Metaphors of language : the Vepsian ecology challenges an international paradigm

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Corpus planning for Irish – dictionaries and terminology

A description of the evolution and current situation of corpus planning for Irish, which includes dictionaries, terminology and corpora

Divining Siraya: Sources of language and authority in documentation and revitalisation

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Rearticulating the case for minority language rights

While advocacy of minority language rights (MLR) has become well established in sociolinguistics, language policy and planning and the wider human rights literature, it has also come under increased criticism in recent times for a number of key limitations. In this paper, I address directly three current key criticisms of the MLR movement. The first is a perceived tendency towards essentialism in articulations of language rights. The second is the apparent utopianism and artificiality of 'reversing language shift' in the face of wider social and political 'realities'. And the third is that the individual mobility of minority-language speakers is far better served by shifting to a majority language. While acknowledging the perspicacity of some of these arguments, I aim to rearticulate a defence of minority language rights that effectively addresses these key concerns. This requires, however, a sociohistorical/sociopolitical rather than a biological/ecological analysis of MLR. In addition, I will argue that a sociohistorical/sociopolitical defence of MLR can problematise the positions often adopted by minority language rights' critics themselves, particularly those who defend majoritarian forms of linguistic essentialism and those who sever the instrumental/identity aspects of language. Implications for language policy and planning will also be discussed

Irish Renaissance (Chapter Seven of Other Renaissances: A New Approach to World Literature)

Excerpt: Critics have several names for the movement that took place in Ireland at the turn of the twentieth century. Each name seems to suggest a different interpretation of the events at that time, and each interpretation, in turn, reflects a different idea of Ireland’s relationship with the rest of the world. The Irish Revival, a term most often used to discuss the literary movement, implies that the greatness of a people can be resuscitated after it has been nearly lost, and is thus a term in keeping with a nationalist agenda. The Celtic Twilight, a term coined by W. B. Yeats, is a more sentimental and mystical rendering that suggests the illumination and reinterpretation of a previously underappreciated culture, and is a term in keeping with the transition from a romanticized concept of tradition to a modernist consciousness. The Irish Renaissance seems to be the term currently used most often, a term that appears to acknowledge the colonial (and postcolonial) implications of Irish history. Implying rebirth and renewal, a new beginning rather than a resuscitation, the term “renaissance” carries plenty of political resonance especially when deployed to refer to a movement that coincides with the various cultural elements of nationalism beyond literature. In fact, the use of “renaissance” seems to conflate the events that move from nationalism, through modernity, to postcolonialism. There is, then, a certain tension in the ways these terms are deployed, particularly when we examine the terms against each other and against the way “renaissance” is used traditionally

Tatar nation building since 1991: Ethnic mobilisation in historical perspective’

This study analyses the process of ethnic mobilization in the Soviet and post-Soviet eras and assesses the way in which history, memory and the treatment of the Volga Tatars by the Soviet state, especially under Lenin and Stalin, affected their long term desire for greater independence from Moscow. The central argument of this study is that Volga Tatar’s nation building was influenced by changes introduced under Gorbachev and by the weaknesses of the post-Sovietstate particularly during the Yeltsin era of the 1990s. The article assesses the strategies the President of Tatarstan and his advisors utilized during this period,especially after 1985, to successfully negotiate a bilateral treaty with Moscow in February 1994 granting Tatarstan greater autonomy and independence. Within this framework, the article then provides a detailed analysis of the approach taken in Tatarstan to achieve this goal and to renew the treaty in October 2005, despite Putin’s recentralization policies from 2000-2008

Dynamically typed languages

Dynamically typed languages such as Python and Ruby have experienced a rapid grown in popularity in recent times. However, there is much confusion as to what makes these languages interesting relative to statically typed languages, and little knowledge of their rich history. In this chapter I explore the general topic of dynamically typed languages, how they differ from statically typed languages, their history, and their defining features

Original biographies from the Dictionary of African Christian Biography

A publication of the Dictionary of African Christian Biography with U.S. offices located at the Center for Global Christianity and Mission at Boston University. The editors are pleased to offer the first annual cumulative volume of the Journal of African Christian Biography, the monthly scholarly publication that was launched in June of 2016. Since then, the life stories of twelve individuals who played vital roles in and through their faith communities have been published online as free downloads. But it is important that a selection of DACB stories be more readily available to those without access to the internet. As I mentioned in the fall 2016 newsletter of the DACB, each issue of the journal is available in its e-journal, on-line version, where it is configured either as A4 or 8.5 x 11 format printable as booklets, ready for local printing and binding or stapling. Our intention is to make it easy for academics and church leaders in various parts of Africa to make print copies of the journal available to their students, colleagues or church members. And so it is with this cumulative volume.This issue focuses on: 1. "Walatta Petros and Hakalla Amale, Pious Women of Ethiopia," with commentary by Dr. Jonathan Bonk, Project Director. 2. Walatta Petros. 3. Hakalla Amale. 4. Bishop Josiah Kibira of Tanzania, Ecumenical Statesman. 5. Josiah Mutabuzi Isaya Kibira. 6. Josiah Kibira. 7. David Lonkibiri Windibiziri. 8. Abiodun Babatunde Lawrence. 9. Dominic Ignatius Ekandem. 10. William Wadé Harris, Prophet-Evangelist of West Africa: His Life, Message, Praxis, Heritage, and Legacy. 11. William Wadé Harris. 12. Michael Timneng and Jeremiah Chi Kangsen: Christianity Beyond the Missionary Presence in Cameroon. 13. Michael Timneng. 14. Jeremiah Chi Kangsen. 15. Rainisoalambo, Ravelonjanahary, and Volahavana Germaine (Nenilava): Revival Leaders of Madagascar. 16. Rainisoalambo. 17. Ravelonjanahary. 18. Volahavana Germaine (Nenilava). 19. Recent Print and Digital Resourcews Related to Christianity in Africa

Own-language use in language teaching and learning: state of the art

Until recently, the assumption of the language-teaching literature has been that new languages are best taught and learned monolingually, without the use of the students’ own language(s). In recent years, however, this monolingual assumption has been increasingly questioned, and a re-evaluation of teaching that relates the language being taught to the students’ own language has begun. This article surveys the developing English language literature on the role of students’ own language(s) in the language classroom. After clarifying key terms, the paper charts the continuing widespread use of students’ own languages in classrooms around the world and the contemporary academic and societal trends which have led to a revival of support for this. It then explores key arguments which underpin this revival, and reviews a range of empirical studies which examine the extent and functions of own-language use within language classrooms. Next, the article examines the support for own-language use that a range of theoretical frameworks provide, including psycholinguistic and cognitive approaches, general learning theory and sociocultural approaches. Having explored the notion of ‘optimal’ in-class own-language use, the article then reviews research into teachers’ and students’ attitudes towards own-language use. It concludes by examining how a bilingual approach to language teaching and learning might be implemented in practice