Code-Switching, Identity, and Globalization
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Why Is Language Typology Possible?
Why is language typology possible? Martin Haspelmath 1 Languages are incomparable Each language has its own system. Each language has its own categories. Each language is a world of its own. 2 Or are all languages like Latin? nominative the book genitive of the book dative to the book accusative the book ablative from the book 3 Or are all languages like English? 4 How could languages be compared? If languages are so different: What could be possible tertia comparationis (= entities that are identical across comparanda and thus permit comparison)? 5 Three approaches • Indeed, language typology is impossible (non- aprioristic structuralism) • Typology is possible based on cross-linguistic categories (aprioristic generativism) • Typology is possible without cross-linguistic categories (non-aprioristic typology) 6 Non-aprioristic structuralism: Franz Boas (1858-1942) The categories chosen for description in the Handbook “depend entirely on the inner form of each language...” Boas, Franz. 1911. Introduction to The Handbook of American Indian Languages. 7 Non-aprioristic structuralism: Ferdinand de Saussure (1857-1913) “dans la langue il n’y a que des différences...” (In a language there are only differences) i.e. all categories are determined by the ways in which they differ from other categories, and each language has different ways of cutting up the sound space and the meaning space de Saussure, Ferdinand. 1915. Cours de linguistique générale. 8 Example: Datives across languages cf. Haspelmath, Martin. 2003. The geometry of grammatical meaning: semantic maps and cross-linguistic comparison 9 Example: Datives across languages 10 Example: Datives across languages 11 Non-aprioristic structuralism: Peter H. Matthews (University of Cambridge) Matthews 1997:199: "To ask whether a language 'has' some category is...to ask a fairly sophisticated question.. -
Manual for Language Test Development and Examining
Manual for Language Test Development and Examining For use with the CEFR Produced by ALTE on behalf of the Language Policy Division, Council of Europe © Council of Europe, April 2011 The opinions expressed in this work are those of the authors and do not necessarily reflect the official policy of the Council of Europe. All correspondence concerning this publication or the reproduction or translation of all or part of the document should be addressed to the Director of Education and Languages of the Council of Europe (Language Policy Division) (F-67075 Strasbourg Cedex or [email protected]). The reproduction of extracts is authorised, except for commercial purposes, on condition that the source is quoted. Manual for Language Test Development and Examining For use with the CEFR Produced by ALTE on behalf of the Language Policy Division, Council of Europe Language Policy Division Council of Europe (Strasbourg) www.coe.int/lang Contents Foreword 5 3.4.2 Piloting, pretesting and trialling 30 Introduction 6 3.4.3 Review of items 31 1 Fundamental considerations 10 3.5 Constructing tests 32 1.1 How to define language proficiency 10 3.6 Key questions 32 1.1.1 Models of language use and competence 10 3.7 Further reading 33 1.1.2 The CEFR model of language use 10 4 Delivering tests 34 1.1.3 Operationalising the model 12 4.1 Aims of delivering tests 34 1.1.4 The Common Reference Levels of the CEFR 12 4.2 The process of delivering tests 34 1.2 Validity 14 4.2.1 Arranging venues 34 1.2.1 What is validity? 14 4.2.2 Registering test takers 35 1.2.2 Validity -
Attitudes Towards Linguistic Diversity in the Hebrew Bible
Many Peoples of Obscure Speech and Difficult Language: Attitudes towards Linguistic Diversity in the Hebrew Bible The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Power, Cian Joseph. 2015. Many Peoples of Obscure Speech and Difficult Language: Attitudes towards Linguistic Diversity in the Hebrew Bible. Doctoral dissertation, Harvard University, Graduate School of Arts & Sciences. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:23845462 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA MANY PEOPLES OF OBSCURE SPEECH AND DIFFICULT LANGUAGE: ATTITUDES TOWARDS LINGUISTIC DIVERSITY IN THE HEBREW BIBLE A dissertation presented by Cian Joseph Power to The Department of Near Eastern Languages and Civilizations in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the subject of Near Eastern Languages and Civilizations Harvard University Cambridge, Massachusetts August 2015 © 2015 Cian Joseph Power All rights reserved. Dissertation Advisor: Professor Peter Machinist Cian Joseph Power MANY PEOPLES OF OBSCURE SPEECH AND DIFFICULT LANGUAGE: ATTITUDES TOWARDS LINGUISTIC DIVERSITY IN THE HEBREW BIBLE Abstract The subject of this dissertation is the awareness of linguistic diversity in the Hebrew Bible—that is, the recognition evident in certain biblical texts that the world’s languages differ from one another. Given the frequent role of language in conceptions of identity, the biblical authors’ reflections on language are important to examine. -
Language and Dialect Contact in Spanish in New York: Toward the Formation of a Speech Community
LANGUAGE AND DIALECT CONTACT IN SPANISH IN NEW YORK: TOWARD THE FORMATION OF A SPEECH COMMUNITY RICARDO OTHEGUY ANA CELIA ZENTELLA DAVID LIVERT Graduate Center, University of California, Pennsylvania State CUNY San Diego University, Lehigh Valley Subject personal pronouns are highly variable in Spanish but nearly obligatory in many contexts in English, and regions of Latin America differ significantly in rates and constraints on use. We investigate language and dialect contact by analyzing these pronouns in a corpus of 63,500 verbs extracted from sociolinguistic interviews of a stratified sample of 142 members of the six largest Spanish-speaking communities in New York City. A variationist approach to rates of overt pro- nouns and variable and constraint hierarchies, comparing speakers from different dialect regions (Caribbeans vs. Mainlanders) and different generations (those recently arrived vs. those born and/ or raised in New York), reveals the influence of English on speakers from both regions. In addition, generational changesin constrainthierarchiesdemonstratethat Caribbeansand Mainlandersare accommodating to one another. Both dialect and language contact are shaping Spanish in New York City and promoting, in the second generation, the formation of a New York Spanish speech community.* 1. INTRODUCTION. The Spanish-speaking population of New York City (NYC), which constitutesmorethan twenty-five percent of the City’stotal, tracesitsorigins to what are linguistically very different parts of Latin America. For example, Puerto Rico and Mexico, the sources of one of the oldest and one of the newest Spanish- speaking groups in NYC respectively, have been regarded as belonging to different areasfrom the earliesteffortsat dividing Latin America into dialect zones(Henrı ´quez Uren˜a 1921, Rona 1964). -
The Intersection of Sex and Social Class in the Course of Linguistic Change
Language Variation and Change, 2 (1990), 205-254. Printed in the U.S.A. © 1991 Cambridge University Press 0954-3945/91 $5.00 + .00 The intersection of sex and social class in the course of linguistic change WILLIAM LABOV University of Pennsylvania ABSTRACT Two general principles of sexual differentiation emerge from previous socio- linguistic studies: that men use a higher frequency of nonstandard forms than women in stable situations, and that women are generally the innovators in lin- guistic change. It is not clear whether these two tendencies can be unified, or how differences between the sexes can account for the observed patterns of lin- guistic change. The extensive interaction between sex and other social factors raises the issue as to whether the curvilinear social class pattern associated with linguistic change is the product of a rejection of female-dominated changes by lower-class males. Multivariate analysis of data from the Philadelphia Project on Linguistic Change and Variation indicates that sexual differentiation is in- dependent of social class at the beginning of a change, but that interaction de- velops gradually as social awareness of the change increases. It is proposed that sexual differentiation of language is generated by two distinct processes: (1) for all social classes, the asymmetric context of language learning leads to an ini- tial acceleration of female-dominated changes and retardation of male-domi- nated changes; (2) women lead men in the rejection of linguistic changes as they are recognized by the speech community, a differentiation that is maximal for the second highest status group. SOME BASIC FINDINGS AND SOME BASIC PROBLEMS Among the clearest and most consistent results of sociolinguistic research in the speech community are the findings concerning the linguistic differenti- ation of men and women. -
Research on Language and Learning: Implications for Language Teaching
Research on Language and Learning: Implications for Language Teaching EVA ALCÓN' Universitat Jaume 1 ABSTRACT Taking into account severa1 limitations of communicative language teaching (CLT), this paper calls for the need to consider research on language use and learning through communication as a basis for language teaching. It will be argued that a reflective approach towards language teaching and learning might be generated, which is explained in terms of the need to develop a context-sensitive pedagogy and in terms of teachers' and learners' development. KEYWORDS: Language use, teaching, leaming. INTRODUCTION The limitations of the concept of method becomes obvious in the literature on language teaching methodology. This is also referred to as the pendulum metaphor, that is to say, a method is proposed as a reform or rejection of a previously accepted method, it is applied in the language classroom, and eventually it is criticised or extended (for a review see Alcaraz et al., 1993; Alcón, 2002a; Howatt, 1984; Richards & Rodgers, 1986; Sánchez, 1993, 1997). Furthermore, * Addressfor correspondence: Eva Alcón Soler, Dpto. Filología Inglesa y Románica, Facultat Cikncies Humanes i Socials, Universitat Jaume 1, Avda. Sos Baynat, s/n, 12071 Castellón. Telf. 964-729605, Fax: 964-729261. E-mail: [email protected] O Servicio de Publicaciones. Universidad de Murcia. All rights reserved. IJES, VOL 4 ((1,2004, pp. 173-196 174 Eva Alcón as reported by Nassaji (2000), throughout the history of English language teaching methodology, there seems to be a dilema over focused analytic versus unfocused experiential language teaching. While the former considers learning as the development of formal rule-based knowledge, the latter conceptualises learning as the result of naturalistic use of language. -
Speech Community. the Second Perspective Refers to the Notion of Language and Discourse As a Way of Representing (Hall 1996; Foucault 1972)
Duranti / Companion to Linguistic Anthropology Final 12.11.2003 1:27pm page 3 Speech CHAPTER 1 Community Marcyliena Morgan 1INTRODUCTION This chapter focuses on how the concept speech community has become integral to the interpretation and representation of societies and situations marked by change, diver- sity, and increasing technology as well as those situations previously treated as conventional. The study of the speech community is central to the understanding of human language and meaning-making because it is the product of prolonged interaction among those who operate within shared belief and value systems regarding their own culture, society, and history as well as their communication with others. These interactions constitute the fundamental nature of human contact and the importance of language, discourse, and verbal styles in the representation and negotiation of the relationships that ensue. Thus the concept of speech community does not simply focus on groups that speak the same language. Rather, the concept takes as fact that language represents, embodies, constructs, and constitutes mean- ingful participation in a society and culture. It also assumes that a mutually intelligible symbolic and ideological communicative system must be at play among those who share knowledge and practices about how one is meaningful across social contexts.1 Thus it is within the speech community that identity, ideology, and agency (see Bucholtz and Hall, Kroskrity, and Duranti, this volume) are actualized in society. While there are many social and political forms a speech community may take – from nation-states to chat rooms dedicated to pet psychology – speech communities are recognized as distinctive in relation to other speech communities. -
Determining Language Contact Effects in Ancient Contact Situations Sarah
Determining language contact effects in ancient contact situations Sarah Thomason University of Michigan Proving the existence of ancient language contacts is easy; proving the existence of ancient contact-induced language change is much more difficult, by compari- son to analyses of modern contact situations. This paper surveys some ancient contacts and their effects on the languages. The main conclusion is that the historical methods used for analyzing better-documented contact situations can be applied to ancient contact situations as well. But the chances for success are likely to be more limited, because gaps in the available information may make it impossible to satisfy the prerequisites for proposing contact-induced changes. 1. Introduction. Language contact is almost as old as humankind. It has surely been a constant feature of human culture for as long as humans have spoken more than one language|which, if we assume a monogenetic origin for humans and therefore for human language, would presumably have been somewhere from several hundred to several thousand years after the beginning, depending on when the earliest speech community broke up into two or more subcommunities or separate communities. Evidence of language contact, however, is much more recent. To a certain extent we can infer the existence of language contacts from known population movements and cultural practices. So, for instance, the amount of linguistic diversity in New Guinea, with its thou- sand or so languages, must have taken many millennia to develop (even before Austronesian speakers arrived a few thousand years ago to settle around the island's coast), and there is no reason to suppose that the intensive language contact that characterizes the island is a modern phenomenon. -
Why Languages and Contacts?
WHY LANGUAGES AND1 CONTACTS? Petr Zima, Faculty of Humanities Charles University, Praha 1. Preliminaries The concept and terminology of “languages in contact” developed by various structuralist schools since Weinreich's time is undoubtedly a great advance over the neogrammarian viewpoint of the traditional comparative linguistics. As for the neogrammarians, they considered the phenomena of mutual influence between languages to be a sort of “dustbin”, where exceptions and complications, impossible to be explained by internal laws of historical development of genetic language trees were to be laid off. That is why the generation of Weinreich has proposed to analyse this field in the light of two (or more) contacting language structures. Yet, this very term and concept of “contact linguistics” – though formulated in opposition to the traditional language trees of the comparativist past – was itself coined under the symbolic influence of the comparativist terminology and concepts. Whereas the neogrammarians were influenced by analogies with trees and branches of Darwin’s biology and Linné’s botany, the concept of languages in contact was also under the influence of figurative thinking, that of the science of man, antropology. In fact, while the neogrammarians presented languages in the light of their analogies with plants and animals, the early structuralist and even post-structuralist approach since Weinreich’s and Haugen’s time presented languages as human individuals in contact. Hence, though critically opposing the neogrammarians’ analogies, this approach built its own theoretical position under the unnoticed, but heavy influence of the same type of methodical parallels rooted in the figurative thinking of another discipline. 2. -
Arabic and Contact-Induced Change Christopher Lucas, Stefano Manfredi
Arabic and Contact-Induced Change Christopher Lucas, Stefano Manfredi To cite this version: Christopher Lucas, Stefano Manfredi. Arabic and Contact-Induced Change. 2020. halshs-03094950 HAL Id: halshs-03094950 https://halshs.archives-ouvertes.fr/halshs-03094950 Submitted on 15 Jan 2021 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Arabic and contact-induced change Edited by Christopher Lucas Stefano Manfredi language Contact and Multilingualism 1 science press Contact and Multilingualism Editors: Isabelle Léglise (CNRS SeDyL), Stefano Manfredi (CNRS SeDyL) In this series: 1. Lucas, Christopher & Stefano Manfredi (eds.). Arabic and contact-induced change. Arabic and contact-induced change Edited by Christopher Lucas Stefano Manfredi language science press Lucas, Christopher & Stefano Manfredi (eds.). 2020. Arabic and contact-induced change (Contact and Multilingualism 1). Berlin: Language Science Press. This title can be downloaded at: http://langsci-press.org/catalog/book/235 © 2020, the authors Published under the Creative Commons Attribution -
A Literature Review on Code-Switching
1 Code-switching as a Result of Language Acquisition: A Case Study of a 1.5 Generation Child from China1 Yalun Zhou, Ph.D.2 Michael Wei, Ph.D.3 Abstract Despite individual differences, all bilinguals share the ability to act in their native language, in their second language, and to switch back and forth between the two languages they know (Van Hell, 1998). Chinese is the largest Asian American ethnic group in the United States. Their use of code-switching is an increasingly important issue in understanding their language choice and language development. This study on code-switching between a 1.5 generation Chinese child and her parents will add perspectives on the growing literature of Chinese American families, their language interaction and language development. Introduction There are several definitions for code-switching. Gumperz (1982 b) defined code-switching as “the juxtaposition within the same speech exchange of passages of speech belonging to two different grammatical systems or subsystems” (p. 59). The emphasis is on the two grammatical systems of one language, although most people refer to code-switching as the mixed use of 1 This paper was presented at the 2007 Annual Conference of Teaching English to Speakers of Other Languages (TESOL), Seattle, Washington. 2 Yalun Zhou, Ph.D., Assistant Professor, Director of Chinese Minor Program, Dept. of Communication and Media, Rensselaer Polytechnic Institute, [email protected] 3 Michael Wei, Ph.D., Associate Professor, TESOL Program Director, School of Education, University of Missouri-Kansas City, [email protected] 2 languages. Milroy and Muysken (1995) stated that code-switching is “the alternative use by bilinguals of two or more languages in the same conversation” (p.7). -
Foreign Language Teaching and Learning Aleidine Kramer Moeller University of Nebraska–Lincoln, [email protected]
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Faculty Publications: Department of Teaching, Department of Teaching, Learning and Teacher Learning and Teacher Education Education 2015 Foreign Language Teaching and Learning Aleidine Kramer Moeller University of Nebraska–Lincoln, [email protected] Theresa Catalano University of Nebraska-Lincoln, [email protected] Follow this and additional works at: http://digitalcommons.unl.edu/teachlearnfacpub Part of the Bilingual, Multilingual, and Multicultural Education Commons, Educational Methods Commons, International and Comparative Education Commons, and the Teacher Education and Professional Development Commons Moeller, Aleidine Kramer and Catalano, Theresa, "Foreign Language Teaching and Learning" (2015). Faculty Publications: Department of Teaching, Learning and Teacher Education. 196. http://digitalcommons.unl.edu/teachlearnfacpub/196 This Article is brought to you for free and open access by the Department of Teaching, Learning and Teacher Education at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Faculty Publications: Department of Teaching, Learning and Teacher Education by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Published in J.D. Wright (ed.), International Encyclopedia for Social and Behavioral Sciences 2nd Edition. Vol 9 (Oxford: Pergamon Press, 2015), pp. 327-332. doi: 10.1016/B978-0-08-097086-8.92082-8 Copyright © 2015 Elsevier Ltd. Used by permission. digitalcommons.unl.edu Foreign Language Teaching and Learning Aleidine J. Moeller and Theresa Catalano 1. Department of Teaching, Learning and Teacher Education, University of Nebraska–Lincoln, USA Abstract Foreign language teaching and learning have changed from teacher-centered to learner/learning-centered environments. Relying on language theories, research findings, and experiences, educators developed teaching strategies and learn- ing environments that engaged learners in interactive communicative language tasks.