Ty jako wartość w debacie o słowie Murzyn

Akceptowalność słowa na M. jest przedmiotem debaty w mediach społecznościowych. Uczestnicy debaty w różny sposób formułują i uzasadniają swoje stanowiska. W artykule analizujemy wpisy na Facebooku wyodrębnione ze względu na to, że ich autorzy nie tylko odwołują się do opinii osób czarnoskórych, ale również traktują uwzględnienie takich głosów jak wyraz troski o dobro drugiej osoby. Przyjmujemy, że wypowiedzi takie mogą stanowić akty zagrożenia wizerunku adresata (FTA) i badamy, w jaki stopniu autorzy wypowiedzi stosują strategie grzeczności językowej osłabiające to zagrożenie. Analiza ma charakter wyłącznie jakościowy i prowadzona jest z perspektywy interdyscyplinarnej, łączącej socjologię i językoznawstwo. You as value in the debate concerning the lexeme Murzyn Summary: The acceptability of the Polish M-word (corresponding to the N-word in English) has been debated in the social media. In the debate, the adversaries vary not only in their views, but also in ways they formulate and justify them. In the present paper, we analyze a sample of Facebook posts in which the authors not only express the opinions of Polish Blacks as a key argument in favor of rejecting the M-word, but also argue that giving hearing to Black voices shows regard for the well-being of the Other. On the other hand, we assume that such posts may constitute Face Threatening Acts against those who consider the M-word non-offensive. Therefore, we study the degree to which politeness strategies are employed by the authors to weaken this threat. The analysis presented in the paper is only qualitative, while the adopted interdisciplinary perspective draws on sociology and linguistics.

Onomastyka i prawo – miejsca wspólne

Przedmiotem artykułu są wzajemne związki między językoznawstwem (onomastyką) a językiem prawa. Badania obejmują trzy kategorie nazw własnych: antroponimię, toponimię oraz chrematonimię, a ich przedmiotem jest omówienie relacji pomiędzy nazwami jako tekstami kultury a tekstami prawniczymi, w których podejmowane są zagadnienia związane z funkcjonowaniem tych kategorii onimicznych. Szczegółowe obserwacje dotyczą procesu kształtowania się nazwiska oraz dopuszczanych przez ustawodawstwo zmian w zakresie imion i nazwisk, najnowszych przepisów dotyczących nazw miejscowych oraz nazewnictwa miejskiego oraz nazw produktów. Poza ukazaniem wzajemnych relacji między prawem a lingwistyką zwrócono również uwagę na istotne różnice w definiowaniu i interpretowaniu pojęć (np. nazwy produktu). The overlapping of onomastics and the law Summary: The article addresses the interrelations between linguistics (onomastics) and the language of the law. The study includes three categories of proper nouns: anthroponymy, toponymy and chrematonymy, and the aim is to discuss the relation between names seen as cultural texts and legal texts, in which issues related to the functioning of both of these onimic categories are discussed. The study focuses on the process of the formation of surnames and on the changes allowed by law in the area of names and surnames. It also discusses the latest regulations that concern place names, city names, and product names. Apart from showing the interrelations between the law and linguistics, the author pinpoints significant differences in the defining and interpreting of concepts (e.g. in the case of product names).

A interseccionalidade dos povos bantu e suas afroperspectivas no chão da escola, na disciplina de filosofia

Este artigo tem como objetivo apresentar reflexões da Filosofia Africana (LOPES e SIMAS, 2020) acerca da ancestralidade, da história, cultura e linguística dos Povos Bantu (LWANGA-LUNYIIGO, e VANSINA, 2010) e a necessidade da implementação da Lei Federal 10.639/2003, bem como do compromisso para que se consolide a sua efetivação no Ensino de Filosofia (NOGUEIRA, 2011). Para o sucesso desta proposta, trabalhamos os valores morais e norteadores da Ética e as questões ligadas ao Respeito com uma turma do 1º Ano do Ensino Médio, composta por Alunados de jovens Pretos (as), Pardos (as) e Brancos (as) inseridos em uma instituição privada de educação na Baixada Fluminense, cidade metropolitana do Rio de Janeiro, onde evidenciamos uma Pedagogia Antirracista (GOMES, 2017) e Decolonial (WALSH, 2013) a partir das pesquisas de Filósofos e Filosofas Afro-americanos, Africanos (ASANTE, 2009) e Afro-brasileiros, que produziram pensamentos filosóficos amparados na afroperspectiva. A metodologia utilizada foi gerada a partir de Oficinas, Rodas de Diálogos, Exposições de Livros de Literaturas Africanas, Indígenas e Afro-Brasileiros, apresentações sensibilizadoras de vídeos, textos e slides afrocentrados, onde serviram de subsídio para propor as discussões na Luta contra o Racismo. Graças a estas dinâmicas, foi possível descolonizar olhares eurocêntricos, racistas, xenofóbicos, machistas, homofóbicos entre outros, além de aumentar as estimas de Alunos Negros, proporcionar e construindo estratégias sólidas para a contribuição da valorização e a construção das identidades negras em prol da redução do Racismo. This article aims to present reflections on African Philosophy (LOPES and SIMAS, 2020) about the ancestry, history, culture and linguistics of the Bantu People (LWANGA-LUNYIIGO, and VANSINA, 2010) and the need to implement the Federal Law 10.639/2003, as well as the commitment to consolidate its effectiveness in the Teaching of Philosophy (NOGUEIRA, 2011). For the success of this proposal, we work on the moral and guiding values ​​of Ethics and issues related to Respect with a class of the 1st Year of High School, made up of Black, Brown and White students. in a private educational institution in Baixada Fluminense, a metropolitan city of Rio de Janeiro, where we evidenced an Anti-racist (GOMES, 2017) and Decolonial (WALSH, 2013) Pedagogy from the research of African-American and African Philosophers (ASANTE, 2009) and Afro-Brazilians, who produced philosophical thoughts supported by an Afro-perspective. The methodology used was generated from Workshops, Rounds of Dialogs, Exhibitions of African, Indigenous and Afro-Brazilian Literature Books, sensitizing presentations of Afro-centered videos, texts and slides, which served as a subsidy to propose discussions in the Fight against Racism. Thanks to these dynamics, it was possible to decolonize Eurocentric, racist, xenophobic, sexist, homophobic views, among others, in addition to increasing the esteem of Black Students, providing and building solid strategies for the contribution of valorization and the construction of black identities in favor of reduction of Racism.

Say my name

This essay is a call out and a roll call of Black women scholars – Black Feminists, Critical Race Theorists, Intersectionality Theorists and co-conspirators – doing the work of the elder women and ancestors whose shoulders we stand on. I frame the research on African American Women’s Language around Hull, Bell-Scott and Smith’s (1982) seminal book All the Women Are White, All the Blacks Are Men, But Some of Us Are Brave to shout out not only how language and linguistics researchers got it twisted and need to reckon with truth and say my (language’s) name: African American Women’s Language. And put some respeck on it while you’re at it.

Actors’ and Actresses’ Perceptions on the Applications of Discourse Analysis from a Qualitative and Quantitative Outlook to Musical Theatre

Homo loquens has the ability of language. Language is present in all the aspects of life, including performing arts. The main goal of this proposal is to assess the perception of actors and actresses on a resource which has been developed to help them make the most of the text; the fundaments of this resource are in the linguistic theory. The main goal of this acting resource which combines a quantitative and a qualitative approach to the text is to foster critical thinking. The goal is thus to approach the dramatic text from different perspectives to provoke deep reflections on the text through discourse analysis. Subsidiarily, an interview to a professional actress has been carried out to know her thoughts on the resource and her perception was positive. As a conclusion, it might be interesting to explore the relationships between drama and linguistics.

Afrikaans: a language where ideology and linguistics meet

This paper summarizes the discussion about the origin and the status of Afrikaans. Two schools appear to be opposed to each other: the philological school and a creolistic view. The philological school tried to demonstrate with meticulous research of sources that Afrikaans is a full daughter of 17th century Dutch, which set foot ashore with van Riebeeck in 1652 at the Cape of Good Hope. Linguists who thought of a pattern of creolization in the formation of Afrikaans point to the influence of the languages of slaves brought to South Africa and to the influence of the original inhabitants, the Khoi and the San. This contribution mainly outlines the ideological background of these two schools of thought. For the philological school this is the system of Apartheid, while for the Creolist view the emphasis is more on decolonization.

LANGUAGE DEVELOPMENT AT EARLY CHILDHOOD: AN OVERVIEW IN THE CONTEXT OF PSYCHOLINGUISTICS

Language acquisition is the process during which humans acquire the capacity to see, create and utilize words to get it and communicate. It includes the picking up of differing capacities involving language structure, phonetics, and a broad lexicon. Language development is thought to proceed by ordinary processes of learning in which children acquire the forms, meanings, and uses of words and utterances from the linguistic input. Language ability is an indispensable place among human intellectual abilities and language is considered to be the most important component of the human mind language development starts from the first cry until a child is able to speak a word. It includes the picking up of differing capacities involving language structure, phonetics, and a broad lexicon. Talking is like an action and it is shaped by motives of many kinds. As an interdisciplinary field, psycholinguistics in the world revealed at the intersection of psychology and linguistics in the 1950s. It is seen that studies on language development have increased in recent years. This study is describe how language developed at the early childhood.

CHILDHOOD MULTILINGUALISM: CONTRIBUTIONS OF VYGOTKY AND SHCHERBA

This work presents reflections on childhood multilingualism and child development. We reviewed the works of two Belarusian authors: Lev Semionovitch Vygotsky and Lev Vladimirovitch Shcherba. As a result, we indicate the relevance of the dialogue between psychology and linguistics. Vygotsky wrote the text K voprosu o mnogoiazitchii v detskom vozraste (The Question of Multilingual Children) between 1928 and 1929. Shcherba wrote Metodika: k voprossu o dvuiezitchii (Methodology: On the question of bilingualism) in 1930. Both texts became sources of our bibliographical research. By approaching Vygoysky and Shcherba’s works, we highlight the complexity and breadth of childhood multilingualism.

Working memory and language: An overview of key topics

Given these obvious gaps in the research literature, we thus set out to compile this comprehensive handbook, with the goal in mind to fill up all these lacunae from previous research. Furthermore, we also aim for theoretical ingenuity and empirical robustness in our individual chapter reviews and devote independent sections to key areas of foundational theories, including working memory models and measures in cognitive psychology, as well as incorporating working memory within well-established linguistic theories and processing frameworks. As far as we know, much of these have not been done before. As such, we are hoping that the comprehensive coverage of key topics in all these essential areas in our handbook will benefit researchers and students not just from psychology and linguistics, but also readers from all other related fields of cognitive sciences to draw insights and inspirations from the chapters herein.

The representativeness threshold for the CETA subcorpus of the Coruña Corpus

The concept of representativeness is the main distinguishing characteristic of specialised corpora in comparison to other sets of texts. The Coruña Corpus of English Scientific Writing currently comprises four published subcorpora (astronomy, life sciences, history, and philosophy) plus three others under compilation (physics, chemistry and linguistics). In this paper we aim to assess the lexical density of the text samples in CETA, the Corpus of English Texts on Astronomy, by means of the ReCor tool, a posteriori. The study is motivated by the following question: does quantitative representativeness analysis using ReCor provide, in the form of a cross-check, further validation of previous research on the representativeness of CETA? Previous work (Crespo and Moskowich, 2010) has indicated that the CETA corpus is well designed and valid for the purposes for which it was intended. We will here suggest metrics to measure these findings. The most important contribution of this study is to offer quantitative data collection results using the ReCor tool, which allows data triangulation and consequently ensures overall data quality. Results show that data analysis with the ReCor tool supports previous findings, and thus we are able to verify that CETA is indeed representative of the language of its time and register.