DOCSLIB.ORG

Embracing English As a Lingua Franca: Learning from Portuguese Users of English in Higher Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Embracing English As a Lingua Franca: Learning from Portuguese Users of English in Higher Education UNIVERSIDADE DE LISBOA Faculdade de Letras EMBRACING ENGLISH AS A LINGUA FRANCA: LEARNING FROM PORTUGUESE USERS OF ENGLISH IN HIGHER EDUCATION Ricardo Jaime da Silva Pereira Tese especialmente elaborada para obtenção do grau de Doutor em Linguística Especialidade em Linguística Aplicada 2015 1 2 UNIVERSIDADE DE LISBOA Faculdade de Letras EMBRACING ENGLISH AS A LINGUA FRANCA: LEARNING FROM PORTUGUESE USERS OF ENGLISH IN HIGHER EDUCATION Ricardo Jaime da Silva Pereira Sob orientação da Professora Doutora Maria Luísa Fernandes Azuaga Júri: - Presidente: Doutora Isabel Maria da Cunha Rosa Fernandes, Professora Catedrática e Membro do Conselho Científico da Faculdade de Letras da Universidade de Lisboa. Vogais: - Doutor Luís Sérgio Pinto Guerra, Professor Auxiliar da Escola de Ciências Sociais da Universidade de Évora; - Doutora Maria Goreti da Silva Monteiro, Professora Adjunta da Escola Superior de Tecnologia e Gestão do Instituto Politécnico de Leiria; - Doutora Maria Luísa Fernandes Azuaga, Professora Auxiliar Aposentada da Faculdade de Letras da Universidade de Lisboa, orientadora; - Doutora Maria Angélica Sousa Oliveira Varandas Azevedo Cansado, Professora Auxiliar da Faculdade de Letras da Universidade de Lisboa; - Doutora Lili Lopes Cavalheiro, Leitora da Faculdade de Letras da Universidade de Lisboa. Tese especialmente elaborada para obtenção do grau de Doutor em Linguística Especialidade em Linguística Aplicada 2015 3 4 Acknowledgements In the course of this work, I have received invaluable help from many colleagues, friends, and family. Firstly, I would like to express my sincere gratitude to my supervisor, Professor Maria Luísa Fernandes Azuaga, for the continuous support of my PhD study, for her patience, motivation and immense knowledge. She was deeply engaged in every step of this road I travelled and always knew when to push and when to pull back. Her guidance helped me in all the time of research and writing of this thesis, and I will always be humbled by her trust and confidence in me. I have benefited greatly from being a member of the University of Lisbon Centre for English Studies (ULICES). Despite all the financial hardships, this research centre has provided instrumental support throughout my doctoral studies whenever I needed it. Many of my fellow researchers at ULICES have helped me with feedback and encouragement, yet I cannot help but mention Lili Cavalheiro. I would like to thank her for the stimulating discussions and her expert advice which was always provided generously. Above all, I thank her for sharing so much when she really did not have to. I am also grateful to all students who, in one way or another, shared their knowledge and opinions with me. I will not be able to mention any names here for purposes of anonymity but it was their participation that generated the resources for this project. I owe a special debt to the very able and helpful Susana Clemente, who provided exceptional assistance with the statistical analysis of questionnaires, a central part of this project. My friends and fellow teachers from around the country contributed greatly, whenever I contacted them, by offering insightful comments about English language teaching in Portuguese schools. I must thank them for their understanding and infinite patience. And finally, my family who has always been supportive and encouraging throughout this long and, at times, difficult journey. I am deeply grateful to my wife for patiently supporting me while looking after our three children, during my never-ending i absences downstairs. To my children, who continue to teach me more than I can ever teach them, you are reason enough for me to be thankful everyday of my life. ii Abstract The last sixty years have witnessed a vast spread of English language teaching (ELT), which has led to a historically unique position of English in the world, where native speakers of English are now outnumbered by non-native users of the language. As a result, a greater need for the lingua franca function of English is needed but, although English as Lingua Franca (ELF) is emerging as a legitimate alternative to Standard English or native speaker-based models in ELT, the truth is that the primacy of the latter is still upheld in most classrooms around the world. With this in mind, this thesis begins by examining the reasons for learning English and presents an outline of how English has come to be a global language. Due to the increasing use of English for intercultural communication, this study reviews the major developments in research into ELF and then outlines the position of ELF in the European Union, and surveys ELT practices in this specific setting. This thesis then examines the presence of English in the national context of Portugal and focuses on students of English at the School of Technology and Management (ESTG/IPL), in Leiria. The methods used in this study combine the analysis of questionnaires and answers to a placement test that incoming students are required to take. Despite having successfully undergone at least seven years of prior English learning, it has been observed that the majority of these undergraduates struggle with the demands of this language in its standard form. However, this study suggests they may be capable of communicating effectively in English if teaching approaches are adjusted to accommodate their communicative competence. The problem is that the focus on English Language teaching at ESTG/IPL is largely based on a student's ability to speak and write English as a native speaker does. Therefore, this study proposes a significant shift in ELT pedagogy and suggests a number of strategies meant to enhance the listening, speaking, reading and writing skills of students enrolled in the English course at this institution. Ultimately, the analysis here provided is an attempt to demonstrate that the ELT policy in Portugal is in need of serious re-evaluation, and hopefully it may be taken iii into account so as to guide educators and language policies towards ELF-informed teaching in Portuguese classrooms. Keywords: English as a Lingua Franca, English Language Teaching, Placement Tests, Higher Education, English Language Proficiency. iv Resumo A posição hegemónica actual do Inglês é incontestável, assim como o seu estatuto de língua franca global. Pela primeira vez na sua já longa história, verifica-se que o número de falantes não-nativos de Inglês ultrapassou o número de falantes como língua materna. Este facto, motivo de intenso debate no meio académico, torna- se particularmente relevante, quando centrado nas eventuais mudanças que toda esta realidade acarreta para o ensino da língua inglesa. Tradicionalmente encarada como língua estrangeira em diversos países, a base para a aprendizagem do Inglês tem sido considerada o modelo do falante nativo, e há décadas que este é o mais valorizado, sendo, inclusivamente, a meta a atingir pelo aprendente. No entanto, dada a sua disseminação global, é, cada vez mais, prática corrente encarar o Inglês como língua internacional ou, mais frequentemente, como língua franca. O fenómeno da globalização, que tem desempenhado um papel influente na forma como esta língua se dispersou pelo mundo, alterou a forma como comunicamos, e hoje é comum recorrer ao Inglês para estabelecer contactos nos mais variados domínios, desde o turismo à tecnologia, passando pelos negócios, as ciências e o Ensino Superior. A forma como as organizações estão estruturadas e os padrões de comunicação estabelecidos entre os seus funcionários também se viram afectados. Actualmente, assistimos a uma crescente dispersão, pelo mundo, de trabalhadores que se vêem obrigados a recorrer ao uso da língua inglesa para poder desempenhar, de forma produtiva, as suas funções. A própria União Europeia (UE), que defende a sua existência enquanto região multilingue, assiste, impotente, à utilização do Inglês como língua franca (ILF) enquanto ferramenta de comunicação, através do qual o seu comércio internacional se desenvolve. ILF reflecte, então, a necessidade que falantes não-nativos têm sentido em utilizar o Inglês como língua de contacto entre si, ao invés de o utilizarem somente com falantes nativos. Consequentemente, verifica-se uma colossal demanda por este Inglês singular, que é hoje uma língua sem dono, pertencendo, na realidade, a quem dela faz uso. v Apesar de ILF se afirmar, cada vez mais, como uma alternativa ao Inglês padrão ou a outros modelos que mantêm o falante nativo como referência, a situação nas salas de aula permanece, em grande medida, inalterada, e o ensino e aprendizagem do Inglês continua a estar dependente da normatividade centralizadora estabelecida por falantes nativos. Estas regras têm ditado que qualquer outra variedade ou uso de Inglês sejam considerados de qualidade inferior e, por essa razão, excluídos do processo de ensino e aprendizagem desta língua. Face a esta apatia que relega ILF para segundo plano, assiste-se a um movimento que advoga uma nova abordagem para o ensino do Inglês, de forma a conferir às variedades e usos não-padrão o reconhecimento e respeito que lhes é devido. Em primeiro lugar, para que tal aconteça, são necessárias a conceptualização e descrição adequadas do conceito de ILF. Isto permitirá aos professores colocar em prática novas estratégias de ensino que possam dar resposta cabal aos interesses e necessidades dos alunos. Há já um número considerável de estudos focados na descrição pormenorizada de ILF e os nomes de Jenkins (2007), Kirkpatrick (2010b), Seidlhofer (2011), Cogo e Dewey (2012), Mauranen (2012) e Björkman (2013) são alguns que merecem destaque. As suas pesquisas e análises possibilitaram, em diversas salas de aula, a inclusão de estratégias pedagógicas que contemplam os ideais de ILF, porém verifica-se ainda uma distância constrangedora entre os mais recentes avanços científicos na área e a prática pedagógica de docentes, que muitas vezes ignoram estes avanços. Em virtude desta lacuna, a presente tese toma como objecto de estudo o contexto do ensino e aprendizagem do Inglês em Portugal, com particular incidência nos níveis de proficiência linguística em língua inglesa de alunos que concluíram a escolaridade obrigatória.
Load more

Recommended publications
  • In the Iberian Peninsula and Beyond
    In the Iberian Peninsula and Beyond A History of Jews and Muslims th (15th-17 Centuries) Vol. 2 Edited by José Alberto R. Silva Tavim, Maria Filomena Lopes de Barros and Lúcia Liba Mucznik In the Iberian Peninsula and Beyond: A History of Jews and Muslims (15th-17th Centuries) Vol. 2 Edited by José Alberto R. Silva Tavim, Maria Filomena Lopes de Barros and Lúcia Liba Mucznik This book first published 2015 Cambridge Scholars Publishing Lady Stephenson Library, Newcastle upon Tyne, NE6 2PA, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2015 by José Alberto R. Silva Tavim, Maria Filomena Lopes de Barros, Lúcia Liba Mucznik and contributors All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-4438-7418-3 ISBN (13): 978-1-4438-7418-2 As a two volume set: ISBN (10): 1-4438-7725-5 ISBN (13): 978-1-4438-7725-1 JUDEO-SPANISH IN CONTACT WITH PORTUGUESE: LINGUISTIC OUTCOMES ALDINA QUINTANA THE HEBREW UNIVERSITY OF JERUSALEM* Introduction Besides containing Hebrew and Aramaic elements as do all languages spoken by Jews, modern Judeo-Spanish, whose main base is the Castilian spoken in 1492 in the kingdoms of Castile and Aragon, shows influences of Hispanic Arab, Aragonese, Catalan and Portuguese origin, and also of Italian and other languages, which are the result of contact with speakers in the Balkan Peninsula, Turkey, and the Middle East, and with French and German as languages of culture since the half of the 19th century.
    [Show full text]
  • Portuguese Language in Angola: Luso-Creoles' Missing Link? John M
    Portuguese language in Angola: luso-creoles' missing link? John M. Lipski {presented at annual meeting of the AATSP, San Diego, August 9, 1995} 0. Introduction Portuguese explorers first reached the Congo Basin in the late 15th century, beginning a linguistic and cultural presence that in some regions was to last for 500 years. In other areas of Africa, Portuguese-based creoles rapidly developed, while for several centuries pidginized Portuguese was a major lingua franca for the Atlantic slave trade, and has been implicated in the formation of many Afro- American creoles. The original Portuguese presence in southwestern Africa was confined to limited missionary activity, and to slave trading in coastal depots, but in the late 19th century, Portugal reentered the Congo-Angola region as a colonial power, committed to establishing permanent European settlements in Africa, and to Europeanizing the native African population. In the intervening centuries, Angola and the Portuguese Congo were the source of thousands of slaves sent to the Americas, whose language and culture profoundly influenced Latin American varieties of Portuguese and Spanish. Despite the key position of the Congo-Angola region for Ibero-American linguistic development, little is known of the continuing use of the Portuguese language by Africans in Congo-Angola during most of the five centuries in question. Only in recent years has some attention been directed to the Portuguese language spoken non-natively but extensively in Angola and Mozambique (Gonçalves 1983). In Angola, the urban second-language varieties of Portuguese, especially as spoken in the squatter communities of Luanda, have been referred to as Musseque Portuguese, a name derived from the KiMbundu term used to designate the shantytowns themselves.
    [Show full text]
  • Portuguese Languagelanguage Kitkit
    PortuguesePortuguese LanguageLanguage KitKit Expressions - Grammar - Online Resources - Culture languagecoursesuk.co.uk Introduction Whether you plan to embark on a new journey towards learning Portuguese or you just need a basic reference booklet for a trip abroad, the Cactus team has compiled some of the most help- ful Portuguese expressions, grammar rules, culture tips and recommendations. Portuguese is one the most significant languages in the world, and Portugal and Brazil are popular desti- nations for holidays and business trips. As such, Portuguese is appealing to an ever-growing number of Cactus language learners. Learning Portuguese will be a great way to discover the fascinating cultures and gastronomy of the lusophone world, and to improve your career pros- pects. Learning Portuguese is the beginning of an exciting adventure that is waiting for you! The Cactus Team 3. Essential Expressions Contact us 4. Grammar and Numbers Telephone (local rate) 5. Useful Verbs 0845 130 4775 8. Online Resources Telephone (int’l) 10. Take a Language Holiday +44 1273 830 960 11. Cultural Differences Monday-Thursday: 9am-7pm 12. Portugal & Brazil Culture Friday: 9am-5pm Recommendations 15. Start Learning Portuguese 2 Essential Expressions Hello Olá (olah) Goodbye Tchau (chaoh) Please Por favor Thank you Obrigado (obrigahdu) Yes Sim (simng) No Não (nowng) Excuse me/sorry Desculpe / perdão (des-cool-peh) My name is… O meu nome é… (oh meoh nomay ay) What is your name? Qual é o seu nome? (kwah-ooh eh seh-ooh noh-mee) Nice to meet you Muito prazer
    [Show full text]
  • “Spanglish,” Using Spanish and English in the Same Conversation, Can Be Traced Back in Modern Times to the Middle of the 19Th Century
    FAMILY, COMMUNITY, AND CULTURE 391 Logan, Irene, et al. Rebozos de la colección Robert Everts. Mexico City: Museo Franz Mayer, Artes de México, 1997. With English translation, pp. 49–57. López Palau, Luis G. Una región de tejedores: Santa María del Río. San Luis Potosí, Mexico: Cruz Roja Mexicana, 2002. The Rebozo Way. http://www.rebozoway.org/ Root, Regina A., ed. The Latin American Fashion Reader. New York: Berg, 2005. SI PANGL SH History and Origins The history of what people call “Spanglish,” using Spanish and English in the same conversation, can be traced back in modern times to the middle of the 19th century. In 1846 Mexico and the United States went to war. Mexico sur- rendered in 1848 with the signing of the Treaty of Guadalupe Hidalgo. With its surrender, Mexico lost over half of its territory to the United States, what is now either all or parts of the states of California, Arizona, New Mexico, Nevada, Utah, Colorado, Kansas, Oklahoma, and Wyoming. The treaty estab- lished that Mexican citizens who remained in the new U.S. lands automatically became U.S. citizens, so a whole group of Spanish speakers was added to the U.S. population. Then, five years later the United States decided that it needed extra land to build a southern railway line that avoided the deep snow and the high passes of the northern route. This resulted in the Gadsden Purchase of 1853. This purchase consisted of portions of southern New Mexico and Arizona, and established the current U.S.-Mexico border. Once more, Mexican citizens who stayed in this area automatically became U.S.
    [Show full text]
  • A Proposal for Conversational Questionnaires Alexandre François
    A proposal for conversational questionnaires Alexandre François To cite this version: Alexandre François. A proposal for conversational questionnaires. Aimée Lahaussois; Marine Vuiller- met. Methodological Tools for Linguistic Description and Typology, 16, pp.155-196, 2019, Language Documentation & Conservation Special Publications, 978-0-9973295-5-1. hal-02061237 HAL Id: hal-02061237 https://hal.archives-ouvertes.fr/hal-02061237 Submitted on 7 Mar 2019 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. Distributed under a Creative Commons Attribution - NonCommercial - ShareAlike| 4.0 International License Methodological Tools for Linguistic Description and Typology edited by Aimée Lahaussois Marine Vuillermet Language Documentation & Conservation Special Publication No. 16 Table of Contents 1. Introduction: Methodological tools for linguistic description and typology Aimée Lahaussois & Marine Vuillermet ................................................................ 1 2. Linguistic diversity, language documentation and psycholinguistics: The role
    [Show full text]
  • Spanglish Code-Switching in Latin Pop Music: Functions of English and Audience Reception
    Spanglish code-switching in Latin pop music: functions of English and audience reception A corpus and questionnaire study Magdalena Jade Monteagudo Master’s thesis in English Language - ENG4191 Department of Literature, Area Studies and European Languages UNIVERSITY OF OSLO Spring 2020 II Spanglish code-switching in Latin pop music: functions of English and audience reception A corpus and questionnaire study Magdalena Jade Monteagudo Master’s thesis in English Language - ENG4191 Department of Literature, Area Studies and European Languages UNIVERSITY OF OSLO Spring 2020 © Magdalena Jade Monteagudo 2020 Spanglish code-switching in Latin pop music: functions of English and audience reception Magdalena Jade Monteagudo http://www.duo.uio.no/ Trykk: Reprosentralen, Universitetet i Oslo IV Abstract The concept of code-switching (the use of two languages in the same unit of discourse) has been studied in the context of music for a variety of language pairings. The majority of these studies have focused on the interaction between a local language and a non-local language. In this project, I propose an analysis of the mixture of two world languages (Spanish and English), which can be categorised as both local and non-local. I do this through the analysis of the enormously successful reggaeton genre, which is characterised by its use of Spanglish. I used two data types to inform my research: a corpus of code-switching instances in top 20 reggaeton songs, and a questionnaire on attitudes towards Spanglish in general and in music. I collected 200 answers to the questionnaire – half from American English-speakers, and the other half from Spanish-speaking Hispanics of various nationalities.
    [Show full text]
  • The Relationship of Nigerian English and Nigerian Pidgin in Nigeria: Evidence from Copula Constructions in Ice-Nigeria
    journal of language contact 13 (2020) 351-388 brill.com/jlc The Relationship of Nigerian English and Nigerian Pidgin in Nigeria: Evidence from Copula Constructions in Ice-Nigeria Ogechi Florence Agbo Ph.D student, Faculty of Arts and Humanities, Heinrich-Heine-Universität, Düsseldorf, Germany [email protected] Ingo Plag Professor of English Language and Linguistics Faculty of Arts and Humani- ties, Heinrich-Heine-Universität, Düsseldorf, Germany [email protected] Abstract Deuber (2006) investigated variation in spoken Nigerian Pidgin data by educated speakers and found no evidence for a continuum of lects between Nigerian Pidgin and English. Many speakers, however, speak both languages, and both are in close contact with each other, which keeps the question of the nature of their relationship on the agenda. This paper investigates 67 conversations in Nigerian English by educated speakers as they occur in the International Corpus of English, Nigeria (ice-Nigeria, Wunder et al., 2010), using the variability in copula usage as a test bed. Implicational scaling, network analysis and hierarchical cluster analysis reveal that the use of vari- ants is not randomly distributed over speakers. Particular clusters of speakers use par- ticular constellations of variants. A qualitative investigation reveals this complex situ- ation as a continuum of style, with code-switching as one of the stylistic devices, motivated by such social factors as formality, setting, participants and interpersonal relationships. Keywords Nigerian Pidgin – Nigerian English – code-switching – style-shifting – implicational scaling – network analysis – cluster analysis © Ogechi Agbo and Ingo Plag, 2020 | doi:10.1163/19552629-bja10023 This is an open access article distributed under the terms of the prevailing cc-by-nc License at the time of Downloaded from Brill.com09/29/2021 10:21:27AM publication.
    [Show full text]
  • Eurolanguages-2019: Innovations and Development
    MINISTRY OF EDUCATION AND SCIENCE OF UKRAINE DNIPRO UNIVERSITY OF TECHNOLOGY INSTITUTE OF POWER ENGINEERING TRANSLATION DEPARTMENT EUROLANGUAGES-2019: INNOVATIONS AND DEVELOPMENT 17th INTERNATIONAL STUDENTS’ CONFERENCE, DEVOTED TO THE EUROPEAN DAY OF LANGUAGES Collection of students’ scientific abstracts Digital Edition Dnipro 2019 МІНІСТЕРСТВО ОСВІТИ І НАУКИ УКРАЇНИ НТУ «ДНІПРОВСЬКА ПОЛІТЕХНІКА» ІНСТИТУТ ЕЛЕКТРОЕНЕРГЕТИКИ КАФЕДРА ПЕРЕКЛАДУ ЄВРОПЕЙСЬКІ МОВИ-2019: ІННОВАЦІЇ ТА РОЗВИТОК 17-a МІЖНАРОДНА СТУДЕНТСЬКА КОНФЕРЕНЦІЯ, ПРИСВЯЧЕНА ЄВРОПЕЙСЬКОМУ ДНЮ МОВ Збірник студентських наукових робіт Електронне видання Дніпро 2019 УДК 811.11 (043.2) ББК 81я43 Є22 Європейські мови – 2019: інновації та розвиток: за матеріалами 17-ї міжнародної студентської конференції. //Збірник наук.студ. робіт. – Електронне видання. – Дніпро, НТУ "Дніпровська політехніка", 2019. – 178 с. Збірник наукових студентських робіт призначено для широкого кола читачів, які цікавляться проблемами вивчення іноземних мов та перекладу в Україні та за кордоном. The collection of students’ abstracts is designed for a large circle of readers who are interested in the state of learning foreign languages and translation both in Ukraine and abroad. Редакційна колегія: Відповідальний редактор: канд. філол. наук, проф. Т.Ю. Введенська, Україна Члени редколегії: докт. філол. наук, проф. А.Я. Алєксєєв, Україна канд. філол. наук, доц. Л.В. Бердник, Україна магістр, ст. викладач О.В. Щуров, Україна Відповідальна за випуск: канд. філол. наук, проф. Т.Ю. Введенська, Україна УДК 811.11 (043.2) ©Державний вищий навчальний заклад ББК 81я43 «Національний гірничий університет»®, 2019 4 ЗМІСТ СЕКЦІЯ ПЕРША ФІЛОЛОГІЧНІ ДОСЛІДЖЕННЯ Ndiae Ibrahima. SENEGAL: CULTURAL AND GEOGRAPHIC PECULIARITIES…………………………………………………………………..10 Дрок Ю. ЛІНГВОСТИЛІСТИЧНІ ОСОБЛИВОСТІ ПОЕЗІЇ ЕДРІЕНН РІЧ “POWERS OF RECUPERATION”………………………………………………11 Кіяшко Д. ДЕЯКІ ОСОБЛИВОСТІ ПЕЙЗАЖНОГО ОПИСУ В РОМАНІ С.
    [Show full text]
  • Chapter 2. Native Languages of West-Central California
    Chapter 2. Native Languages of West-Central California This chapter discusses the native language spoken at Spanish contact by people who eventually moved to missions within Costanoan language family territories. No area in North America was more crowded with distinct languages and language families than central California at the time of Spanish contact. In the chapter we will examine the information that leads scholars to conclude the following key points: The local tribes of the San Francisco Peninsula spoke San Francisco Bay Costanoan, the native language of the central and southern San Francisco Bay Area and adjacent coastal and mountain areas. San Francisco Bay Costanoan is one of six languages of the Costanoan language family, along with Karkin, Awaswas, Mutsun, Rumsen, and Chalon. The Costanoan language family is itself a branch of the Utian language family, of which Miwokan is the only other branch. The Miwokan languages are Coast Miwok, Lake Miwok, Bay Miwok, Plains Miwok, Northern Sierra Miwok, Central Sierra Miwok, and Southern Sierra Miwok. Other languages spoken by native people who moved to Franciscan missions within Costanoan language family territories were Patwin (a Wintuan Family language), Delta and Northern Valley Yokuts (Yokutsan family languages), Esselen (a language isolate) and Wappo (a Yukian family language). Below, we will first present a history of the study of the native languages within our maximal study area, with emphasis on the Costanoan languages. In succeeding sections, we will talk about the degree to which Costanoan language variation is clinal or abrupt, the amount of difference among dialects necessary to call them different languages, and the relationship of the Costanoan languages to the Miwokan languages within the Utian Family.
    [Show full text]
  • Impact of Pidgin English on the Effective Learning of English Language Among Junior Secondary School Students in Port Harcourt
    International Journal of Humanities and Social Science Vol. 9 • No. 6 • June 2019 doi:10.30845/ijhss.v9n6p10 Impact of Pidgin English on the Effective Learning of English Language among Junior Secondary School Students in Port Harcourt Obisike Iheanyi Osondu Ph.D. School Of Foundation Studies Rivers State College of Health Science & Technology Port Harcourt, Nigeria Nwala Michael Alozie Ph.D Department Of English Studies University of Port Harcourt Choba, Port Harcourt, Nigeria Mbong Joy Etaruwak Faculty of Education National Open University of Nigeria Abuja, Nigeria Abstract This study investigated mother tongue interference among junior secondary school students in Port Harcourt Local Government Area of Rivers State, Nigeria where Pidgin English is mostly used in communication and serves as the L1. It focused on “transfer of rules” errors. The study adopted a quantitative research design with a sample size of 120 students randomly selected from four schools in the study area. The questionnaire was used as the instrument for data collection. Frequencies, percentages and mean scores were used to analyse the data. Any item that scores above 50% was considered valid. The major findings show that the students had “Transfer of Rules” Error on Phonology; they had 54.4% incorrect responses on the realization of /θ/ and /z/. The respondents also had difficulty in the correct usage of the morpheme “er” in generating words; they had an overall mean score of 60.4% under incorrect responses. The study therefore recommended adequate and constant practice so as to overcome negative mother tongue transfer. Keywords: Pidgin English, mother tongue, target language, interference, language, communication, interaction; deviation 1.
    [Show full text]
  • Creole and Pidgin Languages
    Author's personal copy Provided for non-commercial research and educational use only. Not for reproduction, distribution or commercial use. This article was originally published in the International Encyclopedia of the Social & Behavioral Sciences, 2nd edition, published by Elsevier, and the attached copy is provided by Elsevier for the author’s benefit and for the benefit of the author’s institution, for non-commercial research and educational use including without limitation use in instruction at your institution, sending it to specific colleagues who you know, and providing a copy to your institution’s administrator. All other uses, reproduction and distribution, including without limitation commercial reprints, selling or licensing copies or access, or posting on open internet sites, your personal or institution’s website or repository, are prohibited. For exceptions, permission may be sought for such use through Elsevier’s permissions site at: http://www.elsevier.com/locate/permissionusematerial From Mufwene, S.S., 2015. Pidgin and Creole Languages. In: James D. Wright (editor-in-chief), International Encyclopedia of the Social & Behavioral Sciences, 2nd edition, Vol 18. Oxford: Elsevier. pp. 133–145. ISBN: 9780080970868 Copyright © 2015 Elsevier Ltd. unless otherwise stated. All rights reserved. Elsevier Author's personal copy Pidgin and Creole Languages Salikoko S Mufwene, University of Chicago, Chicago, IL, USA Ó 2015 Elsevier Ltd. All rights reserved. Abstract The study of creoles and pidgins has been marked by controversy about how they emerged, whether they can be identified by their structural features, and how they stand genetically in relation to their lexifiers. There have also been disagreements about what contact-induced varieties count as creoles, whether expanded pidgins should be lumped together with them, otherwise what distinguishes both kinds of vernaculars from each other, and how other contact-induced language varieties can be distinguished from all the above.
    [Show full text]
  • Espanglish Y Cambio De Código En El Valle De San Joaquín, California
    Symposium Proceedings Espanglish y cambio de código en el Valle de San Joaquín, California Teresa Fernández-Ulloa, California State University. [email protected] Abstract En esta comunicación presentamos un análisis de estos dos fenómenos lingüísticos, muy extendidos en ciertas zonas de Estados Unidos, debido a las raíces hispanas de muchas de las personas que en él habitan. Como profesores, los hemos observado en el ambiente escolar, es especial en si- tuaciones poco formales, y presentamos aquí los resultados de un estudio sociolingüístico de un corpus de grabaciones realizadas escuelas del conda- do de Kern, al sur del Valle de San Joaquín, en California (USA). En esta comunidad se da bilingüismo social e individual (sólo por parte de la pobla- ción "chicana"), ambos de carácter diglósico: nos encontramos con dos lenguas (inglés y castellano), una de las cuales, está relegada a situaciones informales, mientras que el inglés es la lengua de enseñanza, negocios, etc. La alternancia de códigos (code-switching) es uno de los fenómenos más frecuentes en las comunidades bilingües: no es otra cosa que el uso alterno de dos lenguas en el mismo discurso. Este fenómeno ha sido objeto de estudio de varios investigadores como Poplack y Sakoff (1983). Estos inves- tigadores encontraron que lejos de las creencias superficiales de profanos (y no tan profanos), que ven el fenómeno como una clara manifestación de corrupción y deterioro lingüísticos, de conducta verbal indeterminada, el cambio de código resulta gobernado por requisitos funcionales y pragmáti- cos. En cuanto al espanglish o spanglish, los primeros indicios de este dia- lecto (también se la considera una lengua criolloide), se remontan a fines del siglo XIX, inmediatamente después del Tratado de Guadalupe Hidalgo.
    [Show full text]