#languagelearning – Educational Sociolinguistics

Language Revitalization

Tia Goodhand

The influence of language greatly shapes our culture and identity. The languages we acquire contribute to our self-definitions. However, what are the repercussions if the languages we speak become less popular due to demography, prestige, and institutional support? To what extent would our identities be affected? What measures would have to be implemented in order to avoid the loss of a language completely?

After reading chapter 13: Language as a Social Entity within the text, What is Sociolinguistics? (Van Herk, 2018) I developed a particular interest in language revitalization. While many languages are suffering from large-scale language shifts, language revitalization seeks to encourage the preservation and use of these at-risk languages.

Examining the various strategies to support and revive a language, I also read many texts about language death. Van Herk defines the death of a language as “ a complete shift in which the original is no longer used by anyone, anywhere” (p.189). Language revitalization measures strive to avoid language death at all costs. While Cornish for example is no one’s first language, efforts to promote revival have been actively implemented. Cornish lessons, language radio programs, and newspaper articles are three example mediums integrated as revival strategies (p.190).

I began to read about the language revitalization processes of languages including Maori, Navaho, Inuktitut and Welsh. As I delved deeper, I discovered, “90% of the world speaks only 100 languages-the other 6,600 are kept alive by small groups, and for a very large proportion of those languages, the number of speakers is diminishing” (Hinton, 2003, p.44) Additionally, languages that are used by a small number of individuals who possess minimal political or economic power are typically those who at risk of language death (Van Herk, 2018, p.189).

These readings prompted me to reflect upon the languages I have learned, as well as their associated societal positioning and interpreted power. I began to reflect on how my identity as an ESL teacher and speaker of French can be linked to hegemonic language values. The dominant languages that I speak, do not require language revitalization, due to societally enforced power structures. I also reflected upon my position as a second language researcher. As I analyzed the ways in which my perspective of language that has been created through a lens of language prestige, I also became aware of possible subconscious biases that may arise in my research. I must therefore critically examine my research methods, constanly searching for these nuances.

Examining the revitalization measures for Inuktituk, the financial obstacles became clear. Author of the blog post, Revitalization of Inuktitut: Using government funding to implement technology to strengthen an endangered language, Haley Blair (2019), dissects the various strategies that could be implemented within the language revitalization process of the Inuktituk. Hailey mentions that while there are many acts that strive to revitalize languages, these measures are often impeded by limitations on funding.

A short-term solution? Ms. Blair suggests researching effective ways to create online resources that will then be made widely accessible to the public. She also articulates that alongside the goal of language revitalization, these measures will create meaningful opportunities for generations to connect.

It is also important to take into account the various methods of preserving and revitalizing languages. The tools and strategies that are implemented must also align with the traditions and cultural practices of the language being revived.

Considering the preservation of European languages,

“literacy plays a key role in language maintenance and revitalization. Frisian, Irish, Welsh, Breton, Catalan, and other minority languages have long literary traditions, which helps their standing in the eyes of the world and provides avenues for artistic expression, education, and research” (p.52).

For most indigenous languages, however, “Instead, there may be important traditions of formal oratory and oral storytelling, along with ritual and ceremony that have oral components” (p.52).

Language revitalization is a multi-tiered process that is both timely and expensive. Van Herk (2008) asks the question, how should language funding be allocated? As well as, should certain languages should be labeled as a higher priority than others? (p.202). If anyone would like to share their opinions or thoughts, I would love to continue the conversation in the comments section!

For anyone interested in gaining further insight into language revitalization, April Charlo shares a personal anecdote about her language revitalization journey in the Ted Talk below.

References:

Charlo, A. (2015, March 27). Indigenous Language Revitalization. [Video]. TED. https://www.youtube.com/watch?v=6kuC_IemiCs

Blair, H. (2019, June 11). Revitalization of Inuktitut: Using government funding to implement technology to strengthen an endangered language. University of Washington.

Revitalization of Inuktitut: Using government funding to implement technology to strengthen an endangered language

Hinton, L. (2003). Language revitalization. Annual Review of Applied Linguistics, 23, 44–57.

Van Herk, G. (2018). What is sociolinguistics? 2e Chichester, West Sussex, UK: Wiley-Blackwell.

What’s the difference?

Rahman.S.
Plurilingualism and Translanguaging

Plurilingualism, translanguaging, pluriculturalism were all new terms that I was introduced to in the first year of my MA in Second Language Education program.

Plurilingualism is a theory that aims to recognize an individual’s entire repertoire, but also takes into consideration their pluricultural background (Li, 2018 & Piccardo, 2019). Code switching generally refers to a linguistic strategy by speakers using two languages where the properties of those languages mainly remain separate from the other language (Herk, 2018 & Li, 2019). On the other hand, translanguaging is a strategy used by language learners to make use of their plurilingual background and is different from code switching. The boundaries of language structure in translanguaging between languages are often blurred and therefore more transfer happens between other languages (Li, 2018). Both code-switching and translanguaging occurs daily in a multilingual city like Montreal where multiple languages are spoken.

Some examples that I have observed are the following:

Code-switching:

“C’est pas comme ca. Tu dois faire ca en premier and then after press down here.” (It’s not like this. You need to first do this and then after press down here.”) [French and English]

“Eomma, ulli meonjeo mowhanenengeoya? Are we going to eat breakfast?” (Mom, what are we going to do first? Are we going to eat breakfast?) [Korean romanized and English]

Translanguaging:

“No, I am bahs-ing the kapoor right now. Ami poray jabo.” (No, I am folding the clothes right now. I’ll go later.) [English and Bangla]

As an individual with different languages in my repertoire and as a teacher who has worked with plurilingual students, I always find it interesting the way we all employ language. In many language learning institutions and educational settings, there is a push to achieve a ‘native’ like proficiency in the language being learned. However this standard, as I have observed and from my own personal experience, puts a strain on learning a new language and can often cause frustration. I have noticed this particularly with my older English language learner students in elementary school. Parents’ expectations along with peer pressure often places an added stress factor in the language learning process.

Implications for Teaching

In order to offer an alternative I think we should look at language teaching from a plurilingual approach. By doing so, we are validating all the languages a student has as an important resource for learning a new language. Students use code switching and translanguaging on an everyday basis and by allowing students to use these strategies in the classroom, it can be a useful tool to help students communicate while they are developing their proficiency in the new language.

Below is an example of how students are using their knowledge of language in English and Spanish to further and deepen their understanding of how language works.

Know Your Terms: Code Switching

This clip is an example of code-switching. In the clip, you will notice that in both instances English is being used, but a different variation. I think it’s important to remember that code-switching or having a plurilingual background does not only consist of one language, but all the variations as well. As educators we can use this remind our students that even though they may speak only one language, they still have a plurilingual background consisting of different language knowledge.

-Can you think and describe of an example of code-switching and/or translanguaging that you used?
-Why did you use that (code-switching/translanguaging) in that particular instance?

References

Herk, G. V. (2018). What is sociolinguistics? Hoboken, NJ: Wiley Blackwell.

Li, W. (2018) Translanguaging as a practical theory of language. Applied
Linguistics, 39(1), 9–30.

Piccardo, E. (2019). “We’re all (potential) plurilinguals”: Plurilingualism as an
overarching holistic concept. Cahiers de L’ILOB, 10, 183–204.

Will We Make It?

Hannah Southwood

In What is Sociolinguistics?, Gerard Van Herk lists 10 different entities that have the power to affect languages “status and shape” (Van Herk, 2018).

Research about how we learn and speak a language has been hotly debated. Some of these have included: do we refer to language learners as monolingual, bilingual, or multilingual; what terminology should we use to define their first language; should education adopt a plurilingual and pluricultural competence (PPC) among teachers and students; and how do we deconstruct language? This is only the tip of the iceberg.

However, does any of this matter if we don’t address language learning in distance education and the use of e-tools? The corona virus fallout has exposed flaws in our education systems and continues to cause us to question how we teach and students learn. Around the world schools were forced to shut down and both teachers and students were thrown into new territory: distance learning. Schools and school boards made attempts, at varying degrees of success, making arrangements that would facilitate this new form of learning. With some exceptions, schools have not taught children from kindergarten upwards how to use technology, let alone how to use it for learning. This is critical, not only for general education, but for the preparedness of students globally (PWC, 2018).

What does this mean for language learning, specifically in K-12 Classrooms?

Sébastien Dubreil, a professor in the Department of Modern Language at Carnegie Mellon University in Pennsylvania, suggests that gaming could be an option. Dubreil and his co-instructor took their French course titled “Gaming culture and culture games” online when they went into lockdown. Dubreil’s class was already studying the use of games as they relate to culture while learning and improving their French. It isn’t such a big leap then that gaming online can accomplish the same objectives, of course with some modifications.

A university elected course is quite different from a curriculum and objectives found in the K-12 classrooms, which is where my main interests lie. A study in 2019 conducted by Entertainment Software Association, found that “70% of families had at least one child who plays video games.” (Entertainment Software Association [ESA], 2019) According to G2 and PC Mag, some of the best and most popular language learning tools in 2020 are: Rosetta Stone, Duolingo, Babbel, and Fluenze. Children and teens are using technology at an increasing frequency. Can we use these tools to meet the needs of language learners and teachers?

What I am interested in finding is whether or not these carefully constructed games could instead be used for language learning. These games also create a community of players (Pollack & Pierre-Louis, 2019) which is an important part of learning. These are topics I will explore in future posts.

Where do you see online learning and e-tools going?

Do you think these would be effective in teaching language?

Buckley, E. & Schuyler, S. (2018). Technology in US schools: Are we preparing our kids for the jobs of tomorrow? PwC. https://www.pwc.com/us/en/about-us/corporate-responsibility/library/preparing-students-for-technology-jobs.html

Dubreil, S. (2020). Using games for language learning in the age of social distancing. Foreign Language Annals, 53(2), 250-259.
https://onlinelibrary.wiley.com/doi/full/10.1111/flan.12465

Duffy, J. (2020, Sept 12). The Best Language-Learning Software for 2020. PCMag. https://www.pcmag.com/picks/the-best-language-learning-software

Entertainment Software Association. (2019). Essential Facts About the Computer and Video Game Industry. https://www.theesa.com/wp-content/uploads/2019/05/2019-Essential-Facts-About-the-Computer-and-Video-Game-Industry.pdf

G2. Best Language Learning Software. https://www.g2.com/categories/language-learning

Plass, J. L., Mayer, R. E., & Homer, B. D. (Eds.). (2019). Handbook of game-based learning. MIT Press. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=2350985

Pollack, S., & Pierre-Louis, S. (2019, Dec 10). Video games are transforming how we communicate with each other – and they could fix a range of other global issues too. World Economic Forum. https://www.weforum.org/agenda/2019/12/video-games-culture-impact-on-society/