基本説明
Examines bilingualism as a socio-political phenomenon and emphasizes languages in contact, language maintenance and shift, language policy, and bilingual education.
Full Description
Multiple Voices: An Introduction to Bilingualism provides a comprehensive overview of all major features of bilingualism, including grammatical, cognitive, and social aspects.
examines bilingualism as a socio-political phenomenon and emphasizes languages in contact, language maintenance and shift, language policy, and bilingual education
includes many detailed examples from all over the world
written accessibly for students with little or no background in linguistics by a prominent bilingualism researcher
Contents
Preface x
Acknowledgments xii
1 Introduction 1
Multiple voices: The word from China 1
1.1 Introduction 2
1.2 Bilinguals and their languages 3
1.3 Views about bilinguals 3
1.4 Learning a second language 4
1.5 Where did bilingualism come from? 5
1.6 Linguists: What they know and don't know 6
1.7 Why so many languages? 7
1.8 The rationale for many languages today 8
1.9 Attitudes about language 10
1.10 Linguistics and bilingualism 11
1.11 Why bilingualism matters to you 12
1.12 Bilingualism: Practical considerations 13
1.13 How the book is organized 13
1.14 Words and phrases to remember 15
2 What's a Language? What's a Dialect? What "Social Work" do they do? 16
Multiple voices: The word from Italy 16
2.1 Introduction 16
2.2 What counts as a language? 17
2.3 Problems with mutual intelligibility 22
2.4 Dialects as groupings under a language 23
2.5 The written language and dialects 24
2.6 Identifying the standard dialect 25
2.7 Who speaks a dialect? 26
2.8 Summing up 33
2.9 Words and phrases to remember 34
3 Who is a Bilingual? What Factors Promote Bilingualism? 35
Multiple voices: The word from Ecuador 35
3.1 Introduction 36
3.2 Who is a bilingual? 38
3.3 Defining bilingualism 44
3.4 Factors promoting bilingualism 45
3.5 Conditions of displacement 53
3.6 Summing up 65
3.7 Words and phrases to remember 66
4 Language Maintenance and Shift 67
Multiple voices: The word from Algerians in France 67
4.1 Introduction 68
4.2 Three useful models of community organization 70
4.3 Allocation of varieties 76
4.4 Diglossia and domains 76
4.5 Maintenance or shift? 89
4.6 Representative case studies 91
4.7 The younger generation and bilingualism 100
4.8 Separating language maintenance from cultural maintenance 102
4.9 Summary on language maintenance and shift 103
4.10 Summing up 105
4.11 Words and phrases to remember 106
5 Ideologies and Attitudes 107
Multiple voices: The word from Papua New Guinea 107
5.1 Introduction 108
5.2 Language attitudes vs. language ideologies 109
5.3 Power and the economy of language 114
5.4 How languages identify groups 115
5.5 Language attitudes 120
5.6 Theoretical models and the expression of attitudes 124
5.7 Language ideology 135
5.8 Summing up 140
5.9 Words and phrases to remember 141
6 The Social Motivations for Language Use in Interpersonal Interactions 142
Multiple voices: The word from Turks in the Netherlands 142
6.1 Introduction 143
6.2 Linguistic varieties as social indices 145
6.3 More than meets the ear 146
6.4 Language varieties absorb meanings from situations 149
6.5 Speakers have their own motivations for choices, too 150
6.6 Models to explain conversational choices 153
6.7 What accommodation means 155
6.8 Markedness Model: Another model of social motivations 158
6.9 Code choices within a Conversation Analysis approach 170
6.10 Summary on explaining bilingual conversations 172
6.11 Summing up 174
6.12 Words and phrases to remember 174
7 Inter-cultural Communication 175
Multiple voices: The word from Indians in England 175
7.1 Introduction 175
7.2 Languages are different and so are cultures 177
7.3 Dividing up societies as individualistic or collectivistic 179
7.4 High- and low-context messages 182
7.5 Five areas of potential differences 186
7.6 Is silence golden? 186
7.7 Ideas about "good" conversational routines differ 188
7.8 The faces of politeness 193
7.9 How to ask for something in different cultures 196
7.10 Cross-cultural ideas about power differentials 199
7.11 Managing cross-cultural conflicts 204
7.12 Summing up 206
7.13 Words and phrases to remember 207
8 Lexical Borrowing 208
Multiple voices: The word from Kenya 208
8.1 Introduction 209
8.2 Lexical borrowing 210
8.3 Cultural and core borrowings 212
8.4 Core borrowings 215
8.5 Less direct borrowings 218
8.6 How borrowed words are integrated 219
8.7 Morphological integration 224
8.8 Nouns vs. other categories 226
8.9 What borrowings can tell us 230
8.10 Summing up 231
8.11 Words and phrases to remember 232
9 What Happens to Grammars in Bilingual Contacts 233
Multiple voices: The word from Palestinians in the US 233
9.1 Introduction 233
9.2 Codeswitching 239
9.3 A model for classic codeswitching 241
9.4 How other approaches to codeswitching differ from the MLF model 250
9.5 Singly occurring words as borrowings or codeswitches? 253
9.6 Conclusions on singly occurring words in codeswitching 257
9.7 Characterizing larger Embedded Language phrases in Matrix Language frames 260
9.8 The 4-M model 267
9.9 Convergence and attrition 271
9.10 Creation of pidgins and creoles 278
9.11 Pidgins 278
9.12 Creoles 280
9.13 Summing up 287
9.14 Words and phrases to remember 287
10 Pyscholinguistics and Bilingualism 288
Multiple voices: The word from Hungary 288
10.1 Introduction 288
10.2 Themes in psycholinguistics and bilingualism 292
10.3 Classifying bilinguals 293
10.4 Validity and experimental methodologies 294
10.5 The mental lexicon 296
10.6 Levels of activation 299
10.7 Testing for selective access 301
10.8 Summary on experiments 305
10.9 Models of language production 306
10.10 Memory 310
10.11 Bilingualism, the brain, and aphasia 317
10.12 Summing up 322
10.13 Words and phrases to remember 322
11 Age of Acquisition and Success with a Second Language 323
Multiple voices: Croatian-Australians in Australia 323
11.1 Introduction 323
11.2 Introducing child bilingualism 325
11.3 Successes in child bilingualism studies 331
11.4 But is bilingualism an advantage or a disadvantage? 337
11.5 Does early acquisition affect some systems the most? 340
11.6 Learning a second language later 344
11.7 Age-related issues and the brain 350
11.8 Second language acquisition (SLA) as formal instruction 354
11.9 Summing up 366
11.10 Words and phrases to remember 367
12 Language Policies and Globalization 369
Multiple voices: The word from an American in Norway 369
12.1 Introduction 369
12.2 What are the parts of language planning? 378
12.3 Status planning 379
12.4 Corpus planning 392
12.5 Acquisition planning 395
12.6 English in the world 405
12.7 The European Union and Europe's new industry: Translating 409
12.8 Summing up 410
12.9 Words and phrases to remember 411
13 Conclusions 412
Multiple voices: The word from Haitians in New York 412
13.1 Some themes to remember 412
13.2 Guidelines for understanding speakers in relation to their languages 414
References 415
Index of Authors 440
Index of Languages 446
Index of Subjects 449
