Journal articles: 'Summer Institute of Linguistics'

1

Larson, Mildred L. "The Summer Institute of Linguistics and Translation." Bible Translator 42, no. 2A (April 1991): 27–34. http://dx.doi.org/10.1177/026009439104202a04.

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Little, Carol Rose. "The history of the Summer Institute of Linguistics at the University of Oklahoma." Proceedings of the Linguistic Society of America 9, no. 1 (May 15, 2024): 5736. http://dx.doi.org/10.3765/plsa.v9i1.5736.

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I provide an account of the Summer Institute of Linguistics’s (SIL) relationship with the University of Oklahoma (OU) from 1942–1987. SIL ended its linguistics summer sessions at OU in 1987 when legal issues were brought up about a public institution supporting an organization with openly evangelical roots. I conclude by revisiting questions raised in Dobrin’s (2009) collection on the relationship between SIL and secular linguistics.

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Bratcher, Suzanne, and Elizabeth J. Stroble. "Determining the Progression from Comfort to Confidence: A Longitudinal Evaluation of a National Writing Project Site Based on Multiple Data Sources." Research in the Teaching of English 28, no. 1 (February 1, 1994): 66–88. http://dx.doi.org/10.58680/rte199415389.

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This study reports the results of a three-year longitudinal evaluation of a National Writing Project site and illustrates the value of using multiple sources of data to evaluate aspects of National Writing Project sites. We examined the immediate effects of the Summer Institute by looking at teachers’ reactions to writing process Instruction both before and after the Summer Institute. We also examined longrange effects by looking at how teachers implemented the writing process in their classrooms over an extended period following Institute participation. Results indicate that during the Summer Institute teachers moved from self-oriented concerns about the writing process to concerns about how this approach would influence students and fellow teachers. Results also indicate how attendance at the Summer Institute affected classroom practice. We conclude with implications and questions for further study.

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NFORBI (PHD), Emmanuel. "AFRICAN LANGUAGES AND APPLIED LINGUISTICS: FROM THEORY TO PRACTICE IN CAMEROON." EPH - International Journal of Humanities and Social Science 4, no. 2 (April 10, 2019): 23–34. http://dx.doi.org/10.53555/eijhss.v4i2.85.

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This article examines the efforts involved in Applied Linguistics in the domain of African Languages in Cameroon. With current focus on multilingualism and multiculturalism, proposals on curriculum and didactic material are made. The input of Maurice Tadadjeu, the Summer Institute of Linguistics (SIL) and the University of Dschang are highlighted.

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Proulx, Paul. "Desano Grammar: Studies in the Languages of Colombia 6. By Marion Miller. Summer Institute of Linguistics and University of Texas at Arlington Publications in Linguistics, no. 132. Dallas: Summer Institute of Linguistics, 1999. Pp. xii + 178. $25.00 (paper)." International Journal of American Linguistics 69, no. 1 (January 2003): 100–101. http://dx.doi.org/10.1086/376491.

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Rodrigues, Aryon Dall’Igna. "Classificação da língua dos Cinta-Larga." Revista Brasileira de Linguística Antropológica 3, no. 2 (April 18, 2013): 205–9. http://dx.doi.org/10.26512/rbla.v3i2.16260.

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Da mesma informante de que se serviu o Pe. Adalberto Holanda Pereira para obter o vocabulário dos índios Cinta-Larga que ora publica nesta revista1, colheu a Dra. Sarah Gudschinsky, linguista do Summer Institute of Linguistics e da Universidade de Brasília, em dezembro de 1962, uma lista de 39 palavras.

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Jammes, Jérémy. "Nation, Damned Nation and Statistics." Social Sciences and Missions 35, no. 1-2 (April 13, 2022): 97–136. http://dx.doi.org/10.1163/18748945-bja10047.

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Abstract The Summer Institute of Linguistics (SIL)’s main objective is to translate the Bible into all languages by collecting ethnolinguistic data thanks to the methods of participant-observation and lexical investigation. Tracing its origins to the mid-1930s in the United States and Central America, SIL started its missionary, linguistic and development activities in Southeast Asia in the 1950s, especially in the Philippines (1953) and Vietnam (1954). This article analyses the nature and trajectories of SIL members, investigating their missionary activities, their visual and statistical conception of conversion and ethnographic encounter, their conception of Pax Americana during the Vietnam war (1954–75). Both archive- and fieldwork-based investigation reveal what the SIL’s activity meant at the nexus of evangelism, linguistics, ethnography and US foreign policy, challenging some of the very simplified views of the operations of missionaries and religious NGO s in Southeast Asia during the Cold War.

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Norget, Kristin. "Missionaries of the State: The Summer Institute of Linguistics, State Formation, and Indigenous Mexico, 1935–1985." History: Reviews of New Books 36, no. 1 (September 2007): 66–67. http://dx.doi.org/10.1080/03612759.2007.10527157.

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Norget, Kristin. "Missionaries of the State: The Summer Institute of Linguistics, State Formation, and Indigenous Mexico, 1935–1985." History: Reviews of New Books 36, no. 2 (January 2008): 66–67. http://dx.doi.org/10.1080/03612759.2008.10527190.

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Frye, David. "Missionaries of the State: The Summer Institute of Linguistics, State Formation, and Indigenous Mexico, 1935–1985." Hispanic American Historical Review 89, no. 3 (August 1, 2009): 552–53. http://dx.doi.org/10.1215/00182168-2009-036.

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Bastian, Jean-Pierre. "Missionaries of the State. The Summer Institute of Linguistics, State Formation, and Indigenous Mexico, 1935-1985." Social Sciences and Missions 21, no. 1 (2008): 136–37. http://dx.doi.org/10.1163/187489408x308091.

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Picard, Marc. "Charles-James N. Bailey. English Phonetic Transcription. Dallas: Summer Institute of Linguistics. 1985. Pp. xxvi + 265." Canadian Journal of Linguistics/Revue canadienne de linguistique 32, no. 2 (June 1987): 225–27. http://dx.doi.org/10.1017/s0008413100012226.

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Murray, Stephen O. "The first quarter century of the Linguistic Society of America, 19240–1949." Historiographia Linguistica 18, no. 1 (January 1, 1991): 1–48. http://dx.doi.org/10.1075/hl.18.1.03mur.

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Summary The Linguistic Society of America was founded in 1925 by scholars trained in traditional philological methods but more interested in building a science of linguistics than in literary studies. Language, the official journal of the new society became an organ for structural descriptions of sound systems of diverse languages. The Linguistic Institute, a summer training program, speeded diffusion of the new structuralist methods. Focus on native speech rather than on literary texts was a hallmark of the ‘application’ of structuralist linguistics to the teaching of languages in military intensive language programs during the Second World War, and in some academic programs (notably at Cornell University) after the war. After the war Language expanded, and a number of other linguistics journals began publishing. The extent to which these other journals were complements and the extent to which they were rivals remains controversial. Patterns of publications follow lines of theoretical divergence within what is sometimes mistakenly regarded as a neo-Bloomfieldian monolith. It is argued that the self-annuling prestige of the linguistic analyst in the process of language learning contributed to the difficulty of establishing a profession based on ‘the science of language’ in the late 1940s and through the 1950s. The analytical role of native speakers in the Bloomfieldian tradition is contrasted with that in the Sapirian tradition.

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Baker, Dwight P. "For the Gospel’s Sake: The Rise of the Wycliffe Bible Translators and the Summer Institute of Linguistics." International Bulletin of Mission Research 44, no. 1 (April 30, 2019): 58–66. http://dx.doi.org/10.1177/2396939319838451.

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Boone Aldridge provides an insider’s perspective on the outsize role William Cameron Townsend played in shaping the ethos and objectives of the Wycliffe Bible Translators and Summer Institute of Linguistics. He gives particular attention to organizational challenges posed by the mission’s dual or blended structure and to WBT/SIL’s responses to internal and external pressures. Despite a tendency to triumphalism, the volume is richly informed and adds insight into WBT/SIL’s formative first half century.

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Gong, Tao, Ruoxiao Yang, Caicai Zhang, and Umberto Ansaldo. "Review of the Summer Institute in Cognitive Sciences 2010: The Origins of Language." Biolinguistics 4, no. 4 (December 21, 2010): 385–402. http://dx.doi.org/10.5964/bioling.8813.

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Hill, Archibald A. "The Linguistic Society of America and North American Linguistics, 1950–1968." Historiographia Linguistica 18, no. 1 (January 1, 1991): 49–152. http://dx.doi.org/10.1075/hl.18.1.04hil.

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Summary The author, Secretary-Treasurer of the Linguistic Society of America during the crucial phase of the post-World War II growth of linguistics as an autonomous academic speciality, 1950–1968, reports on the events that shaped the LSA and the discipline in North America in general. Whereas the Society counted only 829 members, individual and institutional, in 1950, the total number had risen to 4,375 by 1968. The author narrates, in a year-by-year manner, the acitivities that held the Society together during this period and furthered the exchange of ideas among the different generations of linguists, namely, (1) the annual meetings, traditionally held at the end of December, at which both established scholars and fledgling researchers presented papers and had them discussed; (2) the annual summer institutes, first held for a number of years in a row at the University of Michigan and subsequently at several other campuses in the United States, and (3) the publication of Language, the Society’s organ, ably edited by Bernard Bloch from 1941 until his death in 1965.

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Moore, Thomas H. "Human Rights and Christian Missions in the Emerging Global Culture." Missiology: An International Review 24, no. 2 (April 1996): 201–11. http://dx.doi.org/10.1177/009182969602400205.

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The concept of human rights has evolved through three historical generations: liberty, equality, and now fraternity. Each generation of anthropologists, missionaries, and human rights advocates cultivated its own distinct mission and rhetoric. The current generation of a family of nations (fraternity) emphasizes the concept of group rights, as exemplified by the Draft Declaration on the Rights of Indigenous Peoples. For 50 years the Summer Institute of Linguistics has been laboring for the ethnic identity rights of indigenous peoples in language development and literacy.

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Samson, C. Mathews. "Book Review: Missionaries of the State: The Summer Institute of Linguistics, State Formation, and Indigenous Mexico, 1935–1985." International Bulletin of Missionary Research 32, no. 4 (October 2008): 219. http://dx.doi.org/10.1177/239693930803200425.

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Costigan, Lucia Helena. "The Invisible Giant: The Place of Brazil in (Latin) American Studies: An NEH Summer Institute." Hispania 85, no. 3 (September 2002): 644. http://dx.doi.org/10.2307/4141154.

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Marfa, Geoffrey S., and Mary Jane A. Cooke. "“Gemo Ni”: A Grammar Note on Tagabawa Verbs." Journal of Social Work and Science Education 4, no. 2 (July 11, 2023): 373–84. http://dx.doi.org/10.52690/jswse.v4i2.377.

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Tagabawa language’s vitality (bgs) is categorized to be institutional, meaning the language has been developed to the point that it is used and sustained by institutions beyond the home and community. However, the language is still not well documented. Some literature available on the linguistic analysis of Tagabawa is scarce and outdated. There are grammatical descriptions written on Bagobo-Tagabawa; but an updated description is offered by this study as a welcome development to continuous discoveries in the language. Although there is the latest available work on Tagabawa, the Tagabawa-English Dictionary by DuBois in 2016 under the Summer Institute of Linguistics, we believe new literature such as grammatical note would be a great addition to it. To provide further pertinent information in keeping Tagabawa as institutional and well-documented language, this paper documents its variety in Malapangi, Marilog by describing and accounting for its basic linguistic features of Tagabawa language. Furthermore, it provides notes on the salient features of Tagabawa verbs, mainly on its voice, aspects, modes, and transitivity.

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Gains, Paula, and Barbara Graham. "Making space for expressive and creative writing in African primary Schools: a two-site action research study in Kenya and South Africa." Reading & Writing 2, no. 1 (May 25, 2011): 77–95. http://dx.doi.org/10.4102/rw.v2i1.14.

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Similar concerns about the development of children’s creative writing abilities in Kenya and South Africa prompted two Mother Tongue (MT) education practitioners in Summer Institute of Linguistics (SIL) and Molteno Institute for Language and Literacy of Linguistics (MILL) to undertake parallel intervention studies to increase teachers’ competence in writing pedagogy and improve the quantity and quality of learners’writing. Most early literacy teachers have had no experience themselves of expressive writing, so it is not surprising that this activity rarely, if ever, features in public school early literacy classrooms. The hypothesis which formed the basis for this action research study was that educators, exposed to extensive and expressive writing themselves, will be more skilled in the generation of such activities with learners. This paper reports on the workshop processes in the two sites, identifying similarities and di"erences in the experience. Whilst the hypothesis, though tested, remains unproven,this paper presents findings that are of relevance to further study in the area of writing pedagogy research and also to teachers and teacher educators involved in writing in the primary school.

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Everett, Daniel L. "Donald A. Burquest David L. Payne (1993). Phonological analysis: a functional approach. Dallas: Summer Institute of Linguistics. Pp. viii+179." Phonology 13, no. 2 (August 1996): 269–74. http://dx.doi.org/10.1017/s0952675700002128.

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Medeiros, Adriana Francisca de. "A PARTICIPAÇÃO DAS MISSÕES RELIGIOSAS NA FORMAÇÃO DOS PROFESSORES KARITIANA." Revista Habitus - Revista do Instituto Goiano de Pré-História e Antropologia 17, no. 2 (December 20, 2019): 515. http://dx.doi.org/10.18224/hab.v17i2.7459.

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O objetivo deste texto é descrever a trajetória educacional do povo karitiana a partir da percepção dos professores indígenas da citada etnia, analisando a influência das missões religiosas do Summer Institute of Linguistics - SIL e do Conselho Indigenista Missionário - CIMI na formação dos professores indígenas. Os dados foram construídos a partir da análise de três trabalhos de conclusão de curso de professores karitiana, alunos do curso de licenciatura em educação intercultural da Universidade Federal de Rondônia. Os textos monográficos retratam a trajetória educacional de cada concluinte e as suas percepções a respeito da educação escolar oferecida ao seu povo durante as últimas décadas.

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Barros, Maria Cândida Drumond Mendes. "A missão Summer Institute of Linguistics e o indigenismo latino-americano: história de uma aliança (décadas de 1930 a 1970)." Revista de Antropologia 47, no. 1 (2004): 45–85. http://dx.doi.org/10.1590/s0034-77012004000100002.

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Bocharov, Sergey, and Vadim Liapunov. "Conversations with Bakhtin." PMLA/Publications of the Modern Language Association of America 109, no. 5 (October 1994): 1009–24. http://dx.doi.org/10.2307/462968.

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In the summer of 1961, three brilliant young scholars at the Institute of World Literature of the Academy of Sciences in Moscow set out by train to see Bakhtin for the first time, in the far-off provincial town of Saransk, where he taught Russian and foreign literatures at the University of Mordovia (until declining health forced him to retire in August 1961). The three devoted admirers were Sergey Georgyevich Bocharov (the author of the following article), Georgy Dmitryevich Gachev, and Vadim Valeryanovich Kozhinov (the enterprising and resourceful leader of the group).

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Duque Platero, Ligia. "HEGEMONIA E OS PROGRAMAS DE EDUCAÇÃO INDÍGENA NO MÉXICO E NO BRASIL (1940 — 1970)." Espaço Ameríndio 11, no. 2 (December 31, 2017): 229. http://dx.doi.org/10.22456/1982-6524.65655.

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Neste artigo, apresento informações sobre os programas de educação indígena das agências indigenistas do Brasil e do México, entre 1940 e 1970, e realizo uma breve discussão sobre a influência desses programas nos processos de formação de hegemonia dos Estados ampliados entre os povos indígenas desses países, no período citado. Nas escolas do Instituto Nacional Indigenista (INI), no México, e principalmente do Serviço de Proteção aos Índios (SPI), no Brasil, as escolas enfatizaram o ensino da língua nacional em seus currículos e influenciaram na criação da ideia da existência da nacionalidade mestiça, visando o desenvolvimento e a integração dos povos indígenas à nação. Em ambos os países, missões religiosas participaram da educação indígena e aqui destaco a atuação do Summer Institute of Linguistics (SIL). No México, a participação dos promotores culturais bilíngues como intermediários culturais entre as instituições indigenistas e as comunidades resultou na grande importância da educação indígena para a formação da hegemonia. Já no caso do Brasil, os professores e professoras eram não indígenas e sua influência foi mais restrita.

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Nehrbass, Kenneth. "For the Gospel’s Sake: The Rise of the Wycliffe Bible Translators and the Summer Institute of Linguistics, written by Boone Aldridge." Mission Studies 36, no. 1 (February 21, 2019): 156–58. http://dx.doi.org/10.1163/15733831-12341628.

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Kenstowicz, Michael. "David Eberhard (1995). Mamaindé stress: the need for strata. (SIL Publications in Linguistics 122.) Dallas: Summer Institute of Linguistics and University of Texas at Arlington. Pp. ix + 159." Phonology 13, no. 3 (December 1996): 450–55. http://dx.doi.org/10.1017/s0952675700002748.

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Said, Selim Ben, and Natasha Stojanovska-Ilievska. "Representations of Identity and Linguistic Diversity in the Urban Space of Tunisia." Identities: Journal for Politics, Gender and Culture 6, no. 2-3 (June 1, 2007): 315–41. http://dx.doi.org/10.51151/identities.v6i2-3.223.

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Author(s): Selim Ben Said | Селим Бен Саид Title (English): Representations of Identity and Linguistic Diversity in the Urban Space of Tunisia Title (Macedonian): Презентирање на идентитетот и лингвистичкиот диверзитет во урбаниот простор на Тунис Translated by (English to Macedonian): Natasha Stojanovska-Ilievska | Наташа Стојановска-Илиевска Journal Reference: Identities: Journal for Politics, Gender and Culture, Vol. 6, No. 2-3 (Summer 2007 - Winter 2008) Publisher: Research Center in Gender Studies - Skopje and Euro-Balkan Institute Page Range: 315-341 Page Count: 26 Citation (English): Selim Ben Said, “Representations of Identity and Linguistic Diversity in the Urban Space of Tunisia,” Identities: Journal for Politics, Gender and Culture, Vol. 6, No. 2-3 (Summer 2007 - Winter 2008): 315-341. Citation (Macedonian): Селим Бен Саид, „Презентирање на идентитетот и лингвистичкиот диверзитет во урбаниот простор на Тунис“, превод од англиски Наташа Стојановска Илиевска, Идентитети: списание за политика, род и култура, т. 6, бр. 2-3 (лето 2007 - зима 2008): 315-341.

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Spalding, Elizabeth, Jian Wang, Emily Lin, and Guangwei Hu. "Analyzing Voice in the Writing of Chinese Teachers of English." Research in the Teaching of English 44, no. 1 (August 1, 2009): 23–51. http://dx.doi.org/10.58680/rte20097244.

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This study explored how voice developed in the English writing of 57 Chinese teachers of English who participated in a three-week writing workshop during a summer institute in a large, urban school district in southeastern China. Teachers from grades 3 through 12 wrote daily in English in a workshop environment. Primary data sources were pre- and post-workshop writing samples. Supporting data included various teacher writings completed in the course of the workshop, daily written reflections, a final essay exam, anonymous course evaluations, and biographical and professional surveys. The pre- and post-workshop writing samples were assessed using the 6 + 1 TraitÂ® analytical model of scoring writing (Northwest Regional Educational Laboratory, 2006). Scoring showed that the teachers’ writing improved significantly in the course of the institute, but the greatest gain was made in the trait of “voice””the distinctive, individual way in which a writer speaks to a reader. This finding will be considered in light of the current direction of educational reform in China and of current debates over the value of teaching voice in diverse writing contexts. The study had implications for the teaching of writing to English language learners and for the professional development of teachers of writing, including those who teach English as a Foreign Language.

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Fietzer, William. "The SGML/XML Web Page9933Robin Cover. The SGML/XML Web Page. SoftQuad Inc. 20 Eglinton Ave. West, 12th Floor, International, Linguistics Center, PO Box 2025 Toronto, Canada M4R 1K8. Summer Institute of Linguistics 7500 W. Camp Wisdom Road Dallas, Texas 75236: SoftQuad, Inc. and the Summer Institute of Linguistics c1994‐1997. URL: http://www.sil.org/sgml/sgml.html." Electronic Resources Review 3, no. 3 (March 1999): 35–36. http://dx.doi.org/10.1108/err.1999.3.3.35.33.

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O’Meara, John. "Summer Institute of Linguistics. IT. Interlinear Text Processor. Macintosh version 1.0. Edmonds, Washington: Linguist’s Software. 1988. One 3.5in 800K disk; manual “How to Use IT”, x + 363. US$199.95." Canadian Journal of Linguistics/Revue canadienne de linguistique 35, no. 3 (September 1990): 294–97. http://dx.doi.org/10.1017/s0008413100013827.

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Fransen, Margo, and Pieter van Reenen. "Stephen C. Anderson (ed.) (1991). Tone in five languages of Cameroon. (SIL Publications in Linguistics 102). Dallas: Summer Institute of Linguistics and University of Texas at Arlington. Pp. x + 125." Phonology 10, no. 2 (August 1993): 337–41. http://dx.doi.org/10.1017/s0952675700000099.

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Hyman, Larry M. "Heidi James Rosendall (1992). A phonological study of the Gwari lects. (SIL Language Data Africa Series 24). Dallas: Summer Institute of Linguistics. Pp. xi + 116." Phonology 10, no. 2 (August 1993): 345–46. http://dx.doi.org/10.1017/s0952675700000117.

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Leeds-Hurwitz, Wendy. "Christina Bratt Paulston & G. Richard Tucker (eds.), The early days of sociolinguistics: Memories and reflections. (Publications in sociolinguistics, 2.) Dallas: Summer Institute of Linguistics, 1997. Pp. xii, 362." Language in Society 29, no. 3 (July 2000): 413–15. http://dx.doi.org/10.1017/s004740450022304x.

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As a graduate student at the University of Pennsylvania in the 1970s, I took what everyone called the “Grandfathers” course, which provided an overview of the field through the work of individual scholars (Dell Hymes was the professor). It had a more proper title we all ignored, probably “History of linguistics.” Now, The early days of sociolinguistics provides an updated and more complete version of that course, except that it emphasizes sociolinguistics rather than all of linguistics; it presents substantial information about the development of the field, as seen through the eyes of one scholar after another. As we enter the new millennium, the discussion appropriately now includes “grandmothers” as well as “grandfathers.” This has the flavor of salvage linguistics: get the elders to report what they know before they die (or forget), in order to preserve the details for future generations. This goal is perhaps most obviously visible in the selection by Charles Ferguson. It is not a piece he actually contributed; rather, it is constructed from interviews conducted by his friends, colleagues, and students during his recuperation from a series of severe strokes (77). Given the centrality of Ferguson in the history of sociolinguistics – he is “identified by a majority of the contributors as the principal architect for the field” (321) – his inability to write his own summary of events justifies the remainder of the individual histories.

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Frake, Charles O. "William C. Hall, Aspects of Western Subanon formal speech. Dallas: Summer Institute of Linguistics and the University of Texas at Arlington, 1987. Pp. xii + 191." Language in Society 19, no. 1 (March 1990): 102–4. http://dx.doi.org/10.1017/s0047404500014172.

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Hallman, Clemens L., Anne E. Campbell, and Gisela Ernst. "Development and Implementation of FLES Summer Institutes in Florida: A Functional-Collaborative Effort." Foreign Language Annals 25, no. 3 (May 1992): 245–54. http://dx.doi.org/10.1111/j.1944-9720.1992.tb00537.x.

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Deng, Chunrao, Xiang Wang, Shuyang Lin, Wenhui Xuan, and Qin Xie. "The Effect of Coded Focused and Unfocused Corrective Feedback on ESL Student Writing Accuracy." Journal of Language and Education 8, no. 4 (December 26, 2022): 36–57. http://dx.doi.org/10.17323/jle.2022.16039.

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This study employed a mixed-method approach including a classroom experiment and 24 in-depth interviews, to investigate the effects of two feedback techniques (coded focused and unfocused written corrective feedback) on L2 learners in a self-financed tertiary institute in Hong Kong. Three intact classes of 47 students served as the experiment and control groups; the control group only received feedback on content and organization, whereas the two experiment groups also received focused and unfocused linguistic feedback respectively. The feedback intervention was conducted over an eight-week intensive summer course, focusing on three grammar errors (articles, singular/plural nouns, and verb forms). Altogether students wrote six pieces, among which four were analysed for the present research. The study found that students who received focused WCF significantly outperformed the other two groups, though the effects vary across error types. Meanwhile, no significant differences are found between the unfocused and control group. In-depth interviews explored how individual learners’ metalinguistic understanding and engagement affect the usefulness of WCF. The results reveal that learners who received focused feedback developed a deeper understanding of the linguistic nature of specific error types. Learners’ English proficiency and engagement strategies also played a role. Implications for pedagogical practice are discussed.

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Eom, Ik-sang. "DISCOURSE FEATURES OF KOREAN NARRATION. Shin Ja Joo Hwang. Dallas and Arlington: Summer Institute of Linguistics and the University of Texas at Arlington, 1987. Pp. xiii+246." Studies in Second Language Acquisition 11, no. 4 (December 1989): 484. http://dx.doi.org/10.1017/s0272263100008615.

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Minkovskaya, R. Ya. "Features of Formation of the Lena Polynya on the Estuarine Coast of the Bykovsky Arm in the Summer." Океанология 63, no. 3 (May 1, 2023): 345–61. http://dx.doi.org/10.31857/s0030157423020089.

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Based on the results of the global oceanic reanalysis (GLORYS12.v.1), materials of hydrometeorological observations of the Roshydromet network in the Laptev Sea and the mouth of the Lena River, reviews of the ice processes in the Arctic Ocean by the Arctic and Antarctic Research Institute, this paper considers the features of the evolution of the Lena Polynya on the estuarine coast of the Bykovsky Arm in the warm period 1993–2019. The relationship between the timing of the formation of a polynya on the seashore of this arm with the dates of the beginning of the flood at the top of the Lena River delta has been revealed. The assumption is confirmed that the average growth rate of the Lena polynya in summer is determined by the timing of its formation – the earlier the flood begins, the earlier the polynya forms on the coast of the Bykovsky arm and the smaller the average rate its growth. It has been established that the process of warming in the mouth area of the Lena in 2008–2019 stabilized, as there are no significant trends in the characteristics of water and ice regimes. These regularities may be invariant for other mouths of the rivers of the Laptev Sea basin, and the obtained dependences can be used to improve the forecast of the dates of cleansing of the water area at the estuary seashore of the Lena from ice and planning icebreaking navigation along the route Tiksi port–Lena River.

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Whitney, Anne. "Teacher Transformation in the National Writing Project." Research in the Teaching of English 43, no. 2 (November 1, 2008): 144–87. http://dx.doi.org/10.58680/rte20086775.

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Teachers who have participated in Summer Institutes of the National Writing Project (NWP) have often claimed “it changed my life.” What do teachers mean when they say this? What does it mean to “transform” in a professional development setting, and what might researchers and professional development providers gain from an understanding of teacher transformation as a kind of teacher learning?

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Pinheiro Cantuário, Victor André, Cesar Augusto Mathias de Alencar, and Rauliette Diana Lima e Silva. "AMANSADOS PELA FÉ: REFLEXÕES SOBRE AS FACES DAS CONVERSÕES DOS PALIKUR." Revista Caminhos - Revista de Ciências da Religião 19, no. 1 (April 20, 2021): 29. http://dx.doi.org/10.18224/cam.v19i1.8618.

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O artigo reflete sobre o processo de conversão dos Palikur, povo nativo do Estado do Amapá, ao catolicismo romano e, posteriormente, ao pentecostalismo a eles introduzido pelos missionários do Summer Institute of Linguistics (SIL). Resgatando considerações de Arnaud (1984), Capiberibe (2001) e Passes (1998) a respeito e empreendendo esforço de compreensão dos condicionantes que provavelmente contribuíram para a efetivação desse evento, além dos já mencionados pelos autores de base, o artigo propõe, na condição de outro explicador, a possibilidade de escolha como iniciativa dos próprios Palikur, percebendo-se que se mantém um sistema de costumes e crenças integrando a cosmologia palikur, por um lado, e a fé cristã manifesta no catolicismo romano e no pentecostalismo missionário, por outro, evento este que finda por se inscrever na esfera dos processos de hibridização cultural. Nota-se, por fim, que, a despeito disso, as sucessivas intervenções de natureza religiosa impactaram de maneira profunda a cosmologia ancestral palikur em favor de um ideal de evangelização resultado de interpretações unilaterais das narrativas bíblicas.

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Feitosa, Leni Barbosa, and Idemar Vizolli. "Escolarização indígena Mebengokre Kayapó Gorotire." Educação (UFSM) 44 (March 12, 2019): 25. http://dx.doi.org/10.5902/1984644435043.

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O presente artigo resulta da pesquisa que trata da educação escolar indígena com objetivo de deslindar o processo de escolarização dos Mẽbêngôkre Gorotire, comunidade indígena localizada no município de Cumaru do Norte, sul do estado do Pará, à luz da História Oral Temática, com 14 participantes, sendo 9 Mẽbêngôkre e 5 não indígenas, e análise documental constituída no âmbito municipal e estadual. A escolarização dos Mẽbêngôkre Gorotire é recente, principiada em 1973, pela Missão Evangélica do Brasil e operacionalizada por vários agentes sociais, Fundação Nacional do Índio, Summer Institute of Linguistics, garimpeiros, madeireiros, Associação Floresta Protegida e os próprios Gorotire, sendo atualmente gerenciada técnica, administrativa e pedagogicamente pela Prefeitura Municipal de Cumaru do Norte-PA, por meio da Secretaria Municipal de Educação e Secretaria Estadual de Educação do Pará. O processo escolar dessa comunidade indígena se apresenta em contextos educacionais contemporâneos, todavia com vivências que a alicerçaram por muitos anos numa perspectiva instrutiva integracionista e que a pouco tempo andarilha no vislumbre de concebê-la no âmago da autonomia e reafirmação de sua identidade, sobretudo por meio de ressignificações estabelecidas pelos próprios Gorotire.

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Duque Platero, Lígia, and Alice Fiuza. "L’hégémonie et les programmes d’éducation autochtone au Mexique et au Brésil (1940-1970)." Recherches amérindiennes au Québec 44, no. 2-3 (June 1, 2015): 29–37. http://dx.doi.org/10.7202/1030964ar.

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Dans cet article, l’auteure présente des renseignements sur les programmes d’éducation autochtone des agences indigénistes du Brésil et du Mexique, entre 1940 et 1970, et elle propose également un survol de l’influence de ces programmes sur les processus de formation d’hégémonie des États au sens large, au sein des peuples amérindiens de ces pays durant la même période. Les écoles de l’Institut national indigéniste (INI), au Mexique, et surtout celles du Service de protection de l’Indien (SPI), au Brésil, ont mis l’accent sur l’enseignement de la langue nationale dans leurs programmes et elles ont exercé une influence sur la création de l’idée d’existence de la nationalité « métisse », visant le « développement » et l’« intégration » des peuples autochtones à la nation. Dans les deux pays, les missions religieuses ont participé à l’éducation autochtone, notamment le Summer Institute of Linguistics (SIL). Au Mexique, la participation des promoteurs culturels bilingues en tant qu’« intermédiaires culturels » entre les institutions indigénistes et les communautés s’est avérée un élément clé pour la formation de l’hégémonie. Au Brésil, les enseignants étaient « non autochtones » et leur influence fut moins importante.

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Angelova, Milena. "Bulgarian Women Scientists “Removed” from the Collective Memory in the Communist Times – the Case of Kostadinka (Dina) Tvardishka (1907-1963)." Balkanistic Forum 31, no. 1 (January 10, 2022): 173–201. http://dx.doi.org/10.37708/bf.swu.v31i1.9.

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The article presents a specific biographical case for an unrealized female academic career because of the changed political regime in Bulgaria after 1944. The documentary traces of Kostadinka (Dina) Tvardishka are preserved and "hidden" in the archive of her husband (the artist Dimitar Rizov) in Bulgarian Central State Archives. In 1941, through the German Scientific Institute in Sofia, K. Tvardishka studied in Germany with scholarships granted by the foundation Alexander von Humboldt. Until the summer of 1944, under the leadership of the famous Prof. Constantin von Dietze, at the University of Freiburg, she developed a dissertation on "Social problems of the Bulgarian village" (Die sozialen Probleme des bulgarischen Dorfes). Her research was almost completed when a pro-Soviet regime of government was established in Bulgaria. Fearing political repression, like dozens of other students and postgraduate students in the Bulgarian-German scientific networks from the WWII period, K. Tvardishka never returned to scientific work, and her study was never published.

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Proulx, Paul. "Diccionario Ilustrado Bilingüe Cubeo–Español, Español–Cubeo. By Nancy L. Morse,, Jay K., Jr. Salserand Neva de Salser . Santafé de Bogotá, Columbia: Editorial Alberto Lleras Camargo, 1999. Pp. v + 495.Cubeo Grammar: Studies in the Languages of Colombia 5. By Nancy L. Morseand Michael B. Maxwell . Summer Institute of Linguistics and University of Texas at Arlington Publications in Linguistics, no. 130. Dallas: Summer Institute of Linguistics, 1999. Pp. xii + 197. $29.00 (paper)." International Journal of American Linguistics 69, no. 3 (July 2003): 338–40. http://dx.doi.org/10.1086/381341.

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Cohn, Abigail C. "Donald A. Burquest & Wyn D. Laidig (eds.) (1992). Phonological studies in four languages of Maluku. (SIL Publications in Linguistics 108). Dallas: Summer Institute of Linguistics, University of Texas at Arlington and Pattimura University. Pp. viii + 227." Phonology 10, no. 2 (August 1993): 342–44. http://dx.doi.org/10.1017/s0952675700000105.

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Atkinson, Dwight. "Diane Larsen-Freeman: Seven Personal Vignettes of the Person and the Scholar." Language Teaching Research Quarterly 39 (December 2023): 34–38. http://dx.doi.org/10.32038/ltrq.2024.39.04.

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This personal account narrates seven instances in which the author encountered Diane Larsen-Freeman as a person and scholar, and how those two identities are integrated in her work. As in many scholarly lives, these meetings were virtual (through the medium of print), vicarious (observations from a distance during conferences and summer institutes), and face-to-face. The common thread running through all these experiences has been Diane's generosity, wisdom, and positive power as a human being, and how her scholarship has been permeated by that humanity.

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Hall, L. B. "TODD HARTCH. Missionaries of the State: The Summer Institute of Linguistics, State Formation, and Indigenous Mexico, 1935-1985. Tuscaloosa: University of Alabama Press. 2006. Pp. xxi, 245. $39.95." American Historical Review 113, no. 1 (February 1, 2008): 236–37. http://dx.doi.org/10.1086/ahr.113.1.236.

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Dawson, Alexander. "Missionaries of the State: The Summer Institute of Linguistics, 1935-1985. By Todd Hartch. Tuscaloosa: University of Alabama Press, 2006. Pp. xxii, 245. Notes. Bibliography. Index. $39.95 cloth." Americas 64, no. 2 (October 2007): 293–94. http://dx.doi.org/10.1353/tam.2007.0145.

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Journal articles on the topic 'Summer Institute of Linguistics'

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