Tag: (E) earth

(2020) English – Cultural key words


Goddard, Cliff (2020). ‘Country’, ‘land’, ‘nation’: Key Anglo English words for talking and thinking about people in places. Journal of Postcolonial Linguistics, 1(2), 8-27.

Abstract:

This is a corpus-assisted, lexical-semantic study of the English words ‘country’, ‘land’ and ‘nation’, using the NSM technique of paraphrase in terms of simple, cross-translatable words. The importance of these words and their derivatives in Anglophone public and political discourses is obvious. Indeed, it would be no exaggeration to say that without the support of words like these, discourses of nationalism, patriotism, immigration, international affairs, land rights, and post/anti-colonialism would be literally impossible.

The study builds on Anna Wierzbicka’s (1997) seminal study of “homeland” and related concepts in European languages, as well as more recent NSM work that has explored ways in which discursively powerful words encapsulate historically and culturally contingent assumptions about relationships between people and places. The primary focus is on conceptual analysis, lexical polysemy, phraseology and discursive formation in mainstream Anglo English, but the study also touches on one specifically Australian phenomenon, which is the use of country in a distinctive sense which originated in Aboriginal English, e.g. in expressions like my grandfather’s country and looking after country. This highlights how Anglo English words can be semantically “re-purposed” in postcolonial and anti-colonial discourses.

Rating:


Research carried out by one or more experienced NSM practitioners

(2018) English – Understandings of the universe


Wierzbicka, Anna (2018). Talking about the universe in Minimal English: Teaching science through words that children can understand. In Cliff Goddard (Ed.), Minimal English for a global world: Improved communication using fewer words (pp. 169-200). Cham: Palgrave Macmillan. DOI: 10.1007/978-3-319-62512-6_8

Science education faces many challenges, not least that of rendering the key propositions into language that children can readily understand. This chapter applies Minimal English to a canonical science education narrative about changing scientific and pre-scientific understandings of the universe. It attempts to capture the key beliefs and mindsets associated with the views of Ptolemy, Copernicus, and Galileo, with a look ahead to the possibilities of further advances in scientific thinking about the cosmos.


Research carried out by one or more experienced NSM practitioners

(1999) Religion, religious understanding


Wierzbicka, Anna (1999). What did Jesus mean? The Lord’s Prayer translated into universal human concepts. In Ralph Bisschops, & James Francis (Eds.), Metaphor, canon and community: Jewish, Christian and Islamic approaches (pp. 180-216). Canterbury: Peter Lang.

Abstract:

The aim of this paper is not to suggest that Bible translators around the globe should henceforth start translating the Lord’s Prayer into universal concepts, avoiding culture-specific images and metaphorical terms such as father, kingdom, or bread. Images and terms of this kind are part and parcel of Jesus’ teaching, and some equivalents for them must be forged in any language into which the Gospels are translated.

The intended meaning of these images and terms, however, can be further elucidated in a language so simple that even a child can understand it, and based on concepts that are universally available. It is also important to recognize that behind the use of imagery and metaphor lie very specific messages – messages that can be reconstructed in a largely non-metaphorical language, and in any case without any metaphors that are not universal.

More information:

An earlier version of this chapter was published in 1995 and reissued in 2011 (with different pagination) in the LAUD Working Papers, Series A, General and Theoretical Papers, 360.

Rating:


Research carried out by one or more experienced NSM practitioners