Différences

Ci-dessous, les différences entre deux révisions de la page.

--- documentation:sequentialtoconcurrentdocumentation-sapien [2015/04/10 16:42]
webmaster Création
+++ documentation:sequentialtoconcurrentdocumentation-sapien [2015/04/15 22:12] (Version actuelle)
webmaster
@@ Ligne 1: / Ligne 1: @@
-===== From sequential to concurrent: reframing documentation and revitalization =====
+<html>
-** Natalia Cáceres | Laboratoire DDL **\\
+<div class="panel panel panel-info">
+  <!-- Default panel contents -->
+  <div class="panel-heading"><h2><strong>From sequential to concurrent: reframing documentation and revitalization</strong></h2></div>
+  <!-- Table -->
+  <table class="table">
+    <thead>
+      <tr>
+          <th><span class="glyphicon glyphicon-user" aria-hidden="true"></span></th>
+          <th>Racquel Sapien | University of Oklahoma</th>
+      </tr>
+    </thead>
+    <tr>
+      <td><span class="glyphicon glyphicon-calendar" aria-hidden="true"></span></td>
+      <td>Tuesday 12 | 12:05-12:50 | <a href="doku.php?id=en:programme#session_on_documentation_and_revitalization" target="_blank">Session on documentation and revitalization</a></td>
+    </tr>
+    <tr>
+      <td><span class="glyphicon glyphicon-map-marker" aria-hidden="true"></span></td>
+      <td><a href="doku.php?id=fr:enpratique&#lieux_de_reunion" target="_blank">Room E. Rivet, ISH (4th floor)</a></td>
+    </tr>
+    <tr>
+      <td><span class="glyphicon glyphicon-comment" aria-hidden="true"></span></td>
+      <td><img src="lib/exe/fetch.php?media=wiki:icon_langue-en-100px.png" alt="english" style="width:30px; border:none;" /> Open to the public</td>
+    </tr>
+  </table>
+</div>
+</html>
 ----
@@ Ligne 35: / Ligne 63: @@
 </WRAP>
 <WRAP half column>
-   (2)  Omepaneng		me     	wa.
+   (2)  Omepaneng		me     	wa.
         omepa -neng		me	wa
         teach  -one.who.does  	Attr	1.Cop
         ‘I am a teacher.’
 </WRAP>
@@ Ligne 51: / Ligne 79: @@
 </WRAP>
+<WRAP group>
+<WRAP half column justify>
+On further investigation, I discovered that the forms were under-described in existing literature. This eventually led to a more thorough description of the three constructions, as well as a way to teach them. The description is now part of a bigger typological work AND teachers are better able to convey aspects of the language in use. Had I been focused solely on documentation Lenguas caribe de Venezuela and description to the exclusion of revitalization, I may not have become aware of or may have overlooked this gap in existing descriptions of the language.
+</WRAP>
+<WRAP half column justify>
+Both formal teaching and academic description were enriched by supporting revitalization concurrently with documentation. Teaching curricula, lessons, and other such materials, thus, are not viewed as products to be delivered as an academic linguist's "giving back" to a speech community, but instead are integral to maximally useful documentation.
+</WRAP>
+</WRAP>