be complete or all-inclusive; however, much effort went into making it as accurate as possible. Afghanistan Southern Pashto, Eastern Farsi, Uzbek, Turkmen, Brahui, Balochi, Hazaragi Albania Tosk Albanian, Gheg Albanian, Macedo-Romanian, Greek, Vlax Romani Algeria Arabic (official), French, Kabyle, Chaouia American Samoa Samoan, English Andorra Catalán (official), French, Spanish Angola Portuguese (official), Umbundu, Nyemba, Nyaneka, Loanda-Mbundu, Luchazi, Kongo, Chokwe Anguilla English (official), Anguillan Creole English Antigua and Barbuda English (official), Antigua Creole English, Barbuda Creole English Argentina Spanish (official), Pampa, English, Italian, German, French, Guaraní, Araucano, Quechua Armenia Armenian, Russian, North Azerbaijani -
Samuel Selvon and Linton Kwesi Johnson
Università degli Studi di Padova Dipartimento di Studi Linguistici e Letterari Corso di Laurea Magistrale in Lingue Moderne per la Comunicazione e la Cooperazione Internazionale Classe LM-38 Tesi di Laurea From the Caribbean to London: Samuel Selvon and Linton Kwesi Johnson Relatrice Laureanda Prof.ssa Annalisa Oboe Francesca Basso n° matr.1109406 / LMLCC Anno Accademico 2015 / 2016 TABLE OF CONTENTS PREFACE ................................................................................................... 3 FIRST CHAPTER - HISTORICAL BACKGROUND ............................. 5 1. The Rise and the Fall of the British Empire: An Overview ..........................5 2. Caribbean Migration to Great Britain: From the 1950s to the 1970s .............9 3. White Rejection: From the 1950s to the 1970s........................................... 12 SECOND CHAPTER - THE MIGRANT FROM THE CARIBBEAN .. 19 1. Identity ..................................................................................................... 19 1.1. Theoretical Overview ....................................................................... 19 1.2. Caribbean Identity ............................................................................ 21 2. Language .................................................................................................. 29 3. “Colonization in Reverse” ......................................................................... 37 THIRD CHAPTER - SAMUEL SELVON............................................... 41 1. Biography ................................................................................................ -
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.