Tuesday Seminar Series (Spring 2014)


Organizer: Kavon Hooshiar

Coordinator:  Victoria Anderson
 

The Linguistics Department Tuesday Seminar is held in St. John Hall 011 at University of Hawai‘i at Manoa from 12:00 p.m. to 1:15 p.m. every Tuesday in the Fall and Spring semesters.  Any topic related to linguistics is welcome.  If you are interested in giving a talk or would like further information, please contact Kavon Hooshiar at kavon at hawaii dot edu. 

Call for Speakers for Spring 2014!

 Spring 2014 Tuesday Seminar Series: 

 

January 14


Peter Withers
Max Planck Institute for Psycholinguistics, Nijmegen

 

KinOath Kinship Archiver is a kinship application designed to be extremely flexible and culturally non nonspecific. There have been a number of additions to the application in the last year such as easier selections on the diagram, directed relations and more flexible field creation. This talk will discuss how to use the application as well as the recently added features and some future features.

January 21


No Seminar
 

January 28 


Emerson Lopez Odango
Linguistics Department and the East-West Center

 

Learning how to ask: Reflections on the elicitation interview with examples in Mortlockese and Tagalog

 

Perhaps for many researchers in various subfields of linguistics, what is most relevant to the research goals at hand is the propositional knowledge or subjective opinions a consultant “possesses” about the language, rather than the way such kinds of knowledge “emerge” in the interaction between researcher and participant. The elicitation interview in linguistics, however, is not unlike the interview in other fields of social science (Ensink 2003). Regardless of our particular specialty as a social scientist, “[r]esearchers in several disciplines have argued that a social science interview should be seen as a product of situated interaction, rather than as the elicitation of the interviewee’s pre-existing cognitive state” (Lampropoulou & Meyers 2012:n.p.). Since “all data produced in interaction (including interviews) are irreducibly context-bound” (De Fina 2011:27), linguists should also attune to those discursive and interactional contexts. This goes beyond making notes about the extra-linguistic context for metadata entry (e.g., names of people in the elicitation session, the location, time and date, etc.). Language documentation projects, for example, should not overemphasize the documentation and analysis of linguistic phenomena that are associated with “the interaction of native speakers among themselves” to the exclusion of the documentation and analysis of “the interaction between native speakers and documenters” (Himmelmann 2006:9). This extends in principle to any linguistics project focusing on any language, regardless of state of endangerment or under-documentation. In this presentation, I discuss two examples of elicitation interview sessions—one about perceived morpheme boundaries in Mortlockese, and another about pragmatic interpretations of sentences in Tagalog—paying particular attention to how various (extra-)linguistic contexts interact in the emergence of knowledge and opinion in highly metalinguistic discussion. I frame this presentation as a contribution to discourses about the best practices for training young graduate students who engage often in elicitation interviews in their fieldwork. I especially encourage audience members who attend this presentation to share their fieldwork experiences so as to facilitate this larger discourse.

 

References

De Fina, Anna. 2011. Researcher and informant roles in narrative interactions: Constructions of belonging and foreign-ness. Language in Society 40. 27–38. doi:10.1017/S0047404510000862

Ensink, Titus. 2003. The frame analysis of research interviews: Social categorization and footing in interview discourse. In Harry Van Den Berg, Margaret Wetherell & Hanneke Houtkoop-Steenstra (eds.), Analyzing race talk: Multidisciplinary perspectives on the research interview, 156–177. Cambridge: Cambridge University Press.

Himmelmann, Nikolaus P. 2006. Language documentation: “What is it and what is it good for?” In Jost Gippert, Nikolaus P. Himmelmann & Ulrike Mosel (eds.), Essentials of Language Documentation, 1–30. New York, NY: Mouton de Gruyter.

Lampropoulou, Sofia & Greg Myers. 2012. Stance-taking in interviews from the Qualidata Archive. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 14(1), Art. 12. http://nbn-resolving.de/urn:nbn:de:0114-fqs1301123. (8 January, 2014.)

February 4


No Seminar

February 11


Robert Blust
Linguistics Department

 

Gestalt symbolism and submorphemes in Austronesian languages: what role for morphological theory?

 


Sound symbolism is usually defined as a recurrent association of sound and meaning below the level of the morpheme. In practice, sound-symbolic elements are also commonly thought to be smaller than a syllable. However, in addition to these more familiar patterns, many Austronesian languages have sound-symbolic elements that constitute an entire CVC syllable. These were first recognized more than a century ago by the pioneering Swiss Indonesianist Renward Brandstetter (1860-1942), who called them Wurzeln (‘roots’), more than 230 of which have now been identified and classified into various types. Less common and not previously recognized, but nonetheless well-attested, are abstract configurations of phonemes and syllables that are recurrently associated with given meanings without (in most cases) being cognate. These are entire words that form a typological class by virtue of their canonical shape, as defined by a combination of syllabic form and phonemic content. Adopting a well-known term from psychology, I have called this type of theoretially incorrigible sound-meaning association ‘Gestalt symbolism’.

February 18
 

Colleen Patton
Linguistics Department

 

Short-Courses in Scottish Gaelic: Who is participating and why does it matter?

 

The short-courses model of summer courses available at Sabhal Mòr Ostaig  falls short of facilitating substantial acquisition of the Gaelic language for the participants. However, participants rated very highly their interest in continuing Gaelic study and in the promotion of Gaelic in public education. This presentation will discuss the motivations to attend these short-courses and the benefits this model has for rebuilding language ecologies, as seen in the participants' growing interest in the stability of Gaelic language and use. In addition, this presentation will touch on difficulties encountered in carrying out the research, and thoughts for future projects.

February 25 


No Seminar
  

 

March 4 


 Lyle Campbell
Linguistics Department

 

Historical Linguistics and Endangered Languages

 

This talk explores the relationship between Endangered Languages and Language Change (historical linguistics), and the contributions each makes to the other.
(1) In it, I consider the implications of the number of known extinct languages for historical linguistic research in general -- 22% of all known extinct languages become extinct in the last 50 years. Of the c.420 independent language families and isolates, all the languages of exactly 100 of them are extinct – nearly 25% of the linguistic diversity of the world has been lost.
(2) I review the role fieldwork documentation in working out the history of various language families, including Indo-European.
(3) I investigate the kinds of changes encountered in endangered languages and attempt to evaluate claims about what this means for language change in general – for example, I address the claim that sound change in endangered language contexts need not be regular or natural.
(4) I call on discoveries from a specific language documentation project involving languages of the Chaco in South America, presenting findings that go against general thinking about what is possible in contact induced change, and examples involving other kinds of changes.

March 11 


Li Jiang
East Asian Languages and Literatures

 

The theory of argument formation—A view from Mandarin and Yi

 

This talk is about the relation between the existence of overt lexical articles (of category D) in a language and whether or not such a language allows bare arguments. This is a topic that has been widely investigated in number marking languages, languages where number morphology is obligatory when a numeral combines with any count noun (N). However it is in its infancy in classifier languages, languages with a typically extensive inventory of ‘measure words’ that must be used in combining a numeral with any N. Building on Jiang and Hu 2010, I am going to document the existence of a classifier language with a lexical article, i.e. Yi, a Sino-Tibetan language, and provide a parametric analysis of such a language with respect to Mandarin. My main thesis is going to be roughly the following. There has been an ongoing debate on whether D is present in classifier languages and whether projecting D is always necessary for argument formation. The discovery of a classifier language with an overt lexical article may seem to tilt the balance in favor of the universal D thesis. I will argue that the opposite is the case.

March 18 


Mark Campana
Kobe City University of Foreign Studies (Japan)
 

 

Tone-of-voice as vocal gesture

 

In this talk, I will consider vocal movements made by speakers, i.e. how they are articulated and perceived. Since their origins are muscular, neurons dedicated to motor activity must also be involved. It may be surmised that humans ‘mirror’ the vocal actions of others, as e.g. primates do for grasping (Rizzolatti 2006). The reasoning that led to this conclusion is outlined below.

 

‘Emotion’ isn’t always regarded as a physical activity, but it can be embodied through sound. In Wierzbicka’s (1999) system, the semantic description of an emotion-word is scaffolded over several propositions, most of them headed by a ‘mental predicate’ such as wanting or not wanting; knowing or not knowing, feeling good or bad, or thinking. Following her lead, we assume that emotions themselves may be composed of corresponding ‘mental states’, which together characterize that emotion which a speaker actually expresses or understands. While expressing annoyed, for example, the mental states of speaker/hearer will probably include not wanting, feeling bad, thinking about X, etc.

 

Suppose then that each mental state is signaled by a particular kind of sound. This is not a necessary condition, but it would certainly simplify the task of understanding how a speaker feels at a given moment in time. Surely, if I discern through our call that you’re a little pissed off (even though you didn’t say it), there were critical features of the voice that tipped me off (we are abstracting away from verbal content here). Matching mental states with sound-types would facilitate understanding. To this end, we propose to pair W with ‘voice qualities’; X with short tunes or ‘melodies’; Y with pitches and/or pitch combinations, and Z with rhythm (more likely rhythms). What constitutes evidence for these particular pairings will be discussed. The sounds (or sound-types) are abbreviated as wxyz.

 

When it comes to vocal gesture, it isn’t hard to see how the system works. We ‘empathize’ with someone when we attest to experiencing the same emotions (feelings, mental states) as they do, or did, or would, etc. To do that, all one really needs to ‘hear’ are wxyz in order to reconstruct WXYZ in one’s own mind, i.e. to reflect, unconsciously, in terms of motor activity what it would take to produce those very sounds. This of course is exactly the function of mirror neurons, but here the motor activity is of a very fine-grained sort, i.e. pertaining to the smallest of flexions in the vocal tract. Tone-of-voice then—the audible output of emotion—is interpreted through its vocally ‘gestured’ channels, similar to the way in which the physical actions of others can be understood through vision.

References
Cook, Norman (2003). Tone of Voice and Mind. Advances is Consciousness Research Series, John Benjamins, Amsterdam.
Darwin, Charles (1872). The Expression of the Emotions in Man and Animals. Penguin Classics (2009), London.
Levitin, D. (2006). This is your Brain on Music. Plume Books (Penguin), New York.
Rizzolatti, G., & C. Singaglia (2006). Mirrors in the Brain. Oxford University Press.
Wierzbicka, Anna (1999). Emotion across Languages and Cultures. Cambridge University Press.

March 20 (Thursday)  

 

Center for Korean Studies

12-1:15 pm

 

In coordination with the SLS Thursday Brown Bag series and the Sato Center


  Mary Bucholtz
 Department of Linguistics, UC Santa Barbara

 

“Respeta mi idioma”: Promoting Linguistic Diversity and Sociolinguistic Justice through Youth Research and Activism

 

Linguistics and related fields have a longstanding commitment to social justice and particularly to the promotion and protection of linguistic diversity. For researchers who work in educational settings, this research has a special urgency, given the increasing educational needs of young people from diverse linguistic backgrounds and the declining resources available to support their academic success. Moreover, youth who speak sociopolitically subordinated linguistic varieties regularly face the devaluation of their language in the classroom and the wider society. In this talk I demonstrate how a combined research and community partnership program in California addresses these problems by promoting sociolinguistic justice (Bucholtz et al. forthcoming). SKILLS (School Kids Investigating Language in Life and Society) prepares low-income Latina/o high school students for college by guiding them to undertake original research and activist projects on language, identity, and power in their lives. The goal of SKILLS is not to “empower” youth but to recognize their already considerable agency to challenge sociolinguistic injustice. I consider two different student-activist projects within the program that illustrate youth agency in countering linguistic racism.  The SKILLS program provides one example of how universities can work with local youth to foster linguistic diversity and educational equity.

Mary Bucholtz is Professor of Linguistics and Director of the Center for California Languages and Cultures at the University of California, Santa Barbara. She is the author of White Kids: Language, Race, and Styles of Youth Identity (Cambridge University Press, 2011) as well as numerous articles about language and identity, with a particular focus on youth, race, and gender. Her current research focuses on language and expertise among youth.

March 25
 
No Seminar (Spring Recess)


April 1


Seminar Cancelled


April 8


Raina Heaton
Linguistics Department

 

An investigation of relativization in Kaqchikel (Maya)  

 
This presentation reports the results of an investigation of relativization and ergativity in Kaqchikel using a picture-description production task with adult native speakers.  Kaqchikel is a Mayan language which is morphologically ergative and partially syntactically ergative. Few studies have been conducted thus far targeting relativization in ergative languages (Carrieras et al. 2010, Gutierrez-Mangado 2011, Polinsky et al. 2012, Clemens et al. in press), so studies such as this one are both relevant and necessary. This paper provides a description of the various verbal constructions that appear in relative clauses,as well how relative clause constructions in Kaqchikel are different from those in related languages. It then contributes a small amount of frequency data for Kaqchikel verbal constructions, and provides data that speak to the debate on subject/object processing asymmetry. The findings are twofold: first, Kaqchikel shows a mild preference for subject extraction, which is most likely due to an agent preference; second, Kaqchikel has lost syntactic ergativity in the domain of relative clauses.

References:
Carrieras, Manuel, Jon Andoni Duñabeita, Marta Vergara, Irene de la Cruz-Pavia, and Itziar Laka. 2010. Subject relative clauses are not universally easier to process: Evidence from Basque. Cognition 115, 79-92.

Clemens L.E., Coon J., Mateo Pedro P., Morgan A.M., Polinsky M., Tandet G., Wagers M. In press. Ergativity and the complexity of extraction: A view from Mayan.

Gutierrez-Mangado, M. J. 2011. Children's Comprehension of Relative Clauses in an Ergative Language: The Case of Basque. Language Acquisition, 18(3), 176-201.

Polinsky M., Gomez-Gallo C., Graff P., Kravtchenko E. 2012. Subject preference and ergativity. Lingua; 122(3):267-277.

April 15 


 Gonzalo Isidro-Bruno
 
Languages and Literatures of Europe and the Americas
  

 

 

Metacognitive strategies of trilingual readers of Russian folk tales   

  
This study investigates the strategies that six trilingual readers used to purposefully construct meaning when they read culturally unfamiliar folk tales in three languages. Metacognitive strategies are those techniques readers use to monitor, plan, and check comprehension while reading. Highly competent readers utilize them deliberately to improve their reading comprehension (Alhaqbani, and Riazi, 2012; Taraban, Rynearson, and Kerr, 2000; Wong, and Nunan, 2011). There is a growing number of research investigating to what extend trilingual readers are aware of the strategies that they use to construct meaning (Alsheikh, 2011; Isidro, 2001, 2002, 2003, 2006; Razi, 2008; Thomas, 1988; 1992). 


The present study has two goals: 


1) To elicit and examine metacognitive reading strategies that competent Catalan-Spanish-English adult readers use while reading culturally unfamiliar narrative texts, and the difference in strategy use across three languages.


2) To investigate in particular how skilled trilingual readers deliberately use reading strategies to construct meaning when reading in English, their least proficient and most recently acquired language.


The main tool for research was a think-aloud protocol set up in three separate sessions. Each one of the volunteer readers read three folk tales (that is, three translations of three different Russian folk tales by the same author; one in Catalan, one in Spanish, and one in English). This study intentionally merges the lines between the study of literature, psycholinguistics and multilingual acquisition to invite cross collaboration among these disciplines. 


Alsheikh, N. (2011), Three readers, three languages, three texts: The strategic reading of multilingual and multiliterate readers. The Reading Matrix, 11(1). 34-53.


Berkowitz, E. (2004), High Achieving and Underachieving Gifted Middle School Students’ Metacognitive Strategies in Reading Comprehension. Fordham University Doctoral Dissertation. UMI Dissertations Publishing, AAT 3134432.


Fitzgerald, J. (2003), Multilingual reading theory. Reading Research Quarterly 38:1, 118-122.


Gallaway, A. M. (2003), Improving Reading Comprehension through Metacognitive Strategy Instruction: Evaluating the Evidence for the Effectiveness of the Reciprocal Teaching Procedure. The University of Nebraska-Lincoln Doctoral Dissertation. UMI – Dissertations Publishing. AAT 3092542.


Hardin, V. (2001), Transfer and variation in cognitive reading strategies of Latino fourth-grade students in a late-exit bilingual program. Bilingual Research Journal 25. 417-439.


Isidro, G. (2001), Metacognitive awareness of trilingual readers in Barcelona. In: Cenoz, J., Hufeisen, B. & Jessner, U. (eds.), Looking Beyond Second Language Acquisition: Studies in Tri- and Multilingualism. Tübingen: Stauffenburg-Verlag. 137-151.


Isidro, G. (2002), Metacognitive Reading Strategies of Trilingual (Catalan-Spanish-English) Readers in Barcelona. Indiana University Doctoral Dissertation. UMI – Dissertations Publishing. AAT 3075785.


Isidro, G. (2003), La transferencia de estrategias metacognitivas en lectores de una segunda y tercera lengua. In: Kempchinsky, P. & Piñeros, C. E. (eds.), Theory, Practice, and Acquisition. Summerville, MA: Cascadilla Press. 412-423


Isidro, G. (2006), Reading strategies of two trilingual readers in a study abroad context. In: Ó Laoire, M. (ed.), Multilingualism in Educational Settings. Baltmannsweiler: Schneider Verlag Hohengehren. 73-97.


April 22


Susan Inouye
KCC
 

 

Teaching Undergraduate Linguistics  

 
Teaching an introductory course in Linguistics is both exciting and challenging. The excitement is in sharing our passion for language and linguistics with fresh young minds who are eager to expand their understanding of the human condition, or maybe they just needed a WI class that fit their schedule.  The challenge is in engaging those minds without losing them in the arcane theoretical constructs of linguistic theory.  Finding the balance between igniting the students’ interest for the topic, giving an accurate depiction of the field and encouraging the students to think like linguists is our challenge. This talk, which will be partly interactive, will introduce ways to structure an introductory course in a way that scaffolds the students’ learning while instilling academic rigor on the way to creating a new batch of junior linguists.


April 29

 

Jing Z. Paul
SLS Department

 

Typological concerns of natural languages in describing motion events: The case of Chinese 

 
    
We perform motion events in all aspects of our daily life, from walking home to jumping into a pool, from throwing a frisbee to pushing a shopping cart. The fact that languages may encode such motion events in different fashions has raised intriguing questions regarding the typological classifications of natural languages in relation to expressions of motion events.

Talmy (1985) classifies all natural languages into two distinct categories: verb-framed or satellite-framed. The classification of Chinese under Talmy’s system, however, has provoked much controversy. Specifically, Chinese has been classified as satellite-framed (Talmy, 1985), simultaneously satellite-framed and verb-framed (Ji, Hendriks, & Hickman, 2011) or equipollently-framed (Slobin, 2004). Slobin (2004) claims that not all natural languages fit into Talmy’s (1985) bipartite classification; rather, serial verb languages such as Chinese are “equipollently-framed”, which means that both the Manner (e.g., walking, flying) and the Path (e.g., to, into) of the moving entity are encoded in equally significant verbs.

In the context of this debate, the present study compares expressions of different-trajectory caused motion events (a type of event that has not been investigated before) in Chinese to those of English, and, on the basis of this analysis, it investigates the influence of English on the learning of this type of motion event in Chinese. The findings show that, like English, Chinese is satellite-framed in describing different-trajectory motion events. Nonetheless, despite such similarity, English learners of Chinese display major problems in describing this type of motion event.

References:

Ji, Y., Hendriks, H., & Hickmann, M. (2011). The expression of caused motion events in Chinese and in English: Some typological issues. Linguistics, 49 (5), 1041–1076.

Slobin, D. I. (2004). The many ways to search for a frog: Linguistic typology and the expression of motion events. In S. Strömqvist, & L. Verhoeven (Eds.), Relating events in narrative: Typological and contextual perspectives (pp. 219–257). Mahwah, NJ: Lawrence Erlbaum.

Talmy, L. (1985). Lexicalization patterns: Semantic structure in lexical forms. In T. Shopen (Ed.), Language typology and syntactic description, Volume 3: Grammatical categories and the lexicon (pp. 36–149). Cambridge: Cambridge University Press.

 

May 6 (two speakers)


 Ladan Hamedani
Indo-Pacific Languages and Literatures

 

Countability in Persian  

  
This study explores the existence of the functional category NumP in Persian and its relevance to plural marking or classifiers in Persian. It is interesting to investigate whether there is such a relation because there are controversial claims in the literature with regards to the mass/count distinction and the sources of countability in Persian.

Borer (2005) argued that if the functional category NumP is present in a language, either the plural marker, as in English-like languages, or grammatical classifiers, as in Chinese-like languages occupy its head. Either of these makes nouns individualized and results in the existence of a grammaticized mass/count distinction in the language.

Based on empirical evidence, I propose that the functional category NumP projects in Persian; therefore, either the plural marker or classifiers occupy the head of NumP, having a role in individualizing nouns. This results in a grammaticized mass/count distinction in Persian.

However, mass pluralisation in Persian can induce a ‘large amount of mass’ interpretation; therefore, having this interpretation, I propose that the plural marker adjoins nominal roots while modifying them. Furthermore, I propose that when roots are underspecified for mass/count values, there is non-projection of the NumP category.

In sum, I argue that there is a projection of the functional category NumP in Persian when either plural marking or classifiers have the role of individualizing nouns and occupy the head of NumP. As a result, there is a grammaticized mass/count distinction in Persian. However, a ‘large amount of mass’ interpretation and underspecification of nominal roots for mass or count value indicate the non-projection of NumP.

References:
-Acquaviva, Paoblo (2006). Plural mass nouns and the compositionality of number. Verbum 26/4: 387-401.
-Borer, Hagit (2005). In name only. New York: Oxford University Press.
-Cheng, Lisa, & Rint Sybesma (2005). Classifiers in four varieties of Chinese. In Cinque, Guglielmo, & Kayne, Richard (Eds.). The Oxford Handbook of Comparative Syntax 259-292. Oxford University Press: Oxford.   
-Ghomeshi, Jila (2003). Plural marking, indefiniteness, and the noun phrase. Studia Linguistica 57(2):47-74.
-Mathieu, Eric (2007). The count/mass distinction and the role of number in Ojibwe. Talk presented at the Workshop on Nominal and Verbal Plurality, November 9-10. Paris.
-Sharifian, Farzad, & Ahmad R. Lotfi (2003). “Rices” and “waters”. The mass-count distinction in Modern Persian. Anthropological Linguistics 45:226-244.
-Wiltschko, Martina (2007). On the absence of a gammaticized mass/count distinction in Halkomelem Salish. Ms. University of British Columbia.

   

and

 
Chen-Yi Yang
National Tsing Hua University
(visiting in the Lingusitics Department)

 

A Survey of Junior High Students’ Language Proficiency, Use and Attitude in Taiwan: Mandarin Chinese, Indigenous Languages and English   

  

This study investigates Taiwan junior high students’ language proficiency, use and attitude in Mandarin Chinese, indigenous languages and English. Except for the four traditional main ethnic groups in Taiwan: Taiwan Southern Min, Hakka, mainlander, and aborigines, the children of new immigrants from Southeast Asia (CNI) are also subsumed as main observation in the study. To see if there is any regional difference, Taiwan is divided into the north, the central, the south, the east part, and the offshore islets. An on-line questionnaire was designed including 50-55 questions for the purpose of the study. 57,726 valid questionnaires were collected and analyzed with the statistical software, SPSS. Besides, a field work was conducted, concerning the attitude of students’ parents toward indigenous language teaching and language use at home.


The result shows that most students’ first language is no longer their ethnic language (EL). Even in the family domain, their parents prefer to use Mandarin Chinese (MC), the lingua franca in Taiwan, to communicate with the children instead of the EL and this is more obvious in the north of Taiwan and the offshore islets. For language proficiency, students’ self-evaluation of the EL is higher than English averagely. As to the language attitude, the dominant language MC receives the highest reputation in many aspects. Nevertheless, statistics shows that students would like to learn, preserve and continue their EL. As for language use, students use very little EL in daily life, besides talking with their grandparents. However, most of them give positive evaluation toward the class of indigenous language teaching in elementary school and believe they did make progress from it. Besides, 81.5% of the participants indicate that their school does not provide indigenous language instruction because it is optional in junior high school; however, many of them are willing to continue learning their EL or other Taiwanese indigenous languages. Finally, the survey shows that there are few new immigrant parents using their mother tongue at home with their children. This might be generalized into two main reasons from the result of the interview: (a) they try to accommodate themselves and their children to the mainstream society and the dominant language in Taiwan (b) they suffer the pressure from the elder in their family. Notwithstanding the hard condition, most parents still hope their children could speak their mother tongue. 


The study provides a latest and comprehensive survey of language-related issues of young people in Taiwan. It also demonstrates a big change of the population structure in the past two decades, which represents a multicultural opinion of different ethnic groups from both questionnaire and interview.


Keywords: indigenous language, ethnic language, identity, new immigrant children   

 

Past Seminars: 

 

Semester

Coordinator

Organizer

Fall 2013

Dr. Victoria AndersonClint Awai

Spring 2013 

Dr. Victoria Anderson 

Samantha Rarrick 

Fall 2012

Dr. Victoria Anderson 

Stephanie Locke 

Spring 2012 

Dr. Victoria Anderson 

David Iannucci 

Fall 2011 

Dr. Victoria Anderson 

Apay Tang 

Spring 2011 

Dr. Katie Drager 

Chris Mann 

Fall 2010 

Dr. Katie Drager 

Chris Mann 

Spring 2010 

Dr. Victoria Anderson 

Dr. Victoria Anderson 

Fall 2009 

Dr. Victoria Anderson 

Dr. Victoria Anderson 

Spring 2009 

Dr. Victoria Anderson 

Dr. Victoria Anderson 

Fall 2008 

Dr. William O'Grady 

On-Soon Lee 

Spring 2008 

Dr. William O'Grady 

Wen-Wei Han 

Fall 2007 

Dr. William O'Grady 

Wen-Wei Han 

Spring 2007 

Dr. William O'Grady 

Diana Stojanovic 

Fall 2006 

Dr. William O'Grady 

Jawee Perla 

Spring 2006 

Dr. William O'Grady 

Fabiana Piccolo 

Fall 2005 

Dr. William O'Grady 

Laura Robinson 

Spring 2005 

Dr. William O'Grady 

Tsai-hsiu Liu 

Fall 2004 

Dr. Kamil Deen 

Tsai-hsiu Liu 

Spring 2004 

Dr. Kamil Deen 

Valerie Guerin 

Fall 2003 

Dr. Kamil Deen 

Valerie Guerin 

Spring 2003 

Dr. Kamil Deen 

Fabiana Piccolo 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 Dr. Kamil Deen suggested creating this website.  Jun Nomura designed and implemented the initial website in Spring 2003. 

 

UH Manoa

   Department of Linguistics

Tuesday Seminar Home

Department Updates

NEW Roshan Institute Fellowship is now available. Click for more information.

NEW Professors Andrea Berez and Victoria Anderson receive NSF grant for the 4th International Conference on Language Documentation and Conservation.

NEW Amy Schafer awarded large NSF grant

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