Pub Date : 2022-01-02DOI: 10.1080/10228195.2022.2067214
Mahmoud Azaz, Essa Alfaifi
Abstract Adapting the notions of regional Modern Standard Arabic (Ibrahim 2009; Ryding 2010) and gradience in acceptability judgments (Papadopoulou, Leivada, and Pavlou 2014), this paper teases apart educated native speakers’ judgements and lexical preferences in an intricate case of lexical collocations. In this case, one of the two co-occurring words or constituents has two variants rendered in different morphological forms, but they are derived from the same root. The results of an acceptability judgment task showed that educated Saudi Arabian speakers tended to disfavour lexical variants used in Egyptian newspapers and overwhelmingly opted for the variants used in their region when forced to do so. It is argued that although the lexicon of Standard Arabic is relatively stable and governed by substantial regularities and conformities to standard morphological rules, still regional varieties can be differentiated. The dynamic nature of Standard Arabic synchronically and its interaction with Arabic dialects in different regions is discussed.
{"title":"Lexical Variation in Regional Modern Standard Arabic","authors":"Mahmoud Azaz, Essa Alfaifi","doi":"10.1080/10228195.2022.2067214","DOIUrl":"https://doi.org/10.1080/10228195.2022.2067214","url":null,"abstract":"Abstract Adapting the notions of regional Modern Standard Arabic (Ibrahim 2009; Ryding 2010) and gradience in acceptability judgments (Papadopoulou, Leivada, and Pavlou 2014), this paper teases apart educated native speakers’ judgements and lexical preferences in an intricate case of lexical collocations. In this case, one of the two co-occurring words or constituents has two variants rendered in different morphological forms, but they are derived from the same root. The results of an acceptability judgment task showed that educated Saudi Arabian speakers tended to disfavour lexical variants used in Egyptian newspapers and overwhelmingly opted for the variants used in their region when forced to do so. It is argued that although the lexicon of Standard Arabic is relatively stable and governed by substantial regularities and conformities to standard morphological rules, still regional varieties can be differentiated. The dynamic nature of Standard Arabic synchronically and its interaction with Arabic dialects in different regions is discussed.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48136369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/10228195.2021.1970210
Sheron Maphosa
Abstract Following the recognition of 16 languages in the Zimbabwean Constitution in 2013, 2015 saw a curriculum reform process begin, and the Education Act was also amended in 2019. Even though there were previous language-in-education policies aimed at promoting the use of minority languages, it is contended here that most the languages included in the previous policies have not made any significant inroads as languages of education. The study therefore examines the implementation of the language-in-education policy as enshrined in the Constitution, Education Act and curriculum framework, using Kalanga as a case study. It argues that language-in-education policy is affected by the wider linguistic ecological system and identifies the ecological factors that affect policy implementation. The research takes a qualitative approach and focuses on the perspectives of a sample of ministry officials, heads of schools, teachers, parents and advocacy groups. The findings demonstrate that there are linguistic ecological factors that cannot be overlooked and exist in an interconnected relationship.
{"title":"An Ecological Approach to the Implementation of Language-in-Education Policy: A Kalanga Case Study","authors":"Sheron Maphosa","doi":"10.1080/10228195.2021.1970210","DOIUrl":"https://doi.org/10.1080/10228195.2021.1970210","url":null,"abstract":"Abstract Following the recognition of 16 languages in the Zimbabwean Constitution in 2013, 2015 saw a curriculum reform process begin, and the Education Act was also amended in 2019. Even though there were previous language-in-education policies aimed at promoting the use of minority languages, it is contended here that most the languages included in the previous policies have not made any significant inroads as languages of education. The study therefore examines the implementation of the language-in-education policy as enshrined in the Constitution, Education Act and curriculum framework, using Kalanga as a case study. It argues that language-in-education policy is affected by the wider linguistic ecological system and identifies the ecological factors that affect policy implementation. The research takes a qualitative approach and focuses on the perspectives of a sample of ministry officials, heads of schools, teachers, parents and advocacy groups. The findings demonstrate that there are linguistic ecological factors that cannot be overlooked and exist in an interconnected relationship.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45609740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/10228195.2021.1963812
Ntṡoeu Seepheephe
Abstract This study examines the frequency and distribution of linguistic metaphors in selected Sesotho newspapers (Lentsoe, Leselinyana and Moeletsi) in their coverage of HIV and AIDS. The results reveal that 83.9 metaphors occur per 1 000 words, and that the majority of these metaphors are conventional. The findings show that linguistic metaphors are evenly distributed between the three newspapers analysed. There are also similarities between the newspapers regarding the most frequently used metaphorical expressions. Metaphors created by using the locative case marker -ng and the metaphorical expression bontsha (show) and its inflected forms are the linguistic metaphors used most frequently by the newspapers. The findings show that there is a difference in the frequency of metaphors during the period 1986–1995 and later periods, with fewer linguistic metaphors used in 1996–2010. However, the metaphors created using the locative case marker -ng and bontsha (show) and its inflected forms remain the most frequent linguistic metaphors in each period.
{"title":"Metaphor Frequency and Distribution in Three Sesotho Newspapers’ Coverage of HIV and AIDS","authors":"Ntṡoeu Seepheephe","doi":"10.1080/10228195.2021.1963812","DOIUrl":"https://doi.org/10.1080/10228195.2021.1963812","url":null,"abstract":"Abstract This study examines the frequency and distribution of linguistic metaphors in selected Sesotho newspapers (Lentsoe, Leselinyana and Moeletsi) in their coverage of HIV and AIDS. The results reveal that 83.9 metaphors occur per 1 000 words, and that the majority of these metaphors are conventional. The findings show that linguistic metaphors are evenly distributed between the three newspapers analysed. There are also similarities between the newspapers regarding the most frequently used metaphorical expressions. Metaphors created by using the locative case marker -ng and the metaphorical expression bontsha (show) and its inflected forms are the linguistic metaphors used most frequently by the newspapers. The findings show that there is a difference in the frequency of metaphors during the period 1986–1995 and later periods, with fewer linguistic metaphors used in 1996–2010. However, the metaphors created using the locative case marker -ng and bontsha (show) and its inflected forms remain the most frequent linguistic metaphors in each period.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43400153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/10228195.2021.1951334
Soili Norro
Abstract The medium of instruction is a crucial issue in language education policy in multilingual post-colonial countries such as Namibia. Teachers occupy a central role in language policy implementation, and their beliefs affect it. It is therefore important to study their beliefs about language education policy and its implementation. This article explores Namibian teachers’ beliefs in this regard in two government primary schools by means of a questionnaire and semi-structured interviews. The qualitative analysis shows that the teachers believe the current language policy is problematic and its implementation challenging. The majority see multilingual education as a good option, though the findings of the questionnaire and the interview data are somewhat at odds. Introducing multilingual pedagogy education in teacher training and legitimising translanguaging in classrooms would enhance learner-centred approaches in Namibian schools.
{"title":"Namibian Teachers’ Beliefs about Medium of Instruction and Language Education Policy Implementation","authors":"Soili Norro","doi":"10.1080/10228195.2021.1951334","DOIUrl":"https://doi.org/10.1080/10228195.2021.1951334","url":null,"abstract":"Abstract The medium of instruction is a crucial issue in language education policy in multilingual post-colonial countries such as Namibia. Teachers occupy a central role in language policy implementation, and their beliefs affect it. It is therefore important to study their beliefs about language education policy and its implementation. This article explores Namibian teachers’ beliefs in this regard in two government primary schools by means of a questionnaire and semi-structured interviews. The qualitative analysis shows that the teachers believe the current language policy is problematic and its implementation challenging. The majority see multilingual education as a good option, though the findings of the questionnaire and the interview data are somewhat at odds. Introducing multilingual pedagogy education in teacher training and legitimising translanguaging in classrooms would enhance learner-centred approaches in Namibian schools.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49269428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/10228195.2021.2009632
Theodorus du Plessis
This thirteenth special issue of Language Matters on language politics in Africa again has a strong focus on language-in-education policy. Three of the articles deal with aspects of language policy implementation and challenges in education in two southern African settings, Zimbabwe and Namibia. Particularly noteworthy is their focus on indigenous and minoritised languages in education and on some of the challenges regarding multilingual education. Two further articles are broadly situated in a health context, the one dealing with the development of a screening test used in healthcare facilities in South Africa and the other investigating metaphors found in newspaper coverage of HIV and AIDS issues in Lesotho. A final article deals with public access to, involvement in, and the right to petition Parliament in Zimbabwe.
{"title":"Editorial","authors":"Theodorus du Plessis","doi":"10.1080/10228195.2021.2009632","DOIUrl":"https://doi.org/10.1080/10228195.2021.2009632","url":null,"abstract":"This thirteenth special issue of Language Matters on language politics in Africa again has a strong focus on language-in-education policy. Three of the articles deal with aspects of language policy implementation and challenges in education in two southern African settings, Zimbabwe and Namibia. Particularly noteworthy is their focus on indigenous and minoritised languages in education and on some of the challenges regarding multilingual education. Two further articles are broadly situated in a health context, the one dealing with the development of a screening test used in healthcare facilities in South Africa and the other investigating metaphors found in newspaper coverage of HIV and AIDS issues in Lesotho. A final article deals with public access to, involvement in, and the right to petition Parliament in Zimbabwe.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43574680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/10228195.2021.1951333
Jubilee Chikasha
Abstract This study explored how minority language speaking learners experience language use in a multilingual classroom. The study was conducted in Binga District, Zimbabwe, where Tonga, a formerly marginalised language, is predominant. This qualitative study is grounded in the multilingual education framework. A sample of 40 learners was drawn from four primary schools. Data were gathered mainly through semi-structured interviews. Findings indicate that the majority of teachers at these schools are either Ndebele or Shona first language speakers, with some having almost no communicative competence in Tonga, the language of the community. This has led to the adoption of English and Ndebele or Shona as the language of teaching and learning (LOTL) in the classroom. Adopting these languages has resulted in the isolation and marginalisation of Tonga learners, who are thereby denied the right to education in the classroom context, leading to negative attitudes towards school and high failure and dropout rates.
{"title":"Multilingualism in Education: The Lived Experience of the Marginalised Language Learner","authors":"Jubilee Chikasha","doi":"10.1080/10228195.2021.1951333","DOIUrl":"https://doi.org/10.1080/10228195.2021.1951333","url":null,"abstract":"Abstract This study explored how minority language speaking learners experience language use in a multilingual classroom. The study was conducted in Binga District, Zimbabwe, where Tonga, a formerly marginalised language, is predominant. This qualitative study is grounded in the multilingual education framework. A sample of 40 learners was drawn from four primary schools. Data were gathered mainly through semi-structured interviews. Findings indicate that the majority of teachers at these schools are either Ndebele or Shona first language speakers, with some having almost no communicative competence in Tonga, the language of the community. This has led to the adoption of English and Ndebele or Shona as the language of teaching and learning (LOTL) in the classroom. Adopting these languages has resulted in the isolation and marginalisation of Tonga learners, who are thereby denied the right to education in the classroom context, leading to negative attitudes towards school and high failure and dropout rates.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47608888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/10228195.2021.2012501
Eventhough Ndlovu, Tinashe Mtetwa, Della Makina
Abstract Section 141 of the Constitution of Zimbabwe Amendment (No.20) Act, 2013 guarantees public access to and involvement in Parliament. Section 149 of the same legislation enshrines the right to petition Parliament. This study examines these sections in order to ascertain the extent to which they guarantee public access to, involvement in, and the right to petition Parliament. Language rights constitute the basis for the enjoyment of these rights. These rights become meaningless if they are not guaranteed in one’s language of choice or in forms of communication suitable for persons with disabilities. This study found that the public is denied true access to and involvement in Parliament because linguistic access is denied to them. These rights are not guaranteed in one’s language of choice or in forms of communication suitable for persons with disabilities.
{"title":"Public Access to, Involvement in, and the Right to Petition Parliament in Zimbabwe","authors":"Eventhough Ndlovu, Tinashe Mtetwa, Della Makina","doi":"10.1080/10228195.2021.2012501","DOIUrl":"https://doi.org/10.1080/10228195.2021.2012501","url":null,"abstract":"Abstract Section 141 of the Constitution of Zimbabwe Amendment (No.20) Act, 2013 guarantees public access to and involvement in Parliament. Section 149 of the same legislation enshrines the right to petition Parliament. This study examines these sections in order to ascertain the extent to which they guarantee public access to, involvement in, and the right to petition Parliament. Language rights constitute the basis for the enjoyment of these rights. These rights become meaningless if they are not guaranteed in one’s language of choice or in forms of communication suitable for persons with disabilities. This study found that the public is denied true access to and involvement in Parliament because linguistic access is denied to them. These rights are not guaranteed in one’s language of choice or in forms of communication suitable for persons with disabilities.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49514039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/10228195.2021.1969589
Boledi K Maleka, J. van der Linde, M. Graham, D. Swanepoel
Abstract Screening of children's developmental milestones is imperative for early identification of developmental delays and early intervention. Translated developmental screening tools increase accessibility and in turn enable timely identification and intervention, which allows children to reach their potential. This quantitative study evaluated the translation accuracy of the Northern Sotho and Zulu Parents Evaluation Development Status: Developmental Milestones (PEDS:DM) in comparison with the English version of the tool. The study was conducted at a regional healthcare facility in South Africa. Stratified convenience sampling was utilised with a total of 546 caregivers representing children from 1 month to 6 years of age. The findings generally reflected a strong correspondence between the English and Northern Sotho, and the English and Zulu PEDS:DM tool, respectively. A few test items in the expressive language domain did not correspond significantly between languages. This could be due to cultural and social differences and should be investigated.
{"title":"Evaluating the PEDS:DM Developmental Screening Tool in Zulu and Northern Sotho","authors":"Boledi K Maleka, J. van der Linde, M. Graham, D. Swanepoel","doi":"10.1080/10228195.2021.1969589","DOIUrl":"https://doi.org/10.1080/10228195.2021.1969589","url":null,"abstract":"Abstract Screening of children's developmental milestones is imperative for early identification of developmental delays and early intervention. Translated developmental screening tools increase accessibility and in turn enable timely identification and intervention, which allows children to reach their potential. This quantitative study evaluated the translation accuracy of the Northern Sotho and Zulu Parents Evaluation Development Status: Developmental Milestones (PEDS:DM) in comparison with the English version of the tool. The study was conducted at a regional healthcare facility in South Africa. Stratified convenience sampling was utilised with a total of 546 caregivers representing children from 1 month to 6 years of age. The findings generally reflected a strong correspondence between the English and Northern Sotho, and the English and Zulu PEDS:DM tool, respectively. A few test items in the expressive language domain did not correspond significantly between languages. This could be due to cultural and social differences and should be investigated.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47065676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-04DOI: 10.1080/10228195.2021.1942168
Naomi Boakye, Tilla Olifant, M. Cekiso
Abstract Researchers have described critical literacy as an important aspect of literacy in education and in the language classroom. However, this concept, including the notions that underlie it, has not been widely researched in English Second Language (ESL) contexts in Africa. This article reports on a qualitative study that investigated teachers’ perceptions of critical literacy. Interviews were conducted with Grade 8 and 9 teachers in two township schools in the City of Tshwane (Pretoria), South Africa. A thematic content analysis using emerging themes and pre-set questions was used to analyse the interview responses. The findings of the study showed that teachers had little understanding of critical literacy, did not use a critical-reading approach in their classrooms, and cited a range of factors that hampered their efforts to implement critical reading in their ESL classrooms.
{"title":"Investigating Teachers’ Perceptions of Critical Literacy: A Case Study from Two South African Township Schools","authors":"Naomi Boakye, Tilla Olifant, M. Cekiso","doi":"10.1080/10228195.2021.1942168","DOIUrl":"https://doi.org/10.1080/10228195.2021.1942168","url":null,"abstract":"Abstract Researchers have described critical literacy as an important aspect of literacy in education and in the language classroom. However, this concept, including the notions that underlie it, has not been widely researched in English Second Language (ESL) contexts in Africa. This article reports on a qualitative study that investigated teachers’ perceptions of critical literacy. Interviews were conducted with Grade 8 and 9 teachers in two township schools in the City of Tshwane (Pretoria), South Africa. A thematic content analysis using emerging themes and pre-set questions was used to analyse the interview responses. The findings of the study showed that teachers had little understanding of critical literacy, did not use a critical-reading approach in their classrooms, and cited a range of factors that hampered their efforts to implement critical reading in their ESL classrooms.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43557772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-04DOI: 10.1080/10228195.2021.1936138
C. Onwukwe, N. Iwe
Abstract This study examined Anaang substratum influence on Igbo, and how it relates to socio-cultural biographies (such as trade, intermarriage and small-scale migration) amongst Igbo and Anaang speakers in the borderlands. Drawing on ethnographic observation, semi-structured and sound-elicitation interviews with 20 informants made up of Igbo and Anaang speakers, the study identified Anaang substratum influence on Igbo involving the transfer of “vowel-glide” sequences in Anaang to Igbo, which we analysed as “imposition,” and which may build up to the process of diphthongisation in the Igbo language. There are signs of incipient structural diffusion or convergence as revealed in the adoption of the Anaang “glide-vowel” phonotactic feature (for example, occurrence in medial and final positions and co-occurring with plosives and fricatives) in the version of Igbo spoken in the borderlands, as well as occurrence of some “glide-vowel” sequences in initial positions (which goes against Anaang phonotactics) in the version of Anaang spoken in the borderlands. It is concluded that complex linguistic outcomes in the borderlands reveal the typological distance between languages in contact.
{"title":"Diphthongs in Igbo? Language Contact in the Igbo and Anaang Borderlands","authors":"C. Onwukwe, N. Iwe","doi":"10.1080/10228195.2021.1936138","DOIUrl":"https://doi.org/10.1080/10228195.2021.1936138","url":null,"abstract":"Abstract This study examined Anaang substratum influence on Igbo, and how it relates to socio-cultural biographies (such as trade, intermarriage and small-scale migration) amongst Igbo and Anaang speakers in the borderlands. Drawing on ethnographic observation, semi-structured and sound-elicitation interviews with 20 informants made up of Igbo and Anaang speakers, the study identified Anaang substratum influence on Igbo involving the transfer of “vowel-glide” sequences in Anaang to Igbo, which we analysed as “imposition,” and which may build up to the process of diphthongisation in the Igbo language. There are signs of incipient structural diffusion or convergence as revealed in the adoption of the Anaang “glide-vowel” phonotactic feature (for example, occurrence in medial and final positions and co-occurring with plosives and fricatives) in the version of Igbo spoken in the borderlands, as well as occurrence of some “glide-vowel” sequences in initial positions (which goes against Anaang phonotactics) in the version of Anaang spoken in the borderlands. It is concluded that complex linguistic outcomes in the borderlands reveal the typological distance between languages in contact.","PeriodicalId":43882,"journal":{"name":"Language Matters","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43014491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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