04. Family Language Revitalization (P)

This interactive workshop is about how families can use their indigenous heritage at home. The languages in question are endangered, and not the language of the broader society, creating special challenges for both language learning and language use. Within this context, we will discuss approaches to language revitalization for families. The workshop will be interactive throughout, using exercises, games, brain-storming and other interactive processes. Day 1: Discussion and Q-A about family language revitalization Day 2: Getting started on language use at homeExamples from the readings and the group on approaches to language use at home; how communities can make family language use part of their language revitalization program; group discussion on getting your children involved and keeping their motivation strong Day 3: Making a family language planWhat a family language plan looks like; sample template for language planning; brain-storming on resources and approaches Day 4: Interactive games and activities for language use with childrenWe will introduce and practice language activities and games for family use at home; final discussion

Song Metrics

Proceedings of the Sixteenth Annual Meeting of the Berkeley Linguistics Society: Special Session on General Topics in American Indian Linguistics (1990), pp. 51-6

How to Cause in Mixtec

Proceedings of the Eighth Annual Meeting of the Berkeley Linguistics Society (1982

Language Convergence Between Closely Related Languages: A Case Study in Yuman

Proceedings of the Tenth Annual Meeting of the Berkeley Linguistics Society (1984), pp. 285-29

It's Not Just the Valley Girls: A Study of California English

Proceedings of the Thirteenth Annual Meeting of the Berkeley Linguistics Society (1987), pp. 117-12

Detection of microchromosomal aberrations in refractory epilepsy: a pilot study

ABSTRACT -Seizures often occur in patients with microchromosomal aberrations responsible for moderate to severe intellectual disability. We hypothesised that epilepsy alone could be caused by microdeletions or microduplications, which might also relate to epilepsy refractory to medication. Chromosomes from 20 subjects with epilepsy and repeated failure of antiepileptic medication were examined using molecular methods. Firstly, the 41 subtelomeric regions were scanned using fluorescence in situ hybridization and multiplex ligationdependent probe amplification. Secondly, a genome-wide scan was carried out using oligonucleotide-array comparative genome hybridisation on two platforms: Nimblegen and Agilent. Two aberrations (2/20) were identified: a recurrent microdeletion at 15q13.3 previously characterised in patients with seizures that generally respond to medication, and a novel 1.15 Mb microchromosomal duplication at 10q21.2 also present in the unaffected mother. We conclude that gene content of microchromosomal aberrations is not a major cause of refractory seizures, but that microchromosomal anomalies are found in an appreciable fraction of such cases

COVID-19 symptoms at hospital admission vary with age and sex: results from the ISARIC prospective multinational observational study

Background: The ISARIC prospective multinational observational study is the largest cohort of hospitalized patients with COVID-19. We present relationships of age, sex, and nationality to presenting symptoms. Methods: International, prospective observational study of 60 109 hospitalized symptomatic patients with laboratory-confirmed COVID-19 recruited from 43 countries between 30 January and 3 August 2020. Logistic regression was performed to evaluate relationships of age and sex to published COVID-19 case definitions and the most commonly reported symptoms. Results: ‘Typical’ symptoms of fever (69%), cough (68%) and shortness of breath (66%) were the most commonly reported. 92% of patients experienced at least one of these. Prevalence of typical symptoms was greatest in 30- to 60-year-olds (respectively 80, 79, 69%; at least one 95%). They were reported less frequently in children (≤ 18 years: 69, 48, 23; 85%), older adults (≥ 70 years: 61, 62, 65; 90%), and women (66, 66, 64; 90%; vs. men 71, 70, 67; 93%, each P < 0.001). The most common atypical presentations under 60 years of age were nausea and vomiting and abdominal pain, and over 60 years was confusion. Regression models showed significant differences in symptoms with sex, age and country. Interpretation: This international collaboration has allowed us to report reliable symptom data from the largest cohort of patients admitted to hospital with COVID-19. Adults over 60 and children admitted to hospital with COVID-19 are less likely to present with typical symptoms. Nausea and vomiting are common atypical presentations under 30 years. Confusion is a frequent atypical presentation of COVID-19 in adults over 60 years. Women are less likely to experience typical symptoms than men

Plenary: Language revitalization at home

Joshua Fishman’s famous “Intergenerational Transmission Interruption Scale” (GIDS) has as stage 6 the “intergenerational and demographically concentrated home-family-neighborhood-community, the basis of mother tongue transmission.” (1991:466). That is, using the language in daily interaction at home. He also writes “if this stage is not satisfied, all else can amount to little more than biding time” (Fishman 1991:399). Despite this warning, most language revitalization programs focus on other things: literacy, classes in colleges and schools, master-apprentice programs, and successful immersion schools. It is only now, after decades of intensive language revitalization efforts, that we begin to see a focus on the home. In this presentation I will look at several case studies of language revitalization at home, both individual family efforts (Miami, Wampanoag, and several California languages) and community-based programs that focus on the family (Gaelic, Māori, and California languages again). The majority of family efforts involve parents who have learned their ancestral language as a second language, so I will examine the various ways the parents have learned their language—through some of the aforementioned language programs or on their own from speakers or documentation—and how they are coping with the efforts to use the language with their children. From these studies we will derive lessons on how to support families trying to bring their languages into their homes. It becomes clear as well that while Fishman’s stage 6 definitely enhances the success of later stages on the scale, the later stages also feed into stage 6 in such a way that they are not just “biding time.” Audio recording of conference presentation at the 1st International Conference on Language Documentation and Conservation (ICLDC), 12-14 March 2009, at the University of Hawai'i at Mānoa

Notes on La Huerta Diegueño Ethnobotany

In 1969, while working in Baja California on Tipai (the Diegueno dialect of La Huerta), I made a collection of local plants and discussed their Mexican and Tipai names and uses with my two main consultants, Maria Aldama and Alejandrina Murillo de Melendres (referred to below as MA and AM respectively), and a third woman, Anfelina Merchado, with whom I consulted less frequently. The purpose here is simply to reproduce these notes, scanty as they are, for the use of other people doing ethnobotanical studies. This collection makes no pretense of being complete. Various plants that are surely well-known to the La Huerta community (such as mescal and yucca) were left out because they were not encountered during my stay there. No attempt was made to do an exhaustive analysis of La Huerta ethnobotany

What counts as "success" in language revitalization?

Journalists, grant givers and an interested public often ask which language revitalization programs and strategies have been successful. But “language revitalization” is a broad term that can include many different possible goals, and “success” is a point of view rather than a concrete fact. This paper is a result of conversations with Indigenous language activists as to what they view as success (or failure) in the language revitalization for themselves and their communities. These conversations lead to the observation that what counts as success is diverse, individualistic, and transitory, since one event perceived as a success immediately leads to changing goals, strategies, and viewpoints. Nor can “success” be seen as an endpoint of effort, since language revitalization is an unending process —the effort must never stop, in a land where another language is the dominant and dominating tongue. Webcast sponsored by the Irving K. Barber Learning Centre and hosted by the Future Speakers: Indigenous Languages in the 21st Century series.Non UBCUnreviewedOthe