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Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 28 січня 2023

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1

Tassinari, Maria Giovanna. "Complexity in Advising for Language Learning: From Theory to Practice." Special Issue: Papers from the AILA 2021 Symposium 13, no. 2 (June 30, 2022): 182–98. http://dx.doi.org/10.37237/130202.

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Анотація:

Research on advising for language learning has benefited from various theoretical frameworks, such as sociocultural theory, ecological theory and, in recent years, the theory of complex dynamic systems. With its holistic perspective on second language acquisition, the theory of complex dynamic systems helps integrate the manifold aspects involved in language development. It recognizes the interrelation of individual and social aspects, of internal and contextual factors, and places the focus on the various, interconnected/ inseparable dimensions of the language learning process. In this paper I will first illustrate some principles of complex dynamic systems theory and their impact on research on second language acquisition and language learner autonomy. Then, I will focus on advising for language learning, as a means of supporting learners as they become more autonomous and they implement change in their unique learning trajectories. Drawing on research on advising from the perspective of complex dynamic systems, I will show how this metatheory helps expand our understanding of advising beyond its conceptualization as a one-to-one interaction between a learner (advisee) and an advisor, by integrating the reflective dialogue between advisor and advisee into additional processes in which both advisor and advisee are involved. Finally, I will reflect on some implications for my own advising practice.

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2

AZILI, Kenan. "AN EVALUATION ON SOME FONOLOGICAL LAYERS IN SULTAN VELED'S TURKISH POEMS." Zeitschrift für die Welt der Türken / Journal of World of Turks 13, no. 2 (August 15, 2021): 21–45. http://dx.doi.org/10.46291/zfwt/130202.

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One of the first key roles in the process of Old Anatolian Turkish (Sometimes, Old Turkey Turkish or Old Ottoman Turkish term is also used instead of this term.) being the written language in Anatolian geography, which is thought to be the source of most of the modern Oghuz written languages, belongs to Sultan Veled, the eldest son of Mevlânâ Celâleddîn-i Rûmî and Gevher Hatun. It is known that Sufis, who is thought to have lived between 1226-1312, wrote Turkish poems in addition to Persian and Greek. It is estimated that the total of these Turkish poems consist of over three hundred couplets. Sultan Veled, who owns the first works written in Anatolia with Yunus Emre; The Turkish couplets in his works such as Dîvân, Rebâbnâme and Ibtidaname are very important in terms of reflecting the development stages of Oghuz. Apart from the written language in Turkistan geography, these couplets provide important linguistic material in order to follow the emergence and development of a new written language in Anatolia. In this study, some phonological variants and related layers in Sultan Veled's Turkish couplets will be evaluated. The typological data of the Oghuz dialects accepted in the literature will be analyzed by making a comparison with these layers. So that the layers of bol- ~ vol- ~ ol- seen in some copies of these couplets and marking an important transition between East and West Turkish will be subject to re-evaluation. Considering nearly twenty phonological layers composed of süçig > süçü ~ süçi and biŋ ~ miŋ and datlu ~ tatlu dichotomies emerging from phonological development such as -g> Ø in layers, are discussed that whether these forms dialectical or developmental stages that reflect the internal dynamics of Oghuz. Thus, some conclusions can be will be tried to be reached where the Turkish couplets of Sultan Veled, one of the first texts written in Anatolia, should be positioned in the process of becoming the written language of Oghuz. Keywords: Oghuz, Old Anatolian Turkish, Sultan Veled, Dialectology, Phonological Layers.

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3

ER AYDEMİR, Nermin, and Bekir DİREKCİ. "ORHON SPEECHS AS A SOURCE OF NATIONAL LANGUAGE POLICY AND BASIC LANGUAGE SKILLS IN TURKISH." Zeitschrift für die Welt der Türken / Journal of World of Turks 13, no. 2 (August 15, 2021): 69–86. http://dx.doi.org/10.46291/zfwt/130204.

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Анотація:

Other than having the feature of being a literary genre, the speech forms the basis of language, culture and education policies since it has the nature of the declaration and advice of the state administrator. Speeches can be considered as constituent language teaching policy texts in terms of their purpose and content while functioning as the construction and preservation of the state tradition. As a matter of fact, the speeches can be viewed from the context of self-presentation to the community represented by the state administrator, and in one respect they contain suggestions for the interlocutor. In the speeches of Turkish cultural history, this interlocutor is not any community or citizen, but directly the Turkish nation. Speeches addressing the Turkish nation also contain codes of strategic importance for nation-based state structuring. Among the specified codes, the codes for Turkish education are also important. In the study, while the function of speech type in the context of language policy was determined in the context of linguistics and educational science, the importance and function of speeches for Turkish education in the history of Turkish education were tried to be determined by linguistic methods. Key Words: Turkish education, speech, linguistics, language policy.

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4

Dofs, Kerstin, and Diego Mideros. "Introduction." Special Issue: Papers from the AILA 2021 Symposium 13, no. 2 (June 30, 2022): 177–81. http://dx.doi.org/10.37237/130201.

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Анотація:

This special issue of SiSAL Journal features papers from the last Research Network on Learner Autonomy (ReNLA) Symposium. The most recent Association Internationale de Linguistique Appliquée (or International Association of Applied Linguistics/ AILA) Congress took place in August 2021.

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5

Borges, Larissa. "A Complex Dynamic Model of Autonomy Development." Special Issue: Papers from the AILA 2021 Symposium 13, no. 2 (June 30, 2022): 200–223. http://dx.doi.org/10.37237/130203.

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Over the last years, language learning has been described as a complex dynamic system, encompassing different interacting subsystems, such as autonomy. In this article, I argue that autonomy development is a complex, dynamic and fluctuating process in which a point of arrival cannot be defined, as autonomy is experienced in a nonlinear and continuous way throughout life, with moments of advances, stability and setbacks, involving the interaction between a large number of processes, elements, agents, among other subsystems. In this paper, I present the Complex Dynamic Model of Autonomy Development (CDMA). This model explains the dynamics of autonomy in learners’ language learning trajectory in light of the complexity paradigm. The model has been used in research and activities with a focus on language learning and language teacher education. It has been discussed with language majoring students, pre-service and in-service language teachers as a tool for reflection, self-awareness and self-regulation, as it enables a comprehensive view of the dynamism and complexity involved in the process of developing both learner autonomy and teacher autonomy.

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6

Dofs, Kerstin. "Book Review: How to Learn Spanish: A Guide to Powerful Principles and Strategies for Successful Learning and Self-Empowerment by Maria Blanco." Special Issue: Papers from the AILA 2021 Symposium 13, no. 2 (June 30, 2022): 307–8. http://dx.doi.org/10.37237/130209.

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Анотація:

This excellent, strategy-loaded little guidebook on learning Spanish is highly applicable for learning any language. It is equally suitable for students, teachers, and language advisors, as students will learn strategies, and teachers and advisors get pointers on how to support students’ autonomous learning.

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7

Borges, Larissa, and Eduardo Castro. "Autonomy, Empathy, and Transformation in Language Teacher Education: A Qualitative Study." Special Issue: Papers from the AILA 2021 Symposium 13, no. 2 (June 30, 2022): 286–304. http://dx.doi.org/10.37237/130207.

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Анотація:

The complexity of language teaching and learning requires teachers to be able to reflect on their own practices, adapt to different situations, and seek solutions that may meet the needs and interests of their students (Borges, 2019; Borges & Magno e Silva, 2019). Moreover, teachers ought to make their learners’ experiences more meaningful and personal in the classroom. In regard to this, teacher education should involve reflections on empathy, so that pre-service teachers can develop the ability to listen actively, welcome their students’ perspectives, and put themselves in their shoes (Mercer, 2016). Teacher education should also entail reflection on autonomy, in a way that pre-service teachers can exercise their agency in their own education, as well as create conditions for the development of autonomy in their classrooms. With that in mind, this study aims to investigate pre-service language teachers’ transformation during two teaching methodology courses at a university in Northern Brazil. Data were generated through teaching diaries and in-class reflections, which were then analyzed qualitatively (Saldaña, 2021). The findings indicate that pre-service teachers not only became aware of the importance of encouraging their learners’ autonomy, but they also became aware of learning autonomously themselves. The diaries also revealed how considering empathy in their practices was pivotal to fostering learner autonomy in the classroom. Implications for language teacher education are discussed.

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8

Mideros, Diego. "Teacher Roles in Promoting Out-Of-Class Learning: Lessons from a Spanish For Specific Purposes Course." Special Issue: Papers from the AILA 2021 Symposium 13, no. 2 (June 30, 2022): 248–61. http://dx.doi.org/10.37237/130205.

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Анотація:

In this paper, I discuss a small-scale case study that explores the important role teachers play in promoting out-of-class learning among their students. Data come from in-depth interviews with three of the teachers who delivered a Spanish for specific purposes blended course. I explored the different ways in which these teachers went about encouraging students to engage with the online segment of the course. The study is mainly informed by the notion of affordances (Cotterall, 2017; Murray, 2017; van Lier, 2004) and the growing body of literature on learning beyond the classroom (LBC) (Benson, 2011; Reinders & Benson, 2017; Reinders, 2020) where teachers play a pivotal role in promoting out-of-class learning. The main takeaway from this study is that for teachers to promote out-of-class learning, they should first identify the learning possibilities available in whatever materials students are to use outside of the classroom. In the case of this study, teachers had to promote the use of the learning platform that students were supposed to engage with as part of their out-of-class learning segment of the course. However, I found that only one teacher fully promoted out-of-class learning simply because she saw value in the platform and was able to help students see such value as well. The opposite was also true; the other two teachers did not seem to see much value in the platform and as a result, they were not entirely successful in promoting out-of-class learning among their students.

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9

Mideros, Diego, and Kerstin Dofs. "Groningen 2021." Special Issue: Papers from the AILA 2021 Symposium 13, no. 2 (June 30, 2022): 305–6. http://dx.doi.org/10.37237/130208.

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Анотація:

This is a summary of the Research Network on Learner Autonomy (ReNLA) symposium entitled “Autonomy in the time of complexity in a changing world” which took place as part of the online AILA Congress 2021. The symposium was a fruitful ground to learn and discuss what autonomy colleagues and enthusiasts are doing to promote and further understand learner autonomy in different parts of the globe.

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10

Jiménez Raya, Manuel, and Borja Manzano Vázquez. "Case Pedagogy in Initial Teacher Education: An Analysis of its Contribution to the Development of Professional Competences for Autonomy." Special Issue: Papers from the AILA 2021 Symposium 13, no. 2 (June 30, 2022): 262–85. http://dx.doi.org/10.37237/130206.

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Анотація:

Case pedagogy is advocated in teacher education for autonomy as a teacher development strategy which can empower (student) teachers to understand and explore the implementation of pedagogy for autonomy. In an initial teacher education module implemented at the University of Granada (Spain), cases have become a crucial tool for promoting student teachers’ professional development towards teacher and learner autonomy. One of the strategies used in the module engages student teachers in exploring the implementation of pedagogy for autonomy during their internship and writing a case narrative on their pedagogical intervention. The present paper analyses six cases developed by student teachers during their internship to examine the dimensions of professional competence towards teacher and learner autonomy identified by Jiménez Raya et al. (2017) that they developed during case construction. These dimensions include 1) developing a critical view of (language) education, 2) centring teaching on learning, 3) managing local constraints to open up spaces for manoeuvre, and 4) interacting with others in the professional community.

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11

Mideros, Diego. "Teacher Roles in Promoting Out-Of-Class Learning: Lessons from a Spanish For Specific Purposes Course." Special Issue: Papers from the AILA 2021 Symposium 13, no. 2 (June 30, 2022): 248–61. http://dx.doi.org/10.37237/130204.

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Анотація:

In this paper, I discuss a small-scale case study that explores the important role teachers play in promoting out-of-class learning among their students. Data come from in-depth interviews with three of the teachers who delivered a Spanish for specific purposes blended course. I explored the different ways in which these teachers went about encouraging students to engage with the online segment of the course. The study is mainly informed by the notion of affordances (Cotterall, 2017; Murray, 2017; van Lier, 2004) and the growing body of literature on learning beyond the classroom (LBC) (Benson, 2011; Reinders & Benson, 2017; Reinders, 2020) where teachers play a pivotal role in promoting out-of-class learning. The main takeaway from this study is that for teachers to promote out-of-class learning, they should first identify the learning possibilities available in whatever materials students are to use outside of the classroom. In the case of this study, teachers had to promote the use of the learning platform that students were supposed to engage with as part of their out-of-class learning segment of the course. However, I found that only one teacher fully promoted out-of-class learning simply because she saw value in the platform and was able to help students see such value as well. The opposite was also true; the other two teachers did not seem to see much value in the platform and as a result, they were not entirely successful in promoting out-of-class learning among their students.

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12

Bánhegyi, Mátyás, and Balázs Fajt. "University Students’ Autonomous Learning Behaviors in Three Different Modes of ICT-Based Instruction in the COVID-19 Era: A Case Study of Lockdown Learning." Studies in Self-Access Learning Journal 13, no. 1 (March 29, 2022): 5–30. http://dx.doi.org/10.37237/130102.

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This paper explores Hungarian university students’ autonomous learning behaviors during the first wave of the COVID-19 pandemic in Hungary (March-June 2020). A self-developed questionnaire was used to explore some aspects of learner autonomy relying on the action-oriented dimensions of Tassinari’s (2015) dynamic model of learner autonomy. The present paper aimed to investigate how university students in Hungary regulated their learning processes during the first wave of the COVID-19 epidemic in 2020 with regards to three Information and Communication Technology (ICT)-based teaching modes. Based on a quantitative study of the constructs of goal setting, management of the learning process and monitoring of efficiency, the researchers examine to what extent students were capable of adapting, through the exercise of learner autonomy, to challenges posed by the altered learning environment. Results of the study also show that participants had different perceptions of the three teaching modes and that students’ exercise of learner autonomy influenced their perception of these ICT-based teaching modes.

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13

Makebo, Tadiwos Hambamo, Mebratu Mulatu Bachore, and Zeleke Arficho Ayele. "Investigating the Correlation Between Students’ Reading Fluency and Comprehension." Journal of Language Teaching and Research 13, no. 2 (March 1, 2022): 229–42. http://dx.doi.org/10.17507/jltr.1302.02.

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Анотація:

The purpose of this research was to investigate the relationship between students' reading fluency and comprehension. It is a correlational design. A purposive sampling technique was employed to select the district, school, students, and grade level. Accordingly, 100 students participated in the study. As the research was quantitative, reading comprehension tests and comprehension-based silent reading fluency tests were applied to collect data. The data was analyzed using statistical techniques like Pearson product-moment correlation and linear regression. The findings revealed that reading accuracy level and reading rate, which are the parameters of reading fluency, were strongly correlated (r =. 885, P < 0.01) with each other. However, silent reading fluency (SRF) had a moderate correlation with reading comprehension. Moreover, the reading rate had a strong positive correlation with reading accuracy (r =.885, p < 0.01, and reading comprehension (r =.410, p<0.01). In addition, the linear regression outputs confirmed that the higher the students' reading rate and accuracy level, the higher their reading comprehension (Beta = 0.42, t = 4.53, p < 0.05). It means that when reading rate and accuracy increase, so do their reading comprehension. The results suggest that reading rate and accuracy levels are valid measures of reading ability when students read silently with comprehension

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14

Endsjø, Dag Øistein. "The Return of Alexander the Great in the Third Century A.D.: a Question of Daimones and Physical Immortality." Classica et Mediaevalia 70 (January 13, 2022): 149–79. http://dx.doi.org/10.7146/classicaetmediaevalia.v70i.130262.

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Why was an unknown man insisting he was Alexander the Great received with distinct deference by Roman officials and Bacchic celebration by hundreds of attendants around A.D. 221? Examining Dio Cassius’s presentation in light of contemporary beliefs, one finds that the enthusiastic reception most probably was due to the con-viction that Alexander had actually returned physically immortal and deified, either resurrected or never having died at all. The respectful awe of the officials was also most likely caused by either this belief or by their holding that this was the dead and disembodied hērōs of the famed conqueror.

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15

Slobin, Greta N., and Aleksei Remizov. "Iveren': Zagoguliny moei pamiati (Modern Russian Literature and Culture, Studies and Texts, Vol. 7)." Russian Review 47, no. 2 (April 1988): 229. http://dx.doi.org/10.2307/130002.

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16

Suny, Ronald Grigor, and Tim McDaniel. "Autocracy, Capitalism, and Revolution in Russia." Russian Review 49, no. 2 (April 1990): 210. http://dx.doi.org/10.2307/130022.

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17

Gleason, Gregory, and Alexander J. Motyl. "Will the Non-Russians Rebel? State, Ethnicity, and Stability in the USSR." Russian Review 49, no. 1 (January 1990): 116. http://dx.doi.org/10.2307/130102.

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18

Evans, Alfred, and Vladimir Shlapentokh. "Soviet Ideologies in the Period of Glasnost: Responses to Brezhnev's Stagnation." Russian Review 49, no. 3 (July 1990): 380. http://dx.doi.org/10.2307/130200.

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19

Weickhardt, George G., and Padma Desai. "Perestroika in Perspective: The Design and Dilemmas of Soviet Reform." Russian Review 49, no. 3 (July 1990): 382. http://dx.doi.org/10.2307/130201.

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20

Roosevelt, Priscilla R. "Emerald Thrones and Living Statues: Theater and Theatricality on the Russian Estate." Russian Review 50, no. 1 (January 1991): 1. http://dx.doi.org/10.2307/130207.

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21

Gregg, Richard, and Aksakov. "The Decline of a Dynast: From Power to Love in Aksakov's Family Chronicle." Russian Review 50, no. 1 (January 1991): 35. http://dx.doi.org/10.2307/130209.

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22

Dunning, Chester S. L., Ruslan G. Skrynnikov, and Hugh F. Graham. "R. G. Skrynnikov, the Time of Troubles, and the "First Peasant War" in Russia." Russian Review 50, no. 1 (January 1991): 71. http://dx.doi.org/10.2307/130212.

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23

Hutchings, Stephen C., and Linda J. Ivanits. "Russian Folk Belief." Russian Review 50, no. 1 (January 1991): 90. http://dx.doi.org/10.2307/130220.

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24

Saul, Norman E., Basil Dmytryshyn, E. A. P. Crownhart-Vaughan, and Thomas Vaughan. "The Russian American Colonies: A Documentary Record, 1798-1867. Vol. 3 of To Siberia and Russian America: Three Centuries of Russian Eastward Expansion, 1558-1867." Russian Review 50, no. 1 (January 1991): 92. http://dx.doi.org/10.2307/130222.

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25

Raleigh, Donald J., Diane P. Koenker, William G. Rosenberg, and Ronald G. Suny. "Party, State, and Society in the Russian Civil War: Explorations in Social History." Russian Review 50, no. 1 (January 1991): 103. http://dx.doi.org/10.2307/130232.

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26

Kipp, Jacob W., Bruce W. Watson, and Susan M. Watson. "The Soviet Naval Threat to Europe: Military and Political Dimensions." Russian Review 50, no. 1 (January 1991): 115. http://dx.doi.org/10.2307/130242.

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27

Engel, Barbara Alpern. "St. Petersburg Prostitutes in the Late Nineteenth Century: A Personal and Social Profile." Russian Review 48, no. 1 (January 1989): 21. http://dx.doi.org/10.2307/130252.

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28

Roosevelt, Priscilla R., and Andrzej Walicki. "Legal Philosophies of Russian Liberalism." Russian Review 48, no. 1 (January 1989): 90. http://dx.doi.org/10.2307/130262.

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29

Lih, Lars T., and E. A. Rees. "State Control in Soviet Russia: The Rise and Fall of the Workers' and Peasants' Inspectorate, 1920-1934." Russian Review 48, no. 1 (January 1989): 102. http://dx.doi.org/10.2307/130272.

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30

Robinson, Harlow, and Caryl Emerson. "Boris Godunov: Transpositions of a Russian Theme." Russian Review 48, no. 1 (January 1989): 115. http://dx.doi.org/10.2307/130282.

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31

Getty, J. Arch. "State, Society, and Superstition." Russian Review 46, no. 4 (October 1987): 391. http://dx.doi.org/10.2307/130292.

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32

Trechter, Sara. "Endangered Languages.:Endangered Languages." Journal of Linguistic Anthropology 5, no. 2 (December 1995): 234–37. http://dx.doi.org/10.1525/jlin.1995.5.2.234.

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33

Garrett, Paul B. "Contact languages as “endangered” languages." Journal of Pidgin and Creole Languages 21, no. 1 (May 5, 2006): 175–90. http://dx.doi.org/10.1075/jpcl.21.1.05gar.

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34

STASSEN, LEON. "AND-languages and WITH-languages." Linguistic Typology 4, no. 1 (2000): 1–54. http://dx.doi.org/10.1515/lity.2000.4.1.1.

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35

Darnell, Regna. "Quebec's Aboriginal Languages.:Quebec's Aboriginal Languages." Journal of Linguistic Anthropology 8, no. 1 (June 1998): 117–18. http://dx.doi.org/10.1525/jlin.1998.8.1.117.

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36

Haider, Hubert, and Luka Szucsich. "Slavic languages – “SVO” languages without SVO qualities?" Theoretical Linguistics 48, no. 1-2 (June 1, 2022): 1–39. http://dx.doi.org/10.1515/tl-2022-2035.

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Анотація:

Abstract Slavic languages are commonly classified as SVO languages, with an exceptional property, though, namely an atypically extensive variability of word order. A systematic comparison of Slavic languages with uncontroversial SVO languages reveals, however, that exceptional properties are the rule. Slavic languages are ‘exceptional’ in so many syntactic respects that SVO appears to be a typological misnomer. This fact invites a fresh look. Upon closer scrutiny, it turns out that these languages are not exceptional, but regular members of a different type. They are representative of a yet unrecognised type of clause structure organisation. The dichotomy of ‘head-final’ and ‘head-initial’ does not exhaustively cover the system space of the make-up of phrases. In addition, there arguably exists a third option (T3). This is the type of phrasal architecture in which the head of the verb phrase is directionally unconstrained. It may precede, as in VO, it may follow, as in OV, and it may be sandwiched by its arguments within the phrase. From this viewpoint, the Slavic languages cease to be exceptional. They are regular representatives of the latter type, and, crucially, their collateral syntactic properties predictably match the properties of this type.

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37

Haider, Hubert, and Luka Szucsich. "Slavic languages are Type 3 languages: replies." Theoretical Linguistics 48, no. 1-2 (June 1, 2022): 113–42. http://dx.doi.org/10.1515/tl-2022-2036.

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38

Pearson, Bruce. "The Languages of Japan:The Languages of Japan." Journal of Linguistic Anthropology 3, no. 1 (June 1993): 126–27. http://dx.doi.org/10.1525/jlin.1993.3.1.126.

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Thomason, Sarah, and William Poser. "Fantastic Linguistics." Annual Review of Linguistics 6, no. 1 (January 14, 2020): 457–68. http://dx.doi.org/10.1146/annurev-linguistics-011619-030459.

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Анотація:

Many nonlinguists believe that their ability to speak at least one language provides special insight into the essence of languages and their histories. One result of this belief is a plethora of theories about language from a surprising variety of perspectives: where particular languages (or all languages) originated, which languages are related by a shared history, how undeciphered writings or pseudowritings are to be read, how language figures in paranormal claims as “evidence” for reincarnation and channeled entities, and much, much more. This review surveys some of the major areas in which fringe and crackpot claims about language thrive. Only a few topics and examples can be covered in the limited space of a single article, but these should be enough, we hope, to suggest the range of wonderfully wacky pseudolinguistic notions out there.

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Oberlin, Adam. "Nordic Studies: Languages and Linguistics." Year’s Work in Modern Language Studies 82, no. 1 (April 15, 2022): 541–73. http://dx.doi.org/10.1163/22224297-08201030.

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Oberlin, Adam. "Nordic Studies: Languages and Linguistics." Year’s Work in Modern Language Studies 81, no. 1 (May 25, 2021): 611–33. http://dx.doi.org/10.1163/22224297-08101038.

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Wurm, Stephen A. "Endangered Languages, Multilingualism and Linguistics." Diogenes 47, no. 185 (March 1999): 56–66. http://dx.doi.org/10.1177/039219219904718507.

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Oberlin, Adam. "Nordic Studies: Languages and Linguistics." Year’s Work in Modern Language Studies 79, no. 1 (May 28, 2019): 585–601. http://dx.doi.org/10.1163/22224297-07901044.

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Oberlin, Adam. "Nordic Studies: Languages and Linguistics." Year’s Work in Modern Language Studies 80, no. 1 (June 17, 2020): 761–80. http://dx.doi.org/10.1163/22224297-08001046.

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Dorian, Nancy C., Robert H. Robins, and Eugenius M. Uhlenbeck. "Endangered Languages." Language 70, no. 4 (December 1994): 797. http://dx.doi.org/10.2307/416328.

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Siskin, H. Jay, and Bette Hirsch. "Languages of Thought: Thinking, Reading and Foreign Languages." Modern Language Journal 75, no. 1 (1991): 128. http://dx.doi.org/10.2307/329847.

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Grace, George W. "How Do Languages Change? (More on "Aberrant" Languages)." Oceanic Linguistics 31, no. 1 (1992): 115. http://dx.doi.org/10.2307/3622968.

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Gaffney, Patrick. "The Languages of Jerusalem.:The Languages of Jerusalem." Journal of Linguistic Anthropology 4, no. 1 (June 1994): 107–9. http://dx.doi.org/10.1525/jlin.1994.4.1.107.

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March-Russell, Paul. "The Bloomsbury Handbook to Katherine Mansfield, Todd Martin (ed.) (2021)." Short Fiction in Theory & Practice 12, no. 1 (April 1, 2022): 105–9. http://dx.doi.org/10.1386/fict_00054_5.

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König, Christa. "Khoisan Languages." Language and Linguistics Compass 2, no. 5 (September 2008): 996–1012. http://dx.doi.org/10.1111/j.1749-818x.2008.00084.x.

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