Language studies by women in Australia

2020 ◽  
pp. 367-400
Author(s):  
Jane Simpson
Keyword(s):  
Nineteenth Century ◽  
Language Teaching ◽  
Indigenous Languages ◽  
Language Documentation ◽  
Indigenous Australian ◽  
Language Studies ◽  
Language Study ◽  
Family Demands ◽  
Analytic Skills ◽  
Australian Languages

Few women contributed to documenting Indigenous Australian languages in the nineteenth century. Brief accounts are given of six settler women who did so: Eliza Dunlop (1796–1880), Christina Smith (‘Mrs James Smith’; 1809?–1893), Harriott Barlow (1835–1929), Catherine Stow (‘K. Langloh Parker’; 1856–1940), Mary Martha Everitt (1854–1937), and Daisy May Bates (1859–1951). Their contributions are discussed against the background of forty-four other settler women who contributed to language study, translation, ethnography, or language teaching. Reasons for the relative absence of women in language documentation included family demands, child raising, and lack of education, money, and patrons, as well as alternative causes such as women’s rights. Recording Indigenous languages required metalinguistic analytic skills that were hard to learn in societies that lacked free education. Extra obstacles for publication were remoteness from European centres of research, and absence of colleagues with similar interests.

Women in the history of German language studies

2020 ◽  
pp. 193-218
Author(s):  
Nicola McLelland
Keyword(s):  
Nineteenth Century ◽  
Language Use ◽  
Language Teaching ◽  
Reform Movement ◽  
German Language ◽  
Teaching Reform ◽  
Early Evidence ◽  
Language Studies ◽  
History Of

This chapter presents a history of women in the study of the German language, from sparse early evidence, to their first public forays as translators and poets, as learners and as teachers—successful and locally influential, perhaps, but still largely unknown. The chapter also shows how women were students and monitors of their own German language use out of necessity, navigating various strictures about how women could and should speak and write. It was within the emerging discipline of Modern Languages that some women established a reputation as language specialists in the nineteenth century, not least Mary Brebner, whose work was very influential in the language teaching Reform Movement. Finally, the chapter considers the lasting achievements of the first women to become professional German linguists, including Theresa Albertina Louise von Jacob- Robinson, Klara Hechtenberg Collitz (c.1865–1944), Agathe Lasch (1879–1942), and Luise Berthold (1891–1983).

Challenges of Foreign Language Teaching and Sustainable Development Competence Implementation in Higher Education

2018 ◽  
Vol 29 (1) ◽  
pp. 44-56 ◽  
Author(s):  
Balčiūnaitienė Asta ◽  
Teresevičienė Margarita
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Foreign Language ◽  
Language Teaching ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
The Sustainable Development ◽  
Language Studies ◽  
Empirical Level ◽  
Language Classes

Abstract The article aims to emphasize the role of foreign language teaching in fostering sustainable development competence in higher education. Foreign language classes enable students to analyze actual topics about sustainable development, to discuss problems, to share personal emotions and experiences. English as a foreign language curriculum aims to build students’ basic language communicative skills with the focus on sustainability, communication for the enhancement of sustainable development competence. The present paper aims to analyze the correlation of sustainable development competence between English as a foreign language studies in the system of higher education. The article overviews the importance of the sustainable development competence development on the theoretical level as well as introduces the practices of the importance of sustainable development competence elements in foreign language classes on the empirical level. The research was planned and performed in 5 universities of Lithuania, in which the respondents studying English (average age of participants was 22 years old) expressed their opinions on the sustainable development topics and usefulness of sustainable development competence. The results of the research demonstrate that students are more engaged in topics and materials on sustainable development and it is challenging for pedagogues to constantly update their materials, to apply innovative English as a foreign language teaching strategies related to sustainable development in foreign language classroom. Therefore, the research findings with the embedded elements for sustainable development competence development encourage educators to search for innovative ways of English as a foreign language teaching in higher education.

Reading in Modern Language Study

PMLA ◽  
1890 ◽  
Vol 5 (2) ◽  
pp. 33-46
Author(s):  
Edward S. Joynes
Keyword(s):  
Language Teaching ◽  
Professional Activity ◽  
Modern Language ◽  
Individual Work ◽  
Language Study

It is with extreme diffidence that I offer to read a paper before this Association. My own teaching is done under conditions of such disadvantage—with students so poorly prepared, and with results so unsatisfactory—that I cannot but feel how presumptuous it would be in me to attempt here to teach those who themselves teach under so much happier conditions and to so much better purpose than I can do. My sole apology might be an experience which, covering now three decades of language teaching, has passed through many phases both of our professional activity at large and of my own individual work. But these phases, for myself personally, have been rather renewals of effort and of disappointment than landmarks of progress or of triumph; and this experience, if I could recount it, might serve rather as a warning than as an example. So that it is as a seeker rather than as a giver that I come, to share my counsel with my more favored brethren; in order that by the confession of my own shortcomings, and especially by the criticism and discussion which this paper may elicit, I may be helped —and so perchance may help others—to find “the better way.”

scholarly journals hikaayaat kaliila wa-dimna li-tulaab al-lughat al-carabiyya (Tales from Kalila wa Dimna for Students of Arabic [retold])

2003 ◽  
Vol 20 (1) ◽  
pp. 160-162
Author(s):  
Paul Roochnik
Keyword(s):  
Language Teaching ◽  
Arabic Language ◽  
Third Century ◽  
The West ◽  
The Third ◽  
Language Study ◽  
Literary Arabic

The title Kalila wa Dimna first came to my attention long ago in my secondyear of Arabic language study. Ahmad Amin mentions Kalila waDimna in passing in his autobiography, Hayati (Cairo: 1952), an excerpt ofwhich I read in Farhat Ziadeh’s Reader in Modern Literary Arabic. Overthe years, I tried occasionally to read a bit of the original and found the classicalArabic intimidating. The task of reviewing Munther Younes’s retellingof these stories represented the opportunity to taste the stories’ flavor withoutthe drudgery of dictionary look-up. Among other accomplishments,Younes simplifies the grammar and lexicon to the point where intermediatestudents of Arabic will understand what they read without excessive struggle.This review will touch upon the structure and substance of Kalila waDimna itself and Younes’ approach to retelling the stories and their utilizationas an Arabic language teaching tool.In the West, most of us hear and then read Aesop’s Fables as children.These stories, which date back as far as 620 BCE, feature anthropomorphicanimals who play out their dramas and conflicts in order to teach a moral.Kalila wa Dimna, attributed to the Indian author Bidpai and written inSanskrit during the third century, does much the same, but also includes asmattering of human characters. As Younes tells us, the Sassanid KingKhosro Anoushrawan sent his physician Burzuwayh to India to collect andtranslate Bidpai’s fables into Persian. In the process, Burzuwayh added storiesby other authors. What had now become a book was then translatedinto Syriac in 570; 200 years later, Abdullah ibn al-Muqafac translated itinto Arabic. Since its Arabization some 12 centuries ago, Kalila wa Dimna

scholarly journals Prosodically Conditioned Consonant Duration in Djambarrpuyŋu

2019 ◽  
pp. 002383091982660
Author(s):  
Kathleen Jepson ◽  
Janet Fletcher ◽  
Hywel Stoakes
Keyword(s):  
Initial Position ◽  
Northern Territory ◽  
Indigenous Languages ◽  
Pitch Accent ◽  
Data Word ◽  
The World ◽  
Disyllabic Words ◽  
Phonological Phrase ◽  
Australian Languages ◽  
Segment Duration

Cross-linguistically, segments typically lengthen because of proximity to prosodic events such as intonational phrase or phonological phrase boundaries, a phrasal accent, or due to lexical stress. Australian Indigenous languages have been claimed to operate somewhat differently in terms of prosodically conditioned consonant lengthening and strengthening. Consonants have been found to lengthen after a vowel bearing a phrasal pitch accent. It is further claimed that this post-tonic position is a position of prosodic strength in Australian languages. In this study, we investigate the effects of proximity to a phrasal pitch accent and prosodic constituent boundaries on the duration of stop and nasal consonants in words of varying lengths in Djambarrpuyŋu, an Australian Indigenous language spoken in northeast Arnhem Land, Northern Territory, Australia. Our results suggest that the post-tonic consonant position does not condition longer consonant duration compared with other word-medial consonants, with one exception: Intervocalic post-tonic consonants in disyllabic words are significantly longer than word-medial consonants elsewhere. Therefore, it appears that polysyllabic shortening has a strong effect on segment duration in these data. Word-initial position did not condition longer consonant duration than word-medial position. Further, initial consonants in higher-level prosodic domains had shorter consonant duration compared with domain-medial word-initial consonants. By contrast, domain-final lengthening was observed in our data, with word-final nasals preceding a pause found to be significantly longer than all other consonants. Taken together, these findings for Djambarrpuyŋu suggest that, unlike other Australian languages, post-tonic lengthening is not a cue to prosodic prominence, whereas prosodic domain-initial and -final duration patterns of consonants are like those that have been observed in other languages of the world.

Teaching Word Analysis with Math and Engineering Terms

1984 ◽  
Vol 14 (1) ◽  
pp. 49-53
Author(s):  
A. Rae Price
Keyword(s):  
Engineering Students ◽  
Science And Engineering ◽  
Word Analysis ◽  
Making Sense ◽  
Language Study ◽  
Unknown Words ◽  
Analytic Skills ◽  
Familiar Result

When science and engineering students apply their analytic skills to the study of words, they make several discoveries: that words have components just as machines have components; that many of these word components are already known to them; and that world analysis frequently pays off in making sense out of familiar words and in making unknown words familiar. Result: greater comfort with their growing vocabularies and increased enthusiasm for language study.

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