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Supplementary Module 2.4 Language Ecology an Introduction to The Language Strand Unit 2: The Nature of Language Supplementary Module 2.4 Language Ecology An Introduction to the Ecology of PNG Community Languages Student Support Material LA 2.4 Language Ecology ii Acknowledgements Materials written and compiled by Dr Steve Pickford in consultation with Elizabeth Topa, Holy Trinity PTC, Ben Tamengit, Gaulim PTC and George Kinavai, Madang PTC. Layout and diagrams supported by Nick Lauer. Date: 4 August 2003 PASTEP Primary and Secondary Teacher Education Project Australian Agency for International Development (AusAID) GRM International Papua New Guinea-Australia Development Cooperation Program Additional Student Support Material LA 2.4 Language Ecology iii Unit outline Unit # Modules 1 Language Families (Core) Unit 2 2 Spoken and Written Language (Core) The Nature of Language 3 Language Structure (Core) 4 Language Ecology (Optional) Icons Read or research Write or summarise Activity or discussion Additional Student Support Material LA 2.4 Language Ecology iv Contents Part A: An Introduction to the Ecology of PNG Community Languages Introduction: Language Ecology………………………………………………….….1 Reading 1: Vanishing voices – the ecology of language …………………………5 Languages as Memories…………………………………………………………....13 Language as Identities……………………………………………………………....14 Language Ecology and the impact of literacy………………………………….….16 Selecting and encoding a language ……………………………………………….17 Problems of standardisation……………………………………………………...…17 Language Shift……………………………………………………………………….18 Types of Languages……………………………………………………………...….19 Why is it important?………………………………………………………………….21 Appendix 1: Languages of Papua New Guinea List ……………………………..22 Additional Student Support Material LA 2.4 Language Ecology 1 Part A: An Introduction to the Ecology of PNG Community Languages Prerequisites An Introduction to the Ecology of PNG Community Languages (3.3a) is the first of two modules on the topic of Language at Home and at School, within Unit 3: Language as Social Practice. The module explores the interrelationship between PNG languages and their linguistic, cultural and physical environments, and explores issues related to the sustaining of PNG's unique linguistic and cultural diversity. To gain the most benefit from module LA 3.3a, students should have studied Unit 2, modules 2.1, 2.2 and 2.3; and Unit 3, modules 3.1 and 3.2. In addition to completing the exercises in this material, you will be required to keep a Reading Journal to record responses to the readings: a summary of key ideas, reflections, and your developing ideas (personal theories) about the relationship between culture and learning, at home and at school. Introduction: Language Ecology Just as environmental systems depend on the interrelatedness of biological things to survive (eg water, soil composition, plant growth), so language systems also require specific cultural environments to survive. Language is one part of culture. Culture is made up of bodies of knowledge, ideas about the world and the things in it, and ways of behaving, understanding and communicating. A culture contains more information than can be known by any individual member of the culture. Different people know different things depending on the way their society is organised and where hey fit in. In a similar way language is an essential part of transferring cultural knowledge and understandings within and between social groups. When we talk about language ecology we mean the relationship between language and the social and physical environments it is used in. Maintaining a language, then, is more than writing it down, it requires the maintenance of culture and its linguistic system. To study language ecology is to explore how a culture maintains its language. This module is an introductory look at the role of language as a cultural tool in PNG communities. In this discussion we will explore concepts of language diversity, language shift, language maintenance, language renewal, and ecology, dialects and language varieties, community genres and how these concepts relate to education and its role in language development. Additional Student Support Material LA 2.4 Language Ecology 2 Language Diversity Languages are dynamic and adaptable systems of communication reflecting activities and changes in social and physical environments. In PNG where the number of languages is high and the number of speakers low, there are many questions regarding PNG’s multilingual situation and how it developed, questions also, regarding the future of these many languages and their communities. The terms ‘language maintenance’, ‘language shift’, ‘language death’ ‘language renewal’, all refer to the ‘health’ of languages and their environments. PNG’s unique language diversity represents a particular ‘ecology of languages’ where languages and dialects are characterised by word borrowing and switching in a context where most people are multilingual. That this diversity has been purposefully maintained is argued by Laycock: The causes of this linguistic differentiation lie in the Melanesian attitudes to language. It would not be good if we all talked the same; we like to know where people came from. In other words, linguistic diversity is perpetuated as a badge of identification. Language is used to maintain social groupings at a small and meaningful level. (p14) (in Muhlhausler, P (1996) Linguistic Ecology: Language Change and Linguistic Imperialism in the Pacific Region, Routledge, London.) The issue of just how many languages there are in PNG is a complex one. While there is agreement that there are many, there is no agreement on the exact number. Based on figures from 1981, Lynch reports: that there are 750 languages spoken in PNG (1998:34) that there are problems identifying some languages as separate languages because of the way dialects are chained together in some regions of PNG, suggesting that one language may have many dialects. Nekitel reports that in 1988 the Summer Institute of Linguistics (SIL) reported that there were 750 languages, in 1989, 869 languages, in 1992, 867 languages, in 1998, 854 languages. Nekitel argues that these numbers are probably inflated and may be closer to earlier figures, as a result of the difficulty linguists have of determining the status of a language, whether it is a dialect or a distinct language. In the reading below by Nettle and Romaine you will see reference to PNG having 1000 languages. Included in this module as Appendix 1, is a list of PNG languages complied by Barbara Grimes in 1992 for the Summer Institute of Linguistics (SIL) and reproduced in Nekitel (1998). Please refer to this list at the back of the module as you complete the following exercises. Exercises 1. Locate your language(s) in the Languages of Papua New Guinea List (Appendix 1). Look at the number of speakers and consider whether your language is at risk of ‘dying’. If the name of your language is not found in this list then it may have a different name or may not be listed. Compare your language with other language groups and discuss with colleagues. Additional Student Support Material LA 2.4 Language Ecology 3 2. Count up the numbers of languages in the different provinces and decide which provinces are the most linguistically diverse. Discuss how this diversity might impact on vernacular education in schools. After doing these exercises you should now have an increased awareness of how many languages there are in PNG, how they are spread throughout the country, and how many speakers there are in the different languages. It would be an important research activity to determine how multilingual your college is, and to determine not only the number of languages spoken, but also what variations exist in the same language. Exercise 1. Fill in the Language Survey and collate the information (by question) on large sheets of paper and display on the wall. Discuss the findings. LANGUAGE SURVEY Name: _________________________________________________ Age:__________ Sex:_________ Place of Birth: Village _____________________________District ______________ Province________ 1. What was the first language you learned as a child? _______________________________________ 2. What language do you parents speak most at home? ______________________________________ 3. What languages do you use? Language(s) Used: (write the When Do you think this language How well do you speak names of Tok Ples languages is being maintained or lost Fluent Fairly A few you use) well words Tok Ples 1______________ Tok Ples 2______________ Tok Pisin Hiri Motu English Other Additional Student Support Material LA 2.4 Language Ecology 4 4. When you are at home, which language would you most likely speak at the market: ________________________________________________________________ to a small child: ______________________________________________________________ with an older adult: ____________________________________________________________ with friends: _________________________________________________________________ with people from a neighbouring village: ___________________________________________ 5. What language do you use most of the time at college when you think about academic matters: ____________________________________________________________ personal, private matters: ______________________________________________________ family matters: _______________________________________________________________ 6. Does your Tok Ples have a written alphabet? ____________ If yes, how was this alphabet developed? If no, should an
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