Conlangs Monthly is a publication dedicated

to publishing articles concerning Linguistics,

Literature, and guidance on Conlanging as well
as Conworlding.

CONTENTS
Conlangs and the Identity of Micronations
-Mathias L. Magnussen-

Why Frog is the Keeper of the Voice

-Aaron Simon (Sandic)-

Language of the Month - Ainu

-Naoki Wanatabe-

A Selection of Aesops Fables

-Jonathan Fleury-

Exclusive: An Interview with Giannhs Kenanidhs

-Conlangs Monthly Team-

A Good Language Learners Traits

-Erraihani Fouzia-

How Conlanging Helped to Rebuild a Nation -Gabe Witmonger-

Tower of Babel - Translations

-Yussaif DavidKiosoka (Koharian)-

Editorial Team
Editor in Chief:
Jonathan Fleury

-Reill Bautista-

A Short History of the Atlan Languages

-Rolf Weimar-

-Jacqueline Woo-

Dome

Layout Design & Graphics

Gabe Witmonger
Senior Editor
Rolf Weimar
Senior Editor
Sabrina Palis
Proof Reading
Micah Wilger
Christian Evans
Ellis Montes

-Dimitrios Moschos (Erwidian)-

Bibliography and Acknowledgements

This publication, Conlangs Monthly its name and content are the
exclusive property of J. Fleury and G. Witmonger. The publication may be
non-commercially shared, copied and distributed so long as the name of the
creators and attribution parties, a copyright notice, a license notice, a
disclaimer notice, and a link to the material are provided. Altering the
content of the publication in any way is prohibited.
J Fleury and G Witmonger 2014 All Rights Reserved

Founders
Gabe Witmonger
Jonathan Fleury

Conlangs and
the Identity of Micronations

Almost every nation on planet Earth has a unique language.

Some are variations of neighbouring countries languages,
some can be traced back to colonialism, but all are a sign of
independece and national identity.
Although countries are something we humans are born into,
a growing number of people see countries, nations and culture
micronationalists, people who have decided to create, join, and
even rule their own independent country.
Conlangs and micronations go hand in hand, as a new country
means a new language. Although a large majority of
micronations use either their mother tongue, or English as
their national language, some have decided to create a language
to go with their new nation.

My personal example would be my own nation, as well as my

Republic of Munkkia, which I subsequently also founded,
which was founded out of the United Nations of Munk, in
which I ruled the Lolka Republic.
It is a messy, clumsy mixture of nations, but it gave us a history. I
started out as Vice President, and eventually became President.
Of the 6 citizens we currently have, two of us are conlangers.
I created the language of Qeelish, which is an ancient alien
language, spoken by the followers of Angrasta on the Planets of
who was the last Martir under Arch Angel Vihobe, directly
many languages on Earth, and is easy to learn.

One of the most known, and most interesting examples of this

is Talossan, which was created in the 1980s by Robert Madison
from the Kingdom of Tolossa. It is a great example of taking
every part of micronationalism into your own hands, and a
Now, with the age of information, and the opportunity for
everyone to basically create what they please, micronations
as well as conlangs are bigger than ever. Some of the newest
examples could be something like Arkian, which also uses
new symbols and letters instead of the regular Latin alphabet.
Many conlangs are just variations of already existing languages,
but that too, counts as national independence, as it also is
taking every part of micronationalism into your own hands,
although this it is not an easy thing.

Former President and Military Minister

We have more than one language though, as our Military

Minister is also the founder of both a conlang and a religion. It
is known as Traxxin, or Ice Tounge, and is heavily inspired by
Norse mythology.

President Mathias L. Magnussen with

National Defence for the Munkkia Army

Conlangs are a very unique and creative process, and it is an

easy way to put a fresh breath into a, understandably, stale
process of establishing a new country.

State propaganda from the Empire of Munkkia,

with the President and the Council

unfortunately
would be hopeless and wasteful to create as many languages as possible, just as it would be wasteful to create
as many nations as possible. Although national identity, independence and conlanging is a very creative and
fun process, it can also turn into a huge waste of time. Adopting already known languages can also be a very
unique and national thing.
will be able to speak. Nations are about community, and so are languages and culture. If everyone has
emotions, thoughts and motives .

one

Of course, I cant dictate what one nation should prioritise over the other, that would go against the original
are limits, and although you can center a culture around pretty much anything, you always fall back into
traditions, identity and community; and that is all what we humans seek, and that is why culture and
language should always be tried out by as many people as possible, it is only a matter of time for every
single human being on Earth to become comfortable with his national identity.

Why Frog is Keeper of the Voice

28. Ba skra aan lee lesa le:leetka jaen kaahl

- Kambaa yaundi-i

Jjewuu) wii iat jutin oswiisra aan ade ialthab ba aud kabrele:i ba
lunu aan biab kre ian gezon op.

Le:ia jeeb ba nau lee lesa keei kasahl wii erati, wii brasab gator
kasfeer. Meer jeed ba nau pa graoja kasmest, pal mead hetui, wi
skra jeed kiab gre kala kiab kasle:nial.

Lee tikitsa, tu sosale:ra basle:anee, aspera aan fadis aan eelsol

biab otoneot res, wii auzo asma, a lee Keemaa keei pa biab
bastek ee tsebta ba.

A ohii ba tasni lee lesa, lee tikitsa, basahl aan kiab eek wii aan
kiab kre dee mead ian juti aan ba priiab okameeaa aan raug,
aan okameeaa aan tsiald. Monnia, Jjewuu otiab asraug meer
jeed ba ma, wii skra masra asaen.

PAT!! O ta ivin baspat, wii miin eerain wii jaen gre kala eerain
dee ba osle:anee. Ee ialth baahl tree lee arasa ivi basahl uvesi,
gado lee keemaa, ba ee ba brele: basahl ule:iji! Gre iat jeeb ba
mon, lee arasa ivi bale:leet jaeb baahl ree faee ba jiav ba, wii
fuun ta siadin ba bafe, a lee Keemaa eerain gre eerain bale:leet,

Meer ba tedia, le:ithii-i asahl, wii ber op asle:anee, wii gre aan
sosale:i kasahl lee tikitsa, lee lesab wii aee askre, tu neaa op.

osa.

Inee aan ba yeekee meer jeed basahl iat usmai, so jeeguu

osbamo aan biab raug, a meer aan Jjewuu ian lee lesa aspe aan
jae, atian gator kasmeeaa aan mii rial. Fuun ma ka ugreji, kiab
pa ba kaevab asmia, wii pa ba kiab kasbuutj skra ugrej ka. Ufei
baahl ia aan gus baneot oka uuraj ber lee jwar! Gre aan fovi
asahl, ba orob ka ba treei meer kala kasma.

Skra fuun ba sem ba lunu ossa, ian fov osfeed ta siadin ivin, wii
ber op ba Nuukiam wii Jjewuu osfeed, wii pal ba reeji iat osahl
nu lee lesa wii lee tikitsa.

Lee tikitsa jeed asbra, wii bian asfeed aan atian manfe, wii gre
jeed jeeguu ossa aan ba mead pal ba lee lesa kasyum faee ivi ta
jee basahl mead auzoi, wii pal wwak ker osma ta safpabin. Gre
iat jeeb ba nau jeeguu ta jee oahl ussuin pal mead berai- tree
baahl usui, inee ba juti.

Pa ba reejil lee leesa ba wiikiasab kamai iat kasle:leet nu orob

skra ugrej, skra aan ba uurajab ka fuun lunun osahl fuun jaen
wii miin biab kasket ivi. Ian lee lesa asfeed lee tikitsa aan kian
mahe, a meer ba le:anee ae, ta le:agan ae ba toaab ba kaev
osle:igas, wii lunubin naebin osma.
Lee lesa otiab kasuuraj, wii meer ta man ae ivin aan feed kian,
siadin iat ama, wii otiab lee lesa katuuraj. Sriitnia ba tju op
baahl ejj tjurai, a lee lesa kiab kakeesa fuun op aan ba tju siad

A auzo, lee lesa kasmeja aan skra ba ham ka fuun mii ba uurajab
ber lee jwar bastu, aan kiab katema jaekeem ba siad kasai faee ta
ivin. Kian sanab kasora aan jae, wii miibin kasuuraj.

Fii aan ba tju op baahl ejj tjurai, tree fuun op biab kateek, wii
biab pa ba priiab kaveel, wii gre pat ba mii nabei uu musa nabei

Ta gezon ka oahl pa lunun usmesin, pa jeeguu mii baahl upuutuui

biab karuumin! Skra jeed lee lesan ivin oahl eren ba mii, skra
otian baahl usorai lee jae iat le:ia lee mes op.
Monnia, ba uuraj lee lesa basahl jeeso erini, wii jeedsoi basahl
ba tju ta lunun, aan dee tree dee jut otiab osrep aan dam. Pat,
pat! Meer rep jeed ba oka, ian lee lesa basneot keesa, skra faee
ka yesi basahl siad aan otiab zeb, a gre sriitnia meer aan ba lunu
basahl eriniso wwee ba reejil op, inee aan rerda basahlra.
Skra aan lee lesa jeedso eerain otiab kasle:leet, ba lunu erini
baszefa iat wii iat, wii skra aan jeedso eerain osahl ta lunun
keein, gre sriitnia lee ivi kassa fuun ba Da Neoduusniati Lee
Lesa. A usai lee ivi bian kasfeed aan biab raug- lunu basahl,
jeedso erini wwee reejil, wii usa baahl aan jeeguu apain osahl.
Faee op midin oswiis aan aan pat ba lunub, siadin pal griawan
ba ostreej (a usa baahl aan ber op ostreej ba Nuukiam wii
3

Why Frog is Keeper of the Voice

- A Yaundi story.
Before this time, Frog was small and quiet, and he never made
a sound. At that time, he lived in the dirt in a dry place, and
because of that he was always hiding himself.
carry him from one place to another, so that he could see the
world, and so that he could travel. One day, Jjewuu (a goddess)
saw them while they were doing this, and she laughed with
delight.

Because Frog had had so many of them, the bubble kept growing
and growing, and because the little bubbles were so many (to
Of course everyone went down to go see it- a bubble as big as a
lake, and of course they were all very excited.
Some of them wanted to pop the bubble, others danced around
its edges (Nuukiam and Jjewuu were of course there dancing
with them) and still others wanted to take a piece of the shining
skin to take home to their children.
make sure that they did not touch it. She did a good job of it,

Frog until they all got bored of it.

POP!! It burst upon all of them, and many voices and impossibly

Well, twilight had already been created by then, so they laid

down to watch it. Jjewuu tried to talk to Frog, but he could not

piece of it, except for Man, who got wrapped up in the shining
(skin of the bubble)! Ever since that day, all of the creatures
have one language for their kind, and they can understand all
another, even if they know the same language.

have a chance to meet with a god! Once she was gone away, he

fallen was a good one for both of them, and they have lived
there ever since! Even now those two are found in the same
place- if you see one, there is sure to be the other.
Well, Frog decided that because his lacking a voice had cost him
a meeting with a god, that he was going to make himself the
most skilled linguist of them all. He taught himself to speak,
and he gathered voices.
His children are put into bubbles in which a voice is put for
all of them- if you will look at them, youll see them turning
around in it! For this reason all frogs are the rulers of speech,
because even before they are born a voice is given to them.

Because they had seen the end of the bubble, all of them went

water, and created new bubbles there.

Frog collected them, and every time that she comes to him now,
she creates even more, and Frog collects them. Sometimes they
are too many again, but Frog makes sure that the amount is not
dangerous again.
If there are too many of them again, Frog takes one of them and
voice or language is born- and because of this we say that Frog
is the Keeper of the Voice.

One day, Frogs collection (of voices) had grown so large, and
the number of bubbles (of voice) were so many, that they began
Frog didnt mind it too much. It made it easier to move the
a while when the bubble was as big as their lake, it became a
problem.
4

Language of the Month: Ainu (/Aynu Itak)

In one of my Language of the Month articles I covered

Okinawan and detailed the historical attrition of it and the
other Ryuukyuuan languages. Although the Ryuukyuuan

in southern Ezo that stipulated that the Matsumae would keep

their bases, but pay the Ainu a portion of their collected taxes

ways the Ainu have gone through much worse. While the

(1603-1868), however, the Matsumae expanded their territory

in Ezo which led to closer dealings with Ainu and consequent
epidemics of diseases like Smallpox that decimated the Ainu.

and were declared to be uncultured hougen (dialects) that were

to be exterminated (through means such as abusing children
who spoke them in school and shooting Okinawans who spoke
much as the Ainu, as they still have 1.1 million speakers at best,
a literary tradition, a prefecture-sponsored recovery, and are
widespread in Okinawa and the Amami Islands (albeit mostly
used by the elderly). Ainu, on the other hand, has only about
15 native speakers and perhaps a few hundred people whove
learned the language.
Although this is partly because the Ainu were never numerous to
begin with, the main reason is because the Japanese government
to deal with them as they were viewed as barbarians, while
the Ryuukyuuans, who had their own prosperous kingdom,
advantage Ainu currently has over the Ryuukyuuan languages
is that the vast majority of Japanese people are aware of its
existence and recognize it as a distinct language (unlike the
Ryuukyuuan languages which are still widely perceived as
uncultured hougen).
of the hunter-gatherer Okhotsk culture mixing with the
paleolithic partly-agricultural Satsumon culture, around the 12th
to Ezo (Hokkaido), Sakhalin, and the Kurile Islands, there is
substantial evidence that the Ainu were more widespread and
even inhabited Honshu and Kamchatka. Regardless, in the
13th Century, the Ainu were in control of most of Ezo and even
expanded their territory to the North through wars with the
this era, the Ainu also started having contact with the Japanese
with them. Over the next few hundred years, the Ainu had
bases in southern Ezo and attempted to dominate the Ainu.
the Ainu to attack and capture the Japanese forts Mobetsu and
Hanazawa and massacred many Japanese there. Although

across Ezo and launched a war against the Japanese called

Shakushains Rebellion which would last until 1672 and
peace negotiations started, agents from the Matsumae clan
assassinated Shakushain, crippling the Ainu forces.
forced many Ainu into slavery and treated them as sub-humans
(an example being how Ainu had to grovel and smear their face
on soil when they met a Japanese samurai or face immediate
decapitation) while crushing any resistance through reprisals.
it marked the beginning of a gradual and methodical genocide
against them. In 1869, Ezo was renamed Hokkaido and annexed
colonizers because it needed a source of jobs for the recently
deposed samurai class and also sought to exploit Hokkaidos
natural resources while having the island serve as a bulwark
against the expanding Russian Empire. While this process
, colonization), it
was later changed to the currently common kaitaku (),
which conveys a sense of opening up or reclaiming the Ainu
former aborigines and given automatic Japanese citizenship
and were pressured to assimilate with the Japanese colonizers
by being encouraged to engage in agriculture and learn
to speak and read Japanese. Many Ainu traditions (such as
funeral customs) were banned during this time, children were
abducted and sent to state-run boarding schools, and the Ainu
were obliged to relinquish their land and resources. When the
Japanese won the Russo-Japanese War (1904-1905), southern
Sakhalin (where many Ainu lived relatively better lives under
Russian rule) came under Japanese control and the Ainu there
1990s and, by then, the Ainu language was practically extinct.
5

The Ainu language is either an Isolate language (meaning it has

no relation to any language) or a small group of languages by
itself with three variants (Hokkaido, Sakhalin, and Kurile) of
which only the Hokkaido one survives today in a moribund
state. The language has been influenced by Japanese (evident
in words like , paper, from Japanese ) and to a lesser
extent by Nivkh and Russian (these can be seen in the Sakhalin
dialect). Conversely, Ainu has also influenced Japanese with
words like (sea otter),(reindeer, from Ainu
) and (a type of fish, from ) being
commonly used and similar words like (comparable to
Japanese ) existing. The language has two writing systems:
a Roman alphabet roughly equivalent to that of English with
the differences being that c denotes ch and an equal sign (=) is
used to denote divisions between vowels and consonants (an
example being suy unukar=an ro which has to be written
this way to avoid confusion between r and ra); the other is
a Katakana-derived one with significant differences from
Japanese Katakana. The most prominent being the presence of
small forms of ,, , and to mark consonant
endings like k, p, m, and r (the latter ending changes depending
on the preceding vowel).
Grammatically, Ainu is, like Japanese, an SOV language with
lexical features similar to Japanese such as varying words for
certain concepts like the pronouns I (which can be ,
, or ) and you (, , , or
[the last one is equivalent to Japanese ]). There are also
no third person pronouns per se in Ainu and this is expressed
in a way comparable to Japanese. The phrases ,
, and can be compared to the Japanese
phrases with the same meaning which are respectively
, , and .
Due to it being better known than Okinawan and other
Ryuukyuuan languages, materials for learning Ainu are much
easier to find and there are even many non-Japanese resources
for the language. The most notable non-Japanese language
resources are: the Ainu grammar/dictionary by John Batchelor
(an English missionary who protected Ainus from Japanese
discrimination), and the research conducted by Bronisaw
Pisudski (a Polish anthropologist who conducted outstanding
research on the Sakhalin Ainu). In Japanese, notable materials
include: the Ainu-Japanese dictionary by Shigeru Kayano
(who was the only Ainu member of the Japanese parliament),
the by Takashi Tomita, the online
introduction to Ainu grammar by the musician/newspaper
editor Takashi Hamada, and offered by
STV. There are also several cultural centers and revivalist hubs
in Hokkaido (most prominently the Ainu village of Nibutani),
where Ainu is spoken and occasionally taught.
It was only on June 6, 2008 that the Japanese government finally
recognized the Ainu as an indigenous community and accepted
responsibility for past crimes. However, this recognition comes
at a time when Ainu is on the verge of extinction and the lack
of recognition as an indigenous group had hindered Ainu
revival efforts for years (as the United Nations Declaration on
the Rights of Indigenous Peoples stipulated that recognized
indigenous nations have the right to maintain their languages)
and has therefore not had a major impact on Ainu revival. The
number of people studying Ainu both in and out of Japan is
increasing, however, and this will hopefully lead to a revival of
the language. Since Sakhalin Ainu died out in 1994 and Kurile
Ainu disappeared decades earlier, the survival of Hokkaido
Ainu is imperative if any trace of the Ainu language is to be
preserved. The tragedy of the Ainu is a crime committed by
Japan that has not been fixed. Fortunately, were in a situation
where we can reverse this.

English Ainu/ Disclaimer:

I had to create a few phrases by myself
Hello (also Nice to meet you) Irankarapte
Thank you Iyairaykere
Youre welcome Pirka wa pirka wa
Excuse me/Im sorry Ku=yayakapu
I dont understand Ku eramisikari
Help me!Enkasuy wa enkore!
Where is the toilet?Asini hunak an?
Goodbye Pirkano oka yan
How are you?
E iwanke yaa
I am fine Kuywanke wa
How do you say ___ in Ainu? __
__Ainu itak nekona ne eporose an?
My name is....Kurehe anakne...ne
Can you speak Ainu?

Ainu itak ye ekoitak an?
English
Amerika Itak
Japanese Sisam itak
Russian
Nuca itak
I dont speak Ainu
Kuani Ainu itak keweniwkes
Yes/No/And
//()
E/Somo/Wa (Ma)
Good/Bad /Pirka/Wen
Happy Birthday!
Anaakayet auk wa onkamianna

1
shinep
2
tup
3
rep
4
inep
5
ashiknep
6
iwanpe
7
arwanpe
8
tupesanpe
9
shinepesanpe
10 wanpe

A Selection of Aesops Fables

Imul tam Ukharod

Nigmin imul tam qiposed, ral nadze kharod layin. Im gakhem leshed qi nifmakhe, unikhrane ash temel psdar, univlame tihashlid.
Nigmane tsdi, vaan relesh ash ranod, an pemqhe qirdor. Nimzane kharod, le unizge gomle ash gekhel im, unirfale unirfale. Zan
qizan niqhzake ash daroge an daz unidlakhe, al vah yitsnin khirdul ash rokhmul. Narkhe im mifsdar likshele, univdale linman
Dakh nikhmaz Ukh Kharod la?
Ninmane lakh ninmane tsdi,
Va tsadla lilshel qi kakhme lidkhel

Two Fellows were travelling together through a wood, when a Bear rushed out upon them. One of the travellers happened to be in

came down to his comrade, and, laughing, said What was it that Master Bruin whispered to you?
He told me, said the other,
Never trust a friend who deserts you at a pinch.

Khered Utakhof
Nikatsate khered qi rakhame an leshel ash takhof, unifdale
lirdaqh qedek, aqh nikme an teshem le. Ral nimzame le
nirdaqhe an deled nitkhafe tokhef va tsaqh qedek aqh va nikhde
ligmal. Nifzade zan qi nikhde liskham limzam ash qedek, tsi
zan pazdan qvom. Zan qzan nishkhane tsaqh ranul univkhaze
gayin lashdir ash tokhef, uaqh nikhde limzam qedek uaqh
niksane laqhe.

to his grief that it contained so little water that he could not

possibly get at it. He tried everything he could think of to reach
many stones as he could carry and dropped them
one by one with his beak into the pitcher, until he brought the
water within his reach and thus saved his life.

Khatsvits uvkhetsev
Nizlaqhin khatsvits uvkhetsev ditamutam qifsod, uninmani
nakhmin shadlid qah ash beder rasdir. Nisdali khatsvits an
deled tsakhdir qinami linman Keshelaqh madir zalaqh mirel
yazlin ugamnin khatsayiqh urkham. Akh va yazlin khatsad
nikhed mizlarin al qayin yankir.

A Rose and an Amaranth blossomed side by side in a garden,

and the Amaranth said to her neighbour, How I envy you your
beauty and your sweet scent! No wonder you are such a universal
favourite. But the Rose replied with a shade of sadness in her
voice, Ah, my dear friend, I bloom but for a time: my petals
fade, even if they are cut; for they are everlasting.

An interview with

Giannhs Kenanidhs
Conlangs Monthly : What was your inspiration; is it based
on any real world languages?
Giannhs Kenanidhs.- Dama is not based on any of the worlds
languages. Of course every feature of Dama can remind
you of a natural language - that is not possible to avoid because
there are so many natural languages that there has to be one
with a feature resembling Dama. However, you can see it has
a very distinct character of its own: even in appearance, it has
mostly disyllabic words, a few monosyllabic, in general the
mathematical design is obvious, and the vocabulary is not
drawn directly from any language.
vocabulary, e.g. kur- to protect / defend / save is strongly
reminiscent of Turkic koru- to protect and kurtar- to save,
but I am sure that no words in Dama were made by me or
any person: the whole vocabulary - that is all connections of
morphemes to meanings - were assigned randomly. However
in my view nothing is truly random - everything is the work of
spirit. And that can explain why every one of Damas morpheme
can indeed be found to resemble some ancient root.

are calques from my own conlang, SostiMatiko, based on my

observations such as that the days of the week are in pairs
of opposites according to their meaning, but Sunday is the
centre of that symmetry and so it has no opposite, therefore
Sunday is called namo sujo (central day, with a connotation
of principal. So in Dama the week is supposed to end with
Words for directions follow the Hindu Vastu system, but there
are more simple ways to express: e.g. north is sujo tuja wiba
these cultural applications are mine, the words themselves are
of the sky (or, of atmospheric noise, if you prefer) and Diwan
with the earth.
CM: How is Dama written? Why that particular writing
system?
G. Kenanidhs.- It can be written in any script of the world,
although most commonly with the Latin alphabet, whereby all

solid), wiwo (water), and in fact all other words.

reason is obvious - it is the most widely known alphabet today.

In addition the Latin alphabet allows for variations of sounds,
i.e. we can write e or i, o or u, t or ts or d, g or k, although there
is no phonemic distinction between those alternatives; while
other writing systems will necessarily show only one form of
each sound, e.g. the Baybayin script represents perfectly all
Dama phonemes, but it can not show a variation between e /
i, o / u. Personally when I write for myself I use the Japanese
katakana or the ancient Cypriot syllabary. Most of the words
have already been connected to Chinese characters, but it takes

and sincere asking of the supreme conscious existence, whatever

represent each phoneme with a very simple and eloquent icon,

but that system has not been developed yet.

root, and the feeling is analogous to the meaning. Take for

example the words for tastes: bawo (bitter), mito (sweet), tawo
can be said for the words e.g. wajo (light) and niwo (dark),

meanings to the morphemes and the morphemes to meanings

so as to make so small a language capable to express everything
in the most practical and explicit way. If you think that is
nonsense, you are free to think so, but one thing is certain: that
As to grammar, Dama has almost no grammar: if you know

16 letters of the Latin alphabet can be employed for the 12

phonemes of Dama.
Namely a, i, e, u, o, k, g, t, d, b, n, m, j, r, w, and s. Only these are
legally used for Dama with the Latin alphabet. Hyphens are not
needed and punctuation needs not to be frequently used, but
for the learners we can overuse both punctuation and hyphens.
CM: What makes Dama better than those that came before?

through analogous means, which you can call random).

G.Kenanidhs.- Since learning Dama, I can no longer use my

own conlang, because my own is human-made and that is
yelling in every word and every sound.
9

Because my own is human made, it can always accept alteration

or improvement, although I think it is perfect, any other person
can dislike something and ask to change it. Dama cannot accept
any improvement or alteration, because there is no possible
combination of its phonemes that is not already used with a
definite meaning. The only possible improvement for Dama is
to further explore the possibilities of expression by combining
its existing meanings.
My own auxlang, SostiMatiko, has been criticised and disliked
by some people for having consonant clusters (even at the
beginning of words), successive vowels, and higher levels of
word formation which are fine for me, but others find difficult
or confusing.
I was too reluctant to take Dama seriously because I thought
it cannot work for all human purposes as SostiMatiko can; but
then I saw that Dama can indeed do all that SostiMatiko does,
and that without any compounding and without any grammar
except each one of the 3 vowels at the end of words to denote
the part of speech and a possible nasal ending to clarify the
syntax.
Now the question is, can it compete with Esperanto which
has about 900 roots? I say yes, because the 258 word stems
are capable of combining (not in compound words, but in
combinations of words) so as to express everything accurately
and concisely. If one is using special terms, like scientific names
of chemical elements etc., they will be borrowed, with some
brief explanation following them. Everything that is considered
a proper name will be inserted the Dama text without alteration
of the original spelling.
I have used the example of the ocelotl / ocelot. You will need to
quote ocelotl if you talk about the Aztec calendar, but outside
America nobody will understand the word; so, after ocelotl,
you put in brackets ramo America bato jako, un miwo, un
sano (a MesoAmerican wild animal of the Panthera genus,
not big, but not small). After once explaining in brackets, you
can refer to it as ocelotl, or simply as jako (Panthera genus
animal), the context will make it clear.
So Dama is both extremely simple and easy to learn, but also
capable of functioning as an international auxiliary language.
At the same time, it affords great freedom of syntax within
the head-final rule frame: you can put the object and even the
subject before or after the verb, and you can use prepositions or
postpositions according to convenience.
It is not possible to give a number of sentence patterns as in
English or as in Toki Pona (Wikipedia article) and then say:
these are the possible patterns of a Dama sentence; because if
you keep with the head-final rule and use the words in respect
to their meanings, you can make no mistake in Dama, and
there is no limit to patterns you can generate with it.
Even the sound of Dama is clean and healthy like the air on
pristine mountains. Its artistic element includes a culture by
which the week day names, colours, numbers and directions
names can be expressed.
If I must compare it to specific languages already proposed as
auxlangs, these things are immediately clear:
1) Dama is the simplest and easiest of all. I have tested that on
myself: it took me 5 days to learn its whole vocabulary, and that
not because I wanted to learn it, I only wanted to test it in order
to prove it cannot work as a language!
2) Dama allows the greatest flexibility of syntax. Although
grammatical categories like number, case, gender, tense,
mood, person etc. can always be expressed, they are not at all

obligatory, and it is quite easy to omit the subject or any other

term of a sentence.
3) The head-final syntax used by Dama (close to Esperanto,
but very different to other proposed auxlangs) is definitely the
best, because that means that the judgement comes always
after the observation: what is perceived by the senses comes
first, and what is achieved by the mind comes last; this creates
an objective way of perceiving and transmitting information.
Also, this syntax is the most practical, because it requires no
copula (so zero copula works fine) and in general it requires
the least grammatical marking than any other syntax. From
another point of view, the head-final syntax is also the most
widespread in todays world.
4) The small size of the vocabulary makes it not only easy to
memorise, but also very difficult for deceptive use. Deception
is usually based on artful usage of a rich vocabulary which
addresses people feelings but not their logic; for example, it is
easy for politicians to mention respect, freedom, democracy,
totalitarianism, nationalism, patriotism, human rights, etc. only
to appeal to peoples feelings, without a real understanding; if
such terms have to be analysed, they remain naked of their ability
to bias. Together with the head-final syntax, it is impossible, or
at least very hard, to mislead people by using Dama Diwan.
5) Also, the necessity to combine terms in order to say
something not readily available in a single Dama word is good
for exercising peoples mental abilities.
6) And it is really fun to do that: it is like doing all kinds of
word by using only a multi-functional tool that you carry in
your pocket. If all nations knew Dama (which is a matter of one
week), everybody would feel confident with people of all other
nationalities without a worry of how to express something s/
he has not though of: you can always improvise a term using
Dama.
7) Last but not least, a one-source language is better that a multisource language like Esperanto, but an A PRIORI language is
the best for international usage. Dama is the ONLY language
proposed for international auxiliary use which does NOT draw
its morphemes from any existing language and it is not defined
by a person. This means favouring no existing language of area,
while Esperanto has a quite European structure and character,
which cannot imitate the usages of non-European languages.
Also, the a-priori and mathematical making of Dama makes it
the only auxlang that cannot be altered improved unless in the
sense of inventing new combinations of words.
8) I find that the very sound of Dama is more noble and healthy
than of all other languages, but I am aware this particular point
can be debated.
9) Every Dama word has a form that creates a feeling
corresponding to the meaning of the word. This is a feature
that can facilitate learning the language. And this is something
that can be debated too, but it is easier to agree than with the
previous point (number 8).
10) Previously I used to argue that no other auxlang could
be better than my own auxlang (SostiMatiko); since Dama
was capable of making me so enthusiastic as to abandon my
own auxlang in favour of it, there is reasonable hope that the
enthusiasm can be transmitted to a group of people, which is
enough as a start to spread the use of Dama internationally.

10

CM: What is the ultimate goal of Dama?

G.Kenanidhs.- Now you will laugh when I say it, but it is alright, laughter is good for peoples health. It is the same as with
all auxlangs: that the whole world will learn that auxlang, so everybody will only need to know their native language and that
auxlang, so every person in the world will be able to easily communicate with every other.
This has been the ambition of Esperanto, and this is why it was named Esperanto full of hope. And all others who create
auxlang, have this ambition in themselves: that the whole world will use it.
Well, some auxlangs are not meant for the whole world, only for a part of it, such as Interlingua, it is meant mainly as a tool for
all those who speak diverse Romance languages but they would be even happier if the whole world would use it (thats why
they named it Interlingua, meaning international language; you can see the same in the names of most auxlangs: e.g. Volapk,
also meaning worlds speech, international language). Damas ultimate goal is not just for all people to overcome all language
barriers, but even to do that by studying only for one week. But it is not only to overcome all language barriers; it is meant also
as a tool that will help people rediscover the world, as everybody will be able and encouraged to go to the root of things, analyse
concepts, and name things accordingly. People will become cleverer, because they will need to memorise only a little for a
language, but to exercise their logic and imagination a lot in order to use it.
What more? when all people can truly communicate with each other (and even with themselves: by thinking how to put
everything in Dama), all problems of humanity will be solved. The world will be a paradise. But, can you devote one or two
hours of study every day for one week in order to learn the vocabulary of Dama? What is the point of having a high goal if you
do nothing for it? If YOU love it, the goal is already accomplished. Because the real goal is to love a good thing. If there is love,
everything is within our reach; this means that a third person will learn Dama, and after that it will transmitted to the world.
If it is love for a good thing, then it is true love. Of course, if you love it, you will learn it in little time and you will use it. If you
wait to see if all others learn it before you attempt to learn it yourself, surely that is no love. That is why I say: the goal of Dama
is already accomplished if YOU love it.
Thank you very much for your words, I wish you all the best.

*The full interview can be found at www.scribd.com etc

11

A Good Language Learners Traits

In a globalized world along with increasing contact between

the people of the world, the growing interest in learning a
second or a third language has been in place for decades. One

learners choose to devote their private life and available time

to be more productive as well as to acquire the strategies of
good language learning. Recently, there have been a host of

to be a good language learner. In other words, what is so special

about the language learning endeavor? In this respect, Chomsky
states:

have been found in the most skilled language learners:

When we study human language, we are approaching what

some might call the human essence, the distinctive qualities
of mind that are, so far as we know, unique to [humans].
(Chomsky, 1986, p. 100)
From the observations he states, the following questions are
likely to arise:
What makes a good language learner?
What is the secret of a good language learner?
What do good learners do that poor learners do not do?
Regrettably, not everyone is willing and able to acquire a foreign
language; some people start their journey with good intentions
but they suddenly quit the game for a plethora of reasons. Some
of them would lazily claim that learning a second language is
puzzling, and others would grumble that a full schedule hinders

Learning from mistakes: Since the 1970s, the analysis of

have started to theorize again on the concept of error from a
Accordingly, a skilled learner perfectly knows that making
mistakes is a vital part of every cognitive process, whether
solving mathematical exercises, making important decisions,
or trying to convey meaning in a foreign language. She/he
realizes that mistakes do not represent the end of the world
mistakes, for the more one makes mistakes, the faster one
becomes competent in the language. In my case, for instance,
I started to learn English when I was about 13 years old, and
closely related to either pronunciation or spelling. My point
here is that all learners need to embrace their faults/mistakes,
knowing that the next time they mess up they will be one step
closer to mastering the language.

Albeit, there are still some students in the classroom who are
more successful than others and they seem to be relaxed while

Linguistic knowledge
second language as a traumatic issue. Rather, they look upon

helps them master thinking in the foreign language?

their mother tongue and the target language. Moreover, the

I remember talking to one of my students who is able to speak

was a senior student whose command of the English Language
was native-like, much more skillful than her classmates in the
same group. So, I asked her to look back and think about what
was that which made her such a good language learner. She was
surprised by the question, but she began to describe to me how
she had learnt it. To my dismay, I found out that she had nobody
to talk to in English as everyone around her speaks Moroccan
Arabic. She told me how she, when coming back from school,
would go into the bathroom and practice some of the words,
sounds, sentences that she studied by looking at herself in front
of the mirror; to this end, she was using herself as a conversation
realizes that one has to do a little more of what is available in a
formal setting (classroom) in order to be a successful language
learner. Since there is a very limited amount of time in the
classroom to learn a second language accomplished language

map out the learning strategy. In this regard, as a learner of the

English language, I have realized that Arabics syntax interferes
exceedingly in the process of acquiring English. As a result,
I decided to prepare certain materials which would help me
to systematize the main aspects of a language such as: tense,
grammatical constructions, sounds and word formation.
Strategic competence:
along with grammatical and
sociolinguistic competence constitute a framework for

communication encounters break-downs. From these, they get

the ability to get the message across successfully. For instance,
gestures might be used to communicate or restate the desired
message. (Eye contact, body gestures, body position).
12

Sociolinguistic competence: Sociolinguistically speaking, adult learners are by no means dumb since they
have already acquired the complex system of communication of their native community. Consequently, in
learning a foreign language, a good language learner must develop a cultural awareness about the culture of
the target language which will enable him to become fully aware of the cultural values, beliefs and perceptions;
moreover, a cultural-learner becomes able to produce and understand the suitable forms of politeness, like the
use of both formal and informal registers for addressing different kinds of people. (E.g. the appropriate use of
Usted in Spanish ).
Self-confidence: What characterizes good language learners is the healthy self-esteem they possess which
allows them to use the target language without stress. In addition to that, self-confidence lights up the desire
to acquire the targeted language, enjoy the learning process and experience real communication.
Creativity: Learning a language without using creativity is tantamount to eating a dish without species. Thus,
creative language learners hate being trained under a tedious atmosphere. They are able to synthesize, analyze,
reorganize, and redefine the whole process which helps them produce a wide range of unique ideas. In my
experience, there are some language learners who cannot learn at all if they are not allowed to be creative.
They just do not understand the point of doing a language activity for only practicing a language without a real
context, goals, ramifications or even a product.
Constant practice: You might wonder the causes behind the success of some professional basketball and
baseball players; it is only because they are constantly practicing their skills that they can achieve such high
levels of proficiency in their activities. This is exactly case of good language learners who are perfectly aware
of the importance of constant practice. Furthermore, practice may well affect the gap between the goals and
oneself, or the barrier that may make a learner wonder why others are so much better at it. That is why good
learners make practice their honest friend as they make use of each opportunity to test their skills, either with
natives or by using digital language applications.
Observation: Good language learners are the ones who keenly observe while reading and keep on reminding
themselves that this is another language; this is a totally different system! They continue to wonder: had
they remained writing in a particular way, would they use the exactly same language? As a consequence, if a
learner at any point admits a No in her study, then there is something she needs paying attention to and think
carefully about.
Generally, learners need to bear in mind that learning a language could be a long-term activity but at least it
is not an impossible task. When motivation correlates with self-confidence, ambitions and constant practice,
the journey becomes a pleasant one. But most importantly, learning languages involves both effort and joy. So,
I would like to wish you, Buon Fortuna! (as the Italians would say).
Remember, he who does not know foreign languages, knows nothing of his own.
-Goethe-

13

HOW CONLANGING
HELPED TO REBUILD A NATION -

Mustafa Kemal Atatrk

under a National Ministry, which was used as a promoter of the

new reforms to come. In 1928 the ancient Arabic script was
replaced by the trendy Roman script during the Harf Devrimi
(letter reform), which in turn speeded up the transition from
Ottoman Turkish to Modern Turkish. Mustafas goal was to
produce z Trke (Pure Turkish) and this change meant for
the language to be reborn from the ashes it had been buried
in for centuries. Many Old Turkish words had to be dug up
and reused in a post-war modern world. For such purposes, the
Turkish Language Institute (Turk Dil Kurumu) was established
in 1932 to carry out linguistic investigation and contribute to
the natural progress of the reborn language, hence freeing it
from foreign Arab-descendant words and idioms.

What would you do if you were told that the language you
use for daily interactions, for complaining, for making love
and understanding your reality no longer is to be used in
any part of the country you go to?
During the supremacy of the Ottoman Empire the Old-Turkish
language, which had been evolving for centuries from the old
western Altaic language family, came to a stop that lasted over
six centuries. During this time, Arabic and Persian took over
the lexicon and many grammatical features (syntax, phrasing,
morphology) of the Old Turkish language and changed it
forever; even its writing system adopted the Arabic alphabet.
direct descendant of the Ancient Altaic Turkish - Kaba Trke
(raw Turkish as it was referred to) was treated as a spurious,
marginal language, not worthy of being studied and developed.
Nonetheless, this hexa-centennial Ottoman Turkish was about
to become extinct as Mustafa Kemal would express it later: We
are going to defeat Ottoman. Turkish is going to be a language
as free and as independent as the Turkish nation, and with
it we shall enter the world of civilization at one go (Tankut
an independent nation, free from the inept autocrat Ottoman
government, thanks to the endeavors of this military commander
Mustafa Kemal later known as Atatrk. He waged war with
the purpose of revoking the terms of the Treaty of Svres; 623
years of monarchical Ottoman rule were abolished and with
it their customs, language and culture; in a few short years,
the Ottoman Empire was brought down from within. Kemal
advanced the transition from the deceased Ottoman political
system to a new Republican government, he abolished the
Sultanate and as the new president, he introduced new reforms
that would change the development of the entire nation for the
next 90 years.

Mustafa Kemal teaching

the new latin-based Turkish Alphabet

and write, a language that would unite the Turkish people; and
so the Grand National Assembly of Turkey favored the gradual
change which would span over a period of +5 years, however,
Atatrk insisted in having this change take place in a period
of only a few months. Being the president of the Republic, his
opinion was enforced and he himself personally contributed
to this change by traveling across the country, along with a
team of educators, with chalk and a portable blackboard giving
lessons in the new Latin alphabet; school by school, village by
village until the literacy rate reached 100% in the majority of
the country.

14

In time, Modern Turkish (Trkiye Trkesi) became identified

as the educated speech of Istanbul and of the rest of the state,
and using the Arabic script ( elifb) became unlawful
throughout the republic to the point where only a few number
of people, experts and forensic linguists mainly, can read and
understand Ottoman Turkish today.
This new Latin alphabet represented the Turkish vowels and
consonants more clearly than its predecessor the Arabic script
as it was devised to represent one sound per glyph. A national
campaign supported by the government and enforced by
Atatrk himself strived to purify the language by creating
new dictionaries containing archaic Altaic-Turkish / TurkoTatar descendant terms. By following this manner, new lexical
items were coined from old stems and roots to the extent that
even regular citizens were invited to suggest new words to the
lexicographers in charge of the language reformations.

A good teacher is like a

candle it consumes itself
to light the way for others.
-Atatrk -

By 1935, newspapers were already using the reformed language

and Atatrk suggested for the sake of the development of the
language that if a suitable Turkish word was not found, then a
modified loanword should be used in the language.
Of course, these sudden and dramatic changes met some strong
resistance from senior citizens who were dedicated to Islamic
tradition and from various teachers and poets who complained
about the instability of this new constructed language and
enthusiastically tried to bring back some Persian and Arabic
words in their teachings and writings. However, Atatrk was
not a man who would back down from his determination and
efforts as president of the republic, Kemal was authoritarian....
Kemal admired democracy in theory, but he ruled as a stern
father and teacher to his people, who he felt were not yet ready
to govern themselves (Goldschmidt & Davidson, 2006, p.
229). He actively helped restructure the educational system
and many other social institutions by enforcing the three
main movements behind the big change: Secularization,
Nationalization, and Westernization which in turn were
composed of four processes Anti-Islamic-Secularization, DeOtomanization, Pro-Westernization, and Re-Turkification.

Turkey during the Ottoman Monarchy

Modern Republic of Turkey

15

In order to enforce this improved, constructed, reborn language

Atatrk and his political party made obligatory the usage of and
dissemination of technical and scientific vocabulary plus other
contrived neologisms. The objective of the Turkish Language
Association was: (1) lexical modernization, enrichment
of the language and the lexicon so that it would permit the
developing language to fulfill new communication functions;
and (2) renovation via simplification of the style in general and
purification of the lexicon in particular (Dogancay, 1995). An
essentially new literary language emerged, and the older one
soon became obsolete (E. Britannica). Kemals language reform
-covering the script, vocabulary and grammar - stands as one
of the most far-reaching in history; it has boosted the Turkish
culture and education to unprecedented levels in Turkey.
Mustafa Kemal as President for 15 years, until his death in
1938, introduced a wide-ranging array of rapid and meaningful
restructurings - in the political, social, legal, economic, and
cultural circles - nearly unequalled in any other country; and for
his endeavors he has been acknowledged as Atatrk - Father
of the Turks an example for future generations (Unesco).

UNESCO Resolution on the ATATRK CENTENNIAL

Mustafa Kemal Atatrk is the only person to receive such
recognition by UNESCO and the UN.

The General Conference,
Convinced that eminent personalities who worked for
international understanding, co-operation, and peace, should
serve as an example for future generations,
Recalling that the hundredth anniversary of the birth of Mustafa
Kemal Atatrk, the founder of the Republic of Turkey, will be
celebrated in 1981,
Bearing in mind that he was an exceptional reformer in all the
fields coming within Unescos competence,
Recognizing in particular that he was the leader of one of the
earliest struggles against colonialism and imperialism,
Recalling that he set an outstanding example in promoting the
spirit of mutual understanding between peoples and lasting
peace between the nations of the world, having advocated all
his life the advent of an age of harmony and co-operation in
which no distinction would be made between men on account
of colour, religion or race,
1. Decides that Unesco shall co-operate on the intellectual
and technical planes with the Turkish Government for the
organization in 1980, at that Governments financial expense,

of an international symposium designed to bring out various

aspects of the personality and work of Atatrk, the founder
of the Republic of Turkey, whose action was always directed
towards the promotion of peace, international understanding
and respect for human rights;
2. Requests the Director-General to take the necessary steps for
the implementation of this resolution.
Characteristics of modern Turkish Trkiye Trkesi:
There are few other languages like Turkish, Greek and Latin with
ancient written texts existing in Europe. Turkish first written
texts are dated since the end of the 7th century (oyr the / 687692), some academics even argue that the written Old-Turkish
language has a history dating back further than that.
*Spoken by 75 million people
* It has 8 vowels, and 21 consonants
* It makes heavy use of vowel-harmony
* Agglutinative Language (grammatical functions are indicated
by adding various suffixes to stems).
* Separate suffixes on nouns indicate both gender and number
* No definite article
* Number 1 can work as the indefinite article
* No grammatical gender
* Three declensions for Nouns
* Number is marked by a plural suffix
* Six case endings (nominative, genitive, dative, accusative,
locative, and ablative)
* Makes use of post-positions instead of prepositions
* Relative clauses precede the verb
* Verbs agree with their subject in case and number
* The Verb form is:
verb stem + tense aspect marker + subject affix
* Word order is: Subject-Object-Verb
Altaic Languages - Turkish Languages
*Historical Turkish Dialects ( Orkhon / Gktrks, Pecenek,
Kuman / Kipchak, Old Uyghur, Chagatay, Bulgarian, Caspian).
*Contemporary Turkish Dialects (Turkey Turkish, Azerbaijan
Turkish, Turkmen Turkish, Gagauz Turkish, Crimean-Tatar
Turkish, Karachay-Balkar Turkish, Kumuk Turkish, Nogai
Turkish, Karaim Turkish, Tatar Turkish, Bashkir Turkish,
Turkish, Shir Turkish, Turkish in Khakassia, Tuva Turkish,
Turkish, Dolgan Turkish, Kazakh Turkish, Kyrgyz Turkish,
Turkish, Qaraqalpaq Turkish, Ruby Turkish, Chuvash Turkish).
16

The Tower of Babel

Brumbi a terum Babel

(1) Tene clubuske costa ghey ish cetri terank

(2) Cuke nashadey laplap kin namae, paesanat eplasa ish shwandu ese Shina sa sanat eplasa sone.
(3) Paroney eplasa zeco zelap: Chey, benk ame ish shit sa taeman ish ita kise.
Camadey eplasa ish shit seis stim sa ish ziubra seis ziudey.
(4) Sa paroney eplasa: Chey, benk combran clap ish cetri topan, com clubuske ish cetri terum com oek catu gghaebonan,
mime shimek clapae oek; bin ghus, baeche di shuladi clap catu ghey a cama.
(5) Gagha catu bae zichadey Ggha minume kelon ish ta topan sa ish ta terum, com tene dishk combran pi laplap.
(6) Meize paroney Ggha: Chey, eplasa ki laplap cetrinome sa paron ish terank cetrinome; sa ame ish ita;
meize baeche ghus nikita amada com ghusome pae eplasa.
(7) Chey, benk catu bae zichadi, benk lamlon ish terank eplasae, mime baeche ghus laban eplasa ish clom terank zelapae.
(8) Meize shuladey Ggha ish eplasa kin sone catu ghey a cama, sa harmey combran eplasa ish topan.
(9) Ta ki braeba dishk shimadi ita ish Babel, pesha sone lamloney Ggha ish terank a costa ghey.
Kin sone shuladey Ggha ish eplasa catu ghey a cama.

17

The Tower of Babel

Babilmura no boi

Masen doqu kona, bito anna wa sozgel masen subt lim.

iooxri iin xarar, el xitotai bolmqgel saee masen ina ixo, to cnseitai tazaegel.
Ar yom cnseitai sozlgel iin ditai: Waretai iqa ogo datomtai, to neme masen gaka. Cn wagel nanxuri cnseitai siygel datomtai
gawari de iitai, to vodemci gawari de gozriy.
tteni cnseitai sozlgel: Waretai ogo ar yaru m ar boi sono oyova iin sora. Bla, waretai wakel miseitai to yker wa bunsan masen
subt lim.
Va Allaxa yolgel iin mir el yaru to el boi cn xitotai wagel ogodai,
to yasei sozlgel: Subt cnsei wa ar bito xitoin, to cnsei soz ar bito anna; cn wa el siqatai no qai, to cnseitai atifkel olmq baz i
cnseitai teiyansu.
Cn wa xalal waretai yol iin babil cnseitai no anna, iin cnseitai naam likei cnseitai ziin.
Bla, el Sidi bunsan cnseitai kara kimasen masen subt lim, to nazana cn, cnseitai daisi ogo el yaru.
Nazana cn, el yaru wa manigel Babilmura, nazana kimasen wa naniyo el Sidi babilgel subt xitotai de lim no anna, to naniyo yasei
bunsangel cnseitai masen subt lim.

Background:
proposed in linguistics is glottochronology. Glottochronology
deals with chronological relationships between languages.
By using a wordlist and a set of formulas, it ultimately aims
to map the evolution of languages together with dates of
separation, which mirrors the relatedness of languages to each

Now:
lexicostatistics; however, glottochronology is generally rejected
in mainstream linguistics (together with any method that
relies only on time as variable of language change); rather, a
combined comparison of lexicon, morphology, and syntax is
used to determine the relationships.

and glottochronology is generally not used in mainstream

linguistics.

Other authors have used alternative word lists and there were
even proposed mathematical methods which do not use
constant rates of separation to predict the rates of separation.

Morris Swadesh developed the list in 1950s as

a tool of glottochronology, in order to serve as base vocabulary
to which relationships between languages are to be derived. He
later arrived to a 100 word list from a starting 500 word list.
It is listed in Table 1. Today, however, the 207 word list is
more commonly used.

For Conlangers:
wherein similarities in words between two languages would
suggest relationship between two languages.

Assumption:

However, this does not account for language contact phenomena,

primarily borrowing, which is a cultural, political, and social
phenomena. Several examples among natural languages prove

vocabulary is relatively immune to lexical change brought

Use the Swadesh list with caution.

between two or more languages would therefore be attributable

to the existence of common ancestors for the two or more
languages compared.
Composition:
body, basic words for animals, plants, verbs which describe
actions humans would do regardless of technological level,
and phenomena of nature which can be experienced (almost)
everywhere on earth.
Issues:
examples of words included in the list which are either actually
other languages due to the conditions where they are spoken.
inaccurate, as it shows a constant rate of change for each case,
although certain phenomena such as isolation and borrowing
can cause changes to languages at various rates. An example
would be Icelandic and English. Both are Germanic languages
and had native speakers living in an island, but have diverged
very far so they do not look the same. English had so much
exposure with other languages but Icelandic was well isolated
and thus preserves several features of Old Norse. (If you are
not convinced with comparing English with Icelandic, you can
change in vocabulary is not a function solely of time (which is
the assumption of glottochronology), but also of demographic,
social, cultural, and political change.

Table 1. Original Swadesh list

1.
I (Pers.Pron.1.Sg.)
2.
You (2.sg! 1952 thou & ye)
3.
we (1955: inclusive)
4.
this
5.
that
6.
who? (? not 1971)
7.
what? (? not 1971)
8.
not
9.
all (of a number)
10. many
11. one
12. two
13. big
14. long (not wide)
15. small
16. woman
17. man (adult male human)
18. person (individual human)
19.
20. bird
21. dog
22. louse
23. tree (not log)
24. seed (noun!)
25. leaf (botanics)
26. root (botanics)
18

27. bark (of tree)

28. skin (1952: persons)
29.
30. blood
31. bone
32. grease (1952: fat, organic substance)
33. egg
34. horn (of bull etc., not 1952)
35. tail
36. feather (large, not down)
37. hair (on head of humans)
38. head (anatomic)
39. ear
40. eye
41. nose
42. mouth
43. tooth (front, rather than molar)
44. tongue (anatomical)
45. claw (not in 1952)1
46. foot (not leg)
47. knee (not 1952)
48. hand
49. belly (lower part of body, abdomen)
50. neck (not nape!) 51. breasts
(female; 1955 still breast)
52. heart
53. liver
54. drink (verb)
55. eat (verb)
56. bite (verb)
57. see (verb)
58. hear (verb)
59. know (facts)
60. sleep (verb)
61. die (verb)
62. kill (verb)
63. swim (verb)
64.
65. walk (verb)
66. come (verb)
67. lie (on side, recline)
68. sit (verb)
69. stand (verb)
70. give (verb)
71. say (verb)
72. sun
73. moon (not 1952)
74. star
75. water (noun)
76. rain (noun, 1952 verb)
77. stone
78. sand
79. earth (=soil)
80. cloud (not fog)
81.
82.
83. ash(es)
84. burn (verb intr.!)
85. path (1952 road, trail; not street)
86. mountain (not hill)
87. red (colour)
88. green (colour)
89. yellow (colour)
90. white (colour)
91. black (colour)
92. night
93. hot (adjective; 1952 warm, of weather)
94. cold (of weather)

95.
96.
97.
98.
99.
100.

full
new
good
round (not 1952)
dry (substance!)
name

relationships between related languages:

Romanian vs other Romance Languages

the commonly used words)

taken from other languages besides Latin. However, those words
This h
English vs other Germanic Languages

of Latin (via French) on lexicon of English.

Philippine Languages vs other Austronesian Languages

For the examples given, the words are similar to Spanish. Hints
at: Mass borrowing from Spanish.
* Condensed from Lyle Campbells Historical Linguistics: An Introduction

and Paul Heggartys Beyond lexicostatistics: how to get more out of word
list comparisons.

19

A Short History of the Atlan Languages

The Atlan languages are spoken by the people of the fictional

world of Erd. This world is similar to our Earth, but it has one
important difference. On Erd, Atlantis is a real place. Atlantean
society and culture has and continues to have a huge influence
on the people of Erd. So much so, in fact, that the Atlan language
(and its many dialects) have pushed out all other languages on
Erd, meaning that all languages on Erd come from some form
of the Atlan language.
Old Atlan
The Atlantean civilization emerged at about 3000 BF. We are
not sure if they had writing way back then, as we have not
found anything written down, but later texts do talk of an Atlan
language that was used to record trade details. However, any
examples of this language have not been found. Linguists have
called this language Old Atlan.
High Atlan
One of the first texts we have in the Atlan language is a book
called The Book of Morals, which talks about the ways in
which an Atlantean should behave and carry himself. It was
written in 1000 BF in the Atlantean capital Honalano. This form
of the language eventually came to known in later years as High
Atlan. Everyone around the country wrote High Atlan slightly
differently. This lead to texts being written in all the dialects of
Atlan that were present on the island of Atlantis itself.
Standardisation of High Atlan
At the founding of the Kingdom (0 AF, after founding),
linguists and educators decided they needed to preserve the
ancient language of Atlantis. It was already changing into what
linguists would later call Middle Atlan, and linguists at the
time of the founding were worried if they didnt record and
standardise High Atlan, then it would be incomprehensible to
later generations. One of the first books translated into this new
standard language was The Book of Morals.

Atlan and its history and were giving names to all the different
branches. The languages of the northern harbour cities were
put under the Harbour Atlan languages. Each group of related
languages was given their own name.
The Alternate Theories Society was not happy with this. They
looked at the extant languages and couldnt believe they came
from the same place. They published many papers showing the
deficiencies with the current method. They also came up with
their own family tree of languages, which didnt connect to each
other, as they felt certain languages groups couldnt have come
from the some older language.
Eventually, about one hundred years after founding, they
published their greatest work called the Avocathera (which
means That which advocates as it was advocating a new
way of looking at language). The capital Honalano, where the
Alternate Theories Society was based, was in an uproar.
People burst into houses and stole copies of the Avocathera and
burned them. Anyone who agreed with the societys work was
insulted and persecuted. It eventually got so bad that the King
had to relocate his court to the relatively peaceful northern
harbour city of Hammen, where the capital still is today.
The Colonial Rebellions
In about 500 AF, the Atlan Kingdom, which had many off
island colonies, wanted to increase production in current
colonies and expand operations to yet more colonies. One of
its oldest colonies, Kaasland (Modern Atlan for Cheeseland,
as it predominantly produced dairy products), was pushed to
increase dairy production. After many decades of increased
pressure, the Kaasians started to balk at the new pressures put
on them.

The Research into and Publication of

Alternate Theories Society

A man called Steve (who was often refered to as Steve the

Vagabond) led an uprising and started pillaging farms and
killing farmers all throughout Kaasland. This is something the
Atlantean leadership could not let continue. Atlantis raised a
huge army and went to Kaasland to fight Steve and his militants.
The fighting was long and hard, but the Atlanteans eventually
managed to bring the Kaasians to heel, but not without a terrible
price.

At about this time, a new society formed to explore a different

idea: that Atlan was not the mother of all currently spoken
languages on Erd. Linguists were learning more and more about

Atlantis and the Atlantean people were worn down by the

decades long fighting. Conditions had worsened and Atlantis
itself no longer felt like the magical place people remembered.
20

Many people left Atlantis to find a better life around the world. Some went to Europe, some went to Asia, some
went to America and others went to who knows where.
The common language of the people was now very much a new language, now called Middle Atlan. High Atlan
was still used for official purposes, but it required special training to use and understand. Middle Atlan has become
a great tool for Atlantean linguists, as most people that left Atlantis for elsewhere spoke Middle Atlan, so we can
track the modern language of an area back to Middle Atlan.
The Promise of Middle Atlan
Middle Atlan was not an official language, and those who could write wrote in High Atlan. Very little remains
of actual written Middle Atlan. But we know it evolved from High Atlan, and we know that it led to dialects like
Harbour Atlan, which eventually produced its own dialects as well.
Once we reconstruct the dialect of Middle Atlan spoken in an area, we can then compare that to the other
reconstructed Middle Atlan dialects and then use that to finally reconstruct Middle Atlan itself. Much is understood
about Middle Atlan nowadays, but whenever a new language is discovered, it gives us a possibility to understand
a little more about Middle Atlan.
Modern Atlan
The official language of the Kingdom of Atlantis is a language known as Coastal Atlan. It is a Harbour Atlan
language. It is often refered to as Atlaans, which is simply Atlan in the Coastal Atlan language. In the years after
the Colonial Rebellions, the power of the kingdom waned, and many of the southern areas broke off and became
independent countries. The kingdom remains in power of the north of Atlantis.

21

English in China: Chinglish

Analysing the variation of English used in China
focusing on age groups
Introduction:
By the British colonial past and the USAs economic power,
English was well placed as the major language over the world
in the last centuries. Consequently, English, nowadays, is still
considered as a more commonly used language in many nonnative English countries, such as Singapore, India, and the
Philippines, which are colonial countries in the Outer Circle.
Not surprisingly, in recent years, English has spread far and
wide in the countries of the Expanding Circle, such as China,
Korea and Japan. However, the appearance of the concept
longer what it used to be. In todays society, when we speak of
English, we do not just limit it to British English and American
English. Instead, we are more concerned about the existence of
the development of new Englishes in the Outer Circle and the
Expanding Circle, such as Singapore English, Indian English
and Asian English.
Chinese English, so called Chinglish, results from the
combination of Chinese culture and the English language. If
you go to China, you will easily stumble across English-style
a typical example of Chinglish, as what we call Chinese style
English. Of course, written or spoken Chinglish sounds very
causes humour, misunderstanding, and sometimes can even be
phenomenon in China, concerning both spoken and written
language. By analysing the lexical features of interview data,
the purpose of the present investigation is to demonstrate the
to try to explain that Chinglish certainly has some features of
being a New English rather than a mistake as most scholars
propose.

Speaking Chinglish in Hong Kong has become a norm.

It is considered as an awkward mixture of Chinese and

Englishmost probably English words with Chinese syntax.
Or, we could just simply state that Chinglish is neither
English nor Chinese but that it might be described as English
with Chinese characteristics. In recent years, a number of
researchers have been arguing that Chinese English (CE) is
more likely to be regarded as a developing member of world
Englishes. Peng suggested that CE should be researched from
varying perspectives, including sociolinguistics, cross-cultural
communication, pragmatics, stylistics and translatology (Xu
2010:18-21).

English, nativized English words, and common English words

that are shared with users of the majority of English varieties
For many years, several scholars have been producing work
who adopted the term China English; at the same time, Ge
suggested that it is necessary to distinguish between the terms
China English and Chinglish, and he strongly held the fact
that the English language was originally used by native English
follow the rules and the conventions of the English speaking
as a variety of English used by speakers of Chinese based on
Standard English but with inevitable Chinese characteristics
or characteristics that help disseminate Chinese culture (Xu
2010:18-21). Chinese English or Chinglish, on the other
hand, is seen as misshapen English or as a deformed language
phenomenon (Li 1993).

types: standing loanwords and ad hoc loanwords. Standing

loanwords include Chinese cultural events and have a national
or international currency (Xu 2010: 47). Ad hoc loanwords
include things and events that are of either traditional or
contemporary Chinese reference but do not have a national or
international currency (at least not yet) (Xu 2010: 51). In order
to get more details of Chinese English it is necessary to have a
basic understanding of Mandarin Chinese.

does not mark tense or parts of speech morphologically but

aspect marker le that is closest to the notion of past tense
in English (Sun 2006: 62). For instance, wan
22

Wan-le
word order is not free: Chinese verb constructions also require
the order. If two verb phrases are in one sentence, it has to

across the table. A tape recorder was on the table between them,
collecting their oral production. In addition, eight subjects
were tested and they were required to speak English in the
experiment.
Data analysis and Results:
Examples of ad hoc loanwords in the experiment: give you
some colours to see see( a Chinese idiom that means showing
power); you ask me, I ask who ( I do not know either); geiliable
( good, a combination of Chinese character geili and
ok and Chinese character le ); dapian( Hollywood movies),
hunao( ridiculous), gao xiao (funny).

In relation to the development of New Englishes, Crystal David

postulates that an inevitable consequence of these developments
is that the language will become open to the winds of linguistic
change in totally unpredictable ways (2003:142).

Examples of standing loanwords in the experiment: People

mountain people sea (a Chinese idiom that means huge crowds
of people); Beijing kaoya (Beijing duck); kongfu (it is a national
skill or feat; it is a kind of Chinese traditional sport item); cha
(China tea).

Jennifer Jenkins states that a New English can be categorised

satisfying four criteria: it has developed through the education
system; it arises in countries where English is not a majoritys
language; it is used for a range of functions; it has developed
its linguistic features, which include pronunciation, grammar,
includes locally coined words or expressions and borrowing
from indigenous languages (2003:26).
Methodology and Data:
from the experimental data. Based on the data analysis, the
purpose of the second section is to indicate some New English
features of Chinese English.
is true that questionnaires have been used for many purposes in
investigating language representation, with particular focuses
on the information from respondents. Five questions used
in the experiment are listed below:
Question:
Can you give me a simple introduction of yourself?
Can you tell me some Chinese English words you know? Give me
examples.
Can you tell me the meaning of them?
work or party?
Where you get to those Chinese English words?
How do you use them?
In total, eight speakers of Mandarin Chinese were tested; all of
them came from Beijing: four participants whose ages were
between 50 and 60; four participants whose ages were between

classroom: each participant was required to take the interview

It is likely that the ad hoc loanwords the elderly people used

are somewhat associated with their emotions towards Chinese
culture. One participant in the second group gave the answer
that it is our culture and memory. In addition, the word da pian
means Hollywood movie in Mandarin Chinese, but the direct
translation of da pian into English is interpreted as big movie.
In Chinese culture, the word da big represents excellent and
rich. In China, people generally use the word da big to modify
every entity they thought is good or rich, such as da kuan (rich
people) and da wan (good movie star).
On the other hand, Hollywood movies are considered as a
cultural concept not just movies. It provides values that shock
Chinese people who can only dream and imagine spending
the income to buy a little wedge of it. Needless to say, in the
1990s, Hollywood movies became the most popular visual
art in China, and it somehow symbolised a group of young
peoples dreams and ambitions because there was a belief that
Hollywood is a dreamland for making money or becoming
famous. In this way, Chinese people created a new word for
Hollywood movies representing a period of profound cultural
reference with respect to Hollywood values. Hence, elderly
people use the word da pian instead of the word Hollywood
movies, implying that they prefer to show Chinese cultural
identity in their English.
Surprisingly, there are many ad hoc loanwords that are used
the second group. In some senses, the internet can be regarded

23

hand, sort of ruins the standing loanwords, because almost

all young participants who claimed to be internet users have
very less knowledge of CE standing loanwords. As mentioned
earlier, ad hoc loanwords used by elderly people symbolise the
cultural reference in relation to their admiration of Hollywood
values. It is no surprise that elderly people know more standing
loanwords such as kongfu and cha than young people.

some features of being a New English. Firstly, CE is used for a

range of functions in China. In the interview, one participant

features: geiliable able and ole ok

are the combinations of Chinese characters and English words.
For example, geili means good or cool (Appendix 3), and it is
new adjective meaning full of good or cool. Le in Chinese is a
the Chinese tense mark le and produces a new compound

sentence structure, loanwords and the combination of Chinese

characters and English words.

for fun communication in China. Also, one interviewer says

that CE is used for making jokes. Moreover, almost all the
young participants answered that CE is used for fun and that
the CE words they know are basically from the web. Hence,
CE has been used for some particular functions in China. It
seems to have become an internet language that is used for fun
communication and making jokes.
in a way. For example, verb order sentence structure can be
found in the interview. I speak English to communicate with
others. As we mentioned before, Mandarin Chinese requires verb

verb order structure from Chinese, which can be marked as a

linguistic feature of CE. Moreover, CE has its own vocabulary
that is borrowed from indigenous Chinese.
indigenous Chinese: ad hoc loanwords and standing loanwords.
Give you some colour to see see is an ad hoc loanword that is
directly translated from a Chinese idiom showing power
(example 1).

To sum up, based on the research, the lexical features of CE

tool that spreads ad hoc loanwords. So, the young people know
more ad hoc loanwords than the old people because most of
the young people are internet users. CE has developed some
of functions in China, such as the internet language or fun
communication; secondly, CE has developed its own linguistic
features, such as the verb order structure, ad hoc and standing
loanwords borrowed from indigenous Chinese, and the
combination of Chinese characters and English words that are
very unpredictable developments of New Englishes. Of course,
I am also aware of the limitation of the size of the samples,
interviewing few participants is really not enough in terms of
work being conducted.

People Mountain People Sea is a standing loanword borrowed

from a Chinese idiom huge crowds of people. Something should
be mentioned here that the word people mountain people sea
was an ad hoc loanword before 2011. In 2011, a Chinese-Hong
Kong movie called People Mountain People Sea was selected
for the competition at the Venice Film Festival (Appendix1).
became a standing loanword that has an international currency.
As mentioned above, da pian Hollywood movies is used by
f
that CE has its own vocabulary that represents Chinese culture
and traditions. Furthermore, as Crystal David mentioned, the
development of New Englishes will become open to the winds of
linguistic change in totally unpredictable ways. In the interview,
two CE ad hoc loanwords have developed very unique linguistic
24

Dome

.
,
.
, .

DOME
Taurimpar lintaso.
simpar lajtin,
sukkijrmajntin suru.
Je xorimpar, nabes talm.

.

.

Enden erigo.
Klusnam arris wingan
aktaspe pjajntan.

.
;

Je ejlito fmso nje.

HOME
I will sing of the forests.
Of the green leaves,
bowing to the wind.
And of the mountains, the pillars of the sky.
I yearn for the sea.
To hear its waves
crack on the coast.
And nothing will I say.

25

Bibliography and Acknowledgements

Language of the Month : Ainu

http://www.stv.ne.jp/radio/ainugo/download/index.html
http://www.frpac.or.jp/system/index.html
http://city.hokkai.or.jp/~ayaedu/manabi/010000.html
http://www.unilang.org/course.php?res=58#ci-l3grammar
http://gengo-chan.com/viewtopic.php?id=892
http://www.h2g2.com/entry/A17278257#conversations
http://www.frpac.or.jp/english/together.html
https://sites.google.com/site/aynuitak1/other-resources
http://www.raccoonbend.com/languages/ainuenglish.html
http://www.ainu-assn.or.jp/english/eabout05.html
https://archive.org/stream/ainuenglishjapan00batcuoft#page/
n85/mode/2up
http://homepage3.nifty.com/tommy1949/aynudictionary.htm
http://h2g2.com/entry/A17278257
http://www.geocities.jp/otarunay/bunpo.html
http://omniglot.com/writing/ainu.htm
http://xuexisprachen.wordpress.com/2014/08/01/ainu/
http://www.ainu-museum.or.jp/en/study/eng01.html
http://www.icrap.org/
https://www.youtube.com/watch?v=KqvbBtr8ZpY&index=2&
list=LLYkx_z71dgu28F1awuf43RQ
https://sites.google.com/site/soyouwanttolearnalanguage/ainu
http://www2s.biglobe.ne.jp/~matu-emk/bachel.html
http://pandora.cii.wwu.edu/vajda/ea210/ainuNivkh.htm
http://lah.soas.ac.uk/projects/ainu/dict.html
http://www.dai3gen.net/eainugo.htm
http://ainu-center.pref.hokkaido.jp/index.htm
http://www.tofugu.com/2013/11/08/the-ainu-reviving-theindigenous-spirit-of-japan/

HOW CONLANGING HELPED TO REBUILD

A NATION -

The endeavors of

Mustafa Kemal Atatrk

http://trkdlvdbyt.blogspot.com/2013/08/cagdas-turk-yazidilleri-i.html
http://www.bu.edu/
Language and Politics: Turkish Language Reformby Frank Tachau
The Turkish Language Reform: A Catastrophic Success, by Geoffrey Lewis, published by Oxford,
The Jarring Lecture - 11th February 2002 by Prof. Geoffrey Lewis.
The UNESCO Courier November 1981
Records of the General Conference Twentieth Session Paris,
24 October to 28 November 1978 Volume I Resolutions (Paris:
United Nations, 1979), p. 69.
http://www.turkishculture.org/literature
http://en.wikipedia.org/wiki/Turkish_language
http://www.istanbullite.com/images
http://www.omniglot.com/writing/turkish.htm
(Basak, 1986, p. 99).
http://www.docblog.ottomanhistorypodcast.com/
(pictures and info)
http://www.privatejetcharter.com/
http://azizistanbul.com/foto/istanbul1920.jpg

The Development of English in China: Chinglish

Reference List:
Li, Wenzhong, China English and Chinglish. Foreign Language
Teaching and Research Journal 4. 1993.
Liu Jingxia. China English and its Linguistic Features. China
Three Gorges University Press. 2008. Print.
Sun, Chaofen. Chinese A Linguistic Introduction. United States
of America: Cambridge University Press. 2006.Print.
Xu, Zhichang. Chinese English features and implications. Hong
Kong: Open university of Hong Kong Press. 2010.Print.
Jenkins ,Jennifer. World Englishes: A resource book for students.
USA: Routledge. 2003.Print.
Crystal, David. English as a Global Language. Cambridge:
Cambridge University Press. 2003. Print.
Appendix:
The interviewers name: four young Chinese people,
Tian ke Wu: 177614958@qq.com Xue qing Wu: h10xuewu@
du.se Ran Feng: h10ranfe@du.se Xiao ming Li: h08xiali@du.se
Four old Chinese people: Ying xiao Hu: huyingxiao560116@
sina.com Jing Wu: jacquelinewoo@yahoo.cn Ying bin Hu:
5747679592@qq.com Shu feng Zhao: 843658838@qq.com

Some Chinese English words meanings:

1. People mountain People sea: it is a Chinese idiom that means
huge crowds of people. But, it is also a name of a movie directed
by Cai Shang Jun. which is selected for the competition at the
Venice festival in 2011.
http://www.hollywoodreporter.com/review/people-mountainpeople-sea-venice-232169
2. Give you some colour to see see:
Chinese English: You have the courage to challenge me. I will
give you some colour to see.
I will give you some colour to see means I am going to teach
you a lesson.
http://blog.absolutechinatours.com/index.php/2010-11-18/
chinglish-and-chinese-english/
3. geiliable(able):
It means so cool or really cool.
http://blog.absolutechinatours.com/index.php/2010-11-18/
chinglish-and-chinese-english/

26

Data section:
Four young Chinese people (20-30): Tian ke Wu, Xue Qing Wu, Xiao Ming Li, and Ran Feng.
Four old Chinese people (50-60): Jing Wu, Ying xiao Hu, Ying bin Hu, and Shu feng Zhao.
Their answers:
Tian ke Wu: 1. my name is Wu Tian ke, my English name is sky. I have a father, he is also your father, emI think my mother, and
she is your mother too. 2. People mountain People Sea. 3. It means a lot of people. 4. Yes, I use English in my computer programme,
I study in computer programme. 5. From the Internet and it is fun and gao xiao (what do you mean?), it means very funny.
Xue qing.Wu: 1. my name is Wu xue Qing. I am 21 years old; I study in Dalarna University two years. 2. People mountain people
sea, give you some colour to see see. 3. If you do not listen to me, I will put you in to the hell. 4. I speak English to communicate
with others in school and markets. 5. Internet, used in twitter for fun.
Ran Feng: 1. my name is Feng Ran. I come from Beijing; I am in BA programme in DU. 2. People Mountain People Sea, you
ask me, I ask who. 3. The second one means I do not know either. 4. I use English chat with friends on website. 5. Internet, fun
communication.
Xiao ming.Li: 1. my name is Li xiao Ming. I am studying English at DU. My mother is working in a bank, my father is no job, they
are living together in the apartment. 2. People mountain People Sea, geiliable. 3. Geiliable is used to describe something good,
strong and interesting, after able is geili, it means good in Chinese. 4. I talk with foreign teachers and friends in English. If I talk
with my Chinese friends, I often use Chinese instead of. 5. On the Internet, I use them when I make a joke with my friends.
Jing Wu: 1. Ole! My name is Wu jing. 2. Ole, Beijing kaoya. (Interesting words, how to explain?) 3. Em...it mean ok le. Beijing kaoya
is food. 4. (So you do not often speak English?) yes, I know three help, yes and no. 5. TV, I dont know.
Ying xiao Hu: 1. I see, there are four people in my family: my husband, my son and my daughter. 2. I do not know much, I am an
English teacher, and I think it is hunao (what do you mean hunao?)3. Em. I think it is bad. It is not good for Chinese and English.
English is English, Chinese is Chinese. We cannot mix them. 4. Yes, I teach English. 5. No. I tell you I do not accept any Chinese
English words. When I heard those Chinglish, I only take them as a joke.
Ying bin Hu: 1. Yes, Hu Ying bin is my name. 2. Kongfu. 3. It is China kongfu. 4. no. 5. Emdapian! (What do you mean dapian?)
Hollywood movie, it is good and it is our culture and memory (it is used to show something good).
Shu feng Zhao: 1. em...name Zhao Shu feng. 2. Beijing, Cha. 3. Cha is tea, it is good. 4. No English. 5. TV.

Images in the magazine

Credit goes to:
http://www.hd-wal.com/wp-content/uploads/2014/09/fantasy%20city%20wallpaperKgPu.jpg
http://coverhdwallpapers.com/picture/funny-frog-cartoon-hd-wallpapers1920x1080-6555.html
Ainu Village , Akan Kohan , Hokkaido , Japan , Asia stock photo - http://img1.
photographersdirect.com/img/17418/wm/pd2305064.jpg
http://i43.tinypic.com/1zwm8ud.jpg
http://i.dailymail.co.uk/i/pix/2014/05/07/article-2622691-1DA63ED300000578882_634x452.jpg
http://education.kera.org/wp-content/uploads/2013/11/StudentTeacher_ArabicClass.
jpg
http://img3.wikia.nocookie.net/__cb20111010181023/assassinscreed/images/5/5b/
Hagia_Sophia_001.jpg
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