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Topic: Language continuum

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	Language in India
		Language and ethnic identity are significant cultural parameters in the life-style of its speakers.
		Consequently, a thousand year history of language development and literary activity came to a virtual stop, since the speakers of Sindhi were scattered all over India, perceived everywhere as 'outsiders' as distinct from the sons of the soil.
		While the process of shift in language is occurring due to migration from the rural to the urban, and language contact of the rural on the borders of the urban, the role of television is expected to play a significant role in sociolinguistic change.
	www.languageinindia.com /march2005/jennifertribal2.html (3136 words)

	Language in India
		The evaluation of the relationship of speech to language or vice versa (normal or disordered) necessitates an appraisal of the conceptual relations of speech and language prevalent in the literature.
		Normal language is viewed as the oral and verbal expression of language appropriate to environment of the speaker and listener.
		Language is a purely human and non-instinctive method of communicating ideas, emotions and descends by means of a system of voluntarily produced symbols which are auditory and produced by the organs of speech (Sapir, 1921).
	www.languageinindia.com /dec2003/langueparole.html (2794 words)

	Content-Based Instruction: Defining Terms, Making Decisions
		Topics and tasks for language practice may be drawn from many disciplines in a single lesson or unit, with the primary criterion for selection based on their usefulness in furthering language goals.
		The choice of discipline(s) is made by the language teacher, and will be based on the suitability of the content to the language objectives, the accessibility of the content in relation to the language proficiency of the students, and the degree to which content-based tasks can engage the interests and intellect of the students.
		Thus, a high school language teacher is unlikely to select aspects of the science curriculum that require students to name the parts of atoms or identify the abbreviations and atomic weights of elements on the Periodic Table unless somehow these help students learn the language objectives of her curriculum.
	carla.acad.umn.edu /cobaltt/modules/principles/decisions.html (5895 words)

	Chris Lawn - Wittgenstein and Gadamer: Towards a Post-Analytic Philosophy of Language - Reviewed by Robert Dostal, Bryn ...
		Lawn's large statement that the purpose of language ultimately is self-expression is misleading with regard to Heidegger and Gadamer.
		Language is, first of all, disclosive, not expressive for Heidegger and Gadamer.
		The central thesis of Lawn's account of Wittgenstein's philosophy of language is that, though Wittgenstein in his later work abandoned the picture theory of language, "there is a strong sense that escape from a Tractatus model of the calculus is never finally complete." (p.
	ndpr.nd.edu /review.cfm?id=2981 (1741 words)

	Fulfulde Language Family Report
		The ideal map of the Fulfulde continuum would be multidimensional, depicting more layers of “linguistic sociology” and “cultural-linguistic affinity” as well as the traditional map of “linguistic geography,” allowing for the reality that in most locations parallel dialects of Fulfulde are spoken.
		In countries such as Burkina Faso, Benin, and Niger, the Fulani and their language have also been well documented, but in comparison the quantity of information and the body of literature available is not nearly as significant as in the first group.
		We have attempted to represent the gradually changing nature of a language continuum through graduating shades of color; the precise points of change cannot be said to be exactly represented on the map.
	www.sil.org /silesr/2003/silesr2003-009.htm (2222 words)

	Dialect continuum - Wikipedia, the free encyclopedia (via CobWeb/3.1 planetlab1.cs.virginia.edu) (Site not responding. Last check: 2007-11-06)
		A dialect continuum is a range of dialects spoken across a large geographical area, differing only slightly between areas that are geographically close, and gradually decreasing in mutual intelligibility as the distances become greater.
		The standard written language, Modern Standard Arabic, is based on the Classical Arabic of the Qur'an, while the modern vernacular dialects (or languages)—which form a dialect continuum reaching from the Maghreb in North Western Africa through Egypt, Sudan, and the Fertile Crescent to the Arabian Peninsula—have diverged widely from that.
		The languages of Persia, Afghanistan, Pakistan and Northern India also form a dialect continuum of Indo-Aryan languages from Persian in the west slowly emerging as Baluchi then Sindhi, Punjabi and Urdu (the first three being Indo-Aryan languages, and the last a variant of Hindi).
	en.wikipedia.org.cob-web.org:8888 /wiki/Dialect_continuum (1082 words)

	Language Learning Continuum Form Instructions - Instructional Materials (CA Dept of Education) (Site not responding. Last check: 2007-11-06)
		The Language Learning Continuum (LLC) is part of the framework and evaluation criteria for foreign language instructional materials for this adoption.
		The Language Learning Continuum is designed to serve as an important element of the evaluation criteria established by the State Board of Education.
		These are places in a program where a specific Language Learning Continuum item is introduced and the student is exposed to the material for the first time, or materials are reinforced from the previous course.
	www.cde.ca.gov /ci/fl/im/llcinstruct.asp (1119 words)

	Alaska Native Language Center -- Comparative Yupik and Inuit
		Four distinct Yupik (or Western Eskimo) languages are spoken along the shores of the Gulf of Alaska, in southwestern Alaska, and on the easternmost tip of Siberia.
		The Inuit (or Eastern Eskimo) language continuum is spoken in northern Alaska, Canada, and Greenland.
		The Inuit language is a continuum, or dialect chain, that includes Alaskan Inupiaq and stretches from Unalakleet on Norton Sound across northern Alaska and northern Canada to east Greenland.
	www.uaf.edu /anlc/yupik_inuit.html (379 words)

	English Language Arts
		Students need to be able to use language appropriately for a broad range of functions and perceive the functions for which others use language.
		The purpose of the Oral Language Development Continuum for second-fifth grades is to provide information for parents, teachers, and other significant adults as they work with young students.
		It is a useful tool for assessing students' development along a continuum of oral language growth as well as providing information about the competencies that students are expected to learn in second-fifth grades.
	www.ncpublicschools.org /curriculum/languagearts/elementary/olang2 (1015 words)

	Wir Ain Leid - Language or Dialect?
		"A language is a collection of mutually intelligible dialects" - A definition which conveniently characterises a dialect as a subpart of a language, and provides a criterion for distinguishing between one language and another.
		It was the result of English becoming the official language which eventually caused Scots speakers to think of English as the standard to which their vernacular was heteronomous.
		The Scandinavian Languages Norwegian, Swedish and Danish are considered languages because they have distinct, codified, standardised forms, with their own orthographies, grammar books, and literatures; that correspond to three separate nation states.
	www.scots-online.org /grammar/lang.htm (1665 words)

	Overview of Second Language Acquisition Theory \| By Request...May 2003
		Current theories of second language acquisition are based on years of research in a wide variety of fields, including linguistics, psychology, sociology, anthropology, and neurolinguistics (Freeman and Freeman, 2001).
		One concept endorsed by most current theorists is that of a continuum of learning—that is, predictable and sequential stages of language development, in which the learner progresses from no knowledge of the new language to a level of competency closely resembling that of a native speaker.
		A basic knowledge of language acquisition theories is extremely useful for mainstream classroom teachers and directly influences their ability to provide appropriate content-area instruction to ELL students.
	www.nwrel.org /request/2003may/overview.html (1071 words)

	The Vermont Foreign Language Association
		This resource introduces the Language Learning Continuum, which "defines and describes the measurable characteristics of each of five stages in student linguistic development between middle school and the sophomore year in college." (p.
		Addresses important questions such as what it means to teach communicatively, what are the proper roles of input and output in the classroom, how do learners read and write in a second language, and what approaches to testing and evaluation are appropriate for the communicative classroom.
		Making Communicative Language Teaching Happen begins by defining communicative language teaching and proceeds to explore underlying assumptions, the roles of teachers and learners, related theoretical and research issues, and offers practical suggestions.
	www.vfla.org /library.htm (899 words)

	Language Continuum: English and ASL
		The mastery of a first language in childhood, it would seem, establishes the neurological basis for language learning in adulthood.
		English (a traditionally spoken and written language) can be conveyed through sight alone with the visual components of the Cued Speech system and/or sychronized with the individual sounds of speech (phonemes).
		Languages (ASL, English, Spanish, etc.) are acquired through clear access to fluent models and meaningful interaction with native users of the language.
	www.fcps.k12.va.us /CanterburyWoodsES/cueing/continuum.html (217 words)

	Inuit
		However, by extension, it is also used as a general cover term for the continuum of the language variants spoken by the Inuit people.
		Inuktitut is recognized as the official language of theNunavut Territory (along with English and French) and the Northwest Territories (along with English, French, and several other indigenous languages).
		This is different from Indo-European languages such as English in which the subjects of both intransitive and transitive verbs are marked with the nominative case and objects of transitive verbs are marked with the accusative case.
	www.nvtc.gov /lotw/months/october/Inuit.html (963 words)

	Faculty Resources - Boston College
		coursebook providing a thorough introduction to the teaching of foreign languages; intended for use by new teachers working independently and/or in teacher-training courses; includes modules for study such as lesson planning, course content, the process of teaching, the teaching of the "what" and "how" of a language, learner differences; 375 pages.
		review of research on first language reading and the application of research findings to the teaching of second language reading; discusses role of personal reading strategies and many other factors involved in the reading process; suggests a methodology for teaching effective reading strategies in the second language classroom; 233 pages.
		a 479-page text that "investigates issues in second language learning and teaching from a perspective in which proficiency is the organizing principle" (preface, xi); includes discussion of methodologies, the role of context, a proficiency-oriented approach to listening and reading, the development of written and oral proficiency, accuracy, classroom testing and cultural understanding.
	www.bc.edu /schools/cas/language/faculty/resources/fac-books (3401 words)

	KCSOS : Foreign Language : Standards and Framework (Site not responding. Last check: 2007-11-06)
		Foreign Language Challenge Standards are provided as a resource to help school districts establish standards for the content area.
		The Foreign Language Framework focuses on developing the highest levels of foreign language proficiency in California students and outlines the content of the foreign language curriculum.
		The continuum provides clear benchmarks for measuring students’ ability to perform in the target language in culturally appropriate ways.
	kcsos.kern.org /ForeignLanguage/standards (247 words)

	Alliance for Language Learning
		While this may not yet be the golden age of language study, it is quite evident that the United States has entered a new era with respect to the knowledge of other languages and the understanding of other cultures.
		The MLA Language Map is intended for use by students, teachers, and anyone interested in learning about the linguistic and cultural composition of the United States.
		The MLA Language Map uses data from the 2000 United States census to display the locations and numbers of speakers of thirty languages and three groups of less commonly spoken languages in the United States.
	www.wfu.edu /education/vision2010/articles.html (3463 words)

	Untitled1
		Participants who are currently involved in implementing a language program are encouraged to bring samples of their curriculum to the Seminar in order to share and receive feedback from the other participants as well as the strand's facilitator.
		Teachers of uncommonly taught languages such as Arabic, Chinese, and Hebrew and those who teach in community schools are encouraged to participate.
		The strand facilitator will challenge the participants to organize their foreign language curriculum based on the Language Learning Continuum and to use the newly created instructional units to systematically move students into higher levels of language proficiency and cultural competence.
	www.stanford.edu /group/CFLP/calendar/brochure2003.html (1263 words)

	LG102 Notes: A continuum of language choice (Autumn term 2003, U Essex, Peter L Patrick)
		Nonce loanwords: occur when single words or morphemes of Language A get spontaneously borrowed into a sentence of Language B-- but possibly for the first and only time ever-- at any rate, they are not conventionalized.
		Established loanwords, where (3) becomes so frequent that the bits of Language A are no longer recognizable as such without special knowledge of A-- they're now fully integrated into B.
		In this model, code-switching (between distinct languages, with little or no integration) is at one extreme -- and inherent variation (within a single language, using variables that are fully integrated into a single grammar) is at the other.
	privatewww.essex.ac.uk /~patrickp/Courses/lg102/CScontinuum.htm (295 words)

	MyRead – First Steps Reading Developmental Continuum
		It is recognised that language learning is holistic and develops in relation to the context in which it is used.
		However, given the complexity of each mode of language, a continuum has been provided for reading, writing, spelling and oral language, in order to provide teachers with in-depth information in each one of these areas.
		That is, language development is not seen as a ‘naturalistic’ or universal phenomena through which all children progress in the same way.
	www.myread.org /monitoring_first.htm (1691 words)

	Jewish Language Research Website: Judeo-Arabic
		It is not uncommon to use script as a religious identification for a language, as with the Arabic script of Persian and Urdu, for example, which symbolizes the Muslim nature of the language communities.
		The other extreme of the Arabic continuum (standard Arabic) is not found in full in Literary Judeo-Arabic, but it is a resource for style shifting, as many authors attempted to use it with mixed success.
		The Importance of the Language Continuum in Arabic Multiglossia.
	www.jewish-languages.org /judeo-arabic.html (2364 words)

	Old English Pages: Language (Site not responding. Last check: 2007-11-06)
		Old English, Middle English and Modern English are terms used by modern scholars to segment a continuum of language change which begins sometime after the 5th-century Germanic settlements in Britain.
		Inscriptions also offer evidence for Early Old English: for example, minting of coins began in the early 7th century (Mitchell and Reeds 1996), and early post-invasion runic inscriptions are found on objects such as cremation urns, sword pommels, and brooches (Page 1987).
		Old English is a Germanic language, and hence an Indo-European language.
	www.georgetown.edu /cball/oe/oe-language.html (180 words)

	Chinese Language Programs in American Schools
		Language learning support system with interactive materials designed for self-directed learners to practice and maintain target language reading and listening skills.
		The Virginia Modern Foreign Language Standards of Learning (Levels I-IV), which may be adapted for Chinese, set reasonable targets and expectations for what teachers need to teach and students need to learn.
		Includes descriptions of language assessments that are currently being used in elementary, middle, and secondary school foreign language programs around the country.
	www.askasia.org /chinese/resources.htm (2764 words)

	U.S. Department of State Careers Newsletter
		So FSI developed the Language Continuum in coordination with the Bureau of Human Resources, the regional bureaus and other divisions of the Department.
		The Language Continuum is not just about formal training; rather, it's a strategic plan designed to help Foreign Service officers, specialists and eligible family members plan a career-long integrated approach to language learning and use.
		More advanced language immersion training to the "Beyond 3" level may be considered for up to a year at appropriate institutions in the region, tied to an assignment to a language-designated position.
	www.careers.state.gov /newsletters/Mar-Apr2006/page4.html (521 words)

	BSC Lesson 3 (Site not responding. Last check: 2007-11-06)
		One of the most important aspects of the border is the relationship between the English and Spanish languages.
		Have students develop a continuum of language use and understanding on the board.
		The continuum may have as few as six categories or a much greater number.
	www.nmsu.edu /~bsc/lesson3.htm (451 words)

	Student Corner : Sign Language Continuum
		Sign Language is a generic term for many forms of manual communication.
		ASL is the language of the American Deaf Community.
		ASL is the language typically used among Deaf adults.
	www.ltcconline.net /ASLLT/scmodes.htm (446 words)

	Neuroscience: Phonological Processing and its Effects on Learning to Read - Dr. Paual Tallal (via CobWeb/3.1 ... (Site not responding. Last check: 2007-11-06)
		We did more studies with children with language problems and found that it seems to be a hallmark of many, not all, but many children who are struggling with both oral and written language that they are slow processors.
		What was interesting about this study was that although almost eight percent of the children would have met the clinical diagnosis of specific language impairment, I think it was seventy-nine percent of those children had never been identified by anyone, their parents, teachers, pediatricians, anyone, as being at risk for a language or reading problem.
		We do not sufficiently consider that many children have oral language weaknesses, because either the language they’re learning at school is not their native language or because they’re one of these many children who, for unknown reasons or for many different reasons, are just weak at oral language skills.
	www.childrenofthecode.org.cob-web.org:8888 /interviews/tallal.htm (7785 words)

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