264 research outputs found
Seeing Speech: A Pronunciation Toolkit for Indigenous Language Teaching and Learning
No full textPronunciation can present a serious challenge for language teachers and learners (e.g., Munro & Derwing 2015). In the context of Indigenous languages in particular, this can be compounded by a number of factors, including small numbers of speakers and teachers, a paucity of pedagogical resources and clear descriptions of sound systems, and the pressures faced by heritage learners to authentically preserve their ancestral language (Carpenter 1997; Hinton 2011; Hinton & Ahlers 1999). Latent speakers may be inhibited from speaking by perceived concerns over their pronunciation, particularly in the presence of elders (Basham & Fatham 2008), and other learners may face similar social and linguistic challenges. Despite these hurdles, pronunciation is considered by many to be an important aspect of Indigenous language learning, and one which requires creative community-oriented solutions (AUTHOR & Kell 2015; Carpenter 1997). Towards this end, we have developed a pronunciationlearning toolthat incorporates ultrasound technology, giving learners a visual aid to help them learn to articulate challenging or unfamiliar sounds, for example “back of the mouth” consonants (e.g. /k/ vs. /q/). Ultrasound is used to create videos of a model speaker’s tongue movements during speech, which are then overlaid on videos of an external profile view of the model’s head to create ultrasound-enhanced pronunciation videos for individual words or sounds (Abel et al. 2015). A key advantage of these videos is that they allow learners direct access to the articulatory shapes and movements that are involved in pronouncing challenging words or sounds; learners are able see how speech is produced rather than just hear and try to mimic it. Although ultrasound-enhanced videos were originally developed for commonly taught languages such as Japanese and French, there has been widespread interest from Indigenous communities in Western Canada to develop their own customized videos. To date, we have partnered with communities in Alberta and British Columbia to develop videos for four languages: SENĆOŦEN, Secwepemc, Halq’emeylem, and Blackfoot. Community-driven and capacity-building, these projects involved training community members in how to produce customized ultrasound-enhanced videos using our toolkit. The resulting videos will be featured in our presentation, along with demonstrations of how and why to use ultrasound in pronunciation teaching. Our goal is to show that the ultrasound-enhanced videos can help to address some of the challenges of pronunciation learning in Indigenous languages by giving learners a new way to understand pronunciation that focuses on seeing speech. References Abel, J., B. Allen, S. Burton, M. Kazama, M. Noguchi, A. Tsuda, N. Yamane, & AUTHOR. 2015. Ultrasound-Enhanced Multimodal Approaches to Pronunciation Teaching and Learning. Canadian Acoustics 43 (3), 130-131. Basham, C. and A. Fathman. 2008. The latent speaker: Attaining adult fluency in an endangered language. International Journal of Bilingual Education and Bilingualism, 11: 577-97. AUTHOR and S. Kell. Pronunciation in the context of language revitalization. Paper presented at ICLDC 4, 2015. Carpenter, V. 1997. Teaching Children to "Unlearn" the Sounds of English. In Teaching Indigenous Languages, ed. by Jon Reyhner. Flagstaff, AZ: Northern Arizona University, pp. 31-39. Hinton, L. 2011. Language revitalization and language pedagogy: New teaching and learning strategies. Language and Education 25(4): 307-318, Hinton, L. and J. Ahlers. 1999. The issue of “authenticity” in California language restoration. Anthropology & Education Quarterly, 30: 56-67. Munro, M. J. & Derwing, T. M. 2015. A prospectus for pronunciation research in the 21st century: A point of view. Journal of Second Language Pronunciation 1(1): 11-42
Integrating linguistic structure, content, and communicative practice into post-secondary Indigenous language curriculum: Now what?
No full textAs part of comprehensive language revitalization strategies many North American Indigenous communities are partnering with post-secondary institutions to offer language courses and programs. Teaching Indigenous languages shares similar challenges to those facing second language teaching of dominant languages and has led to development of pedagogical models like Master-Apprentice Program (e.g., Hinton 2002) and Accelerated Second Language Learning (Greymorning, 2005, 2010), both created to support revitalization of Indigenous North American languages. Despite the increase in pedagogical models for teaching Indigenous languages, little research has focused directly on post-secondary Indigenous language curriculum (cf. Miyashita and Chatsis 2013, Suina 2004, Leap 1991). In this paper, we contribute to Indigenous Second Language research by outlining factors taken into consideration and responses developed by a language curriculum team in British Columbia, Canada for Indigenous Language Revitalization programs offered in community-post-secondary institution partnerships. We consider how Indigenous language curriculum can integrate language structures, appropriate cultural and language content, and communicative practice through task-based and focus-on-form techniques.
The programs under discussion are composed of Certificate and Bachelor's degrees in Indigenous Language Revitalization, including 12 language-learning courses spanning four years of post-secondary training. To develop Indigenous language curriculum we considered: 1) curriculum needing to be useable for various languages and dialects within different language families; 2) instructors with varying degrees of formal training in teaching methods; 3) students with significantly different previous exposure to their Indigenous language; 4) needing to respond to local ways of knowing, teaching, and being (Western Canadian Protocol for Collaboration in Basic Education, 2000); 5) varying accessibility of language documentation; 6) university expectations for language teaching and outcomes; 7) requests from instructors and community-partners for clear curriculum and defined outcomes.
In our paper we describe the process undertaken in curriculum development, illustrating the main features of the resulting Indigenous Language Teachers' Package, which includes a Teachers' Guide, Scope and Sequence Samples, Class Activities Samples and Feedback-Assessment Samples. We demonstrate how we responded to the varying factors and needs by developing course-shells allowing for a task-based (Nunan 1989) communicative curriculum. This type of curriculum provides teachers the possibility of flexibly integrating grammatical structures through focus-on-form techniques (e.g., Nassaji 2000) into their classrooms while using different types of language documentation. Finally, we consider the extent to which our Teachers' Package has been useful for teachers, and how it has served and will serve as a basis for further curriculum development and its application.
References
Adley-Santa Maria, B. (1997). White Mountain Apache language: Issues in language
shift, textbook development, and Native speaker-university collaboration. In Reyhner, J. (ed) Teaching Indigenous Languages. Flagstaff, AZ: Northern Arizona University. Pp. 129-143.
Greymorning, S. (2005). Weaving the fibre for instruction and acquisition of North American Indigenous languages. In Te toi roa, Indigenous excellence: WIPCE Official Handbook (pp. 191). Hamilton, Aotearoa-New Zealand: The 7th World Indigenous Peoples' Conference on Education.
Greymorning, S. (2010). ASLA training workshop. SENĆOŦEN Department, Adult
Education Centre, WSÁNEĆ, BC, June 7–9.
Hinton, L. (2002) How to keep your language alive: A commonsense approach to one-
on-one language learning. Berkeley, CA: Heyday Books.
Leap, William. (1991). Pathways and barriers to Indian language literacy-building on the Northern Ute Reservation. Anthropology & Education Quarterly. (22)1, 21-41
Miyashita, M. and A. Chatsis (2013) Collaborative development of Blackfoot language
courses. LD&C 7. 302-330.
Nassaji, H. (2000). Towards integrating form-focused instruction and communicative interaction in the second language classroom: Some pedagogical possibilities. The Modern Language Journal (84)2:241-250.
Nunan, M. (1989). Designing tasks for the communicative classroom. Cambridge and New York: Cambridge, University Press.
Suina, Joseph. (2004). Native language teachers in a struggle for language and cultural
survival. Anthropology & Education Quarterly (35)3. 281-302.
Western Canadian Protocol for Collaboration in Basic Education. (2000). The common curriculum framework for Aboriginal language and culture programs: Kindergarten to grade 12. Edmonton, AB: Author
Annotated translation: Burton, Strang et al. Linguistics for Dummies. Ontario: John Wiley & Sons, 2012, selected chapters.
No full textCílem této bakalářské práce je přeložit vybrané části populárně-naučné publikace Linguistics for Dummies z angličtiny do češtiny. Autory publikace jsou lingvisté Strang Burton, Rose-Marie Déchaine a Eric Vatikiotis-Bateson. V další části práce se zaměřuji na analýzu výchozího textu z hlediska funkčních a stylistických aspektů a na překladatelské problémy a posuny, které při překladu vznikly. Součástí práce je rovněž rozbor lexika, gramatiky, syntaxe a dalších faktorů ovlivňujících překlad popularizačního textu. Ve své práci se rovněž věnuji překladatelské metodě a strategiím, které byly zvoleny s ohledem na cílové publikum. Klíčová slova: komentovaný překlad, překladatelská analýza, překladatelské problémy, posuny, lingvistika, Linguistics for DummiesThe aim of this bachelor's thesis is to translate selected parts of the popular science publication Linguistics for Dummies from English into Czech. The publication is authored by linguists Strang Burton, Rose-Marie Déchaine, and Eric Vatikiotis-Bateson. The subsequent part of the thesis focuses on an analysis of the source text from the perspective of functional and stylistic aspects, as well as on translation problems and shifts that emerged during the translation. The thesis also includes an analysis of the lexis, grammar, syntax, and other factors influencing the translation of a popular science text. Additionally, the thesis discusses the translation method and strategies chosen regarding the target audience. Keywords: annotated translation, translation analysis, translation problems, shifts, linguistics, Linguistics for DummiesÚstav translatologieInstitute of Translation StudiesFilozofická fakultaFaculty of Art
Annotated translation: Burton, Strang et al. Linguistics for Dummies. Ontario: John Wiley & Sons, 2012, selected chapters.
No full textThe aim of this bachelor's thesis is to translate selected parts of the popular science publication Linguistics for Dummies from English into Czech. The publication is authored by linguists Strang Burton, Rose-Marie Déchaine, and Eric Vatikiotis-Bateson. The subsequent part of the thesis focuses on an analysis of the source text from the perspective of functional and stylistic aspects, as well as on translation problems and shifts that emerged during the translation. The thesis also includes an analysis of the lexis, grammar, syntax, and other factors influencing the translation of a popular science text. Additionally, the thesis discusses the translation method and strategies chosen regarding the target audience. Keywords: annotated translation, translation analysis, translation problems, shifts, linguistics, Linguistics for Dummie
Secwepemc - English Dictionary: Version 3 - 2001
No full textThe 6000 word Secwepemc dictionary, version 1 was researched and collected from the Secwepemc people in many Secwepemc communities by Aert Kuipers of Holland. Mr. Kuipers researched and compiled vocabulary for the dictionary with the help of fluent speakers, over a 25 year period.
Version 2 of the Secwepemc dictionary was printed with additions to the Kuipers dictionary. Many elders. language students and Secwepemc people worked in compiling version 2. This was done with the help of Dr. Dwight Gardiner and Secwepemc elders and language speakers. This version also produced a Word-List with 500 additions.
Version 3 of the Secwepemc dictionaries: Secwepemc-English, Elglish - Secwepemc books were edited by the elder's language curriculum committee over a two year period, more Secwepemc terms were added, new describing terms for Mathematics and other. The dictionary was put together by Mona Jules and Dr. Strang Burton.Not peer reviewedLanguage learnin
Communication Technologies for Vehicles: Third International Workshop, Nets4Cars/Nets4Trains 2011 Oberpfaffenhofen, Germany, March 23-24, 2011 Proceedings
No full textThe Communication Technologies for Vehicles workshop series provides an international forum on latest technologies and research in the field of intra- and inter-vehicle communications in which to present original research results in all areas relating to communication protocols and standards, mobility and traffic models, experimental and field operational testing, and performance analysis
Ep. #024 - Veronica Strang
No full textThis recording and transcript form part of a collection of podcasts conducted by the Cultures of Energy at Rice University. Cultures of Energy brings writers, artists and scholars together to talk, think and feel their way into the Anthropocene. We cover serious issues like climate change, species extinction and energy transition. But we also try to confront seemingly huge and insurmountable problems with insight, creativity and laughter.Water, water everywhere. The human sciences have become animated by the politics, ethics and materiality of water of late and for good reason. Our guest (11:13) on this week’s Cultures of Energy podcast was one of the first to get this conversation started. Anthropologist Veronica Strang, currently Executive Director of the Institute for Advanced Study at Durham University, is the author of The Meaning of Water (Oxford, 2004) and Water: Culture and Nature (Reaktion, 2015) and a recipient of UNESCO’s International Water Prize. We talk about how the transgressive and transformative properties of water cut across cultures and how its material liquidity complicates our cultural and legal understandings of ownership and property. Veronica explains why we have to think water across scales, from its mediation of individual bodies to how its flows form communities. We talk about the infamous case of Bolivia’s water privatization, efforts to enclose water resources across the world and how contemporary politics of water are undermining democracy. Veronica also reminds us though that efforts to centralize control over water are ancient and that the movements that are now seeking to decentralize water resources also have hope. In closing we discuss cosmological and mythological water beings ranging from rainbow serpents to Chinese water dragons to the Lambton Worm, reputed to live in Durham’s own River Wear. Is our concern with hydration and floods these days informed by the moral economy and sacred vitality of water? Has urbanization caused us to lose touch with the hydrological cycle that so powerfully informed the cultural imaginations of our ancestors? Pour yourself a glass of water and listen on
Secwepemc - English Dictionary: Version 3 - 2001
No full textThe 6000 word Secwepemc dictionary, version 1 was researched and collected from the Secwepemc people in many Secwepemc communities by Aert Kuipers of Holland. Mr. Kuipers researched and compiled vocabulary for the dictionary with the help of fluent speakers, over a 25 year period.
Version 2 of the Secwepemc dictionary was printed with additions to the Kuipers dictionary. Many elders. language students and Secwepemc people worked in compiling version 2. This was done with the help of Dr. Dwight Gardiner and Secwepemc elders and language speakers. This version also produced a Word-List with 500 additions.
Version 3 of the Secwepemc dictionaries: Secwepemc-English, Elglish - Secwepemc books were edited by the elder's language curriculum committee over a two year period, more Secwepemc terms were added, new describing terms for Mathematics and other. The dictionary was put together by Mona Jules and Dr. Strang Burton.Not peer reviewedLanguage learnin
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Multidimensional first and second order symmetric strang splitting for hyperbolic systems
No full textWe propose an algebraic basis for symmetric Strang splitting for first and second order accurate schemes for hyperbolic systems in N dimensions. Examples are given for two and three dimensions. Optimal stability is shown for symmetric systems. Lack of strong stability is shown for a non-symmetric example. Some numerical examples are presented for some Euler-like constant coefficient problems
HISTORY/REALITY: :Stewart Home & Karen Strang: Fae Fife Tae Angus & Back Again - Via Lud's Toun, collaborative performance, Matthew Galleries, DJCAD, Dundee
No full textPerformance Venue: Matthew Galleries, DJCAD, Dundee, UKPerformance Date: 4 April 2024Bodor invited artists Stewart Home and Karen Strang, key collaborators of Pete Horobin and frequent visitors of The DATA Attic in the 1980s, to come together for the first time for decades to create a new collaborative work for the opening event of HISTORY/REALITY An Attic Archive Installation, 4 April 2024, Matthew Gallery, DJCAD.In this new performance, developed in conversation with and produced by Bodor the artists decided to reactivate, reference, and reimagine two of Horobin’s 1984 works, ‘Exchanges’ and ‘Fifeman’, while also connecting with their own interest in historical events, such as the 1980s miners’ strike and the 16th century Dysart Witches. The work also involved two student performers Calum Eccleston and Lewis Cavinue who improvised following instructions. Stewart Home was born in London (UK) in 1962, where he still lives. He is the author of 17 novels, 7 books of cultural commentary, as well as collections of short stories & poetry. He has long been involved with the underground art comunities in Europe, North America and Brazil.Home participated in the filmed Exchanges in London, and visited Dysart, Fife in 1984 where Horobin lived temporarily as the Fifeman project was realised. Home also joined Horobin for part of PRAM (Pedestrian Ramblings Around Myland) which involved the artist tramping around Scotland for a whole year, pushing all his belongings in an old-fashioned pram (conveyed by Home and previously a prop in David Medalla's 1970s live art pieces), building ‘chronograms’ (or time markers) from stone in the landscape, and dedicating each walk to a different correspondent. You’ll find images from Pram 84 on the walls in the exhibition.Karen Strang is a graduate of Drawing and Painting at Glasgow School of Art, and the Academy of Fine Arts in Warsaw who was introduced to the Data Attic in 1986. She subsequently worked with Pete Horobin on various projects, including a series of performances in Dundee in1988, and was a frequent visitor to the Attic until its relocation.<br/
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