Responses to Language Endangerment

Name: Responses to Language Endangerment | In honor of Mickey Noonan. New directions in language documentation and language revitalization
Brand: John Benjamins Publishing Company
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In honor of Mickey Noonan. New directions in language documentation and language revitalization

Elena Mihas Bernard Perley Gabriel Rei-Doval Kathleen Wheatley(Editor)

John Benjamins Publishing Company

1st Edition

Published on 28. November 2013

XV, 273 pages

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978-90-272-7115-0 (ISBN)

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Responses to Language Endangerment
Editorial page
Title page
LCC data
Table of contents
Dedication
References
Acknowledgements
Introduction
References
The world's languages in crisis
1. Introduction
2. Methodology
2.1 Expanded Graded Intergenerational Disruption Scale (EGIDS)
2.2 Generating an EGIDS estimate for every language
3. Results
3.1 A comprehensive analysis of the state of the world's languages
3.2 Global results
3.3 Results by geographical regions
4. Discussion
4.1 Krauss's warning: Is it coming true?
4.2 Mufwene's colonization types: A possible explanation
4.3 Urbanization: The next big threat?
5. Conclusions
References
What can revitalization work teach us about documentation?
1. Introduction
2. Shift
2.1 Counteracting invisibility
2.2 Empowering more serious learners
3. Convergence
3.1 Distributing information over words
3.2 Distributing information over categories
3.3 Idiomaticity
4. Structure and substance
4.1 Routinization
4.2 Extending patterns
4.3 Creativity: Language use
5. Pride in complexity
6. Conclusion
References
Unanswered questions in language documentation and revitalization
1. Taking stock
2. Goals in documentation
2.1 Which languages do we document?
3. Goals in revitalization
4. Uniting documentation and revitalization
5. Conclusion
References
Training as empowering social action
1. Introduction
2. Ethics, empowerment, fieldwork models, and revitalization
3. Training and empowerment
3.1 The InField workshops
3.2 Field training
3.3 Further dimensions of empowerment
4. Conclusions
References
How to avoid pitfalls in documenting endangered languages
1. Introduction
2. First steps
3. Managing eld sessions
4. Individual variation
5. An extended example: Dictionary-making
6. Conclusion
References
Converb and aspect-marking polysemy in Nar
1. Introduction
2. Nar-Phu typological profile
3. Converbs in Nar
4. Aspect-Marking
5. From converb to aspect marker
6. Concluding comments
References
Grammatical relations in Mixe and Chimariko
1. Introduction
2. Grammatical relations in Chuxnabán Mixe and Chimariko
2.1 Chuxnabán Mixe, an endangered Mexican indigenous language
2.1.1 Language and data
2.1.2 Grammatical relations
2.1.2.1 Hierarchical system. In Chuxnabán Mixe, only the most prominent participant in an event is marked or cross-referenced on the predicate. The hierarchy is determined by three factors: (a) grammatical person: 1st & 2nd & 3rd, (b) animacy: animate &
2.1.2.2 Inversion. When participants in a clause are such that the actor outranks the undergoer on this hierarchy, there is direct alignment. If the opposite occurs, there is inverse alignment (Dryer 1992, 1994
Gildea 1994
Klaiman 1992
Zavala 2000, 200
2.1.2.3 Dependent and independent construction. As in other Mixean languages, in Chuxnabán Mixe all predicates are treated as either independent or dependent, each with its own set of inflectional person markers. Dependency is triggered if a non-core co
2.1.3 Summary
2.2 Chimariko, an extinct Northern California language
2.2.1 Language and data
2.2.2 Grammatical relations
2.2.2.1 Agent-patient system. Chimariko grammatical relations are based on an agent-patient system for first persons, which is apparent in intransitive, transitive, and ditransitive clauses, as shown in the examples below.
2.2.2.2 Hierarchical system. The same as with Chuxnabán Mixe, in Chimariko only one argument is cross-referenced on the predicate following a hierarchy whereby speech-act participants outrank third persons. The hierarchical system is only apparent in tran
2.2.3 Summary
3. Comparison: Similarities and differences between the two systems
4. Conclusions
References
List of Abbreviations
Having a shinshii/shiishii 'master' around makes you speak Japanese!
1. Introduction
2. Background
3. Initial experience
4. Contextualization by shinshii/shiishii 'master'
5. Episodes from work sessions
6. Elicited data
6.1 Pronunciation
6.2 Verb inflections
6.3 Case markers
7. Discussion
8. Conclusions
References
Internal and external calls to immigrant language promotion
1. Introduction
1.1 Goals and summary
1.2 Paper outline
2. Immigration and Mesoamerican indigenous languages
2.1 Concentration of immigrant population in the US
2.2 Arrival of 'invisible' languages
2.3 Sociolinguistic situation of immigrant languages in Eastern North Carolina
3. Ethical issues in language preservation efforts
3.1 Some problems in linguistic fieldwork
3.2 Participatory Action Research
3.3 A successful Participatory Action Research project: Mayangna Yulbarangyang Balna
4. Two projects in Eastern North Carolina
4.1 Two calls, a shared objective
4.2 Goals of the projects
5. Reshaping the research approach
5.1 Challenges
5.2 A new research model: From Participatory Action Research to engaged research
6. Summary and conclusions
References
Code-switching in an Erzya-Russian bilingual variety
1. Introduction
2. Theoretical background
2.1 The characteristics of mixed codes
2.2. Sociohistorical background
2.3 Typological characteristics of Erzya and Russian
3. Methodology and the corpus
4. Discussion
4.1 Verbal constructions
4.2 Numeral phrases
4.2.1 Quantity
4.2.2 Time expressions
5. Conclusions
References
Colonialism, nationalism and language vitality in Azerbaijan
1. Introduction
2. Soviet language policies in Azerbaijan
3. Language vitality assessed
3.1 Talysh and Tat
3.2 The Shahdagh languages
3.3 Udi and Lezgi
4. Colonization patterns and language vitality
5. Nationalism and language vitality
6. Responses
7. Conclusion
References
Revitalizing languages through place-based language curriculum
1. Introduction
2. Native languages in the Pacific Northwest
2.1 Loss and revitalization
2.2 Native language in the classroom
3. Models for Northwest language learning
3.1 Place-based curriculum
3.2 Identity through learning
3.3 Oregon and Washington teaching contexts
4. Curriculum examples: Basketry, plants, canoes
4.1 Grand Ronde Basketry: Place, community and voices - intergenerational learning
Overview:
Goals and objectives:
Products:
4.2 Tamaníksh: Yakama Nation Natural Resources Catalog and Curriculum
Overview:
Goals and objectives:
Products:
4.3 Lushootseed Canoe Curriculum
Goals and objectives:
Products:
5. Discussion
References
Remembering ancestral voices emergent vitalities and the future of Indigenous languages
1. Introduction
1.1 Remembering, embodiment, vitality, and indigenous voices
1.2 Language crisis and intervention management
2. Metaphors of language ontologies
2.1 Emerging from sleep
2.2 Emergent vitalities
3. Remembering ancestral voices
3.1 New domains, new relationships
3.2 Remembering language, landscape, and spirituality
4. Discussion: The future of indigenous languages
5. Conclusion. Back to the beginning
Dedication
References
Index

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Responses to Language Endangerment

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