Mono-Linguistic Acquisition, Sociological Approach to Self Identity - Essay Example

? Mono-Linguistic acquisition is related to Language identity. Identity is a pluralistic concept related to multiple roles. The more identities one has the more of a person, he is. The more languages you speak, it will be proven the more identities you have thus "the more a person you are". The opposite position, the more a society has many different languages in a social setting as a class room, the more necessary it is to find a common ground to teach target language acquisition. We are all affect by a dynamic constant change of identity: multi-linguism, globalisation of the media, internet, products, constant migration of people. The word 'identity' has taken on a different meaning. Identity has become part of the chaotic behaviour creating social perception (Freeman79 ) "Identity is a complicated cycle process: knowing, claiming and recognizing". (Chryssochoou 2000) which requires the use of language to communicate. The process of socialization, and communication have become the part of the sociolinguist's job. In this essay we will identify the complex meaning of identity and associate it with the meaning of language. Multiple identities are related to the multiple roles we take in society. It will be shown that speaking a second language, is not an extension of the first language thus a countable number of identities but another set of independent roles in itself. As an independent set of roles is established, a new pluralistic identity has been established. A bilingual person can perceive himself as a different set of identities depending on which language he is speaking. An English speaker will not speak the same language at home as he will speak at work in a foreign country. Or if he does speak at work it will not be at the same linguistic level as it would be if he were speaking to native English speakers. A multilingual personal will have more identities. The more languages a person speaks the more identity roles he will have. Building a better self identity of a L2 learner is done through the use of L1 in the classroom. This technique is the opposite that 20 years ago. Only the target language was thought as being the best result for teaching. As the proverb is dealing with two distinct topics, the essay will deal define the concept of identity then show how identity changes with the concept of multilinguism and then show it affects identity differently. The globalization of languages will be presented to show the effect on languages. A Sociological approach to self identity "The core of an identity is to put the "self" into a "role" and integrating the meanings and expectations with the role and the performances" (Stets & Burke, 2000). Self is comprised of the mind as the thinking part (Stets & Burke, 2000). The thinking part creates action by the use of language as a means of communication. The concept of one's self or self concept is a collection of meanings used based on information that we have interpreted or gathered from others and taken as information about our 'evaluation' of our existence. (Chryssochoou, X 2000) The language two learner builds his acquisition on how the quality of his performance is perceived by others. Our sense of changing from the learner and the others can be perceived as idealistic or realistic, as the level of the learner is constantly changing (the classroom versus the real environment) Most of what we know about ourselves come from our environment. . Two dimensions of Self esteem have been identified: seeing oneself as competent and capable and feeling that one is accepted and valued (Chryssochoou, X 2000). Self worthiness and having the ability to succeed are important in establishing the identity theory."In terms of language acquisition, efficacy is a belief about one's ability to become fluent" (Bandura 1995) Identity is a generic term as it is complex and multi-faceted. "The identities are the meanings, one has as a student, a teacher, a mother, a worker……" (Stet & Burk, 2000). The Identity Theory in Sociology takes into account 5 common principles (Striker, 1980) (Stets & Burk, 2000) 1) behaviour is dependent on a specific world of social interaction 2) language is important a means of communication 3) persons are put into specific positions and others recognize these positions and created inter and intra personal expectations. 4) the same is likewise for individual behaviour 5) this is the basis of communication creating exchanges and social interactions Stryker's Symbolic interaction theory differs with two added components. He adds that structure influences one's identify and thus one's behaviour. There is an additional component added that a "core of an identity" is the categorization of the self as an occupant of a role and incorporating, into the self, the meanings and expectation associated with the role and its performance (Stets & Burke, 2000) Depending on the hierarchy of the different roles established, the acquisition of language Lx in school can be interpreted as being done successfully. The choice of multiple identities we take leads to the choice of the quality and type of adaptation of Languagex . There is a link between social factors and acquisition. Depending on the perception of how the learner should behave or what is expected from him, establishes his level of cognition. In established multi-lingual acquisition, when the roles are already defined, the performance level is higher than when the cross switches are variable. II. Identity and Language Pavlenko addressed two approaches to language two acquisition: learning a language in a new country; and learning a language in own country; coming from a multi lingual home. Two assumptions were made. A. The first assumption of speaking a bilingual language: as we assume different identities in monolingual situations, different lexicons, different pathways are assumed in the second language B) The second assumption of speaking a new language: as the acquisition of different lexicons, which might have similarities as it might not, therefore the process cannot be assumed to be an extension of L1.(Pavlenko 2003) Either as an extension or as different pathways or different lexicons, different identities are created thus adding to the richness of the concept of identity and language learning. She conducted a study using both bi-lingual and multi-lingual upper educated subjects. Language choice was determined based on culture, behaviour, or psychological environments. Several results of the test (Pavelenko 2003) "a) Speaking another languages causes me to assume certain cultural perspectives that also entail certain behaviours. Language and culture are a package and true command of a second language requires extensive cultural knowledge and practice. b) Certain language demands that you act according to the behavioural norms of the corresponding culture c) You conform to the way the native speakers talk and express themselves which is not ne necessarily the same as yours. In French, you would say 'you miss me' for 'I miss you'. 'I don't eat preservatives' in French would mean 'I don't eat condoms". Speaking a different language means you belong to a different environment. You belong to a different identity. Those who socialize or study in different context and different lexical repertories. Those who spoke a different language at home or as a child have different associations with languages. A war child might not express his native tongue as well a later learned language (after puberty). A multi-lingual individual who uses distinct languages in a distinct setting where he can code switch in specific settings will have less of linguistically problems and cultural boundaries provided equal levels in languages have been obtained. Language was comprised of "dialetigic" utterances depending on the historical moment in the environment, when the word become part of a patchwork of a larger system in a socio-ideological network. Whether the linguistic manifestation is to be multilingualism or a complex dynamic cognitive system such as DMM, multilingualism and bilingualism do not have the same cognitive system of mono-linguism. (Jessner 2008) It can be qualitated. There is an interdependence of the languages and the whole psycho- linguistic and sociolinguistic systems are more complex. DMM shares a common concept. All these concepts share a recognition that the languages of bi- and multi-lingual interact in complex ways that can enhance aspects of overall language and literacy development. They also put into doubt the validity of the pedagogical basis of the mono-lingual instructional approach which minimized and prevents cross language transfer, transfer of lexicons, transfer of cultural sharing for example. Anything that is involved in two-way sharing of language is disassociated with the teaching plan. "In short, the two individual assumptions within bilingual/immersion program is fundamentally at variance with current understandings of bi- and multilingual mental functioning". (Cummings 2005) . Metalinguistic knowledge or the cross language knowledge, both implicitly and explicitly in third language acquisition, has tremendous effects in linguistic studies and sociology. The lexicons, which are used between the languages, are determinate by which type of lexicons are used in the target language acquisition. Once again, as speaking a language involves a composite of different identities, the more roles a person acquires, the more his collective identity becomes. In target language acquisition, there are two possible orders. In tri-lingualism there are a possible four acquisition orders: (Jessner 2008) 1) They can be learned consecutively. (social background - possible academic setting) 2) They can be learned simultaneously. (social background - university setting) 3) L1 and L2 are learned simultaneously before L3 4) L2 and L3 are learned simultaneously after the acquisition of the L1 "Multi- linguality is intertwined with aspects of identity and that the social and cultural environment plays a decisive role in the structure and specification of multilinguality. The native language upon immigration dictates the needed changes according to current governmental policy and cross country borders. Each country contends with the social context of its immigrants. In the classroom, the socio-linguistics, and psycholinguistics are dynamic and are never changing. At times they might be volatile and cultural differences might be at fault. A language teacher is no longer as she was 20 years ago with a text book and a language laboratory. A language class is a vibrant society where each person represents part of the United Nations. The students must be taught that each student is a viable identity and each language has something which can contribute to the target language learning. The cognitive system of multilinguism has been an important discovery as a teaching tool in language learning. It shows the needs of the learner. Linguistical pathways have been determined by socio-linguistic in multilingual settings which are not as obvious in a bi-lingual environment. (Jessner 2008) What has been learned can be applied to a bilingual classroom. The abiliJty to go from form to function to meaning is a learning strategy, a level of metalinguistic awareness and a communicative ability that needs to apply to all bi-lingual learners and speakers as well. If it has been ascertained that the acquisition of the target language can be achieved with the use of L1 and or L2, we can assume that this must be done in a classroom setting for all age groups. Empirical data has shown that success rate with only target language teaching does not have the success rate as bi-lingual teaching in the beginning levels. Teachers must be ready for the multi-diverse language classrooms. Language crosses borders. Borders changes; economies grow; and governments change . A country that can identify itself with its own language is a country which will last. Migration is as old as time. One who speaks the language of the country possesses the power over those who do not. The language is a form of self identification, if the speaker does not have the language he loses all credibility. The relationship between language and identity. (Palenko 2003) changes as the language changes borders. A newly immigrated individual who comes from a volatile country has a pre-existing identity. He must work hard to overcome the prejudice of his native identity to develop a new identity through the language of his new country to become a viable citizen. A student, who comes to a new school not speaking the language, is often the brunt of the class. He cannot defend himself. He is thought of as stupid and unable to participate in school activities. He is put in a melting pot of children from different races of parents who have multiple identities from a variety of backgrounds. Language is power. His only power is either finding himself someone who speaks his language or suffering until he is able to defend himself. Target language is a resource to learning a foreign language. (Canagarajah, 2007). "Use of L1 along with L2 has been extensively recommended for multiple reasons. The advantage of translation, the negotiation of meaning between L1 and L2 , the enhanced L2 competence and the authentic atmosphere of the language learning all contribute to the success of learning L2". (Medgyes, 1994; Swain and Lapkin, 2000; Cook, 2001; Turnbull, 2001)(Canagarajah 2007). Much research has been done observing young learners but very little has been done concerning adult learners. Keeping one's identity or being able to share that identity with other members' of the class will facilitate learning. Cummings gives examples of creating a learning atmosphere in the classroom without being in the failure mode. Language is taught by keeping native language identification through dual language texts or instructions. Students have the right to use their native language to explain stories, feelings, events. Ethnic identity is shared and kept as it is accepted an integral part of learning. More understanding can be achieved if newly immigrated children had to tutor English speaking children in their target language. No research has been done in this identity building program. The value of creating self esteem of the under-spoken student(newly immigrated student). Being labelled a failure or a success is a role acquired by many students who do not speak English above emigrating to an English speaking country. (Bartlett 2007). They dress differently, they speak differently and they often eat different food. Their label is a product of the environment but stays a part of them long after having acquired a sufficient level of English. The Anglo-Saxon education system was positioned on deficit models (Barlett 2007) and social statues such as grades. Both are incongruous with a student who does not speak a word of English. He comes in to the class in a complete failure mode. Children, who might be deficient in English, might be excellent in other subject. Cummings recommends finding where the students are strong; and cultivating this field. Students are in a danger field, who come into a monolingual situation, and have not yet developed the self identity of their peers. They are lacking the cultural, environmental and language identity necessary to function in their new environment. They have yet to establish relationships. "Many teachers understand intuitively that human relationships are at the heart of schooling. Student achievement will increase significantly only when this insight permeates all levels of education policymaking." (Barlett 2007) Children have a double problem of having low self esteem and having a lower concept of multiple language identities because of the lack of English acquisition and the lack of the association of L1 with L2. They have not established the necessary lexicons and pathways necessary in bi-lingualisms. As we have looked at the classroom, it is necessary to look at a macro-level, the globalization of languages. We have a concept of the globalization of English because of such modes of communication as Internet, Facebook, Mc Donalds, global marketing etc. Though this is true ,we do not realize that over the centuries, languages evolve, disappear, and change as people migrate. Colonization in the 15th century lead to the spread of Spanish and Portuguese. Portuguese is spoken in just a few countries today. English has always been the language of the European Union. French will always be the language of Montreal. If you take the relationship of the number of languages and the increase of population ; then look at the fluctuation of languages in the last four centuries, there is little difference in the calculations of those languages that survive per century and those which cease to exist. Language is an important aspect of identity. The writer has shown that identity is a complex sociological principal where an individual has multiple identities depending on the circumstances, the context, the relationship, the environment and the language being spoken. If one does speak several languages, it has been shown that the cultural diversity has expanded as the person has developed many more identities in order to process the cross switching between languages.. The multiple identities acquired in the acquisition of two to three languages has given socio-linguist a base for language teaching. The richness of identities from the individual and the identities in the individuals in the class are multifunctional. . . Bibliography Bandura, A 1995, Self-Efficacy in Changing Societies. Cambridge University Press, Cambridge Books Online. viewed 09 May 2011 http://dx.doi.org/10.1017/CBO9780511527692 Bartlett, L 2007, Bilingual literacies, social identification, and educational trajectories. Linguistiques and Education viewed 08 May 2011 WWW.elsevier.com/locate/linged CANAGARAJAH, S 2007, Lingua Franca English, Multilingual Communities, and Language Acquisition. The Modern Language Journal, 91: 923–939. doi: 10.1111/j.1540-4781.2007.00678.x Chryssochoou, X 2000, 'Identity in Social Psychology, Some thoughts on the definition of identity and its relation to action'. Journal of Language and Politics, 2:2,225-241. 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Current Anthropology, Vol 51, S1 Working Memory: Beyond Language and Symbolism 99-110 viewed 04 May 2011 http:// www.jstor.org/stable§10/1086/651260M Stets J.E., & Burks, P.J 2000, Identity Theory and Social Identity Theory Social Psychology Quarterly 2000, 63:3,224-237 Viewed 29 April 2000 http://wat2146.ucr.edu/papers/00a.pdf Read More