Multilingualism and CS in LA-Dinar Dipta.pptx

material about multilinguslism and CS

1. Multilingualism and Codeswitching in Language Acquisition

2. CAUSE  EFFECT This causes the existence of multilingualism in which a group of society can speak more than one language. There are more languages than the number of countries all over the world. 2

3. CAUSE  EFFECT A speaker unintentionally and intentionally changes their language to the other language to highlight the speech or to make it easier to understand. The existence of multilingualism 3

4. Hello! People know me as Dinar Dipta I am here because I love linguistics  You can find me at [email protected] 4

5. Multilingualism is to be expected as a very common phenomenon, considering that there are almost 7.000 languages and about 200 independent countries all over the world. (Lewis, 2011) 5

6. Codeswitching VS Codemixing Codeswitching deals with the intersentential alternating use of two or more languages or varieties of a language in the same speech situation. Codemixing refers to the intrasentential alternating use of two or more languages or varieties of a language and is often used in studies of grammatical aspects of bilingual speech. 6

7. YAY! Codeswitching WINS! Traditionally, a distinction is made between codeswitching and codemixing, HOWEVER current literature generally uses the term codeswitching as a cover term for all instances of bilingual language alternation, whether intra or intersentential .

8. R-QUESTION: W hy do bilingual teachers and students sometime use CS in the classroom? 8

9. Gumperz (2012): Codeswitching signals contextual information equivalent to what in monolingual settings is conveyed through prosody or other syntactic or lexical processes. It generates the presuppositions in terms of which the context of what is said is decoded. All About Codeswitching Haugen (2012): Codeswitching is a by product of language contact. When two or more languages come into contact, as is the case in multilingual communities around the world, they tend to color one another. 9

10. Language Contact Phenomena: Digglosia A situation where two genetically related varieties of a language, one identified as the H( igh ) (or standard) variety and the other as the L(ow) (i.e. nonstandard) variety. Borrowing The introduction of single words or short, frozen, idiomatic phrases from one language into another. Language Shift A gradual process in which a speech community, for one reason or another, gives up its language and adopts a new one. 10

11. Codecrossing (Rampton, 2015): A ‘code alternation by people who are not accepted members of the group associated with the second language they employ. “It is concerned with switching into languages that are not generally thought to belong to you.” An example of this phenomenon would be, in the case of the United States, a non-African American rapper using African American Vernacular English, a variety with which the artist may not be associated in the wider American society. 11

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13. Discussion 13

14. Pedagogical Motivations for Codeswitching Rubdy (20 1 7) Edstrom (20 6) Butzkamm ( 201 8) Camilleri ( 201 6) Moodley (20 1 3) to build rapport and provide a sense of inclusiveness to compensate for a lack of comprehension to manage the classroom and transmit content to express solidarity with the students to praise or scorn 14

15. The English Only Arguments 15 English is best taught monolingually, that the more English is taught, the better the results, that using students’ L1 or variety will impede the development of thinking in English, and that if other languages are used too much, standards of English will drop (Auerbach, 201 3).

16. Teach-English-Through-English (TETE) ----------------- Contrary to this claim, several studies have shown that students’ L1 has an important role to play in an English-only classroom, especially for learners who are less proficient in the target language, English (Cook, 2001). 16

17. L2 problems Target language 100% Total success! L 1 solutions Native language 17

18. Problem’s Example: “I kept getting suspended because when I spoke Spanish with my homeboys, the teachers thought I was disrespecting them. They kept telling me to speak in English because I was in America. I wasn’t going to take that. So I left and never went back. Some of those teachers don’t want us. They treated me like garbage. That hurts, that really hurts.” Spanish-speaking pupils tend to drop out of school when they are forced not to speak Spanish in the classroom ( Ribadeneira , 2012, quoted in Auerbach, 2013: 9) 18

19. Let’s Draw Some Conclusions: The use of CS is not random, it has several purposes. CS has resources to meet delineable classroom needs. CS can and does occur in any domains of language use, formal or informal. 19 Using L1 in an L2 classroom validates learners’ lived experience. L1–L2 classroom CS has been viewed as an impediment rather than a resource to learning, and as a mark of linguistic deficiency. Research is needed to educate teachers and language policy makers about the benefit of classroom CS.

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