As the world grows less biologically diverse, it is becoming less linguistically and culturally diverse as well. Biologists estimate annual loss of species at 1,000 times or more greater than ...historic rates, and linguists predict that 50-90% of the world's languages will disappear by the end of this century. Prior studies indicate similarities in the geographic arrangement of biological and linguistic diversity, although conclusions have often been constrained by use of data with limited spatial precision. Here we use greatly improved datasets to explore the co-occurrence of linguistic and biological diversity in regions containing many of the Earth's remaining species: biodiversity hotspots and high biodiversity wilderness areas. Results indicate that these regions often contain considerable linguistic diversity, accounting for 70% of all languages on Earth. Moreover, the languages involved are frequently unique (endemic) to particular regions, with many facing extinction. Likely reasons for co-occurrence of linguistic and biological diversity are complex and appear to vary among localities, although strong geographic concordance between biological and linguistic diversity in many areas argues for some form of functional connection. Languages in high biodiversity regions also often co-occur with one or more specific conservation priorities, here defined as endangered species and protected areas, marking particular localities important for maintaining both forms of diversity. The results reported in this article provide a starting point for focused research exploring the relationship between biological and linguisticcultural diversity, and for developing integrated strategies designed to conserve species and languages in regions rich in both.
This volume is intended to be a practical manual to learn the basics of the Ainu language, in its varieties of Southern Hokkaidō and Sakhalin. Each lesson presents one specific topic that is ...investigated taking into account both varieties of the language. Three kinds of activities guide the student throughout each lesson to inductively make generalisations on the language that can be supported by linguistic evidence and, possibly, to revise the information they were given as a start of their analysis. In order to do this, the student learns to observe the data, recognize recurring patterns and exceptions, and formulate a description of the language behaviours illustrated by the given examples. At the end of each lesson the student actively gains knowledge of the Ainu language by producing themselves a set of descriptive rules. The course aims at giving the student some basic analytical tools to approach and analyse Ainu language sources. Furthermore, the student will gain knowledge about the genealogical relationship of the Ainu language and about important sociolinguistic issues relative to its past history and present status of vitality.
This series offers a wide forum for work on contact linguistics, using an integrated approach to both diachronic and synchronic manifestations of contact, ranging from social and individual aspects ...to structural-typological issues. Topics covered by the series include child and adult bilingualism and multilingualism, contact languages, borrowing and contact-induced typological change, code switching in conversation, societal multilingualism, bilingual language processing, and various other topics related to language contact. The series does not have a fixed theoretical orientation, and includes contributions from a variety of approaches.
Creating an orthography is often seen as a key component of language revitalisation. Encoding an endangered variety can enhance its status and prestige. In speech communities that are fragmented ...dialectally or geographically, a common writing system may help create a sense of unified identity, or help keep a language alive by facilitating teaching and learning. Despite clear advantages, creating an orthography for an endangered language can also bring challenges, and this volume debates the following critical questions: whose task should this be - that of the linguist or the speech community? Should an orthography be maximally distanciated from that of the language of wider communication for ideological reasons, or should its main principles coincide for reasons of learnability? Which local variety should be selected as the basis of a common script? Is a multilectal script preferable to a standardised orthography? And can creating an orthography create problems for existing native speakers?
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