Well, Endangered Languages Week 2008 has drawn to a close, and apart from feeling knackered after a week of full-on EL activities, we at SOAS reckon it all went pretty well. We had a lot of fun, especially during the kick-off debate about What is your language footprint? when the “for team” of David Nathan, Chaithra Puttaswamy and Juliette Rutherford were soundly defeated by the “against team” of Peter Austin, Julia Sallabank and Peter Sutton. Superior debating skills combined with some bad jokes won the day. Another highlight of the week was the UK Premiere of the film “The Linguists” which was attended by over 90 people, many of whom got to meet in person K. David Harrison, one of the dynamic duo who star in the film.
Our main goal for EL Week 2008 was showing what we are doing in EL research, teaching, and archiving at the Hans Rausing Endangered Languages Project and communicating with as wide an audience as possible. We feel we achieved that, both in the real and virtual interactions we had with visitors, most of whom have never come to Project activities before. Some students even travelled from Paris to attend the workshops and films. We also made contact with the Subject Centre for Languages, Linguistics and Area Studies which is a publicly funded service, providing UK-wide support and services for higher education in these three areas. They featured EL Week 2008 on their website and mailed out a special e-bulletin about our activities to their 3,000 subscribers – as a consequence, a number of teachers came to SOAS during the week, and we now have great opportunities for future collaboration.
So, here are some statistics about the week (all numbers are approximate):
FollowIndigenous languages – staying in the background
Mirabile dictu… The 2020 summit background material on Indigenous Australia,
Fluency in revival situations – John Giacon
[From John Giacon]
As noted in the blog post on John Hobson’s lecture, the Koori Centre has been one of a number of forces which have pioneered major developments in Indigenous Language education in NSW and other parts of Australia. I want to comment on two sentences in the review:
‘Indigenous children need qualified teachers who are fluent speakers of the language’ and ‘Majors in Indigenous languages just aren’t on offer [in Universities]’.
I will use my experience of Gamilaraay Yuwaalaraay to reflect on these. I started working in the languages 12 years ago. Sadly, I have not met anyone who has or had elementary fluency from ‘handed down’ language. For instance I have met a number of people who know that yanay is ‘go/walk’, but none who knew the past-tense form ‘yananhi‘ or the various continuous forms. Nor have I met anyone could productively use the locative suffix for meanings like ‘in, on, at’. Just two examples of the many elements you would need to know for even moderate fluency. People who have done courses now know these elements of Gamilaraay Yuwaalaraay, and much more. Fluency is growing, slowly.
So, the fluent teachers necessary for language teaching are not there, ‘in the community’. However the rules for forming past tense and the forms and meaning of the locative suffix, and much more, are in Corinne Williams’ Grammar of Yuwaalaraay (1980). And there is much more information that she did not have time to process in tapes and other Gamilaraay Yuwaalaraay sources. So if those sources are used, then resources and courses can be developed: for instance the Gamilaraay Yuwaalaraay Yuwaalayaay Dictionary, the ‘Speaking Gamilaraay‘ course at the Koori Centre/University of Sydney and the TAFE Certificate 1 in Gamilaraay and Gumbaynggirr courses.
Endangered Languages Week 2008
Following on from our successful experiment in April 2007 the Endangered Languages Project at SOAS is running an even bigger and better Endangered Languages Week from 30th April to 8th May 2008.
Through films, displays, discussions and workshops we are presenting what is being done to document, archive and support endangered languages at SOAS and around the world. The theme of the week is “What can WE do?”, exploring how researchers, students, language community members and members of the public can work together to address the challenges of global language and cultural loss.
Activities include:
it’s a comprehensive reference grammar, innit
Last Wednesday, Elizabeth Zeitoun’s recently published Grammar of Mantauran (Rukai) arrived in my mailbox at SOAS from Academic Sinica in Taipei. This is a beautifully produced description of a dialect of Rukai, one of the Endangered Languages of Taiwan and at 551 pages is a sizeable account of the language.
So I got to thinking: this is a pretty impressive comprehensive reference grammar of an endangered language. And then, well what counts as a ‘comprehensive (reference) grammar’? The term gets used quite a bit in relation to endangered and minority languages. For example the February 2007 newsletter [pdf] of La Trobe University’s Research Centre for Linguistic Typology, the most recent one available, contains over 25 uses of the term, and all 10 PhD students associated with the Centre are said to be writing a ‘comprehensive grammar’ of a small language. A Google search for “comprehensive reference grammar” returns 1,130 hits, and for “comprehensive grammar” 128,000 hits, though that includes things like A Comprehensive Grammar of the English Language by Randolph Quirk,Sidney Greenbaum, Geoffrey Leech, and Jan Svartvik, which doesn’t really count for our purposes, nor does Matthews and Yip’s Cantonese: A Comprehensive Reference Grammar.
So I then adopted a tried and true sampling method of language typologists, namely have a look at the grammars of smaller languages that are on my book shelves at SOAS and pick the fattest ones (ok, ok, I know real typologists don’t do sampling like this any longer, but bear with me for the purposes of this exercise). What I came up with is summarised in the following table (astute readers will notice that I am not controlling for factors like margin width, page size, font type size and line spacing, but I’m only human):
How to discourage publication in languages other than English
So, the Oz Government wants to ensure that the Oz tax payer gets value for the taxes that pay for me and my colleagues to scuttle and scurry around universities, and our students to read & learn & think & write &..
To this praiseworthy end, each year the Department of Education, Employment and Workplace Training ask us to produce copies of everything solid & worthy we’ve published over the previous year with all sorts of verification information, and of course the all important label MADE IN AN AUSTRALIAN UNIVERSITY CONTAINING ALL AUSTRALIAN INGREDIENTS. And the “we” includes not only staff but also students – which is right & proper, except that the students get no direct benefit from the labor of copying and collating the information, whereas a small trickle of money comes back to departments on the basis of their research output.
Now, one of our students* has just published an interesting article on grammaticalisation of a Cantonese particle, in the Proceedings of the 10th International Conference on Yue dialects (Cheung, H-H; S-H Cheung and H-K Chan (eds) 2007. Dishijie GuoYuefangyan Yantaohui Lunwunji (Beijing: China Social Sciences Press. ISBN 978-7-5004-6582-9). She kindly copied the article, and the preface, the table of contents, and the ISBN publication details page, all of which are needed for verification.
What’s the price of doing nothing?
The first Koori Centre lecture for 2008 was given by John Hobson, “Towards a model for training Indigenous languages educators in Australia” [the full paper will be up via the e-repository shortly). And a timely and thought-inducing talk it was too.
John’s recently been to Canada, the US and Aotearoa /NZ, looking at Indigenous languages education there. He’s come back convinced that we need to do a lot more in Australia to improve the way Indigenous languages are taught. The price of doing nothing is that kids will lose interest in Indigenous languages, and won’t put the effort in that’s needed to go beyond saying a few words and singing a song or two.
On the (highly) political side, he’s come back convinced that the existence of treaties has created climates much more favourable to Indigenous languages rights in those countries than we have in Australia.
On the money side, he noted the major difference between the user-pays attitude to education found in the US and Canada, and the reliance on governments here and in NZ. Native Americans and Native Canadians are using money from mining, from gambling, from whatever resources they have to pay for language work. In practice this means a great diversity in what’s on offer, since some groups have far more resources than others. It also means that they rely more on summer and winter institutes (the inpsirations for our Indigenous Languages Institute and Australian Linguistics Institutes) than we in Australia have.
On the less (but still) political side, he highlighted the growing realisation that, like any children learning languages, Indigenous children need qualified teachers who are fluent speakers of the language. (This point has been emphasised by Timoti Karetu (Inaugural Commissioner of Maori Language) *).
Another State signs on..
After South Australia, and New South Wales, another Australian State gets serious about bringing Indigenous languages into schools.
The Queensland Studies Authority has released a flyer [.pdf] about Indigenous languages, affirming that, among other things:
“understanding the language backgrounds of Indigenous students is a critical factor in the successful learning of Standard Australian English as part of formal education in Queensland schools”
and
“it is valuable for all students to understand the language diversity of Australia’s Indigenous peoples”
and finally, the promise..
“Aboriginal and Torres Strait Islander community perspectives on valuing, maintaining and reviving local languages will be supported through our products and services.”
A start, a start! Good on the many people who have worked to get this up.
2020 vision (maybe) on Australia’s language capacity
Among the people invited to share ideas at the 2020 Summit on visions for Australia’s future are several speakers of traditional Indigenous Languages, Jeannie Nungarrayi Egan, Raymattja Marika and Thomas Jangala Rice. Apart from them, as far as I can see, linguists haven’t got a look in. Our ideas aren’t part of the vision for Australia. Sigh, so what’s new?
Australia’s language capacity has declined. This includes the capacity to speak the languages of our neighbours, the loss of Australia’s Indigenous language heritage, and the fact that Indigenous children in remote communities are not learning Standard English. Changes in policy are needed to rebuild our ability as a country to learn and use languages. It’d be great if the summit considered this as something to push for.
Dhanggati reference book
Dhanggati people (Dhanggati is the language of the Macleay Valley) and linguists are well served by a new 205 page reference book on the language.
Lissarrague, Amanda. 2007. Dhanggati grammar and dictionary. Nambucca Heads: Muurrbay Aboriginal Language and Culture Cooperative 14 Bellwood Road, Nambucca Heads NSW 2448.
It’s another Muurrbay product (in 2006 they published a reference book on the Hunter River language by Lissarrague) which really justifies the funding from the Maintenance of Indigenous Languages and Records programme, now housed in the Department of the Environment, Water, Heritage and the Arts.