scholarly journals Heritage Language Loss in the Chinese Community in Argentina

2017 ◽  
Author(s):  
Calvin N. Ho
Keyword(s):  
Heritage Language ◽  
Second Generation ◽  
Ethnographic Study ◽  
Language Loss ◽  
Science Literature ◽  
Third Generation ◽  
Chinese Community ◽  
Minority Communities ◽  
Language And Culture ◽  
Language Schools

A rapid linguistic shift is happening in the Chinese community in Argentina, one of the newest immigrant groups in the country. Second- and third-generation Chinese-Argentines are quickly abandoning their home language variety (e.g. Taiwanese or Fujianese) for Spanish. At the same time, their parents are sending them to weekend language schools to acquire Standard Mandarin, a variety distinct from the language of the home. Through an ethnographic study of a weekend language school in Buenos Aires Chinatown, I seek to explore the phenomenon of language loss in the Chinese-Argentine community. In order to provide sufficient background to explain the linguistic and sociological phenomena observed, this paper will begin by providing a description of the Chinese community in Argentina, outlining theories of language loss in minority communities, and reviewing historical language shifts in China and Argentina. After laying out this framework, I will then describe the ethnographic project and analyze the observations I gathered in the field. I find that the Chinese community in Argentina is generally following the Fishman (1965) model of language shift, in which the Argentine-born second-generation is dominant in Spanish and chooses to raise children in that language, meaning that subsequent generations are monolingual in Spanish. However, weekend language schools complicate this shift by teaching Standard Mandarin to the youth of the community. Because second- and third-generation children are still acquiring Standard Mandarin in these schools, Chinese language and culture are being maintained at some level; however, it is still unclear how stable this maintenance is. What is clear is that because there is little to no reinforcement outside of the home, non-standard varieties of Chinese will not survive past the second generation. I hope that this paper will spur further research on the Chinese-Argentine community, on which there is very little social science literature.

scholarly journals Inter-generational transmission in a minority language setting: Stop consonant production by Bangladeshi heritage children and adults

2016 ◽  
Vol 22 (3) ◽  
pp. 255-284 ◽  
Author(s):  
Robert Mayr ◽  
Aysha Siddika
Keyword(s):  
Heritage Language ◽  
First Generation ◽  
Second Generation ◽  
Voice Onset Time ◽  
Onset Time ◽  
Stop Consonant ◽  
Speech Development ◽  
Third Generation ◽  
Term Survival ◽  
Successive Generations

Aims and objectives: The purpose of this study was to gain a better understanding of speech development across successive generations of heritage language users, examining how cross-linguistic, developmental and socio-cultural factors affect stop consonant production. Design: To this end, we recorded Sylheti and English stop productions of two sets of Bangladeshi heritage families: (1) first-generation adult migrants from Bangladesh and their (second-generation) UK-born children, and (2) second-generation UK-born adult heritage language users and their (third-generation) UK-born children. Data and analysis: The data were analysed auditorily, using whole-word transcription, and acoustically, examining voice onset time. Comparisons were then made in both languages across the four groups of participants, and cross-linguistically. Findings: The results revealed non-native productions of English stops by the first-generation migrants but largely target-like patterns by the remaining sets of participants. The Sylheti stops exhibited incremental changes across successive generations of speakers, with the third-generation children’s productions showing the greatest influence from English. Originality: This is one of few studies to examine both the host and heritage language in an ethnic minority setting, and the first to demonstrate substantial differences in heritage language accent between age-matched second- and third-generation children. The study shows that current theories of bilingual speech learning do not go far enough in explaining how speech develops in heritage language settings. Implications: These findings have important implications for the maintenance, transmission and long-term survival of heritage languages, and show that investigations need to go beyond second-generation speakers, in particular in communities that do not see a steady influx of new migrants.

Chinese Education in the United States: Players and Challenges

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Yun Xiao
Keyword(s):  
Higher Education ◽  
School System ◽  
Heritage Language ◽  
Chinese Community ◽  
Chinese Education ◽  
Heritage Language Schools ◽  
Community Heritage ◽  
Language Schools ◽  
K 12 ◽  
The U.S

AbstractSince the turn of the twenty-first century, China has emerged as the second largest economy in the world. In the U.S., Chinese speakers became the second largest non-English-speaking population, and Chinese education obtained unprecedented opportunities in both the K-12 school system and higher education. Various players have contributed to this development, with the major ones being (1) the U.S.-government funded National Security Language Initiatives (NSLI), (2) the long existing Chinese community heritage language schools, and (3) China’s Confucius Institute (CI) program. The NSLI has created a number of meaningful projects such as the Foreign Language Assistance Program, the Teacher Exchange and Summer Language Institutes Youth Exchanges, the Flagship Program, and STARTALK, in which the Chinese language is the focus. The Chinese community heritage language schools have a history of over 150 years in the U.S. and are enrolling 200,000 Chinese students (estimated), more than the U.S. K-12 schools and higher education combined. China’s CI program has established 97 CIs and 357 Confucius classrooms in the U.S., which have reached millions of American people and students. However, the present data show that there lacks a coherent language policy in the U.S. education system. Although the above players have joined forces and made great contributions to the development of U.S. Chinese education, each of them is facing significant challenges. On the one hand, NSLI and Chinese community heritage language schools are both on the sidelines of the American public school system. On the other, with CI’s fast expansion, concerns and criticisms grow regarding its role in the context of U.S. higher education. Some of the concerns have been translated into negative actions and policies.

Sa1.4 Do third generation proximal femur nails have better outcome than second generation nails

Injury ◽  
2013 ◽  
Vol 44 ◽  
pp. S16
Author(s):  
R. Armagan ◽  
T. Isik ◽  
M. Kanar ◽  
H.B. Sezer ◽  
O.T. Eren
Keyword(s):  
Proximal Femur ◽  
Second Generation ◽  
Third Generation

The Brown Mite, Bryobia arborea Morgan and Anderson (Acarina: Tetranychidae), on Apple in Nova Scotia.: I. Influence of Intratree Distribution on the Selection of Sampling Units. II. Differences in Habits and Seasonal Trends in Orchards With Bivoltine and Trivoltine Populations. III. Distribution of Diapause Eggs. IV. Hatching of Diapause Eggs

1965 ◽  
Vol 97 (12) ◽  
pp. 1303-1318 ◽  
Author(s):  
H. J. Herbert
Keyword(s):  
Nova Scotia ◽  
First Generation ◽  
Second Generation ◽  
Central Area ◽  
Third Generation ◽  
Apple Trees ◽  
Seasonal Trends ◽  
Sample Unit ◽  
The Third ◽  
Selection Of

AbstractIn Nova Scotia one leaf cluster with an adjoining 1 inch of twig taken from the inside of each of 10 apple trees replicated four times is an adequate sample unit to measure the density of the brown mite.The brown mite has one generation with a partial second in some orchards and one with a partial second and partial third in others. The first generation adults in the bivoltine and trivoltine populations lay summer eggs on the leaves and twigs, and diapause eggs on tin twigs. The second generation adults in the bivoltine populations lay only diapause eggs; in the trivoltine populations they lay both summer and diapause eggs. The adults of the third generation lay only diapause eggs.The brown mite is found on both the leaves and woody parts of the tree. In orchards with bivoltine populations the proportion of mites on leaves reached a peak of 80% by mid-July, but thereafter gradually decreased to 10% by the end of August. However, in orchards with trivoltine populations the proportion of mites on leaves reached a peak of 80 to 90% by mid-July, remained constant until mid-August, and thereafter decreased to approximately 40% by the end of August.The number of diapause eggs laid by adults of each generation in both the bivoltine and trivoltine populations varies widely. The eggs are deposited on the trunk as well as on the branches, with the heaviest deposition in the central area of the tree. The diapause eggs laid by adults of the first generation are the last to hatch and those laid by the third generation are the first to hatch the following spring.The factors responsible for the differences in the number of generations and in the number of diapause eggs laid are unknown.

scholarly journals Structures of designed armadillo-repeat proteins show propagation of inter-repeat interface effects

2016 ◽  
Vol 72 (1) ◽  
pp. 168-175 ◽  
Author(s):  
Christian Reichen ◽  
Chaithanya Madhurantakam ◽  
Simon Hansen ◽  
Markus G. Grütter ◽  
Andreas Plückthun ◽  
...  
Keyword(s):  
Second Generation ◽  
Body Movement ◽  
Recognition System ◽  
Third Generation ◽  
Peptide Recognition ◽  
Repeat Proteins ◽  
Peptide Binding Site ◽  
Armadillo Repeat ◽  
The Stability ◽  
Interface Effects

The armadillo repeat serves as a scaffold for the development of modular peptide-recognition modules. In order to develop such a system, three crystal structures of designed armadillo-repeat proteins with third-generation N-caps (YIII-type), four or five internal repeats (M-type) and second-generation C-caps (AII-type) were determined at 1.8 Å (His-YIIIM4AII), 2.0 Å (His-YIIIM5AII) and 1.95 Å (YIIIM5AII) resolution and compared with those of variants with third-generation C-caps. All constructs are full consensus designs in which the internal repeats have exactly the same sequence, and hence identical conformations of the internal repeats are expected. The N-cap and internal repeats M1to M3are indeed extremely similar, but the comparison reveals structural differences in internal repeats M4and M5and the C-cap. These differences are caused by long-range effects of the C-cap, contacting molecules in the crystal, and the intrinsic design of the repeat. Unfortunately, the rigid-body movement of the C-terminal part impairs the regular arrangement of internal repeats that forms the putative peptide-binding site. The second-generation C-cap improves the packing of buried residues and thereby the stability of the protein. These considerations are useful for future improvements of an armadillo-repeat-based peptide-recognition system.

Third generation of advanced high-strength steels: Processing routes and properties

2016 ◽  
Vol 233 (2) ◽  
pp. 209-238 ◽  
Author(s):  
Tarun Nanda ◽  
Vishal Singh ◽  
Virender Singh ◽  
Arnab Chakraborty ◽  
Sandeep Sharma
Keyword(s):  
Automobile Industry ◽  
Second Generation ◽  
Low Cost ◽  
High Strength Steels ◽  
High Strength ◽  
Cost Effective ◽  
Processing Route ◽  
Third Generation ◽  
Specific Strength ◽  
Advanced High Strength Steels

The automobile industry is presently focusing on processing of advanced steels with superior strength–ductility combination and lesser weight as compared to conventional high-strength steels. Advanced high-strength steels are a new class of materials to meet the need of high specific strength while maintaining the high formability required for processing, and that too at reasonably low cost. First and second generation of advanced high-strength steels suffered from some limitations. First generation had high strength but low formability while second generation possessed both strength and ductility but was not cost effective. Amongst the different types of advanced high-strength steels grades, dual-phase steels, transformation-induced plasticity steels, and complex phase steels are considered as very good options for being extended into third generation advanced high-strength steels. The present review presents the various processing routes for these grades developed and discussed by different authors. A novel processing route known as quenching and partitioning route is also discussed. The review also discusses the resulting microstructures and mechanical properties achieved under various processing conditions. Finally, the key findings with regards to further research required for the processing of advanced high-strength steels of third generation have been discussed.

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