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Seminar paper from the year 2009 in the subject American Studies - Linguistics, grade: 2,3, Free University of Berlin (John-F. Kennedy Institut für Nordamerikastudien), course: Linguistic Varieties and Language Practices in the USA, language: English, abstract: When the first Europeans came to America, there existed more than 500 different Native American and Alaska Native languages. Through the contact with the English language and Euro-American cultures, the usage of indigenous languages started to decline. But it had an influence on the way Native Americans started speaking English.
Seminar paper from the year 2009 in the subject American Studies - Linguistics, grade: 1,0, Free University of Berlin (John-F. Kennedy-Institut für Nordamerikastudien), course: Language Change II: Language Contact Phenomena and Change in English, language: English, abstract: The number of indigenous people that inhabited the American continent before the European settlers arrived is still debated about today. Based on numerous different sources, printed as well as online, it ranges from 8 million to 112 million people who lived in tribal societies. Those tribes were often very different in the way they lived: some societies were nomad tribes, their major source of food being hunting – which was why they followed their prey. Others lived from growing maize and plants. Again others in the rocky desert regions lived in houses which they built using the natural rock foundations of the area. There were different sizes of tribes, some being rather small, and some being huge, like for example the Aztec societies or the Anasazi people. But no matter what size the population of tribe was, or how advanced they were in their way of life, there’s one thing all of them had in common: the moment of contact with the European settlers changed their lives forever. Today the number of Native American people in the United States, although slowly increasing again, is still considerably low: about 1.9 million people today consider themselves to be Native Americans. They make about one percent of the overall population of the United States of America. Throughout the last five centuries, their population was decimated by diseases and wars, caused by the invasions of European settlers. Special programs during the nineteenth century, aiming to “kill the Indian, save the man” have further added to not only the decimation of a race, but the loss of cultures and related to that, languages. Yet, a lot of aspects of Native American cultures and languages live on today in the modern languages in the form of loanwords. These loanwords allow a glimpse into a unique style of life, which got lost over time. This paper aims on looking at the different kinds of loanwords, seeing what areas of life they can be classified into and to examine when they entered the English language for the first time.
Seminar paper from the year 2012 in the subject English Language and Literature Studies - Linguistics, grade: 1,7, Free University of Berlin (Institut für Englische Philologie), course: Historical Linguistics – History of English, language: English, abstract: “Indian English” is an umbrella term which is used to describe all dialects of the English language that are spoken in the Republic of India. But “Indian English” is not a native language. Like other variations of the English language, “Indian English” is the result of language contact, which contributed to the development of the present-day “Indian English” due to the mixture of the linguistic aspects and different social backgrounds. To describe how the development of this language variation occurred, section 2 dwells on the history of “Indian English” and the usage and cultural aspects by expanding on its functions. Its grammatical form is particularly illustrated in section 3, which deals with the most important linguistic features of phonology, morphology, syntax and semantics. The issues contributing the development of “Indian English” are revisited in the conclusion.
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A NEW PERSPECTIVE ON NATIVE AMERICAN HISTORY: A CHRONOLOGICAL ACCOUNT OF ITS PLACE ON THE WORLD STAGE. Native American History is a breakthrough reference guide, the first book of its kind to recognize and explore the rich, unfolding experiences of the indigenous American peoples as they evolved against a global backdrop. This fascinating historical narrative, presented in an illuminating and thought-provoking time-line format, sheds light on such events as: * The construction of pyramids--not only on the banks of the Nile but also on the banks of the Mississippi * The development of agriculture in both Mesopotamia and Mexico * The European discovery of a continent already inhabited by some 50 million people * The Native American influence on the ideas of the European Renaissance * The unacknowledged advancements in science and medicine created by the civilizations of the new world * Western Expansion and its impact on Native American land and traditions * The key contributions Native Americans brought to the Allied victory of World War II And much more! This invaluable history takes an important first step toward a true understanding of the depth, breadth, and scope of a long-neglected aspect of our heritage.
Excerpt from The Story of the American Indian: His Origin, Development, Decline and Destiny The popular opinion of the American Indian has for generations been based upon prejudice and ignorance as thoughtless as it is unreasoning and unjust. The red man Of America may be no saint, but he is at least a man and should not be condemned unheard. He has his Side of the story quite as much as has his white conqueror. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
This Is A New Release Of The Original 1887 Edition.
The American Indian—origin, culture, and language—engaged the best minds of Europe from 1492 to 1729. Were the Indians the result of a co-creation? Were they descended from the Ten Lost Tribes of Israel? Could they have emigrated from Carthage, Phoenicia, or Troy? All these and many other theories were proposed. How could scholars account for the multiplicity of languages among the Indians, the differences in levels of culture? And how did the Indian arrive in America—by using as a bridge a now-lost continent or, as was later suggested by some persons in the light of an expanding knowledge of geography, by using the Bering Strait as a migratory route? Most of the theories regarding the American Indian were first advanced in the sixteenth century. In this distinctive book Lee E. Huddleston looks carefully into those theories and proposals. From many research sources he weaves an historical account that engages the reader from the very first. The two most influential men in an early-developing controversy over Indian origins were Joseph de Acosta and Gregorio García. Approaching the subject with restraint and with a critical eye, Acosta, in 1590, suggested that the presence of diverse animals in America indicated a land connection with the Old World. On the other hand, García accepted several theories as equally possible and presented each in the strongest possible light in his Origen de los indios of 1607. The critical position of Acosta and the credulous stand of García were both developed in Spanish writing in the seventeenth century. The Acostans settled on an Asiatic derivation for the Indians; the Garcians continued to accept most sources as possible. The Garcian position triumphed in Spain, as was shown by the republication of García’s Origen in 1729 with considerable additions consistent within the original framework. Outside of Spain, Acosta was the more influential of the two. His writings were critical in the thinking of such men as Joannes de Laet (who bested Grotius in their polemic on Indian origins), Georg Horn, and Samuel Purchas. By the end of the seventeenth century the Acostans of Northern Europe had begun to apply physical characteristics to the determination of Indian origins, and by the early eighteenth century these new criteria were beginning to place the question of Indian origins on a more nearly scientific level.
The last "Indian War" was fought against Native American children in the dormitories and classrooms of government boarding schools. Only by removing Indian children from their homes for extended periods of time, policymakers reasoned, could white "civilization" take root while childhood memories of "savagism" gradually faded to the point of extinction. In the words of one official: "Kill the Indian and save the man." Education for Extinction offers the first comprehensive account of this dispiriting effort. Much more than a study of federal Indian policy, this book vividly details the day-to-day experiences of Indian youth living in a "total institution" designed to reconstruct them both psychologically and culturally. The assault on identity came in many forms: the shearing off of braids, the assignment of new names, uniformed drill routines, humiliating punishments, relentless attacks on native religious beliefs, patriotic indoctrinations, suppression of tribal languages, Victorian gender rituals, football contests, and industrial training. Especially poignant is Adams's description of the ways in which students resisted or accommodated themselves to forced assimilation. Many converted to varying degrees, but others plotted escapes, committed arson, and devised ingenious strategies of passive resistance. Adams also argues that many of those who seemingly cooperated with the system were more than passive players in this drama, that the response of accommodation was not synonymous with cultural surrender. This is especially apparent in his analysis of students who returned to the reservation. He reveals the various ways in which graduates struggled to make sense of their lives and selectively drew upon their school experience in negotiating personal and tribal survival in a world increasingly dominated by white men. The discussion comes full circle when Adams reviews the government's gradual retreat from the assimilationist vision. Partly because of persistent student resistance, but also partly because of a complex and sometimes contradictory set of progressive, humanitarian, and racist motivations, policymakers did eventually come to view boarding schools less enthusiastically. Based upon extensive use of government archives, Indian and teacher autobiographies, and school newspapers, Adams's moving account is essential reading for scholars and general readers alike interested in Western history, Native American studies, American race relations, education history, and multiculturalism.