front cover of The Calusa
The Calusa
Linguistic and Cultural Origins and Relationships
Julian Granberry
University of Alabama Press, 2012

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Presents a full phonological and morphological analysis of the total corpus of surviving Calusa language data left by a literate Spanish captive held by the Calusa from his early youth to adulthood

The linguistic origins of Native American cultures and the connections between these cultures as traced through language in prehistory remain vexing questions for scholars across multiple disciplines and interests.  Native American linguist Julian Granberry defines the Calusa language, formerly spoken in southwestern coastal Florida, and traces its connections to the Tunica language of northeast Louisiana.
 
Archaeologists, ethnologists, and linguists have long assumed that the Calusa language of southwest Florida was unrelated to any other Native American language. Linguistic data can offer a unique window into a culture’s organization over space and time; however, scholars believed the existing lexical data was insufficient and have not previously attempted to analyze or define Calusa from a linguistic perspective.
 
In The Calusa: Linguistic and Cultural Origins and Relationships, Granberry presents a full phonological and morphological analysis of the total corpus of surviving Calusa language data left by a literate Spanish captive held by the Calusa from his early youth to adulthood. In addition to further defining the Calusa language, this book presents the hypothesis of language-based cultural connections between the Calusa people and other southeastern Native American cultures, specifically the Tunica. Evidence of such intercultural connections at the linguistic level has important implications for the ongoing study of life among prehistoric people in North America. Consequently, this thoroughly original and meticulously researched volume breaks new ground and will add new perspectives to the broader scholarly knowledge of ancient North American cultures and to debates about their relationships with one another.
 
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Color and Cognition in Mesoamerica
Constructing Categories as Vantages
By Robert E. MacLaury
University of Texas Press, 1996

More than 100 indigenous languages are spoken in Mexico and Central America. Each language partitions the color spectrum according to a pattern that is unique in some way. But every local system of color categories also shares characteristics with the systems of other Mesoamerican languages and of languages elsewhere in the world.

This book presents the results of the Mesoamerican Color Survey, which Robert E. MacLaury conducted in 1978-1981. Drawn from interviews with 900 speakers of some 116 Mesoamerican languages, the book provides a sweeping overview of the organization and semantics of color categorization in modern Mesoamerica.

Extensive analysis and MacLaury's use of vantage theory reveal complex and often surprising interrelationships among the ways languages categorize colors. His findings offer valuable cross-cultural data for all students of Mesoamerica. They will also be of interest to all linguists and cognitive scientists working on theories of categorization more generally.

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Communities of Practice
An Alaskan Native Model for Language Teaching and Learning
Edited by Patrick E. Marlow and Sabine Siekmann
University of Arizona Press, 2013
Educators, scholars, and community activists recognize that immersion education is a key means to restoring Indigenous and other heritage languages. But language maintenance and revitalization involve many complex issues, foremost may be the lack of local professional development opportunities for potential language teachers.

In Alaska, the Second Language Acquisition Teacher Education (SLATE) project was designed to enable Indigenous communities and schools to improve the quality of native-language and English-language instruction and assessment by focusing on the elimination of barriers that have historically hindered degree completion for Indigenous and rural teachers. The Guided Research Collaborative (GRC) model, was employed to support the development of communities of practice through near-peer mentoring and mutual scaffolding. Through this important new model, teachers of both the heritage language, in this case Central Yup’ik, and English were able to situate their professional development into a larger global context based on current notions of multilingualism.

In Communities of Practice contributors show how the SLATE program was developed and implemented, providing an important model for improving second-language instruction and assessment. Through an in-depth analysis of the program, contributors show how this project can be successfully adapted in other communities via its commitment to local control in language programming and a model based on community-driven research.

Communities of Practice demonstrates how an initial cohort of Yup’ik- and English-language teachers collaborated to negotiate and ultimately completed the SLATE program. In so doing, these educators enhanced the program and their own effectiveness as teachers through a greater understanding of language learning. It is these understandings that will ultimately allow heritage- and English-language teachers to work together to foster their students’ success in any language.

 

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Comparative Studies in Greek and Indic Meter
Gregory Nagy
Harvard University Press, 1974
Reversing the generally accepted notions about formula and meter in epic poetry, Gregory Nagy seeks to show that meter is an outgrowth of formula. To make his point he links the Parry-Lord techniques of formulaic analysis with the researches of Meillet, Jakobson, and Watkins on Indo-European metrics. In the process he evolves a new theory about the origins of the Homeric hexameter and offers controversial fresh material for pursuing the problem of creativity versus tradition in the Greek lyric.
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front cover of Contact, Structure, and Change
Contact, Structure, and Change
A Festschrift in Honor of Sarah G. Thomason
Edited by Anna M. Babel and Mark A. Sicoli
Michigan Publishing Services, 2021
Contact, Structure, and Change addresses the classic problem of how and why languages change over time through the lens of two uniquely productive and challenging perspectives: the study of language contact and the study of Indigenous American languages. Each chapter in the volume draws from a distinct theoretical positioning, ranging from documentation and description, to theoretical syntax, to creole languages and sociolinguistics. This volume acts as a Festschrift honoring Sarah G. Thomason, a long-time professor at the University of Michigan, whose career spans the disciplines of historical linguistics, contact linguistics, and Native American studies. This conversation among distinguished scholars who have been influenced by Thomason extends and in some cases refracts the questions her work addresses through a collection of studies that speak to the enduring puzzles of language change.
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Cultural Erotics in Cuban America
Ricardo L. Ortíz
University of Minnesota Press, 2006
Miami is widely considered the center of Cuban-American culture. However vital to the diasporic communities’ identity, Miami is not the only—or necessarily the most profound—site of cultural production. Looking beyond South Florida, Ricardo L. Ortíz addresses the question of Cuban-American diaspora and cultural identity by exploring the histories and self-sustaining practices of smaller communities in such U.S. cities as Los Angeles, Chicago, and New York.

In this wide-ranging work Ortíz argues for the authentically diasporic quality of postrevolutionary, off-island Cuban experience. Highlighting various forms of cultural expression, Cultural Erotics in Cuban America traces underrepresented communities’ responses to the threat of cultural disappearance in an overwhelming and hegemonic U.S. culture. Ortíz shows how the work of Cuban-American writers and artists challenges the heteronormativity of both home and host culture. Focusing on artists who have had an ambivalent, indirect, or nonexistent connection to Miami, he presents close readings of such novelists as Reinaldo Arenas, Roberto G. Fernández, Achy Obejas, and Cristina García, the playwright Eduardo Machado, the poet Rafael Campo, and musical performers Albita Rodríguez and Celia Cruz.

Ortíz charts the legacies of sexism and homophobia in patriarchal Cuban culture, as well as their influence on Cuban-revolutionary and Cuban-exile ideologies. Moving beyond the outdated cultural terms of the Cold War, he looks forward to envision queer futures for Cuban-American culture free from the ties to restrictive—indeed, oppressive—constructions of nation, place, language, and desire.

Ricardo L. Ortíz is associate professor of English at Georgetown University.
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