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Journal articles on the topic 'Phonology of Galician language'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Colina, Sonia, and Manuel Díaz-Campos. "The phonetics and phonology of intervocalic velar nasals in Galician." Lingua 116, no. 8 (2006): 1245–73. http://dx.doi.org/10.1016/j.lingua.2005.05.001.

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2

Colina, Sonia, and Miquel Simonet. "Galician coda restrictions and plural clusters." Linguistics 52, no. 6 (2014): 1433–60. http://dx.doi.org/10.1515/ling-2014-0028.

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Abstract The present study investigates the phonology and phonetics of Galician post-vocalic velar nasals. Galician has very strict coda restrictions – it does not allow for complex codas. One exception to this restriction is found in the plurals of words ending in a nasal consonant, which add /s/ to the “right” of a noun or adjective: man ‘hand’, mans ‘hands’; pan ‘bread’, pans ‘breads’. The present study puts forward a proposal, initially based on synchronic, formal phonological grounds, according to which post-vocalic, pre-/s/ nasals in plural forms are not nasal stops, but nasal glides. Th

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3

Arias, Álvaro. "La armonización vocálica en fonología funcional (De lo sintagmático en fonología a propósito de dos casos de metafonía hispánica)." Moenia 11 (December 3, 2006): 111–39. https://doi.org/10.5281/zenodo.13048.

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Álvaro Arias. «La armonización vocálica en fonología funcional (De lo sintagmático en fonología a propósito de dos casos de metafonía hispánica)». <em>Moenia</em> 11 (2006): 111-139. ISSN: 1137-2346.

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4

Mackenzie, David, and Henrique Monteagudo. "GALICIAN STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 57, no. 1 (1995): 398–402. http://dx.doi.org/10.1163/2222-4297-90000751.

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5

Mackenzie, David, and Henrique Monteagudo. "GALICIAN STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 58, no. 1 (1996): 429–34. http://dx.doi.org/10.1163/22224297-90000116.

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6

García, Francisco Dubert, David Mackenzie, and Xulio Sousa Fernández. "GALICIAN STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 61, no. 1 (1999): 319–28. http://dx.doi.org/10.1163/22224297-90000303.

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7

MACKENZIE, DAVID, and HENRIQUE MONTEAGUDO. "GALICIAN STUDIES: LANGUAGE." Year’s Work in Modern Language Studies 56, no. 1 (1995): 465–71. http://dx.doi.org/10.1163/22224297-90003405.

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8

Monteagudo, Henrique. "Language Policy in Galicia, 1980-2020. An Overview." Journal on Ethnopolitics and Minority Issues in Europe 23, no. 1 (2024): 10–20. http://dx.doi.org/10.53779/xplm3788.

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    Galician is a minority language spoken in Galicia, an autonomous region in northwestern Spain. This paper will provide some basic data on the evolution of the sociolinguistic situation of Galician. It will consider the dynamics of change and revitalisation of the language and will examine the linguistic policies that underpin them. In 1981, the Statute of Autonomy of Galicia was approved, establishing the co-official status of Galician. In 1983, the Galician Parliament passed the Law on the linguistic normalisation of Galicia, which laid the ground for the language

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9

Regueira, Xosé L. "Galician." Journal of the International Phonetic Association 26, no. 2 (1996): 119–22. http://dx.doi.org/10.1017/s0025100300006162.

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10

Pardo, Darío Barrera, John Archibald, and Dario Barrera Pardo. "Second Language Phonology." TESOL Quarterly 34, no. 2 (2000): 373. http://dx.doi.org/10.2307/3587965.

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Lipski, John M., and John Archibald. "Second Language Phonology." Language 75, no. 4 (1999): 860. http://dx.doi.org/10.2307/417772.

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12

Urbaniak, Ewa. "“I don’t speak correctly”." European Journal of Language Policy 16, no. 2 (2024): 177–91. http://dx.doi.org/10.3828/ejlp.2024.10.

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The aim of this paper is to describe the linguistic attitudes of Galician speakers in Costa da Morte towards their own variation of the language. Although Costa da Morte is a region where people predominantly use Galician, rather than Spanish, in their everyday lives, they often have a negative attitude towards the non-standardised version of Galician they speak. This article examines the sociocultural context of the Galician language and explores how attitudes are influenced not by another dominant language system, but by the emergence of a prestigious standard version of the language.

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13

Bermingham, Nicola, and Carme Silva-Domínguez. "Language Ideologies and Linguistic Practices of Transgenerational Return Migrants in Galicia." Languages 9, no. 6 (2024): 187. http://dx.doi.org/10.3390/languages9060187.

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This article explores transgenerational return migration to Galicia, Spain, focusing on participants of the Scholarships for Outstanding Youth Abroad (BEME) programme. It examines how descendants of Galician emigrants, primarily grandchildren and great-grandchildren of Galician emigrants to Latin America, engage with the Spanish and Galician languages. Drawing on semi-structured interviews with 30 participants, the article explores participants’ language ideologies regarding Galician as a minoritised language and Spanish as a global language. This article highlights the role of language as a s

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14

LOURIDO, GISELA TOMÉ, and BRONWEN G. EVANS. "The effects of language dominance switch in bilinguals: Galician new speakers' speech production and perception." Bilingualism: Language and Cognition 22, no. 3 (2018): 637–54. http://dx.doi.org/10.1017/s1366728918000603.

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It has long been debated whether speech production and perception remain flexible in adulthood. The current study investigates the effects of language dominance switch in Galician new speakers (neofalantes) who are raised with Spanish as a primary language and learn Galician at an early age in a bilingual environment, but in adolescence, decide to switch to using Galician almost exclusively, for ideological reasons. Results showed that neofalantes pattern with Spanish-dominants in their perception and production of mid-vowel and fricative contrasts, but with Galician-dominants in their realisa

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15

O'Rourke, Bernadette. "¿Falas galego?: The effects of socio-political change on language attitudes and use in the Galician sociolinguistic context." TEANGA, the Journal of the Irish Association for Applied Linguistics 22 (July 17, 2019): 116–31. http://dx.doi.org/10.35903/teanga.v22i0.156.

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Over the past two decades, much discussion in sociolinguistics and the sociology of language has centred on concerns over the survival prospects of lesser-used or minority languages. The aim of the research being reported on here was to shed light on one such language case --- Galician, spoken in the Autonomous Community of Galicia in the northwestern part of the Iberian Peninsula. Of Spain’s officially recognized regional languages, Galician, known to its speakers as ‘galego’, shows greatest numerical strength within its own territorial region. According to census results, an overwhelming maj

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Lorenzo-Modia, María Jesús. "The Reception of Galician Performances and (Re)translations of Shakespeare." Multicultural Shakespeare: Translation, Appropriation and Performance 16, no. 31 (2017): 75–88. http://dx.doi.org/10.1515/mstap-2017-0020.

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This presentation will deal with the reception of performances, translations and retranslations of Shakespeare’s plays into the Galician language. As is well-known, Galician is a Romance language which historically shared a common origin with Portuguese in the Iberian Peninsula, and which had a different evolution due to political reasons, i.e. the independence of Portugal and the recentralization of Spain after a long partition with the so called Catholic monarchs. As a consequence, Galician ceased to be the language of power and culture as it was during the Middle Ages, and was spoken by pea

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17

Rodríguez-Vázquez, Rosalía, and Paolo Roseano. "L2 rhythm acquisition and rhythmic transfer in Galician learners of English: A pilot study." Loquens 9, no. 1-2 (2023): e087. http://dx.doi.org/10.3989/loquens.2022.087.

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Languages have been classified with regard to their rhythm into stress-timed, syllable-timed and mora-timed languages. The aim of this pilot study is to verify the existence of rhythmic transfer from a syllable-timed language, Galician (L1), to the English spoken by Galician learners (L2), as well as to determine whether the proficiency level in the L2 may have an effect on the degree of rhythmic transfer observed. Two groups of six Galician learners of English and two groups of six native speakers of Galician and Southern British English were recorded and analyzed. Rhythm metrics (ΔC, %V, ΔV,

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18

Collier, Katie, Balthasar Bickel, Carel P. van Schaik, Marta B. Manser, and Simon W. Townsend. "Language evolution: syntax before phonology?" Proceedings of the Royal Society B: Biological Sciences 281, no. 1788 (2014): 20140263. http://dx.doi.org/10.1098/rspb.2014.0263.

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Phonology and syntax represent two layers of sound combination central to language's expressive power. Comparative animal studies represent one approach to understand the origins of these combinatorial layers. Traditionally, phonology, where meaningless sounds form words, has been considered a simpler combination than syntax, and thus should be more common in animals. A linguistically informed review of animal call sequences demonstrates that phonology in animal vocal systems is rare, whereas syntax is more widespread. In the light of this and the absence of phonology in some languages, we hyp

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19

de la Fuente Iglesias, Monica, and Susana Perez Castillejo. "Phonetic interactions in the bilingual production of Galician and Spanish /e/ and /o/." International Journal of Bilingualism 24, no. 2 (2019): 305–18. http://dx.doi.org/10.1177/1367006919826868.

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Aims and objectives/purpose/research questions: This study investigates the cross-linguistic phonetic interactions in the production of closed mid vowels of Galician-Spanish bilinguals in a semi-urban area in Galicia. The research questions were: (1) Do Galician-Spanish bilinguals produce /e/ and /o/ similarly in their two languages? (2) Does language dominance influence whether these sounds are produced more like Spanish or more like Galician? (3) Do age and gender influence the bilingual production of Galician and Spanish /e/ and /o/? Design/methodology/approach: Thirty Galician-Spanish bili

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20

Bates, Dawn, and Philip Carr. "Phonology." Language 73, no. 3 (1997): 647. http://dx.doi.org/10.2307/415908.

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21

Tomé Lourido, Gisela, and Bronwen G. Evans. "Sociolinguistic Awareness in Galician Bilinguals: Evidence from an Accent Identification Task." Languages 6, no. 1 (2021): 53. http://dx.doi.org/10.3390/languages6010053.

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The inclusion of European minority languages in public spaces such as education, administration and the media has led to the emergence of a new profile of speakers, “new speakers”, who typically acquire a minority language through education, but vary in terms of their language experience and use. The present study investigated whether a distinctive variety spoken by Galician new speakers (neofalantes) has emerged in the community and whether listeners’ language background influences accent identification abilities and patterns. Galician-Spanish bilingual listeners completed an accent identific

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22

Girma, Tadesse. "K’abeena phonology." Macrolinguistics and Microlinguistics 5, no. 2 (2024): 9–27. http://dx.doi.org/10.21744/mami.v5n2.31.

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The article provides descriptive analysis of the phonology of K'abeena, a language belonging to the Afro-Asian phylum, spoken in central Ethiopia. In this article, I identify 25 consonant phonemes and 3 loan phonemes. The loan phonemes are included as they are used in the current language's orthography. The language has five vowels. Vowel length and Gemination of consonants are phonemic in the language. With the exception of /h/ and /f/, which never geminate in the language, the rest of the consonant phonemes appear together to geminate. This only happens in the medial position of the words. C

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23

Alqarhi, Awaad. "Arabic Phonology." English Linguistics Research 8, no. 4 (2019): 9. http://dx.doi.org/10.5430/elr.v8n4p9.

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The phenomenon seen in domains more than one is termed as Language Hybridization. Many languages have multiple dialects that tend to differ in the phonology concept. The Arabic language that is spoken in contemporary time can be more properly described as varieties having a continuum. The modern and standard Arabic language consists of twenty eight consonant phonemes along with six phonemes that might also be eight vowel in most of the modern dialects. Every phonemes have a contrast between non-emphatic consonants and uvularized or emphatic consonants. Few of the phonemes have also found to ge

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24

Armada, Vanesa Freire. "Designing a didactic innovation project by using galician as a learning tool in foreign language classrooms." Zeszyty Łużyckie 61, no. 2 (2025): 134–53. https://doi.org/10.32798/zl.1312.

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This article presents the design of an innovative project targeted towards foreign languages classrooms. The title of the project is Galician Embassy, and its framework is the educational law provisions in force in Spain that regulate teaching within Bacharelato (Secondary education). The project is innovative in that it uses the Galician language as a learning tool through the implementation of activities in which FLE students have to explain, in French and to a French-speaking audience, elements of basic knowledge about the Galician language and culture (with which they are familiar), thereb

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25

Panggabean, Novaria. "PHONOLOGY OF MOOI LANGUAGE." RETORIKA: Jurnal Ilmu Bahasa 4, no. 1 (2018): 38–42. http://dx.doi.org/10.22225/jr.4.1.321.38-42.

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Mooi is one of the local languages in Papua. Mooi language belongs to the Non-Austronesian language group. This research discusses about Mooi language phonology, including Mooi language phonemes, their distribution and phonotactics. Mooi language has 26 segregated phonemes consisting of 18 consonants, 8 vocals (monophtong), and 4 diphthongs. The phonemes are:/p/, /b/, /t/, /d/, /k/, /s/, /f/, /g/, /S/, /h/, /k/, /l/, /r/, /m/, /n/, /G/, / ñ /, /y/, /w/, /a/, /i/, /u/, /e/, /o/, /|/, / O /, and /|/.

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26

Bybee, Joan. "Phonology and Language Use." Phonetica 61, no. 4 (2004): 252–53. http://dx.doi.org/10.1159/000085154.

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27

Catharine Smith, Laura, and Joseph Salmons. "Historical Phonology and Evolutionary Phonology." Diachronica 25, no. 3 (2008): 411–30. http://dx.doi.org/10.1075/dia.25.2.06smi.

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Smith, Laura Catharine, and Joseph C. Salmons. "Historical Phonology and Evolutionary Phonology." Diachronica 25, no. 3 (2008): 411–30. http://dx.doi.org/10.1075/dia.25.3.06smi.

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29

Tyler, Ann A., and Kathleen Teipner Sandoval. "Preschoolers With Phonological and Language Disorders." Language, Speech, and Hearing Services in Schools 25, no. 4 (1994): 215–34. http://dx.doi.org/10.1044/0161-1461.2504.215.

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Six preschoolers aged 3:6 to 4:8 (years:months), with moderate-to-severe disorders in both language and phonology, received intervention that differentially focused on language, phonology, or both domains, Phonological intervention involved elicited imitation techniques and minimal pair contrasting. Language intervention involved an indirect narrative approach with focused stimulation The combination approach involved features of both. All subjects had both language and phonology goals, but the emphasis for these differed in the different treatments. Regardless of the intervention approach, a

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30

Lin, Yen-Hwei, Sharon Hargus, and Ellen M. Kaisse. "Studies in Lexical Phonology: Phonetics and Phonology." Language 71, no. 4 (1995): 809. http://dx.doi.org/10.2307/415748.

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31

Souza, Sweder, Francisco Javier Calvo del Olmo, and Karine Marielly Rocha da Cunha. "Plural Approaches as a Tool for Galician Studies at the Brazilian University: Didactic Experiences in the UFPR Letters Course." Education and Linguistics Research 6, no. 1 (2020): 140. http://dx.doi.org/10.5296/elr.v6i1.16826.

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Even today, Galician Studies are (almost) absent in the Brazilian academic landscape. Paradoxical fact, since the role of Galicia and the Galician language are essential for the understanding of the history and the present day of the Portuguese language (Lagares & Monteagudo, 2012). Thus, to minimally fill this gap, we have been working, since 2014, in three optional disciplines where this content is examined in a specific way within the theoretical and methodological framework of the Plural Approaches (Candelier, 2007). The subjects of 30 hours each are: Intercomprehension in Romance Lang

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32

Sánchez Rei, Xosé Manuel. "Teaching L2 Galician through the traditional songbooks: The case of the direct object [+human] with the preposition a." Glottodidactica 50, no. 2 (2023): 85–99. http://dx.doi.org/10.14746/gl.2023.50.2.5.

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Explaining the grammatical structures that characterize the Galician language system to university students of L2 Galician involves certain difficulties, both in terms of contact with Spanish and due to its nature as an L2 language. It must be noted that such learners’ L1 is mostly Spanish, French, English or Italian. We propose in this paper an activity in which students engage in a process of practical reflection on real examples of the language. The activity will focus in par-ticular on the absence of the preposition a with the direct object (DO), i.e., Nós saudamos o teu amigo (“We greet y

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DAUSSÀ, EVA J. "MINORITY LANGUAGE FAMILIES IN DIASPORA: LANGUAGE TRANSMISSION AMONG CATALANS AND GALICIANS IN NEW YORK CITY." Catalan Review 35, no. 1 (2021): 23–47. http://dx.doi.org/10.3828/catr.35.2.

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Understanding why parents transmit which of the languages they speak, and how they do so, is especially interesting in the case of mixed and migrant families, since typically these parents make especially well thought out linguistic choices. In this article is presented one such case, from the USA, a rich multilingual society yet where, due to the hegemony of English, intergenerational transmission of other languages is oftentimes weak. Through a questionnaire and interviews, this article examines linguistic practices and ideologies in multilingual families residing in New York City, in which

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Lewis, Barbara A., Becky O’Donnell, Lisa A. Freebairn, and H. Gerry Taylor. "Spoken Language and Written Expression—Interplay of Delays." American Journal of Speech-Language Pathology 7, no. 3 (1998): 77–84. http://dx.doi.org/10.1044/1058-0360.0703.77.

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Children with histories of early phonology disorders were assessed at school age for both spoken language and written expression skills. Results showed that children with a history of a phonology disorder performed more poorly on writing tasks than siblings developing normally. Children with histories of phonology disorders + additional language disorders performed more poorly on writing tasks than children with histories of phonology disorders alone. Spoken language abilities, as measured by the CELF-R, best predicted written expression skills for both groups of children with phonology disord

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35

Recalde, Montserrat. "Indexicalidad, gentrificación lingüística y desigualdad social en el proceso de estandarización del gallego." International Journal of the Sociology of Language 2021, no. 271 (2021): 167–94. http://dx.doi.org/10.1515/ijsl-2020-0012.

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Abstract The aim of this paper is to show the relationship between indexicality, standardization policy and socioeconomic inequalities in the Galician linguistic field (as a minor language of Spain). I will examine the discursive role of Galician elites in the building of indexical orders from the Renaissance movement (19th century) onwards, and its links to the current negative representations of rural Galician. Also, I will explore the relationship between anti-rural prejudices, ideologies of class and standard ideologies, showing how common speakers share the stigmatizing indexical values o

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36

Zimmermann, Peter. "Wpływ języka polskiego na rozwój świadomości narodowej młodzieży galicyjskiej w dobie autonomicznej." Poznańskie Studia Polonistyczne. Seria Językoznawcza 24, no. 1 (2017): 175–92. http://dx.doi.org/10.14746/pspsj.2017.24.1.11.

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After the Austro-Hungarian compromise in 1867 the Galician parliament and provincial administration gained extensive privileges and prerogatives, especially in education. Galicia was the first crownland that had a school council, which was sanctioned already in 1867. After almost a century the ongoing process of Germanization ended as in the following years the majority of German speaking public officials were replaced by Poles and the Polish language became the main administrativ language and the main language of instruction in school. The article describes changes in the school system and sh

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37

Alonso Núñez, Aquilino Santiago. "Los sistemas de nominativo del pronombre personal gallego." Zeitschrift für romanische Philologie 139, no. 2 (2023): 453–78. http://dx.doi.org/10.1515/zrp-2023-0016.

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Abstract The present research addresses the nominative case systems of the Galician personal pronouns and shows the possibilities that the mapping of linguistic zones based on a system of elements opens up for Galician dialectology. The territory occupied by the different linguistic convergences and their contextualization in the Galician-Portuguese dialectal continuum are also investigated. In addition to the most relevant bibliography, data from the ALGa (Galician linguistic atlas) were used for the analysis of Galician as a whole, and surveys and recordings were implemented to study the par

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38

Millán-Varela, Carmen. "Translation, Normalisation and Identity in Galicia(n)." Target. International Journal of Translation Studies 12, no. 2 (2000): 267–82. http://dx.doi.org/10.1075/target.12.2.05mil.

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Abstract This article approaches the role and position of literary translation in the Galician context during the 20th century. The socio-linguistic situation of the native language, Galego (Galician), and the asymmetrical relations of power with respect to Castilian have been shaping and determining the dynamics of translation, and, to a certain extent, Galician cultural life in general. Translation therefore appears as a crucial and ambiguous activity, both contributing to the process of linguistic and cultural normalisation but also revealing the lingering weakness of the target language. T

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39

Utami, Ika Adhitiyan, and Alies Poetri Lintangsari. "ENGLISH PHONOLOGY FOR LANGUAGE LEARNERS: EXPLORING LEARNERS’ PREFERENCES." International Journal of Humanity Studies (IJHS) 4, no. 2 (2021): 247–55. http://dx.doi.org/10.24071/ijhs.v4i2.3234.

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English Phonology is an absolutely necessary subject that should be mastered by foreign language learners in learning English. It is taught mostly at university level. However, there are still many students who are not aware of how important learning English Phonology is and less interested in learning this subject. There also has been little study that concerns students' preferences in learning English Phonology whereas knowing students’ preferences on topics or themes used in learning materials is a good step to make better learning outcomes. This study aims to investigate the most and least

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40

Merzlikina, O. V. "The Image of a Dog in the Galician Ethnophraseology." NSU Vestnik. Series: Linguistics and Intercultural Communication 22, no. 1 (2024): 145–55. http://dx.doi.org/10.25205/1818-7935-2024-22-1-145-155.

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The article examines dog idioms of the Galician language from a cultural-semiotic perspective. The analysis is based on 150 idioms. The purpose of this paper is to characterize the metaphorical image of a dog in Galician phraseology and to analyze its symbolic meanings in the Galician language worldview. A symbolic meaning of this or that word is based on the social role importance of the object or phenomenon designated by this word in a certain ethnic culture. Idiomatic symbolism represents ethnopsychological characteristics of a native speaker and demonstrates the influence of the language o

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41

Laviosa, Flavia, and Foreign Service Institute. "Italian Phonology." Modern Language Journal 80, no. 1 (1996): 119. http://dx.doi.org/10.2307/329085.

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42

Wiltshire, Caroline, András Kornai, and Andras Kornai. "Formal Phonology." Language 72, no. 2 (1996): 433. http://dx.doi.org/10.2307/416680.

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43

Odden, David, Diana Archangeli, and Douglas Pulleyblank. "Grounded Phonology." Language 72, no. 1 (1996): 153. http://dx.doi.org/10.2307/416805.

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44

Hall, Tracy Alan, José Ignacio Hualde, and Jose Ignacio Hualde. "Basque Phonology." Language 69, no. 4 (1993): 861. http://dx.doi.org/10.2307/416918.

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Bell, Alan, John J. Ohala, and Jeri J. Jaeger. "Experimental Phonology." Language 66, no. 4 (1990): 826. http://dx.doi.org/10.2307/414733.

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46

Hagiwara, Peter, and Peter Hawkins. "Introducing Phonology." Modern Language Journal 69, no. 3 (1985): 312. http://dx.doi.org/10.2307/328376.

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47

Theriault, Alain, Carlos Gussenhoven, and Haike Jacobs. "Understanding Phonology." Language 76, no. 1 (2000): 209. http://dx.doi.org/10.2307/417430.

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48

Pederson, Lee. "AAM Phonology." Journal of English Linguistics 22, no. 1 (1989): 54–56. http://dx.doi.org/10.1177/007542428902200109.

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49

Stokoe, William C. "Semantic Phonology." Sign Language Studies 1, no. 4 (2001): 434–41. http://dx.doi.org/10.1353/sls.2001.0019.

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50

Toda, Takako. "Interlanguage phonology." Australian Review of Applied Linguistics 17, no. 2 (1994): 51–76. http://dx.doi.org/10.1075/aral.17.2.03tod.

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Abstract This paper presents the results of a study pertaining to the acquisition of timing control by Australian subjects who are enrolled in first-year Japanese at tertiary level. Instrumental techniques are used to observe segment duration and pitch patterns in the speech production of learners and native speakers of Japanese. The observations concern vowels and obstruents based on minimal pairs with durational contrasts, and the results are discussed within the framework of interlanguage phonology. The results obtained from this study demonstrate problems of beginning-level learners, inclu

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