Latin alphabet

Résumé

The Latin alphabet, also known as the Roman alphabet, is the collection of letters originally used by the ancient Romans to write the Latin language. Largely unaltered with the exception of extensions (such as diacritics), it forms the Latin script that is used to write many modern European languages, including English. With modifications, it is also used for other alphabets, such as the Vietnamese alphabet. Its modern repertoire is standardised as the ISO basic Latin alphabet. Etymology The term Latin alphabet may refer to either the alphabet used to write Latin (as described in this article) or other alphabets based on the Latin script, which is the basic set of letters common to the various alphabets descended from the classical Latin alphabet, such as the English alphabet. These Latin-script alphabets may discard letters, like the Rotokas alphabet, or add new letters, like the Danish and Norwegian alphabets. Letter shapes have evolved over the centuries, including the d

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https://en.wikipedia.org/wiki/Latin_alphabet

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Implementation of 8-bit Coded Character Sets in Ada

A general frame is proposed for implementing 8-bit coded character sets in Ada in conformance with current international standards. This frame is then applied to what is termed Latin alphabet No. 1 which covers Western European languages. Also shown is how the basic needs for text input-output can be satisfied by generalizing the predefined package TEXT_IO.

1990

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CoWriting Kazakh: Learning a New Script with a Robot

Thibault Lucien Christian Asselborn, Wafa Monia Benkaouar Johal, Pierre Dillenbourg

In the Republic of Kazakhstan, the transition from Cyrillic to Latin alphabet raises challenges to training an entire population in writing the new script. This paper presents a CoWriting Kazakh system, an extension of the existing CoWriter system, aiming to implement an autonomous social robot that would assist children in transition from the old Cyrillic alphabet to a new Latin alphabet. With the aim to investigate which learning strategy yields better learning gains, we conducted an experiment with 67 children, aged 8-11 years old, who interacted with a robot in a CoWriting Kazakh learning scenario. Participants were asked to teach a humanoid NAO robot how to write Kazakh words using one of the scripts, Latin or Cyrillic. We hypothesized that a scenario in which the child is asked to mentally convert the word to Latin would be more effective than having the robot perform conversion itself. Results show that the CoWriter was successfully applied to this new script-switching task. The findings also suggest interesting gender differences in the preferred method of learning with the robot.

Association for Computing Machinery2020

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Do handwriting skills transfer when a child writes in two different scripts, such as the Latin and Cyrillic alphabets? Are our measures of handwriting skills intrinsically bound to one alphabet or will a child who faces handwriting difficulties in one script experience similar difficulties in the other script? To answer these questions, 190 children from grades 1–4 were asked to copy a short text using both the Cyrillic and Latin alphabets on a digital tablet. A recent change of policy in Kazakhstan gave us an opportunity to measure transfer, as the Latin-based Kazakh alphabet has not yet been introduced. Therefore, pupils in grade 1 had a 6-months experience in Cyrillic, and pupils in grades 2, 3, and 4 had 1.5, 2.5, and 3.5 years of experience in Cyrillic, respectively. This unique situation created a quasi-experimental situation that allowed us to measure the influence of the number of years spent practicing Cyrillic on the quality of handwriting in the Latin alphabet. The results showed that some of the differences between the two scripts were constant across all grades. These differences thus reflect the intrinsic differences in the handwriting dynamics between the two alphabets. For instance, several features related to the pen pressure on the tablet are quite different. Other features, however, revealed decreasing differences between the two scripts across grades. While we found that the quality of Cyrillic writing increased from grades 1–4, due to increased practice, we also found that the quality of the Latin writing increased as well, despite the fact that all of the pupils had the same absence of experience in writing in Latin. We can therefore interpret this improvement in Latin script as an indicator of the transfer of fine motor control skills from Cyrillic to Latin. This result is especially surprising given that one could instead hypothesize a negative transfer, i.e., that the finger controls automated for one alphabet would interfere with those required by the other alphabet. One interesting side-effect of these findings is that the algorithms that we developed for the diagnosis of handwriting difficulties among French-speaking children could be relevant for other alphabets, paving the way for the creation of a cross-lingual model for the detection of handwriting difficulties.

2021

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2021