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Sociolinguistics, Identity Development, and Language Use at
Concordia Language Villages
Meredith Hanson© 2007 Meredith Hanson
TerminologyTerminology
• L1=“language 1”: one’s native language• L2=“language 2”: any second language• Target language: the language being taught;
here, the language of a particular CLV village (Japanese at 森の池 Mori no ike, etc.)
• Community of practice• Code• Code-switching• Register
• L1=“language 1”: one’s native language• L2=“language 2”: any second language• Target language: the language being taught;
here, the language of a particular CLV village (Japanese at 森の池 Mori no ike, etc.)
• Community of practice• Code• Code-switching• Register
Three major trends in language teaching
research
Three major trends in language teaching
research• Code-based approach (to mid-20th century)
• Psycholinguistic trend (mid 20th cent.-1980s)
• Sociolinguistic/Sociocultural trend (since 1980s)• Languages are learned in social context, not
objectively as codes, not just in the individual’s brain
• Classrooms are multilingual communities of practice and can be studied using sociolinguistic methods, as “real”
speech communities
• Code-based approach (to mid-20th century)
• Psycholinguistic trend (mid 20th cent.-1980s)
• Sociolinguistic/Sociocultural trend (since 1980s)• Languages are learned in social context, not
objectively as codes, not just in the individual’s brain
• Classrooms are multilingual communities of practice and can be studied using sociolinguistic methods, as “real”
speech communities
Concordia Language VillagesConcordia Language Villages
• Residential immersion camps teaching 14 languages in Minnesota, Georgia, and abroad
• 7-18 year old “villagers” attend for 1, 2, or 4 weeks, and may use any language at any time amongst themselves
• Counselors are expected to use the target language, except when emotional/physical safety is a concern
• Residential immersion camps teaching 14 languages in Minnesota, Georgia, and abroad
• 7-18 year old “villagers” attend for 1, 2, or 4 weeks, and may use any language at any time amongst themselves
• Counselors are expected to use the target language, except when emotional/physical safety is a concern
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Research QuestionResearch Question
Can sociolinguistics-based language learning
research explain why villagers at CLV code-
switch and use the target language as they
do?
Can sociolinguistics-based language learning
research explain why villagers at CLV code-
switch and use the target language as they
do?
First: Some MythsFirst: Some Myths
• Code-switching is a sign of deficient language skills, and “real bilinguals” don’t do it.
• Students only mix L1 and L2 when they don’t know the words in L2, or are lazy. (Legenhausen 1991)
• Multiple identities are a sign of psychological problems. (Armour 2003)
• Removing L1 from classrooms will increase students’ learning. (Macaro 2001)
• Code-switching is a sign of deficient language skills, and “real bilinguals” don’t do it.
• Students only mix L1 and L2 when they don’t know the words in L2, or are lazy. (Legenhausen 1991)
• Multiple identities are a sign of psychological problems. (Armour 2003)
• Removing L1 from classrooms will increase students’ learning. (Macaro 2001)
Forces affecting villagers’ language
use
Forces affecting villagers’ language
use• Sociolinguistic • Identity
development and expression
• Developmental & psychological
• Educational
• Sociolinguistic • Identity
development and expression
• Developmental & psychological
• Educational
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Sociolinguistics:Our language is our identity.
Sociolinguistics:Our language is our identity.
• Language gives us our sense of self
• Language gives us access to social networks that provide opportunities to speak (Peirce 1995)
• Language carries social markers
• Language gives us our sense of self
• Language gives us access to social networks that provide opportunities to speak (Peirce 1995)
• Language carries social markers
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Psycholinguistic and Social Concerns
Psycholinguistic and Social Concerns
• Peer pressure• Both pre-college and college students modify
their L2 in response to peers (Hedgcock & Lefkowitz 2000)
• Peer pressure• Both pre-college and college students modify
their L2 in response to peers (Hedgcock & Lefkowitz 2000)
• Power and Solidarity• Most learners will opt for solidarity
with their peers, meaning they will usually choose L1 over L2.
• The “Affective Filter”• From psycholinguistics: L2 learning is
hindered by negative emotions and fear
Developmental issuesDevelopmental issues
• Erikson’s “Individual Integration” stage (~12-18 years old)
• Searching for identity, seeking to condense identities
• How can we add an L2 identity when villagers at this age are trying to find their native identity?
• Erikson’s “Individual Integration” stage (~12-18 years old)
• Searching for identity, seeking to condense identities
• How can we add an L2 identity when villagers at this age are trying to find their native identity?• Peer vs. adult role models
• Younger villagers tend to look to counselors as role models, while adolescents look to peers
• Most villagers are in early adolescence (roughly 10-15 yrs. old)
Educational IssuesEducational Issues
• A summer camp, not a school • Residential immersion• Non-assessment-oriented• Counselors’ authority vs.
teachers’ authority at school
• A community of practice• Language used for real
communication• Unique village norms develop
(Le français du Lac du Bois, 森弁 Mori-ben)
• A summer camp, not a school • Residential immersion• Non-assessment-oriented• Counselors’ authority vs.
teachers’ authority at school
• A community of practice• Language used for real
communication• Unique village norms develop
(Le français du Lac du Bois, 森弁 Mori-ben)
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“Pedagogical Safe Houses” in Language Learning
“Pedagogical Safe Houses” in Language Learning
• Spaces where people between cultures can construct their own community, out of view of authority figures (teachers, parents)
• In safe houses, learners create and solidify their own norms of language use and code choice, and can act out blended L1/L2 identities (Canagarajah 2004)
• For many villagers, CLV acts as a safe house
• Spaces where people between cultures can construct their own community, out of view of authority figures (teachers, parents)
• In safe houses, learners create and solidify their own norms of language use and code choice, and can act out blended L1/L2 identities (Canagarajah 2004)
• For many villagers, CLV acts as a safe house
Synthesis:Due to these four forces…
Synthesis:Due to these four forces…
• Code-switching becomes the learner’s register (Legenhausen 1991): adding L2 but not replacing L1
• Villagers code-switch as an outward sign of claiming membership in both the L1 and L2 communities.
• Code-switching becomes the learner’s register (Legenhausen 1991): adding L2 but not replacing L1
• Villagers code-switch as an outward sign of claiming membership in both the L1 and L2 communities.
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In practice in French(at Lac du Bois)
In practice in French(at Lac du Bois)
• (I’m) just blaguin’ (you) [just joking/kidding you]
• Fraise ! [lit. strawberry]: as an expletive
• Tu roches(rocks) mon monde [You rock my world]
• Pas de chemin ! [lit. no way]
• Ton homard ! [your lobster]: to replace “Your mom!”
• N’importe quoi ! [Whatever]: with “N” gesture
• Je ne care pas [I don’t care]
• Être sur le ballon [lit. to be on the ball]• “did Fosston [a Lac du Bois site] kick
le seau [the bucket]?”
• (I’m) just blaguin’ (you) [just joking/kidding you]
• Fraise ! [lit. strawberry]: as an expletive
• Tu roches(rocks) mon monde [You rock my world]
• Pas de chemin ! [lit. no way]
• Ton homard ! [your lobster]: to replace “Your mom!”
• N’importe quoi ! [Whatever]: with “N” gesture
• Je ne care pas [I don’t care]
• Être sur le ballon [lit. to be on the ball]• “did Fosston [a Lac du Bois site] kick
le seau [the bucket]?”
In practice in Japanese(at 森の池 Mori no ike)
In practice in Japanese(at 森の池 Mori no ike)
•ピ乳 / ブルー乳•daijobs, daibouju •大丈ぶ (as a
verb)•上は何ですか。
•何は上ですか。•何上 ?
•ピ乳 / ブルー乳•daijobs, daibouju •大丈ぶ (as a
verb)•上は何ですか。
•何は上ですか。•何上 ?
•何でクラプ ? •何 the hell これ ? •何 the fuck•何で福？！
•じゃない’ d
•何でクラプ ? •何 the hell これ ? •何 the fuck•何で福？！
•じゃない’ d
Final ThoughtsFinal Thoughts
• Learners are language users too, not “native speaker wannabes”
• We all speak codes that reflect our affiliations and values, particularly in L2!
• Questions of identity and role(s) played affect language learning and use
• Code-switching is one way to claim membership in two language communities
• Learners are language users too, not “native speaker wannabes”
• We all speak codes that reflect our affiliations and values, particularly in L2!
• Questions of identity and role(s) played affect language learning and use
• Code-switching is one way to claim membership in two language communities
Merci beaucoupどうもありがとうございました
Merci beaucoupどうもありがとうございました
To the CLV staff, former villagers, and Earlham students who provided examples, advice, and
encouragement: Alpha, Benoît, Chris Webb, Claire (Sarah Howell), Eerika (Erica Richter), Joëlle, かおり先生 (Lydia
Quackenbush), 虎次郎先生 (Skip Walker), Lune, Lux, Mandi Rice, みえこ (Sarah Elkinton), りさこ (Larisa Kile), “Der
Deutsche Ninja” (Stephen Emmons), Sylvie, Thérèse,
うきうき先生 , et Violaine
To the CLV staff, former villagers, and Earlham students who provided examples, advice, and
encouragement: Alpha, Benoît, Chris Webb, Claire (Sarah Howell), Eerika (Erica Richter), Joëlle, かおり先生 (Lydia
Quackenbush), 虎次郎先生 (Skip Walker), Lune, Lux, Mandi Rice, みえこ (Sarah Elkinton), りさこ (Larisa Kile), “Der
Deutsche Ninja” (Stephen Emmons), Sylvie, Thérèse,
うきうき先生 , et Violaine
Y a mis readers también:Barbara Jurasek, Patty Lamson,
and Skip Walker
Sources/Sources/参考資料Sources/Sources/参考資料• In this presentation:
• Armour, William. “‘Nihonjin no yoo to omoimashita’ (I think I’m like a Japanese):
Additional Language Learning and the Development of Multiple Selves” (2003). • Canagarajah, Suresh. “Subversive identities, pedagogical safe houses, and critical
learning” (2004).• “Conceptualizing Self and Environment: Erikson’s Model.” Human Development
course handout, Nelson Bingham, Earlham College.• Hedgcock, John, and Lefkowitz, Natalie. “Overt and Covert Prestige in the French
Language Classroom: When is it Good to Sound Bad?” (2000)• Legenhausen, Lienhard. “Code-Switching in Learners' Discourse.” (1991)• Macaro, Ernest. “Analysing Student Teachers’ Codeswitching in Foreign Language
Classrooms: Theories and Decision Making.” (2001)• Peirce, Bonny Norton. “Social Identity, Investment, and Language Learning.”
(1995)• Language examples drawn from my employment experience and postings
on the following websites:• Concordia Language Villages LiveJournal community http://community.livejournal
.com/clv/36421.html • Mori no ike LiveJournal community
http://community.livejournal.com/mori_no_ike/65847.html• Concordia Language Villages Facebook group
http://www.facebook.com/topic.php?uid=2204636122&topic=1947
• In this presentation:• Armour, William. “‘Nihonjin no yoo to omoimashita’ (I think I’m like a Japanese):
Additional Language Learning and the Development of Multiple Selves” (2003). • Canagarajah, Suresh. “Subversive identities, pedagogical safe houses, and critical
learning” (2004).• “Conceptualizing Self and Environment: Erikson’s Model.” Human Development
course handout, Nelson Bingham, Earlham College.• Hedgcock, John, and Lefkowitz, Natalie. “Overt and Covert Prestige in the French
Language Classroom: When is it Good to Sound Bad?” (2000)• Legenhausen, Lienhard. “Code-Switching in Learners' Discourse.” (1991)• Macaro, Ernest. “Analysing Student Teachers’ Codeswitching in Foreign Language
Classrooms: Theories and Decision Making.” (2001)• Peirce, Bonny Norton. “Social Identity, Investment, and Language Learning.”
(1995)• Language examples drawn from my employment experience and postings
on the following websites:• Concordia Language Villages LiveJournal community http://community.livejournal
.com/clv/36421.html • Mori no ike LiveJournal community
http://community.livejournal.com/mori_no_ike/65847.html• Concordia Language Villages Facebook group
http://www.facebook.com/topic.php?uid=2204636122&topic=1947
