Branch of linguistics concerned with the systematic organization of sounds in languages
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2 episodes with Phonology
2 episodes with Phonology
2 episodes with Phonology
Iranian Languages and Dialects, Part XV: Khuzestani Arabic Summary Khuzestani Arabic is a fascinating dialectthat bridges Southern Mesopotamian Arabic with Persian linguistic influences.While it retains many core features of Eastern Bedouin-type dialects, it alsodemonstrates phonological shifts, Persian lexical borrowing, and uniquesyntactic structures that distinguish it from other Arabic varieties.Understanding these linguistic dynamics is essential for appreciating thecomplex history and sociolinguistic identity of Khuzestani Arabic speakers.Here's your chance to listen to authentic Khuzestani Arabic as Fatehem Jalali narrates the story of The Three Fish from Kalila and Dimna. Podcast: Orientalistics.Keywords#KhuzestaniArabic; #Linguistics;#ArabicDialects; #IranianArabs; #Khuzestan; #Ahwaz; #Sociolinguistics; #Persian;#Dialectology; #Phonology; #Syntax; #Vocabulary; #OralTradition; #GulfArabic;#IraqiArabic; #HistoricalLinguistics; #AchaemenidEmpire; #SassanianEmpire;#ParthianEmpire; #LanguagePolitics; #Bilingualism; #ArabicInIran;#MesopotamianHistory; #MinorityLanguages; #CulturalIdentity;Examples:. ابنتي تزوجت في سن صغير جدا (بتی عرست ابسن زغیر)٢. لو كان عندي مال لأقرضته لك (لو عندی فلوس چا دینتک)٣. لقد اشترت لي أختي هذا التلفاز (اختی اشترتلی هاذه تلفزیون)٤. نحن نتحدث العربية في المنزل ولكننا نتحدث الفارسية فيالخارج (احنه نحچی بل بیت عربی بس بارا فارسی)٥. ماذا فعلت بالكتاب الذي أعطيتك إياه؟ (اشسوت بلالکتاب الذی آنه اطتک یا؟
In this episode of Science of Reading: The Podcast, Susan Lambert is joined by Jane Ashby, professor in the Reading Science doctoral program at Mount St. Joseph University. They define the concept of “settled science” as a jumping-off point before digging into phonology and the argument for not always basing your teaching practice on the newest research. Dr. Ashby touches on the impact of phonology on comprehension, the Matthew Effect, and why the term “instant words” is more accurate than “sight words.” You'll walk away from this episode with two practical exercises Dr. Ashby recommends for teaching students to transfer oral segmenting and blending to reading and writing tasks.Show notesConnect with Jane Ashby: Mt. St. Joseph UniversityResourcesTeaching Phonemic Awareness in 2024: A Guide for EducatorsRead: Phonological recoding and self-teaching: sine qua non of reading acquisitionMore: The Four-Part Processing Model for Word RecognitionRead: Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy.Join our community Facebook Group: www.facebook.com/groups/scienceofreadingConnect with Susan Lambert: www.linkedin.com/in/susan-lambert-b1512761/Want to hear more of Dr. Ashby? Listen to the bonus episode! Quotes“To store a vocabulary word, it's not enough to have the meaning. You have to have the entry for it, and the entry for it is the sound form of the word.” —Jane Ashby“The greatest gift you can give a kid is letting them know that you see that they're special and that they have something unique that they bring to the world. But the second piece is really, can you help them become a confident, independent reader?” —Jane AshbyEpisode timestamps*2:00 Introduction: Who is Jane Ashby?6:00 Defining and contextualizing “settled science”13:00 Phonology as settled science17:00 Instant words vs sight words20:00 How phonology impacts comprehension26:00 Connection to the Matthew Effect31:00 Listener mailbag question: How do you suggest teachers teach students to transfer oral segmenting and blending to reading and writing tasks?37:00 Teaching phonemic awareness guide39:00 Research that should influence teacher practice41:00 The greatest gift you can give a child*Timestamps are approximate, rounded to nearest minute
Links: Tones Mechanic newsletter: imlearningmandarin.com Outlier Linguistics: https://www.outlier-linguistics.com/ -- Ash Henson is the co-founder of Outlier Linguistics, a company dedicated to creating tools and courses that make learning Chinese and other languages more effective and engaging. Outlier specialise in facilitating the language learning process by breaking down the complexities of the language, including Chinese characters. And Ash is particularly well placed to do this. He holds a PhD in Chinese Palaeography and Phonology from National Taiwan Normal University, with a specialisation in the study of ancient writing systems. Initially, he began his career as an electrical engineer and since then he has consistently sought to apply this engineering mindset to the study of languages. In this interview, I chat with Ash about his novel approaches to learning characters and Mandarin tones. I began by exploring his unusual background working as an engineer for NASA and how this influenced his learning approach.
This edWeb podcast is sponsored by CORE Learning.The webinar recording can be accessed here.Language systems are interconnected, and for multilingual learners, their home languages actively shape how they acquire English. Recognizing and building upon these connections is crucial to providing meaningful instruction. In this edWebinar with Dr. Antonio Fierro, we explore how phonology—the study of speech sounds—strengthens structured literacy by tapping into these relationships. Through cross-linguistic transfer, phonology helps students build on the strengths of their home languages, enabling them to apply those skills to their English literacy development.Dr. Fierro's career focus on positionality—a well-known concept in cognitive science that explains how students juggle the cognitive demands of learning multiple languages—ties all of this work together. While widely recognized in research, it hasn't yet made its way into most classrooms. This session aims to change that. We show how positionality helps educators better recognize the connections between students' languages and apply this understanding to structured literacy.In this second session of CORE Learning's Structured Literacy and Language Diversity Week: Fall ‘24 Series, you gain practical, evidence-based practices for using phonology and cross-linguistic transfer, along with tools to advocate for policies that fully address the needs of multilingual learners. Leave equipped and empowered to ensure multilingual learners thrive within the Science of Reading framework.This edWeb podcast is of interest to PreK-12 teachers, school leaders, and district leaders.CORE LearningTransform teaching and learning so that every student thrives.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.
Guest: Nathaniel B. Ellis, M.S., CCC-SLP - In this episode, Michelle is joined by Nate, a school-based phonetics and phonology specialist! In addition to being an active member of the Speech-Language-Hearing Association of Virginia (SHAV), serving on its Conference Planning Committee and CE Administration Team, he regularly lectures on clinical phonetics, clinical phonology, and developmental speech-sound disorders… bringing unbridled passion and new insight into the topic to both current and future colleagues. Today, “Nate” takes listeners on a journey that unites the formally separated theoretical and clinical practice realms of phonetics and phonology. If you are a fellow speech-sound nerd, join this fabulous conversation to learn how to improve your accuracy in analyzing typical and atypical speech-sound errors… and how this carries over to improved intervention and outcomes for the children we serve!
Iranian Languages and Dialects, Part XI: BALUCHI | BALOCHI Summary In this episode, we delved into the captivating world of the Balochi language, exploring its phonology, grammar, and syntax. We examined how Balochi differentiates itself and connects with other Iranian languages like Parthian and Middle Persian. We discussed its unique syntax features, including its word order and how neighboring languages influence its vocabulary and structure. We also touched on the challenges posed by the lack of a standardized orthography and highlighted the rich oral literature of Balochi, as well as the ongoing efforts to preserve and promote the language. If you're curious about how Balochi interacts with languages such as Persian, Pashto, and various Indian languages, this episode provides a thorough overview. Remember, Orientalistics is ad-free and relies on your support—if you enjoyed this episode, please like it and leave a comment to help spread the word. Thanks for listening! Keywords #BalochiLanguage; #IranianLanguages; #Linguistics; #LanguageDialects; #Phonology; #Grammar; #Syntax; #LanguagePreservation; #CulturalHeritage; #MiddlePersian; #Pashto; #Persian; #ArabicInfluence; #IndianLanguages; #LanguageEducation; #BalochiDialect; #LinguisticResearch; #HistoricalLinguistics; #LanguageBorrowings; #BalochiLiterature; #LanguageDiversity For those interested in listening to living dialects of Balochi, I've included a link to a video in the podcast comments where you can hear them in action: Balochi Language or HERE
Summary In this episode, I explored the rich history and linguistic features of the Sogdian language, a key player in the cultural tapestry of the ancient Silk Roads. I delved into the unique aspects of Sogdian script, including its evolution and adaptation into other languages like Uighur, Mongolian, and Manchu. I also discussed the complexities of Sogdian phonology, the influence of the rhythmic law on vowel retention, and the intriguing historical spellings that give us a glimpse into the language's past. We took a look at how Sogdian preserved elements of Old Iranian, such as its nominal declension with three numbers and three genders, while also adapting to new linguistic realities over time. Keywords #SogdianLanguage; #LinguisticsPodcast; #AncientLanguages; #SilkRoads; #SogdianScript; #Phonology; #HistoricalLinguistics; #IranianLanguages; #LanguageEvolution; #MiddleIranian; #UighurScript; #MongolianScript; #ManchuScript; #NominalDeclension; #LanguageHistory; #MiddleIranianLanguages; #Dialectology; #CulturalLinguistics; #LanguagePreservation; #LinguisticHeritage Caption to the Image: Fragmentary decorated Manichean text in Manichean script, ca. mid-8th to early 11th century CE.
The Lunchtime Series continues! Chris interviewed Matteo Tarsi from the University of Uppsala, Iceland. haswell247@gmail.com
Join us for this interesting conversation with our guest Literacy Expert Susan Ebbers who will share the research and strategies surrounding learning to read.Ebbers will illustrate how research supports the entwining of phonology, orthography, morphology, and vocabulary when teaching children to read, and to read more capably and with greater comprehension; and how this type of multidimensional approach is even more effective when integrated within the context of phrases, sentences, passages, and stories. Ebbers will also discuss the role self-efficacy plays in nurturing a motivation to read despite difficulties.She will share ways to help students build skills systematically while also building confidence as well as strategies to:Reinforce basic decoding and “sight word” recognition Reinforce phonics, including polysyllabic decoding, in context Develop vocabulary and basic morphological awareness Engage interest and boost self-efficacy within the context of readingWe hope you will join us for this important conversation.Featured DownloadIntegrating Language Components: Examples from Power Readers®
This is episode 158 and we're taking an epic regional tour into the along the Limpopo River to meet with the Venda and other groups of folks who hail from the province we now call Limpopo. Thanks to listener Mushe for the suggestion. By the mid-fifteenth century Shona-speaking immigrants from Zimbabwe settled across the Limpopo River and interacted with the local Sotho inhabitants. As a result of this interaction, Shona and Sotho led to what is now regarded as a common Venda identity by the mid-sixteenth century. Venda-speaking people live mainly in the Soutpansberg area and southern Zimbabwe, but they also once lived in south-western Mozambique and north-eastern Botswana. Venda grammar and phonology is similar to Shona, particularly western Shona and Venda vocabulary has its greatest equivalent in Sotho. Phonology is the branch of linguistics that deals with systems of sounds within a language or between different languages. According to most ethnographers it is not only the Venda language, but also certain customs, such as the domba pre-marital school, that distinguish them from surrounding Shona, Sotho-Tswana and Tsonga communities. First a quick refresh. We heard in one of earlier podcasts about the Mapungubwe kingdom which lasted until the 13th Century - following which Shona speaking people's moved southwards into the Soutpansberg region over the centuries. Archaeologists have established that by the fourteenth century, or the late Mapungubwe period and what is known as and the Moloko, the early post Mapungubwe kingdoms emerged in northern Transvaal. This is where the forebears of the Venda come in. Zimbabwean ceramics help a lot here, they were produced by Shona speakers and their fourteenth century distribution demarcated the Shona trading empire centred around Great Zimbabwe. The rulers at Great Zimbabwe controlled most of the country between the Limpopo and Zambezi rivers until smaller trading states broke away in the fifteenth century. I've covered this in great detail in Episodes 5, 6 and 7 if you want to refresh memories. We also know that trade between these early kingdoms and the east coast was established, goods like gold, ivory, and copper were traded with Arabic and Portuguese merchants. The Venda were directly impacted by this trade, along with another unique group called the Lemba who are directly related to ancestors who actually traded all the way from Yemen in the Middle East. More about them in a few minutes. Ceramics help us piece together the past more effectively, the period of Shona and Sotho interaction eventually involved into more than a mere overlap of these ceramic styles, because for the first time different stylistic elements appeared on the same vessels. These Letaba pots have also been unearthed in the eastern Transvaal or Limpopo Province as its now known. It is interesting that these ceramics are still produced today, these Letaba pots and ceramics are made by the Venda, the Tsonga, the Ndebele, but anthropologists and historians believe the style itself is distinctly Venda in character. The Venda kingdom pretty much stretched from the Limpopo River in the north to the Olifants and Ngwenya River, or Crocodile River, in the south, but by the time Louis Trichardt rode through their land in 1836, the great Venda empire had almost vanished, torn up by external threats — damaged by the amaNdebele and even amaZulu raiders. The second group who could be found in this territory are the Lemba. They remain one of the self-defining groups of the region who have a stunning origin story. I am going to tread quite carefully here because there's science and then there's oral tradition. As you'll hear, the Lemba believe they are related to the lost Tribes of Israel, and have recently demanded that they be recognized as such. Their narrative and origin story links them to the Middle East and the Judaism and there is DNA evidence to back them up.
This is episode 158 and we're taking an epic regional tour into the along the Limpopo River to meet with the Venda and other groups of folks who hail from the province we now call Limpopo. Thanks to listener Mushe for the suggestion. By the mid-fifteenth century Shona-speaking immigrants from Zimbabwe settled across the Limpopo River and interacted with the local Sotho inhabitants. As a result of this interaction, Shona and Sotho led to what is now regarded as a common Venda identity by the mid-sixteenth century. Venda-speaking people live mainly in the Soutpansberg area and southern Zimbabwe, but they also once lived in south-western Mozambique and north-eastern Botswana. Venda grammar and phonology is similar to Shona, particularly western Shona and Venda vocabulary has its greatest equivalent in Sotho. Phonology is the branch of linguistics that deals with systems of sounds within a language or between different languages. According to most ethnographers it is not only the Venda language, but also certain customs, such as the domba pre-marital school, that distinguish them from surrounding Shona, Sotho-Tswana and Tsonga communities. First a quick refresh. We heard in one of earlier podcasts about the Mapungubwe kingdom which lasted until the 13th Century - following which Shona speaking people's moved southwards into the Soutpansberg region over the centuries. Archaeologists have established that by the fourteenth century, or the late Mapungubwe period and what is known as and the Moloko, the early post Mapungubwe kingdoms emerged in northern Transvaal. This is where the forebears of the Venda come in. Zimbabwean ceramics help a lot here, they were produced by Shona speakers and their fourteenth century distribution demarcated the Shona trading empire centred around Great Zimbabwe. The rulers at Great Zimbabwe controlled most of the country between the Limpopo and Zambezi rivers until smaller trading states broke away in the fifteenth century. I've covered this in great detail in Episodes 5, 6 and 7 if you want to refresh memories. We also know that trade between these early kingdoms and the east coast was established, goods like gold, ivory, and copper were traded with Arabic and Portuguese merchants. The Venda were directly impacted by this trade, along with another unique group called the Lemba who are directly related to ancestors who actually traded all the way from Yemen in the Middle East. More about them in a few minutes. Ceramics help us piece together the past more effectively, the period of Shona and Sotho interaction eventually involved into more than a mere overlap of these ceramic styles, because for the first time different stylistic elements appeared on the same vessels. These Letaba pots have also been unearthed in the eastern Transvaal or Limpopo Province as its now known. It is interesting that these ceramics are still produced today, these Letaba pots and ceramics are made by the Venda, the Tsonga, the Ndebele, but anthropologists and historians believe the style itself is distinctly Venda in character. The Venda kingdom pretty much stretched from the Limpopo River in the north to the Olifants and Ngwenya River, or Crocodile River, in the south, but by the time Louis Trichardt rode through their land in 1836, the great Venda empire had almost vanished, torn up by external threats — damaged by the amaNdebele and even amaZulu raiders. The second group who could be found in this territory are the Lemba. They remain one of the self-defining groups of the region who have a stunning origin story. I am going to tread quite carefully here because there's science and then there's oral tradition. As you'll hear, the Lemba believe they are related to the lost Tribes of Israel, and have recently demanded that they be recognized as such. Their narrative and origin story links them to the Middle East and the Judaism and there is DNA evidence to back them up.
Dando sequência à série "Naruhodo Entrevista" de conversas descontraídas com cientistas brasileiras e brasileiros, chegou a vez do linguista e doutor em psicologia cognitiva e neurociência, André Souza.Só vem!> OUÇA (112min 26s)*Naruhodo! é o podcast pra quem tem fome de aprender. Ciência, senso comum, curiosidades, desafios e muito mais. Com o leigo curioso, Ken Fujioka, e o cientista PhD, Altay de Souza.Edição: Reginaldo Cursino.http://naruhodo.b9.com.br*André Luiz Elias de Souza, ou André Souza, é graduado em Letras (Bacharel em Linguística e Lingua Inglesa) pela UFMG, com mestrado em Psicologia do Desenvolvimento Humano pela UFMG e doutorado em Psicologia Cognitiva e Neurociência pela Universidade do Texas em Austin nos EUA.Na gradução, sua monografia teve como título "Phonology and Cognitive Grammar: A Cognitive and Usage-based Look at Phonological Structure". No mestrado, sua dissertação foi "Primeiros Verbos: Uma Análise da Produtividade de uma Criança Acerca da Morfologia de Verbos Regulares em Português Brasileiro". Já sua tese de doutorado teve como título "Modality-specific Effects of Processing Fluency on Cognitive Judgments".Fez ainda dois Pós-Doutorados: em Psicologia do Desenvolvimento pela Concordia University em Montreal e em Antropologia Cognitiva pela Universidade de Oxford na Inglaterra. Foi professor na Concordia University em Montreal no Canadá e da Universidade do Alabama nos EUA.Teve experiências profissionais como Research Scientist no Google (Mountain View, Califórnia) e no no Spotify (Nova York). Atualmente está na Meta (Menlo Park).*PARCERIA: ALURAAprofunde-se de vez: garantimos conhecimento com profundidade e diversidade, para se tornar um profissional em T - incluindo programação, front-end, data science, devops, ux & design, mobile, inovação & gestão.Navegue sua carreira: são mais de 1450 cursos e novos lançamentos toda semana, além de atualizações e melhorias constantes.Conteúdo imersivo: faça parte de uma comunidade de apaixonados por tudo que é digital. Mergulhe na comunidade Alura.Aproveite o desconto para ouvintes Naruhodo no link:alura.tv/naruhodo*APOIE O NARUHODO PELA PLATAFORMA ORELO!Um aviso importantíssimo: o podcast Naruhodo agora está no Orelo: https://bit.ly/naruhodo-no-oreloE é por meio dessa plataforma de apoio aos criadores de conteúdo que você ajuda o Naruhodo a se manter no ar.Você escolhe um valor de contribuição mensal e tem acesso a conteúdos exclusivos, conteúdos antecipados e vantagens especiais.Além disso, você pode ter acesso ao nosso grupo fechado no Telegram, e conversar comigo, com o Altay e com outros apoiadores.E não é só isso: toda vez que você ouvir ou fizer download de um episódio pelo Orelo, vai também estar pingando uns trocadinhos para o nosso projeto.Então, baixe agora mesmo o app Orelo no endereço Orelo.CC ou na sua loja de aplicativos e ajude a fortalecer o conhecimento científico.https://bit.ly/naruhodo-no-orelo
This week, GradCast hosts Mark Ambrogio and Anum Anjum are joined by an MA student in linguistics: Jillian Warman. Jill studies the letter "v" in Russian and uses sound to tell us all about sound: vibrations in the mouth, frictious letters, accents, learning a new language, and more. To learn more about Jill's research, you can find her linkedin page, or send her an email at jwarman2@uwo.ca Recorded on July 4, 2023 Produced by Amalie Hutchinson Theme song provided by https://freebeats.io/ Produced by White Hot.
Parallel Architecture is a theory of the mental representations involved in the language faculty. These representations are organized in three orthogonal dimensions or levels: phonology, syntax, and semantics, correlated with each other through interface links. Words are encoded in all three levels and serve as part of the interface between sound and meaning. In the representation of an entire sentence, the words are spread out across the combinatoriality of the three levels. An important requirement for a theory of language is that it must offer an account of how we can talk about what we see. It is proposed that conceptual structure in language interfaces with a level of physical space – which in turn interfaces with visual, haptic, and proprioceptive perception, and with the planning of action. Thus, the basic principles of the Parallel Architecture for language can be extended to major aspects of mental function. Series: "CARTA - Center for Academic Research and Training in Anthropogeny" [Humanities] [Science] [Show ID: 38684]
Parallel Architecture is a theory of the mental representations involved in the language faculty. These representations are organized in three orthogonal dimensions or levels: phonology, syntax, and semantics, correlated with each other through interface links. Words are encoded in all three levels and serve as part of the interface between sound and meaning. In the representation of an entire sentence, the words are spread out across the combinatoriality of the three levels. An important requirement for a theory of language is that it must offer an account of how we can talk about what we see. It is proposed that conceptual structure in language interfaces with a level of physical space – which in turn interfaces with visual, haptic, and proprioceptive perception, and with the planning of action. Thus, the basic principles of the Parallel Architecture for language can be extended to major aspects of mental function. Series: "CARTA - Center for Academic Research and Training in Anthropogeny" [Humanities] [Science] [Show ID: 38684]
Parallel Architecture is a theory of the mental representations involved in the language faculty. These representations are organized in three orthogonal dimensions or levels: phonology, syntax, and semantics, correlated with each other through interface links. Words are encoded in all three levels and serve as part of the interface between sound and meaning. In the representation of an entire sentence, the words are spread out across the combinatoriality of the three levels. An important requirement for a theory of language is that it must offer an account of how we can talk about what we see. It is proposed that conceptual structure in language interfaces with a level of physical space – which in turn interfaces with visual, haptic, and proprioceptive perception, and with the planning of action. Thus, the basic principles of the Parallel Architecture for language can be extended to major aspects of mental function. Series: "CARTA - Center for Academic Research and Training in Anthropogeny" [Humanities] [Science] [Show ID: 38684]
CARTA - Center for Academic Research and Training in Anthropogeny (Video)
Parallel Architecture is a theory of the mental representations involved in the language faculty. These representations are organized in three orthogonal dimensions or levels: phonology, syntax, and semantics, correlated with each other through interface links. Words are encoded in all three levels and serve as part of the interface between sound and meaning. In the representation of an entire sentence, the words are spread out across the combinatoriality of the three levels. An important requirement for a theory of language is that it must offer an account of how we can talk about what we see. It is proposed that conceptual structure in language interfaces with a level of physical space – which in turn interfaces with visual, haptic, and proprioceptive perception, and with the planning of action. Thus, the basic principles of the Parallel Architecture for language can be extended to major aspects of mental function. Series: "CARTA - Center for Academic Research and Training in Anthropogeny" [Humanities] [Science] [Show ID: 38684]
Parallel Architecture is a theory of the mental representations involved in the language faculty. These representations are organized in three orthogonal dimensions or levels: phonology, syntax, and semantics, correlated with each other through interface links. Words are encoded in all three levels and serve as part of the interface between sound and meaning. In the representation of an entire sentence, the words are spread out across the combinatoriality of the three levels. An important requirement for a theory of language is that it must offer an account of how we can talk about what we see. It is proposed that conceptual structure in language interfaces with a level of physical space – which in turn interfaces with visual, haptic, and proprioceptive perception, and with the planning of action. Thus, the basic principles of the Parallel Architecture for language can be extended to major aspects of mental function. Series: "CARTA - Center for Academic Research and Training in Anthropogeny" [Humanities] [Science] [Show ID: 38684]
Parallel Architecture is a theory of the mental representations involved in the language faculty. These representations are organized in three orthogonal dimensions or levels: phonology, syntax, and semantics, correlated with each other through interface links. Words are encoded in all three levels and serve as part of the interface between sound and meaning. In the representation of an entire sentence, the words are spread out across the combinatoriality of the three levels. An important requirement for a theory of language is that it must offer an account of how we can talk about what we see. It is proposed that conceptual structure in language interfaces with a level of physical space – which in turn interfaces with visual, haptic, and proprioceptive perception, and with the planning of action. Thus, the basic principles of the Parallel Architecture for language can be extended to major aspects of mental function. Series: "CARTA - Center for Academic Research and Training in Anthropogeny" [Humanities] [Science] [Show ID: 38684]
Parallel Architecture is a theory of the mental representations involved in the language faculty. These representations are organized in three orthogonal dimensions or levels: phonology, syntax, and semantics, correlated with each other through interface links. Words are encoded in all three levels and serve as part of the interface between sound and meaning. In the representation of an entire sentence, the words are spread out across the combinatoriality of the three levels. An important requirement for a theory of language is that it must offer an account of how we can talk about what we see. It is proposed that conceptual structure in language interfaces with a level of physical space – which in turn interfaces with visual, haptic, and proprioceptive perception, and with the planning of action. Thus, the basic principles of the Parallel Architecture for language can be extended to major aspects of mental function. Series: "CARTA - Center for Academic Research and Training in Anthropogeny" [Humanities] [Science] [Show ID: 38684]
In this final episode on our initial series on craft, Jeremy and Trevor give a thorough overview of the elements of figurative language, and how it can be used in writing. Below you'll find the terms they reference in this episode and the definitions for those terms. While this series hasn't meant to be an exhaustive look at studying the craft of fiction, the hope is that it gives a nice overview of for students and writers and gives a solid vocabulary for those interested in improving or learning more about their craft. DictionSyntaxPhonologyGraphologyLinguistic DeviationDiscoursal DeviationSemantic DeviationLexical Deviation Grammatical DeviationMorphological DeviationPhonological Deviation Aphesis: Syncope: Apocope: Graphological DeviationDialectal DeviationConnotative LanguageDenotative LanguageMetaphor: ClichéPersonificationDepersonificationSimileSynecdocheMetonymyExtended MetaphorSymbolismHyperboleAlliterationThe Reference Codewww.sleyhouse.compatreon.com/sleyhousepublishinghttps://www.instagram.com/waynehowardmedia/https://www.instagram.com/waynehowardstudios/ Become a member at https://plus.acast.com/s/sley-house-publishing-presents-litbits. https://plus.acast.com/s/sley-house-publishing-presents-litbits. Hosted on Acast. See acast.com/privacy for more information.
English... what the f*** is that all about? Pragmatics, Semantics, Syntax, Morphology, Phonology, Phonetics... it's all just a massive ball-ache right? This episode our socks talk about everything English and why it's so damn difficult to learn along with un-translatable words and who on earth is responsible for this cobbled together talky-speak thing! Who Takes the Socks Off is a fortnightly podcast where a group of friends answer the questions you never knew you needed answering until you heard them.Socks socials - come join us in the sock drawer!Buzzsprout - https://socks.buzzsprout.com/Twitter - https://twitter.com/whotakesocksoffFacebook - https://www.facebook.com/whotakesthesocksoffInstagram - https://www.instagram.com/whotakesthesocksoffReview our thread count (5 stars only please we're sensitive socks)Goodpods - https://www.goodpods.com/podcasts/204195Podchaser / iTunes - https://ratethispodcast.com/socksEverything Else!Linktree - https://linktr.ee/whotakesthesocksoff
Regardless of the language they are primarily immersed in at home, newborn infants have a well-documented penchant for identifying the slightest differences in the sounds of the world’s languages.
Dr. Lichtman is a Professor at Northern Illinois University. She holds a PhD in linguistics. Carmen Lynch is a Spanish-American comedian, actress, and writer based in New York City. Her multiple television appearances include Fallon, Letterman, Colbert.
Dr. Lichtman is a Professor at Northern Illinois University. She holds a PhD in linguistics. Carmen Lynch is a Spanish-American comedian, actress, and writer based in New York City. Her multiple television appearances include Fallon, Letterman, Colbert.
Alan Yu is the Professor of Linguistics and the College from the Department of Linguistics. Professor Yu also directs the UChicago Phonology Laboratory as well as the Washo Documentation Project. Professor Yu talked about being an immigrant, being interested in astronomy, and as a linguist working on preserving the Washo language, culture, and stories. Here's his career story to becoming a University of Chicago professor.
Dimitri wonders what it's like learning ASL, and Linh tries her best to explain it… slowly… Check out Linh's app, Not Phở, a cook that introduces the user to Vietnamese cuisine, especially dishes other than Phở. It runs on iPhone, iPad, and Mac. It also have an iMessage sticker pack so that you can share with all your friends and family. App Store: https://apps.apple.com/app/apple-store/id1525104124?pt=14724&ct=Podcast&mt=8 Follow us on Twitter: https://twitter.com/LinhAndDimiChan Follow Dimitri on Twitter: https://twitter.com/dimitribouniol Follow Linh on Twitter: https://twitter.com/linhbouniol
Different languages have different ways of dividing up the possible sounds of human speech. They also have different rules for how those sounds relate to and interact with one other. This means they have different phonologies. In this episode, your language guide Emily (linguist, PhD), is taking you on a journey into the fascinating field of phonology. You'll leave knowing what phonology is, how sound systems work, and why it all matters. For the blog article and to get your free interactive quiz, click here:https://blog.mangolanguages.com/sound-systems-of-language Looking for what to listen to next? Try this AWESOME podcast on the building blocks of speech! https://www.buzzsprout.com/1818324/10542970If you liked this episode, join the Mango Languages fam by subscribing to our podcast! We also invite you to check out our website at: https://mangolanguages.com/ and follow us on social media @MangoLanguages. And remember – language is an adventure. Enjoy the ride!Interested in learning Spanish, French, Korean, or one of the other 70+ languages that the Mango app offers? Click here to learn more! https://mangolanguages.com/appEmily Sabo (PhD, University of Michigan) is a linguist at Mango Languages. A Pittsburgh native, her areas of specialization are the social and cognitive factors that impact bilingual language processing. Having studied 7 languages and lived in various countries abroad, she sees multilingualism -- and the cultural diversity that accompanies it -- as the coolest of superpowers. Complementary to her work at Mango, Emily is a Lecturer of Spanish at the University of Tennessee, a Producer of the “We Are What We Speak' docuseries, and get this...a storytelling standup comedian!#whatisphonology #whatarephonemes #linguistics #mangolanguages
参考文献 Michaud, Alexis, and Bonny Sands. "Tonogenesis." Oxford Research Encyclopedia of Linguistics. 27 Aug. 2020; Accessed 19 Feb. 2022. https://oxfordre.com/linguistics/view/10.1093/acrefore/9780199384655.001.0001/acrefore-9780199384655-e-748. Kingston, John. 2011. Tonogenesis. Companion to Phonology. 4. 2304-2333. Twitter▶︎https://bit.ly/3Gu2SNW Instagram▶︎https://bit.ly/3oxGTiK LINEオープンチャット▶︎https://bit.ly/3rzB6eJ オリジナルグッズ▶︎https://bit.ly/3GyrvsL おたより▶︎https://bit.ly/33brsWk BGM: MusMus▶︎http://musmus.main.jp/ #落ち着きある #ひとり語り #豆知識 #雑学 #教育
This week, Ben is joined by Dr. Tahnee, a teacher of ESL, to discuss the word language. Tahnee talks about teaching English and her love of languages. Ben talks about the origins of the Sims game franchise and tries to answer Tahnee's questions about the development of the Simlish language. 00:00:20 - Ben and Tahnee introduce themselves 00:01:00 - Tahnee talks about where her interest in language started 00:03:31 - The Mango and Bash love Tahnee mic sounds, and the school system in Brazil 00:07:34 - How cats communicate with humans, and “The Secret Life of Cats” documentary 00:09:04 - Creativity, sentences, syntax, and context 00:11:05 - “…different parts of your brain” and differences in learning 1st and 2nd languages 00:13:43 - Ben hears it but can't roll it, and Tahnee talks about differences in written and verbal learning 00:17:59 - Learning styles and discussing Japanese 00:19:57 - Say no to banning cursive writing! 00:24:03 - Not all language courses are the same, and structuring coursework to standards 00:28:20 - The subject, the predicate, how to make sense, and “a lot more 20 letter words.” 00:31:22 - The profound end of the pool 00:34:21 - A pitfall of learning a second language 00:36:29 - Ben's hot take on people correcting grammar 00:39:20 - Tahnee is more objective in English, and she talks about conceptual metaphors 00:42:22 - Syntax, nuance, and using the passive voice 00:45:57 - Tahnee anticipates her student's needs based on their native language 00:48:04 - Research on interactive video games as a language learning aid 00:52:21 - Ben explains “The Sims” franchise development and history 00:55:34 - Ant not aunt simulator, and William's tragedy inspires him 00:59:40 - Tahnee has lots of questions and thoughts about Simlish 01:02:42 - Originally, Simlish was entirely improvised 01:05:12 - Tahnee's professor brain has questions, "The Jabberwocky," and the word baby in Simlish 01:11:16 - Applying nonsense in a systematic way 01:14:59 - Katy Perry songs in Simlish, and Ben's misunderstanding 01:17:46 - Tahnee's brain starts looking for patterns… and so do players 01:20:11 - The constraints of languages, and consonant clusters 01:22:50 - Phonetics, Phonology, and baby talk (in all languages) 01:26:56 - Ben's Sims story, have a wonderful life, and go learn a second language!
Keuriseumaseu: Syllable structure in Korean Word and meaning: 크리스마스 Keuriseumaseu means Christmas Origin: It comes from the English word Christmas Cultural Contexts: Dating etc. (see the Hanmadi post on Christmas at https://hanmadikorean.com/christmas/) Linguistic element: Syllable structure of Korean (Young-Mee Yu Cho) General syllable structure: Aslam, M., & Kak, A. (2007). English Syllable Structure. In Introduction to English Phonetics and Phonology (pp. 60-68). Foundation Books. doi:10.1017/UPO9788175968653.005 “Every language manifests a particular way of combining its sounds to form meaningful words or parts of words, called syllables. Each language puts certain restrictions on these possible combinations. For example, in English we can't have a word which begins with a consonant sequence bfj, zbf or tzp. When we analyse what restrictions (and regularities) are found in the language under study, we are studying the syllable structure of that language. We can divide words into one or more syllables. For example, tin has one syllable, brother has two, important has three and computer has four syllables each. A syllable is a group of one or more sounds. The essential part of a syllable is a vowel sound (V) which may be preceded and/or followed by a consonant (C) or a cluster of consonants (CC or CCC) (see below). Some syllables consist of just one vowel sound (V) as in I and eye/aI/, owe/ə/. In English, a syllable can consist of a vowel preceded by one consonant (CV) as in pie/paI/, or by two consonants (CCV) as in try/traI/, or by three consonants (CCCV) as in spry/spraI/. The vowel of the syllable may also be followed by one consonant (VC) as in at/æt/, or by two consonants (VCC) as in its/Its/, or by three consonants (CVCCC) as in text/tekst/or by four consonants (CVCCCC) as in texts/teksts/.” Maximal syllable shape is the syllable type that contains the most possible segments in onset and coda positions, for instance CCCVCCCC in an English word like strengths (https://digitalrepository.unm.edu/el_centro_research/5/ (https://digitalrepository.unm.edu/el_centro_research/5/)) Spanish: CCVC Japanese: CV Hawaiian: CV Really different from English. CGVC (onset consonant glide vowel coda consonant) Note how the syllabic structure is actually embedded in the writing system. 값, 삶, 없[다]: alone, only one consonant surfaces, but in certain environments, the other does as well. And additionally, some sounds can't come at the beginning or end of a syllable. E.g., “sh” ; “ng” (as in English). And some diphthongs don't work in Korean as single syllables. E.g., “I” Christmas: How many syllables? In English, 2. In Korean, 5. Other examples: 프렌드 friend - clusters not allowed 콩글리쉬 Konglish arbeit ice cream Sandwich Wine — Sources: Young-Mee Yu Cho. Syllable-based Phonological Processes. Lucien Brown and Jaehoon Yeon, eds. The Handbook of Korean Linguistics. Wiley; 2015. 22-40. Follow us on social media: https://twitter.com/hanmadikorean (@HanmadiKorean) on Twitter hanmadikorean@gmail.com with any comments, questions, or requests Website:https://hanmadikorean.com/ ( hanmadikorean.com) --- Theme music:https://www.shutterstock.com/music/track-512897-boating-trip ( The Boating Trip) byhttps://www.latgmusic.com/ ( LATG Music).
Xi Zhang, Faculty of Music, presents her poster on ‘Effect of Tone Sandhi on Singing in Chaozhou’ You can view the poster on Cambridge Open Engage at https://www.cambridge.org/engage/coe/article-details/618c29dada150629539daec9
Everything is figureoutable. Do you believe that? I do! My guest, Dr. Dawn Moore, does too, so she is joining me to share her private practice success story. We talk about how she got started, how she grew, and the challenges that she has faced along the way. Dr. Dawn Moore ClinScD., CCC-SLP, COM® is the founder of Expressions Speech, Language, & Myofunctional Center in Burlington, North Carolina. She is a certified and licensed Speech-Language Pathologist holding the Certificate of Clinical Competence from the American Speech-Language-Hearing Association (ASHA). Additionally, she is a Certified Orofacial Myologist® through the International Association of Orofacial Myology (IAOM). Dr. Moore has over 23 years of experience in Speech-Language Pathology, earning her clinical doctorate in 2018. For 15 years, she practiced in the schools of North Carolina as both a clinician and Lead SLP with recognition as a Teacher of Excellence and expanded into pediatric private practice in 2010, serving children of all ages. Her main interests include orofacial myology and speech sound disorders (articulation, phonological delay, and apraxia). She uses her own program, Let's Hear It For /R/! which was the subject of her doctoral capstone, to correct the difficult /r/ sound. For phonology, she uses and teaches others how to use Barbara Hodson's Cycles for Phonology due to the success she continues to have with the program. Dr. Moore became a Certified Orofacial Myologist (COM®) after struggling to find help for her own daughter with a severe tongue thrust. Through this training and practice, she is presenting across the country educating SLPs, orthodontists, ENTs, and dentists about the impact myofunctional disorders have on speech, feeding, chewing, breathing, and dentition. In Today's Episode, We Discuss: Transitioning from the schools into private practice The learning curve that comes with billing Finding the right people and the right clients for your private practice How to get your name out there and get referrals Making your private practice work with the help of SLPAs Learning from others and applying those lessons to your own practice There are times when Dawn mentions challenges associated with private practice throughout this episode, but keep in mind that everything is figureoutable. When you hit a roadblock (which you will) it's worth trying to figure out a way around it. If it was easy all the time, everyone would do it! What separates those who are successful from those who are not is persisting versus giving up when things get difficult. One of the best ways to be successful in private practice is to make sure that you have a network of people who can support you. My programs offer a community of like-minded private practitioners who help you navigate the bumps and celebrate the wins. To learn more about how I support private practitioners at all levels of private practice, visit https://www.independentclinician.com (www.independentclinician.com) to see how I can support you too! Resources Mentioned: http://www.expressionsspeech.ciom (www.expressionsspeech.ciom) https://www.facebook.com/expressionsspeech (https://www.facebook.com/expressionsspeech) https://www.facebook.com/expressionsseminars (https://www.facebook.com/expressionsseminars) http://www.expressionsseminars.com (www.expressionsseminars.com) http://www.whereisyourtongueresting.com (www.whereisyourtongueresting.com) https://independentclinician.com/building-a-practice-with-slpas-jessicas-story/ (independentclinician.com/building-a-practice-with-slpas-jessicas-story) Where We Can Connect: https://podcasts.apple.com/us/podcast/private-practice-success-stories/id1374716199 (Follow the Podcast) https://www.instagram.com/independentclinician/ (Follow Me on Instagram) https://www.facebook.com/Jena-Castro-Casbon-1660895807286998/ (Follow Me on Facebook)
Guest: Dr. Kelly Farquharson - Scientists now know more than ever about dyslexia, but there are still a lot of misconceptions about this common learning difference. In this episode of the First Bite Podcast, we are debunking some popular myths surrounding dyslexia and language-based learning disabilities with today's special guest, Dr. Kelly Farquharson! Kelly is a speech-language pathologist, associate professor, and director of the Children's Literacy and Speech Sound (CLaSS) Lab at Florida State University. She studies the cognitive, linguistic, orthographic, and environmental factors that influence how children with speech and language disorders acquire literacy skills. Specifically, her research examines the intersection between speech sound production and literacy acquisition and, in this episode, she shares her unique insight with us about the very real intersection between speech sounds and dyslexia. Believe it or not, dyslexia is a phonological impairment disorder, not a visual one, which means that SLPs can and should play a very important role in its assessment and treatment! Listen in to learn more about why phonetics matter to clinicians, the importance of taking a code-based approach, and why strategies like eye tracking exercises aren't necessarily helpful. We also touch on the value of both real word and non-word assessments, phonological input, and collaboration between SLPs and teachers, and Kelly emphasizes the need for patience, persistence, and advocacy when it comes to addressing dyslexia in your institution. This is a fascinating discussion that you won't want to miss, so make sure to tune in today!
Learn how accurate fossil preparators must be; why electric cars are an old concept; and words on the tip of your tongue. Additional information about fossil preparators and other resources from Caitlyn Wylie: Pick up the open-access book "Preparing Dinosaurs: The Work Behind the Scenes": https://direct.mit.edu/books/monograph/5180/Preparing-DinosaursThe-Work-behind-the-Scenes Faculty page https://engineering.virginia.edu/faculty/caitlin-donahue-wylie Follow @CaitlinDWylie on Twitter https://twitter.com/CaitlinDWylie Electric cars are the future, but they are also the distant past by Cameron Duke Hanlon, M. (2012, June 27). Le Jamais Contente - the first purpose-built land speed record car. New Atlas. https://newatlas.com/le-jamais-contente-first-land-speed-record/23094/ Kirsch, D. A. (2021). The electric car and the burden of history: Studies in automotive systems rivalry in America, 1890--1996 - ProQuest. Proquest.com. https://www.proquest.com/openview/2615595fdc7e4891b8fac5ddfb762066/1?pq-origsite=gscholar&cbl=18750&diss=y The History of the Electric Car. (2014). Energy.gov. https://www.energy.gov/articles/history-electric-car Wilson, K. A. (2018, March 15). Worth the Watt: A Brief History of the Electric Car, 1830 to Present. Car and Driver; Car and Driver. https://www.caranddriver.com/features/g15378765/worth-the-watt-a-brief-history-of-the-electric-car-1830-to-present/ Word on the tip of your tongue by Ashley Hamer (Listener question from Mariana in Lisbon, Portugal) Emmorey, K. D., & Fromkin, V. A. (1988). The mental lexicon. Linguistics: The Cambridge Survey, 124–149. https://doi.org/10.1017/cbo9780511621062.006 The Virtual Linguistics Campus. (2012). PSY112 - The Mental Lexicon [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=x8HIAVTeGNk D'Angelo, M. C., & Humphreys, K. R. (2015). Tip-of-the-tongue states reoccur because of implicit learning, but resolving them helps. Cognition, 142, 166–190. https://doi.org/10.1016/j.cognition.2015.05.019 Oliver, L. K., Li, T., Harley, J. J., & Humphreys, K. R. (2019). Neither Cue Familiarity nor Semantic Cues Increase the Likelihood of Repeating a Tip-of-the-Tongue State. Collabra: Psychology, 5(1). https://doi.org/10.1525/collabra.200 Follow Curiosity Daily on your favorite podcast app to learn something new every day withCody Gough andAshley Hamer. Still curious? Get exclusive science shows, nature documentaries, and more real-life entertainment on discovery+! Go to https://discoveryplus.com/curiosity to start your 7-day free trial. discovery+ is currently only available for US subscribers. See omnystudio.com/listener for privacy information.
Chris interviews Dr. Ishamina Athirah Gardiner, lecturer in the Language Center at Universiti Brunei Darussalam. Contacts: haswell247@gmail.com, LostInCitations@gmail.com
Another episode that looks at the problems Malayalam speakers have in speaking English. This is a look at English Phonetics and Phonology through the lens of native Malayalam speakers.
In this episode, we enter the age of classical structuralism by exploring the phonological research of Roman Jakobson and his colleague Nikolai Trubetzkoy undertaken within the Prague Linguistic Circle. Download | Spotify | Apple Podcasts References for Episode 15 Primary…Read more ›
Tone in Igbo describes the different types of tone and a basic knowledge to understanding how tone as a feature of African Languages function. A step further was made to talk about the functions of tone too. The lecture was given by an astute academic, Ebele Uba (Ph.D) who specialises on Phonology.
Welcome to Season 3 of Field Notes! Field Notes episodes will now be released monthly. This season will feature one insider linguist each month. If you would like to hear more Field Notes content, you can now support Field Notes on Patreon! This special first episode features Professor Nancy Kula studied phonology for her PhD at the University of Leiden. She has an MA in Linguistics from SOAS, University of London, and a BA in Education with African Languages and Linguistics from the University of Zambia. Following her PhD, she held a post-doctoral position in Leiden and at SOAS for three years and now works at the University of Essex since 2007. She has worked on many topics in phonology including tone and intonation and theoretically works on element theory. She is also interested in Language Policy as it applies to education in multilingual contexts and is currently running a project covering Botswana, Tanzania and Zambia. She has published in international linguistics journals, has edited a number of volumes and serves on international editorial boards. Things mentioned in this episode: Nancy's profile at The Uni of Essex Bemba language Bantu language family Nancy on Twitter @nancyckula & @bringing_in Nancy's work on ResearchGate & academia.edu Field Notes Episode 5 with Khairunnisa on Insider Researcher Language Documentation on Sasak Field Notes Episode 11 with Alex Garcia on Monolingual Fieldwork in The Philippines
What comes to your mind when you think of Bahia? Well, if you've been there, you probably know the kind of people we are. And our guest today is one of a kind. Jimmy is an English teacher who has taken social media by storm. With his laid back and chill personality, he has already been noticed by many big names from the ELT - English Language Teaching community. He's an expert in Phonetics, Phonology and Dialectology, besides having an impressive British accent. In this very casual talk, we discuss language acquisition, accents, Harry Potter, geek culture and the future of e-learning. Do you fancy a ride? Get your tea ready and join us! --- Send in a voice message: https://anchor.fm/mroliveira/message
No meddling kids or talking dogs, but there are mysteries to solve and ghosts a-plenty. The doorway between dimensions is weakening, but that won’t stop the Funky Phantoms of Phonology from enjoying a few warm pints and kidney pudding as they journey about jolly ol’ England to review Amazon Prime’s Truth Seekers!
Adrienne L. Singletary is Founder and Lead Speech-Language Pathologist at Transcendent Accents, LLC, the leading Corporate Speech Therapy and Accent Modification agency in Charlotte, North Carolina. It is the only accent modification firm and corporate speech therapy agency in the Charlotte region that is recognized by the nationally renowned Institute of Language and Phonology. Adrienne founded the company in 2016 to help professionals with speech limitations, such as regional and foreign accents, speak more eloquently in their workplace environments. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/ernest-tate/message Support this podcast: https://anchor.fm/ernest-tate/support
Difference between phonetics and phonology
In this episode, we'll dive into more of the sound-related aspects of linguistics with an overview of phonology. Tune in to learn about English's phonological rules, patterns, and fascinating nuances.
Daniel Currie Hall and Tim Mills talk about what's interesting about Phonology.Intro and Outro music is "Alien Language" by Podington Bear on freemusicarchive.orgFind the show notes and transcript at this link:https://sites.google.com/view/word-to-the-whys-podcast/home/phonology
Join Ash & Cass in this fifth episode as they discuss 'What we wish we knew' as uni students / new grad speechies. They discuss some handy tips, provide advice on their favourite go-to textbooks and name-drop some free professional development courses out there! Recommended textbooks: 1. Language disorders from infancy through adolescence: Paul & Norbury 2. Dysphagia - Clinical Management in Adults and Children: Groher & Crary 3. Articulation and Phonology in Speech Sound Disorders: Bauman-Waengler Paediatric Feeding & Swallowing Education Course (Novice Level): https://central.csds.qld.edu.au/central/courses/219 CREDITS: Intro music- Joyful Ride, Simon Jomphe Lepine. Outro music: Fresh Fresh, Will Van De Crommert, via storyblocks.com Instagram: @diaryofanewgradspeechie
Often, we think that we always need to be adapting our therapy sessions to use the latest and most innovative techniques. However, there is definitely a place for tried-and-true approaches that have been working well for many years. One of those approaches is the Cycles approach. If you aren’t familiar with this approach, then you will love my conversation today with Dr. Dawn Moore. Dawn is the founder of Expression Speech, Language, and Myofunctional Center in Burlington, North Carolina. Dr. Moore has over 20 years of experience in the field and earned her clinical doctorate in 2018. For phonology, she uses and teaches others how to use Barbara Hodson’s Cycles for Phonology due to the success she continues to have with the program. She is here to chat with us about why she sees such great success with the Cycles approach with virtually every type of student she has worked with and how you can incorporate it into your therapy sessions. After listening to my conversation with Dr. Moore, I hope you recognize the value of incorporating cycles into your clinical sessions. Be sure to come back and share with me whether you add it to your strategy and how it works for your students. Full show notes available at www.speechtimefun.com/23 Where We Can Connect: Subscribe to the Podcast Follow Hallie on Instagram Follow Hallie on Facebook Follow Hallie on Pinterest
Welcome back to The TEFLology Podcast – a podcast all about teaching English as a foreign language, and related matters. In this episode, Matt reflects on how the recent remote ways of working may bring about professional development opportunities, Rob charts the work of Paul Pimsleur, and Matthew leads a discussion on pronunciation. Enjoy! This episode was recorded remotely online via Zencastr. If you like our show, please consider showing your support with a small donation at: https://teflology-podcast.com Get in contact with us: Email: teflology@gmail.com Twitter: https://twitter.com/TEFLology Facebook: https://www.facebook.com/TEFLologypodcast
More great books at LoyalBooks.com
In this episode, Claire talks to Kelly Ashley a former teacher and current Primary English Specialist and author. Kelly starts by explaining how she moved from America to the UK. She explains her experience of the American schooling system as a teenager and young adult. She also talks about her university journey and what options were available to her. After choosing various subjects including anthropology, sociology and child psychology, Kelly decided to choose teaching as her career. She completed a two-year teaching course in America and, after meeting her husband, made moved countries. After qualifying and moving to North Carolina, Kelly visited different schools to secure a teaching job. She successfully found work in a large 5-form entry school as a Grade 3 (Year 2) class teacher. As she gained experience within the school, Kelly didn’t shy away from leadership roles and climbed up the ladder relatively swiftly. However, she explains how she left the school, and America, after meeting her future husband and moved to the UK. After teaching for 6 years in America and halfway to completing her master’s degree, Kelly’s transition to the UK as a teacher was not as straight forward as she would have wished for. She was informed that she needed to requalify as a teacher to teach in the UK and she later requalified through the Graduate Teaching Programme. In this podcast, Kelly talks about her journey as a teacher in the US and UK. She talks about the transition from the different countries as a teacher and how she became an English specialist. Throughout the podcast, Kelly compares the different schooling systems and the cultures in America and the UK. She shares the various strategies she has established and refined over the years to support children with closing the vocabulary gap, as well as aiding them to ensure they are exposed to a well-rich and well-versed environment. She talks about her book and how it can support teachers in the classroom. KEY TAKEAWAYS Reading and writing workshop in America In this workshop, the teacher models a piece of text and the children have the opportunity to craft a text of their own. The workshops focused on children writing about personal interests. The text is explored as a reader and writer and how language and the language features can be used to portray a certain message. The workshop did not have a text-focused approach due to the pressures of the curriculum. Improving the vocabulary of reluctant readers Finding a way to help children develop a love of reading can start with identifying their interests. Share stories to heighten children’s engagement. The more teachers do this, the more it will help to connect with children’s personal interests and their personal understanding. It is all about that motivation and understanding. Provide children with a range of texts and encourage them to read different texts based on their interest. Recommend different texts types and books to help children develop their vocabulary and engagement with different texts. Closing the word gap Talk, talk and talk. In order to close the gap for children that don’t have a wealth of language under the age of 3, it is essential to interact and communicate with them verbally. It is important to acknowledge the extent of word and text knowledge children have at the age of three. If they have not been exposed to nursery rhymes or stories, they will not have a wealth of vocabulary. Firstly, it is important to understand the amount of talk used with children. Secondly, how we can extend the talk to dialogical talk. Dialogical talk – clarifying or asking a follow up question to an answer given or link it to personal experience and have a back and forth conversation. Develop on children’s answers When children respond to answers, develop and ask questions about their answers with new vocabulary. Engage and keep children interacted with the dialogue and associate words to the experience to help them broaden their vocabulary. Drip feeding new language Find opportunities within the classroom setting to drip feed and introduce new language. This can be through play-based learning, role play, group discussions or other methods. Recharging: charge up the word by teaching them a new word in a variety of ways. It’s the importance of recharging that word and giving them something to do with that word later. Challenging children and giving them the vocabulary and exposing them to the rich language won’t do them any harm. Storing vocabulary Even after vocabulary is processed through the auditory and visual channels there is a further challenge of words coming out. There are two different types of language stores in our brain: Receptive store – something we receive. We receive language through reading, we receive it through listening to people talk. Expressive vocabulary store – how we express our ideas and vocabulary through writing and speaking. Word of the day approach Research shows, to be a fully functioning, literate adult we need to have a vocabulary store of 50,000 – 60,000 words at the age of 16. In order to achieve this, children need to be exposed to 2,000 – 3,000 words every year up to the age of 16. If a child enters the school setting at the age of 3 with a significant word gap, they are already considerably behind the average child. However, it does not mean children need to be taught 2,000 – 3,000 words a year, it means children need to be exposed to a language-rich environment as they will learn these words through talk. In addition to this is modelling and interacting through high-quality texts. Ashley’s approach is a contextual based approach. A contextual based approach – teaching words in context to make play more engaging and interesting. After the context has been disclosed, how can the words be recharged and linked to their experience? The context must be strong and solid to ensure the word is rechargeable. The word must have a worse purpose for the children. If it doesn’t, the validity is questionable. Orthography and Phonology Orthography – visual or spelling. Writing a word and identifying words that start with the same letter string, i.e. ‘swamp, swing, sweat, sweater.’ Children may make a visual connection of the different words or they may make a visual connection to the last phoneme ‘mp’ i.e. bump, lamp, chomp etc.’ Phonology – sounds of the words and words that are in our language. Repeat the words in different tones and pitches, segmenting the word and getting children to repeat the word. Activate the understand of the word i.e. ‘what would and wouldn’t you see in a swamp?’ Morphology Morphology – changing an aspect. Morpheme – smallest unit of meaning in a word. Swamp holds meaning. However ‘swamped’ has a different meaning and has two morphemes. If we get an understanding of the root word it will help children understand the different morphemes associated with that root word. This supports the concept of word families in the National Curriculum. Etymology Etymology – history of words in our language. Getting children to investigate how words have arrived in our language and how they have changed over time. BEST MOMENTS “The American [schooling] system is really different from the UK system.” “As soon as a I got into [teaching] I was absolutely hooked.” “I just drove around to different primary schools with my resume and I just went into the office and said, ‘Are you looking for any teachers?’ This was literally two weeks before schools started.” “It was a massive culture shock, educational culture shock, personal culture shock, everything.” “I was seconded to support the North Yorkshire English team. That eventually landed to a position coming opened. I applied and then I was working as a National Strategy Consultant.” “At the heart of it, whether you have a single age class or a mixed age class you need to be catering for the needs of all of your leaners. I think the biggest challenge for me was getting to grips with the change in curriculum and the curriculum expectations. Whilst I was in America, I was very familiar with what children needed to know and when they needed to know it. That was the challenge: more getting to grips with the expectations and what they should be achieving when. But the basic principles of understanding what are children doing and what do they need to do next, it was still applicable even though I had a mixed age class. It was thinking about, ‘how can we ensure that that offer really challenges the children in the most appropriate way?’” “The approaches to teaching back then [in America], especially in terms of literacy were a lot more holistic. You saw a lot of things like readers’ and writers’ workshop which, really interestingly, are coming back now.” “Education swings in roundabouts. There are some core principles, we have this great way in education of renaming the same thing.” “I had to almost relearn how to spell certain things.” “You could, theoretically, walk into a classroom in the US and still feel quite at home. Even though the curriculum is still quite different to how we shape the curriculum in the UK.” “Sharing stories to try and heighten that interest. The more that you can do to help children to connect what they are reading to their personal interests and their personal understanding. It is all about that motivation and understanding. What reading materials are they having access to? Giving them a choice.” “As an adult it means, you need to have a good knowledge and understanding of what’s out there. Who are the new authors? Who are the authors that have been out there?” “It’s about going and exploring books… help the child to see the connections that we can make.” “If you hook onto an author or style that the child’s is really into, it’s really exploiting that and thinking is there something I can do here to engage the talk, engage the love of language, get them to explore that technical vocabulary… that will just open up their interest a bit more. It is about finding books that match their interest but also finding books that broaden their interest.” “If we want to make that dialogic, we might say, ‘Oh blueberries, I really like blueberries. What’s your favourite part of your breakfast meal?’ We might ask them a follow up question or ask them to clarify or we might link them into to a personal experience. It’s that dialogue - back and forth conversation - that will help children to find themselves within language, but also to better articulate themselves.” “Repeating that word in a sentence is called recasting, helping them to get the structure of the language.” “Limiting vocabulary in any way is never really a good idea.” “The speaking and repetition are really key.” VALUABLE RESOURCES Kelly Ashley: https://kellyashleyconsultancy.wordpress.com/ Kelly Ashley Consultancy: https://kellyashleyconsultancy.wordpress.com/vocabulary-development/ Dinosaur Dig: https://www.amazon.co.uk/Dinosaur-Dig-Penny-Dales-Dinosaurs/dp/0857630946 The Thirty Million Word Gap, (Hart Risley): http://www.wvearlychildhood.org/resources/C-13_Handout_1.pdf Bringing Words to Life, (Isabel Beck) : https://www.amazon.co.uk/Bringing-Words-Life-Second-Instruction-ebook/dp/B00BHYG41M/ Oli Cav: https://www.olicav.com/ Details for the Giveaway: https://www.facebook.com/ClassroomSecretsLimited/ The Teachers’ Podcast: https://www.facebook.com/groups/TheTeachersPodcast/ Classroom Secrets Facebook: https://www.facebook.com/ClassroomSecretsLimited/ Classroom Secrets website: https://classroomsecrets.co.uk/ LIFE/work balance campaign: https://classroomsecrets.co.uk/lifeworkbalance-and-wellbeing-in-education-campaign-2019/ ABOUT THE HOST Claire Riley Claire, alongside her husband Ed, is one of the directors of Classroom Secrets, a company she founded in 2013 and which provides outstanding differentiated resources for teachers, schools, parents and tutors worldwide. Having worked for a number of years as a teacher in both Primary and Secondary education, and experiencing first-hand the difficulties teachers were facing finding appropriate high-quality resources for their lessons, Claire created Classroom Secrets with the aim of helping reduce the workload for all school staff. Claire is a passionate believer in a LIFE/work balance for those who work in education citing the high percentage of teachers who leave or plan to leave their jobs each year. Since February 2019, Classroom Secrets has been running their LIFE/work balance campaign to highlight this concerning trend. The Teachers’ Podcast is a series of interviews where Claire meets with a wide range of guests involved in the field of education. These podcasts provide exciting discussions and different perspectives and thoughts on a variety of themes which are both engaging and informative for anyone involved in education.
Alie is delirious with the flu, so it’s an encore presentation of a favorite episode. If you slept on this when it first aired, get into Phonology now. Vocal fry. Code switching. Black Twitter. Valley girls. Culture vultures. WE'RE TALKING ABOUT TALKING. Alie battles traffic to sit down with linguistics professor Dr. Nicole Holliday about intonational phonology: how tones and pitch help us bond with others and construct identities. Inspired in part by former President Barack Obama's masterful linguistic variability, Dr. Holliday's work focuses on how language is used in the crossing and construction of racial/ethnic boundaries. She graciously fielded tons of questions for a fascinating dive into the nuances and strict grammatical rules of African American Language, cultural appropriation, our educational system, honoring your identity, what not to wear in Paris and the roiling debate over who is the best rapper. Also: Alie is maybe a lizard person. Follow Dr. Nicole Holliday @MixedLinguist on Twitter and Instagram A donation went to: initiatejustice.org Sponsor links: kiwicodot.com/OLOGIES; mytruition.com/ologies; proactiv.com/skin; betterhelp.com/ologies; periodbetter.com (code: OLOGIES) More links up at alieward.com/ologies/phonology Transcripts & bleeped episodes at: alieward.com/ologies-extras Become a patron of Ologies for as little as a buck a month: www.Patreon.com/ologies OlogiesMerch.com has hats, shirts, pins, totes and STIIIICKERS! Follow twitter.com/ologies or instagram.com/ologies Follow twitter.com/AlieWard or instagram.com/AlieWard Sound editing by Jarrett Sleeper of MindJam Media & Steven Ray Morris Theme song by Nick Thorburn Support the show.
------------------Support the channel------------ Patreon: https://www.patreon.com/thedissenter PayPal: paypal.me/thedissenter ------------------Follow me on--------------------- Facebook: https://www.facebook.com/thedissenteryt/ Twitter: https://twitter.com/TheDissenterYT Dr. Iris Berent is Professor of Psychology at Northeastern University, US. Her research examines the nature of linguistic competence, its origins, and its interaction with reading ability. She's the author of the book The Phonological Mind. She will also be releasing a new book in the near future, The Blind Storyteller. In this episode, we talk about what is Linguistics, and how it's done nowadays; what is innate and learned in language; if we are the only species that has language; why written language is different from spoken language, and why it's more difficult to learn; and also if language influences how we perceive things in the world. Time Links: 00:43 What do we study in Linguistics? 03:14 Skinner, Chomsky, and language acquisition 16:36 The innateness of language 18:33 The relationship between sounds and the things they refer to 22:43 Language, cognition, and the body 30:29 Do other animals have language? 38:40 Spoken language and sign language 44:40 Critical periods in language acquisition 50:29 About studies on feral children 52:17 Written language 1:00:00 To what extent does language influence the way we think? 1:09:28 Follow Dr. Berent's work! -- Follow Dr. Berent's work: Faculty page: https://cos.northeastern.edu/faculty/iris-berent/ Phonology and Reading Laboratory: https://tinyurl.com/yafkqedp Book “The Phonological Mind”: https://tinyurl.com/yca9up5x -- A HUGE THANK YOU TO MY PATRONS: KARIN LIETZCKE, ANN BLANCHETTE, JUNOS, SCIMED, PER HELGE HAAKSTD LARSEN, LAU GUERREIRO, RUI BELEZA, MIGUEL ESTRADA, ANTÓNIO CUNHA, CHANTEL GELINAS, JIM FRANK, JERRY MULLER, FRANCIS FORD, AND HANS FREDRIK SUNDE! I also leave you with the link to a recent montage video I did with the interviews I have released until the end of June 2018: https://youtu.be/efdb18WdZUo And check out my playlists on: PSYCHOLOGY: https://tinyurl.com/ybalf8km PHILOSOPHY: https://tinyurl.com/yb6a7d3p ANTHROPOLOGY: https://tinyurl.com/y8b42r7g
In this episode, Sara gives an overview of the different branches of linguistics and coins the term "perinatal linguistics" to describe the work at the intersection of birth work and applied linguistics. As a perinatal linguist, Sara uses the knowledge, theories, and frameworks of linguistics to describe situations and experiences within pregnancy and birth and aims to improve the pregnancy and birth experience for birthgivers. URLS mentioned in this episode: www.summitbirthutah.com/birthwords TRANSCRIPT: Hi. Welcome, welcome to the second episode of the Birth Words podcast, where we talk about linguistics. I think linguistics is one of those words that people have heard, but are kind of only generally aware of what it really means. And to be honest, those that study linguistics don't necessarily all agree. So we'll talk generally about what linguistics means. The first clarification that I want to give is that linguistics is not about rules about how you should speak. But it's about studying instead, how people do speak. Why do they speak in the ways that they do, and to what effect? What difference does it make when people speak in certain ways, and what underlies the choices that people make in the words that they choose? So in linguistics, we talk about language as a semiotic system: Signs are used to communicate meaning. In some languages, like American Sign Language, this is very obvious—that literally a sign is used to communicate meaning. But when you think about language, that's really all that words are as well: a sign. A verbal sign that communicates meaning to those in a given community that use the same signs to communicate similar meaning. And it's not always the same for every person. But there's generally a level of mutual intelligibility among speakers of the same language, and specifically the same dialect of a language. So, some questions to consider as we think about language as a semiotic system: (Again, that means signs are used to communicate to meaning.) Questions we can ask: what meaning is being communicated? Is the meaning that's being communicated the intended meaning? And what effect does it have on the hearer? Is it empowering or disempowering to the hearer? Is it respectful? Is it a language, a dialect that your interlocutor, the person that you're speaking with, also speaks? Or is there some interplay of different native dialects going on? So I turned today for my introductory linguistics episode to a favorite textbook from college. And back when I thought that I was going to study English and minor in editing, I took a basic course in English language and the textbook for the course was Linguistics for Non-Linguists. And I loved it. I underlined like way too much really, really nerdy stuff in it. Kept it on the shelf for years. And I plan to use it as a reference for this podcast quite a bit, as its title is Linguistics for Non-Linguists, and non-linguists are my target audience for this podcast. So Parker and Riley, the authors of the book, tell us that linguistic theory is “the study of the psychological system of language.” And they clarify “psychological system” to mean “the internalized, unconscious knowledge that enables a speaker to produce and understand utterances in his or her native language.” So again, when we speak, there's so much going on underneath it that's internalized and unconscious, that enables us to communicate. And so linguists really look at, How is that meaning communicated? To what effect? and Why is it communicated in the way that it is? and What does it all mean? So linguists study observable data, namely how people are speaking. They make hypotheses about what it indicates about the speakers’ internal psychological linguistic system, and then they make theories to attempt to explain the system. There are lots of branches of linguistics. Pragmatics means how language is used to communicate within a context. Semantics looks at the meaning of words, sentences and phrases. Syntax is the study of phrases, clauses and sentences. Morphology is the study of word formation. You notice we're getting narrower and narrower with each of these categories. Phonology is the study of sound systems of language and pronunciation. And then there are other lots and lots of other branches that we can look at with linguistics. We can talk about linguistic variation among different social different regions, ethnicities and genders. We can study language acquisition—how does that happen? What are the norms? What happens when there's an intersection of different language communities? And we can talk about language processing. How do we understand one another through language? Psycholinguistics looks at how this really happens in our minds. Discourse analysis closely studies how people understand one another and how they often don't. And neurolinguistics is an interesting branch that talks about how the brain processes language My specific… Well, it's not actually that specific, it's another rather broad arm of linguistics or sister to linguistics, is applied linguistics. And I really liked Wikipedia’s definition of Applied Linguistics, so we're going to go with that: “Applied linguistics is an interdisciplinary field which identifies, investigates, and offers solutions to language-related real-life problems.” So, as applied linguists, we look at what these different linguistic branches and theories and frameworks can do in real life. We have real life problems going on with things involving language, and how can we apply our knowledge and our theories to make these problems better—to better understand them? So, there are some different branches of applied linguistics: conversation analysis, which is fairly self-explanatory—analyzing conversation, and how the norms of conversation are followed and when conversation understanding breaks down; discourse analysis, which looks at broad fields of language, language in use, and analyzes how language is used in different contexts; critical discourse analysis, which views language as a social practice. And it examines the societal power relations that come and the role that language plays in power relations. There's forensic linguistics, which is a really interesting application, and multilingualism, and so much more that applied linguists study. So now, today, I am officially coining the term perinatal linguistics. So I'm applying the knowledge, methods, and theories of linguistics to the perinatal context: the experiences leading up to, during, and immediately following childbirth. So on this podcast will be telling stories, we’ll be examining the stories from linguistic frameworks, we’ll be delving into important topics at the intersection of birth and language. And if you have suggestions for topics you'd like to dig into on the podcast, please submit your suggestions. I would love to hear them. You can go to www.summitbirthutah.com/birth words, that URL will be in the show notes. And there will be a place there for you to submit your suggestions. And also, if you're interested in sharing your birth story and the role that language played in it, I would love to hear that as well. I'd love to have you as a guest on the podcast. There's a forum at the website www.summitbirthutah.com/birtwords, and you can submit a request to share your story on the podcast. I'm looking forward to hearing your ideas and suggestions. I'm looking forward to sharing my ideas with you. So tune in next Monday. Bye! Outro: Did words play an important role in your birth experience? If you're interested in sharing your story on the podcast, go to summitbirthutah.com/birthwords. If you're liking what you hear on the podcast, please leave a review on Apple podcasts, Google podcasts, or wherever you choose to listen. For more resources about harnessing the power of words to benefit the birth experience, visit summitbirthutah.com/birthwords Transcribed by https://otter.ai REFERENCES: Parker, F. & Riley, K. (2004). Linguistics for non-linguists (4th ed.). Boston: Allyn & Bacon, Inc. Applied Linguistics. (2019). Retrieved from https://en.wikipedia.org/wiki/Applied_linguistics
This episode discusses how children learn the sounds in their language. We talk about the typical processes that children go through when learning their sounds and at what age sounds are acquired by children in English. Strategies for supporting children to learn their sounds and an activity for identifying whether a child might need support with their speech development are provided. For resources and references mentioned in this episode visit https://svp-slp.com/the-talking-children-podcast/
Adela chats with Alie Ward, the host of the Ologies podcast. We featured the “Phonology with Nicole Holliday” episode of Ologies on our podcast listening list on Language.
Talk the Talk - a podcast about linguistics, the science of language.
Vocal fry. Code switching. Black Twitter. Valley girls. Culture vultures. WE'RE TALKING ABOUT TALKING. Alie battles traffic to sit down with linguistics professor Dr. Nicole Holliday about intonational phonology: how tones and pitch help us bond with others and construct identities. Inspired in part by former President Barack Obama's masterful linguistic variability, Dr. Holliday's work focuses on how language is used in the crossing and construction of racial/ethnic boundaries. She graciously fielded tons of questions for a fascinating dive into the nuances and strict grammatical rules of African American Language, cultural appropriation, our educational system, honoring your identity, what not to wear in Paris and the roiling debate over who is the best rapper. Also: Alie is maybe a lizard person. Follow Dr. Nicole Holliday @MixedLinguist on Twitter and Instagram Become a patron of Ologies for as little as a buck a month: www.Patreon.com/ologies OlogiesMerch.com has hats, shirts, pins, totes! Follow @Ologies on Twitter or Instagram Follow @AlieWard on Twitter or Instagram More links at www.alieward.com Support the show.
Deb and Maria discuss the "Yanny vs. Laurel" debate and it's relation to speech science and perception. We drank Chateau Canteloup 2001 a Red Bordeaux and ate goat cheese (we get very French in this episode). Deborah didn't taste the acidity in the wine because of her lack of perception of tastes. "View every session like goat cheese", Deborah and Maria discussed evidence based therapy approaches targetting phonology, articulation and literacy. They explained the importance of a multi-modality approach in teaching clients phonology, articulation and appropriate motor speech patterns.Also, Maria needs to stop perceiving the need to be right all the time. See acast.com/privacy for privacy and opt-out information.
Talk the Talk - a podcast about linguistics, the science of language.
Welcome back to The TEFLology Podcast – a podcast all about teaching English as a foreign language and related matters. In this episode, Rob reviews a recently published article charting the changing Research Trends in Applied Linguistics, Matt talks about the life and work of Otto Jespersen, and Matthew leads a discussion on Action Research. Enjoy the episode! The article Rob reviews can be downloaded here. Information on Otto Jespersen can be found here and here. Buy our e-book – Podcasting and Professional Development: A Guide for English Language Teachers here. To find other great titles, visit The Round. Email – Ask us questions, give us feedback, tell us what you think of the show. Website – Listen to previous episodes, find out more information about us and the podcast. iTunes – Subscribe, rate, and review the podcast. Also available on Acast / Stitcher Radio / SoundCloud / TuneIn / iheart Radio and more! YouTube – Stream all of our episodes. Facebook – Like and share our page with your colleagues or friends. Twitter – Follow us and retweet us.
Nick Farmer He’s a linguist! And a conlanger, technically. His website: Nick Farmer Linguist His Twitter: @nfarmerlinguist Sapir-Whorf AKA linguistic relativity, and why it is a very very wrong thing. A warm and fuzzy idea that turns out, after facing science, not to reflect reality well. Nick really really wants to set the record straight on this matter. Spoken Alien Language Considering the possibilities. Different modalities. Language need not be sound-based! ASL. Frequencies of sound. Written Language Heptapod B! Bending over backwards to figure out a way for alien languages to break the linearity of time. Alien Writing System The complexity of deciphering alien writing systems. Extradimensionality. Stephen Wolfram wrote the software to create the logograms. Human language analogies. Mapping ideas and words and concepts is REALLY complicated. Everything by Ted Chiang: Amazon Support the show!
It is, and we found six actors and one monarch in waiting to show you why! Learn practical techniques you can use when you lesson plan and teach to help your students use sentence stress to be more easily understood.
Hot on the heels of having watched the Scientology documentary, “Going Clear,” on HBO and recorded our “Going Clear (Oh Dear!)” podcast, Jen uttered a word utterly unknown to Greg. That word…was, “Pastafarian.” But before we go there, let’s start at the beginning. Beer. (There is a beer volcano in Pastafarian heavan, so that’s good. And a stripper factory. But again, we’re ahead of ourselves.) Beer, as we all know, is a wonderful thing. Beer, as we’ll come to know, is the only reason Jen agrees to do this damn podcast…and so Greg will continue to deliver the goods because Jen always delivers the laughs during discussions. The Beers (“Daaaaahbears”): Tonight, Jen consumes, “The Walking Dead” by Terrapin. A fragrant, mildly but certainly pleasantly sweet, happily (…and hoppily…) bitter and well balanced brew described as a red IPA with blood orange peels. It’s 6.7 alcohol by volume. “It’s big enough,” Jen spoke, and it was so. Greg is excited to be drinking “Our Special Ale” by Anchor Brewing. Generally amazing, and specifically so this year. It’s a dark Christmas Ale with hints of traditional holiday spices and the unique, delicious, mildly metallic flavor that only a steam beer can achieve. Fun fact, this is Anchor’s 41st special ale and Greg is 41. Here’s hoping they both make it to a century of specialness. The topics: We begin with a fifth grader telling Greg, “I don’t want that creepy dude looking at me.” The creepy dude? Bill Murray…from the movie “Stripes,” on Greg’s shirt. Later, Jen causes Greg unexpected laughter and obvious déjà vu by saying, “I want Bill Murray to stop pointing at me.” Greg is enjoying a few squares of “Endangered Species” 88% dark chocolate, and this starts a phonological debate. (Phonology, described in plain language, is the way you say sounds in speech. The difference between “DOWN-tin abbey” in England and “DAHN TAHN” in Pittsburgh is phonological in nature.) So we’ll ask you, our faithful readers and listeners. Let’s do a bit of an experiment. First, say the word, “Species” out loud. Go ahead. Do that. (Yeah, right now!) Now, put it in this sentence, “I’ve never conceived such a species of sparrow.” Did you say, “spee-shees” or “spee-sees”? Okay, number two. Say, “association.” Now the sentence, “This homeowners association is getting on my damn nerves with all of the rules regarding sparrow species.” Did you say, “ass-so-shee-ay-shun” or “ass-so-see-ay-shun”? Try doing this all while inebriated, and overthinking the damn thing. By the way, if you listen(ed) to the podcast, did you happen to catch how both Greg and Jen reflexively said each word? (Stop making me do work, Del Duca!) Okay, okay! Sorry. Jen then has a deep thought. Really, quite a deep and profound thought. “Weird is not a mental illness.” Let that sink in. We moved through a discussion of goths, vampires, fetishists, and then here is where Jen said, “It’s like the Pastafarians.” Greg’s face obviously shone confused, and the discussion turned quickly to the Church of the Flying Spaghetti Monster. You may have recently readabout a woman in Massachusettes, one Lindsay Miller, who successfully fought to wear the “traditional head covering” of CotFSM members. “What’s that?” you ask? A colander. Yep. A fucking colander. Like Johnny Appleseed…but not. We explore the website of the CotFSM and watch a wonderfully cheeky, quite British, video (…you should link through and watch it. It’s only 3 minutes…) explaining the church and the monster and such. It’s like Douglas Adams’ ghost come back to form a satirical religion with an important larger social-historical message. We discuss the prophet Bobby Henderson, who apparently wrote a letter to the Kansas Board of Education after they attempted to insert intelligent design into the Kansas curriculum. We finish by discussing the mind-boggling genius of Trey Parker and Matt Stone…and South Park. (Check out the “Production” section. They crank these things out weekly so that each show can touch upon current, like absolutely literally current events.) Have fun people, and may the Flying Spaghetti Monster (…yeah, I capitalized it…) always embrace you in his noodly appendages. May your pirate ancestors welcome you to the beer volcano and may you ever nibble upon the FSM’s delicious, sizable meatballs. The music you’ll be enjoying: Intro: “Flying Spaghetti Monster” by Doctor POutro: “Three Little Birds” by Bob Marley We present to you, “Of Flying Spaghetti Monsters and Men.” (Source)
In this episode, Bo Bennett and Peggy Knudtson speak with author Dr. Daniel Everett. Dr. Everett is an American author and academic best known for his study of the Amazon Basin's Pirahã people and their language. He serves as Dean of Arts and Sciences at Bentley University in Waltham, Massachusetts. Daniel L. (Dan) Everett holds a ScD and a Masters of Linguistics from the Universidade Estadual in Campinas (UNICAMP), both based upon years of field research among the Pirahã people of the Brazilian Amazon jungle. He taught as an instructor and later Assistant Professor at UNI-CAMP, 1981-1986, until leaving Brazil to return to the USA. He next was appointed full professor of linguistics and anthropology at the University of Pittsburgh, where he also chaired the Department of Linguistics until 1999. At that time, Dan moved to the Amazon to live the majority of the next three years in the jungle among the Pirahãs. He left the jungle when the University of Manchester, England, offered him the position of Professor of Phonetics and Phonology.
Therapy for Speech Sounds It can be very difficult to figure out what type of speech sound therapy to do with a child. Today, I'm going to walk you through the four main types of therapy and when to use them. Plus, I'll touch on some of the less common types of speech sound The post How to Choose a Therapy Approach for Speech Sounds: Articulation, Phonology, Cycles, Core Word appeared first on Speech And Language Kids.
IL #28: out and about, o oat and aboat? o oot and aboot?Para saber más:The Atlas of North American English: Phonetics, Phonology, and Sound Change : a Multimedia Reference Tool, Volume 1, capítulo 15. CanadaCanadian raising, artículo de WikipediaCanadian Raising: Nobody says “Aboot”, artículo de Dialect BlogCanadian raising and other oddities, de Taylor Robert de York UniversityMúsica del podcast de Ergo Phizmiz. Attribution-NonCommercial-ShareAlike 3.0 International License.
IL #29: Sobre el desplazamiento vocálico del inglés de Canadá.Para saber más:The Atlas of North American English: Phonetics, Phonology, and Sound Change : a Multimedia Reference Tool, Volume 1, capítulo 15. CanadaReshaping the Vowel System: An Index of Phonetic Innovation in Canadian English, de Charles BobergCanadian Shift, artículo en WikipediaNorthern Cities Vowel Shift vs. Canadian Accents, artículo en Dialect BlogMúsica del podcast de Ergo Phizmiz. Attribution-NonCommercial-ShareAlike 3.0 International License.
IL #31: "Marry merry Mary" o "Merry merry Merry"?Donde hablaré sobre la convergencia de ciertas vocales canadienses ante R intervocálica, o de cuando "Marry merry Mary" suena a "Merry merry Merry" y "I'm horribly sorry" suena a "I'm whoreibly sorey". Para saber más al respecto: I'm Hoarably Sorey en Dialect BlogThe Atlas of North American English: Phonetics, Phonology, and Sound Change : a Multimedia Reference Tool, Volume 1, capítulo 15. CanadaEnglish-language vowel changes before historic /r/, Mary–marry–merry merger, en WikipediaMúsica del podcast de Ergo Phizmiz. Attribution-NonCommercial-ShareAlike 3.0 International License.
Language Made Difficult, Vol. XXXIV — The SpecGram LingNerds are joined by once again by returning guest Devan Steiner. After some Lies, Damned Lies, and Linguistics, the LingNerds discuss whether or not all the forms of "to be" in Indo-European languages are derived from Arabic roots (hint: they're not!), and take on Comprehensive Exam Questions in computational linguistics, pidgins, phonology, and more.
Frog and Toad Teach Linguistics; by Keith Slater and illustrated by Kean Kaufmann; From Volume CLXIII, Number 2, of Speculative Grammarian, November 2011 — Frog was sitting in his office. He looked at his watch. He saw that it was 10:00. “This is a fine time for a morning coffee,” said Frog. “I will invite Toad to join me in the faculty lounge.” (Read by Keith Slater.)
Why do "cats" and "dogs" end with different plural sounds, and how do we learn this? We can represent this problem in terms of distinctive features, and then generalize. We end this lecture with a brief discussion of how to approach AI problems.
The Speculative Grammarian Survey of Grammar Writers—Phonology; by Morris Swadesh III; From Volume CLXVII, Number 1, of Speculative Grammarian, April 2013 — Introduction / For the past 40 months, Speculative Grammarian’s Office of Linguistic Documentation has conducted an extensive survey of linguists who have published descriptive grammars. Over 600 grammar writers responded to our extensive questionnaire, covering all areas of data-gathering, analysis, theory, and the processes of writing and publishing. (Read by Tuuli Mustasydän.)
Language Made Difficult, Vol. XXVII — The SpecGram LingNerds go it alone this time. After some Lies, Damned Lies, and Linguistics, the LingNerds discuss the grammaticalization of "slash" and review some Comprehensive Exam questions and answers.
The Linguist’s Self-Definer for Humanistic Greek and Latin Lingo; by R.L. Rankin; From Lingua Pranca, June 1978 — vowol harmono / ümlaut / dithsimilation / to back formate / metasethis ... (Read by Trey Jones.)
Variation in the English Indefinite Article; by Tim Pulju; From Volume XVI, Number 4, of Psammeticus Quarterly, August 1989. — The problem of variation in the English indefinite article between the forms “a” and “an” has long vexed linguists. In his 1933 classic, “Language”, Bloomfield cited this case as an example of free variation at the morphological level, saying, “There seems to be no principled basis for predicting which form occurs in which contexts.” This solution was accepted by the neo-Bloomfieldians in general. (Read by Trey Jones.)
An Introduction to Linguistics in Haiku Form; by Anonymous; From Volume CLIX, Number 4 of Speculative Grammarian, September 2010. — linguistic theory / hidden representations / to surface structures (Read by Peter iVox.)
Phonological Theory and Language Acquisition; by Notker Balbulus, Monastery of St. Gall; From Volume CXLVIII, Number 2, of Speculative Grammarian, January 1998. — Gildea has argued that modern phonological theorizing suffers from a tendency toward over application of a particular insight. That is, a particular theory is developed to deal with a particular sort of problem, which it handles well. However, the theory's creators, emboldened by their success, and eager to win a Kuhnian victory over their rivals, then start applying the theory willy-nilly to areas for which it is not well-suited. (Read by David J. Peterson.)
What is Linguistics Good For, Anyway?; An Advice Column by Jonathan “Crazy Ivan” van der Meer; From Volume CLV, Number 4 of Speculative Grammarian, February 2009. — The most commonly asked question of a linguist, when one’s secret is revealed, is (all together now!): “How many languages do you speak?” I’ve decided that a good answer to this question is π. More than three, less than four—though if you discover that your interlocutor is singularly unsophisticated or otherwise from Kansas, you can call it three to keep things simple. (Read by David J. Peterson.)
Word! Shut. Up. This week, Phil and Eric explore the mid-central vowel space, including [ɘ, ɵ, ə, ɜ, ɞ, ɐ] and even discuss the (completely theoretical at this point) new symbol [a]. Yes, we do explore the strut and nurse lexical sets, too.Show Notes:Phonemes are “the idea of a sound”, the building blocks we have in our minds that help us construct words. One can say they are the smallest segment of sound employed to form meaningful contrasts between words. Phones, on the other hand, is the physical and acoustic realization of that phoneme, “what comes out your mouth.” Different accents can have different phones to represent the same phoneme. Allophones are variants of a phoneme, based on the context where the phoneme occurs. So there are different allophones of /t/ initially or following /s/: initial /t/ is aspirated [tʰ], while /t/ following /s/ is unaspirated [st=].Examples of unstressed vs. stressed mid-vowels: about vs. love, probably [əˈbaʊt] vs. [lʌv], depending on your accent.Vowel quality: “The articulatory features that distinguish different vowel sounds are said to determine the vowel's quality. Daniel Jones developed the cardinal vowel system to describe vowels in terms of the common features height (vertical dimension), backness (horizontal dimension) and roundedness (lip position). There are however still more possible features of vowel quality, such as the velum position (nasality), type of vocal fold vibration (phonation), and tongue root position.”—WikipediaDaniel Jones’ map of the Cardinal Vowels, compared to his realization of his RP vowels, marked in red.The official IPA Vowel Chart, showing the central vowels down the centre line. The newly recommended symbol, small cap A would be placed in the middle between [a] and [ɑ].Phil’s journey of the central vowels:ə → ɨɘ → ɤEric’s close-mid exploration (Front-central-back): e → ɘ → ɤə → ɜPhil’s open-mid exploration (Front-central-back): ɛ → ɜ → ʌPhil’s unrounding of the open-mid vowel (staying back): ɔ → ʌPhil’s comparison of the open-mid unrounded vowel with and without tongue root retraction: ʌ → ʌ̙ →ʌ →ʌ̙[ Phil and Eric then get confused, or at least Eric confuses matters because he thinks Phil is discussing /ɐ/, while Phil means to discuss /a/. ]Eric thinks that a (aka “type A” for Eric, “print A” for Phil) looks like a typewriter. The top part of it, the hook, looks like the carriage return, while the bowl of the glyph looks like the body of the character. Phil described the hook as like a partridge’s crest. ( I think he was think of the bird, not Danny...)He thinks ɐ (aka “turned type/print A”) looks like an italic e with a little hook or crest on the upper left. ə → ɜ → ɐEric thinks of how to find ɐ as a backed version of ææ → ɐAnother variable: lip rounding.Unrounded vs. Rounded (barred i) ɨ - ʉ (barred u) (reversed e) ɘ - ɵ (Brigitte barred-O) (schwa) ə - ə̹ (schwa with lip rounding) ɜ - ɞ (“the sideways butt”) (turned type A) ɐ - ɐ̹ (turned type A with lip rounding)Discussion of the proposed vowel [a], as an open central vowel. Phil: “The tension between the phonetic reality and the phonemic reality is a very fraught one.”From Wikipedia: In quantum mechanics, the Heisenberg uncertainty principle states that certain pairs of physical properties, like position and momentum, cannot both be known to arbitrary precision. That is, the more precisely one property is known, the less precisely the other can be known.comma and strutn.b. We’re focusing on the non-rhotic (r-less) version of the lexical sets at this point.nurse and strut“Winnie ther Pooh” vs. “Winnie thuh Pooh”, i.e. probably perceived as a nurse vowel rather than as a strut vowel, as Phil might imagine “the” as when in stressed form.strut Spelling conventions: cup, cut, suck, much, snuff, fuss, rush,rub, bud, jug, budge, buzz,hum, run, lung, dull,pulse, bulge, punch, lump, hunt, trunk,butter, study, punish, number, mustn't, Guthrie,…;done, come, love, mother, stomach,monk, tongue, onion, money, front,…;touch, enough, young, double, southern, country,…;blood, flood. —J.C. Wells’ Lexical Sets from Accents of English, vol. 1, Ch. 2“oo” and “ou” would have been more /u/ or /ʊ/-like, similar to what we get in the Midlands of the UK today.Phil calls the symbol ʌ, turned-v, while Eric calls it hut. nurse Spelling conventions: Typical Spellings: -ur, -or, -ir, -er, -earCusurp, hurt, lurk, church, turf, pursecurb, curd, urge, curve, furze,turn, curl, spur, occurred,burnt, burst, murder, further,shirt, irk, birch, birth, bird, dirgefirm, girl, fir, stirred, first, circus, virtue,…;myrrh, myrtle, Byrne;twerp, assert, jerk, perch, serf, berth, terse,verb, erg, emerge, nerve,term, stern, deter, err,' preferredcertain, person, immersion, emergency, kernelEarp, earth, dearth, hearse, rehearse, searchheard1 earn, yearn, earl, pearl,rehearsal, early, earnest;wort, work, worth, worse, word, worm, whorl,worst, Worthing, worthy, whortleberry;scourge, adjourn, courteous,2 journal, journalist, journey;attorney, colonel, liqueur, masseur, connoisseur. —J.C. Wells’ Lexical Sets from Accents of English, vol. 1, Ch. 2Discussion of [ʌ] for strut and other options.This chart is something Eric whipped up for a class showing possible ranges where his (Canadian) students might expect to find their own realization of the vowels. You can see how the [ʌ] takes up more “turf” on the chart than any other symbol, hence it is the largest state in the contiguous united states of the Glossonomia.Phil’s joke re Oklahoma didn’t elicit much laughter from Eric because his knowledge of US geography sucks. This picture did draw forth a smile as he finally got what Phil was talking about...Then we go on to listen to a sample collected by Peter Trudgill, comparing putt and bird, which are good examples of strut and nurse. Phil keeps referring to the Phonetic Symbol Guide by William A. Ladusaw and Geoffrey K. Pullum. He also mentioned the famed phoneticians Daniel Jones and Henry Sweet at other points in the show.Eric whips out his copy of Speak with Distinction and lists off information about how Edith Skinner described /ɜ / as higher than both schwa and /ʌ /.Eric and Phil discuss the cognitive dissonance that arises from students rejecting the IPA when it isn't neat and easy. It's a good thing when it happens with students, figuring stuff out in class; it's not so much good when working with clients on a show!Variations/Realizations in Various Accents:strut: Phil takes us through a few variations from [stɹʊt stɹɒt stɹət stɹɘt stɹat]Phil discusses Phonology & Orthoepy by Albert Salisbury, and how he guided pronunciations for the strut and nurse sets (scans at right taken from Google Books).We then go on to talk about other variations of the nurse set, to talk about the New York and Louisiana sound of [ɒɪ ʌɪ].Eric talks about nurse in African Englishes trading phones with dress lexical set.Phil mentions that nurse keeps its rhoticity in "otherwise completely rhotic" accents, such as many Southern US accents, NYC and Boston, and Eric brings up New England English, with its non-rhotic nurse vowel, a la Mayor Quimby. Our email: glossonomia@gmail.com
The Boustrophedon-Plummerfeld Hypothesis and Futurological Linguistics; by Jay Trones; From Volume CXLVII, Number 2 of Speculative Grammarian, February 1993. — Recently I found myself "fortunate enough to find such occasion" (Pyles & Algeo, P.46) as to weasel the word 'boustrophedon' into a conversation. After having expounded on the many joyous properties of this word, I entreated my fellow conversational participant to remember the word, and attempt to become one of those few and proud who have used it casually in non-academia. In a subsequent discourse with my native English speaking informant, I asked her to recall the illustrious word. Her response was 'plummerfeld'. (Read by Josephine Whitford.)
The Tribesman; by Aya Katz & Leslie Fish; From Volume CXLVII, Number 1 of Speculative Grammarian, January 1993 —— Once a fieldworker hiked into unknown terrain, / Seeking someone to question, he came. / When he asked of the natives what language they spoke / There was one who was glad to explain. / Behind lay a linguist, as well as a saint, / Who would translate the Bible for them. / Would decipher the code of their language so quaint, / And secure for himself lasting fame. (Performed by Leslie Fish.)
The basics of spoken English Lesson plan Letters vs. sounds English phonemic symbols Phonetic
Exploring children's difficulties with language and literacy - Audio
Transcript -- Educational consultant Glynnis Smith describes a reading intervention programme being used in primary schools to help children who are making slow progress with literacy.
Exploring children's difficulties with language and literacy - Audio
Educational consultant Glynnis Smith describes a reading intervention programme being used in primary schools to help children who are making slow progress with literacy.
Letters to the Editor; From Volume CLI, Number 3 of Speculative Grammarian, July 2006. — To the most respected editors, In the fall I’ll be a first-year grad student in linguistics at R—— University. A couple of the current fourth-years told me that the International Phonetic Association was adding several new symbols for sounds that have previously been considered to have questionable status as phonemes. They said that the most contentious new addition was double-dot wide-O, a nasal-ingressive voiceless velar trill. (Read by Declan Whitford Jones and Trey Jones.)
Stephen Sacks, developer of SATPAC, discussed remediation of articulation deficits and phonological processes with the use of SATPAC software. SATPAC info at SATPAC.com
Stephen Sacks, developer of SATPAC, discussed remediation of articulation deficits and phonological processes with the use of SATPAC software. SATPAC info at SATPAC.com
This is the third in a series of four podcast episodes about reduced forms in English. In this podcast, we look at the pronouns "he," "him," "his," "her," and "them." When we speak English quickly, the sounds of "h" and "th" are often not pronounced. We also listen to the various ways in which to say "you." When combined with "d" and "t," as in "Would you?" and "Shouldn't you?" the pronoun "you" sounds like "dya," "ju," or "jya," depending on the speaker.
This is the second of four podcast episodes about "reduced forms." In the previous episode, we practiced saying verbs phrases such as "have to," "got to," and "ought to" by using the reduced vowel "the schwa." In this episode, we add "gonna" (going to) and "ask 'em" (ask them) as we practice three full sentences. Some keys for listening to and speaking fast English: the letters "h," "w," "t," "th," and "ve" are often not pronounced at all!
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