An Investigation of the Language Use and Sociolinguistic Competence of a Billingual Person - Case Study Example

Report On Bilingualism Name Instructor Task Date: Report On Bilingualism An invеstigаtiоn оf the lаnguаgе use and sосiоlinguistiс соmреtеnсе оf а bi-lingual реrsоn Bilingualism refers to the habitual use of two languages by one person, whereby usually the two languages are relatively separate. Significantly, attaining bilingualism does not necessarily mean moving to a new location, but it is rather a gradual transition, in which the preliminary stages can be applicable within confines. Broadly, bilingualism entails certain recounts of preverbal thought; hence, it avails to the speaker two distinct expression systems. Sources have revealed that the home is the preeminent place for bilingualism development. Aronoff (2008) argues, “the relationship between individual and societal diglossia is neither not a necessary nor a casual one because either phenomenon can occur without the other.” (Aronoff, 2008, p. 522). It can also develop in the classroom if the classroom can provide sufficient practice in head-to-head communication. A philological strategy does not promote the disconnection of the two language conventions. A powerful element that enables the learner to realize control of the new language is a distinctive unit from the mother language, and the dyadic factor—that conducts two individuals regarded as one (Baker, 1998, p. 118). This report represents an investigation of the language use and the sociolinguistic competence of a bilingual person. Significantly, in my investigation, I have collected numerous data from Libya, dominated domains by observing and interviewing Muhammad, my close friend in the New England University. Additionally, the report concludes by giving an illustration for the application of the above investigations within a classroom context. It is evident from my interaction with Muhammad and the confirmation of opportunities for language acquirement that, there are myriad paybacks of participation in English domains for Arabic learners. Additionally, the existence of English NS provides learners with opportunities to view NS-NS communication later employed as a representation for their individual language exercise. Notably, when an individual engages himself or herself in communities of a single language, it acts as a catalyst that enables to meet larger popular culture (Romaine, 2010, p. 77). Considerably, one can access additional materials, using links created by other users, as well as publicity from Website supporters. Possibly, it is significant that, a virtual immersion sense and the feeling of acting in someone else’s liberty may stimulate L2 learners to exercise the objective language, owing to the authentic or apparent audience demographics. Similarly, a sentiment of being an alien or of intruding on someone else’s liberty can also initiate severe influences on a learner’s yearning for exercising communication in such a language. Domains of language use among bilinguals The domain in which one specified contact is exercised appears to influence the situated activity of the participant with regard to language choice, and use of appropriate resources. Additionally, from my interaction with Muhammad I have noted that a feeling of engrossment has both affirmative and pessimistic influences about opportunities for acquisition of language. He postulates that the Internet setting (the language mode) gives him a chance to be bounded by the language. Notably, most internet materials available in English language and less materials are in vernacular languages. This implies that there are certain languages, which oblige an individual to learn them in order to utilize the services provided by the internet, dominate the internet network. For instance when he writes SMS to his friends he use English, even for those who use Arabic as a first language. There were also certain Constructive influences that dominated Muhammad’s feeling of effective fascination or insight of bonding with a virtual community, and a larger contact to English. Significantly, the extended exposure makes him borrow from the communication between NSs he regards as representation that provides him a larger contact with valid cultural materials and linguistic backing from NSs. Various unenthusiastic influences documented entail prejudice towards supplementary languages (acquired languages) or racial groups. Nonetheless, being a Libyan he has created his personal online accounts with particulars described in English throughout his profiles, which he poses with social networking profiles; hence, he has created a significant site for the construction of his identity. Muhammad’s self-identification as non-native may have accrued him myriad benefits. The chief goals Muhammad has for using his L2 online are social and instructive. Significantly, by creating his identities online as a language learner, he lessens any possible mistakes in his language use, due to his language proficiency. Additionally, by construing himself as a specialist in Arabic or an alien; he may have made himself further striking to English members who are vigorously looking for a foreign or Arabic -speaking association. In fact, Muhammad met Ahmed his roommate and closest Arabic friend in the above stated way. Secondly, by unfolding himself as a learner, he encourages amendments and other types of fixation, which are astoundingly recurrent in the public debate. Significantly, this study reveals that being an element in the virtual community, especially through accessing a genuine audience is the significant motivation basis for L2 construction. For instance, a feeling of contentment and appreciation has augmented Muhammad’s feeling of attainment, and it has catalyzed the probability of his constant commitment in L2 utilization online. I furthermore discovered that being an L2 learner implies a significant identity for Muhammad in his online exchanges. For instance, in his profiles he has acknowledged being a learner as confirmed by the above particulars in his profiles. Moreover, his online identification as a foreigner is additional evidence of his insight of English-owned and restrained domains such as Face book, and himself as a foreigner. Notably, English is the medium of communication in face book timelines and walls. For example, such identifications on face book guarantee Muhammad of significant grater socializing and more insightful learning. The above pronouncement represent challenged viewpoints of Internet contact as impartial, equalizing or significantly democratic, and reveals that one can sense being a foreigner yet in what has been regarded as an enormous, placeless cyberspace (Trousdale, 2009, p. 11). Code switching In my investigation, I have found that bilinguals Code switch because of an exposure to a particular situation. Significantly, inadvertent is a typical example of code switching. For instance, one may code switch in order to take over, fit in a given society or situation, get something; desire to articulate something secretly, and to convey a thought. Aronoff (2008) argues, “a speaker may switch for a variety of reasons, for instance, to redefine the interaction as appropriate to a different social arena, or to avoid, through continual code switching.” (Aronoff, 2008, p. 524). In fact, Muhammad studies English because English is mandatory for his study since it is the medium of communication in universities of England. It is also worth noting that, whenever Muhammad invites his friends from Australia, especially those who use English as a first language, he uses English too. Additionally, as noted above, Muhammad uses English to send SMS to his friends, even though for who use Arabic as a first language. Another significant reason why bilinguals code switch is due to their urge to articulate some ideas secretly. For instance, Muhammad speaks informal Arabic style with his peers at home. However, whenever he is at the mosque, he speaks formal Arabic. Significantly, bilinguals slip into a different language without even realizing it or intending to do it (Hudson, 1996, p. 52). Considerably, people code switch deliberately and mechanically to perform or converse significantly like other people around them. Whereas this can be effectual, it can also be dangerous. Bilinguals practice code switching in order to get something, for example, myriad people code-switch not merely to satisfy their loneliness, but also to learn or obtain something from other people. Muhammad postulates that numerous dozens of stories he gathered from people employed in service industries, asserted that a Southern pronunciation is a reliable way to get improved tips and additional understanding of customers. Another significant factor for practicing code switching is that bilinguals desire to articulate something secretly. Muhammad revealed myriad sweet stories of his code switching in efforts to conceal in simple prospect, a custom widely spread among lovers. However, since the above tactic offers basis on suppositions, it can lead a person to a dilemma as Muhammad can attest: he is from Libya and speaks Arabic and English fluently and without an accent in either language. Lastly, studies by Holmes (2008) dictate that code switching helps bilinguals convey a thought: Certain concepts need that perfect concepts come across efficiently. Significantly, myriad people switch languages or exercise colloquialisms to articulate certain ideas. The rationalization for people to code switch and the manner in which they do it is significantly diverse than the insignificant examples listed in this report. While Muhammad told me that he code switches to fit in, for example, he also told me that he does it to stand out. What his stories reiterated most of all, though, is what his Ahmed his roommate pointed out: to matter ones race, ethnicity, class or cultural background, he probably does (Holmes, 2008, p. 75). Speech and social networks/factors Notably, Holmes (2008) postulate that myriad countries have made English language their official second language due to globalization and other connections, as well as relations and transactions with others. Significantly, universities all over the world require their students to study English language (Holmes, 2008, p. 221). Considerably, Muhammad has revealed to me that he studies English outside Libya his mother country, in order to suffice his need for English language. The New England University has also offered Muhammad with opportunities to enhance his English communication through interactive language learning activities. However, apart from accessing opportunities for enhancing English as a second language, in his effort to advance the quality of the language, Muhammad battles with factors such as his social- cultural foundation, social meaning and function. For instance, he uses Arabic at the mosque because of its significance function in Islamic worship. Another factor is Muhammad has perceived L2 proficiency and his social network participants and investment in L2 by both Muhammad and his social network participants. Significantly, Muhammad’s incompetency in Arabic is related to his switching from Libya to Australia. Similarly, Muhammad reports that his English proficiency does not allow him to produce certain utterances in English thus he switches to Arabic. For instance, he argues that, whenever he is making prayers in the mosque, he cannot pronounce some words such as inshalla and salat in English; thus, he turns to Arabic. Additionally, his Arabic network limited proficiency has led him to choose English in myriad cases, in his interaction. Wardhaugh (2011) argues, “individuals may belong to several speech communities, just as they may participate in a variety of social settings, which an individual orient themselves to at any given moment.” (Wardhaugh, 2011, p. 18).Interestingly, closer investigation of his interactions reveals that, the perceived relative L2 proficiency between Muhammad and his network participants is significantly important than the absolute level of language proficiency of Muhammad and the interlocutor, which is the major factor of language choice. Moreover, Muhammad’s history of earlier interaction of English is also critical. For instance, he has been in Australia for about two years, a period during which he studied and practiced English with native speakers (Wardhaugh, 2011, p. 212). Lastly, Holmes (2008) argues that distance is another social factor affecting language choice. This is especially through the channel type, particularly, use of new technology in Muhammad’s interaction. Significantly, written interactions between Muhammad and his network are by email and on- line chats. It is clear that the above new communication means are dominant forms in Muhammad’s social network context. Diglossia Diglossia refers to a circumstance whereby two distinct languages are spoken within the same speech community (Aronoff, 2008, p. 522). Significantly, such a situation occurs when Muhammad speaks informal Arabic with peers at home and formal Arabic at the mosque, while when he writes SMS he use English even for those who use Arabic as a first language. Significantly, a diglossic situation results because each language has its own fixed functions. Consequently, using the wrong language in the wrong circumstance would be socially inappropriate. Notably one of the languages is used as a low variety and the other as a prestigious variety. For instance, Muhammad uses Arabic as the low variety because he uses it for friendship and as the language for home. Similarly, he uses English as the prestigious variety because he uses it in his studies and writing. Rules for interaction and cultural norms Significantly, the examples of social media such as Face book illustrated above have been utilized in the report as illustration for the traditions of certain the linguistic domains in which communication is located. Considerably, in order to demonstrate that it is probable for every speech condition to extort certain interaction norms, which speakers pursue in order to consider themselves as fully incorporated associates in a speech circumstance. These interaction norms are not random; they arise from the myriad social values and setting knowledge that the associates of a speech community obtain in the process of attaining adulthood and competency in a profession. Interaction norms are infrequently precise to the speakers; they must be fully learnt with understanding and disclosure to diverse occasions of a similar encounter. It is significantly highlighting that, the customs observed by the speakers of the community speech are not essentially the perfect ones, for instance, those that make communication significantly effective. In interrelating with others, a communicatively constituent speaker must constantly be conscious of the need to realize equilibrium between the task of relocating information and that of trying to live in harmony with the addressee, depending on the circumstances the speaker will often emphasize one phase or the other. The speaking ethnography, through a concept such as interaction norms and analysis, allows us to link the linguistic explanation of a speech occurrence with a= social- cultural rationalization of it. Finally, the researcher must authenticate his opinions over the perception of the members of the speech community (Deckert, 2011, p. 170). An application of the above investigations in a classroom context Through close and detailed examination of Muhammad’s L1/L2 use with his network participants, the variety in his patterns of language use and the intricacies concerned with language choice are evident. Additionally, the findings in this investigation demonstrate that myriad factors affected Muhammad’s language use, and some of the discussed factors interacted with one another. Myriad factors including linguistic interaction history and monolingual presence seem to pose the key challenges. Significantly, it is worthwhile noting that some of the above factors are significantly important than others; thus, play a critical role when associated with others, depending on the community of the bilingual. Significantly, the investigation has provided useful insights into the construction of opportunities to use L2 in the social networks of learners. Consequently, it is critical for English learners and teachers to realize the intricacies of the language process choice in contexts of social network, and that it is hard to create opportunities to use only L2. However, it is often natural and comfortable for learners and their respective network participants to use two languages. Notably, more study about learners’ L1/L2 use in social networks is critical, especially in the microanalysis of learners’ natural interaction in order to determine the opportunities for L2 learning in the above L1/L2 use. The above investigation has helped me realize that Bilingual classroom supporters are outstandingly significant in making associations for learners who share a cultural heritage related to their own. They can build on the knowledge form and the cultural investment that children bring from home in a conduct in which insignificant monolingual class teachers are able to do. However, bilingual assistants have comparatively few opportunities to partake in such classroom exchanges with the kids and even fewer opportunities to prepare for such conversations. Summary The report has presented a flourishing investigation on the language use and sociolinguistic competence of Muhammad, a bilingual person. Significantly, it has borrowed heavily from studies by Holmes (2008) in an effort to acknowledge earlier literature. Significantly, the report has revealed the following: bilinguals practice Code switching for myriad reasons such as for their take over and in search of associations. Secondly, Interaction norms are infrequently precise to the speakers and must be wholly learnt with understanding and disclosure to diverse occasions of a similar encounter. The domain, in which one specified contact is apparent as being placed appears to influence the situated activity of the participant with regard to language choice, and use of appropriate resources. Conclusion In conclusion, the report has relied on investigations from Mohammed, a Libyan to explain language use and sociolinguistic competence of bilingual persons. Concisely, the report concludes that the home is the preeminent place for bilingualism development. However, bilingualism can develop in the classroom if the classroom can provide sufficient practice in head-to-head communication. Reference Aronoff, M. & Rees- Miller, J. (2008). The Handbook of Linguistics. Stafford BC: John Wiley & Sons. Baker, C. & Ones, S. (1998). Encyclopedia of bilingualism and bilingual education. Abingdon, OX: Multilingual Matters. Deckert, S. (2011). An Introduction to Sociolinguistics: Society and Identity. New York, NY: Oxford University Press: Continuum International Publishing Group. Holmes, J. (2008). An introduction to Sociolinguistics. Lebanon, IN: Pearson Longman. Romaine, S. (2010). Language in Society: An Introduction to Sociolinguistics. New York, NY: Oxford University Press Hudson, R. (1996). Sociolinguistics: Cambridge Contemporary Astrophysics Cambridge Textbooks in Linguistics. New York, NY: Cambridge University Press. Stockwell, P. (2002). Sociolinguistics: a resource book for students. Memphis, USA, TN: Routledge. Trousdale, G. (2009). An introduction to English sociolinguistics. Edinburgh University Press. Wardhaugh, R. (2011). An Introduction to Sociolinguistics. Atlanta, AT: John Wiley & Sons. Read More