1,720,993 research outputs found
Recording to revitalize: Designing documentation with language teachers in mind
No full textCurrent literature on best practices in documentary linguistics outlines priorities for language documentation (e.g. Woodbury 2003, Himmelman 2006) and also emphasizes the importance in collaborating with communities when deciding what to record (e.g. Mosel 2006). However, documentation designed for analysis, and driven by a community’s immediate priorities, may still fail to provide the necessary resources for future language revitalization projects. This talk reports on the resource needs identified in interviews with current teachers of endangered and sleeping languages and highlights elements that are not currently prioritized in documentary best practices. Language pedagogy is a central component of many communities’ programs for maintenance and revitalization of their languages. This paper is based on interviews with several teachers of Native North American languages working within one region of the US. Some are non-Native specialists with formal training in language pedagogy, who assist community members in developing and teaching their languages; some are community members themselves. Previous studies (e.g. King 2003) have highlight failures to use best practices in teaching endangered languages in the classroom and have stressed the need for better training for community language teachers, a call that has been heeded over the years. The participants in this study have all received training in language pedagogy, and many of them also have graduate level training in linguistics. What they illustrate is that even the best trained teachers can only do so much in the absence of linguistic resources. Even the most thoughtful documentation project can leave gaps that challenge future teachers of the language. The scholarly needs of a trained linguist or the immediate needs of a community will not necessarily meet the future needs of teachers in revitalization programs. For example, a community may prioritize the recording of traditional stories and important ceremonies, but a language teacher will later discover a gap in vocabulary for everyday activities or informal conversation. Some of the languages represented in this study have been “sleeping” for a generation or more, a situation that many more communities will face in the coming years. The experiences and struggles of these language teachers, and the gaps they identify in the corpora available to them, highlight domains of language use that should be added to the priorities of both linguists and communities when designing documentation projects with future revitalization in mind. References Himmelman, N. P. (2006). Language documentation: What is it and what is it good for? In J. Gippert, N. P. Himmelman, & U. Mosel (Eds.), Essentials of Language Documentation. Berlin: Mouton de Gruyter. King, K. A. (2003). Language pedagogy and language revitalisation: Experiences from the Ecuadorian Andes and beyond. In Transcending Monolingualism: Linguistic Revitalisation in Education. Lisse, The Netherlands: Swets & Zeitlinger Publishers. Mosel, U. (2006). Fieldwork and community language work. In J. Gippert, N. P. Himmelman, & U. Mosel (Eds.), Essentials of Language Documentation. Berlin: Mouton de Gruyter. Woodbury, A. (2003). Defining documentary linguistics. In Language Description and Documentation: Vol. 1. London: School of Oriental and African Studies
Telling Stories Together: A collaborative technology-based curriculum project for an endangered language community
Full text linkLanguage revitalization efforts are enhanced not only when the language is brought to new users, but also when it is brought into new domains of use. This project creates a template for computer-assisted language learning that aims to maximize L2 learning through task-based, constructivist uses of free Web 2.0 tools.
This template includes two sets of parallel activities. For each set, students work together to brainstorm, illustrate, write, edit, and publish a story, conducting all activities in the L2. One set directs students to record native speakers retelling stories they know in their language, while the second develops a new story from the students’ own life experiences or imaginations. Each step of the writing process will be completed using a specific open-access online tool:
• Stage 1: Pre-write – This stage uses SoundCloud, a free web-based audio recording and streaming tool which can upload files from a computer, or record directly into the website.
• Stage 2: Story development and illustrations – This stage uses Flickr, a free photography and image hosting site, to find images that illustrate or relate to the stories.
• Stage 3: Collaborative writing – This stage uses Google Docs. The first team transcribes a known story recorded from an elder while the second develops and elaborates its new story.
• Stage 4: Editing and revising – This stage employs Google Tasks to complete revising and editing.
• Stage 5: Publishing – This final stage uses Lulu, an internet-based self-publishing service.
These tools accommodate special circumstances faced by many indigenous communities. Many communities who fit this intended design have a very small pool of potential language learners, and such small numbers make it difficult to teach separate classes for students at varying proficiency levels; this template accommodates this by employing activities in which learners at every level (beginning, intermediate, advanced, and native speakers) can take leading roles. Additionally, having the entire story-building process take place via low cost web tools means that students can participate and collaborate remotely, if geography or other factors make a physical language classroom impractical.
At the end of this project, the learners will have potentially produced two new texts, one based on a traditional story and one based on in-language creative writing. This project, therefore, empowers young learners to be active language revitalizers, not just through their own language acquisition, but also through development of materials that contribute to the literary corpus of their community
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
- …
