Languages In the World (61 page)

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Authors: Julie Tetel Andresen,Phillip M. Carter

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Exercises
Exercise 1 – language shift

In 1978, sociolinguist Susan Gal wrote an influential paper titled ‘Peasant men can't get wives: Language change and sex roles in a bilingual community' in the journal
Language in Society
. In the paper, she outlined the shift from Hungarian to German in a bilingual community in Austria. She found that women are further along in the shift to German than men, and she attributed this finding to conditions that are economic in nature. Read the paper carefully. Then, write a summary that addresses the following questions: What are the economic conditions promoting language shift in the community? How is gender implicated in these conditions? How is the situation described by Gal similar or different to the situation of language shift in Tanzania described in this chapter?

Exercise 2 – you investigate

We have seen that perceptions about language are important in influencing a speaker's decision to maintain a heritage language or shift to an incoming language. Design a survey that queries attitudes toward the maintenance of indigenous, minority, or immigrant languages in the community, state, province, or country where you live. Ask survey respondents about the issues you think are most important. You may include a general question gauging support for language maintenance efforts in general, another asking about the use of minority languages as the medium of instruction in schools, and an other about the use of tax dollars to pay for language maintenance efforts. Your questionnaire should ask a minimum of 12 questions, and no more than 30. Tailor your questions to your community as much as possible. Finally, tabulate your results and present your findings by representing your data visually.

Exercise 3 – writing unwritten indigenous languages

An important step in preserving indigenous languages is to write them down. Use the Internet to find one of the several thousand unwritten languages that has been described by linguists. First, read about the structure of the language. Then, imagine that you were working with the speech community to devise a writing system. Describe what kind of writing system you will use (logogram, abjad, alphabet, syllabary) and state if you will invent a new script or borrow/adapt a current one. Refer to the information given in Chapter 5 about choosing a writing system. Besides you and the community members, what other individuals, groups, or institutions have an interest in the script you develop? Describe the cultural, economic, and political issues that are at stake. Write a report or make and give an oral presentation on your recommendation.

Exercise 4 – you decide

From the language hotspots described in this chapter to speech communities around the world, language shift is a problem of global proportions. Keeping in mind that a speech community's decision to shift to another language is a complicated one that cannot be dictated from the outside, brainstorm ways to challenge the problem of language shift in your community. The first step will be to consult the speakers of the language in question, if you are not one yourself. Beyond that, be creative. How will you fund your efforts? How will you promote your efforts in the community? From whom will you seek support? Who is your audience? What messages about language maintenance, language shift, and language diversity do you intend to promote?

Exercise 5 – language hotspots

Choose one of the hotspots not covered in this book. Make three lists: (i) languages spoken in your chosen hotspot; (ii) cultural practices of the speakers of those languages and/or specialized cultural knowledge; and (iii) endangered flora and fauna in the same hotspot. For each language you list, provide the estimated number of speakers in the most recent year for which information has been published. You likely will not
find the same amount of information for each list. That is okay. The second list may be especially sparse depending on how much anthropological work has been done on the groups in question. The point is for you to appreciate the triple threat of extinction: biodiversity, languages, and local knowledge.

Exercise 6 – your advocacies

This book ends with a list of the authors' advocacies. Having read the book in its entirety, write a statement outlining your own advocacies. Make your advocacy statement as realistic as possible, keeping in mind the realities of the new global economy, the pressures of language policy, the pressures of so-called soft power, and so forth. The authors implement their advocacies through their writing, teaching, and by donating the royalties from the sale of this book to the endangered language fund. Explain how you will implement your advocacies.

Discussion Questions
  1. Consider the terms presented in this chapter having to do with the new global economy: neoliberalism, offshoring, and outsourcing. What do these terms have to do with language? That is, what effects do they, and the new global economy in general, have on language or on specific languages?

  2. What kinds of effects do you imagine that the privatization of public markets has on the types of language policies discussed in Chapter 6? Is the state relevant anymore in setting language policy? Has the power shifted completely to the private sector?

  3. What do you make of Nepal's decision to invite English into the country when it liberalized its economy? What do you imagine the effect will be on Nepali? What about the other languages of Nepal?

  4. Does globalization necessarily pose a threat to linguistic diversity? In what ways can the forces of globalization be recruited to promote linguistic diversity?

  5. The most common form of language death is cross-generational language shift, and it is under way in speech communities around the world. How does it proceed? What pressures condition an individual's choice to maintain a heritage language or shift to another language? Have you personally experienced pressure to give up or adopt a language?

  6. Some people have said that knowledge of crocodile eggs and reindeer milk is not relevant in today's world, and that the loss of the languages that encode that knowledge is therefore not a problem. Keeping in mind that this is a complex issue, and no speaker should be told what to do with his/her language, what do you make of this idea? Can you imagine ways in which balancing both old and new is feasible?

  7. If you are reading this book in the language in which it was written (English), you are a speaker of a level 1 language, in Calvet's terms. If English is your first language, have you made efforts to learn a language on level 3, 2, or 1? Why or why not? What factors led to you learning or not learning a language on another
    level? If English is not your first language, what factors conditioned your learning it? What ideologies, discourses, and attitudes convinced you that learning English was worth your time? That is, have you experienced the gravitational pull of English?

  8. What are the advantages and disadvantages of English as a global lingua franca? Now, we can ask one last time: What should the role of the state be in passing language laws, in light of the expansion of English? Consider the case of Sweden presented here to start your discussion.

  9. What do you make of the decision by the Mapuche to reject a Mapudungun translation of Microsoft Windows? Imagine yourself as the Mapuche – what kinds of positions, stances, and histories may have led to this decision?

  10. What do you think of Professor Noodin's Anishinaabemowin (Ojibwe) poem? What do you notice about the Anishinaabemowin words? What about the content? Did you try and read the Anishinaabemowin words out loud? Why or why not?

  11. What was your reaction to Professor Noodin's reflections on Ojibwe revitalization efforts? She writes about laughter and frustration – what do those affects and postures refer to?

  12. Do you agree or disagree with the advocacies the authors set forth at the end of the book? What things would you amend, add, or remove?

  13. Now that you have finished reading the entire book, how do you think your view of language has changed? What is the most important thing you have learned from reading this book and thinking about its content? What do you think you will take away with you?

Notes
References
  1. Australian Bureau of Statistics (1999)
    Demography – Australia
    . Canberra: ABS.
  2. Blommaert, Jan (2010)
    The Sociolinguistics of Globalization
    . Cambridge: Cambridge University Press.
  3. Calvet, Louis-Jean (2006)
    Towards an Ecology of World Languages
    . Malden, MA: Polity Press.
  4. Campbell, Lyle and Martha Muntzel (1989) The structural consequences of language death. In Nancy Dorian (ed.),
    Investigating Obsolescence: Studies in Language Contraction and Death
    . Cambridge: Cambridge University Press.
  5. Giddens, Anthony (1990)
    The Consequences of Modernity.
    Stanford, CA: Stanford University Press.
  6. Harrison, K. David (2010)
    The Last Speakers: The Quest to Save the World's Most Endangered Languages
    . Washington, DC: National Geographic Society.
  7. Heller, Monica (2011)
    Paths to Post-Nationalism: A Critical Ethnography of Language and Identity
    . Oxford: Oxford University Press.
  8. Ka‘ai, Tania, John Moorfield, and Muiris Ó Laoire (2013) New technologies and pedagogy in language revitalization: The case of Te Reo Māori. In Mari C. Jones and Sarah Ogilvie (eds.),
    Keeping Languages Alive: Documentation, Pedagogy, and Revitalization
    . Cambridge: Cambridge University Press, 115–127.
  9. Pye, Clifton (2001) The acquisition of finiteness in K'iche' Maya. In
    BUCLD 25: Proceedings of the 25th Annual Boston University Conference on Language Development
    . Somerville, MA: Cascadilla Press, 645–656.
  10. Pye, Clifton and Pedro Quixtan Poz (1988) Precocious passives (and antipassives) in Quiché Mayan. In
    Papers and Reports on Child Language Development
    , Stanford, CA, 27.71–80.
Glossary
Absolute
(spatial frame of reference)

– system referring to the location of objects in space with respect to one another on the horizontal plane defined in relation to arbitrary fixed bearings, for example, cardinal directions, up/down hill, upriver/downriver.

Accusative alignment

– where the subjects of both transitive and intransitive verbs are in the nominative (subject) case, while the object of a transitive verb is in the accusative (object) case; contrasts with ergative alignment.

Agglutinative morphology

– a word-formation process where morphemes are affixed to roots with no significant phonological changes to the root and where the morphemes are readily identifiable and easily segmented.

Allele

– alternate form of a gene or a group of genes in close proximity on a chromosome.

Analytic morphology

– one meaning per morpheme where all morphemes are free, that is, considered separate words.

Aspect

– a verbal distinction that indicates the manner in which an action or event takes place, particularly with respect to its duration in time; see
Tense
.

Bottleneck

– when a population's size is reduced for at least one generation, which has the effect of reducing the variation in the subsequent gene pool of a given population.

Calque

– word or phrase expression formed by the literal translation of each element comprising the word/phrase/expression from another language, for example, ‘quick silver' as a direct translation from the Latin
argentum vivum,
in the sense of
quick
, meaning ‘alive.'

Chain shift

– a process in phonology of interrelated sound changes in which sounds, often vowels, move and replace one another in orderly succession.

Chromosome

– an organized structure of DNA found in cells, specifically in the nucleus.

Click consonants

– consonants produced when air is drawn into the lungs rather than out of the lungs commonly present in Southern African languages.

Clitic

– a morpheme that is unable to stand alone as an independent form for phonological reasons but has the syntactic characteristics of a word.

Contour tone

– changes in pitch within a single syllable to describe a voice that may rise, fall, fall–rise, stay flat, or break in the middle of a word, or any other kind of vocal sliding.

Creole

– traditionally defined as a language with native speakers whose sole input is a pidgin.

Deixis

– the position of people, objects, and events with respect to a particular point of reference; categories include personal pronouns, demonstrative pronouns, spatial adverbs, and temporal adverbs.

Dependent

– when one syntactic category depends on the presence of another; in the phrase
the red house
, ‘red' is the dependent, meaning that its presence is dependent on the presence of
house
, whereas
house
could stand alone; see
Head
.

Dialect chain

– a group of geographically contiguous language varieties where Variety A is mutually intelligible with Variety B, B and C are mutually intelligible, C and D are mutually intelligible, A and C are somewhat mutually intelligible, but A and D are not.

Diglossia

– a social situation where power (high status = H) and solidarity (low status = L) languages exist side by side and are two forms of the same (or similar enough) language but with sharply distinct domains of use; H may be used in school, government, and so on, while L may be used at home or more casual settings.

Discourse

– characteristic ways of talking about and understanding both conscious and unconscious ideas, attitudes, thoughts, ideologies, and accepted sets of beliefs, all of which affect behaviors and have consequences.

Drift

– when an otherwise viable (adapted) organism does not reproduce, owing to chance and/or accident.

Ejective

– a stop consonant produced with a double closure of the vocal tract, one forward and one back, where the back closure is maintained until after the forward closure is released.

Epigenesis

– the development of an organism; all that occurs after the genetic moment of the DNA being transcribed to produce a protein.

Ergative alignment

– where the subjects of transitive verbs are in a particular case known as the ergative, while the subjects of intransitive verbs and objects of transitive verbs are in what is called the absolutive case; contrasts with accusative alignment.

Ethnogroup

– a group identifiable by an assemblage of markers including dress, diet, belief systems, rites and rituals, kinship organization, common ancestral or social history, and language; replaces the incoherent concept of race.

Ethnosyntax

– the relationship between the grammar of a language and the culture/behavior of its speakers; can be called
cross-cultural pragmatics
.

Etymology

– the original meaning of the root of a word; the etymology of the word
etymology
is from the Greek word
etymon
‘true'; linguists no longer think that
the so-called true meaning of a word is the meaning the root might have had hundreds or thousands of years ago.

Family

– a group of languages exhibiting historical relatedness at a time-depth of 2500–4000 years.

Fusional morphology

– many meanings per morpheme; in Spanish, the ending on the verb
habl
o
‘I speak' means three things at once: first person, singular, present tense.

Gene

– basic unity of molecular inheritance; physically, the particular sequence of a combination of four organic molecules; functionally, the unit that codes for a particular protein.

Genome

– the entirety of an organism's basic physical hereditary material.

Genotype

– an individual's genetic makeup.

Grammarian

– a person who is devoted to maintaining prescriptive rules.

Haplogroup

– a group of similar haplotypes that share a common ancestor having the same single nucleotide; commonly referred to as deep ancestry.

Haplotype

– a collection of specific alleles in a cluster of tightly linked genes on a chromosome that are likely to be inherited together.

Head

– when one syntactic category determines the presence or absence of another; in the phrase
the red house
, ‘house' is the head, because it is required for something to be attributed to it, namely its redness; see
Dependent
.

Ideogram

– a culturally conventional word-picture of a thing, action, and concept rather than specific sequences of sounds, for example, ‘thumbs up' may express “Good job.”

Ideology

– a set of unquestioned, inherited beliefs that represents the interests of particular individuals, groups, or institutions.

Imperfective

– an aspectual distinction denoting incomplete actions common in Slavic languages.

Intonation language

– a language where changes in the tonal contour of an entire utterance affect interpretation of that utterance as a statement, question, expression of surprise, and so on.

Intrinsic
(spatial frame of reference)

– system referring to the location of objects in space with respect to one another on the horizontal place defined in relationship to a part intrinsic to a particular object, say, in relationship to its side, front, or back.

Isolate

– a language with no known language relative; the single example of a language stock.

Isolating morphology

– one morpheme, one word; in English, the phrase
I see the boy
counts as four morphemes and four words; see
Polysynthetic morphology
.

Lexifier language

– language providing the majority of the vocabulary and structural base of a creole or pidgin language.

Lineage

– a cover term for any language grouping of any age.

Linguistic marketplace

– a term coined by French sociologist, Pierre Bourdieu, referring to the market values different languages have in accord with the perceived socioeconomic status and the prestige of the social groups who speak them.

Linguistic reconstruction

– retrospective activity whereby historical records of a language are compared in order to hypothesize what the protolanguage might have been like.

Logogram

– an abstract symbol uniformly interpreted as particular sequences of sounds.

Manner of articulation

– interactions of the articulators (tongue, teeth, palate, velum) when making a speech sound; the kinds of closures and interactions that produce stops, fricatives, affricates, trills, etc.

Marking

– typically prefixes, infixes, or suffixes that show grammatical relationships.

Morpheme

– the smallest meaningful component part of a word; the word
unbuckle
is composed of two morphemes,
un-
(a bound morpheme) and
buckle
(a free morpheme).

MtDNA

– mitochondrial DNA, found outside the nucleus in a cellular organelle called the mitochondrion; it does not recombine, and it is passed from the mother to all offspring.

Nation

– an imagined community that aligns with a sociopolitical structure and that also presupposes a willingness on the part of the members of the community to cohere culturally; often comes with a belief that the nation should be monolingual.

Natural class

– class of sounds that share one or more common features, such as voiceless stops in English, which include [b, d, g].

Ontogeny

– the individual development of an organism; see
Phylogeny
.

Perfective

– an aspectual distinction denoting completed actions common in Slavic languages.

Phenotype

– the particular set of characteristics of an organism, many of which are observable; see
Genotype
.

Philology

– the practice of taking language out of context in order to study it; traditionally understood as the study of language and its development, and, more specifically, the study of European languages for the purpose of reconstructing their history.

Phoneme

– the smallest unit of sounds that can make a meaning contrast; [b] and [p] are both phonemes in English because the words
bit
and
pit
have a meaning contrast.

Phylogeny

– the historical development of a species; see
Ontogeny
.

Phylum

– a language group with a possible relationship that dates back 15,000–40,000 years or more.

Pidgin

– a contact language with no native speakers whose domain of use is highly limited, usually only to trading transactions or on places of enforced labor, such as plantations.

Places of articulation

– the points of contact at which the airstream is modified, and an obstruction occurs in the vocal tract to produce phones; these include bilabial, alveolar, palatal, and velar, among others.

Polysynthetic morphology

– many morphemes, one word; also called
synthetic
or
incorporating
; see
Isolating morphology
.

Pragmatics

– the study of how context affects the interpretation of meaning.

Prosody

– rhythm, prominence, or intonation, often used to separate parts of a sentence, emphasize selected elements, or communicate other important information.

Protolanguage

– a common ancestor language to a family or a stock; Latin, more specifically Vulgar Latin, is the protolanguage of the Romance languages; the reconstruction language known as Proto-Indo-European is the protolanguage of the Indo-European stock.

Race

– a socially constructed and biologically incoherent category that has structured and continues to structure our society by attempting to categorize human groups in terms of a combination of variable factors such as national affiliation/origin, physical characteristics, ethnicity, and so on.

Radical

– a semantic marker in Chinese writing, which provides clues about the logogram's meaning.

Reconstruction

– a process in comparative linguistics that puts together a picture of a protolanguage from examining the changes that have taken place among related languages to have developed from that proposed protolanguage.

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