Month: November 2012

Tlingit revitalisation

By Simon

I came across an interesting article today about efforts to revitalise Tlingit in Alaska. It mentions how some Tlingit speakers are unwilling to speak their language to their children and grandchildren because they were punished for speaking it when were at school. This resulted in feelings of shame for the Tlingit language and culture which have left deep psychological scars which need to be addressed. The piece suggests that talking about these experiences and feelings can help to overcome them. Many language revitalisation efforts face similar problems.

Another article I found talks about the setting up of a language revitalisation program in Alsaka that was recently launched. A comment on the article suggests that the best way to revitalise a language is for parents and elders to speak to children in their native language while doing every day activities. This is true, however the parents and elders aren’t always willing to do this for the reasons mentioned in the first article.

Brezhoneg

By Simon

My Breton studies are progressing and so far I’ve learnt a bit more everyday. Last week I worked through the first five lessons of my textbook (Le Breton, par Assimil) and today I got to the seventh lesson, which summerises what you’re learnt in the previous six lessons. The lessons are all short and don’t overload you with new information, as is often the case with other courses I’ve used. In courses with longer lessons you can go through each lesson over several days, but I prefer the shorter Assimil lessons.

The more Breton I learn, the more similarities I find with Welsh. For example, there are only five irregular verbs in Breton, as there are in Welsh, and Breton word order is similar to Welsh – you put the most important piece of information at the beginning of the sentence.

These sentences all mean the same thing, “The weather is fine in Ploulann today”, but with different emphasis in each:

– Brav eo an amzer e Ploulann hiziv = Braf ydy’r tywydd yn Ploulann heddiw = The weather is fine …

– An amzer a zo brav e Ploulann hiziv = Mae’r tywydd yn braf yn Ploulann heddiw = The weather is fine …

– E Ploulann eo brav an amzer hiziv = Yn Ploulann mae’r tywydd yn braf heddiw = The weather is fine in Ploulann …

– Hiziv eo brav an amzer e Ploulann = Heddiw mae’r tywydd yn braf yn Ploulann = The weather is fine in Ploulann today.

As the textbook is in French I’m also learning some new French words like:

– la tournure = turn of phrase, form, e.g. la tournure de qch = the way sth is developing; la tournure des événements = the turn of events; la tournure d’esprit = frame of mind

I’ve started working on the script for a Breton animation entitled “Pelec’h emañ Erwan?” (Where is Erwan?) – a thrilling adventure in search of the ever elusive Erwan.

Feeshan noa

By Simon

Ren mee feeshan noa yn çhiaghtin shoh. T’eh coloayrtys red beg bolvaneagh ‘sy Ghaelg, lesh fo-heidylyn ‘sy Ghaelg, Vaarle as Yernish.

I made a new video this week. It’s a slightly silly conversation in Manx, with subtitles in Manx, English and Irish.

Cariad@iaith

By Simon

I went to an interesting discussion last night entitled cariad@iaith (love4language) which featured two English writers, Simon Thirsk and Mike Parker, who have lived in Wales for many years, learnt Welsh and written books based on their experiences. It was mostly in Welsh and was chaired by the Welsh author, Bethan Gwanas. Simon and Mike talked about how they learned Welsh, about being accepted, or not, in their local communities, and about their books.

The audience was made up of Welsh learners and native Welsh speakers, and one good question that came up was how native Welsh speakers can make things linguistically easier for Welsh learners. After some discussion we concluded that the most helpful thing the native speakers can do is to stick to Welsh and not to switch to English even when learners are struggling. Other helpful things would be for native speakers to speak a bit more slowly and to avoid using too much slang.

Native speakers of languages that many people learn, like French, German and Spanish, might be more accustomed to encountering learners and might be relatively willing and able to modify the way they speak, but for lesser-studied languages, like Welsh, the story can be different. This partly depends on whether or not the native speakers of lesser-studied languages speak another major language like English, French or Spanish.

When you speak in your foreign languages to native speakers of those languages, do the native speakers make any allowances for you as a learner (if you’re not at near-native level)?

Do speakers of some languages do this more than for other languages?

If you are a native speaker of a lesser-studied / minority language, are you happy to speak to learners in your language and to accommodate to them by slowing down and simplifying things? Or do you quickly switch to English or another major language?

Distractors – don’t let them get you!

By Simon

So far I’ve managed to study a bit of Russian and Breton every day and have realised that one important thing I need to do when studying is to minimise distractions. I’ve tried to study languages using online courses, and with using audio on my computer, and find it very difficult not to get distracted. Usually it starts with looking up a word or phrase in an online dictionary or translator, then I might have a quick look at Facebook or my email, and before I know it these, or related things have taken over. I know I could use programs to block them, or simply turn off my internet connection, but I find this just frustrates me. So the best way for me to study seems to be with books and CDs, well away from computers and other distractors.

Do you try to minimise distractions when studying? If so, how do you do this?

My language studies

By Simon

This week I decided to start learning Russian and Breton again. I’ve learnt bits and pieces of them before but haven’t managed to get back into the habit of studying any language regularly for quite a while. I keep on making plans, and then due to inertia, laziness and procrastination don’t implement them.

So I will spend each morning listening to online Russian radio (Голос России) and then going though a lesson, or at least part of a lesson, in my Russian textbook just before lunch – I’m using Oxford Take Off in Russian. I might also use a number of online courses. Once I’ve learnt enough to have a basic conversation, I’ll seek out Russian speakers to practise with.

I plan to spend each afternoon or evening listening to online Breton radio (Radio Breizh) and then going through a lesson or two in Le Breton Sans Peine, and possibly also in Colloquial Breton. Using Le Breton Sans Peine gives me the chance to improve my French at the same time. I know a few Breton speakers I could practise with, and would like to visit Brittany once I have a basic conversational knowledge of Breton.

I might write bits and pieces in Russian and Breton on my multilingual blog – I’ve already started adding Breton to les mots de la semaine, some fo the words and phrases that crop up at the French conversation group I go to – and maybe I’ll make some videos as well.

Handles, sleeves, tails and legs

By Simon

Yesterday I discovered that there are quite a few different words for handle in French, depending on what kind of handle you’re referring to:

– poignée /pwa.ɲe/ is a door handle or the handle on the lid of something. It also means handful, as in une poignée de sel (a handful of salt) or Ils n’étaient qu’une poignée (There were only a handful of them). In can also refer to love handles (poignée d’amour) and a break handle (poignée de frein). [source]. It comes from poing /pwɛ̃/ (fist), from the Latin pugnus (fist) [source].

– anse /ɑ̃s/ is the handle of a cup, or a cove, and comes from the Latin ansa (handle, tiller).

The Welsh equivalents are dolen (bow, handle, link, loop, ear, noose) and trontol (handle).

– manche /mɑ̃ʃ/ is the handle of a tool or a saucepan, and also a sleeve, or neck (of a violin or guitar).

The Welsh equivalents are coes (leg, stalk, handle) and carn (hoof, hilt, handle).

– queue /kø/ = is the handle of a frying pan, and also a tail, stalk and queue (line of people). It comes from the Latin word coda, a variant of cauda (tail) [source].

Are handles metaphorically linked to the same words in other languages?