Who can speak Lenape in Pennsylvania? Authentication and language learning in an endangered language community of practice

2016 ◽  
Vol 47 ◽  
pp. 124-134 ◽  
Author(s):  
Miranda Weinberg ◽  
Haley De Korne
Keyword(s):  
Language Learning ◽  
Community Of Practice ◽  
Language Community ◽  
Endangered Language

scholarly journals Chinese Learners of Portuguese and Spanish Majors in Macau: A Comparative Case-Study of Motivation Aspects

2019 ◽  
Vol 12 (8) ◽  
pp. 54
Author(s):  
Oksana Kharlay ◽  
Martin Bagheri ◽  
Jeremy D. Philips
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Mixed Methods Research ◽  
Learning Motivation ◽  
Target Language ◽  
Comparative Case Study ◽  
Language Community ◽  
Language Learning Motivation ◽  
Chinese Learners ◽  
Integrative Motivation

This study investigated multiple learning motivation aspects of Chinese university students in Macau majoring in Spanish and Portuguese. A mixed methods research was employed by using questionnaires and interviews. 181 learners (96 Portuguese and 85 Spanish majors) were surveyed about ten language-learning motivation dimensions by using a questionnaire. A subset of participants from questionnaires were later given follow-up interviews. Quantitative and qualitative data indicated that the students in these majors had strong intrinsic motivation but limited integrative motivation towards the target language community. Other motivational pull-factors were the heritage connection between the language and the place of study and interest in the pop-culture associated related to the target language. Students reported a decline in motivation during the middle years of study, however, Spanish students’ interest resurged by the end of year three. There was also a gender imbalance, suggesting that career-related aspects of motivations were stronger among males. The results also revealed that language learners had an ideal-self that was multilingual and cosmopolitan but did not aspire to integrate into a specific target-language community.

Variation in the tonal space of Yangliu Lalo, an endangered language of Yunnan, China

2019 ◽  
Vol 42 (1) ◽  
pp. 2-37 ◽  
Author(s):  
Cathryn Yang ◽  
James N. Stanford ◽  
Yang Liu ◽  
Jinjing Jiang ◽  
Liufang Tang
Keyword(s):  
Standard Deviation ◽  
Young People ◽  
Minority Language ◽  
Time Study ◽  
High Tone ◽  
Language Community ◽  
Tone Languages ◽  
Endangered Language ◽  
Tonal Space ◽  
Tonal System

Abstract Endangered tone languages are not often studied within quantitative variationist approaches, but such approaches can provide valuable insights for language description and documentation in the Tibeto-Burman area. This study examines tone variation within Yangliu Lalo (Central Ngwi), a minority language community in China that is currently shifting to Southwestern Mandarin. Yangliu Lalo’s Tone 4, the rising-falling High tone, is lowering and flattening among young people, especially females, who also tend to use Lalo less frequently. Tonal range in elicited speech is shown to be decreasing as use of Lalo decreases. Concurrently, the standard deviation of the pitch of individual tones also decreases, while at the same time speakers with a narrow tonal range also show greater articulatory precision for each tone. Tonal range and standard deviation of pitch are both parameters of tonal space, the arrangement of, and relationship between, tones within the tonal system. The results from our apparent-time study suggest that tonal space provides a new avenue of sociolinguistic inquiry for tone languages.

scholarly journals Introduction: Promoting Engagement with Language Learning Spaces: How to Attract Users and Create a Community of Practice

2016 ◽  
pp. 297-300
Author(s):  
Katherine Thornton
Keyword(s):  
Language Learning ◽  
Community Of Practice ◽  
Language Learner ◽  
Learning Spaces ◽  
Learning Space ◽  
Good Balance ◽  
Considerable Success ◽  
Number Of Factors

The three institutions featured in this instalment have all shown considerable success in raising user numbers in recent years. In order to attract users to a language learning space (LLS), a number of factors need to be present. Potential users need to be aware of the existence of the space itself, and know its location. They need to have some knowledge of its functions, and feel that it has the potential to fulfil at least one of their needs as a language learner (Heigham, 2004). Then, they need to feel inspired enough to step into the unknown and have the confidence to enter and engage with staff and other users (Gillies, 2010). The space needs to have a welcoming atmosphere, and the interactions the learners have should provide them with a good balance of success and challenge in order to convince them to return and become regular users.

scholarly journals “Who says it is a translation?” Issues of community ownership and global responsibility

2021 ◽  
pp. 591-608
Author(s):  
Freddy Boswell
Keyword(s):  
Quality Control ◽  
Community Of Practice ◽  
Local Community ◽  
Shared Understanding ◽  
Language Community ◽  
Community Ownership ◽  
Bible Translation ◽  
Global Responsibility ◽  
Mission Agency ◽  
Proper Balance

We are living during the era of the greatest acceleration of Bible translation (BT) in history. It seems legitimate to raise the question within the BT community of practice: is there an obligation to recognize all translations as legitimate translations? While we are usually confident that if a translation is sponsored by a local community or denomination and published by a recognized BT agency, then we know that the BT program went through appropriate drafting and quality control protocols. But what about other situations, such as that of a single translator or a small group of individuals who work alone and without sponsorship? They intend to publish on their own and at the time when they say it is suitable. Or perhaps a mission agency declares unilaterally that a translation they sponsored is acceptable for a language community. In light of unprecedented acceleration, “Who says it’s a translation?” is a relevant question for BT practice and process. We must find a shared understanding about how to discern a proper balance between community ownership of the task and global responsibility in reporting overall progress and the size of the remaining task.

scholarly journals The social networking service “Niconico Douga” as a virtual self-access learning space: An analysis of the language learning history of a Japanese language learner from Hong Kong ニコニコ動画が持つバーチャルなセルフアクセスラーニングスペースとしての機能に関する考察～香港出身の日本語学習者の言語学習史をもとに～

2018 ◽  
pp. 179-195
Author(s):  
Yoshio Nakai
Keyword(s):  
Social Networking ◽  
Language Learning ◽  
Community Of Practice ◽  
Language Learner ◽  
Japanese Language ◽  
Social Networking Service ◽  
Learning Space ◽  
Learning History ◽  
Virtual Self ◽  
The Social

This article explores a language learning experience of a JFL (Japanese as a Foreign language) learner from Hong Kong who uses the social networking service “Niconico Douga”. An analysis of her language learning history revealed that she not only utilized Niconico Douga as a resource bank for learning Japanese, but also that it functioned as a virtual self-access learning space. She learned Japanese language through watching and broadcasting live videos of playing computer games. Niconico Douga acts as a community of practice consisting of people who want to share and exchange information about playing digital games. She acquired Japanese language through practicing in the community of practice that allowed her to participate freely in special interest groups for playing digital games which offered the role models supporting her practice of broadcasting live videos of playing games. The features of Niconico Douga have a great potential for learning Japanese autonomously due to its accessibility and availability of resources. 本稿は、香港出身の日本語学習者Aさん（仮名）が行ったJFL環境下で独学による日本語学習に関する論考である。Aさんは香港では学校などでのフォーマルな日本語教育を受けた経験がなく、日本語に興味を持った中学生のころからニコニコ動画にアップロードされているゲームの実況動画やその生放送を用いて自力で日本語を学んできた。Aさんはゲームを楽しむ、あるいは攻略方法を知るという目的を持った人たちが集まる実況動画や生放送の中から自身に合ったものを選択し、そこでのやり取りを理解してコメントを発信したり、Aさん自身がゲーム実況の生放送をしたりすることを通して日本語を学んできた。Aさんにとって、ニコニコ動画という場は、ゲームに関する実践を通して日本語が学べる実践共同体であると同時に、自身の目的や日本語レベルに合った動画や生放送が見られる保管庫でもあるバーチャルなセルフアクセスラーニングスペースとして機能していたことが分かった。

scholarly journals Coptic Language Learning and Social Media

Languages ◽  
2019 ◽  
Vol 4 (3) ◽  
pp. 73 ◽  
Author(s):  
D. Nicole Deschene
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Language Maintenance ◽  
The Internet ◽  
Learning Material ◽  
Daily Lives ◽  
Endangered Language ◽  
The Social ◽  
Social Media Platforms

This study explored the potential of using the Internet, including existing social media platforms, for Coptic language learning. Through global exposure, endangered language maintenance and revitalization efforts may benefit from having a presence on social media. The researcher created Coptic language learning material, social media accounts on multiple platforms, and a website. Data were collected through a survey with questions focused on social media users’ background and experience with the Coptic language learning material. In addition to the survey, analytics from the social media and website platforms were documented. The results indicated that social media provided a global audience and the Coptic language learning material blended into survey respondents’ daily lives with positive acceptance.

Approaches to and Strategies for Language Revitalization

2018 ◽  
pp. 442-465
Author(s):  
Leanne Hinton
Keyword(s):  
Language Learning ◽  
Native Speakers ◽  
Language Revitalization ◽  
Language Education ◽  
Writing Systems ◽  
Home Schools ◽  
Critical Part ◽  
Endangered Language ◽  
New Speakers ◽  
Learning Language

There are many paths language revitalization can take, but they are not mutually exclusive. A central aspect of language revitalization is the creation of new speakers. One path is for families to learn and transmit the endangered language at home. Schools are major venues for language learning. Language nests and immersion schools have been especially effective. Adult language education has also become a critical part of language revitalization. Universities and “bootstrap” methods such as the Master-Apprentice Program have been able to bring adults to high proficiency. Linguistic archives have been useful for access to language, especially when there are no speakers left. Modernization of the language is also unavoidable, including new vocabulary and the development of writing systems if necessary. Most importantly, language revitalization should involve increased use of the language, by native speakers and learners alike.

Gaeilge Gaming

2019 ◽  
pp. 1093-1110
Author(s):  
Gene Dalton ◽  
Ann Devitt
Keyword(s):  
Active Learning ◽  
Language Learning ◽  
School Children ◽  
Primary School Children ◽  
Language Community ◽  
Novel Approach ◽  
Gaming Technology ◽  
Team Interactions ◽  
Approach To Teaching ◽  
Central Statistics Office

In the 2011 census almost one in three Irish teenagers claimed to be unable to speak Irish (Central Statistics Office, Ireland, 2012), despite the language being taught daily in school. The challenges facing the Irish language in schools are complex and multifaceted. The research reported here attempts to address some of these challenges by adopting a novel approach to teaching Irish to primary school children using an online detective game. This paper details how a group of 10 year old children (n = 17) report their experience of the game, and how this compares to its proposed affordances for language learning. Overall, the children responded very positively, and identified significant motivational factors associated with the game, such as rewards, positive team interactions, challenge and active learning. Their feedback demonstrates that this use of gaming technology has the potential to support children's language learning through creating a language community where users are motivated to use Irish in a meaningful way.

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