Language Log

From Jeffrey Kallberg:

Has anybody tracked down the origins of the sports (mostly American football, afaik) usage of the word "matriculate" to mean something like "to move from one place to another" (either physically or in a descriptive sense)? I ran into a recent example of this in a recent NBC Sports column — "FMIA Guest: Rich Eisen On The NFL's Ultimate Course Correction On PI", 6/17/2019:

So when Riveron stepped to the mic at the NFL Network gathering last week and finally matriculated his way to the pass interference replay portion of his two-hour presentation to the group, it was like a large piece of filet mignon steak being plated for the whole room to consume.

A little googling suggests a possible origin in a malapropism uttered by Hank Stram during a Super Bowl, in a conversation inadvertently picked up by a microphone:

But the Urban Dictionary isn't necessarily decisive on such questions.

….On Monday they shot down an unmanned drone flying in International Waters. We were cocked & loaded to retaliate last night on 3 different sights when I asked, how many will die. 150 people, sir, was the answer from a General. 10 minutes before the strike I stopped it, not….

— Donald J. Trump (@realDonaldTrump) June 21, 2019

On the UT Dallas campus:

Many U.S. institutions of higher education used to have the phrase "normal school" or "normal college" as part of their names, though I don't know whether any still do. When I was growing up, back in neolithic times, I somehow learned that normal meant "teacher training" in that context. And though I thought the usage was odd and even a little funny, I never really understood where it came from. The term came up in conversation a couple of days ago, so I looked into it a bit, thinking that this might be one of those cases involving an otherwise-lost meaning from medieval Latin or French. But apparently not so, or at least not exactly.

Wired newsletter 6/3/2019:

For more than three decades, I have edited and published a journal called Sino-Platonic Papers.  The first issue (Feb., 1986) was "The Need for an Alphabetically Arranged General Usage Dictionary of Mandarin Chinese: A Review Article of Some Recent Dictionaries and Current Lexicographical Projects" (free pdf; 31 pages) — that led to the creation of the ABC Chinese Dictionary Series at the University of Hawaii Press.  (One important title is missing at the highlighted link:  An Alphabetical Index to the Hanyu Da Cidian [2003].)

Up to #170 (Feb. 2006), SPP was issued only in paper copies.  It was a one-man operation, with me being responsible for all of the editing, typesetting, printing, filling orders, billing, packaging, mailing, etc. all over the world.  With hundreds of subscribers in scores of countries, and all of this on top of my teaching, research, writing, and fieldwork, not to mention family life, after ten years it was really dragging me down, and after twenty years, I felt that SPP was killing me.

A commenter's remark on the recent post "Dysfluency considered harmful":

I've always understood the 'dys-' prefix to be in contrast to an 'a-' prefix, where 'dys-' means something like 'born without' and 'a-' means 'loss of.' My favorite example of the contrast is 'dyslexia' vs. 'alexia', with the first meaning inherent problems with reading and the second meaning loss of the ability to read. Same with 'dysphasia'/'aphasia' and 'acalculia'/'dyscalculia.'

This is a good example of mistaken linguistic generalization from limited evidence. In fact the dys- prefix is usually said to be in contrast to the eu- prefix, not the a- prefix, though this is mostly an etymological idea rather than a fact of usage. In any case, dys- doesn't typically refer to inborn problems, but simply to abnormal, difficult, impaired, or bad characteristics.

How would you respond in your native language if someone walked up to you and asked (in your native language or in English or some other language which both of you know), "What's the word for 'the insect that eats wood and destroys walls'?".

A friend of mine in China did that with eight of his colleagues, and not a single one of them could remember the Chinese name for "the insect that eats wood and destroys walls".

Marilynne Robinson, "Is poverty necessary?", Harpers 5/16/2019:

Margaret Thatcher said that the redundant—those on the dole—were "demoralized." In her dialect group this word doesn't mean disheartened. It means without morals. An American might put the matter differently, but the attitude is familiar enough.

An American might wonder whether that sense was actually dominant — or even prevalent — in Margaret Thatcher's "dialect group".

An introduction and guide to my series of posts "Corpora and the Second Amendment" is available here. The corpus data that is discussed can be downloaded here. That link will take you to a shared folder in Dropbox. Important: Use the "Download" button at the top right of the screen.

New URL for COFEA and COEME: https://lawcorpus.byu.edu.

This is the first of what will be three posts on bear arms; it will be devoted to critiquing the Supreme Court's discussion of bear arms in District of Columbia v. Heller. My examination of the corpus data on bear arms will appear in my next two posts. In the meantime, if you're interested, you can read discussions of the data by Dennis Baron ("Corpus Evidence Illuminates the Meaning of Bear Arms," in the Hastings Constitutional Law Quarterly) and by Josh Blackman & James C. Phillips ("Corpus Linguistics and the Second Amendment," in the Harvard Law Review Blog), both of which reach conclusions consistent with mine. (The piece by Blackman & Phillips is especially noteworthy, given that they are both gun-rights advocates.)

My focus in this post will be on the Supreme Court's conclusion that at the time the Second Amendment was proposed and ratified, bear arms unambiguously meant 'carry weapons, for purposes of being prepared for a confrontation,' without regard to whether the carrying was in connection with military service. What I conclude is that even without taking account of how bear arms was actually used, the court's arguments don't hold up. Assuming for the sake of argument that bear arms could reasonably have been understood to mean what the court said it meant, the court didn't show that it unambiguously meant that.

That's not to say that I think bear arms was ambiguous. As I'll discuss in the next two posts, the corpus evidence points toward the conclusion that bear arms unambiguously conveyed the military meaning that the Supreme Court rejected: "to serve as a soldier, do military service, fight" or "to wage war." But even if the evidence were equivocal, the absence of evidence unambiguously supporting the court's interpretation would still be important.

That's because the court's analysis in Heller depends crucially on its conclusion that bear arms was unambiguous. It was that conclusion that enabled the court to interpret the Second Amendment's operative clause ("the right of the people to keep and bear Arms, shall not be infringed") without taking into consideration its prefatory clause ("A well regulated Militia, being necessary to the security of a free State"). In the court's view, if the operative clause was unambiguous, the prefatory clause "does not limit or expand [its] scope." So if court was wrong in thinking that the operative clause was unambiguous, it was wrong in refusing to consider whether the prefatory clause affected its meaning. And if the prefatory clause plays a role in interpreting the operative clause, the argument against the court's interpretation is strengthened.

Another science card given out to first grade students in Shenzhen, China (see "Readings" below for the first one):

Science card given out to first grade students in Shenzhen, China:

Peter Golden sent me the following video, "Luisa Tam says: Let's put more HK English on the map", South China Morning Post (10/23/18):