The role of linguistics in language teaching: the case of two, less widely taught languages - Finnish and Hungarian

This paper discusses the role of various linguistic sub-disciplines in teaching Finnish and Hungarian. We explain the status of Finnish and Hungarian at University College London and in the UK, and present the principle difficulties in learning and teaching these two languages. We also introduce our courses and student profiles. With the support of examples from our own teaching, we argue that a linguistically oriented approach is well suited for less widely used and less taught languages as it enables students to draw comparative and historical parallels, question terminologies and raise their sociolinguistic and pragmatic awareness. A linguistic approach also provides students with skills for further language learning

The Museum on the Edge of Forever

This article argues that understanding any space or site relies on a knowledge of its fourth dimension - the timescape. It will explore this by situating the investigation in the museum - a place of heightened contrivance which could easily be shallowly interpreted as "mere style". It will defend a new method of investigating museum temporality which combines both phenomenology and literary theory, and will replace the idea of geo-epistemology with geochronic epistemology: an understanding of context and situation which takes on time as well as spatial location. In so doing, it moves on from notions of the museum as a place out of time, situating it in the networks of meaning, power and politics in which we have lived and are living. Thus, "the whole space of the exhibition" as Lyotard said, "becomes the remains of all time": the Museum on the Edge of Forever

Making your traditional text work: Input, Scaffolding and Communication

Second Language Acquisition (SLA) studies provide evidence that comprehension activities that involve meaningful language production and communication promote language acquisition more effectively than mechanical drills. Recent studies review the state of foreign language textbooks and demonstrate that the majority of foreign language textbooks do not follow SLA research. This article provides ways that a second language instructor can use a traditional text to help lead to meaningful language instruction

Verbal periphrasis in Ancient Greek: a state of the art

The term 'verbal periphrasis' is commonly used to denote constructions consisting of a finite and a non-finite verb. This state of the art focuses on Ancient Greek periphrastic constructions, more specifically those formed with a participle. The first part of the article gives a broad outline of previous research and offers an overview of those constructions which are called 'periphrastic' in the literature. In the second and third part of the article I discuss recent and less recent advancements with regard to two general issues, the definition of verbal periphrasis and the role of language contact, and two more specific issues, the syntax and pragmatics of the most frequently occurring periphrases, which take epsilon i mu i as finite verb. I conclude with some suggestions for further research

Strategies for Representing Tone in African Writing Systems

Tone languages provide some interesting challenges for the designers of new orthographies. One approach is to omit tone marks, just as stress is not marked in English (zero marking). Another approach is to do phonemic tone analysis and then make heavy use of diacritic symbols to distinguish the `tonemes' (exhaustive marking). While orthographies based on either system have been successful, this may be thanks to our ability to manage inadequate orthographies rather than to any intrinsic advantage which is afforded by one or the other approach. In many cases, practical experience with both kinds of orthography in sub-Saharan Africa has shown that people have not been able to attain the level of reading and writing fluency that we know to be possible for the orthographies of non-tonal languages. In some cases this can be attributed to a sociolinguistic setting which does not favour vernacular literacy. In other cases, the orthography itself might be to blame. If the orthography of a tone language is difficult to user or to learn, then a good part of the reason, I believe, is that the designer either has not paid enough attention to the function of tone in the language, or has not ensured that the information encoded in the orthography is accessible to the ordinary (non-linguist) user of the language. If the writing of tone is not going to continue to be a stumbling block to literacy efforts, then a fresh approach to tone orthography is required, one which assigns high priority to these two factors. This article describes the problems with orthographies that use too few or too many tone marks, and critically evaluates a wide range of creative intermediate solutions. I review the contributions made by phonology and reading theory, and provide some broad methodological principles to guide someone who is seeking to represent tone in a writing system. The tone orthographies of several languages from sub-Saharan Africa are presented throughout the article, with particular emphasis on some tone languages of Cameroon