![clause Papa, wenn du das Licht ausmachst, then I’ll be so lonely
(Daddy, if you put out the light, I’ll be so lonely)
German/English
Between sentences
Es que no quiere hablar. Manam munanchu
(He doesn’t want to speak. He doesn’t want to)
Spanish/Quechuan
Code-switching in Nairobi, Kenya
L: Mbona hawa workers wa East African Power and Lighting
wakenda strike, ata wengine nasikia washawekwa cell
[and why on earth did those East African Power and Lighting
workers strike, even I’ve heard some have been already put in
cells (in jail)]
K: Ujue watu wengine ni funny sana. Wa-na-claim ati mishahara
yao iko low sana. Tena wanasema eti hawapewi housing
allowance.
[You know, some people are very funny. They are claiming that
their salaries are very low. They also say eh they are not given
housing allowances]
M: Mimi huwa nawafikiria lakini wao huwa na reasonable
salary.
[As for me, I used to think, but they have a reasonable salary]](https://image.slidesharecdn.com/multilingualsocietieslanguageandidentitythi-221013140606-dc88e72f/85/Multilingual-societies-Language-and-IdentityThi-docx-11-320.jpg)
![K: Hujajua watu wengi on this world hawawezi kutoesheka.
Anasema anataka hiki akipewa a-na demand kingine.
[Don't you know yet that some people on this world can’t be
satisfied. He says he wants this and when he is given [it] he
demands another [thing]]
L: Kwani ni ngumu sana ku- train wengine? Si ni kupata lessons
kidogo tu halafu waanze kazi?
[Why is it so difficult to train others? Isn’t it just to get a few
lessons and then they should start work?]
from Myers-Scotton (1993)
Code-switching and identity
Code-switching is:
Øa communicative strategy: it carries social meanings
Ønot random or meaningless: different languages have different
values for speakers
Øan act of identity
Akhi, I was raased. I just couldn’t get up this morning
(British Pakistani, native-English speaker, 20s, lives in East
London, to similar friends)
No, man, he’s mexicano de allá. Me, I’m mexicano de acá.
(Mexican-American man, Los Angeles)
Code-switching between languages allows speakers
simultaneous access to more than
one cultural identity
Language](https://image.slidesharecdn.com/multilingualsocietieslanguageandidentitythi-221013140606-dc88e72f/85/Multilingual-societies-Language-and-IdentityThi-docx-12-320.jpg)
Multilingual societies Language and IdentityThi.docx
- 1. Multilingual societies: Language and Identity This session introduces you to: Multi-lingual individuals Multi-lingual societies: Language choice in multilingual societies Code-switching Language and identity Multi-lingual individuals TOPIC 1 Bi-/multi-lingual individuals: What does it mean to be bilingual or multilingual?
- 2. The ability to use more than one language to communicate But to what level of competence? Basic/minimal Advanced Balanced bilingualism is rare Very few bilinguals have equal competence or use their languages equally. • Typically, each person has a different mix of the four skills: listening, speaking, reading, and writing. • ‘Passive’ BL = stronger comprehension (listening) than speaking competence • Others may have advanced competence in more than 1 language but have degrees of competence in different domains (e.g. work vs home) What about you? When, where, with whom do you use each language? For each one, rate your ability in listening,
- 3. speaking, reading and writing List the languages in which you have a degree of competency Multi-lingual individuals First language (L1) mother-tongue(s), native language(s), that we hear spoken from birth Second language (L2) language(s) learned later in childhood or adulthood Different learning processes are involved: acquisition (of L1) vs learning (of L2) How do we become bilingual/multilingual? Simultaneous bilingualism 2 or more languages are acquired simultaneously in early childhood. Successive bilingualism a person who already has competence in a L1 learns a L2 (or
- 4. L3, L4 …) How long does it take to acquire a L1? Humans are biologically equipped to learn language in infancy: We are born with brains that are ‘wired’ for language - the capacity to figure out the grammar and words of the specific language(s) we hear spoken around us Most of that learning is complete by 5 years of age for children in all cultures How long does it take to learn a L2? After puberty, deliberate effort or study is needed to master a language Up to 10 or more years for full control of oral and written language. ◦ Basic interpersonal communication skills within 2 years. ◦ Academic language proficiency up to 8 years (Cummins 1984) To be effective, L2 learning requires üFrequent input data üMeaningful and authentic opportunities for using the language
- 5. üPerceived value and/or need for the language üWillingness & motivation Bilingual education in schools Typically the L2 is taught in a ‘foreign language class’. Much less often it is the medium of instruction Foreign language class teaching in countries where one language is dominant often fails: ◦ too little exposure ◦ not often enough ◦ started too late ◦ too few opportunities to use the language actively and authentically. How did you learn your L2, L3, L4…? qForeign language class in school/university? qAs the medium of instruction in school/university? qImmersion in the language by living in a country where it is spoken? qWhat were the limitations of the methods by which you learned the
- 6. language? Multilingual societies TOPIC 2 Multilingual societies Is individual multilingualism ‘normal’? Is societal multilingualism ‘normal’? The ‘myth of monolingualism’: Multilingual societies are the norm in a great majority of countries & speech communities around the world i.e. Most people in the world are bilingual to some degree Can you name some highly multilingual countries? Can you name some largely monolingual countries? Link between linguistic and biological diversity? http://www.pnas.org/content/early/2012 /05/03/1117511109.full.pdf+html
- 7. http://www.pnas.org/content/early/2012/05/03/1117511109.full. pdf+html The role of English in a multi-lingual world Kachru (1985) Mass global migration contributes to multilingualism In multi-lingual, multi-cultural cities we distinguish: Home language ◦ Language used most frequently in the home Heritage / Community language ◦ Language used in a local community ◦ e.g. Gujarati and Punjabi are widely used community languages in Leicester Host country language ◦ Official language of the country Language Choice in
- 8. Multilingual Societies TOPIC 3 Language choice in multi-lingual societies ML speakers make choices about which language to use where, when, with whom Language choice is tied to identity: personal and cultural Other factors influencing language choice: ◦ Participants ◦ Setting ◦ Topic of conversation Domains of language choice Domain = a particular context in which one language variety is likely to be more appropriate than another A set of factors including participants, setting, topic of conversation that results in a typical interaction e.g. family, school, workplace, friendship group Typically, people in multi-lingual societies use different languages in different domains
- 9. Case study: Singapore Oi Lin Tan, a 20-year-old Chinese Singaporean, uses three languages regularly. At home she uses Cantonese to her mother and to her grandfather who lives with them. With her friends she generally uses Singapore English. She learned to understand Hokkien, another Chinese language, in the smaller shops and market-place but in large department stores she again uses Singapore English. At primary school she was taught for just over half the time in Mandarin Chinese, and so she often watches Channel 8, the Mandarin television station, and she regularly reads a Chinese newspaper, Liánhé Zaobáo, which is written in Mandarin Chinese. During the other part of the time at primary school she was taught in a formal variety of Singapore English. This is the code she uses when she has to deal with government officials, or when she applies for an office job during the university holidays. She went to an English-medium secondary school and she is now studying geography and economics at an English- medium university. Her text books are all in Standard English. Although Oi Lin Tan uses Cantonese to her mother, she uses Singapore English to her sisters. On the other hand, she uses Cantonese at the market to elderly Cantonese vegetable sellers. (from Holmes 2001)
- 10. Code- switching TOPIC 4 Code-switching Alternating between 2 languages in one conversation by speakers competent in both languages Occurs in multilingual communities all over the world A communicative strategy, it has social meanings Note the difference from language choice: Language choice: use Language X in certain contexts/domains, and Language Y in other contexts Code-switching: in one domain, in a single conversation, speakers switch from language X to Y – sometimes even within one utterance Examples of code-switching and code-mixing Within a sentence word Ana free hari ini (Ana is free today) Malaysian/English phrase Imela une femme de chambre (She had a chambermaid) Russian/French
- 11. clause Papa, wenn du das Licht ausmachst, then I’ll be so lonely (Daddy, if you put out the light, I’ll be so lonely) German/English Between sentences Es que no quiere hablar. Manam munanchu (He doesn’t want to speak. He doesn’t want to) Spanish/Quechuan Code-switching in Nairobi, Kenya L: Mbona hawa workers wa East African Power and Lighting wakenda strike, ata wengine nasikia washawekwa cell [and why on earth did those East African Power and Lighting workers strike, even I’ve heard some have been already put in cells (in jail)] K: Ujue watu wengine ni funny sana. Wa-na-claim ati mishahara yao iko low sana. Tena wanasema eti hawapewi housing allowance. [You know, some people are very funny. They are claiming that their salaries are very low. They also say eh they are not given housing allowances] M: Mimi huwa nawafikiria lakini wao huwa na reasonable salary. [As for me, I used to think, but they have a reasonable salary]
- 12. K: Hujajua watu wengi on this world hawawezi kutoesheka. Anasema anataka hiki akipewa a-na demand kingine. [Don't you know yet that some people on this world can’t be satisfied. He says he wants this and when he is given [it] he demands another [thing]] L: Kwani ni ngumu sana ku- train wengine? Si ni kupata lessons kidogo tu halafu waanze kazi? [Why is it so difficult to train others? Isn’t it just to get a few lessons and then they should start work?] from Myers-Scotton (1993) Code-switching and identity Code-switching is: Øa communicative strategy: it carries social meanings Ønot random or meaningless: different languages have different values for speakers Øan act of identity Akhi, I was raased. I just couldn’t get up this morning (British Pakistani, native-English speaker, 20s, lives in East London, to similar friends) No, man, he’s mexicano de allá. Me, I’m mexicano de acá. (Mexican-American man, Los Angeles) Code-switching between languages allows speakers simultaneous access to more than one cultural identity Language
- 13. and Identity TOPIC 5 Is being bilingual the same as being bicultural? In our globalised, mobile world, more and more people have multiple or hybrid identities. Migrants simultaneously engage with two cultures or more. For migrants, being bilingual means being competent in heritage and host country languages. Being bicultural means something deeper and more complex, beyond modifying behaviour to ‘acceptable’ ways of behaving in the host culture. True biculturalism/multiculturalism involves identification and values: “synthesizing the heritage and host cultures into a unique and personal blend” (Schwartz & Unger 2010:27) Unpacking ‘identity’ Our identities are multiple and complex Includes our personal identities character, personality,
- 14. qualities social identities role in family, workplace, education cultural identities shared communities Cultural identity can exist on various levels, depending whether we identify with nation, ethnic group, region social status, religious faith, sexual orientation, disability, medical condition …… Why is the understanding of identity important for intercultural communication? We carry our identities into our interactions with other people. We have all learned to ‘read’ the identities of people we are familiar with. But reading identity across cultures is often confusing and challenging. We easily misinterpret social markers and identity clues we’re not familiar with Our preference for being with people ‘like us’ may unconsciously block us from exploring and valuing difference in others ‘In-groups’ serve a basic human need for security and belonging ‘Out-groups’ can exclude, make us feel more different than we actually are, and encourage stereotyping, prejudice and discrimination
- 15. “The danger of a single story” 2009 TED Talk by the writer Chimamanda Adichie https://www.ted.com/talks/chimamanda_adichie_the_danger_of_ a_single_story Reading for this topic Wardhaugh, R. (2010) An introduction to sociolinguistics (6th ed.) Oxford: Wiley-Blackwell. Chapter 1: Introduction Wardhaugh, R. (2010) An introduction to sociolinguistics (6th ed.) Oxford: Wiley-Blackwell. Chapter 2: Languages, dialects and varieties Liu, S., Volcic, Z. & Gallois, C. (2011) Introducing Intercultural Communication: Global Cultures and Contexts. Chapter 1: Challenges of living in a global society, pp. 11-30. London: Sage. Bauer, L., Holmes, J. & Warren, P. (2006) Language Matters. Chapter 13: What Shall I Call You? Pp. 135-145. New York: Macmillan. Edwards, J. (1994) Multilingualism. Chapter 2: The Rise and Acknowledgement of Multilingualism p. 33-39. London: Penguin Books. Mesthrie, R., Swann, J., Deumert, A. & Leap, W. (2009) Introducing Sociolinguistics (2nd ed.) Edinburgh: Edinburgh University Press. Chapter 1: Clearing the ground: basic issues, concepts and approaches. Mesthrie, R., Swann, J., Deumert, A. & Leap, W. (2009)
- 16. Introducing Sociolinguistics (2nd ed.) Edinburgh: Edinburgh University Press. Chapter 5: Language choice and code-switching. Global patterns in language use Understanding language and communication in global contexts Objectives: to introduce you to… 1. What is communication and is it different from language? 2. World languages and language families 3. ‘Big’ and ‘small’ languages 4. Language contact, loss and death 5. Variation within languages: accent, dialect, register What is language and is it different from communication? Are these examples of language? communication? neither? both? qA dog scratches on the door to the garden and barks and whines qA 3-month-old baby cries qA 3-year-old child says “I won’t eat tomatoes because I hate them!” qThe CEO of a company gets up and walks around his desk to
- 17. greet a new young employee with a handshake. Some defining features of human language 1. Language is culturally transmitted Language is passed on from one generation to the next by a process of cultural transmission A baby born to Mandarin speakers in China is adopted at birth by English- speakers who live in the UK. What language will be the child’s mother tongue (first language)? 2. Language is organised at different levels simultaneously • Sounds • Words • Sentences (grammar) • Discourse Every time we speak, listen, read or write our brains are simultaneously processing all four levels Other forms of communication have nothing like this complexity. Humans do not only communicate through language
- 18. Whenever humans interact, we interpret a large number of signals as ‘communicating something’ • Body language • Facial expression • Eye contact • Physical space • Tone of voice, loudness, pitch • Silence • Dress, appearance …. Language vs Communication Communication includes language AND all the non- verbal signals we send and receive Language is only one aspect of communication but it is the most sophisticated means for expressing our selves & our ideas. Language is unique to humans. Languages of the world • How many different languages are there in the world? • There are + 6,500 – 7,000 distinct languages in the world
- 19. (Why aren’t we more sure??) Language families • Languages are grouped into families of related varieties • A language family is a group of related languages that developed from a common historic ancestor Source: https://www.ethnologue.com/ Language families of the world https://www.ethnologue.com/ Language families of the world: distribution Largest language families 6 major language families account
- 20. together for 2/3 of all languages and 5/6 of the world’s population 1. Indo-European 2. Afro-Asiatic 3. Niger-Congo 4. Sino-Tibetan 5. Austronesian 6. Trans-New Guinea Indo-European language family spoken across Europe, southwest and south Asia Afro-Asiatic language family spoken in Middle East and North Africa Niger-Congo Language family spoken in West, East, Southern Africa
- 21. Sino-Tibetan language family spoken in China, Taiwan, Singapore, Tibet, Myanmar, Nepal Austronesian language family spoken in Malaysia, Philippines, Java, Borneo, Vietnam, Cambodia Trans-New Guinea language family spoken in New Guinea and surrounds (simplified) example of a family tree Indo-European language family Germanic Romance Slavic Celtic Indo-Iranian English, German … French, Spanish Slovak Irish Hindi, Punjabi, Guajarati
- 22. Portuguese … Czech … Welsh … Urdu, Bengali… Common historic ancestors Romance languages were once dialects of a single language, Latin Hindi, Bengali, Urdu developed from Sanskrit All share a common distant ancestor: Proto-Indo-European Big and small languages Some languages have very few speakers others have very large numbers of speakers Can you guess the top 10 of ‘big languages’? Languages with at least 50 million first-language speakers Primary country Total countries 1. Chinese China 37 2. Spanish Spain 31 3. English UK 106 4. Arabic Saudi Arabia 57 5. Hindi India 5 6. Bengali Bangladesh 4 7. Portuguese Portugal 13 8. Russian Russian Federation 19 9. Japanese Japan 2 10. Lahnda Pakistan 6 source: https://www.ethnologue.com/
- 23. https://www.ethnologue.com/ And in the top 20 … more languages of India (e.g. Tamil, Telegu), more European languages (German, French, Italian), another language of Pakistan (Urdu), also Korean, Javanese (spoken in Indonesia), Turkish and Vietnamese. But … • Are we counting native speakers only? Or do we include 2nd language speakers? • BIG languages = numbers of speakers? or power (political/economic/military/social)? The most spoken languages worldwide (native speakers and second-language speakers) in millions The statistic shows the most spoken languages worldwide. +1,500 million people worldwide speak English, of whom only 375 million are native speakers.
- 24. Countries where English dominates How many people learn a language worldwide Language spread: how does it happen? • Population increase in number of speakers • Migration and or refugees • Colonisation or military conquest & occupation • Commerce and trade • Imposition of language of instruction in education • Mass media & technological use Organic growth vs. ‘Mergers & acquisitions’ (language spread to discontinuous areas of the world, mainly through invasion and settlement) (Ostler 2005) Language contact, loss and death • Languages are vulnerable to social, political and economic changes
- 25. affecting their users. • When languages come into contact, whether by peaceful or hostile means, there is often an unequal power and status relationship. • The world’s ‘small’ languages are the most vulnerable. • It’s estimated that every 2 weeks a language dies in the world! Some facts about language death • When can a language be declared ‘dead’? a language is said to die when its last native speaker dies. At this point the natural cycle of transmission from one generation to the next is broken. • Between 1490 – 1990 about half the world’s languages ceased to be spoken. • Of the remaining 5 – 7000 languages, it’s estimated that 50% will die in the next 100 years: on average 1 language death every 2 weeks (Crystal 2000) Global English: a Killer language?
- 26. Variation within languages Variations within a language usually involve: accent dialect register Variation within a language: Accent • Variation in sounds, pronunciation • Attracts social judgment: positive or negative “he has a terrible accent”, “she has a lovely speaking voice” These judgements are only interesting in so far as they tell us about people’s attitudes; otherwise they are entirely subjective and biased. What about “Accents are what other people have”? Actually, it is impossible to speak without an accent! • Accent variation is linked to social factors: geographical area, social class, education, wealth, gender … Variation within a language: Dialect • Variation in grammar & vocabulary (as well as pronunciation) • Every language consists of more than one dialect
- 27. • All are rule-governed and equally capable of sophisticated expression! • BUT typically, one dialect acquires a prestige status Variation within a language: Register • Language variation that reflects particular social situations of use e.g. buying a coffee, messaging a friend, conversation about the weather, language of a newspaper article, academic writing … • Shows in word choice and sometimes grammar Dialect variation in British English Is it Standard or Non-Standard English? Does it obey grammatical rules? 1. Me and Dave, we was down the pub on Saturday. 2. I were at work all day, where d’you think I were? 3. Dat’s da Emirates, innit? Dat is sick, bruv! 4. Young people don’t do nothing no more Dialect: “any systematically-differing, rule-governed, grammatical variety shared by a particular speech community within a language” How and why people change the way they speak
- 28. http://www.bbc.co.uk/news/av/uk-22183566/why-people- change-the- way-they-speak http://www.bbc.co.uk/news/av/uk-22183566/why-people- change-the-way-they-speak Standards in language • All dialects of a language are equal in linguistic terms • Typically, one dialect acquires a prestige status due to the economic/political power of its speakers • This then becomes the ‘standard’ variety - used in education, the media, administration, courts of law, literature - prescribed in grammar books & dictionaries Conclusions • Ideas and judgements about good & bad language are very common and can be very influential in society. • Everybody speaks a dialect, including speakers of the standard variety of a language. • Speakers follow the grammatical rules of the dialect they speak, which
- 29. may or may not be the standard. • In English: ‘we was’, ‘I were’, ‘dat is sick’ … etc. are evidence of dialects that are rule-governed, grammatical, systematically different, & shared by a speech community within a language. For you to research What is the official language/languages spoken in your country? What other (non-official) languages are spoken widely? What dialects of your national language exist, as far as you know? Are there distinctive accents in the language spoken? What kinds of judgments tend to be made of these accents and dialects? LCBS5041 Understanding Communication in a Globalised World Assignment November 2019 Assignment brief 1. Identify a topic covered in the module that you find interesting, then narrow down your focus to a specific question you’d like to explore within the topic area.
- 30. · In the module, i choose“Multilingual and multicultural societies: language and identity” you can get more information in PPT ” 2. Present a review of relevant literature on the topic, discussing what other researchers and writers have found in relation to your question. 3. Interview someone (preferably from another culture) about their experiences in relation to your question. I want to interview someone who come from India and Singapore. The way of interview is questionnaire interview in paper. Online Survey? This interview need a evidence(data.full Survey Question and Answer), can you separate to sent it to me？ 4. Analyse and discuss your interview findings in relation to the literature reviewed in 2. 5. Present some conclusions and implications of your findings for business practice. Note: we are looking for evidence that you have read and understood a good range of the essential course readings provided, as well as demonstrated understanding of the content of lectures and discussions in class. Submission deadlines 1. 1-page proposal outlining: What is your topic area? What is the specific question you want to explore? What have you read so far on the topic? (3-5 key reference sources that you have found relevant to your question). Who do you plan to interview? To be presented in class for discussion and feedback in Week 2 of lectures. The purpose of the presentation is to provide support and
- 31. feedback on your topic and approach. Assignments that have not been presented and approved will risk not meeting a passing grade. Suggested outline for the assignment: Title page, including · Module code and module name · Your name and P number · Title of your report Introduction, in which you present · the topic area · your specific focus and question · explaining its relevance (why is this a useful or interesting question to explore?) Literature review · identify relevant concepts and theories related to your investigation · critically evaluate theories and previous findings · demonstrate clearly their relevance to your question Interview analysis and discussion of findings · present a summary of your findings (you may want to provide additional data in an appendix) · Interpret and discuss your findings in relation to the literature and theories reviewed in the literature review Conclusion · Very briefly summarise the main conclusions · In more detail, explain their relevance to, and implications for, intercultural communication in the world of business
- 32. Reference list · Harvard referencing style, alphabetic order Appendix · The transcript of your interview(s) should be given here Word count 3,000 words + 10% (excludes title page, reference list, and appendices) Presentation Any standard, easily legible, font can be used. Line spacing at least 1.5 Marking criteria A separate copy of the feedback sheet is provided below, showing a breakdown of the criteria that will be used in marking your assignment. LCBS5041 Understanding Communication in a Globalised World Semester 1 Student: Grade: Marked by:
- 33. Note: this mark is provisional and subject to adjustment by examiners in accordance with the university’s assessment procedures. Marking Criteria: 1 Use of literature and mastery of content 2 Ability to inter-relate and critically evaluate sources 3 Application of theory to intercultural communication issues 4 Coherence of the assignment 5 Accurate referencing and quality of writing Please note that Criteria 1-3 are weighted more heavily than Criteria 4 and 5 in the marking. Each marking criterion below has been broken up into key elements. Feedback on your essay with regard to each of each of these is given as follows: Excellent: E Good: G Satisfactory: S Poor: P Very poor: VP 1. Use of literature and mastery of content Rating E G S P VP Refers to a range of literature relevant to the topic Uses the literature, with appropriate acknowledgement, to
- 34. support points/claims made Shows understanding of key terms, theories and issues covered in the module Shows a reasonable balance between breadth and depth of discussions 2. Ability to inter-relate and critically evaluate sources Rating E G S P VP Summarises sources accurately and appropriately
- 35. Provides a critical evaluation and analysis of materials read Evaluates claims made in the literature in relation to intercultural communication issues Shows ability to integrate and inter-relate material from different sources in relation to points in the discussion 3. Application of theory to intercultural communication issues Rating E G S P VP Identifies and explains a relevant question to explore
- 36. Connection between the question and theory/research findings is well thought through and expressed Clearly demonstrates the relevance of interview data, showing how it sheds light on the question being investigated Shows clear and thoughtful links between theory, interview data and implications 4. Coherence of the assignment Rating E G S P VP Clearly structured with a hierarchy of sections and paragraphs
- 37. Shows sound, well supported argumentation Creates well-connected logical flow Provides justified conclusions with independent analysis 5. Accurate referencing and quality of writing Rating E G S P VP Organisation, including headings, paragraphing, tables, appendices (if relevant).
- 38. Correct citation conventions are used for citing within-text and in bibliography Writing style is fluent, clear, using academic register Accurate spelling, grammar and punctuation Additional comments