David Malinowski "Linguistic Landscape: New Contexts, Competencies, and Directions for the Language Classroom"
1. Linguis'c
landscape:
New
contexts,
competencies,
and
direc'ons
for
the
language
classroom
Columbia
University
Language
Resource
Center
May
2,
2014
David
Malinowski
Yale
Center
for
Language
Study
david.malinowski@yale.edu
11. Some
ques'ons
to
begin
with
• Who
is
speaking
to
whom
in
the
language
all
around
us,
and
what
exactly
are
they
saying?
• Who
has
the
right
to
write
in
public?
Where,
when,
and
how?
• Who
is
included,
and
who
is
excluded,
from
representa'on
in
public
space?
(esp.
w/
reference
to
mul'lingual
spaces)
• What
can
be
done
about
it?
12. Outline
for
today
1. Introduc'on
to
Linguis'c
Landscape
(studies)
2. Some
standards
and
competencies
for
LL
in
the
language
classroom
3. Examples
of
linguis'c
landscape
in
teaching
contexts
4. LL-‐inspired
ac'vi'es,
resources,
and
possible
areas
for
collabora'on
14. 1.
Introduc'on
to
Linguis'c
Landscape
(studies)
defini'ons
“The
language
of
public
road
signs,
adver'sing
billboards,
street
names,
place
names,
commercial
shop
signs,
and
public
signs
on
government
building
combines
to
form
the
linguis'c
landscape
of
a
given
territory,
region
or
urban
agglomera'on”
Landry
&
Bourhis
(1997)
15. "we
argue
for
an
approach
to
language
from
the
vantage
point
of
the
social
circula'on
of
languages
across
spaces
and
different
semio'c
ar'facts"
“aNen'on
needs
to
be
paid
to
how
constructs
of
space
are
constrained
by
material
condi'ons
of
produc'on,
and
informed
by
associated
phenomenological
sensibili'es
of
mobility
and
gaze.”
Stroud
&
Mpendukana
(2009)
1.
Introduc'on
to
Linguis'c
Landscape
(studies)
defini'ons
16. Urban
sociolinguis'cs
Globaliza'on
and
transna'onal
(strong
Fr.
tradi'on)
flows
of
people,
products,
info
Language
policy
Urban
studies
Language
planning
Cultural
geography
Environmental
Mul'modal,
spa'al,
psychology
material
“turns”
in
social
theory
&
discourse
studies
Prolifera'on
of
image,
geospa'al
technologies
1.
Introduc'on
to
Linguis'c
Landscape
(studies)
some
origins
17. •
LL
as
an
“independent
variable”
• “…the
presence
or
absence
of
rival
languages
in
specific
domains
of
the
linguis'c
landscape
can
come
to
symbolize
the
strength
or
weakness
of
compe'ng
ethnolinguis'c
groups
in
the
intergroup
seqng.
Exclusion
of
the
in-‐group
language
from
public
signs
can
convey
a
message
to
the
effect
that
one’s
own
language
is
not
valued
and
has
liNle
status
within
society”
(Landry
and
Bourhis,
1997,
p.
28).
1.
Introduc'on
to
Linguis'c
Landscape
(studies)
consequence
18. We
do
things
with
language,
produce
effects
with
language,
and
we
do
things
to
language,
but
language
is
also
the
thing
that
we
do.
Language
is
a
name
for
our
doing:
both
“what”
we
do
(the
name
for
the
ac'on
that
we
characteris'cally
perform)
and
that
which
we
effect,
the
act
and
its
consequences.
(Butler,
1997,
on
the
agency
of
language)
1.
Introduc'on
to
Linguis'c
Landscape
(studies)
consequence
19. We
do
things
with
signs,
produce
effects
with
signs,
and
we
do
things
to
signs,
but
signs
are
also
the
thing
that
we
do.
Signs
are
a
name
for
our
doing:
both
“what”
we
do
(the
name
for
the
ac'on
that
we
characteris'cally
perform)
and
that
which
we
effect,
the
act
and
its
consequences.
1.
Introduc'on
to
Linguis'c
Landscape
(studies)
consequence
20. 1.
Introduc'on
to
Linguis'c
Landscape
(studies)
LL
contexts,
issues,
ques'ons:
The
LL6
workshop,
Cape
Town
(April
9-‐11,
2014)
Workshop
website:
hNp://www.linguis'clandscapes6.co.za/
21. 1.
Introduc'on
to
Linguis'c
Landscape
(studies)
LL
contexts,
issues,
ques'ons:
The
LL6
workshop,
Cape
Town
(April
9-‐11,
2014)
Workshop
website:
hNp://www.linguis'clandscapes6.co.za/
22. 1.
Introduc'on
to
Linguis'c
Landscape
(studies)
LL
contexts,
issues,
ques'ons:
The
LL6
workshop,
Cape
Town
(April
9-‐11,
2014)
Workshop
website:
hNp://www.linguis'clandscapes6.co.za/
23. 1.
Introduc'on
to
Linguis'c
Landscape
(studies)
Christopher
Stroud
and
Zannie
Bock
(University
of
the
Western
Cape),
“Zombi
landscapes:
Representa'ons
of
apartheid
in
the
discourses
of
young
South
Africans”
24. 1.
Introduc'on
to
Linguis'c
Landscape
(studies)
Christopher
Stroud
and
Zannie
Bock
(University
of
the
Western
Cape),
“Zombi
landscapes:
Representa'ons
of
apartheid
in
the
discourses
of
young
South
Africans”
25. 1.
Introduc'on
to
Linguis'c
Landscape
(studies)
Christopher
Stroud
and
Zannie
Bock
(University
of
the
Western
Cape),
“Zombi
landscapes:
Representa'ons
of
apartheid
in
the
discourses
of
young
South
Africans”
26. 1.
Introduc'on
to
Linguis'c
Landscape
(studies)
Tedros
Weldemichael
(University
of
the
Western
Cape),
"Signs
of
hope
in
the
linguis'c
landscape
of
Asmara"
27. 1.
Introduc'on
to
Linguis'c
Landscape
(studies)
Jackie
Jia
Lou
(City
University
of
Hong
Kong),
“Naviga'ng
linguis'c
landscape:
A
par'cipatory
visual
ethnography
of
a
gentrifying
neighborhood
in
urban
Hong
Kong”
28. 1.
Introduc'on
to
Linguis'c
Landscape
(studies)
Jackie
Jia
Lou
(City
University
of
Hong
Kong),
“Naviga'ng
linguis'c
landscape:
A
par'cipatory
visual
ethnography
of
a
gentrifying
neighborhood
in
urban
Hong
Kong”
29. 1.
Introduc'on
to
Linguis'c
Landscape
(studies)
Guy
Puzey
(University
of
Edinburgh),
“Exploring
linguis'c
(in)tolerance
through
the
linguis'c
landscapes
of
Norway
and
Scotland"
30. 1.
Introduc'on
to
Linguis'c
Landscape
(studies)
Guy
Puzey
(University
of
Edinburgh),
“Exploring
linguis'c
(in)tolerance
through
the
linguis'c
landscapes
of
Norway
and
Scotland"
31. 1.
Introduc'on
to
Linguis'c
Landscape
(studies)
Jabulani
Donga
(North
West
University),
“The
1369
lights
from
monopolated
light
and
power:
Migrant-‐semio'cs
from
Gauteng”
32. 1.
Introduc'on
to
Linguis'c
Landscape
(studies)
Jabulani
Donga
(North
West
University),
“The
1369
lights
from
monopolated
light
and
power:
Migrant-‐semio'cs
from
Gauteng”
33. 1.
Introduc'on
to
Linguis'c
Landscape
(studies)
Quen'n
Williams
(University
of
Western
Cape)
response,
“Linguis'c
ci'zenship
and
linguis'c
landscape
studies:
Representa'ons
of
agency
and
voice"
34. 1.
Introduc'on
to
Linguis'c
Landscape
(studies)
Quen'n
Williams
(University
of
Western
Cape)
response,
“Linguis'c
ci'zenship
and
linguis'c
landscape
studies:
Representa'ons
of
agency
and
voice"
35. Ethnographic
Inves'ga'ons
into
bilingual
authorship
and
viewing
prac'ces
in
contested
spaces
-‐ Oakland,
2003-‐5
-‐ Seoul,
2006-‐7
Malinowski
(2009,
2010)
1.
Introduc'on
to
Linguis'c
Landscape
(studies)
my
research
projects
36.
37. • What is the symbolic and political
significance of bilingualism and
multilingualism in the lingusitic landscape?
38. • What is the symbolic and political
significance of bilingualism and
multilingualism in the lingusitic landscape?
• Who is responsible for these meanings?
How do we understand authorship in the
linguistic landscape?
39. • Use ethnographic methods to engage
with issue of code choice and
authorship in the LL
40. • Use ethnographic methods to engage with
issue of code choice and authorship in the
LL
• Findings suggest a view of the‘author’ of
signs as a complex, dispersed entity who is
only somewhat in control of the meanings
that arise from what s/he produces.
41.
“linguis'c”
landscape?
…we
are
keen
to
emphasize
the
way
wriNen
discourse
interacts
with
other
discursive
modali'es:
visual
images,
nonverbal
communica'on,
architecture
and
the
built
environment.
For
this
reason,
‘linguis'c’
is
only
one,
albeit
extremely
important,
element
for
the
construc'on
and
interpreta'on
of
place”
Jaworski
&
Thurlow,
2010,
p.
2
1.
Introduc'on
to
Linguis'c
Landscape
(studies)
cri'ques
42.
linguis'c
“landscape”?
Landscape,
we
suggest,
doesn’t
merely
signify
or
symbolize
power
rela'ons;
it
is
an
instrument
of
cultural
power,
perhaps
even
an
agent
of
power
that
is
(or
frequently
represents
itself
as)
independent
of
human
inten'ons.
Mitchell,
1994,
p.
1-‐2
1.
Introduc'on
to
Linguis'c
Landscape
(studies)
cri'ques
43.
Is
LL
a
field?
And
if
so,
what
are
its
limits?
Whatever
we
call
it,
is
linguis'c
landscape
a
phenomenon
calling
for
a
theory,
or
simply
a
collec'on
of
somewhat
disparate
methodologies
for
studying
the
nature
of
public
wriNen
signs?
Spolsky,
2009,
p.
25
1.
Introduc'on
to
Linguis'c
Landscape
(studies)
cri'ques
45. 2.
Some
standards
and
competencies
for
LL
in
the
language
classroom
beginning
literacy
and
vocabulary
46. 2.
Some
standards
and
competencies
for
LL
in
the
language
classroom
linguis'c
and
pragma'c
competence
• Public
language
is
“authen'c,
contextualized
input
which
is
part
of
the
social
context”
• LL
claimed
to
enhance
students’
sensi'vity
to
connota'onal
values
of
language
• Incidental
language
learning
See,
for
instance,
Gorter
&
Cenoz
(2008);
Rowland
(2012)
47. 2.
Some
standards
and
competencies
for
LL
in
the
language
classroom
mul'modal
literacies
• “different
aspects
of
meaning
are
carried
in
different
ways
by
each
mode”
(JewiN
and
Kress,
2003,
p.
3)
• New
London
Group
(1996)
iden'fies
Linguis'c,
Audio,
Visual,
Gestural,
Spa'al,
and
Mul'modal
Design
as
dis'nct
and
interrelated
meaning-‐
making
processes
48. 2.
Some
standards
and
competencies
for
LL
in
the
language
classroom
ACTFL
Na'onal
Standards
for
Foreign
Language
Educa'on
The
5
C’s
in
context
of
mul'lingual
texts,
neighborhoods:
• Connec'ons
(“Students
reinforce
and
further
their
knowledge
of
other
disciplines
through
the
foreign
language”);
• Comparisons
(“Students
demonstrate
understanding
of
the
nature
of
language/the
concept
of
culture
through
comparisons
of
the
language
and
cultures
studied
and
their
own”);
• Communi'es
(“Students
use
the
language
both
within
and
beyond
the
school
seqng”)
49. 2.
Some
standards
and
competencies
for
LL
in
the
language
classroom
translingual,
transcultural
competence
• The
LL
“signals
what
languages
are
prominent
and
valued
in
public
and
private
spaces
and
indexes
the
social
posi'oning
of
people
who
iden'fy
with
par'cular
languages
(Dagenais
et
al.,
2009,
p.
254)
• Language
learners
should
be
led
toward
the
ability
to
“operate
between
languages”
and
cul'vate
heightened
symbolic
awareness
(Modern
Language
Associa'on,
2007)
50. 2.
Some
standards
and
competencies
for
LL
in
the
language
classroom
translingual,
transcultural
competence
• Ideological
posi'oning
of
self
and
other
with
code
choice:
“[Students]
learn
to
comprehend
speakers
of
the
target
language
as
members
of
foreign
socie'es
and
to
grasp
themselves
as
Americans—
that
is,
as
members
of
a
society
that
is
foreign
to
others”
(MLA,
2007)
51. 2.
Some
standards
and
competencies
for
LL
in
the
language
classroom
interdisciplinary
learning
and
the
language
classroom
• Intersec'ng,
source
fields:
linguis'cs,
geography,
educa'on,
sociology,
poli'cal
science,
environmental
studies,
semio'cs,
communica'on,
architecture,
urban
planning,
literacy,
applied
linguis'cs,
economics
(cf.
Shohamy
and
Gorter,
2009,
p.
1)
• Ethnographic
and
other
research
methods:
students
use
signs
as
“'ps
of
icebergs”
to
“a
deeper
and
more
complex
meaning
which
is
embedded
in
histories,
cultural
rela'ons,
poli'cs
and
humanis'c
inter-‐
rela'ons”
(Shohamy
&
Waksman,
2009)
• “Is
it
possible
to
define
the
work
of
faculty
in
ways
that
reflect
more
realis'cally
the
full
range
of
academic
and
civic
mandates?”
(Boyer,
1990)
53. 3.
Examples
of
linguis'c
landscape
in
teaching
contexts
EFL
contexts:
Sayer
(2010)
in
Oaxaca,
Mexico;
Rowland
(2012)
in
Chiba,
Japan
Prompt:
“Why
is
English
so
prevalent
around
you,
and
why
is
it
there?”
• Students
photograph
instances
of
TL
in
everyday
environments
• Print,
discuss,
and
classify
photos
according
to
“purpose”
of
TL
54. 3.
Examples
of
linguis'c
landscape
in
teaching
contexts
EFL
contexts:
Sayer
(2010)
in
Oaxaca,
Mexico;
Rowland
(2012)
in
Chiba,
Japan
‘Helping’
ques'ons
• What
type
of
sign
is
it?
• Where
is
the
sign
located?
• Who
made
the
sign?
• Who
is
the
intended
audience
of
the
sign?
• Why
do
you
think
English
is
used
on
the
sign?
• Why
do
you
think
Japanese
is
not
used
in
place
of
English
on
the
sign?
(see
Rowland,
2012,
p.
498)
55. 3.
Examples
of
linguis'c
landscape
in
teaching
contexts
L2
context:
Dagenais
et
al.
(2009)
• LL
as
site
for
cri'cal
pedagogies—“literacy
ac'vi'es
that
encourage
children
to
interrogate
texts
in
terms
of
issues
of
power
and
privilege”
(p.
256)
• Elementary
school
Ss
with
high
%
of
non-‐
English/French
L1s
in
Montreal,
Quebec
and
Vancouver,
Bri'sh
Columbia,
led
to
analyze
the
“prominence”
and
“value”
of
languages
in
public
and
private
spaces.
56. 3.
Examples
of
linguis'c
landscape
in
teaching
contexts
Dagenais
et
al.
(2009)
ac'vi'es
• Neighborhood
descrip'ons
and
exchange
of
narra've
texts
with
partner
schools
in
other
ci'es/regions
• Drawings
of
familiar
or
favorite
places
and
elicita'on
by
T
of
languages
seen,
heard
in
these
places
• Students’
examina'on
of
corpus
of
LL
photos
compiled
by
teacher/researchers
• Walking,
observa'on,
note-‐taking
on
“three
dimensions
of
the
LL
that
include
the
geographical,
the
sociological,
and
the
linguis'c
aspects
of
the
geosemio'c
system”
and
chart
these
using
X-‐Y
coordinate
system
• Students’
own
neighborhood
photography,
documenta'on
of
linguis'c
diversity
• Hand-‐drawn
mapping
ac'vi'es
• Discussion,
wri'ng
ac'vi'es
on
ques'ons
of
legi'macy
and
illegi'macy,
power
and
representa'on
in
neighborhood
spaces
57. 3.
Examples
of
linguis'c
landscape
in
teaching
contexts
Innova'on
in
LL
concept
&
method
as
“immanent
pedagogies”
• Dell
Hymes’
SPEAKING
mnemonic
adapted
to
LL
studies:
S
=
seqng
or
scene;
P
=
par'cipants;
E
=
ends;
A
=
act
sequences;
K
=
key;
I
=
instrumentali'es;
N
=
norms;
G
=
genre
(Huebner,
2009)
• Mapping
language
contact
and
change
in
mul'cultural
contexts
through
“synchronous
and
diachronous
surveying,”
geo-‐referencing,
detailed
classifica'on
and
annota'on
of
“linguis'c
traces”
(Barni
and
Bagna,
2009).
• Accompanied
walking
tours
with
study
par'cipants
in
order
to
access
the
“cogni've
and
emo'onal
verbal
responses
elicited
and
triggered
by
close
physical
proximity
and
explicit
reference
to
[‘migrant
cityscaping’
in]
the
LL”
(Garvin,
2010,
p.
254).
58. 3.
Examples
of
linguis'c
landscape
in
teaching
contexts
my
classroom
experience
(I)
Culture
in
Place:
UC
Berkeley
-‐
Suwon
U.
Korean-‐English
telecollabora'on
(2005)
59. 3.
Examples
of
linguis'c
landscape
in
teaching
contexts
Culture
in
Place:
Korean-‐English
LL
telecollabora'on
Goals
• Foster
learns’
abili'es
to
read
and
discuss
how
linguis'c,
cultural,
and
social
meanings
are
cons'tuted
in
mul'ple
modes
through
signs
• Develop
learners’
fluency
across
languages
as
they
interact
with
fluent
speakers
• Create
a
context
for
mo'va'on
as
language
is
linked
to
real
places
and
ac'vi'es
in
the
TL
60. 3.
Examples
of
linguis'c
landscape
in
teaching
contexts
UC
Berkeley
-‐
Suwon
U.
Korean-‐English
telecollabora'on
(2005)
61. 3.
Examples
of
linguis'c
landscape
in
teaching
contexts
UC
Berkeley
-‐
Suwon
U.
Korean-‐English
telecollabora'on
(2005)
62. 3.
Examples
of
linguis'c
landscape
in
teaching
contexts
UC
Berkeley
-‐
Suwon
U.
Korean-‐English
telecollabora'on
(2005)
63. 3.
Examples
of
linguis'c
landscape
in
teaching
contexts
UC
Berkeley
-‐
Suwon
U.
Korean-‐English
telecollabora'on
(2005)
64. 3.
Examples
of
linguis'c
landscape
in
teaching
contexts
UC
Berkeley
-‐
Suwon
U.
Korean-‐English
telecollabora'on
(2005)
65. 3.
Examples
of
linguis'c
landscape
in
teaching
contexts
UC
Berkeley
-‐
Suwon
U.
Korean-‐English
telecollabora'on
(2005)
66. 3.
Examples
of
linguis'c
landscape
in
teaching
contexts
UC
Berkeley
-‐
Suwon
U.
Korean-‐English
telecollabora'on
(2005)
67. 3.
Examples
of
linguis'c
landscape
in
teaching
contexts
UC
Berkeley
-‐
Suwon
U.
Korean-‐English
telecollabora'on
(2005)
68. 3.
Examples
of
linguis'c
landscape
in
teaching
contexts
my
classroom
experience
(II)
69. 3.
Examples
of
linguis'c
landscape
in
teaching
contexts
EALANG
39:
Reading
the
Mul'lingual
City
77. 4.
LL-‐inspired
ac'vi'es,
resources,
and
possible
areas
for
collabora'on
• Linguis'c
Landscape
2015
workshop:
UC
Berkeley,
May
7-‐9
• Zotero
Group
bibliography
run
by
Rob
Troyer,
Western
Oregon
University:
hNps://www.zotero.org/groups/
linguis'c_landscape_bibliography
• Diigo
(social
bookmarking)
group*
for
sharing
web
content,
set
up
yesterday:
hNps://groups.diigo.com/group/linguis'clandscape
(*brand
new!)
• Flickr
“Linguis'c
Landscape”
group:
hNps://www.flickr.com/groups/linguis'clandscape/
78. 4.
LL-‐inspired
ac'vi'es,
resources,
and
possible
areas
for
collabora'on
Network
for
LL
as
pedagogical
resource?
– Collabora've
image
collec'on,
annota'on,
discussion
– Lesson
plan
database
– Joint
field
trips,
projects
– Telecollabora've
partnerships
w/
other
language
classes
– Cross-‐disciplinary
partnerships
w/
other
departments,
programs
• Visual
and
performing
arts,
photography,
sculpture
(murals
etc.)
• City
and
regional
planning,
involvement
in
language
policy
issues
• Immigrant
and
refugee
support
services
• Other
areas
of
engaged
scholarship,
community-‐based
learning
79. references
• Barni,
M.,
&
Bagna,
C.
(2009).
A
mapping
technique
and
the
linguis'c
landscape.
In
Linguis'c
landscape:
Expanding
the
scenery
(pp.
126–140).
New
York:
Routledge.
• Dagenais,
D.,
Moore,
D.,
Saba'er,
C.,
Lamarre,
P.,
&
Armand,
F.
(2009).
Linguis'c
landscape
and
language
awareness.
In
E.
Shohamy
&
D.
Gorter
(Eds.),
Linguis'c
landscape:
Expanding
the
scenery
(pp.
253–269).
New
York:
Routledge.
• Garvin,
R.
T.
(2010).
Responses
to
the
linguis'c
landscape
in
Memphis,
Tennessee:
An
urban
space
in
transi'on.
In
E.
Shohamy,
E.
Ben-‐Rafael,
&
M.
Barni
(Eds.),
Linguis'c
landscape
in
the
city
(pp.
252–271).
Bristol,
UK:
Mul'lingual
MaNers.
• Cenoz,
J.,
&
Gorter,
D.
(2008).
The
linguis'c
landscape
as
an
addi'onal
source
of
input
in
second
language
acquisi'on.
IRAL
-‐
Interna'onal
Review
of
Applied
Linguis'cs
in
Language
Teaching,
46(3),
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• Huebner,
T.
(2009).
A
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for
the
linguis'c
analysis
of
linguis'c
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&
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(Eds.),
Linguis'c
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Expanding
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&
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(2010).
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Language,
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• JewiN,
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&
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G.
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(2003).
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New
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R.,
&
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R.
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(1997).
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• Malinowski,
D.
(2009).
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the
linguis'c
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A
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• Malinowski,
D.
(2010).
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in
the
Korean
linguis'c
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