Abstract In this article, the writer explains that the Kaurna language is one of the main languages spoken by Indigenous peoples in and around the Adelaide region of Southern Australia. The writer notes that after the colonisation of South Australia in 1836, the population of the Kaurna people declined rapidly as they suffered from the effects of disease and displacement. Subsequently their language and culture experienced serious hardship. The writer looks at the importance of the Kaurna language to its people and by studying the techniques used to awaken the language from its dormancy. The writer points out that the revival of the Kaurna language is still an ongoing process, though much progress has already been made. Kaurna is now taught at all levels of education throughout Southern Australia. The writer concludes that whilst many steps have already been laid out to ensure the survival of Kaurna, it is up to future generations to take them and keep the language alive.
Outline:
Why Revive a 'Dormant' Language?
The Kaurna Language Revival
Resurrecting the Kaurna Phonology
Kaurna for a New Generation
From the Paper "These texts were essentially a written record of the language of the Kaurna people for the English speaking colonists to read. Whilst there was little public interest in the text at its time of publication, even more so when the use of Kaurna was forbidden by government bodies in subsequent years, this publication has become a major tool in the revival of Kaurna for today's generation."
"The reclamation of the Kaurna language began around 1990 with the writing of six songs in a National Aboriginal Languages Program (NALP)
funded songwriters workshop. This was the first time the language had been used again in a creative manner and these songs were subsequently published into a songbook.
"Several workshops on the Kaurna language were held over the following years along with the introduction of Kaurna to some South Australian schools, helping the language to gain recognition once again."
Abstract This paper describes the evolution of the word humour from its early appearance as a Latin noun through the ages with several references to works by Geoffrey Chaucer and William Shakespeare.
From the Paper ""Humour," according to Adrian Room's Dictionary of Changes in Meaning, is one of the most renowned words in the English language for its radical semantic shift (143). It is a descendant of the Latin noun umor, "moisture," which is related to the verbs umere "to be wet" and uvescere "to become wet"; and adjective umidus "wet" (Shipley, 441). The addition of the letter h to the beginning of the word is the result of an incorrect folk association to the Latin humus, which means earth or soil (Klein, 750; Harper).
"Its Indo-European root is ugw- and wegw- for "wet, moist, to sprinkle" (Klein, 750; Claiborne). The Old Norse wegw led to the expression "in its wake" from the Germanic *wakw- , "wet spot," referring to a crack in the ice. It has been suggested that its suffixed zero-grade form *ugw-sm is the base of the Latin humere. The suffixed zero-grade form *ugw-no led to the Greek hygros, "wet, liquid" (Watkins). Other words coming from the same root include the Armenian oyc, "fresh," and the Old Norse vokr, "moist, damp" (Klein, 750)."
Abstract This paper describes the use of the word "like" in its two least popular meaning among English lovers and most common form among English speakers: the quotative, as in "and I was like, 'what?'", and the hedge word, as in "I like bombed on that exam". The author points out that, although she feels embarrassed about how her use of the word affects people's perception of her intelligence, she feels very strongly, as others do, that the current uses of the word "like" have very real, even innovative, purposes. The paper relates that the ability of "like" to indirectly quote or relay speech, behavior and thought with one word sets it apart from other words with similar functions. The author states that she sometimes uses the word to be purposely and purposefully imprecise. The paper concludes that informal usages of the English language help communicate sincerity and friendliness and demonstrate a natural process for the standard to eventually become archaic.
From the Paper "But, despite what Lily Thorns may like to believe, the quotative and hedge-word "like" were not born of wealthy teenaged girls from Southern California in the 1980s. In the 1962 novel "A Clockwork Orange" by English author Anthony Burgess, the hedge-work "like" is also frequently used by the narrator, Alex - a young man of high intelligence, in fact. The usage is not exclusively American. I also notice it was used by my aunt and uncle, both of whom are in their 50s and were born and raised in Manchester (as was Anthony Burgess, for that matter), as a hedge word--although usually at the end of their sentences, much like the hedge-phrase "as it were". "
Abstract This paper essay examines how the study of the sign and semiotic theory may be applied to mass media texts and, in particular, to television. The paper argues that, while there exist two distinct textual forms in television media - advertising and programming - a semiotic analysis reveals the ways in which these forms structurally reinforce each other in creating a semiotics of consumption for the mass media audience. The paper explains that the particular signs, signifiers and referents may change over time as television mythologies evolve, but a constant through this entire evolutionary process has been the "language of consumption". The paper looks at how semiotics allows us to understand how the medium of television operates in our collective consciousness.
Outline;
Introduction
The Sign and its Field of Study
Television and Semiotics
Television and the Culture of Consumption
Conclusion
From the Paper "Given the prominence of mass media in our society, it is perhaps not surprising that semiotics should have focused considerable attention upon the most dominant of these media: television. The field of media semiotics, as pioneered by French semiotician Roland Barthes, has focused particular attention upon the production of meaning in the area of pop culture in which television assumes obvious prominence (Danesi 240). Barthes argues that the "semiotic method" takes the form of two investigative processes:
- the study of the historical (and thus highly connotative) origin of meaning systems;
- unraveling the nature of signification in human activities, whether it manifests itself as a word, a novel, a TV program, or some other human artifact."
Abstract This paper discusses the process of recording the vocabulary and syntax of languages that may be disappearing from the lack of a population that speaks the language. It discusses the reasons why the preservation of languages is important. The paper focuses on the preservation of the language of the Seneca nation and what is being done in order to preserve the language.
From the Paper "As noted, currently the Seneca language is on the verge of extinction. In September 1998, a school was established in which the primary focus was preserving the Seneca language and culture. The school is called the Faithkeeper's School. The founder of the school notes; "Our strong focus is to preserve and maintain the traditional Seneca language. . . Now, it is time to teach our children the language and the culture so this knowledge will carry on forever." The children in Faithkeeper's School are taught in the Seneca language and learn about their own history and culture at the same time."
An analysis of how we learn a second language and how the process of teaching a second language has changed in the past and may still change in the future.
Abstract This paper discusses some of the issues and processes addressed in studies of second language acquisition. It looks at the changes that teaching a second language has undergone over time and what can be expected in the future. The paper describes the basic issues of how we learn a second language and how we might facilitate the process in the future.
Table of Contents:
Introduction
Review of Literature
Conclusion
From the Paper "Eckman, Highland, Lee, Mileham, and Weber (1995) point out that teaching of a second language has had different supports over the last few decades. It at first relied heavily on linguistic theory and on theories of learning, and in the 1960s and 1970s, teachers were trained in contrastive analysis and were often expected to write a contrastive analysis of a portion of the grammars of two languages, based on then-prevalent theories of language teaching. When the theoretical basis was shown to be inadequate, teaching based heavily on this model stopped. There was no concerted effort to evaluate the model. Teachers were then taught that repetition, drills, and memorization of dialogues were unnecessary."
This paper discusses how computer-assisted instruction can aid in the teaching of language arts, focusing on the writer's personal experience with Skills Bank software.
Abstract This paper outlines computer-assisted instruction in the classroom, placing special attention upon the Skills Bank software this writer employs in her own work as a teaching aide working with high school students. The paper outlines the myriad benefits of the Skills Bank software and looks at how it serves to boost student self-confidence, enhance computer literacy, strengthen language arts skills, and does so without sacrificing high scholastic standards. Finally, the writer maintains that the software is excellent because it is also receptive to the needs of ESL students.
From the Paper "Drawing upon my own knowledge of the software, I can state that the Skills Bank program allows for pre-test and post-test evaluations of students, provides numerous instructional and assignment options for both teachers (in the first instance) and students (in the second instance) and has the ability to produce comprehensive reports for teachers, students, and for school administrators. Not to be overlooked, the program interface is easy to use and students can usually utilize its various components without requiring the assistance of an instructor. In a related vein, the easy navigability of the program allows students to explore for themselves - something I have found to be a wonderful way of increasing their self-esteem. As an addendum, students learn to use the latest technology (and arguably the most important technology in our modern world) in a safe and supportive environment whenever they use Skills Bank software. "
Abstract This paper introduces three contrasting papers belonging to related fields of psychology. The writer looks at 'Representing Word Meaning and Order Information in a Composite Holographic Lexicon' by Michael N. Jones and Douglas J.K. Mewhort, 'Modeling the Successes and Failures of Interventions for Disabled Readers' by Harm, M.W., McCandliss, B.D. and Seidenberg, M.S. and 'An Integrated Theory of Mind' by Anderson, J.R., Bothell, D., Byrne, M.D., Douglass, S., Labiere, C and Qin Y. The writer notes that all the articles are interesting indications of how research in psychology varies strongly, according to the preparation and particular foci of researchers, how the human mind and its faculties are conceptualized, or what is considered salient. Examined, in turn, the three papers provide a glimpse of research or theoretical psychology that may not always sit well with a reader of different orientation. One sees a social scientific discipline that should continue examining and comparing its differences, avoiding too narrow approaches or realms of related study.
Outline:
Introduction
Michael N. Jones and Douglas J.K. Mewhort. (2007). Representing word meaning and order information in a composite holographic lexicon. Psychological Review, 114, 1-37.
Harm, M.W., McCandliss, B.D. and Seidenberg, M.S. (2003). Modeling the successes and failures of interventions for disabled readers. Scientific Studies in Reading, 7, 155-182.
Anderson, J.R., Bothell, D., Byrne, M.D., Douglass, S., Labiere, C and Qin Y. (2004). An Integrated Theory of Mind. Psychological Review, 111, 1036-1060.
Discussion
References
From the Paper "Perhaps most student readers will have to take Jones & Mewhort's work at face value, unable to draw upon their level of expertise, or what the researchers' findings really mean, in terms of earlier research or what may stand to be learned of language, memory, or other brain function, or language development. It does seems that the human mind capable of language is forever at work, whether speaking or not, for example, towards eventual word order that shows the mind's ability to give its own cues or phrases or associated concepts from diverse places."
"The mind's speech patterns can be plotted for analysis, as Jones & Mewhort tell us is true, most often in relation to similar nouns or verbs or words coming to be predictable in phrases or their uses. When this article is reread, again there is the feeling of needing more information, or perhaps being helped by information on the applications of the research. For example, if memory that aids language is stored in a distributive way, then where in the brain, or according to which processes does this take place?"
Abstract This paper asserts that there is every reason to believe that the English language will continue to divide and sub-divide in much the same way as the ancient Indo-European language of which it is a descendant divided and sub-divided over time. The paper further asserts that one can reasonably expect to see the denotative and, especially, connotative meanings of words change as societal attitudes and perceptual paradigms change. Lastly, the paper asserts that, as society evolves and new innovations muscle their way to the fore, new words and expressions will enter the lexicon - helped along by the fact that English has always been very good at borrowing from other languages when striving to find an apt descriptor for a new "thing" or phenomenon. The paper concludes that, in the end, the English language will continue to grow more dynamic, larger, and will most likely continue to freely take from other languages.
From the Paper "For instance, Fred C. Robinson writes that a statement such as King Edward's in Henry VI, "Warwick was a bug that feared us all," would be incomprehensible to today's readers without an appreciation of how the noun, "bug," and the past-tense of the verb "fear", which is to say "feared," have both changed in meaning over the centuries. To be specific, in sixteenth and early seventeenth century England - the England of Shakespeare's time - a bug meant "an object of terror, a bug-bear," and the verb, "feared," meant something quite a bit different than the common modern-day understanding which holds that the subject in the sentence is afraid of someone or something."
Abstract The paper discusses the various strategies that school systems have employed to better integrate native languages and cultures into their curriculum. The paper emphasizes the need for educational systems to develop an integrated learning system which addresses the learning needs and styles of all students rather than just the majority culture.
From the Paper "The importance of understanding the impact that a student's native language and culture has on his or her ability to learn is critical in the success of the educational program the student is in. Zehler touches upon the importance and complexity of language and culture on educational success when she states that English language learners (ELL) have specific needs: "...they need to build their oral English skills. They also need to acquire reading and writing skills in English. And they must...maintain a learning continuum in the content areas (e.g., mathematics, science, and social studies)"(1994). Thus, educational programs and, indeed, systems must account for not simply for the ELL student's target language acquisition but the ELL student's entire curriculum base."
Abstract The paper evaluates the literature on the subject of culture acquisition in the language classroom and its importance. The paper shows how a sociocultural perspective is crucial to the success of language acquisition efforts since learning styles have a cultural component. The paper concludes that encouraging cultural acquisition must stand as an important component in the language classroom.
From the Paper "Culture plays an important part in any educational setting, though its effects are particularly noticeable in the language classroom. Traditionally language acquisition is simply considered to be a matter of memorizing vocabulary and learning new grammatical structures. But language is much more complex than this, and true proficiency in a language requires a more sophisticated understanding of the underpinnings of the language being taught. In particular, research has repeatedly confirmed that language and culture and intricately linked with one another (Giambo et al., 2006). In order to become proficient in a new language, instructors must take into account cultural considerations when teaching to students of various cultural backgrounds."
Abstract The paper relates that social labeling is identified as qualifying terms attached to specific constructs found within general social interactions. The paper explains that the purpose of this study is to identify those social colloquialisms that are used to identify gender within common parlance. The paper states the scope of the study, the research questions, the methods of assessment as well as the format and timetable.
Outline:
Purpose of the Study
Scope of the Study
Methods
Outline and Timetable
From the Paper "The pervasiveness of social labeling has resulted in the investigation of these words as representative of values shared throughout a specific society. Early research by Brooks-Gunn and Lewis (1979), for example, sought to identify why children between 9 to 24 months of age were more likely to associate the label "daddy" with an authority figure while the label "mommy" was more likely to be associated with a nurturing figure. The authors found that these two terms were heavily saturated within information communicated to infants and children, such as nursery rhymes, and that the children absorbed these social labels without attaching any qualifying information to these terms."
Abstract This paper explains that some linguists insist that in order for true synonymy to exist the two words must be identical in meaning when they are transposed into the same sentence; however, this is often not possible because of the dual meanings that some words possess and the possibility that switching the words may have a different impact on the reader because of slang. The author points out that, when different cultures are considered in relation to words, the sameness may become confusing because the words or phrases are interpreted by people with differing cultural associations. The paper stresses that teaching synonymy requires students to work on activities, which are directly related to each concept. The author analyzes the contents of an included email and suggests teaching activities.
From the Paper "Klembe (1983) states that "utterances" may classify as synonymy. This is because utterances are expressions that may not have a specific meaning if broken down word by word, but they do have an implied meaning if they are interpreted as the speaker intended them to be understood. Field, (2001) states, however, that defining utterances as synonymy is much the same as arbitrarily insisting that a word or phrase has meaning when it does not.. Yet, Fine (1993) stipulates that Aristotle accepted both approaches as arguments and that ultimately how synonymy was determined was left to the listener. "
Tags: utterances, word and phrase sets, slang, dual meanings, exact meanings
Abstract This paper examines how the voseo is an archaic Spanish way of addressing another person using the vos instead of the tu. The use of vos in its formal and aristocratic use has been lost mostly in America but it survives in its family and casual use in some countries in South and Central America. In particular, the paper examines how, although the vos and its use have changed over the centuries, it has experienced different developments depending on the historical and geographical context of the particular country's political and social events. The paper also looks at how today the voseo is the more popular way of addressing somebody in the southern cone and countries in Central America such as Nicaragua.
From the Paper "In certain regions of Colombia and Venezuela, the vos is used only in contexts of great trust and familiarity. The tu is used in Bogota and it is spreading over the province. In South America, Argentina, Uruguay and Paraguay, people talk using vos on a daily basis. Among these countries, there are not many differences in the way that people use it. It is the typical and characteristic talk and address of the Rio de la Plata. Parents and children address one another using the vos. Young people, even not knowing each other, will talk using vos. However, two adults who don't know each other use the usted. There is not a class differentiation, its use is related to knowledge and age. Sometimes, elderly friend will talk to each other using the usted even in Buenos Aires. The use of vos has a loving and approachable element: it creates an instant trust specially when pronounced from older adults to young people. "
Abstract In this article, the writer notes that whole social aspects of London during eighteenth century are compacted into the short poem, "London." The writer points out that although the poem seems a simple description of the details that Blake might have observed while he was wandering around, it certainly carries more meaning than any depicted pictures. The writer discusses that the poem not only represents the images of the city, but also reveals Blake's own thoughts and ideas about the grim social state of the times. The writer concludes that Blake's negative impressions of the city are especially expressed in his irony, depressed oppression and sarcasm with the examples of chartered streets, a chartered river, the cries of men and of infants, an infant's tear and the marriage-hearse.
From the Paper "The poem begins with a note of irony. The narrator wanders the "chartered" streets near the "chartered" Thames. This emphasis on charters, which were given to people who were richer or more powerful than most of the other citizens, shows Blake's disdain for the society of bureaucratic laws, which allow bureaucrats to control public sharing such as, streets and Thames of London. Blake also mentions the Thames to emphasize the extremity of the control because it is ridiculous for somebody to assert control over a river. By adding the word 'chartered' to what they were supposed to be the public facilities, and also by repeating the word, Blake's contempt for the society--controlled by bureaucratic law is indirectly, but clearly revealed in the poem."
