Bøger i Publications in Language Use and Education serien

While investigating endangered languages, many researchers become interested in developing literacy for these languages. However, often their linguistic training has not provided practical guidance in this area. This book, with contributions by experienced practitioners, helps fill this gap. Both foundational theory and specific case studies are addressed in this work. Non-linguistic factors are described, particularly sociolinguistic issues that determine acceptability of orthographies. A principled approach to the level of phonological representation for orthographies is proposed, applying recent phonological theory. The thorny issues of how to determine word breaks and how to mark tone in an orthography are explored. "Overly hasty orthographies" and the benefits of allowing time for an orthography to settle are discussed. Principles of the foundational chapters are further exemplified by detailed case studies from Mexico, Peru, California, Nepal, and Southeast Asia, which vividly illustrate the variety of local conditions that must be taken into account. The combination of theoretical and practical makes this book unique. It will benefit those involved in helping establish orthographies for hitherto-unwritten languages, and provide concrete guidance through crucial issues.Michael Cahill (Ph.D. 1999, Ohio State University) developed the Konni orthography in Ghana. He was SIL''s International Linguistics Coordinator for eleven years, and is on the LSA''s Committee on Endangered Languages and their Preservation.Keren Rice (Ph.D. 1976, University of Toronto) helped standardize the orthography of Slavey, and has taught on orthography development at InField/CoLang. She was LSA President in 2012 and is currently University Professor at the University of Toronto.

Widespread multilingualism in Papua New Guinea provides an ideal situation for analyzing the dynamics of language contact. In this book, the author examines the relationship of indigenous Austronesian languages and the pidgin/Creole language, Tok Pisin. Jenkins argues that in New Ireland, Papua New Guinea, the direction of influence between languages was first from the indigenous Austronesian languages to Tok Pisin, but is now from Tok Pisin to the indigenous languages. Jenkins applies the principles of Matrix Language Theory, Abstract Levels, and 4-M Models to the development of Tok Pisin as a pidgin/Creole language based on the Austronesian substrate. The degree and types of dialect variation, codeswitching, and borrowing are illustrated primarily from Tigak. Other languages are also used to demonstrate phenomena such as language shift, convergence, attrition, and language death. A grammatical sketch of Tigak provides background for the discussion of the language contact phenomena. The geographical location of the Tigak places them in close contact with a large number of languages, thus making them especially appropriate for the kind of study reported in this book.

The Peruvian Ministry of Education initiated bilingual schools in Amazonia soon after the Machiguenga people-inhabitants of the Peruvian rainforest-received a written alphabet in the late 1940s. Despite barriers of distance, language and cultural diversity, this educational program is an ongoing success. The 1993 data shows an average literacy rate of nearly 65 percent, with high literacy use-predictive of literacy continuance. This first-hand account, by the educator who helped develop the Machiguenga schools, is rich with descriptions, providing teachers and literacy practitioners an in-depth study of a minority-language educational program. Students of cross-cultural training will find a culturally sensitive model for teaching and evaluation. This study is significant since it relates the favorable attitudes toward literacy among an isolated people group, formerly in a monolingual area with no government schools until 1954. Equally noteworthy is the fact that Machiguenga teachers have conducted all primary level education even though they were at first barely literate themselves. These maturing teachers continued their education during summer sessions and shared their knowledge with their pupils year by year as they themselves advanced through the grades. Currently the three area high schools are staffed both by Spanish-speaking teachers and Machiguenga personnel with tertiary education. This book reflects the delight the Machiguenga people find in learning. They have voluntarily expended enormous effort to make reading a part of their society. This is both a scholarly work and a present day drama.