Our catch phrase is on its way.
Dear Fellow Earthlings,
In 1991 The sociolinguist Joshua A. Fishman released Reversing Language Shift, a work based in sociolinguistic theory. In this book Fishman describes a concept known as “intergenerational continuity”, whereby a language is successfully passed on from generation to generation.
In the book Fishman describes means by which “threatened languages” (as he calls them) may be rescued from extinction -- and the sociocultural dynamics involved in any effort to employ those means. In Reversing Language Shift Fishman provides case studies of efforts that have been/are being made (with varying degrees of success) to preserve/maintain various languages.
What is glaringly lacking in this very fine work is the role the human body plays in helping to foster the intergenerational continuity needed to keep a language inside the bodies of its users.
In the face of globalization, the only hope for "beleaguered languages" (the term I Steve Walker use to describe Fishman’s term “threatened languages”) is to develop within the body of the potential language acquirer/preserver the ability to multi-task at a level suffiicient to allow kerm to maintain kerm “language of concern” while at the same time acquiring the various other skills (both linguistic and otherwise) to afford kerm the luxury of maintaining the language that kee feels best expresses kerm cultural identity – and, quite possibly – kerm self-identity. Bringing this concept to the specific case I am concerned with at the moment – that of getting Seneca back up on its feet – I feel that the Seneca Jingles (known as Gaënö’) need to be “inserted” into the phonomes (“phonological systems”) of Seneca learners. As things now stand, these learners are native speakers of England-based English. “G” (See Installment 137.) and I must find a way or ways to motivate Seneca adults to undergo the series of speech motor skills insertion procedures (known as “Jingles/Gaënö’ training sessions”) that constiute Jingles Gaënö’ intervention.
In this way, they will gain the ability to physically pass a nativelike Seneca allophonome on to Seneca infants, toddlers, and children between the ages of 3 and 11 or 12 – until the children become adolescents. . I have the expertise to insert a secondary allophonome (that is, a phonological system completely independent and autonomous from the English phonome that Seneca speakers already possess) into the bodies of Seneca learners. But I am just one person. So I am asking for your help! You can ontact me at << s.walker@thejingles-summit.co.jp>>. There is lots of work to be done – not just for Seneca, but for other languages as well. I would be most honored to help YOU become a Jingles instructor, no matter what language’s phonology is of concern to you!
Steve Walker, Earthsaver and Jingles Creator
© 2013 Steve Walker, The Jingles-The Japan Foundation for English Pronunciation, Summit Enterprises.