post-colonial linguistics; education; powerpoint
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7/27/2019 post-colonial linguistics; education; powerpoint
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VERSITET
EEVA SIPPOLA
AARHUS
UNIVERSITET ARTS
SEPTEMBER 2, 2013
UNI
POSTCOLONIAL LINGUISTICSLecture 4
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LAST WEEK- Postcolonial world and linguistics
- Applied perspectives
–Critical sociolinguistics
– Van Dijk, Fairclough, Kress
– Politics, empowerment
– Linguistic rights and Linguistic human rights
–
Makoni, May, Skutnabb-Kangas & Phillipson
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WHERE TO START WITH THE LANGUAGE
COMMUNITY Find out the basic characteristics of the community
E.g. Number of speakers, language family, typological characteristics,language practices and situation (endangered, bi/multilingualism),education, history, prestige, other languages present in the communityetc. ...
See if you can find articles dealing with topics that interest you
E.g. If you are interested in ideologies, has it been written about?
Make a list of interesting and useful sources
Can you connect some aspects of the community easily with theconcepts and ideas of postcolonial theory (that interest you)?
Remember that for the learning diary, you have to focus onsomething, it will only be a 2-page commentary.
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TODAY Applied critical perspectives.... Continued
LHR
Education and literacy
Case studies
Language ideologies (online presentations for the interested)
What does critical applied lingusitics mean in thecontext of postcolonial linguistics?
Variation and contact in Spanish America
Variation and contact effects in Latin America
Spanish in the US
How colonialism and spread affected Spanish?
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LINGUISTIC HUMAN RIGHTS
since 1980s LHR is a term widely identifiedw/a certain school or approach to
language rights Tove Skutnabb-Kangas, Miklós Kontra,
Stephen May, Robert Phillipson, etc.
LHR as a subset of human rights
Language as one basis for fundamental freedoms
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LINGUISTIC HUMAN RIGHTS Individual level with implications on the collective level
Positive identification to one‟s mother tongue
Right to... learn the mother tongue (at least in basic education)
use MT in official contexts
learn at least one official language in the country ofresidence
Connections to other HR‟s
Participation in official life, political representation, fair trial,access to education/information/freedom of speech,maintenance of the cultural heritage
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GLOBAL
NATIONAL
CLOSECOMMUNITY
LEVELS OF LHRs
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INDIVIDUAL
L1/ Mother tongue
L2/ Second language
LWC/ Foreign
language
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LANGUAGE RIGHTS Recognized in international treaties which are
legal instruments, such as:
International Covenant on Civil and Political Rights,
International Covenant on Economic, Social andCultural Rights,
UN Declaration on the Rights of Persons belonging toNational, Ethnic, Religious &Linguistic Minorities
European Convention on the Rights of NationalMinorities
Provisions related to language in nationalconstitutions
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THE UNIVERSAL DECLARATION
OF LINGUISTIC RIGHTS Presented to UNESCO in 1996 w/the aim of
leading to a UN International Convention
Includes widely established legal rights: Art.20 Right to trial interpreting in one’s own
language
and aspirational LHRs:
Art. 3.2 calls for
“equitable presence
”in mass media
Art. 8 calls for resources to ensure lang.maintenance
Art. 17 calls for translation of all official documents
(P. Patrick)
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CONNECTING WITH PCL Linguistic diversity and minority languages often
seen as a problem through many currentlanguage ideologies
But in the academia, language diversity seen ascultural/economic resources for speakers
LHR view: language-as-a-right is a positive
approach to minority (self-)empowerment. LR view is held to be compatible w/resources
Both are opposed to language-as-problem view
(P.Patrick)
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MAKONI vs. MAY, SKUTNABB-KANGAS
& PHILLIPSON Makoni‟s main point:
LRs and HRs have to be contextualized and definedat site
In dialogical, political communication Emergence, dissemination, interpretation
Now the discourse on LR & HR is western conceptsand frameworks (citizen, ethnicity, community,individual, mother tongue, varieties)
The discourse does not meet the realities ofspeakers, languages or commercial contexts
Discrepancies: NGOs promoting plurality use thehegemonic discourse; African scholars implementhegemonic concepts; etc.
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LHR PERSPECTIVE
Skutnabb-Kangas & Phillipson respond: Contextualization at site:
Multilingualism is a complex issue
Languages are social realities
LRs always presuppose social interaction
Western concepts:
LR & HR relationships need to be addressed
Multidisciplinary approach is needed
Sociolinguistics and discourse studies
Law, history, social policy
Activism has had good results wrt. Language policies
Multilingual education (including L1) is beneficiary, asshown by several studies
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EDUCATION PERSPECTIVE
May responds: Ethical and epistemological implications of this
problematic are important
Language policy needs multiple methods on various levels
LR discourse is plural &sees language as flexible construct
Linguistic colonialism must be taken seriously
English in Africa, wrt. social class
Language dynamism is not merely an urban
concept Indigenous languages are highly dynamic and present
variation, both rural and urban
Dismissing L1 education creates real problems
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A BILINGUAL EDUCATION PROJECT IN
JAMAICAN CREOLE
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RESULTS IN JAMAICA(Carpenter & Devonish 2011)
BEP from 2004
Jamaican & English in Grades 1 to 6
Issues Lack of standard writing system
Lack of teaching materials (written)
Lack of public will to have children educated inJamaican
Home language / School language divide
Monoliterate Transitional Bilingualism as a norm
Tests: We Gried Chrii Pikni Kyan Dy Tes
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WE GRIED CHRII PIKNI KYAN DY TES(Carpenter & Devonish 2011)
Phonics, Listening comprehension, Structure/mechanics,Vocabulary, Study skill, Reading comprehension
Results show that BEP Jamaican pupils got the best results – but only marginally
Only in S/M and Phonics pupils studying in English got better results lack of reading materials in Jamaican
As early as the end of Year 3, the L2 performance (in English)of the BEP Jamaican pupils had begun to exceed that of
children only taught literacy in L2
In a communication task BEP Jamaican pupils scoredlower in Jamaican (but same as the peer group inEnglish) low amount of writing
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LANGUAGE & EDUCATION…when learning is the goal, including that oflearning a second language, the child’s firstlanguage (i.e. his or her mother tongue) should be
used as the medium of instruction in the early yearsof schooling. ... The first language is essential for theinitial teaching of reading, and for comprehensionof subject matter. It is the necessary foundation forthe cognitive development upon which acquisition
of the second language is based.
(Dutcher & Tucker 1996:36)
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LANGUAGE & EDUCATIONIn researching this report, we looked for programmeswhere the language of wider communication hadbeen used successfully for initial education. We did
NOT FIND ANY such examples in programmesaddressing underserved groups of the developingworld. This is not surprising. When parents are notliterate – and when children and adults never hear [thelanguage of wider communication] except in the
classroom, children are unable to learn, repeat their grades, and drop out of school before reaching Grade3 of the primary cycle.
(CAL 2001, 19-20)
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Learning in L1 does not hinder learning of L2
Learning in L1 helps learning of L2
Learning to read in L1 is easier and faster
What is learned in L1 transfers to L2
L1 allows students to learn curriculum content from thebeginning of formal education
Strong L1 helps students perform better in L2 academic
work L1 allows parents to participate more in their children‟s
education
Bilingual education (both L1 and L2) improves cognitivedevelopment
L1 helps teachers in assessing learning achievement Special support in learning L2 helps students become
bilingual
Relevant strategies support students to become bilingualand biliterate
(Kosonen 2005:90-92)
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CONTENT & LANGUAGE INTEGRATED
LEARNING'CLIL refers to situations where subjects, or parts ofsubjects, are taught through a foreign languagewith dual-focussed aims, namely the learning of
content, and the simultaneous learning of a foreignlanguage'. (Marsh, 1994)
This approach involves learning subjects such ashistory, geography or others, through an additional
language. It can be very successful in enhancingthe learning of languages and other subjects, anddeveloping in the youngsters a positive „can do‟ attitude towards themselves as language learners.(Marsh, 2000)
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CREOLES IN EDUCATION Which factors have hampered the integration of
pidgins and creoles into the education domain?
What kind of education programs are there for pidgins and creoles?
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Discuss with your group, list at least 3 factors, writethem on the blackboard
List at least 3 programs and give examples ofthem
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SHARE YOUR PCLP FINDINGS Discuss with your group does your postcolonial
language community have similar issues to dealwith?
If yes, which issues? If not, why?
Share a couple of examples with the rest of us
Can we make a common ground for language
in education in postcolonial settings? Are there similarities or are all the settings particular
and unique?
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CONCLUSIONS TO APPLIEDPERSPECTIVES (based on Hornberger 2012)
Several approaches, data and methods
CDA, ethnography, language and education
texts, discourses, practices document collecton, observation, recording, elicitation
Interpretative, inductive vs. patterns, understanding
Reach for the local point of view, but at the same time, we
must create a whole picture!
Subjective involvement of the researcher in mediatingbetween tehory and data
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CONCLUSIONS TO APPLIED, CRITICALPERSPECTIVES (based on Hornberger 2012)
Critical ethnography:
”…you look at local context and meaning, just like we always have, but then you ask,why are things this way? What power, whatinterests, wrap this local world so tight that it
feels like the natural order of things to itsinhabitants?”
(Agar 1996:26)
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SPANISH IN AMERICA
Nro 2 by native speakers
~400 million
spread closely connected with colonialism
In America
native languages
slaves
other immigrant languages
Contact induced change and independentdevelopments in the new world
Flux of immigrants, several layers of contacts
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DIALECTAL FEATURES
Great variation, both geographically and socially
routes of migration
Connections to dialectal zones in Spain
Andalucían traits and others, note, not only in America
seseo
aspiration of /h/
verbal forms and pronouns (ustedes, voseo, simple past)
Correspondances to Portuguese in Brazil levelling and“simplification”
Contact phenomena mostly in lexicon
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MISSING SPANISH CREOLES
Why only Media lengua (mixed language in the Andes) andPalenquero (afro-Spanish creole, Colombia)?
no Spanish presence in the African coast
(1778 Tratado de San Ildefonso (1777) y El Pardo (1778) EquatorialGuinea, but really from 1850‟s)
Social structure in the Spanish Americas (Granda 1978)
Abolition of slavery that lead to transculturation (Granda 1978)
Plantation model of the Spanish differed from the Caribbean
Spanish occupied territories that were already usingPortuguese based contact varieties
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WHAT KIND OF VARIATION?
Common cases of contact induced change:
lexical borrowing
calquing
semantic convergence
Non prototypical cases presented in Lipski
What are they?
What kind of features and ideologies areconstrued based on the different varieties?
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ANDEAN SPANISH
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ANDEAN SPANISH
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SPANISH SPEAKERS IN US
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SPANISH SPEAKERS IN US
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Language shift Spa Eng
2nd generation
As many other immigrant communities in the US
Nordic languages
Contact with new immigrants and LatinAmerican popular culture
Negative correlation, esp. previously Older generations NY, Puerto Ricans
In the South-West, maintenance correlates witheducation level
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TRANSITONAL BILINGUALS
Vestigial communities and heritage languagespeakers (losislenos.org, Sabino River Spanish)
Assymmetrical conversation
Passive knowledge
Spanish as a home language
No schooling in Spa, no reading/writing
Features
Instable inflection, variation in verb conjugation,article use,
Nonstandard prepositions
exaggerated use of subject pronouns, backwardanaphora
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SPANGLISH
Group work: Define Spanglish. 3min
Write on the blakboard
1. Who speaks it?
2. Where can it be heard?
3. What kind of mechanisms of borrowing areincluded?
4. In which contexts it is NOT likely to find switches
between codes?
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SPANGLISH
No universally accepted definition.
Use of Anglicisims (integrated and nonassimilated)
Loan translations and syntactic calques
perro caliente „hot dog‟, llamar para atrás „callback ‟
Code switching, intrasententially
Codes that show signs of language attrition
Second language learner varieties Junk Spanish
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CODE SWITCHING
Fluent bilingual speakers
Switch points, normally acceptable
Article – noun
Complement – subordinate clause
Conjunct – one of the conjuncts
Normally unacceptable
Pronoun subject – predicate
Pronoun clitic – verb
Sentence initial interrogative and remaining sentence
Auxiliar (esp. haber) – main verb
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EXERCISEFind a representation of you PCL community and try to make aninitial analysis of it
What kind of representation is it? Who is theaudience?
text, video, humor, official text?
What is the context?
How can you identify linguistic agents in therepresentation or sample you are studying?
Explicit context, grammatical level, turn taking (ifconversation)
Can you think about a more specific analyticaltool that would be suitable for thedeconstruction and analysis of this sample?
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