Relevant bibliographies by topics / Samoan language Samoan language

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Samoan language Samoan language'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Samoan language Samoan language"

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So’o, Ainslie, and Anthony J. Liddicoat. "Telephone openings in Samoan." Australian Review of Applied Linguistics 23, no. 1 (January 1, 2000): 95–107. http://dx.doi.org/10.1075/aral.23.1.06soo.

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Abstract Many studies of telephone interaction have concentrated on the opening sequences of telephone calls using the model developed by Schegloff (1968, 1979, 1986) using North American data as a starting point. This study uses this model as a starting point to examine telephone openings in Samoa. A comparison between Samoan telephone calls shows many similarities with Schegloff’s model, but also shows that some features of the interaction are culturally variable. These variations are primarily variations in the frequency and distribution of activities within the opening section, rather than a difference in type. In particular, Samoan telephone openings are typified by a reduced use of greetings, different types of phatic moves and less reciprocity.
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Cook, Kenneth W., Ulrike Mosel, and Even Hovdhaugen. "Samoan Reference Grammar." Oceanic Linguistics 33, no. 2 (December 1994): 567. http://dx.doi.org/10.2307/3623140.

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Haase, Martin, Ulrike Mosel, and Even Hovdhaugen. "Samoan Reference Grammar." Language 70, no. 3 (September 1994): 612. http://dx.doi.org/10.2307/416519.

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Tualaulelei, Eseta Magaui, Fepuleai Lasei John Mayer, and Galumalemana A. Hunkin. "Diacritical Marks and the Samoan Language." Contemporary Pacific 27, no. 1 (2015): 183–207. http://dx.doi.org/10.1353/cp.2015.0007.

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Condax, Iovanna D. "Locative Accent in Samoan." Oceanic Linguistics 29, no. 1 (1990): 27. http://dx.doi.org/10.2307/3623203.

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Hovdhaugen, Even. "Phonetic Vowel Length in Samoan." Oceanic Linguistics 31, no. 2 (1992): 281. http://dx.doi.org/10.2307/3623019.

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Tamasese, Kiwi, Carmel Peteru, Charles Waldegrave, and Allister Bush. "Ole Taeao Afua, the New Morning: A Qualitative Investigation Into Samoan Perspectives on Mental Health and Culturally Appropriate Services." Australian & New Zealand Journal of Psychiatry 39, no. 4 (April 2005): 300–309. http://dx.doi.org/10.1080/j.1440-1614.2005.01572.x.

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Objectives: The first objective was to develop a culturally appropriate research method to investigate Samoan perspectives on mental health issues. The second objective was to apply this to identify cultural values and understandings important in the care and treatment of Samoan people with mental health problems. Method: Gender-specific focus groups consisting of Samoan elders and service providers were facilitated by Samoan researchers in the Samoan language. Systematic analysis of the transcripts, adapted to the cultural context, were conducted in Samoan and later translated into English. Results: A culturally derived method, referred to as Fa'afaletui, reflecting Samoan communal values and familiar institutional structures within the community, allowed each focus group to come to a consensual view on issues discussed. The Samoan self was identified as an essential concept for understanding Samoan views of mental health. This self was described as a relational self and mental wellness as a state of relational harmony, where personal elements of spiritual, mental and physical are in balance. Mental ill health was sometimes linked to breaches of forbidden and sacred relationships, which could be addressed effectively only within protocols laid down in the culture. Additional stressors contributing to mental ill-health were identified as low income, unemployment, rising housing costs and the marginalization of Samoan cultural norms in New Zealand. Participants identified the need for a culturally based mental health service for Samoan people to address key cultural factors. Conclusions: The Fa'afaletui method is a new research method which is sensitive and responsive to Samoan cultural norms and is methodologically rigorous. Such an approach may be relevant for other Pacific Island cultures and other cultures, which have a strong emphasis on collectivity. The Samoan concept of self provides a theoretical foundation for understanding the mental health needs of Samoan people and a basis for developing appropriate services.
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Murray, Thomas E., and Conrad Wesselhoeft. "American English Loanwords in Samoan." American Speech 66, no. 1 (1991): 109. http://dx.doi.org/10.2307/455446.

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Grossen, Bonnie, Nithi Muthukrishna, and Jaqueline T. Naidoo. "A comparison of the effects of text-based instruction versus standards-based instruction in the early years." South African Journal of Childhood Education 6, no. 2 (November 29, 2016): 12. http://dx.doi.org/10.4102/sajce.v6i2.459.

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The purpose of the study was to evaluate the effectiveness of a text-based (TB) English structured language development programme and a teacher-designed standards-based (SB) English instructional model. The sample of this study comprised of 500 Samoan children, in Kindergarten (K) and Grade 1 (G1), on the island of American Samoa attending eight different schools. All the children enter school with no English competence. Six schools implemented the TB Language for Learning scripted programme and the Read Well. Two schools implemented the SB instructional model for English language development (SB), and only one of these schools implemented the SB instruction in reading. The results of this study support the efficacy of TB structured language programme as compared to the teacher-designed SB instructional model in all language and reading skills assessed.
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Milner, George B., and Elinor Ochs. "Culture and Language Development: Language Acquisition and Language Socialization in a Samoan Village." Language 66, no. 4 (December 1990): 834. http://dx.doi.org/10.2307/414735.

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Dissertations / Theses on the topic "Samoan language Samoan language"

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Utumapu, Tafili Leahnora Peseta. "O le poutu: Women's roles and Samoan language nests." Thesis, University of Auckland, 1998. http://wwwlib.umi.com/dissertations/fullcit/9836848.

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Samoan language nests have become well established in New Zealand due to the commitment, support and contribution of the Samoan community, the church, Samoan families, parents and most importantly the efforts of mothers. Their advent has created new settings within which or through which women's roles may become redefined. This thesis explores the questions of how relationships between Samoan language nests and family systems have developed, and how these relationships may have affected the development of roles within Samoan families, especially women's roles. To obtain answers to these questions three theoretical frameworks were utilised. Bronfenbrenner's (1979) ecological model provided concepts for understanding the developmental changes occurring in the transitional relationships between families and language nests. The second theoretical perspective employed was Vygotsky's (1978) sociocultural framework to analyse the cultural processes developing between Samoan families and language nests. The final framework was provided by Goodnow and Collins's (1990) concept of 'parents ideas'. Their argument is that parents' ideas and style of parenting has been influenced by their own ontogenic development, and by society's expectations. The answers to the research questions were obtained by interviewing 21 Samoan language nest supervisors in the Auckland area and 100 caregivers or parents. Samoan language nests influenced parents, mothers and their families in their awareness and affirmation of Samoan language and culture, helping with parenting skills, provided support groups and served as an opportunity to gain knowledge and skills about preschool operation and educational processes. Language nests reinforced women's maternal roles, it changed the way they related to their children and the women's support groups encouraged women to assert their rights as women. The level of commitment by women is illustrated in the ways mothers and parents contributed at the language nests. Overall 92 percent of the mothers and parents helped at the nests. The significant contribution of women in Samoan language nests serve to affirm her as a 'poutu', the 'superwoman', the strength of her family, of the church and her community.
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Goldring, Maree Carolyn. "Weaving language with identity; the story of Samoan Secondary students. Letoga: A Precious Thing." Thesis, University of Canterbury. Education, 2006. http://hdl.handle.net/10092/1053.

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If you belong to the dominant culture of your society, it is relatively easy to build an identity and conform. You understand how things run, what is expected of you, and how to meet those expectations. You have freedom to decide whether or not you will fit in. But have you ever considered what it must be like to belong to a minority culture? I certainly didn't, even though the primary school I work in is multicultural. Sixteen years ago, when I arrived, I assumed that it was up to the Samoan students at our school to assimilate into the Anglo-Saxon education system I had grown up with, despite the fact that many of them had been born in Samoa. But something happened over the years. An almost instinctive awareness grew amongst the Samoan parent community about the importance of the maintenance of their children's first language and culture. As a result of much hard work, my school has a Samoan bilingual class, where students learn, and learn in, two languages. The goal of this research was to investigate the effectiveness of the bilingual class from the point of view of students who had left the class at least two years previously, and now attended secondary school. They shared insights into the life of the class, and what they believed were the long term effects for them. Most of what they shared about the class was very positive and affirming, and they attributed feelings of confidence and self esteem to the warmth and cultural nurturing of the class. The ability to speak fluently, and learn in, their first language promoted a sense of identity and self worth. They felt proud of their Samoan identify and equated their abilities in Samoan as crucial to that. This report, then, is about the journey from assimilation of a minority culture into the majority one, to the realization of the rights its members have to maintain their own identity, and the benefits that result.
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Jodache, Sara Elyse. "Exploring the Insiders’ Experience of Language Assessment of Bilingual Samoan-English Speakers with Aphasia: "it's hard"." Thesis, University of Canterbury. Communication Disorders, 2013. http://hdl.handle.net/10092/9042.

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Background: The Samoan population is a growing population and one with an estimated high incidence of aphasia. Language assessment with bilingual individuals is said to be a challenging area of Speech-Language Therapy practice. Language assessment of bilingual Samoan-English speakers with aphasia is a field with limited research, and the specific experience of the individuals involved is an important factor to consider in improving SLT practice with this population. Aims: The current thesis aimed to explore the experience of language assessment of bilingual Samoan-English speakers with aphasia as perceived by those involved in the assessment process. Method: Two qualitative studies were utilised to address the aims, the first was a single case study observing the process of language assessment of a bilingual Samoan-English speaker with aphasia and follow-up interviews with other participants involved. The second study was a focus group with Speech-Language Therapists who had experience with language assessment of bilingual Samoan-English speakers with aphasia. Outcome and results: The results of the case study revealed eight themes: language assessment of bilingual Samoan-English speakers with aphasia is a hard process for the individuals involved; language assessment of bilingual Samoan-English speakers with aphasia is a team process; differences in understanding of communication impairments and the assessment process; time; preparation; appropriateness of assessment tasks, resources, and processes; uncertainty; and flexibility. The results of the focus group indicated eight categories: Speech-Language Therapists’ background, using interpreters, family involvement, Samoan language and culture, getting an initial impression of and building rapport with the individual with aphasia, assessment tasks and resources, determining which language(s) to assess and logistics of assessment. Conclusion: Language assessment of bilingual Samoan-English speakers with aphasia is a challenging area of Speech-Language Therapy practice. Challenges are multifaceted and although some challenges may be present in all language assessment with individuals with aphasia, they are further exacerbated by the addition of multiple languages, people, and culture. Helpful strategies identified in this study may aid in improving the overall experience.
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Lima, Ieti. "Tafesilafa'i: exploring Samoan alcohol use and health within the framework of fa'asamoa." Thesis, University of Auckland, 2004. http://hdl.handle.net/2292/2171.

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This study seeks to establish how cultural change is transforming Samoan perceptions of alcohol and its role in social life by comparing understandings of, attitudes to, and patterns of alcohol use in successive generations of Samoans to establish how these are changing, and how trends in alcohol use might be expected to affect Samoan health status. It examines the complex relationships between alcohol and culture, and how such relationships interact to influence health. As well, it explores how Samoan culture, fa'asamoa, has changed since contact with Europeans, how, these changes have influenced Samoan people's perceptions and use of alcohol, and the role alcohol now plays in Samoan social life. Moreover, the thesis documents the social history of alcohol in Samoa since the nineteenth century, and explores the roles of some of the Europeans in shaping Samoan people's attitudes and behaviours towards alcohol and its use. Additionally, it examines the commercial and political economic interests of early European agencies in Samoa such as beachcombers, traders, colonial administrators, and missionaries which impacted on and influenced, to a considerable extent, Samoan people's drinking patterns. The study uses a qualitative methodological approach, utilizing qualitative interviewing as the main method of gathering data and various other methods to supplement the data. The sample population included Samoan men and women, of various religious denominations, drinkers and abstainers, born and raised in Samoa and in New Zealand. Unstructured interviews with thirty-nine participants, and eight key informants were conducted in Apia, Auckland, and Christchurch. The key informants included: a bishop of the Church of Latter Day Saints, the Samoan Police Commissioner, and the Secretary of the Samoan Liquor Authority who were interviewed in Apia; a pastor/lecturer of the Congregational Christian Church of American Samoa who was interviewed in Pago Pago, American Samoa; while two Samoan-born medical health professionals, a pastor of the Congregational Christian Church of Samoa, and one New Zealand-born woman researcher were interviewed in Auckland. The study found that alcohol and the drinking of it has secured a place in the social life of Samoans in the islands and in migrant communities such as those in Auckland, and to a lesser extent, Christchurch. It also found that while older women's and men's experiences and attitudes to alcohol differ significantly, particularly those born and raised in the islands, some similarities in the attitudes and practices of younger people towards alcohol, especially those born- and raised in New Zealand have emerged.
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Fouvaa, Papaaliitele Moeimanono. "O le a�� le mata��faioi o le fono a le a��iga ma le fono a le lotu i le fa'atumau ai o le gagana Samoa i Niu Sila? = What is the role of family fono and church fono in the maintenance of Samoan language in New Zealand?" Thesis, University of Auckland, 2011. http://hdl.handle.net/2292/19400.

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Language maintenance is becoming a worldwide issue; particularly the decline of minority languages including Pasifika (Pacific) languages. One of the Pasifika languages known to be declining is the Samoan language. The purpose of the study was to examine ways to maintain the Samoan language in New Zealand. This study used the concept of fono a le nu'u (village fono in Samoa) to examine strategies and practices associated with it as it is reconfigured in the New Zealand context in the family fono and church fono. Data were gathered from two churches and their congregations through questionnaires, interviews and observations. The questionnaire responses were analysed according to the participants' responses and their description of fono properties. The interview responses were analysed using the same process and properties of fono as vehicles for language socialisation. The observations were analysed based on the interactions in Sunday schools and in homes. This included direct teaching and recitation. The results from the questionnaires show that participants' views on the understanding of fono are based on three core properties. The first core property is sharing views in order to come to consensus over the decision making. The next core property is building unity within the fono. This occurs when the community is united in order to make effective decisions. The third core property is being responsible by giving and receiving guidance. This is to offer advice and to guide people on using the language and processes of performing a task. The findings from the interviews showed that the respondents had built on the core properties by describing these properties (in the questionnaires) as vehicles for language socialisation. For example, the core property of sharing of views, when done openly and interactively, effectively encouraged young people to use their language. In addition, it provided advice on how they should achieve their educational goals. The observations in the Sunday schools and in the homes illustrated that there were two pedagogical forms which are related to language socialisation. These were direct teaching and modelling, and recitation of tauloto. The direct teaching occurred when students are asked to perform the tasks, including the learning of their tauloto. In summary, the core properties of fono revealed the true nature of what fono is in its real sense and in relation to the cultural setting. In addition, the importance of these core properties as vehicles for language socialisation, it is argued, can enhance language learning of young people in particular, and for Samoans in general. They should be utilised in order to maintain their language.
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Andersson, Lina. "Finns det ett samband mellan läsvanor och ordkunskaper? : En komparativ studie av niondeklassares läsvanor och ordkunskaper." Thesis, Uppsala University, Department of Scandinavian Languages, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7789.

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I denna studie har läsvanor och ordkunskaper jämförts. Tillvägagångssättet i uppsatsen har varit att utgå ifrån hypotesen att omfattande läsvanor och goda ordkunskaper hör ihop. Syftet har varit att undersöka om detta samband finns och det har skett genom en enkätundersökning i två niondeklassare på en skola i Uppsala. Enkäten bestod av två delar: dels en läsvanedel där informanterna fick ange hur mycket och hur ofta de läser och dels en del där informanterna fick göra ett ordkunskapstest. Jämförelsen mellan de två delarna genomfördes genom att informanternas läsvanor poängsattes och sedan jämfördes med antalet rätt de hade på ordkunskapstestet. Korrelationskoefficienten räknades sedan ut för att se om det fanns något samband.

Undersökningen i denna uppsats har kommit fram till att det finns ett samband mellan omfattande läsvanor och goda ordkunskaper. De niondeklassare som läser mycket, och läser olika sorters litteratur, är bättre på ordkunskap än de som läser lite. Andra resultat som framkommit är att flickor läser mycket mer än pojkar på alla områden som undersökts (skönlitteratur, facklitteratur, dagstidningar, kvällstidningar, serietidningar och tidskrifter) utom serietidningar där det var relativt jämt mellan könen, med en knapp ledning för pojkarna.

Läsvanorna på Internet är väldigt knappa men det är desto vanligare att informanterna chattar eller besöker olika communities. Flickorna är duktigare än pojkarna på ordkunskap, men skillnaden är liten.

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Löfgren, Veronica, and Maria Heijbel. "Elevers skrivande och interaktion i skrivprocess." Thesis, Umeå University, Teacher Education in Swedish and Social Sciences, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-548.

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Vårt syfte med denna studie är att utifrån skrivprocessen undersöka hur elevers skrivarbete tar sig uttryck i skolans år tre. Vi fokuserar studien kring fyra av skrivprocessens faser, stoffsamling, strukturering, respons och bearbetning, samt interaktionens verkan för elevers skrivande. Genom vårt deltagande i ett gemensamt skrivprojekt mellan lärarutbildningen i Umeå och en skola i norra Sverige har vi tillgång till ett undersökningsfält för att genomföra vår empiriska del. Vår studie har en etnografisk ansats. Vi använder oss av deltagande observationer, elevtexter, ljudbandsupptagningar och elevintervjuer. Vi vänder oss till nordisk forskning, som intresserar sig för elevers skrivande och som menar att respons, interaktion och samtal är viktiga redskap i undervisningen. Denna forskning visar även på mottagarens betydelse för elevers skrivglädje. En slutsats vi drar av vår studie är att arbetet med skrivprocessen innefattar och gynnas av interaktion mellan elever och mellan lärare och elever. Resultatet visar att elever genom samtal och interaktion samlar och strukturerar stoff och byter och lånar idéer av varandra för skrivandet. En ytterligare insikt vi når är att skrivprocessen främjas om den leder fram till en produkt. Detta för att skrivandet ska fungera kommunikativt och bli meningsfull för eleverna.

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Persson, Maria. "Dyslexi och dyskalkyli : Finns det några samband?" Thesis, Karlstad University, Faculty of Arts and Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-5349.

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This exam essay will look at dyslexia, dyscalculia and the connections that may exist between these two phenomena. My purpose, from the beginning, was to investigate if there might be any connections between dyslexia and dyscalculia, or if the consequences that appear as a result of dyslexia, might lead to problems and difficulties in mathematics.

   I found it very hard to find literature that deal with dyscalculia, both as a subject of its own and together with dyslexia. Therefore, I was more or less forced to focus on difficulties in mathematics as a result from dyslexia.

   From what I have found, dyslexia and dyscalculia cannot be connected, at least not without more research on the subject. Two consequences; an impaired short-term memory and also an impaired spatial ability are both common, both for persons with dyslexia and for persons with dyscalculia. Other than these, there are no connections, apart from the difficulties in mathematics that are directly, or indirectly, caused by dyslexia.

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Tinitali, Peter. "Culture, language and colonial discourse a study of educational professional preparation in American Samoa /." Thesis, University of Hawaii at Manoa, 2002. http://proquest.umi.com/pqdweb?index=0&did=765044601&SrchMode=1&sid=10&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1209146903&clientId=23440.

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Hasth, Jonathan. "Tillsammans, samman och ihop : En studie i svenska sociativers funktionalitet." Thesis, Stockholms universitet, Institutionen för lingvistik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182450.

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Books on the topic "Samoan language Samoan language"

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Hunkin, Galumalemana Afeleti L. Gagana Samoa: A Samoan language coursebook. Auckland, N.Z: Polynesian Press, 1988.

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Milner, G. B. Samoan dictionary: Samoan-English, English-Samoan. Auckland, N.Z: Polynesian Press, 1993.

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Samoan proverbial expressions =: Alagā'upu fa'a-Samoa. Auckland, N.Z: Polynesian Press, 1985.

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Phillips, Lori. Samoan alphabet. Honolulu, Hawaii: Pacific Resources for Education and Learning, 2004.

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Samoan reference grammar. Oslo, Norway: Scandinavian University Press, 1992.

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Downs, E. A. Everyday Samoan: Samoan grammar, elucidated by the use of numerous examples from ordinary conversation in the Samoan language. 2nd ed. Papakura, New Zealand: Southern Reprints, 1990.

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Culture and language development: Language acquisition and language socialization in a Samoan village. Cambridge: Cambridge University Press, 1988.

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i, Tātupu Fa'afetai Matā'afa Tu. Lāuga: Samoan oratory. [Suva, Fiji]: University of the South Pacific and the National University of Samoa, 1987.

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Gagana Sāmoa: A Samoan language coursebook, revised edition. Honolulu: University of Hawaiiʻ Press, 2009.

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A simplified dictionary of modern Samoan. Auckland, N.Z: Polynesian Press, 1985.

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Book chapters on the topic "Samoan language Samoan language"

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Mosel-Kreutzer, Ulrike. "13 Samoan." In Studies in Language Companion Series, 331. Amsterdam: John Benjamins Publishing Company, 1994. http://dx.doi.org/10.1075/slcs.25.17mos.

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Schütz, Albert J. "10. Accent patterns for English loanwords in Samoan." In Language Description, History and Development, 133–46. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/cll.30.16sch.

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Mccaffery, John, and Patisepa Tuafuti. "Chapter 4. Samoan Children’s Bilingual Language and Literacy Development." In Bilingual Children's Language and Literacy Development, edited by Roger Barnard and Ted Glynn, 80–107. Bristol, Blue Ridge Summit: Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853597138-006.

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Amituanai-Toloa, Meaola. "A study of bilingual education using Samoan language in New Zealand." In Education in Languages of Lesser Power, 261–87. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/impact.35.15ami.

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Vine, Elaine W. "Chapter 5. A Five-Year-Old Samoan Boy Interacts with his Teacher in a New Zealand Classroom." In Bilingual Children's Language and Literacy Development, edited by Roger Barnard and Ted Glynn, 108–35. Bristol, Blue Ridge Summit: Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853597138-007.

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DeBose, Charles. "Language in the African Diaspora: The Case of Samaná English." In The Sociology of African American Language, 105–24. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230502086_7.

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Ochs, Elinor. "From feelings to grammar: a Samoan case study." In Language Socialization across Cultures, 251–72. Cambridge University Press, 1987. http://dx.doi.org/10.1017/cbo9780511620898.012.

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Seals, Corinne A., and Vincent Olsen-Reeder. "Te Reo Māori, Samoan, and Ukrainian in New Zealand." In Heritage Language Policies around the World, 221–36. Routledge, 2017. http://dx.doi.org/10.4324/9781315639444-14.

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"A cognitive account of Samoan lavea and galo verbs." In Conceptualizations and Mental Processing in Language, 567–92. De Gruyter Mouton, 1993. http://dx.doi.org/10.1515/9783110857108.567.

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Collins, James N. "Mapping meaning to argument structure." In Polynesian Syntax and its Interfaces, 36–60. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198860839.003.0003.

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This chapter investigates the phenomenon of morphological case in so-called ‘ergative-absolutive aligned’ languages, with a detailed case study of the Polynesian language Samoan. The focus is on the interaction of morphological case marking and the lexical semantics of verbs, proposing that the case marking pattern on a verb’s arguments are closely linked to the verb’s entailments, especially those relating to how the participants denoted by the verb’s nominal arguments participate in the event being described. Through empirical investigation of novel Samoan data, the chapter argues that ergative morphological case marking is linked to the agent argument’s status as a ‘self directed initiator’ of the event. In providing an analysis of this phenomenon, this chapter proposes a formal model of how a verb’s lexical semantics interacts with the morphological case component of grammar, employing insights from Optimality Theory.
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Conference papers on the topic "Samoan language Samoan language"

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Agustin, Eka Francisca Fitri, and Suwarna Suwarna. "Mimicry and Radical Resistance in Novel Saman." In Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.19.

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Melai, Zeckqualine, and Alvy Rigar. "Moribund Language Documentation and Preservation: A Preliminary Study on the Punan Language." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.6-6.

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This study focuses on the Punan language in Punan Bah, Belaga, Sarawak. The Punan language is a language spoken by the Punan people, one of the minority ethnic groups in Sarawak. This study is a preliminary study of the language and acts as an early step in the effort to document and preserve the language. This preliminary study is pivotal in preventing teh language from falling into an endangered phase or becoming moribund. This study also aims to resolve confusion over some terms used to refer to the Punan ethnicity and Punan language. This study was conducted as field-oriented research. The respondents were selected based on several criteria and were native speakers of the Punan language, aged forty and above, and living in the Punan Bah area. Data were collected through interviews and voice recordings. The data include the history and the background of the Punan ethnicity. The outcome of the study shows that the Punan language and ethnicity are different from the Penan language and ethnicity, and these ethnicities belong to two different categories with their own respective identities. From historical and background aspects, the Punan language is spoken in eight long houses, namely Punan Pandan, Punan Jelalong, Punan Mina, Punan Meluyou, Punan Bah, Punan Biau, Punan Sama and Punan Kakus. From a linguistics aspect, it is found that the Punan language has four main variations; daily spoken language, ukiet (folklore), u'a and setuo. Hence, this study will explore the diversity of indigenous languages in Sarawak.
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Waipara, Zak. "Ka mua, ka muri: Navigating the future of design education by drawing upon indigenous frameworks." In Link Symposium 2020 Practice-oriented research in Design. AUT Faculty of Design and Creative Technologies, 2020. http://dx.doi.org/10.24135/lsa.4.

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We have not yet emerged into a post-COVID world. The future is fluid and unknown. As the Academy morphs under pressure, as design practitioners and educators attempt to respond to the shifting world – in the M?ori language, Te Ao Hurihuri – how might we manage such changes? There is an indigenous precedent of drawing upon the past to assist with present and future states – as the proverb ka mua ka muri indicates, ‘travelling backwards into the future,’ viewing the past spread out behind us, as we move into the unknown. Indigenous academics often draw inspiration from extant traditional viewpoints, reframing them as methodologies, and drawing on metaphor to shape solutions. Some of these frameworks, such as Te Whare Tapa Wh?, developed as a health-based model, have been adapted for educational purposes. Many examples of metaphor drawn from indigenous ways of thinking have also been adapted as design or designrelated methodologies. What is it about the power of metaphor, particularly indigenous ways of seeing, that might offer solutions for both student and teacher? One developing propositional model uses the Pacific voyager as exemplar for the student. Hohl cites Polynesian navigation an inspirational metaphor, where “navigating the vast Pacific Ocean without instruments, only using the sun, moon, stars, swells, clouds and birds as orienting cues to travel vast distances between Polynesian islands.”1 However, in these uncertain times, it becomes just as relevant for the academic staff member. As Reilly notes, using this analogy to situate two cultures working as one: “like two canoes, lashed together to achieve greater stability in the open seas … we must work together to ensure our ship keeps pointing towards calmer waters and to a future that benefits subsequent generations.”2 The goal in formulating this framework has been to extract guiding principles and construct a useful, applicable structure by drawing from research on two existing models based in Samoan and Hawaiian worldviews, synthesised via related M?ori concepts. Just as we expect our students to stretch their imaginations and challenge themselves, we the educators might also find courage in the face of the unknown, drawing strength from indigenous storytelling. Hohl describes the advantages of examining this approach: “People living on islands are highly aware of the limitedness of their resources, the precarious balance of their natural environment and the long wearing negative effects of unsustainable actions … from experience and observing the consequences of actions in a limited and confined environment necessarily lead to a sustainable culture in order for such a society to survive.”3 Calculated risks must be undertaken to navigate this space, as shown in this waka-navigator framework, adapted for potential use in a collaborative, studio-style classroom model. 1 Michael Hohl, “Living in Cybernetics: Polynesian Voyaging and Ecological Literacy as Models for design education, Kybernetes 44, 8/9 (October 2015). https://doi.org/ 10.1108/K-11-2014-0236. 2 Michael P.J Reilly, “A Stranger to the Islands: Voice, Place and the Self in Indigenous Studies” (Inaugural Professorial Lecture, University of Otago, Dunedin, New Zealand, 2009). http://hdl.handle.net/10523/5183 3 Hohl, “Living in Cybernetics”.
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Pittou, Maria, and Stavros Tripakis. "Multi-view consistency for infinitary regular languages." In 2016 International Conference on Embedded Computer Systems: Architectures, Modeling and Simulation (SAMOS). IEEE, 2016. http://dx.doi.org/10.1109/samos.2016.7818342.

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Rohou, Erven, Andrea C. Ornstein, and Marco Cornero. "CLI-based compilation flows for the C language." In 2010 International Conference on Embedded Computer Systems: Architectures, Modeling, and Simulation (SAMOS X). IEEE, 2010. http://dx.doi.org/10.1109/icsamos.2010.5642069.

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Lin, Yuan, Yoonseo Choi, Scott Mahlke, Trevor Mudge, and Chaitali Chakrabarti. "A parameterized dataflow language extension for embedded streaming systems." In 2008 International Conference on Embedded Computer Systems: Architectures, Modeling, and Simulation (SAMOS). IEEE, 2008. http://dx.doi.org/10.1109/icsamos.2008.4664841.

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De Marco, Paolo, and Antonino Margagliotta. "La construcción del lenguaje en el Teatro Popular de Sciacca de Giuseppe y Alberto Samonà. *** The construction of language in the Sciacca popular Theatre by Giuseppe and Alberto Samonà." In 8º Congreso Internacional de Arquitectura Blanca - CIAB 8. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/ciab8.2018.7580.

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El Teatro popular de Sciacca de Giuseppe Samonà y su hijo Alberto –dos importantes guras de la arquitectura italiana– es una de las más significativas obras italianas de la segunda mitad del siglo XX. Inaugurado en 2015, después de una larga construcción de cuarenta años, el teatro tiene una original implantación con doble sala; está compuesto por tres grandes volúmenes (un paralelepípedo, un cono y una pirámide) y expresa una arquitectura de la imagen, una idea de un espacio determinado por formas puras y del uso de un único material (el hormigón visto). El uso de tres formas arquetípicas es una vuelta a los orígenes, una idea casi clásica y racional de la arquitectura; al mismo tiempo es la evocación de una perfección arcaica. Para esta idea es fundamental el empleo del hormigón, conceptualmente entendido como material primordial, que participa en la expresión de estabilidad y duración. El edificio se convierte en icono y se inserta en el paisaje como un monumento. En este sentido, esta arquitectura es un homenaje a Le Corbusier, construida a través de la interpretación del lenguaje del gran maestro. El Teatro de Sciacca representa, probablemente, el más notable ejemplo de arquitectura le corbuseriana en Italia.***The Sciacca Popular Theatre by Giuseppe Samonà and his son Alberto - two important figures of Italian architecture - is one of the most significant Italian building of the second half of the 20th century. Inaugurated in 2015, after a forty years long construction, the building has an original layout with two auditoriums; composed by three big volumes (a parallelepiped, a cone and a pyramid) and expresses an architecture of image, an idea of space determined by pure forms and using a single material (the raw concrete). The use of three archetypal forms is a return to the origin, an idea al- most classical and rational of architecture; at the same time is the evocation of an archaic perfection. Within this context, the use of raw concrete is also fundamental. Understood as primitive material, it participates to the expression of stability and durability across the building. As a result, the building is converted to an icon that sits in the landscape like a monument. In this sense, this architecture is a tribute to Le Corbusier, built through the interpretation of the great master language. The Sciacca Theatre represents, probably, the most remarkable example of architecture by Le Corbusier in Italy.
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