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Sociolinguistics

Sociolinguistics. Bi- and Multilingualism. Content. 1. What is Bi- and Multilingualism? 1.1 A definition. 2. Some general Aspects. 2.1 Advantages and Disadvantages 3. Where do we find Bi- and Multilingualism? 3.1 Daily life 3.2 Speech communities

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Sociolinguistics

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  1. Sociolinguistics Bi- andMultilingualism C. Hüppe and C. Schwerdtfeger

  2. Content 1. What is Bi- and Multilingualism? 1.1 A definition. 2. Some general Aspects. 2.1 Advantages and Disadvantages 3. Where do we find Bi- and Multilingualism? 3.1 Daily life 3.2 Speech communities 3.3 Where do Bi- and Multilingualism come from? 4.What does is mean to speak or learn two languages? 4.1 Cognitive Developement 4.2 The problem of code-switching 5. Sources C. Hüppe and C. Schwerdtfeger

  3. 1. What is Bi- and Multilingualism? 1.1 A definition (from Michael Clyne) The term “multilingualism“ can refer to: • the language use • The competence of an individual • The language situation in a whole nation or society C. Hüppe and C. Schwerdtfeger

  4. 1. What is Bi- and Multilingualism? • but at the individual level it is called “bilingualism“ • more bilinguals than monolinguals in the world • but not so many people using more than two languages regularly C. Hüppe and C. Schwerdtfeger

  5. 2.1 Advantages In contact with other cultures Get the chance to learn other languages Bi- or multilinguals can communicate much easier with other nations More variety Two or more ways of looking at things Keeps you mentally agile Disadvantages Can lead to conflicts between cultures Misunderstandings because of different languages Code-switching (mix up languages) Speakers of the same languages may find themselves “distanced“ by deep cultural gaps 2. Some general Aspects C. Hüppe and C. Schwerdtfeger

  6. 3. Where do we find Bi- and Multilingualism? 3.1 Daily life Bilingualism in Canada Multilingualism in Canada C. Hüppe and C. Schwerdtfeger

  7. 3. Where do we find Bi- and Multilingualism? Multilingualism in a Hair Salon in Somerville (Massachusetts) Bilingualism in Cameroon C. Hüppe and C. Schwerdtfeger

  8. 3. Where do we find Bi- and Multilingualism? 3.2 Speech communities Definition from Labov: (made a study about East Side New York) “The speech community is not defined by any marked agreement in the use of languages elements, so much as by participation in a set of shared norms; these norms may be obsereved in overt types of eveluative behaviour, and by the uniformity of abstract patterns of variation which are invariant in respect to particular levels of usage:“  This means: • speakers don´t have to agree about the same language • they use or speak in the same way • have to be in agreement in evaluative norms to understand each other C. Hüppe and C. Schwerdtfeger

  9. 3. Where do we find Bi- and Multilingualism? Definition from Saville-Troike (2003; 15) “the essential criterion for `community`is that some significant dimension of experience has to be shared, and for the `speech community` that the shared dimension be related to ways in which members of the group use, value or interpret language.“ C. Hüppe and C. Schwerdtfeger

  10. 3. Where do we find Bi- and Multilingualism? -goes on with a informal typology of speech communities `Hard shelled` & `Soft shelled` • strong bounderies - much weaker bounderies • allows minimal inter- - less likely to preserve action between outsiders existing language and and members of the s.c. culture • serves to preserve the norms of language and culture C. Hüppe and C. Schwerdtfeger

  11. 3. Where do we find Bi- and Multilingualism? Some speech communities in the world • Berlin Kreuzberg (Turkish speech communities) • Mannheim (Turkish speech communities) • China Town, e.g. in New York • Spanish speech communities in Florida C. Hüppe and C. Schwerdtfeger

  12. 3. Where do we find Bi- and Multilingualism? 3.3 Where do Bi- and Multilingualism come from? • immigration • ousting and expulsion • political persecution • developement of languages • spreading of languages C. Hüppe and C. Schwerdtfeger

  13. 4.What does is mean to speak or learn two languages? 4.1 Cognitive development: Definition: Cognitive development is the construction of thought processes including remembering, problem solving and decision making, from childhood through adolescence to adulthood. 2 cognitive processes: 1. Analysis of representation: - process of constructing mental representations - knowledge around abstract categories and details - representational redescription as primary mechanism of development - with development  increasing mental representation in their explicitness, organization and abstractness C. Hüppe and C. Schwerdtfeger

  14. 4.What does is mean to speak or learn two languages? 2. control of attention: - process with attention to specific aspects of a representation - problem solving requires intentional focus on some types of information and the exclusion of others C. Hüppe and C. Schwerdtfeger

  15. 4.What does is mean to speak or learn two languages? 4.1 The problem of code-switching A definition: • a common feature of the speech of bilinguals where a speaker changes from one language to another during a conversation with another bilingual from the same language background • used in many parts of the world in situations of native bi- and multilingualism (Africa, India), immigration (Europe, USA), and regional minorities C. Hüppe and C. Schwerdtfeger

  16. 4.What does is mean to speak or learn two languages? There is a distinction between: SITUATIONAL Code-switching: • Changes in language choice • Refers to language switches CONVERSATIONAL Code-switching: • it is motivated by factors within the conversation itself • Subdivision: metaphorical code-switching a switch carries a particular purpose C. Hüppe and C. Schwerdtfeger

  17. 4.What does is mean to speak or learn two languages? Models of code-switching: matrix language • determines the fundamental form of a code-switched utterance embedded language • contributes specific elements C. Hüppe and C. Schwerdtfeger

  18. 4.What does is mean to speak or learn two languages? Code-switching and language structure: • 84% of switches within the sentence are isolated words • 10% are phrases • 6% are switches for whole clauses C. Hüppe and C. Schwerdtfeger

  19. 4.What does is mean to speak or learn two languages? There are 2 main restrictions: 1. The 'free morpheme constraint': • The speaker must not switch language between a word and its endings unless the word is pronounced as if it were in the language of the ending •  “runeando“ impossible •  “flipeando“ possible C. Hüppe and C. Schwerdtfeger

  20. 4.What does it mean to speak or learn two languages? 2. The 'equivalence constraint': • The switch at a point in the sentence where not Violating the grammer •  so no French-English switches as “a car Americaine“ or “une American voiture“ •  possible is the French-English switch “J´ai acheté an American car“  shares the construction object follows verb C. Hüppe and C. Schwerdtfeger

  21. 4.What does is mean to speak or learn two languages? Examples: 1. English-French: Je vais faire checker ma voiture - checker for verifier - -er Infinitive sign in French 2. Hindi-English: Maine bahnt bardas kiya hai but now it´s getting too much 3. French-English: Maman, j´ai envie de faire pipi C. Hüppe and C. Schwerdtfeger

  22. 5. Sources • Edwards, John (1994) Multilingualism (New York: Routledge London and New York) • Bolton, Kingsley and Kwok, Helen (1992) Sociolinguistics Today, International Perspektives (New York: Routledge London and New York) • Myers-Scotton, C. (1993) Duelling languages: grammatical structure in code-switching (Oxford) • Bialystok, Ellen (1991) Language Processing in bilingual Children (Cambridge: Cambridge University Press) • Coulmas, Florian (1997) the handbook of sociolinguistics (Cambridge: Blackwell Publisher inc.) • Coupland, N. and Jaworski, A. (1997) Sociolinguistics: a reader and course book (London: Macmillian Press Ltd.) • Llamas, C., Mullany, L. & Stockwell, P. (2007) The Routledge Companion to Sociolinguistics. (London: Routledge) C. Hüppe and C. Schwerdtfeger

  23. 5. Sources • http://en.wikipedia.org/wiki/Multilingual Picture sources • www.fonlon.org/fonlon_and_bilingualism/index.html • www.petfoodcookbook.com/factsheet.php?title=Bilingualism_in_Canada • http://wiki.elearning.ubc.ca/Multilingualism • http://ase.tufts.edu/anthropology/faculty/pacini/students/lexcc/somerville.htm • www.waece.org/linksnuevosespana/IndexINGLES.php C. Hüppe and C. Schwerdtfeger

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