Sociolinguistics Lecture 3 Moazzam Ali Language Contact & Language Choice ‘who speaks what language to whom and when’ (Fishman 1965) Languages in Contact Language contact means a contact between different languages, especially when at least one of the languages is influenced by such contact. This influence takes place typically when the languages are spoken in the same or adjoining regions and when there is a high degree of communication between the people speaking them. (Longman Dictionary of Applied Linguistics) “A term used to apply to the situations where two or more groups of speakers who do not have a native language in common are in social contact with each other or come into such contact.” Trudgill (2003) Causes of Contact Migration Conquest Colonization Trade/Commerce Globalization/Communication Outcomes of Contact Multilingualism/Bilingualism Codeswitching Pidgin & Creoles Language Shift/ Death / Maintenance Diglossia Monolingualism/Bilingualism/Multilingualism 6000 languages and 160 nation states Multi/Bilingualism as a norm Trudgill’s definition 1 Sociolinguistics Lecture 3 Moazzam Ali Bilingual Competence Native like proficiency Native like control over two languages and equal mastery of two languages. OR Ability to communicate (Bloomfield) Bilingual is a person with at least minimum competence in four basic language skills, (J. Macnamara) Trudgill (1992:13) defines bilingual as ‘the ability of an individual to speak two or more languages’ Weinreich (1968:5) takes bilingualism as ‘the practice of alternately using two languages’. Grosjean (1997) defines bilingualism as ‘the use of two (or more) languages in one's everyday life, not knowing two or more languages equally well and optimally’. Language in a Bilingual Mind and Bilingual Models for Language Access Separate Underlying Model (SUP) Common Underlying Model Integration Model and Integration Continuum separation interconnection integration Types of Bilingualism 2 Sociolinguistics Lecture 3 Moazzam Ali Simultaneous bilinguals Compound bilinguals. Coordinate bilinguals Subordinate bilingual Additive bilingualism Subtractive bilingualism Bimodal bilingualism Benefits of Bilingualism Communication Cultural advantage Cognitive advantage Bilingualism and Education Approaches regarding the bilingualism within the school/educational context range from “supporting” to “disapproving” and a third one that is “neutral”. Monolingualism and Style Variation Communication/Accomodation Theory (Howard Giles, 1973) Audience Types (Allan Bell, 1984) The audience design framework distinguishes between several kinds of audience types based on three criteria from the perspective of the speaker: known (whether an addressee is known to be part of a speech context), ratified (the speaker acknowledges the listener’s presence in the speech context), or addressed (the listener is directly spoken to). The impact of audience members on the speaker’s style-shifting is proportional to the degree to which the speaker recognizes and ratifies them. Bell defined the following audience types: Addressee – listeners who are known, ratified, and addressed Auditor – listeners who are not directly addressed, but are known and ratified Overhearer – non-ratified listeners of whom the speaker is aware Eavesdropper – non-ratified listeners of whom the speaker is unaware 3 Sociolinguistics Lecture 3 Moazzam Ali Nikolas Coupland (1985, 2001) analysed the speech of DJ on Radio Cardiff Language Crossing and Styling the Other (Ben Rampton) Bilingualism and Language Variation Bilingualism and Language Attitudes/Folk Linguistics Matched Guise Tests Matched guise: the same speaker would be audio-recorded reading a passage in two or more different language varieties and listeners were asked to evaluate each speaker along several dimensions. Lambert (1960) ---Canada Howard Giles--- ‘RP’ and Regional Dialects Garrett et al. --- Factors skewing the Matched Guise Test Results Codeswitching “The alternative use by bilinguals of two or more languages in the same conversation” (Milroy and Muysken, 1995) Types of Codeswitching Structural—Intersentential and Intra-sentential Functional—Situational and Metaphorical Gumperz (1972) in Norway, Hemnesberget, Ranmal and Bokmal Markedness model of conversational code-switching. (Myers-Scotton) code-switching as a series of unmarked choices between different languages. code-switching itself as an unmarked choice codeswitching as a marked choice code-switching as an exploratory choice. Codeswitching and Language Shift Susan Gal (1979) in Oberwart; Hungarian and German 4 Sociolinguistics Lecture 3 Moazzam Ali Factors Causing Language Alteration Social Factors (Interlocutor, Topic, Place) Dynamic Factors (Identity, Solidarity) To study Social Factors we use Allocative Paradigm To study Dynamic Factors we use Interactionist Paradigm Codeswitching—Diglossia “Diglossia is a relatively stable situation in which, in addition to the primary dialects of the language (which may include a standard or regional standards), there is a divergent, highly codified (often grammatically more complex) superposed variety,…which is learned largely by formal education and is used for most written and formal spoken purposes but is not used by any sector of the community for ordinary conversation.” Ferguson (1959, p.336) Historical Development of the Concept of Diglossia Psichari (1928)—Dimotiki & Katharévusa in Greece Marçais (1930)—Classic Arabic & Vernacular Arabic in Arab World Ferguson (1959)—‘Diglossia’ in Word Journal Joan Rubin (1960)— Guaraní & Spanish in Paraguay Fishman (1967)—Yoruba & English in Nigeria Domain Domain Interlocutor Place Topic Family Parent Home How to be a good son or daughter Friendship Friend Beach How to play a certain game Religion Priest Church How to be a good Christen Education Teacher School How to solve an algebra problem Employment Employment Workplace How to do your job most effectively The Scheme of Relationships in Fishman’s (1972) Domain Analysis 5 Sociolinguistics Lecture 3 Moazzam Ali Characteristics of Diglossia 1. Function 2. Prestige 3. Literary heritage 4. Acquisition 5. Standardization 6. Stability 7. Lexicon Fishman’s taxonomy of Diglossia Fishman's 1980 taxonomy of ``kinds of linguistic relationships between H's and L's" is worth stating in full: (a) H as classical, L as vernacular, the two being genetically related, e.g. classical and vernacular Arabic, classical or classicized Greek (Katarevusa) and demotiki, (b) H as classical, L as vernacular, the two not being genetically related, e.g. Loshn koydesh (textual Hebrew/Aramaic) and Yiddish (Fishman, 1976) (or any one of the several dozen other non-semitic Jewish L's, as long as the latter operate in vernacular functions rather than in traditional literacy-related ones (Weinreich, 1980). (c) H as written/formal-spoken and L as vernacular, the two being genetically unrelated to each other; e.g. Spanish and Guaraní in Paraguay (Rubin, 1972) (d) H as written/formal-spoken and L as vernacular, the two being genetically related to each other; e.g. Punjabi and Urdu in Pakistan. Bilingualism and Diglossia Bilingualism with Diglossia Bilingualism without Diglossia Neither Bilingualism nor Diglossia No Bilingualism but Diglossia Polyglossia Double Overlapping Diglossia Abdul Aziz Mkilifi (1978) describe the situation in Tanzania as Triglossia but more porofoundly 6 Sociolinguistics Lecture 3 Moazzam Ali as a “situation of intersection between two developing diglossic situations, one involving Swahili and some vernacular and the other involving Swahili and English.” Double Nested Diglossia The situation in Khalapur India, a rural village, north of Dehli described by Gumperz (1964) can be called double nested diglossia. Language Status Name Function Hindi H (H) Oratorical Formal Hindi H (L) Conversational Formally Informal Khalapur L (H) Saf Boli Informally Formal Khalapur L (L) Moti Boli Informal (servants) Diglossia in Pakistan Both the types of Diglossia are truly portraying the diglossic situation prevalent in Pakistan. Double Nested Diglossia is true to small geographical boundaries where it is easier to study language variations and functional distinctions. It is also restricted to two languages. Above mentioned Triglossia is closer to the situation in Pakistan. The situation in Pakistan is “situation of intersection between two developing diglossic situations, one involving Urdu and some vernacular and the other involving Urdu and English.” At the moment Urdu is involved in two diglossic systems: as the H language with the various vernaculars as Lows (L), and as the L-Language with English as the H. The people learn vernacular languages first at home before beginning school, although most of them learn some Urdu as well. This of course is the typical pattern of acquisition for L varieties. In primary school Urdu is the medium of instruction, either from the beginning or after the vernacular has been used in the first grades. The introduction of the new language variety in school is the typical of the acquisition of a H variety. Urdu is a school language only. In this manner, the vernacular—Urdu diglossia pattern is established. The secondary schools offer English as a subject and medium of instruction. It quickly gains the status of H variety. It is the language of higher education in particular and success in general. In this situation Urdu becomes the L-variety. Urdu is the language of culture and communication at National level. Urdu is the H variety with respect to the vernaculars and L with respect to English. Code-switching/Code-insertion/Borrowing 7 Sociolinguistics Lecture 3 Moazzam Ali 8