Lexical Acculturation in Native American Languages [and Comments and Reply]

Brown, Cecil H.; Callaghan, Catherine A.; Casson, Ronald W.; Etxebarría, José María; Hill, Jane H.; Oswalt, Robert L.; Proulx, Paul

doi:10.1086/204248

Cited by 15 publications

(10 citation statements)

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“…(Student 22, December 2015) This considers as a good starter for the process of acculturation into a new culture in order to build the students' appreciation on the culture of others. Acculturation, according to Brown, et al (1994), has four stages: (1) excitement (about being in a new country), (2) culture shock (feelings of frustration and hostility), ( 3) recovery (adjustment and emergent comfort in the new culture), and (4) adaption (bridging cultural barriers and accepting the new culture). Therefore, by providing such experience in the classroom activity, the students are expected to feel they are starting some new cultural journeys and start to have knowledge about other people's cultures.…”

Section: Developing Students' Discovery and Understanding Of Their Own Culturementioning

confidence: 99%

Promoting Cultural Awareness Through Intercultural Listening Activities

Hidayati

Santiana

2020

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As diversity is one of heated issues emerging in English teaching learning circumstance in Indonesia, teachers have to initiate strategies to restrain the probability of fragment among the students which can furthermost impact on their ability to communicate among cultures. Intercultural listening activities conducted at a university in West Java has evidently proven its contribution in consolidating the students’ cultural awareness. Through reflective journals and focused-group interviews, it is found that the students are able to discover, understand, and compare their own culture and others, realize the similarities and differences, and respect the existing gaps in between. Thus, they are presumed to be more ready to take part in the intercultural communication

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Section: Developing Students' Discovery and Understanding Of Their Own Culturementioning

confidence: 99%

Promoting Cultural Awareness Through Intercultural Listening Activities

Hidayati

Santiana

2020

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“…De esa manera, los prestamos mecánicos integran un corpus ya vario y consistente de otros prestamos que se van multiplicando a medida de la intensificación de los contactos entre los wichís y actores foráneos (Vidal y Nercesian 2009b). Eso atestigua de una situación común por muchas otras lenguas indígenas latinoamericanas (Brown 1994) y de la porosidad lexical no solamente del wichí sino también del castellano.…”

Section: Conclusiónunclassified

Las palabras de la moto. Acercamiento al mundo wichí a través de la mecánica

Preci

2020

Rev. Mus. Antrop.

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Haciendo hincapié en un estudio de la lengua wichí, el objetivo de este artículo es estudiar las motos, y aun más su adopción y adaptación verbal, en cuanto vectores para avanzar en la comprensión de la aculturación léxica de los wichís en un marco de relaciones interétnicas. El estudio de la lengua se constituye como una etapa previa e imprescindible para entender la complejidad actual del mundo wichí y la manera en que los indígenas se relacionan con lo mecánico. Este artículo se basa sobre un análisis de los términos que los jóvenes wichís del Chaco formoseño que participan de unos cursos para devenir mecánicos, traducen, integran y adaptan para apropiarse no solamente de un vocabulario técnico, sino también de las mismas motos. Los resultados previos de esta investigación que aquí se presentan atestiguan de las diversas estrategias lexicales que los jóvenes wichís desarrollan en la medida que elementos de distintas culturas y saberes se entremezclan. En este sentido, investigar las palabras de las motos se vuelva una herramienta útil y pertinente para avanzar tanto en el estudio de la lengua de los jóvenes wichís, como de su cultura.

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“…This naming strategy ("overt marking" [Brown 1999:28]) stands in clear contrast to that in the case of "maize," in which a monosyllabic name for a local species ("wheat") is used as base element in the disyllabic, descriptive name for a newly introduced species ("maize") (the same strategy can be observed in Kami names for "soybean" and "common bean"). The reverse strategy ("marking reversal" [Brown 1999: 28]) in the case of "common bean" in Xumi, Pumi, and Lianmu Mosuo is likely to reflect the fact that the newly introduced species surpassed the indigenous species in salience (see Brown 1999:139-140, 159): common beans are primarily used by these groups for food, whereas soybeans are primarily used for fodder.…”

Section: Field Cropsmentioning

confidence: 99%

“…Names for such novel plants are subject to various naming strategies, including borrowing the original term (thus creating a loan word) or using semantically similar native terms (see for instance Brown [1999] in relation to the incorporation of European words into Amerindian languages). Alternatively, plants may be encountered as novel objects when ethnic groups move into a new area.…”

Section: Introductionmentioning

confidence: 99%