David Dodick [email protected] Bilingualism 1.You cannot be a cultivated person without knowing at least two languages. 2. You cannot know a people without knowing their language. 3. In the modern world, it is useless to learn foreign languages because everyone speaks English.. . He who has two languages has two souls. Anonymous Bilinguals are a minority – “exceptions” – to the default monolingual norm. Bilinguals are a minority and “exceptions” to the default monolingual norm. More than half of the world’s population is bilingual or multilingual. To be counted as bilingual, you need to speak two languages perfectly. To be counted as bilingual, you need to speak two languages perfectly. There may be a difference in proficiency between the two. Learning two languages confuses children, and they will grow up speaking neither well. Learning two languages confuses children, and they will grow up speaking neither well. Children have a ‘critical period’ during which they are especially good at learning (multiple) languages. Bilingual children learn more slowly because their minds are cluttered with extra language information. Bilingual children learn more slowly because their minds are cluttered with extra language information. Bilingualism seems to be beneficial to cognition. Bilingual people have smaller vocabularies than monolinguals. Bilingual people have smaller vocabularies than monolinguals. True…. ` Bilingualism: the ability to speak two (or more) languages ◦ Individual bilingualism ◦ Societal bilingualism (in a particular speech community of society) ` Various degrees of bilingualism ◦ Both languages equally fluent ◦ High degree of proficiency in both, but not native- like skills ◦ One language is more dominant x Tends to be related to domains of use ◦ Oral fluency in one, written fluency in another ` Bilingualism can develop in different types of situations ◦ Being raised in bilingual household x Parents speak different languages x Parents speak a language different from majority community language ◦ Moving to new country and learning new language outside home ◦ Learning new language at school ◦ Having frequent & routine contact with other languages x e.g. at work ` Situation in which a community has more than one official language ◦ Canada: English & French ◦ Belgium: French, Flemish & German ◦ Switzerland: French, German, Italian & Romansch ◦ India: English & Hindi ◦ Papua New Guinea: English, Tok Pisin & Hiri Motu ◦ Philippines: Filipino & English ◦ Singapore: English, Malay, Mandarin & Tamil ◦ Paraguay: Spanish & Guarani ` But fewer bilingual speakers in countries with more than one official language! ◦ Their focus is maintenance & use of more than one language, not making people bilingual ` More bilingual speakers in officially monolingual countries ◦ Native speakers of other languages must learn official language to get by.

1. David Dodick
[email protected]
Bilingualism
1.You cannot be a cultivated person without
knowing at least two languages.
2. You cannot know a people without knowing their
language.
3. In the modern world, it is useless to learn
foreign languages because everyone speaks
English.. .
He who has two languages
has two souls.
Anonymous
Bilinguals are a minority –
“exceptions” – to the default

2. monolingual norm.
Bilinguals are a minority and
“exceptions” to the default
monolingual norm.
More than half of the world’s
population is bilingual or
multilingual.
To be counted as bilingual, you
need to speak two languages
perfectly.
To be counted as bilingual, you
need to speak two languages
perfectly.
There may be a difference in
proficiency between the two.
Learning two languages confuses
children, and they will grow up
speaking neither well.
Learning two languages confuses

3. children, and they will grow up
speaking neither well.
Children have a ‘critical period’ during
which they are especially good at
learning (multiple) languages.
Bilingual children learn more slowly
because their minds are cluttered
with extra language information.
Bilingual children learn more slowly
because their minds are cluttered
with extra language information.
Bilingualism seems to be beneficial
to cognition.
Bilingual people have smaller
vocabularies than monolinguals.
Bilingual people have smaller
vocabularies than monolinguals.
True….

4. ` Bilingualism: the ability to speak two (or
more) languages
◦ Individual bilingualism
◦ Societal bilingualism (in a particular speech
community of society)
` Various degrees of bilingualism
◦ Both languages equally fluent
◦ High degree of proficiency in both, but not native-
like skills
◦ One language is more dominant
x Tends to be related to domains of use
◦ Oral fluency in one, written fluency in another
` Bilingualism can develop in different types of
situations
◦ Being raised in bilingual household
x Parents speak different languages
x Parents speak a language different from majority
community language
◦ Moving to new country and learning new language
outside home
◦ Learning new language at school
◦ Having frequent & routine contact with other
languages
x e.g. at work

5. ` Situation in which a community has more
than one official language
◦ Canada: English & French
◦ Belgium: French, Flemish & German
◦ Switzerland: French, German, Italian & Romansch
◦ India: English & Hindi
◦ Papua New Guinea: English, Tok Pisin & Hiri Motu
◦ Philippines: Filipino & English
◦ Singapore: English, Malay, Mandarin & Tamil
◦ Paraguay: Spanish & Guarani
` But fewer bilingual speakers in countries with
more than one official language!
◦ Their focus is maintenance & use of more than one
language, not making people bilingual
` More bilingual speakers in officially
monolingual countries
◦ Native speakers of other languages must learn
official language to get by
` Diglossia:
` A (structural/functional) situation in which two dialect
or languages are used under different conditions
within a speech community (often by the same
speakers).
◦ Regional language used in informal situations

6. ◦ Standard language used in formal situations
x Scotland: Gaelic spoken at home/stores/pubs, but English in
courts/government
x “High” and “low” (colloquial) varieties of Arabic
` Ambilingualism:
` Both languages equally likely in all domains & use not
predictable
◦ Rare; found only in small states with multiple heritages
x Luxembourg (French & German)
` Bipart-lingualism: multiple languages spoken
in one area, but speakers mainly monolingual
& little interaction with other groups
◦ Malaysia: Malay, Chinese & Indian populations
` Advantages to bilingualism
◦ Cognitive benefits
◦ Personality benefits
◦ Economic benefits
` There seem to cognitive benefits to being
bilingual
◦ But it’s hard to measure
◦ And not everyone agrees on results

7. ` Metalinguistic awareness: ability to examine
language as an object and analyze its use
◦ Helps abstract thinking
◦ Helps mental flexibility
◦ Improves language skills
x Reading skills
x Acquiring additional languages
` Other studies show that bilingual speakers may
be better at certain kinds of problem-solving…
◦ Paying attention
◦ Staying focused
◦ Switching attention
` Multiple studies show that bilinguals have
smaller vocabularies than monolinguals
◦ Overall vocabulary is larger (2 languages!)
◦ But within each language vocabulary is smaller
x Likely has to do with domains of use
` In standardized tests, bilinguals also slower
in naming pictures
◦ Frequent words recalled faster
x But frequency in each language may be different
x Another domain issue
◦ Selecting appropriate language system also takes
time/effort
` Both languages are active even when just
speaking one
◦ May help overall cognitive function

8. ` Evidence that bilingualism may help delay
Alzheimer’s and dementia
◦ Contributes to “cognitive reserve” (resilience to
neuropathic damage)
https://www.youtube.com/watch?v=MMmOLN
5zBLY
https://www.youtube.com/watch?v=MMmOLN5zBLY
` Since language is part of culture, bilinguals
are necessarily bicultural
` Some studies have found that bilinguals get
higher average scores on tests for certain
traits…
◦ Cultural empathy
◦ Open mindedness
◦ Social initiative
` Bilinguals may have a broader, more diverse
view of the world
` Bilingualism is valued in many types of jobs
◦ National companies & services
x Targeting different local audiences
x Targeting incoming foreigners
◦ International companies & services
x Targeting multinational audiences

9. x Composed of different nationalities
` Interview a bilingual classmate in depth.
` How did they learn their first and second language?
` Did learning both languages growing up:
◦ confuse them?
◦ clutter their mind?
◦ cause them to be confused?
` Do they believe they have benefitted and how -
◦ cognitively?
◦ economically?
◦ socially?
` Present their case history to the class.
` Canada has 2 official languages, English and
French.
` Official Languages Act passed under Prime
Minister Pierre Trudeau (Justin’s father) in
1969.
` Examples:
◦ All products in Canada need to have labels in both
French and English.
◦ Citizens can get government services in French,
even in Vancouver (not as many francophones)

10. ` https://www.youtube.com/watch?v=VtpxHD4
4XS8
https://www.youtube.com/watch?v=VtpxHD44XS8
` In 1976, the Parti Quebecois elected René
Lévesque, a separatist
` French-speaking Québécois were afraid of losing
their language and heritage, surrounded by
English-speaking Canada and the US
` Enacted provincial laws for schools, businesses,
etc.
◦ e.g.
◦ Burger King = Le Roi de Burger
◦ Kentucky Fried Chicken = Poulet Frit a la Kentucky
` Anglophones (and businesses) left the province
` https://www.youtube.com/watch?v=TZm58z
DeCSM
` https://www.youtube.com/watch?v=8tGovX4
ua38
https://www.youtube.com/watch?v=TZm58zDeCSM
https://www.youtube.com/watch?v=8tGovX4ua38
` Pro:
◦ Francophones in Quebec should enforce the language

11. laws to help preserve their culture and heritage.
` Con:
◦ Francophones in Quebec should enforce French
language laws on (e.g. Quebec-born anglophones)
whose first language is not French.
1. Opening statements
2. Rebuttal of opening statements
3. Closing statements
Questions?
LING 129: �Culture, Language and Ethnicity in the U.S.Slide
Number 2PromptsSlide Number 4TRUE or
FALSE?FALSETRUE or FALSE?FALSETRUE or
FALSE?FALSETRUE or FALSE?FALSETRUE or
FALSE?TRUEBilingualismProficiencyHow Bilingualism
HappensSocietal BilingualismSocietal BilingualismTypes of
BilingualismTypes of BilingualismAdvantagesCognitive
BenefitsCognitive BenefitsCognitive BenefitsCognitive
BenefitsCognitive BenefitsPersonality BenefitsEconomic
BenefitsBilingual Case History Bilingualism in Canada The
Official Languages Act (1969)Language Laws in
QuébecLanguage Laws in QuébecLanguage Laws DebateSlide
Number 36
David Dodick
[email protected]

12. Codeswitching
“Here in the United States, I have found a
binary view of bilingualism. If you are born
into an English-speaking family and later
learn to speak Spanish, for example, people
feel that’s an accomplishment. But if you are
born into a Spanish-speaking family and later
learned to speak English, that is often seen as
a detriment.”
Quote from Grosjean in (Pfohl, 1986)
https://www.youtube.com/watch?v=Z7BzbkE4
h-8
George Lopez: Spanglish and Code Switching
https://www.youtube.com/watch?v=VpLQmyS7
-jw
African American Codeswitching
https://www.youtube.com/watch?v=Z7BzbkE4h-8
https://www.youtube.com/watch?v=VpLQmyS7-jw
Code: language variety
Codeswitching: using two or more codes in
a single speech event
One can codeswitch…
◦ From one language to another

13. ◦ From one dialect to another
Codeswitching is NOT the same as borrowing
◦ Substituting a word from one language because you
don’t know its equivalent in another
◦ Using a word in one language that has no obvious
translation in another
Some key differences
◦ Borrowing is about a single word, not a phrase or
sentence
◦ Borrowed words typically adapted to pronunciation
of speaker’s first language
Borrowing Codeswitching
Involves individual words or
short phrases
Usually involves larger
‘chunks’ of discourse
(though it can be individual
words)
Pronunciation usually
nativized over time
Each code retains its own
pronunciation

14. Speakers need not (and often
don’t) know the source
language
Speakers are usually fluent (or
at least conversationally
proficient) in both languages
Involuntary codeswitching or crutching: substitution
because don’t know/remember how to say something
in a given language
Imperfect command of both languages
Common in language learning
Communicative strategy for people without full
command of heritage language to assert identity in
heritage culture
BUT only some codeswitching is involuntary
Crutch word examples: like, well, you know, literally,
obviously.
Use them when fear people might interrupt us.
Use them when we are thinking of what to say next:
people find too many crutch words annoying!
Positive Associations
◦ In-group use — solidarity
◦ Creativity & expressivity
◦ Takes advantage of unique linguistic resources of
bilinguals
◦ A reflection of a unique multilingual &
multicultural heritage

15. Negative associations
◦ Associated with immigrants
◦ Associated with imperfect language learners
◦ Seen as “broken English”
◦ Even people who codeswitch may view it
negatively
Codeswitching is used to negotiate…
◦ Identity
Who I am
◦ Relationships
My relationship to others in terms of shared
ethnicity/language (heritage language vs. native
language, for example)
For any given example of codeswitching, it’s
usually possible to talk about “we” code and
“they” code
◦ “We” code: language of home & cultural
community
◦ “They” code: language of wider social
communication
Government
Business

16. Formal education, etc.
In casual conversations with other bilinguals
◦ At home
◦ With friends
◦ Casual social gatherings
Sometimes in more formal settings
◦ Business meeting (perhaps with one code for casual
conversation, and the other for formal negotiations or
“work”)
◦ Increasingly used in the classroom
Found in other domains as well
◦ Poetry
◦ Prose
◦ Music
https://www.youtube.com/watch?v=qLbQrVv
Gqw0
https://www.youtube.com/watch?v=qLbQrVvGqw0
Sentential
◦ Extra-Sentential
◦ Intersentential
◦ Intrasentential
Metaphorical
Situational

17. Also called tag switching
Tag: word or short phrase that is attached to
sentence but not part of it:
◦ I mean
◦ Right?
◦ You know?
◦ Isn’t it?
Example: English & Punjabi
It's a nice day, hana?
(hana=‘isn't it’)
Switching back & forth between sentences
Example: an article in Der Spiegel magazine
contains these passages:
“Vielmehr strebe es, immer schon, nach
Macht und Reichtum. [In fact, as at all
times, she goes for power and wealth.]
Diamonds are a girl’s best friend.”
Switching within sentences
Example: woman switching between English &
Spanish
“…they tell me “How did you quit, Mary?” I don’t quit, I…I
just stopped. I mean it wasn’t an effort that I made que
voy a dejar de fumar por que me hace daño o [that I’m
going to stop smoking because it is harmful to me or] this
or that, uh-uh. It’s just that I used to pull butts out of the
wastepaper basket, yeah. I used to go look in the…se me

18. acababan los cigarros en la noche [my cigarettes would
run out on me at night]. I’d get desperate y ahi voy al
basurero a buscar, a sacar [and there I go to the waste-
basket to look for some, to get some], you know.”
Metaphorical codeswitching is done for
rhetorical (to persuade or impress) reasons
◦ Linguistic choice becomes symbol or “metaphor”
Personal feelings vs. external facts/info
The codes themselves acquire meaning
◦ Fact that you speak in language X or Y is itself
meaningful from a social perspective
Example:
◦ If deceased relative spoke particular language, then
switching into that language might be metaphorical
for that relative’s memory
Different codes used in different settings
◦ Home
◦ School
◦ Work
Each setting associated with
◦ Certain kinds of speech activities:
Casual conversations
Classroom discourse
Public speaking
◦ Different categories of speakers:

19. Family
Friends
Business associates
Strangers
◦ Domains of use – certain info associated with a specific
language
Linguists searching for universal rules behind
codeswithing
Suggest that it only happens at points where
two grammars match each other
English French Possible switch?
red boat bateau rouge NO
big house grande maison YES
Others say sociocultural factors too important
to find simple rules
Extra-Sentential - tags
Intersentential – sentence by sentence
Intrasentential – within the sentence
Metaphorical – new language is itself a signal
Situational – different code for different situations
My father liked them separate, one there, one here
(allá y aquí), as if aware that words might cut in two
his daughter’s heart (el corazón) and lock the alien
part to what he was—his memory, his name (su
nombre)—with a key he could not claim. “English

20. outside this door, Spanish inside,” he said, “y basta.”
But who can divide the world, the word (mundo y
palabra) from any child? I knew how to be dumb and
stubborn (testaruda); late, in bed, I hoarded secret
syllables I read until my tongue (mi lengua) learned to
run where his stumbled. And still the heart was one. I
like to think he knew that, even when, proud
(orgulloso) of his daughter’s pen, he stood outside
mis versos, half in fear of words he loved but wanted
not to hear.
https://www.youtube.com/watch?v=sfnrOnbqg
g8
https://www.youtube.com/watch?v=sfnrOnbqgg8
Rickford (1996) study revealed that:
“third grade kids in the primarily white, middle
class Palo Alto School District scored on the 94th
percentile in writing; by the [sixth] grade, they
had topped out at the 99[th] percentile. By
contrast, third grade kids in primarily African
American working class East Palo Alto
(Ravenswood School District) scored on the 21st
percentile in writing, but by the sixth grade, they
had fallen to the 3rd percentile, almost to the
very bottom (p. 1).”
https://www.youtube.com/watch?v=knFReWt
Lkgc

21. Trailer
https://www.pbs.org/video/pov-american-
promise-idris-code-switches/
Idris Code switches
https://www.youtube.com/watch?v=knFReWtLkgc
https://www.pbs.org/video/pov-american-promise-idris-code-
switches/
1. Do you codeswitch, presenting yourself differently to
different
people in different places?
2. What do you switch besides language?
Clothing?
Body language?
3. What do you gain by code switching?
4. When does code switching cross the line from normal to
detrimental?
5. What is the relationship between code shifting and school
success?
6. A) Code shifting is just a normal part of life; it’s no big
deal.
7. B) Code shifting reinforces inequity; it is inherently
problematic
Questions?

22. LING 129: �Culture, Language and Ethnicity in the U.S.Slide
Number
2Discussion��Codeswitching�CodeswitchingBorrowingCodes
CodeswitchingAttitudes Toward CodeswitchingWhy
Codeswitch?“We” vs. “They” CodeWhen to
Codeswitch?�Example of Codeswitching among young
adults�Types of CodeswitchingExtra-Sentential
CodeswitchingIntersentential CodeswitchingIntrasentential
CodeswitchingMetaphorical CodeswitchingSituational
CodeswitchingLinguistic ConstraintsTypes of
Codeswitching“Bilingual/Bilingue” by Rhina P. EspailGroup
ExerciseTraditional Language Arts Methods Fail Many African
American StudentsAmerican PromiseAmerican PromiseSlide
Number 28
INTERVIEW ASSIGNMENT
I. Why (purpose)
You will demonstrate your learning from one person’s story on
their experiences (and beliefs) with regard to a particular
language (their native language, American English language,
and possibly other languages in the US) and/or the person’s
relationship to speakers of these languages. You will also
demonstrate the concepts of Bilingualism and Code switching
by interpreting this person’s experience. Also, this paper need
two article to support your idea.
II. Who?
The person you interview should be a native speaker of a
language that you don’t speak. The person should have resided
in the US long enough to have experienced the benefits and
challenges of living here (at least 5 years). The person you
interview could be your friend, a family member, a co-worker, a
fellow student, or a stranger, as long as you yourself are not a
speaker of that person’s native language.

23. III. How
Develop a set of 8-10 interview questions based on the concepts
about Bilingualism and Code switching. For example, you could
focus on identity, bilingualism, the maintenance (or loss) of
immigrant languages; pressures this person experiences to either
keep or stop using the language; discrimination or support the
person has experienced; domains in which the language is used,
and so on. On the 3-4 topics that your interviewee shows strong
interest, ask follow up questions to get more details. If possible,
solicit an episode that illustrate each point.
IV. Research ethics
Tell your interviewee that you will not use his or her real name
(unless he/she specifically wants you to!), and that this
interview is for the purpose of a class assignment. Tell him/her
approximately how long it will take. The interview results will
not be reported in any public venue such as a book or media
show. Make sure the person gives oral or written consent to be
interviewed. If the person is under 18, you must get written
parental consent.
V. Conducting the interview
Plan for about 30 - 45 minutes, conducted face-to-face. You
should audio-record the interview (most cell phones have
recording capability these days. Be sure to check beforehand
that your equipment works and that you have enough battery.
Many great interviews have been foiled by equipment problems!
Find a quiet place for the interview.
VI.Analyzing the interview
First review your recording, making notes on key themes that
you plan to focus on in your paper, and identifying the time
code for key quotes that you want to use in the paper. Then start
drafting the paper, creating a preliminary organization
according to themes that were interesting to you. You may have
to listen to the audio several times more to fill in details. You

24. must include at least four quotations from your interviewee to
ensure the authenticity of your description. You do not have to
transcribe every word the person says in the whole interview. If
there are gaps that you wish you had asked about but didn’t, you
can follow up by email, phone call, texting, or whatever works.
VII.Integrating sources
You must include at least 2 article. The article should help you
articulate how your interviewee’s experience/belief exemplifies
broader patterns that are present in our society. You might also
find how your interviewee’s case challenges the
pattern/concepts presented in the scholarly works.
VIII. Paper Format
Up to 4 pages (1000-1200 words in the main text), 12-point
font, double-spaced, with the interview questions in an
appendix (not part of the word count).
IX. How to organize the paper
1. Introduction—Topic, Purpose, Organization, and Thesis
· Introduce the general topic (see Section III above—pick one
topic) and significance of this topic (“hook”—importance,
puzzle, controversy, etc.)
· Introduce the interviewee with minimum background
information
· my uncle, who was born in Germany and came to the US
when he was 32;
· my classmate, who is an international student from Mexico;
etc.
· Say why you chose this person to interview (link to your
topic—see Section III above.)
· I wanted to ask him about maintenance or loss of his heritage
language;

25. · I wanted to know about her experiences in learning English;
etc.
· Explain two to three specific areas explored, which are all
connected to your general topic.
· Our interview focused on local German community, language
use at home, and ...
· My interviewee shared with me some of the challenges she had
and ...
· State your claim on the topic; that is, what your interviewee’s
experiences show on this topic. This is your paper’s thesis
statement.
2. Body paragraphs—Background, Data, Analyses, and Results
· In the first body paragraph, present your interviewee’s
background with only relevant details.
· In each of the next 2-3 body paragraphs, make 2-3 points
(sub-claims) based on your interview and reading. In doing so,
first present a narrative from the interview using key quotes and
paraphrases. Then explain how your interviewee’s story
exemplifies (or presents a counter example of) a general pattern
(a key concept) presented in the reading. Be sure to use proper
in- text citations when presenting concepts and explanations
from readings, and include full citation information at the end
of your paper.
3. Conclusion—Summary, Conclusion, Limitation, and
Implication
· Summarize your findings gained from interview.
· In the light of your findings, state your conclusion on the
topic. (This is a re-statement of your
· thesis, but in more specific wording.)
· Offer a brief mention on limitation of the methodology (i.e.,
interview of a single person).
· End your essay with a brief remark on how your conclusion
may be applied to your future or to the society we live in.