Jorge Emilio Rosés Labrada | University of Alberta (original) (raw)
Dissertation by Jorge Emilio Rosés Labrada
Papers by Jorge Emilio Rosés Labrada
El presente artículo brinda una descripción preliminar del sistema de marcadores de persona del m... more El presente artículo brinda una descripción preliminar del sistema de marcadores de persona del mako, lengua sáliba hablada por alrededor de 1200 personas en el Estado Amazonas (Venezuela). El sistema de marcadores de persona del mako incluye cuatro grupos de marcadores: los marcadores nominales de posesión, dos grupos de marcadores verbales de sujeto y los marcadores verbales de objeto. Entre los rasgos más sobresalientes del sistema se encuentran 1) el sincretismo entre los marcadores nominales de posesión y uno de los grupos de marcadores verbales de sujeto y 2) la existencia de dos grupos distintos de marcadores verbales de sujeto. El posible origen de dichos rasgos es investigado desde una perspectiva universal, áreal y genética.
Language Documentation & Conservation, Oct 2013
Conference Presentations by Jorge Emilio Rosés Labrada
Comparison of the Mako copulas as used in nominal predicates ( §2) and the language's TAME and po... more Comparison of the Mako copulas as used in nominal predicates ( §2) and the language's TAME and polarity verbal morphology ( §3) clearly suggests that-at some stage in the language's history-copulas grammaticalized as verbal suffixes. In this presentation, I present the source constructions that may have resulted in this grammaticalization process ( §4) and argue that it must have occurred at the Proto-Sáliban stage based on comparable TAME and polarity data from Sáliba and Piaroa-Mako's two extant relatives ( §5).
In this study, I reconstruct two distinct verb classes for Proto-Sáliban and the animate subject ... more In this study, I reconstruct two distinct verb classes for Proto-Sáliban and the animate subject person markers for each verb class. The main difference between the two classes lies in that Class 1 verbs take prefixes while Class 2 verbs take suffixes. Both sets of affixes can be shown to be the product of regular sound changes in the languages’ lexica and, therefore, reflexes of an older Proto-Sáliban system. I thus provide uncontroversial evidence for a genetic relationship between the Sáliban languages, which so far rests solely on a number of lexical comparisons that merely identify “resemblances” between lexical items.
Discussion will be based on a section of Everett"s (2001) "Monolingual field research" and its ... more Discussion will be based on a section of Everett"s (2001) "Monolingual field research" and its application to a field training course taught at the 2010 InField by Professor Arienne Dwyer 2 . The content here is part of a larger research project that looks also at the use of monolingual elicitation in field methods (FM) courses and the content/structure of said courses.
Both language documentation and field linguistics have been blossoming for the past two decades a... more Both language documentation and field linguistics have been blossoming for the past two decades as awareness of the urgency of preserving the world’s linguistic diversity has increased in the linguistic community. An integral part of language conservation is fieldwork, hence the importance of preparing linguists and speech community members interested in fieldwork through field methods courses. Unfortunately, “those few departments that do teach field methods never offer courses in monolingual fieldwork, even though such training is necessary for research on many endangered languages” (Everett 2001:169). In this talk, I will argue in favour of monolingual field methods courses with more than one language consultant as the preferred method for fieldwork training.
My discussion will be based on Everett’s (2001) “Monolingual field research” and will explore how his arguments in favour of carrying out fieldwork monolingually also apply to field methods courses. This analysis will draw on a field training course taught at the 2010 Institute on Field Linguistics and Language Documentation. The talk will be structured in the following way: (1) Language consultants, (2) Conduct and substance of the work sessions, and (3) Disadvantages and advantages of the monolingual method. In each of the proposed sections, I will discuss the key points of Everett’s article and how they applied to my personal (and team) experience at InField 2010 by means of elicitation examples, props used in class, and general class anecdotes.
References:
Everett, Daniel L. 2001. Monolingual field research. In Linguistic Fieldwork, ed. by Paul Newman and Martha Ratliff, 166-188. Cambridge: Cambridge University Press.
El presente artículo brinda una descripción preliminar del sistema de marcadores de persona del m... more El presente artículo brinda una descripción preliminar del sistema de marcadores de persona del mako, lengua sáliba hablada por alrededor de 1200 personas en el Estado Amazonas (Venezuela). El sistema de marcadores de persona del mako incluye cuatro grupos de marcadores: los marcadores nominales de posesión, dos grupos de marcadores verbales de sujeto y los marcadores verbales de objeto. Entre los rasgos más sobresalientes del sistema se encuentran 1) el sincretismo entre los marcadores nominales de posesión y uno de los grupos de marcadores verbales de sujeto y 2) la existencia de dos grupos distintos de marcadores verbales de sujeto. El posible origen de dichos rasgos es investigado desde una perspectiva universal, áreal y genética.
Language Documentation & Conservation, Oct 2013
Comparison of the Mako copulas as used in nominal predicates ( §2) and the language's TAME and po... more Comparison of the Mako copulas as used in nominal predicates ( §2) and the language's TAME and polarity verbal morphology ( §3) clearly suggests that-at some stage in the language's history-copulas grammaticalized as verbal suffixes. In this presentation, I present the source constructions that may have resulted in this grammaticalization process ( §4) and argue that it must have occurred at the Proto-Sáliban stage based on comparable TAME and polarity data from Sáliba and Piaroa-Mako's two extant relatives ( §5).
In this study, I reconstruct two distinct verb classes for Proto-Sáliban and the animate subject ... more In this study, I reconstruct two distinct verb classes for Proto-Sáliban and the animate subject person markers for each verb class. The main difference between the two classes lies in that Class 1 verbs take prefixes while Class 2 verbs take suffixes. Both sets of affixes can be shown to be the product of regular sound changes in the languages’ lexica and, therefore, reflexes of an older Proto-Sáliban system. I thus provide uncontroversial evidence for a genetic relationship between the Sáliban languages, which so far rests solely on a number of lexical comparisons that merely identify “resemblances” between lexical items.
Discussion will be based on a section of Everett"s (2001) "Monolingual field research" and its ... more Discussion will be based on a section of Everett"s (2001) "Monolingual field research" and its application to a field training course taught at the 2010 InField by Professor Arienne Dwyer 2 . The content here is part of a larger research project that looks also at the use of monolingual elicitation in field methods (FM) courses and the content/structure of said courses.
Both language documentation and field linguistics have been blossoming for the past two decades a... more Both language documentation and field linguistics have been blossoming for the past two decades as awareness of the urgency of preserving the world’s linguistic diversity has increased in the linguistic community. An integral part of language conservation is fieldwork, hence the importance of preparing linguists and speech community members interested in fieldwork through field methods courses. Unfortunately, “those few departments that do teach field methods never offer courses in monolingual fieldwork, even though such training is necessary for research on many endangered languages” (Everett 2001:169). In this talk, I will argue in favour of monolingual field methods courses with more than one language consultant as the preferred method for fieldwork training.
My discussion will be based on Everett’s (2001) “Monolingual field research” and will explore how his arguments in favour of carrying out fieldwork monolingually also apply to field methods courses. This analysis will draw on a field training course taught at the 2010 Institute on Field Linguistics and Language Documentation. The talk will be structured in the following way: (1) Language consultants, (2) Conduct and substance of the work sessions, and (3) Disadvantages and advantages of the monolingual method. In each of the proposed sections, I will discuss the key points of Everett’s article and how they applied to my personal (and team) experience at InField 2010 by means of elicitation examples, props used in class, and general class anecdotes.
References:
Everett, Daniel L. 2001. Monolingual field research. In Linguistic Fieldwork, ed. by Paul Newman and Martha Ratliff, 166-188. Cambridge: Cambridge University Press.
![Research paper thumbnail of The [Researcher’s] Human Dimension in Linguistic Fieldwork](https://attachments.academia-assets.com/31291259/thumbnails/1.jpg)
](Recognition of the danger the world's languages face Background language endangerment becoming ... more Recognition of the danger the world's languages face Background language endangerment becoming a research area of its own (re)blossoming of language description and linguistic documentation over the last two decades LINGUISTIC FIELDWORK How are linguistics students typically prepared for fieldwork? Background FIELD METHODS COURSES 617, 618, 619 Field Methods I,II,III (5,5,5) Supervised linguistics fieldwork with language speakers, both in and out of class. Application of language universals to the elicitation, analysis, and evaluation of data from particular languages; the writing of phonological, lexical, and grammatical descriptions; sentence versus text elicitation. Prereq: LING 450/550, 452/552.
El aumento entre los lingüistas del reconocimiento de la situación de peligro en que se encuentra... more El aumento entre los lingüistas del reconocimiento de la situación de peligro en que se encuentran muchas de las lenguas del mundo en la actualidad nos han llevado:
In coda position, the Spanish voiceless sibilant /s/ often undergoes aspiration or deletion in a ... more In coda position, the Spanish voiceless sibilant /s/ often undergoes aspiration or deletion in a number a varieties. The present study focuses on factors conditioning /s/ aspiration vs. deletion and thus constitutes an important contribution towards our understanding of these variable processes. Working with a corpus gathered in situ from Cuban Spanish speakers, our variable rule analysis considers stylistic (interview, reading passage, word list), social (sex, age, education, rural vs. urban), and phonological (position, pause, stress, word length, features of the following segment) factor groups. In addition, we code possible functional dimensions of lexical vs. morphemic /s/ as a factor in variation. Our analysis shows that aspiration is favoured in word-internal position and word-final position before a consonant and by rural speakers. On the other hand, /s/ deletion is favoured word-finally before a consonant, in polysyllabic words and by speakers with the lowest levels of formal education.
Classification: Mako [wpc] is an unclassified language believed to belong to the Salivan language... more Classification: Mako [wpc] is an unclassified language believed to belong to the Salivan language family along with Wotjuja [pid] -more widely known as Piaroa-, Sáliva [slc], and possibly Jodï [yau]. (Campbell 1997, Zent and Zent 2008).
But: explorer la symétrie (apparente) entre les deux objets des constructions à double objet (CDO... more But: explorer la symétrie (apparente) entre les deux objets des constructions à double objet (CDO) du kinyarwanda avec des verbes ditransitifs non-dérivés (4) et avec des verbes ditransitifs dérivés avec un applicatif (6b, 7b)
This is the syllabus for a class I taught at McMaster University (Hamilton, ON, Canada) in the wi... more This is the syllabus for a class I taught at McMaster University (Hamilton, ON, Canada) in the winter of 2014.
The course description in the catalog read "This course will offer the student an opportunity to examine one or more languages in detail in order to apply in a realistic setting abstract principles and techniques learned in topical courses. Methods of elicitation and recording will also be taught." so I designed the course in a way that combined two core areas of study: the structure of Amazonian languages and field methods. For the first component of the class, I focused on a typological and areal discussion of the main features of Amazonian languages; for the second, on techniques for language documentation such as data collection, analysis, fieldwork ethics, and and archiving.
Comments and feedback on the syllabus are always welcome!
ext. XXX Office location and hours: UC 311, Thursdays 2:30-4:30 pm (or by appointment) Pre-requis... more ext. XXX Office location and hours: UC 311, Thursdays 2:30-4:30 pm (or by appointment) Pre-requisites (for LING 4XXXB): Completed 3 rd year requirements (Having taken a Field Methods course is desirable but no required.) Course description