Effects of phonological phrasing on syntactic structure

Bantu languages are renowned as tone languages that utilize this suprasegmental feature not only on the lexical level to distinguish lexical items, but also on the grammatical level to distinguish clause types. This article investigates one such use of grammatical tone in relative clauses in Bemba where a low tone can be used in place of a segmental relative marker. This low tone relative morpheme functions in conjunction with phrase boundary tone indicated on the head noun and which entails either restrictive or non-restrictive interpretations of relatives. Considering a mapping of XPs to major phonological phrases in the syntax-prosody interface, the resultant phonological phrasing in relatives influences the choice of syntactic structure. In the case at hand, a head-raising analysis provides an optimal mapping between syntax and prosody for restrictives. Further, a more direct influence of phonology on syntax can be seen in a perception-based model like Dynamic Syntax where the on-line building of syntactic trees can gain import from phonological information. © Walter de Gruyter 2007

Phonological and syntactic phrasing in Bemba relatives

Tone as a distinctive feature used to differentiate not only words but also clause types, is a characteristic feature of Bantu languages. In this paper we show that Bemba relatives can be marked with a low tone in place of a segmental relative marker. We treat this low tone as a morpheme rather than as just triggering a change in tone pattern that can then be related to relativization. The low tone strategy of relativization, which imposes a restrictive reading of relatives, manifests a phonological phrasing that requires the head noun to be phrased together with the relative clause that it modifies as opposed to non-restrictives where this is not the case. The paper shows that the resultant phonological phrasing favours a head-raising analysis of relativization where the head noun is considered to be inside CP. Despite the syntactic use of the relative tonal morpheme we see that it is also subject to purely phonological constraints that results in its being unable to be used to mark headless relatives. This paper therefore highlights the phonology-syntax connection and shows that phonology can directly inform syntactic analyses. © Walter de Gruyter

Translanguaging in mainstream education:a sociocultural approach

Due to the monolingual self-understanding of European nation-states, migration-induced multilingualism and the language mixing practices it triggers are not usually acknowledged as resources for learning within mainstream classrooms. The term translanguaging has recently been put forward as both a way of describing the flexible ways in which bilinguals draw upon their multiple languages to enhance their communicative potential and a pedagogical approach in which teachers and pupils use these practices for learning. However, little research has been conducted in how the translanguaging approach can be used in mainstream education to enhance knowledge. This study draws on videographic data recorded in 59 10th grade (15-year-olds) subject-matter classes in 4 secondary schools. Applying sociocultural discourse analysis to peer–peer interaction and therefore considering how learners scaffold one another as they participate in collaborative talk and in the co-construction of knowledge, results describe several functions of translanguaging for ‘exploratory talk’ leading to content-matter learning. Multilingual adolescents in naturalistic settings thus use their multilingualism to cognitively engage with content-based tasks and produce high-order speech acts embedded in complex talk

Negotiating Imperialism and Resistance in Late Bronze Age Ugarit: The Rise of Alphabetic Cuneiform

Ugarit was a highly cosmopolitan, multilingual and multiscript city at the intersection of several major Late Bronze Age political and cultural spheres of influence. In the thirteenth century BC, the city adopted a new alphabetic cuneiform writing system in the local language for certain uses alongside the Akkadian language, script and scribal practices that were standard throughout the Near East. Previous research has seen this as ‘vernacularization’, in response to the city’s encounter with Mesopotamian culture. Recent improvements in our understanding of the date of Ugarit’s adoption of alphabetic cuneiform render this unlikely, and this paper instead argues that we should see this vernacularization as part of Ugarit’s negotiation of, and resistance to, their encounter with Hittite imperialism. Furthermore, it stands as a specific, Ugaritian, manifestation of similar trends apparent across a number of East Mediterranean societies in response to the economic and political globalism of Late Bronze Age elite culture. As such, these changes in Ugaritian scribal practice have implications for our wider understanding of the end of the Late Bronze Age.This project has received funding from the European Research Council (ERC) under the European Union’s Horizon 2020 research and innovation programme (grant agreement No 677758)

Success or failure of primary second/foreign language programmes in Asia: What do the data tell us?

Primary school second/foreign language (SL/FL) programmes in Asia, as well as in other parts of the world, are becoming more common, with many targeting English as the SL or FL. The pressures for such English language programmes come from top-down notions that in a globalised world English is required for societies to be competitive, especially with Asian neighbours, and bottom-up pressures from parents who see English as the key to educational success for their children. In many polities, these forces have resulted in support for policies that introduce early primary school English teaching curricula for all students and have led to parents spending large sums of money on private tutoring or out-of-school tuition. This study reviews the results of nine language planning studies from the Asian region that set out to examine questions such as 'Is this trend towards early primary SL or FL education (mainly English) realistic or is it unattainable and a waste of resources? Do children really benefit from these programmes? What needs to be done to foster learners' success?' These issues are viewed from a language planning and policy perspective through an examination of the language-in-education policy types required for the development of successful programmes. The policies of a number of Asian countries are used as case studies to illustrate this issue

Changes to the law on consent in South Africa: implications for school-based adolescent sexual and reproductive health research

BACKGROUND:The National Health Act, No 61, 2003 in South Africa is the first effort made by the government to protect health-related research participants under law. Implemented on March 1, 2012, the law mandates active consent from a parent or legal guardian for all research conducted with research participants under the age of 18 years. This paper focuses on the Act's implications for school-based adolescent sexual and reproductive health research.DISCUSSION:Although well intentioned, the added legal protections in the National Health Act may have the unintended consequence of reducing participation rates in school-based adolescent sexual and reproductive health research, thereby excluding the most at-risk students. The Act may also compromise adolescents' right to dignity and privacy, especially considering the personal nature of research on sex and sexuality. Devolved, discretionary decision-making, which empowers local human research ethics committees to permit a wider range of protective measures, including passive consent, independent adolescent consent or community consultation ought to be considered. The continued and direct involvement of young people in their sexual and reproductive health and well-being is an important principle to uphold.SUMMARY:This paper calls for a re-examination of section 71's ethical guidelines relating to informed consent in the National Health Act, No 61, 2003 in South Africa in order to better serve the interests of South African adolescents in sexual and reproductive health research

‘We Learn Together’—Translanguaging within a Holistic Approach towards Multilingualism in Education

Within two multilingual education projects in the north of the Netherlands a holistic model for multilingualism in education is being tested. This is done through design-based interventions in which in- and pre-service teachers, teacher trainers and researchers co-develop and evaluate multilingual activities for different school types. Results show that through experimenting in a safe environment teachers gradually embraced their pupils’ multilingualism. This contradicts earlier findings on teachers strongly favouring monolingual instruction and viewing migrant languages as a deficit.<br/