\n\tThe readings, videos and activities below are designed to provide opportunities for deepening\u00a0your knowledge about\u00a0the topics covered in Week 1\u00a0of the MOOC (e-Course) on the topic of\u00a0\u201cIntroduction to multilingualism and plurilngualism\u201d. It is aimed to be used in academic seminars, providing extra materials, some suggestions for activities, etc.\u00a0\n<\/p>\n
\n\tIn order to become familiar\u00a0with the basics of the topic, it is recommended that you go through the self-study e-Course as follows:\u00a0\n<\/p>\n
\n\tExtra materials for academic seminars or individual learners for learning more profoundly about the topic:\u00a0<\/strong>\n<\/p>\n \n\tIn the article below the author draws our attention to the fact that Slovene native speakers use several words adopted into Slovenian from Turkish, mostly with adapted spelling, in some cases by being aware of their origin, while with others they ignoring their Turkish provenience, although they might use them on a daily basis. He mentions three categories of Turcisms: the first includes words denoting specifically Turkish phenomena and objects, the second refers to words which have been adopted into Slovenian but have a foreign and often \u00bbexotic\u00ab connotation; and the third contains expressions commonly used in the everyday speech, which the speakers themselves do not consider being adopted from another language and culture.<\/span>\n<\/p>\n \n\tReading: article by M. Pintari\u010d: On Turcisms in Slovenian<\/span>\n<\/p>\n \n\thttps:\/\/www.dlib.si\/stream\/URN:NBN:SI:DOC-LO1N6YXX\/bd6ebfec-492a-494f-b0f1-a2ef348dff2b\/PDF<\/span><\/a>\n<\/p>\n \n\t1. Classify the words according to the categories (1,2,3) and provide an explanation or intralingual translation:<\/span>\n<\/p>\n \n\tMinaret, baklava, lakaj, \u0161akal, kizmet, jok (used as an interjection), d\u017eezva, kiosk, harem, jani\u010dar , musaka, jogurt, nargila<\/span>\n<\/p>\n \n\tWords denoting concepts and objects belonging to Turkish reality, past or present:<\/span>\n<\/p>\n \n\t(minaret, harem, jani\u010dar, nargila)<\/span>\n<\/p>\n \n\tWords adopted into Slovenian but having a foreign\/exotic connotation:<\/span>\n<\/p>\n \n\t(baklava, d\u017eezva, musaka)<\/span>\n<\/p>\n \n\tWords, for which most Slovene speakers are unaware of their Turkish origin, some are used internationally:<\/span>\n<\/p>\n \n\t(jok, jogurt, lakaj, \u0161akal, kiosk)<\/span>\n<\/p>\n \n\t2. The author mentions that Slovene adopted most of its Turcisms indirectly, via an intermediate language. Which of the languages mentioned below served as intermediaries? If in doubt, consult the etymological dictionary available online (https:\/\/fran.si\/iskanje?FilteredDictionaryIds=193&View=1&Query=%2A)<\/span>\n<\/p>\n \n\tItalian<\/span>\n<\/p>\n \n\tCroatian \/Serbian<\/span>\n<\/p>\n \n\tGerman (dervi\u0161, jani\u010dar, divan)<\/span>\n<\/p>\n \n\tFrench<\/span>\n<\/p>\n \n\t3. Even English, the global lingua franca, uses words of Turkish origin \u2013 name 3 examples:<\/span>\n<\/p>\n \n\t(e.g. gypsy, jackal, horde)<\/span>\n<\/p>\n \n\t\u00a0\n<\/p>\n \n\tAs discussed by the author in the Slovenian article below, every language reflects the history, as well as the rise and decline of powers that have governed the nation using this language and the cultures that have affected it in a very eloquent way. Long after the events that have had an impact on the language by adding new words and concepts to it have ceased and sometimes been almost forgotten, their traces can be found in the language.<\/span>\n<\/p>\n \n\t1. Having read the article, decide whether these statements are true or false:<\/span>\n<\/p>\n \n\tReading: article by G. Vojnovi\u0107: Jezi\u010dne dohtarke <\/span>https:\/\/www.dnevnik.si\/1042826696<\/span><\/a>\n<\/p>\n \n\tHow many languages are you able to recognize? Listen to different recordings and try to guess which language is used by different people: <\/span>\n<\/p>\n \n\thttps:\/\/edl.ecml.at\/Games\/Whichlanguageisit\/tabid\/3202\/Default.aspx<\/a> <\/span>\n<\/p>\n \n\tOn this webpage you will find other interesting facts about different languages and language games. Discuss with your school mates which facts or findings you find surprising. <\/span>\n<\/p>\n \n\t\u00a0\n<\/p>\n \n\tReading:<\/span> article by K. Matsumoto<\/span> and D. Britain: Pancakes Stuffed with Sweet Bean Paste: Food-Related Lexical Borrowings as Indicators of the Intensity of Language Contact in the Pacific https:\/\/link.springer.com\/chapter\/10.1007\/978-3-030-11153-3_6<\/a><\/u><\/span>\n<\/p>\n \n\t1. In this article, the authors examine food-related borrowings from four colonial languages (i.e. Spanish, German, Japanese and English) that have come into contact with the Palauan language of Western Micronesia over the past 130 years and show how the distribution and integration of food-related loanwords provides an insight into the cultural intensity of the contact between indigenous and colonial languages. <\/span>\n<\/p>\n \n\tCheck these food-related words that are now used throughout Europe and also other parts of the world and try to identify the language they come from:<\/span>\n<\/p>\n \n\t\t\t\t\tkebab<\/span><\/span>\n\t\t\t\t<\/p>\n \n\t\t\t\t\tmoussaka<\/span><\/span>\n\t\t\t\t<\/p>\n \n\t\t\t\t\tpaella<\/span><\/span>\n\t\t\t\t<\/p>\n \n\t\t\t\t\tfondue<\/span><\/span>\n\t\t\t\t<\/p>\n \n\t\t\t\t\tstrudel<\/span><\/span>\n\t\t\t\t<\/p>\n \n\t\t\t\t\tschnitzel<\/span><\/span>\n\t\t\t\t<\/p>\n<\/td>\n \n\t\t\t\t\tcarpaccio<\/span><\/span>\n\t\t\t\t<\/p>\n \n\t\t\t\t\tvodka<\/span><\/span>\n\t\t\t\t<\/p>\n \n\t\t\t\t\tgoulash<\/span><\/span>\n\t\t\t\t<\/p>\n \n\t\t\t\t\tbaklava<\/span><\/span>\n\t\t\t\t<\/p>\n \n\t\t\t\t\tsauerkraut<\/span><\/span>\n\t\t\t\t<\/p>\n \n\t\t\t\t\t\u00a0\n\t\t\t\t<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n \u00a0<\/p>\n \n\t2. The contact of languages in multilingual European entities, in the border areas between monolingual states and elsewhere in Europe and the world resulted in changes and borrowings in the languages involved, and can still be observed in these languages.<\/span>\n<\/p>\n \n\tThe Slovene language, for example, includes many German borrowings which stem from the period of Austrian-Hungarian rule, Italian borrowings incorporated after WW1 when a big part of the present Slovene territory was annexed to the Kingdom of Italy, and Croatian and Serbian borrowings from the period of the coexistence in multi-ethnic and multilingual Yugoslavia. It sometimes happened that different generations of speakers used different words for the same thing \u2013 a mother, born in the Austro-Hungarian empire, would call a plate \u2018taler\u2019 <\/i>(Ger. Teller), while her daughter, living in the same household but born after WW1, used the word \u2018piat\u2019<\/i> (Ita. piatto), and her children, born after WW2 in Yugoslavia, referred to it as \u2018kro\u017enik\u2019<\/i>.<\/span>\n<\/p>\n \n\tCan you think of any changes and borrowings from other languages into your mother tongue and reasons for them? Write down a few examples and share them with your classmates.<\/span>\n<\/p>\n \u00a0<\/p>\n \n\tThe article speaks about the\u00a0speakers of Rumansch, the fourth Swiss national language, spoken only in the trilingual Grisons Canton (German, Rumansch, Italian), and the schools which maintain Rumansch present the pattern of a transitional bilingual programme. As Rumansch has become a minority language and parents no longer agree to send their children to an all-Rumansch school, especially because they want their children to have good competencies in German, which is the language of higher education and the economy. \n\tClaudine Brohy\u00a0(2001)\u00a0Generic and\/or Specific Advantages of Bilingualism in a Dynamic Plurilingual Situation: The Case of French as Official L3 in the School of Samedan (Switzerland),\u00a0International Journal of Bilingual Education and Bilingualism,\u00a04:1,\u00a038-49,\u00a0DOI:\u00a010.1080\/13670050108667717<\/a>\u00a0 \n\tSuggestions for discussion in contact seminars:\u00a0\n<\/p>\n \n\t\u00a0\n<\/p>\n \n\tVideo<\/span> \u2013 Krashen, Stephen \u201cDelaying Senility Through Reading, Bilingualism\u2026and Coffee\u201d\u00a0 \u00a0https:\/\/www.youtube.com\/watch?v=dVC4LMUqmk8\u00a0\n<\/p>\n \n\t<\/p>\n\tLanguages in contact: borrowings\/ Jeziki v stiku: sposojenke<\/span><\/b>
\n<\/h2>\n\n\tJezi\u010dne dohtarke<\/span><\/b>
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\n<\/h2>\n\n\tWhich language is it?<\/span><\/b>
\n<\/h2>\n\n\tFood-related loanwords as indicators of language contacts<\/span><\/b>
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\n \n \n \n\tBilingual Situation in a canton in\u00a0Switzerland and its advantages, Rumansch minority and French language<\/strong>
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This study\u00a0argues\u00a0that the Samedan pupils, with their bi- or even plurilingual family, school and social background, with a Romance language as main school language and the geographical proximity of Italian have more positive attitudes toward French and better competencies than monolingual German-speaking peers from a German-speaking village located in the same canton.\n<\/p>\n
https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/13670050108667717<\/a>\u00a0
The article may have access restrictions, but should\u00a0be available for academic purposes for the universities via\u00a0their database access!<\/span>\n<\/p>\n\n
\n\tDelaying Senility Through Reading, Bilingualism\u2026and Coffee<\/strong>
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