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Martin Kevorkian, Chair CAL 226, Mailcode B5000, Austin, TX 78712 • 512-471-4991

Ian Hancock

Professor Ph.D., London University

Ian Hancock
" The world is a big place "

Contact

  • Phone: 512-232-7684
  • Office: CAL 420
  • Office Hours: T/Th 7:30-8:00 and 9:45-11:30
  • Campus Mail Code: B5100

Biography

Ian Hancock (o Yanko le Redjosko)

 

 

Professor, The University of Texas at Austin

Hon. Vice-Chancellor, International Roma University, Delhi

Director, The Romani Archives and Documentation Center (RADOC)

Recipient, President’s Associates’ Teaching Excellence Award

 

In April 1978 The Second World Romani Congress took place in Geneva.  There, a petition was drafted requesting admission to the United Nations for Roma.  In late November Hancock went with three others—including IRU honorary president Yul Brynner—whose mother was Romani—to New York to deliver that petition personally.  By March, 1979 it had been accepted.  Roma were admitted to the United Nations Economic and Social Council and the Department of Public Information, and given NGO status as a non-territorial nation (like the Palestinians and the Kurds at that time, or the Jews prior to 1948).  Hancock was later able successfully to petition for representation in UNICEF, and in 1993 once again spoke before the ECO-SOC Assembly to request elevation to the consultative status.  As the UN Delegate for Roma, a position he held until 2009, he has represented his people before the United States Congress, the CIA, the European Union and other organizations in Washington, New York, Geneva, Brussels, Warsaw and elsewhere.  He has toured Romania, Slovakia and the Czech Republic as an attaché of the U.S. State Department to prepare reports on the post-communist increase of Romaphobia in those regions.  At the personal invitation of Swedish Prime Minister Persson he spoke with Kofi Annan and 47 other world leaders at the International Forum on Racism and Xenophobia in Stockholm in 2002; at the invitation of the Dutch government’s Commission on Justice and Peace he presented a report on Romanies at the World Conference Against Racism in Durban, South Africa. Together with the late U.S. Senator Paul Simon he organized an international seminar entitled “Addressing the Plight of the Romani People” at the Public Policy Institute at The University of Southern Illinois, Carbondale.  He gave the opening address and introduced Senator Hillary Clinton at an international conference on the situation of Gypsies at Columbia University.  In 2002 he received a personal invitation from His Holiness the Dalai Lama and visited him at his home in Dharamsala in India.  Working with Ramsey Clark, former U.S. Attorney General, he is chairman of the Romani Education Fund, Inc., awaiting release of the “looted Swiss assets,” money secreted by the Nazis in Swiss banks and now being released to its claimants.  In 1981 he received a Certificate of Merit from Yeshiva University in recognition of his human rights work; the following year he was given the Human Rights Day award from a national Bahá’í Association.  In 1997, he flew to Norway to accept the prestigious Rafto Foundation Human Rights Prize, known in Scandinavia as the “alternate Nobel Prize,” and in that same year was awarded The University of Wisconsin’s Gamaliel Chair in Peace and Justice.  In 1998, President Bill Clinton appointed him as the sole Romani member of the U.S. Holocaust Memorial Council.  Since then he has been placed on the Vienna-based International Romani Parliament as its North American representative, has received a resolution “as an expression of high regard  by the Texas House of Representatives” for his work and an honorary doctoral degree, with distinction, from Umeå University in Sweden and another from Constantine University in Slovakia. West Chester University in Pennsylvania created “The Ian Hancock Graduate Fellowship in Holocaust and Genocide Studies” in 2003. The “Ian Hancock Roma Education Centre” was established in Zagreb, Croatia, in 2010.  In 2009 he was nominated to the Texas State Commission on Holocaust and Genocide.  He is a member of a number of international Holocaust-related organizations.  He has authored and/or edited over 400 publications, including International English Usage (Routledge, 1986), Roads of the Roma: A PEN Anthology of Gypsy Writers (Hertfordshire UP, 1998), Readings in Creole Studies (Story-Scientia, 1979), and We Are the Romani People (UHP, 1995).  A collection of his essays edited by D. Karanth entitled Danger! Educated Gypsy was published in 2010 by The University of Hertfordshire Press.  He is currently working on a book entitled Littorally Speaking which examines the origins of the Krio language spoken in Sierra Leone.

Interests

human rights; language and identity

E 360K • Intro To English Grammar

35870 • Fall 2014
Meets TTH 800am-930am PAR 105
(also listed as LIN 360K )
show description

Instructor:  Hancock, I

Unique #:  35870

Semester:  Fall 2014

Cross-lists:  LIN 360K

Flags:  n/a

Computer instruction:  No

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing

Description: This course is an introduction to the grammar of written English. It deals initially with traditional methods of linguistic analysis, presenting them as groundwork for introducing Chomskyan or TG (“transformational-generative”) grammar. Most of the course will consist of acquiring skills in this theory, using interpretations found in Radford and in Jacobs and Rosenbaum. An overview of basic linguistic theory will also be included, introducing and defining the concepts of phonology, morphology, semantics, syntax and lexicon.

The course is designed mainly, though not exclusively, for student teachers, and places especial emphasis on language attitudes and evaluation. Written, or “book” English will be presented as the dialect having the most widespread applicability and usefulness. It will not be presented as the “best” English, or as the only dialect that has “correct grammar,” but rather as the one most appropriate in the greatest number of social contexts—that is, as a maximally useful tool.

Increasingly, teachers are dealing with speakers of vernacular English in their classrooms, i.e. ethnic, regional or immigrant dialects, but they are not always properly prepared to distinguish between good and bad English on the one hand, and appropriate and inappropriate English on the other. For example, the general reaction to the common Southern construction “I might could do it” and “I could might do it” is that they are both bad English, though the reason for that decision is different for each sentence.

It is a sociolinguistic maxim that our attitudes towards an individual's language or dialect are really a reflection of our attitude towards the group that that individual belongs to. Students have often been penalized for using their natural speech, especially if it differs markedly from the written dialect, and this can have its origin in attitudes we may have, whether we're teachers or not, to different American populations. Part of the course will ask us to confront those attitudes, and will include ways to deal with them. We will also see that all natural dialects are rule governed, and that there is a “grammatical” and an “ungrammatical” way to speak any one of them.

Transformational-Generative Grammar has come a very long way since its early days.  While outside reading is encouraged, if you’ve found a book on your own talk it over with me since differences in terminology and approach from author to author can easily confuse you.  Questions on the tests will be based ONLY upon material presented in class.

Texts: None, but a reading list will be provided.

Requirements & Grading: Four in-class, closed book, period-long written tests across the semester, 80%
; Attendance and participation, 20%.

E F364D • Creole Langs & Their Speakers

83215 • Summer 2014
Meets MTWTHF 830am-1000am PAR 204
(also listed as AFR F372G, LIN F350 )
show description

Instructor:  Hancock, I

Unique #:  83215

Semester:  Summer 2014, first session

Cross-lists:  LIN 350

Flags:  n/a

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

Description: This class in Creole Studies will begin with a general discussion of the nature of pidginized and creolized languages, and we will listen to tape-recorded samples and examine some publications written in them. No attempt will be made at this point to draw any conclusions about what kind of languages they are, or where they come from. This will be followed by an account of the development of the field of Creole Studies (Creolistics), from Pelleprat (1649) to the present. The major approaches—monogeneticist, polygeneticist, relexificationalist, substratist, componentialist, bioprogram—will be dealt with, and the works of their main proponents read and discussed.

This will be followed by an examination of the definitions of the terms pidgin and creole, and of other so-called ‘marginal’ languages (traders’ jargons, cryptolectal varieties, foreigner speech, etc.), in order to justify their inclusion, or otherwise, as true cases of pidginized or creolized languages. This will be followed by a survey of the world’s pidgins and creoles, and a detailed examination of the history and linguistic features of a small number of representative languages, with tape-recorded texts for analysis. There will be particular focus on these languages that are spoken in the Americas, including African American Vernacular (“Black English”), Texas Afro-Seminole Gullah and Louisiana Creole French, as well as the American contact languages Yamá and Chinuk Wawa among others.

Towards the end of the course we shall return to the issues raised at the beginning, and attempt a definition of the processes and typologies. We will also look at creolization as it relates to acquisitionist theory, the process of decreolization/metropolitanization, and issues of education and standard language reform.

Proposed Texts/Readings:

Ammon, Ulrich, Norbert Dittmar and K. Mattheier (eds.), Sociolinguistics: An International Handbook of the Science of Language and Society. Berlin: Walter de Gruyter, 2007 edition, pp. 459-469.

Arends, J., 1995. The Early Stages of Creolization. Amsterdam: Benjamins.

Bakker, P., & M. Mous, eds., 1994. Mixed Languages: 15 Case Studies of Language Intertwining. Amsterdam: IFOTT.

Byrne, F., & T. Huebner, eds., 1991. Development and Structure of Creole Languages. Amsterdam: Benjamins.

Couto, H. do, 1996. Introduciio ao Estudio das Linguas Crioulas e Pidgins. Brasilia: Editora UnB.

Edwards, W., & D. Winford, eds., 1991. Verb Phrase Patterns in Black English and Creole. Detroit: Wayne State UP.

Escure, G., & A. Schwegler, 2004. Creoles, Contact and Language Change. Amsterdam: Benjamins.

Grant, A., 2003. Papers in Contact Linguistics. Bradford: The University Press.

Hancock, I., 1979. Readings in Creole Studies. Ghent: Story-Scientia.

Hancock, I., 1985. Diversity and Development in Creole Studies. Ann Arbor: Karoma.

Holm, J., 2000. An Introduction to Pidgins and Creoles. Cambridge: CUP.

Holm, J., 2004. Languages in Contact: The Partial Restructuring of Vernaculars. Cambridge: CUP.

Holm, J., & P. Patrick, 2007. Comparative Creoles Syntax: Parallel Outlines of 18 Creole Grammars. London: Westminster UP.

Kouwenberg, S., 2003. Twice as Meaningful: Reduplication in Pidgins, Creoles and Other Contact Languages. London: Westminster UP.

Lehiste, I., 1988. Lectures on Language Contact. Cambridge: MIT Press.

Le Page, Robert, & Annegret Tabouret-Keller, 1985. Acts of Identity. Cambridge UP.

Matras, Y., & P. Bakker, 2003. The Mixed Language Debate. Amsterdam: Mouton.

Morgan, M., ed., 1994. Language and The Social Construction of Identity in Creole situations. Los Angeles: UCLA.

Neumann-Holzschuh, 1., & E. Schneider, eds., 2000. Degrees of Restructuring in Creole Languages. Amsterdam: Benjamins.

Polomé, Edgar, 1990. Research Guide on Language Change. Berlin: Mouton-DeGruyter.

Romaine, S., 1988. Pidgin and Creole Languages. Harlow: Longman.

Sebba, M., 1997. Contact Languages: Pidgins and Creoles. Basingstoke: Palgrave.

Singh, I., 2000. Pidgins and Creoles: An Introduction. London: Arnold.

Thomason, S., 2001. Language contact: An Introduction. Washington: Georgetown UP.

Requirements & Grading: You’ll be graded on (a) two closed book, period long, hand in tests and (b) the composition and presentation of a research paper, and (c) on your evaluation of the papers of the others in the class. Each of you will have a whole period at the end of the semester (half for presentation, half for questions and evaluation by everyone else). The tests are 10% each, the evaluations 10%, attendance and participation 10% and your paper 60%.

E 360K • Intro To English Grammar

36095 • Spring 2014
Meets TTH 800am-930am PAR 105
(also listed as LIN 360K )
show description

Instructor:  Hancock, I

Unique #:  36095

Semester:  Spring 2014

Cross-lists:  LIN 360K

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing

Description: This course is an introduction to the grammar of written English. It deals initially with traditional methods of linguistic analysis, presenting them as groundwork for introducing Chomskyan or TG (“transformational-generative”) grammar. Most of the course will consist of acquiring skills in this theory, using interpretations found in Radford and in Jacobs and Rosenbaum. An overview of basic linguistic theory will also be included, introducing and defining the concepts of phonology, morphology, semantics, syntax and lexicon.

The course is designed mainly, though not exclusively, for student teachers, and places especial emphasis on language attitudes and evaluation. Written, or “book” English will be presented as the dialect having the most widespread applicability and usefulness. It will not be presented as the “best” English, or as the only dialect that has “correct grammar,” but rather as the one most appropriate in the greatest number of social contexts—that is, as a maximally useful tool.

Increasingly, teachers are dealing with speakers of vernacular English in their classrooms, i.e. ethnic, regional or immigrant dialects, but they are not always properly prepared to distinguish between good and bad English on the one hand, and appropriate and inappropriate English on the other. For example, the general reaction to the common Southern construction “I might could do it” and “I could might do it” is that they are both bad English, though the reason for that decision is different for each sentence.

It is a sociolinguistic maxim that our attitudes towards an individual's language or dialect are really a reflection of our attitude towards the group that that individual belongs to. Students have often been penalized for using their natural speech, especially if it differs markedly from the written dialect, and this can have its origin in attitudes we may have, whether we're teachers or not, to different American populations. Part of the course will ask us to confront those attitudes, and will include ways to deal with them. We will also see that all natural dialects are rule governed, and that there is a “grammatical” and an “ungrammatical” way to speak any one of them.

Transformational-Generative Grammar has come a very long way since its early days.  While outside reading is encouraged, if you’ve found a book on your own talk it over with me since differences in terminology and approach from author to author can easily confuse you.  Questions on the tests will be based ONLY upon material presented in class.

Texts: None, but a reading list will be provided.

Requirements & Grading: Four in-class, closed book, period-long written tests across the semester, 80%
; Attendance and participation, 20%.

E 364D • Creole Langs & Their Speakers

36137 • Spring 2014
Meets TTH 1230pm-200pm MEZ 1.118
(also listed as LIN 350 )
show description

Instructor:  Hancock, I

Unique #:  36137

Semester:  Spring 2014

Cross-lists:  LIN 350

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

Description: This class in Creole Studies will begin with a general discussion of the nature of pidginized and creolized languages, and we will listen to tape-recorded samples and examine some publications written in them. No attempt will be made at this point to draw any conclusions about what kind of languages they are, or where they come from. This will be followed by an account of the development of the field of Creole Studies (Creolistics), from Pelleprat (1649) to the present. The major approaches—monogeneticist, polygeneticist, relexificationalist, substratist, componentialist, bioprogram—will be dealt with, and the works of their main proponents read and discussed.

This will be followed by an examination of the definitions of the terms pidgin and creole, and of other so-called ‘marginal’ languages (traders’ jargons, cryptolectal varieties, foreigner speech, etc.), in order to justify their inclusion, or otherwise, as true cases of pidginized or creolized languages. This will be followed by a survey of the world’s pidgins and creoles, and a detailed examination of the history and linguistic features of a small number of representative languages, with tape-recorded texts for analysis. There will be particular focus on these languages that are spoken in the Americas, including African American Vernacular (“Black English”), Texas Afro-Seminole Gullah and Louisiana Creole French, as well as the American contact languages Yamá and Chinuk Wawa among others.

Towards the end of the course we shall return to the issues raised at the beginning, and attempt a definition of the processes and typologies. We will also look at creolization as it relates to acquisitionist theory, the process of decreolization/metropolitanization, and issues of education and standard language reform.

Proposed texts/readings:

Ammon, Ulrich, Norbert Dittmar and K. Mattheier (eds.), Sociolinguistics: An International Handbook of the Science of Language and Society. Berlin: Walter de Gruyter, 2007 edition, pp. 459-469.

Arends, J., 1995. The Early Stages of Creolization. Amsterdam: Benjamins.

Bakker, P., & M. Mous, eds., 1994. Mixed Languages: 15 Case Studies of Language Intertwining. Amsterdam: IFOTT.

Byrne, F., & T. Huebner, eds., 1991. Development and Structure of Creole Languages. Amsterdam: Benjamins.

Couto, H. do, 1996. Introduciio ao Estudio das Linguas Crioulas e Pidgins. Brasilia: Editora UnB.

Edwards, W., & D. Winford, eds., 1991. Verb Phrase Patterns in Black English and Creole. Detroit: Wayne State UP.

Escure, G., & A. Schwegler, 2004. Creoles, Contact and Language Change. Amsterdam: Benjamins.

Grant, A., 2003. Papers in Contact Linguistics. Bradford: The University Press.

Hancock, I., 1979. Readings in Creole Studies. Ghent: Story-Scientia.

Hancock, I., 1985. Diversity and Development in Creole Studies. Ann Arbor: Karoma.

Holm, J., 2000. An Introduction to Pidgins and Creoles. Cambridge: CUP.

Holm, J., 2004. Languages in Contact: The Partial Restructuring of Vernaculars. Cambridge: CUP.

Holm, J., & P. Patrick, 2007. Comparative Creoles Syntax: Parallel Outlines of 18 Creole Grammars. London: Westminster UP.

Kouwenberg, S., 2003. Twice as Meaningful: Reduplication in Pidgins, Creoles and Other Contact Languages. London: Westminster UP.

Lehiste, I., 1988. Lectures on Language Contact. Cambridge: MIT Press.

Le Page, Robert, & Annegret Tabouret-Keller, 1985. Acts of Identity. Cambridge UP.

Matras, Y., & P. Bakker, 2003. The Mixed Language Debate. Amsterdam: Mouton.

Morgan, M., ed., 1994. Language and The Social Construction of Identity in Creole situations. Los Angeles: UCLA.

Neumann-Holzschuh, 1., & E. Schneider, eds., 2000. Degrees of Restructuring in Creole Languages. Amsterdam: Benjamins.

Polomé, Edgar, 1990. Research Guide on Language Change. Berlin: Mouton-DeGruyter.

Romaine, S., 1988. Pidgin and Creole Languages. Harlow: Longman.

Sebba, M., 1997. Contact Languages: Pidgins and Creoles. Basingstoke: Palgrave.

Singh, I., 2000. Pidgins and Creoles: An Introduction. London: Arnold.

Thomason, S., 2001. Language contact: An Introduction. Washington: Georgetown UP.

Requirements & Grading: You’ll be graded on (a) two closed book, period long, hand in tests and (b) the composition and presentation of a research paper, and (c) on your evaluation of the papers of the others in the class. Each of you will have a whole period at the end of the semester (half for presentation, half for questions and evaluation by everyone else). The tests are 10% each, the evaluations 10%, attendance and participation 10% and your paper 60%.

E 360K • Intro To English Grammar

35880 • Fall 2013
Meets TTH 800am-930am PAR 105
(also listed as LIN 360K )
show description

Instructor:  Hancock, I            Areas:  IV / U

Unique #:  35880            Flags:  n/a

Semester:  Fall 2013            Restrictions:  n/a

Cross-lists:  LIN 360K            Computer Instruction:  No

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing

Description: This course is an introduction to the grammar of written English. It deals initially with traditional methods of linguistic analysis, presenting them as groundwork for introducing Chomskyan or TG ("transformational-generative") grammar. Most of the course will consist of acquiring skills in this theory, using interpretations found in Radford and in Jacobs and Rosenbaum. An overview of basic linguistic theory will also be included, introducing and defining the concepts of phonology, morphology, semantics, syntax and lexicon.

The course is designed mainly, though not exclusively, for student teachers, and places especial emphasis on language attitudes and evaluation. Written, or "book" English will be presented as the dialect having the most widespread applicability and usefulness. It will not be presented as the "best" English, or as the only dialect that has "correct grammar," but rather as the one most appropriate in the greatest number of social contexts--that is, as a maximally useful tool.

Increasingly, teachers are dealing with speakers of vernacular English in their classrooms, i.e. ethnic, regional or immigrant dialects, but they are not always properly prepared to distinguish between "good" and "bad" English on the one hand, and "appropriate" and "inappropriate" English on the other. For example, the general reaction to I might could do it and I could might do it is that they are both "bad" English, though the reason for that decision is different for each sentence.

It is a sociolinguistic maxim that our attitudes towards an individual's language or dialect are really a reflection of our attitude towards the group that that individual belongs to. Students have often been penalized for using their natural speech, especially if it differs markedly from the written dialect, and this can have its origin in attitudes we may have, whether we're teachers or not, to different American populations. Part of the course will ask us to confront those attitudes, and will include ways to deal with them.

Texts: None, but a reading list will be provided.

Requirements & Grading: Four in-class, closed book, period-long written tests across the semester, 80%
; Attendance and participation, 20%.

E S350E • Gypsy Language And Culture

83755 • Summer 2013
Meets MTWTHF 830am-1000am BEN 1.122
(also listed as ANT S324L, LIN S322, MES S342, REE S325 )
show description

Instructor:  Hancock, I            Areas:  IV / D

Unique #:  83755            Flags:  Global Cultures

Semester:  Summer 2013, second session            Restrictions:  n/a

Cross-lists:  ANT 324L, LIN 322, MES 322K            Computer Instruction:  No

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

Description: This course presents the linguistic history of the Romani ("Gypsy") people, from 11th Century AD India to the present day. Theories relating to this exodus out of the Subcontinent and the subsequent migrations into Europe are discussed on the basis of the social and linguistic evidence available to us. In addition to studying aspects of the lexicon and syntax of the modern American and European dialects of the Romani language, an introduction to Gypsy history and culture will also form part of the course. We will examine the sociology of this Diaspora people, the Indian roots of their music, cuisine and social traditions, external linguistic and cultural influences, and interactions with non-Gypsy peoples. The reasons for the persistence of the stereotypical image of the Gypsy among non-Gypsies will be discussed, and also examined will be the five hundred years of slavery, transportation to the American plantations, the fate of the Romani people in the Holocaust, and the current struggle for civil and political rights since Gypsies gained admittance to the United Nations Organization in 1979.

Texts: Required: Hancock, We Are the Romani People. Course supplement available from Speedway Copying in Dobie Mall.

Requirements & Grading: One (1) term paper, 25%; three (3) written tests, 60%; one (1) book or film report, 15%.

E 364M • History Of English Language

35605 • Spring 2013
Meets TTH 800am-930am PAR 206
(also listed as LIN 364M )
show description

Instructor:  Hancock, I            Areas:  IV / D

Unique #:  35605            Flags:  n/a

Semester:  Spring 2013            Restrictions:  n/a

Cross-lists:  LIN 364M            Computer Instruction:  No

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

Description: This course explores the origin, development and spread of the English language diachronically, i.e. over time, since it was taken into the British Isles in the fifth century AD. It will begin with an introduction to the linguistic concepts necessary for the course, and examine where English belongs amongst the world’s 6,000+ languages. We will follow its development from Old English (Beowulf) through Middle English (Chaucer) to Modern English, and discuss how, a thousand years ago, a language with no more speakers than the population of Houston, has grown to be the most widely spoken on the planet today.

Texts: You will need the workbook for this class, obtainable from Speedway Copy. The course will be supplemented with one or two documentary films and (possibly) a guest speaker.

Requirements & Grading: Your grade will be based upon four in-class, closed-book, hand-in written tests, the lowest score of the first three being dropped and an average taken from the remaining three. This will account for 80% of your grade, the remaining 20% will be based upon attendance and participation.

E 350E • Gypsy Language And Culture

35485 • Fall 2012
Meets TTH 1100am-1230pm PAR 201
(also listed as ANT 324L, LIN 322, MES 342 )
show description

Instructor:  Hancock, I            Areas:  IV / D

Unique #:  35485            Flags:  Global Cultures

Semester:  Fall 2012            Restrictions:  n/a

Cross-lists:  ANT 324L, LIN 322, MES 322K            Computer Instruction:  No

E 350E (Topic: Gypsy Language and Culture) and 379N (Topic: Gypsy Language and Culture) may not both be counted.

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

Description: This course presents the linguistic history of the Romani ("Gypsy") people, from 11th Century AD India to the present day. Theories relating to this exodus out of the Subcontinent and the subsequent migrations into Europe are discussed on the basis of the social and linguistic evidence available to us. In addition to studying aspects of the lexicon and syntax of the modern American and European dialects of the Romani language, an introduction to Gypsy history and culture will also form part of the course. We will examine the sociology of this Diaspora people, the Indian roots of their music, cuisine and social traditions, external linguistic and cultural influences, and interactions with non-Gypsy peoples. The reasons for the persistence of the stereotypical image of the Gypsy among non-Gypsies will be discussed, and also examined will be the five hundred years of slavery, transportation to the American plantations, the fate of the Romani people in the Holocaust, and the current struggle for civil and political rights since Gypsies gained admittance to the United Nations Organization in 1979.

Texts: Required: Hancock, We Are the Romani People. Course supplement available from Speedway Copying in Dobie Mall.

Requirements & Grading: 1 term paper, 25%; 3 written tests, 60%; 1 book or film report, 15%.

E F350E • Gypsy Language And Culture

83675 • Summer 2012
Meets MTWTHF 830am-1000am GAR 0.132
(also listed as ANT F324L, LIN F322, MES F322K )
show description

Instructor:  Hancock, I            Areas:  IV / D

Unique #:  83675            Flags:  Global Cultures

Semester:  Summer 2012, first session            Restrictions:  n/a

Cross-lists:  ANT 322M, LIN 322, MES 322K            Computer Instruction:  No

E 350E (Topic: Gypsy Language and Culture) and 379N (Topic: Gypsy Language and Culture) may not both be counted.

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

Description: This course presents the linguistic history of the Romani ("Gypsy") people, from 11th Century AD India to the present day. Theories relating to this exodus out of the Subcontinent and the subsequent migrations into Europe are discussed on the basis of the social and linguistic evidence available to us. In addition to studying aspects of the lexicon and syntax of the modern American and European dialects of the Romani language, an introduction to Gypsy history and culture will also form part of the course. We will examine the sociology of this Diaspora people, the Indian roots of their music, cuisine and social traditions, external linguistic and cultural influences, and interactions with non-Gypsy peoples. The reasons for the persistence of the stereotypical image of the Gypsy among non-Gypsies will be discussed, and also examined will be the five hundred years of slavery, transportation to the American plantations, the fate of the Romani people in the Holocaust, and the current struggle for civil and political rights since Gypsies gained admittance to the United Nations Organization in 1979.

Texts: Required: Hancock, We Are the Romani People. Course supplement available from Speedway Copying in Dobie Mall.

Requirements & Grading: 1 term paper, 25%; 3 written tests, 60%; 1 book or film report, 15%.

E 323L • English As A World Language

35195 • Spring 2012
Meets TTH 930am-1100am PAR 105
(also listed as LIN 323L )
show description

Instructor:  Hancock, I            Areas:  IV / G

Unique #:  35195            Flags:  n/a

Semester:  Spring 2012            Restrictions:  n/a

Cross-lists:  LIN 323L            Computer Instruction:  No

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

Description: This course examines the growth and spread of English around the world. We begin with an overview of linguistic concept and terminology. Then we turn to a brief account of the historical and social forces that shaped the Age of Exploration especially in regard to the English-speaking peoples of Britain. We will look at the transplantation process of the language to Ireland; American, in the larger sense of that term which includes Canada and the Caribbean; Africa; Central and Southeast Asia; and Oceania; and we will develop a linguistic profile of the varieties of English in those regions.

Requirements & Grading: There will be four in-class, closed book, hand in exams across the semester which will count for your grade, each test consisting of five questions (chosen out of ten) with a total of 100 points. The average will be taken from the first three, requiring 90% or higher for an A grade. You may also lose, but not gain, points for attendance and participation. There will be take-home assignments from time to time. The entire class policy will be included in the workbook for this course, available from Speedway Copy in Dobie Mall.

E 395N • Creole And Pidgin Languages

35710 • Spring 2012
Meets TTH 1230pm-200pm PAR 305
(also listed as LIN 392 )
show description

Creole And Pidgin Languages

This graduate seminar in Creole Studies will begin with a general discussion of the nature of pidgin and creole languages, and we will listen to tape-recorded samples and examine some publications written in them. No attempt will be made at this point to draw any conclusions about what kind of languages they are, or where they come from. This will be followed by an account of the development of the field of Creole Studies (Creolistics). from Pelleprat (1649) to the present. The major approaches - monogeneticist, polygeneticist, relexificationalist, substratist, componentlalist, bioprogram - will be examined, and the works of their main proponents read and discussed. This will then be followed by an analysis of the definitions of the terms pidgin and creole, and of other so-called 'marginal' languages (traders' jargons, cryptolectal varieties, foreigner speech, etc.), in order to justify their inclusion, or otherwise, as true cases of pidginized or creolized languages. This will be followed by a survey of the world's pidgins and creoles, and a detailed examination of the history and linguistic features of a small number of representative languages, with tape-recorded texts for analysis. These will include African American Vernacular ("Black English"), Texas Afro-Seminole Gullah and Louisiana Creole French, among others. We will also look at Creole literature and the works of some Creole authors. Towards the end of the course we shall return to the issues raised at the beginning, and attempt a definition of the processes and typologies. We will also look at creolization as it relates to acquisitionist theory, the process of decreolization/metropolitanization, and issues of education and standard language reform.

Grading Policy

Grade for the course will be based on a research paper (I will provide a list of suggested topics). An extensive background in linguistics is not essential for this class, but taking good notes is. If there is any particular related topic you would like included in the course, let me know beforehand and I'll try to incorporate it.

Texts

There is a workbook you will need to get (from Speedway Copy, in Dobie Mall), and I will provide supplemental handouts.

E F350E • Gypsy Language And Culture

83600 • Summer 2011
Meets MTWTHF 830am-1000am PAR 206
(also listed as ANT F324L, LIN F322, MES F322K )
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E 350E (Topic: Gypsy Language and Culture) and 379N (Topic: Gypsy Language and Culture) may not both be counted.

 

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

 

Description: This course presents the linguistic history of the Romani ("Gypsy") people, from 11th Century AD India to the present day. Theories relating to this exodus out of the Subcontinent and the subsequent migrations into Europe are discussed on the basis of the social and linguistic evidence available to us. In addition to studying aspects of the lexicon and syntax of the modern American and European dialects of the Romani language, an introduction to Gypsy history and culture will also form part of the course. We will examine the sociology of this Diaspora people, the Indian roots of their music, cuisine and social traditions, external linguistic and cultural influences, and interactions with non-Gypsy peoples. The reasons for the persistence of the stereotypical image of the Gypsy among non-Gypsies will be discussed, and also examined will be the five hundred years of slavery, transportation to the American plantations, the fate of the Romani people in the Holocaust, and the current struggle for civil and political rights since Gypsies gained admittance to the United Nations Organization in 1979. 

 

Texts: Required: Hancock, We Are the Romani People. Course supplement available from Speedway Copying in Dobie Mall.

 

Requirements & Grading: 1 term paper, 25%; 3 written tests, 60%; 1 book or film report, 15%.

E 323L • English As A World Language

34510 • Fall 2010
Meets TTH 800am-930am PAR 306
(also listed as LIN 323L )
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Cross-listed with LIN 323L

Description: This course examines the growth and spread of English around the world.  We begin with an overview of linguistic concept and terminology. Then we turn to a brief account of the historical and social forces that shaped the Age of Exploration especially in regard to the English-speaking peoples of Britain. We will look at the transplantation process of the language to Ireland; American, in the larger sense of that term which includes Canada and the Caribbean; Africa; Central and Southeast Asia; and Oceania; and we will develop a linguistic profile of the varieties of English in those regions.

Grading Policy: There will be four in-class, closed book, hand in exams across the semester which will count for your grade, each test consisting of five questions (chosen out of ten) with a total of 100 points.  The average will be taken from the first three, requiring 90% or higher for an A grade.  You may also lose, but not gain, points for attendance and participation.  There will be take-home assignments from time to time.  The entire class policy will be included in the workbook for this course, available from Speedway Copy in Dobie Mall.

Prerequisites: Nine semesters hours of coursework including English or rhetoric and writing. 

E 360K • Intro To English Grammar

34735 • Fall 2010
Meets TTH 930am-1100am PAR 206
(also listed as LIN 360K )
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Cross-listed with LIN 360K

E 360K and LIN 360K may not both be counted.

Course Description: This course is an introduction to the grammar of written English. It deals initially with traditional methods of linguistic analysis, presenting them as groundwork for introducing Chomskyan or TG ("transformational-generative") grammar. Most of the course will consist of acquiring skills in this theory, using interpretations found in Radford and in Jacobs and Rosenbaum. An overview of basic linguistic theory will also be included, introducing and defining the concepts of phonology, morphology, semantics, syntax and lexicon.

The course is designed mainly, though not exclusively, for student teachers, and places especial emphasis on language attitudes and evaluation. Written, or "book" English will be presented as the dialect having the most widespread applicability and usefulness. It will not be presented as the "best" English, or as the only dialect that has "correct grammar," but rather as the one most appropriate in the greatest number of social contexts--that is, as a maximally useful tool.

Increasingly, teachers are dealing with speakers of vernacular English in their classrooms, i.e. ethnic, regional or immigrant dialects, but they are not always properly prepared to distinguish between "good" and "bad" English on the one hand, and "appropriate" and "inappropriate" English on the other. For example, the general reaction to I might could do it and I could might do it is that they are both "bad" English, though the reason for that decision is different for each sentence.

It is a sociolinguistic maxim that our attitudes towards an individual's language or dialect are really a reflection of our attitude towards the group that that individual belongs to. Students have often been penalized for using their natural speech, especially if it differs markedly from the written dialect, and this can have its origin in attitudes we may have, whether we're teachers or not, to different American populations. Part of the course will ask us to confront those attitudes, and will include ways to deal with them.

Texts: None, but a reading list will be provided.

Grading: Four in-class, closed book, period-long written tests across the semester, 80%
; Attendance and participation, 20%.

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing. 

E 360K • Introduction to English Grammar

34735 • Fall 2009
Meets 8:00 am - 9:30 am TTh
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Course Description

 

This course is an introduction to the grammar of written English.  It deals initially with traditional methods of linguistic analysis, presenting them as groundwork for introducing Chomskyan or TG ("transformational-generative") grammar.  Most of the course will consist of acquiring skills in this theoory, using interpretations found in Radford and in Jacobs and Rosenbaum.  An overview of basic linguistic theory will also be included, introducing and defining the concepts of phonology, morphology, semantics, syntax and lexicon.  The course is designed mainly, though not exclusively, for student teachers, and places especial emphasis on language attitudes and evaluation.  Written, or "book" English will be presented as the dialect having the most widespread applicability and usefulness.  It will not be presented as the "best" English, or as the only dialect that has "correct grammar," but rather as the one most appropriate in the greatest number of social contexts--that is, as a maximally useful tool.  Increasingly, teachers are dealing with speakers of vernacular English in their classrooms, i.e. ethnic, regional or immigrant dialects, but they are not always properly prepared to distinguish between "good" and "bad" English on the one hand, and "appropriate" and "inappropriate" English on the other.  For example, the general reaction to I might could do it and I could might do it is that they are both "bad" English, though the reason for that decision is defferent for each sentence.  It is a sociolinguistic maxim that our attitudes towards an individual's language or dialect are really a reflection of our attitude towards the group that that individual belongs to.  Students have often been penalized for using their natural speech, especially if it differs markedly from the written dialect, and this can have its origin in attitudes we may have, whether we're teachers or not, to different American populations.  Part of the course will ask us to confront those attitudes, and will include ways to deal with them.

 

Grading Policy:

Four in-class, closed book, peros-long written tests across the semester - 80%

Attendance and participation - 20%

 

There is no textbook for this class, but a reading list will be provided.

 

For detailed Course Syllabus, download attachment.

UGS 302 • Romani Reality & Gypsy Myth-W

64750 • Fall 2009
Meets TTH 930-1100 PAR 302
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This course is about the world’s 12 million Romani people, the so-called “Gypsies.” It will address their origins, migrations, culture and media and literary portrayal.  Examined also will be the challenges of ethnic/linguistic maintenance for various other diasporic peoples, the vulnerability of stateless or formerly stateless populations to discrimination and stereotyping, and the contemporary efforts on the part of such populations to resist and change those things.  Questions raised for discussion/debate will inter alia address the psychology of stereotyping and racism, and how ethnic groups with radically different cultural values and practices can adjust to coexist with those of the mainstream and continue to survive.  Requirements include three in-class, closed-book, hand-in exams across the semester and the preparation of a substantial research paper, the first draft of which must be completed and submitted by mid-term (October 14th, no exceptions), with the pre-final version to be presented before the class for comment and criticism from each of you during the last weeks of the semester.  This must be written with the potential submission for publication in mind.  Written exams will constitute 40% of the final grade, oral presentation, your paper and your critiques of the other presentations another 50%, and the remaining 10% will go to participation and attendance.  Substance will count more than volume.  We can arrange on-campus evening classes later in the semester if necessary.  

Students with disabilities may request appropriate academic accommodations from the Services for Students with Disabilities, 471-6259. Discuss this with me first.

Assisting the class is fellow student Anna Brucker, who has taken this course previously and who is available to advise you on your progress and answer many of your questions.  Her e-mail is anna.brcker@gmail.com. 

The people at Library Instruction Services provide another valuable source of help. Check their website at http://www.ischool.utexas.edu/~instruct/meet.html.  They will be glad to assist you with your writing assignment.  Do plan to visit them during the semester, they will let me know that you have done so.

For a detailed Course Syllabus, download attachment.

Publications

“Roma (Gypsies)”, in Jonathan Friedman, ed., The Routledge History of the Holocaust.  New York: Routledge.

“Jasenovac and the Roma,” in B. Lituchy (ed.) Jasenovac.  Proceedings of the 5th International conference on Jasenovac.  Banja Luca. In press.

Romani-go no Kantanna Bunpō to Bunshō.  Tokyo: Hakusuisha Publrs. (translator, Takeshi Mizutani). 2010 [A short grammar and phrase book of Romani].

Hancock, Ian, 2010.  “Current findings about Romani history and Romani contributions to the arts,” in Takahashi, ed., Relationship Between Eurasia and Japan: Mutual Interaction and Representation.  Osaka: The University Press.  Pp. 27-31.

“Mind the Doors! The Contribution of Linguistics in reconstructing history,” in Damian Le Bas, ed.), All Change!: Recent debates over the history and origin of Roma/Gypsies/Travellers. Hatfield: UH Press, 2010

“Symbols and dreams: Some thoughts on Kusturica’s ‘The Time of the Gypsies’,” in Huether, Andreas, Dara Waldron & Mícheál Ó hAodha, eds., 2009. Screening “Difference;” Visual Culture and the Nomadic “Other.” Essen: Die Blaue Eule Verlag, pp. 40-47.

“Introduction,” Ronald Lee, Romani-English Dictionary.  Montreal: Magoria Books. 2009.

“The ‘Gypsy’ Stereotype and the Sexualization of Romani Women,” in Valentina Glajar (ed.), Gypsies in Literature and Culture.  Basingstoke: Palgrave-Macmillan. 2008.

“Romani and Angloromani,” in John Holm & Suzanne Michaelis, eds., Contact Languages.  New York: Routledge, 2007.

“Simon Wiesenthal and the Romanies,” in Michael Fineberg, Shimon Samuels & Mark Weitzman, eds., Antisemitism, the Generic hatred: Essays in Memory of Simon Wiesenthal.  London: Vallentine Mitchell.  2007.

“Romanies,” The New Book of Knowledge.  Danbury: Grolier/Scholastic. 2007.  pp. 299-301.

“Our need for internal diplomatic skills,” in V. Nicolae & Hanna Slavik, eds., Roma Diplomacy.  Brussels: European Roma Information Office. 2007.

“History of research on pidgins and creoles,” in Ulrich Ammon, Norbert Dittmar and K. Mattheier (eds.), Sociolinguistics: An International Handbook of the Science of Language and Society.  Berlin: Walter de Gruyter, 2007 edition, pp. 459-469.

“The Struggle for the Control of Identity,” in Ó hAodha & Hancock 2007:44-6.

“Romani and Angloromani,” in John Holm & Suzanne Michaelis, eds., Contact Languages.  New York: Routledge, 2007.

"Context is All’: The Reification of Symbol in Kusturica’s The Time of the Gypsies in Ó hAodha & Hancock 2007: 81-92.

“The Raggedy Rawney: Film as the Consolidation of Stereotype,” in Ó hAodha & Hancock 2007:93-99.

“Simon Wiesenthal and the Romanies,” in Michael Fineberg, Shimon Samuels & Mark Weitzman, eds., Antisemitism, the Generic hatred: Essays in Memory of Simon Wiesenthal.  London: Vallentine Mitchell.  2007.

“Our need for internal diplomatic skills,” in V. Nicolae & Hanna Slavik, eds., Roma Diplomacy.  Brussels: European Roma Information Office. 2007.

“Romanies,” The New Book of Knowledge.  Danbury: Grolier/Scholastic. 2007.  pp. 299-301.

“On Romani origins and identity”, in Adrian Marsh & Elin Strand, eds., Gypsies and the Problem of Identities: Contextual, Constructed and Contested.  Istanbul: Swedish Research Institute, pp. 69-92. 2006.

“Romani,” in Celeste Ray, ed., The New Encyclopedia of Southern Culture. University of North Carolina Press, 2006. Vol. 5,  pp.213-215.

“On the interpretation of a word: Porrajmos as Holocaust,” in Acton, Thomas, & Michael Hayes, eds., Travellers, Gypsies, Roma: The Demonisation of Difference, Newcastle: Cambridge Scholars’ Press, pp. 53-57. 2006.

“Romani origins and Romani identity: a reassessment of the arguments,” in Acton, Thomas, & Michael Hayes, eds., 2006. Counter Hegemony and the Irish “Other.” Newcastle: Cambridge Scholars’ Press, pp. 86-96

“Dužnost i ljepota, vlastništvo i istina: jezničosi-romašenje kao kontrola,” in D.Tong (ed.), Romi: Interdiciplinarni Prikaz.  Belgrade: Ibis-Grafika, pp. 107-120.  2006.

Sindrom Parije: Pri…a o Ropstvu i Progonu Roma.  Zagreb: Ibis Grafika, 2006.

"Literature’s Gypsy and the real Romani,”in Michael Hayes & Thomas A. Acton, eds., 2006.  Counter-Hegemony and the Irish “Other”.  London: The Cambridge Scholars Press, pp. 18-27.

Introduction to Ronald Lee, Learn Romani. Hatfield: The University of Hertfordshire Press, 2006.  Pp. 8.

“On Romani origins and identity”, in Adrian Marsh & Elin Strand, eds., Gypsies and the Problem of Identities: Contextual, Constructed and Contested.  Istanbul: Swedish Research Institute, pp. 69-92. 2006.

“Dužnost i ljepota, vlasništvo i istina: Jezničosi-romašenje kao kontrola,” in Diane Tong, ed., Romi: Interdiciplinarni  Prikaz, Belgrade: Ibis-Grafika, pp. 107-120. 2006.

“Romani,” in Celeste Ray, ed., The New Encyclopedia of Southern Culture. University of North Carolina Press, 2006. Vol. 5,  pp.213-215.

“Romanies in 19th Century Europe,” in Jay Winter & John Merriman, Editors, Encyclopedia of  Europe 1789-1914, Macmillan: Farmington Hills, 2005.

“Romani Religion,” in Jeff Kaplan, Bron Taylor & Samuel S. Hill, eds., The Encyclopedia of Religion and Nature (Gale, 2005).

A History of the Romanies.  Co-authored with Hristo Kjučukov.  Philadelphia: Boyds Mill Press, 2005.  Listed in the 2006 edition of The Best Children’s Books of the Year.

Carmen. Programme notes for the New York City Opera Company's Summer production. 2005, pp. 46-7.

Mi Vagyunk a Romani Nép.  Budapest: Pont Kiado [Hungarian language edition of We Are the Romani People]. 2004.

Paria Shindoromu: Jipushiasabetu no Rekishi to Kozo.  Tokyo: Sairyu Sha Publishers [Japanese language edition of The Pariah Syndrome]. 2004.

The Heroic Present: The Photographs of Jan Yoors and His Life with the Gypsies. The Monacelli Press, New York, 2004.

“Romanies (Gypsies).” The Encyclopedia of Europe Vol. 8: 1914-2004. John Merriman and Jay Winter, eds.-in-chief. New York: Charles Schribner’s Sons.

We Are the Romani People: Ame Sam e Rromane Džene.  Commissioned by the Open Society Institute (Soros Foundation) and published in 2002 by The University of Hertfordshire Press. 

Země Utrpení: Dějiny Otroctví a Pronásledování Romů, Prague: Signeta, 2001.

A Handbook of Vlax Romani.  Slavica, Inc., Columbus, 1995.

O ričh kaj nas.  Romani language transltion of the book The bear that wasn’t, by Frank Tashlin.  Dover Publications, New York (1946).  1994.

“(A)voiding ordure,” George Borrow Bulletin, 4:17 (1992).

The Texas Seminoles and their Language.  Publication of the Seminole Scout Association, Brackettville, 1991.

The Pariah Syndrome: An account of Gypsy Slavery and Persecution.  Ann Arbor: Karoma Publishers, 1987.  Second edition, 1988.  Second printing of second edition, 1990.  Widely reviewed, inc. in the New York Times.

 

A grammar of Carpathian-American (Bašaldo) Romani.  Manchaca: International Romani Union, 1987.

International English Usage.  London: Croom Helm, Ltd., 1986.  In several editions, Including paperback and Japanese translation.  Co-authored with Loreto Todd.  This has been published in the United States by Routledge.

Land of pain: Five centuries of Gypsy slavery.  Austin, 1982.

Grammatical sketch of Louisiana Creole French.  Privately-circulated monograph, Austin, 1977.

Deš terne bališe (Romani-language counting book).  For use in Gypsy school in Chicago.  Austin, 1973.

Me šaj džinav (Romani language primary reader).  For use in Gypsy school in Chicago.  Austin, 1973.

A reference index of the principal motifs occurring in the oral literature of Indians of the British Columbia coast. Vancouver: B.C. Historical Archives Special Publication, 1972.

Place-names of the Pacific North-West derived from Chinook Wawa, with a word-list of the  language.  Vancouver: B C. Historical Archives Special Publication, 1972.

Papia Kristang Dictionary.  S.O.A.S., University of London, 1971.  Privately-circulated  monograph, pp. 43.

Dictionary of Sierra Leone Krio, incorporating obsolete words and expressions found in the  literature, and items peculiar to the dialect of The Gambia. London, 1971. iv + 166.

A Nordlinn grammar and dictionary.  S.O.A.S., London, 1971.  Pp. 85.

Journal Articles

“Origin and Structure of the Lusoasian Creole of Malacca” Revue roumaine de linguistique / Romanian Review of Linguistics, 58 (2009).

“Scots English and the creole relativizer wey,” English World Wide, 28(3):44-50 (2007).

“The Romani Holocaust,” Roma, 46-47:32-57 (1997).

“Our Indian ancestors,” Faces, 13(5):8-13 (1996).

“Breve cronología del holocaust gitano,” i Tchatchipen, 14:18-21, 1996.

“Murro džanglikano baripe sar Rrom,” Džaniben, October, 1996, pp. 27-42.

“American Roma: The hidden Gypsy world,” Aperture, August, 1996, pp. 14-25.

“The roots of Antigypsyism,” Roma, 44/45:4-24 (1996).

“Il Romani di George Borrow,” Thém Romanò, May, 1996, pp. 7-8

“Il cibo e la cultura zingara,” Thém Romanò, July, 1996, pp. 14-15.

“Karing ekh Enciklopedija,” Interface, 23 (1996). 19-page supplement on the Great Romani Encyclopedia project.

“Las consecuencias del racismo antigitano en Europa,” I Tchatchipen, 11:4-9, 1995.

“Maroon languages,” Faces: Journal of the American Museum of Natural History, 11(8):18-26 (1995).

“An anglophone pidgin in Madagascar,” The Carrier Pidgin, 23(2):4 (1995).

“Murro baripe sar Rrom,” Džaniben, 5:17-25 (1995). Prague.

“Alosaripe vaš Rromani standardizime,” Patrin, 2:22-25 (1994). Prešov & Amsterdam.

“On the origin of the word Krio,” The Carrier Pidgin, 21(1):3-4 (1993).

“More on the origin of the word Krio,” The Carrier Pidgin, 21(3):3-5 (1993).

“Kotar-i Rromani historija” and “Kotar-o Rromano aktualipe,” Informaciaqo Lil, 10:10-12 (1993). Warsaw.

“Antigypsyism in the New Europe,” Roma, 38/39:5-29 (1993).

“Hodgeson’s early Romani,” Lacio Drom, 44:23-26 (1993).

“The Hungarian student István Valyi and the Indian connection of Romani,” Lacio Drom, 44:17-23 (1993).

“The function of the Gypsy myth,” Language, Symbolism and Ideology, 5:10-21 (1993).

“Standardization of Romani orthography,” Patrin 3:5-9 (1992) [Amsterdam].

“Informacijaqo lil e Rromane Uniaqoro,” Rrom p-o Drom, May, 1992. P. 2 [Warsaw].

“So si amaro sathemenqo jekhipe,” Rrom p-o Drom, February, 1992. Pp. 2-3 [Warsaw].

“The emergence of a union dialect of American Vlax Romani, and its implications for an international standard,” International Journal of the Sociology of Language, 59:17-30 (1992).

“(A)voiding ordure,” George Borrow Bulletin, 4:17 (1992).

“The roots of inequity: Romani cultural rights in their historical and social context,” in David Mayall (ed.), Gypsies: The forming of Identities and Official Responses (‘Immigrants and Minorities’ 11(2):2-17, 1992).

“The scope of linguistic field surveys,” American Speech 66(1):19-23 (1991).

“The Indian origins of Romani culinary culture,” Roma 36:36-54 (1991).

“The Romani nationalist movement,” Nationalities Papers 19(3):251-268 (1991).

“The Porrajmos (Romani Holocaust),” Nationalities Papers 19(3):373-394 (1991).

“Commentary on Pearson,” Nationalities Papers 19(3):433-435 (1991).

“Phrlále thaj phenjále,” Rrom p-o Drom 3:1-4 (1991).

“Fall of the Romani myth,” Images, August 30th, 1990. Pp. 12-14.

“The etymology of grumetto,” The Carrier Pidgin 18(2):5 (1990).

“Romani foodways: Gypsy culinary culture,” The World & I, June, 1991. Pp. 666-677.

“Die Wurzeln der Ungerechtigkeit: Der Roma in ihrem historischen und sozialen Kontext,” Vierte Welt Aktuelle, July, 1991. Pp. 31-39.

“Die osteuropäischen Warzeln des Roma-Nationalbewusstseins,” Vierte Welt Aktuelle, May, 1991. Pp. 10-17.

Report to the International Federation of Human Rights on the situation of human rights violations directed at the Romani community. Austin and Bucharest: Publication of the International Romani Union, 1990. Pp. 14.

“Gypsies and contemporary racism,” Nokoa 3(2):6-7 (1989).

“The Black Seminoles of Brackettville, Texas,” The World & I, December, 1989. Pp. 676-687.

“The roots of ancient Egyptian civilization,” Nokoa 3(21):1 (1989).

“Nazis and the Greek Roma,” Roma 30:17-20 (1989).

“Gypsies in the United States,” Ethnic Forum 8(2):72-80 (1989).

“The Romani diaspora,” Pt. 1, The World & I, March, 1989, pp. 613-623; Pt. 2, April, 1989, pp. 644-655. Illustr.

“Reunification and the role of the International Romani Union,” Roma 29:9-18 (1988).

“Fate of Hitler’s Romani (Gypsy) victims yet to become part of Holocaust history,” Guest editorial, Detroit Jewish News, Fall, 1988.

“Le stéréotype du gitan,” Etudes Tsiganes 3:19-25 (1988).

“Romani: The language of the Gypsies,” Gamut 23:8-12 (1988).

“Uniqueness of the victims: Gypsies, Jews and the Holocaust,” Without Prejudice: International Review of Racial Discrimination 1(2):45-67 (1988).

“Gypsies in our libraries,” Collection Building 8(4):31-36 (1988).

“Gypsies,” The Encyclopedia of the Ukraine. Toronto, 1987.

“The function of the Gypsy myth,” Roma 27:35-44 (1987).

“The plight of the Romani children,” Action for Children 3(11):1-6 (1987). Main UNICEF periodical. Also in French-language version, “Le sort des enfants Romani,” Action pour les Enfants 2(3):1-5 (1987) and in Roma 28:31-33 (1987).

“Gypsies and Jews in the Nazi Holocaust,” Outlook, May, 1987. Pp. 4-7.

Holocaust memorial address: Romani Day of Remembrance commemoration. The Congressional Record, September 17th, 1987.

“The origin and function of the Gypsy image in children’s literature,” The Lion and the Unicorn: A Critical Journal of Children’s Literature 11(1):47-59 (1987). Special issue on American minorities.

“Gypsies, Jews and the Holocaust,” Shmate: A Journal of Progressive Jewish Thought 17:6-15 (1987).

“The bracelet,” Traveller Education 22:19-21 (1987). (Holocaust memoir)

“Il contributo armeno alla lingua romani,” Lacio Drom 23(1):4-10 (1987) [Rome].

“The cryptolectal speech of the American roads,” American Speech 61(3):206-220 (1986).

“Gypsies: A people forgotten,” The New Zealand Rationalist, April, 1986. Pp. 7-9.

“On the anglophone creole item kekrebu,” American Speech 61(1):48-52 (1986).

“More on poppy show,” American Speech 60(2):189-192 (1985).

“Marko: Stories of my grandfather,” Lacio Drom 21(3/4):53-61 (1985).

“Gypsies: A forgotten minority,” The Humanist 45(5):12-16, 42 (1985).

“Eulogy for Yul Brynner,” Roma 9(2):23-24 (1985).

“Non-Gypsy attitudes towards the Rom,” Roma 7(3):16-24 (1985).

“A structural sketch of Trinidad Creole French,” Amsterdam Creole Studies 8:9-19 (1985).

Translations and annotations of the Krio texts in G. Gilbert, “Hugo Schuchardt and the Atlantic creoles: A newly-discovered manuscript,” American Speech 60(1):31-63 (1985).

“A cross-dialect adoption in American Angloromani,” Newsletter of the North American Chapter of the Gypsy Lore Society 7(2):4 (1984).

“Armenian contributions to the Romani language,” Ararat 2(4):2-6 (1984).

“Slavic influence on Texan Romani,” Journal of the Southwestern Linguistic Society 7(2):115-132 (1984).

“Alchemy among the Gypsies,” Essentia 3(4):13-14 (1982).

“The fate of Gypsy slaves in the West Indies,” Journal of the Gypsy Lore Society 2(1):75-80 (1982).

“The shipment of Gypsies to the Americas,” Roma 6(4):10-21 (1982).

“Wir mussen einmal in alle Deutlichkeit unsere Meinung sagen,” Pogrom: Gesellschafft für bedrohte Völker 12:175-176 (1981).

“Sar jekh dženo,” E Loli Phabaj 1(1):5-6 (1981).

“Gullah and Barbadian: Origins and relationships,” American Speech 55(1):17-35 (1980).

“English in Africa: Emerging standards or diverging regionalisms?,” English World Wide 1(1):31-91 (1980).

“Tribute in memoriam of David DeCamp,” English World Wide 1(1):227-228 (1980).

“Talking back,” Roma 6(1):13-20 (1980).

“Gypsies in Germany,” Michigan Germanic Studies 6(2):247-264 (1980).

“Krio folk-beliefs and dream interpretations,” Journal of Creole Studies 1(1):49-59 (1976).

“Comparative linguistic notes on Parisian and American Kalderash Romani,” Journal of the Gypsy Lore Society 1(2):97-127 (1976).

“Romance vs. reality: Popular notions of the Gypsy,” Roma 2(1):7-23 (1976).

“Malacca Creole Portuguese: Asian, African or European?,” Anthropological Linguistics 17(5):211-236 (1975).

“English in Liberia,” American Speech 49:224-229 (1974)

“Etudes et recherches tsiganes aux Etats-Unis,” Etudes Tsiganes 20(4):51-52, 55 (1974).

“Projet d’êcoles pour des enfants tsiganes,” Etudes Tsiganes 20(5):67-68 (1974).

“Le Rom and’o Tekses,” Roma 1(1):36-44 (1974).

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