"Ma'iingan Is Just a Misspelling of the Word Wolf": A Case for Teaching Culture through Language

Framed by the English language and positioned as a distinct subject, Ojibwe culture and language are often appreciated by students rather than taught for a deeper understanding or fluency, or used as the language of instruction in tribal schools. Ojibwe culture and language have been "added on" to existing school curriculum, an approach that changes the meaning of culture. In this article I critique the add-on approach and propose that teaching through the Indigenous language (immersion) supports cultural and language revitalization in a more fundamental way.     

Redefining the Ojibwe Classroom: Indigenous Language Programs within Large Research Universities

Indigenous languages are powerful symbols of self-determination and sovereignty for tribal communities in the United States, and many community-based programs have been developed to support and maintain them. The successes of these programs, however, have been difficult to replicate at large research institutions. This article examines the issues of incorporating Indigenous languages into the university system by focusing on a series of language events developed as part of the Ojibwe language program at Michigan State University. These language events demonstrate a way for communities to participate in and maintain control of Indigenous language programs despite their location in nontribal educational institutions.     

Language: Origins, definitions and chimpanzees

Language and its evolutionary origins are examined in the light of empirical data from studies on artificial language acquisition, human language acquisition in the chimpanzee and the definitional problems surrounding language. Rather than providing solutions, questions are raised in regard to the various approaches to the problems of language origin and definitions of language.     

Kuleana: The Right, Responsibility, and Authority of Indigenous Peoples to Speak and Make Decisions for Themselves in Language and Cultural Revitalization

The recent movement to revitalize the Hawaiian language and culture through the Kula Kaiapuni, or the Hawaiian Language Immersion Program, has grown over the past 11 years to include almost 1,600 students during the 1998–99 school year. During this period, the field of Hawaiian language has become highly politicized by nonindigenous Hawaiian language educators attempting to colonize the field and control resources purported to redress wrongs to the native people including loss of language and culture.     

Linguistic Syncretism and Language Ideologies: Transforming Sociolinguistic Hierarchy on Rapa Nui (Easter Island)

Recent work in linguistic anthropology highlights the role of linguistic ideologies, or cultural conceptions of language, in transforming social relations and linguistic structure and use. This article examines the links between language attitudes and uses in their institutional and interactional contexts on Rapa Nui, a Polynesian island community that is part of the Chilean nation-state. By the 1970s, a sociolinguistic hierarchy and functional compartmentalization of languages between Spanish and Rapa Nui—what I will describe as "colonial diglossia"—had become established in the community, which was rapidly becoming bilingual. Language shift toward Spanish has continued to advance since then. However, rising Rapa Nui syncretic language practice and consciousness, combined with the political successes of a local indigenous movement and changes in the local economy, are now contributing to the breakdown of colonial diglossia, generating better conditions for the maintenance of the Rapa Nui language.     

Schooling, Language, and Ethnic Identity in the Basque Autonomous Community

Basque-versus Spanish-schooled students in San Sebastian, Spain, understand ethnic identity differently. The former are more likely to speak Basque and to consider the Basque language key to Basque identity. The latter are more likely to claim "biethnic" identities based on territory. The Basque case suggests that an understanding of educational efforts to reverse language shift require an examination of the language ideologies reigning in popular culture, the public sphere, and the home and school domains.     

Language Structure Is Partly Determined by Social Structure

Background

Languages differ greatly both in their syntactic and morphological systems and in the social environments in which they exist. We challenge the view that language grammars are unrelated to social environments in which they are learned and used.

Methodology/Principal Findings

We conducted a statistical analysis of >2,000 languages using a combination of demographic sources and the World Atlas of Language Structures— a database of structural language properties. We found strong relationships between linguistic factors related to morphological complexity, and demographic/socio-historical factors such as the number of language users, geographic spread, and degree of language contact. The analyses suggest that languages spoken by large groups have simpler inflectional morphology than languages spoken by smaller groups as measured on a variety of factors such as case systems and complexity of conjugations. Additionally, languages spoken by large groups are much more likely to use lexical strategies in place of inflectional morphology to encode evidentiality, negation, aspect, and possession. Our findings indicate that just as biological organisms are shaped by ecological niches, language structures appear to adapt to the environment (niche) in which they are being learned and used. As adults learn a language, features that are difficult for them to acquire, are less likely to be passed on to subsequent learners. Languages used for communication in large groups that include adult learners appear to have been subjected to such selection. Conversely, the morphological complexity common to languages used in small groups increases redundancy which may facilitate language learning by infants.

Conclusions/Significance

We hypothesize that language structures are subjected to different evolutionary pressures in different social environments. Just as biological organisms are shaped by ecological niches, language structures appear to adapt to the environment (niche) in which they are being learned and used. The proposed Linguistic Niche Hypothesis has implications for answering the broad question of why languages differ in the way they do and makes empirical predictions regarding language acquisition capacities of children versus adults.     

Do "Language Rights" Serve Indigenous Interests? Some Hopi and Other Queries

While valuable, the discourse of language rights neglects language use in cultural, social, and historical contexts. This article examines some implications of that neglect, especially vis-a-vis small-scale, indigenous, "oral" societies. Drawing principally on Hopi examples, I argue that language rights discourse rests on a reflexivization of language and culture enhanced by globalism. Now reified, language becomes an allegory of ethnic identity. Preexisting sociolinguistic sensibilities get repositioned, for example, in Native Americancommunities in which language has hitherto been deployed as a technique of privacy and sovereignty, language rights ideology islogocentric and presumes a democratic, secular space of language use, conflicting with both privacy and performativity in Native linguisticvalues. And some linguistic usage reinforces social inequality, both transnationally and group-internally: Here, language rights contradict other human rights. Language rights discourse also requires anthropology to rethink its recent antipathy to the culture concept and to treat language and culture objectively. [Keywords: language rights, sociolinguistic values, sovereignty, logocentrism, globalism]     

Tribal Languages and the Challenges of Revitalization

Although school- and university-based language programs can help strengthen threatened Indigenous languages, language revitalization at its heart involves reestablishing traditional functions of language use in the context of everyday speaker interactions. The inherent dynamics of Native oral language traditions suggest the limitations of institutions in supporting critical language learning activities that are the key to successful language renewal efforts.     

Second Language as an Exemptor from Sociocultural Norms. Emotion-Related Language Choice Revisited

Bilinguals often switch languages depending on what they are saying. According to the Emotion-Related Language Choice theory, they find their second language an easier medium of conveying content which evokes strong emotions. The first language carries too much emotional power, which can be threatening for the speaker. In a covert experiment, bilingual Polish students translated texts brimming with expletives from Polish into English and vice versa. In the Polish translations, the swear word equivalents used were weaker than in the source text; in the English translations, they were stronger than in the original. These results corroborate the ERLC theory. However, the effect was only observed for ethnophaulisms, i.e. expletives directed at social groups. It turns out that the main factor triggering the language choice in bilinguals is not necessarily the different emotional power of both languages, but social and cultural norms.     

On the estimation of some demographic characteristics on a prehistoric population from the American Southwest

After a general discussion of some of the limitations and assumptions inherent in paleodemographic studies, a method for the estimation of average life expectancy when only deaths by age are known is described and applied to the remains from Point of Pines, a prehistoric Western Pueblo population from the American Southwest. It was found that the method was not applicable to these data in its entirety, since there were considerable differences in mortality shapes between this prehistoric group and those summarized in the U. N. Model Life Tables. It is suggested that a range of average life expectancy can be calculated when the intrinsic rates of natural increase vary, and these are given for the Point of Pines data.     

Consultation for Teachers and Children's Language and Literacy Development during Pre-Kindergarten

MyTeachingPartner (MTP) is a teacher professional development program designed to improve the quality of teacher-child interactions in pre-kindergarten classrooms and children's language and literacy development. The program includes language/literacy activities and two Web-based resources—video exemplars of effective interactions and individualized consultation—designed to support teachers' high quality implementation of these activities. This study examined the impacts of the MTP Web-based resources on the language and literacy development of 1,165 children during pre-kindergarten. Children whose teachers were randomly assigned to receive access to both the video exemplars and participated in consultation (MTP Consultancy n = 65) made greater gains in receptive language skills during pre-kindergarten compared to children whose teachers were randomly assigned to receive access to the video exemplars only (MTP Video Library n = 69). Further, among MTP Consultancy teachers, more hours of participating in the consultation process was positively associated with children's receptive language development, and more hours implementing the language/literacy activities was positively associated with children's language and literacy development. Implications for improving children's school readiness and promoting teachers' participation in professional development programs are discussed.     

Levers for Language Growth: Characteristics and Predictors of Language Trajectories between 4 and 7 Years

Background

Evidence is required as to when and where to focus resources to achieve the greatest gains for children’s language development. Key to these decisions is the understanding of individual differences in children’s language trajectories and the predictors of those differences. To determine optimal timing we must understand if and when children’s relative language abilities become fixed. To determine where to focus effort we must identify mutable factors, that is those with the potential to be changed through interventions, which are associated with significant differences in children’s language scores and rate of progress.

Methods

Uniquely this study examined individual differences in language growth trajectories in a population sample of children between 4 and 7 years using the multilevel model for change. The influence of predictors, grouped with respect to their mutability and their proximity to the child (least-mutable, mutable-distal, mutable-proximal), were estimated.

Results

A significant degree of variability in rate of progress between 4 and 7 years was evident, much of which was systematically associated with mutable-proximal factors, that is, those factors with evidence that they are modifiable through interventions with the child or family, such as shared book reading, TV viewing and number of books in the home. Mutable-distal factors, such as family income, family literacy and neighbourhood disadvantage, hypothesised to be modifiable through social policy, were important predictors of language abilities at 4 years.

Conclusions

Potential levers for language interventions lie in the child’s home learning environment from birth to age 4. However, the role of a family’s material and cultural capital must not be ignored, nor should the potential for growth into the school years. Early Years services should acknowledge the effects of multiple, cascading and cumulative risks and seek to promote child language development through the aggregation of marginal gains in the pre-school years and beyond.     

Understanding Language Evolution: Beyond Pan-Centrism

Language does not fossilize but this does not mean that the language's evolutionary timeline is lost forever. Great apes provide a window back in time on our last prelinguistic ancestor's communication and cognition. Phylogeny and cladistics implicitly conjure Pan (chimpanzees, bonobos) as a superior (often the only) model for language evolution compared with earlier diverging lineages, Gorilla and Pongo (orangutans). Here, in reviewing the literature, it is shown that Pan do not surpass other great apes along genetic, cognitive, ecologic, or vocal traits that are putatively paramount for language onset and evolution. Instead, revived herein is the idea that only by abandoning single-species models and learning about the variation among great apes, there might be a chance to retrieve lost fragments of the evolutionary timeline of language.     

The Issue of "Authenticity" in California Language Restoration

Two language revitalization programs in California are described here with a focus on how new words can be developed in a way authentic to a given language which reflects traditional values and thoughts. The importance of combining classroom approaches with community-based programs is also discussed.     

Evidence for Shared Cognitive Processing of Pitch in Music and Language

Language and music epitomize the complex representational and computational capacities of the human mind. Strikingly similar in their structural and expressive features, a longstanding question is whether the perceptual and cognitive mechanisms underlying these abilities are shared or distinct – either from each other or from other mental processes. One prominent feature shared between language and music is signal encoding using pitch, conveying pragmatics and semantics in language and melody in music. We investigated how pitch processing is shared between language and music by measuring consistency in individual differences in pitch perception across language, music, and three control conditions intended to assess basic sensory and domain-general cognitive processes. Individuals’ pitch perception abilities in language and music were most strongly related, even after accounting for performance in all control conditions. These results provide behavioral evidence, based on patterns of individual differences, that is consistent with the hypothesis that cognitive mechanisms for pitch processing may be shared between language and music.     

Language: specifying the site of modality-independent meaning

Language processing can be triggered by auditory, visual or somatosensory input. A recent study has provided new insight into a fundamental issue raised by this observation: how is knowledge of language implemented in the human brain such that speakers can use any type of sensory-motor input-output system for comprehension and production?     

Syntactic Priming in American Sign Language

Psycholinguistic studies of sign language processing provide valuable opportunities to assess whether language phenomena, which are primarily studied in spoken language, are fundamentally shaped by peripheral biology. For example, we know that when given a choice between two syntactically permissible ways to express the same proposition, speakers tend to choose structures that were recently used, a phenomenon known as syntactic priming. Here, we report two experiments testing syntactic priming of a noun phrase construction in American Sign Language (ASL). Experiment 1 shows that second language (L2) signers with normal hearing exhibit syntactic priming in ASL and that priming is stronger when the head noun is repeated between prime and target (the lexical boost effect). Experiment 2 shows that syntactic priming is equally strong among deaf native L1 signers, deaf late L1 learners, and hearing L2 signers. Experiment 2 also tested for, but did not find evidence of, phonological or semantic boosts to syntactic priming in ASL. These results show that despite the profound differences between spoken and signed languages in terms of how they are produced and perceived, the psychological representation of sentence structure (as assessed by syntactic priming) operates similarly in sign and speech.     

"Our Beloved Cherokee": A Naturalistic Study of Cherokee Preschool Language Immersion

This article contributes to our knowledge of endangered language revitalization by offering a case study of a Cherokee Nation (CN) preschool immersion program named Tsalagi Ageyui, "Our Beloved Cherokee." A naturalistic inquiry into the micro- and macrosociocultural dimensions of reversing Cherokee language shift reveals that, of all CN language programs, Tsalagi Ageyui holds the greatest potential to increase intergenerational, mother-tongue transmission in the home, family, neighborhood, and community.     

Object Command Language: a formalism to build molecular models and to analyze structural parameters in macromolecules,with applications to nucleic acids

We have written a programming language OCL (Object Command Language) to solve, in a general way, two recurring problems that arise during the construction of molecular models and during the geometrical characterization of macromolecules: how to move precisely and reproducibly any part of a molecular model in any user-defined local reference axes; and how to calculate standard or userdefined structural parameters that characterize the complex geometries of any macromolecule. OCL endows the user with three main capabilities: the definition of subsets of the macromolecule, called objects in OCL, with a formalism from elementary set theory or lexical analysis; the definition of sequences of elementary geometrical operations, called procedures in OCL, enabling one to build arbitrary three-dimensional (3D) orthonormal reference frames, to be associated with previously defined objects; and the transmission of these definitions to programs that allow one to display, to modify and to analyze interactively the molecular structure, or to programs that perform energy minimizations or molecular dynamics. Several applications to nucleic acids are presented.