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CHOICE an D SOCIAL NETWORKS in by Margaret Mase

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CHOICE an D SOCIAL NETWORKS in by Margaret Mase LANGUAGE CHOICE AND SOCIAL NETWORKS IN HANUABADA by Margaret Mase A thesis submitted in fulfilment of the requirements for the degree of Master of Education Faculty of Education , Northern Territory University August, 1995 This thesis is dedicated to the people of Banuabada NOflTtiEnN TEflfHTOrlY UNIVERSITY L!Or.�RY Northern Territory University Faculty of Education To the best of my knowledge and belief the work in this thesis is original, except as acknowledged in the text, and the material has not been submitted in whole or in part for a degree at this or any other university. Signed: ... Margaret Mase Date: 24 August 1995 i TABLE OF CONTENTS Chapter Page 1 Introduction 1.1 The study: a brief description ...••...•••..••.. 1 1.2 Location of the study .......................... 2 1.3 Background : languages in contact ••••........••. 11 1.4 Statement of the problem and questions arising • 16 2 Review of literature 2.1 Introduction to the review ...........•••...•.•. 21 2.2 Language choice and language shift ..••.•....... 22 2.3 Lan9uage maintenance and language ecology ...... 31 2.4 Soc�al networks ..................•............• 41 2.5 Patterns of variation and network structure .... 46 3 Methodology 3.1 Aims and objectives .... ............. ....... .. 49 3. 2 Data collection . • • . • . • . 49 3. 3 Data analysis . 63 3.4 Ethical concerns ...........•.•.........•......• 66 3.5 Limitations of the study ..•.........•..•....... 67 4 Main research findings , Part 1 4.1 Importance of Motu and other languages •.•.••... 70 4.2 Languages spoken at home ................•..•... 71 4.3 Languages used at school .................•..... 75 4.4 Languages used at work ......................... 78 4.5 Languages used in the city ..•..........•.••.••• 79 4.6 Languages spoken in the church ..•..••......•... 80 4.7 Literacy .... ................................... 81 5 Main research findings, Part 2 5.1 Language choices .............................. 82 5.2 Language choices & respondent characteristics .. 88 5.3 Network villageness & respondent characteristics 99 5.4 Language choice and villageness ................ 104 5.5 Language rank types ............••......•.••.•.• 108 6 Discussion of Results 6.1 Languages at home .....•............•..•••.•.... 110 6.2 Languages at school ........•.•.•.•....•...•.... 113 6.3 Languages at work ..............•.•........•.... 115 6.4 Languages in church ...•...•..........•......... 116 6.5 The language ecology of Hanuabada ......•...••.• 118 6.6 Speakers' language choices with interlocutors .. 124 6.7 Language choice & res�ondent characteristics ... 127 6.8 Language choice and vlllageness .........•...... 128 6.9 Language rank types & life modes ••.•...••..•... 129 7 Conclusion .......................................... 135 Bibliography . 139 Appendices . 151 ii LIST OF TABLES AND FIGURES Tables Page 3.1 1990 census figures for Hanuabada .••..•••..•..••. 55 3.2 1990 census figures compared with 1992 count ..•.. 56 3.3 Sample 1 and 1990 census population figures ..•. .• 59 3.4 Sample 1 and 1990 census age group figures .....•. 60 3.5 Sample 2 and 1990 census population figures ...... 62 4.1 Reasons for learning Motu at horne ........•....•.. 74 4.2 Reasons for learning English at horne ..•..••. ..... 74 4.3 Attitudes to Tok Ples education ..•............... 77 4.4 Bow literacy was aquired .............•...•....•.. 81 5.1 Scalogram of language choices .....••..........•.. 84 5.2 Language ranks by respondents .........•..•....... 86 5.3 Scalogram showing language types ...........•..... 87 5.4 Characteristics of respondents (ranked) ......... 89 5.5 Language ranks by age of respondents ....•.......• 90 5.6 Language ranks by gender of respondents ......•... 91 5.7 Language ranks by religion of respondents ...••.•. 92 5.8 Language ranks by horne of respondents .....•...... 93 5.9 Language ranks by work of respondents ••.......•.• 94 5.10 Language ranks by home & work of respondents ...•• 95 5.11 Language ranks by early life of respondents ..•... 96 5.12 Language ranks by free time of respondents ...••.. 97 5.13 Language ranks by grade of respondents ..•. .•. .•• 98 5.14 Network villageness by horne of respondents .•...•. 100 5.15 Network villageness by work of respondents •.•..•. 101 5.16 Network villageness by horne & work of respondents 102 5.17 Network villageness by grade of respondents .•..•. 103 5.18 Comparison of rankings and types ...........•.•..• 105 5.19 Language ranks by villageness of respondents •.... 106 5.20 Language ranks by villageness of network ......•.• 107 5.21 Characteristics of language rank types ........... 109 Figures 3.1 Age groups to which respondents belong .•......... 61 4.1 Languages spoken at horne .•...............•....... 71 4.2 Reasons for Motu being used at horne .•••.•.•.•.... 72 4. 3 Reasons for English being used at horne .......... 73 4.4 School grades achieved by respondents ...........• 75 4.5 Languages used at school .....................•••• 76 4.6 Combinations of languages used at work .......•.•. 79 6.1 Languages used or to be learned at horne .....•.•.. 112 6.2 Languages used or to be learned at school .•...... 114 6.3 Languages used at horne, school , work and city ...• 121 iii LIST OF MAPS AND PHOTOGRAPHS Maps Page 1.1 Papua New Guinea .........................•....... 3 1.2 Port Moresb¥ and environs .•...........•.•........ 4 1.3 Motu and Ko�ta villages •.•.......•••••.....•••••• 5 1.4 Sketch of Hanuabada village ......•..........•..•. 6 Photographs 1.1 Part of Banuabada village . • • • • . • . 7 1.2 A Hohodae pier in Hanuabada village ......•....... 8 1.3 Banuabada village ...•.•..•.•..........••.•.•..•.. 9 1.4 Betel-nut sellers in Banuabada village ........... 10 TABLE OF APPENDICES Appendix Page 1 Questionnaire on Lan9ua9e Use .................•..• 151 2 Respondent Character�st�cs (Part 1) ...•.......•... 155 3 Languages Used in Main Situations ................. 157 4 Languages Learned and Importance .....•....•...••.• 159 5 Reasons for Languages Used ..................•••. 160 6 Reasons for Importance & Learning .........•......• 161 7 Questionnaire on Lan9ua9e Use & Networks ....•.••.. 162 8 Respondent Character1st�cs (Part 2) ••••••••••••••• 165 9 Languages Used With Various Interlocutors .•.•••... 166 10 Villageness ...................................... 168 iv ABSTRACT This thesis reports the results of a study on the language choices, language attitudes and social networks of the inhabitants of Hanuabada , a multilingual community in Papua New Guinea . The responses which compr1se the data of this study are the self-reports given by the people of Hanuabada . Data were elicited by means of two questionnaires. In many cases, the questionnaires formed the basis and written records of the interviews conducted with the respondents. Some respondents preferred to complete the questionnaires without interview. The first part of the study was designed specifically to investigate the language use and attitudes of people in Banuabada. The sample for the first part of the study was selected using stratified systematic sampling, with the clans as strata. There were 55 people in sample 1: 30 males and 25 females. The second part was designed specifically to investigate the villageness of the respondents and their social networks , 1.e., the number of people they came in contact with most often and how the respondents related to each of them. The sample for the second part of the study was chosen to ensure v that respondents had social networks across the whole of the villageness and language-use ranges. There were 52 people in sample 2: 29 males and 23 females. The results show that there is little support in Hanuabada for the Papua New Guinea Education policy on the introduction of Tok Ples (village language ) programs into schools; most of the respondents in Hanuabada favour learning English, whereas only a few favour learning the indigenous language (Motu), at school . A similar attitude seems to exist with regard to which languages should be learned at home . Although 97 per cent of the respondents reported 'using' Motu at home, only 67 per cent thought it should be 'learned ' at home, and whereas only 40 per cent 'use' English at home , 72 per cent indicated it should be 'learned ' at home . The reasons for learning and using English given by the respondents 1n this study can all be classed as 'instrumental' and be seen to relate to social mobility and improvement in employment prospects in the formal sector. However, Motu 1s viewed as of 'great importance' by most (83 per cent ) of the respondents . Over two thirds of the respondents in the sample gave reasons for using Motu that implied a sense of both personal and cultural identity - "this is our own language". V1 After ranking respondents according to their language choices, three broad 'types ' of language users were found. Associated with each language type is a 'life-mode ', which determines the social, cultural and linguistic behaviour, and also the networks of the individuals of that mode . 'Life-mode L' comprises those who live (and most probably work) out of the village, and who belong to the low-rank language type (who use Motu on its own the least ). 'Life-mode M' comprises those who live in the village, but work out of the village, and who belong to the mid-rank language type . 'Life mode-H ' comprises those who live in the village and do not work, and who belong to the high-rank language type (who use Motu on its own more than the other types, and do not use any other language alone) . vii
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