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Revitalizing Endangered Languages

Edited by Justyna Olko & Julia Sallabank

Revitalizing Endangered Languages "This guidebook provides ideas and strategies, as well as some background, to help with the effective revitalization of endangered languages. It covers a broad scope of themes including effective planning, benefits, wellbeing, economic aspects, attitudes and ideologies."


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Academic Paper


Title: Jean does the dishes while Marie fixes the car: a qualitative and quantitative study of social gender in French syntax articles
Author: Célia Richy
Author: Heather Burnett
Linguistic Field: Sociolinguistics; Text/Corpus Linguistics
Subject Language: French
Abstract: This article addresses the question of gender bias observed in constructed examples of French syntax articles. Drawing our inspiration from Macaulay and Brice (1997) and Pabst et al. (2018)’s studies of English, we investigate the way women and men are depicted in constructed examples in syntax articles in French. We looked at grammatical functions, thematic roles and lexical choices and found a strong male bias in the use of gendered noun phrases (i.e. more references to men than to women; men are more likely to be in a subject position as well as being referred to via pronouns, and more likely to be agents and experiencers). Furthermore, women and men are not related to the same lexical choices. Besides, since French is a grammatical gender language where masculine gender can also be intended as gender neutral, we designed a second study to investigate masculine marked noun phrases (ambiguous masculines, AMs). When we compared AM noun phrases to female and male arguments in terms of grammatical functions and thematic roles, we found that, in production, they were different than true masculines. We discuss the implications of our results for the meaning of ‘gender neutral masculines’ and for practices anchoring gender discrimination.

CUP AT LINGUIST

This article appears IN Journal of French Language Studies Vol. 30, Issue 1, which you can READ on Cambridge's site .

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