Thesis (Ph. D.)--University of Wisconsin--Madison, 1948. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaf 103).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1981. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 271-282).

Thesis (M.A.)--Ohio State University. / Includes bibliographical references (leaves 85-86). Available online via OhioLINK's ETD Center

No description available.

The aim of this thesis is a historico-comparative study of Zambian Plateau Tonga (Guthrie's M 64) and seven related lects (Valley, Toka, Ila, Lenje, Soli, Subiya and Totela). Some previous studies have treated Subiya and Totela as a distinct subfamily of Bantu (Guthrie's K 40), while others agree in attaching it to M 60; SI has also been associated with Lunda (Guthrie's L 51) and Luvale (Guthrie's K 14). The present study is based on wordlists of some 650 items Including Swadesh's 200-wordlist of basic vocabulary collected for each of the lects during a five-month field trip to Zambia in 1987. The study examines this data both synchronically (Chapter 2) and diachronically, attempting to reconstruct an inventory of Proto-Tonga consonant and vowel phonemes (Chapters 3) and relating this to Guthrie's Proto-Bantu (Chapter 5). Hierachically two broad subdivisions of the Tonga lects can be made Subiya and Totela together form one branch of Tonga as evidenced by certain shared innovations. The other branch groups together Plateau, Valley, Toka, Ila, Lenje and Soli on the basis of another set of phonological developments and the six lects are collectively referred to as Core Tonga. However, this division cannot be rigidly adhered to because Subiya and Totela to some extent participate in innovations affecting one or more members of the core group. It cannot be decided at the moment whether Sb and Tt together with the core lects form one distinct subfamily of Bantu or whether Sb and Tt form a different subfamily with some other lects not studied here. (Chapter 4). Some of the innovations link neighbouring lects and point to diffusion of phonological features across a geographical continuum. This convergence is further illuminated by the discussion of sociolinguistic factors in Chapter 6.

Chapter 1 is an introduction to the Malagasy language and gives a historical background of how the notion of accent was introduced in the description of Malagasy phonology. Chapter 2 deals with Malagasy words, their formation, their accent patterns and the rules which have been so far claimed to govern the accent patterns and the accent shift in Malagasy. New explanations are given concerning the stress shift in native Malagasy words as well as in loan words. Chapter 3 covers a series of experiments on the judgment of accent (in words and in sentences) conducted by the present author on different groups of listeners namely, linguistically trained and untrained speakers of different Malagasy dialects and Malagasy speakers' judgment of accent in a foreign language (Welsh-English). Acoustic measurements of accent as judged by the informants are reported in Chapter 4 and evaluated statistically. Chapter 5 discusses a previous theory of the Malagasy accent based on syntax. Evidence is given against such a theory. A new theory is given in chapter 6, according to which accent in Malagasy is determined by intonation. Semantics seem to play a major role in delimiting intonation-groups.

Indiana University-Purdue University Indianapolis (IUPUI) / Linguists define dialect as a form of a language, and they agree that all dialects are equally legitimate forms of the language. The stratification of dialects, however, is based on social hierarchies and results in some dialects being privileged and others carrying stigma. The bias against nondominant dialects results in language discrimination and limits one’s access to social power. This inequity gives rise to additional obstacles that impede academic success for students who speak a nondominant variety. A significant portion of those obstacles can be addressed with appropriate teacher training and the incorporation of language studies in the secondary English classroom. Language studies will benefit students who speak the dominant dialect by preparing them for interactions with the wide varieties of English they will encounter in the increasingly diverse and global workforce. Students who speak nondominant dialects will be equipped with the tools to navigate and challenge the standard language ideology.

No description available.

Thesis (Ph. D.)--University of California, San Diego, 2003. / Vita. Includes bibliographical references (leaves 185-197).

Thesis (doctoral--Joensuun yliopisto, 1985. / Finnish, Ludic, and Russian, with summary in English. Extra t.p. with thesis statement inserted.