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Journal articles on the topic 'Spécialized languages for linguistics'

Author: Grafiati

Published: 15 May 2022

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1

Gaillard, Mathilde, and Caroline Peynaud. "Spécialiser la LEA ? De l’intérêt de l’étude des discours, milieux et cultures spécialisés pour concevoir les enseignements en Langues étrangères appliquées." ASp, no. 81 (March 1, 2022): 29–43. http://dx.doi.org/10.4000/asp.7749.

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2

Trechter, Sara. "Endangered Languages.:Endangered Languages." Journal of Linguistic Anthropology 5, no. 2 (1995): 234–37. http://dx.doi.org/10.1525/jlin.1995.5.2.234.

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3

Garrett, Paul B. "Contact languages as “endangered” languages." Journal of Pidgin and Creole Languages 21, no. 1 (2006): 175–90. http://dx.doi.org/10.1075/jpcl.21.1.05gar.

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4

STASSEN, LEON. "AND-languages and WITH-languages." Linguistic Typology 4, no. 1 (2000): 1–54. http://dx.doi.org/10.1515/lity.2000.4.1.1.

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5

Darnell, Regna. "Quebec's Aboriginal Languages.:Quebec's Aboriginal Languages." Journal of Linguistic Anthropology 8, no. 1 (1998): 117–18. http://dx.doi.org/10.1525/jlin.1998.8.1.117.

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6

Pearson, Bruce. "The Languages of Japan:The Languages of Japan." Journal of Linguistic Anthropology 3, no. 1 (1993): 126–27. http://dx.doi.org/10.1525/jlin.1993.3.1.126.

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7

Wurm, Stephen A. "Endangered Languages, Multilingualism and Linguistics." Diogenes 47, no. 185 (1999): 56–66. http://dx.doi.org/10.1177/039219219904718507.

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8

Oberlin, Adam. "Nordic Studies: Languages and Linguistics." Year’s Work in Modern Language Studies 79, no. 1 (2019): 585–601. http://dx.doi.org/10.1163/22224297-07901044.

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9

Oberlin, Adam. "Nordic Studies: Languages and Linguistics." Year’s Work in Modern Language Studies 80, no. 1 (2020): 761–80. http://dx.doi.org/10.1163/22224297-08001046.

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10

Oberlin, Adam. "Nordic Studies: Languages and Linguistics." Year’s Work in Modern Language Studies 81, no. 1 (2021): 611–33. http://dx.doi.org/10.1163/22224297-08101038.

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11

Oberlin, Adam. "Nordic Studies: Languages and Linguistics." Year’s Work in Modern Language Studies 82, no. 1 (2022): 541–73. http://dx.doi.org/10.1163/22224297-08201030.

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12

Thomason, Sarah, and William Poser. "Fantastic Linguistics." Annual Review of Linguistics 6, no. 1 (2020): 457–68. http://dx.doi.org/10.1146/annurev-linguistics-011619-030459.

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Many nonlinguists believe that their ability to speak at least one language provides special insight into the essence of languages and their histories. One result of this belief is a plethora of theories about language from a surprising variety of perspectives: where particular languages (or all languages) originated, which languages are related by a shared history, how undeciphered writings or pseudowritings are to be read, how language figures in paranormal claims as “evidence” for reincarnation and channeled entities, and much, much more. This review surveys some of the major areas in which fringe and crackpot claims about language thrive. Only a few topics and examples can be covered in the limited space of a single article, but these should be enough, we hope, to suggest the range of wonderfully wacky pseudolinguistic notions out there.

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13

Dorian, Nancy C., Robert H. Robins, and Eugenius M. Uhlenbeck. "Endangered Languages." Language 70, no. 4 (1994): 797. http://dx.doi.org/10.2307/416328.

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14

Grace, George W. "How Do Languages Change? (More on "Aberrant" Languages)." Oceanic Linguistics 31, no. 1 (1992): 115. http://dx.doi.org/10.2307/3622968.

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15

Siskin, H. Jay, and Bette Hirsch. "Languages of Thought: Thinking, Reading and Foreign Languages." Modern Language Journal 75, no. 1 (1991): 128. http://dx.doi.org/10.2307/329847.

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16

Gaffney, Patrick. "The Languages of Jerusalem.:The Languages of Jerusalem." Journal of Linguistic Anthropology 4, no. 1 (1994): 107–9. http://dx.doi.org/10.1525/jlin.1994.4.1.107.

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17

König, Christa. "Khoisan Languages." Language and Linguistics Compass 2, no. 5 (2008): 996–1012. http://dx.doi.org/10.1111/j.1749-818x.2008.00084.x.

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18

Kitoko-Nsiku, Edouard. "Dogs' Languages or People's Languages? The Return of Bantu Languages to Primary Schools in Mozambique." Current Issues in Language Planning 8, no. 2 (2007): 258–82. http://dx.doi.org/10.2167/cilp111.0.

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19

Cunningham, Clare. "When ‘home languages’ become ‘holiday languages’: teachers’ discourses about responsibility for maintaining languages beyond English." Language, Culture and Curriculum 33, no. 3 (2019): 213–27. http://dx.doi.org/10.1080/07908318.2019.1619751.

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20

Brentari, Diane, Jean Umiker-Sebeok, and Thomas A. Sebeok. "Monastic Sign Languages." Language 66, no. 3 (1990): 655. http://dx.doi.org/10.2307/414667.

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21

TIRUMALESH, K. V. "Comparison of Languages." Cahiers de l'Institut de Linguistique de Louvain 14, no. 3 (1988): 93–100. http://dx.doi.org/10.2143/cill.14.3.2017080.

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22

Aceto, Michael, and Tom McArthur. "The English Languages." Language 76, no. 1 (2000): 204. http://dx.doi.org/10.2307/417423.

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23

Pulgram, Ernst, and Rebecca Posner. "The Romance Languages." Language 74, no. 1 (1998): 175. http://dx.doi.org/10.2307/417580.

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24

Honeycutt, Charles Allen, and Geoffrey Richardson. "Teaching Modern Languages." Modern Language Journal 70, no. 1 (1986): 60. http://dx.doi.org/10.2307/328074.

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25

Fayer, Joan M., and Ronald Wardhaugh. "Languages in Competition." Modern Language Journal 72, no. 3 (1988): 340. http://dx.doi.org/10.2307/327519.

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26

Kennedy, Dora F., and Elaine Davis Lubiner. "Learning about Languages." Modern Language Journal 77, no. 3 (1993): 378. http://dx.doi.org/10.2307/329116.

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27

Odlin, Terence, and Martin J. Ball. "The Celtic Languages." Modern Language Journal 79, no. 2 (1995): 277. http://dx.doi.org/10.2307/329640.

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28

Daniels, Peter T., K. S. Singh, and S. Manoharan. "Languages and Scripts." Language 73, no. 2 (1997): 435. http://dx.doi.org/10.2307/416060.

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29

Stenson, Nancy, and Donald MacAulay. "The Celtic Languages." Language 70, no. 3 (1994): 565. http://dx.doi.org/10.2307/416490.

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30

Odlin, Terence, and Donald Mac Aulay. "The Celtic Languages." Modern Language Journal 78, no. 3 (1994): 392. http://dx.doi.org/10.2307/330125.

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31

Gnerre, Maurizio. "The Amazonian Languages." Journal of Linguistic Anthropology 11, no. 2 (2008): 309–11. http://dx.doi.org/10.1525/jlin.2001.11.2.309.

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32

Quick, Antje Endesfelder, Elena Lieven, Ad Backus, and Michael Tomasello. "Constructively combining languages." Linguistic Approaches to Bilingualism 8, no. 3 (2018): 393–409. http://dx.doi.org/10.1075/lab.17008.qui.

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Abstract Language development in bilingual children is often related to differing levels of proficiency. Objective measurements of bilingual development include for example mean length of utterance (MLU). MLU is almost always calculated for each language context (including both monolingual and code-mixed utterances). In the current study, we analyzed the MLUs of three German-English bilingual children, aged 2;3–3;11 separately for the monolingual and code-mixed utterances. Our results showed that language preference was reflected in MLU values: the more children spoke in one language the higher the MLU was in that language. However, it was the mixed utterances that had the highest MLU for all three children. We support the results with a construction type analysis and suggest a potential usage-based explanation for these results based on individual differences in each child’s developmental inventory of words and constructions.

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33

Gussmann, Edmund. "The Celtic Languages." Lingua 97, no. 4 (1995): 284–86. http://dx.doi.org/10.1016/0024-3841(95)90009-8.

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34

Whitehouse, Marlies, Henrik Rahm, Séverine Wozniak, et al. "Developing shared languages." AILA Review 34, no. 1 (2021): 1–18. http://dx.doi.org/10.1075/aila.00038.int.

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Abstract This issue of the AILA Review focuses on transdisciplinarity as the key to developing shared languages in and across domains and professional settings. The relationship and collaboration between researchers and practitioners have long been discussed within and across applied sciences and theoretical disciplines, mainly in the framework of transdisciplinarity (see AILA Review 31, 2018, for a recent overview). However, research approaches that claim to combine theoretical and practical needs and expectations often lack either solid grounding in empirical data or thorough reflection from theoretical perspectives. This special issue aims to take the discussion further by rethinking transdisciplinarity systematically from theoretical and practical angles. In so doing, we focus on developing shared languages that facilitate communication and mutual learning in multistakeholder discourses – with the ultimate goal of sustainably solving socially relevant problems. In the introduction, we present working definitions of our topic’s key terms (Part 1). We then go through the topics, results, and main interconnections of the six approaches examined in the papers included in this issue (Part 2). Based on the insights from the discussion so far, we set up a framework to systematically analyse three dimensions of developing shared languages: negotiation process, interplay of key drivers, and seizing opportunities (Part 3).

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35

Dahl, Östen. "Perfects Across Languages." Annual Review of Linguistics 8, no. 1 (2022): 279–97. http://dx.doi.org/10.1146/annurev-linguistics-031120-123428.

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The theoretical study of perfects tends to be based on data from European languages, particularly English. To find the proper place for perfects, we have to go beyond English to be able to separate what is idiosyncratic from what is generalizable. A central function of perfects is to speak of how the present is different from the past, especially from the immediate past. A perfect typically relates how a past state changes into the present one. Crosslinguistically, we find two major types of perfect: constructions involving the auxiliary verbs ‘be’ and ‘have’, common in Indo-European and neighboring families, and iamitives, which are the result of the grammaticalization of words meaning ‘already’. The status of iamitives is controversial. In this review, I argue that they can be separated both from ‘already’ and from European-style perfects but that it makes sense to postulate a more inclusive crosslinguistic perfect category.

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36

King, Lid. "The European Year of Languages—taking forward the languages debate." Language Teaching 34, no. 1 (2001): 21–29. http://dx.doi.org/10.1017/s0261444800016074.

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37

Lu, Juexuan, Lifen He, and Qi Shen. "LOTE (Languages Other than English) learners’ investment in learning languages." Círculo de Lingüística Aplicada a la Comunicación 84 (October 7, 2020): 55–64. http://dx.doi.org/10.5209/clac.71995.

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This study draws on the model of language learning investment to explore China’s LOTE (Languages Other than English) students’ learning motivation. Data collected through in-depth interviews with 35 university students were analyzed in an inductive way. The findings show that: (1) the participants invested in learning LOTEs because they had enough affordances (resources applicable to LOTE learning) and/or perceived target language-related benefits (economic, cultural or social ones) from LOTE learning, even though most of our participants were initially involuntary applicants; (2) students were reluctant to invest in learning their target language(s) and merely strove to fulfil their program(s) when they were lacking affordances, perceiving few benefits, or even devalued by the in-context ideologies. These findings provide important implications for LOTE educators to motivate their students, and for policy makers to improve China’s LOTE education.

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38

Jaraisy, Marah, and Rose Stamp. "The Vulnerability of Emerging Sign Languages: (E)merging Sign Languages?" Languages 7, no. 1 (2022): 49. http://dx.doi.org/10.3390/languages7010049.

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Emerging sign languages offer linguists an opportunity to observe language emergence in real time, far beyond the capabilities of spoken language studies. Sign languages can emerge in different social circumstances—some in larger heterogeneous communities, while others in smaller and more homogeneous communities. Often, examples of the latter, such as Ban Khor Sign Language (in Thailand), Al Sayyid Bedouin Sign Language (in Israel), and Mardin Sign Language (in Turkey), arise in communities with a high incidence of hereditary deafness. Traditionally, these communities were in limited contact with the wider deaf community in the region, and so the local sign language remained relatively uninfluenced by the surrounding signed language(s). Yet, in recent years, changes in education, mobility, and social communication patterns have resulted in increased interaction between sign languages. Rather than undergoing language emergence, these sign languages are now facing a state of “mergence” with the majority sign language used by the wider deaf community. This study focuses on the language contact situation between two sign languages in Kufr Qassem, Israel. In the current situation, third-generation deaf signers in Kufr Qassem are exposed to the local sign language, Kufr Qassem Sign Language (KQSL), and the dominant sign language of the wider Israeli deaf community, Israeli Sign Language (ISL), both of which emerged around 90 years ago. In the current study, we analyzed the signing of twelve deaf sign-bilinguals from Kufr Qassem whilst they engaged in a semi-spontaneous task in three language conditions: (1) with another bilingual signer, (2) with a monolingual KQSL signer, and (3) with a monolingual ISL signer. The results demonstrate that KQSL-ISL sign-bilinguals show a preference for ISL in all conditions, even when paired with a monolingual KQSL signer. We conclude that the degree of language shift in Kufr Qassem is considerable. KQSL may be endangered due to the risk of social and linguistic mergence of the KQSL community with the ISL community in the near future.

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39

Wagner, Lauren. "Purism in Minor Languages, Endangered Languages, Regional Languages, Mixed Languages: Papers from the Conference on "Purism in the Age of Globalisation," Bremen, September 2001." Journal of Linguistic Anthropology 16, no. 2 (2006): 299–300. http://dx.doi.org/10.1525/jlin.2006.16.2.299.

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40

Z.A., Abidin, та Ospanova N.M. "Сontrastive linguistics and foreign languages teaching". Journal of Oriental Studies 77, № 2 (2016): 190–93. http://dx.doi.org/10.26577/jos-2016-2-775.

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41

Solomon, Wendy. "Linguistics and reading new foreign languages." Asian Studies Association of Australia. Review 10, no. 2 (1986): 43–52. http://dx.doi.org/10.1080/03147538608712445.

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42

Friedman, Victor A. "The Balkan Languages and Balkan Linguistics." Annual Review of Anthropology 40, no. 1 (2011): 275–91. http://dx.doi.org/10.1146/annurev-anthro-081309-145932.

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43

Millot, Philippe. "Spécialiser la compétence B2 en anglais dans le cadre d’une démarche qualité : Une proposition pour le secteur Lansad." Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT, Vol. 36 N°1 (January 30, 2017). http://dx.doi.org/10.4000/apliut.5593.

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44

Fleck, David W. "Panoan languages and linguistics." Anthropological Papers of the American Museum of Natural History, October 10, 2013, 1–112. http://dx.doi.org/10.5531/sp.anth.0099.

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45

"Nordic Studies: Languages and Linguistics." Year's Work in Modern Language Studies 75 (January 2015): 524–34. http://dx.doi.org/10.5699/yearworkmodlang.75.2013.0524.

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46

Hildebrandt, Kristine A. "Review: Himalayan Languages and Linguistics." Himalayan Linguistics 12, no. 1 (2014). http://dx.doi.org/10.5070/h912124436.

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47

Rouhollah, R., and A. Mousa. "Christoland linguistics; from classical languages to Caucasian linguistics." NARTAMONGÆ, no. 1-2 (December 4, 2019). http://dx.doi.org/10.23671/vnc.2019.1-2.41831.

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48

Marshall, Chloe, Aurora Bel, Sannah Gulamani, and Gary Morgan. "How are signed languages learned as second languages?" Language and Linguistics Compass, December 4, 2020. http://dx.doi.org/10.1111/lnc3.12403.

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49

"Index of languages." Language Sciences 9, no. 1 (1987): 113–17. http://dx.doi.org/10.1016/s0388-0001(87)80013-x.

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50

"Teaching particular languages." Language Teaching 19, no. 3 (1986): 268–77. http://dx.doi.org/10.1017/s0261444800010983.

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