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dirk schmidt
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Against "Language Preservation"
We should stop speaking of " language preservation " and start using " language conservation ."  "Preservation" is a term we use to save something decay. We preserve historic buildings or texts. We preserve foods to keep them from spoiling; we preserve wood...

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What is language? Pt. 2
Humans use tools. We use them to cut up, divide, and shape our world. To make something raw into something more useful, more refined. A simple example is the axe. An axe is a tool that turns a tree into logs. It is the intermediary between trees and logs. L...

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What is language?
I just realized that this blog's current title is a total mistake. It is something I once believed, before thinking about more critically about the subject: That language is something you can learn by studying  it. I don't believe anything of the sort any l...

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Alphabet Book—སོ་རི་མེ་བུ།
( A re-post from : http://esukhia.org/alphabet-book/) Traditional pedagogy for learning alphabetic principles focuses on introducing the alphabet a letter at a time in a traditional order—the “ABCs” for English speakers; “ཀ་ཁ་ག་ང་།” for Tibetan.  What educa...

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find me (and some papers i wrote) on academia.edu

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The Buddha: One of the first proponents of "plain language"?
"Two monks, Brahmans by birth, were troubled that other monks of various clans, tribes, and families, were corrupting the Buddha's words by repeating them each in his own dialect ( sakāya niruttiyā ). They asked the Buddha, 'Let us put the Buddha's words in...

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Rethinking Classical Tibetan Pedagogy
A republication: for the fully-cited version, including footnotes, please view via Google Docs . Abstract The following paper explores classical Tibetan language pedagogy as it’s generally practiced in the West, while suggesting a radical reinterpretation t...

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Rethinking Classical Tibetan Pedagogy
a republication of a research paper available as a  fully-cited version, including footnotes:  please view via Google Docs . Rethinking Classical Tibetan Pedagogy The Importance of Applying Multidisciplinary Research to Tibetan as a Second Language Educatio...

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‘Classical’ Literary Tibetan is a Living Oral Tradition
 “Religious vitality is preserved [within Tibetan Buddhism] through the internalization of doctrine via an oral tradition, specifically, that of memorization, oral commentary, and monastic debate” (Cabezon, 1994). The emphasis of this oral lineage is even e...
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