Sometimes I face this argument: Your children can always learn the minority language later. Why focus so much on fostering this language now? Strictly speaking, this is true: children can indeed learn a second (or additional) language at an older age, given suitable circumstances. But this argument …
This fascinating infographic elegantly breaks down the world’s most popular languages and the countries in which they are spoken. Specifically, the circle represents the 4.1 billion people around the world who speak one of 23 of the world’s most-spoken languages as their native tongue – the numbers of people speaking an actual language in any given country may actually be higher.
The amazing beginning of modern OPOL
For a full list of “Life as a bilingual” blog posts by content area, see here.
– De Houwer, Annick (2007). Parental language input patterns and children’s bilingual use. Applied Psycholinguistics, 28, 411-424.
– Ronjat, Jules (1913). Le développement du langage observé chez un enfant bilingue. Paris: Edouard Champion.
– Barron-Hauwaert, Suzanne (2004). Language Strategies for Bilingual Families: The One-Parent-One-Language Approach. Bristol / Buffalo / Toronto: Multilingual Matters.
François Grosjean’s website.
Throughout the United States, many Native American languages are struggling to survive. According to Unesco, more than 130 of these languages are currently at risk, with 74 languages considered “critically endangered.” These languages preserve priceless cultural heritage, and some hold unexpected value — nuances in these languages convey unparalleled knowledge of the natural world. Many of these at-risk languages are found in my home state of California. Now for some, only a few fluent speakers remain.
This Op-Doc tells the story of Marie Wilcox, the last fluent speaker of the Wukchumni language, and the dictionary she has created. I met her through the Advocates for Indigenous California Language Survival, an organization that encourages the revival of languages like Wukchumni. Through training and mentorship, it has supported Ms. Wilcox’s work for several years. Ms. Wilcox’s tribe, the Wukchumni, is not recognized by the federal government. It is part of the broader Yokuts tribal group native to Central California. Before European contact, as many as 50,000 Yokuts lived in the region, but those numbers have steadily diminished. Today, it is estimated that less than 200 Wukchumni remain.
Like most Native Americans, the Wukchumni did not write their language until recently. Although several linguists documented the grammar of the Wukchumni language in the 20th century, Ms. Wilcox’s dictionary is the longest work of its kind. Ms. Wilcox has also recorded an oral version of the dictionary, including traditional Wukchumni stories like the “How We Got Our Hands” parable featured in the film. The pronunciation of the language, including intricate accents, will be preserved, which will assist future learners of the language.
For Ms. Wilcox, the Wukchumni language has become her life. She spent more than seven years working on the dictionary and she continues to refine and update the text. Through her hard work and dedication, she has created a document that will support the revitalization of the Wukchumni language for decades to come. And Ms. Wilcox isn’t slowing down. Along with her daughter Jennifer Malone she travels to conferences throughout California and meets other tribes who also struggle with language loss.
Although Wukchumni is now being taught to tribe members at a local career center, the language still struggles to gain traction and move beyond a rudimentary level. Few seem able to dedicate the time needed to learn Wukchumni and become fluent speakers. Without additional resources and interest, I fear the language, in any meaningful form, may soon exist only in Ms. Wilcox’s dictionary.
The Cherokee is the most southern branch of the Iroquoian language family. Linguists believe that the Cherokee migrated from the Great Lakes area to the Southeast over three thousand years ago.
In 1540 the Cherokee lay claim to a territory comprising of 40,000 square miles in the southeastern part of what later became the United States. This area included parts of the states of Alabama, Georgia, North Carolina, South Carolina, Virginia, West Virginia, Kentucky and Tennessee.
In the winter of 1838, the Cherokee Nation was forcibly removed from what was left of their original lands in the East. 20,000 people were forced along the “The Trail of Tears” to the Indian Territory of northeastern Oklahoma. Over 4,000 Cherokees died. The journey was know by the Cherokee as nu-na-hi du-na tlo-hi-lu-i, the “trail where they cried.”
Several hundred Cherokee evaded removal by hiding in the mountains of North Carolina. In 1849 they were given the right to remain on lands purchased in their behalf. It later became the Qualla Reservation.
At the time of the first contact with Europeans, the Cherokee occupied three distinct geographical regions. Three distinct dialects were spoken: Eastern, Middle and Western.
The Eastern or lower dialect is now extinct. Its chief peculiarity is a rolling “r”, which takes the place of the “l” of the other dialects. The Cherokee speakers of the Eastern dialect occupied what is now South Carolina and made the first contact with the British. Due to the wars and conflicts of the 1800’s, the few remaining speakers were absorbed into the other Cherokee groups further inland.
The Middle dialect (Kituwah) is spoken by the Cherokee now living on the Qualla reservation in North Carolina. In some of its phonetic forms it agrees with the Eastern dialect, but resembles the Western in having the “l” sound.
The Western dialect (The Overhill) is spoken by the Cherokee Nation in the West. Because of their isolation, the Kituwah dialect was less impacted by the influence of other Indian cultures and the many conflicts the Western Cherokee encountered. The Overhill dialect is the softest and most musical of this musical language.
The name, “Cherokee,” occurs in fifty different spellings. In this form it dates back at least to 1708. From the Eastern dialect came the form tsa-ra-gi, the form with which the English settlers first became familiar (a rolling “r” took the place of the “l” of the other dialects). Thus came the word “Cherokee.” The Spaniards, advancing from the south, became familiar with the other form (Middle and Western: tsa-la-gi) and spelled the word as Chalaque. Today Cherokees both East and West refer to themselves in that form: tsi-tsa-la-gi (I am Cherokee).
The proper name by which the Cherokee call themselves is: yun-wi-ya. It comes from yun-wi (person) and ya (real or principal). When referring to the tribe, the prefix ani is added: ani-yun-wi-ya.
Cherokees are the only Native American People who possess a writing system equivalent to the European alphabet. The Cherokee syllabary is the only alphabet in history attributed to be the work of one man, George Gist, known to the world as Sequoyah. Although he did not speak or read the English language, he understood the power of the written word. After twelve years of dedicated work, Sequoyah finished the Cherokee syllabary in 1821. He spent the rest of his life teaching his people how to read and spell.
The Cherokee alphabet is a syllabary of 84 characters in which each letter in a word stands for a whole syllable.
There are six vowels: a-e-i-o-u including a vowel which does not exist in English (v). The (v) vowel is decidedly tonal and is pronounced like the “u” in “huh”, nasalized.
The remaining seventy eight characters consist of combining consonants and vowels with one exception, the consonant “s”. It stands alone as the only single consonant represented as a character. Adding “s” to other syllables as a prefix or suffix eliminated the need to create seventeen more characters to the syllabary. There are no equivalent sounds for the English consonants BFPRVX. (Overhill uses the “j” sound when pronouncing the “ts” syllables; Kituwah uses the softer “z” sound.)
Across the United States, the native peoples are involved in preserving their aboriginal languages. Unfortunately some of these languages have all ready been lost. In Qualla and the Cherokee Nation, dedicated Cherokee linguists are working diligently to ensure the Cherokee language survives.
Increasing numbers of Cherokee descendants are renewing their ties with their traditions, history and language. With this renewal comes the understanding that their Cherokee heritage must be preserved and passed on to the next generation.
[Uni] 7de8 [部首] 120 [教育] 5 [画数] 15 [音] ヘン [訓] あ.む -あ.み [英] compilation; knit; plait; braid; twist; editing; completed poem; part of a book
[Uni] 96c6 [部首] 172 [教育] 3 [画数] 12 [音] シュウ [訓] あつ.まる あつ.める つど.う [名] あつまり ず [英] gather; meet; congregate; swarm; flock
Not sure how this formatting will work out, but I wanted to share this entry from the World Wide Web Japanese Dictionary. This is a website I use most days– based out of Monash University in Australia. These two entries jumped out at me because of the lovely poetics of the syntax of their combination. Together 編 and 集 spell the Japanese word for ‘edit.’ But 編 can also mean the word for ‘braid’ or ‘knit’ and 集 can also mean ‘gathering.’ So, in a certain sense (not sure if it’s the “literal” sense exactly… but on the basis of these root ideas) an edit is a gathering of braids.
I wonder how much the average Japanese speaker is aware of these poetic resonances in their written language. How much bearing does this way of writing have on the signification of words in the language in general. For instance, would a Japanese speaker (other than me) look at the word ‘edit’ and think ‘a gathering of braids’ or something similar. I suppose I want this beautiful small thing to be more significant than my personal mnemonic device.
You can reload this page and scroll down quickly to see these brushstroke order animations if you want. http://www.csse.monash.edu.au/~jwb/cgi-bin/wwwjdic.cgi?1C