ED E N G 2 0 2

GU A GE , C U LT U R E A N D
L AN
SOCIETY
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 OBJECTIVES

A. Describe pervasiveness of multilingualism and domains of language

use
B. Review underlying principles on speaker’s linguistic choices
C. Apply multilingualism terminologies and concepts to real world
experiences
D. Value multilingual discourse
E. Compose a short analysis of speaker’s conversation transcripts
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 Topics

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LANGUAGE 7
 SPEECH COMMUNITY
•WHEN PEOPLE USE
LANGUAGE, THEY CAN
UNDERSTAND EACH
OTHER BECAUSE THEY
BELONG TO THE SAME
SPEECH COMMUNITY
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LANGUAGE ACQUISITION

• A PROCESS WHEN PEOPLE ACQUIRE THE LANGUAGES

USED BY THOSE IN THE COMMUNITY

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MOTHER TONGUES

•FIRST LANGUAGE

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SECOND LANGUAGE

• PEOPLE LEARN THESE LANGUAGES BY STUDYING

FORMALLY IN SCHOOL OR INFORMALLY ON THEIR
OWN

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LANGUAGE LEARNING

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LANGUAGE CONTACT

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 MULTILINGUALISM AS A SOCIETAL
PHENOMENON

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Is Tagalog a threatened language?

assess a
language’s ethnolinguistic vitality
(Giles et al. ,1977) 16

How likely it is to be
maintained?
LANGUAGE MAINTENANCE
(1) its status: economic, social, and historical;
(2) its territorial distribution and concentration together
with its population demographics, (ex. absolute numbers, birth
rates, marriage patterns, and migrations in and out; and
(3) its institutional support or lack thereof, both formally, as
in the media, education, and government services, and less
formally, as in the workplace and in religious, social, and cultural
activities

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 MULTILINGUALISM AS A SOCIETAL
PHENOMENON
“I USE ORIYA IN MY HOME, ENGLISH IN MY WORK PLACE, HINDI FOR
TELEVISION VIEWING, BENGALI TO COMMUNICATE WITH MY DOMESTIC
HELPER, A VARIETY OF HINDI-PUNJABI-URDU IN MARKET PLACES IN DELHI,
SANSKRIT FOR MY PRAYER AND RELIGIOUS ACTIVITIES, AND SOME
CONVERSATIONAL KUI WITH THE KONDS FOR MY RESEARCH IN THEIR
COMMUNITY. THESE LANGUAGES FIT IN A MUTUALLY COMPLEMENTARY
AND NON-COMPETING RELATIONSHIP IN MY LIFE.”
(MOHANTY 2006, 263)

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 MULTILINGUALISM AS A SOCIETAL
PHENOMENON

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 COMPETENCIES AND CONVERGENCE IN MULTILINGUAL
SOCIETIES
MULTILINGUALISM INVOLVING BALANCED, NATIVE-LIKE COMMAND OF ALL THE
LANGUAGES IN THE REPERTOIRE IS RATHER UNCOMMON. TYPICALLY,
MULTILINGUALS HAVE VARYING DEGREES OF COMMAND OF THE DIFFERENT
REPERTOIRES. THE DIFFERENCES IN COMPETENCE IN THE VARIOUS LANGUAGES
MIGHT RANGE FROM COMMAND OF A FEW LEXICAL ITEMS, FORMULAIC
EXPRESSIONS SUCH AS GREETINGS, AND RUDIMENTARY CONVERSATIONAL SKILLS
ALL THE WAY TO EXCELLENT COMMAND OF THE GRAMMAR AND VOCABULARY
AND SPECIALIZED REGISTER AND STYLES

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COMPETENCIES AND CONVERGENCE IN
MULTILINGUAL SOCIETIES code-switching

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CODE-SWITCHING

• SITUATIONAL CODE- • METAPHORICAL CODE-

SWITCHING SWITCHING
OCCURS WHEN THE LANGUAGES
HAS AN AFFECTIVE
USED CHANGE ACCORDING TO
THE SITUATIONS IN WHICH THE DIMEN_X0002_SION TO IT: THE
SPEAKERS FIND THEMSELVES: CHOICE OF CODE CARRIES
THEY SPEAK ONE LANGUAGE IN SYMBOLIC MEANING, THAT IS,
ONE SITUATION AND ANOTHER THE LANGUAGE FITS THE
IN A DIFFERENT ONE.
MESSAGE.

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COMPETENCIES AND CONVERGENCE IN
MULTILINGUAL SOCIETIES

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LET US GIVE IT A TRY , KUNWARI LANG

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LET US GIVE IT A TRY , KUNWARI LANG
• WHEN YOUR CRUSH HIT LIKE ON A SELFIE YOU
PUT A LOT OF EFFORT INTO AND YOU JUST
WANNA COMMEND YOURSELF FOR A JOB WELL
DONE:

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LET US GIVE IT A TRY , KUNWARI LANG
• WHEN YOUR CRUSH ASKS WHY YOU ONLY
ORDERED A SALAD FOR LUNCH:

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LET US GIVE IT A TRY , KUNWARI LANG
• WHEN YOU'RE TOO TIRED TO FIGHT THE
PATRIARCHY:

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LET US GIVE IT A TRY , KUNWARI LANG
• WHEN YOU AGREE TO GO ON A "COFFEE DATE"
WITH AN OLD FRIEND:

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LET US GIVE IT A TRY , KUNWARI LANG
• WHEN A FRIEND ASKS YOU FOR DATING TIPS:

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COMPETENCIES AND CONVERGENCE IN
MULTILINGUAL SOCIETIES
•LANGUAGING (JØRGENSEN 2008),

•TRANSLANGUAGING (GARCIA 2009), AND

•METROLINGUAL PRACTICES ( OTSUJI

AND PENNYCOOK 2011, 2012, JAWORSKI 2014)

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 the display of languages in
public spaces,
including signs, billboards,
advertisements, and
graffiti

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 Rather, how languages
appear in public space provides
evidence about underlying ideologies
concerning particular codes and their
speakers (Hélot et al. 2012).
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LL OF LOCAL FOOD ESTABLISHMENTS’
FRONT SIGNS IN WESTERN VISAYAS

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LL OF LOCAL FOOD ESTABLISHMENTS’
FRONT SIGNS IN WESTERN VISAYAS

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 LL OF LOCAL FOOD ESTABLISHMENTS’
FRONT SIGNS IN WESTERN VISAYAS
• ENGLISH WAS THE PREFERRED LANGUAGE IN THE SIGNS AS EVIDENCED BY HIGH NUMBER OF
MONOGLOSSIC – ENGLISH SIGNS AND THE PRESENCE OF ENGLISH IN MOST OF THE
HETEROGLOSSIC SIGNS IDENTIFIED AS WELL AS THE HIGH NUMBER OF ENGLISH WORDS IN
THE LANDSCAPE. , IT CAN BE CONCLUDED THAT ENGLISH IS THE LANGUAGE OF POWER IN
THE AREA DUE TO ITS CAPACITY TO STAND ALONE IN THE SIGNS WITHOUT BEING MIXED
WITH OTHER LANGUAGES AND ITS PRESENCE IN MOST OF THE HETEROGLOSSIC SIGNS
IDENTIFIED. THE NEED TO INCLUDE ENGLISH IN THESE HETROGLOSSIC SIGNS IMPLIES THAT
ENGLISH OCCUPIES A HEGEMONIC POSITION IN THE AREA, AND ITS PRESENCE IN THE LL IS
VERY MUCH RELEVANT AND SIGNIFICANT TO CATER A WIDER NUMBER OF AUDIENCE AND
TARGET SIGN READERS IN THIS MODERN ERA AS ALSO SUPPORTED BY AKINDELLE (2011); DE
LOS REYES (2014); HASSA AND KRAJCIK (2016); ASTILLERO (2017); MAGNO (2016); . KASANGA
(2012); MACALISTER (2012); AND BAUDINETTE (2018).

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PIDGINS AND CREOLES

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 Diglossia is the term used to
describe a situation in
which there are two distinct
codes with clear functional
separation; that is, one code
is employed in one set of
circumstances and the
other in an entirely different
set

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 Diglossia is a relatively stable language
situation in which, in addition to the
primary dialects of the language (which
may include a standard or regional
standards), there is a very divergent,
highly codified (often grammatically
more complex) superposed
variety, the vehicle of a large and
respected body of written literature,
either of an earlier period or in another
speech community, which is learned
largely by formal education and is used
for most written and formal spoken
purposes but is not used
by any sector of the community for
ordinary conversation.

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 High Variety ( H)

Low Variety ( L)

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 Classical Arabic (H) and the
various regional colloquial
varieties (L).

Standard German (H) and Swiss

German (L) in Switzerland.

Haiti, where the varieties are

Standard
French (H) and Haitian Creole (L).

Greece with Katharévousa

(H) and Dhimotiki or Demotic (L)
varieties of Greek.

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 The H variety is the prestigious,
powerful variety; the L variety
lacks prestige and
power.

H variety is more ‘beautiful,’

‘logical,’ and ‘expressive’ than the
L variety.

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THEORETICAL MODELS FOR LANGUAGE
CHOICE
• ACCOMMODATION
IS ONE WAY OF
EXPLAINING HOW
INDIVIDUALS AND
GROUPS MAY BE SEEN TO
RELATE TO EACH OTHER.

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OTHER THEORETICAL MODELS FOR
LANGUAGE CHOICE

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THEORETICAL MODELS FOR LANGUAGE
CHOICE
• THE MAIN IDEA OF THIS MODEL IS
THAT, FOR A GIVEN INTERACTION,
THERE IS AN UNMARKED CHOICE,
THAT IS, A CODE WHICH IS
EXPECTED IN THE SPECIFIC
CONTEXT.
• THE RELATIVE MARKEDNESS OF A
CODE VARIES BY SITUATION.

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THEORETICAL MODELS FOR LANGUAGE
• FOR EXAMPLE, IN A SPANISH-ENGLISH BILINGUAL CLASSROOM, THE
CHOICE UNMARKED CODE FOR ENGLISH INSTRUCTION IS CLEARLY AND OFTEN
EXPLICITLY ENGLISH. USING THIS UNMARKED CODE REINFORCES THE
STATUS QUO RELATIONSHIP BETWEEN THE TEACHER AND THE
STUDENTS. IF A STUDENT SWITCHES TO SPANISH, THIS MARKED CHOICE
COULD INDICATE THE STUDENT’S LACK OF COOPERATION IN THE
LESSON, OR HER SPANISH UTTERANCE COULD BE DIRECTED AT A PEER
AND THUS INDICATE THAT THIS TURN IS SEEN AS OUTSIDE OF THE
FRAME OF THE LESSON, WHERE SPANISH IS THE UNMARKED CHOICE.
THE ESSENTIAL POINT IS THAT ALL LANGUAGE CHOICES, MARKED AND
UNMARKED, CONTRIBUTE TO THE RELATIONSHIP BETWEEN THE
SPEAKERS.
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THEORETICAL MODELS FOR LANGUAGE
CHOICE • THE MARKEDNESS MODEL WAS ORIGINALLY DESIGNED TO
EXPLAIN THE SOCIAL MOTIVATIONS OF ALTERNATION
BETWEEN TWO DISTINCT LANGUAGES IN SPOKEN
CONVERSATION, BUT HAS ALSO BEEN APPLIED TO
SWITCHING BETWEEN DIFFERENT VARIETIES OF THE SAME
LANGUAGE

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 Code-switching and borrowing are said to be different phenomena.
Try to distinguish between the two, using examples from two
languages you know.
What criteria do the various scholars who have discussed this
issue rely on most?
What disagreements do you find?
Is there possibly a continuum here, that is, no clear division
between the two?

SOME THOUGHTS TO PONDER!

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