Deep linguistic prehistory with particular reference to Andamanese *

In 1992, American linguist Johanna Nichols introduced a new method of detecting typological patterns at great time depths, based on the morphological analysis and cross-linguistic comparisons of several structural types and grammatical categories (Nichols 1992). She claimed that her method reveals patterns that may go back as far as the initial modern human colonization of the globe, and she set up a preliminary model of early linguistic spread. Has Nichols taken a ground-breaking step towards a greater understanding of our distant linguistic past? And how can we test this? Towards the end of her book, Nichols 1992:263-65 calls for an analysis of ‘critical’ languages which are in a unique position to fill the gaps in her study and thus essential to our understanding of global linguistic prehistory. Using Nichols’ method as a testing model, this article highlights one such critical language group – the Andamanese language family, spoken by the indigenous Negrito population on the Andaman Islands, in the Bay of Bengal – in an effort to shed further light on the distant linguistic past of our species

AN INVESTIGATION OF ERROR CORRECTION IN THE ZONE OF PROXIMAL DEVELOPMENT: ORAL INTERACTION WITH BEGINNING LEARNERS OF CHINESE AS A FOREIGN LANGUAGE

While most researchers acknowledge that error correction (EC) is most effective in meaningful contexts, few studies have addressed collaborative EC or longitudinal language development during oral conversations - especially conversations where new knowledge is continually integrated. By observing how the tutor helped two college-age beginning students of Chinese learn three inter-related and chronologically-offset target grammatical structures (TG) during nine weeks of hourly one-on-one tutorial sessions, the study investigated: (a) the types of assistance the tutor provided in spoken conversation; (b) changes in this assistance within and across sessions; and (c) how errors towards TG were eliminated. Analysis of protocols (transcripts marked up with visual cues), learners' questionnaires, and graphs revealed that: (a) the tutor provided two types of contingent assistance: regulation in participation (RinP), and EC on emergent errors; (b) EC was effective and its explicitness depended only on the learner's Zone of Proximal Development - same finding for RinP; (c) during the goals-oriented activity, language, serving both social (active and accurate meaning-exchange) and cognitive (tutor's EC and RinP, and learners' meta-comments) functions, was responsible for learners' transformation from other-regulation to self-regulation - language serving a cognitive function on an inter-personal level gradually became intra-personal; (d) RinP was instrumental in transferring not only the responsibility for participation (elaboration, initiation, and elicitation of TG) but also, through EC consequent to elicitation of TG, the responsibility for grammar-accuracy; and, (e) TG lacking an English counterpart required not only learners' cognitive understanding of the TG form but also where (which contexts) to use it - here, RinP efficiently co-constructed contexts for elicitation of TG and its differentiation, through EC. In line with Vygostkian principles, the tutor's collaborative RinP improved learners' participation while the collaborative EC improved the learners' grammar accuracy within that improving participation. Implications include: (a) grammar accuracy is not an end-product but depended on not only task-difficulty and subject-matter but also degree to which similar TG were differentiated; and, (b) all errors, salient and not, must be corrected from the beginning - ignoring errors deemed "unimportant" was myopic

Parents know best : an examination of parent perceptions and subsequent proposals for a more efficient bilingual education experience in the primary years cycle

In the light of Mayo’s definition of ‘praxis’ (Mayo, 2018) where it is posited that this involves a critical evaluation of a concept through the adoption of impartiality and consequently seeks to bring about change as necessary, this paper evaluates the results of a large scale quantitative survey with 1318 parents whose children attended Grade V - the penultimate class in the primary years’ educational cycle. The paper examines these respondents’ perceptions on current Maltese and English language practices in their children’s classrooms and presents what parents perceive as possible solutions towards an improvement in the quality of bilingual education experience for young learners.peer-reviewe