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Journal articles on the topic 'Munda language'
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1
Phillips, Jacob B., and K. David Harrison. "Munda mimetic reduplication." Canadian Journal of Linguistics/Revue canadienne de linguistique 62, no. 2 (March 6, 2017): 221–42. http://dx.doi.org/10.1017/cnj.2017.13.
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AbstractThe Munda languages of South Asia exhibit sound symbolism in their use of mimetic reduplication, to which they devote a surprisingly large percentage of their lexicons, typically upwards of ten percent. We present an extensive empirical typology of mimetic reduplication in seven Munda languages: Ho, Kera Mundari, Kharia, Mundari, Remo (Bondo), Santali, and Sora (Savara). Munda Mimetic forms can depict sensory qualities of sound, space, movement, texture, smell, taste, temperature, feelings, and sensations. The typology of mimetic reduplication in Munda varies across syntactic class, semantic domain and phonological form. This can shed light on the breadth of diverse structures in Munda languages, and may also be extrapolated to other languages and other examinations of reduplication and/or mimesis. This work provides a wealth of data to researchers of mimesis and reduplication, challenging the definition of what it means for forms to be sound-symbolic or reduplicated.
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Kumari, Laxmi, and Md Mojibur Rahman. "Munda Folktales of Jharkhand." Journal of English Language and Literature 14, no. 2 (October 31, 2020): 1268–76. http://dx.doi.org/10.17722/jell.v14i2.1174.
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The present study aims at discourse analysis of Mundari Folktales of Jharkhand using sociocultural features. Discourse Analysis acts as an umbrella term for a rapidly growing field of research covering a wide range of different theoretical approaches and analytical emphases. It is assumed that different constructions of the world are represented in a number of ways. To understand different constructions, one needs to understand the factors that drive and shape the behavior of the people as individuals and collectively. The sociocultural discourse analysis focuses on the use of language as a social mode of thinking. The work of sociocultural theory is to explain how individual mental functioning is related to cultural, institutional, and historical context. This method will not only analyze words, sentences, expression, form and meaning but also analyze all kinds of social and cultural factors related to discourse. The intention behind the study is contribution to the repertoire of knowledge on Mundari folktales as an area which has remained unexplored over years. Despite being one of the major tribes of Jharkhand, these indigenous lives have not been a part of scholarly research yet. The tales are collected by different people and they are translated also but discourse study of the tales has not been dealt yet. Through the study of the tales one can learn their customs, culture, rituals, social activities and way of living. The emphases will be on analyzing people, their culture and society through the language used in the text.
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Krylova, Anastasiya S., and Evgeniya A. Renkovskaya. "CORPUS OF KORAPUT MUNDA LANGUAGES: GOALS AND SPECIAL ASPECTS." Journal of the Institute of Oriental Studies RAS, no. 4 (14) (2020): 295–301. http://dx.doi.org/10.31696/2618-7302-2020-4-295-301.
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The paper deals with the first digital corpus of texts in the Koraput Munda languages (Sora, Gutob, Bonda), which became available online in Spring 2020. Koraput Munda are spoken in India on the border between states of Odisha and Andhra Pradesh and they all are more or less endangered. Texts in these languages were collected during four expeditions to the state of Odisha in 2016–2018. Koraput Munda speakers live in communities, which differ in religions, traditional occupations, dialects and are influenced by various official languages depending on the state. For example, Sora speakers belong to more than six religious communities and use four types of writing. Therefore, one of the main tasks of the corpus is to present texts of various genres and different social conditions of language usage. At the moment, the corpus includes oral and written texts, poetry and prose, religious, folklore and traditional everyday content. Oral texts are presented both in phonological transcription and in audio and video recordings. The sub-corpus of written texts presented in various scripts contains both texts related to a particular handwritten genre, as well as samples of printed materials. The texts are provided with morphological markup and translation into Russian and English. Each text is accompanied by detailed sociolinguistic and genre-specific information. One of the most special features of the corpus is the system of tags including text format, speaker’s gender, script, genre, topic, religion etc. This project is intended not only to make linguistic materials of the Koraput Munda languages accessible for the global linguistic and anthropological studies, but also to be useful for teaching and preserving cultural heritage, in particular within the framework of the Multi-Language Education government program.
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Pucilowski, Anna, and Eric Pederson. "Review of Anderson (2008): The Munda Languages." Studies in Language 35, no. 4 (December 31, 2011): 960–69. http://dx.doi.org/10.1075/sl.35.4.10puc.
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Krylova, Anastasia. "History, Structure, and Origins of the Autochthonous Scripts for Munda Languages." Anthropos 116, no. 2 (2021): 331–44. http://dx.doi.org/10.5771/0257-9774-2021-2-331.
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The article deals with four original scripts for Munda languages, invented in the 20th century by the native speakers of Munda. These are as follows: Ol Chiki, invented by Raghunath Murmu for Santali language; Sorang Sompeng, invented by Mangei Gomango for Sora; Warang Citi, invented by Lako Bodra for Ho; Bani Hisir, invented by Rohidas Singh for Mundari. The author analyzes the structures of the character sets and makes assumptions regarding the origins of the characters. In some cases, the author proposes alternative versions of the origins of the Warang Citi script, which was widely examined by Heinz-Jürgen Pinnow. Certain characters of Sorang Sompeng might bear resemblance to the Latin script and some Indian scripts, while Bani Hisir seems to have been influenced by Ol Chiki and partly by Warang Citi.
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Krylova, Anastasia, and Evgeniya Renkovskaya. "Religion and language preservation: the case of Sora." Journal of South Asian Languages and Linguistics 7, no. 1 (March 1, 2020): 85–104. http://dx.doi.org/10.1515/jsall-2021-2026.
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Abstract The article, based on field data collected by the authors, analyzes the modern sociolinguistic situation of the Sora language (South Munda languages, Odisha, India) in various religious communities. The religious communities such as Baptists, Catholics, Vishwa-Hindus, Animists, Mattar Banom and Alekh are analyzed. The data on the use of various languages in the religious practices of these communities is considered, accompanied by rich illustrative material. According to the findings of the authors, the preservation of Sora is most successful in the Baptist and Mattar Banom communities.
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Anderson, Gregory D. S., and Bikram Jora. "Introduction to the templatic verb morphology of Birhor (Birhoɽ), a Kherwarian Munda language." Language and Linguistics / 語言暨語言學 22, no. 1 (December 16, 2020): 1–27. http://dx.doi.org/10.1075/lali.00076.and.
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Abstract Birhor (Birhoɽ) is a Kherwarian Munda language spoken in small enclaves in India, primarily in Hazaribagh, Ranchi, and Singhbhum districts and other small pockets in Jharkhand state. Birhor has to date been poorly documented, and even the basic properties of its core grammatical systems remain largely undescribed. All data used in this study come from field notes collected in several trips dating back to 2015. This paper is a preliminary attempt to identify the basic templatic structures of positive and negative finite conjugations in Birhor of both monovalent and polyvalent predicates. We discuss here two basic intersecting inflectional oppositions in the grammar of Birhor: (i) between perfective and imperfective tense-aspect forms (the imperfective includes imperfective and imperfect forms, and the perfective includes the past, the anterior and the perfect); and (ii) between monovalent predicates and polyvalent ones. Like all Kherwarian languages, Birhor has a nominative-accusative alignment of argument indexing and a complex templatic verb structure. It encodes subjects with monovalent stems. Polyvalent predicates encode two arguments, a first argument/syntactic subject and a second argument/syntactic ‘object’ following a primary object pattern. A complex array of different templates is thus found across positive and negative conjugations that contrast polyvalent vs. monovalent imperfective, perfective, and imperative forms. Many different formal templatic patterns are attested within each of the paradigmatic oppositional sets in Birhor. There are two formal subtypes of monovalent predicates. They contrast in both positive and negative conjugations, for both the imperfective and the perfective series of inflections. Polyvalent predicates also contrast the imperfective and the perfective series. Lastly, there are distinct templates for imperative and prohibitive of monovalent and polyvalent predicates as well.
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Kolipakam, Vishnupriya, Fiona M. Jordan, Michael Dunn, Simon J. Greenhill, Remco Bouckaert, Russell D. Gray, and Annemarie Verkerk. "A Bayesian phylogenetic study of the Dravidian language family." Royal Society Open Science 5, no. 3 (March 2018): 171504. http://dx.doi.org/10.1098/rsos.171504.
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The Dravidian language family consists of about 80 varieties (Hammarström H. 2016 Glottolog 2.7 ) spoken by 220 million people across southern and central India and surrounding countries (Steever SB. 1998 In The Dravidian languages (ed. SB Steever), pp. 1–39: 1). Neither the geographical origin of the Dravidian language homeland nor its exact dispersal through time are known. The history of these languages is crucial for understanding prehistory in Eurasia, because despite their current restricted range, these languages played a significant role in influencing other language groups including Indo-Aryan (Indo-European) and Munda (Austroasiatic) speakers. Here, we report the results of a Bayesian phylogenetic analysis of cognate-coded lexical data, elicited first hand from native speakers, to investigate the subgrouping of the Dravidian language family, and provide dates for the major points of diversification. Our results indicate that the Dravidian language family is approximately 4500 years old, a finding that corresponds well with earlier linguistic and archaeological studies. The main branches of the Dravidian language family (North, Central, South I, South II) are recovered, although the placement of languages within these main branches diverges from previous classifications. We find considerable uncertainty with regard to the relationships between the main branches.
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Schokker, G. H., and A. Govindankutty Menon. "Linguistic convergence: the Tamil–Hindi auxiliaries." Bulletin of the School of Oriental and African Studies 53, no. 2 (June 1990): 266–82. http://dx.doi.org/10.1017/s0041977x00026070.
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The subject of the Indianization of the Indian languages has occupied the thoughts of scholars for more than a century. But during the last four decades it has become a field of intensive investigation. The study of the process of convergence in the Indie area began with a hesitant study of common lexical items in Indo-Aryan, Dravidian and Munda. The initial conviction was that grammatical traits may not travel across genetic boundaries. However, scholars like Kuiper and Emeneau not only proved the contrary but also laid the foundation for future research on the ‘unexpected’ structural similarities among the above–mentioned three major language families of the Indian subcontinent.
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Koh, Taejin. "The role of [animate] and [human] features in agreement in Ho." RESEARCH REVIEW International Journal of Multidisciplinary 7, no. 9 (September 20, 2022): 87–92. http://dx.doi.org/10.31305/rrijm.2022.v07.i09.013.
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Ho language is classified as a member of the Munda group that belongs to the Austro-Asiatic branch. It is well known that Ho is very rich in agreement. The general pattern of agreement sentences of languages is that agreement is overtly realized between an argument NP and verb; subject-verb / object-verb agreement. However, agreement is not morphologically manifested and is covert if the functional head agreement is weak in Ho. Moreover, it also shows agreement phenomena in terms of [±animate] and [±human]. Therefor this paper is to layout the basic patterns of agreement with the role of [animante] and [human] in Ho.
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Vovin, Alexander, and Toshiki Osada. "Mundajin no noko bunka to shokuji bunka: Minzoku gengogaku kosatsu [Farming Culture and Food Culture of Munda: An Ethnolinguistic Study]." Oceanic Linguistics 36, no. 2 (December 1997): 436. http://dx.doi.org/10.2307/3622996.
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Ренковская, Евгения Алексеевна, and Анастасия Сергеевна Крылова. "EDUCATION SYSTEM AGAINST LANGUAGE TRANSMISSION? CASE OF MINORITY LANGUAGES IN INDIA." Tomsk Journal of Linguistics and Anthropology, no. 3(33) (November 28, 2021): 70–80. http://dx.doi.org/10.23951/2307-6119-2021-3-70-80.
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Статья посвящена межпоколенческой передаче шести миноритарных языков Индии: трёх индоарийских, включая кумаони (штат Уттаракханд), куллуи (штат Химачал-Прадеш), западный марвари (штат Раджастан), и трёх языков мунда, а именно сора, бонда и гутоб (штат Одиша). Все перечисленные языки не имеют официального статуса и литературной нормы, используются почти исключительно для устной коммуникации, являются малоизученными и в той или иной степени находятся под угрозой исчезновения. Исследование основывается на полевых данных лингвистических экспедиций в Индию, в штаты Уттаракханд, Химачал-Прадеш, Раджастан и Одиша в 2014–2018 гг. Одной из задач, стоящих перед авторами во время изучения социолингвистической ситуации в ареалах распространения перечисленных выше миноритарных языков, было выявить основные причины и факторы утраты межпоколенческой передачи языков. В ходе исследования мы пришли к выводу, что одним из основных факторов, негативно влияющих на межпоколенческую передачу миноритарных языков Индии, является существующая в Индии система образования. Школьное образование ведется на официальных языках штатов Индии, и миноритарные языки в образовании не участвуют. Использование родных языков в школе в лучшем случае не одобряется, в худшем — находится под негласным запретом, поскольку воспринимается как помеха на пути качественного овладения официальным языком. Помимо этого, мы отмечаем непосредственную зависимость социальной устроенности от результатов школьных экзаменов, общую директивность индийского образования и практическое отсутствие в образовании диалога. Все перечисленное становится источником большого стресса как для самих учащихся, так и для их семей, в связи с чем родители стараются оградить детей от проблем, связанных с освоением языка образования, и предпочитают не говорить с ними на родных языках. Другим серьезным фактором, способствующим созданию негативного образа родных языков, становятся лингвистические предрассудки, преподаваемые в Индии в рамках школьной программы. Сюда относится терминологическое разделение языковых идиомов на языки (официальные языки) и говоры (миноритарные языки), закрепление понятия «родной язык» за официальным языком штата, представления о том, что язык должен иметь письменность на оригинальной основе, отличающуюся от письменностей других языков. Отдельное внимание уделяется освещению такого феномена индийской действительности как языковая дискриминация представителей племенных (так называемых «неприкасаемых» в индуистской традиции) этносов в рамках школы. Помимо проблем, связанных с существующей в Индии системой образования, мы обсуждаем и попытки их решения — инициативы языковых активистов и правительства. Ряд мер по продвижению многоязычного образования включены в программу MultiLingual Education (MLE), которая в настоящее время получила наиболее широкое распространение в штате Одиша. Рассматривается устройство и функционирование программы MLE в Одише, после чего обсуждается возможность её применения в других регионах. The paper deals with the intergenerational transmission of six minority languages in India, three Indo-Aryan languages, viz. Kumaoni (state of Uttarakhand), Kullui (state of Himachal Pradesh), Western Marwari (state of Rajasthan) and three Munda languages, viz. Sora, Remo and Gutob (state of Odisha). None of these languages has an official status or standardized written form, all of them are used almost exclusively for oral communication, poorly described and, to one degree or another, endangered. The data come from sociolinguistic surveys conducted by the authors in the states of Uttarakhand, Himachal Pradesh, Rajasthan and Odisha in 2014–2018. One of the tasks during the sociolinguistic study in the areas of the above-mentioned minority languages was to identify the main factors of the intergenerational transmission loss. We claim that the modern education policies in India are one of the main factors disrupting language transmission. School education is conducted in the state official languages, and minority languages are not involved in it. Speaking minor languages is restricted by teachers at school, while the importance of the official languages is imposed on children. We note also the facts that the social level depends directly on the results of school exams and that Indian education is highly directive and excludes any dialogue. All of the above causes a great stress for students and their families. In this regard, parents try to protect their children from problems of mastering the language of education, and prefer not to speak with them in their native languages. Another major factor contributing to the negative image of native languages are linguistic prejudices taught in India as part of the school curriculum. This includes the division of idioms into languages (official languages) and dialects (minority languages), fixing the concept of “native language” for the official state language, the idea that the language should have a script on an original basis that differs from the scripts of other languages etc. Special attention is paid to such a phenomenon of India’s reality as linguistic discrimination of people from tribal (“untouchable” in Hindu tradition) ethnic groups within the school. In addition to the education system problems in India, the authors mention attempts to solve them by initiatives of language activists and the government. A number of measures to promote multilingual education are included in the MultiLingual Education (MLE) program, which is currently the most widely adopted in the state of Odisha. Considering structure and functioning of the MLE program in Odisha we discuss the possibility of its application in other regions.
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Downs, Shauna M., Ridhima Kapoor, Emily V. Merchant, Tamara Sullivan, Geetanjali Singh, Jessica Fanzo, and Suparna Ghosh-Jerath. "Leveraging Nutrient-Rich Traditional Foods to Improve Diets among Indigenous Populations in India: Value Chain Analysis of Finger Millet and Kionaar Leaves." Foods 11, no. 23 (November 23, 2022): 3774. http://dx.doi.org/10.3390/foods11233774.
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Many indigenous foods are nutrient-rich but are often underutilized even among populations at high risk of malnutrition. The aims of this study were to conduct value chain analysis of one cultivated crop (finger millet among the Munda tribe) and one wild green leafy vegetable (Koinaar leaves among the Sauria Paharia tribe) of two Indigenous communities in Jharkhand state, India and to identify entry points for interventions aimed at supporting production and consumption. Semi-structured interviews were conducted with stakeholders among each tribal group and transcripts were open coded and organized based on key themes across the steps of the value chain for each food independently. Improved storage techniques and infrastructure, machinery for processing and improved cooking fuel would help reduce barriers across the finger millet supply chain related to postharvest losses, processing labor and safety concerns related to cooking. For Koinaar leaves, improving drying techniques to increase consumption across seasons and providing training and support to increase opportunities for selling leaves in local markets, where participants mentioned potential language barriers, could strengthen the supply chain. Improving extension services and focusing beyond production has potential to improve the production and consumption of both nutrient-rich crops among Indigenous communities in India.
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La Ino and Nanda Saputra. "Relationship of Muna Language, Ciacia, Tukang Besi and Culambacu (Lexicostatistic and Glotochronology Study)." LingLit Journal Scientific Journal for Linguistics and Literature 2, no. 4 (December 30, 2021): 186–98. http://dx.doi.org/10.33258/linglit.v2i4.557.
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This article is motivated by the results of the 2019 SIL research that the languages in Southeast Sulawesi Province vary in category. Some are strong and some are threatened. Among the languages that are categorized as threatened are the Muna language, the Ciacia language, while the Tukang Besi language is included in the strong language group. However, there are still several languages that have not been listed in the SIl research, namely the Culamabacu language. This article discusses the kinship between the Muna language, Ciacia language, the Tukang Besi language and the Culambacu language. This paper uses the theory of comparative historical linguistics with lexicostatistical and glotochronological methods. The results of the analysis of the four languages are that the percentage of Muna and Ciacia language kinship is 49%, Muna language kinship with Tukang Besi 43%, Muna language with Culambacu language 36%, Ciacia language with Tukang Besi 43%, Ciacia language with Culambacu language is 37%, the Tukang Besi language is with Culambacu language 33%. Based on the glottochronology, the Ciacia language and Muna language have a separate year of 1912-1532, the Ciacia language and the Tukang Besi language have a separate year of 2279-183, the Ciacia language and Culambacu language have the years 2587-2211, the Muna language and the Tukang Besi language have a 2371-2335 year, Muna language with Culambacu language has the years 2658-2272, the Tukang Besi language with Culambacu language has a separate year 2885-2465.
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Ino, La. "The Reconstruction of Protolanguage Muna and Kambowa." International Journal of Linguistics, Literature and Culture 2, no. 3 (September 25, 2016): 125. http://dx.doi.org/10.21744/ijllc.v2i3.265.
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This article is the result of research that talks about language Muna and language Kambowa in the study of historical linguistics. This article has been shown in an international seminar in Padang with the theme of Language and civilization. But the text only contains a quantitative approach three languages: the language Muna, language Kambowa, and language Busoa. The article will be devoted to the qualitative approach and reconstruction of proto-phonemes and proto words in two languages, the muna language, and the kambowa language. This is done in order to find appropriate and accurate reconstruction. Data sought a more complete by adding data derived from previous writings. Muna language is the language used by the people in the district Muna and Kambowa language is the language used by the people in the north Buton regency. The two districts in the province of Southeast Sulawesi, Indonesia. This research is done in the hope that the status of these two languages can be clearer. This is due to that during this time there is some presumption that both of these is the same language that sets it apart is the dialect. Using the approach synchronic comparative and diachronic comparative and with lexicostatistics method for quantitative data found that the percentage of both languages is 52%. based on the results of the analysis can be found that the Proto-Austronesian language reflected in muna and kambowa as proto-language Muna Kambowa as a proof unifying group is apacope, syncope, Metathesis, Split.
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Rely, La Ode. "KAJIAN LEKSIKOSTATISTIK BAHASA MUNA, BAHASA CIA-CIA DAN BAHASA WOLIO DI SULAWESI TENGGARA." TELAGA BAHASA 5, no. 1 (December 3, 2019): 83. http://dx.doi.org/10.36843/tb.v5i1.122.
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The Muna language, Cia-Cia language and Wolio language are cognatelanguages in Southeast Sulawesi and they have kinship with each other.This research aimed to know the level of kinship between Muna language, Cia-Cia language and Wolio language in Southeast Sulawesi, when Muna language separate from, Cia-Cia language and Wolio language, and what is the estimated age among the Muna language, Cia - Cia language and Wolio.Descriptive method and lexicostatistics technique are used in this research. The result showed that the percentage of kinship of Muna language and Cia-Cia language was 48%. Separate time between Muna language and Cia-Cia language is estimated from 183 to 463 Masehi. The percentage of kinship of Muna language and Wolio language was 45%. Separate time between the Muna language and Wolio language is estimated 23 Masehi until 323 Masehi. The percentage of kinship of Cia-Cia language and Wolio languages was 44%. Separate time between Cia-Cia language and Wolio language is estimated 28 Before Masehi to 274 Masehi. The age of Muna language around 183 to 463 Masehi was separated from it's mother tongue with Cia-Cia Language and around 23 Masehi to 323 Masehi was separated from it's mother tongue with Wolio language. They were cognate language, one family or one language family.
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Poliana Bruno Zuin, Luís Fernando Soares Zuin, Amarilio Ferreira Junior, Amanda Dourado Souaza Akahosi Fernandes, Sandra Regina Buttros Gattolin, Alessandra Del Re, Monalisa Muniz, Isadora Pascoalino Mariotto, and Raquel Franco Tassoni. "Literatura Infantil: Caminhos Para Compreender O Mundo." STUDIES IN EDUCATION SCIENCES 3, no. 1 (January 20, 2022): 149–62. http://dx.doi.org/10.54019/sesv3n1-010.
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O programa de extensão “Linguagens na Educação Infantil (Ledif- ProEx-UFSCar)” compreende diferentes projetos de extensão e envolve professores, estudantes de graduação e pós-graduação de diferentes áreas, tais como: Pedagogia, Letras, Linguística, Educação Especial, Psicologia, Terapia Ocupacional, Educação Física e Tradução e Interpretação em Libras. Esse programa ocorre paralelamente ao trabalho desenvolvido na Unidade de Atendimento à Criança (UAC) da UFSCar e tem como objetivo inserir os alunos de graduação nas situações práticas do cotidiano da sala de aula, utilizando a Literatura Infantil como mediadora da prática docente e dos trabalhos com os diferentes gêneros discursivos por meio de rodas de leitura e de conversa, sendo a literatura eixo para os diálogos problematizadores. Em decorrência da pandemia, foram realizadas algumas adequações para o ensino remoto, usando-se das tecnologias informacionais e comunicacionais (TICs) como instrumentos mediadores dessas práticas. Dentre os objetivos visados com o projeto, destacamos: ampliar a linguagem oral e escrita, contribuir com a expressão e linguagem corporal, incentivar o desenvolvimento da linguagem plástica e da coordenação motora, possibilitar o entendimento dos sentimentos, estimular a autonomia e as relações sociais. O referencial teórico e metodológico são os pressupostos da teoria Histórico-Cultural, os estudos da Filosofia da Linguagem de Bakhtin e conceitos de Paulo Freire. Concluímos que as práticas de mediação relacionadas à literatura infantil, realizada em parceria com as famílias no contexto de pandemia, proporcionou às crianças descobrir o mundo via diferentes formas de linguagens e gêneros textuais, permitindo a interação com os outros e com o mundo.
The extension program "Languages in Early Childhood Education (Ledif-ProEx-UFSCar)" comprises different extension projects and aims to involve teachers, undergraduate and graduate students from different areas, such as: Pedagogy, Languages, Linguistics, Special Education, Psychology, Occupational Therapy, Physical Education and Translation and Interpretation in Libras. The development of these projects occurs together with the work developed within the groups (2, 3 and 4), whose professor and coordinator of the Program and Projects (Prof. Poliana Bruno Zuin) develops them in their classrooms at the Child Care Unit ( UAC) of UFSCar. This program aims to insert undergraduate students in everyday practical situations, using Children's Literature as a mediator of teaching practice and work with different discursive genres through reading and conversation circles, with literature being the axis for problematizing dialogues. As a result of the pandemic, some adjustments were made to remote learning, using informational and communicational technologies (ICTs) as mediating instruments for these practices. Among the aims of the project, we highlight: expand oral and written language, contribute to expression and body language, encourage the development of plastic language and motor coordination, enable the understanding of feelings, encourage autonomy and social relationships. The theoretical and methodological framework are the assumptions of Historical-Cultural theory, the studies of Bakhtin's Philosophy of Language and Paulo Freire's concepts. We conclude that the mediation practices related to children's literature, carried out by us in partnership with families in the context of the pandemic, allowed children to discover the world via different forms of textual languages and genres, allowing the acquisition of writing as a social practice of interaction with with others and with the world.
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Aguilar Ródenas, Consol. "DLL crítica, lectura del mundo y lectura de la palabra." El Guiniguada, no. 30 (2021) (July 1, 2021): 8–19. http://dx.doi.org/10.20420/elguiniguada.2021.399.
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El monográfico que presentamos desde un posicionamiento de Didáctica de la Lengua y la Literatura (DLL) crítica comparte, desde la interdisciplinariedad, reflexión teórica desde investigación de rigor, y acciones educativas concretas. En una sociedad en la que el neoliberalismo genera individualismo, egoísmo y vulnerabilidad en la ciudadanía, la DLL crítica defiende tejer redes sociales, investigación y acciones educativas en las que el diálogo, las interacciones dialógicas frente a las interacciones de poder, generen emancipación comunicativa, transformaciones personales y sociales y transformación de las desigualdades sociales.
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Cherry, Charles Maurice, Fabian A. Samaniego, Francisco X. Alarcon, and Nelson Rojas. "Mundo 21." Modern Language Journal 81, no. 2 (1997): 277. http://dx.doi.org/10.2307/328818.
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Márta, Anette. "Jeremy Munday." Across Languages and Cultures 3, no. 1 (April 2002): 139–42. http://dx.doi.org/10.1556/acr.3.2002.1.12.
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Carvalho, Christine. "Linguagens do mundo ou mundo de linguagens?" Cadernos de Linguagem e Sociedade 9, no. 2 (November 12, 2010): 05–24. http://dx.doi.org/10.26512/les.v9i2.9242.
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This is a study of the relation between media discourse in advertisements and globalisation processes. We analyse, in a critical perspective of language, the linguistic and semiotic systems in a combination to produce meaning in texts and the role of representation in the investigation of social and cultural changes in contemporary society. The analysis points out that media discourse is an element of practice concerning social interaction that contributes to globalisation processes due to the fact that it uses the following elements of modernity dynamics: reflexivity, decontextualisation and compression of time and space in order to maintain and establish its ideologies and social practices.
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Donegan, Patircia Jane, and David Stampe. "South-East Asian Features in the Munda Languages: Evidence for the Analytic-to-Synthetic Drift of Munda." Annual Meeting of the Berkeley Linguistics Society 28, no. 2 (June 25, 2002): 111. http://dx.doi.org/10.3765/bls.v28i2.1041.
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Aso, La, and La Yani Konisi. "THE USE OF INDONESIAN LOAN WORDS IN MUNA LANGUAGE (Penggunaan Kata-Kata Serapan Bahasa Indonesia dalam Bahasa Muna)." Kandai 17, no. 2 (November 30, 2021): 166. http://dx.doi.org/10.26499/jk.v17i2.3481.
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Artikel ini bertujuan untuk membahas penggunaaan kata-kata serapan bahasa Indonesia dalam bahasa Muna. Data dalam penelitian ini dikumpulkan melalui pengamatan, partisipasi, rekaman, catat, dan interpretasi. Data yang diperoleh kemudian dianalisis secara deskriptif dengan mengklasifikasi data yang dikumpul, menentukan kata-kata serapan, memformulasikan dan menjelaskan kata-kata serapan dan membuat kesimpulan. Hasil penelitian ini menunjukkan bahwa kata-kata serapan bahasa Indonesia dalam bahasa Muna selalu dipengaruhi oleh aspek fonologis atau perubahan bunyi. Karakteristik bahasa Muna sebagai bahasa vokalis menyebabkan semua silabel atau kata-kata pinjaman dari bahasa Indonesia ke bahasa Muna senantiasa menjadi silabel terbuka. Hal itu dapat terjadi melalui berbagai perubahan, seperti penambahan dan penghilangan konsonan, penambahan vokal, dan pemecahan kluster atau gugus konsonan.This article aims at discussing the use of Indonesian loan words in the Muna language. The data were collected through observation, participation, recording, noting, and interpretation. The data were then analyzed descriptively by classifying the gathered data, indicating the word classes, formulating and describing loan words, and making a conclusion. The result of this study showed that Indonesian loan words in the Muna language are mostly affected by phonological aspects or sound changes. Muna language's characteristics as vocalist language bring all loan words from Indonesian into Muna language always become open syllable. It occurs both by adding or deleting one of the consonants, adding or inserting vocals, and breaking cluster or consonant cluster.
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Paul, Daisy, Zuraini Seruji, and Noor Aina Dani. "FOSSILIZATION IN THE INTERLANGUAGE OF DUSUN TINDAL TRIBE YOUNGER GENERATION." International Journal of Education, Psychology and Counseling 5, no. 34 (March 15, 2020): 212–33. http://dx.doi.org/10.35631/ijepc.5340017.
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The majority of Dusun Tindal tribe learners in Sabah failed to achieve competency as native Malay speakers due to the fossilization mechanism which is performance-related. Hence, this research aims to examine the fossilization mechanism in the interlanguage of the young generation from the Dusun Tindal tribe. The case study was conducted at Tenghilan Secondary School, Tuaran, Sabah which involved 69 students. Besides the students, 12 language teachers were interviewed to get detailed information on target language learning strategies that allowed students to cross the interlanguage. Two informants from the Dusun Tindal community have provided a missing link to the Dusun Tindal tribe in Sabah. The first important finding involved trends in existing native language domains within Dusun Tindal communities that show multilingual equivalence. Secondly, most essay writing scores in the Malay language itself was still having interlanguage. Thirdly, the highest factor of fossilization causation was cognitive. The mapping of lexical and syntax elements into the target language domain was affecting students' thoughts. It was obvious sentences accommodate the overgeneralization form in the student interlanguage depicts a temporary plateau and they most often use message omission strategy. Fifthly, the continuum of interlanguage was based on the knowledge of native and the Malay language of the students most at acrolect level, namely one level lower than the native speaker competency. Language teachers suggested a number of strategies to dissolve the fossilization in interlanguage, specifically taking the right attitude towards student language errors.
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Elliott, A. Raymond. "Dàj guruguiˈ yumiguiì ‘de como apareció la gente del mundo’: leyenda en triqui de Chicahuaxtla." Tlalocan 25 (September 7, 2020): 147–212. http://dx.doi.org/10.19130/iifl.tlalocan.2020.0006.
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Chicahuaxtla Triqui is an Otomanguean language spoken in San Andrés Chicahuaxtla and in other neighboring communities in the State of Oaxaca, Mexico. There are two other Triqui languages. One is spoken in San Juan Copala and the other in San Martín Itunyoso. The oral text is a legend entitled Dàj guruguiˈ yumiguiì /da1h ɡuruɡwi3ʔ ʃumiɡwiː313/ ‘How the people of the world appeared’ and is a compilation of several legends about Triqui deities and the creation of the human race as we know it today. In this manuscript, I present a map of the Triqui region, a general description of the Chicahuaxtla Triqui language, its consonant and vowel inventories, tones, information about current and competing orthographic systems and a brief grammatical sketch. The article includes an orthographic representation of the legend with broad and narrow transcription using the International Phonetic Alphabet (IPA) along with a free translation of the text in both Spanish and English.
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Walker, Laura J., and Arlene Krane. "El Mundo Hispanico." Modern Language Journal 70, no. 2 (1986): 197. http://dx.doi.org/10.2307/327359.
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Agbozo, G. Edzordzi. "Translation as Rewriting: Cultural Theoretical Appraisal of Shakespeare’s "Macbeth" in the Ewe language of West Africa." Multicultural Shakespeare: Translation, Appropriation and Performance 18, no. 33 (December 30, 2018): 43–56. http://dx.doi.org/10.18778/2083-8530.18.04.
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The cultural turn in translation theory brought attention to the idea that translation is not a purely linguistic phenomenon but one that is also constrained by culture. The cultural turn considers translation as a rewriting of an original text. In this paper, I attempt to find reflections of the cultural turn in a translation into an African language. As such, the paper reads William Shakespeare’s Macbeth in the Ewe language of West Africa, Shakespeare ʄe Makbet, as rewriting. Walter Blege is the translator and the Bureau of Ghana Languages is the publisher of the target text meant for Ewe language audience in Ghana. The target text is for learning and acquiring the Ewe language especially in the area of developing reading comprehension skills. Following Andre Lefevere and Jeremy Munday, this paper suggests that Shakespeare ʄe Makbet is a rewritten text as it follows some cultural constraints in its translation. The study provides insight into the motivations for some of the translator/rewriter’s choices. Given the less attention paid to the Ewe language and many other African languages, the paper proposes translation as a socio-psychological tool for revitalizing interest in the learning and acquisition of African and other lesser-known languages.
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NIDA, Eugene A. "Language and Culture." Hikma 5, no. 5 (October 1, 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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Hughes, Todd F., Fabian A. Samaniego, Francisco X. Alarcon, Nelson Rojas, and Sidney E. Gorman. "Mundo 21." Hispania 79, no. 1 (March 1996): 80. http://dx.doi.org/10.2307/345613.
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VanBuren, Phyllis E. "Mundo 21." Hispania 80, no. 1 (March 1997): 114. http://dx.doi.org/10.2307/345987.
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Heath, Michael, Bonaventure Des Periers, and Max Gauna. "Cymbalum mundi." Modern Language Review 97, no. 1 (January 2002): 184. http://dx.doi.org/10.2307/3735641.
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Hendrick, Philip, Bonaventure Des Periers, and Peter Hampshire Nurse. "Cymbalum Mundi." Modern Language Review 82, no. 2 (April 1987): 470. http://dx.doi.org/10.2307/3728472.
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Recuenco, Aurelio. "Emotional intelligence: The most valuable language in the world today." SCIÉNDO 23, no. 3 (September 30, 2020): 197–205. http://dx.doi.org/10.17268/10.17268/sciendo.2020.025.
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Agigi, Quranul Alfahrezi. "Language Statistical Machine Translation Muna to Indonesia Language." JATISI (Jurnal Teknik Informatika dan Sistem Informasi) 8, no. 4 (December 14, 2021): 2173–86. http://dx.doi.org/10.35957/jatisi.v8i4.1149.
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In this rapid technological development, there are still at least some machine translators from regional languages to Indonesian. Therefore, this paper discusses to make a statistical translation machine for the Muna language into Indonesian because at least there are still at least a Muna translation machine into Indonesian. The approach used a statistically based using parallel corpus. In this study, the data taken came from a book entitled Folklore of Buton and Muna in Southeast Sulawesi and several folklore articles on the internet. The number of parallel corpus used is 1050 sentence lines and the monolingual corpus is 1351 sentence lines. The scenarios that will be carried out in this experiment are divided into two scenarios. Scenario 1 is testing on the parallel corpus (training) which is tested using the available sentence lines and these sentence lines will be added to each experiment, while the rest of the sentence lines that are owned will be used in the parallel corpus (testing). In scenario 2, the test is carried out by comparing the lines of the monolingual corpus sentences after subtracting and adding sentences. In order for scenario 2 to run, accuracy is needed in scenario 1 which is the best. The test was carried out 6 times using BLEU (Bilingual Evaluation Understudy) tools. From the results of the tests carried out, the best accuracy value is 29.83%.
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Fitri, Wa Ode. "THE LANGUAGE SHIFTING IN MUNA LANGUAGE (A Study of Munanese at Pondidaha Sub-District)." Journal of Teaching English 4, no. 1 (March 9, 2019): 42. http://dx.doi.org/10.36709/jte.v4i1.13902.
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This research discusses the language shifting in Muna language for Munanese who lived inAhuawatu village, Pondidaha Sub-District, Konawe Regency. Language contact that has occurred at multilingual society in Ahuawatu became an interesting phenomenon to be learnt, because it has close relationship with the use of ethnic language of the residents in this village. This study focuses on the condition of language shifting of Muna language to Java language, and the causes that lead the shift of language for Munanese. The main data of the research was taken in Ahuawatu village. Observation and interview were used by the researcher in collecting the data from five informants in this area. The result of this research showed the condition of Muna language in Ahuawatu has begun to shift for parental age, and dominantly shifted for their children. It indicated from their habits which use Java language step by step in their daily life as a Munanese. The causes of language shift in parental age are the power of Java language, the number of speaker, and intercultural marriage. While the shift of Muna language to their children are caused by the use of Muna language in family domain, also the maintaining process of Muna culture in family domain. Keywords: Language shift, Munanese, Muna Language, Java Language.
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Jesus, Dulcirley De. "Poema-mundo: corpo-poema." Revista do Centro de Estudos Portugueses 34, no. 52 (December 31, 2014): 55. http://dx.doi.org/10.17851/2359-0076.34.52.55-75.
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<p>Entre os poemas de Herberto Helder em que há uma certa ênfase à relação entre as noções de mundo, de corpo e de linguagem, merece destaque <em>Do mundo </em>(2006), publicado pela primeira vez em 1978. Nele, há referências tanto a um mundo em gênese e formação quanto a um corpo orgânico que se move em seus processos de metamorfose. Todavia, tais imagens são produtos de uma construção que se dá por referências inconcretas. Estas, por sua vez, no devir de uma linguagem que irradia significações, enfeixam-se em um movimento de convergência que resulta em imagens como: o “corpo-poema”, ou o “poema-corpo”, e o “mundo-poema”, ou o “poema/mundo”; ou ainda o corpo-mundo-poema. Tais blocos de imagens materializam-se na poesia de Herberto Helder pelos processos de fusões, transmutações e de metamorfoses porque passam a linguagem, o que ocorre na mesma medida em que as palavras tornam-se coisa, corpo, mundo; corpo-mundo naquilo que esses espaços possuem de afinidade, como reitera Maffei: “Um profundo vitalismo, assim, faz a ‘imagem’ possuir características de corpos vivos e do próprio universo, por sua vez também um corpo vivo.”1 Apesar da existência de uma comunicação intensa entre essas imagens nas duas obras, daremos ênfase, neste artigo, à leitura de <em>Do mundo </em>e sua relação com o espaço que lhe é homônimo com a palavra poética, já que, como é sugerido pelo próprio título, esse poema confere um tratamento especial à relação entre nome e coisa, palavra e realidade, linguagem e mundo.</p> <p>Among Herberto Helder’s poems that have emphasis in relation between the notions of world, body and language, the book <em>Do mundo </em>(2006), first published in 1978, deserves our attention. In this book, we could find references such in a world in genesis and formation as to a organic body that moves in their metamorphoses processes. However, these images are products of a construction that is not given by concrete references. These, in turn, in <em>devir </em>of a language that radiate meanings, reunites in a convergence movement that results in images such as: “body-poem”, or “poem-body”, and the “world-poem” or the “poem/ world”; or the body-world-poem. Such image blocks are materialized in the poetry of Herbert Helder by mergers process, transmutations and metamorphosis because they transpose the language, which occurs to the same extent that the words become thing, body, world; body-world in which these spaces have affinity, as Maffei reiterates: “A deep vitalism, thus, makes the ‘image’ possess characteristics of living bodies and the universe, itself, turns also a living body”. Despite the existence of an intense communication between these images in both works, we will emphasize, in this article, the reading of <em>Do Mundo </em>and its relation with the namesake space with the poetic word, remembering, as suggested by the title itself, this poem gives special treatment to the relation between name and thing, word and reality, language and world.</p>
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Perini-Santos, Pedro. "Nova família, nova língua, novo mundo." Domínios de Lingu@gem 17 (February 2, 2023): e1713. http://dx.doi.org/10.14393/dlv17a2023-13.
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resenha do livro
Genesee, Fred; Delcenserie, Audrey. Starting Over – the language development in internationally-adopted children. Amsterdam: John Benjamins Publishing Company, 2016. [207 páginas]
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Silva, Dagmar De mello, and Larissa Príncipe. "um menino no mundo." childhood & philosophy 15 (April 29, 2019): 1–19. http://dx.doi.org/10.12957/childphilo.2019.37912.
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This paper is the result of encounters with cinema in a course entitled Cultural Activities, a required class in the undergraduate education program of the School of Education at Brazil’s Fluminense Federal University. The goal was to produce aesthetic experiences with the moving images of cinematic language that would go beyond the usual didactic and utilitarian ways of exemplifying course content. We counted on the power of moving images to produce affective images, an aesthetic device that drives the relation between thought and language, thereby contributing to a pause in time, thereby allowing us the opportunity to examine more carefully the existential human condition as historically constituted in the world today. This paper was thus the result of using cinema as a tool of social analysis and a methodological resource for the training of undergraduate education students. The cinematic artifact presented here is an animated feature whose story unfolds through the eyes of a child confronting a world tainted by the misfortunes of capitalism. For theoretical support, we focus on authors who analyze the capitalist political and socioeconomic model and its effects on the human condition. Through O menino e o mundo, a student and teacher share their different, but nonetheless powerful, ideas about the field of education, work, and the consumerism and alienation that result from current modes of production. It is particularly important to emphasize that the paper itself is a byproduct of the methodological approach of the course.
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Pérez-Rodríguez, Amor. "The television discourse. The seductive language of a imaginary and virtual world." Comunicar 13, no. 25 (October 1, 2005): 197–202. http://dx.doi.org/10.3916/c25-2005-027.
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At present, TV is a powerful language, and so with a successful future ahead, which the mighty virtual possibilities of the Internet could hardly exceed.Although some people think otherwise, the TV plays a very important role in the curricula development of our educative system as a communication tool. Children and youngsters should learn TV discourse patterns so that they could face successfully their narrative possibilities. La televisión es un poderoso lenguaje de nuestros días. Así que, diríamos más bien que la televisión es un lenguaje cargado de futuro, difícilmente superado incluso por las potentes virtualidades de la red, aunque muchos piensen que ésta le restará a aquella gran parte de su hegemonía. Dada su especial importancia como instrumento de comunicación, su presencia es fundamental en el desarrollo curricular de nuestro sistema educativo. Los niños y jóvenes necesitan aprender las formas del discurso televisivo para que éste aprendizaje les permita desenvolverse de forma competente ante sus potencialidades narrativas.
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Valembois, Victor. "El neerlandés, la lengua de más de veinte millones de europeos." LETRAS, no. 41 (January 30, 2007): 171–205. http://dx.doi.org/10.15359/rl.1-41.9.
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Se analiza la situación actual del neerlandés desde tres perspectivas: el camino semántico-histórico recorrido en cuanto al nombre mismo del neerlandés; los nexos de ese vehículo expresivo, en lo lingüístico y lo literario, con el español y lo hispano, con hincapié en vínculos con Centroamérica; y el neerlandés en el contexto pasado y actual de las lenguas europeas con miras a su futuro, ahora que estamos en un mundo global.The current situation of the language spoken in the Netherlands is analyzed here from three different perspectives: it is approached historically and semantically to c1arify the name of the language; a number of linguistic and literary ties with this language are discussed, with emphasis on the Spanish language and Central America; and the future of the Dutch language is addressed taking into account the past and present context of European languages, now that we are in a globalized world.
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Darmin, Laode, Putu Dian Danayanti Degeng, and Esti Junining. "Morphological Interference of Muna Language Speakers in the Use of Indonesian Language." e-Journal of Linguistics 14, no. 1 (January 30, 2020): 113. http://dx.doi.org/10.24843/e-jl.2020.v14.i01.p12.
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This study aims to examine the Muna language interference on the morphological aspects as a symptom of language that generally occurs in bilingual people. The influence of Muna language as a mother tongue and the difference between the morphological system of Muna and Indonesian is very possible for interference. This study was conducted with 20 participants from different community groups within the scope of Kecamatan Mawasangka, Kabupaten Buton Tengah. The data were collected using observation method with involved and uninvolved conversation, records and transcribing technique then analyzed using padan or Contrastive method to determine the presence of morphological interference.
The result showed that Interference in the aspect of affixation in this research occurs in the formation of the prefix {ka-}, prefix {kafo-}, prefix {ta-}, and confix {ka-...-i}. whereas in the aspect of reduplication the interference symptoms are found in the form of partial reduplication of the Muna language morphological system.
Finally, the suggestion in this research that it is expected that the readers can have better understanding about interference and be more careful in using language. so as to reduce interference or distortion in language.
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Correia, Mesaque Silva, Neuton Alves Araújo, and Paulo Renzo Guimarães Junior. "Lendo em Francês leio o mundo: significações produzidas por alunos de uma escola pública amapaense sobre o ensino da Língua Francesa para a comunicação interfronteiriça." Revista EntreLinguas 6, no. 2 (August 30, 2020): 419–35. http://dx.doi.org/10.29051/el.v6i2.14205.
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In this text the objective is to analyze the meanings that students from a public school in Amapá have been producing on the teaching of the French language for cross-border communication. To achieve the proposed objective, we appropriate the theoreticalmethodological assumptions of Historical-Cultural Theory/Activity Theory. The question that guided this research was: In the speeches of students from a public school in Amapá, what are the possible meanings (senses and meanings) produced about the teaching of the French language for cross-border communication? Participated in the study 5 (five) students of the 3rd year of High School of a public school in Amapá, located on the border of Brazil/French Guiana, which has the French language as a mandatory curricular component. Specifically, on the production of the data, semi-structured interviews were used. The results of the research show that it is necessary to think about linguistic policies that value the teaching of languages with a focus on culturally marked proposals, which are based, above all, on the relationship between language and culture. In addition, the meanings produced, from the speeches of the investigated students, are demonstrative that, for these students, the learning of the French language mediates not only frank communication but also the learning of the elements of French culture.
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Kiss, Marilyn. "EL MUNDO HISPANICO." Hispania 71, no. 4 (December 1988): 997. http://dx.doi.org/10.2307/343328.
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., ADERLAEPE. "REDUPLICATION OF VERB IN MUNA LANGUAGE." Gema Pendidikan 26, no. 2 (July 28, 2019): 94. http://dx.doi.org/10.36709/gapend.v26i2.8184.
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This research aims at describing the types and functions of verb reduplication in Muna language. Problems of the research are: (1) what types of verb reduplication in Muna language? (2) what are the functions of reduplication found on verb in Muna language? Data of the research were taken by using the techniques of noting, translation, introspection, and elicitation. The achieved data were analyzed by following the steps: (1) made the classification, (2) determine the basic element (stem) of every reduplication, (3) pay attention to the process of reduplication, (4) and determine the function of reduplication occur on verbs. Results of the research are as follows:There are three types of verb reduplication in Muna language, namely: full, partial, and affixed reduplications. Partial reduplication of verb in Muna language consists of regressive and progressive reduplications. In affixed reduplicaton, the kinds of affixes role in the reduplication process are: suffix –I which presents in the forms of suffix –pi, -ni, -li, and –mi; prefix sa-; and confix po-li. Full reduplication on verb in Muna language functions to state repeatitive activity and relax condition or activity done to relax. On the other hand, partial reduplication in the form of regressive reduplication functions to state repeatitive and serious activities, whereas the progressive one states reciprocal activity done by people in group. The last one, affixed reduplication that attached by suffix -pi, -li, and –mi states repeatitive and suffix –ni states an activity done seriously. Reduplication with prefix sa- states frequentive activity and the reduplication attached by confix po-li that states reciprocality and repeatitive activity. Key Words: Reduplication, Verb, Affix, Morphological Process, And Muna Language
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Ramos, Maria Antonieta Flores. "LAS PARADOJAS DEL MULTILINGUISMO EN MÉXICO." Revista de Estudos Acadêmicos de Letras 8, no. 1 (June 20, 2015): 104–27. http://dx.doi.org/10.30681/real.v8i1.595.
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En este artículo se desarrolla una breve retrospectiva de la historia del multilingüismo, es decir, de las políticas lingüísticas llevadas a cabo en México a partir de la Colonia, pasando por el período independista hasta llegar al siglo XX con el propósito de analizar, posteriormente, las circunstancias a las que se enfrentan las lenguas de Chiapas, en la actualidad. Dicho recuento nos permite concluir que las políticas lingüísticas en México han sido paradójicas desde la época colonial pues son contrarias al sentir de los mexicanos hablantes de lenguas originarias. Este recorrido también permitió percatarnos de que las circunstancias, a las que se enfrentan las lenguas originarias en Chiapas, se reproducen, con mayor o menor semejanza, en diferentes latitudes del mundo donde se hablan las denominadas “lenguas minoritarias”. Palabras-clave. Multilingüismo, políticas lingüísticas en México, contacto de lenguas, lenguas minoritarias, transformaciones socioculturales. Abstract: the article focuses on the mismatch between the Mexican´s stated official policy on language and the evolving linguistics realities from colony to nowadays in order to analyze the situation of the indigenous languages from Chiapas, today. The study reveals a permanent contradiction between the language policy in Mexico and the linguistics realities and also shows that Spanish as a successful national language is recent because this idiom was introduced during the colonial period but it didn´t take root until the last decades of the twentieth century. The article describes the conditions of the so called minority languages in Chiapas and reveals that these circumstances take place all over the world with few differences. Key- words. Language policy in Mexico, multilingualism, contact languages, minority languages, social and cultural changes.
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Spooner, Claire. "Teatro para salvar el mundo." Caracol, no. 22 (November 1, 2021): 100–134. http://dx.doi.org/10.11606/issn.2317-9651.i22p100-134.
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¿Puede el teatro salvar el mundo? ¿Logrará abrir una grieta en el orden preestablecido? ¿Cómo dibujar la cartografía silenciosa de los vencidos de la Historia? Frente a un orden inmóvil e inamovible, frente a una cartografía trazada con mano pétrea, unívoca, la obra de Juan Mayorga se inscribe en la falla, en la variante, en el foco alejado de la elipse para proponer una cartografía de la resistencia y de la imaginación, para cuestionar aquello que a diario se impone con una única significación. Memoria, ausencia, silencio, y unas pocas palabras verdaderas son los instrumentos para construir esta cartografía de la levedad. Si la estética de Mayorga es inmediatamente ética, es porque lo que se representa es inseparable de cómo se representa. La perspectiva alterada de una tortuga, o de una niña del gueto de Varsovia solamente se puede plasmar en una estética del fragmento, la única capaz de alterar el mapa de lo visible. El teatro es esa forma de resistencia, ese templo de la intimidad de lo singular hacia lo universal, palabra y cuerpo y su temblor en el espectador, espacio de imaginación que nos recuerda que no nos hundiremos por separado. Nos salvaremos juntos.
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Gerber, Doris Helena Schaun, Raquel Fritzen Dapper Vetromilla, and Everton Augustin. "Idiomas – o mundo em diálogo." Revista Acadêmica Licencia&acturas 6, no. 2 (April 2, 2019): 15. http://dx.doi.org/10.55602/rlic.v6i2.194.
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O artigo apresenta contribuições para o ensino e funcionamento de escolas bilíngues no Brasil. Evidencia os estudos em pedagogia e neurociências como suporte à formação escolar de crianças ao apontar para a necessidade de se revolucionar o ensino de idiomas, com destaque para a metodologia Content and Language Integrated Learning (CLIL) para aquisição de línguas estrangeiras. Essa metodologia possibilita que a aprendizagem de conteúdos de uma determinada área do conhecimento e o nível de proficiência linguística ocorram simultaneamente, sem comprometer a proficiência linguística na língua materna do aluno. Ações devem repercutir em favor do aperfeiçoamento do processo educacional, que carece de adequada normatização.
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Donoso, Anton, and Julian Marias. "Mapa del mundo personal." Hispania 78, no. 2 (May 1995): 288. http://dx.doi.org/10.2307/345400.
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Villegas-Silva, Patricia, Fabián A. Samaniego, Nelson Rojas, Maricarmen Ohara, and Francisco X. Alarcón. "Mundo 21: Edición alternativa." Hispania 87, no. 1 (March 1, 2004): 99. http://dx.doi.org/10.2307/20063000.
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Long, Donna Reseigh, Susan M. Bacon, Nancy A. Humbach, Aitor Bikandi-Mejías, and Gregg O. Courtad. "Leyendas del mundo hispano." Hispania 87, no. 4 (December 1, 2004): 739. http://dx.doi.org/10.2307/20140898.
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