It is suggested that some of the linguistic facts are also better explained by a creole or creole-like history. The case is not conclusive, but the weight of evidence tends to support a creole-like origin for popular BP (Guy, 1981).
Studies have also been done regarding the nature of language, memory, and reading skills of bilingual students and to determine the relationship between reading problems in English and reading problems in Portuguese. The study assessed the reading, language, and memory skills of 37 bilingual Portuguese-Canadian children, aged 9 -- 12 years. English was their main instructional language and Portuguese was the language spoken at home. All children attended a Heritage Language Program at school where they were taught to read and write Portuguese. The children were administered word and pseudo word reading, language, and working memory tasks in English and Portuguese. The majority of the children (67%) showed at least average proficiency in both languages. The children who had low reading scores in English also had significantly lower scores on the Portuguese tasks. There was a significant relationship between the acquisition of word and pseudo word reading, working memory, and syntactic awareness skills in the two languages. The Portuguese-Canadian children who were normally achieving readers did not differ from a comparison group of monolingual English speaking normally achieving readers except that the bilingual children had significantly lower scores on the English syntactic awareness task. The bilingual reading disabled children had similar scores to the monolingual reading disabled children on word reading and working memory but lower scores on the syntactic awareness task. However, the bilingual reading disabled children had significantly higher scores than the monolingual English speaking reading disabled children on the English pseudo word-reading test and the English spelling task, perhaps reflecting a positive transfer from the more regular grapheme phoneme conversion rules of Portuguese. (Da Fontoura & Siegel, 1995, p. 139)
Tarallo (1983), conducted research that analyzes competing strategies in spoken Brazilian Portuguese (=SBP). It demonstrates that in SBP is done through a deletion rule, not through wh-movement. In contrast, revitalization in the written language follows the standard analysis of revitalization as postulated by Chomsky in 1977. The competing revitalization strategies found in SBP are: (1) the gap-leaving variant, superficially identical to standard written language relatives (it applies in subject and direct object relatives); (2) the presumptive pronoun strategy which surfaces with the gap position filled with a pronoun (it applies throughout the syntactic scale); and (3) the PP-chopping strategy which also involves a gap (it applies only to lower syntactic slots). The dissertation analyzes a wide variety of material: forty-five hours of tape-recorded interviews with informants from urban Sao Paulo; media speech data; and diachronic data. The deletion analysis is motivated by similar patterns of pro-drop effective in main clauses and in subordinates other than relatives. Patterns of pronominal retention and deletion outside relative clauses directly match the gap/pronounce alternation found inside relatives. On the socio-stylistic level, this work demonstrates that: (1) lower-class speakers favor the use of presumptive pronoun, unlike middle-class and upper class speakers, who favor the PP-chopping strategy, and (2) spontaneous style favors presumptive pronouns. The diachronic data analysis situates PP chopping as the result of a drastic change in the pronominal system in the 19th century. This change entailed pro-drop reaching down to direct object, and prepositional phrase positions, a change that was first implemented in main clauses
Lorenzino (1998), the primary goal of this dissertation is to explore the question of the genesis and development of the Angolar Creole Portuguese of Sao Tome and Principe (Gulf of Guinea), off the coast of West Africa. Angolar is the language spoken by descendants of maroon slaves who escaped from Portuguese plantations on Sao Tome beginning in the mid-sixteenth century (1535-1550). Due to the isolation of these maroon communities, their language kept the general structure of Santomense Creole Portuguese, the majority creole spoken on the plantations. Communication between the Portuguese and slaves, and among the slaves themselves, must have been constrained by factors such as first languages, exposure to some form of contact Portuguese prior to their arrival on Sao Tome, their length of stay on the island and their social status. Modern divergences between Angolar and Santomense are the outcome of the lexical expansion and further restructuring which Santomense underwent as the result of its closer contact with Portuguese spoken on the plantations as opposed to differences in grammar and pronunciation, which Angolar retained from early Santomense. Lastly, the research indicated that in contrast, Angolar is the result of the partial reflexification...
There has, in fact, been a great deal of resistance noted in the use of Portuguese as the sole official language throughout much of Brazil; the huge prevalence of indigenous languages still spoken in many regions of the country is one testament to that fact. In addition, there has been a strong reactionary element against perceived outside influences in the linguistic development of the country. Nheemgatu lies right at
The Importance of Language in Understanding Culture Introduction One of the lesser known, but important, programs of the United Nations is to promote the preservation of the world's languages. The UNDESA has incorporated language into sustainability standards, in particular concerned about the preservation of the world's languages that are most at risk. Language, the group argues, represents a way of thinking for a people (UNDESA, 2016). By that logic, it is essential
Theoretically, CLIL draws on research that situates the integration of language and content as the relationship between form and meaning. An understanding of the theory and practice related to the content-based classroom is essential to the present study. In this section of the chapter, I outline the underlying theory and rationale commonly cited as a basis for CLIL, review empirical research that has evaluated CLIL in the classroom, and
feature of language and why? The most important key feature of any language is grammar. Grammar provides structure and meaning to sounds. Without a grammatical framework, it is unclear if a word is referring to a noun or an adjective; an adverb or a verb. Even a computer language must have a grammatical construction to be read and to be comprehensible. Many words between different languages sound very similar (such
Certain sound sequences within a morpheme are not permitted, such as s combined with k, although the reverse may occur when k is final in the preceding morpheme and s begins the succeeding morpheme. Certain consonants when in the final position in the morpheme become a strongly dentalized sound (Ramsey, 1977). Thus, t, tt fortis, unaspirated t, t' (fortis, aspired t), s, ch, and c6?, and ch' (fortis aspirated
A child who has been exposed to English as part of the curriculum of his or her native school will likely have an advantage over a child who has not. The processes of learning a new language are themselves helpful, even if the child has not previously been exposed to English. Being prepared for learning irregular verbs, understanding how to diagram a sentence, and figuring out unfamiliar words in
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