Contributions to LD&C are now published upon acceptance. Below are all the contributions accepted for volume 8 (January–December 2014).
Using TEI for an Endangered Language Lexical Resource: The Nxaʔamxcín Database-Dictionary Project
Ewa Czaykowska-Higgins, Martin D. Holmes, and Sarah M. Kell, pp. 1–37
This paper describes the evolution of a lexical resource project for Nxaʔamxcín, an endangered Salish language, from the project’s inception in the 1990s, based on legacy materials recorded in the 1960s and 1970s, to its current form as an online database that is transformable into various print and web-based formats for varying uses. We illustrate how we are using TEI P5 for data-encoding and archiving and show that TEI is a mature, reliable, flexible standard which is a valuable tool for lexical and morphological markup and for the production of lexical resources. Lexical resource creation, as is the case with language documentation and description more generally, benefits from portability and thus from conformance to standards (Bird and Simons 2003, Thieberger 2011). This paper therefore also discusses standards harmonization, focusing on our attempt to achieve interoperability in format and terminology between our database and standards proposed for LMF, RELISH and GOLD. We show that, while it is possible to achieve interoperability, ultimately it is difficult to do so convincingly, thus raising questions about what conformance to standards means in practice.
This paper highlights the role of speech community members on a series of interconnected projects to document, study and maintain Kokama, a deeply endangered language from the Peruvian Amazon. The remaining fluent speakers of the language are mostly older than 60 years of age, are spread out across various small villages, and speak the language in very restricted situations. The aim of this paper is twofold. First, it demonstrates with concrete examples that outcomes of projects implemented in collaboration with speakers yield more broadly useful outcomes than those conducted by a linguist working alone. Second, it underscores the significance of documenting language interaction among different types of speakers in accordance with the view that language preservation is not only about promoting a linguistic code, but also includes documenting communicative practices. The projects reported here can contribute to the development of fieldwork methodologies to work with a range of speakers. The involvement of community members has been crucial for the design of culturally relevant strategies to assess fluency in Kokama, for the naturalness and variety within the collected data, and for the documentation of interactional patterns essential for revitalization initiatives. This paper supports the view that language documentation, language preservation, and linguistic research can be complementary endeavors.
More than Words: Towards a Development-Based Approach to Language Revitalization
Brent Henderson, Peter Rohloff, and Robert Henderson, pp. 75–91
Existing models for language revitalization focus almost exclusively on language learning and use. While recognizing the value of these models, we argue that their effective application is largely limited to situations in which languages have low numbers of speakers. For languages that are rapidly undergoing language shift, but which still maintain large vital communities of speakers, a model for revitalization is currently lacking. We offer the beginnings of such a model here, arguing that in these communities doing language revitalization must primarily mean addressing the causes of language shift, a task that we argue can be undertaken in collaborative efforts with social development organizations. The model contrasts strongly (though complementarily) with existing models in that it focuses on work in which explicitly language-focused activities are undertaken only as intentional support for social development projects. Where successful, we argue this approach achieves language revitalization goals in organic and sustainable ways that are much more difficult for language-focused programs to achieve. It therefore has the potential to stop and potentially reverse language shift in specific ways. We offer our experiences with Wuqu’ Kawoq|Maya Health Alliance, a healthcare NGO in Guatemala, which attempts to follow this model, as evidence for the model’s viability.
Using Gesture to Teach Seneca in a Language Nest School
Melissa Elayne Borgia, pp. 92–99
Seneca elder Sandy Dowdy and her granddaughter Autumn Crouse direct a language nest school for children aged two to five years in a small longhouse-shaped building, Ganöhsesge:kha:’ Hë:nödeyë:sta’:, or the FaithKeepers School, on the Seneca Allegany Territory in upstate New York. They practice immersion teaching and use forms of gesturing to teach the children both conversational and spiritual functions of Seneca, capitalizing on the belief that the use of gesturing is an effective tool for teaching children, especially those in the toddler range. Gesturing is useful because language and gesture are positively linked, signing links concepts to verbal learning, gesture helps aid memory, and incorporating gesture while learning a language encourages active learning. Gesturing also helps children learn complex concepts, which is ideal for teaching Seneca since the children are learning the Ganö:nyök, literally, ‘let it be used for expressing thanks’ and otherwise known as the Thanksgiving Address, a daily recitation that expresses thankfulness for all of creation.
Documenting and Researching Endangered Languages: The Pangloss Collection
Boyd Michailovsky, Martine Mazaudon, Alexis Michaud, Séverine Guillaume, Alexandre François, and Evangelia Adamou, pp. 119–135
The Pangloss Collection is a language archive developed since 1994 at the Langues et Civilisations à Tradition Orale (LACITO) research group of the French Centre National de la Recherche Scientifique (CNRS). It contributes to the documentation and study of the world’s languages by providing free access to documents of connected, spontaneous speech, mostly in endangered or under-resourced languages, recorded in their cultural context and transcribed in consultation with native speakers. The Collection is an Open Archive containing media files (recordings), text annotations, and metadata; it currently contains over 1,400 recordings in 70 languages, including more than 400 transcribed and annotated documents. The annotations consist of transcription, free translation in English, French and/or other languages, and, in many cases, word or morpheme glosses; they are time-aligned with the recordings, usually at the utterance level. A web interface makes these annotations accessible online in an interlinear display format, in synchrony with the sound, using any standard browser. The structure of the XML documents makes them accessible to searching and indexing, always preserving the links to the recordings. Long-term preservation is guaranteed through a partnership with a digital archive. A guiding principle of the Pangloss Collection is that a close association between documentation and research is highly profitable to both. This article presents the collections currently available; it also aims to convey a sense of the range of possibilities they offer to the scientific and speaker communities and to the general public.
yaʕ̓tmín cqwəlqwilt nixw, uł nixw, ul nixw, I need to speak more, and more, and more: Okanagan-Colville (Interior Salish) Indigenous second-language learners share our filmed narratives
Michele K. Johnson (Sʔímlaʔxw), pp. 136–167
way’, iskwíst, my name is, Sʔímlaʔxw, and I am from Penticton BC, Canada. kn sqilxw. I am a Syilx (Okanagan, Interior Salish) adult language learner. My cohort and I are midway in our language transformation to become proficient speakers. Our names are Prasát, Sʔímlaʔxw, C’ər̓tups, Xwnámx̌wnam, Staʔqwálqs, and our Elder, Sʕamtíc’aʔ. We created an adult immersion house, deep in Syilx territory, and lived and studied together for five months. We combined intensive curricular study, cutting-edge second-language acquisition techniques, filmed assessments, and immersion with our Elder. We emerged transformed—we are n’łəqwcin, clear speakers, speaking at an intermediate level. There has been very little written about assessment of Indigenous language teaching methods or Indigenous language speaking ability, and much less written about filmed learning and assessment. Three films were created in our language, nqilxwcn, and placed on YouTube. The films give primacy to our personal narratives, document and share our transformation, speaking abilities, grassroots language activism and learning methods. This paper describes the films, my cohort’s transformation, assesses our speaking ability, describes Paul Creek Language Association curriculum, and represents a contribution to Indigenous language teaching methods, assessment and nqilxwcn revitalization.
iskwíst Sʔímlaʔxw, kn t̓l snpintktn. kn sqilxw uł kn səcmipnwíłn nqilxwcn. axáʔ inq̓əy̓mín iscm̓aʔm̓áy. kwu kcilcəl̓kst kwu capsíw̓s, iʔ sqəlxwskwskwístət Prasát, Sʔímlaʔxw, C̓ər̓tups, X̌wnámx̌wnam, Staʔqwálqs, naʔł iʔ ƛ̓x̌aptət, Sʕamtíc̓aʔ. kwu kwliwt l̓ nqilxwn iʔ citxwtət cilkst iʔ x̌yałnəx̌w uł isck̓wúl̓ kaʔłís iʔ tə syaʔyáʔx̌aʔ. iʔ l̓ syaʔyáʔx̌aʔtət, caʔkw mi wikntp iʔ scm̓am̓áy̓aʔtət iʔ kłyankxó nqilxwcn iʔ sc̓ʕaʕ̓ác̓s, kwu cnqilxwcnm, kwu səck̓waʔkwúl̓m nqilxwcn, uł kwu x̌əstwilx iʔ scqwwʔqwʔáltət. xəc̓xac̓t iʔ sckwul̓tət, naxəmł ksxan iʔ tl̓ silíʔtət iʔ l̓ kiʔláwnaʔ iʔ sn̓ilíʔtns kwu ctixwlm. ʕapnáʔ kwu capsíw̓s uł kwu n̓łəqwcin. wtntím iʔ syaʔyáʔx̌aʔtət l̓ YouTube uł iʔ scx̌minktət caʔkw ksʕaysnwím iʔ scsm̓am̓áy̓tət, kłyankxó iʔ sck̓wul̓səlx, uł caʔkw cʔkin iʔ ł sk̓waʔkwúlm iʔ nqəlqílxwcn iʔ kscm̓am̓áy̓aʔx, uł caʔkw mi łxwl̓al aʔ nqəlqilxwcntət.
Beyond the Ancestral Code: Towards a Model for Sociolinguistic Language Documentation
Tucker Childs, Jeff Good, and Alice Mitchell, pp. 168–191
Most language documentation efforts focus on capturing lexico-grammatical information on individual languages. Comparatively little effort has been devoted to considering a language’s sociolinguistic contexts. In parts of the world characterized by high degrees of multilingualism, questions surrounding the factors involved in language choice and the relationship between ‘communities’ and ‘languages’ are clearly of interest to documentary linguistics, and this paper considers these issues by reporting on the results of a workshop held on sociolinguistic documentation in Sub-Saharan Africa. Over sixty participants from Africa and elsewhere discussed theoretical and methodological issues relating to the documentation of language in its social context. Relevant recommendations for projects wishing to broaden into the realm of sociolinguistic language documentation include: a greater emphasis on conversational data and the documentation of naturally occurring conversation; developing metadata conventions to allow for more nuanced descriptions of socio cultural settings; encouraging teamwork and interdisciplinary collaboration in order to extend the scope of sociolinguistic documentation; collecting sociolinguistic data which can inform language planning and policy; and creating opportunities for training in sociolinguistic documentation. Consideration of sociolinguistic language documentation also raises significant questions regarding the ways in which Western language ideologies, which have been especially prominent in shaping documentary agendas, may be unduly influencing documentary practice in other parts of the world.
Using Mixed Media Tools for Eliciting Discourse in Indigenous Languages
Marion Caldecott and Karsten Koch, pp. 209–240
Prosody plays a vital role in communication, but is one of the most widely neglected topics in language documentation. This omission is doubly detrimental since intonation is unrecoverable from transcribed texts, the most prevalent data sources for many indigenous languages. One of the underlying reasons for the dearth of prosodic data is methodological. Modern technology has removed technical barriers to recording the appropriate data, but traditional methods of elicitation still inhibit accurate documentation of linguistic structures at or above the phrasal level. In addition, these methods do not facilitate the mobilization of linguistic documentation. In this paper, we present techniques that we have developed that address both these concerns: 1) eliciting prosodic data for theoretical analysis, and 2) producing linguistic materials that can be useful for educators and curriculum developers. Highlighting advantages and disadvantages, we compare traditional elicitation and text-gathering methods with two non-traditional methodologies using non-verbal stimuli. These two non-traditional methodologies are aimed at collecting: 1) spontaneous conversation (either unguided, or task-oriented), and 2) partly scripted conversation (aided by multimedia tools). The methodologies are illustrated with original fieldwork on focus and intonation in two related, endangered Interior Salish languages–Nlhe7kepmxcín (Thompson) and St’át’imcets (Lillooet).
Reviewed by Sarah Ruth Moeller, pp. 66–74
The Sony NEX-VG30 video camera: A review for use in language documentation
Reviewed by Joshua Wilbur, pp. 100–112
Gabmap: Doing Dialect Analysis on the Web
Reviewed by Conor Snoek, pp. 192–208
Using the Livescribe Echo Smartpen for Language Documentation
Reviewed by Michal Temkin Martinez, pp. 241–250
The last speakers: The quest to save the world’s most endangered languages, by K. David Harrison
Reviewed by Tyler Heston, pp. 113–118