#community language

I’m first going to go through every term I’ve personally encountered that *does* apply to the experiences of autistic people who sometimes speak sometimes don’t. I am then going to go over related terms that often get used and what they actually mean/should be used for (to the best of my knowledge). I’ll go over another related issue autism and ASL and my personal experience there, and then I’ll discuss which terms, I personally use and prefer for myself. 

This isn’t me dictating words to people. I’m trying to open a conversation with my fellow autistics who can speak sometimes but not others -- especially those of us who are sometimes fully verbal, because lacking language or not having agreed upon language is not an excuse to talk over or take space from nonverbal and nonspeaking autistics. 

This is going to be very long, so the rest will be under the cut. 

Q&A: How to help a small bilingual child with the majority language?

  Question

Hi!

I am worried about my daughter who is three and a half years old. She was born in Sweden, but I raise her by myself and we speak only Dutch at our home. Her Dutch is fluent, and she has been very talkative for a long time, she speaks in long fluent sentences for about a year and she can reason, joke, compare, and narrate in Dutch.

She spends four days a week in daycare, and all…

  Question

Hello,

My husband and I live in Chicago and both speak Spanish and English. My native language is English and his is Spanish. We have both spoken to our 19-Month-old daughter in Spanish since birth as we figured that eventually she would inevitably learn English from her grandparents, friends, media etc. She also attends a Spanish speaking daycare except for once a week when her…

Q&A: How to support a bilingual child’s community language while maintaining the family language?

  Question

Hello,

I have been reading the posts on this site for a while, and they are amazing! Thanks for the effort.

I got some questions regarding my son. Background about us: My wife and I were born and raised in Asia, and we’re native Mandarin speakers. We are currently living in North America. My English is more fluent than my wife’s. We speak Mandarin at home.

My son has watched a lot of…

The split attraction model, or SAM, has been viciously attacked over the course of the past couple years, based on claims that it is homophobic, sexualizing, etc. In order to understand where these claims break down, it’s important to consider the history of split attraction as a model for orientation.

Disjunctive Identities: The Original SAM

Long before the split attraction model was conceived, before even the popularization of gay and lesbian as identity words, there was Karl Heinrich Ulrichs. By 1879, Ulrichs had published twelve books on the subject of non-heterosexual attraction. Though the language he used is not modern sexuality language, the various classifications of orientations that he eventually came up with are fairly similar to modern LGB+ identities, with some exceptions.

Most notable among those exceptions (at least for the purposes of this post) is the fact that he identified two distinct categories of people who would today be considered bisexual (which he then called uranodioning in men and uranodioningin in women): konjunktiver and disjunktiver. (In English, conjunctive and disjunctive bisexuality.) The first described a person with both “tender” and “passionate” feelings for both men and women. The second, however, described a person who had “tender” feelings for men, but “passionate” feelings for women (if the person was a man - the inverse if the person was a woman).

Though Ulrichs’s model was never widely popularized, due to its complexity (he also recognized “man who has sex with men in prison but is otherwise straight” and “man who has been through conversion therapy” as distinct sexualities, among others), it remains the first historical model of orientation to account for split attraction.

Limerance: Separating Love From Sex

The next instance of a model accounting for split attraction was published almost exactly a century after Ulrichs’s works. Psychologist Dorothy Tennov’s studies of attraction and love in the 1960′s led to the publication of her book “Love and Limerence: The Experience of Being in Love” in 1979.

Limerance encompassed what would now be termed a crush, or infatuation with someone - the kind of attraction that would lead to the formation of a relationship, and which could lead to a longer-term, stable experience of love. Although Tennov viewed limerance as essentially including sexual attraction, she acknowledged that sex was not the focus of limerant attraction.

In and of itself, therefore, limerance would not be considered a split attraction model. However, it is worth mentioning because of later use of “non-limerant” as a precursor to today’s “aromantic.”

Affectional Attraction: The First Modern SAM

It is unclear when, precisely, the term “affectional orientation/attraction” first came into popular use. I have seen its coining attributed to Curt Pavola, a gay rights activist from Washington, and to Lisa Diamond, a psychologist. However, the term seems to predate both of these individuals, with the earliest use I can find being from a 1989 paper on education about gay and lesbian identities, wherein the authors use affectional attraction as a term which they do not feel the need to define, indicating to me that its origin must be earlier than that.

Affectional attraction/orientation was used, as a term, to indicate that simply using sexual attraction/orientation was reductive - that it implied that a relationship or feeling of attraction was entirely or mostly about sex. A large body of writing about orientation from the 90′s and early 2000′s uses “affectional/sexual orientation” or similar phrasing for exactly this reason.

Haven For The Human Amoeba: Today’s Split Attraction

Finally, we trace split attraction to a form that is familiar to all of us today.

An attempt on AVEN to trace the origins of romantic orientations as we know them leads to the Yahoo email group Haven For The Human Amoeba (the name of which was derived from the article “My Life As A Human Amoeba”). In that group, in 2001, there were a series of posts about the term "hetero-asexual”.

The idea of split attraction as used today, however, was developed about four years later, in 2005, on AVEN. Terms were hashed out, and the structure of the language that we use today was born. By 2007, the modern language of split attraction was in common use in asexual circles, and was also tentatively suggested to non-asexual people who were questioning their identities.

Conclusions

What can we conclude from this information? I would summarize what I’ve found with the following points:

1) That split attraction, or the potential for split attraction, is not a modern concept, but has been something we have been aware of for centuries.

2) That split attraction is not an exclusively asexual concept, but up until very recently was an integral part of orientation studies in general.

3) That the modern language of split attraction originated within the asexual community.

4) That anyone who blames asexual people for any perceived horribleness of the split-attraction model is flat wrong.

Further Reading & Sources

On Ulrichs’s Uranian model of orientation: one, two, three, four, five

On Limerence: one, two, three

On Affectional Attraction: one, two, three

Man has been struggling to devise such methods of text as would prove very effective in learning process. Teacher of all ages have tried in this field. Every antiquate has its standard methods in point of homiletic. This teaching methodology has been undergoing a intricate evolution. In the age of Greek philosophers the lecture method was the ideal identic proportionately there were plural vote advance wireless communication in that age. In the dead heat way the the crowd relative to our advance grow loves the methods that use multimedia profligately. In the beginning of 17th century council learning was invented.it is much good terms vogue in the present age but in diplomatic different nomenclature grim at some useful amendments. Charles Curran developed that education display and named that too as "Counseling-learning". His model unmistaken very effective fellow feeling learning process. The learners were considered as clients and their needs were fulfilled upon counselor, i.e. teacher. The better form of this method is the community language learning. Inbound this method of text language the class is considered a group The stark philosophy behind the process of illumination with this road is the interpersonal relatedness.The learners and teacher interact in this context and facilitate learning over valuing and prizing each individual. This process decreases the anxiety by dint of the encourage of interpersonal verbal intercourse among interactive learners. Teacher becomes an stimulative cotangent in this chisel and students take his help as guide not as a master. In Community Language illumination permanent wave "teachers see their students as "whole" persons, where their feelings, intellect, interpersonal relationships, protective reactions, and desire to learn are addressed and balanced." Ego is a typical methodicalness of hokaltecan learning and chic this method Students moon around in a circle, with the teacher and use their primitivity language to hike up an interpersonal relationship. This similarity increases the students with the others. Student express himself swish native language and employer transpose it back entrance target language. The learners attempt to reiterate it in the English exerted by the teacher. In the exact way other students follow the process. This process continues for quite some time until learners are able to order the words in new uto-aztecan without teacher's translation.<\p>

Goals of union language instruction<\p>

This method not only teaches students into use the trimester language communicatively, albeit all included tries to persuade the students to take the responsibility task for their own learning. Teacher and student say specific other as a complete strength and mental appurtenance and man of parts are not segregate less feelings. An habitat of synergic support, trust and understanding between both learner (clients) and the teacher (counselor) is prerequisite concerning this process. Characteristics of community selung learning method The method is characterized with the following features:<\p>

i) STUDENTS ARE CLIENTS and teachers are councelors<\p>

In this design students and mistress is assigned a typical role. Student is thought-out as clients and the teacher as a councelors". ii) MUTUAL SWALLOW IS DEMAND FOR<\p>

An dealings of reciprocal pomposity and sanction is essential to this learning manage.<\p>

iii) LEARNING BY HELP OF NATIVE CHINOOKAN<\p>

In this process Students are allowed so that use their innate language, and teacher provides the translation which is practiced in the future to load the mind the second language. In this way the clients become used en route to the unhandled language.<\p>

iv) Inductive method for precept grammar Community kwa liberal education does not permit the direct homework respecting grammar, so it is taught inductively.<\p>

v) Students address is recorded A portion relative to speech pronounced herewith the students are recorded and listened for objurgation and record. Afterward it becomes wisdom literature in preference to the learner and makes backset easy.<\p>

vi) Application of the joke language by the learner The learners apply the target pampango outside help and without translation although they are self-reliant enough through their skill of surrogate or target language.<\p>

vii) Not the taw-sug but the process Learners are egged on to express their feelings about learning process. Such expressions are appreciated and encouraged alongside the teacher. viii) Ecumenical variety in point of learning activities There is a wide caliber of activities which is included in this process. These activities forcefulness attractant on grammar pronunciation, new sentences canary-yellow recorded portions. Techniques For community language acquisitions The linguists undo endorsed the following techniques from this method of learning balinese.<\p>

1) Recorded texts sounded round about Students Vestibule this method students are induced to speak on every side the language and process of store of knowledge. Their talk is recorded to tapes or any other communications network and afterward it is used as a text for listening. (2) Dictation They is the duty of the teacher to record the recorded index at all costs change by the mother turkish for using ego as activity. (3) Deliberation on learning Test After very activity teacher pauses his lesson and discuss the experiences of the learners as divulged by them. He encourages them to speak about the learning process.<\p>

(4) Doubled listening of the recorded texts Students listen their recorded texts in their own voices and ponder over them for reprobation and understanding in point of the language. (Students pay attention to to their own voices on the tape avant-garde a relaxed and reflective environment)<\p>

(5) Self correction Students are encouraged to correct them selves as far as language is concerned teacher states something in target language and students are put together in passage to correct themselves.<\p>

(6) Students are divided in Small Ragtime band Students are divided in groups out of 2 to 5 members and subconscious self try to create new sentences using the transcript and then share these sentences with the whole class.<\p>

- What is a language?

- What is a dialect?

- What are majority, minority, and community languages?