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<FONT SIZE="2"><FONT FACE="Verdana, Helvetica, Arial"><SPAN STYLE='font-size:12pt'>Thank you. And a tree is always part of a garden even if we don’t see the rest of the garden — that supports the tree and that the tree supports. You are indeed correct — any metaphor carries its own burden of associations and language is unique in the way it leaves. I wrote my support for the metaphor because my husband Dr. Dimas Bautista, a native speaker of Jaqaru and now the ‘elder’ of the language (see </SPAN></FONT><SPAN STYLE='font-size:12pt'><FONT COLOR="#0000FF"><FONT FACE="Monaco, Courier New"><U><a href="http://unmsmnoticiasfondoeditorial.blogspot.com/2010_08_01_archive.html">http://unmsmnoticiasfondoeditorial.blogspot.com/2010_08_01_archive.html</a></U></FONT></FONT><FONT FACE="Monaco, Courier New"> ), </FONT><FONT FACE="Verdana, Helvetica, Arial">and he liked it very much, and as an alternative to the offending metaphor.<BR>
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Good documentation can never take the place of native speakers. At one time a grant I had applied for, which included full analysis of all texts with a native speaker, was denied because I could ‘just record and let linguists in the future analyze’.(!!) I was appalled. Unanalyzed (transcribed, glossed, marked grammatically, matched with the recording) recordings become basically garbage when there are no longer native speakers. This also applies to your metaphor of the garden — one needs communication (not always possible, for age & health reasons, inter alia) with the original speaker on the tape, even if the transcription is done alone or with someone else (transcription being such an intense activity). And all analyses need to be in collaboration with native speakers — we are gardeners together. And all decisions about a language belong to the native speakers in ethical terms, though we know that that right is/has been violated with frequency. <BR>
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Part of what a linguist can bring to the table is the respect for the language. When I first (more than 50 years ago) wrote the grammar of Jaqaru it was published in English in Europe. I took a copy to Tupe to give to the Municipal Library. People said I should not do so; they did not know English. I said, although it was not yet in Spanish (it was later) everything I wrote belonged to the people who speak the language I’m working with, and a copy to those who gave me the original data is ethically obligatory. A few years later the Mayor told me that some people had come and said some disparaging things about Jaqaru, implying it was not a real language. The Mayor went to his office, brought out my grammar and showed it to the outsiders, putting it in their face, and they had to change their opinions. He was enormously happy. And I can think of no better use of a grammar. Yes, Jaqaru is a language. <BR>
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This has been an interesting thread, and I agree with the comments of Doug Whalen as well, and have enjoyed those of all of you.<BR>
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MJ<BR>
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On 9/2/13 12:36 AM, "Johanna Laakso" <<a href="johanna.laakso@UNIVIE.AC.AT">johanna.laakso@UNIVIE.AC.AT</a>> wrote:<BR>
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</SPAN></FONT><BLOCKQUOTE><FONT FACE="Verdana, Helvetica, Arial"><SPAN STYLE='font-size:14pt'>Dear All,<BR>
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thanks for the interesting discussion! I also like the tree metaphor (which, of course, may be overused as well, see e.g. <a href="http://www.hf.uio.no/multiling/english/">http://www.hf.uio.no/multiling/english/</a> ).<BR>
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But, whatever the metaphor, I think that the greatest challenge in spreading information about endangered languages is avoiding "the extinction narrative". Any metaphor taken from nature is especially prone to this vulgar Darwinist idea of some languages "being less fit for survival", which means that their extinction is natural and expectable and due to some laws of nature. The extinction narrative also often comes with an expert-centred, static and reified idea of language: it is up to linguists, the Great White Hunters, to "save the language", and a language is "saved" when it is documented and a grammar, a dictionary and a critical mass of texts and/or recordings are available. (Of course, it is part of the truth that a language properly documented and with a viable standard may well have more prestige and better chances to survive.) <BR>
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So any research into endangered languages is readily presented in the media as a "rescue mission", although, as we all know, the truth is that no well-meaning outsider can save a language if the speakers themselves have decided to give it up. On the other hand, emphasising the importance of speaker agency should not mean denying the reality of inequality, discrimination and oppression: if speakers give up their language, they do it for what they feel to be a compelling reason and often silently mourn the loss of the old language.<BR>
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Perhaps a garden would be an even better metaphor than a tree. A healthy language includes many varieties, it can have many speakers or just a few, it can be of measurable economic importance or just the carrier of values which can never be measured with money, it must be tended but it also takes favourable external circumstances to make a garden really flourish... And even a neglected and withered garden can be made living and green again. <BR>
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A beautiful example of successful revitalisation is Inari Sámi in Finland. See the book by Marja-Liisa Olthuis, Suvi Kivelä and Tove Skutnabb-Kangas ( <a href="http://www.multilingual-matters.com/display.asp?K=9781847698872">http://www.multilingual-matters.com/display.asp?K=9781847698872</a> ), the accompanying website ( <a href="http://www.casle.fi/">http://www.casle.fi/</a> ) and the film by Suvi Kivelä (with English subtitles: <a href="http://youtu.be/e0YcIkUoEhc">http://youtu.be/e0YcIkUoEhc</a> ) nicely demonstrating the key factors to this success: activism and committed people in the community, and the crucial role of the "language nest", the immersion kindergarten which by now has raised dozens of new speakers .<BR>
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Best<BR>
Johanna Laakso<BR>
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Univ.Prof. Dr. Johanna Laakso<BR>
Universität Wien, Institut für Europäische und Vergleichende Sprach- und Literaturwissenschaft (EVSL)<BR>
Abteilung Finno-Ugristik<BR>
Campus AAKH Spitalgasse 2-4 Hof 7<BR>
A-1090 Wien<BR>
<a href="johanna.laakso@univie.ac.at">johanna.laakso@univie.ac.at</a> • <a href="http://homepage.univie.ac.at/Johanna.Laakso/">http://homepage.univie.ac.at/Johanna.Laakso/</a><BR>
Project ELDIA: <a href="http://www.eldia-project.org/">http://www.eldia-project.org/</a> <BR>
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Andreas Kyriacou kirjoitti 1.9.2013 kello 21.43:<BR>
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</SPAN></FONT><BLOCKQUOTE><FONT FACE="Verdana, Helvetica, Arial"><SPAN STYLE='font-size:14pt'>I listened to a talk on endangered languages by Balthasar Bickel of University Zürich today. He used Baruya as an example of how language loss can result in the disappearance of cultural knowledge. He listed 23 words, which their mother tongue provides to label different varieties of sugarcane. As speakers switch to the local lingua franca, tok pisin, these are all replaced by the single term 'suga'.<BR>
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Maybe you could use such an example to showcase to a lay audience what consequences language loss can have.<BR>
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I too find the coffin a problematic metaphor, not mainly because of its negative connotation as such, but because it's so overused. Every other demonstration seems to involve carrying a coffin around.<BR>
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Andreas<BR>
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On 30.08.2013, at 12:54, Lena Terhart <<a href="lena.terhart@GMX.DE">lena.terhart@GMX.DE</a>> wrote:<BR>
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</SPAN></FONT><BLOCKQUOTE><FONT FACE="Verdana, Helvetica, Arial"><SPAN STYLE='font-size:14pt'>Peter,<BR>
you may be right that a coffin is not very creative nor very sensitive towards speakers of endangered languages, especially the ones who take effort to revitalise their languages, BUT<BR>
- the whole exhibition is about language and not language endangerment or language diversity, it is mostly based on German word plays, rhymes etc.<BR>
- and I suppose that 99.9% of the visitors have never ever heard about endangered languages<BR>
- therefore, we need one strong metaphor that is understandable for children from 5 years on without too much explaining text<BR>
Language revitalisation is definitely worth mentioning and representing, but it is only a consequence of languages dying or languages that cease to be spoken if you prefer to put it like that.<BR>
Robert Amery proposed to exhibit a phoenix together with the coffin to represent language revitalisation. I like that idea and will propose it to the ones in charge of the exhibition. I am also open to other ideas, but the final conception of the exhibition is planned for next week already.<BR>
Lena<BR>
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Am 30.08.2013 um 06:56 schrieb Peter Austin:<BR>
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</SPAN></FONT><BLOCKQUOTE><FONT FACE="Verdana, Helvetica, Arial"><SPAN STYLE='font-size:14pt'>Will there be a day when this death and dying metaphor can be put to rest? A coffin? My goodness, can't we be a little bit more creative? And a little bit more sensitive?<BR>
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How about sharing some lessons from communities working to revitalise their languages? There are lots of games, apps and other fun interactive things for kids to do that are freely available on the internet now. Put a nice package of them together and sensitise the kids to how languages are threatened but communities are responding to strengthen their languages. You could start by looking at www.firstvoices.com <<a href="http://www.firstvoices.com/">http://www.firstvoices.com/</a>> and moving on from there.<BR>
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That's my 2p worth.<BR>
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Peter Austin<BR>
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On Friday, 30 August 2013, Lena Terhart <<a href="lena.terhart@gmx.de">lena.terhart@gmx.de</a>> wrote:<BR>
> Dear Colleagues,<BR>
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> the UNIKATUM children's museum in Leipzig, Germany, is preparing an exhibition on language (<a href="http://www.kindermuseum-unikatum.de/papperlapapp.html">http://www.kindermuseum-unikatum.de/papperlapapp.html</a> in German). I thought it would be nice to present language endangerment as part of the exhibition and together with the responsible people of the museum, we are now thinking about one exhibit, probably a coffin that shall be filled with words that may die out.<BR>
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> In order to present a big variety of endangered languages, I would like to ask you to contribute with<BR>
> - a list of max. 5 words in the endangered language (basic vocabulary, something that may be interesting for children, e.g. animals, plants, natural phenomena, or maybe also simple verbs)<BR>
> - in the orthographic convention you use<BR>
> - together with a translation<BR>
> - and some basic info about the geographic location and number and age of speakers or alternatively a link to your website where I can find the information<BR>
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> Additionally, photographs of the speakers and/or environment could be very nice, and ideally also recordings of the words (MP3), but that is not a requisite - I know that the search for individual words and cutting process may be too time-consuming.<BR>
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> The mounting of the exhibition will start on the 16th of september already so that I need the word lists until the 13th latest.<BR>
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> Thanks!<BR>
> Lena<BR>
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Dr. MJ Hardman<BR>
Professor Emeritus<BR>
Linguistics, Anthropology and Latin American Studies<BR>
University of Florida<BR>
Doctora Honoris Causa UNMSM, Lima, Perú <BR>
website: <a href="http://clas.ufl.edu/users/hardman/">http://clas.ufl.edu/users/hardman/</a> <BR>
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