multiculturalism and multilingualism

1. LANGUAGE, CULTURE, AND
EDUCATION
Presented By : Hamid Darmadi
John Edwards
POSTGRADUATE PROGRAM OF ENGLISH EDUCATION FACULTY
TANJUNGPURA UNIVERSITY
KALIMANTAN BARAT

2. Multilingualism and multiculturalism
PLURALISM
ASSIMILATION
ETHNIC
GENDER
SOCIAL CLASS
NATIONALITY
EDUCATION

3. Q:
• How do they connect,
interpenetrate, and conflict with
one another?

4. A:
• multicultural adaptation
• The existence of many languages in the
world implies the existence of many
cultures
• It is the interrelationship among
languages and their speakers which
create interest and tension

5. Problems??

6. Plural Vs Assimilation
• Immigration (israeli, African)
• Regional/minority languages in europe 1992
• Pluralistic accomodation
• Cultural pluralism and assimilation in north
america (canada-french) or
‘amalgamation=combining

7. Assimilation (Israel Zangwill)
“The ability of ethnicity to persist and to
maintain itself in the force of radically changing
conditions”.
2nd World
war
19701960
Ethnic revival
& resurgence
Tribalism
resurgence
secularized
An Issue

8. Pluralism
• Horace Kallen (america cultural pluralism) said
that there was no overarching American
nationality, but rather a collection of distinct
groups who would perpetuate themselves
indefinitely.
• Robert park said that assimilation was not
something to be forced upon immigrants.
(rather caused by accomodatio/incorporation
way).

9. Multiculturalism
• Canadian policy of multiculturalism was announced by
the government in October 1971
• There are four main aims:
1. To assist all cultural groups in their efforts to
develop and contribute to society as a whole.
2. To help these groups overcome any cultural
barriers to mainstream participation.
3. To promote “creative encounters” among groups.
4. To assist immigrants to learn at least one of the
two official languages of canada.

10. Pro Vs Con
• James Fleming (it forces people to be tolerant of
differences and eccentricity; it’s a strength)
• Jack Murta (made 3 points of interest in Multicultural
conference)
• Guy Rocher pointed out that multiculturalism might
undermine official bilingualism, might be incompatible
with national unity, …..
• Raymond Breton (Canadian multiculturalism is in
considerable measure, a product of political ideology and
it might be argued that … It is unlikely to succeed.

11. Multilingual in education
Language at
School
Bilingual
Education
Multicultural
Education

12. Why school??

13. Language at school
• Standard and non-standard language
• Bilingual education (that children begin schooling with in
one language and then “switch” to the official language in a
later year. Not as a school subject)
Ex: Latin and Greek in Romans
• Multicultural Education (Multicultural education is an idea,
an educational reform movement, and a process whose
major goal is to change the structure of educational
institutions so that male and female students, exceptional
students, and students who are members of diverse racial,
ethnic, language, and cultural groups will have an equal
chance to achieve academically in school)
Ex: Foreign Languages

14. Q: Bilingual education
• When should it be introduced, and for
how long?
• What instructional weight should be
given to each language?
• Should it be available to all students or
only to those of ‘normal’ intelligence or
more?

15. A :
• As long as it is needed
• Many groups who see school programs as
saviors are those in which strong linguistic
and cultural pressures are seen as threats
to continued identity.
• It should be available to all students but in
‘natural’ ways

16. Multicultural education’s approach
Ethnic Show and Tell-Parade Curriculum

17. Language and sex

18. Example
Male Female
Amazonian Indians
Tuyuka Desano

19. Other samples
• Arawak tribe women – carib men
• Bread = kyatsa (women), jatsa (men) Amazon
• Deer = ba (women), ba-na (men) yana NortAm
• Person = ya (women), ya-na (men)
• Water = ohiya (women), mizu (men) japan

20. case
• In Detroit, multiple negation are commonly
used for the lower class speakers than upper-
class
• In 1970, Robin Lakoff has studied about
women’s language in social role which
indicated less freedom of movement, greater
insecurity, uncertainly and lack of confidence.

21. Women’s language
See on page 201

22. 59%
6%
35%
Women
Facilitative
Softening Function
Express uncertainly
26%
13%61%
Men
Facilitative
Softening Function
Express uncertaily
Men Vs Women
(Janet Holmes)

23. Have I been
sufficiently
helpful?
Have I Won?

24. WHY
• Women’s forms appear to be older than the
men’s.
• Women’s linguistic pattern are more conservative
than men’s.
• Women’s speech tend to be more conservative,
more standard, more ‘polite than men.
• Perhaps they are less socially secure than men
and wish to gain status through the use of
standard forms.
• Status-consciousness.

25. WHY
• Men dominate the conversation, men
interrupt women more, but women provide
more conversational feedback than man.
• Female focus on personal relationship,
experiences and problems, using supportive
atmosphere while men more concern with
factual information, in an often competitive or
combative format.

26. FIN

27. Reference
• Edwards, J.(1994).Multilingualism. New York:
Routledge