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# 12
Conlangs
December-1st-2015
Testing
learners writing
Monthly
The Syntax of
Demonstratives
of the Amazigh language
The Development Of
English In China: Chinglish
Every Child Is
A Natural Conlanger
Vowel Systems Around
The World
Dear readers,
This two month special edition of Conlangs Monthly commemorates the first anniversary of
the starting of this publication. We wanted it to be a showcase of the great work that so many
different people in the conlanging community do, as well as other themes and topics. Thats why
for this issue weve picked some of our favourite articles from past editions as well as new ones!
Since our first edition back in December 2014, weve come a long way. Weve had interviews with
some fantastic people, a plethora of different articles, and some amazing poetry and creative writing.
None of this would have been possible without the support and contributions of so many people, this
publication is as much a community effort as it is something produced by just a handful of editors.
We hope that this publication will continue in the future to be an exhibit of the truly wonderful work
that so many people put in to their creations, often going unnoticed and ignored.
Heres to a new year!
CONTENTS
The Development Of
English In China: Chinglish
p.1
-Jacqueline Woo-
Anarf a h-Armgha
p.5
-Marc Odomhaill-
Confidence in
(Con)languaging
p.7
p.9
-Josh Rocchio-
-Gabe Witmonger-
p.10
-Melissa Beattie-Moss-
p.12
-Naoki Watanabe-
p.17
p.19
p.30
p.33
p.38
-Abderrahmane Ouatirou-
-Gabe Witmonger-
-Ikrame Chibani-
p.40
-Rodrigo Pereira-
10 Commandments
For Successful Conlanging
p.44
p.48
-Gabe Witmonger-
-Reill Bautista-
Editor in Chief:
Jonathan Fleury
p.51
Interview with
David J. Peterson
p.53
-Youness Faridi-
The Septuagint:
A Short History Of Bible Translation
And Canonicity
-Raphael Camiso-
p.56
Founders
Gabe Witmonger
Jonathan Fleury
The Development Of
English In China: Chinglish
Analysing the variation of English used in
China focusing on age groups
Introduction:
By the British colonial past and the USAs economic
power, English was well placed as the major language
over the world in last centuries. Consequently,
English, nowadays, is still considered as a more
commonly used language in many non-native
English countries, such as Singapore, India, and
the Philippines, which are colonial countries in
the Outer Circle. Not surprisingly, in recent years,
English has spread far and wide in the countries
of the Expanding Circle, such as China, Korea and
Japan. However, the appearance of the concept of
multiple Englishes reflects the reality that English
is no longer what it used to be. In todays society,
when we speak of English, we do not just limit it
to British English and American English. Instead,
we are more concerned about the existence of the
development of new Englishes in the Outer Circle
and the Expanding Circle, such as Singapore
English, Indian English and Asian English.
Chinese English, so called Chinglish, results from
the combination of Chinese culture and the English
language. If you go to China, you will easily stumble
across English-style signs like: carefully band head
(Fig 1). This awkward sign is a typical example of
Chinglish, as what we call Chinese style English.
Of course, written or spoken Chinglish sounds
very weird and strange to English native speakers,
and it often causes humour, misunderstanding,
and sometimes can even be offensive. On the other
hand, Chinglish is also a widespread phenomenon
in China, concerning both spoken and written
language. By analysing the lexical features
of interview data, the purpose of the present
investigation is to demonstrate the variation of
English used in China in different age groups,
and to try to explain that Chinglish certainly has
some features of being a New English rather than
a mistake as most scholars propose.
Anarf a h-Armgha
At first Anarf though she imagined that she saw something, but a second
look proved that there was indeed a tail on the man. Only when she was a few
steps away from him did she realise that he was no man but rather an Armgha
or water wolf , a spirit which dwells in lakes or estuaries with the shape of
a slender wolf, they often lure people to get close to them by pretending to
be a friendly stray dog or by taking on other forms, once someone gets close
they wrap their tail around the prey and run into the nearest body of water
and drown the victim, after which they eat them all except the lungs, but no
matter what it looks like it will always be dripping wet.
Upon her realisation Anarf ran as fast as she could but the slender
Armgha was fast on her heels. She could never outrun the spirit for much
longer so she ran for the lorna stream and jumped in it. As the Armgha
was attempting to stop itself Anarf splashed a lot of the sweet water in the
Armghas direction.
The water caused the spirit to let out a great howl and retreat into the salty
sea water. From then on the fruit of the n tree was often on the menu in
Anarf s cottage.
Notes:
The name Anarf is thought to come from a
corruption of n + ar + f roughly meaning
n removes the wolf .
Confidence in
(Con)languaging
Non enim tam praeclarum est scire Latine quam
turpe nescire 1 , were the rather harsh words of the
Roman orator and politician Cicero, famed for his
glib tongue, turns of phrase, and endless stamina
on the podium. Personally Id change the last word
nescire, to not know, to non conari, not to try.
This maxim of course applies to every project we
undertake in the course of our lives, but lets focus
here on two subjects most dear to the hearts of the
linguist and conlanger: learning languages (nat or
con) and developing our own.
To start with learning existing languages, know that
my background includes various levels of study,
in-country stays, jobs, and drunken conversations
over chess and vodka in Italian, Spanish, Russian,
Latin and Ancient Greek (B.A. and M.A.), and
Slovenian (professional slo-eng translator and 5
year resident). What this tells you more than the
obvious excessive interest in languages is that, in
doing so, Ive made every mistake in the book.
vu
How Conlanging
Affects How We
Perceive The World
Charlemagne once said, to have a second
language is to have a second soul.
To create a language, then,
is to create a new soul.
Because, at the root of conlanging lies the intrinsically
human capacity for questioning the why and how,
the what if and why not?. Conlanging takes us up
in this journey of making us aware of our capacity
for perception, understanding and discernment. All
the theories and assumptions behind Linguistics
Relativity are put to the test when a person undertakes
the pleasurable labour of creating a new system of
communication. By means of conlanging a person
becomes mindful of the building blocks that make
up a language; it enables a person to use grammar
& vocabulary, minimalistically speaking, as tools
for creating meaning and reshaping the current
reality. The thousands of languages spoken around
the world with the variety they exhibit concerning
morphosyntax, vocabulary, phonology, pragmatics,
semantics, information structure, grammar,
linguistic ethnography, etc. attest the human capacity
for creating meaning and understanding the self and
its relationship with time, causality, space and the
connections with other human beings.
Linguist Roman Jakobson mentioned once that
Languages differ essentially in what they must
convey and not in what they may convey. Implying
that, although all things are possible to be conveyed
by means of a language, not all languages convey
all things or the same things. Whats a must for a
language (differences in gender, types of sandstorms, shapes of waves, etc.) may not be a must for
another one. The habitual use of a language is what
makes us perceive reality in a certain way and not
our intrinsic capacity for doing so. For example, in
a study, people from different cultural backgrounds
were asked to describe different objects; those who
used the masculine gender to define the object
(der Toaster, der Berg) differed in how they saw
and thought of the object when compared to those
who used those same nouns but with an opposite
gender (la tostadora, la montaa) as well as those
Answer: An American.
10
Union,
Crimeans
suffered
14
15
16
Cue dependency
Cues in memory search are similar to the labels
of a file cabinet. Depending on the feelings, the
mood, and on the external environment, the
availability of those cues may be reduced, making
the information more difficult to retrieve.
Interaction and dynamic systems
According to the Dynamic Model of
Multilingualism, the acquisition of a new
language comes at a cost: the decline of the
previously acquired system.
Counteracting attrition:
language retention & reactivation
Researchers who investigated the process of
language retention highlighted that linguistic
knowledge was still present in an individual after
a long period of time. However, they pointed out
that the best way to reactivate it was not clear.
Language skills are both dynamic and transient,
and maintaining a high level of proficiency
requires daily strategies that foster your
engagement with the language you dont want to
forget. However, this may not be as daunting as
it seems.
17
Attrition is the
natural loss of a
language
in bilinguals and
polyglots
18
19
Table of contents
1- Abstract
2- The issue
3- The proposed solution
4- A Minimalist Analysis of Demonstratives in AAV
4-1 Introduction
4-2 Demonstratives: D, nna and Ind
4-3 The Syntactic Nature of the Demonstrative in AAV
4-4 The Base and Landing Position of the Demonstrative
5- Conclusion
Bibliography
2-The issue:
The derivation and representation of Determiner
Projections of Ait Atta Variety of Amazigh Language,
which contain Numerals and Demonstratives, pose
a critical, insurmountable and challenging problem
for Demonstrative Movement to Spec of Determiner
Projection Approach. This approach to the syntax
of demonstratives assume that the demonstrative
is base-generated in the specifier position of a
lower functional projection and then this syntactic
category moves overtly or covertly to the specifier
position of Determiner Projection to satisfy FI at
the LF interface by deleting some uninterpretable
formal features (FF) in D, namely referential and
deictic features. The type of movement (overt or
covert) depends on the strength of relevant feature
or features. Observing the gathered data of Amazigh
Determiner Phrases from AAV, it appears that
the surface structure of AAV DPs which contain
numerals and demonstratives is [DP D [NumP
Num [DemP Dem [NP N]]]].
According to the Longobardi (1994), the head N
raises to D, what is called N-to-D raising, to
check D-feature and maybe other features in D.
If this hypothesis is universally available, then the
head N in AAV DPs must move to D; therefore,
the syntactic structure [DP NI +D [NumP Num
[DemP Dem [NP ti]]]] is obtained. Under a
principled scrutiny of AAV data, it is noticeable
that the obtained structure is wrong. This situation
urges us to assume that the movement of the head
N to D is a covert movement. Thus, we obtain this
structure [DP D [NumP Num [DemP Dem [FP F
[NP N]]]]]. In reality, the word order of the lexical
and functional categories within this structure after
the covert movement of the head N is the same
before any operation applies. That is to say, the
attained structure of DP before the application of
the operations Move and Merge contradicts with
the attested DP structures in AAV. Specifier of DP
20
4-3 The Syntactic Nature of the Demonstrative Asking these two questions bring us to an interesting
in AAV
fact about the demonstrative in AAV. This fact is
that the AAV demonstrative is not a full-fledged
The nature of the syntactic category of the syntactic category. It is a bundle of features. As a
demonstrative is a mysterious and misleading result, it has to be attached to an appropriate head.
one. In traditional approaches to grammar, According to all examples discussed above, the
grammarians classify demonstratives alongside demonstrative attaches to the head of the nominal
articles as determiners. Determiners are assumed projection and it appears in a postnominal position.
to be positioned in the head of a functional Therefore, it is an enclitic.
projection which is dubbed DP. The DP-hypothesis
22
(8). *d tarbat
This girl
This girl
One can notice that no movement or what is
called Internal Merge is applied to the phrase
marker in (8) yet. According to the assumptions
of the DP-hypothesis, there is a higher functional
projection which is headed by a head labelled D;
the noun in a nominal projection has to raise to
the head D (what is called N-to-D raising). Let us
suppose that is what exactly happens. The noun
tarbat in (8) moves to D successively. That is to
say, it moves to all possible functional projections
within the DP. Thus the noun tarbat/girl moves
to the Dem in which it checks the -feature of the
demonstrative, afterwards moves to D. The trigger
of this movement is to check D-feature in D and
possibly others. Also the demonstrative must
move to higher position in order to check [+REF]
and [+DEICTIC], and the question is what is this
position. Let us take a look at this syntactic diagram
in (9)
After the movement of the noun tarbat to D, it
checks all relevant features as it is desired. One can
notice that by this movement we get the right word
order of the demonstrative and the noun in AAV
without an overt movement of the demonstrative.
As a result, I could assume that the demonstrative
in AAV moves covertly at LF because its [+REF,
+DEICTIC] are weak. These features are checked in
the specifier of the DP. This analysis works well for
simple DPs which contain only the demonstrative
and the noun. However, the sentences which
contain, in addition to both the noun and the
demonstrative, numerals cannot be analysed in the
same way as we have done to the DP in (9). Let us
see how can such a DP in (10) can be derived and
represented.
24
aside)
25
26
27
28
Concerning the order of Adjectival and Genitive projections, we may come across with some AAV DPs in which
the order of AdjP and GenP is reversed. That is to say, we
have such a structure [DP D (.) [GenP Gen [AdjP Adj [
[NP N]]]]]] as the examples in (27) indicate:
27 a. Sin ishirran-nna n-othma imzyan
Two children-that of-my-sister small-Pl
Those two small children of my sister
b. Sin ishirran-nna imzyan n-othma
Two children-that small of-my-sister
Those two small children of my sister
In brief, the derivation and the word order of functional
and lexical projections within AAV DPs which consist of
the heads D, Dem , Gen and N do not pose any problem
to our assumptions outlined. However, more extensive work
is called for in order to achieve a unified and principled account of the hierarchical structure of DPs in other Amazigh
varieties.
5- Conclusion
This paper has dealt with the issue of word order among
AAV DPs which contains the heads N , Dem , Num
and D. In these DPs, there is a contradiction between the
word order of their functional and lexical heads after and before Spell-Out. If one takes into consideration the approach
of N-to-D raising (Longobardi 1994) and the Demonstrative Movement to Spec of Determiner Projection Approach
(Giusti 1996), in AAV DPs the head N moves overtly to D
to check D-feature and the head Dem moves covertly to
[Spec, DP]. This works well for simple DPs which consist of
the demonstrative and the noun. But this does not work for
complex DPs which contain another functional projection
,namely the Numeral projection. In fact, in these DPs the
head of the Nominal Projection cannot move overtly to the
head of the Determiner Projection. If it moves overtly, the
CS derives a wrong order in AAV.
To get around of this problem, I have argued that the demonstrative in AAV is base-generated in the head of the
Demonstrative Projection, a functional projection. Furthermore, I have assumed that the head N contains a strong
feature F ([Def]) which triggers the movement of the noun
to Dem, a head position in which this feature F is rendered
invisible at LF. Indeed at this position the complex syntactic
object is formed. And then the [N+Dem] moves covertly
and successively to the head D to check [+REF], [+DEICTIC] and [phi] features. In this way, we have established a
principled account of the hierarchical structure of this type
of DPs in AAV. Moreover, the impossibility of the intervention of other syntactic categories between the noun and the
demonstrative is accounted for. The reason put forward is
that they form a complex syntactic object.
This line of inquiry of AAV DPs is worthwhile to pursue
and presumably it is possible to extend it to other varieties
In doing so, I have launched an extensive analysis of demon- of Amazigh language. In addition, extending this line of instratives in AAV. Definitely I reach some interesting facts quiry to AAV DPs which contain other elements than the
such as these ones:
demonstrative and numeral will lead researchers to discover
much more about the hierarchical structure of functional
(i)
The Demonstrative in AAV appear only in post- and lexical categories within the DPs such as Genitive Pronominal position.
jections and Adjectival Projections .
(ii) Demonstrative system in AAV is a three-way distinctive system (Proximal, Intermediate and Distal).
(iii) There is only person agreement between the demonstrative and the noun phrase.
(iv) It is impossible for an element, whatever its type is,
to intervene between the noun and the demonstrative.
(v)
AAV Demonstrative cannot occur and stand alone;
29
The teachers were amazed at this phenomenon and at first they thought
it was merely the clumsy mimical representation of a butchered
Spanish, until they decided to ask for help to the Nicaraguan Ministry
of Education which in turn contacted Judy Kegl, an American Sign
Language linguist from MIT to provide these teacher with an answer
and guidance over these events.
Contrary to what the teachers thought Kegl and other researchers
pointed out that those signs were not pantomimes and gestures, plain
clumsy inventions of children, or ciphers of spoken Spanish; older
students were actively using a pidgin form and the younger ones were
already developing a creole with verb agreement and other elaborated
conventions of grammar; and in time from these signs ISN was born (Idioma de Seas de Nicaragua) Nicaraguan Sign Language.
These examples and the data collected from research show us that
every child has the innate need and capacity to communicate and
even when the environment does not provide the necessary tools for
achiving the complex degree of human communication, children will
find a way to naturally create meaning of their own will and pleasure,
as any good conlanger does.
*The study was co-conducted by professorHugo Lagercrantz and funded by the National Institutes of
Health and Pacific Lutheran Universitys S. Erving Severtson Forest Foundation
Undergraduate Research Program.
* Picture of comparative table from Wikipedia
32
Introduction:
There is no doubt that writing provides language
with a visual representation. It is utilised particularly
to transmit multiple types of information. This
section will introduce the reader to the writing
process. Afterwards, it will identify the dynamic
nature of this cognitive skill. Equally important,
this section will present some of the types adopted
to measure a learners capability in a certain field.
This section is a preliminary to the section that
follows.
The Notion of Writing:
It goes without saying that one of the fundamental
properties of human language is its ability to be
written. In fact, there is a valuable claim that writing
provides a tangible nature of the language, since it
represents language in a more sophisticated form
than speech does. However, De Saussure, among
other scholars, believes that language and writing
are two distinct systems (1959: 23). In this passage,
we will shed light on a variety of perspectives made
towards writing.
The above-mentioned issue has been raised under
the discipline of applied linguistics. As far as SLA
is concerned, writing acts as a salient foundation
for the proficiency of L2. It is undeniable that
writing is getting a huge interest, mainly due to its
cognitive nature which merges between thinking
and learning (Nystrand, 1993). Nevertheless,
Rereading, this stage may involve other readers, in The purposes of language testing may vary. Still,
order for the writer to get distinct perspectives that the central objectives of this latter are common.
will enable him/her to improve his/her composition. Firstly, testing attempts to determine the amount
of learning that was received by the student. To
After obtaining various opinions, the writer may illustrate, if we are to examine students on the
choose to edit the structure, the punctuation, the content given in the classroom, it would be possible
wording...etc.
for the teacher to be aware of the things that need
more practice and those which are properly learnt.
The stage that follows is the execution of the final Another substantial purpose is to keep track of the
draft. Even though, the written work is far from progress achieved by the learner. Ultimately, to
being final due to the dynamic nature of writing.
ensure the fulfillment of the learning aims.
The writing process is not a highly linear process,
but rather a continual movement between the The field of testing writing has considerably
different steps of the writing model Johnson and improved. It has, however, witnessed many changes
Gardner (1997). In actuality, writing is a complex from one approach to another (Farhady, 1979). It
process whereby many discrete stages are being may suffice for the time being, to point out that some
applied.
of these approaches will be separately analysed in
the forth-coming sections.
Testing Versus Evaluating:
Testing:
Within the field of applied linguistics, teaching,
learning, and testing are all of significance in the
acquisition of L2. In this sub-section, diverse
questions associated with the concept of testing will
be addressed. As a starting point, a definition of the
term testing will be presented. More precisely, in
the realm of language teaching and learning.
Evaluating:
Another procedure to assess students ability, writing
in our case, is evaluation. To some extent, many
researchers have distinguished between testing
and evaluating. This section will try to explore this
procedure (i.e. evaluation), and to pin down the
dissimilarity between testing and evaluating.
34
The content validity, which should reflect
the content that was given therein the classroom.
By way of contrast, testing and evaluating are
distinct procedures to be adopted.
Introduction:
-
Grammatical ability which refers to the
mastery of grammar rules.
-
Lexical ability that is to say the accuracy of
the vocabulary implemented in the writing.
-
Stylistic skills which are represented in terms
of the transitions made within the composition.
It is quite obvious that the wider are the items
that constitute the composition, the more difficult
is to determine the learners writing ability. Besides,
another aspect that pinpoints the accuracy in
assessing learners writing is the teacher. First, he/
she is supposed to master the L2. More essentially,
the teacher must have the techniques to respond to
the students compositions as such, the feedback
should be provided only when necessary. (For more
details see Leki, Cumming, Silva, 2008).
37
Linking My Theory of
Metaphor(m) to Pragmatic Use
Metaphor(m)
A theory is a picture of the world; one way to
think about reality; a suggested method for seeing
experience in that way. It suggests both is and is
not, and even, I assert, should be and should not be.
Artists can picture life particularly well, thus being
implicitly theorists. Small changes in the pictures
with which we think, in our metaphor base, the stuff
of the creative arts, have major importance. The
operations of extending, elaborating, composing
and, most of all, questioning may seem slight
tools, yet they can build impressive edifices of
understanding. Metaphor theory in general and my
metaphor(m) idea, in particular, point out some of
the instantiations of this drive. Trope-as-reasoning
links theorization and creativity to everyday
thought on the one hand, and to revelatory ideation
on the other.
An enclosed quotation is enlightening here. This is My theory of metaphor(m), and the articles on
Bloom citing Emerson, adding framing comments this website, assert the preeminence of the search
which are equally important.
for meaning, through metaphoric creativity, in art.
This is not an attempt to restore some imagined,
Emerson is totally Vichian when he identifies missing hint of a purport preceding the created
rhetoric and reality, in his late essay Poetry and text or object. It is an affirmation of the quest for
Imagination:
meaning as the central struggle in creativity.
For the value of a trope is that the hearer is one: and
indeed Nature itself is a vast trope, and all particular It is no longer viable to seek to discover some
natures are tropes. As the bird alights on the bough, imagined intention of meaning the artwork is
then plunges into the air again, so the thoughts the achieved meaning through its metaphor(m).
of God pause but for a moment in any form. All Each artwork is a complex of multiple meanings
thinking is analogizing, and it is the use of life to performatively embodied. Historical fact is a
learn metonymy.
necessary and enlightening frame of reference
to anchor finer associations; nevertheless, what
What Emerson is not saying is that we are in the a creator principally intended is always for that
dungeon of language. Lacan asserts that it is the specific object to exist. What all creators try to do
world of words that creates the world of things, and can likewise be plainly described.
Jakobson, less figuratively, allows himself to insist
that the poetry of grammar produces the grammar They try to tell truths with emphasis placed on the
of poetry. Emerson, like all central poets, knows verb and the plural noun ending. Yet these simplethat the grammar of poetry produces the grammar sounding essentials are the bases for immeasurably
of poetry, since poetry is a discursive and not a rich creations. There is no objectivity beyond this.
linguistic mode. Holmes remarked that Emerson In the same way, a purely subjective response is of
was eminently sane for an idealist, and such sanity little pragmatic value, only perhaps inadvertently
38
39
Vowel Systems
Around The World
(a selection of texts)
Phonologists since at least Jakobson and Trubetzkoy (cf. e.g. Trubetzkoy 1939) have
been concerned with why languages display their particular array of sound patterns.
The central questions raised in treatments of the distribution of vowel systems
in particular are (i) why vowels fall into the particular zones of the perceptible/
produceable space that they do, (ii) why some sounds are more basic and thus prior
in the synchronic and diachronic evolution of segment inventories.
Theories of vowel inventory typologies:
Quantal Theory - prioritises perceptual invariance: the point vowels {a i u} are
typologically preferred because they represent regions of the articulatory space in
which variability in production has a minimal acoustic impact.
(Stevens 1972, 1988; Lang &Ohala 1996)
Traditional markedness theory - derives its hierarchy from phonological behavior
and cross-linguistic distribution for the most part, though Sanders 1972, Particle
Phonologists (e.g. Schane 1984), Iverson and Sohn 1994, the Toronto School (cf.
Rice 1999, 2002, Dresher 2003), the Government Phonologists (e.g. Harris &
Lindsey 2001),and most recently Clements 2003 derive it from feature counting.
Dispersion Theory - (DT) maintains that the structure of inventories derives from
functional principles such as minimise effort and maximise contrast.
(from:http://www.academia.edu/207443/Explaining_vowel_systems_Dispersion_
Theory_vs._NaNatur_Selection9
40
* ( http://courses.umass.edu/linguist716-kmyu/static/pages/readings/lindblom1986.pdf).
41
HIGH-MID-LOW Systems
No length contrast.
Length contrast.
HIGH-LOW Systems
Languages with minimal vowel systems typically
have three vowel phonemes: one high front, one
high back, and one low vowel with no length
contrast.
Length contrast.
Some languages are based on this basic system but
have in addition the added dimension of vowel
length.
42
43
10 Commandments
For Successful Conlanging
1. Do your homework
2. Be patient
3. Do ask for help when needed
4. Always inquire why/how is it so?
5. Be organised
6. Welcome challenges
7. Let your imagination go wild,
but not too wild
8. Be critical of your conlang/s
9. Take pride in your creation/s
10. Have fun!
There are naive questions, tedious questions, illphrased questions, questions put after inadequate
self-criticism. But every question is a cry to
understand the world. There is no such thing as a
dumb question
5.- Be Organised
This advice cannot be overstated; being organised
is being in control and the last thing you want is
to lose control/track of the development of your
conlang. Once youve got midway into your creation
you will have so much data/material about it that it
will be burdensome to keep everything clean and
organised; we all have gone through such a phase
and its a lot better to begin a conlang knowing
where and how everything will be placed. The best
way to organise your conlang is to create a folder
45
This is just an example of how you can organise 7.-Let your imagination go wild, but not too
your conlang; some options may vary from conlang wild.
to conlang:
Conlanging is such a creative
endeavor that will demand
to squeeze your brains juices
all over your work. When
conlanging dont hesitate to add and/or remove as
Remember, a good layout helps your system to many features as you desire. There are over 6000
be better understood; and a conlang is a very attested langauges in the world no one of them is
complex system which requires a good amount of an exact copy of another, each one of them has its
organisation. Along with such organisation there own flavor and characteristcs out of which you can
is another aspect linked to such trait, DO always derive infinite inspiration for your creation/s.
make a backup of your conlang, not just one
backup but two or three, save them in a flashdrive, Do you want to have 100 cases, 10 grammatical
on your cloud account, in an external hard-drive, genres, 20 pronouns, etc. go for it! Experiment and
etc apart from the original file in your computer. see what works best for you, dont let your mind be
Many conlangers will tell you about the frustration boxed inside a single pattern, but be careful with
and problems they have encountered after losing a craving to add every possible feature you read about
file in which they have worked for years.
every natlang you make research on.
6.-Welcome challenges
This is something you will encounter often:
Challenges; everything about conlanging is
a challenge, this is not like making a pre-made
macaroni and cheese dish on the microwave. The
more you delve into conlanging the more you will
encounter facets of the craft that seem daunting and
perplexing. So dont be afraid of such challenges
and welcome them because thats the only way to
get through them.
Not every conlanger faces the same challenges, for
some phonology is a challenge, for others vocabulary
creation is taxing, others may find morpho-syntaxis
impossible to fully grasp and some others may find
cases unmanageable to work with; whatever your
challenge may be, welcome it! Ask for help when
DO always make a
backup of your conlang,
not just one backup but
two or three!
The National Council for Excellence in Critical Thinking describes critical thinking
as the ability to conceptualise, analyse, synthesise, apply, and/or evaluate
information gathered from, or generated by, observation, reflection, experience,
reasoning, or communication, as a guide to belief and action. As Ashly Miller (writer)
puts it Critical thinking helps you objectively examine these factors, consider their
importance and impact on your course of action, while simultaneously maintaining
professional detachment and a non-biased attitude. Apply this to your conlang
and see it flourish as a beautiful piece of art.
9.- Take pride in your creation/s.
Taking pride in your creation is not about getting rewards and admiration from
other people or fellow conlangers, its about respecting the effort you have put into
creating your artwork. Never diminish your work and never compare it to others
as their intentions and goals will most likely differ from yours.
Care about what you do and how you get it done so at the end of day you can say
well done comrade!. Respect and honour what you do, be true to your values and
let your conlang/s be a source of enjoyment and personal pride, after all its a path
not many are willing to tread through.
10.- Have Fun!
Last but not least, have fun while conlanging, most conlangers already love
languages and everything related to it, and thats why they have so much fun in
spending hours, days, months and years at it, even when there is no money at then
end of their endeavors.
Dont let yourself be caught bored at conlanging, many of us have been there at
some point and maybe more than once, uninspired, apathetic and unmotivated to
continue, but be patient (2nd commandment), take some time off and go back to
it when you know youll feel engaged and entertained in your craft. Youll learn to
love conlanging and your conlang/s, for nobody ever loves something boring and
tedious.
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For the examples given, the words are similar to Spanish. Hints
at: Mass borrowing from Spanish.
* Condensed from Lyle Campbells Historical Linguistics: An Introduction
and Paul Heggartys Beyond lexicostatistics: how to get more out of word
list comparisons.
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Interview with
David J. Peterson
David J. Peterson is an American linguist and
language creator. Studying at University of California,
Berkeley from 1999 to 2003, he received B.A. degrees
in English and in linguistics. He received an M.A. in
linguistics from University of California, San Diego.
David Peterson is best known for creating the
Dothraki and Valyrian languages for the HBO series
Game of Thrones (since 2009) and the Castithan and
Irathient languages for Syfys Defiance (since 2011),
but has been creating languages since 2000.
He also created the language used by the Dark Elves
in the movie Thor: The Dark World. In 2007, he cofounded the Language Creation Society, with nine
other language creators, and served as its president
(2012-2014). -Wikipedia-
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actually just the hardest to use. It came together fairly ~ CM: And lastly, what advice would you give to
well. Probably the hardest is one Im working on right beginning conlangers?
now, though I cant talk about it yet.
David: Just as beginning writers need to read and write
Im having some real blocks with it, though. Its odd. constantly, beginning conlangers need to study language
Im creating two languages right now for two different and conlang constantly. In addition to studying diverse
shows, and one is going great; the other Im constantly natural languages (if you speak English and have studied
getting stuck with. Im sure Ill work through it. I also Spanish in school, its not broadening your horizons
spent a lot of time with the High Valyrian verb system. enough to study French of German.
I wanted that to work out just right, so I put a lot of Go outside Indo-European. Study Japanese, or Warlpiri,
work into. It was taxing, but Im quite pleased with the or Chichewa), there are a wealth of excellent conlangs
way it came out.
which have been documented online. Chances are if
you can think of it, some conlang or natlang has done
it already (likely both). It pays to be well-read, when it
~ CM: In 2009, you were firstly called up to work comes to conlangs that have been created in the past.
with the series A Song of Ice and Fire. How did that I learned pretty much everything I know by studying
happen? Had you had any previous professional others conlangs: Sally Caves, David Bell, John Quijada,
conlanging experiences before that?
Matt Pearson, Sylvia Sotomayor, Amanda Furrow, Mia
Soderquist There are scores available, and much of
David: In the summer of 2009, the Language Creation the work thats been detailed in full online is excellent.
Society (LCS) was contacted by Dan Weiss and David
Benioff, the creators of Game of Thrones. They wanted Thank you very much for your words, I wish you all
someone to create a language for Game of Thrones. The the best.
president of the LCS, Sai, then worked with HBO to put
a contract in place, and he set up a competition which
he announced to the language creation community at
large. I applied along with forty or so others who were
interested. The contest involved two rounds of judging,
the first by language creators, and the second by the
producers.
The competition lasted a couple months, and many
applicants dropped out along the way. It was an openended application, so there was no cap on the amount
of material you could create and submit for judging.
I worked on my application pretty much every waking
hour of the day throughout both rounds. By the time
our final proposals were due, I had over 300 pages of
material, and the Dothraki language was mostly done. I
was fortunate enough to be selected as the winner, and
from then on I was the language creator on the series.
Oh, and no, I hadnt had any other serious professional
conlanging jobs before that.
~ CM: Did you ever expect that you would be
employed to create languages?
David: When I first started creating languages, I
thought it would be possible, because I thought I was
the first one since Zamenhof to create languagesand
certainly the first ever to create a language not intended
for international communication. When I found the
greater conlanging community, though, and learned
about their struggles and interactions with the wider
world, I was quite certain that it was totally unrealistic to
think anyone could ever make money doing so. I think
this is the way most of us felt until Game of Thrones
happened all of a sudden.
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The Septuagint:
A Short History Of Bible Translation
And Canonicity
Masoretes, their product known as the Masoretic
Text. Much before those copyists were struggling
to keep their Hebrew and Aramaic production on,
however, Greek language was on the rise among
exiled Jews, giving rise to a cultural phenomenon
known as Hellenistic Judaism.
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