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Societal multilingualism
This document discusses societal multilingualism. It defines multilingualism as the knowledge or use of more than one language by an individual or community. It describes characteristics of multilingual communities, including that individuals may not have perfect command of multiple languages and instead demonstrate selective functionality. The document also discusses concepts like speech communities, language choice based on domains, patterns of language use, diglossia, code switching, code mixing, and implications for language teaching.
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Societal multilingualism
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- 2. By Group 2 Lira Nurjanah122122011 Widia Amelia N 122122013 Winda Widia 122122019 Susi N Alifah 122122020 6.A
- 3. What is multilingualism? Multilingualism refers to the knowledge or use of more than one language by an individual or a community.
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- 7. The norms of Monolingualvs Multilinguals
- 8. Verbal Repertoire The totalrange of linguistic resources available to an individual or a community. Monolingual (range of regional, social, functional, and stylistic varieties) Multilingual (encompasses not only varieties of the same language but also different languages)
- 9. Characteristics of multilingualism: Donot have a perfect or nativelike command Might be called selective functionality
- 10. Language Choice Language basedon domain : Intimate style Utilitarian style Languange levels in Javanese: Kromo Ngoko
- 11. Pattern of Use Asymmetriprinciple of multilingualism = some languages are more valued than others.
- 12. Ex. of TuluSpeakers Although it is spoken by about two millions persons, the Tulu language is restricted in its functional range. Kannada (local state language) which serves as their mediumof instruction through the secondary school. - as the languageof education administration commerce, media, literature, regional identity, and
- 13. Diglossia Ferguson =to the specialization of two varieties of the same language. - variety as high (H) - variety as low (L) Ex. In Arab classical Arabic as (H), colloquial Arabic as (L) In Switzerland standar Zerman (H) Swiss German (L)
- 14. Ex. of Arabic,Shows that H is used in Church, Mosque sermons, political speeches, university lecturer, news broadcasts, newspaper editorials, and poetry. L variety is used For giving instructions to waiters, servants, clerks, personal letters, in conversations with friends and family, etc.
- 15. Code Switching When twoor more languages exist in a community, speakers frequently switch from one language to another. • Situational code switching The switch is in response to a change situation. • Metaphorical code switching The switch has a stylistic or textual function.
- 16. Oberwaert, an Austriantown. - German language (H) - Hungarian (L) grandfather is calling his two grandchildren to come and help him. Grandfather : Szo ! Ide dzsiini ! Jeszt jeramunyi ! (Well, come here! Out all this way ! ) Mind e kettuotok, not hat akkor ! ( both of you, well now ! ) Kum here ! Nem koapsz vascsorat ! ( come here ! You don’t get supper ! )
- 17. The grandfatherfirst calls his grandchildren in Hungarian, but when they do not answer him, he switches to german. Since the German Language is associated with more formal settings, it gives the grandfather’s word more force.
- 18. CODE SWITCHING ORCODE MIXING?
- 19. Is there codeswitching or code mixing? For example: Hindi-English “Dial enumber naa, n’uniform’en Mr.Oseni ighe approve encontraacti nii ne. But khamaa ren ighe o gha ye necessary n’o submit-e photostat copies oghe estimate n’o ka ya apply a ke pa ere. You understand?” (“Dial this number, and inform Mr oseni that we approved the contact already. But tell him that it will still be necessary for him to submit photostat copies of estimate that he firts applied with before we pay him. You understand?”)
- 20. Is there codeswitching or code mixing? For example: English/Italics Sarah : I think everyone is here except Mere. John : She said she might be abit late but actually I think that’s her arriving now. Sarah : You’re right. Kia ora Mere. Haere mai, kei tapehen koe? (hi mere, come in how are you?) Mere : Kia ora e hoa. Kei te pai. Have you started yet? (hello my friend. I’m fine)
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- 22. Implications for Language Teaching 1.Revise their attitude to the status of bilingualism. 2. The other language is additive not replacive. 3. Unnecessary to expect like native competence ( style, function) but english as what learners’ need to learn. 4. Teachers need to be familiar with the other language in the learners’ repertoires 5. For teacher, mix code is appropriate for in group but monolingual is just for monolingual interlcutors. 6. Multilingualism is not only a division of labor but also a great deal of give and take between language.