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BiLingo Welsh language accusations: Children's commissioner alerted - BBC News

BiLingo Welsh language accusations: Children's commissioner alerted - BBC News | The World of Indigenous Languages | Scoop.it
BBC NewsBiLingo Welsh language accusations: Children's commissioner alertedBBC NewsThe children's commissioner for Wales has been alerted to claims that pupils have been told off for speaking English at Welsh-medium schools in Ceredigion.
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Klallam language gets boost in writing with grammar book

Klallam language gets boost in writing with grammar book | The World of Indigenous Languages | Scoop.it
PORT ANGELES — The language of the Klallam people took another deep breath last week.

A 392-page hardcover tome, humbly titled Klallam Grammar, was cause for celebration at the Elwha Klallam Heritage Center as tribal elder — and Port Angeles High School language teacher — Jamie Valadez was recognized alongside Timothy Montler, the nationally known linguist who wrote the book.

“It's fun,” Montler said when asked what motivated him to devote decades to both Klallam Grammar and its predecessor, the Klallam Dictionary.

Montler estimated that book, published in late 2012, contains 12,000 Klallam words.

Klallam collaborators

Over the years, Montler collaborated with the late Ed Sampson, Tom Charles, Adeline Smith and other Lower Elwha Klallam tribal members on the dictionary and the grammar text.

“The elders I work with are really cool people,” said the linguist, a professor at the University of North Texas.

Valadez, for her part, has been using the dictionary and drafts of the grammar book for years in her Klallam language and culture courses at Port Angeles High.

Since 1999, she said, some 500 students have learned to speak Klallam.

“Jamie has been really determined” to ensure that this is a living language, Montler said.

“She's been able to get along with changing school boards. She does it gently but determinedly.”

Copies distributed

The Lower Elwha Klallam Tribal Council purchased 300 copies of Klallam Grammar and provided them to tribal members and their households, noted Wendy Sampson, a grant manager and teacher in the tribe's Klallam Language Program.

Meanwhile, Klallam tongue twisters, videos, sound files, games and a downloadable keyboard with the Klallam alphabet are among the materials available on Montler's website, www.cas.unt.edu/~montler.

He and the Klallam people embarked on the dictionary project in 1978.

Back then, he was a graduate student, and there were about 100 native Klallam speakers — but children were learning the language, he said.

On Thursday night at the Elwha center, Montler signed copies of Klallam Grammar, the Klallam drum and dance group performed its Welcome Song and Whale Song, and tribal leaders admired the book.

The volume is available for $60 at the Elwha Klallam Heritage Center, 401 E. First St., and via the University of Washington Press website, www.washington.edu/uwpress.

Annual visitor

Montler comes to Port Angeles about once a year, said Wendy Sampson, for an intense week of work with tribal staffers, transcribing elder stories from Klallam to English and helping with various projects.

“This week, we worked on stories and recorded models that align with the grammar book, which are available to download online,” she said.

“We will also be gathering our Klallam Language Teacher Certification Board — Tim, Jamie Valadez and I — to certify new language teachers and recertify teachers. They all go through the process every three years.”

With its translations and exercises, Klallam Grammar works for both linguists and lay people, Marianne Mithun, author of The Languages of Native North America, writes on the UW website.

The book, she noted, is “an absolutely extraordinary work in every way.”

_________

Features Editor Diane Urbani de la Paz can be reached at 360-452-2345, ext. 5062, or at diane.urbani@peninsuladailynews.com.

Last modified: May 31. 2015 12:44AM
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Enfin un dictionnaire pour comprendre les clowns!

Enfin un dictionnaire pour comprendre les clowns! | The World of Indigenous Languages | Scoop.it
Quel plaisir, quelle joie incommensurable de tenir en mes mains cette œuvre dont tout le milieu clownesque a entendu parler de sa préparation depuis des lustres! C'est un véritable travail de moine qu'a effectué Yves Dagenais (maître ès clown) pour crée Le petit auguste alphabétique, le tout premier dictionnaire universel des clowns, augustes, excentriques et autres comiques. Près de 20 années auront été nécessaires afin de publier ce qui deviendra, sans l'ombre d'un doute, un ouvrage de référence et qui sera assurément bonifié dans de prochaines éditions. On y retrouve pas moins de 3 000 noms de clowns de partout dans le monde. On parle autant des Charlie Chaplin, Louis de Funès, Pierre Richard, Pipo et Rhum, Chocolat et Nicolette, que des Sol et Gobelet, Adrénaline et Alfredo di Carbonara, Fredolini, Jamie Adkins, Patrick Léonard et plusieurs autres.

Comédien, clown, auteur et metteur en scène, Yves Dagenais est directeur du Centre de recherche en art clownesque et de la revue Clownpedia,en plus d'être collaborateur au magazine spécialisé Culture-clown. Plus encore, il enseigne l'art clownesque dans plusieurs institutions d'enseignement supérieur tant au Québec qu'en France. « Avec ce livre, j'ai voulu regrouper dans un seul ouvrage les artistes qui ont fait rire et tant fait pour l'humanité, autant sur scène que dans la "vraie" vie », mentionne-t-il. D'entrée de jeu, Yves Dagenais « s'adresse d'abord aux étudiants en art clownesque, puis aux artistes clowns, et enfin à tous ceux qui sont fascinés par cet art ». Chacune des pages feuilletées m'apprit de nombreuses et nouvelles informations. À titre d'exemple, c'est avec un grand étonnement et un certain malaise que j'ai appris que plusieurs clowns n'avaient qu'une éducation sommaire et, trop souvent, que l'analphabétisme ne leur permettait guère de retourner des documents écrits, des notes et des dates précises.

C'est tout simplement passionnant pour moi de découvrir et de constater plus encore l'étendue et la portée de cet art, parfois honni, parfois malmené, souvent incompris. « Il y a depuis toujours une troublante synthèse d'expressions et de sentiments mêlés qui font du clown une créature imprévisible », écrit l'historien, auteur et grand collectionneur Pascal Jacob, dans sa préface du livre.

Carolyne ''Tiroline'' Aubert et Yves Dagenais

Lors du lancement officiel à la Tohu, c'était très drôle de voir plusieurs collègues tenir fièrement leur copie du précieux grimoire et se précipiter afin de savoir si leur nom y apparaissait! Bien entendu, nous avons tous vérifié et les blagues sont venues rapidement... Humour clownesque oblige! Chacun se vante d'être « passé à l'histoire », avec raison, mais sans se prendre trop au sérieux De demander à son ami d'autographier sa copie, à la page où son nom figure. Un collègue a même prit une gageure avec moi, affirmant que son nom ne figurerait sûrement pas dans le répertoire. C'est avec grand plaisir que le lui répondis, photo à l'appui, qu'il se gourait, et que je lui ai demandé de me verser ledit montant par PayPal illico! Ce qu'il s'empressa de faire!

Ce que je retiens ? Non seulement le document s'avère juste, factuel et sans jugement aucun sur les types de clowns et leurs façons d'aborder la chose clownesque, mais il se fait un devoir d'être inclusif et représentatif des diverses facettes du métier.

En fait, le Petit auguste alphabétique, c'est bien plus que cela! Avec ce précieux dictionnaire, on découvre toute la mesure de l'art clownesque et plusieurs personnages passent ainsi à l'Histoire avec un grand H. Il s'agit là d'un document qui fait office de mémoire collective. C'est très simple et d'une évidence sans équivoque : tout clown qui se respecte devrait avoir son exemplaire personnel du Petit auguste alphabétique; tout comme le Larousse et le Bescherelle se retrouvent couramment sur nos tablettes. À l'instar de Calixte de Nigremont, qu'on a pu voir lors des spectacles du Festival mondial du cirque de demain à La Tohu, qui en a fait sa lecture de chevet, je l'emporte avec moi, afin de le consulter ad nauseam.

Mes hommages et mes respects à Monsieur Yves Dagenais pour la réalisation de ce magnifique bouquin. Je tiens également à souligner l'apport et le soutien de plusieurs acteurs de la communauté circassienne québécoise, qui ont permis à ce projet de voir jour.
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Collège : l'avenir des langues régionales inquiète des universitaires

Collège : l'avenir des langues régionales inquiète des universitaires | The World of Indigenous Languages | Scoop.it
Des membres du Conseil national des universités expriment leur inquiétude face à la réforme du collège. Ils craignent qu'elle ne limite la place réservée aux langues régionales.


sprechblasen2801a © Fiedels

Des universitaires membres du Conseil national des universités (CNU) ont obtenu le vote d’une motion défendant les langues régionales. Dans le texte, remis à l’AFP, les signataires « tiennent à manifester leur inquiétude » vis-à-vis de la réforme du collège, qui menacerait pour eux « la place concédée jusqu’ici » à ces idiomes.

Membres de la 73e section du CNU, baptisée « Cultures et langues régionales », ils défendent, en vrac, l’alsacien, le basque, le breton, le catalan, le corse, l’occitan et le créole.

Langues régionales et interdisciplinarité

« Supprimer toute possibilité d’étudier une langue régionale en 6e revient à rendre impossible la continuité de cet enseignement de la maternelle à l’université, continuité pourtant réaffirmée dans la récente loi de refondation de l’école. Persuadés des vertus d’une interdisciplinarité que nous pratiquons nous-mêmes, nous rappelons qu’il ne peut y avoir d’interdisciplinarité fructueuse qui ne s’appuie sur des savoirs disciplinaires préalables », écrivent les universitaires.

Dans leur motion, relayée par l’AFP, ils craignent, si la réforme est adoptée en l’état, « de se trouver face à un simple saupoudrage sur quelques mois interdisant toute continuité d’une année sur l’autre ». Les universitaires, qui demandent à Najat Vallaud-Belkacem de modifier son projet de réforme en conséquence, ajoutent « avoir du mal à concevoir qu’on puisse considérer les langues régionales existant actuellement comme des filières élitistes et de prestige, en regard de la façon dont l’institution scolaire a longtemps traité ces langues au fil des deux derniers siècles ».

Pour un « statut » d’enseignant de langues régionales

Le 22 avril, dans un communiqué, le Partit Occitan (autonomiste et écologiste de gauche) avait reproché à la réforme des collèges d’avoir « complètement oublié » l’enseignement des langues régionales, et de l’occitan en particulier. « Que vont devenir les heures d’enseignements optionnels ? Les décisions prises à Paris ignorent cette réalité qui concerne des dizaines de milliers d’élèves et des centaines de professeurs. A travers eux c’est notre patrimoine linguistique et culturel qui est menacé de disparition », écrit le parti.

Le Partit Occitan demande la création d’un « véritable statut à l’enseignement des langues régionales ». Et de conclure, dans son communiqué : « la diversité linguistique est un atout qu’il faut préserver activement ».
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Éditions Marchialy : le pari de la non-fiction

Éditions Marchialy : le pari de la non-fiction | The World of Indigenous Languages | Scoop.it
Quatre jeunes gens dynamiques, par ailleurs salariés dans les médias et l’édition, ont décidé de consacrer leur temps libre à un projet ambitieux : monter leur maison d’édition.

28/5/15 - 16 H 12


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Editions Marchialy
Christophe Payet et Cyril Gay de Marchialy, lisant la version originale de leur futur livre
Peu de livres, mais une attention aiguë aux choix et à la forme. Ils se lanceront fin 2015 avec un premier titre de l’Américain Jake Adelstein.

Entretien avec l’un des fondateurs, Christophe Payet.

La Croix : Le secteur éditorial n’est pas le plus florissant actuellement, pourquoi vous lancer dans cette aventure ?

Christophe Payet : L’envie remonte à loin. Lorsque nous étions étudiants à Bordeaux nous avions ébauché un projet de revue sur la même ligne éditoriale. Il nous est apparu intéressant de réunir nos compétences aujourd’hui (1), à la fois éditoriales et graphiques, pour créer Marchialy. Pour porter des projets aux frontières de la littérature et du journalisme, ce que les Anglo-saxons appellent la « creative non-fiction ».

Le paysage éditorial est peut-être saturé de romans et de fictions, mais pas de ce type de livres, qui existent au contraire fortement à l’étranger.

Pourquoi cette ligne de la non-fiction ?

Christophe Payet : Nous sommes tous les quatre d’une génération qui a commencé sa vie professionnelle avec l’explosion des Mooks, ces périodiques offrant la possibilité d’articles longs formats, qui ont renouvelé le genre journalistique et créé une demande du lectorat. Or dans l’édition il y a très peu de projets de ce type, tandis que nombre d’histoires méritent un développement plus long qu’un grand article.

Nous aimerions aller chercher ces projets où ils existent, bien sûr outre-Atlantique où s’inscrit de longue date une tradition de la non-fiction littéraire, du « gonzo-journalisme », mais aussi faire émerger des auteurs français et francophones, aller chercher des plumes qui se dévoileront sur ce terrain-là.

Quel sera votre premier titre ?

Christophe Payet : La maison s’est lancée du jour au lendemain autour de la traduction du livre de l’Américain Jake Adelstein, Tokyo Vice, paru en 2009 chez Pantheon Books, la maison du franco-américain André Schiffrin.

C’est l’opportunité d’acheter les droits de ce texte qui a déclenché la naissance des éditions Marchialy, qui couvait depuis quelques années. Le livre est en cours de traduction et sortira en janvier 2016 en même temps que nous lancerons la maison, en présence de l’auteur qui a tenu à venir pour l’occasion.

Vous vous appuyez sur un financement participatif, faisant appel aux bonnes volontés, même modestes…

Christophe Payet : Oui nous sommes une génération qui est habituée à faire des choses en étant fauchée ! Nous avons créé une SARL au capital de 1 000 €, symboliquement pour acheter les droits de Tokyo Vice, mais cela ne couvre pas les frais important de sa traduction et de sa fabrication. Le crowdfunding, via la plate-forme KissKissBankBank, nous donne la possibilité de mobiliser les gens autour de notre projet avant même sa réalisation. Cela n’a pas que des vertus financières, c’est très enthousiasmant et motivant. Les retours des internautes, des proches mais désormais aussi des inconnus, venus nous encourager, sont très stimulants. Nous avons jusqu’à la fin du mois de juin pour collecter les fonds dont nous avons besoin pour créer la maison.
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Researchers to address lingering myths about impact of bilingualism

Researchers to address lingering myths about impact of bilingualism | The World of Indigenous Languages | Scoop.it
Even in Quebec, where bilingual and immersion programs abound, doubts persist about potential disadvantages of bilingualism, and parents and educators still grapple with the best way to produce bilingual citizens.
A public lecture at McGill University on Friday night — Perspectives on Bilingualism: From Birth to Aging — hopes to debunk some of the most persistent myths about bilingualism.

Denise Klein, a researcher at the Montreal Neurological Institute focused on language and the brain, has organized a public lecture as part of a two-day international symposium on bilingualism and the brain that started on Thursday at the MNI.

“People still always want to know which language to focus on, which language to read to their children, which kindergarten they should choose,” Klein said. “Bilingualism is complex. Quebec is a particularly interesting place because both languages have high value and are used in everyday life.”

In addition to Klein, the panel will include Fred Genesee, from McGill’s department of psychology, and Howard Chertkow, director of the Bloomfield Centre for Research in Aging.

Genesee spoke to the Montreal Gazette about early bilingualism. Some of his answers have been shortened for space restrictions.

Q: What will be the focus of your message on Friday?

A: Addressing the kinds of concerns parents and educators often have, either about raising children bilingually in the home or educating them. Even in Montreal, where many, many children grow up learning two languages, people have lots of concerns about this, especially during the preschool years. They’re worried that if the parents use two different languages as soon as the child is born, the child might get confused or it may delay their language development and they might not acquire full competence in the language. And when you talk to parents who are thinking about sending their children to immersion or bilingual programs, they’re concerned about what will happen to their native language. So I want to identify myths that persist about early dual language learning. Like the idea that the brain is monolingual so learning two languages adds extra demands to the system. Children are far more capable than we generally give them credit for.

Q: Doesn’t research show quite conclusively that bilingualism is a benefit?

A: Parents and educators call and email and still have these doubts in the backs of their heads that this is more than some children can handle. There’s often the belief that there are trade-offs, that because they’re doing twice as much as a monolingual child that there has to be some cost somewhere, that they’ll be less proficient or slower. All this research coming out shows the cognitive benefits and makes the prospect of being bilingual very appealing to parents, but it doesn’t necessarily address these other concerns.

Q: So you are trying to put parents’ concerns to rest? It seems surprising there are still so many concerns in Quebec, where bilingual programs are ubiquitous.

A: That’s true, but it doesn’t mean parents aren’t worried, especially for children with developmental problems. Parents are often advised to take them out of bilingual programs or not to raise them bilingually. For the most part that’s not necessary because they can be bilingual. Certainly for the French-speaking community there is still great concern over raising children bilingually. It’s true the English community has adapted to a bilingual reality, but that’s not true in the francophone population. They’ve been told it’s not a good thing, that it could affect their French proficiency.

Q: Is there evidence that learning a second language affects the first language skills?

A: We find there are factors that affect language development, but it doesn’t put children at risk. And there aren’t necessarily trade-offs and time isn’t necessarily the most important thing to consider, and younger is not necessarily better. Children who begin to learn a second language later do just as well as those who learn earlier.

Q: Can a bilingual or immersion program be as effective for learning a second language as going to an actual French (or English) school?

A: That’s a good question. In terms of learning French as a second language, being in a French school would probably boost their French, but if the English instruction is weak they might actually have some setbacks in terms of reading and writing abilities. If your primary concern is French, then being in a French school is the route to go. But you don’t necessarily know what’s going to happen to their English.

* The public lecture is on Friday at 7 p.m., Jeanne Timmins Amphitheatre of the MNI, 3801 University St.

kseidman@montrealgazette.com

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La langue universelle

La langue universelle | The World of Indigenous Languages | Scoop.it
L’apprentissage d’une langue est un mystère, quoiqu’en disent les spécialistes de cette science des pédagogues qu’est la pédagogie selon lesquels tout peut s’expliquer aisément et, bien entendu, scientifiquement.


Ils sont toujours nombreux et prompts à donner des recettes, à proposer des formules et au final à participer à des réformes, avant de tout revoir lorsqu’ils constatent que leurs conseils n’ont pas donné les résultats escomptés. Mais qui a un jour pensé à la première personne qui a inventé la pédagogie ? Après tout, chaque science, dure ou molle, a eu un inventeur ou des précurseurs. Non, là il faut croire que la pédagogie n’a pas de père. Par contre, elle a des enfants qui ont appris des choses sur la nature et les hommes. Histoire, géographie, mais d’abord lecture et écriture. Et puis il y a la langue de l’apprentissage. Partout ailleurs, depuis que la pédagogie existe, sauf à quelques exceptions, ce problème ne se pose pas. C’est en effet dans la langue maternelle que l’on commence à apprendre aux enfants à bien lire et comprendre les choses de la nature et des gens. Même dans les pays où, pour des raisons historiques et culturelles, il existe un bilinguisme, voire un trilinguisme, on a décidé et l’on a tranché. C’est le cas, par exemple du Canada, de la Belgique ou dans une moindre mesure de la Suisse. Il ne reste alors à régler que la question du début, à savoir la pédagogie. Le comment faire et le savoir-faire qui va avec afin que l’apprenant devienne capable de se débrouiller avec la quantité de savoirs et de connaissances qui lui restent à compléter jusqu’à un niveau ou un autre.

Il va donc sans dire que la question de la langue de l’apprentissage est primordiale. Ne pas la trancher c’est coacher un apprenti nageur dans la vastitude d’un désert. Or, c’est un peu le cas de tous ces «pédagogues» spontanés qui ont envahi la scène politique depuis quelques mois et donnent leur avis sur tout et notamment l’enseignement et l’instruction de la génération future à l’horizon 2030. A part les spécialistes et les personnes qui ont une légitimité scientifique ou intellectuelle pour émettre des avis, on ne voit pas ce que l’homme de la rue, le journaliste lambda ou l’usager du bus ont à dire de sens sur la question.

Pourtant, on lit et on entend tous les jours des choses ahurissantes sur la réforme de l’enseignement proférées par la foule comme s’il s’agissait d’un match de foot. Tout le monde a un avis sous prétexte que telle est la démocratie et aussi l’esprit de la Constitution et ses dispositions. A ce sujet, vous remarquerez que l’on ne peut plus avoir une conversation ou une altercation aussi banale soient-elles sans que tel intervenant brandisse les fameuses «mouqtadayate addoustour» (les dispositions de la Constitution). Une génération de constitutionalistes est née à l’insu des experts qui, dégoûtés, rangent leurs Dalloz et rongent leurs freins. Jusqu’à ce gardien de voitures hargneux qui négociait quelques dirhams de plus avec un automobiliste qui avait déjà alimenté l’horodateur. «Akhouya hada haq doustouri», réclamait le gardien à l’automobiliste qui contenait difficilement une réaction courroucée et peu démocratique. Or voilà le problème: dans une société moderne ou démocratique, l’horodateur fait fonction de gardien comme les feux de la circulation se substituent à l’agent du même nom. C’est-à-dire que la machine est une fiction que le citoyen se doit d’intégrer sans avoir besoin de personnaliser ce qu’elle représente. C’est cette représentation, c’est-à-dire ce passage de la réalité à la fiction qui fait sens. La loi est donc une fiction et non pas un gourdin. Or, seule l’éducation conduit à l’intégration de ce sens dans la vie en société, sans pour autant conduire (il ne faut pas rêver) à une sagesse collective qui est du domaine de l’idéal vers lequel on pourrait tendre. Certes, comme nous disons souvent, nous sommes dans l’enfance de cet apprentissage de la démocratie et de ses devoirs et privilèges.  Tout apprentissage ou enseignement public, pour revenir à notre sujet du départ, devraient relever du débat d’idées loin des pédagogues spontanés et des démagogues hallucinés qui ont envahi la scène politique, médiatique et culturelle. Tous ceux-là et ceux aussi qui tirent profit de la confusion des genres cherchent à entretenir le doute dans les esprits au nom de valeurs dont ils pensent être les seuls gardiens légitimes.     

La langue de l’apprentissage est certes un point nodal et doit être tranchée. Parfois, et pour paraphraser une formule sur les grands hommes, les peuples ne peuvent avoir de grandes réalisations que malgré eux. Si l’arabe, classique ou standard, est historiquement la plus ancienne langue d’apprentissage dans les écoles, le bilinguisme (arabe-français et arabe –espagnol) qui a été à la base de la formation de plusieurs générations au Maroc a été une réussite à tout point de vue. Il n’a engendré ni des «aliénés» ni des «mécréants». Quant au remplacement du français ou de l’espagnol par l’anglais, c’est-à-dire l’américain (et on ne parlera même pas de sa faisabilité), il ne peut sortir que des petits esprits étriqués et des calculs conjoncturels et démagogiques de ceux qui pensent que la puissance d’une langue et son universalité proviennent uniquement de son poids politique. La seule langue européenne est la traduction, disait Umberto Ecco. Or pour traduire, il faut parler et écrire au moins deux langues. Décidons vite et bien pour la première, les autres   suivront. Et comme l’écrivait le poète René Char dans un fragment des Matinaux : «Impose ta chance, serre ton bonheur et va vers ton risque. A te regarder, ils s’habitueront».

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CCN - Caraib Creole News - Guadeloupe. Conférence Internationale sur les langues de l'Inde dans ses diasporas

CCN - Caraib Creole News - Guadeloupe. Conférence Internationale sur les langues de l'Inde dans ses diasporas | The World of Indigenous Languages | Scoop.it
Pointe-à-Pitre. Jeudi 28 mai 2015. CCN. Conférence Internationale sur les langues de l'Inde dans ses diasporas au Mémorial ACTe du 29 au 31 Octobre 2015.

Les diasporas indiennes dont il est ici question sont issues d'anciens immigrants, pour la plupart ouvriers agricoles engagés sous contrat (indentured labourers) sous la colonisation européenne entre 1834 et 1920. Les groupes diasporiques indiens les plus importants numériquement se trouvent dans les régions et pays suivants : Malaisie, Singapour, Myanmar, Île Maurice, La Réunion, Afrique du Sud, Fiji, Guyana, Suriname, Guadeloupe, Martinique, Trinidad et Tobago. Recrutés de toute l'Inde, ils appartiennent aux deux principaux groupes linguistiques du sous-continent : le groupe indo-aryen : hindi (bhojpuri et awadhi), ourdou, marathi, gujarati, sindhi, konkani et punjabi ; et le groupe dravidien : tamoul, télougou et malayalam.

L'objectif de cette conférence est de faire un état des lieux des langues d'immigrants indiens de la période historique de l'engagisme et d'offrir un espace d'échanges entre chercheurs et pédagogues et de réflexion théorique sur des problématiques langagières spécifiques au contexte diasporique.

Compte tenu du lieu d'accueil de la conférence, une attention particulière sera accordée aux diasporas indiennes dans les départements d'outre-mer (DOM). Il est important de souligner ici que presque 80% des diasporas indiennes des DOM sont d'origine tamoule et de langue et culture tamoules. La question qui nous intéresse est double et porte en particulier sur deux aspects complémentaires des langues indiennes en situation diasporique :

1. Stratégies de maintien
2. Modes de transmission

La date limite pour la soumission de résumé est le 31 mai 2015.
Langues de la conférence : Français et anglais

Nous invitons les participants qui souhaiteraient présenter une communication à nous envoyer un résumé, en anglais ou en français, avant le 31 mai 2015

Pour plus d'information, merci de consulter le site web de la conférence :
http://ildconference2015.cgpli.org/indexfr.htm

 
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Quand un député du NPD utilise un traducteur automatique...

Quand un député du NPD utilise un traducteur automatique... | The World of Indigenous Languages | Scoop.it
Dans son bulletin parlementaire, posté en trois langues à toutes les résidences de sa circonscription de Laval, le député du NPD José Nunez-Melo a vraisemblablement utilisé un site de traduction automatique pour composer la version arabe de son message. Cela rend le texte totalement incompréhensible pour les lecteurs arabophones.
Le député s’en prend vigoureusement au projet de loi antiterroriste C-51 adopté il y a trois semaines par la Chambre des communes dans sa missive expédiée dans près de 50 000 maisons. Les versions françaises et anglaises sont plutôt correctes. Par contre, la version arabe ressemble à un véritable charabia (lire la «traduction» plus bas).
«C’est une erreur inexcusable, a admis au Journal Véronique Breton, attachée de presse du caucus du NPD. Ça ne se reproduira plus. Nous allons faire en sorte que tous les prochains envois postaux du député soient d’une traduction et d’un vocabulaire exemplaires.»
Une bonne partie de la circonscription de Laval changera bientôt de dénomination et s’appellera Vimy. Selon Statistique Canada, l’arabe dépasse l’anglais lorsqu’il s’agit de la langue maternelle des résidents de Vimy. Le français est la langue maternelle de 61 060 citoyens de la circonscription, comparativement à 8505 pour l’arabe et 5900 pour la langue anglaise.
Traduction intégrale
À l’intention des lecteurs, Le Journal a tenté de traduire en français la version arabophone du message du député. Toutes les erreurs et les tournures de style boiteuses ont évidemment été conservées:

«Les Canadiens que choisir celui qui nous tranquillise de façon efficace sans négliger nos droits et libertés, ils auront la chance de le faire au cours des prochaines élections générales. Les prochaines élections du 19 octobre 2015, seront une occasion non à la Canadienne et le Canadien pour permettre un choix sage du prochain gouvernement du Canada. Une équipe de politiciens s’est levée et elle permettra votre sécurité de façon efficace.
«Le député qui vous est propre est celui qui se lève sur toute la terre de la Chambre des communes qu’il est de notre pays. Contre tout gouvernement et le tyran extrémiste ou un qui est juste et logique Nous assurons que sans un mécanisme de surveillance approprié et la loi des pauvres, peut violer nos droits à la liberté et à l’intimité.
«Le député privé combattre ce projet dangereux, car l’opération du fantôme du terrorisme pour des raisons électorales et implanter la non-confiance envers les uns les autres. C’est en réalité de la démagogie pure.
«Il a répété continuellement et nous répétons encore plus. Nous répéterons que le retrait définitif et définitif.»
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D219 Director of Languages Receives Prestigious Award for Promoting French Language and Culture

D219 Director of Languages Receives Prestigious Award for Promoting French Language and Culture | The World of Indigenous Languages | Scoop.it
By Community Contributor Karmal Niles

Niles Township High School District 219 Director of Languages, Todd Bowen, was presented with the Ordre des Palmes Académiques, one of the highest honors bestowed upon educators. The insignia, which was established in 1808 by Napoleon Bonaparte, celebrates Bowen's career in the field of education and his efforts on behalf of French language and culture.


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Bowen has been an active member of many associations, both nationally and locally. He has held several positions for the American Association of Teachers of French (AATF) of Chicago, including Vice President. He is also on the Board of Directors for the American Council on the Teaching of Foreign Languages. His work and achievements have been recognized over the years, Bowen was awarded the AATF Dorothy S. Ludwig award for the Best Secondary Level Professor.

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At Fort Peck, Tester announces Native language preservation bill | Jon Tester | U.S. Senator for Montana

At Fort Peck, Tester announces Native language preservation bill | Jon Tester | U.S. Senator for Montana | The World of Indigenous Languages | Scoop.it
At the Fort Peck Language and Culture Program in Poplar, Senator Jon Tester announced that he has introduced a bill to help preserve endangered native languages.
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Lincoln County French students bring home first and third from World Language competition

Lincoln County French students bring home first and third from World Language competition | The World of Indigenous Languages | Scoop.it
Lincoln County French students bring home first and third from World Language competition
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Posted: Thursday, May 28, 2015 3:10 pm
By Abigail Whitehouse abigail@theinteriorjournal.com | 0 comments
STANFORD – Lincoln County High School is congratulating two French students who received top awards after competing against 200 students from across the state at the World Language Association’s State Showcase and Competition.
LCHS French teacher, Agatha Manion, said students from LCHS joined others from various high schools across Kentucky at Centre College on April 25 to present and be judged on cultural projects.
Students were required to prepare cultural projects and perform writing, reading and listening assessments in French or Spanish languages. They were also required to participate in an interview conversation with a judge, and describe details of their cultural projects – all while speaking Spanish or French.
“They created this project ahead of time for a school showcase and then we chose which ones to take to the competition,” Manion said. “Once they got there they had to write a prompt they hadn’t seen before in Spanish or French.”
Manion said she couldn’t be more proud of her students.
“They had to keep themselves calm all while speaking in a second language with an adult they had never met before,” she said. “We did give them a little bit of help in a study session earlier that week – told them what to expect and how to do their best.”
The students didn’t know the questions that were going to be asked though, she said.
Manion said when they weren’t competing or presenting, the students were participating in workshops like Chinese calligraphy, drama workshops, and Spanish storytelling workshops.
Ki Barrett – who won first place in the state for French language – performed a dramatic monologue which she wrote and performed in French. The monologue was about the worth of a life without passion.
Emily Simpson grabbed third place in the state for French after she presented a welded art piece representing various men from French culture amongst other symbols such as the national flag and flowers.
Another LCHS student – Carmen Green – placed among the top ten out of 150 Spanish students for her presentation about herself, her friends and her family.
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West Quebec bilingual newspaper tangles with language police, English is pushed to back pages

West Quebec bilingual newspaper tangles with language police, English is pushed to back pages | The World of Indigenous Languages | Scoop.it
A long-standing back and forth between a West Quebec newspaper and the body that enforces that province’s language laws has come to a head with an injunction that compels the newspaper separate its French and English pages, the co-publisher says.

“We’ve had to completely re-organize the paper, to considerable effort,” said Lily Ryan, co-publisher of the Pontiac Journal.

On April 16, the bilingual biweekly paper with a circulation of more than 9,000, was told it had to follow Quebec’s language law rules regarding English-only advertising, which is forbidden on French-language pages. The paper serves the bilingual Pontiac region — and the paper’s motto is “unifying all of the Pontiac.”

“We go to restaurants in both languages. We make love in both languages,” Ryan quipped.

She explained that the injunction gave the newspaper 30 days to comply with the legislation or face fines as much of to $20,000 if it didn’t.

“Part of the beauty of publishing in a bilingual community is that there’s a lovely diversity, and on the other hand because these arbitrary regulations add layers of complexity to publishing in ways that go beyond the normal, I really feel like the government is getting in the way of publishing, so it’s a freedom of the press issue for me,” Ryan said.

Ryan and the Office québecois de la langue française, the body that regulates language use, began negotiations in February 2012, Ryan said. As a bilingual paper, it’s affected in particular by a section of the Charte de la langue française — which regulates publishing and signage in the province — that pertains to advertising.

“This is my up-and-down process through these three years. I thought I was conforming, and then they changed the way that they were interpreting the law,” Ryan said of the language office.

Requests for an interview from the Office de la langue française were not answered, but a statement on its website — though it does not name the Pontiac Journal specifically — explains that the law does not apply to the language or layout of articles. It says there is no obligation to create specific sections, but it also states that all advertising must be bilingual or in French, and that English-only ads would be allowed only in English sections of the paper.

As of the newspaper’s first edition in May, it now has an English section, though further rules mean the French must be dominant in the arrangement of the paper, Ryan said, pushing the English-only section to the back of the publication. That doesn’t mean that there cannot be bilingual pages. It’s just that where there is a mix of English and French stories, advertising needs to be in both languages.

Ryan said her staff have been frustrated by the changes.

“They really see this as the government telling them how to do their job,” she said. “It’s not just journalism. It affects advertising sales more than anything else, really.”

That’s mainly because advertisers are now relegated to certain parts of the paper or it would cost more to create and place the larger bilingual ads, and the paper can’t afford to give away that extra space.

The Office de la langue française’s investigations can be spontaneous but are also done on the basis of a complaint.

“It’s absurd to me that one complaint can affect a newspaper and a whole community to such a dramatic way,” Ryan said. “Anyone who is an extremist with nothing to do can put us through hell like this. It’s really not fair.”

The paper did receive a number of letters of support from readers.

“A true, free and proud Quebec is capable of dealing with two languages,” wrote Eileen Payette from Campbell’s Bay.

Richard Tardif, executive director of the Quebec Community Newspaper Association, said conflicts with the language office are rare, in part because most of the newspapers in his association are purely anglophone.

“It’s those papers that say they’re bilingual and serve a bilingual community … that have this problem,” Tardif said. “Well, it’s the [language office’s] problem. It’s not our problem.”

tdawson@ottawacitizen.com

Twitter.com/tylerrdawson
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Canal del Congreso, en lenguaje de señas y con subtítulos

Canal del Congreso, en lenguaje de señas y con subtítulos | The World of Indigenous Languages | Scoop.it
Previamente, el senador Javier Corral presentó un dictamen para reformar el reglamento del Canal del Congreso, con el fin de que algunos de sus programas sean transmitidos con traducción al lenguaje de señas y subtítulos.
(Foto:Archivo/Cuartoscuro) Redacción ANmayo 18, 2015 10:59 am


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El Congreso de la Unión dio a conocer reformas al Reglamento de su Canal de Televisión, para que la información que transmita se difunda también en lenguaje de señas y con subtítulos.

El decreto publicado este lunes en el Diario Oficial de la Federación y que entrará en vigor mañana martes, indica que se reforma el Artículo 4 del Reglamento del Canal de Televisión del Congreso General de los Estados Unidos Mexicanos.

Dicho artículo establece que el canal deberá informar a la sociedad mexicana bajo los principios de objetividad, veracidad, pluralidad, ética, equidad, suficiencia, oportunidad y con pleno respeto a los derechos fundamentales.

También agrega otro párrafo en el cual se señala que la información que difunda el canal, deberá traducirse simultáneamente a lengua de señas mexicanas o subtitularse con palabras en español, o ambas.

Asimismo fue publicado el decreto por el que se reforma el numeral 1 del Artículo 104 de la Ley Orgánica del Congreso General, sobre la conformación de las comisiones ordinarias, con el cual los senadores, que sólo podían integrar cuatro comisiones, ahora podrán pertenecer a cinco. (Con información de Notimex)
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Presentación del CORPES XXI en el Foro Internacional del Español | Real Academia Española

Presentación del CORPES XXI en el Foro Internacional del Español | Real Academia Española | The World of Indigenous Languages | Scoop.it
Presentación del CORPES XXI en el Foro Internacional del Español
Hoy ha comenzado en la Feria de Madrid (IFEMA) el Foro Internacional del Español (FIE2015), un encuentro organizado por IFEMA en colaboración con la Plataforma del Español Madrid Network, que se celebrará del 23 al 26 de abril de 2015 y «cuyo objetivo prioritario es impulsar el idioma español como activo generador de negocio».
Esta iniciativa cuenta con el apoyo de la Real Academia Española (RAE) y de las principales instituciones que promueven los valores relacionados con la lengua española: el Instituto Cervantes, la Universidad de Alcalá, la Universidad de Salamanca, la Fundación General CSIC y el Centro Regional para el Fomento del Libro en América Latina y el Caribe. Todas ellas, junto con otras destacadas entidades impulsoras del español, forman parte del Comité de Honor del FIE 2.0, presidido por el rey de España, Felipe VI. 
Esta primera jornada ha contado con la participación de dos académicos de la RAE, Miguel Sáenz y Guillermo Rojo, y del secretario general de la Asociación de Academias de la Lengua Española (ASALE), Humberto López Morales.
El traductor Miguel Sáenz ha intervenido en un debate sobre «La traducción en los organismos internacionales: Naciones Unidas». Por su parte, Guillermo Rojo, tesorero de la Academia, ha presentado el Corpus del Español del Siglo XXI (CORPES XXI), proyecto que él dirige y cuya nueva versión ya está disponible en el portal de la RAE. Por último, Humberto López Morales ha participado en una mesa redonda dedicada al «Español o españoles. Reflexión sobre la normalización y la diversidad de la lengua». 

NUEVA VERSIÓN DEL CORPES XXI
El académico y director del CORPES XXI ha subrayado en su intervención en el FIE 2015 los cambios sustanciales que las computadoras y la informática han supuesto para la actividad científica. En el caso de la lingüística han surgido dos disciplinas nuevas: la lingüística informática y la lingüística computacional. Los efectos de todos estos cambios, ha continuado Rojo, se pueden apreciar especialmente en dos grandes campos: la lexicografía, de un lado, y la lingüística computacional de corpus, de otro.
Estas mejoras tecnológicas han permitido, por ejemplo, en los corpus orales, «la posibilidad de recuperar el texto de la transcripción y el sonido, lo cual supone una notable ampliación de sus posibilidades sin que sea necesario complicar la transcripción con rasgos fónicos». De ahí, según ha explicado el profesor Rojo, que «empiece a haber proyectos de integración de transcripciones ortográficas con sonido alineado, vídeo, una capa de texto con información morfosintáctica u otra con el texto analizado sintácticamente».
Desde que en 2007 las academias de la lengua española encomendaran la construcción del CORPES XXI a la RAE, esta «ha estado trabajando para cumplir este encargo, además de con el asesoramiento de todas las academias que forman la ASALE, con el patrocinio de Banco Santander, con la colaboración de grupos editoriales y autores que nos ceden textos y con la participación de equipos de codificación pertenecientes a diferentes instituciones españolas y americanas».
Desde entonces, se han incorporado 25 millones de formas ortográficas por año, de modo que, según ha explicado Rojo, cuando termine la segunda fase, en 2018, tendrá 25 millones de palabras para cada uno de los años comprendidos entre 2001 y 2016, esto es, 400 millones de formas, distribuidas al 70 por ciento en América y, al 30, en España, con textos, asimismo, de Filipinas y Guinea Ecuatorial. «Es este, por tanto, un corpus abierto, que seguirá creciendo según pasen los años».
Guillermo Rojo, por último, ha anunciado que «desde esta mañana está disponible en la Red, en la página de la RAE, la nueva versión del CORPES XXI, la 0.8, que cuenta con más textos —unos 207 millones de formas—, algunos de ellos con sonido alineado, e importantes elementos adicionales en el sistema de consultas». Mercedes Sánchez, coordinadora de los equipos del CORPES XXI, ha sido la encargada, a continuación, de mostrar a los asistentes la aplicación que sirve a la consulta del CORPES XXI.

DIVERSIDAD DE LA LENGUA
La ASALE ha participado en la primera de las jornadas del FIE2015 con la presencia de su secretario general, Humberto López Morales, en la mesa redonda «Español o españoles. Reflexión sobre la normalización y la diversidad de la lengua». En el coloquio —moderado por Jaime Garcimartín y en el que han participado María Azqueta, directora de Traducción y Localización de Seprotec, y Javier Bezos, redactor en Fundéu BBVA— se ha reflexionado sobre la búsqueda de un español neutro o internacional en empresas de traducción y medios de comunicación.
«No hay motivos por los que preocuparse por el futuro del español» —ha comenzado su intervención Humberto López Morales—; «la unidad en el español está muy consolidada». El secretario de la ASALE ha mostrado su despreocupación por la necesidad de una lengua neutra y ha señalado que «nadie habla igual ninguna lengua».  «Aunque existan diferencias de matices» —ha continuado López Morales—, «cuando hablamos con gente de todo el mundo, eliminamos lo que perjudica el entendimiento entre hablantes».
Al final de la conferencia, varios asistentes han preguntado al secretario de la ASALE si hay intención por parte de la Academia de elaborar un diccionario de español internacional. López Morales les ha expuesto las posibilidades que ofrece el Diccionario de americanismos, en donde «se puede encontrar marcas geográficas en cada uno de los lemas para que [el usuario] pueda encontrar y utilizar la variedad del español necesitada».

TRADUCCIÓN EN LA ONU
«La traducción en los organismos internacionales: Naciones Unidas» ha sido la ponencia con la que, esta mañana, el académico Miguel Sáenz ha iniciado la participación de la RAE en el FIE2015. Sáenz ha estado acompañado por Jesús Baigorri, director del grupo de investigación Alfaqueque, de la Universidad de Salamanca. Ambos han debatido en torno al uso y la importancia de la lengua española en la traducción y la revisión de los textos de la ONU, organización en la que tanto Sáenz como Baigorri han desarrollado parte de su labor profesional.
Miguel Sáenz ha destacado que, precisamente, cuando él empezó a trabajar en la ONU, que es «donde aprendí realmente a traducir», la pluralidad de nacionalidades presentes en la organización «hizo que todo el mundo aceptara que el español no era el idioma de España sino el de 22 naciones, algo que, hoy, preconiza la RAE con su política panhispánica».
Antes de pasar al turno de preguntas, Miguel Sáenz ha recordado los «tres principios de la ONU que, como guía para traductores, me siguen pareciendo magníficos: la uniformidad terminológica, la claridad sintáctica y la concisión estilística».
Mañana continúa la actividad en el FIE2015 con la participación, a las 11:30 h, del director de la RAE, Darío Villanueva, en una mesa redonda organizada por el diario El Mundo. Villanueva intervendrá, además, en la inauguración oficial del foro, a las 13:30 h.
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The West is pooing wrong - this is what we should be doing

The West is pooing wrong - this is what we should be doing | The World of Indigenous Languages | Scoop.it
The author of an unexpected German bestseller on how to love your gut has had her work translated into English – and is set to teach new millions in the Western world that we’re all pooing wrong.

Speaking to The Guardian, microbiologist and newfound publishing sensation Giulia Enders explained the first basic error we all make in the West is to poo while sitting down.

Squatting, it seems, is the natural way to relieve yourself because it “opens the hatch” of the bowels, whereas sitting or standing shuts off the pipe. Enders said: “1.2 billion people around the world who squat have almost no incidence of diverticulosis and fewer problems with piles. We in the west, on the other hand, squeeze our gut tissue until it comes out of our bottoms.”

Enders also explains in the book how humans in fact have two sphincters, an inner and an outer, and that listening to what they’re telling us could be one of the easiest ways to avoid constipation.

While we can control the outer sphincter, the inner one is automatic – an evolutionary development that responds to other stimuli to decide whether we are in a “safe” place to take a loo break. Ignoring your inner sphincter, say if you are worried someone might hear you poo, can cause it to stop functioning properly.

Enders’ book also includes more controversial passages on the link between psychological wellbeing and a healthy gut – she speculates, for instance, upon the fate of a man she met who had terrible breath and killed himself, wondering whether the two were linked.

But it also includes little gems on the gut in general, including that the oft-discarded appendix is in fact full of useful bacteria and that eating well increases the amount of a naturally-occurring painkiller in our spit.

Enders’ book in translation, Gut: The Inside Story of Our Body's Most Underrated Organ, with illustrations by her sister Jill, is available in the UK and online from 24 May.
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Linguistic diversity: Why all Indians need to know about Silchar's Unishey May ceremonies today

Linguistic diversity: Why all Indians need to know about Silchar's Unishey May ceremonies today | The World of Indigenous Languages | Scoop.it
Exactly 54 years ago today, Assam witnessed a bloody denouement to a longstanding campaign to protect the Bengali language and the identity of its speakers. As a crowd of unarmed protestors gathered outside the Silchar Railway Station to oppose the imposition of Assamese as the official language in the erstwhile Cachar district, the police opened fire, killing 11. For Bengalis, both Hindu and Muslim, who still form a majority in this region, it was the last straw.

They forced  the Assam government to amend the 1960 Official Language Act to give Bengali official status in the district. Though district has since been trifurcated to create two new ones – Hailakandi and Karimganj – Bengali continues to enjoy official status across the region. Despite this,  Barak Valley, as the region is known, is often gripped with tension over regular infractions of this law.

Besides quotidian problems arising from the lack of official documents in Bengali, a common anxiety is that the state will push Assamese as the official language. Ever so often, the majoritarian Assam-is-only-for-Assamese idea kicks in too. A longstanding demand to rename the Silchar Railway Station as Bhasha Shahid Station, for instance, continues to be stuck in a bureaucratic labyrinth between Dispur and New Delhi (even though an unofficial signboard with this name has been put up). Even the report of the Justice Gopal Mehrotra Commission, formed to ascertain the exact cause for the police firing, continues to kept under wraps.

"Our struggle is far from over," said  Taimur Raja Chowdhury, the Cachar district president of the Barak Upatakya (Valley) Bango Sahitya O Sanskritik Samiti.

Though 1961 marked a significant victory, Unishey May passes each year without most Indians getting a whiff of the annual May 19 commemorations by Bengali socio-cultural organisations in Barak Valley.

By contrast, a similar episode in Bangladesh going back to Ekushey February (February 21) in 1952 has gone on to attain hallowed status in the country. It is the day when protestors in Dhaka opposing the imposition of Urdu as the official language in what was then East Pakistan were gunned down. Bangladeshis view this as a key turning point in their independence struggle. The day is even celebrated internationally as International Mother Language Day.

Popularising Unishey May would serve as a recurring rebuttal to India's institutionalised "one state-one language" structure. It needs to remind us of the linguistic diversity that exists at the margins of this model and of the need to protect the languages and the cultures that are built around them. For instance, the 2013 People's Linguistic Survey of India showed that Assam was home to 52 languages – close to half of the 122 languages the 2001 Census recorded for the entire country.

There is, of course, the irony that Bengali speakers have not been considerate to linguistic minorities in areas where they form the majority. For example, Santhali, despite having more than three million speakers, was granted official recognition in West Bengal only in December 2012. This placatory move came nine years after the language was accorded an official status under the Eighth Schedule of the Constitution. Despite that, Santhali speakers in West Bengal continue to agitate to put in place measures that are their right and have been promised to them at different stages. The Santhali-medium schools promised by Chief Minister Mamata Banerjee on a landmark visit to Maoist-affected Jangalmahal in July 2011 remain undelivered even now.

What good does it do to the memory of those who died fighting for our language if we continue to perpetuate the same violence against other speakers of other languages? It is a question Bengalis, indeed all Indians, need to ask themselves honestly every year on Unishey May.

An unofficial signboard comemmorates the May 19 killings at Silchar railway station.


Debarshi Dasgupta is a freelance writer from New Delhi.
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DO NOT GET MARRIED Unless You Ask Your Partner These 15 Questions. Or Else You’ll Wish You Had.

DO NOT GET MARRIED Unless You Ask Your Partner These 15 Questions. Or Else You’ll Wish You Had. | The World of Indigenous Languages | Scoop.it

A few key questions that couples should consider asking before marriage.We often hear friends wondering where they're making the right move in marrying their significant other. The NYTimes surveyed what critical questions partners should be asking each other before taking the final leap, and this list of 15 questions is what relationship experts came back with:


1) Have we discussed whether or not to have children, and if the answer is yes, who is going to be the primary care giver?


2) Do we have a clear idea of each other’s financial obligations and goals, and do our ideas about spending and saving mesh?


3) Have we discussed our expectations for how the household will be maintained, and are we in agreement on who will manage the chores?


4) Have we fully disclosed our health histories, both physical and mental?


5) Is my partner affectionate to the degree that I expect?


6) Can we comfortably and openly discuss our sexual needs, preferences and fears?


7) Will there be a television in the bedroom?


8) Do we truly listen to each other and fairly consider one another’s ideas and complaints?


9) Have we reached a clear understanding of each other’s spiritual beliefs and needs, and have we discussed when and how our children will be exposed to religious/moral education?


10) Do we like and respect each other’s friends?


11) Do we value and respect each other’s parents, and is either of us concerned about whether the parents will interfere with the relationship?


12) What does my family do that annoys you?


13) Are there some things that you and I are NOT prepared to give up in the marriage?


14) If one of us were to be offered a career opportunity in a location far from the other’s family, are we prepared to move?


15) Does each of us feel fully confident in the other’s commitment to the marriage and believe that the bond can survive whatever challenges we may face?


Those that fail to ask each other the above questions may one day find themselves at the center of an explosive dispute -- with much graver consequences than if had you fully shared your perspectives on these topics beforehand.


So, if you and your partner are looking to get married, make sure to ask each other this list of questions first, and hopefully you'll be able to lay all your cards on the table and clarify any uncertainties between the two of you. If you are able to negotiate and reach a compromise on the above, you'll be in a great place with your partner.If these important questions prove helpful to you, share them with your friends, too. 

Charles Tiayon's insight:

Good to know in ALL languages. So, give it a try in all your other languages.

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Metaglossia nominated for theTop 100 Language Lovers 2015 competition

Dear friend,

Metaglossia has been nominated for theTop 100 Language Lovers 2015 competition (See http://www.lexiophiles.com/english/top-100-language-lovers-2015-lets-get-it-started-tll15)!

We sincerely thank you for your sustained interest in what we have been doing since 2005 to foster mutual understanding amidst humanity's infinite diversity of conceptual frames.

Owing to its one stop-shop of minute-by-minute information on the various aspects of language translation and interpretation --- some of which are hardly always perceivable at first sight ---, Metaglossia is now reachable from over 95 percent of world's countries.

We look forward to winning the competition one day, thanks to your kind support and, especially, your kind votes. Voting (May 26th – June 14th, 23:59 pm CET).
Kind regards.
Charles Tiayon
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Read Russia prize 2015 | Russia Beyond The Headlines

Read Russia prize 2015 | Russia Beyond The Headlines | The World of Indigenous Languages | Scoop.it
The annual Read Russia English-language Prize is awarded in New York each May for works of Russian literature in English translation. The ceremony will take place at the end of Book Expo America. 
There are 24 nominees at the moment. The short list will be announced on May 20th.
AUTOR TITLE TRANSLATOR
Mikhail Bulgakov Don Quixote Margarita Marinova
Zakhar Prilepin Sankya Mariya Gusev and Jeff Parker with Alina Ryabovolova
Leo Tolstoy Anna Karenina Rosamund Bartlett
Vladimir Lorchenkov The Good Life Elsewhere Ross Ufberg
Vladimir Sharov Before and During Oliver Ready
Leo Tolstoy Anna Karenina Marian Schwartz
Sergei Lukyanenko The Genome Liv Bliss
Fyodor Dostoyevsky Crime and Punishment Oliver Ready
Alexander Pushkin The Captain’s Daughter Robert and Elizabeth Chandler
Vladimir Kozlov USSR: Diary of a Perestroika Kid Andrea Gregovich
Fyodor Tyutchev Selected Poems John Dewey
Liudmila Petrushevskaya There Once Lived a Mother Who Loved Her Children Until They Moved Back In Anna Summers
Sergei Dovlatov Pushkin Hills Katherine Dovlatov
Andrei Bitov The Symmetry Teacher Polly Gannon
Anton Chekhov Collected Short Stories Various
Andrei Gelasimov Rachel Marian Schwartz
Nikolai Gogol The Night Before Christmas Anna Summers
Lilianna Lungina Word for Word Polly Gannon and Ast A. Moore
Vladislav Khodasevich Selected Poems Peter Daniels
Andrei Sen-Senkov Anatomical Theater Ainsley Morse and Peter Golub
Nikolai Gogol The Inspector Richard Nelson, Richard Pevear and Larissa Volokhonsky
Mikhail Yeryomin Selected Poems, 1959-2009 J. Kates
Anna Starobinets The Icarus Gland James Rann
Lev Rubinstein Compleat Catalogue of Comedic Novelties Philip Metres and Tatiana Tulchinsky
 
The 2015 ceremony will be held on Friday evening, May 29, starting at 6:00 PM, in the Exhibition Hall of the Grolier Club in New York City (47 East 60th Street, between Park and Madison Avenues, New York, NY 10022).
Professor Gary Saul Morson, author, translator, and Frances Hooper Professor of the Arts and Humanities at Northwestern University, will help present the awards to the winning translators and publishers. 
Professor Morson, whose popular classes at Northwestern on Russian literature touch hundreds of students every year and who has become something of a wonderful ambassador promoting the humanities in education, will kick off the evening's festivities with a special new lecture inspired by one of our slogans from last year’s RUSSIAN LITERATURE WEEK: "Because Everyone Needs a Little Russian Literature."   
Read Russia, founded in 2012, is a initiative based in Moscow, New York, and London that celebrates Russian literature and culture. Through innovative programs, projects, and events supporting the English-language translation and publication of Russian works, Read Russia gives international audiences fresh opportunities to engage – in person, on screen, and online – with Russia’s literary leaders and heritage.
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Endangered Languages Week 2015 | SOAS, University of London

Endangered Languages Week 2015
Various speakers
Date: 8 June 2015Time: 12:00 AM
Finishes: 12 June 2015Time: All Day
Venue: Russell Square: College BuildingsRoom: Various rooms
Type of Event: Workshop
Monday 8 June

Gender and Fieldwork workshop
Room 4426, 09:00 - 17:00 (coffee and lunch breaks in between)

Quechua
Room 4426, 17:30 - 19:00

Learn Quecha with the Quechua Society
Room 4426, 19:00 - 20:30

Tuesday 9 June

Cultural spaces and language maintenance in the Casamance
Room G51a, 15:30 - 17:00

Language Dynamics in East Africa
Room G3, 17:00 - 20:30

Wednesday 10 June

A Celebration of Sylheti Culture and Language
Room G3, 17:00 - 20:30

Thursday 11 June

PAW - Diversity & Endangerment in the Nilgiris Biosphere Reserve: The Case of the Paniya Language, by Cristina Muru
Room G51, 13:30 - 15:30

PAW Plants.Animals.Words: Meet and Greet
Room G51, 15:30 - 17:30

Kurdish Performance by Şeref Kavak 
Room G51, 19:00 - 20:30

Friday 12 June

Current revitalisation initiatives in the Basque Country, by Beñat Garaio
Room 51, 10:30 - 11:00

Film documentary screening: 'The Basque-Speaking People: The history of their language, the language of their history (Euskara Jendea)'
Room G51, 11:00 - 12:30

Basque Song Workshop
Room G51, 13:30 - 15:00

Basque Dance Workshop
Room G51, 15:30 - 17:00

Language Landscape: Endangered Languages in the work of SOAS PhD students
Room G51, 17:00 - 19:00

Departmental Party
19:00 - 20:30

Organiser: Dr Mandana Seyfeddinipur
Contact email: ms123@soas.ac.uk
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Multilingualism vital for across the curriculum

Multilingualism vital for across the curriculum | The World of Indigenous Languages | Scoop.it
Multilingualism vital for across the curriculum
Rama Kant Agnihotri, May 8, 2015, DHNS
Even though it should be obvious, most educational programmes do not even take note of the fact that language is central to all domains of knowledge. The understanding that language is just a means of communication has, indeed, done a lot of harm.

As Edward Sapir (1921) said long ago, language is capable of empowering an elevator but we generally use it only to feed an electric doorbell. Since most of the time most people use it to gossip or for phatic and frozen communication, it is perhaps natural that we should underestimate its overwhelming significance in the transmission and construction of knowledge.

Though our educational systems do provide space for learning two or three languages, the focus of school curricula is rarely on the role of Language across the Curriculum (LAC). Even those who do pay some attention to this phenomenon, look at it largely as an alternative technique for better language learning since it would, it is argued, ensure the use of the target language across subjects.

It is expected that the oral skills, emergent literacy and reading and writing abilities would improve with this approach. But as we know it is not one language that is at stake and it is not one subject that is our primary concern. LAC should actually be seen as an alternative pedagogical approach which alone can assure proficiency in multiple languages and understanding content of different areas of knowledge.

In the process of constructing knowledge, enhancing language proficiency, cognitive flexibility and social tolerance, the twin perspectives of multilingualism and language across the curriculum should appear as recurrent themes. We forget that all classes have children with different voices coded in different verbal repertoires and all of them bring certain systems of knowledge to the school. Recognition of multilinguality and child’s potential are thus essential. Any educational programme that ignores these facts is bound to fail.

Secondly, all new systems of knowledge that we wish children to acquire are coded in specific registers of language even though they may share a common syntax. What is essentially required for enhanced levels of proficiency in languages is often the acquisition of shared patterns of syntax of increasing complexity and highly differentiated sets of words, phrases and expressions. For language proficiency in a variety of languages and registers and acquisition of new knowledge, the recognition of language across the curriculum is necessary.

LAC would first of all imply that the school faculty chalks out a plan to implement practices subsumed by this approach. They will also need to meet regularly; say once a month. The basic idea is to reinforce the increasing complexity of syntax across subjects and strengthen the lexicon and subject-specific registers collectively.

Syntactically, let’s say, the structure being focused is conditional clauses; it should not be difficult for a social science or science or even mathematics teacher to reinforce these structures in the class. The case of mathematics is indeed interesting because it is a language in its own right. Yet mathematics teaching is not conceivable without the use of natural human language.

All new words, expressions, phrases and idioms, etc are learnt not in isolation but in the context of some content. Language proficiency automatically gets enhanced when the focus is not on language; the focus should always be on the message. It is when all content and all languages available in a given classroom cross-fertilise each other that both the understanding of content and language proficiency will be assured.

In fact, it will be fascinating for children to learn how the same words or expressions may mean different things in different disciplines. Consider the use of ‘force’ or ‘mass’ or ‘gravity’ in science and other subjects. This also means that performance encoded in mixed codes, code switching, translanguaging, undercoding and the use of languages a child knows, irrespective of what the target language might be, would be welcome. These are normally looked down upon in the context of the ‘normative’.

Most people forget that all languages are fundamentally mixed. English for example borrows its structure and lexicon largely among others from Germanic, Latin, French, Greek, Hindustani, Arabic and Persian sources which in turn borrow their own from other sources and so on.

Language as message

Language as message is best negotiated in different subject areas where the teacher and children are sensitive to different voices and different ideas. Cross fertilisation of language proficiency and different domains of knowledge inevitably enhances the knowledge and use of language and the understanding of conceptual architecture of different subjects. The behaviourist theories worked around the Stimulus-Response and reinforcement models in which the creativity of the child was minimised; today all cognitive theories of learning recognise the contribution that a child can herself make to the process of learning.

The role of meaningful language exposure to work on is acknowledged by all cognitive theories of learning. What plagues our education system is not the multiplicity of languages or the quantum of content but the burden of sheer incomprehension which happens primarily because voices and ideas of children find no place in our curriculum.

One would expect initial resistance from teachers as they might feel that in addition to teaching their subjects, they are becoming language teachers too. They are actually by default language teachers anyway. What one is suggesting here is to plan the curriculum in such a way that subject-specific content and the multiplicity of languages available in the classroom cross-fertilise each other. This proposal in no way violates the principle of domain specific conceptual architecture and structural composition of a content area.

There is no reason to believe that stories that hang by, say, Fermat’s last theorem, Hardy-Ramanujan mathematics encounter or the reverie that is a part of the structure of Benzene or the sociology or history associated with a Ghalib or Kabir, should not travel across disciplines manifested in carefully planned content and multilingualism crafted across the curriculum.

(The author retired as Professor of Linguistics from the University of Delhi)
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Officials Urging Passage of Charter Change To Widen Multi-Language Access To Phila. Services

Officials Urging Passage of Charter Change To Widen Multi-Language Access To Phila. Services | The World of Indigenous Languages | Scoop.it
PHILADELPHIA (CBS) — A new voter education campaign kicked off today in City Council to encourage Philadelphia voters to approve question #3 on the May 19th ballots.
The ballot question, if approved, would amend the city’s charter to require all city agencies (including the DA’s office and the city commissioners, who run elections) to create and execute plans to ensure that those who speak languages other than English can access their services.
The campaign has its own social media hashtag: #YesOn3.

(A large number of city officials were on hand in City Council chambers to urge passage of ballot question #3. Photo by Cherri Gregg)
—–
“Twenty-one percent of residents speak a language other than English at home,” notes Jennifer Rodriguez, who runs the mayor’s Office of Immigrant and Multicultural Affairs. She says the city’s is growing fast, thanks to immigrants, so it is critical that city services be accessible to everyone.
Last year, Asian groups complained about a lack of interpreters and foreign-language explanations at Philadelphia polling stations.
Councilwoman María Quiñones-Sánchez (at lectern in photo), who sponsored legislation to get question #3 on the May 19th ballot, says this is a step toward fixing the problem.
“We need to do better as a city to allow people to have access to the democratic process,” she said.  “This will infuse it forever into the charter.”  It would force city agencies to plan for interpreters and provide materials in multiple languages.
Ballot question 3 needs to be approved by a majority of voters on May 19th.
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Language degree applications fall

Language degree applications fall | The World of Indigenous Languages | Scoop.it
A new analysis of Ucas statistics shows that many leading Russell Group universities have seen a sharp drop in applications for European language courses in the last five years.


A-level students have a better chance of studying languages at a top university, figures suggest
It comes amid continuing concerns about language learning in schools and universities.

The Press Association's analysis looked at applications made through the main Ucas scheme to study European languages, literature and related courses at the 24 Russell Group universities and the number of acceptances. Would-be students may apply for more than one course.

The findings show that at a number of institutions, the proportion of applications accepted has risen in the last five years.

For example, in 2010, Bristol had 1,860 applications to study European languages, literature and related courses and 290 acceptances - a rate of 15.6%. In 2014, the institution had 1,235 applications and 240 acceptances - 19.4%.

King's College London had 1,165 applications in 2010 and 150 acceptances - 12.9%, and in 2014 there were 575 applications for these courses and 125 acceptances - 21.7%.

At Cambridge, there were 580 European language applications in 2010, and 165 acceptances, a rate of 28.4%, and in 2014 there were 385 applications and 170 acceptances, a rate of 44.2%.

Meanwhile at Oxford, there were 580 applications in 2010 and 165 acceptances - 28.4%, and in 2014 there were 515 applications and 165 acceptances - 32%.

Oxford said that their own admissions figures show an application success rate for modern languages of 31.6% in 2009, 29.1% in 2010 and 33.4% in 2014.

The acceptance figures cover a university offering a place and the student taking it up.

Overall, across all of the 24 Russell Group institutions - including the London School of Economics and Imperial College which did not record any figures for European languages - there were 17,390 applications in 2010 and 2,765 acceptances - a rate of 15.9%.

In 2014 across these universities, there were 14,075 applications and 2,455 acceptances - 17.4%.

Ian Bauckham, headteacher of Bennett Memorial Diocesan School, in Tunbridge Wells, said that the number of applications for European modern foreign language (MFL) courses fell by nearly 20% between 2010 and 2014, meaning that the "reservoir of students" wanting to study languages has fallen markedly in this five-year period.

"Meanwhile, the average acceptance rate, so the proportion of applicants across the sample, who were accepted on to courses, has risen from 15.9% in 2010 to 17.4 % in 2015," he said.

"This is a smaller increase than you might expect from the reduction in the number of applicants, which indicates that the number of available places has almost certainly decreased. However, it is still true to say that it is marginally easier to get into a European language course in 2014 than in 2010, but only marginally.

"However, the biggest concern here is the 20% fall off in applications in five years. If this trend continues for another five years at the same rate then it is easy to see that numbers will have fallen very significantly over a ten-year period. The problem is that there is a 'cliff edge' - small and medium-sized departments will go down beyond the point of sustainability and we will start to lose MFL departments in universities."

Mr Bauckham added that as a result of the English Baccalaureate, there had been until very recently an increase in students taking languages at GCSE, but this had not fed through to A-levels and degree study.

"The conclusion from this is that there is something fundamentally wrong with what we are doing and how we are doing it. More of the same, or more compulsion to do languages at GCSE, will not rectify the problem. Fundamental reassessment of what we are doing is needed. If something is demonstrably not working, you don't carry on doing more of what has already proven itself to be ineffective."

Dr Wendy Piatt, director general of the Russell Group, said that their universities want to see more students studying languages at GCSE and beyond and offer a wide range of degrees that include the subject.

"If the UK is to engage fully with the wider world in business, diplomacy and academia then many more young people need to be studying languages," she said. "It is a real shame that so many students have missed out on taking languages over the last few years, and we hope to see entries increasing at GCSE and advanced level.

"However, it is important to remember that our universities have high entry requirements and they will only offer places to students who will flourish and succeed on their courses. Admission to university is and should be based on merit, and any decisions about admissions must also maintain high academic standards."

The figures do show that some universities are bucking the trend. For example, Warwick had 615 applications in 2010, the Ucas figures show, and 115 acceptances - 18.7%, and in 2014 there were 670 applications and 85 acceptances - 12.7%.

Professor Sean Hand, of Warwick's school of modern languages and cultures, said: "We have a strong offer for languages".

The institution has links with many overseas universities, and students can take three different languages and there is a strong research base, he said.

A Cambridge University spokesman said: "Cambridge accepts only the brightest and most committed of language students. Our typical entrant for Modern and Medieval Languages holds at least A*AA at A-Level.

"Applicants selected to be interviewed at Cambridge also have to demonstrate exceptional academic potential. To have the best chance of getting into Cambridge, we advise all potential applicants to study hard, read extensively and apply for the subject you love.

"Crude comparisons of admissions data give little sense of relative competition by subject."

Vicky Gough, Schools Adviser at the British Council, said: "It's disappointing to see a general decline in language degree numbers and the apparent lowering of A-level grade entry requirements may be a sign of a further weakening of demand for language degrees.

"However it may also be that universities are recognising that getting top grades in languages at A-level is tough and admissions departments are simply reflecting that in their entry requirements.

"Whatever the cause, languages are vital for the UK's place in the world and we need more people - not less - to learn languages to ensure we remain competitive on the global stage."

Copyright (c) Press Association Ltd. 2015, All Rights Reserved.
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Rabindranath Tagore spoke up for Tamil

Rabindranath Tagore spoke up for Tamil | The World of Indigenous Languages | Scoop.it
On May 7, Rabindranath Tagore, had he lived, would have turned 154. Despite earning international acclaim and a Nobel Prize for the English translation of his Bengali poetry in 1913, Tagore was a staunch endorser of regional languages.  

On his visit to Chennai, then Madras, in October 1934 as part of a fund-raising endeavour for his university Viswa-Bharathi, Tagore was beset with a peculiar problem — of being lost in translation. 

Attending a reception organised by the Women’s Indian Association at Egmore, Tagore confessed to have not understood the address as it was delivered in Tamil. According to  The Hindu , in spite of the speech being translated to English, he said, “It is most unfortunate that they who belonged to the same country are separated by different languages. The love for the motherland though is universal and knows no difference of language. ” 

The issue of language, which would consume the State a couple of decades later, also came up in a spirited discussion with Fine Arts students in the following days. While discussing how the vernacular can be revitalised in popular art forms, he encouraged young students to embrace the easily understandable regional language rather than the rigidly structured classical languages. He further advised writers to shed their reservations about the colloquial tongue conforming to classical grammar rules. To strengthen his case, he went on to admonish people in south India for using ‘too much English to the detriment of vernaculars.’ He said: “In Bengal, except for very Anglicised people, English is used only in writing; otherwise in conversation, everybody speaks only Bengali. “ 

When one member pointed out that it was only because of English that he was able to understand them, the poet retorted, “Leave me alone; I am living in the far north, but how about among yourselves.”  Way back in 1934, even as the struggle for independence was peaking, Tagore’s observations seemed almost prescient considering the linguistic debates that would dominate the country in the years to come.
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Aleko revisité | Forum Opéra

Aleko revisité | Forum Opéra | The World of Indigenous Languages | Scoop.it
A l'époque où les ouvrages lyriques se chantaient dans la langue des auditeurs, on se souvient avec effroi des infidélités et des contorsions auxquelles se livraient les adaptateurs en charge de la rédaction en français des livrets en langue étrangère. Simultanément, les traductions littéraires, indifférentes à la musique, ont produit plus d'un contresens. Enfin, les didascalies, essentielles à la traduction étaient fréquemment supprimées.

Francois Buhler, en marge de la production d'Aleko à Neuchâtel*, relève le défi et nous offre une nouvelle traduction dont il explicite la démarche. Le résultat est parfaitement convaincant : l'auteur s'impose le respect du texte, de sa structure, de son articulation et de son expression poétique, servant ainsi l'oeuvre avec art et humilité. De surcroît, il nous propose une série d'articles éclairant les multiples facettes d'Aleko : sa genèse, évidemment, mais aussi la place des tziganes et de l'orientalisme dans les littératures française et russe du XIXe siècle. Suivent trois contributions : les topoï romantiques de la liberté, du bonheur et du destin dans le texte de Pouchkine et dans son adaptation musicale, les différences entre le poème et le livret, et enfin l'influence d'Aleko sur I Zingari de Leoncavallo. Le volume est illustré de belles photographies originales, dont certaines prises il y a plus d'un demi-siècle par le père de l'auteur. Un seul regret, mineur : une bibliographie et une discographie succinctes auraient heureusement complété ce précieux ouvrage, essentiel à la compréhension du premier chef-d'oeuvre lyrique de Rachmaninov.

 
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Curated by Charles Tiayon
Translator,

Senior Lecturer and Researcher in Translation Studies, Terminology and Lexicography

Council and Conference Committee member of the International Association for Translation and Intercultural Studies - IATIS (http://www.iatis.org/)