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David Dodick[email protected]Bilingualism.docx

The document discusses the complexities and benefits of bilingualism, highlighting that more than half of the world's population is bilingual or multilingual. It covers various aspects such as cognitive advantages, societal bilingualism, and the differences in language proficiency among bilingual individuals. Additionally, it touches on code-switching and the cultural implications of speaking multiple languages, alongside examples from different countries and the challenges facing bilingual speakers.

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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 ` 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
◦ 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
` 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
` 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
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)
` 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
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]
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
◦ 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
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
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
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
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
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:
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
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
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?
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.
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
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;
· 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.
David Dodick[email protected]Bilingualism.docx

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David Dodick[email protected]Bilingualism.docx

  • 1.
    David Dodick [email protected] Bilingualism 1.Youcannot 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 area 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 theywill 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: theability 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 inwhich 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 languageused 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 thatbilingualism 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 ofdifferent 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 ` In1976, 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 helppreserve 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 theUnited 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 onedialect 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 ◦ Associatedwith 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. Incasual 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 tagswitching 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 cigarrosen 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 ◦ Domainsof 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 aset 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 atleast 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 wantedto 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.