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Language and the Mind Language and the Mind Prof. R. Hickey Prof. R. Hickey SS 06 SS 06 Attitudes towards Attitudes towards Bilingualism Bilingualism Victoria Sirbu – Hauptstudium - LN MA Victoria Sirbu – Hauptstudium - LN MA Halil Olgun – Hauptstudium - LN LA Sek. I /II Halil Olgun – Hauptstudium - LN LA Sek. I /II Eleonora Miguel – Hauptstudium - TN MA Eleonora Miguel – Hauptstudium - TN MA

Language and the Mind Prof. R. Hickey SS 06 Attitudes towards Bilingualism Victoria Sirbu – Hauptstudium - LN MA Victoria Sirbu – Hauptstudium - LN MA

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Page 1: Language and the Mind Prof. R. Hickey SS 06 Attitudes towards Bilingualism Victoria Sirbu – Hauptstudium - LN MA Victoria Sirbu – Hauptstudium - LN MA

Language and the Mind Language and the Mind Prof. R. HickeyProf. R. Hickey

SS 06 SS 06

Attitudes towards BilingualismAttitudes towards Bilingualism

Victoria Sirbu – Hauptstudium - LN MAVictoria Sirbu – Hauptstudium - LN MA Halil Olgun – Hauptstudium - LN LA Sek. I /IIHalil Olgun – Hauptstudium - LN LA Sek. I /II

Eleonora Miguel – Hauptstudium - TN MAEleonora Miguel – Hauptstudium - TN MA

Page 2: Language and the Mind Prof. R. Hickey SS 06 Attitudes towards Bilingualism Victoria Sirbu – Hauptstudium - LN MA Victoria Sirbu – Hauptstudium - LN MA

Attitudes towards Attitudes 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-

switching switching Language attitude questionaire: Panjabi in Language attitude questionaire: Panjabi in

BritainBritain ConclusionConclusion

Page 3: Language and the Mind Prof. R. Hickey SS 06 Attitudes towards Bilingualism Victoria Sirbu – Hauptstudium - LN MA Victoria Sirbu – Hauptstudium - LN MA

Matched Guise ExperimentsMatched Guise Experiments Matched Guide Test – is used in obtaining evaluations to spoken Matched Guide Test – is used in obtaining evaluations to spoken

language.language.

First used by Lambert (1960):First used by Lambert (1960): French/English bilinguals read a spoken text in French and English; French/English bilinguals read a spoken text in French and English; Then French and English speakers had to evaluate the personality of the Then French and English speakers had to evaluate the personality of the

speakers in dimensions such as good/bad, friendly/unfriendly, speakers in dimensions such as good/bad, friendly/unfriendly, educated/uneducated, etc.; educated/uneducated, etc.;

The Judges did not know that they were evaluating the same speaker The Judges did not know that they were evaluating the same speaker twice (in „matched guises“). twice (in „matched guises“).

As a result, the reaction to the same person differed depending on:As a result, the reaction to the same person differed depending on: the language used; the language used; the linguistic affiliation of the person making the judgement. the linguistic affiliation of the person making the judgement.

Experiments like this found that:Experiments like this found that: the differential power of particular social groups is reflected in language the differential power of particular social groups is reflected in language

variation and attitudes towards this variability; variation and attitudes towards this variability; the minority often „accept“ the stigma attached to their way of speaking the minority often „accept“ the stigma attached to their way of speaking

by the socially dominant majority.by the socially dominant majority.

Page 4: Language and the Mind Prof. R. Hickey SS 06 Attitudes towards Bilingualism Victoria Sirbu – Hauptstudium - LN MA Victoria Sirbu – Hauptstudium - LN MA

Attitudes towards Code-switchingAttitudes towards Code-switching

Code-switchingCode-switching is a term in linguistics referring to is a term in linguistics referring to alternation between two or more languages, dialects, or alternation between two or more languages, dialects, or language registers in the course of discourse between language registers in the course of discourse between people who have more than one language in common. people who have more than one language in common. Sometimes the switch lasts only for a few sentences, or Sometimes the switch lasts only for a few sentences, or even for a single phrase.even for a single phrase.

The attitude towards code switching can be either positive or The attitude towards code switching can be either positive or negative:negative:

Page 5: Language and the Mind Prof. R. Hickey SS 06 Attitudes towards Bilingualism Victoria Sirbu – Hauptstudium - LN MA Victoria Sirbu – Hauptstudium - LN MA

The attitude towards code switching can be either The attitude towards code switching can be either positive or negative:positive or negative:

NegativeNegative

when some social stigma when some social stigma has been attached to this has been attached to this mode of speaking by mode of speaking by both community as well both community as well as out-group members, as out-group members, e.g. Educators.e.g. Educators.Example: the comment of Example: the comment of a visitor from Norway on a visitor from Norway on Norway spoken by Norway spoken by immigrants in the US; immigrants in the US;

it is characterized then it is characterized then as lack of education, bad as lack of education, bad manners, or improper manners, or improper control of the two control of the two languages. languages.

Positive:Positive:

when political ideology when political ideology changes, attitudes towards changes, attitudes towards code switching may change code switching may change too. too.

Code-switching is used then Code-switching is used then in order to help an ethnic in order to help an ethnic minority community retain a minority community retain a sense of cultural identity. sense of cultural identity. Example: the usage of Example: the usage of PochoPocho and and CaloCalo tas a result tas a result of the rise in ethnic of the rise in ethnic consciousness of the consciousness of the Spanish minority in Spanish minority in California; California;

seen as a legitimate form of seen as a legitimate form of informal talk. informal talk.

Page 6: Language and the Mind Prof. R. Hickey SS 06 Attitudes towards Bilingualism Victoria Sirbu – Hauptstudium - LN MA Victoria Sirbu – Hauptstudium - LN MA

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

switchingswitching

The case of Panjabi/English bilinguals.The case of Panjabi/English bilinguals.

Following types of switch were registrated in both directions of Following types of switch were registrated in both directions of switching Panjiari/English:switching Panjiari/English:

Examples 1 and 2 illustrate Tag switching (Tag switching Examples 1 and 2 illustrate Tag switching (Tag switching involves the insertion of a tag (e.g. involves the insertion of a tag (e.g. you know, I meanyou know, I mean, etc) , etc) in one language into an utterance that is otherwise entirely in one language into an utterance that is otherwise entirely in another language); in another language);

(1) (1) Hon kai ingrezlog e jere sadia bolia sikhde e, Hon kai ingrezlog e jere sadia bolia sikhde e, rightright? ? (P/E)(P/E)

(2) (2) Well, it depends, Well, it depends, hanahana, on what you interests are? , on what you interests are? (E/P)(E/P)

Page 7: Language and the Mind Prof. R. Hickey SS 06 Attitudes towards Bilingualism Victoria Sirbu – Hauptstudium - LN MA Victoria Sirbu – Hauptstudium - LN MA

3, 4 – Intersentential switch (the switch occurs at a clause 3, 4 – Intersentential switch (the switch occurs at a clause or sentence boundary where each clause or sentence is in or sentence boundary where each clause or sentence is in one language or the other); one language or the other);

(3) (3) Sara dIn tusi te jao so kar a ke, Sara dIn tusi te jao so kar a ke, you haven’t got time to you haven’t got time to spend with the childrenspend with the children. . (P/E)(P/E)

5, 6, 8 – Intrasentential switch (switching of different types 5, 6, 8 – Intrasentential switch (switching of different types occurs within the clause or sentence boundary); occurs within the clause or sentence boundary);

(5) (5) Family Family 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. (E/P)(E/P)

7 illustrates both Inter- + intrasentential switches.7 illustrates both Inter- + intrasentential switches.

(7) (7) As far as As far as wsiwsi concerned concerned hege ehege e, it doesn’t make any , it doesn’t make any difference what people do. difference what people do. (E/P)(E/P)

Page 8: Language and the Mind Prof. R. Hickey SS 06 Attitudes towards Bilingualism Victoria Sirbu – Hauptstudium - LN MA Victoria Sirbu – Hauptstudium - LN MA

The evaluation of the characteristics of the speech and person The evaluation of the characteristics of the speech and person speaking by answering a number of questions:speaking by answering a number of questions:

Do you think this person speaks Panjabi most of the time? Do you think this person speaks Panjabi most of the time? Do you think the language used in this person’s home is Do you think the language used in this person’s home is

mostly Panjabi? mostly Panjabi? Do you think this person expresses himself well? Do you think this person expresses himself well? Do you find this person easy to understand? Do you find this person easy to understand? Do you think this person sounds more English than Panjabi? Do you think this person sounds more English than Panjabi? Do you think this person speaks more English than Panjabi? Do you think this person speaks more English than Panjabi? Do you think that this is English, or Panjabi or neither? Do you think that this is English, or Panjabi or neither? Speaking in this way, do you think this person could be a Speaking in this way, do you think this person could be a

teacher of Panjabi? teacher of Panjabi?

Page 9: Language and the Mind Prof. R. Hickey SS 06 Attitudes towards Bilingualism Victoria Sirbu – Hauptstudium - LN MA Victoria Sirbu – Hauptstudium - LN MA

ConclusionsConclusions

The study revealed, that particularly intra-sentential code-The study revealed, that particularly intra-sentential code-switching evokes negative reaction. switching evokes negative reaction.

Both examples of inter-sentential switching, 3 and 4 rated Both examples of inter-sentential switching, 3 and 4 rated high on intelligibility. high on intelligibility.

The two intra-sentential types are lowest. The two intra-sentential types are lowest. Samples 8 and 4 were selected as the most likely to be Samples 8 and 4 were selected as the most likely to be

associated with being a teacher of Panjabi. Although parts associated with being a teacher of Panjabi. Although parts of sample 4 are in English, there is no intra-sentential of sample 4 are in English, there is no intra-sentential switching.switching.

ConclusionConclusion: The results are in line with similar studies and : The results are in line with similar studies and

show that the same person is evaluated in different ways show that the same person is evaluated in different ways depending on how he or she speaks.depending on how he or she speaks.

Page 10: Language and the Mind Prof. R. Hickey SS 06 Attitudes towards Bilingualism Victoria Sirbu – Hauptstudium - LN MA Victoria Sirbu – Hauptstudium - LN MA

Thank you!Thank you!

Page 11: Language and the Mind Prof. R. Hickey SS 06 Attitudes towards Bilingualism Victoria Sirbu – Hauptstudium - LN MA Victoria Sirbu – Hauptstudium - LN MA

Language Attitudes Language Attitudes QuestionnairesQuestionnaires

Panjabi in BritainPanjabi in Britain

Halil I. OlgunHalil I. Olgun

Page 12: Language and the Mind Prof. R. Hickey SS 06 Attitudes towards Bilingualism Victoria Sirbu – Hauptstudium - LN MA Victoria Sirbu – Hauptstudium - LN MA

QuestionnairesQuestionnaires

Language attitudes have been studied through the use of Language attitudes have been studied through the use of questionnaires, which elicit information on language questionnaires, which elicit information on language evaluation, language preference, desirability of learning evaluation, language preference, desirability of learning particular languages, self reports concerning language use, etc.particular languages, self reports concerning language use, etc.

Questionnaires have been widely used in various kinds of Questionnaires have been widely used in various kinds of sociolinguistic research because they are relatively easy to sociolinguistic research because they are relatively easy to distribute and collect.distribute and collect.A greater number of people can be surveyed.A greater number of people can be surveyed.

Page 13: Language and the Mind Prof. R. Hickey SS 06 Attitudes towards Bilingualism Victoria Sirbu – Hauptstudium - LN MA Victoria Sirbu – Hauptstudium - LN MA

A case study in Language Attitudes: Panjabi in BritainA case study in Language Attitudes: Panjabi in Britain

Panjabi: a person from the Punjab area in NW India and Panjabi: a person from the Punjab area in NW India and PakistanPakistan

We will discuss a questionnaire devised to study attitudes to a We will discuss a questionnaire devised to study attitudes to a range of issues, as part of a research in the Panjabi/English range of issues, as part of a research in the Panjabi/English bilingual community in Britain. bilingual community in Britain.

In this case bilingual interviewers went to the homes of In this case bilingual interviewers went to the homes of bilingual families to obtain answers to the following questions bilingual families to obtain answers to the following questions (which were posed in Panjabi). (which were posed in Panjabi).

The interviewers were already acquainted with the families The interviewers were already acquainted with the families through previous visits. through previous visits.

Most informants replied in Panjabi, or a mixed Panjabi/ English. Most informants replied in Panjabi, or a mixed Panjabi/ English.

Page 14: Language and the Mind Prof. R. Hickey SS 06 Attitudes towards Bilingualism Victoria Sirbu – Hauptstudium - LN MA Victoria Sirbu – Hauptstudium - LN MA

1.1. If we stop using our language altogether, do you think we can If we stop using our language altogether, do you think we can maintain the culture and identity of our community?maintain the culture and identity of our community?

2.2. Is the maintenance of our languages the most important of all Is the maintenance of our languages the most important of all matters in our communities? Is it a difficult task?matters in our communities? Is it a difficult task?

3.3. How can we maintain the fullest use of our languages in Britain? How can we maintain the fullest use of our languages in Britain? ( i. e. not just for the home or for religion).( i. e. not just for the home or for religion).

4.4. Our children will learn as much of our languages as they need to Our children will learn as much of our languages as they need to know from the family, so is there any need to set up special classes know from the family, so is there any need to set up special classes for teaching these languages?for teaching these languages?

5.5. What do you think of supplementary schools?What do you think of supplementary schools?

6.6. Without any help from the government, can our communities Without any help from the government, can our communities organize mother tongue classes?organize mother tongue classes?

7.7. Do you think our languages should be taught in ordinary schools? Do you think our languages should be taught in ordinary schools? Will that be sufficient?Will that be sufficient?

Page 15: Language and the Mind Prof. R. Hickey SS 06 Attitudes towards Bilingualism Victoria Sirbu – Hauptstudium - LN MA Victoria Sirbu – Hauptstudium - LN MA

8.8. Should out languages be taught separately as different subjects, or should Should out languages be taught separately as different subjects, or should other subjects such as Maths and science be taught in our languages?other subjects such as Maths and science be taught in our languages?

9.9. Would you encourage your children to take `O' level and `A' level Panjabi?Would you encourage your children to take `O' level and `A' level Panjabi?

10.10. Do you think it would be a good idea for our children to learn a South Do you think it would be a good idea for our children to learn a South Asian language other than their own, e.g. Hindi?Asian language other than their own, e.g. Hindi?

11.11. If the government is willing to Support one Asian language in schools, If the government is willing to Support one Asian language in schools, which one do you think it should be?which one do you think it should be?

12.12. Should the authorities produce versions of official letters, notices, forms Should the authorities produce versions of official letters, notices, forms and leaflets in out languages as well as in English?and leaflets in out languages as well as in English?

13.13. Should the government employ more doctors, teachers and social workers Should the government employ more doctors, teachers and social workers who speak out languages? who speak out languages?

14.14. Should English people be encouraged to learn our languages? If so, why?Should English people be encouraged to learn our languages? If so, why?

15.15. What do you think of people who speak only English and never their own What do you think of people who speak only English and never their own language?language?

Page 16: Language and the Mind Prof. R. Hickey SS 06 Attitudes towards Bilingualism Victoria Sirbu – Hauptstudium - LN MA Victoria Sirbu – Hauptstudium - LN MA

The first question concerns the community's attitudes towards The first question concerns the community's attitudes towards the nature of the link between language and cultural identity.the nature of the link between language and cultural identity.

(If we stop using our language altogether, do you think we (If we stop using our language altogether, do you think we can maintain the culture and identity of our community?)can maintain the culture and identity of our community?)

This was asked to show that language and ethnicity are This was asked to show that language and ethnicity are related in different ways in different contexts.related in different ways in different contexts.

language and cultural identitylanguage and cultural identity

Page 17: Language and the Mind Prof. R. Hickey SS 06 Attitudes towards Bilingualism Victoria Sirbu – Hauptstudium - LN MA Victoria Sirbu – Hauptstudium - LN MA

•Some have consistently stressed their language as the principal carrier of Some have consistently stressed their language as the principal carrier of their culture and relied on it as their main defence against assimilation.their culture and relied on it as their main defence against assimilation.

Sir James Henare, a Maori leader who died in 1989, expressed similar Sir James Henare, a Maori leader who died in 1989, expressed similar sentiments about Maori:sentiments about Maori:

“The language is the life force of our Maori culture and mana. If the “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 language dies, as some predict, what do we have left to us? Then, I ask our

own people who are we?”own people who are we?”

Without exception all Panjabi- and Urdu-speaking respondents said that Without exception all Panjabi- and Urdu-speaking respondents said that language and culture were closely related and that culture could not be language and culture were closely related and that culture could not be

preserved without language.preserved without language.

Another said that if you stop speaking your own language, then you leave Another said that if you stop speaking your own language, then you leave your own culture and you cannot pass it on to your children.your own culture and you cannot pass it on to your children.

A man pointed out that it is an oversimplification of seeing language use as A man pointed out that it is an oversimplification of seeing language use as equivalent to identity. He stressed the importance of common attitudes and equivalent to identity. He stressed the importance of common attitudes and

sentiments.sentiments.

Page 18: Language and the Mind Prof. R. Hickey SS 06 Attitudes towards Bilingualism Victoria Sirbu – Hauptstudium - LN MA Victoria Sirbu – Hauptstudium - LN MA

The connection between language and cultural identity was also The connection between language and cultural identity was also an issue in the responses to question 15 about people who never an issue in the responses to question 15 about people who never

used their own language.used their own language.

One informant said that such people had lost their identity. One informant said that such people had lost their identity. There was much discussion of the role played by language in the There was much discussion of the role played by language in the

generation gapgeneration gap perceived by perceived bymany.many.

One parent explained: One parent explained:

'in our society we attach a lot of importance to respect. Knowing 'in our society we attach a lot of importance to respect. Knowing our language would mean knowing respect. Lack of our own our language would mean knowing respect. Lack of our own language would mean that the child has no understanding of language would mean that the child has no understanding of

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

Page 19: Language and the Mind Prof. R. Hickey SS 06 Attitudes towards Bilingualism Victoria Sirbu – Hauptstudium - LN MA Victoria Sirbu – Hauptstudium - LN MA

One husband and wife cited the existence of respect terms in Panjabi, which One husband and wife cited the existence of respect terms in Panjabi, which were either not available or used in English, such as the T/V distinction (Panjabi: were either not available or used in English, such as the T/V distinction (Panjabi: su/tusi), and the use of kinship terms like aunt, uncle, sister etc. to address elders, su/tusi), and the use of kinship terms like aunt, uncle, sister etc. to address elders,

and honorifics like the suffix -ji attached to these and other items, e.g. panji and honorifics like the suffix -ji attached to these and other items, e.g. panji `sister'.`sister'.

One parent noted his embarrassment at his children's use of English in front of One parent noted his embarrassment at his children's use of English in front of older guests in the home, when asked why he thought some children replied in older guests in the home, when asked why he thought some children replied in

English when spoken to in Panjabi. He said:English when spoken to in Panjabi. He said:

“It happens always. It happens in my own home as well. It can at times be very “It happens always. It happens in my own home as well. It can at times be very embarrassing, say if we have elderly guests and I address the children in Panjabi embarrassing, say if we have elderly guests and I address the children in Panjabi and they reply in English. The guests would then wonder and look at the parents. and they reply in English. The guests would then wonder and look at the parents.

The embarrassment is felt by the parents and not the kids.”The embarrassment is felt by the parents and not the kids.”

Page 20: Language and the Mind Prof. R. Hickey SS 06 Attitudes towards Bilingualism Victoria Sirbu – Hauptstudium - LN MA Victoria Sirbu – Hauptstudium - LN MA

A third party will always assume that the parents haven’t taught A third party will always assume that the parents haven’t taught the kids anything.the kids anything.

Some also mentioned the potential embarrassment felt by their Some also mentioned the potential embarrassment felt by their children because they lacked self-confidence and did not speak in children because they lacked self-confidence and did not speak in their own language for fear of making mistakes due to imperfect their own language for fear of making mistakes due to imperfect

knowledge.knowledge.

Page 21: Language and the Mind Prof. R. Hickey SS 06 Attitudes towards Bilingualism Victoria Sirbu – Hauptstudium - LN MA Victoria Sirbu – Hauptstudium - LN MA

ConclusionConclusion

Eleonora MiguelEleonora Miguel

Page 22: Language and the Mind Prof. R. Hickey SS 06 Attitudes towards Bilingualism Victoria Sirbu – Hauptstudium - LN MA Victoria Sirbu – Hauptstudium - LN MA

ConclusionConclusion

- Bilingualism in not a unitary phenomenon - Bilingualism in not a unitary phenomenon when when trying to understand the skills bilingual speakers trying to understand the skills bilingual speakers

have the varieties of social and other factors have have the varieties of social and other factors have to be taken into considerationto be taken into consideration

- the parameters of what is a universal grammar - the parameters of what is a universal grammar (according to Chomsky) can hardly be fixed (according to Chomsky) can hardly be fixed the the very idealized conditions require homogeneous very idealized conditions require homogeneous

speech communities (even monolingual speech communities (even monolingual communities are not homogeneous)communities are not homogeneous)

Page 23: Language and the Mind Prof. R. Hickey SS 06 Attitudes towards Bilingualism Victoria Sirbu – Hauptstudium - LN MA Victoria Sirbu – Hauptstudium - LN MA

- every language incorporates a periphery of - every language incorporates a periphery of borrowings, historical residues and innovations borrowings, historical residues and innovations

which hardly can be expected to incorporate within which hardly can be expected to incorporate within a principled theory of universal grammara principled theory of universal grammar

- notions like interference when talking about code-- notions like interference when talking about code-switching depend on the knowledge of what the switching depend on the knowledge of what the

individual codes are individual codes are the codes may unequally be the codes may unequally be developeddeveloped

Page 24: Language and the Mind Prof. R. Hickey SS 06 Attitudes towards Bilingualism Victoria Sirbu – Hauptstudium - LN MA Victoria Sirbu – Hauptstudium - LN MA

- the bilingual system is different from the - the bilingual system is different from the monolingual's the perceptual norms operate monolingual's the perceptual norms operate

differentlydifferently

Page 25: Language and the Mind Prof. R. Hickey SS 06 Attitudes towards Bilingualism Victoria Sirbu – Hauptstudium - LN MA Victoria Sirbu – Hauptstudium - LN MA

ReferencesReferences

Romaine, Suzanne (1989) Romaine, Suzanne (1989) Bilingualism. Bilingualism. 2nd edition 1995 2nd edition 1995 (Oxford: Blackwell)(Oxford: Blackwell)

[nominated for the British Association of Applied Linguistics [nominated for the British Association of Applied Linguistics Book of the Year]Book of the Year]