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Relevant bibliographies by topics / Garo language

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Academic literature on the topic 'Garo language'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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Journal articles on the topic "Garo language"

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Dattamajumdar, Satarupa. "Ethno-Linguistic Vitality of Koch." Buckingham Journal of Language and Linguistics 12 (December 11, 2020): 55–76. http://dx.doi.org/10.5750/bjll.v12i.1874.

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The Koch language is spoken in the states of Assam (Goalpara, Nagaon, Dhubri, Kokrajhar, Chirang, Bongaigao, Barpeta, Baksa, Udalguri, Karbi Anglong, Golaghat districts), Meghalaya (West Garo Hills, South-West Garo Hills, South Garo Hills and East Khasi Hills Districts). Koches are found in West Bengal (Northern part) and also in Bangladesh. The speaker strength of Koch in India according to 2011 census is 36,434. Koch community is the bilingual speakers of Assamese, Bengali, Garo, Hindi, and English. Contact situations of Koch with Assamese and Bengali languages have made the language vulnerable to language shift. The UNESCO report mentions Koch as ‘Definitely Endangered’1. Koch has gained the status of a scheduled tribe in Meghalaya in 1987. Kondakov (2013) traces six distinct dialects of Koch, viz., Wanang, Koch-Rabha (Kocha), Harigaya, Margan, Chapra and Tintekiya. He (2013:24) states, “The relationship between the six Koch speech varieties are rather complex. They represent a dialect chain that stretches out from Koch-Rabha in the north to Tintekiya Koch in the south.” This is diagrammatically represented as - Koch-Rabha(Kocha)→Wanang→Harigaya→Margan, Chapra→Tintekiya where the adjacent dialects exhibit more lexical similarity than those at the ends. Nine ethno-linguistic varieties of Koch (also mentioned in Kondakov, 2013:5) have been reported during field investigation. These are Harigaya, Wanang, Tintekiya, Margan, Chapra, Satpariya, Sankar, Banai and Koch Mandai.

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Jacquesson, François, and Seino van Breugel. "The linguistic reconstruction of the past." Linguistics of the Tibeto-Burman Area 40, no. 1 (November 3, 2017): 90–122. http://dx.doi.org/10.1075/ltba.40.1.04van.

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Abstract I will first describe (1) the linguistic situation in modern-day Assam (Northeast India) and the historical hypotheses that might explain it. These hypotheses are subjected to criticism. Next, I will analyse (2) in detail, the phonological concordances in the Tibeto-Burman languages and dialects of Central Assam that form the Boro-Garo group. I will present detailed criteria – the most detailed of all will concern the diphthongs – with examples, which will enable us to classify the languages. Using these criteria will also allow us to take advantage of certain ancient sources of information on dialects which are, in some cases, extinct. The study (3) of other Tibeto-Burman languages will consolidate our criteria and specify their historical development. Finally (4), I will propose a historical reconstruction of linguistic layers, after which (5) I will emphasise the importance of the distinction, central to our discussion, between language change and ethnic change (where cultural and physical anthropology follow distinct paths) before proposing a basis for a more general investigation of the Boro-Garo languages. Northeastern India is home to a great number of languages, mainly from the Tibeto-Burman, Mon-Khmer, Tai and Indo-Aryan groups. This paper first summarises the current historical interpretations of this plethora, and concentrates on the Tibeto-Burman languages spoken in the lowlands, sc. the Boro-Garo subgroup. A phonological comparative assessment of the data provides a classification with definite criteria, and suggests historical interpretation. Central to this comparative study are the vowel systems, the analysis of which allows us to understand far better (and to use more appropriately) the older lexical lists from 1805. The result of this assessment is a new direction of research, when it appears that the Zeliangrong languages (traditionally taken as Southern Naga) offer a remarkable and certainly unexpected linguistic link between the Boro-Garo and the Kuki Chin (and Naga) languages. The paper exemplifies how language histories remain distinct from ethnic and political developments, and makes a useful contribution to a finer historical understanding of complex human situations.

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Brahma, Aleendra. "Causative constructions in Bodo-Garo." Linguistics of the Tibeto-Burman Area 45, no. 2 (November 4, 2022): 312–37. http://dx.doi.org/10.1075/ltba.21023.bra.

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Abstract The Bodo-Garo group of languages consisting of Kāchārī or Bodo, Lālung (autonym Tiwa), Dīmā-sā, Gārō, Koch, Rābhā, Tipurā (autonym Kokborok), Chutiyā (autonym Deori) and Morān (Grierson 1903) are mainly spoken by about four million people in north-east India.1 BG exhibit systematic processes of formation of causative verbs through prefixation, suffixation and very rarely, infixation. Lexical causative verbs are also employed in these languages whereas periphrastic causatives are found in the form of verb stacking. This study aims at finding out the causative prefixes which co-occur with the root verbs to form their causative counterparts; categorizing the prefixes in terms of their occurrences with certain roots; and, analyzing the environments and linguistic conditioning of the occurrences of the prefixes. This study also discusses several syntactic and semantic features associated with causation.

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Evans, Jonathan P. "Classifiers before numerals." Linguistics of the Tibeto-Burman Area 45, no. 1 (June 2, 2022): 1–21. http://dx.doi.org/10.1075/ltba.21013.eva.

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Abstract Languages with sortal classifiers (clf) are distributed across the world, with a large concentration in East and South (east) Asia. Across the world’s classifier languages, few are attested which order classifiers before numerals in counted noun phrases (clf num). The Sino-Tibetan language family includes languages without sortal classifiers, languages with the more typical num clf order, as well as languages with clf num order. The latter group of languages are concentrated in Northeast India and neighboring regions. The Sino-Tibetan languages with clf num order do not fit under one genealogical node. The present hypothesis is that the classifiers arose through repetition of the counted noun, following which the order spread via contact. The clf num order appears to have arisen at least as early as the time of Proto-Bodo-Garo. However, we do not yet find cognate classifiers at a time depth beyond Proto-Bodo-Garo. A remaining mystery is why such a cross-linguistically rare morpheme order spread so easily within the Northeast India linguistic area.

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Evans, Jonathan P. "Classifiers in Dimasa and (in-)definite marking." Classifiers 3, no. 2 (January 15, 2023): 181–201. http://dx.doi.org/10.1075/alal.22007.eva.

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Abstract Dimasa (ISO 639–3) is a Bodo-Garo language within the Tibeto-Burman family of languages. Like other Tibeto-Burman languages of Northeast India, it has a system of numeral classifiers which occur prefixed to their respective numerals. Across the dozen or so languages of Bodo-Garo, it has been noted that the classifier-numeral word can be placed either before or after the counted noun. The existence of numeral classifiers, as well as the clf-num order may have arisen in this area due to contact with Tai languages during the Ahom kingdom period from the 1200’s to 1800’s. In the Tai languages, classifiers precede the number “one”. By comparing occurrences of classifiers in Dimasa texts, it can be seen that the order N clf-num corresponds to definite nouns, while the order clf-num n marks indefinites. In addition to classifier placement, Dimasa definiteness is also marked by demonstratives, case marking, topic marking, and/or combinations of these strategies.

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Momin, Amanda Aski Macdonald. "SIMPLE SENTENCE IN A·WE." International Journal on Natural Language Computing 12, no. 2 (April 29, 2023): 91–95. http://dx.doi.org/10.5121/ijnlc.2023.12208.

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A·we is the standard variety of the A·chik language also known as A·chikku which is also commonly known as the Garo language. The Garo language belongs to the Tibeto-Burman branch of the Sino-Tibetan language family. Since Syntax involves arranging words to create logical phrases, clauses, and sentences, simple sentence is an important part of syntax and thus knowing about the simple sentence in A·we forms the basis of writing correct sentences in this variety of the Garo language. Noam Chomsky, the famous Linguist used the phrase, “ colorless green ideas sleep furiously’ in his book, Syntactic Structures (1957) as an example of a sentence which is syntactically and grammatically correct because it has the correct word order and the verb is consistent with the subject but is semantically incorrect. Chomsky (1957) thus illustrates that the rules governing syntax are different from the meaning conveyed by words. We can observe that there are subject and predicate in a simple sentence in language, which is the same for A·we. It is not essential that a simple sentence must be a short sentence and it is also possible to write a simple sentence if there is only one predicate used with a number of subjects to make a long sentence. Such sentences are still called a simple sentence. In this paper, we will discuss some classification of simple sentence in A·we which will further contribute to the study of syntax in A·we as well as aid in constructing proper sentences in the language.

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Billah, Md Masum. "THE TRANSFORMATION OF LIVELIHOOD PRACTICES AMONG THE GARO COMMUNITY: A STUDY ON TANGAIL DISTRICT." International Journal of Education Humanities and Social Science 06, no. 02 (2023): 185–93. http://dx.doi.org/10.54922/ijehss.2023.0511.

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This article focuses on the Garo ethnic group, which is among the most neglected indigenous people in Bangladesh. The study aims to understand their livelihood pattern from the past to the present and to identify the factors that have led to changes in their livelihood. The research was carried out among the Garo community residing in the Madhupur pazila located in the Tangail district of Bangladesh. The study used both historical and exploratory data, with historical data being obtained from secondary sources such as books, journals, reports, and census data. The study used qualitative research methods and selected 13 Garo people through purposive sampling. The study found that Garo's traditional way of life is under threat, and they are adopting a completely new way of life due to various internal and external factors such as Christianity, NGOs, globalization, and social development. As a result, their traditional culture, including language, food habits, dress patterns, and religion, is under threat. The study also revealed that the Garo people face various problems such as health, sanitation, communication, electricity, and security. They need better transportation systems, more educational facilities, easy communication and government and non-governmental assistance in terms of material and financial support.

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Mia, Mostakim, and Golam Rabbani. "Transitioning Livelihood Strategies Among the Garo Community: A Case Study in Netrakona, Bangladesh." Journal of Population and Development 5, no. 1 (July 8, 2024): 73–87. http://dx.doi.org/10.3126/jpd.v5i1.67564.

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Garo community is one of the greatest neglected instinctive communities of Bangladesh. The Garo people are neglected from their basic needs and it is significant to detect the situation and attitude to draw the real picture of them. This research work predominantly favors on the Garos livelihood pattern from past to present and to ascertain the alter of their livelihood. This study has conducted on the endemic community named Garo living within Durgapur and Kolmakanda upazila area of Netrakona district in Bangladesh. In doing so both historical and explorative data was applied; historical data was mostly procured from secondary sources such as revealed books, journals, articles, reports, census and souvenir. Qualitative research method was adopted for this study and 30 Garo people were chosen by using purposive sampling method for the study. The study uncovers that Garo’s traditional life practices are under the intimidation of the cancellation and over the motion of time they are acquiring completely a new life. In this research, the researchers have found several interior and exterior factors which are mainly accountable for Garo’s livelihood change. Ultimately, while the Garo community is switching then they are rejecting many of their characterized criterion and accommodating to some other livelihood criterion which are directly influenced by Christianity, NGOs, globalization and social development. As a result, many of Garos traditional cultures including language, food habits, dress pattern and even religion are under challenges. They need better communication and transportation system, more educational facilities, more government and non-government assistance including material and financial.

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Singh, Arun Kumar. "LEGAL PROTECTION OF ENDANGERED LANGUAGES IN INDIA WITH REFERENCE TO MEGHALAYA." IARS' International Research Journal 11, no. 1 (February 8, 2021): 25–30. http://dx.doi.org/10.51611/iars.irj.v11i1.2021.152.

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As for as India is concerned many Indian languages have become threatened and even endangered because of globalization. In India, English is thriving and is used widely by the young generation, and this is one of the reasons leading to the extinction of native or regional languages. Today Hindi is also expanding and because of this many regional languages will become extinct. In the State of Meghalaya there are three basic tribes known as Khasi, Garo and Jayantia. They speak either Khasi, or Garo, but their dialects differ. Even the Khasis who are living in East Khasi Hills, especially in Shillong have different dialects as compared to the other Khasis. These languages are used by many but they do not have their own scripts. That is why these languages were not placed in the Eighth Schedule of the Constitution of India. A speaker of any language which is not in the Eighth Schedule, cannot be awarded the Jnanpith Award and furthermore their languages cannot be the medium of the UPSC. Article 29 of the Constitution of India mandates that no discrimination would be done on the ground of religion, race,, caste or language and Article 30 mandates that all minorities, whether based on religion or language, shall have the right to establish and administer educational institutions of their choice. In addition, the Legislature of a State may by law adopt any of the languages to use in the state. Article 350 B of the Constitution says that there shall be a Special Officer for linguistic minorities and he/she has to be appointed by the President. It shall be the duty of this Officer to investigate all matters relating to the safeguards provided for linguistic minorities under the Constitution and report to the President upon those matters. Protection of the regional languages has been provided in the Constitution and it is the duty of the educational institutions to provide basic education to the children in their own vernacular languages should they want to be educated in their vernacular language.

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Anderson, Gregory D. S. "The Language of the Modhupur Mandi (Garo), vol. 1: Grammar (review)." Language 82, no. 1 (2006): 189. http://dx.doi.org/10.1353/lan.2006.0001.

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Dissertations / Theses on the topic "Garo language"

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Wood, Daniel Cody. "An Initial Reconstruction of Proto-Boro-Garo." Thesis, Connect to title online (Scholars' Bank), 2008. http://hdl.handle.net/1794/9485.

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Hartisari. "Aspects of language change in Gayo : a language of Sumatra in Indonesia /." Title page, abstract and table of contents only, 1997. http://web4.library.adelaide.edu.au/theses/09ARM/09armh329.pdf.

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Taylor, Nicholas. "Gamo syntax." Thesis, SOAS, University of London, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388500.

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Miletic, Tijana. "European literary immigration into the French language : readings of Gary, Kristof, Kundera and Semprun." Thesis, University of London, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441233.

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Mathew, Ingrid B. "Errors in pronunciation of consonants by Indonesian, Gayo and Acehnese learners of English as a foreign language." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/904.

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This thesis reports on research into consonantal phoneme pronunciation errors in the English of EFL learners from three different first language groups in the province of Aceh, northern Sumatra, Indonesia. It is a qualitative study, describing the errors found for each first language group. Error data was collected from each participant in the language laboratory using an aural discrimination test, a word repetition test and a reading passage test, and also from interviews with each participant which were recorded on audio cassettes. Analysis and explanation of the error data then followed. There were eight participants from each of the three first language groups, with equal numbers of male and female participants in each group. All were students at the State Islamic Institute or other universities in Banda Aceh, either in the English teacher training department or taking English as a compulsory subject in their degree program. At the time of the research they were aged between 19 and 25, and had all taken EFL as a subject for six years in high school. Where it was not their first language, the national language, Indonesian, was their second language. All had studied Arable. The findings indicate errors are largely limited to final stops and sibilants, and initial and final affricates and interdentals.

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Tambini, Barbara. "The power of language and the language of power in M. T. Anderson’s Feed and Gary Stheyngart’s Super Sad True Love Story. A comparative analysis." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2016. http://amslaurea.unibo.it/10800/.

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The aim of my dissertation is to analyze how selected elements of language are addressed in two contemporary dystopias, Feed by M. T. Anderson (2002) and Super Sad True Love Story by Gary Shteyngart (2010). I chose these two novels because language plays a key role in both of them: both are primarily focused on the pervasiveness of technology, and on how the use/abuse of technology affects language in all its forms. In particular, I examine four key aspects of language: books, literacy, diary writing, as well as oral language. In order to analyze how the aforementioned elements of language are dealt with in Feed and Super Sad True Love Story, I consider how the same aspects of language are presented in a sample of classical dystopias selected as benchmarks: We by Yevgeny Zamyatin (1921), Brave New World by Aldous Huxley (1932), Animal Farm (1945) and Nineteen Eighty-Four (1949) by George Orwell, Fahrenheit 451 by Ray Bradbury (1952), and The Handmaid's Tale by Margaret Atwood (1986). In this way, I look at how language, books, literacy, and diaries are dealt with in Anderson’s Feed and in Shteyngart’s Super Sad True Love Story, both in comparison with the classical dystopias as well as with one another. This allows for an analysis of the similarities, as well as the differences, between the two novels. The comparative analysis carried out also takes into account the fact that the two contemporary dystopias have different target audiences: one is for young adults (Feed), whereas the other is for adults (Super Sad True Love Story). Consequently, I also consider whether further differences related to target readers affect differences in how language is dealt with. Preliminary findings indicate that, despite their different target audiences, the linguistic elements considered are addressed in the two novels in similar ways.

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Makidon, Michael. "The strengthening constraint of gar in 1 and 2 Timothy." Theological Research Exchange Network (TREN), 2003. http://www.tren.com.

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Wang, Anthony C. "The use of [gar] in Romans and Galatians." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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Leblanc-Rochette, Joseph. "L'émancipation par le langage : une étude stylistique et sémiotique d'Adieu Gary Cooper et de L'angoisse du roi Salomon de Romain Gary." Master's thesis, Université Laval, 2018. http://hdl.handle.net/20.500.11794/30961.

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Ce mémoire propose de mettre en lumière les particularités langagières des protagonistes d’Adieu Gary Cooper et de L’angoisse du roi Salomon de Romain Gary et les implications de celles-ci tant sur le plan diégétique que sur celui de la lecture. En examinant d’abord, par le biais de la sémiotique, Jean et Lenny, les protagonistes des deux romans, et en questionnant ensuite les caractéristiques propres à leur langage, cette étude tentera de dégager le métadiscours des deux romans portant sur le pouvoir des mots (chapitre 1). Elle cherche également à comprendre comment les deux protagonistes, en transformant le parler normatif, réussissent à accepter l’échec de leurs programmes narratifs et à quitter des situations oppressantes (chapitre 2). Ultimement, l’analyse en arrive à montrer que c’est par un effet de contamination du langage des autres que les personnages finissent par se sortir de positions aliénantes (chapitre 3). Alors que la critique s’est essentiellement concentrée sur les aspects thématiques de l’oeuvre garyenne, cette recherche souligne l’intérêt d’une étude stylistique pour les romans portant la signature de « Romain Gary ».

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Falk, Gunilla. "La figura della servetta in tre opere di Goldoni : Rosaura della Donna di garbo, Beatrice della Servitore di due padroni e Marionette della Vedova scaltra." Thesis, Högskolan Dalarna, Italienska, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:du-10010.

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Books on the topic "Garo language"

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Burling, Robbins. The language of the Modhupur Mandi, Garo. New Delhi: Bibliophile South Asia, in association with Promilla & Co. Publishers, 2004.

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Nengminza, D. S. The school dictionary: Garo to English. Tura, Meghalaya: Garo Hills Book Emporium, 1994.

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Marak, Caroline R., editor of compilation, Shangpliang, J. S., editor of compilation, and Sahitya Akademi, eds. Growth and development of Khasi and Garo languages. New Delhi: Sahitya Akademi, 2008.

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Marak, Harendra W. Ku-bidik: A Garo-English-Assamese dictionary. 2nd ed. Guwahati: Assam Academy for Cultural Relations in association with Dept. of Arts and Culture, Govt. of Meghalaya, 2000.

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Dewī, Praṇītā. Gārobhāshāra maulika bicāra. Guwāhāṭī: Laẏārcha Buka Shṭala, 2005.

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DeLancey, Scott Cameron. Language and culture in Northeast India and beyond: In honor of Robbins Burling. Guwahati: Spectrum Publications by arrangement with Asia-Pacific Linguistics, College of Asia and the Pacific, Australia, 2016.

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Renaud, Dominique. Gare au fantôme. Paris: CLE International, 1994.

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Hotoro, Maje-El-Hajeej. Fata-na-gari. Nigeria: s.n., 2001.

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Davies, Helen Emanuel. Gari Goch. Aberystwyth: Canolfan Astudiaethau Addysg, 2000.

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Indabo, Hannatu Ado Abdullahi. Wanka da gari--. [Nigeria]: H.A.A. Indabo, 1999.

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Book chapters on the topic "Garo language"

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Post, Mark W. "Person-sensitive TAME marking in Galo." In Typological Studies in Language, 107–30. Amsterdam: John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/tsl.103.06pos.

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Post, Mark W. "Nominalization and nominalization-based constructions in Galo." In Nominalization in Asian Languages, 255–88. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/tsl.96.09pos.

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Goering, Steven K., and Simon M. Kaplan. "Visual concurrent object-based programming in GARP." In PARLE '89 Parallel Architectures and Languages Europe, 165–80. Berlin, Heidelberg: Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/3-540-51285-3_40.

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Bogatto, François, and Christine Hélot. "15. Linguistic Landscape and Language Diversity in Strasbourg: The ‘Quartier Gare’." In Linguistic Landscape in the City, edited by Elana Shohamy, Eliezer Ben-Rafael, and Monica Barni, 275–91. Bristol, Blue Ridge Summit: Multilingual Matters, 2010. http://dx.doi.org/10.21832/9781847692993-017.

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Pelz, Annegret. "High Sea and Sediment: Watermarks in Ilse Aichinger’s Work." In Maritime Mobilities in Anglophone Literature and Culture, 171–85. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-91275-8_9.

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AbstractThis chapter seeks to trace the significance of water and the sea in the work of Austrian author Ilse Aichinger (1921–2016). By looking at both Aichinger’s literary texts (her 1948 novel The Greater Hope, her radio plays “Gare Maritime” and “Auckland” as well as the prose miniature “Flecken”) and her poetological work, the chapter shows how the author uses the sea in order to make sense of the conditions of narrative writing in the postwar period. Taking issue with Anglophone realist seafarer-narrators such as Joseph Conrad, Aichinger instead refers to the sea as an indicator of a rupture in narrative continuity, of a break with realist narration. However, while the sea appears as a destructive flood that threatens meaning and narrative closure, it also harbors the potential for linguistic renewal in her work. For Aichinger, the sea also has autobiographical meaning, indicating salvation: In 1938, her sister was able to escape from the Nazis, crossing the channel to England on a ship as part of a Kindertransport (children’s transport). By turning the “stains” of dried out language into the seeds of new narrative, Aichinger suggests a possibile way, through writing, to counter the threat of forgetting the National Socialist era.

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"Garo Robbins Burling." In The Sino-Tibetan Languages, 409–22. Routledge, 2006. http://dx.doi.org/10.4324/9780203221051-37.

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"Gary Hill, Seeing Language." In Rumour and Radiation. Bloomsbury Academic, 2015. http://dx.doi.org/10.5040/9781501308307.ch-005.

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Post, Mark. "The Semantics of Clause Linking in Galo." In The Semantics of Clause Linking A Cross-Linguistic Typology, 74–95. Oxford University PressOxford, 2009. http://dx.doi.org/10.1093/oso/9780199567225.003.0003.

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Abstract Galo is a Tibeto-Burman language of the Tani branch spoken by around 30,000–40,000 hill tribespeople in central Arunachal Pradesh state, north-east India. There are two major dialects, Lare (laree) and Pugo (puugóo), and several minor dialects and subdialects; this chapter is based on the majority Lare dialect, as described by Post (2007). Galo’s historical contacts with non-Tani languages appear to have been inextensive; within the last fifty to sixty years, contacts with Indo-European languages such as Assamese, English, and most recently Hindi have increased dramatically.

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Elsky, Julia. "European Language and the Resistance." In Writing Occupation, 93–128. Stanford University Press, 2020. http://dx.doi.org/10.11126/stanford/9781503613676.003.0004.

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This chapter looks at language choice within the context of Franco-Polish relations in the Resistance in Romain Gary’s novel Éducation européenne. It draws on Mikhail Bakhtin’s concept of heteroglossia to analyze characters who speak in multiple languages but whom Gary represents in French. Gary’s use of heteroglossic French and of multilingualism in the novel is a response to the politics of La France libre, the journal where excerpts from his novel were first published. French and Polish authors of numerous articles focus on links between France and Poland—especially through a shared history of Romantic Revolution—as an expression of European democracy, one that could pave the way for a united Europe in the postwar period. Gary represents this link through language, but he also inserts Jewish language into the discussion, including the Jewish people in a European Resistance.

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"Grammatical Relations in Garno: a Pilot Sketch: Hompó Éva." In Omotic Language Studies, 380–429. Routledge, 2012. http://dx.doi.org/10.4324/9780203045954-11.

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Conference papers on the topic "Garo language"

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Dardanila, Mulyadi, and Isma Tantawi. "Lexicostatistics of Gayo Language with Mandailing Language." In International Conference of Science, Technology, Engineering, Environmental and Ramification Researches. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0010069511991203.

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Dardanila, Mulyadi, and Isma Tantawi. "Change of the Language Proto Austronesia to Gayo Language." In International Conference of Science, Technology, Engineering, Environmental and Ramification Researches. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0010069411941198.

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Kaplan, S. M., and S. K. Goering. "Garp: a graphical/textual language for concurrent programming." In the 1988 ACM SIGPLAN workshop. New York, New York, USA: ACM Press, 1988. http://dx.doi.org/10.1145/67386.67439.

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Bessarab, O. V., and Yu V. Reznik. "Features of Gary Chapman’s novel «The Five Love Languages Singles Edition»." In PHILOLOGICAL SCIENCES AND TRANSLATION STUDIES: EUROPEAN POTENTIAL. Baltija Publishing, 2022. http://dx.doi.org/10.30525/978-9934-26-261-6-11.

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Fan, Yuankai, Zhenying He, Tonghui Ren, Dianjun Guo, Lin Chen, Ruisi Zhu, Guanduo Chen, Yinan Jing, Kai Zhang, and X. Sean Wang. "Gar: A Generate-and-Rank Approach for Natural Language to SQL Translation." In 2023 IEEE 39th International Conference on Data Engineering (ICDE). IEEE, 2023. http://dx.doi.org/10.1109/icde55515.2023.00016.

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Das, Akalpita, Laba Kr Thakuria, Purnendu Acharjee, and P. H. Thakdar. "A Sentence-Pitch-Contour Model for Indiginous Language (Galo) Using Vector Quantization (VQ) and Hidden Markov Model." In 2014 International Conference on Communication Systems and Network Technologies (CSNT). IEEE, 2014. http://dx.doi.org/10.1109/csnt.2014.194.

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Wang, Lu. "Review on the Propagation Mode of China’s Knowledge Web Celebrity from Gao Xiaosong in Focus On*." In Proceedings of the 6th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.259.

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Joko Yulianto, Henrikus. "Performing Ancient Relics as An Evocation of Spiritual and Ecological Awareness in Allen Ginsberg’s “Plutonian Ode” and Gary Snyder’s “Logging 12” & “Logging 14”." In Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/eltlt-18.2019.59.

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Serafimov, Lyubomir. "HTML5 SUPPORT IN MLEARNING TOOLS." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-137.

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Abstract:

Considered a new concept about a decade ago, mobile learning is now regarded as a natural and, in some circumstances, an essential learning technology. The key factors that made this development possible are the continuously decreasing prices and increasing capabilities of the mobile devices and infrastructure, as well as the growing need to be connected and learn anywhere and anytime. The great variety of mobile devices leads to various issues, both pedagogical and technical. One of the main technical issues is the need learning content to be made available for different devices, which may be a costly and time consuming process. To address this and other issues, more and more companies are developing learning software are starting to create tools, particularly designed for mobile learning. These tools support publishing learning content in formats, accessible to numerous kinds of mobile devices. One increasingly popular technology for creating cross-platform content for mobile devices is HTML5, the latest revision of the well-established HTML standard. HTML5 is often used as a shorthand of the term HTML5 stack, which includes two other technologies, except HTML5 itself – CSS3, the latest revision of Cascading Style Sheets, and the programming language JavaScript. The features provided by the HTML5 – placing animations, audio and video, drag and drop, geolocation, etc. – do not require plugins unlike Adobe Flash Player and Silverlight, two commonly used technologies for mobile learning content development. There are two main concerns in using HTML5 for delivery of mobile learning content – the need of HTML5-compliant browser and the need of mobile learning development tools supporting HTML5 (Unrein, 2011). The latest versions of the commonly used web browsers already support most of the HTML5 specification and their new versions, developed on a regular basis, will support it more and more fully. In the last year not only the web browsers has added and improved the HTML5 support, but also the tools for mobile learning content development. The purpose of this paper is to present the results of a research of the HTML5 support in 30 mobile learning tools, selected by leading mobile learning specialists, including ADL and Gary Woodill.

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