This volume, the fifth in the Handbook of Middle American Indians, presents a summary of work accomplished since the Spanish conquest in the contemporary description and historical reconstruction of the indigenous languages and language families of Mexico and Central America.
The essays include the following: “Inventory of Descriptive Materials” by William Bright; “Inventory of Classificatory Materials” by Maria Teresa Fernández de Miranda, “Lexicostatistic Classification” by Morris Swadesh, “Systemic Comparison and Reconstruction” by Robert Longacre, and “Environmental Correlational Studies” by Sarah C. Gudschinsky.
Sketches of Classical Nahuatl by Stanley Newman, Classical Yucatec Maya by Norman A. McQuown, and Classical Quiché by Munro S. Edmonson provide working tools for tackling the voluminous early postconquest texts in these languages of late preconquest empires (Aztec, Maya, Quiché). Further sketches of Sierra Popoluca by Benjamin F. Elson, of Isthmus Zapotec by Velma B. Pickett, of Huautla de Jiménez Mazatec by Eunice V. Pike, of Jiliapan Pame by Leonardo Manrique C., and of Huamelultec Chontal by Viola Waterhouse—together with those of Nahuatl, Maya, and Quiché—provide not only descriptive outlines of as many different linguistic structures but also linguistic representatives of seven structurally different families of Middle American languages. Miguel Léon-Portilla presents an outline of the relations between language and the culture of which it is a part and provides examples of some of these relations as revealed by contemporary research in indigenous Middle America.
The volume editor, Norman A. McQuown (1914–2005), was Professor of Anthropology at The University of Chicago. He formerly taught at Hunter College and served with the Mexican Department of Indian Affairs. He carried out fieldwork with Totonac, Huastec, Tzeltal-Tzotzil, Mame, and other tribes.
The Handbook of Middle American Indians was assembled and edited at the Middle American Research Institute of Tulane University with the assistance of grants from the National Science Foundation and under the sponsorship of the National Research Council Committee on Latin American Anthropology.
Black ASL has long been recognized as a distinct variety of American Sign Language based on abundant anecdotal evidence. The Hidden Treasure of Black ASL, originally published in 2011, presents the first sociohistorical and linguistic study of this language variety. Based on the findings of the Black ASL Project, which undertook this unprecedented research, Hidden Treasure documents the stories and language of the African American Deaf community. With links to online supplemental video content that includes interviews with Black ASL users (formerly on DVD), this volume is a groundbreaking scholarly contribution and a powerful affirmation for Black Deaf people.
This paperback edition includes an updated foreword by Glenn B. Anderson, a new preface that reflects on the impact of this research, and an expanded list of references and resources on Black ASL.
The supplemental video content is available online at the Gallaudet University Press YouTube Channel. Under Playlists, click “The Hidden Treasure of Black ASL: Companion Video to the Book.” The original Black ASL Project research videos are also available.
Featured in the film Signing Black in America: The Story of Black ASL, produced by The Language and Life Project at North Carolina State University (Dr. Walt Wolfram, Executive Producer). Look for it on PBS.
A philologically robust approach to the history of ancient Hebrew
In this book the authors work toward constructing an approach to the history of ancient Hebrew that overcomes the chasm of academic specialization. The authors illustrate how cross-textual variable analysis and variation analysis advance research on Biblical Hebrew and correct theories based on extra-linguistic assumptions, intuitions, and ideologies by focusing on variation of forms/uses in the Masoretic text and variation between the Masoretic text and other textual traditions.
Features:
Mayan civilization, renowned for its mathematics, writing, architecture, religion, calendrics, and agriculture, fascinates scholars and a wide lay public as archaeology and glyphic decipherment reveal more of its secrets. In this pathfinding study of the Mayan language family, John S. Robertson explores major changes that have occurred in the core of Mayan grammar from the earliest, reconstructed ancestral language down through the colonial languages to the modern languages that are spoken today.
Building on groundwork already laid in phonological studies and in the study of the pronominal system, Robertson's examination of tense/ aspect/ mood/voice is the next logical step in the general linguistic study of Mayan. Robertson offers careful consideration of all the major subgroups of Mayan, from Yucatecan to Quichean, as they are spoken today. He also draws extensively on colonial documents assembled by bilingual Spanish-Mayan speaking clerics. These documents provide a check on the accuracy of both the reconstructed ancient language, Common Mayan, and the theoretical evolution of the modern languages from this ancestor. The study will also be of value to students of the Maya glyphs, since it discusses the grammatical system that most probably underlies the glyphic representations.
Beyond its obvious interest for Mayan linguistics, the study proposes a theory of language change that will be important for all students of comparative linguistics. Robertson's work sets forth the basic, universal assumptions that provide for an appropriate description of the grammatical systems of all languages. It will be a significant reference for future researchers.
Anna Bonifazi suggests that the Homeric text we have now would have enabled ancient audiences to enjoy the evocative power of even minimal linguistic elements. The multiple functions served by these elements are associated not only with the variety of narrative contexts in which they occur but also with overarching poetic strategies.
The findings relate to two strategies in particular: unfolding the narrative by signaling the upcoming content with αύ- adverbs and particles, and letting the complexity of Odysseus’s identity resonate through the ambiguous use of third-person pronouns. The words’ evocative power springs from the deliberate merging of distinct meanings, which prompts multifaceted interpretations. The text allows the incorporation of different viewpoints, just as an iridescent fabric allows the simultaneous perception of different colors.
How Myths about Language Affect Education: What Every Teacher Should Know clarifies some of the most common misconceptions about language, particularly those that affect teachers and the decisions they make when they teach English language learners. The chapters in this book address myths about language in general, about first and second language acquisition, about language and society, and about language and thinking. Each chapter concludes with activities for teachers that give examples, exercises, or simple questions that relate directly to teachers' everyday dealings with ELLs and language.
How Myths about Language Affect Education is not intended to be a complete introduction to linguistics; it does not contain information on phonetics or complex syntactic explanations, and technical jargon is kept to a minimum. The aim of this book is not to settle language issues but rather to highlight popular misconceptions and the ways that they influence debates regarding language and affect language policies in and out of the classroom.John L. Austin was one of the leading philosophers of the twentieth century. The William James Lectures presented Austin’s conclusions in the field to which he directed his main efforts on a wide variety of philosophical problems. These talks became the classic How to Do Things with Words.
For this second edition, the editors have returned to Austin’s original lecture notes, amending the printed text where it seemed necessary. Students will find the new text clearer, and, at the same time, more faithful to the actual lectures. An appendix contains literal transcriptions of a number of marginal notes made by Austin but not included in the text. Comparison of the text with these annotations provides new dimensions to the study of Austin’s work.
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