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Discourse Markers Used by Multilingualism Students

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Discourse Markers Used by Multilingualism Students The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 DISCOURSE MARKERS USED BY MULTILINGUALISM STUDENTS Dias Andris Susanto University of PGRI Semarang [email protected] Abstract This small research is aimed to know the discourse markers used by multilingualism students at Bina Bangsa School. The instruments used were the survey and interview conducted at the school. The respondents were students and teachers (not only English teachers). The sample were the student of junior high schools grade two. The results of the small research is that shows some discourse markers used by students are; the most frequently used and popular discourse markers among the subjects are - but, so, and, therefore, however, then, anyway, whereas. In the written texts, the subjects have often used the discourse markers namely consequently, as a result, in addition, nevertheless, moreover, furthermore, regarding. Those discourse markers used in written texts on an examination texts produced by students. The conclusion is that discourse markers frequently used by multilingualism students while doing their writing examination on any subjects. Keywords: discourse markers, multilingualism, written texts Introduction Language policy and globalization, although Multilingualism is now a legitimate reality in being the main catalyst for the promotion of the world. (Cook V, 1995) Given that multilingualism, also affect multilingualism multilingualism is a norm rather than the in many ways (Cenoz 2009). In many exception, maintaining and developing schools and societies, multilingualism has multilingual competence has become a been emphasized but the result has not been necessity. A majority of students arrive in positive since only the national language is schools with multilingual competence and promoted (Dewaele, 2010). Therefore, as hold multiple identities. And even if they part of the effort to explore them, this paper arrive as monolinguals, it is imperative that reports the observation about the impact of they have opportunities to acquire additional nationalism on multilingualism in Indonesia languages from peers or from instruction. and how it affects foreign language teaching. Multilingualism has been excessively Indonesia is a multilingual society with over discussed and often linked to the ability of an 700 hundred indigenous languages. Bahasa individual or a community of speakers to use Indonesia (Indonesian language) is the multiple languages (Jessner, 2006). To national language used for communication, appreciate language diversity, most nations education and for all government affairs have designed their language policy to reflect throughout the archipelago. Other indigenous and accommodate their multilingual nature. languages are neglected and usually used in (De Angelis, 2007) This in no way gives the villages for no official purposes. The equal status to all the languages that exist in nationalist stance to strengthen the that society because national identity, Indonesian language has led to a recent nationalism and education are given much proposal by the Ministry of Education to stop consideration. As a result, multilingualism teaching English in primary schools starting has remained a complex phenomenon. There two last year when the new curriculum is are a number of challenges that affect implemented. Since 1955, Indonesia has multilingualism. embraced English as the first foreign ISBN 978-602-73769-3-9 149 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 language taught at all levels of education. 4. ICAS (Numerous Gold Awards and High The proposal, if implemented, will have Distinctions) grave consequences to multilingualism and 5. Ranked 1 for ICAS performance by foreign language teaching in the country. University of New South Wales, Sydney, Australia Bina Bangsa School is a young, growing and vibrant school. Established in 2001, Bina In addition, many of our students have Bangsa School has quickly distinguished received full scholarships from prestigious itself for its academic excellence. In BBS, schools in Singapore such as Hwa Chong students undergo a rigorous program International and Nanyang Girls School. modelled after the Singapore curriculum. Bina Bangsa's alumni have also gone on to BBS provides quality education to students further their studies in world renowned ranging from Pre-School to Junior College universities such as: Nanyang Technological levels. Our students sit for the International University, Singapore Management General Certificate of Secondary Education University, Hong Kong University, (IGCSE) and the International 'A' Levels University of Melbourne, University of New examination offered by Cambridge South Wales, University of California, University. BBS aims to nurture leaders who University of Alberta and University of strive to be the best that they can be through Toronto. Despite these achievements, Bina lifelong learning, and also grounded in the Bangsa School continues to strive for Word of God. The BBS family consists of 5 excellence and improvements because we campuses located in Jakarta, Bandung, believe every BBS student deserves our best. Semarang and Malang and has a total We invite you to make Bina Bangsa your enrolment of more than 3000 students. Our school where you can learn and grow. teaching fraternity is staffed by 250 qualified and experienced teachers representing over Problem statement 12 countries, bringing with them diverse The problem of this paper is what are the cultures and experiences to enrich students' discourse markers used by multilingual learning. students at Bina Bangsa School ? Besides, pursuing academic excellence, BBS Related literature also has a framework to develop our students To support the paper, the writer states some holistically through the following programs: supporting areas of theories like this follows; 1. Music (Chinese or Western Instruments) 1. The Terms Bilingualism and 2. Performing Arts and Drama Multilingualism 3. Sports and Fitness This section is devoted to analyzing the 4. Community Service terms bilingualism and multilingualism, a 5. Faith Builder distinction that will pave the way for the following section in which I intend to Within a short span of 10 years, BBS examine how this terminological students have accomplished countless clarification bears on different types of achievements, such as: bilingual and multilingual education 1. Cambridge Brilliance Awards (Best in models. Indonesia) 2. Cambridge CIE (Top of the World Multilingualism is traditionally used as an Awards) umbrella term that includes bilingualism. 3. University of New South Wales The Oxford dictionary, however, defines a bilingual as the person who is able to 150 ISBN 978-602-73769-3-9 The 5th ELTLT CONFERENCE PROCEEDINGS October 2016 speak two languages equally well, (2007), for example, provides abundant whereas a multilingual person is evidence illustrating the existing described as the person able to speak or differences between L2 and multilingual use many languages. Based on these acquisition. Jessner (2006: 13) happens to definitions, two main conclusions could be very assertive and concludes that be drawn. Firstly, we can conclude that ―nowadays it is known that learning a bilingualism refers to two languages and second language differs in many respects multilingualism to many. In fact, the from learning a third language.‖ This dictionary includes an entry that leads the conclusion is also valid for bilingual and reader to ―compare bilingual, multilingual education and both terms monolingual‖ and the word should preferably be distinguished. compareimplies that the terms ―bilingual‖ 2. Discourse Markers and ―multilingual‖ are not used as Discourse markers are the word synonyms. Moreover, the Latin prefixes insertions that provide continuity in ―bi‖ and ―multi‖ literally mean ―two‖ and conversations. Discourse markers are also ―many‖ respectively, which would known as words or short ‗lexicalized underpin our first conclusion. Secondly, phrases‘ (Schiffrin, 2001) that organize our attention is drawn to the fact that texts. Discourse markers help to create whereas the bilingual person is supposed ‗cohesion‘ and ‗coherence‘ in a given text to speak or use both languages ―equally by establishing a relationship between the well‖, this adverbial phrase is obliterated various ideas that are expressed within in the case of the multilingual. One could the text (Schiffrin, 2001). Schiffrin also infer that it is quite habitual to speak (1987) operationally defines discourse two languages equally well, but that this markers as sequentially dependent is a much convoluted task when three or elements which brackets units of talk. more languages are involved. This latter Examples of discourse markers in English idea is closely linked to the concept of would include ‗oh‘, ‗well‘, ‗and‘, ‗but‘, multicompetence (for further information, ‗or‘, ‗so‘, ‗like‘, ‗because‘, ‗now‘, ‗then‘, see Cook 2006), which unfortunately falls ‗I mean‘, ‗you know‘, ‗uh‘, ‗anyway‘, beyond the scope of this chapter. I will ‗yet‘ etc. ‗Discourse markers‘ is the term focus then on the first conclusion in the linguists give to the above mentioned following lines. words that break our speech up into parts and show the relation between parts. It could be advocated that researchers Discourse markers are found in various should attempt to avoid using both b grammatical categories including bilingualism and multilingualism conjunctions, interjections and adverbs. interchangeably, as this lack of precision Discourse
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