societal bilingual is m

7/28/2019 Societal Bilingual is m

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SocietalSocietal BilingualismBilingualism

Nigel MuskNigel Musk

Masters Course Spring Term: Language & CultureMasters Course Spring Term: Language & Culture

: www. u. u u u u - - u u - - u =

Course StructureCourse Structure

1. Language Contact language change

2. Individual Bilingualism

code-switching & code-mixing

3. Societal Bilingualism

diglossia, language maintenance, language shift &

language death (obsolescence)

4. Language Policy and Language Planning

national lan ua es the EU and multilin ualism lan ua e

revitalisation & bilingual education

situationssituations

1. Standard-with-dialects

2. Societal bilingualism (multilingualism)

3. Diglossia

WalesWales

TV series: Pam Fi Duw? (Why Me God?) life in

and around a bilingual (Welsh) secondary school

Welsh homepages

gnpos ng

Official Language Policy & Planning


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A bilingualA bilingual websitewebsite

BilingualBilingual

roa s gnsroa s gns

in Cardiffin Cardiff

arar

CaerdyddCaerdydd

of bilingualismof bilingualism

in Wales 1in Wales 1

emograp cs o ngua smemograp cs o ngua sm

in Wales 2in Wales 2

.

60 1200000

50 1000000

40 800000

ers

20

%

400000

Num

10 200000

0 0%

.


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situationssituations

1. Standard-with-dialects

2. Societal bilingualism (multilingualism)

3. Diglossia

Bilingualism &Bilingualism & diglossiadiglossia

bilingualism: The capacity to make alternate (and sometimes mixed) use. onc se x or ompan on o e ng s anguage

Bilingualism is the use of two (or more) languages in ones everyday

optimally.(Grosjean 2002: 2)

standardization where two varieties of a language exist side by side

throu hout the communit , with each havin a definite role to la

(Ferguson 2000 [1959]: 65), one of which is a superposed variety, that is,

not a primary native variety, but one learnt in addition to the native

variety.

DiglossiaDiglossia: high: high vsvs lowlow

The varieties are called H and L, the first being

generally a standard variety used for high purposes

and the second often a low spoken vernacular. []

L is typically acquired at home as a mother tongue []

H, on the other hand, is learned through schooling and

never at home, and is related to institutions outside the

home.(Concise Oxford Companion to the English Language 1998, my highlighting)

determiningdetermining diglossiadiglossia (2000 [1959])(2000 [1959])

1. function

2. prestige

3. literary heritage

4. acquisition

.

6. stability

7. grammar8. lexicon

9. phonology


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diglossiadiglossia (2000 [1959])(2000 [1959])

Situation 'high' variety 'low' varietyra c ass c ra c arous regona

colloquial varieties

Haitian Standard French Haiti Creole

Greek Katharvousa Dhimotiki

The case of ArabicThe case of Arabic diglossiadiglossia(Ferguson 2000 [1959]: 68)(Ferguson 2000 [1959]: 68)

Situation H L

Sermon in church or mosque xInstructions to servants, waiters, worksmen, clerks x

Speeches in parliament, political speeches xUniversity lecture xConversations with family, friends, colleagues xNews broadcasts x

' 'Newspaper editorial, new story, caption on picture xCaption on political cartoon xPoetry xFolk literature x

Fishmans extension ofFishmans extension of diglossiadiglossia(2000 [1967])(2000 [1967])

DiglossiaDiglossia vsvs bilingualism 1bilingualism 1(Fishman 2000 [1967])(Fishman 2000 [1967])

Both diglossia and bilingualism - clearly defined or separatefunctions

e.g. Spanish (H) and Guaran (a typologically unrelatedindigenous language) in Paraguay where almost the entire

83

Bilingualism without diglossia - the two languages or varietieslackclearly defined or separate functions

- may be indicative of rapid social change, of great socialunrest, of widespread abandonment of prior norms before the

transitional (87)e.g. industrialisation in the Western world with means ofpro uct on rom one speec commun ty an a our orcefrom another (L) language shift from L to H


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DiglossiaDiglossia vsvs bilingualism 5bilingualism 5

The genetic (relatedness) question do the languages need to be

typologically related for diglossia to pertain?

Arguments for:

ou mas :

133)

Broad diglossia focusses heavily on the complementary distribution of

co es Hu son 2002: 39

Language shift can only normally be H L, since H is learnt as an

additional (non-native) variety Arguments against:

narrow definition runs the risk of concealing the inevitable connections

Bilingualism &Bilingualism & diglossiadiglossia in Wales 1in Wales 1(Musk 2006b: 79)(Musk 2006b: 79)

Bilingualism &Bilingualism & diglossiadiglossia in Wales 2in Wales 2

vernacular: Galle nw at least hala

could they sendliterary: Gallent (hwy) o leiaf anfon

could (they) they of least send

They could at least send

p ant nw ysgo Cymr g.children their to school Welsh

eu lant (hw ) i s ol G mrae .their children (their) to school Welsh

their children to a Welsh school

Bilingualism &Bilingualism & diglossiadiglossia in Wales 3in Wales 3(Musk 2006: 368)(Musk 2006: 368)

1 Cornilov: a fin meddwlsiarad cymraeg nawr naturallyynand I part. think speak Welsh now part.

2 Batman: a-

?3 A Man: ie

4 Cornilov: golygu ((points towards himself with both hands &

mean

means

part. mean get words English

naturally means having English words6 ynddo fe hefyd ie?=

in it too yeah?7 A Man: ie

yeah8 Batman: ie =

yeah


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Language shiftLanguage shift

Earl model:

Haugen on Norwegian in N. American context (1953: 370ff):

A > Ab > AB > aB > B

A = language of monolingual (Norwegian) minority speech community

Ab = A-dominant bilingualismAB = balanced bilingualism

aB = B-dominant bilingualism

B = language of monolingual (English) majority speech community

language maintenancelanguage maintenance

y ens am rou : -

1. Studies focussing on macro-societal framing conditions

2. Studies focussing on the connections between societal

,

3. Studies focussing on speakers language competence & the

structural (linguistic) consequences

MacroMacro--societal factors 1societal factors 1

- , ,

language policy and planning, urbanisation (Fasold 1984: 217)

Giles, Bourhis & Taylor (1977) divide contributory factors into three

main areas:

1. status

.

3. institutional support

that which makes a group behave as adistinctive and active collective entity inintergroup situations (308)

The case of Breton 1The case of Breton 1


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The case of Breton 2The case of Breton 2 MacroMacro--societal factors 2societal factors 2

Criti ue of macro-societal models

They fail to account for the dynamic processes operating between

Socio-structural approaches, however useful for defining macro-

,

variables such as the importance of social networks, individual

erce tions of the relative ethnolin uistic vitalit of rou s in

contact, and the communication interactions of participants.

(Hamers & Blanc 2000: 298-299)


Hy tenstam & Strou 1996: 568-73



,



n erconnec ons e ween soc e an erconnec ons e ween soc e a

factors and language practices 1factors and language practices 1

Micro-interactionist ers ective describes bilin ual s eakers use of

their linguistic repertoire as one aspect of their communicative

-

sees speakers as active interlocutors, who are free to make

language choices to express particular social and cultural

meanings

may involve attention to minute detail, including code-mixingand code-switching


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Susan Gals 1979 stud of lan ua e shift in Oberwart Felsr

(on Austrian-Hungarian border) combining three complementary

1. Examining historical (generational) pattern of language shift to

German

2. Observing and audio-recording everyday language practices of

limited number of bilingual individuals

3. Interviewin same individuals to uncover values & associations

underlying their language practices

languagelanguage

inin

OberwartOberwart//

FelsrFelsr

Gal 1979: 135Gal 1979: 135



Criti ue of Gals stud

leans heavily towards evolutionism; peasantry has no place in

-

any associated language (here: Hungarian) (Williams 1992: 116)

beings according to their chosen cultural identity and plays

ar n- ones :

114)



Criti ue of Gals stud cont.

indexicality between social identity and language, between

-, . .

middle-generation bilinguals is a sign of being committed

states categorically that code-switching mirrors the process of

monolingual, even in bilingual speech communitiesMusk 2006a: 73-74


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ofof

analysisanalysis--


y ens am rou : -



,



anguage compe ence s ruc uraanguage compe ence s ruc ura

consequences 1consequences 1

Lin uistic ers ective - how the social rocesses o eratin in situations

of language contact & language shift impact on the linguistic

resources of a minorit lan ua e

convergent innovations changes analogous with

divergent innovations changes notanalogous with

ominant contact anguage

Yetboth types may be responsive to the presence of a more

dominant language(Woolard 1989: 363)

anguage compe ence s ruc uraanguage compe ence s ruc ura

consequences 2consequences 2

Nanc Dorians (1981) stud of lan ua e death in East Sutherland

(a dialect of Scottish Gaelic) in three coastal fishing villages

competence (traditional linguistic features present among the older

1. older fluent speakers

2. younger fluent speakers

3. semi-speakers (criteria: conditions of transmission,

competence & language use)


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Bibliography 3Bibliography 3

Martin-J ones, M. (2001). Unpublished lecture notes accompanying the course modules:

Wales, Aberystwyth.

Musk, N. (2006a, Final Seminar Draft) Performing Bilingualism in Wales with the

Spotlight on Welsh. Linkping: Linkping University.

Musk, N. (2006b) Performing Bilingualism in Wales with the Spotlight on Welsh.

- . . .

Williams, G. (1992) Sociolinguistics. A Sociological Critique. London: Routledge.

Woolard, K. (1989) Language convergence and language death as social processes.Investigating obsolescence. Studies in language contraction and death. Ed. N.

Dorian. Cambridge: Cambridge University Press, 41-59.

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