scholarly journals Igbo dialects and the citation-form: the possibility of a standard Igbo dictionary

2020 ◽  
Vol 9 (1) ◽  
pp. 95-107
Author(s):  
Esther N. Oweleke
Keyword(s):  
Standard Variety ◽  
Language Studies ◽  
Citation Form

It is the norm in lexicography to have dictionary headwords in the standard variety of the language. But up to date, no Igbo dictionary exists in this variety. Most Igbo lexicographers have adopted the dialectal or multidialectal approach in their choice of a citation-form. The multiplicity of Igbo dialects accounts for this situation. This paper examines both sound and lexical variations in the language; describes the lexicographic problems of choice and arrangement of headwords, and discusses the suitability of the Igbo dictionary as a tool for standardizing the language. Two major sources of data were employed: the modified Ibadan 400 wordlist of basic items - used for a survey of the seven dialect zones identified by Manfredi (1989), and the dictionaries of Welmers and Welmers (1968), Williamson (1972), Igwe (1999) and Echeruo (2001). The paper demonstrated that sound and lexical variants in Igbo can be harnessed by Igbo lexicographers to produce an Igbo dictionary in the standard variety. Considering the optimal benefits derivable from a standard dictionary, the following suggestions for future Igbo lexicographers are proffered: words from different dialects of the language should be included in the dictionary; the standard forms be selected and consistently entered as headwords. Words with sound variation should be treated as sub-entries and lexical variants be cited as main-entries in their right alphabetical positions. The paper argued that, for the Igbo dictionary to fulfil its indispensable role as a language standardizing tool, the production of a Standard Igbo dictionary is imperative in Igbo lexicography and Igbo language studies.

Reliability of Clinician Judgments of Severity of Phonological Impairment

1995 ◽  
Vol 4 (3) ◽  
pp. 39-46 ◽  
Author(s):  
Susan K. Rafaat ◽  
Susan Rvachew ◽  
Rebecca S. C. Russell
Keyword(s):  
Conversational Speech ◽  
Speech Language Pathologists ◽  
Age Appropriate ◽  
Citation Form ◽  
Phonological Abilities ◽  
Preschool Aged Children

Pairs of speech-language pathologists independently rated severity of phonological impairment for 45 preschoolers, aged 30 to 65 months. Children were rated along a continuum from normal to profound. In addition to judging overall severity of impairment, the clinicians provided separate ratings based on citation form and conversational samples. A judgment of intelligibility of conversational speech was also required. Results indicated that interclinician reliability was adequate (80% agreement) for older preschool-aged children (4-1/2 years and above) but that judgments by speechlanguage pathologists were not sufficiently reliable for children under 3-1/2 years of age 40% agreement). Children judged to have age appropriate phonological abilities were not clearly distinguishable from children judged to have a mild delay. Educating speech-language pathologists regarding the normative phonological data that are available with respect to young preschoolers, and ensuring that such data are readily accessible for assessment purposes, is required.

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.

Eva Parra-Membrives/Albrecht Classen (Hrsg. / Eds.): Literatur am Rand: Perspektiven der Trivialliteratur vom Mittelalter bis zum 21. Jahrhundert // Literature on the Margin: Perspectives on Trivial Literature from the Middle Ages to the 21st Century. Tübingen. Narr-Verlag, 2013.

2018 ◽  
Vol 50 (1) ◽  
pp. 295-296
Author(s):  
Peter Pabisch
Keyword(s):  
Middle Ages ◽  
21St Century ◽  
Comparative Studies ◽  
The Third ◽  
Language Studies ◽  
The Middle Ages ◽  
Literature And Language

Abstract The three scholarly works of recent years illuminate the versatility of their main editor Albrecht Classen in the interdisciplinary world of comparative studies, in literature and language studies. Together with his colleague Eva Parra-Membrives he offers insights on trivial literature also in view of bestsellers concerning the first two works under discussion here. The third work on multilingualism in the middle ages he edited alone. For all the works he found an impressive number of contributors who fill the chalice of offerings in a most versatile canon of topics.

scholarly journals Southernizing and decolonizing the Sociology of Language: African scholarship matters

2021 ◽  
Vol 2021 (267-268) ◽  
pp. 259-263
Author(s):  
Stephanie Rudwick ◽  
Sinfree Makoni
Keyword(s):  
Related Problem ◽  
White Privilege ◽  
Global South ◽  
The South ◽  
Theoretical Frameworks ◽  
Short Article ◽  
Language Studies ◽  
Critical Attention ◽  
Sociology Of Language

Abstract In this short article we call for decolonization strategies in the Sociology of Language through a focus shift towards the global South, in particular Africa and a heightened attention to “race” as a significant category. We highlight three primary points that require critical attention in a decolonized Sociology of Language: (i) the identification of northern sociolinguistic theories which have been masked as universal and a critical shift towards theoretical frameworks emerging from the South; (ii) the acknowledgement of “white” privilege and “white fragility” in language studies and its related problem of ignoring “race” as a significant category, in scholarship as well as among authors/editors; and (iii) the under-representation of (especially female) scholars of colour in sociolinguistic research.

scholarly journals Language, Prejudice, Awareness, and Resistance

2020 ◽  
Vol 6 (1) ◽  
pp. 708-712
Author(s):  
Mats Deutschmann ◽  
Anders Steinvall
Keyword(s):  
Special Volume ◽  
General Resistance ◽  
Roles And Responsibilities ◽  
Thematic Framework ◽  
Language Studies ◽  
Raising Awareness ◽  
Language Prejudice

AbstractAs an introduction to the themed special volume on Language and Prejudice, this short editorial highlights aspects related to prejudice within, through, and towards language as well as how prejudice and stereotyping can affect our perception of language. We provide short summaries of the articles included in the volume and contextualise these within the general thematic framework. The article also discusses the roles and responsibilities of language studies in raising awareness of issues related to language and prejudice, and how this forms part of a more general resistance against xenophobia and sexism.

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