Literacies in contact

2020 ◽  
Vol 23 (2) ◽  
Author(s):  
Constanze Weth ◽  
Manuela Böhm ◽  
Daniel Bunčić
Keyword(s):  
Oral Language ◽  
Language Contact ◽  
Language Ideologies ◽  
Theoretical Models ◽  
Written Language ◽  
Field Of Study ◽  
Research Traditions ◽  
Multimodal Analysis ◽  
New Concepts ◽  
Multilingual Writing

Abstract Research on language contact has so far mainly focused on oral situations, although standardization and language ideologies always have an important influence on multilingualism in both its written and its spoken form. This raises the question of which theoretical models are most suitable for the description of written language contact. The present paper recalls linguistic investigations of written language. Some research on multilingual writing shares concepts with research on oral language contacts, always adapting them for writing. Other research develops new concepts for investigating multilingual writing. Within the framework of research on multilingualism, some concepts approach language contact as a question of systematic interactions between linguistic systems (e.g. borrowing, code-switching, graphe-matic matrix, schriftdenken), other concepts envisage language contact as a multilingual practice (e.g. translanguaging, multimodal analysis, biliteracy). Written language contact is an especially fruitful field of study for pointing out major differences between these two research traditions and for bridging them.

Higher Order Language: Risk, Promotive, and Risk-Based Protective Associations with Youth Offending

2021 ◽  
pp. 001112872110077
Author(s):  
Stavroola A. S. Anderson ◽  
David J. Hawes ◽  
Pamela C. Snow
Keyword(s):  
Oral Language ◽  
Figurative Language ◽  
Protective Factor ◽  
Language Skills ◽  
Theoretical Models ◽  
Higher Order ◽  
Protective Effects ◽  
Youth Offenders ◽  
Order Language ◽  
Nonverbal Skills

Research has implicated oral language deficits as risk factors for antisocial behavior. The aim of this study was to investigate the relationship between higher order language skills and youth offending through a risk, promotive and risk-based protective factor paradigm. In a sample of adolescent males ( n = 130; 13 to 20 years; 62% youth offenders) skills in understanding ambiguity, making inferences, and understanding figurative language were demonstrated to have risk and promotive effects in association with youth offending. Figurative language also met criteria for having risk-based protective effects for youth at high offending risk due to poor nonverbal skills. Conceptualization of higher order language skills through this paradigm promotes a broader frame of reference for considering theoretical models and practical interventions.

scholarly journals JENIS DAN PROSES PEMBENTUKAN ADJEKTIVA DALAM BAHASA MINANGKABAU DI KENAGARIAN SUNGAI ABANG KECAMATAN LUBUK ALUNG KABUPATEN PADANG PARIAMAN

2018 ◽  
Vol 6 (1) ◽  
pp. 21
Author(s):  
Milna Rahman ◽  
Agustina Agustina ◽  
Ngusman Abdul Manaf
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Oral Language ◽  
Research Result ◽  
Written Language ◽  
Recording Technique ◽  
Descriptive Method

This study aimed to describe (1) type adjectives in Minangkabau language in kenagarian Sungai Abang subdistrict Lubuk Alung district Padang Pariaman, and (2) the process of forming adjective in Minangkabau language in kenagarian Sungai Abang subdistric Lubuk Alung district Padang Pariaman. This type of research is qualitative research with descriptive method. The method of data collection was using the method of referring and recording technique. Analyzing the data was done in the form of activities as follows: (1) describes the recording data into written language, (2) identify the data in accordance with the format provided, (3) classify the data into the type and process of the formation of the adjective, and (4) do data deduction based on research result. The data of this research are sentence containing the adjectives expressed by the community in kenagarian Sungai Abang subdistrict Lubuk Alung district Padang Pariaman. The source of this research is Minangkabau language especially oral language of society in kenagarian Sungai Abang subdistrict Lubuk Alung district Padang Pariaman. Based on the results of the research obtained the following results, first adjectives in Minangkabau language in kenagarian Sungai Abang subdistrict Lubuk Alung district Padang Pariaman is as follows: (1) characteristic adjective (character or temperament), (2) color adjectives, (3) shape adjectives, (4) size adjectives, (5) sensory adjectives, (6) time adjectives, (7) distance adjectives, (8) speed adjectives, (9) power adjunctive adjectives, (10) adjectiva adjectives. Secondly, there are two adjunctive adjunctive processes in the Minangkabau language, which are basic adjectives and derivate adjectives that can be sorted on beraffixed adjectives, duplicated adjectives and compounded adjective adjectives. Keywords: Adjectives, Word-forming, Minangkabau Language

Language Contact in Early Medieval Britain: Settlement, Interaction, and Acculturation

2020 ◽  
pp. 62-89
Author(s):  
Martin Findell ◽  
Philip A. Shaw
Keyword(s):  
Old English ◽  
Language Contact ◽  
Written Language ◽  
English Speakers ◽  
Early Medieval ◽  
First Case ◽  
Linguistic Evidence ◽  
Methodological Problems ◽  
English Spelling

This chapter explores language contact in early medieval Britain, focusing on the methodological problems involved in studying historical language contact in situations where records of the languages involved are sparse. Two case studies then look at linguistic evidence for contact situations, one addressing the uses of the term wealh in Old English and especially in the Laws of Ine, while the other explores the influence of Latin on the development of Old English spelling. The first case study argues that the term wealh in early Old English (as in Continental Germanic) usage identified groups and individuals as Roman, as distinct from the identification with Celtic languages that developed later in the period. The second case study shows how spellings of the reflex of pre-Old English *[ɡɡj] developed through the engagement of Old English speakers with Latin, demonstrating the interactions between developments in the spoken and written language.

THE STATE LANGUAGE

2020 ◽  
Vol 1 (1) ◽  
pp. 109-123
Author(s):  
Maria V. Oreshkina ◽  
Keyword(s):  
Social Sciences ◽  
Language Policy ◽  
Language Contact ◽  
Language And Culture ◽  
Language Legislation ◽  
New Concepts ◽  
Interdisciplinary Nature ◽  
Bilingualism And Multilingualism ◽  
Language Conflict ◽  
State Language

The Sociolinguistic Glossary aims to provide a systematized corpus of basic terms and concepts of modern sociolinguistics, which since the second half of the XXth century has been rapidly developing at the junction of various humanities and social sciences and is being replenished with new concepts of an interdisciplinary nature, acquiring and developing its own conceptual and terminological apparatus. The articles of the Sociolinguistic Glossary will be devoted to the most important topical issues of sociolinguistics-language and society, language and nation, interaction of language and culture, bilingualism and multilingualism, language policy and language legislation, language planning, as well as concepts used in sociolinguistics as fundamental: language situation, language policy, language conflict, language contact, methods of sociolinguistic research, etc. Special attention in the glossary entries will be given to the languages of Russia.

Learning Disabilities in Written Expression

2017 ◽  
Author(s):  
Carleen Franz ◽  
Lee Ascherman ◽  
Julia Shaftel
Keyword(s):  
Oral Language ◽  
Motor Coordination ◽  
Written Language ◽  
Reading Disorders ◽  
Spatial Skills ◽  
Academic Tasks ◽  
Writing Problems ◽  
Writing Disabilities ◽  
Underlying Causes ◽  
The Individual

Writing disabilities have many potential origins, including oral language deficits, motor coordination problems, and reading disabilities. Multiple potential sources of written language problems are described, along with the integrative aspects of the writing process that make it one of the most demanding academic tasks. Remedial interventions vary according to the identified cause of the problem based on the results of the psychoeducational evaluation. Remediation targeting the individual and modifications to classroom instruction may be required. Case studies illustrate three different underlying causes of writing problems. Key among these are motor and spatial skills, general language ability, and comorbid behavioral or reading disorders.

English loanwords in the Serbo-Croatian immigrant press

1966 ◽  
Vol 12 (1) ◽  
pp. 52-63
Author(s):  
Milan I. Surducki
Keyword(s):  
Language Contact ◽  
Linguistic Analysis ◽  
Spoken Language ◽  
Written Language ◽  
Languages In Contact ◽  
Weekly Newspapers ◽  
Contact Situation ◽  
Secondary Phenomenon ◽  
Almost All ◽  
Immigrant Language

I propose to present here the findings of an analysis of a limited corpus of English loanwords as found in four Canadian weekly newspapers published in the Serbo-Croatian language. Though interference in written language is a secondary phenomenon in a situation of languages in contact, instances of such interference are interesting and important since they may contribute to the adoption and spread of the corresponding instances of interference in spoken language. In addition, kinds of interference, as well as the total amount of interference in an immigrant language contact situation, may be usefully compared with interference phenomena in the corresponding standard language (in which very often, as is the case with E and SC in contact, almost all borrowing is done from a written model language). The linguistic analysis of the interference in written language seems therefore to be worth while.

Residual Learning Disabilities in Young Adults: Implications for Rehabilitation

1982 ◽  
Vol 13 (2) ◽  
pp. 9-13 ◽  
Author(s):  
Jane W. Blalock
Keyword(s):  
Learning Disabilities ◽  
Young Adults ◽  
Social Learning ◽  
Oral Language ◽  
Thinking Skills ◽  
Written Language ◽  
Rehabilitation Counselors ◽  
Learning Deficits ◽  
Residual Learning ◽  
Northwestern University

The nature of residual learning deficits in 80 young adults diagnosed as having learning disabilities is described. Adults were evaluated in the Adult Clinic of the Northwestern University Learning Disabilities Center. Problems in oral language, reading, written language, nonverbal abilities, and thinking skills are described. The ways in which the residual deficits were reported to interfere with vocational and social learning are discussed suggesting possible implications for rehabilitation counselors.

Using lexical variables to identify language ideologies in a policy corpus

Corpora ◽  
2014 ◽  
Vol 9 (1) ◽  
pp. 57-82 ◽  
Author(s):  
Shannon Fitzsimmons-Doolan
Keyword(s):  
Language Acquisition ◽  
Language Policy ◽  
Policy Development ◽  
Language Ideologies ◽  
Methodological Approach ◽  
Written Language ◽  
Department Of Education ◽  
Educational Language Policy ◽  
Group Variation ◽  
Policy Texts

Though theorised as important objects of inquiry, language ideologies – beliefs about the roles of language in society – are difficult to identify from texts because of their covert nature. Language ideologies of institutions are thought to have particular power with respect to subsequent policy development at micro- and macro levels. This study applies an inductive, corpus-based approach to identify language ideologies in a corpus of language policy texts using lexical items as variables. A corpus of more than one-million words of educational language policy texts from the 2010 Arizona Department of Education website was explored using collocate and factor analysis. The resulting solution accounted for 47.48 percent of the variance investigated. Five language ideology factors were identified and interpreted using quantitative and qualitative techniques: ‘written language as measurably communicative’, ‘language acquisition as systematically metalinguistic and monolingual’, ‘academic language as standard and informational’, ‘language acquisition as a process of decoding meaning’ and ‘nativeness of language skills as marking group variation’. The findings (a) present likely ideological stances of the Department of Education in a state where educational language policy development has been robust in recent years, and (b) validate the somewhat novel methodological approach used in this study.

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