
Language Documentation
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Content
- Language Documentation
- Title page
- LCC data
- Table of contents
- Contributors
- Preface
- 1. The origin of this book
- 2. The conversations and conference
- 2.1 Participants
- 2.2 The LSA conversations
- Appropriate roles for the LSA
- 3. The conference on language documentation: Theory, practice, and values
- 4. Conclusion
- Part 1 Praxis and values
- Language documentation
- 1. Theory and practice
- 1.1 The theory of linguistic description and the practice of language documentation
- 1.2 The dilemma of practice in absence of theoretical guidance
- 2. The metamodels approach: Emerging consensus for Tojolabal evidentials
- 3. Sharing responsibility
- 4. Chiwere adoptive kinship: Emergent phenomena, negotiated consensus
- 5. Conclusion
- 5.1 Trends
- 5.2 Changes in style of research and argument
- The linguist's responsibilities to the community of speakers
- 1. The changing world of ethical responsibilities, Part I: The linguistic community
- 2. The changing world of ethical responsibilities, Part II: Aboriginal research paradigms in the Canadian context
- 3. The Canadian context: Development of new research programs
- 4. A comparison with programs elsewhere
- 5. Consequences for linguistic documentation
- 6. Responsibilities to the community of speakers
- Language documentation
- Prologue
- 1. Characterizing languages in terms of their endangerment
- 2. Language documentation
- 3. Ownership and access
- 4. Endangered languages
- 5. Archived materials
- 6. Goals for collaboration
- Part 2 Adequacy in documentation
- Adequacy in documentation
- 1. Introduction
- 2. What is documentation?
- 3. What is the role of description vis-à-vis documentation?
- 4. What gets documented?
- 5. The role of uniqueness in documentation
- 6. Who gets documented?
- 7. Who does the documenting?
- 8. Who is the documentation for?
- 9. What does "adequacy in documentation" mean specifically for the work of linguists?
- 10. Conclusion
- Necessary and sufficient data collection
- 1. Introduction
- 2. Our Boasian legacy
- 3. Potawatomi legacy documentation
- 4. Lessons for modern endangered language documentation
- Documenting different genres of oral narrative in Cora (Uto-Aztecan)
- 1. Introduction
- 2. Two genres of Cora narrative
- 2.1 The genre níukari hí'iwahkari
- 2.2 The genre níukari míme'ekan
- 3. Comparisons and conclusions
- Constructing adequate language documentation for multifaceted cross-linguistic data
- 1. Theoretical issues
- 1.1 Data creation
- 1.2 Language-acquisition data
- 2. Values and practices
- 3. Training
- 4. Case study
- 4.1 Interlibrary collaboration
- 4.2 Institutional repository
- 5. Technology: The DTA tool
- 6. Conclusions
- Appendix 1
- Virtual Center
- Cornell University Virtual Linguistics Laboratory
- Data-Creation Steps
- Appendix 2
- Data Transcription and Analysis (DTA) Tool Sample Screens
- Part 3 Documentation technology
- Valuing technology
- 1. Introduction
- 2. Technology and linguistics
- 2.1 Introduction
- 2.2 Overview of Bird and Simons
- 2.3 The values-desiderata-recommendations model
- 3. Language documentation studies
- 3.1 Introduction
- 3.2 The fuzzy boundary between documentation and description
- 3.3 The consequences of technology for linguistics and language documentation
- 3.4 Some features of language documentation studies
- 3.5 The values of language documentation studies
- 3.6 Summary
- 4. A case study in conflicts
- 4.1 Similarities in the two lines of research
- 4.2 Differences in the two lines of research
- 4.3 Evaluating values
- Using the E-MELD School of Best Practices to create lasting digital documentation
- 1. Introduction: E-MELD in context
- 1.1 Background
- 2. Overview of the E-MELD School of Best Practices
- 2.1 What is the School?
- 2.2 The Classroom
- 2.3 Case Studies
- 2.4 Other rooms and facilities in the School
- 3. Using the School
- 3.1 Conducting background research
- 3.2 Researching best practices
- 3.3 Preparing to collect data
- 3.4 Storing and presenting data
- 3.5 Helping others
- 4. Future of the School
- Sharing data in small and endangered languages
- 1. Introduction
- 2. The perspective of PARADISEC
- 3. The LACITO archiving project
- 3.1 The archiving project
- 4. Sharing data: How and why?
- Representing minority languages and cultures on the World Wide Web
- 1. The Web as majority technology
- 2. Object-of-study websites
- 3. Subject-oriented websites
- 4. Group names and Web identities
- 5. Recommendations
- Part 4 Models of successful collaborations
- Beyond expertise
- 1. Background
- 2. What are linguists good for?
- 3. Why are linguists misunderstood?
- 4. What do communities want?
- 5. Getting the most out of your linguist
- 6. The intellectual-property issue
- 6.1 The data debate
- 6.2 The dissemination issue
- 7. Conclusion
- Models of successful collaboration
- 1. The different kinds of collaboration
- 2. The case for collaborative research
- 2.1 "Lone-ranger" linguistics versus collaborative work
- 2.2 Maximizing scarce resources
- 3. Case studies
- 3.1 Kickapoo language reacquisition (Grandstaff 2005)
- 3.2 The Ega documentation project
- 3.3 Monguor and Wutun: Two languages of Northern Tibet
- 3.4 Conclusions from case studies: The benefits of cooperation
- 4. Issues in ethics and responsibility
- Collaborations between academics
- Collaborations between speaker communities and outside academics
- The role of technology in collaboration
- 5. General principles of collaboration
- Working with language communities in unarchiving
- Saving languages, saving lives
- 1. Introduction
- 2. Background
- 3. The special role of NGOs in conflict areas
- 4. Deepening collaborations in health studies leading to language preservation activities
- 5. The health research NGO as nursery to a language documentation center
- Language documentation in the Tohono O'odham community
- 1. Background
- 2. Legacy documentation
- 3. Our community-based collaboration
- 4. Implications for other collaborative teams
- 5. Conclusion
- Documentation of pragmatics and metapragmatics
- 1. Introduction: Hmong language shift in North America
- 2. The data-collection process
- 2.1 Speakers
- 2.2 Data collection
- 3. Sociopragmatic change: Responses to invitations to play a courting game
- 4. Pragmalinguistic change: Increase in use of thov
- 5. Metapragmatic change: Comment on the use of thov
- 6. Discussion and conclusions
- Part 5 Training and careers in field linguistics
- Training graduate students and community members for native language documentation
- 1. Preparing to go to the "field"
- 1.1 Salvage linguistics
- 2. Salvage linguistics, education, and revitalization
- 3. Documentation and ethnic identity
- 4. Documentation and linguistic theory
- 5. Preparation for the field
- 6. Quick and dirty run-through of pre-field considerations, needs, intellectual tools, and physical tools
- 6.1 Field consultants
- 6.2 Equipment
- 6.3 Keeping up
- 6.4 The ad rem experience, a.k.a. "it's all data"
- 6.5 Know as much as you can before you get to the field
- 6.6 When the researcher is "from" the field
- 6.7 Dissemination
- 7. The bottom line
- Native speakers as documenters
- 1. Two trends in documentary linguistics
- 2. Language documentation training center program
- 3. Targeted documentation training
- 4. Products relevant to language communities
- 5. The role of the native speaker
- 6. Raising language awareness
- 7. Collaboration
- 8. Language documentation training center limitations
- 9. Conclusion
- Language documentation and field linguistics
- 1. Introduction
- 2. The role of technology
- 3. Stakeholders
- 3.1 Building successful collaborations
- 3.2 Intellectual-property rights
- 3.3 Other kinds of collaborations
- 4. Training
- 4.1 The limitations of traditional field-methods classes
- 4.2 Training in language documentation
- 4.3 Challenges in language documentation
- 5. Conclusions and future directions
- Selected online resources
- TOOLS
- Software
- Reference
- Institutes
- References
- Name index
- General index
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