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Journal articles on the topic 'Language transmission'
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Smith, Andrew D. M. "The Inferential Transmission of Language." Adaptive Behavior 13, no. 4 (December 2005): 311–24. http://dx.doi.org/10.1177/105971230501300402.
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Smith, Kenny, Amy Perfors, Olga Fehér, Anna Samara, Kate Swoboda, and Elizabeth Wonnacott. "Language learning, language use and the evolution of linguistic variation." Philosophical Transactions of the Royal Society B: Biological Sciences 372, no. 1711 (January 5, 2017): 20160051. http://dx.doi.org/10.1098/rstb.2016.0051.
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Linguistic universals arise from the interaction between the processes of language learning and language use. A test case for the relationship between these factors is linguistic variation, which tends to be conditioned on linguistic or sociolinguistic criteria. How can we explain the scarcity of unpredictable variation in natural language, and to what extent is this property of language a straightforward reflection of biases in statistical learning? We review three strands of experimental work exploring these questions, and introduce a Bayesian model of the learning and transmission of linguistic variation along with a closely matched artificial language learning experiment with adult participants. Our results show that while the biases of language learners can potentially play a role in shaping linguistic systems, the relationship between biases of learners and the structure of languages is not straightforward. Weak biases can have strong effects on language structure as they accumulate over repeated transmission. But the opposite can also be true: strong biases can have weak or no effects. Furthermore, the use of language during interaction can reshape linguistic systems. Combining data and insights from studies of learning, transmission and use is therefore essential if we are to understand how biases in statistical learning interact with language transmission and language use to shape the structural properties of language. This article is part of the themed issue ‘New frontiers for statistical learning in the cognitive sciences’.
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Shah, Sheena, and Matthias Brenzinger. "The Role of Teaching in Language Revival and Revitalization Movements." Annual Review of Applied Linguistics 38 (September 2018): 201–8. http://dx.doi.org/10.1017/s0267190518000089.
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ABSTRACTTeaching is the main or even only way to pass on ancestral languages when intergenerational language transmission no longer takes place. The main reason for the interruption of natural language transmission is an increasing weakening of community bonds due to intermarriage, migration, and mobility. The formal or informal teaching of ancestral languages is therefore at the core of language revival and language revitalization movements. The article reviews favorable conditions and supportive factors for the teaching of ancestral languages from different parts of the world, and highlights the important role of dedicated community members in these endeavors.
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Lansing, J. Stephen, Cheryl Abundo, Guy S. Jacobs, Elsa G. Guillot, Stefan Thurner, Sean S. Downey, Lock Yue Chew, et al. "Kinship structures create persistent channels for language transmission." Proceedings of the National Academy of Sciences 114, no. 49 (November 20, 2017): 12910–15. http://dx.doi.org/10.1073/pnas.1706416114.
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Languages are transmitted through channels created by kinship systems. Given sufficient time, these kinship channels can change the genetic and linguistic structure of populations. In traditional societies of eastern Indonesia, finely resolved cophylogenies of languages and genes reveal persistent movements between stable speech communities facilitated by kinship rules. When multiple languages are present in a region and postmarital residence rules encourage sustained directional movement between speech communities, then languages should be channeled along uniparental lines. We find strong evidence for this pattern in 982 individuals from 25 villages on two adjacent islands, where different kinship rules have been followed. Core groups of close relatives have stayed together for generations, while remaining in contact with, and marrying into, surrounding groups. Over time, these kinship systems shaped their gene and language phylogenies: Consistently following a postmarital residence rule turned social communities into speech communities.
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Norris, Mary Jane. "From Generation to Generation: Survival and Maintenance of Canada's Aboriginal Languages, within Families, Communities and Cities." TESL Canada Journal 21, no. 2 (June 12, 2004): 1. http://dx.doi.org/10.18806/tesl.v21i2.171.
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The survival and maintenance of Aboriginal languages in Canada depend on their transmission from generation to generation. Children are the future speakers of a language. This paper demonstrates that the family and the community together play critical roles in the transmission of language from parent to child. On their own, neither family capacity nor community support is sufficient to ensure the adequate transmission of an Aboriginal language as a population's mother tongue from one generation to the next. Intergenerational transmission is maximized in Aboriginal communities among families where both parents have an Aboriginal mother tongue. Transmission can be best realized with the support of the community in those families with either both parents or the lone parent having an Aboriginal mother tongue. Outside of Aboriginal communities, particularly within large cities, transmission and continuity is significantly reduced even under ideal family conditions of linguistically endogamous parents. For exogamous families, it appears that community effect, while positive, is nevertheless limited in offsetting their low rate of mother tongue transmission. Trends indicate continuing declines in intergenerational transmission accompanied by a decreasing and ageing Aboriginal mother tongue population and a growing likelihood that Aboriginal languages will be learned increasingly as second languages.
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Ренковская, Евгения Алексеевна, and Анастасия Сергеевна Крылова. "EDUCATION SYSTEM AGAINST LANGUAGE TRANSMISSION? CASE OF MINORITY LANGUAGES IN INDIA." Tomsk Journal of Linguistics and Anthropology, no. 3(33) (November 28, 2021): 70–80. http://dx.doi.org/10.23951/2307-6119-2021-3-70-80.
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Статья посвящена межпоколенческой передаче шести миноритарных языков Индии: трёх индоарийских, включая кумаони (штат Уттаракханд), куллуи (штат Химачал-Прадеш), западный марвари (штат Раджастан), и трёх языков мунда, а именно сора, бонда и гутоб (штат Одиша). Все перечисленные языки не имеют официального статуса и литературной нормы, используются почти исключительно для устной коммуникации, являются малоизученными и в той или иной степени находятся под угрозой исчезновения. Исследование основывается на полевых данных лингвистических экспедиций в Индию, в штаты Уттаракханд, Химачал-Прадеш, Раджастан и Одиша в 2014–2018 гг. Одной из задач, стоящих перед авторами во время изучения социолингвистической ситуации в ареалах распространения перечисленных выше миноритарных языков, было выявить основные причины и факторы утраты межпоколенческой передачи языков. В ходе исследования мы пришли к выводу, что одним из основных факторов, негативно влияющих на межпоколенческую передачу миноритарных языков Индии, является существующая в Индии система образования. Школьное образование ведется на официальных языках штатов Индии, и миноритарные языки в образовании не участвуют. Использование родных языков в школе в лучшем случае не одобряется, в худшем — находится под негласным запретом, поскольку воспринимается как помеха на пути качественного овладения официальным языком. Помимо этого, мы отмечаем непосредственную зависимость социальной устроенности от результатов школьных экзаменов, общую директивность индийского образования и практическое отсутствие в образовании диалога. Все перечисленное становится источником большого стресса как для самих учащихся, так и для их семей, в связи с чем родители стараются оградить детей от проблем, связанных с освоением языка образования, и предпочитают не говорить с ними на родных языках. Другим серьезным фактором, способствующим созданию негативного образа родных языков, становятся лингвистические предрассудки, преподаваемые в Индии в рамках школьной программы. Сюда относится терминологическое разделение языковых идиомов на языки (официальные языки) и говоры (миноритарные языки), закрепление понятия «родной язык» за официальным языком штата, представления о том, что язык должен иметь письменность на оригинальной основе, отличающуюся от письменностей других языков. Отдельное внимание уделяется освещению такого феномена индийской действительности как языковая дискриминация представителей племенных (так называемых «неприкасаемых» в индуистской традиции) этносов в рамках школы. Помимо проблем, связанных с существующей в Индии системой образования, мы обсуждаем и попытки их решения — инициативы языковых активистов и правительства. Ряд мер по продвижению многоязычного образования включены в программу MultiLingual Education (MLE), которая в настоящее время получила наиболее широкое распространение в штате Одиша. Рассматривается устройство и функционирование программы MLE в Одише, после чего обсуждается возможность её применения в других регионах. The paper deals with the intergenerational transmission of six minority languages in India, three Indo-Aryan languages, viz. Kumaoni (state of Uttarakhand), Kullui (state of Himachal Pradesh), Western Marwari (state of Rajasthan) and three Munda languages, viz. Sora, Remo and Gutob (state of Odisha). None of these languages has an official status or standardized written form, all of them are used almost exclusively for oral communication, poorly described and, to one degree or another, endangered. The data come from sociolinguistic surveys conducted by the authors in the states of Uttarakhand, Himachal Pradesh, Rajasthan and Odisha in 2014–2018. One of the tasks during the sociolinguistic study in the areas of the above-mentioned minority languages was to identify the main factors of the intergenerational transmission loss. We claim that the modern education policies in India are one of the main factors disrupting language transmission. School education is conducted in the state official languages, and minority languages are not involved in it. Speaking minor languages is restricted by teachers at school, while the importance of the official languages is imposed on children. We note also the facts that the social level depends directly on the results of school exams and that Indian education is highly directive and excludes any dialogue. All of the above causes a great stress for students and their families. In this regard, parents try to protect their children from problems of mastering the language of education, and prefer not to speak with them in their native languages. Another major factor contributing to the negative image of native languages are linguistic prejudices taught in India as part of the school curriculum. This includes the division of idioms into languages (official languages) and dialects (minority languages), fixing the concept of “native language” for the official state language, the idea that the language should have a script on an original basis that differs from the scripts of other languages etc. Special attention is paid to such a phenomenon of India’s reality as linguistic discrimination of people from tribal (“untouchable” in Hindu tradition) ethnic groups within the school. In addition to the education system problems in India, the authors mention attempts to solve them by initiatives of language activists and the government. A number of measures to promote multilingual education are included in the MultiLingual Education (MLE) program, which is currently the most widely adopted in the state of Odisha. Considering structure and functioning of the MLE program in Odisha we discuss the possibility of its application in other regions.
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Sullivan, Alice, Vanessa Moulton, and Emla Fitzsimons. "The intergenerational transmission of language skill." British Journal of Sociology 72, no. 2 (February 17, 2021): 207–32. http://dx.doi.org/10.1111/1468-4446.12780.
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Casanova, Venessa Sualog. "Intergenerational Transmission of Hanunuo Heritage Language." Language, Education and Culture Research 2, no. 1 (April 28, 2022): p26. http://dx.doi.org/10.22158/lecr.v2n1p26.
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This case study explored the reasons, approaches, and challenges encountered in the intergenerational transmission of the Hanunuo heritage language. The study was conducted from April to June 2019 at Emok and Canabang, Magsaysay, Occidental Mindoro, Philippines. A total of 17 Hanunuo Mangyan selected through purposive sampling participated in the study. It was found that cultural heritage, strong adherence to language, strong identification with the group, residence in the speech community, and ease of communication were the reasons for heritage language maintenance. The oral approach is used in the intergenerational transmission of the Hanunuo heritage language. The challenges encountered include no proper documentation, non-Hanunuo teacher, school curriculum, technology, inter-marriages, and orthography is not taught by elders. Nevertheless, the Hanunuo Mangyan maintains their heritage language to facilitate communication. They have high orality in their language, and the challenges encountered were attributed to personal and societal factors.
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Mufwene, Salikoko S. "“Socio-cultural transmission” in language evolution?" Physics of Life Reviews 26-27 (November 2018): 155–57. http://dx.doi.org/10.1016/j.plrev.2018.06.015.
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Inouye, Sakae. "SARS transmission: language and droplet production." Lancet 362, no. 9378 (July 2003): 170. http://dx.doi.org/10.1016/s0140-6736(03)13874-3.
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Sirén, Ulla. "Minority Language Transmission in Early Childhood." International Journal of Early Years Education 3, no. 2 (June 1995): 75–84. http://dx.doi.org/10.1080/0966976950030206.
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Mudd, Katie, Connie de Vos, and Bart de Boer. "An agent-based model of sign language persistence informed by real-world data." Language Dynamics and Change 10, no. 2 (September 10, 2020): 158–87. http://dx.doi.org/10.1163/22105832-bja10010.
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Abstract As evidence from sign languages is increasingly used to investigate the process of language emergence and evolution, it is important to understand the conditions that allow for sign languages to persist. We build on a mathematical model of sign language persistence (i.e. protection from loss) which takes into account the genetic transmission of deafness, the cultural transmission of sign language and marital patterns (Aoki & Feldman, 1991). We use agent-based modeling techniques and draw inspiration from the wealth of genetic and cultural data on the sign language Kata Kolok to move towards a less abstract model of sign language persistence. In a set of experiments we explore how sign language persistence is affected by language transmission types, the distribution of deaf alleles, population size and marital patterns. We highlight the value of using agent-based modeling for this type of research, which allows for the incorporation of real-world data into model development.
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Schüpbach, Doris. "Language transmission revisited: family type, linguistic environment and language attitudes." International Journal of Bilingual Education and Bilingualism 12, no. 1 (January 2009): 15–30. http://dx.doi.org/10.1080/13670050802149499.
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Brighton, Henry. "Compositional Syntax From Cultural Transmission." Artificial Life 8, no. 1 (January 2002): 25–54. http://dx.doi.org/10.1162/106454602753694756.
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A growing body of work demonstrates that syntactic structure can evolve in populations of genetically identical agents. Traditional explanations for the emergence of syntactic structure employ an argument based on genetic evolution: Syntactic structure is specified by an innate language acquisition device (LAD). Knowledge of language is complex, yet the data available to the language learner are sparse. This incongruous situation, termed the “poverty of the stimulus,” is accounted for by placing much of the specification of language in the LAD. The assumption is that the characteristic structure of language is somehow coded genetically. The effect of language evolution on the cultural substrate, in the absence of genetic change, is not addressed by this explanation. We show that the poverty of the stimulus introduces a pressure for compositional language structure when we consider language evolution resulting from iterated observational learning. We use a mathematical model to map the space of parameters that result in compositional syntax. Our hypothesis is that compositional syntax cannot be explained by understanding the LAD alone: Compositionality is an emergent property of the dynamics resulting from sparse language exposure.
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Saldana, Carmen, Simon Kirby, Robert Truswell, and Kenny Smith. "Compositional Hierarchical Structure Evolves through Cultural Transmission: An Experimental Study." Journal of Language Evolution 4, no. 2 (May 28, 2019): 83–107. http://dx.doi.org/10.1093/jole/lzz002.
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AbstractCompositional hierarchical structure is a prerequisite for productive languages; it allows language learners to express and understand an infinity of meanings from finite sources (i.e., a lexicon and a grammar). Understanding how such structure evolved is central to evolutionary linguistics. Previous work combining artificial language learning and iterated learning techniques has shown how basic compositional structure can evolve from the trade-off between learnability and expressivity pressures at play in language transmission. In the present study we show, across two experiments, how the same mechanisms involved in the evolution of basic compositionality can also lead to the evolution of compositional hierarchical structure. We thus provide experimental evidence showing that cultural transmission allows advantages of compositional hierarchical structure in language learning and use to permeate language as a system of behaviour.
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Kondo-Brown, Kimi. "Heritage Language Instruction for Post-secondary Students from Immigrant Backgrounds." Heritage Language Journal 1, no. 1 (October 30, 2001): 1–25. http://dx.doi.org/10.46538/hlj.1.1.1.
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The “intergenerational transmission” of heritage languages (HLs) is crucial to the vitality of heritage language communities (especially for indigenous communities, where immigration is not a source of new speakers). We know, however, that HLs in the United States often do NOT survive well from one generation to the next as the shift to English takes place. In conjunction with the Second National Conference on Heritage Languages in America, a small group of researchers met to discuss priorities for research on intergenerational transmission of languages. Each of the ten researchers who participated prepared a short paper, posing research questions with some commentary to guide future research. Those papers form the major part of this article, covering topics related to language ecological patterns (in communities, families, and institutions), language ideology, measurement issues, and literacy.
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Marusenko, Mikhail A., Natalya M. Marusenko, Tatyana B. Avlova, Alexander O. Grebennikov, and Krzysztof Kusal. "Monitoring the condition and use of the Russian language and other languages of the peoples of the Russian Federation." Philological Sciences. Scientific Essays of Higher Education 1, no. 6 (November 2021): 32–43. http://dx.doi.org/10.20339/phs.6-21.032.
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The article outlines the ideology of monitoring the transgenerational transmission of the Russian language and other languages of the peoples of the Russian Federation for the national-territorial subjects of the Russian Federation, emphasizing the importance of data on the number of speakers of a particular language in different age and social cohorts, on their competence levels, on real bilingualism and multilingualism, on language transmission mechanisms from older to younger generations to determine the viability of minority languages and thus to plan measures to save, support and revive them. The provisions of the "Framework Convention for the Protection of National Minorities" relating to the study of majority and minority languages in the educational systems of multilingual and multinational states are also analyzed, and the leading role of Russian as the national language is shown. Developed a monitoring scenario for transgenerational language transmission (for households), taking into account maximum unification with the program of the General Population Census of the Russian Federation, which was published during the trial census in 2018. The monitoring questions are grouped into three clusters, each of which reflects different aspects of the sociolinguistic situation: the territorial distribution of languages and family relations within the household; the ethnic, socio-age and educational characteristics of the respondent; the linguistic characteristics of the respondent.
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Adjei, Edwin Asa, and Mercy Akrofi Ansah. "The Storytelling Tradition at Larteh, Ghana: Implications for Language Vitality." European Journal of Language and Culture Studies 1, no. 5 (September 9, 2022): 23–32. http://dx.doi.org/10.24018/ejlang.2022.1.5.28.
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This paper examines storytelling practices in a triglossic community, Larteh, in South-east Ghana, West Africa. The three languages which are in use co-exist in a triglossic relationship; each language plays defined roles in the language community. It has been observed that there is a growing gap between storytelling ideologies that link the practice to language transmission. As a traditional practice which is closely linked to processes of cultural reproduction/intergeneration language transfer, storytelling has particular significance for language revitalization in the language community. This article demonstrates how a shift in the storytelling practices of the people is negatively impacting language transmission and how the revival of the practice could positively impact the revitalization of the Lɛtɛ language.
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Lefebvre, Claire. "The Tense, Mood, and Aspect System of Haitian Creole and the Problem of Transmission of Grammar in Creole Genesis." Journal of Pidgin and Creole Languages 11, no. 2 (January 1, 1996): 231–311. http://dx.doi.org/10.1075/jpcl.11.2.03lef.
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It is often assumed that creolization involves a break in the transmission of grammar. On the basis of data drawn from the TMA system of Haitian creole, as compared with those of its source languages — French, the superstratum language, and Fongbe, one of the substratum languages — this paper argues that creolization does not involve a break in transmission of grammar. The properties of the Haitian creole TMA system are shown to reflect in a systematic way those of its contributing languages. While the syntactic and the semantic properties of the TMA markers of the creole parallel those of Fongbe, the markers' phonological form appears to be derived from phonetic strings found in the superstratum language. This systematic division of properties is predicted by the hypothesis that relexification has played a major role in the formation of the creole. The fact that the lexical entries of the creole have phonological representations which are derived from phonetic strings found in the superstratum language is the visible signal that creolization involves the creation of a new language. The fact that the lexical entries of the creole show semantic and syntactic properties that parallel those of the languages of the substratum argues that there has been no break in the transmission of grammar in the formation of the creole.
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Edwards, Viv K., and Lynda Pritchard Newcombe. "Language transmission in the family in Wales." Language Problems and Language Planning 29, no. 2 (August 10, 2005): 135–50. http://dx.doi.org/10.1075/lplp.29.2.03edw.
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This paper examines the achievements to date of Twf (“Growth”) — a project initiated as part of language planning efforts in Wales to encourage families to bring up their children to be bilingual. Evidence is presented of the ways in which the project has succeeded in raising awareness of the advantages of bilingualism amongst parents, prospective parents and the public at large by working strategically with health professionals and Early Years organizations, and by developing a range of highly innovative promotional materials. Given the central importance of the family as a site of intergenerational language transmission, the achievements of this project are likely to be of interest to those concerned with language planning in other minority communities in many other parts of the world. The lessons for language planning both in Wales and in other settings are discussed.
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Evans, Carol. "Ethnolinguistic Vitality, Prejudice, and Family Language Transmission." Bilingual Research Journal 20, no. 2 (April 1996): 177–207. http://dx.doi.org/10.1080/15235882.1996.10668627.
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Wang, William S.-Y., and James W. Minett. "Vertical and horizontal transmission in language evolution." Transactions of the Philological Society 103, no. 2 (August 2005): 121–46. http://dx.doi.org/10.1111/j.1467-968x.2005.00147.x.
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Teeter, Jennifer, and Takayuki Okazaki. "Ainu as a Heritage Language of Japan: History, Current State and Future of Ainu Language Policy and Education." Heritage Language Journal 8, no. 2 (June 30, 2011): 251–69. http://dx.doi.org/10.46538/hlj.8.2.5.
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Ainu is the heritage language of the indigenous people of present-day southern Sakhalin, the Kurile Islands, present-day Hokkaidō, and northeastern Honshū (mainland Japan). The UNESCO Interactive Atlas of the World’s Languages in Danger (2009) considered the Ainu language critically endangered with only 15 speakers remaining. This article scrutinizes UNESCO’s assessment and analyzes the historical and current situation of the Ainu language and its transmission, particularly evaluating government policies related to the transmission of the Ainu language. Analysis in this article will draw upon our field observations and interviews conducted in Hokkaidō. Numerous formal and informal discussions were conducted with Ainu teachers, politicians, community members, and activists. Our findings indicate that the grassroots language revitalization efforts have been made and a growing number of youth speak Ainu, although their proficiency levels vary. While policymakers recognize the government’s responsibility in reversing language shift, they have yet to articulate adequate policies. The authors conclude with a discussion of the state’s positive responsibility to realize the rights ensured by the United Nations of Declaration on the Rights of Indigenous Peoples. This realization will facilitate the transmission of Ainu language and culture, and ensure its vitality in the future.
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Medjo Mvé, Pither, and Mexcent Zuè Elibiyo. "enquête sociolinguistique sur la transmission intergénérationnelle des langues au Gabon." Travaux neuchâtelois de linguistique, no. 52 (January 1, 2010): 51–68. http://dx.doi.org/10.26034/tranel.2010.2833.
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In this contribution, we examine the question of the transmission of Bantu languages from the generation of the parents to the generation of children, into the specific context of Gabon. Our results are based upon a sociolinguistic survey (Zuè Elibiyo, 2008) made in two different cities of Gabon. One of these cities is located in the north-west (Libreville), and the other one in the center (Lambaréné). The data analysis shows that French language is clearly the language which the great majority of the parents transmit to their children. Nevertheless, at least two Bantu local languages, Fang (A75) and Gisir (B41) are, to a certain extent, also spoken by adults to the children within the family context. Finally, we show that not all local languages of Gabon are really endangered, even though their transmission is globally in decline.
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Haque, Shahzaman. "Transmission des langues natives aux deuxièmes générations : le cas de la diaspora indienne en Europe Nordique et occidentale." Travaux neuchâtelois de linguistique, no. 52 (January 1, 2010): 29–50. http://dx.doi.org/10.26034/tranel.2010.2823.
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In the matter of migrant families the language transmission and language practices are often subjected to issues related to national, family and local language(s) policies. This paper aims to explore the salient features of these issues concerning four Indian families as an in-depth case study, who have migrated to France, Sweden, Norway and Finland. Here fewer investigations have been conducted related to transmission of native languages on the migrant Indian community. Through the prism of sociolinguistic-ethnographic approach, it was possible to sift various measures taken by the authority and family members in order to transmit the language to the second generation. The national language policy on education of the concerned host societies prescribes the role, function and infrastructure for the teaching and development of migrant languages which is however ineffective as claimed by immigrant parents. In such event, the role of parents becomes crucial to formulate and execute decisive steps regarding implementation of the native languages inside the home.
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Lee, Nala Huiying, and John Van Way. "Assessing levels of endangerment in the Catalogue of Endangered Languages (ELCat) using the Language Endangerment Index (LEI)." Language in Society 45, no. 2 (February 15, 2016): 271–92. http://dx.doi.org/10.1017/s0047404515000962.
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AbstractThe Catalogue of Endangered Languages (ELCat) is the central feature of the Google-powered Endangered Languages Project (endangeredlanguages.com), which is a venue for sharing information and resources on the world's endangered languages and the knowledge contained in them. One key feature of ELCat is a quantitative measure that can be used to understand the level of endangerment of any language. Quantitative measurements are needed to compare language vitality across a variety of contexts around the globe, and can be used as a parallel to measurements of other forms of threats to biocultural diversity. This article addresses the development of the Language Endangerment Index (LEI). Based on four factors (intergenerational transmission, absolute number of speakers, speaker number trends, and domains of use), this index is different from other methods of assessment in several ways, especially as it can be used even if limited information is available. (Language endangerment, vitality, intergenerational transmission, speaker numbers, domains of language use)*
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Extra, Guus. "Dealing with new multilingualism in Europe." Australian Review of Applied Linguistics 30, no. 2 (January 1, 2007): 18.1–18.38. http://dx.doi.org/10.2104/aral0718.
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The focus of this paper is on immigrant minority languages in urban Western Europe. Both multidisciplinary and cross-national perspectives will be offered on two major domains in which language transmission occurs, i.e., the domestic domain and the public domain. Prototypical of these two domains are the home and the school, respectively. At home, language transmission occurs between parents and children; at school this occurs between teachers and pupils. Viewed from the perspectives of majority language speakers versus minority language speakers, language transmission becomes a very different issue. In the case of majority language speakers, language transmission at home and at school is commonly taken for granted: at home, parents speak this language usually with their children; at school this language is usually the only or major subject and medium of instruction. In the case of minority language speakers, there is usually a mismatch between the language of the home and the language of the school. Whether parents in such a context continue to transmit their language to their children is strongly dependent on the degree to which these parents conceive of this language as a core value of cultural identity. After a short introduction, we offer phenomenological perspectives on the semantics of our field of study and some central European notions in this field. Next we discuss major agencies and documents on language rights at the global and European level. We also discuss the utilisation and effects of different demographic criteria for the definition and identification of (school) population groups in a multicultural society. Next we offer sociolinguistic perspectives on the distribution and vitality of immigrant minority languages across Europe. In this context the rationale and major outcomes of the Multilingual Cities Project, realised in six major multicultural cities in different European Union nation-states, are presented. Finally we offer comparative perspectives on educational policies and practices in the domain of immigrant minority languages in the six European Union countries under discussion. We conclude with an overview on how multilingualism can be promoted for all children in an increasingly multicultural Europe. Immigrants have made this country more American, not less American. (George W. Bush, presidential election campaign 2004)
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Islam, Md Tarikul, Selvajothi Ramalingam, and Kazi Enamul Hoque. "Supremacy of English Language Proficiency: Identity Transmission and Transgression among Bangladeshi Graduates." Issues in Language Studies 11, no. 1 (June 27, 2022): 129–45. http://dx.doi.org/10.33736/ils.4074.2022.
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The study focuses on the language use of Bangladeshi graduates and how they deal with the local Bengali language with English as an international language. The study investigates whether the perception of ELP promotes identity transmission or transgression. The study is conducted with a mixed-method approach using a triangulation research design with a convergence model. Questionnaire data were collected from 370 respondents consisting of three groups of graduates according to educational qualifications, income level, and living places. The findings indicate that ELP may be disadvantageous to the local culture and results in the use of mixed languages. The results suggest that ELP accelerates a form of language and cultural transgression that reshapes personality and erodes the traditional local culture and heritage language identity among Bangladeshi graduates.
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Hinton, Leanne. "3. LANGUAGE REVITALIZATION." Annual Review of Applied Linguistics 23 (March 2003): 44–57. http://dx.doi.org/10.1017/s0267190503000187.
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This chapter surveys developments in language revitalization, a movement that dates approximately from the 1990s and builds on prior work on language maintenance (see Fishman, 1991; 2001) and language death (Dorian, 1981; 1989). Focusing on indigenous languages, it discusses the role and nature of appropriate linguistic documentation, possibilities for bilingual education, and methods of promoting oral fluency and intergenerational transmission in affected languages. Various avenues for language revitalization, a proactive approach to the continued use of a particular language, are then described (see Hinton & Hale, 2001). In contrast to the smaller minority languages of Europe that have long literary traditions, many indigenous languages in the Americas and elsewhere are solely or primarily oral languages; thus, revitalization efforts aim to promote conversational fluency among speakers in a community. Related literature falls into four main categories: (a) theoretical and empirical works on language revitalization; (b) applied works on revitalization in practice; (c) pedagogical and reference publications; and (d) legal documents that support or impede revitalization of languages. Recent examples of current literature in each category are reviewed.
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Extra, Guus. "Dealing with new multilingualism in Europe." Australian Review of Applied Linguistics 30, no. 2 (2007): 18.1–18.38. http://dx.doi.org/10.1075/aral.30.2.01ext.
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The focus of this paper is on immigrant minority languages in urban Western Europe. Both multidisciplinary and cross-national perspectives will be offered on two major domains in which language transmission occurs, i.e., the domestic domain and the public domain. Prototypical of these two domains are the home and the school, respectively. At home, language transmission occurs between parents and children; at school this occurs between teachers and pupils. Viewed from the perspectives of majority language speakersversusminority language speakers, language transmission becomes a very different issue. In the case of majority language speakers, language transmission at home and at school is commonly taken for granted: at home, parents speak this language usually with their children; at school this language is usually the only or major subject and medium of instruction. In the case of minority language speakers, there is usually a mismatch between the language of the home and the language of the school. Whether parents in such a context continue to transmit their language to their children is strongly dependent on the degree to which these parents conceive of this language as a core value of cultural identity.After a short introduction, we offerphenomenologicalperspectives on the semantics of our field of study and some central European notions in this field. Next we discuss major agencies and documents onlanguage rightsat the global and European level. We also discuss the utilisation and effects of differentdemographiccriteria for the definition and identification of (school) population groups in a multicultural society. Next we offersociolinguisticperspectives on the distribution and vitality of immigrant minority languages across Europe. In this context the rationale and major outcomes of theMultilingual Cities Project, realised in six major multicultural cities in different European Union nation-states, are presented. Finally we offer comparative perspectives oneducationalpolicies and practices in the domain of immigrant minority languages in the six European Union countries under discussion. We conclude with an overview on how multilingualism can be promoted for all children in an increasingly multicultural Europe.Immigrants have made this country more American, not less American. (George W. Bush, presidential election campaign 2004)
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Zhu, SongGui, Hailang He, and Yuanyuan Zheng. "Locating and Tracking Model for Language Radiation Transmission Based on Neural Network and FAHP." Mathematical Problems in Engineering 2020 (October 26, 2020): 1–8. http://dx.doi.org/10.1155/2020/7625141.
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With the development of internationalization, the distribution of languages and the office addresses of multinational companies are changing constantly. This paper makes the following research and exploration on this phenomenon: impact on the development of languages around the world. This paper studies the changes of native and second-language users and uses the historical data to predict the development trend by using the gray number series prediction model. Get the types of factors that affect the second language. Then, use fuzzy analytic hierarchy process to calculate the score of each factor. Finally, the global language trend equation is simulated: predictions for the development of language. In this paper, radiation propagation is calculated, and the method of CNN neural network is used to train big data, and the language trend positioning equation is drawn. Finally, the optimal language is obtained by using wavelet analysis and linear programming at different addresses. About model checking, according to the model’s internal prediction ability and the significance of internal parameters, it is concluded that the model has high practicability, sensitivity, and stability.
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Deprez, Christine. "Transmission des langues." Langage et société N° 174, no. 3 (September 9, 2021): 323–26. http://dx.doi.org/10.3917/ls.hs01.0324.
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Berdicevskis, Aleksandrs, and Arturs Semenuks. "Imperfect language learning reduces morphological overspecification: Experimental evidence." PLOS ONE 17, no. 1 (January 27, 2022): e0262876. http://dx.doi.org/10.1371/journal.pone.0262876.
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It is often claimed that languages with more non-native speakers tend to become morphologically simpler, presumably because non-native speakers learn the language imperfectly. A growing number of studies support this claim, but there is a dearth of experiments that evaluate it and the suggested explanatory mechanisms. We performed a large-scale experiment which directly tested whether imperfect language learning simplifies linguistic structure and whether this effect is amplified by iterated learning. Members of 45 transmission chains, each consisting of 10 one-person generations, learned artificial mini-languages and transmitted them to the next generation. Manipulating the learning time showed that when transmission chains contained generations of imperfect learners, the decrease in morphological complexity was more pronounced than when the chains did not contain imperfect learners. The decrease was partial (complexity did not get fully eliminated) and gradual (caused by the accumulation of small simplifying changes). Simplification primarily affected double agent-marking, which is more redundant, arguably more difficult to learn and less salient than other features. The results were not affected by the number of the imperfect-learner generations in the transmission chains. Thus, we provide strong experimental evidence in support of the hypothesis that iterated imperfect learning leads to language simplification.
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Caminal, Ramon, Lorenzo Cappellari, and A. Di Paolo. "Language-in-education, language skills and the intergenerational transmission of language in a bilingual society." Labour Economics 70 (June 2021): 101975. http://dx.doi.org/10.1016/j.labeco.2021.101975.
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Mičkec, Sara. "Czynniki wpływające na przekaz języka mniejszościowego. Postawy wobec języka i ideologie językowe w narracjach rodziny na Górnych Łużycach." Zeszyty Łużyckie 56 (January 22, 2022): 99–129. http://dx.doi.org/10.32798/zl.715.
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The transmission of languages in multilingual majority-minority contexts is influenced by language ideologies and language attitudes. In this paper I explore language ideologies in the Upper Sorbian Catholic community and languagepractices related to them. Based on biographic interviews with members of a linguistically mixed family, I also ask about the impact of overt strategies in everyday language choices. The family in question came to adopt a conscious family language policy based on the members’ positive attitudes towards Sorbian and based on their consciousness about community language practices that hamper the transmission of Sorbian in linguistically mixed environments. A positive attitude towards the minority language is a necessary, but not sufficient prerequisite to question habitual community language practices and consciously modify them. The families’ language behavior suggests that consciously modified language practices are adopted in certain domains, in this case mainly in that of the home.
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Ruzieva, Zilola Mustafaevna. "METHODS OF TRANSMISSION OF THE SEMANTICS OF RUSSIAN PERFECT VERBS INTO THE UZBEK LANGUAGE." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 02, no. 05 (May 31, 2021): 96–102. http://dx.doi.org/10.37547/philological-crjps-02-05-21.
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The article is devoted to the consideration of the semantics of the verb form in the Russian language, in particular, the perfect form of the verb. Methods of transferring the semantic content of perfect verbs into the Uzbek language are presented in detail and illustrated with examples from the texts of fiction.
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Pyers, Jennie, and Ann Senghas. "Lexical iconicity is differentially favored under transmission in a new sign language." Special Issue in Memory of Irit Meir 23, no. 1-2 (October 30, 2020): 73–95. http://dx.doi.org/10.1075/sll.00044.pye.
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Abstract Observations that iconicity diminishes over time in sign languages (Frishberg 1975) pose a puzzle: Why should something so evidently useful and functional decrease? Using an archival dataset of signs elicited over 15 years from 4 first-cohort and 4 third-cohort signers of an emerging sign language (Nicaraguan Sign Language), we investigated changes in pantomimic (body-to-body) and perceptual (body-to-object) iconicity. We make three key observations: (1) there is greater variability in the signs produced by the first cohort compared to the third; (2) while both types of iconicity are evident, pantomimic iconicity is more prevalent than perceptual iconicity for both groups; and (3) across cohorts, pantomimic elements are dropped to a greater proportion than perceptual elements. The higher rate of pantomimic iconicity in the first-cohort lexicon reflects the usefulness of body-as-body mapping in language creation. Yet, its greater vulnerability to change over transmission suggests that it is less favored by children’s language acquisition processes.
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Reddy, Likhitha R. "Design of Transmission Shafts Using C Programming Language." International Journal for Research in Applied Science and Engineering Technology V, no. X (October 23, 2017): 1476–86. http://dx.doi.org/10.22214/ijraset.2017.10213.
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Casey, Teresa, and Christian Dustmann. "Intergenerational Transmission of Language Capital and Economic Outcomes." Journal of Human Resources 43, no. 3 (2008): 660–87. http://dx.doi.org/10.3368/jhr.43.3.660.
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Erard, Yves. "The Child’s Claim to the Transmission of Language." Conversations: The Journal of Cavellian Studies, no. 7 (June 19, 2019): 74–84. http://dx.doi.org/10.18192/cjcs.vi7.4292.
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Sandra Laugier describes Stanley Cavell’s contribution to philosophy as the bringing back of the human voice into central consideration: “For Cavell, the stakes of ordinary language philosophy (particularly Wittgenstein’s and Austin’s work) are to make it understood that language is spoken; pronounced by a human voice within a form of life.” How can I then express my own voice when all of my expressions are those of others? In other words, how is it that a child becomes part of her or his form of life? How does she or he claim her or his own voice? Presenting the transmission of language this way implies another way of seeing what language is, what learning language is, and finally what subjectivity in language is.
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Casey, Teresa, and Christian Dustmann. "Intergenerational Transmission of Language Capital and Economic Outcomes." Journal of Human Resources 43, no. 3 (2008): 660–87. http://dx.doi.org/10.1353/jhr.2008.0002.
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MUFWENE, SALIKOKO S. "Transmission, acquisition, parameter-setting, reanalysis, and language change." Bilingualism: Language and Cognition 14, no. 2 (April 2011): 152–55. http://dx.doi.org/10.1017/s1366728910000568.
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Jürgen Meisel's (JM) article is literally thought-provoking, especially for the issues that one can raise out of the central position that he develops, viz., “although bilingual acquisition in situations of language contact can be argued to be of significant importance for explanations of grammatical change, reanalysis affecting parameter settings is much less likely to happen than is commonly assumed in historical linguistics” (p. 142). This is a position that calls for grounding language change, hence historical linguistics, in the pragmatics/ethnography of language practice, a question that linguists can continue to ignore no more than the actuation question (Weinreich, Labov & Herzog, 1968; McMahon, 1994; Labov, 2001; Mufwene, 2008). The latter regards what particular ethnographic factors trigger particular changes at particular places and at particular times but not at others. In other words, do structural changes happen simply because they must happen or because particular agents are involved at specific times under specific ecological conditions of language practice?
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Castro, Laureano, Alfonso Medina, and Miguel A. Toro. "Hominid cultural transmission and the evolution of language." Biology & Philosophy 19, no. 5 (November 2004): 721–37. http://dx.doi.org/10.1007/s10539-005-5567-7.
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Агранат, Татьяна Борисовна. "PECULIARITIES OF LANGUAGE (NON) TRANSMISSION IN SIBERIAN SETO COMMUNITY." Tomsk Journal of Linguistics and Anthropology, no. 3(33) (November 28, 2021): 9–18. http://dx.doi.org/10.23951/2307-6119-2021-3-9-18.
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В статье речь идет о потомках носителей идиома сето, переселившихся по аграрной реформе Столыпина из западной части Российской империи в Сибирь. По материалам экспедиций в населенные пункты в Красноярском крае, где в настоящее время еще компактно проживают сето, исследуется сохранность идиома, делаются выводы о некоторых причинах утраты языка. Констатируются позитивные моменты: высокая языковая лояльность, удивительная сохранность при длительных контактах не только с русским, но и с близкородственным эстонским языком. Описываются нетривиальные особенности языковой трансмиссии, уделяется внимание двум факторам, повлиявшим на (не)передачу языка. Во-первых, это «монополия» бабушек на передачу языка молодому поколению. Традиционно воспитанием детей в сообществе сибирских сето занимаются бабушки, поскольку они, в отличие от родителей, уже не заняты в производстве. В настоящий момент лучше всех сохраняют язык те, кого воспитывали бабушки. Часто бывает так, что младшие сиблинги, уже не заставшие бабушек, языка не знают, в то время как старшие — хорошо владеют языком. В таких случаях родители, в свое время получившие язык от своих бабушек, общаются со старшими детьми на сето, а младшие не могут поддержать разговор, хотя понимают и отвечают по русски. Еще один фактор, освещенный в статье, — концентрация носителей. Показаны три случая, выявленные в ходе социолингвистического обследования автора, где переменная концентрации носителей оказалась релевантной на уровне меньшем, чем локальный, в терминах (Grenoble & Whaley, 1998). Оказалось, что внутри даже совсем небольшого населенного пункта может быть разная концентрация носителей идиома в разных концах, что, в свою очередь, влечет за собой различия в усвоении языков детьми в дошкольном возрасте. В совсем маленьком населенном пункте появление критической массы не говорящих на сето стало причиной его вытеснения из сферы домашнего общения и, как следствие, полного исчезновения. The article deals with the descendants of the speakers of the Seto idiom who moved from the western part of the Russian Empire to Siberia during Stolypin's agrarian reform. Based on the materials of expeditions to settlements in the Krasnoyarsk territory, where the Setos still live compactly, the preservation of the idiom is investigated, conclusions are drawn about some of the reasons for the loss of the language. Positive aspects are stated, such as high language loyalty, amazing safety during long-term contacts not only with Russian, but also with the closely related Estonian language. Nontrivial features of language transmission are described, attention is paid to two factors that influenced the language (non) transmission. First, it is the “monopoly” of grandmothers on the transfer of the language to the younger generation. Traditionally, grandmothers are engaged in raising children in the Siberian Seto community, since, unlike their parents, they are no longer engaged in production. At the moment, those who were brought up by their grandmothers preserve the language best of all. It often happens that the younger siblings, who have not found their grandmothers, do not know the language, while the older ones have a good command of the language. In such cases, parents who once received the language from their grandmothers communicate with older children in Seto, and the younger ones cannot support the conversation, although they understand and answer in Russian. Another factor highlighted in the article is the concentration of speakers. Three cases identified during the author's sociolinguistic survey are shown, in which the variable of speakers concentration turned out to be relevant at a level lower than the local one, in terms of (Grenoble & Whaley 1998). It turned out that even within a very small settlement there may be a different concentration of native speakers of the idiom in different parts, which, in turn, entails differences in the acquisition of languages by children at preschool age. In a very small settlement, the appearance of a critical mass of non-Seto speakers caused the displacement of the idiom from the sphere of home communication and, as a result, its complete disappearance.
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Kurniawati, Wati, Emzir Emzir, and Sabarti Akhadiah. "LANGUAGE VITALITY OF SUNDANESE IN CIANJUR CITY." Jurnal Pendidikan Bahasa dan Sastra 21, no. 1 (July 13, 2021): 37–50. http://dx.doi.org/10.17509/bs_jpbsp.v21i1.36657.
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Sundanese language usage patterns can cause the ethnic language itself to shift because of switching to using Indonesian in interethnic communication. This study aims to identify language vitality of Sundanese in Cianjur City. Observations focused on language transmission, number and proportion of speakers, domains of use, domains and new media, availability of teaching and literacy materials, and quality of documentation. The formulation of the problem is how the language vitality of Sundanese in Cianjur City? This study uses a qualitative approach with ethnographic methods performed with ethnographic research procedures. The research findings show that the condition of language transmission in children's language acquisition is at an insecure level and the language vitality is decreasing. The condition of the number and proportion of Sundanese speakers is classified as unsafe. The language vitality of Sundanese in the age group 0--14 years is decreasing. The domain of Sundanese language use includes languages that function as multilingual equality and speakers use each language for different functions. The language vitality is decreasing. The condition of the Sundanese domain and new media is dynamic because it is used in the domain of education, employment, broadcast media on television and radio, the internet, and the cyber world. The language vitality is good and could go to the language of science. The condition of Sundanese teaching materials and literacy has a variety of written material and is used as an educational language in schools, but is not used as an administrative language and the vitality of language is good and has the opportunity to go to science and technology. The condition of Sundanese documentation is complete, and the language vitality is good. Therefore, language vitality of Sundanese is decreased in intergenerational transmission indicators needs strengthening.
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Templin, Torsten. "Language competition modeling and language policy evaluation." Language Problems and Language Planning 44, no. 1 (July 1, 2020): 45–65. http://dx.doi.org/10.1075/lplp.00055.tem.
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Abstract In this paper, we present a framework for the analysis of effects of language policies on the competition between languages. At the core of this framework is a language competition model that takes into account four pivotal factors for the evolution of the linguistic composition of a society: intergenerational language transmission, formal language education, adult language learning and migration. In contrast to the majority of models available in the literature, our model operates with parameters that can be estimated from empirical socio-linguistic data. It allows the reconstruction of past and simulate future dynamics. Language policies can be modeled as changes in model parameters. Therefore, projections derived from the model can be utilized to compare the effects of different policy options. We use Basque and Spanish within the Basque Autonomous Community in Spain to illustrate the application of the model.
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Lightfoot, David W. "The transmission of Anglo-Norman: Language history and language acquisition by Richard Ingham." Language 90, no. 4 (2014): 963–66. http://dx.doi.org/10.1353/lan.2014.0095.
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Fujita-Round, Sachiyo. "Language Revitalization and the Classroom: Video Workshops at an Elementary School in Miyakojima." Languages 8, no. 1 (December 21, 2022): 4. http://dx.doi.org/10.3390/languages8010004.
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This paper explores a pedagogy for language revitalization in the specific endangered language context of the Miyakoan language in Okinawa Prefecture, Japan. The topic discussed on language revitalization in this paper is a matter of language teaching and learning methodology. The transmission of Miyakoan to the younger generation will be sought in the school domain. There are three guiding research questions: (1) what pedagogy might suit language revitalization, (2) how the school can accommodate this educational goal, and (3) will this educational plan raise pupils’ awareness to learn about the Miyakoan language. First, this paper will review the current direction of Indigenous languages in Japan at the macro socio-historical level. Second, the micro-educational practice will be reported and analyzed. From this micro-educational practice, the role of the school in the community is indicated to become a domain for language revitalization to raise the pupils’ awareness of the local endangered language. The findings also suggest an approach forging the ‘mainstream’ education and pedagogy for language revitalization. Since language transmission is only partially conducted at home in Miyakojima in the 21st century, heritage language education in schools will be essential for revitalizing the language and cosmology of Miyakojima.
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Danovski, Kaloyan, and Markus Brede. "On the evolutionary language game in structured and adaptive populations." PLOS ONE 17, no. 8 (August 30, 2022): e0273608. http://dx.doi.org/10.1371/journal.pone.0273608.
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We propose an evolutionary model for the emergence of shared linguistic convention in a population of agents whose social structure is modelled by complex networks. Through agent-based simulations, we show a process of convergence towards a common language, and explore how the topology of the underlying networks affects its dynamics. We find that small-world effects act to speed up convergence, but observe no effect of topology on the communicative efficiency of common languages. We further explore differences in agent learning, discriminating between scenarios in which new agents learn from their parents (vertical transmission) versus scenarios in which they learn from their neighbors (oblique transmission), finding that vertical transmission results in faster convergence and generally higher communicability. Optimal languages can be formed when parental learning is dominant, but a small amount of neighbor learning is included. As a last point, we illustrate an exclusion effect leading to core-periphery networks in an adaptive networks setting when agents attempt to reconnect towards better communicators in the population.
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鄭依萍, 鄭依萍, and 曾秀雲 曾秀雲. "新住民家庭語言代際傳承經驗." 教育研究月刊 332, no. 332 (December 2021): 082–98. http://dx.doi.org/10.53106/168063602021120332006.
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