Ezilmiş Dil | Mangled Tongue

Advanced Teaching Strategies: Alternative and Creative Frameworks for Language Education

click on the picture to watch it on youtube

SONGLINE: Erhan Güleryüz - Eylül Akşamı

YER: South Pacific, Anzac Memorial Hospital

★, ♪(ş->s), aus terör, australian vowel harmony, didactics, learning strategy, visual aids

0031 telefon | 1:12 | 22 Dec 2020

This study represents my initial engagement with the Cyrillic typeform, utilised as a tool for Turkic learning, specifically to understand the pronunciation of [ş], which often appears as [s] in regions like Kazakhstan. There is also another layer that mixes with [ç] (but i won't address that here). Learning this distinction was crucial and required me to become conscious aware of it.

Telephone | телефон | Telefon

why did you call(steal), {telephone?
«With your food, do nothing!» - said'they-did
with one dependant tiddue, they all fall'downed
coke & coffee, spray`eding-all-over, a kitchen'in-of'mine
why did you call(steal), {telephone?
to euthenise that guilt'which-is-of-yours?
with your psuedo-sympathetic'lish ear, exclaiming
faking'with-your «How - are you, OK?» magpie opera
only to backfire with «Keep me out of this!»?!
why did you call(steal), {telephone?
more than a one hit frozen wonder think'you-were
i wasn't your fuckin' rosemary distributor
with one dependant tiddue, they all fall'downed
all handkerchiefs'of-mine are in the laundry
go snot on your own sleeve
your frigidness - nothing miss'about-it-i-don't
why did you call(steal), {telephone?

~iD-ENTiTY

The accompanying video was designed primarily for my own learning but includes various elements that can be adapted for teaching purposes. Here is a breakdown of its components:

1. Transition Story: Captures the transition from ♪(ş -> s).

2. Vowel Collection: The snake symbolizes the gathering and carrying of vowels identified within Cyrillic.

3. Oscillation Analysis: Examines the phrase [why did you call(steal), {telephone?] across English, Turkic Latin, and Kazakh-style Cyrillic.

4. Typographic Augmentation: Highlights the problematic homophone`esque issue in the English transcript with [call(steal)]. For example:

çağırdın | (çaldın) | şağıdın

It's challenging to clearly explain the Turkic phonetic processing due to my limited fluency, as it would be more appropriate to addressed this subject directly in Turkish. However, the typography effectively illustrates the concept, in English. In [call(steal)], «call» is semantically accurate (for the kök|root), but the blurred «steal» reflects the secondary meaning perceived through hearing (çaldın). This ambiguity arises from the ♪(ağı) diphthong, where the vowel patterning form I was imprinted with from my mother, shifts towards [L].

Pattern: ♪(ağı)lL

The video employs a visual method to familiarize with Cyrillic, which is particularly challenging due to its resemblance to Latin characters. The snake metaphorically represents how I navigate language with my tongue, functioning as both a geographic sensor and a transmitter or relay.

There is more to this piece, especially with regards to [what did you mean, when you said (XYZ here?!)] ~ but I need to focus on summarizing the Himalayan epic at present. There is a need to document the articulations deeper, but I need to tag this ★ for [review again later] and file this as a footnote for future teaching methods.

~ My Name Is Ayça, get used to it

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