The Talking Neanderthals : What do Fossils, Genetics and Archeology Say?

Did Neanderthals have language? This issue has been debated back and forth for decades, without resolution. But in recent years new evidence has become available. New fossils and archeological finds cast light on relevant Neanderthal anatomy and behavior. New DNA evidence, both fossil and modern, provides clues both to the relationship between Neanderthals and Homo sapiens, and to the genetics of language. In this paper, I review and evaluate the available evidence. My conclusion is that the preponderance of the evidence supports the presence of some form of language in Neanderthals.

How language did not evolve

accepted for presentation

Constraining the time when language evolved

The precise timing of the emergence of language in human prehistory cannot be resolved. But the available evidence is sufficient to constrain it to some degree. This is a review and synthesis of the available evidence, leading to the conclusion that the time when speech in some form became important for our ancestors can be constrained to be not less than 400,000 years ago, thus excluding several popular theories involving a late transition to speech.

Seeking compositionality in holistic proto-language without substructure – do counterexamples overwhelm the fractionation process?

In holistic theories of protolanguage, a vital step is the fractionation process where holistic utterances are broken down into segments, and segments associated with semantic components. One problem for this process may be the occurrence of counterexamples to any segment-meaning connection. The actual abundance of such counterexamples is a contentious issue \cite{smith06,taller07}. Here I present calculations of the prevalence of counterexamples in model languages.  It is found that counterexamples are indeed abundant, much more numerous than positive examples for any plausible holistic language.

How to make active interactions in Japanese as a second language.

This paper analyzes Japanese language classes at Dalarna University in Sweden that are held through a web conferencing system. It discusses how students’ learning and language acquisition can be supported by making better use of the available features of using a web conferencing system for language lessons. Of particular interest is the existence of an “information gap” among students, created because of the limits posed by distance communication. Students who take Japanese courses at Dalarna University usually access classes from their home, which are located all over Sweden or even abroad. This fact can be utilized in language classes because the “information gap” can lead to interactions that are essential for language learning. In order to make use of this natural “information gap” and turn it into an opportunity for communication, our classes used a teaching method called “personalization” [Kawaguchi, 2004].  “Personalization” aims to persuade students to express their own ideas, opinions, feelings and preferences. The present analysis suggests that “personalization” in web-based language classes is a surprisingly effective teaching method. By making students explain about things at home (why they have them, what they use them for, or why they are important), students become motivated to express themselves in Japanese. This makes communication meaningful and enhances students’ interest in improving their vocabulary. Furthermore, by knowing each other, it becomes easier to create a ”supportive classroom environment” [Nuibe, 2001] in which students feel able to express themselves. The analysis suggests that that web-based education can be seen not simply as a supplement to traditional face-to face classroom education, but as a unique and effective educational platform in itself.

La représentation des sexes dans les manuels defrançais langue étrangère pour le collège suédois

Dans notre travail nous avons décidé  d’analyser et de discuter le «gender» et l’égalité des sexes  comme ce sont des  thèmes actuels en Suède avec le débat sur la répartition inégale des sexes dans des différents domaines, par exemple sur le marché de l’emploi, au sujet des salaires et dans l’enseignement et parce que ce sont des questions qui nous intéressent personnellement beaucoup comme mère, femme  et future  professeur.  Le champ de notre travail s’est restreint à l’analyse des manuels du français comme langue étrangère pour le collège suédois.

Manipulation in Newspaper Articles : A Political Discourse Analysis of Lexical Choice and Manipulation in Japanese Newspaper Crisis Reporting in the case of North Korea

This paper analyzes some forms of linguistic manipulation in Japanese in newspapers when reporting on North Korea and its nuclear tests. The focus lies on lexical ambiguity in headlines and journalist’s voices in the body of the articles, that results in manipulation of the minds of the readers. The study is based on a corpus of nine articles from two of Japan’s largest newspapers Yomiuri Online and Asahi Shimbun Digital. The linguistic phenomenon that contribute to create manipulation are divided into Short Term Memory impact or Long Term Memory impact and examples will be discussed under each of the categories.The main results of the study are that headlines in Japanese newspapers do not make use of an ambiguous, double grounded structure. However, the articles are filled with explicit and implied attitudes as well as attributed material from people of a high social status, which suggests that manipulation of the long term memory is a tool used in Japanese media.

Narration in Swedish pre- and primary school : a recourse for language development and multilingualism

Increased immigration in Europe and worldwide has led to more pre- and primary school students being educated through the medium of a second language, and there is considerable research, much of it coming from Australia, to suggest that in order to cope with this situation, children will need to begin to acquire, from their earliest years in pre-school, a variety of knowledge-based language skills that will be sufficient to carry them through the subject-based education they will encounter in their subsequent schooling. This is particularly important for L2-students who are less likely to meet academic language outside the school. In this paper, based on transcripts of oral interactions in the classroom, it is argued that conversational and story-telling skills, oral and written, provide a rich environment for the development of academic school language, while at the same time promoting and making good use of the cultural diversity that is increasingly a feature of pre-primary and primary classrooms.

Letters, authority and secrecy : The case of Karagwe in Tanzania

This paper aims to show how letters, as a genre of literacy, are used in Karagwe in Tanzania, in relation to authority and secrecy. It is shown that literacy, in the form of letters, plays an important role in the negotiation of authority. Authorities as well as ordinary people use letters according to official norms to claim or manifest authority, while grassroots forms of literacy, dominated forms, are used to resist authorities. Through secret messages and letters people find opportunities to resist that are less dangerous than open rebellion, although the effects may be limited because of the secrecy. It is also shown how children are socialized into this pattern of secrecies through literacy as they are used as messengers. When delivering secret letters and messages, they may be said to exercise a passive voice through literacy.

Actitudes hacia el murciano : Un estudio comparativo de actitudes que presentan nativosmurcianos e hispanohablantes no peninsulares.

Murciano is a non-standard variety that is spoken in Murcia, a region in the southeast of Spain.This study aims to investigate which are the attitudes toward the variety from the dimensions ofsolidarity and status.We will use two groups of informants. One integrated by 20 natives from Murcia who use thevariety, and the other by 16 non-spanish-natives that have never been in contact with murciano.The intention with the study is to investigate which attitudes both groups show towardmurciano and analyse the differences and similarities between them. We expect the natives toshow positive attitudes in the dimension of solidarity, and negatives in the dimension of status.We expect the non-natives to show the same kind of attidudes toward both varieties (thestandard-spanish and murciano) while they have never been in contact with the non-standardand therefore should not have the sociocultural background that help people to create negativeattitudes toward non-standard varieties.The chosen method is an indirect one, and the used technique is the matched-guise. Theinformants listen to two different voices talking two times each: one in standard-spanish andone in murciano. After they have listened to one voice in one variety they answer 10 differentquestions to measure their attitudes in the both dimensions we aim to investigate. The resultsare analysed from the gender and the education variables.The results show that the natives attitudes toward murciano are positives from the solidaritydimension but negatives from the status one, results that confirm the first hypothesis. However,the study shows that the non-natives also have negative attitudes toward the variety in the statusdimension but positive toward the standard-spanish, which means that the second hypothesiswas wrong, something that could have been caused by the fact that all non-natives had a higheducational-level. Other studies show that education is a factor that can have a bearing onhaving negative attitudes toward non-standard varieties.