Telefoonkunst

PaintJoy-resultaten in omgekeerd chronologische volgorde. Inspiratie: (1), (2).

 Er is alleen helaas geen opvulmogelijkheid, maar beperking broedt innovatie. 

11015790_970253796348618_1093079409_n.

150223_023436.

150223_021104. Deze deed John aan een zelfportret van Fracis Bacon denken:

Wat mij weer aan een (welbekende) foto van John zelf deed denken:

Ich habe über Deutsch gesiegt

Wochen und wochen der nicht allzuharten Arbeit.

Munich master courses

 Studenten am TUM Asia in Singapur. Source: Focus.de

Topical: the Technical University of München plans to swap to English for all its Master courses by 2020. I couldn't find much about it on their website though, maybe they want to keep it on the down-low after the negative publicity? Alternatively, maybe they just don't publish plans and visions on their news page.

If true this is a good example of the progress towards English as a world language, and equally of protest against it doing such. I do not think that English will replace the languages that people in Europe learn as children: even if all courses in German universities are taught in English, German will still remain the mother tongue. However, there is a real move towards English as the new Latin, as the language of all scientific publications. This seems to show that despite the pride of languages for the rights of which people fought one, two centuries ago, there is also simply a need for a language which everyone can communicate in easily.

I do not agree with the university's decision. I understand the need for good ability in English, but simultaneously there needs to be good backing to show that German students who are taught in English, in Germany, will still reach enough fluency that their learning of the subject at hand is not impeded, and that they will still reach enough fluency that they can write good-quality academic articles which can compete internationally (it is really hard to get to a level where you can't just write, but actually write well). Moreover, whether or not the English competency of the students at this university would be perfect, the German language will still be irreparably harmed. If a register is not practised, it dies. If people stop talking about a certain kind of chemical technology in German, the German terms for this technology are eventually forgotten and, more importantly, words for new developments within the technology are no longer created in the German language. This is very hard to reverse, as testified in the writings on language revival on this blog. (I would like to write a blog post sometime about the inkhorn revolution, where the English vocabulary was drastically extended to make it fit for use at universities. The one thing I never quite understood yet is what triggered them doing that.)

It could be a good alternative to encourage students EU-wide to study abroad, to gain experience with speaking different languages such as English and working in multilingual environments. Also, language courses should be strongly promoted if not an obligatory part of the course.

Delivery after 8 months

Guys it's finished

Here's me handing it in at 6.30 am on Thursday:

It had to be handed in digitally

Next projects:

learning LaTeX
improving German

Also, I've been accepted here.

Television and the promotion of national identity: Our Friends in the North on RTÉ

Kevin McAleer, promotion picture for Our Friends in the North. Source

Last year I took a class "Broadcasting and the language of identity". It was a bit of a weird class, in which we talked about national identity, subcultures, music, TV and radio but without very much theory or feedback. However, I had fun writing the final essay for it. It is about the Ulster Scots Broadcasting Fund and specifically about one show funded through it, Our Friends in the North. This is a show presented by comedian Kevin McAleer, from Co. Tyrone, who visits and interviews people who see themselves as Ulster-Scots, to get to know and understand the language, culture and history. In the article I try to pick apart how the programme promotes national identity in a way that makes it palatable to the public.

Click here for the article

Some terms I learnt in Luxemburg in November 2013

Leaflet to encourage students of the Noord-Wes-Universiteit in Potchefstroom, SA to learn to speak Tswana.

 FRONTALIERS: people who travel into Luxemburg every day to work there. About 40% of Luxemburg's workforce exists of frontaliers, which has a considerable impact on the language situation.

TRANSLANGUAGING: educational technique invented in Wales, whereby students receive information (the "input") in one language and have to process it (create an "output") in another, for instance reading a text in Welsh and analysing it in English.

Great Service from the Customar Service

From the collection "Intimacy Under the Wires" by Sivan Askayo, taken from Ignant.de

I have compared the first page of the translation to Ulster Scots of the "Customer Service Standards2007-2008" of the Department for Employment and Learning (DEL) to the original (English) version. From my analysis it is clear that this translation does not follow the "strategy for Ullans" which Kirk has recorded after reading the DARD “Hannlin Rede 2010-2011”. This strategy consists of the following steps:

·     Avoid French- or Latin-derived vocabulary

·     Avoid abstractions lexically and at every other level

·     Avoid mass nouns

·     Maximise dynamic actions or activities

·     Use lexical obsolence

·     Use dialectisms, including any Ulsterisms

·     Maximise synonyms or alternatives

·     Maximise use of alternative syntax

·     Maximise respellings (use eye dialect)

(Kirk 2013: 295)

In the DEL “Customar Service Staunarts” French- and Latin-derived vocabulary is not avoided, as the title already shows. Within the excerpt we find among others: depairtment, qualitie, pairticular, access and formats.

The “Hannlin Rede” explicitly sets out the vision (spaesicht) of the DARD, while the “Customar Service Staunarts” talk about specific rules and measures for the treatment of DEL customers. The “Hannlin Rede” is therefore on the whole a level of abstraction higher than the “Staunarts”, which is reflected in the language use by fewer abstract references or mass nouns. This makes it a bit hard to compare, but overall it seems like abstraction is not avoided in the DEL translation. The abstraction employment is translated to employ. Employ is only listed as a verb ("to make use of") in the Dictionary of the Scots Language (DSL), indicating it may be a recent coinage, possibly modeled on the French emploi. It bears the same degree of abstraction as employment. The abstract terms service and commitment  have been left untranslated.

The translation cannot be said to maximise dynamic actions or activities. Some changes are more and others less dynamic. Expect ("the standards of service that you can expect from us") has been replaced with leukan tae get. Expect in this sentence implies "regard as likely to happen", which is a passive thing to do. Leukan tae get implies much more activity and it is also a change of tone towards the more colloquial. At the other hand tells you about has been replaced with gies you wittins anent, which is more formal and more abstract. Because "giving information" is more abstract than "telling about" it is also less dynamic.

Alternative words and synonyms have not been maximised in this excerpt; such words as business, programs and customar could have been replaced, but have not. One could even ask if it is always justified to leave the original word; for instance for customar the only result in the DSL is "An official having charge of the customs; a customs officer." However if a word with the meaning of the English customer did not yet exist in Ulster-Scots, it seems fair enough to borrow that meaning into the language as it is less obfuscatory than the periphrasis tha yins we'r fennin/dalin wi (DARD 2010: 1).

There are some notable syntax changes. In two instances superlatives are created through adding -maist as a suffix. This is not mentioned in Robinson's grammar guide (1997), however it is mentioned in an online Scots language course: "In words of two or more syllables the comparative is formed by prefixing mair, and the superlative is formed by suffixing maist." (Eagle 2001: Adjectives). 

In some subordinate clauses the finite verb is left out: An us no aible for tae dae it, we will gie an expoun. Verbless subordinate clauses are indeed a common feature of Scots, although  Robinson (1997: 111) suggests they are normally used to express surprise or indignation, which is not the case here.

There is one instance of a verbal concord in the excerpt: Some airts o our business haes customers staunarts relate to aefauld programs. There is also one instance of the form bes of the verb 'to be': We will mak sicar our facilities bes redd up, bien an open. Robinson (1997: 149) indicates that the verb form bes can be used to indicate a "'habitual' or ongoing condition". This means that its use here is appropriate.

Alternative spellings are used, but not maximised; a lot of words are left the same as in the English version. Where respellings are used they are consistent and usually they have precedents in Scots or Ulster Scots literature. Examples are prent/prentit, appyntment (precedent: appeynt, DSL), Inglis. Depairtment is cited in the DSL with several precedents starting in 1985, suggesting that it is an innovation from the current wave of language revival. Caars is a logical, if slightly confusing, adaption of caa which is a precedented way of spelling the cognate of "call" in Ulster Scots, seen for instance in Philip Robinson's poetry. The spelling -fu for the suffix as in helpfu is widely used in Ulster Scots, respelled to reflect distinct pronunciation (See for instance "mournful" in Fenton 2006: 250). Some alternative spellings that have been used in other Ulster Scots texts have note; for instance for is used here, whereas the Hannlin Rede uses fur and service is used whereas the Euraip Chairtèr fur Kintra-pairt ur Unnèr-Docht Leids uses sarvice (DFP 2005: 16).

So, what strategy does the DEL document use? The text can be seen in the context of Jean Ure's explanation of how new registers are developed (see chapter 2). As said, to develop new registers either contemporary registers may be drawn upon and extended; where forms from an earlier period are preserved these provide patterns that may be activated to suit new needs; and other languages may provide models on which new registers can be based. The DEL text employs a mix of these to create a new register in Ulster Scots. Colloquial Ulster Scots (caars, meenit, leukan tae get, helpfu) is mixed with medieval Scots conventions (qualitie, prent/prentit, Inglis, verbal concord), thus extending contemporary Ulster Scots registers and reactivating forms from an earlier period. The English-language original text is translated word for word and phrase for phrase into Ulster Scots, meaning that the conventions of the model register are maintained in the new register in Ulster Scots. The result is clearly Ulster Scots, yet it does not come off as de-intellectualised but rather as suitably formal for the text's purpose. Within the confines of the genre – Civil Service Ulster Scots – this is the best kind of translation one could have hoped for.