attitudes towards bilingualism

8/17/2019 Attitudes Towards Bilingualism

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Language and the MindLanguage and the Mind

Prof. R. HickeyProf. R. Hickey

SS 06SS 06

Attitudes towards BilingualismAttitudes towards Bilingualism

Victoria Sirbu – Hauptstudium - LN MAVictoria Sirbu – Hauptstudium - LN MA Halil Olgun – Hauptstudium - LN LA Sek. !Halil Olgun – Hauptstudium - LN LA Sek. !

"leonora Miguel – Hauptstudium - #N MA"leonora Miguel – Hauptstudium - #N MA



Attitudes towardsAttitudes towards

BilingualismBilingualism Matched Guise ExperimentsMatched Guise Experiments Attitudes towards Code-switchingAttitudes towards Code-switching

A Case study in Attitudes towards Code-A Case study in Attitudes towards Code-switchingswitching

Language attitude questionaire: Pana!i inLanguage attitude questionaire: Pana!i in

BritainBritain

ConclusionConclusion



Matched Guise ExperimentsMatched Guise Experiments Matched Guide Test – is used in obtaining evauations to s!okenMatched Guide Test – is used in obtaining evauations to s!oken

anguage.anguage.

"irst used by La#bert $%&60'("irst used by La#bert $%&60'( "rench)*ngish biinguas read a s!oken te+t in "rench and *ngish,"rench)*ngish biinguas read a s!oken te+t in "rench and *ngish,

Then "rench and *ngish s!eakers had to evauate the !ersonaity of the Then "rench and *ngish s!eakers had to evauate the !ersonaity of the

s!eakers in di#ensions such as good)bad- friendy)unfriendy-s!eakers in di#ensions such as good)bad- friendy)unfriendy-

educated)uneducated- etc.,educated)uneducated- etc.,

The udges did not kno/ that they /ere evauating the sa#e s!eaker t/ice The udges did not kno/ that they /ere evauating the sa#e s!eaker t/ice$in #atched guises1'.$in #atched guises1'.

2s a resut- the reaction to the sa#e !erson di3ered de!ending on(2s a resut- the reaction to the sa#e !erson di3ered de!ending on( the anguage used,the anguage used,

the inguistic a4iation of the !erson #aking the 5udge#ent.the inguistic a4iation of the !erson #aking the 5udge#ent.

*+!eri#ents ike this found that(*+!eri#ents ike this found that( the di3erentia !o/er of !articuar socia grou!s is reected in anguagethe di3erentia !o/er of !articuar socia grou!s is reected in anguage

variation and attitudes to/ards this variabiity,variation and attitudes to/ards this variabiity,

the #inority often acce!t1 the stig#a attached to their /ay of s!eaking bythe #inority often acce!t1 the stig#a attached to their /ay of s!eaking by

the sociay do#inant #a5ority.the sociay do#inant #a5ority.



Attitudes towards Code-switchingAttitudes towards Code-switching

Code-switchingCode-switching is a ter# in inguistics referring tois a ter# in inguistics referring to

aternation bet/een t/o or #ore anguages- diaects- oraternation bet/een t/o or #ore anguages- diaects- or

anguage registers in the course of discourse bet/eenanguage registers in the course of discourse bet/een!eo!e /ho have #ore than one anguage in co##on.!eo!e /ho have #ore than one anguage in co##on.

So#eti#es the s/itch asts ony for a fe/ sentences- orSo#eti#es the s/itch asts ony for a fe/ sentences- or

even for a singe !hrase.even for a singe !hrase.

The attitude to/ards code s/itching can be either !ositive or The attitude to/ards code s/itching can be either !ositive or

negative(negative(



The attitude to/ards code s/itching can be either The attitude to/ards code s/itching can be either

!ositive or negative(!ositive or negative(

"egati#e"egati#e

when some social stigmawhen some social stigmahas !een attached to thishas !een attached to thismode o$ spea%ing !ymode o$ spea%ing !y!oth community as well!oth community as wellas out-group mem!ers&as out-group mem!ers&

e'g' Educators'e'g' Educators'Example: the comment o$Example: the comment o$a #isitor $rom "orway ona #isitor $rom "orway on"orway spo%en !y"orway spo%en !yimmigrants in the ()*immigrants in the ()*

it is characteri+ed thenit is characteri+ed then

as lac% o$ education& !adas lac% o$ education& !admanners& or impropermanners& or impropercontrol o$ the twocontrol o$ the twolanguages'languages'

Positi#e:Positi#e:

/hen !oitica ideoogy/hen !oitica ideoogychanges- attitudes to/ardschanges- attitudes to/ardscode s/itching #ay changecode s/itching #ay changetoo.too.

7ode8s/itching is used then7ode8s/itching is used thenin order to he! an ethnicin order to he! an ethnic#inority co##unity retain a#inority co##unity retain asense of cutura identity.sense of cutura identity.

*+a#!e( the usage of*+a#!e( the usage of PochoPocho andand CaloCalo tas a resut of thetas a resut of therise in ethnic consciousnessrise in ethnic consciousnessof the S!anish #inority inof the S!anish #inority in7aifornia,7aifornia,

seen as a egiti#ate for# ofseen as a egiti#ate for# ofinfor#a tak.infor#a tak.



A Case study in Attitudes towards Code-A Case study in Attitudes towards Code-

switchingswitching

The case of Pan5abi)*ngish biinguas. The case of Pan5abi)*ngish biinguas.

"oo/ing ty!es of s/itch /ere registrated in both directions of"oo/ing ty!es of s/itch /ere registrated in both directions ofs/itching Pan5iari)*ngish(s/itching Pan5iari)*ngish(

*+a#!es % and 9 iustrate Tag s/itching $Tag s/itching*+a#!es % and 9 iustrate Tag s/itching $Tag s/itchinginvoves the insertion of a tag $e.g.invoves the insertion of a tag $e.g. you know, I mean you know, I mean- etc'- etc'in one anguage into an utterance that is other/ise entireyin one anguage into an utterance that is other/ise entireyin another anguage',in another anguage',

$%'$%' Hon kai ingrezlog e jere sadia bolia sikhde e,Hon kai ingrezlog e jere sadia bolia sikhde e, right ri

ght ?? $P)*'$P)*'

$9'$9' Well, it depends,Well, it depends, hanahana, on what you interests are?, on what you interests are? $*)P'$*)P'



:- ; – <ntersententia s/itch $the s/itch occurs at a cause:- ; – <ntersententia s/itch $the s/itch occurs at a cause

or sentence boundary /here each cause or sentence is inor sentence boundary /here each cause or sentence is inone anguage or the other',one anguage or the other',

$:'$:' Sara dIn tusi te jao so kar a ke,Sara dIn tusi te jao so kar a ke, you haen!t got time to you haen!t got time tospend with the childrenspend with the children"" $P)*'$P)*'

=- 6- > – <ntrasententia s/itch $s/itching of di3erent ty!es=- 6- > – <ntrasententia s/itch $s/itching of di3erent ty!esoccurs /ithin the cause or sentence boundary',occurs /ithin the cause or sentence boundary',

$='$=' #amily#amily de nalde nal, you just learn these things at home when, you just learn these things at home when you$re young" you$re young" $*)P'$*)P'

? iustrates both <nter8 @ intrasententia s/itches.? iustrates both <nter8 @ intrasententia s/itches.

$?'$?' %s &ar as %s &ar as wsiwsi concernedconcerned hege ehege e, it doesn!t make any, it doesn!t make anydi'erence what people do"di'erence what people do" $*)P'$*)P'



The evauation of the characteristics of the s!eech and !erson The evauation of the characteristics of the s!eech and !erson

s!eaking by ans/ering a nu#ber of Auestions(s!eaking by ans/ering a nu#ber of Auestions(

Bo you think this !erson s!eaks Pan5abi #ost of the ti#eCBo you think this !erson s!eaks Pan5abi #ost of the ti#eC

Bo you think the anguage used in this !ersonDs ho#e isBo you think the anguage used in this !ersonDs ho#e is

#osty Pan5abiC#osty Pan5abiC

Bo you think this !erson e+!resses hi#sef /eCBo you think this !erson e+!resses hi#sef /eC

Bo you End this !erson easy to understandCBo you End this !erson easy to understandC

Bo you think this !erson sounds #ore *ngish than Pan5abiCBo you think this !erson sounds #ore *ngish than Pan5abiC

Bo you think this !erson s!eaks #ore *ngish than Pan5abiCBo you think this !erson s!eaks #ore *ngish than Pan5abiC

Bo you think that this is *ngish- or Pan5abi or neitherCBo you think that this is *ngish- or Pan5abi or neitherC S!eaking in this /ay- do you think this !erson coud be aS!eaking in this /ay- do you think this !erson coud be a

teacher of Pan5abiCteacher of Pan5abiC



ConclusionsConclusions

The study reveaed- that !articuary intra8sententia code8 The study reveaed- that !articuary intra8sententia code8s/itching evokes negative reaction.s/itching evokes negative reaction.

Foth e+a#!es of inter8sententia s/itching- : and ; ratedFoth e+a#!es of inter8sententia s/itching- : and ; ratedhigh on inteigibiity.high on inteigibiity.

The t/o intra8sententia ty!es are o/est. The t/o intra8sententia ty!es are o/est. Sa#!es > and ; /ere seected as the #ost ikey to beSa#!es > and ; /ere seected as the #ost ikey to be

associated /ith being a teacher of Pan5abi. 2though !artsassociated /ith being a teacher of Pan5abi. 2though !artsof sa#!e ; are in *ngish- there is no intra8sententiaof sa#!e ; are in *ngish- there is no intra8sententias/itching.s/itching.

ConclusionConclusion( The resuts are in ine /ith si#iar studies and( The resuts are in ine /ith si#iar studies and

sho/ that the sa#e !erson is evauated in di3erent /ayssho/ that the sa#e !erson is evauated in di3erent /aysde!ending on ho/ he or she s!eaks.de!ending on ho/ he or she s!eaks.



Thank you Thank you



Language 2ttitudesLanguage 2ttitudes

uestionnairesuestionnaires

Panjabi in BritainPanjabi in Britain

Hai <. IgunHai <. Igun



$uestionnaires$uestionnaires

Language attitudes %a&e been studied t%roug% t%e use o'Language attitudes %a&e been studied t%roug% t%e use o'

(uestionnaires) w%ic% elicit in'ormation on language(uestionnaires) w%ic% elicit in'ormation on language

e&aluation) language pre'erence) desirabilit* o' learninge&aluation) language pre'erence) desirabilit* o' learning

particular languages) sel' reports concerning language use) etc. particular languages) sel' reports concerning language use) etc.

$uestionnaires %a&e been widel* used in &arious kinds o'$uestionnaires %a&e been widel* used in &arious kinds o'

sociolinguistic researc% because t%e* are relati&el* eas* tosociolinguistic researc% because t%e* are relati&el* eas* to

distribute and collect.distribute and collect.

A greater number o' people can be sur&e*ed.A greater number o' people can be sur&e*ed.



A case stud* in Language Attitudes+ ,anabi in BritainA case stud* in Language Attitudes+ ,anabi in Britain

,anabi+ a person 'rom t%e ,unab area in N ndia and ,akistan,anabi+ a person 'rom t%e ,unab area in N ndia and ,akistan e will discuss a (uestionnaire de&ised to stud* attitudes to ae will discuss a (uestionnaire de&ised to stud* attitudes to a

range o' issues) as part o' a researc% in t%e ,anabi!"nglis%range o' issues) as part o' a researc% in t%e ,anabi!"nglis%

bilingual communit* in Britain. bilingual communit* in Britain. n t%is case bilingual inter&iewers went to t%e %omes o' bilingualn t%is case bilingual inter&iewers went to t%e %omes o' bilingual

'amilies to obtain answers to t%e 'ollowing (uestions /w%ic%'amilies to obtain answers to t%e 'ollowing (uestions /w%ic%were posed in ,anabi0.were posed in ,anabi0.

#%e inter&iewers were alread* ac(uainted wit% t%e 'amilies#%e inter&iewers were alread* ac(uainted wit% t%e 'amiliest%roug% pre&ious &isits.t%roug% pre&ious &isits.

Most in'ormants replied in ,anabi) or a mi1ed ,anabi! "nglis%.Most in'ormants replied in ,anabi) or a mi1ed ,anabi! "nglis%.



1.1. ' we stop using our language altoget%er) do *ou t%ink we can' we stop using our language altoget%er) do *ou t%ink we can

maintain t%e culture and identit* o' our communit*2maintain t%e culture and identit* o' our communit*2

2.2. s t%e maintenance o' our languages t%e most important o' alls t%e maintenance o' our languages t%e most important o' all

matters in our communities2 s it a di''icult task2matters in our communities2 s it a di''icult task2

3.3. How can we maintain t%e 'ullest use o' our languages in Britain2How can we maintain t%e 'ullest use o' our languages in Britain2

/ i. e. not ust 'or t%e %ome or 'or religion0./ i. e. not ust 'or t%e %ome or 'or religion0.

4.4. Our c%ildren will learn as muc% o' our languages as t%e* need toOur c%ildren will learn as muc% o' our languages as t%e* need toknow 'rom t%e 'amil*) so is t%ere an* need to set up special classesknow 'rom t%e 'amil*) so is t%ere an* need to set up special classes

'or teac%ing t%ese languages2'or teac%ing t%ese languages2

5.5. %at do *ou t%ink o' supplementar* sc%ools2%at do *ou t%ink o' supplementar* sc%ools2

6.6. it%out an* %elp 'rom t%e go&ernment) can our communitiesit%out an* %elp 'rom t%e go&ernment) can our communities

organi3e mot%er tongue classes2organi3e mot%er tongue classes2

7.7. 4o *ou t%ink our languages s%ould be taug%t in ordinar* sc%ools24o *ou t%ink our languages s%ould be taug%t in ordinar* sc%ools2

ill t%at be su''icient2ill t%at be su''icient2



8.8. S%ould out languages be taug%t separatel* as di''erent subects) or s%ouldS%ould out languages be taug%t separatel* as di''erent subects) or s%ould

ot%er subects suc% as Mat%s and science be taug%t in our languages2ot%er subects suc% as Mat%s and science be taug%t in our languages2

9.9. ould *ou encourage *our c%ildren to take 5O6 le&el and 5A6 le&el ,anabi2ould *ou encourage *our c%ildren to take 5O6 le&el and 5A6 le&el ,anabi2

10.10. 4o *ou t%ink it would be a good idea 'or our c%ildren to learn a Sout%4o *ou t%ink it would be a good idea 'or our c%ildren to learn a Sout%

Asian language ot%er t%an t%eir own) e.g. Hindi2Asian language ot%er t%an t%eir own) e.g. Hindi2

11.11. ' t%e go&ernment is willing to Support one Asian language in sc%ools)' t%e go&ernment is willing to Support one Asian language in sc%ools)

w%ic% one do *ou t%ink it s%ould be2w%ic% one do *ou t%ink it s%ould be2

12.12. S%ould t%e aut%orities produce &ersions o' o''icial letters) notices) 'ormsS%ould t%e aut%orities produce &ersions o' o''icial letters) notices) 'orms

and lea'lets in out languages as well as in "nglis%2and lea'lets in out languages as well as in "nglis%2

13.13.

S%ould t%e go&ernment emplo* more doctors) teac%ers and social workersS%ould t%e go&ernment emplo* more doctors) teac%ers and social workers

w%o speak out languages2w%o speak out languages2

14.14. S%ould "nglis% people be encouraged to learn our languages2 ' so) w%*2S%ould "nglis% people be encouraged to learn our languages2 ' so) w%*2

15.15. %at do *ou t%ink o' people w%o speak onl* "nglis% and ne&er t%eir own%at do *ou t%ink o' people w%o speak onl* "nglis% and ne&er t%eir own

language2language2



#%e 'irst (uestion concerns t%e communit*6s attitudes towards#%e 'irst (uestion concerns t%e communit*6s attitudes towards

t%e nature o' t%e link between language and cultural identit*.t%e nature o' t%e link between language and cultural identit*.

/' we stop using our language altoget%er) do *ou t%ink we/' we stop using our language altoget%er) do *ou t%ink we

can maintain t%e culture and identit* o' our communit*20can maintain t%e culture and identit* o' our communit*20

#%is was asked to s%ow t%at language and et%nicit* are#%is was asked to s%ow t%at language and et%nicit* arerelated in di''erent wa*s in di''erent conte1ts.related in di''erent wa*s in di''erent conte1ts.

language and cultural identit*language and cultural identit*



7Some %a&e consistentl* stressed t%eir language as t%e principal carrier o'Some %a&e consistentl* stressed t%eir language as t%e principal carrier o'

t%eir culture and relied on it as t%eir main de'ence against assimilation.t%eir culture and relied on it as t%eir main de'ence against assimilation.

Sir 8ames Henare) a Maori leader w%o died in 9:;:) e1pressed similarSir 8ames Henare) a Maori leader w%o died in 9:;:) e1pressed similar

sentiments about Maori+sentiments about Maori+

“The language is the life force of our Maori culture and mana. If the language“The language is the life force of our Maori culture and mana. If the language

dies, as some predict, what do we have left to us? Then, I ask our own peopledies, as some predict, what do we have left to us? Then, I ask our own people

who are we?”who are we?”

it%out e1ception all ,anabi- and <rdu-speaking respondents said t%atit%out e1ception all ,anabi- and <rdu-speaking respondents said t%at

language and culture were closel* related and t%at culture could not belanguage and culture were closel* related and t%at culture could not be

preser&ed wit%out language. preser&ed wit%out language.

Anot%er said t%at i' *ou stop speaking *our own language) t%en *ou lea&eAnot%er said t%at i' *ou stop speaking *our own language) t%en *ou lea&e*our own culture and *ou cannot pass it on to *our c%ildren.*our own culture and *ou cannot pass it on to *our c%ildren.

A man pointed out t%at it is an o&ersimpli'ication o' seeing language use asA man pointed out t%at it is an o&ersimpli'ication o' seeing language use as

e(ui&alent to identit*. He stressed t%e importance o' common attitudes ande(ui&alent to identit*. He stressed t%e importance o' common attitudes and

sentiments.sentiments.



#%e connection between language and cultural identit* was also#%e connection between language and cultural identit* was also

an issue in t%e responses to (uestion 9= about people w%o ne&eran issue in t%e responses to (uestion 9= about people w%o ne&er

used t%eir own language.used t%eir own language.

One in'ormant said t%at suc% people %ad lost t%eir identit*.One in'ormant said t%at suc% people %ad lost t%eir identit*.

#%ere was muc% discussion o' t%e role pla*ed b* language in t%e#%ere was muc% discussion o' t%e role pla*ed b* language in t%e

generation gap generation gap percei&ed b* percei&ed b*man*.man*.

One parent e1plained+One parent e1plained+

'in our society we attach a lot of importance to respect. nowing'in our society we attach a lot of importance to respect. nowing

our language would mean knowing respect. !ack of our ownour language would mean knowing respect. !ack of our own

language would mean that the child has no understanding oflanguage would mean that the child has no understanding of

respect of others in his own community"'.respect of others in his own community"'.



One %usband and wi'e cited t%e e1istence o' respect terms in ,anabi) w%ic%One %usband and wi'e cited t%e e1istence o' respect terms in ,anabi) w%ic%

were eit%er not a&ailable or used in "nglis%) suc% as t%e #!V distinction /,anabi+were eit%er not a&ailable or used in "nglis%) suc% as t%e #!V distinction /,anabi+su!tusi0) and t%e use o' kins%ip terms like aunt) uncle) sister etc. to address elders)su!tusi0) and t%e use o' kins%ip terms like aunt) uncle) sister etc. to address elders)

and %onori'ics like t%e su''i1 -i attac%ed to t%ese and ot%er items) e.g. paniand %onori'ics like t%e su''i1 -i attac%ed to t%ese and ot%er items) e.g. pani

5sister6.5sister6.

One parent noted %is embarrassment at %is c%ildren6s use o' "nglis% in 'ront o'One parent noted %is embarrassment at %is c%ildren6s use o' "nglis% in 'ront o'older guests in t%e %ome) w%en asked w%* %e t%oug%t some c%ildren replied inolder guests in t%e %ome) w%en asked w%* %e t%oug%t some c%ildren replied in

"nglis% w%en spoken to in ,anabi. He said+"nglis% w%en spoken to in ,anabi. He said+

>t %appens alwa*s. t %appens in m* own %ome as well. t can at times be &er*>t %appens alwa*s. t %appens in m* own %ome as well. t can at times be &er*

embarrassing) sa* i' we %a&e elderl* guests and address t%e c%ildren in ,anabiembarrassing) sa* i' we %a&e elderl* guests and address t%e c%ildren in ,anabi

and t%e* repl* in "nglis%. #%e guests would t%en wonder and look at t%e parents.and t%e* repl* in "nglis%. #%e guests would t%en wonder and look at t%e parents.

#%e embarrassment is 'elt b* t%e parents and not t%e kids.?#%e embarrassment is 'elt b* t%e parents and not t%e kids.?



A t%ird part* will alwa*s assume t%at t%e parents %a&en@t taug%tA t%ird part* will alwa*s assume t%at t%e parents %a&en@t taug%t

t%e kids an*t%ing.t%e kids an*t%ing.

Some also mentioned t%e potential embarrassment 'elt b* t%eirSome also mentioned t%e potential embarrassment 'elt b* t%eir

c%ildren because t%e* lacked sel'-con'idence and did not speak inc%ildren because t%e* lacked sel'-con'idence and did not speak in

t%eir own language 'or 'ear o' making mistakes due to imper'ectt%eir own language 'or 'ear o' making mistakes due to imper'ect

knowledge.knowledge.



7oncusion7oncusion

*eonora Migue*eonora Migue



7oncusion7oncusion

8 Fiinguais# in not a unitary !heno#enon8 Fiinguais# in not a unitary !heno#enon ⇒⇒ /hen/hen

trying to understand the skis biingua s!eakerstrying to understand the skis biingua s!eakers

have the varieties of socia and other factors havehave the varieties of socia and other factors haveto be taken into considerationto be taken into consideration

8 the !ara#eters of /hat is a universa gra##ar8 the !ara#eters of /hat is a universa gra##ar

$according to 7ho#sky' can hardy be E+ed$according to 7ho#sky' can hardy be E+ed ⇒⇒ thethe

very ideaiJed conditions reAuire ho#ogeneousvery ideaiJed conditions reAuire ho#ogeneous

s!eech co##unities $even #onoinguas!eech co##unities $even #onoinguaco##unities are not ho#ogeneous'co##unities are not ho#ogeneous'



8 every anguage incor!orates a !eri!hery of8 every anguage incor!orates a !eri!hery of

borro/ings- historica residues and innovationsborro/ings- historica residues and innovations

/hich hardy can be e+!ected to incor!orate /ithin/hich hardy can be e+!ected to incor!orate /ithin

a !rinci!ed theory of universa gra##ara !rinci!ed theory of universa gra##ar

8 notions ike interference /hen taking about code88 notions ike interference /hen taking about code8

s/itching de!end on the kno/edge of /hat thes/itching de!end on the kno/edge of /hat theindividua codes areindividua codes are ⇒⇒ the codes #ay uneAuay bethe codes #ay uneAuay be

deveo!eddeveo!ed



8 the biingua syste# is di3erent fro# the8 the biingua syste# is di3erent fro# the

#onoinguaKs the !erce!tua nor#s o!erate

#onoinguaKs the !erce!tua nor#s o!erate

di3erentydi3erenty



ReferencesReferences

omaine) Su3anne /9:;:0omaine) Su3anne /9:;:0 #ilingualism. #ilingualism. nd edition 9::=nd edition 9::=

/O1'ord+ Blackwell0/O1'ord+ Blackwell0

Cnominated 'or t%e Britis% Association o' Applied LinguisticsCnominated 'or t%e Britis% Association o' Applied Linguistics

Book o' t%e DearEBook o' t%e DearE

attitudes towards bilingualism

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