Norns and Norms

2017 ◽  
Author(s):  
Haun Saussy
Keyword(s):  
Native Language ◽  
Literary Language ◽  
Language And Culture ◽  
European Languages ◽  
Western European ◽  
Foreign Text

We often hear that certain words or texts are “untranslatable.” At the root of this judgment lies an exaggerated respect for the native language, which must not be altered by contact with other languages. Against this superstition, it is here argued that translation is one of the great movers of change in language, and accomplishes this precisely through the rendering of difficult and unidiomatic texts. At another level, a purported ethics of translation urges that translations should be “foreignizing” rather than domesticating: this too evidences a normative idea of the integrity of the language and culture of the foreign text. Against such defences of purity, a sense of both language and translation as inherently hybrid, and literary language in particular as macaronic, should open to examination the historical individuality of encounters that every translation records. Examples from Western European languages indicate how this hybridity is to be understood.

Compounding and Contact

2020 ◽  
pp. 17-31
Author(s):  
Brian D. Joseph
Keyword(s):  
Case Studies ◽  
Language Contact ◽  
Native Language ◽  
Source Language ◽  
European Languages ◽  
Language Patterns ◽  
Western European

The behaviour of compounds in language contact situations is examined here through the consideration of case studies involving the influence of Greek on English, of Western European languages, especially English, on Russian, of Western European languages, especially French, on Greek, and of French on English. It is shown that in the borrowing of compounds and compounding structures, languages seem not to engage in adaptation to native language patterns, and that once a new structure enters a language via borrowing it takes on a life of its own, so to speak, and can assume forms that are quite different from their form in the source language. The question of simplification versus complexification under conditions of language contact is also treated against the backdrop of compounds and contact.

PSYCHO- LINGUODIDACTIC PROBLEMS OF TEACHING LITERARY UKRAINIAN TO PRIMARY GRADE STUDENTS IN TERMS OF DIALECTAL ENVIRONMENT

2017 ◽  
Vol 14 (2) ◽  
pp. 38-43
Author(s):  
M. Lavrenova
Keyword(s):  
Primary School ◽  
Mutual Influence ◽  
Native Language ◽  
Language Skills ◽  
Primary Grade ◽  
Literary Language ◽  
Early School ◽  
Primary School Pupils ◽  
Primary Pupils ◽  
Primary Grade Students

The article is devoted to the problem of formation orthoepic Ukrainian literary language skills of primary school pupils living in the conditions of dialectal environment. It was determined that the successful training of Ukrainian literary language to a large extent depends on the mutual influence of languages used by children in the early school. Psycholinguistic bases of forming cultural speech of primary pupils are analysed. The effectiveness of pedagogical conditions of formation primary pupils’ speech culture in the native language lessons was theoretically proved.

scholarly journals STYLISTIC PERSPECTIVE AS A SCOPE OF INTELLECTUAL POTENTIAL OF SCIENTIFIC PERSONALITY: V.M. RUSANIVSKY

2016 ◽  
pp. 9-17
Author(s):  
L. Shevchenko
Keyword(s):  
Scientific Activity ◽  
Literary Language ◽  
Language And Culture ◽  
Intellectual Potential

The author in terms of stylistic perspective analyzes the scientific activity of Ukrainian linguist V.M. Rusanivsky. The texts of famous linguist are considered in the context of evolutionary episteme. Attention is focused on linguistic ideas of V.M. Rusanivsky about development of literary language, its stylistic representation and personalities, precedent for Ukrainian literary language and culture.

scholarly journals A Needs Assessment for Indigenous African Language-Based Programming Languages

2019 ◽  
Vol 4 (2) ◽  
pp. 1-5
Author(s):  
Ezekiel K. Olatunji ◽  
John B. Oladosu ◽  
Odetunji A. Odejobi ◽  
Stephen O. Olabiyisi
Keyword(s):  
Needs Assessment ◽  
Programming Languages ◽  
Programming Language ◽  
Native Language ◽  
Mother Tongue ◽  
Educational Institutions ◽  
African Languages ◽  
European Languages ◽  
To Come ◽  
High Degree

AbstractThe development of an African native language-based programming language, using Yoruba as a case study, is envisioned. Programming languages based on the lexicons of indigenous African languages are rare to come by unlike those based on Asian and / or European languages. Availability of programming languages based on lexicons of African indigenous language would facilitate comprehension of problem-solving processes using computer by indigenous learners and teachers as confirmed by research results. In order to further assess the relevance, usefulness and needfulness of such a programming language, a preliminary needs assessment survey was carried out. The needs assessment was carried out through design of a structured questionnaire which was administered to 130 stakeholders in computer profession and computer education; including some staffers and learners of some primary, secondary and tertiary educational institutions in Oyo and Osun states of Nigeria, Africa. The responses to the questionnaire were analyzed using descriptive statistics. The analysis of the responses to the questionnaire shows that 89% of the respondents to the questionnaire expressed excitement and willingness to program or learn programming in their mother tongue-based programming language, if such a programming language is developed. This result shows the high degree of relevance, usefulness and needfulness of a native language-based programming language as well as the worthwhileness of embarking on development of such a programming language.

Address pronouns in French

2006 ◽  
Vol 29 (2) ◽  
pp. 16.1-16.17
Author(s):  
Jane Warren
Keyword(s):  
Focus Groups ◽  
Individual Variation ◽  
Individual Preferences ◽  
European Languages ◽  
The Family ◽  
Western European ◽  
The University ◽  
Work Domain

This article examines speakers’ perceptions of and attitudes towards address pronoun usage in Paris and Toulouse. The data on which this article is based come from a comparative project based at the University of Melbourne,Address in some western European languages, and were generated in focus groups in both Paris and Toulouse, as well as interviews in Paris. It is generally accepted that in France the informal pronominal address formtuis used within the family, with close friends and with youngsters, and that the formal address formvousis used by adults when addressing strangers. The findings presented here indicate that, outside these general tendencies, individual preferences and negotiation can inform the choice of address pronoun in different ways both within and outside the workplace, with individual variation more common outside the work domain.

School as Community: The Rough Rock Demonstration

1989 ◽  
Vol 59 (4) ◽  
pp. 484-504 ◽  
Author(s):  
T. McCarty
Keyword(s):  
Native American ◽  
Educational Outcomes ◽  
Social Economic ◽  
Native Language ◽  
Federal Funding ◽  
Institutional Structure ◽  
Governing Board ◽  
Community Based ◽  
Language And Culture ◽  
Outcomes For Children

Teresa L. McCarty takes us to Rough Rock in the center of the Navajo Reservation, and to a bold experiment in Native American ownership of education. As the first school to be run by a locally elected, all-Indian governing board, and the first to incorporate systematically the native language and culture, it proved to be an influential demonstration of community-based transformation. McCarty describes the changes in Rough Rock's social,economic, and political structures, and examines the relation of these changes to educational outcomes for children. Further, she critiques the irony created by the larger institutional structure of federal funding, which both "enables and constrains genuine control over education by Native American communities."

Potentially Conflictogenic Zones in the Language Consciousness of Bilinguals

2020 ◽  
Vol 2 (6) ◽  
pp. 163-169
Author(s):  
Olga V. Balyasnikova ◽  
◽  
Natalya V. Dmitryuk ◽  
Natalya V. Ufimtseva ◽  
◽  
...  
Keyword(s):  
Intercultural Communication ◽  
Comparative Studies ◽  
Research Method ◽  
Native Language ◽  
Semantic Field ◽  
Men And Women ◽  
Language And Culture ◽  
Intercultural Interaction ◽  
Modified Method

The article is devoted to the identification, fixation, and analysis of the conflictogenic zones in the content of the associative (psychological) meaning of words in the language consciousness of speakers of the Russian, Kazakh, and Yakut languages / cultures in modern multiethnic society. Comparative studies reveal quantitative and qualitative discrepancies in the structure of the associative meaning of equivalent words in different languages. These discrepancies are potentially conflictogenic in the situations of interlanguage (intercultural) interaction and manifest themselves both on a conscious and unconscious level. The research method of the article is the free associative experiment. It was conducted in the native language of the informants (i.e., Yakut or Kazakh), and Russian. The informants were national-Russian bilinguals (Yakuts and Kazakhs), and Russians — students of various universities, aged 17 to 25, with at least 100 people being in each sample (men and women in equal numbers). The lexemes of the semantic field “family” were chosen as the stimulus words. The experimental material was analyzed using the modified method of semantic gestalt by Yu.N. Karaulov. The results obtained made it possible to identify the existing differences in the content of the language consciousness of the speakers of the Russian, Kazakh, and Yakut languages / cultures and to answer the question of how the content of the language consciousness of bilinguals is affected by their native language and culture. The results of the research can be used to optimize intercultural communication and prevent communicative and other conflicts.

Implementing Instructional Practices to Improve American Indian and Alaska Native Students’ Reading Outcomes: An Exploration of Patterns Across Teacher, Classroom, and School Characteristics

2017 ◽  
Vol 68 (5) ◽  
pp. 435-450 ◽  
Author(s):  
Claudia Vincent ◽  
Tary Tobin ◽  
Mark Van Ryzin
Keyword(s):  
American Indian ◽  
Reading Instruction ◽  
Instructional Practices ◽  
Alaska Native ◽  
Native Language ◽  
Indian Education ◽  
Native Community ◽  
Language And Culture ◽  
Recommended Practices ◽  
Teacher Classroom

The Native Community strongly recommends integrating Native language and culture (NLC) into reading instruction to improve outcomes for American Indian/Alaska Native (AI/AN) students. However, little is known about the extent to which recommended practices are used and what might facilitate their implementation. The National Indian Education Study conducted by the U.S. Department of Education surveys teachers of AI/AN students on their instructional practices. This descriptive study builds on previous analysis of survey data, which identified measurable dimensions of NLC in instruction. We now examine (a) the extent to which teachers implement these dimensions and (b) what teacher, classroom, and schoolwide characteristics facilitate implementation. Outcomes suggest that the recommended practices are rarely implemented, and that AI/AN teachers speaking Native language(s) and teaching in classrooms with high AI/AN enrollment located in schools employing AI/AN teachers and staff implement the recommended practices more often. We discuss implications for teacher education and support.

A People between Languages

2012 ◽  
Vol 7 (2) ◽  
pp. 1-27 ◽  
Author(s):  
Guy Miron
Keyword(s):  
Eastern Europe ◽  
Jewish History ◽  
Conceptual History ◽  
European Languages ◽  
Jewish Society ◽  
Jewish Experience ◽  
Western European ◽  
European Jewish

The field of modern European Jewish history, as I hope to show, can be of great interest to those who deal with conceptual history in other contexts, just as much as the conceptual historical project may enrich the study of Jewish history. This article illuminates the transformation of the Jewish languages in Eastern Europe-Hebrew and Yiddish-from their complex place in traditional Jewish society to the modern and secular Jewish experience. It presents a few concrete examples for this process during the nineteenth and early twentieth centuries. The article then deals with the adaptation of Central and Western European languages within the internal Jewish discourse in these parts of Europe and presents examples from Germany, France, and Hungary.

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