Featured Linguists

Featured Linguist: Jason Rothman

We are pleased to feature this week’s linguist, Professor Jason Rothman! Read his linguistics journey below!

Like many linguists (certainly like many of us at LL) Rothman was passionate about language long before he knew what “linguistics” really entails

I have always loved language.  I wanted to be a linguist before I really knew what linguistics was. Like many, I originally thought that being a linguist meant a perpetual life of learning language after language.  So dedicated was I to that romantic notion as a teenager that I forged parental consent at the age of 17 to get a tattoo on my inner right ankle. Supposedly it said “linguistics” in Mandarin characters. I have since found out that what is actually there is, well, close enough!  It is a good thing that becoming a linguist has worked out, since tattoos are permanent. In many ways, I was utterly naïve about what a linguist studies. Of course, there are many types of linguists and many complimentary questions related to language worthy of scientific investigation. But, in hindsight, I was not really aware then of even the essential elements that transcend paradigms and, we would agree (I hope) make us linguists.   I suppose the path that brought me in my youth to dedicate myself to linguistics is not terribly different from many: a deep fascination with language coupled with a nerdy desire to understand the dynamic, essential characteristic of this mundane property that defines us as humans, yet is mostly taken for granted.

My real linguistic journey began in earnest in my late teens, when I moved from a suburb of New York City to the remote lands of farm-country New York state.  5 hours from my people-packed home environment, in what appeared to me to be the middle of nowhere, stood a shining and ‘gorges’ beacon of scholarship and architectural beauty (Ithaca is famous for its gorges and, thus, the saying Ithaca is gorges instead of gorgeous).  My first proper linguistics course was, Introduction to Linguistics taught by Professor Wayne Harbert.  He was so passionate and such a good teacher, but it is, nevertheless, fair to say that my romantic notion of what linguistics is was shattered.  It was hard. It was serious. It was a science! I began to think that maybe this tattoo was going to need a cover-up. I am not sure that laser technology to remove tattoos existed in the mid 1990s, so I was even more determined to keep at it.  After the initial shocks of phonetics and phonology—the first part of the course as I recall—my introduction to syntax assured me I was on the right path. I stopped designing the cover-up tattoo somewhere around Halloween of that first semester.  At Cornell, I was able to study linguistics but also Romance languages in all their glory. While I had wonderful professors in cultural studies and literature as well, these courses further hammered home that my love of language would best be served with a linguistic perspective.

In 1999, I moved to Los Angeles to start a MA/PHD at UCLA.  During the MA portion, I studied most closely with the late Professor Claudia Parodi and Prof. Carlos Quicoli. Although we were focused on Romance languages, particularly Spanish and Portuguese, we were taught to use them as tools to understand language in general.  Accurate description of these languages was important, but not enough. Somewhat differently from my undergraduate degree training, sophisticated description was not the end goal. Professors Parodi and Quicoli taught me what I know of formal syntactic theory and in doing so they instilled in me the importance of approaching language in a truly scientific manner.  Today I would describe myself as a formal psycholinguist passionately interested in, if not obsessed with, how the mind represents and processes language(s). But at this time, I had not yet discovered the full joys of language acquisition and processing. The formative years of my MA studies, however, paved the way. I recall thinking: How could these complex systems possibly come to be acquired?  If language was as complex as I was studying, how does the child get (much of) this in her head even before she fully develops domain-general cognition and is able to do other demanding cognitive tasks like math? How do bilingual children do this for multiple languages? How do adults do this and why—at what levels—are they different in acquiring these systems?

Professor Nina Hyams

In 2001, I took my first bona-fide course on general acquisition theory with Professor Nina Hyams. I could not have imagined then how a single course would change the path of my career trajectory and thinking.  I found it. I loved syntactic theory. I was seemingly good at it. However, it was not completely satisfying for me devoid of experimentation probing the development of these complex systems. At the time, experimental syntax as we know it in recent years largely did not exist.  I had been working on null arguments in Spanish and Portuguese at the time. I recall learning in Nina’s class about the well-known Delay in Principle B effect in child language—when children of certain languages until late (age 5 or so) can violate Principle B of the Binding Theory.  At the time, one proposal regarding why this is seen in some languages and not others related to whether the language syntactically licensed null arguments (subjects). It was fascinating.  I was hooked. I wrote my first paper related to how studying Brazilian Portuguese, a language believed to be in a diachronic shift from a null subject to a non-null subject language, children could help adjudicate between theoretical proposals. I found a way to combine my love for language in general and my skills in and penchant for the precision of formal linguistic theory to a domain where theories can be tested directly.  I never looked back.

The next year, also in a course Nina teaches on bilingualism and second language acquisition, I was first introduced to two other amazing role models that would forever change my thinking.  By this time, I had already decided that I would do my PhD work in acquisition but I was still unsure in what populations. Nina is not a specialist in bilingualism. And so, although skype did not exist at the time, she supplemented this course with lectures via video-conferencing and/or live performances. One such lecture was by Professor Bonnie Schwartz who talked to us about her then new model related to child L2 acquisition.  Another was by Professor Maria (Masha) Polinsky on heritage language bilingualism. Both are now dear friends and colleagues. I am not sure they will even recall the questions I asked in those lectures, having given that specific lecture or, if so, that I was even there, but their talks left such an impression on me. By the end of this term, I knew that I would work on bilingualism. That was not necessarily a wise idea or an easy path because UCLA does not have an emphasis on this, at least from a formal linguistic perspective, but I was determined.  And Nina was very inspirational, motivating and supportive. Between her and Carlos Quicoli and very generous people in the field who helped along the way, I was able to put together a decent dissertation project and learn so much.

I was very fortunate to get a job immediately after graduating—this was 2005 when such things were more possible.  My first one was at the University of Iowa where, among many other great friends and colleagues, I was very fortunate to fall under the wing of a proverbial giant who seemed to believe in me more I did myself.  If you know me now, you might not believe it but I was then a (more) quiet person who was not so confident in his abilities. Professor Roumyana Slabakova was the most supportive mentor any new assistant professor could ask for.  She forced me, in ways she knows and for things she did consciously and in ways she does not know because it was simply her presence and her excellence, to believe in myself and that together we could train a proverbial army to ask and answer important questions.  Together we started the journal Linguistic Approaches to Bilingualism (this year finishing its 10th year in production), built the first lab I (co)-directed and mentored many wonderful PhD students who are now leading changes in our field.  In 2010, I moved to the University of Florida where I was able to mentor another cohort of truly exceptional students and grow in my research base.  It was there that my bug for psycholinguistic methods first took hold, not the least due to my wonderful colleagues working with online measures. It was also there that my concern for incorporating input quality in formal linguistic theories related to the development and ultimate attainment of bilingualism, especially heritage language bilingualism, was solidified.

Professor Roumyana Slabakova, Rothman’s colleague and mentor at University of Iowa

In 2013, I took a full professorship in the School of Psychology and Clinical Language Sciences at the University of Reading, in the UK.  At the time, the Centre for Literacy and Multilingualism (CeLM) was being formed and I was one of the new hires for the center. Reading has been very formative, not the least due to being in a Psychology department.  I made a conscious effort to learn about, expand into and invest in online processing methodologies and the connections between language and cognition (especially in bilingualism) more generally. I was able to found the University of Reading Psycho-and Neurolinguistics lab, co-directing it with Dr. Ian Cunnings. Using behavioral experimentation, eye-tracking, EEG/ERP and even (f)MRI we have been able to inject formal linguistic insights into studying how the mind and brain adapt to bilingualism as well as combine formal linguistic theory questions into modern psycholinguistics where this has been rarely done for heritage language bilingualism and adult additive multilingualism.

As I write this, I am in the process of moving full time to UiT The Arctic University of Norway, where since 2014 I have been in a 20% Adjunct Professor position in the Language Acquisition, Variation and Attrition (LAVA) research group and the NTNU/UiT joint Acquisition, Variation and Attrition (AcqVA) group.  At UiT, we will inaugurate the Pyscholinguistics of Language Representation (PoLaR) lab which will bring EEG/ERP to language research above the Arctic Circle. In September, I will begin a 4-year research project funded by the Tromsø Forskiningsstiftelse (TFS) entitled Heritage Language Proficiency in their Native Grammar (HeLPiNG).  This roughly 3-million-Euro grant will employ several post-doctoral scholars as well as fractional professorships through 2023. While I will miss my Reading family terribly, I am very excited to join full-time what is one of the best epicenters of linguistics anywhere in the world, not only the incredible cluster of linguists in LAVA and AcqVA but across several other world-leading research groups in various domains of linguistics housed at UiT, Center of Advanced Studies in Theoretical Linguistics (CASTL) and Cognitive Linguistics: Empirical Approaches Russian (CLEAR) .

As is likely true of most, many accidents, a lot of luck, passion and endurance has brought me to where I am today.  I have been fortunate to work with the most talented group of young scholars over the past 14 years. My students and postdocs have inspired and challenged me more than anyone else and remind me that while I am a professor, I am also a student at the same time.  This year marks 20 years since I began graduate school and while there have been many ups and downs, I feel privileged to have done so much more than I ever thought possible when I first moved to Los Angeles from Ithaca. So many people have supported me along the way, whatever I have accomplished is a testament to all that you have contributed.  You know who you are, so thank you. A quarter century has passed since I got that linguistics tattoo. While it’s a little faded on the surface its longevity and symbolism are real, inspiring and enduring.

Featured Linguist: Ghil‘ad Zuckermann

Ghil‘ad Zuckermann:

I was born in Tel Aviv and grew up Eilat, the southernmost city of Israel. My father was an Italian Jew who survived the Second World War in Italy and then arrived in Israel as a teenager in 1945. My own first memory is being rushed to the shelter during the Yom Kippur War (October 1973). As a child growing up in Eilat I experienced ‘Othering’ (defining oneself vis-à-vis the other) every day, looking at the spectacular, albeit inaccessible, unreachable, mountains of Aqaba, Jordan.

Ghil’ad Zuckermann before the “Prof. Dr.” titles!

In 1987, I hosted Yitzhak Rabin (then Israel’s Defence Minister) in Eilat. He arrived there on the Day of Youth in Power, when I served as elected mayor.

During that year, in 1987 I left Eilat for the international boarding school United World College of the Adriatic (Collegio del Mondo Unito dell’Adriatico) in Duino, Trieste, Friuli Venezia Giulia, Italy. It was my first time overseas and since then I never stopped travelling all over the globe; the college has changed my life.

I returned to Israel in 1989 and served in the Israeli army, followed by studies at Tel Aviv University’s Inter-Disciplinary Programme for Outstanding Students.

A wheelbarrow-full of books at Oxford!

Dr. Zuckermann in a Bookshop in China, travelling the world as always

My dream to look at Eilat from the OTHER side of the bay was fulfilled in 1995 – after Jordan (Hussein) and Israel (Rabin) signed the peace accord. Rabin was assassinated in November 1995, and I left Israel for a doctorate at the University of Oxford in 1996.

From Oxford I moved to Cambridge but in 2001 I fell in love at first sight with Australia, when I was invited to deliver a public lecture on what I call the Israeli language (the result of the Hebrew revival) at the University of Sydney. At the time, I was a visiting professor at the National University of Singapore, while on sabbatical from the University of Cambridge. I returned to Singapore and Cambridge, but decided to look for an academic position in Australia. When I arrived in Melbourne in 2004, I asked myself how I might contribute to Australian society that was hosting me so graciously.

 

I identified two pressing in situ issues:

  1. the exasperating bureaucracy (there are democracies, and then there are aristocracies; some people might define our Israel as an adhocracy; modern Australia was founded as a bureaucracy, and today is a professionalized one); and
  2. the suffering of the Aboriginal people.

I said to myself: How could an Israeli professor assist in reducing Australian bureaucracy?!? I decided to invest my efforts in the Aboriginal issue.

Had I been a dentist, I would have tried pro bono to improve dental health among the Aboriginal people. I once offered a toothpick to an Aboriginal friend of mine after I shouted her a tender angus steak, to which she replied: “What is this?” “It is a toothpick”, I said. “I don’t have any teeth”, she retorted. (I had not noticed that she had chewed the steak with her gums.)

Had I been a psychologist, I would have tried to assist some Aboriginal people break their addiction to alcohol or smoking. But I am a linguist specializing in the revival of Hebrew and the emergence of the Israeli language, a hybrid language based on Hebrew, Yiddish and other languages spoken by revivalists.

So, I found a fascinating and multifaceted niche, in a totally virgin soil: applying lessons from the Hebrew revival to the reclamation and empowerment of Aboriginal languages and cultures. I decided to act in three fronts: macro, micro and “MOOCro”:

In the macro: since 2004: establishing “revivalistics”, a global, trans-disciplinary field of enquiry surrounding language reclamation (no native speakers, for example Hebrew, and the Barngarla Aboriginal language of South Australia), revitalization (severely endangered, for example Shanghainese, and Adnyamathanha of the Flinders Ranges, South Australia) and reinvigoration (endangered, for example Welsh, and Te Reo Māori in Aotearoa, i.e. New Zealand).

In the micro: since 2011: reclaiming the Barngarla Aboriginal language of Eyre Peninsula (e.g. Galinyala = Port Lincoln; Goordnada = Port Augusta; Waiala = Whyalla; all in South Australia). This is not a laboratorial enterprise. In 2011 I asked the Barngarla community if they were interested and they told me that they had been waiting for me for 50 years. How do I – a Jewish Israeli, son of a Holocaust survivor – help Aboriginal people undo what I call “linguicide” (language killing) done by English colonizers and reclaim the Barngarla language? By means of a dictionary written in 1844 by a Lutheran Christian German, Clamor Wilhelm Schürmann! This is, then, a patently cosmopolitan enterprise.

In the MOOCro, so to speak: since 2015: creating and convening a free MOOC (Massive Open Online Course) entitled Language Revival: Securing the Future of Endangered Languages. So far I have had 12,000 learners from 190 countries (including Syria and Afghanistan).

I have detected three types of benefits of language revival:

Urak Lawoi is a language in Thailand undergoing revitalization efforts. Above, Prof. Dr. Zuckermann in Thailand during his involvement in the project–

The first benefit is ethical: what is right: Aboriginal languages are worthy of reviving, out of a desire for historic social justice. They deserve to be reclaimed in order to right the wrong of the past. These languages were wiped out in a process of linguicide. I personally know dozens of Aboriginal people who were “stolen” from their parents when they were kids. I believe in what I call “Native Tongue Title”, which would be an extension of “Native Title” (compensation for the loss of land). I propose that the Australian government grant financial compensation for the loss of languages – to cover efforts to resuscitate a lost language or empower an endangered one. In my view, language is more important than land. Loss of language leads not only to loss of cultural autonomy, intellectual sovereignty, spirituality and heritage, but also to the loss of the “soul”, metaphorically speaking.

South African Language Revitalization

The second benefit for Aboriginal language revival is aesthetic: what is beautiful: Diversity is beautiful, aesthetically pleasing. Just as it is fun to embrace koalas (in the hope that they have had their nails cut short) or to photograph baby rhinos and elephants, so, too, it is fun to listen to a plethora of languages and to learn odd and unique words. For example, I love the word mamihlapinatapai, in the Yaghan language, spoken in Chile’s Tierra del Fuego archipelago. The word is very precise and to the point in its meaning. Any attempt to translate it cannot be performed in fewer words than the following: “a look shared by two people, each wishing that the other will offer something that they both desire but are unwilling to suggest or offer themselves”. Despite the fact that any word in a language is translatable, there is a difference, at least aesthetically, between saying mamihlapinatapai and saying “a look shared by two people, each wishing that the other will offer something that they both desire but are unwilling to suggest or offer themselves.” As Nelson Mandela said, “If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart”.

Language Revival efforts are underway in Namibia

The third benefit for Aboriginal language revival is utilitarian: what is economically viable: Language reclamation empowers individuals who have lost their sense of pride and at times even the reason to live. This wellbeing empowerment can save the Australian government millions of dollars that would otherwise need to be invested in mental health and incarceration. Not to mention the various cognitive and health benefits of bilingualism. For example, native bilinguals are cleverer than themselves as monolinguals; native bilingualism delays dementia by more than 4 years.

 

Professor Ghil‘ad Zuckermann’s forthcoming book, Revivalistics, Cross-Fertilization and Wellbeing: Awakening Hebrew and Other Sleeping Beauty Languages, is in print with Oxford University Press.

Professor Zuckermann’s brief bio:

Professor Ghil‘ad Zuckermann (D.Phil. Oxford; Ph.D. Cambridge, titular; M.A. Tel Aviv, summa cum laude) is Chair of Linguistics and Endangered Languages at the University of Adelaide, Australia. He is a chief investigator in a large research project assessing language revival and mental health, funded by Australia’s National Health and Medical Research Council (NHMRC).

He is the author of the seminal bestseller Israelit Safa Yafa (Israeli – A Beautiful Language; Am Oved, 2008), Language Contact and Lexical Enrichment in Israeli Hebrew (Palgrave Macmillan, 2003), three chapters of the Israeli Tingo (Keren, 2011), Engaging – A Guide to Interacting Respectfully and Reciprocally with Aboriginal and Torres Strait Islander People, and their Arts Practices and Intellectual Property (2015), the first online Dictionary of the Barngarla Aboriginal Language (2017), and Barngarla Alphabet Book (2019). He is the editor of Burning Issues in Afro-Asiatic Linguistics (2012), Jewish Language Contact (2014), a special issue of the International Journal of the Sociology of Language, and the co-editor of Endangered Words, Signs of Revival (2014).

He is the founder of Revivalistics, a new trans-disciplinary field of enquiry surrounding language reclamation, revitalization and reinvigoration. In 2011 he launched, with the Barngarla Aboriginal communities of Eyre Peninsula, South Australia, the reclamation of the Barngarla language.

Professor Zuckermann is elected member of the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) and the Foundation for Endangered Languages (FEL). He is President of the Australian Association for Jewish Studies (AAJS) and was President of AustraLex in 2013-2015, Australian Research Council (ARC) Discovery Fellow in 2007–2011, and Gulbenkian Research Fellow at Churchill College Cambridge in 2000-2004.

Prof. Dr. Zuckermann with Stephen Fry in Israel

He has been Consultant and Expert Witness in (corpus) lexicography and (forensic) linguistics, in court cases all over the globe, e.g. the Philippines, Singapore, USA and Australia.

He has been Distinguished Visiting Professor at Shanghai International Studies University and taught at the University of Cambridge, University of Queensland, National University of Singapore, Middlebury College (Vermont, USA), Shanghai Jiao Tong University, East China Normal University, Shanghai International Studies University, Hebrew University of Jerusalem, Ben-Gurion University of the Negev, University of Haifa, and Miami University (Florida).

He has been Research Fellow at the Weizmann Institute of Science; Rockefeller Foundation’s Study and Conference Center, Villa Serbelloni, Bellagio, Italy; Harry Ransom Humanities Research Center, University of Texas at Austin; Israel Institute for Advanced Studies, Hebrew University of Jerusalem; Institute for Advanced Study, La Trobe University; Mahidol University (Bangkok); Tel Aviv University; Institute of Linguistics, Shanghai International Studies University; and Kokuritsu Kokugo Kenkyūjo, National Institute for Japanese Language and Linguistics, Tokyo. He has been Denise Skinner Scholar at St Hugh’s College Oxford, Scatcherd European Scholar at the University of Oxford, and scholar at the United World College of the Adriatic (Italy).

His MOOC (Massive Open Online Course), Language Revival: Securing the Future of Endangered Languages, has attracted 12,000 learners from 190 countries (speakers of hundreds of distinct languages): https://www.edx.org/course/language-revival-securing-future-adelaidex-lang101x
http://www.adelaide.edu.au/news/news79582.html
http://www.facebook.com/ProfessorZuckermann

Featured Linguist: Wannie Carstens

MY CAREER IN (AFRIKAANS) LINGUISTICS

I grew up in Namibia (in the 1950’s and 1960’s) where I was exposed to a real multilingual world: German (as Namibia is a former German protectorate, end of 19th and beginning of 20th century), Afrikaans (due to the historical connection to South Africa where Afrikaans at that stage was the primary language), English, and many indigenous languages: Oshiwambo, Otjiherero, Nama, Damara, Kavango, San, etc. My father worked for the government and he travelled a lot. During school holidays I accompanied him and experienced these languages and their speakers in their actual settings. It opened a multicultural and multilingual world to me, a world in which I felt comfortable, the world of languages.

But I had a very good Afrikaans teacher in my high school in Windhoek, and this eventually motivated me to take Afrikaans (in combination with Dutch) and German as my majors for my BA degree at the University of Stellenbosch in South Africa. During my first year (1971) I took an extra course in General Linguistics (Algemene Taalwetenskap), taught by Prof Rudolph P Botha, one of South Africa’s best linguists ever. This where I really felt at home – hearing more about syntax, semantics, pragmatics, etc. But due to my interest in Afrikaans (and the possibility of becoming a teacher in Afrikaans) I continued with my study in Afrikaans and eventually obtained a MA degree in Afrikaans linguistics.

I was fortunate enough to be appointed as a temporary lecturer in Afrikaans linguistics at the University of Stellenbosch (SU), and it dawned upon me that I probably would not become a school teacher any more. (The fact the my girl friend of that time – now my wife of more than 40 years – was still studying at SU naturally had no effect on my decision to accept the position …) This also motivated me to enrol for a DLitt degree at SU under the guidance of Prof Fritz Ponelis, the foremost scholar in Afrikaans syntax. In my thesis I focussed on a combined semantic-syntactic study of Afrikaans definite pronouns and researched the influence the context of various written texts had on the use of these pronouns in Afrikaans.

At this time I already was a lecturer in Afrikaans linguistics at the University of Cape Town, where I eventually spend 11 and a half years before moving to the former Potchefstroom University for Christian Higher Education (since 2004 the Potchefstroom campus of the North-West University) where I retired (after a full career of 41 years) at the end of 2017 as professor in Afrikaans linguistics.

At UCT I wrote my first book, a book on normative linguistics for Afrikaans (Norme vir Afrikaans (“Norms for Afrikaans”)), as I had to develop material for my second and third language speakers of Afrikaans for one of my courses. When a publisher came around asking for manuscripts I told them about the work I was doing and I was invited to submit the manuscript. To my astonishment this book (published in 1989) became a best-seller in Afrikaans linguistics and it has been used since then as a handbook in many courses in South Africa. The 6th revised edition of this book was published in January 2018. It still amazes me that this book had this success!

Due to my interest in text linguistics, of which I took note while busy with my DLitt, and after meeting Prof Nils Erik Enkvist from Turku in Finland, and the great Robert de Beaugrande himself, who at that stage was teaching at the University of Botswana, in Gaborone, Botswana, I in due time completed the first book on text linguistics in Afrikaans in 1997 (Afrikaanse Tekslinguistiek (“Afrikaans Text Linguistics”)). This enabled me to combine my interest in syntax, semantics, pragmatics, discourse analysis and text linguistics into one book. This eventually led to my next book on text editing (Afrikaanse Teksredaksie (“Afrikaans text editing”)– together with Prof Kris van de Poel of the University of Antwerp in Belgium) where I was able to use the knowledge gained from normative grammar and text linguistics to develop a model – based upon Prof Jan Renkema of the University of Tilburg’s well-known CCC model – for the training of a new generation of copy/text editors in Afrikaans. Again a first for Afrikaans. Since then this book has been adapted for use in English (Text Editing, 2012), Sesotho (2016) and the IsiZulu version should be finalized this year and the IsiXhosa version next year. Versions in German and Dutch are also underway. (We are looking for candidates to adapt this book also for their own languages – scholars in Mandarin, Spanish, Hindi, Russian, etc. are more than welcome to contact me in this regard.) I am glad my work had this effect! This was an effort on my side to transfer my skills and knowledge to other languages.

My last project was just concluded when I submitted the final manuscript for Part 2 of a book on the history of Afrikaans (together with Prof Edith Raidt). This book, titled Die storie van Afrikaans: uit Europa en van Afrika. Biografie van ‘n taal (“The story of Afrikaans: Out of Europe and from Africa. Biography of a language”) is the result of the last five years of my career. I had the privilege to be part of the last 48 years of the history of Afrikaans (and the way it developed) and I recorded this for the next generation. There is a good possibility that the last two books (Part 1 and 2 of STORIE) will be translated into English in the near future.

My whole career was in and about Afrikaans. It was a decision I made early on in my career. Rather than trying to be a scholar in a language I am not fluent in (English) my choice was to make a contribution to my home language, Afrikaans – despite what so many people said about this language and its complex history. Looking back I think I made a small contribution in developing Afrikaans linguistics as a discipline in a few fields: normative grammar, text linguistics, text editing, language politics, the history of Afrikaans. At least I do hope it is experienced as such by colleagues in South Africa!

TIPS FOR THE NEXT GENERATION OF LINGUISTS

  1. Do not be afraid to follow your passion. (It worked for me.)
  2. Read, read and read as wide as possible at the beginning of your career. It helps you to make an informed choice regarding the field you want to specialize in, whatever it may be.
  3. Look for the gaps in your selected field and then make yourself the expert regarding that specific gap.
  4. Never be afraid to tackle something new. Be bold. (All the famous linguists followed this route.) You might become the real expert in that field. (And eventually a famous linguist …)
  5. Do not be afraid to follow your gut. (It will not always work out but how will you know if you do not experiment with something?)
  6. It makes no sense to do exactly what someone else already did. It is just repetition and not something new. When you look back over your career, can you say: “I think I really made a difference”? This is the real test.
  7. Remember that every generation stands on the shoulders of the previous generation(s). This means that you can and may (!) use the work of a previous generation(s) as point of departure for your own work. Therefore do not be afraid to criticise the work of the previous generation. (It happened that some of my former students criticized some of my earlier work and it meant a lot to me: as (a) it meant they found it worthwhile enough to criticize and (b) I thoroughly enjoyed it as it helped to sharpen the knowledge on the specific topic. (c) It even ‘gave me a kick’ to know that my students were not afraid to be critical of their former teacher.)
  8. Make a serious effort to establish a good and wide network (friends, contacts) in your discipline and specific field. No academic / linguist can survive without a network. (Hi! to Bob at UCLA, Gary at UNLV in Las Vegas, Paul at UNC Chapel Hill, Jacques at Univ Ghent, Kris at Univ of Antwerp, Marijke and Gijsbert at Leiden, Rina in Vienna, Sanna in Turku, Eric in Aruba, etc.)
  9. If you get an opportunity to spend time in other countries (as post doc, visiting scholar) make use of this opportunity as it will broaden your horizon as academic. Networks make this possible and feasible.
  10. Share information (new books, an article they/he/she might be interested in, information on a possible relevant conference or event, etc.) with your network. Because of this someone in your network might be willing to read your first draft of papers and even give critical feedback. This is priceless!
  11. Attend conferences nationally and internationally. Otherwise no one will know about your work. You do not always have to read a paper, as attendance of these conferences is part of experiencing the world of linguistics.
  12. Publish in good international journals as much as possible, but also do not be afraid to publish in local journals as the local linguistics’ industry of your country must also be maintained.
  13. Remember that you have a responsibility to develop the field and discipline in your own country and in your own language.
  14. Do not be afraid to publish in your own language. English is NOT the only language of science. But also publish in English if it is possible for you as it probably will be read wider.
  15. You really do not have to be the most important international scholar. It is a bonus if it is the case. But it is important to be a recognized scholar in your own context because this is where you work and stay and function.
  16. If your work is regarded as good/exceptional translate it in English if you are a scholar in another language.
  17. Take a business card (linked to your institution) to conferences and hand it out if there is an opportunity. And when you get back home keep the cards you got and make contact with persons in your field. (It takes time and effort, but trust me: it really is worthwhile!)
  18. Attend at least one LSA. Two will be even better. This is very important! This will make a difference to the way you approach what you do and the way you think about language and linguistics. (And take a picture of yourself with some of the ‘big names’ and put it against your wall to look at when you feel discouraged and tired.)
  19. Make provision in your annual research budget for a financial contribution to the LinguistList (LL). Or make certain that your institution makes an annual (worthwhile!) contribution to the List. Without it you will be in ‘linguistic darkness’. We talk about pre- and current LL. You are lucky that you are in the current LL period. Enjoy the benefits of this.

MY ASSOCIATION WITH THE LINGUIST LIST

I think I am actually one of the first linguists in South Africa who started to make use of the List. Even in the early days of email in South Africa (1992!) I was a member of earlier versions of the list. And to be honest – I am proud that I realised the enormous potential of the List. It opened a world wide network of linguists (wwnl) to me. I could read their informal thoughts about topics in linguistics, and I learned about new publications. It also opened linguistics as an international discipline to me, and it helped me immensely in my own career in various ways:

  1. It helped me to sharpen my own thinking about linguistics as a discipline, and also specific issues in linguistics.
  2. It informed me about conferences of which I would not have known otherwise. It made it possible for me to attend conferences all over the world (such as in the USA, the Netherlands, Belgium, Germany, Finland, Russia).
  3. It informed me about publications I would not have seen otherwise. (Due to the cultural and academic boycott in the 1970’s and 1980’s we in South Africa could not always get the books we wanted but at least we could take note of it and get copies through other means.) I ordered it for our university library and in this way it helped to build a trusted and respected library for the field.
  4. This library enabled me to read more then would have otherwise been the case.
  5. It enabled me to share information from the List (about conferences, workshops, books, etc.) with colleagues all over the country, and even in other parts of the world. In this way my own network grew. And then colleagues again started to share their ideas, publications, etc. with me. Therefore beneficial to both parties.
  6. For many years I was a manager and had to establish a new generations of linguists in South Africa, not only in Afrikaans, but in general – the information I got from the List helped me to shape their careers (send them to conferences, order books for them, help them to select topics for further study, etc.).

FUNDING FOR THE LL

Lastly. When I became a manager (some of us get to be managers…) and the List asked for funding to support the various services of the LL, I was in a position to start a funding campaign in my own institution (money from the institution itself but also from individual researchers) and it enabled us as group to make a contribution. For many years the NWU was the Africa and South African champion regarding our contributions! The exchange rate of the SA rand unfortunately had an effect on the actual amount in US dollar bit at least we tried. I also tried to get other South African institutions to buy in regarding fun ding support but I was not too successful in this regard. A pity.

Now that I have retired there is no guarantee that the linguists at my institution will continue to contribute, but I did my best to convince the new managers to continue with the project. I also requested the Linguistic Society of Southern Africa (LSSA) to become more involved in the funding campaign. Let us hold thumbs that there will be success in both cases.

I find it really strange that the LL have to actually plead for support! There are so many benefits for linguists that even an annual contribution equivalent to $20 from ALL linguists around the world should just be a formality. There are 10 000 people regularly using the List and I think $200 000 will enable the staff to even add more services. Therefore: help to keep the LL going at all costs! As long as I as retired linguist have access to research funding I certainly will make a contribution, every year, even if it is a small amount. The LL should maybe consider asking a fee for enrolment – I know it will take a lot of effort but it might just be the solution to the problems.

I thank the staff maintaining the List for enabling me to be part of an international network and this over a long time. I do wish you the best and I will continue consulting the List as long as I am still active as linguist. I am and will remain a true supporter of the List!

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Featured Linguist: Dafydd Gibbon

Dafydd Gibbon

Looking back over many decades of passion for linguistics and phonetics, it turns out that there are not as many steps as one might think from a first degree in literature and philology, emphasising structural, hermeneutic and biographical methods, and thorough acquaintance with the history of the Germanic languages from Indo-European to the 20th century, to research on computational language documentation and computational phonetics, particularly prosody, on the other.

For example, the rhymes and metrical patterns of lyrical poetry have been a source of metaphors for terminology in phonology (for example ‘metre’, ‘metrical phonology’, ‘iambic’ and ‘trochaic’ stress patterns, ‘rhyme’, ‘anacrusis’) for a long time. And not only do the deep-to-surface rules of generative and post-generative phonologies tend to mirror many of the sound change rules of philology, the ‘Junggrammatiker’ of the late 19th and early 20th century were no slouches when it came to formal descriptive precision. Ferdinand de Saussure, too, our semiotically oriented structural linguistic grandfather figure, was most well-known in his time for his work on Indo-European vowels and laryngeals. Leonard Bloomfield worked in remarkable transdisciplinary environments: from philological studies in Göttingen to cooperation with expat Vienna logician Rudolf Carnap in Chicago, whose background in the Vienna circle of logicians and linguists links up with the Prague school of linguistics, particularly Trubetzkoy’s logical theory of binary oppositions, and thus, via Roman Jakobson, linguist and literary scholar, with late 20th century Bostonian linguistics. Optimality Theory, too, is a practical application of set-constraining ‘generate and test’ pattern matching search algorithms in computational linguistics and artificial intelligence.

The symbiosis of hermeneutic literary studies, logic and speech analysis which these scholars practised has inspired me in different ways during my linguistic career, leading to a synthesis of Hallidayan and Chomskyan views of language as a finite stack of ranks from discourse to the speech sound, together with semantic-pragmatic and prosodic-phonetic interpretations at each rank (Rank-Interpretation Theory).

The interdisciplinary environment at Bielefeld University and lengthy involvement in international projects (especially SAM, EAGLES, VerbMobil, DoBeS, E-MELD), as well as appointments in several African countries, in India and in China, has created many opportunities to meet and work on these topics with stimulating colleagues of many persuasions in many corners of the world (yes, the world is a polyhedron in my computational cosmology) and to indulge my interests in literature (check my #haiku tweets and choupub ebooks) and music (check tumblr) with colleagues and students, as well as notching up a current total of 114 co-authors, Erdös #4 and (particularly proud of these) awards for linguistic and phonetic cooperations with Ivory Coast and Nigeria. Naturally I’m looking forward to many more such transdisciplinary and transcultural cooperations with fruitful interchanges of data, description, documentation and computation, and – most of all! – to the ever rewarding interactions with speakers of fascinating languages, the real sources of our dedication to language and speech.

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Featured Linguist: David Stifter

Featured Linguist: David Stifter

Why am I a linguist ‒ A tale of three spells

1. Under the spell of Celtic

I remember when I first encountered the word ‘Celtic‘. I was around eight years old and had to stay home from school because I was suffering from a fluish infection. To stave off my boredom, my father brought home the latest volume of Asterix, ‘Asterix in Belgium’, my first encounter with that character. On one of the first pages, Asterix introduces himself to the Belgians by saying (of course in German translation) ‘We are from the Celtic part of Gaul’. I wondered what ‘keltisch’ (Celtic) meant and came up with one of my first etymologies. I thought this word must be somehow derived from ‘kalt’ (cold). One learns through one’s mistakes.

A few years later, in grammar school, I remember the excitement that I felt when I leaved through the final pages of our school edition of Caesar’s Gaulish War. The index gave explanations and etymologies for all personal names mentioned in the text, including the Gaulish ones. By that time, not least because of Asterix, I had a general idea what Celtic and Gaulish meant, but the language itself, like the other Celtic languages of which at the time I knew nothing more than the names, had already put a spell on me that had nothing to do with any practical considerations. This is how conditioning works. A generation later, I find myself in Ireland, holding the position of professor of one of those Celtic languages and contributing to the edition of newly discovered Gaulish inscriptions, on the forefront of those who try to shed some light on this still so poorly understood language.

How I got into Old Irish is an anecdote worth telling, an anecdote that illustrates the twists and turns of life. Although I had had these romantic ideas about Celtic for many years, I used to be least attracted by Irish (largely for aesthetic reasons: too many h’s in the words). One October evening 1994, while walking home from an evening lecture, I told the lecturer that I was dreaming of going to Wales to study Welsh. Next morning, the Head of Department, Prof. Jochem Schindler – who the lecturer must have contacted immediately after our chat – called me into his office and greeted me with the words: ‘You are going to Maynooth to do Old Irish‘. I refrained from objecting that so far I had not felt the least appeal by Old Irish. Only a few weeks later Prof. Schindler, having just turned 50, suffered a stroke and died a few days later, and I was left with his linguistic legacy. So I went to Maynooth, facilitated by a Scholarship of the Republic of Ireland, and sucked in Old Irish there. After that year abroad, I returned to Vienna where I got sucked into a career as a historical linguist, more by a combination of luck and inadvertence than by any grand design. After fifteen years I received a call back to Maynooth. In this way, very much like St Patrick who heeded the call of Vox Hiberionacum ‘the voice of the Irish‘, I am here again now, spreading Old Irish to the world. And after all, compared to Modern Irish, there aren’t that many h’s in Old Irish words.

2. Under the spell of solving riddles

Without curiosity, there is no science. Without the desire for discovery, there is no progress. Without the urge to solve riddles, we will only ever remain at the stage of stupefied mystery, but we will not be able to move on to appreciative admiration. This is what motivates me to look behind words, where they come from, what their history is, and to look into them, to see what their inner working is. It may be the case that knowing the name of something tells us nothing about that thing, but knowing a name and its etymological analysis surely reveals us something about the people who created the name, what they thought, how they saw their world. Many riddles in that!

My discipline of historical linguistics is blessed in that we can operate on the hypothesis that every riddle has a solution, but it is cursed all the same since the key to that solution is often irretrievably lost in time. We can try to piece together the fragmentary evidence that has come down to us, but we may not have access to enough information to create the full picture. However, we can still make the effort, and perhaps, on the way, we are fortunate to discover an alternative way of looking at a problem. This is why I love deciphering inscriptions in scripts that are no longer used, or why I spend my time on extracting fragmentary messages from almost illegible manuscripts. For me, the linguistic study of a language is inseparable from a rooting in the philology of that tradition. When I approach an unknown text, it has to be taken from all sides: the palaeography, the spelling, the requirements of the genre, the phonology, the lexicon, the syntax, the historical context. Missing a tiny stroke of ink over one letter can have effects on the understanding of the verb, the clause, the text, with further reverberations on syntactic theory, the study of history etc. Without understanding its anchorage in real life, we will only make superficial statements about the language.

A newly found word, its meaning, its prehistory, and its relationship with other words fill me with great excitement. These small riddles can be found everywhere in our lives, they can enrich us every day. The fact that I grew up in a part of Austria where four different languages (not counting dialects) are spoken, made me aware of the richness and value of linguistic diversity. I learnt soon that most of my German-speaking peers carried their ignorance and rejection of the minority languages like a depraved badge of honour, not as a mark of disgrace, but for me it was a stimulus to learn more and to keep my mind open.

I was fortunate to belong to the ‒ perhaps ‒ last generation of university students in my country that was not squeezed into the straightjacket of economised education, that is to say, school-like curricula and tight time-frames. I had the privilege of being able to learn just for learning’s sake, almost whatever I wanted and for as long as I wanted. Since I did not need any credits for my degree at home, I never actually sat a single exam in Old Irish when I studied in Maynooth. The closest I got to being examined about Early Irish were two exams in Middle Irish, which I did a few years later in Vienna. I spent nine years on my Master’s degree, and another five on the PhD. Add this to my twelve years in school, and I spent 26 years in education and training. How does this compare to the 20 years of learning that Julius Caesar reported for the druids? It is fitting that as a professor in Ireland I now bear the title of Ollamh, the highest grade awarded to poets in medieval Irish society. And knowing its history, I bear it proudly.

3. Under the spell of time

The third spell that I am under is that of time: What is time, what is its cause, and is it at all? How does it shape human experience, what does it mean for a person to lose time? These issues are intricately woven into the structure of languages and language experience – language being one of the most effective means to counteract time.

Where these three spells overlap, that is that delightful place where I find myself when I succeed in recreating a small piece of lost time, when I am able to make speak to us again human beings who lived centuries or millennia ago, and when I make them share some of their thoughts with us, make them share how they rationalised their lives in environments that are very different from our daily modern experience, and yet they are of the same human nature. There is no standing still. It is one of the tasks of a scientist to bring together the past with the present in order to transform it into the future. What my job, or rather my vocation, is about is, in the final analysis, to bring together the old – the ancient texts, the languages no longer spoken – with the new ‒ the modern technology of computational and quantitative methods, databases, the internet, in order convey the analogue media of the objectivised past into the digital media of the virtual present.

ABOUT THE LINGUIST

David Stifter is Professor of Old Irish at the Maynooth University Department of Early Irish, Ireland. His research project Chronologicon Hibernicum has received funding from the European Research Council (ERC) under the European Union’s Horizon 2020 research and innovation programme (grant agreement No. 647351). The project aims at developing methods for the dating of Early Irish language developments.

 

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Featured Linguist: Nicoletta Calzolari

We are proud to share with our readers the next featured linguist of our 2017 Fund Drive: Nicoletta Calzolari. We hope that you enjoy reading Dr. Calzolari’s thoughts on her long and varied career as a computational linguist.

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It is difficult to write about myself, but it can be an occasion to relive some moments of my life. I am grateful to Damir also for this. Here some notes, with personal memories interspersed with moments of professional life.

The beginning: the role of chance

Immediately after I graduated in philosophy, with a thesis on Logical antinomies, I remember saying to myself: words, words, words, I have enough of words! I did not know, but my destiny was linked to words.

So many things in life happen by chance. I moved to Pisa from Ferrara for family reasons and I saw a notice for a grant at Pisa University in a completely new field: Computational Linguistics. I tried applying, knowing that it would have been impossible. But I won it. This was the beginning.

In Ferrara, studying philosophy

I started studying that new area … and I loved it. It was not just words! I also started, as an autodidact, to write programs by myself, in the language of the time: PL1. The Pisa Summer Schools that Zampolli organised (in the ‘70s and ‘80s) were very influential for me (as for many others): I met the most brilliant researchers and I found them fascinating. I did not know that I would have become friend with many of them. I just followed the first as a student, then I was involved in the organisation, and finally I gave some lectures.

CL was a young field, with many possible research paths. It was probably easier at that time: you could have a new idea and experiment it even working alone, without the need of a big group. It is different today.

Since then we made great advances, but the more we understand about language the more we see how many problems are still in front of us. And this is what makes this field so interesting and challenging: language is a very complex phenomenon.

The first steps: the most creative and innovative, from a research perspective

More and more science is driven by data and our field is not different. Natural Language Processing is a data intensive field. Major achievements come from the use of large Language Resources (LRs). But it was not always like that. At the beginning, in the ‘80s, we had to fight to recognise the value of working with data.

Probably I was one of the pioneers in the revolution of the ‘80s when LRs (i.e. linguistic data) started to be understood as critical to make steps forward, while before data were even despised. I started research at the time quite new: acquiring information from Machine Readable Dictionaries, instead of relying on linguist’s intuition. This became soon a trend, followed by many others in all the continents. Relying on data was a change in the research paradigm, in the sense of Kuhn.

With Nancy in Hong Kong

The great thing was that we succeeded in getting our first European project around this topic. Also this happened somehow by chance: I was discussing my work with Bran Boguraev sitting in the sun in Stanford and we had the idea of proposing a European project. We did it, and we got it: it was ACQUILEX, an ESPRIT Basic Research project that lasted 6 years and laid the foundation not only for stronger research but also for working relations with many interesting colleagues in Europe. Immediately after we had another research project, SPARKLE, probably the first European project aiming at extracting linguistic information from texts.

I understood, working on the first funded project, that I had to create the conditions for new research trends, that could possibly be funded afterwards. It was this way, through a virtuous circle, that we won so many EC projects, one after the other. I was involved – either coordinating the Pisa unit, or manging the whole European project – in more than 50 EC projects, in collaboration with hundreds of institutions all over the world.

There is more than research in science … or coming to adulthood

It was Antonio Zampolli who, in 1991, introduced the term “language resources” for our data: the term “resources” was meant to highlight their infrastructural nature (like electricity, railroads etc. for a country development). Some consequences derive from their infrastructural nature, among which the need to consider, in addition to research and technological aspects, also methodological and policy dimensions.

Working with data – expensive to create and annotate – made me realise that we needed to create the conditions to build on each other results. In 1991, I coined the term “reusability” to express the need not to start reinventing the wheel every time, but to re-use available data and join forces. It was the first step towards thinking at standards and interoperability. This term is reused today in the MetaNet Strategic Research Agenda: “2018: Ease re-use of linguistic resources in all parts of the data value chain across languages and sectors”.

The ideas and initiatives that led to the first European project on standards – EAGLES – were discussed at a breakfast table in Grosseto, during the Workshop “On Automating the Lexicon” (organised in 1986 by Walker, Zampolli and me). That Workshop was very influential: a Manifesto was drawn at the end, where the essential role of language data was emphasised and a number of actions were recommended: it laid the foundations for a large number of initiatives that took place later in Europe.

ELRA board meeting in Paris

In the ‘90s with Zampolli we also started to define a global vision of the field and its main components, identified in: creation of LRs, standards, distribution, and automatic acquisition of LRs. These were considered the main components of an infrastructure of LRs for Language Technology (LT). ELRA (European Language Resources Association) was founded in 1995 to take care of one of these components, distribution of LRs.

After those pioneering years, the importance of LRs for LT was recognised more and more, and the flow of data began. Today we have a LR community culture, also thanks to the many initiatives around LRs that we started, like ELRA, LREC, LRE Journal, CLARIN, FLaReNet, MetaShare. In the FLaReNet project we identified the major dimensions around which to structure our community recommendations for the future of the field: documentation, interoperability, availability, coverage/quality, sustainability, recognition, development, international cooperation. These dimensions – constituting the infrastructure around LRs – are at the basis of the current paradigm of LRs.

Acting on Policy issues for a (finally) mature field

Working with data one recognises the critical role of what is around data, i.e. of notions such as standardisation, sharing, openness, evaluation, interoperability, metadata, collaborative annotation, crowdsourcing, integration, replicability, integrity, citation. And the role of how to organise research work: we should create frameworks that enable effective cooperation of many groups on common tasks, adopting the paradigm of cooperative collection of knowledge so successful in more mature disciplines, such as biology, astronomy or physics. The relevance of these issues must not be underestimated.

Technical and scientific issues are obviously important, but organisational, coordination, political issues play a major role. Technologies exist and develop fast, but at the same time the infrastructure that sustains them must be created. The challenges ahead depend on a coherent strategy involving not only the best methods and research but also policy dimensions. The concept behind the relevance of policy issues and best practices around LRs can be synthesised considering “data as public good”.

I think that a coherent LR ecosystem also requires an effort towards a culture of “service to the community”, where everyone has to contribute. Adopting policies that go in the direction of Open Science must become common practice. This “cultural change” is not a minor issue. It was in this spirit that I introduced at LREC initiatives such as the LRE Map and Share your LRs as steps towards shaping an open scientific information space.

General chair at COLING 2016 in Osaka

Recently I started to advocate the need for reproducibility and replicability of research results – at the basis of scientific practice –  in our field. We discussed this issue at an ELRA workshop, where I pushed Antonio Branco to organise a workshop on these topics at LREC2016. The importance of the topic led me to think that we had to give a sign of its importance also in the LRE Journal: Nancy Ide agreed, and we recently decided to have in the journal a special type of papers devoted to these aspects.

I am proud to have the possibility – through ELRA, LREC and LREJ – to contribute to shaping an open scientific information space for the future of our field. I have always felt it is our duty to use the means that we have in our hands to try to shape the future. In this case to play a role in how to change scientific practice and have an impact on our overall scientific enterprise.

The importance of the people around you: few anecdotes

In my long path through LRs, I became friend with so many colleagues all over the world (almost all the leading figures of a generation) and felt their closeness in many occasions. Over the years I realised how this was influential to me: they somehow shaped me and sometimes it is difficult to disentangle the professional and personal life.

Just few sparse memories:

After my presentation at COLING 1982 in Prague, Don Walker invited me at a small workshop in Stanford. I was young and was sitting together with the most important people in the field, from Martin Kay to Sture Allen. Back in Pisa I thought I would never have again such a wonderful year! I was wrong. Since then I had so many wonderful opportunities, recognitions, much more than I deserved. Lesson: so many unexpected things may happen in life.

Preparing for LREC 2016 in Portoroz

From Zampolli I learned many things. I mention a simple one: you must both look at the details and be able to see the whole picture, projecting it into the future. I like both: precision and creativity. He had many visions for the future of the field, I hope I had some good ones too.

Ralph Grisham once saying at a workshop in Pisa: “You go to dinner with Nicoletta and standards come up”.

I like Facebook also because through it I exchanged memories with Chuck Fillmore in his last years, when he wanted to remember the past with his friends.

I was not a feminist when it was trendy. I did not react when an old important Italian university professor told me, very young, after a talk, “you are of a virile conciseness” thinking it was a great compliment. But after so many meetings with so many more men than women, I am more feminist now than when I was younger. I remember a meeting in Rome with the President of CNR, 36 people around a table, and me the only woman. I do not know why but I felt ashamed for them.

I was for a long time among the youngest in so many meetings, and then, all of a sudden, it changed. I realised it when Adam Kilgariff said: “Let’s listen to what Nicoletta thinks, she is always wise”. I saw it, wise and age: I was on the other side, among those with experience.

Recently a Japanese colleague told me: “You are really tough in negotiations”, but he said this with a smile so I hope it was a sort of compliment.

John Sinclair, many years ago: “You are very determined and really good in making many people work”. My parents always told me: if you want something you are so determined that you usually get it.

And I must mention my friendship with Nancy Ide, started when we were very young and consolidated over the years. We had many projects and have been to many places together, and now we exchange mails almost every day because of the LRE journal we are co-editors of.

Some recognitions

Once at a meeting at the European Commission, one of the EC officers introduced myself to the others as Mrs. Language Resources. Not bad. This explains the title I have given to these notes.

Preparing for LREC 2018 in Miyazaki

The motivation for being in the founding group of ACL Fellows says: “for significant contributions to computational lexicography, and for the creation and dissemination of language resources”. I took it also as a sign that LRs were recognised in the CL community. Something not given for granted few years before. And a sign that what we did had an impact outside the LR community.

When I received a mail from Bente Maegaard saying that I was proposed for an Honorary Doctorate in Copenhagen I was so astonished that I asked Sara if she thought it was a joke. It was not, and I was very proud to receive the Honorary PhD directly from the Queen of Denmark.

I was moved recently when the ELRA Board decided to make me Honorary President of ELRA. I was there when it started in 1995 and I served it for so many years in so many roles that I feel it is part of my life. The same I obviously feel with LREC.

Conclusion … with enthusiasm

I conclude with the final words I wrote for my invited talk at the 1st LREC in Granada in 1998: “At the end everything is tied together, which makes our overall task so interesting – and difficult. What we must have is the ability to combine the overall view with its decomposition into manageable pieces. No one perspective – the global and the sectorial – is really fruitful if taken in isolation. A strategic and visionary policy has to be debated, designed and adopted for the next few years, if we hope to be successful. To this end, the contribution of the main actors in the field is of extreme importance. Some of the events in this conference are hopefully moving in this direction.”

Despite my age, I still have the enthusiasm I had when I started, even more when I see that I am able to influence new strategic directions of research. I hope I was able to pass my enthusiasm to younger colleagues.

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Featured Linguist: Robert A. Coté

Featured Linguist: Robert A. Coté

I am not your typical linguist. In fact, my first degree is in meteorology with a minor in math! Despite this, I have always been fascinated with languages – most likely because I grew up in a multilingual environment: my father and his parents spoke Quebecois, my maternal grandmother spoke Pugliese, and my maternal grandfather spoke Neapolitan. Clearly, hearing people around me speak something other than English was normal for me from a very young age, but I never gave much thought to the rich sociolinguistic world in which I lived. I always enjoyed reading and writing as well, so it only seems natural to me that I became an applied linguist.

How I discovered the wonderful world of LINGUIST List is even more interesting. I had completed my PhD coursework, comprehensive exams, dissertation proposal, and data collection, and I was working full-time as an administrator at an English-medium college in the United Arab Emirates. Like many doctoral students, I had really grown tired of my research and had fallen out of interest with academia. One of my professors suggested I look into writing a book review, not only to read some current literature related to my area of research, but more importantly, to practice the type of writing required for a dissertation. This was probably the best advice I received in my entire 10-year doctoral process.

I was really excited the day my textbook arrived and immediately began to read and highlight. It was about a month before I started writing my review. After submitting it, I waited anxiously for feedback. When it arrived, most of it was positive, but it took three edits to get it published. I knew I could do better, so I requested another text. This time, the reading and writing went faster, and the feedback I received was more positive and required only two edits. Reading what the editor had to say about my review not only gave more me confidence, but it also pointed out where I needed to improve, which in turn allowed me to focus on specific aspects of my writing. By the time I completed my third book review, I didn’t require any edits! The entire process took me nearly two years. But now, I was ready to complete my dissertation. And believe me, it was no surprise when all three of my committee members gave me the same feedback: “Your dissertation was organized, enjoyable, and easy to read. You really have a great sense of audience.” I am absolutely certain that writing book reviews for LINGUIST List was the most important factor leading to this success.

Why am I telling you all this? Because now, I am returning the favor to LINGUIST List. I have reviewed and edited dozens of book reviews pro bono over the past few years. I want to give other reviewers, many of them non-native speakers of English and/or graduate students like I was, the same publishing and writing improvement opportunities that I was given several years ago. I believe anyone can become a good writer, and everyone can become a better writer. LINGUIST List allows people this chance. I am fortunate that I am in a position to donate my time to help others, and I hope that some of you reading this are in a position to donate your money to help LINGUIST List. This may sound a little forward of me, but I sincerely believe the few paid staff at LINGUIST List made me the writer I am today, and I am doing my best to help others with their writing. You just never know the impact that your donation, no matter how big or small, can have on someone, who in turn can help someone else.

Robert Cote, PhD
Director, Writing Skills Improvement Program
College of Humanities
University of Arizona, Tucson

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Featured Linguist: Osamu Sawada

Featured Linguist: Osamu Sawada

I grew up in the family of linguists (my father is a linguist, my mother used to be a school teacher), so it is not a coincidence that I became a linguist. (My younger brother also became a linguist.) However, looking back, I see that there were several important turning points and experiences that lead me to the field of linguistics.

I was born and grew up in Japan, but when I was 10, I had the chance to spend a year in Boston with my family. There, we had many positive experiences interacting with people/students from various cultural and linguistic backgrounds. My brother and I went to a public school, and the atmosphere was one of respect for diversity. Thinking back now, this positive experience affects my stance as a scholar/teacher.

When I returned to Japan, however, the center of my daily life gradually shifted to tennis (soft tennis). In high school, I participated in national athletic meetings, and/but I neglected my school studies. I did, however, learn the importance of continuation and preparation through tennis.

It was in a rounin period, ‘a preparation period between schools’ that I studied in a responsible way with a true spirit of inquiry. I became interested in the grammars of English and Old Japanese. After being accepted into Waseda University, I continued playing tennis, but at the same time, I took various linguistics courses, including syntax, pragmatics, and functional linguistics. Although I also earned a teacher’s license, I felt that I wanted to study linguistics further, and I decided to enter graduate school.

One important turning point for me as a researcher was encountering scalar phenomenon. When I was a MA student, I had a chance to read Fillmore et al.’s (1988) paper on let alone (e.g., He couldn’t even eat Tempura, let alone Sushi). I found it very interesting that this small expression is relevant to many interesting linguistic phenomena, such as scalarity, comparison, polarity sensitivity, focus, information structure, ellipsis, etc. Looking at various related scalar phenomenon, I also gradually felt that very interesting things were happening in the field of formal semantics in the abroad, although it was still an unknown world to me.

It was miracle and very fortunate for me that I was able to study at the Ph.D. program of the University of Chicago (2005‒2010). The atmosphere of the department of linguistics was great; faculty members, students, and researchers were enthusiastic, energetic, and warm-hearted. Although I focused on formal semantics and pragmatics, I was also exposed to many other fields of linguistics, including morphology, syntax, phonetics, phonology, socio-historical linguistics, etc. There were many workshops, colloquiums, and discussion groups, and I was able to interact with various renowned scholars and colleagues/friends in a collaborative way.

In my dissertation, I focused on the pragmatic aspects of scalar modifiers and considered the similarities and differences between semantic scalar meaning and pragmatic scalar meaning in terms of the semantics/pragmatics interface. For example, in Japanese the minimizer chotto ‘a bit’ can not only measure an object or event at the semantic level, but it can also weaken the degree of imposition of the speech act at the pragmatic level (not-at-issue level). The committee members were Chris Kennedy (chair), Anastasia Giannakidou, Karlos Arregi, and Chris Potts, and I had extremely thought-provoking and valuable discussions with them. The experiences I had at the Ph.D. program have been my backbone as a researcher/teacher.

After earning a Ph.D., I was fortunate to conduct research at Kyoto University as a JSPS postdoc, and since the fall of 2010, I have been teaching and conducting research at Mie University. It took some time to get used to the Japanese university systems, but thanks to the support of my colleagues, I feel that I am creating a basis as a scholar and a teacher. At Mie, I co-organized various linguistics workshops/conferences with my colleagues, and I have also had opportunities to co-organize various international/domestic workshops outside the university, including local workshops such as the modality workshop and the semantics workshop in Tokai. These venues have been important for activating research.

Looking back at my past, I realize I have received much help and support from many people— my parents, family, teachers, colleagues, friends. Although I am still a developing scholar, I would like to try my best to become a full-fledged linguist. Society is changing rapidly (both globally and locally), and I feel that the study of linguistics (and the humanities in general) is becoming more and more important. Although I have focused on theoretical linguistics, I would also like to think about how linguistics in general and my research in particular can contribute to society.

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Featured Linguist: Gillian Ramchand

Featured Linguist: Gillian Ramchand

My mother is from Scotland and my father is from Trinidad. When those two met in Edinburgh and had kids, they eventually ended up living in the Caribbean, first Jamaica and then Trinidad. The world was less connected then. I grew up in a tropical paradise, which I despised for its smallness and lack of connection to the world. I could not wait to get out. (Now I am much more appreciative). When I was 14 I wanted to be an Astrophysicist. My favourite book was a book on physics and philosophy and I spent many fruitless hours trying to get my head around quantum mechanics. I’m sure I must have been unbearable. I applied to universities in the Big World outside and got funding to go to MIT for my undergraduate education where I double majored in Math and Philosophy. The MIT decision was a turning point— it could have been very easily another university and another path. I remember filling out the forms to accept Princeton, and waking up at six am to retrieve the envelope so that my mother wouldn’t mail it, and replacing it with the envelope accepting MIT instead. If I hadn’t gone to MIT, I would not have taken my first linguistics class as an undergrad in the philosophy programme. It was with Sylain Bromberger, and I remember my epiphany moment. He put the following sentence up on the board `The girl saw the boy with the telescope’, and drew two different structures corresponding to the two different meanings. That just exploded in my head. Ever since then, I have been obsessed with the syntax-semantics interface and particularly structural meaning.

While I was an MIT undergraduate, I joined the incoming graduate class and took classes with Ken Hale, Richard Larson and Jim Higginbotham who were my first teachers and inspiration. I am also embarrassed, but grateful to Noam Chomsky for agreeing to do an independent study with a cocky undergraduate on Burzio’s generalization, when I was so green and naïve it hurts to remember it.

I went to Stanford to do my PhD. I turned down MIT for grad school because my boyfriend at the time had been admitted to Berkeley for a PhD in English Literature, and then eventually also Stanford. It turned out to be a good choice since I got a wider exposure to different theories of grammar than I would have got otherwise and I was constantly on the back foot to justify my own approach to things, as opposed to being part of a dominant paradigm. I think it taught me to think more openly and critically, and reinforced my dislike of being a member of a club, any club. I also met my great linguistic friend, colleague and collaborator Miriam Butt who even now keeps me up to speed with the latest doings in LFG and computational things. Stanford is also the place where I met K.P. Mohanan and started my lifelong work and interest in South Asian languages, particularly Bengali. Mo never let you relax. He pushed you to always question, and think things through from first principles, and never to accept dogma or sloppy thinking.

Another pivotal moment during grad school was going to Edinburgh one summer to learn Scottish Gaelic just because. What a great language! It inspired me with great challenges for problem solving when I was getting bogged down with theory internal concerns. Scottish Gaelic is still one of my very favourite languages.

My first job after my dissertation was at Oxford University, where I was hired by Jim Higginbotham as University lecturer in General Linguistics. I stayed there 10 years. Those were good years, and I learned a lot about teaching by teaching extremely smart people. I taught standard GB theory and began to feel very dissatisfied with it, and dissatisfied with the lack of progress being made on interface issues. After a bit of a lull in motivation, where I did a lot of Scottish Gaelic singing, I started to get interested in linguistic theory again thanks to newly found colleagues and linguistic buddies David Adger and Peter Svenonius whose enthusiasm for syntax made me realise that there was exciting and brilliant new work out there and that I wanted to be part of that conversation.

For me, the great thing about linguistic research is the constant dialectic between the empirical and the theoretical. Maybe that is the same in any science, but in linguistic theory it feels as though those interrelations and feedback loops are at a degree of granularity to be perceived and appreciated on the practical day to day level rather than at an institutional or historical scales. Linguistics is unique for the richness and continuous stimulation of its data, dripping from almost any language you bother to look at carefully for more than two seconds, and which is accessible to anyone without fancy equipment or big counting devices. On the theory side, I like symbolic elegance and simplicity and I like the fact that we are in a field where most things have not been figured out yet. I also like the fact that language is so deeply connected to human minds and how we think as a species. The human brain is the final frontier for science, and linguistic theory is going to have big part to play in helping to figure that stuff out.

I joined the Linguistics department at the University of Tromsø in 2004 when they became a national centre of excellence, CASTL. This was another pivotal moment. I am extremely happy that I ended up in Norway, a country that I knew nothing about and would never have thought of emigrating to, but which now has become my home: beautiful landscape, a mature and humane democracy, with equal measures of equality and freedom. And the linguistics is not so bad either. I have the freedom to do my research, and pursue my own ideas about things. I still work at the syntax-semantics interface, and I still don’t belong to any club.

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Featured Linguist: Rosa Vallejos Y.

Nanay River, 2013

Linguistics arrived in my life in the most unexpected way. It was 1983 when I heard about it for the first time. I was about to start high school, and a new language instructor arrived into Lámud, a little town of about 2000 people in the foothills of the Peruvian Andes. He came from Lima, the capital of the country, full of enthusiasm and all these “new” ideas about language. And one day, he taught as to draw syntactic trees. This is how I first became fascinated by language structure.

For most high school graduates from the interior of Peru, going to college means moving to Lima to compete with thousands of others from around the country to get a spot into a university. At that point, my high school instructor, who by then became my brother-in-law, suggested that I seriously consider linguistics. The prospects of getting into a field that almost nobody had heard of was not very attractive at the time. But given that I had limited choices, in 1988 I applied to the Linguistics program of the National University of San Marcos, still the only public university in Peru that offers a bachelor’s degree in Linguistics. I was admitted together with 31 others. I soon noticed that the majority in my cohort had less idea than me of what linguistics was about. Most of them were hoping to change their major at the first opportunity. I considered that possibility as well, the big problem was that I didn’t have any other preference either.

Given the constant political turmoil, during my freshman and sophomore years our classes were quite intermittent, but full of excitement. I quickly discovered that at the university of San Marcos I could interact with inspiring professors. For example, I was lucky to take Andean linguistics with professor Rodolfo Cerrón-Palomino, Amazonian linguistics with Gustavo Solis, phonetics with Aida Mendoza, phonology with Maria Cortez, dialectology with Gertrude Schumacher, syntax with Felix Quesada, sociolinguistics with Madeleine Zúñiga, among others. What all of them had in common was a commitment to not only train young aspiring linguists, but also to conduct original research in the most difficult circumstances. Linguistics slowly grew on me, and I finished the program.

The most important moment of my career took place in February of 1997, when I embarked on my first trip to the Kukama-Kukamiria territory, in the Peruvian Amazon. I was hired by a project that trains bilingual teachers known as FORMABIAP, for its initials in Spanish, as the linguist responsible for working on the description of the Kukama-Kukamiria language. The Amazon was an entirely new world for me. After a short flight and nine hours in a boat, I arrived at a small village completely flooded by water. It was the rainy season! This trip lasted only 32 days, but that was enough time to recognize the challenges of working in this region of the world. Having to learn basic skills –– such a riding a canoe, which, by the way, is mastered by five-year-olds–– together with the limited contact to the outside world made an immense impact on me. Yet at the same time, I was deeply attracted to the idea of doing something meaningful. On the one hand, there was an obvious sense of urgency to work towards the preservation of this highly endangered language. The few surviving speakers that I met reported having no one with whom they could use Kukama-Kukamiria on a daily basis, and lamented the disappearance of their language. On the other hand, the complex socio-political context made it a real challenge to implement initiatives that focused on the preservation of the language. At that moment, the survival of Kukama-Kukamiria was only one component of a bigger movement initiated by indigenous organizations to address primarily land, education and health issues among indigenous Amazonian groups.

Huallaga River, 2006, with collaborators Rosa Amiras and Victor Yuyarima

During my five years in the FORMABIAP project, I had the amazing opportunity to interact with members of fourteen different ethnic groups. I also participated in sporadic workshops delivered by Francesc Queixalós, a linguist from the CNRS-France. These experiences made evident that, to continue to work with Amazonian languages, I would need more advanced training. So, I started to look for opportunities. In 2001, I was granted a Ford Foundation Fellowship that would allow me to pursue graduate studies anywhere in the world. I got in contact with several potential mentors in the US and Europe, and Spike Gildea, from the University of Oregon, came across as someone not only passionate about Amazonia, but also eager to support international students. In addition to Spike’s enthusiasm, I choose Oregon because of its focus on documentary and descriptive linguistics, its faculty with active research in Latin America, and, most importantly at the moment, its offer of a scholarship to study English before starting the graduate program. I started the MA in January 2002. Oregon introduced me to a whole new world: colleagues from around the world and professors working around the world. Beyond functional-typological approaches to grammar and empirically-sound methodologies, I learned from Scott DeLancey, Doris Payne, and Spike Gildea, among others, that linguistics is not only about languages; it is about communities that speak those languages.

Because keeping the connection with the Kukamas was crucial to me, I was determined to find the resources to conduct field visits every summer. During these visits, I began to entertain the possibility of launching a larger project to document the Kukama-Kukamiria language. I graduated with an MA in June of 2004, and at that moment, it became obvious that I would have more opportunities to access to research funding as a PhD student than as an MA graduate. Thus, I decided to stay in Oregon to continue with the PhD.

In 2005, during my second year in the PhD, I was awarded a small grant from the Endangered Language Fund. This was the seed money that helped me — in collaboration with elders Rosa Amías Murayari and Victor Yuyarima Chota — launch The Kukama-Kukamiria Documentation Project. During my 2005 visit, I collected video data mainly from both of them: short stories and descriptions using drawings and pictures as stimuli. But we were well aware of the fact that the speakers of the languages were elders spread in small villages, often away from the main navigable rivers. Thus, visiting the villages to interview those speakers became urgent. In 2006, I was awarded a Graduate Studentship from the Hans Rausing Endangered Languages Program, and a Doctoral Dissertation Improvement Grant from the National Science Foundation. With this support, Rosa, Victor, and I were able to conduct multiple fieldtrips in 2006. Rosa Amías and I continued to travel to conduct interviews in 2007 and 2008, and subsequently also transcribed, translated, and analyzed a portion of the collected data.

Village San Martin de Tipishca, Samiria River, 2015

By the end of the project, we had interviewed 42 speakers from 16 communities, and recorded traditional narratives, stories from daily life, personal experiences, spontaneous conversations, songs, etc. Speakers were interviewed individually, in pairs, and in groups. We recorded approximately 20 hours of video and four hours of audio. Note that it was not a trivial undertaking to make these recordings, as they were collected in communities where this highly endangered language is no longer used for daily communication. From this raw data, I have created 249 files, including video, audio, transcriptions and morphological analysis, and deposited them in the archive ELAR of the Hans Rausing Endangered Language Program. On the basis of this data, I wrote a grammar of Kukama-Kukamiria for my dissertation, which I defended in 2010. This grammar was the recipient of the 2011 SSILA Mary Haas Book Award, an award bestowed on the best doctoral dissertation on a native language of the Americas, and also received Honorable Mention for the 2011 ALT Panini Award, given for outstanding typological studies and reference grammars. A revised version was published by Brill in 2016. Another outcome that derived from this line of work is the Kukama/Spanish dictionary I published in 2015 in co-authorship with my longtime friend and collaborator Rosa Amías Murayari. My current areas of research ––morphosyntax and language contact–– also grew out of my documentary work.

I have had the privilege of working with the Kukama-Kukamirias for almost two decades now. During this time, I have witnessed amazing progress regarding the revitalization of their language. This positive outcome is the result of several initiatives carried out by community members themselves with the support of many allies. These efforts range from teaching the language through instructional programs in elementary schools, teaching the language in neighboring midsize towns and cities, daily radio programs, radio ads for health campaigns, and more recently successful music videos that have been broadcasted nationwide. As a result, in the last decade there has been a significant positive shift in attitudes towards Kukama-Kukamiria identity and a renewed sense of community. I will continue to support their efforts to keep fighting for their language, their land, their self-determined way of life.

Secoya Village Bellavista, 2012

Maybe because I started my journey as a linguist in a teacher training program, it feels natural to me that the results of my research should not only be available but also accessible and useful to the speech communities where I conduct my research. It is important to note that for the children of many Amazonian ethnic groups, the lack of language resources makes it extremely difficult if not impossible to have access to primary education in their first language. For many languages, there is not even a writing system in place. In that context, carrying out language development projects, such as orthography design, production of school materials, and teacher training, among others, has become a natural extension of my endeavors. In the last few years, I have started to extend my documentary work to Secoya (Tukanoan), another minimally documented language spoken in the borders of Peru, Ecuador and Colombia. There is a sharp contrast between Kukama-Kukamiria and Secoya with respect to their sociolinguistic contexts. The Secoya language is the main means of communication for all the generations, and monolingualism among women is high. I have been involved in the creation of the language resources for the speech community, including the first reading books for children and a writing system.

The applications of linguistic research to real-world issues continues to be the motivation for my studies. I hope to inspire others to engage in this type of work now in my role as a professor of linguistics at the University of New Mexico.

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