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Highlights
• Gender cues are defined differently across languages.
• We propose a new refined and standardized definition of gender transparency.
• Gender transparency is quantifiable with values that match theoretical expectations.
• We present the first quantitative method to measure the gender transparency of languages.
Abstract
Languages can express grammatical gender through different ortho-phonological regularities present in nouns (e.g., the cues “-o” and “-a” for the masculine and the feminine respectively in Italian, Portuguese, or Spanish). The term “gender transparency” was coined to describe these regularities (Bates et al., 1995). In gendered languages, we can hence distinguish between transparent nouns, i.e., those displaying form regularities; opaque nouns, i.e., those with ambiguous endings; and irregular nouns, i.e., those that display the typical form regularities but are associated with the opposite gender. Following a descriptive analysis of such regularities, languages have been recently classified according to their degree of gender transparency, which seems relevant in regard to gender acquisition and processing. Yet, there are certain inconsistencies in determining which languages are overall transparent and which are opaque. In particular, it is not clear whether some other complex regularities such as derivational suffixes are also “transparent” cues for gender, what really constitutes an “opaque” noun, or which role orthography and morphology have in transparency. Given the existing inconsistencies in classifying languages as transparent or opaque, this work introduces a proposal to assess gender transparency systematically. Our methodology adapts the standardized factors proposed by Audring (2019) to analyse the relative complexity of gender systems. Such factors are adapted to gender transparency on the basis of the literature on gender acquisition and processing. To support the feasibility of such a proposal, the concepts have been instantiated in a quantitative model to obtain for the first time an objective measure of gender transparency using European Portuguese and Dutch as instances of target languages. Our results coincide with the theoretically expected outcome: European Portuguese obtains a high value of gender transparency while Dutch obtains a moderately low one. Future adaptations of this model to the gender systems of other languages could allow the continuum of gender transparency to sustain robust predictions in studies on gender processing and acquisition.
Highlights
• Parents with and without migration background differ in educational knowledge.
• Parents with migration background have less educational knowledge on average.
• Variations in educational knowledge by immigrant groups.
• Social and cultural resources are central to explaining knowledge differences.
• Acculturation strategies prove to be of little relevance.
Abstract
Although extant research persistently highlights the importance of information for educational decision-making, better understanding the existence of, and the underlying reasons for, informational differences between immigrant and non-immigrant parents is important. This study examines the differences in the level of information between immigrant and non-immigrant parents of third graders just before they make probably their most important educational decision in the German education system. We draw on approaches highlighting the importance of resources and parents’ acculturation to explain the informational differences between immigrant and non-immigrant parents. Employing linear regression and probability models on data from the National Educational Panel Study in Germany (N = 3961), we demonstrate that all immigrant groups, particularly those from Turkey, the former Yugoslavia, the Middle East, and northern Africa, are significantly less informed than parents without own immigration experience. This result is evident both in our overall test and in various domains of the test, which analyze different aspects of information relevant to parents’ educational decision-making. Furthermore, different endowments with social and cultural capital largely explain the informational differences between parents with and without an immigrant background. In contrast, different acculturation strategies are almost negligible in explaining the differences in the level of information. Our findings provide important insights for research on migration-related inequalities in educational decision-making and for developing interventions to improve migrant parents’ ability to make well-informed and thus intended educational decisions.
This dissertation is about case competition in headless relatives. Case competition is a situation in which two cases are assigned but only one of them surfaces. One of the constructions in which case competition takes place is in headless relatives, i.e. relative clauses that lack a head. This dissertation has two goals: (i) to give an overview of the data, and (ii) to provide an account for the observed data.
The grammaticality of a headless relative is determined by two aspects. The first aspect concerns which case wins the case competition. In all languages with case competition that I am aware of, this is determined by the case scale in NOM < ACC < DAT. A case more to the right on the scale wins over a case more to the left on the scale. This scale is not specific to case competition in headless relatives, but it can also be observed in syncretism patterns and morphological case containment. I show that that the case scale can be derived from assuming the cumulative case decomposition (cf. Caha 2009). A case wins over another case when it contains all features that the other case contains.
The second aspect of case competition in headless relatives concerns whether the winner of the case competition is allowed to surface when it wins the case competition. The winning case can be either the internal case required by the predicate in the relative clause, or the external case required by the predicate in the main clause. It differs from language to language whether they allow the internal and the external case to surface.
All language types I discuss allow for a headless relative when the internal and the external case match. The unrestricted type of language allows both the internal case and the external case to surface when either of them wins the case competition. Examples of this language type are Old High German, Gothic and Ancient Greek. The internal-only type of language allows only the internal case to surface when it wins the case competition, and it does not allow the external case to do so. An example of this language type is Modern German. The external-only type of language allows only the external case to surface when it wins the case competition, and it does not allow the internal case to do so. To my knowledge, there is no language that behaves like this. The matching type of language allows neither the internal nor the external case to surface when either of them wins the case competition. An example of this language type is Polish.
To account for the data, I set up a proposal that generates the attested patterns and excludes the non-attested ones. I let the variation between languages follow from properties of languages that can be independently observed. By investigating the morphology of the languages, I suggest differences between the lexical entries in the different languages. These different lexical entries ultimately lead languages to be of different types. In my proposal, I assume that headless relatives are derived from light-headed relatives. Light-headed relatives contain a light head and a relative pronoun. In a headless relative either the light head or the relative pronoun is deleted. The necessary requirement for deletion is that the deleted element (either the light head or relative pronoun) is structurally or formally contained in the other element.
I motivate the analysis for the internal-only type of language for Modern German, for the matching type of language for Polish and for the unrestricted type of language for Old High German. I first identify the morphemes that the light heads and relative pronouns in the languages consist of, and then I show to which features each of the morphemes correspond. The crucial difference between the internal-only type of language Modern German and the matching type of language Polish is how the phi and case features are spelled out. In Modern German they are spelled out by a phi and case feature portmanteau, and, in Polish, the same features are spelled out by a phi feature morpheme and a case feature morpheme. Old High German differs from the other two languages in that it has light heads and relative pronouns that are syncretic. I show how these differences in the morphology of the languages ultimately leads to different grammaticality patterns in headless relatives.
Comparing my account to others shows that all proposals account for the case facts using some kind of case hierarchy. The proposals differ in how they model the variation, both in the technical details of the proposal, but more importantly, also in empirical scope and predictions they make.
This monograph contributes to research in content and language integrated learning (CLIL). Amidst the absence of any educational standards as well as other research deficits, Chapter II sketches a conceptual framework with a competence model for multilingual CLIL classes in the social sciences. It develops a line of argument for the promotion of global discourse competence for democratic participation within a transnational civil society. The subsequent four chapters, comprising one conceptual, one methodological and two empirical contributions, look at different aspects of the conceptual framework. Chapter III defends the developed competence model and further specifies its idea of thought in proposing the construction of multilingual 'cosmopolitan classroom glocalities' for the genesis of 21st century skills. The example of #climonomics, a multilingual EU parliamentary debate about climate change, illustrates its practical realization within school education and exemplifies the contribution to education for sustainable development (ESD) and the value of democratic and participatory learning arrangements. Chapter IV introduces design-based action research (DBAR), the method used in Chapters V & VI. DBAR is a hybrid of action and design-based research and is thereby ideally suited for bridging the gap of theory and practice in educational research. Chapter IV argues for closer cooperation between academics and practitioners, along with pragmatic stakeholder participation by involving students and teachers into research, in a quest for inductively making practical knowledge scientific. Chapter V, more language-biased, draws on the notion of translanguaging and presents the concept of 'trans-foreign-languaging' as a multilingual approach to CLIL with first language (L1) use. During six weeks DBAR, a comprehensive CLIL teaching model with judicious and principled L1 use was designed together with the study group. The model offers affordance-based and differentiated methods for different learner types. Its genesis is reconstructed by a thick description of the natural classroom dynamics. Chapter VI, rather subjectbased, asks about the influence of such bilingual language use on emotions, in particular on the formation of political judgments. It suggests different ways to measure emotions during various natural classroom settings. The chapter concludes that CLIL with L1 use has the potential to engender a perfect equilibrium of emotional and rational learning, integrating emotions into learning and valuing its positive contribution towards appropriate and multilayered political judgments. The concluding Chapter VII binds the previous chapters together and discusses the results. Criteria for the generalization of the results are assessed, and limits demarcated. It highlights the contribution to CLIL research and looks into the future, suggesting further direct classroom interventions, also with the goal to prepare the research field for larger undertakings.
KJL-FFM Newsletter : Neues aus Institut und Bibliothek für Jugendbuchforschung. 2/Oktober 2023
(2023)
David Rothenberg, a philosophy professor and Jazz musician, has been improvising with nonhuman animals for years, among his playing partners are birds and whales, known to be territorial animals. As Deleuze and Guattari propose that the origin of art is precisely the territorialising animal and more a function of nature than a specifically human cultural achievement, their concept of territory and rhythm offers a non-anthropocentric way of looking at these encounters. Rothenberg’s sonic experiments in resonance and interspecies interaction do not rely on language, thus I argue that the human and the nonhuman animals form a temporary joint territory via sonic rhythms and engage in a mutual becoming by forming a rhizome. His sound thinking practice thus also helps in decentralising further anthropocentric models of music and art.