Language Contact and Its Outcomes - Kyle Shiells
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Transcript of Language Contact and Its Outcomes - Kyle Shiells
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Language Contact
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How Contact Happens
• Two groups enter unoccupied area• A group encroaches in large numbers• A group trickles in in small numbers• Groups meet in No Man’s Land• Long-time neighbors develop connection• Language imposed through education
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Contact Outcomes• Contact-induced language change
– Change through borrowing– Change through imperfect learning
• Extreme language mixture– Pidgins and creoles– Bilingual mixed languages
• Language death– Attrition– Grammatical replacement– Extinction
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Language Change• Borrowing:
– Begins with non-basic words, then all words– Phonology first in loans, then through the system– Typologically compatible morphology and syntax
• Imperfect learning:– Begins with syntax, avoiding unusual forms– Phonology also changed to better match source– Words taken in smaller quantities– Changed language eventually assimilated into original
• The two types often happen in pairs
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Language Mixture• Pidgins
– Two languages in regular but limited contact– Vocabulary usually from one language– Structure takes most universal aspects of each– No one’s native language, limited material
• Creoles– Native language of a speech community– May be developed as creole or stabilized pidgin
• Bilingual mixed languages– Require speakers to be bilingual in two languages– Code-switching happens in systematic ways– Mixed languages are in-group only, not lingua franca
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Language Death• Attrition
– As speech community shrinks, material is lost– Eventually, only able to express common concepts– Usually leads to extinction
• Grammatical replacement– Starts with borrowing from surrounding languages– Eventually, little trace of original language remains
• Extinction– First generation monolingual in original language– Second generation bilingual with dominant language– Third generation monolingual in new language
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Multilingualism in Individuals• Kids acquire two languages the same as one
– Make same mistakes regardless of other languages– Aware from a young age of language distinction
• Second language learners influenced by first– Contrastive analysis: teach differences from L1– Error analysis: certain features are difficult regardless of L1
• Attitudes towards bilingualism– Psychological handicap (provably false)– Mark of education– Mundane fact of existence– Unwelcome necessity– Element of ethnic identity
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Multilingualism in Nations
• All nations are multilingual to some extent• Most nations are meaningfully multilingual• Language policy is a complex problem
– Maintaining national languages requires resources– Choosing one language can promote one group– Not all languages are sufficiently developed to use– Language is used as a tool for expressing identity
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Reference
• Sarah G. Thomason: Language Contact: An Introduction.