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Journal articles on the topic 'Language and culture – Palau'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Denham, Tim. "Early farming in Island Southeast Asia: an alternative hypothesis." Antiquity 87, no. 335 (2013): 250–57. http://dx.doi.org/10.1017/s0003598x00048766.

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Several recent articles in Antiqui (Barker et al. 201 la; Hung et al. 2011; Spriggs 2011), discuss the validity of, and revise, portrayals of an Austronesian farming-language dispersal across Island Southeast Asia (ISEA) during the mid-Holocene (approximately 4000-3000 years ago) . In conventional portrayals of the Austronesian dispersal hypothesis (e.g. Bellwood 1984/85, 1997, 2002, 2005; Diamond 2001; Diamond & Bellwood 2003) , and its Neolithic variant (e.g. Spriggs 2003, 2007), farmer-voyagers migrated out of Taiwan approximately 4500-4000 cal BP to colonise ISEA from 4000 cal BP (Bellwood 2002) and the Mariana Islands and Palau by c. 3500-3400 cal BP (Hung et al. 201 1). The descendants of these voyagers subsequently established the Lapita Cultural Complex in the Bismarck Archipelago by c. 3470-3250 cal BP (Kirch 1997; Spriggs 1997) and became the foundational cultures across most of the Pacific from c. 3250-3100 cal BP (Kirch 2000; Addison & Matisoo-Smith 2010; dates for Lapita in Denham et al. 2012). A major problem with this historical metanarrative is the absence of substantial archaeological evidence for the contemporaneous spread of farming from Taiwan (Bulbeck 2008; Donohue & Denham 2010; Denham 2011 ).

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Mühlhäusler, Peter. "Claude Hagège: La langue palau: une curiosité typologique. (Forms of Language Structure, 1.) 140 pp. Munich: Wilhelm Fink Verlag, 1986. - Ger P. Reesink: Structures and their functions in Usan: a Papuan language of Papua New Guinea. (Studies in Language. Companion Series, 13.) xvi, 369 pp. Amsterdam and Philadelphia: John Benjamins, 1986." Bulletin of the School of Oriental and African Studies 52, no. 2 (1989): 397–98. http://dx.doi.org/10.1017/s0041977x00036119.

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3

Clark, Geoffrey. "Culture contact in the Palau Islands, 1783." Journal of Pacific History 42, no. 1 (2007): 89–97. http://dx.doi.org/10.1080/00223340701286867.

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4

Clark, Geoffrey R. (Geoffrey Richard). "A 3000-Year Culture Sequence from Palau, Western Micronesia." Asian Perspectives 44, no. 2 (2005): 349–80. http://dx.doi.org/10.1353/asi.2005.0020.

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5

Daris, Sergio. "Due noti a papiri Palau-Ribes." Emerita 64, no. 2 (1996): 289–94. http://dx.doi.org/10.3989/emerita.1996.v64.i2.231.

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6

Mahany, M., S. Kuartei, and P. Marumoto. "(A88) Public Health Consequences of Climate Change in the Republic of Palau: A Photojournalism Project." Prehospital and Disaster Medicine 26, S1 (2011): s25. http://dx.doi.org/10.1017/s1049023x1100094x.

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IntroductionThe Republic of Palau, like other small, island, developing states, is particularly vulnerable to climate change due to a number of factors, including: (1) small size; (2) remoteness; (3) limited natural resources; and (3) vulnerability to disasters and extreme weather events. Other factors include social and economic factors such as: (1) economies sensitive to external shocks; (2) high population growth rates and densities; (3) poorly developed infrastructure; (4) limited financial and human resources; and (5) emigration. The (US) Centers for Disease Control and Prevention (CDC) partnered with the Republic of Palau Ministry of Health (MoH) and Southern Illinois University (SIU) to investigate public health consequences in Palau. The goal of the project is to reduce morbidity and mortality due to climate change in Palau by improving awareness using three tools: (1) a photojournalism book to document the local experience in Palau; (2) a marketing campaign to increase awareness in Palau about climate change as it relates to human health; and (3) a Website to raise regional and international awareness of the findings, and act as a forum for discussion and resource-sharing.MethodsThe CDC, SIU, and Palau MoH conducted interviews with community members including government officials, traditional leadership, fishermen, gardeners, physicians, scientists and local residents to explore their experiences concerning climate change in their community. Photojournalists took thousands of images documenting locally identified effects of climate change that were perceived as having direct or indirect health consequences for the people of Palau.ResultsCoral bleaching, beach erosion, irregular rainfall, sea level rise, and salt water inundation directly impact food security and tourism in Palau, while other less obvious, but important consequences, such as potential loss of traditional practices and cultural identity were also identified.ConclusionsThe people of Palau reported significant impact from climate change on agriculture, economics, health, and culture.

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7

Black, Peter W., and Kevin Avruch. "Culture, Power and International Negotiations: Understanding Palau-US Status Negotiations." Millennium: Journal of International Studies 22, no. 3 (1993): 379–400. http://dx.doi.org/10.1177/03058298930220030701.

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8

Matsumoto, Kazuko. "A restudy of postcolonial Palau after two decades." Journal of Asian Pacific Communication 30, no. 1-2 (2020): 34–59. http://dx.doi.org/10.1075/japc.00044.mat.

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Abstract This paper reports results from a reinvestigation of multilingualism in postcolonial Palau, conducted twenty years after the first study. The first-ever ethnographic language survey conducted in 1997–1998 highlighted the diglossic nature of Palau where English replaced Japanese as the ‘high’ language, while indigenous Palauan remained as the ‘low’ spoken language. It indicated three possible future scenarios: (a) shift from multilingualism to bilingualism after the older Japanese-speaking generation passes away; (b) stability of diglossia with a clear social division between an English-speaking elite and a predominantly Palauan-speaking non-elite; (c) movement towards an English-speaking nation with Palauan being abandoned. The restudy conducted in 2017–2018 provides real-time evidence to assess the direction and progress of change, whilst the ethnographic analysis of recent changes in language policies and the linguistic analysis of teenagers’ narratives reveal the unpopularity of Palauan as a written language and the emergence of their own variety of English.

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9

Potet, Jean-Paul. "Lemaréchal Alain : Problèmes de sémantique et de syntaxe en palau." Cahiers de linguistique - Asie orientale 21, no. 1 (1992): 166–75. http://dx.doi.org/10.3406/clao.1992.1417.

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10

Ruiz Soriano, Francisco. "Josep Palau i Fabre, la voz subversiva del alquimista." Bulletin Hispanique 106, no. 2 (2004): 597–614. http://dx.doi.org/10.3406/hispa.2004.5204.

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11

Lemarechal, Alain. "Syntaxe, morphologie et genèse de la forme dite "hypothétique" du palau." Cahiers de linguistique - Asie orientale 15, no. 1 (1986): 129–70. http://dx.doi.org/10.3406/clao.1986.1195.

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12

Lemarechal, Alain. "Syntaxe, Morphologie Et Genese De La Forme Dite "Hypothetique" Du Palau." Cahiers de Linguistique Asie Orientale 15, no. 1 (1986): 129–70. http://dx.doi.org/10.1163/19606028-90000017.

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The so-called "Hypothetical" Form (L.S. Josephs, 1975) is one of the enigmas of the Palauan language. 1) It can be interpreted, syntactically, as a form of the predicate which is not oriented towards one of the participants but towards the process itself; 2) morphologically, a) the subject prefix which characterizes that form is an ancient Possessive Personal Marker (cf. ponapean); b) the change in the verb stem which is the other characteristic of the "H" Form constitutes by itself the mark of the change of orientation (cf. tagalog). Finally the almost omnipresent a morpheme, an other enigma, is derived from an ancient General-Classifier (cf. ponapean language).

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13

Shanahan, Daniel. "Culture, culture and “culture” in Foreign Language Teaching." Foreign Language Annals 31, no. 3 (1998): 451–58. http://dx.doi.org/10.1111/j.1944-9720.1998.tb00588.x.

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14

Ponorac, Tatjana. "Culture and language." Defendology 9, no. 29-30 (2011): 85–88. http://dx.doi.org/10.5570/dfnd.201101085.

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15

Leontiev, A. A. "Personality, Culture, Language." Journal of Russian & East European Psychology 44, no. 3 (2006): 47–56. http://dx.doi.org/10.2753/rpo10610405440304.

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16

Fulford, George. "Language and Culture." Ethnologies 25, no. 2 (2003): 5. http://dx.doi.org/10.7202/008045ar.

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17

NIDA, Eugene A. "Language and Culture." Hikma 5, no. 5 (2006): 171. http://dx.doi.org/10.21071/hikma.v5i5.6690.

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En este trabajo presento mis periplos a lo largo de una serie de países y de una gran variedad de pueblos del mundo, principalmente de África, Filipinas, Asia, el Pacífico Central, América Central, incluido México y Sudamérica. Mi experiencia con las distintas culturas ha hecho que me reafirme en la postura que hoy día mantengo, y que subraya el papel que ha jugado la antropología. El conocimiento cultural tanto como el lingüístico es imprescindible en todos los estudios de traducción. En mi larga experiencia por todo el mundo he llegado a esta convicción.

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18

Kayam, Orly. "Language and Culture." Studies in English Language Teaching 3, no. 4 (2015): 500. http://dx.doi.org/10.22158/selt.v3n4p500.

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<p><em>The study focuses on Ethiopian Jewish women’s struggles with language usage and social adaptation. The study aims to (a) evaluate the importance of knowledge and usage of Amharic in their daily lives, (b) evaluate the importance of knowledge and usage of Hebrew in their daily lives and (c) identify the differences in Israeli and Ethiopian Jewish cultures. The study was based on data collected and analyzed from a questionnaire that was distributed to a class of Ethiopian Jewish women who study English at a school in Netanya, Israel. The findings showed that while all of the participants speak Amharic, there are differences in literacy in Amharic among them. All of them have difficulties in Hebrew, but see Hebrew as the vehicle for upward mobility within Israeli society. They view Israeli culture as one that is lacking in politeness, respect and dignity, which is very much part of the fabric of the Ethiopian Jewish lifestyle. There is also a strong desire to preserve the past by preserving their language. This study promotes a new dimension to the study of Ethiopian Jewish women (Kayam </em><em>&amp;</em><em> Hirsch, in press) in that it adds to the study of language acquisition in the immigrant setting.</em><em></em></p>

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19

Salzmann, Zdenek, David L. Shaul, and N. Louanna Furbee. "Language and Culture." Language 75, no. 3 (1999): 609. http://dx.doi.org/10.2307/417077.

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20

Kövecses, Zoltán. "Culture and Language." Studia Slavica Academiae Scientiarum Hungaricae 55, no. 2 (2010): 339–45. http://dx.doi.org/10.1556/sslav.55.2010.2.20.

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21

Miljkovic, Miljan. "Language and culture." Zbornik radova Uciteljskog fakulteta Prizren-Leposavic, no. 9 (2015): 153–64. http://dx.doi.org/10.5937/zrufpl1509153m.

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22

Farrow, Steve. "Language and culture." Language & Communication 24, no. 3 (2004): 269–74. http://dx.doi.org/10.1016/j.langcom.2003.11.001.

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23

Kashima, Emiko S., and Yoshihisa Kashima. "Culture and Language." Journal of Cross-Cultural Psychology 29, no. 3 (1998): 461–86. http://dx.doi.org/10.1177/0022022198293005.

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24

Kramsch, Claire. "Language and Culture." AILA Review 27 (December 31, 2014): 30–55. http://dx.doi.org/10.1075/aila.27.02kra.

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This paper surveys the research methods and approaches used in the multidisciplinary field of applied language studies or language education over the last fourty years. Drawing on insights gained in psycho- and sociolinguistics, educational linguistics and linguistic anthropology with regard to language and culture, it is organized around five major questions that concern language educators. The first is: How is cultural meaning encoded in the linguistic sign? It discusses how the use of a symbolic system affects thought, how speakers of different languages think differently when speaking, and how speakers of different discourses (across language or in the same language) have different cultural worldviews. The second question is: How is cultural meaning expressed pragmatically through verbal action? It discusses the realization of speech acts across cultures, culturally-inflected conversation analysis, and the use of cultural frames. The third question is: How is culture co-constructed by participants in interaction? It discusses how applied linguistics has moved from a structuralist to a constructivist view of language and culture, from performance to performativity, and from a focus on culture to a focus on historicity and subjectivity. The fourth question is: How is research on language and culture affected by language technologies? The print culture of the book, the virtual culture of the Internet, the online culture of electronic exchanges all have their own ways of redrawing the boundaries of what may be said, written and done within a given discourse community. They are inextricably linked to issues of power and control. The last section explores the current methodological trends in the study of language and culture: the increased questioning and politicization of cultural reality, the increased interdisciplinary nature of research, the growing importance of reflexivity, and the noticeable convergence of intercultural communication studies and applied language studies in the study of language and culture.

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25

Bernárdez, Enrique. "Language and Culture." Review of Cognitive Linguistics 8, no. 2 (2010): 376–85. http://dx.doi.org/10.1075/rcl.8.2.07ber.

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26

Eastman, Carol M. "Language in Culture." Anthropology News 32, no. 3 (1991): 36. http://dx.doi.org/10.1111/an.1991.32.3.36.1.

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27

Lazear, Edward P. "Culture and Language." Journal of Political Economy 107, S6 (1999): S95—S126. http://dx.doi.org/10.1086/250105.

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28

Sack, Peter. "Law, Language, Culture." Journal of Legal Pluralism and Unofficial Law 30, no. 41 (1998): 15–35. http://dx.doi.org/10.1080/07329113.1998.10756504.

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29

Jungrye Chun. "Language and Culture." Korean Language Research ll, no. 24 (2009): 195–217. http://dx.doi.org/10.16876/klrc.2009..24.195.

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30

Nida, Eugene A. "LANGUAGE AND CULTURE." Entreculturas. Revista de traducción y comunicación intercultural, no. 1 (March 27, 2009): 25–32. http://dx.doi.org/10.24310/entreculturasertci.vi1.11815.

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El presente artículo recoge la conferencia plenaria que el profesor Eugene A. Nida pronunció en el V Congreso Internacional “Traducción, Texto e Interferencias” sobre Traducción y mediación cultural, celebrado entre el 13 y el 15 de diciembre de 2006 en la Universidad de Córdoba, donde relata que, a lo largo de su trayectoria como traductor, le resultó crucial conocer los valores de las distintas culturas que visitó para poder comprender cómo se comunicaban entre sí y, por ende, ser capaz de ayudar a los traductores de estas culturas en su labor de traducción de la Biblia.

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31

Akramova, G., and N. Mullaeva. "Language and culture." ACADEMICIA: An International Multidisciplinary Research Journal 11, no. 4 (2021): 1212–15. http://dx.doi.org/10.5958/2249-7137.2021.01184.8.

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32

Monaghan, Leila. "Linguistic Culture and Language Policy.:Linguistic Culture and Language Policy." Journal of Linguistic Anthropology 7, no. 2 (1997): 245–47. http://dx.doi.org/10.1525/jlin.1997.7.2.245.

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33

Ortiz, Alba A., María E. Fránquiz, and Gilberto P. Lara. "Co-editors’ introduction: Culture is language and language is culture." Bilingual Research Journal 43, no. 1 (2020): 1–5. http://dx.doi.org/10.1080/15235882.2020.1741303.

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34

Badger, Richard, and Malcolm N. MacDonald. "Culture, language, pedagogy: the place of culture in language teacher education." Pedagogy, Culture & Society 15, no. 2 (2007): 215–27. http://dx.doi.org/10.1080/14681360701403722.

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35

Garcia, Eugene E. "Language, Culture, and Education." Review of Research in Education 19 (1993): 51. http://dx.doi.org/10.2307/1167340.

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36

Márquez, Ismael P. "Hispanic Language and Culture." World Literature Today 75, no. 3/4 (2001): 105. http://dx.doi.org/10.2307/40156759.

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37

Bergroth, Mari, and Katri Hansell. "Language-aware operational culture." Apples - Journal of Applied Language Studies 14, no. 1 (2020): 85–102. http://dx.doi.org/10.17011/apples/urn.202006043978.

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This study examines how practitioners of minority-medium Early Childhood Education and Care (ECEC) in Finland reflect on language awareness (LA) in their professional learning communities (PLCs). The study is conducted within in-service training for ECEC practitioners and it also highlights how these practitioner reflections can be of use and support developing future in-service training within the action research framework. The data include nine group discussions on a reflection task, with 41 primary participants and 165 secondary participants from each primary participant’s respective PLC. As a starting point, the researcher-trainers identified six language-policy themes on LA in national policy documents. These were presented for practitioners, who then discussed them both in their respective PLCs and within the in-service training. The in-service discussions were audio-recorded and transcribed for qualitative-content analysis. During the analysis, the focus was on the dynamics of minority-majority positions, with the following themes emerging: i) Language contacts; ii) bilingual children and multi-layered identity; and iii) developing multilingual pedagogies. The results showed that the same insights often were treated both as strengths and weaknesses, and that a need exists for support so that practitioners can implement language-aware educational policy into their operational cultures.

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38

Hassan, Zana Mahmood. "Language Contextualisation and Culture." Procedia - Social and Behavioral Sciences 136 (July 2014): 31–35. http://dx.doi.org/10.1016/j.sbspro.2014.05.282.

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39

Magne, Frank. "Language and Culture Debate." Anthropology Today 8, no. 4 (1992): 17. http://dx.doi.org/10.2307/2783533.

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40

Kövecses, Zoltán. "Metaphor, language, and culture." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 26, spe (2010): 739–57. http://dx.doi.org/10.1590/s0102-44502010000300017.

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Culture and language are connected in a myriad ways. Proverbs, rules of turn-taking in conversations, pronouns of power and solidarity, background knowledge to the understanding of conversations, politeness, linguistic relativity, the principle of cooperation, metaphor, metonymy, context, semantic change, discourse, ideology, print culture, oral culture, literacy, sociolinguistics, speech acts, and so forth, are just some of the concepts in which we find obvious connections between culture and language. Several disciplines within the language sciences attempt to analyze, describe, and explain the complex interrelations between the two broad areas. (For a brief and clear survey, see Kramsch 1998). Can we approach this vast variety of topics from a more unified perspective than it is traditionally done and currently available? The present paper focus on such possibilities.

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41

Lambros, Anna V., Joel Walz, and Jean-Pierre Piriou. "Rapports: Language, Culture, Communication." Modern Language Journal 75, no. 2 (1991): 258. http://dx.doi.org/10.2307/328857.

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42

Malavé, L. M., and G. Duquette. "Language, culture and cognition." Child Language Teaching and Therapy 8, no. 2 (1992): 223–24. http://dx.doi.org/10.1177/026565909200800215.

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43

Hanson, Marci J., Sonya Gutierrez, Maria Morgan, Elizabeth L. Brennan, and Craig Zercher. "Language, Culture, and Disability." Topics in Early Childhood Special Education 17, no. 3 (1997): 307–36. http://dx.doi.org/10.1177/027112149701700305.

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44

Kovács, Gabriella. "Culture in Language Teaching." Acta Universitatis Sapientiae, Philologica 9, no. 3 (2017): 73–86. http://dx.doi.org/10.1515/ausp-2017-0030.

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AbstractLearning a language means also the study of a different culture. This study focuses on the introduction of the topic of culture in language teaching into the curriculum of the subject Language Teaching Methodology for teacher trainees studying at Translation And Interpreting Studies, Sapientia Hungarian University of Transylvania, Faculty of Technical and Human Sciences, Târgu-Mureş. This topic has not been treated separately so far, it has only been discussed implicitly, included in other topics. But we believe that future teachers should have a more thorough theoretical and practical training in terms of what incorporating culture into language teaching implies. For this purpose, we are going to examine and discuss some of the recommendations and principles stated in the specialized literature regarding culture in foreign language teaching and reflect on what the ideal content of a course related to the teaching of this skill should be.

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45

Roper, Jonathan. "Culture and Language Use." Folklore 123, no. 1 (2012): 122–23. http://dx.doi.org/10.1080/0015587x.2012.643647.

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46

Taylor, John R. "Language, thought and culture." South African Journal of Linguistics 10, no. 4 (1992): 185–86. http://dx.doi.org/10.1080/10118063.1992.9724458.

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Kagedan, Allen. "Nationalism, Language, and Culture." Nationalities Papers 19, no. 1 (1991): 59–62. http://dx.doi.org/10.1080/00905999108408182.

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I shall look at language legislation passed in the republics. The subject is not as dramatic as the actions of the Black Berets. It is not as obvious as empty shelves or economic crisis, but it is interesting because language legislation can effect all people in their everyday lives. It is also interesting because the Center has left language laws largely in the hands of the republics. So here is an area in which the republics are beginning to act as independent agents. And whether or not they become independent, they will have to grapple with language as a significant policy issue.

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48

Westby, Carol. "Language, Culture, and Literacy." ASHA Leader 10, no. 13 (2005): 16–30. http://dx.doi.org/10.1044/leader.ftr5.10132005.16.

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49

Kroskrity, Paul V., and Mary R. Haas. "Language, Culture and History." American Indian Quarterly 9, no. 4 (1985): 461. http://dx.doi.org/10.2307/1183580.

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50

Dueck, Al. "Culture, Language, and Integration." Journal of Psychology and Theology 40, no. 2 (2012): 116–21. http://dx.doi.org/10.1177/009164711204000206.

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