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Montreal Picks English Speaker as Interim Mayor

Montreal Picks English Speaker as Interim Mayor | The World of Indigenous Languages | Scoop.it
Montreal's municipal council elected an Anglophone as the French-speaking city's interim mayor, marking the first time in a century that the city will be led by an official whose first language is English.
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Will you watch a movie based on dictionary?

Will you watch a movie based on dictionary? | The World of Indigenous Languages | Scoop.it
If you haven't heard Xinhua Dictionary yet, now is the time.

There are plans to turn the dictionary into a movie, according to a report by People's Daily.

Some Internet users voiced their doubts as to how a dictionary can be made into a film. "A dictionary made into a movie? Would it be a movie of turning pages? Or perhaps the romance between the phonetic alphabet and the characters?" said netizen @LinnnJiaaHuuui.

Despite the doubts, the dictionary itself is nevertheless a treasure of memory for many Chinese. An 80's born Beijing Internet user With Noodle Handle said that Xinhua Dictionary, which is registered as an Internet company, is a nostalgic piece that brings back memories of her generation.

"My Xinhua Dictionary was given by my father as my first birthday gift, he hoped that I could study hard," she said. "The funny thing is that all my classmates think that the more often we use the dictionary, the better we would perform," she added.

With Noodle Handle also said that the sentences in the 1998 version of the dictionary brought her back to time. An example is "Xiao Hua was admitted to Peking University; Xiao Hong went to technical school; I became a salesperson in the department store. We all have a bright future." She said that vocations in these sentences are the common dreams of people who grew up in the 80s.

"It is alright to borrow the fame of all kinds of classics and use them as impetus for the movie industry," said Li Shaohong, president of the China Film Directors' Guild. "If well adapted, it could be a box office hit," he said, adding that people in the film industry should respect and make use of the changes brought about by the Internet.

In fact, Xinhua Dictionary is not the first time that buzzwords or hot topics registered by Internet companies, and become the target for movie making.

Known as IP movies, or Intellectual Property movies, movies that entitled after a song, slang, or pet phrase all belong to such a category. Forever Young (Zhi Zi Hua Kai), a movie directed by famed TV host He Jiong, for example, is named after the song Zhi Zi Hua Kai. Another example is the pet phrase, "the world is so big, and I want to see it", which has also been registered by Internet companies.

Wang Hailin, vice president of the Chinese Film Literature Society, however, can't help but worry about such a trend in the movie industry.

"The lack of original scripts forced us to turn to the Internet buzzwords, but many of them are not proper movie sources," he said. "It would be pathetic for the film industry to rely too much on the hot spots."

Han Xiaolin, producer of the movie, said that most IP movies are not aimed at telling a good story. "It is not our producers' pursuit to make a high quality movie, it is more of a way of making money fast," she said.

Xinhua Dictionary is the first dictionary issued after the founding of the People's Republic of China, and it is by far the most influential and authoritative reference book that introduces Chinese to the world of the Chinese characters.
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Kayne Anderson Backs Language Access Network | socalTECH.com

Kayne Anderson Backs Language Access Network | socalTECH.com | The World of Indigenous Languages | Scoop.it
Los Angeles-based private equity investor Kayne Partners, the growth private equity arm of Kayne Anderson Capital Advisors, said Tuesday that it made an investment in Language Access Network (LAN), a Columbus, Ohio-based provider of on-demand, video interpretation services. Financial details of the investment were not disclosed. Language Access Nework serves the healthcare industry, by providing video interpretation services for patients who are deaf, hard of hearing, or have limited English skills.
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Apps for learning English

Apps for learning English | The World of Indigenous Languages | Scoop.it
The English language doesn’t come naturally to a lot of us. However, new-age learning methods are changing that, very quickly. And the smartphone is playing a very important role.
Hello English app, which was updated on 8 July, has been developed by the Jaipur-based start-up CultureAlley. The developers claim the app has 3 million users. According to app analytics website App Annie, Hello English is the 98th most downloaded app in India on Android phones as of 8 July—and is the most popular among educational apps.
It is currently available as a free download on the Google Play store, and it doesn’t cost a dime as you progress through the different levels of learning—there are pop-up ads within the app, and that is how the developers earn money.


The app can teach translation from almost any Indian language to English—at the time of writing this, the options included Bengali, Hindi, Punjabi, Marathi, Telugu, Tamil, Urdu, Gujarati, Malayalam and Kannada. The idea is to allow users to link back to their primary dialect to gain a better understanding of the new language. Once you start learning, there are a total of 200 preset lessons that focus on grammar and conversational English—each answer to a question is immediately checked and suggestions offered to the user. In-app virtual currency is accumulated on the successful completion of each lesson—this allows the user to unlock the next, more advanced lesson. The most interesting part is the availability of a tutor over a WhatsApp-like chat feature—if you have any queries, you can discuss them then and there. More lessons and dictionary additions will happen with future app updates that will be downloadable from the Play store itself.
And it is not just the smartphone which is changing the way we learn a new language. The good old computer and the idiot box are also learning avenues.
On the PC
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Rally planned in support of Longueuil mayor after language comments

Rally planned in support of Longueuil mayor after language comments | The World of Indigenous Languages | Scoop.it
A citizens’ rally will take place Tuesday night in Longueuil in support of Mayor Caroline St-Hilaire after she received death threats recently when she criticized an opposition councillor for translating all his statements at council meetings into English.

The rally, which is to take place in front of city hall at 6 p.m., was announced by a coalition of groups in defence of the French language, as well as representatives of the Parti Québécois, Bloc Québécois and Option Nationale.

St-Hilaire asked, in vain, that the Quebec government reinforced the province’s language charter.

Bill 101 states that French is the common language and that of public administration. However, exceptions are allowed for municipalities who have a majority of anglophone residents. In Longueuil, 96 per cent of citizens understand French.

During an interview Monday, Maxime Laporte, president of the Société St-Jean-Baptiste de Montréal, said he wants to support St-Hilaire, who stood up to defend the French language.
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Smartling Unveils Translation Connector For Adobe Experience Manager 6.1

Smartling Unveils Translation Connector For Adobe Experience Manager 6.1 | The World of Indigenous Languages | Scoop.it
NEW YORK, July 7, 2015 /PRNewswire/ --  Smartling today announced the availability of its Translation Connector for Adobe Experience Manager (AEM) 6.1. With this new offering, AEM users can seamlessly connect to Smartling's cloud-based translation management platform from within the AEM 6.1 system to easily and cost-effectively create and manage multilingual content and localize the customer experience. The AEM 6.1 Connector is the latest demonstration of Smartling's commitment to providing its enterprise customers with the most modern and open cloud platform for translation management available.

Smartling's comprehensive Translation Connector for AEM fully supports translation in AEM versions 5.4 and above, including the new 6.1 translation APIs. The new release provides significant advancements for AEM users who wish to localize the customer experience by target demographic and region. AEM 6.1 customers using the Connector gain automated access to the Smartling platform where they can easily submit content for translation and localization to be fulfilled by their preferred language service providers. The result is high-quality multilingual content and localized digital experiences that improve customer acquisition and retention while driving global growth.
"When we released our first Connector for Adobe CQ 5.4 in early 2014, it gave CQ users translation functionality never before possible," said Andrew Saxe, senior director of product at Smartling.  "We are thrilled to be among the first partners to support AEM 6.1, and we look forward to bringing the most advanced translation functionality to Adobe's fast-growing base of AEM 6.1 customers, many of whom already use the Smartling platform."
Combined with AEM, Smartling can translate and manage content from practically any data source, including business documents, resource file types, AEM third-party plug-in content and dynamic content built into AEM sites that might not have data stored in AEM. Additional key benefits include:
Automation - Changes to content are detected automatically, and translations are automatically returned to AEM when they are complete.
Efficiency - Smartling's centralized translation memory integration leverages previous translations to boost quality, consistency and speed, while reducing translation costs by up to 40 percent.
High-quality - The company's unique "in-context" translation interface provides translation resources with full visibility into site design and layout during the entire translation process, resulting in greater accuracy from the outset.
Real-time visibility - Translation progress status is available directly within the AEM interface, eliminating the need to switch between multiple systems to monitor project activity.
Smartling empowers businesses to better compete globally by removing complexity, cost and time from the translation process. With Smartling, businesses can leverage human translators for the highest-quality multilingual content while automating the non-linguistic parts of the process, enabling them to reach new markets faster, more efficiently and more affordably than ever before. Hundreds of global companies rely on Smartling to translate and localize their websites, Web apps, mobile apps and other digital content in a fraction of the time and cost compared to traditional translation processes. The Translation Connector for AEM 6.1 joins an already robust suite of Connectors that will continue to rapidly grow thanks to Smartling's open API.
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Researchers design cool smart gloves that turn sign, text language gestures into speech | Latest Tech News, Video & Photo Reviews at BGR India

Researchers design cool smart gloves that turn sign, text language gestures into speech | Latest Tech News, Video & Photo Reviews at BGR India | The World of Indigenous Languages | Scoop.it
Researchers at Mexico’s National Polytechnic Institute (IPN) have developed a glove that would translate text and sign languages to facilitate conversation between speech- and hearing-impaired people and those not conversant with sign language, the institute said in a statement.

The prototype, created by Miguel Felix Mata and Helena Luna Garcia, senses hand movements of the user and identifies them with the 26 letters of the international alphabet, Spanish news agency Efe reported. ”Words and phrases are transmitted by Bluetooth to a mobile device with a preloaded application that displays and reads the signs,” Luna said. Once the message reaches the device, it plays voice, so the application user can understand what his differently-abled companion or acquaintance is trying to say.


Presently, the glove can only read letters of the international alphabet but soon it will be able to read the Mexican sign language too. A new material in wearable technology and a conductive thread made from steel — thicker than conventional cotton thread and that can be sewn with needle or a machine — have been used to detect if the fingers are open or closed. The base of the glove hand is sewn with polyester and nylon and include springs and sensors for strength and to maintain the structure of the hand.

The application, available on the Android platform as Glove Translator, is free but needs the glove to work, the prototype for which is awaiting patent and manufacturing, said IPN.
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Translation Connector for AEM helps companies manage localized content

Translation Connector for AEM helps companies manage localized content | The World of Indigenous Languages | Scoop.it
Adobe Experience Manager (AEM) is used by many businesses to control content and ensure that it's consistent across channels. But what it doesn't help with is localizing sites into different languages.

Into this gap is stepping translation specialist Smartling with Translation Connector, which brings its cloud-based translation management platform to users of AEM 6.1.



It allows AEM users to seamlessly connect to the Smartling platform from within the AEM 6.1 system where they can then submit content for translation and localization to be fulfilled by their preferred language service providers.

"When we released our first Connector for Adobe CQ 5.4 in early 2014, it gave CQ users translation functionality never before possible," says Andrew Saxe, senior director of product at Smartling. "We are thrilled to be among the first partners to support AEM 6.1, and we look forward to bringing the most advanced translation functionality to Adobe's fast-growing base of AEM 6.1 customers, many of whom already use the Smartling platform".

Smartling can translate and manage content from almost any data source, including business documents, resource file types, AEM third-party plug-in content, and dynamic content built into AEM sites even though they not have data stored in AEM. Changes to content are detected automatically, and translations are automatically returned to AEM when they are complete.

Smartling's centralized translation memory integration makes use of previous translations to boost quality, consistency and speed, while reducing translation costs by up to 40 percent. The company's "in-context" translation interface provides translation resources with full visibility into site design and layout during the entire process, resulting in greater accuracy from the outset. Translation progress updates are available directly within the AEM interface, eliminating the need to switch between multiple systems to monitor project activity.

More information on Smartling's Translation Connector for AEM is available on the company's website.

Photo Credit: marekuliasz/Shutterstock
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Les systemes d’ecriture en Afrique noire

Les systemes d’ecriture en Afrique noire | The World of Indigenous Languages | Scoop.it

L’école néocoloniale a appris et continue d’apprendre aux africains que

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English Spanish glossary and definitions of translation industry terms

The translation industry (translators, customers, researchers, translation companies, translation agencies, software and hardware developers, business and professional associations, transcribers, subtitlers, etc.) use a specific jargon which is not easily understood by customers. Furthermore, some players in the industry have a different understanding or don’t agree on the meaning or what should be included in many terms. At the end of this glossary I list the main references used, together with my own experience, for defining each term.


Author: Richard Pérez-Mongard
Creation Date: 12/Aug/2013


A.... Part 1: ENGLISH - SPANISH GLOSSARY OF TRANSLATION INDUSTRY TERMS

A language
Classification of working languages of translators and interpreters where A represents the strongest, dominant or primary language of a translator and which he masters with competence, proficiency or perfect command. Usually, this refers to the person’s native language or an equivalent. A complete bilingual can have a double A.
Spanish: idioma A

Accreditation
Etymologically “accreditation” means to “grant recognition of compliance with official requirements or a standard (an accrediting body) or grant official credentials that should be recognized by other parties. In general it is the process for evaluating this compliance. Once the person or organization’s compliance has been accredited a certificate is issued. This certificate is proof of accreditation; it validates the authenticity of the facts which have been accredited. In the case of translation organisations (Agencies and companies) these standards cover management, quality assurance and translating procedures evaluated by the institutions that manage those standards. In the case of individual translators this accreditation covers language competence and translation competence and it is evaluated by a variety of organisations and with a variety of methods, including tests, background checks, proof of translating work, etc. The process of accreditation, its requirements, procedures, seriousness, transparency and presence or absence of corporate, political and commercial interests, defines its reputation and value. In translation, both terms, “Accreditation” and “Certification”, are used as if they meant the same. In some countries there is the preference to speak of “Accredited Translators”, in others the preference is “Certified Translators”, and in others both terms are used to convey the same meaning. Translation or language programs are equivalent to an accreditation process (which includes teaching) and the degree is equivalent to the “Certificate” (although with many translators’ programs one might prefer to replace “are” and “is” with “should be”). Other similar terms are “License” and “Authorisation”. Synonym: Certification.
Spanish: acreditación, certificación

Accredited translator
A translator who has received accreditation from an accrediting body. Accrediting bodies can be Universities, translators’ associations, Government entities, and private businesses. The institution that performs the accreditation, its reputation, is paramount for the value of its accreditation. “Licensed” and “Authorised” translators are those allowed to work in a location although they may not be “accredited” or “certified”. Synonym: Certified Translator
Spanish: traductor acreditado, traductor certificado

Active language
The target language or languages into which a translator or interpreter is capable of providing professional translation or interpretation, with the condition of proficiency or perfect command of the language. Active languages are divided into two categories: A language (main or dominant language) and B language (the second language of a translator). See Native Language, Near-native Proficiency.
Spanish: idioma activo

Adaptation
Recasting a text in a new form or modifying it to make it suitable for a different purpose, readership, culture, country or region. Etymologically the word adaptation is a two way route in translation (adaptation to the global or to the local), however it usually is considered a synonym of localisation (a one way route). Many marketing texts and advertisements should be adapted or transcreated when translating to other languages or variants, or they may be rendered useless or damaging. Preferably, advertisements should be translated in the target country with advice from a local advertising agency. Texts with extensive regional or culture-specific jargon must also undergo adaptation or transcreation to avoid misunderstandings. Synonym: localisation, transcreation. Although some consider these three terms as synonymous, others state that adaptation and localisation imply formal changes while the message and context are retained unchanged, but on the other hand transcreation can imply a change in the context and only retains its essence. The case of Marvel Comics “Spiderman” for the Indian market that featured an Indian born spiderman fighting Rahshasa in the Taj Mahal is a clear case of transcreation.
Spanish: adaptación, localización, transcreación

Aligned segments
Segments of text in one language are aligned with corresponding segments in another language. Synonyms: aligned texts, aligned segments, source and target text in two columns, parallel corpora.
Spanish: segmentos alineados

Aligned texts
Segments of text in one language are aligned with corresponding segments in another language. Synonyms: aligned texts, aligned segments, source and target text in two columns, parallel corpora.
Spanish: textos alineados

Alignment
Aligning the segments (paragraphs, sentences) of source and target text of a translation in two columns so that equivalent segments are side by side.
Spanish: alineación, alineamiento

Ambiguity
When a word or sentence can have two or more meanings. Usually ambiguity can be resolved by correctly understanding the context, or it can be resolved further down the text. In some cases it cannot be resolved without asking the author, and sometimes ambiguity is set in place on purpose.
Spanish: ambigüedad

Apostille
A document that certifies public documents for international recognition just like notarisation is in domestic law. To be eligible for an apostille, a document must first be issued or certified by an officer recognised by the authority that will issue the apostille.
Spanish: apostilla

Automatic translation
Another term for machine translation.
Spanish: traducción automática



A B-C D-I L-M N-P R-S T U-V-W
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terminology - What is the difference between yuri and shoujo-ai, yaoi and shounen-ai and ecchi and hentai anime genre? - Anime & Manga Stack Exchange

terminology - What is the difference between yuri and shoujo-ai, yaoi and shounen-ai and ecchi and hentai anime genre? - Anime & Manga Stack Exchange | The World of Indigenous Languages | Scoop.it
Yuri and Shoujo-ai are anime themes which are related to girl-to-girl relationship, while yaoi and shounen-ai are related to boy-to-boy relationships. But what are their distinct difference? When can you call a specific girl-to-girl anime a yuri or shoujo-ai? When can you call a specific boy-to-boy anime a yaoi or shounen-ai?

Plus, what is the distinct difference of ecchi and hentai anime? I just know that they are both for adults only-theme anime. When can you call a specific anime an ecchi or hentai?
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How the language betrays your real intention - TermCoord Terminology Coordination Unit

How the language betrays your real intention - TermCoord Terminology Coordination Unit | The World of Indigenous Languages | Scoop.it
Nobody is perfect, so everybody can make a serious mistake, which finally hurts another person, even unintentionally. In that case, you have to correct a mistake and say that you are really sorry for having done something. Unfortunately, express a real regret to somebody is another matter than only articulating “sorry”.  In that case, you have to be aware of the vocabulary, which you use, in order not to make excuses or fake apologies, which even could worsen the whole relationship between you and somebody who felt offended. One of the well-known relationship counselors – Gare Chapman wrote a book “The Five Languages of Apology”, which is dedicated to this common problem of inability to make a true apology.



 The language of the phony apologies

Do you know how many English expressions exist to describe or to make a “fake apology”? You can speak about: false apologies, making excuses, insincere apologies, non-apologies or phony apologies. No matter which expression you chose, the meaning is always the same: invalidation of your feelings and avoidance of admitting one’s guilt. So, what should you say to make a true apology? First, never say “I’m sorry, but…” as it will be treated directly as making excuses for your behavior without felt guilty of doing it, or it even can be regarded as an attempt of self-justification. What is more, it could be also regarded as a way of saving face and put the partial blame on the listener. Sometimes also happens to say something like “I’m sorry you feel that way”, which literally means that the reaction of the upset person to one’s behavior was inappropriate and it is only his or her fault why they felt offended.  If you really would like to say sorry, just focus on word order, like “I’m sorry you got upset” or “I’m sorry I made you feel that way”. Frankly speaking, saying “I’m sorry you don’t like it…” stands for an insincere apology, too. This sentence includes kind information of your future action, which could be understood as offensive to someone. The other example of phony apology is “I’m sorry, but if you hadn’t…” which is based on a blame-shift.



How to make an appropriate apology?

If you are responsible for the official correspondence, it’s better to write “Please accept our (sincerest) apologies”, as it sounds formal enough. Otherwise, you can just say “Please do not be mad at me”, which is mostly used during the informal conversations. The other way to become reconciled is taking the whole responsibility on yourself or criticize yourself by saying “Sorry, it was all my fault” or “How stupid/careless/ thoughtless of me”. You can also say “Please excuse my carelessness/forgetfulness/ignorance”, which is related to your inabilities.  Keep in mind that you can also use some special grammar constructions after just saying “I’m sorry”. For example, you can put the phrase “should have or should not have” to make an emphasis on the reason of having done something bad. Next, you can also make your sincere apology more strong by adding “really” or “so”. The other popular phrases are: “I owe you an apology” or “I have a confession to make”, but they are reserved only for a trivial negligence.

Gary Chapman described the five languages of apology, which you can read below.



Do you forgive me?

To make the apologizing person feel less upset, it is recommendable to say something, like; “Oh, it does not matter”, “That’s OK”, No worries” or “Don’t worry”. Offering some solution to this situation or follow-up is also desired. Otherwise, the person who made this apology should have asked you “Will you accept my apology?” Lastly, bear in mind that “Apology does not always mean that you are wrong and the other person is right. It just means that you value your relationship more than your ego” (unknown author).

Sources:

The language of apologizing

Apologizing

The Fake Apology

Written by Aleksandra Święcicka. Journalist, web editor and social media expert. Communication Trainee at TermCoord
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La esquina del idioma

La esquina del idioma | The World of Indigenous Languages | Scoop.it
Piedad Villavicencio Bellolio

pvillavi@eluniverso.com
 
¿Cuál es la grafía correcta?, ¿Amazonia o Amazonía?
Las dos formas se usan para referirse a las regiones de América del Sur que están circundadas por la cuenca del río Amazonas. Se escriben con mayúscula inicial.

Según el Diccionario panhispánico de dudas, la forma con diptongo (Amazonia) es la más común en España y en América; pero la grafía con hiato (Amazonía) también se usa en Perú, Ecuador y Venezuela.

¿Las expresiones numéricas se pueden escribir con letras?
La elección de escribir con letras o con números está supeditada a diferentes factores, como el contexto y la complejidad de la expresión. En textos científicos o técnicos, que exigen precisión, se recomienda el uso de cifras. Por esta misma razón, se emplean números en avisos publicitarios, en los titulares de textos periodísticos y en otras expresiones que requieran concisión y claridad.

La escritura con letras se sugiere en textos de índole literaria y, en general, en artículos no técnicos.

Con el sustento de la Ortografía de la lengua española, se recomienda lo siguiente:

ESCRITURA CON LETRAS
Cuando las cifras se pueden expresar con una sola palabra, se prefiere el uso de letras (quince, veintinueve, sesenta, novecientos). Asimismo se recomiendan letras para los números que pueden presentarse en dos palabras (dos mil, quinientos mil); para las fracciones que no se refieren a ideas matemáticas (caminó treinta kilómetros); también cuando se escriben cifras aproximadas (llegaron unas doscientas cincuenta mil personas).

ESCRITURA CON CIFRAS
Se recomiendan para los siguientes casos:

En cantidades grandes que necesiten de cuatro o más palabras (24.389); en documentos bancarios, códigos postales, números de teléfono, documentos de identidad, numeración de calles y carreteras. (F)

 

FUENTES:
Diccionario de la lengua española (2001), Diccionario panhispánico de dudas (2005) y Ortografía de la lengua española (2010), de la Real Academia Española y la Asociación de Academias de la Lengua Española.
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The Personal Touch: Using Anecdotes to Hook a Reader

The Personal Touch: Using Anecdotes to Hook a Reader | The World of Indigenous Languages | Scoop.it
It isn’t as easy to pull off as it might seem.

Back when I was getting a degree in journalism, we spent so much class time talking about how to write a good “lede” that the subject should have been its own minor. We scribbled and rewrote our introductory paragraphs. We studied the openings of Pulitzer-Prize-winning stories, looking at the writer’s mechanics. The purpose: to drill into our neophyte heads that the lede is the single most important part of any story. Period. It’s where you grab your readers and it’s how you keep them.

Ultimately, there is only one basic rule to writing a great opening paragraph: “Don’t be snoozy.” (I stole this phrase from a former journalist, Will Harper, who once gave a lecture with this gem at its center.)

If you’re reading this, my guess is that you’re at least interested in writing op-eds or short essays for places like Slate, the Huffington Post, or The Wall Street Journal. You may already have a terrific idea and a topical subject. Because of your credentials and research, you’re probably the perfect person to write it. The only trouble: Op-eds and short essays are likely to get turned down in today’s saturated market. Competition is fierce and a lot of professional writers are your direct rivals for space.

One of the biggest reasons that an editor will pass on a scholar’s submission is – and prepare yourself for some tough love here – it’s more than a little boring. The writing is too dull, too dry, too navel-gazing, too “academic,” or it’s all four of those things put together. In other words, it’s not for a general audience. Editors can usually tell if they’ll accept your piece after reading your lede alone. It’s that important.

So if you have a timely topic for an 800-to-1,200 word nonacademic piece, and you want to grab an editor’s attention, the first thing you should be thinking about is the “hook” for your lede. Typically, it is a personal anecdote or something specific and compelling from your research. It should interest readers from the get-go and make them feel a connection to you or the topic.

Caution: Using short anecdotes, stories, or vignettes isn’t as easy to pull off as it might seem. The technique can backfire. If it isn’t done well, it can come off as rambling, self-absorbed, or even egomaniacal. What follows are some general tips for using the personal touch in the opening section of your essay.

Even if it’s about you, don’t make it all about you.

Using your own recollections, fieldwork, or research stories is a great way to introduce your topic and argument to a general audience. However, the story you’re telling – even if it’s your own personal experience – should not be only about you.

The trick is to make the “I” universal enough that readers can invoke themselves in the narrative. As critic Mark Athitakis warned in a recent essay in The Washington Post on memoirs, if you’re going to use yourself to tell us something, “just recognize that ‘I’ is the least important word in it.” Instead, try focusing on the importance of the moment or the event. What about this personal story is compelling for readers? The answer to that question will lead you directly to the next step.

Create a three-dimensional scene.

The trick is to universalize your personal anecdote through specifics. Think about why you want to use this moment in the first place. What details lend themselves to the argument you’re making in the rest of the piece? Your anecdote should set the stage for what’s to come.

List out all the sensations, thoughts, and actions that best capture the importance of the event to the larger theme of the piece. Then use those specifics to craft a full experience for readers. Take them with you into the scene. Were you cold? Great. Mention your thin sweater. Were you scared? Tell them why.

In a piece I recently wrote for Slate, I used small details to set the scene: “While I waited in my thin, blue paper gown, I started searching on my smartphone for any relevant medical information. I was busy feverishly bookmarking pages explaining the different types of breast masses when the radiologist finally called me into her office.”

Many of us have vivid memories of having worn those paper gowns, so that tiny description does a lot of work for me. It evokes the memories of my readers and puts them in the room with me. They may think about whether or not they would also be looking up information on their smartphones. It creates a shared experience that I can then use in my next paragraph to make my larger point about medical information.

Tack back and forth from your experience to your argument and evidence.

An anecdote works best when it is threaded throughout the entire piece. The tone of an essay is set by the anecdote – so your writing should remain somewhat “conversational” throughout. Even when you’re making important points or highlighting the latest research, be clear and concise.

Don’t dumb anything down, but be more cogent and transparent than you might otherwise be in a scholarly article. You won’t have much space for “nuance,” counterpoints, or caveats. Those types of arguments are what you give up when you’re trying to reach a broad audience. To keep to 1,200 words, you only get to make one main argument using one main anecdote to highlight it.

End with a “callback.”

An effective way to end is with a reflection on where you began. In comedy terms, gesturing back to the beginning is known as a callback and it works. In writing for a nonacademic audience, the mirror effect works to show readers that you weren’t just navel-gazing in sharing your personal story. The callback should highlight what you learned from the experience and how that ties back into your overall argument.

A final note for those academics and graduate students new to op-ed and short-form writing: Learning to write for general audiences is difficult. In a long process peppered with rejections, it helps if you start to read a lot of op-eds and short essays with a writer’s critical eye. Start spotting the techniques that work for other authors and then mimic them in your own work.


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Theresa MacPhail is an assistant professor in the Science, Technology & Society Program at Stevens Institute of Technology.

 Read More from Theresa

- See more at: https://chroniclevitae.com/news/1019-the-personal-touch-using-anecdotes-to-hook-a-reader?cid=oh&utm_source=oh&utm_medium=en#sthash.OalAbXNM.dpuf

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Perles du bac : faut-il rire ou pleurer ? | Site mobile Le Point

Perles du bac : faut-il rire ou pleurer ? | Site mobile Le Point | The World of Indigenous Languages | Scoop.it
Lisez l'article : Perles du bac : faut-il rire ou pleurer ? sur votre mobile.
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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.

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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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