Vincent Palmeri
English 201/14
4/27/14
Quantitative Data Analysis
Introduction:
Ofelia Garcia (2008), defines multilingualism as the diverse compilation of languages
created through interaction of people from different cultures. In a chapter of her book Bilingual
Education in the 21st Century: a Global Perspective, Garcia discusses historic multinational
attacks on multilingualism with a focus on events in the United States. Garcia claims that
multilingualism at its core, challenges dominant societal norms and alters personal subjectivity,
preventing the creation of a one-dimensional, unimpressive world (p. 1-3).
The experiment discussed in this paper defines language as any written, spoken, heard, or
read, communicable text. For the purpose of this experiment languages will be classified based
on contextual use, method of communicating, or deviations from other languages. This
experiment studies the concept of codeswitching, or using different languages for different
contextual situations. This paper analyzes the presence of multicultural compilation in language,
or the amalgamation of multiple languages commonly associated with a particular culture or sub
culture. This experiment is testing the possibility that multicultural compilation in language
results in the creation of distinct combination languages; languages that are a combination of two
or more languages. Any person who can effectively utilize various languages based on the
contextual situation is considered a polyglot.
Methodology:
On April, 25 2014, I recorded the approximate time spent, in minutes, listening, reading,
writing and speaking in multiple languages. Data was created throughout the day in several parts
of Brooklyn, New York, and was analyzed and recorded in a chart the following day. This
experiment studies personal multilingualism, and various accounts of codeswitching in varied
situations, while also testing whether multicultural compilation in language results in the creation
of combination languages.
Ofelia Garcia claims that interaction of people from different ethnolinguistic backgrounds
results in one of three things in regards to language: the languages are taken over, changed or
considered equal (2008, p.1). Based on Garcia’s claim, this experiment attempts to assess how
ethnolinguistic interaction has affected my personal multilingualism.
Each language recorded in the data is unique and distinct. Designed for concise,
informative messages, Email Language is used solely for composing and reading emails.
Primarily used for cell phones, texting language utilizes frequent abbreviations, excessive
emphasis, and brief messages. Used for entertainment or educational purposes, acting language
presents staged, emotion provoking situations. Written or spoken, Professional English
frequently utilizes advanced vocabulary, complex concepts, and proper punctuation and
pronunciation. Conversational English and Conversational Spanish follow conversational social
norms based on the concurrent social situation. Used to analyze psychological processes,
Psychoanalytical language presents and analyzes various contextual situations. Used solely by
Armando Martin, Armando language possesses a combination of both the English and Spanish
languages, while maintaining a unique, thick Mexican accent. Used primarily for elementary
English linguist, Basic English utilizes rudimentary English grammar and vocabulary. Stemming
from contemporary Rap music, Rap language manipulates words and rhythm for the purpose of
creating music. Primarily used in restaurant kitchens, Kitchen language frequently combines
both Spanish and English while creating a comical, argumentative, demanding, and politically
incorrect language. Used by men all over the world, Girlfriend language is shared solely by a
man and his girlfriend primarily focusing on conversation surrounding the concurrent
relationship.
For the venn-diagram below, each language was categorized in one of three categories:
English, Spanish, or a Combination Language. Combination languages for this experiment refer
to languages possessing words or phrases from both the English and Spanish languages.
Results:
English
Email Language (2.25%), Acting
Language (5.03%), Professional
Written English (13.42%),
Professional Spoken English (.22%),
Psychoanalytical (2.24%), Basic
English (6.82%), Conversational
English (2.57%), and Girlfriend
Language (3.36%)
Combination Languages
Kitchen Language
(46.97%), Rap Language
(2.46), Texting Language
(6.71%), and Armando
Language (6.82%)
Spanish
Conversational Spanish
(1.12%)
Combination
English
(35.91%)
Languages
Spanish
(62.96%)
(1.12%)
Figure 1: Categorical Language Venn-Diagram
Based on the data allotted, codeswitching occurred numerous times using 13 languages: 3 were
written, 4 were read, 9 were heard, and 6 were spoken languages; therefore, reflecting an
abundant presence of multilingualism. The Venn-diagram above categorizes the languages
recorded as either an English, Spanish, or a Combination language, demonstrating multicultural
compilation in language creating combination languages.
Conclusion:
Based on the data presented and Ofelia Garcia’s claim, it seems that various
ethnolinguistic interactions have caused multicultural compilation in language, resulting in
combination languages. Being that 62.96% of the total languages used in this experiment were
languages that contained both the Spanish and English languages, it seems that foreign languages
are being changed, however, also being utilized. Although only 1.12% of the total language used
was entirely Spanish, the Spanish language was also used frequently in combination languages
demonstrating the value of multicultural compilation in language for effective communication.
Codeswitching was an essential factor for communicating effectively in the various
situations presented; however, codeswitching occurred as the communication environment
changed and was not controlled by the communicator. This environmentally controlled
codeswitching could be an essential factor in human adaptability regarding communication.
Addendum:
Language Log 4/25/2014
#:
Language:
Time
Spent(Minutes):
Percent of
Total
Language
Used
Category in
particular
context.
1.
2.
3.
4.
5.
6.
7.
Email Language
Texting Language
Acting Language
Professional Written English
Conversational Spanish
Rap Language
Psychoanalytical
20:10min
60:00min
45:00min
120:00min
10:00min
22:00min
20:00min
2.25%
6.71%
5.03%
13.42%
1.12%
2.46%
2.24%
Read/Written
Read/Written
Heard
Read/Written
Spoken/Heard
Heard
Read
Formal
Language(En
glish,
Spanish, or
combination):
English
Combination
English
English
Spanish
Combination
English
8.
9.
10.
11.
12.
13.
Totals
Armando
Basic English
Professional Spoken English
Kitchen Language
Conversational English
Girlfriend Language
13 Languages
61:00min
61:00min
2:00min
420:00min
23:00min
30:00
894.10
6.82%
6.82%
.22%
46.97%
2.57%
3.36%
99.99%
Heard
Spoken/Heard
Spoken/Heard
Spoken/Heard
Spoken/Heard
Spoken/Heard
Combination
English
English
Combination
English
English
References
Garcia, O. (2008). Societal multilingualism in a multicultural world in transition. Bilingual
education in the 21st Century: a Global Perspective (p.1-27). Malden, MA: WileyBlackwell.