language discrimination
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Author(s):  
Fan Xu ◽  
Yangjie Dan ◽  
Keyu Yan ◽  
Yong Ma ◽  
Mingwen Wang

Chinese dialects discrimination is a challenging natural language processing task due to scarce annotation resource. In this article, we develop a novel Chinese dialects discrimination framework with transfer learning and data augmentation (CDDTLDA) in order to overcome the shortage of resources. To be more specific, we first use a relatively larger Chinese dialects corpus to train a source-side automatic speech recognition (ASR) model. Then, we adopt a simple but effective data augmentation method (i.e., speed, pitch, and noise disturbance) to augment the target-side low-resource Chinese dialects, and fine-tune another target ASR model based on the previous source-side ASR model. Meanwhile, the potential common semantic features between source-side and target-side ASR models can be captured by using self-attention mechanism. Finally, we extract the hidden semantic representation in the target ASR model to conduct Chinese dialects discrimination. Our extensive experimental results demonstrate that our model significantly outperforms state-of-the-art methods on two benchmark Chinese dialects corpora.


2021 ◽  
Vol 41 (1) ◽  
pp. 97-118
Author(s):  
Hans J. Ladegaard

Discursive othering deals with the many ways in which language is used to express prejudice against minorities, and it outlines the processes and conditions that promote group-based inequality and marginalization. This article focuses on online othering, and it analyzes a corpus of 615 comments posted by Hong Kong employers of domestic migrant workers (DMWs) on social media. First, a quantitative analysis of the corpus outlines the content categories found in the posts, and second, a discourse analysis of representative excerpts illustrates the claims made about DMWs. Employers engage in othering of their helpers, and the analysis shows how demeaning racist comments function to publicly shame them and warn others not to employ them. The article uses Language and Social Psychology frameworks to analyze the posts, and it discusses the functions of using racist derogatory language. The paper concludes by discussing how research may be used to address pressing social issues.


Infancy ◽  
2021 ◽  
Author(s):  
Esther Schott ◽  
Meghan Mastroberardino ◽  
Eva Fourakis ◽  
Casey Lew‐Williams ◽  
Krista Byers‐Heinlein

Cognition ◽  
2021 ◽  
pp. 104757
Author(s):  
Loretta Gasparini ◽  
Alan Langus ◽  
Sho Tsuji ◽  
Natalie Boll-Avetisyan

2021 ◽  
Author(s):  
István Kozmács

AbstractThe 1Sg forms of ik-verbs are identical in the definite and indefinite conjugations in Standard Hungarian. The use of nonstandard forms can evoke discrimination despite the fact that it has been well-known for a long time that by the 18th century the ik-paradigm survived only in some eastern and western dialects of the language (Simonyi, 1906a, p. 14; Brassai, 2011, p. 253; Benkő, 1992, p. 213). In the early 19th century the language revival movement revived the disappearing ik-conjugation (Révai, 1806) and made it part of the educated, literary, and later standard variety.The present paper demonstrates how a paradigm that almost completely receded became the tool of language stigmatization as a result of the actions of those with linguistic power, and shows, on the basis of a questionnaire based study, to what extent the ik-paradigm is present in the language use of 14–19-year-olds at the beginning of the 21st century.


Cognition ◽  
2021 ◽  
pp. 104628
Author(s):  
Konstantina Zacharaki ◽  
Nuria Sebastian-Galles

Author(s):  
Toshiko Sugino

Understanding how power functions in relation to teaching and learning languages can provide a clearer picture of language learning. As majorities can control minorities culturally and politically, minorities often suffer language discrimination. Although Japan now has the highest number of foreign residents, it still has a relatively high degree of homogeneity, and most college students have little understanding of them. More surprisingly, they often know even less about Japan's often-overlooked minorities, such as the Ainu and Okinawans. The author demonstrates how to deploy EFL classes to raise students' awareness by using self-made teaching materials and tailored writing assignments within the framework of Exploratory Practice (EP). Drawing on these methodologies, current research on language minorities is used to support a pedagogy that builds cultural awareness by giving majority-language students an opportunity to learn about minorities even when the students' English abilities are limited, as in the case of general EFL courses.


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