ABSTRACT:This article describes a small-scale study to assess the extent of gender stereotypes and the ways in which these are represented in Modern Greek dictionaries for primary school children. The recent boom in Greek lexicography has led to an increase in the publication of children's dictionaries. At the same time, discussions concerning gender issues and gender bias in language have been gaining considerable interest both in academia and wider society, reflecting a broader international trend. This research was based on the assumption that children's dictionaries provide an environment where such issues are reflected. This hypothesis was examined on a sample corpus of six dictionaries that are in current use, based on three parameters: the inclusion of the feminine form of the headword in noun entries denoting human referents, the portrayal of gender in usage examples, and the representation of gender in pictorial illustrations.
{"title":"Gender Stereotypes in Greek Children's Dictionaries","authors":"A. Vacalopoulou","doi":"10.1353/dic.2022.0003","DOIUrl":"https://doi.org/10.1353/dic.2022.0003","url":null,"abstract":"ABSTRACT:This article describes a small-scale study to assess the extent of gender stereotypes and the ways in which these are represented in Modern Greek dictionaries for primary school children. The recent boom in Greek lexicography has led to an increase in the publication of children's dictionaries. At the same time, discussions concerning gender issues and gender bias in language have been gaining considerable interest both in academia and wider society, reflecting a broader international trend. This research was based on the assumption that children's dictionaries provide an environment where such issues are reflected. This hypothesis was examined on a sample corpus of six dictionaries that are in current use, based on three parameters: the inclusion of the feminine form of the headword in noun entries denoting human referents, the portrayal of gender in usage examples, and the representation of gender in pictorial illustrations.","PeriodicalId":35106,"journal":{"name":"Dictionaries","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44939821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT:This report on the Dictionary of Caribbean English Usage: School Edition outlines the reasoning behind the creation of a simplified form of a complex dictionary for easy and effective use by the school population of the Caribbean, English and non-English speaking, as both a teaching and a learning tool to promote regional linguistic and cultural awareness. It is fully illustrated in order to enable students' acquisition of Caribbean English vocabulary items in association with their realworld referents while also providing a chronicle of the culture and lifestyles of the Caribbean region.
{"title":"Report on the Dictionary of Caribbean English Usage: School Edition","authors":"Jeannette Allsopp","doi":"10.1353/dic.2022.0011","DOIUrl":"https://doi.org/10.1353/dic.2022.0011","url":null,"abstract":"ABSTRACT:This report on the Dictionary of Caribbean English Usage: School Edition outlines the reasoning behind the creation of a simplified form of a complex dictionary for easy and effective use by the school population of the Caribbean, English and non-English speaking, as both a teaching and a learning tool to promote regional linguistic and cultural awareness. It is fully illustrated in order to enable students' acquisition of Caribbean English vocabulary items in association with their realworld referents while also providing a chronicle of the culture and lifestyles of the Caribbean region.","PeriodicalId":35106,"journal":{"name":"Dictionaries","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47762332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT AND INTRODUCTION:Vineeta Gupta was Head of Oxford Children's Dictionaries from 1992 until her retirement in 2018 and has been a key figure in the development of children's lexicography over the last three decades. In this interview, she discusses her career in children's dictionaries, in which she oversaw the expansion of the Oxford children's range, the creation of a children's corpus and children's word of the year campaign, and the publication of the Oxford Roald Dahl Dictionary (2016). The interview was recorded over Zoom in May 2022 and has been lightly edited for publication.
{"title":"Dictionaries to Grow Up with: An Interview with Vineeta Gupta","authors":"Vineeta Gupta, S. Rennie","doi":"10.1353/dic.2022.0007","DOIUrl":"https://doi.org/10.1353/dic.2022.0007","url":null,"abstract":"ABSTRACT AND INTRODUCTION:Vineeta Gupta was Head of Oxford Children's Dictionaries from 1992 until her retirement in 2018 and has been a key figure in the development of children's lexicography over the last three decades. In this interview, she discusses her career in children's dictionaries, in which she oversaw the expansion of the Oxford children's range, the creation of a children's corpus and children's word of the year campaign, and the publication of the Oxford Roald Dahl Dictionary (2016). The interview was recorded over Zoom in May 2022 and has been lightly edited for publication.","PeriodicalId":35106,"journal":{"name":"Dictionaries","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46927235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT:Welsh has a long bardic tradition, and glossaries of archaic vocabulary were first compiled for the training of poets. The first printed dictionary appeared relatively early in 1547 and was followed by much lexicographical activity over the following centuries. By the nineteenth century, there was a glut of bilingual dictionaries, but no dictionaries were available specifically for children until 1968. The majority of children's dictionaries up to the 1990s were either monolingual or bilingual picture dictionaries based on English publications lacking important Welsh words with no English equivalent and little or no grammatical information. Since that time there have been considerable developments: original dictionaries have been produced for different age groups, with due attention given to the grammatical information supplied and better use made of illustrations. An online Welsh dictionary demonstrates what could be achieved for children, given sufficient resources.
{"title":"Welsh Dictionaries for Children","authors":"D. Lewis","doi":"10.1353/dic.2022.0002","DOIUrl":"https://doi.org/10.1353/dic.2022.0002","url":null,"abstract":"ABSTRACT:Welsh has a long bardic tradition, and glossaries of archaic vocabulary were first compiled for the training of poets. The first printed dictionary appeared relatively early in 1547 and was followed by much lexicographical activity over the following centuries. By the nineteenth century, there was a glut of bilingual dictionaries, but no dictionaries were available specifically for children until 1968. The majority of children's dictionaries up to the 1990s were either monolingual or bilingual picture dictionaries based on English publications lacking important Welsh words with no English equivalent and little or no grammatical information. Since that time there have been considerable developments: original dictionaries have been produced for different age groups, with due attention given to the grammatical information supplied and better use made of illustrations. An online Welsh dictionary demonstrates what could be achieved for children, given sufficient resources.","PeriodicalId":35106,"journal":{"name":"Dictionaries","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42006138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT:The Oxford Children's Word of the Year for 2021 was anxiety, reflecting the influence of two years of a global pandemic on children's language. Over the same period, new terms such as social distancing entered the language, and existing words like bubble took on new meanings. This paper describes the methods used by Oxford children's dictionaries to capture such changes and to use them to inform the development of dictionaries for children. It draws on examples from past and current children's dictionaries to show the development of key features, such as child-oriented definitions and citations from children's literature, and discusses the influence of external factors on dictionary content over the past decade. Case studies using the Oxford Children's Language Corpus (OCLC) show how it supports the creation of creative and innovative dictionaries such as the Oxford Roald Dahl Dictionary and curriculum-driven subject dictionaries like the Oxford Illustrated Computing Dictionary. The inclusion in the OCLC of data from the BBC 500 Words children's writing competition has also influenced the content of current dictionaries. Finally, the growth of digital platforms, apps, and educational technologies leads to a discussion of the potential role of automation in children's lexicography in the twenty-first century.
{"title":"From Badger to Bubble: Oxford Children's Dictionaries and the Oxford Children's Language Corpus","authors":"Nilanjana Banerji","doi":"10.1353/dic.2022.0009","DOIUrl":"https://doi.org/10.1353/dic.2022.0009","url":null,"abstract":"ABSTRACT:The Oxford Children's Word of the Year for 2021 was anxiety, reflecting the influence of two years of a global pandemic on children's language. Over the same period, new terms such as social distancing entered the language, and existing words like bubble took on new meanings. This paper describes the methods used by Oxford children's dictionaries to capture such changes and to use them to inform the development of dictionaries for children. It draws on examples from past and current children's dictionaries to show the development of key features, such as child-oriented definitions and citations from children's literature, and discusses the influence of external factors on dictionary content over the past decade. Case studies using the Oxford Children's Language Corpus (OCLC) show how it supports the creation of creative and innovative dictionaries such as the Oxford Roald Dahl Dictionary and curriculum-driven subject dictionaries like the Oxford Illustrated Computing Dictionary. The inclusion in the OCLC of data from the BBC 500 Words children's writing competition has also influenced the content of current dictionaries. Finally, the growth of digital platforms, apps, and educational technologies leads to a discussion of the potential role of automation in children's lexicography in the twenty-first century.","PeriodicalId":35106,"journal":{"name":"Dictionaries","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43464883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT:The shared process of creating a dictionary in a classroom has the potential to develop skills in communication, collaboration, and translation: all of which may be regarded in pedagogical terms as "mediation activities" (Council of Europe 2018). Such activities help language learners to use and develop plurilingualism and are regarded as increasingly important in children's development given the linguistic and cultural superdiversity in many European schools. This paper describes a dictionary-creation project in a linguistically superdiverse primary school in Spain, which showed how creating a dictionary offers opportunities for children and teachers to engage collaboratively in mediation activities that help to bridge concepts, text and communication that are central to the process of co-constructing meaning between people. It draws on evidence from pre-service teachers' weekly reflections and includes photographs of classroom-based activities and samples of teaching and learning materials used in the project.
{"title":"Creating a Pictorial and Talking Dictionary in a Superdiverse Classroom","authors":"J. Knight, J. Puig","doi":"10.1353/dic.2022.0004","DOIUrl":"https://doi.org/10.1353/dic.2022.0004","url":null,"abstract":"ABSTRACT:The shared process of creating a dictionary in a classroom has the potential to develop skills in communication, collaboration, and translation: all of which may be regarded in pedagogical terms as \"mediation activities\" (Council of Europe 2018). Such activities help language learners to use and develop plurilingualism and are regarded as increasingly important in children's development given the linguistic and cultural superdiversity in many European schools. This paper describes a dictionary-creation project in a linguistically superdiverse primary school in Spain, which showed how creating a dictionary offers opportunities for children and teachers to engage collaboratively in mediation activities that help to bridge concepts, text and communication that are central to the process of co-constructing meaning between people. It draws on evidence from pre-service teachers' weekly reflections and includes photographs of classroom-based activities and samples of teaching and learning materials used in the project.","PeriodicalId":35106,"journal":{"name":"Dictionaries","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46541103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT:Dictionary publishers’ Word of the Year announcements attempt to capture the public’s attention as well as the zeitgeist. For the Cambridge Dictionary, the Word of the Year selection is informed by lookup data on dictionary.cambridge.org; in 2020 that data told the story of the COVID-19 pandemic. Of all the pandemic-related terms, quarantine ranked highest both in overall lookups and in the number and size of search spikes, making it the clear choice for Word of the Year. The research in support of the Word of the Year selection helped Cambridge to identify emergent meanings and changes in usage for quarantine and lockdown , leading to timely updates of those entries.
{"title":"Identifying Emergent Meanings via the Word of the Year Process: A Case Study","authors":"Wendalyn Nichols, Lewis C. Lawyer","doi":"10.1353/dic.2021.0019","DOIUrl":"https://doi.org/10.1353/dic.2021.0019","url":null,"abstract":"ABSTRACT:Dictionary publishers’ Word of the Year announcements attempt to capture the public’s attention as well as the zeitgeist. For the Cambridge Dictionary, the Word of the Year selection is informed by lookup data on dictionary.cambridge.org; in 2020 that data told the story of the COVID-19 pandemic. Of all the pandemic-related terms, quarantine ranked highest both in overall lookups and in the number and size of search spikes, making it the clear choice for Word of the Year. The research in support of the Word of the Year selection helped Cambridge to identify emergent meanings and changes in usage for quarantine and lockdown , leading to timely updates of those entries.","PeriodicalId":35106,"journal":{"name":"Dictionaries","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48334913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT:The Diccionario Panhispánico de la Administración Pública (DiPAP) is a collaborative digital lexicographical project for public administration terminology. This article presents an overview of the dictionary’s construction, as well as the current and future challenges of lexicographic work. The project focuses on the health, education, transportation, and finance public sectors of Argentina, Colombia, Spain, and Mexico. Underlying the project is a panhispanic perspective on the Spanish language, plain language, and public administration terminology. DiPAP provides two types of definitions, institutional and simplified (plain language), along with equivalents in several Spanish varieties. Its database contains a term bank, a document bank, and a government procedures bank, all based on internet sources. These banks make up the Corpus panhispánico de la administración pública (CorpusPAP). CorpusPAP allows users to acquire information from institutional websites and access additional related information, including DiPAP and CorpusPAP. The terminology used in DiPAP’s government procedures bank lies at the intersection between administrative language and the plain language best suited for the general population.
{"title":"The Diccionario Panhispánico de la Administración Pública (DiPAP): An Example of Terminological Democratization","authors":"María Betulia Pedraza Pedraza","doi":"10.1353/dic.2021.0025","DOIUrl":"https://doi.org/10.1353/dic.2021.0025","url":null,"abstract":"ABSTRACT:The Diccionario Panhispánico de la Administración Pública (DiPAP) is a collaborative digital lexicographical project for public administration terminology. This article presents an overview of the dictionary’s construction, as well as the current and future challenges of lexicographic work. The project focuses on the health, education, transportation, and finance public sectors of Argentina, Colombia, Spain, and Mexico. Underlying the project is a panhispanic perspective on the Spanish language, plain language, and public administration terminology. DiPAP provides two types of definitions, institutional and simplified (plain language), along with equivalents in several Spanish varieties. Its database contains a term bank, a document bank, and a government procedures bank, all based on internet sources. These banks make up the Corpus panhispánico de la administración pública (CorpusPAP). CorpusPAP allows users to acquire information from institutional websites and access additional related information, including DiPAP and CorpusPAP. The terminology used in DiPAP’s government procedures bank lies at the intersection between administrative language and the plain language best suited for the general population.","PeriodicalId":35106,"journal":{"name":"Dictionaries","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47512142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT:This article gives an overview of some of the history of the Anglo-Norman Dictionary and focuses on the possibilities created by its conversion to a digital-only resource in 2001–2006. It describes the central process of single-letter revision that forms the basis of the Second Edition, as well as several ancillary revision projects that have impacted upon the dictionary as a whole: the introduction of references to cog-nate dictionaries, of a semantic tag, of a chronology of dated citations, and (for the future) of a language tag. The digital format allows for a modular approach to revision that has already expanded a purely semantic dictionary to one with historical, etymological and onomasiological elements. A new grant now allows for the completion of the Second Edition, initiated in the 1990s. This article shows the significance of this achievement, while arguing that as an online resource the Anglo-Norman Dictionary can continue to grow in several ways. In that sense, the editorial team is ready to admit that the project remains “incomplete.”
{"title":"Towards Completing the Second Edition of the Anglo-Norman Dictionary","authors":"Geert De Wilde","doi":"10.1353/dic.2021.0024","DOIUrl":"https://doi.org/10.1353/dic.2021.0024","url":null,"abstract":"ABSTRACT:This article gives an overview of some of the history of the Anglo-Norman Dictionary and focuses on the possibilities created by its conversion to a digital-only resource in 2001–2006. It describes the central process of single-letter revision that forms the basis of the Second Edition, as well as several ancillary revision projects that have impacted upon the dictionary as a whole: the introduction of references to cog-nate dictionaries, of a semantic tag, of a chronology of dated citations, and (for the future) of a language tag. The digital format allows for a modular approach to revision that has already expanded a purely semantic dictionary to one with historical, etymological and onomasiological elements. A new grant now allows for the completion of the Second Edition, initiated in the 1990s. This article shows the significance of this achievement, while arguing that as an online resource the Anglo-Norman Dictionary can continue to grow in several ways. In that sense, the editorial team is ready to admit that the project remains “incomplete.”","PeriodicalId":35106,"journal":{"name":"Dictionaries","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49061696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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