КОРЕСПОНДЕНЦИЯ „НА СВОЙ ЯЗЫКЪ“: ЕЗИКОВИ ОСОБЕНОСТИ НА „КНИГА ЗА ПИСМА“ (1850) ОТ БРАТЯ КАРАМИНКОВИ

The proposed text discusses part of the work of Stoyan and Hristo Karaminkovi „Диплография или какъ ся дрьжять търговскы книгы“ (1850), entitled „Book of letters”. Karaminkovi's linguistic idiom is presented in detail. It is established that the language norms cannot be fully compared with the language norms in texts published before 1850, which were their models: Bogorov's grammar, the language of their teacher B. Petkov and the language of N. Gerov in „Conclusion from Physics“. The general idea of the written idiom of „Book of Letters” is a deliberately sought symbiosis between tradition and spoken language, a conscious and smooth transition from linguistic antiquity to spoken language. All this is explained by the desire of Karaminkovi brothers to write for the general audience („въвъ всеобщо употрѣбленiе“), which phrase from the introductory part of „Diplography“ is indicative of the meaning of the linguistic means – they are as they are in the usage of the majority of the language community.

A needs survey of overseas Irish language learners

The vast majority of endangered languages are expected to have vanished from community use within one to two generations (Lackaff & Moner, 2016). One such language, Irish, may die out as a vernacular within a decade in the Irish-speaking regions of Ireland (Ó Giollagáin & Charlton, 2015). However, there is growing interest in the Irish language overseas, particularly in the USA (Schwartz, 2020). In this study, a survey was conducted with 92 respondents to identify the needs of learners living outside of Ireland. The findings of this needs assessment suggest that overseas Irish learners would benefit from the provision of an online Irish language community that connects members through communicative and collaborative language activities. Positioned in the context of similar developments and innovations internationally (e.g. Henry, Carroll, Cunliffe, & Kop, 2018), this research builds on existing literature in online sociocultural language learning.

Reflection of the national vision of the world in phraseological units

This research paper is devoted to the thorough study of phraseological units in terms of national connotation. Phraseological units that reflect national and cultural identity are the beauty and art of language. Phraseologisms, by their very nature, are a means of expressing imagery in a language, but they also serve to reveal the national culture, character, humor, grief, and anxiety of a people. For this reason, phraseology is the most important unit of poetic language used in the literary text to fully express the image, character, character, and to illustrate and exaggerate events, happenings, and situations. The phraseological resources of each language reflect the socio-historical events, moral and spiritual-cultural norms, mental and psychological conditions, religious ideas, national traditions, and customs of the people. Such phraseologies belonging to the vocabulary of a particular language community are among the national language tools. They polish the national color of the work of art and create a strong emotionality while emphasizing the popularity and originality of the language.

Reflection of the national vision of the world in phraseological units

This research paper is devoted to the thorough study of phraseological units in terms of national connotation. Phraseological units that reflect national and cultural identity are the beauty and art of language. Phraseologisms, by their very nature, are a means of expressing imagery in a language, but they also serve to reveal the national culture, character, humor, grief, and anxiety of a people. For this reason, phraseology is the most important unit of poetic language used in the literary text to fully express the image, character, character, and to illustrate and exaggerate events, happenings, and situations. The phraseological resources of each language reflect the socio-historical events, moral and spiritual-cultural norms, mental and psychological conditions, religious ideas, national traditions and customs of the people. Such phraseologies belonging to the vocabulary of a particular language community are among the national language tools. They polish the national color of the work of art and create a strong emotionality, while emphasizing the popularity and originality of the language.

Community Interpreting: signed or spoken? Types, modes, and methods

This article focuses on the similarities and differences between spoken and signed language Community Interpreting (CI). After a briefoverview of the various terms that are generally used in the relevant literature – albeit in- consistently – to categorize various sorts of interpreting (type, mode, setting), we examine a number of typologies of interpreting events that have been developed in order to allowfor a more complex categorization of such events. A briefoutline of the history of research into spoken and signed language CI is complemented by a short description of the similarities and differences between spoken and signed language CI. We also discuss various examples of research methods that have been applied to spoken and signed language CI.

The Inari Saami Wikipedia

The Inari Saami traditionally inhabit the area around Lake Inari in northern Finland. Despite being a minority group among the Saami, the Inari Saami have distinctive cultural traits as well as their own language, which has now about 400–450 speakers, including many children. This makes it a small language community in Wikipedia terms. It is still worth noting that Inari Saami is one of the most successful revitalisation processes in the world. During the last decades the language community has organised language nests for Inari Saami children, and it has taught the language to key members of the middle generation. The third phase of the revitalisation, strengthening the literacy of the language, is now in its initial phase. And this is where Wikipedia comes into play. In my presentation I am going to illustrate how the Inari Saami Wikipedia was born and what were the steps taken by the Inari Saami Language Association to make it all happen. I will also explain how we currently encourage the community to take an active role in developing the Inari Saami Wikipedia. We try to involve people from different backgrounds, but our main focus is on young people and students who can write Wikipedia articles as part of their studies at the University of Oulu and at the Sámi Education Institute (SAKK) in Inari. The ultimate goal is to create content that caters to the needs of the Inari Saami school in Inari and to give schoolchildren the possibility to use Wikipedia in their own language as a resource for assignments and classwork.

Collaborating with Language Community Members to Enrich Ethnographic Descriptions in a Language Archive

Language archives connect users such as language communities, linguists, and other researchers, to language data. As the language archiving community develops, concerns have been raised about the ethics, ownership, accessibility, and context of archival materials. While there are no simple solutions to these questions, many language archives are seeking ways to involve language community members in these conversations as they continue. This presentation describes a pilot project undertaken at the Computational Resource for South Asian Languages (CoRSAL) which explores a collaborative archiving approach to enable language community members to tell their own stories by adding contextual information to archival materials.

African multilingualism viewed from another angle: Challenging the Casamance exception

Aims and Objectives/Purpose/Research Questions: The former region of southern Senegal, the Casamance, has been portrayed throughout the literature on African multilingualism in a singular light, for example, as an area where monolingualism does not exist. The purpose of this article is to stress the previously unacknowledged importance of monolingual settings and practices by discussing data that have yet to be presented in the literature. Design/Methodology/Approach: We investigate rural multilingualism and monolingualism across the Casamance by carrying out the following four studies: (a) we conduct a survey of 62 villages with a questionnaire and our newly created ‘blindfold test’, classifying them into two main types; (b) with 34 women we study the role of exogamy in multilingual language acquisition in one of the villages; (c) we analyse child language production data and child directed speech to examine the existence of monolingual language acquisition; (d) we examine the sociolinguistic profiles of 101 speakers of one language community to investigate intergenerational multilingualism. Data and Analysis: Data were analysed using descriptive statistics in the form of frequency counts. Additionally, we couch our results on multilingualism in the theory of canonical typology. Findings/Conclusions: We propose a distinction between multilingual settings, e.g. communities where speakers are most likely to accommodate, and who live among villages largely located on national roads and around cities, and monolingual settings, which constitute most of the villages of the Casamance and where language acquisition is monolingual and where migration, rather than exogamy, accounts for the development of individual multilingualism. Originality: This article contributes unprecedented research methodology for the study of complex multilingual situations such as those found in African multilingual contexts. Significance/Implications: Our study adds to the growing understanding of small-scale multilingualism and the emergence of multilingualism in monolingual contexts.