Slotta, James, U. of Chicago, Chicago, IL - To aid research on 'Dialect, Register, & the Big-Man: Social Organization of Sporadic Linguistic Innovations in Yupno, Papua New Guinea,' supervised by Dr. Michael Silverstein
JAMES SLOTTA, then a student at University of Chicago, Chicago, Illinois, was awarded a grant in May 2007 to aid research on 'Dialect, Register, & the Big-Man: Social Organization of Sporadic Linguistic Innovations in Yupno, Papua New Guinea,' supervised by Dr. Michael Silverstein. The research has resulted in the detailed documentation of five dialects of the previously undocumented Yopno language (Papua New Guinea). In addition to documenting the relatively stable features of the phonology and grammar, dozens of hours of recordings of natural speech were transcribed to provide access to the more variable and evanescent qualities of Yopno speech, as well as to provide an indication of the textual and social emplacement of Yopno language material in various Yopno communities. The research highlights the far-reaching ways that social, cultural, and textual factors structure Yopno grammar and phonology, as well as the diversity of Yopno dialects. All Yopno speakers have some familiarity with several of the many dialects of the language and use words from other dialects in interactions to construct and maintain ties of relatedness to relatives outside of their patrilineal clans who live in other dialect areas. The tension between patrilineal relatedness as a basis for clan formation and cognatic relatedness as a basis for village and larger units of social organization and exchange gets played out interactionally through the use of linguistic variants. The organization of such multi-dialectalism is an important factor in constructing an adequate description of Yopno phonology.
Slotta, James. 2014. Revelations of the World: Transnationalism and the Politics of Perception in Papua New Guinea. American Anthropologist 116(3):626-642.
Floyd, Dr. Simeon I., Max Planck Inst., Nijmegen, Netherlands - To aid workshop on 'The Grammar of Knowledge Asymmetries: 'Conjunct/Disjunct' Alignment from a Cross-Linguistic Perspective,' 2011, Boulder, CO, in collaboration with Dr. Lila San Roque
Preliminary abstract: Knowledge is negotiated in speech according to specific norms of interaction and grammar. 'Conjunct/Disjunct' (C/D) alignment systems are an under-studied grammatical expression of such negotiations. Verbs are marked as 'conjunct' in first person statements or in second person questions, and as 'disjunct' in other situations, picking out the participant with the highest epistemic authority. C/D systems have been described for languages of the Himalayas, the Caucasus, Andean South America and Highlands New Guinea, but have not yet been well-studied in cross-linguistic perspective. C/D systems are relevant for theories of social cognition: the morphology reflects the exchangeability of viewpoint with others, a topic that is currently being taken up as 'intersubjectivity' in linguistic and evolutionary anthropology, as well as in interaction studies. This workshop will bring together for the first time specialists working in four geographic areas where C/D alignment is attested to form a scholarly community, address conceptual and terminological divides between specific regional traditions and build towards a cross-linguistically viable framework for further work. A focus on C/D forms in interaction will highlight their relevance for social behavior more broadly, allowing this emerging area of linguistic typology to contribute to research on the social organization of intersubjective knowledge.
To support the development of a doctoral program in anthropology at University of the Philippines, Quezon City, Philippines - Institutional Development Grant
The potential to develop an archaeological science based Ph.D program is both a challenge and a dream of the faculty in the Archaeological Studies Program (ASP) of the University of the Philippines. It requires investing in both human and physical resources which is difficult when funding possibilities are so scarce. The ASP faculty developed a program that will expand their laboratories and train Ph.D students with the necessary skills and research capabilities to make use of them. Over five years the program will secure the equipment and train the students in collaboration with expert colleagues and partner institutions such as the Museum National d’Histoire Naturelle, Paris, France as well as scholars from other institutions that can advise on specific techniques and laboratory research. The proposed research facilities will include a Human Osteology lab, a Palaeo-botany and Sediment Sciences lab, a lithics lab, a Zooarchaeology lab and finally a ceramics lab. At the end of the five years of the Institutional Development Grant ASP will have five functional laboratories, manned by capable personnel with PhDs, that will then be used to train successive generations of students working in the Southeast Asian Region.
Harris, Dr. John William Kendal, Rutgers U., New Brunswick, NJ; and Mbua, Dr. Emma N., National Museums of Kenya, Nairobi, Kenya - To aid collaborative research on 'International Collaborative Paleoanthropological Research Project (lcpr), Ileret, Kenya'
Maranda, Dr. Pierre, Universite Laval, Quebec, Canada - To aid preparation of the unpublished research materials of Dr. Elli Kongas Maranda for archival deposit with the Musee de la Civilisation, Quebec, Canada
Quincey, Jennifer Anne, Washington U., St. Louis, MO - To aid research on 'Welsh Language Revitalization: Normative Signals and Adult Linguistic Socialization,' supervised by Dr. John Richard Bowen
JENNIFER QUINCEY, a student at Washington University in St. Louis, Missouri, received funding in April 2006 to support research on 'Welsh Language Revitalization: Normative Signals and Adult Linguistic Socialization', supervised by Dr. John Bowen. A surge in interest in Welsh language education has followed the recent, dramatic reversal in the status of the Welsh language. This research centers on a contested, emergent variety of Welsh unique to Welsh for Adults (WfA) classrooms. Designed to be linguistically and ideologically 'neutral', this variety's existence has exposed and created conflicting conceptions of linguistic legitimacy at a critical juncture in the project of Welsh language revitalization. Based on participant observation in advanced WfA classes and in a WfA teacher-training course, this research focused on the ways in which adult learners construct unique definitions of legitimacy; the process by which prospective WfA teachers, a key source of normative signals that adult learners encounter, are trained to transmit this language variety; and the effects of learners' language behavior on the wider Welsh language community, ranging from the level of individual interaction to the emergence of an alternative model of citizenship and belonging in post-devolution Britain.