Sociolinguistic of an Individual Language Learner - Research Proposal Example

Sociolinguistic Case Study of an Individual Language Learner Defining an individual and educational implications of home language used and geographical origin sociolinguistic variables Table of Contents Contents Contents 2 1. Introduction This sociolinguistic case study is about defining an individual using important sociolinguistic variables and determining the education implications of such variables to the individuals concern. In order to realize these objectives, this case study gathered data from six students with different backgrounds and ability through questionnaires and observation. A literature review of different important sociolinguistic studies was also conducted to support the results of data analysis and generalization of facts. The following sections discusses the different sociolinguistic studies conducted in the past in relation to this study such as the correlation of age and language proficiency, generation-specific differences influencing performance at school, multilingualism and home language used, and the impact of language in reading, mathematics, and scientific literacy. The method section describes the details how this study organized the data collection, how participants are selected, and the logic behind the approach. Detailed analysis and assessment of data is presented in the analysis and discussion section as supported by the results of different significant studies from the literature review. Finally, the educational implications sociolinguistic variables are discussed following by this study’s concluding statement in the last part. 2. Literature Review The common social problems arising from age and generation-specific differences in language are linked with education. In terms of age for instance, children from families that do not encourage them to take part in adult conversations or those who can only speaker when they are spoken to will be unlikely to participate in classroom discussions (Ammon, 2005). Similarly, in a study conducted by Bell (1984) in Rickford (1999) there are certain speaker characteristics such as class, gender, or age that tends to be differentiated in speech to addresses with those similar characteristics. In other words, an older person speaks differently while talking to younger person and vice versa. In the same way, there is noticeable difference when a male speak to female or a higher class to a lower class (p.126). In the age-based correlation study conducted by Ngefac (2008), age is linked to speakers increasing proficiency. For instance, speakers between aged 12 and 19 only scored 4% while those aged 20 and 30 is 10% (p.118). The early works of Basi Bernstein in Kuper (2003), suggest that language used by the working-class is deficient compared to middle-class children in the United Kingdom who use an expanded language code. The study also suggests that social circumstances are determined by social dialects. There are actually many variables that can influence literacy achievement of children in school and according to Centeno & Anderson (2007); these can be language socialization practices, printed-language experiences, socio-economic circumstance, and academic language uses. Particularly in English language learners, children are faced with challenges associated with meeting school standards coupled with difficulties in processes associated with learning literacy skills in a bilingual communication environment. For instance, there are 3.4 million children with limited English proficiency in the United States that have to face the socio-cultural and linguistic realities of the school environment (p.35). Since the inability of students to use the standard language is consequential to the increasing wastage in expanding educational system (Craig, 1971), a sociolinguistic survey in 2006 by (Vaish et al., 2006) provided an in-depth view of multilingual language use in schools. A study of 716 students in Singapore suggest that despite multilingualism, English is still a dominant language as students are more favour of English particularly in reading books, watching television, and others. Moreover, English is very much part of the home language environment of nearly half of Chinese and Indian students and systematically being used as a resource in mother tongue languages classes around Singapore. In general, the study presented several key implications that include the possibility that English can be use as a resource in mother tongue languages classes while students’ home language can be a resource to learn the target language. Another is implications social circumstances as the result suggests that students from lower income need additional language support particularly in their primary years (p.1-4). There has been a general promotion of Australia as a multicultural and multilingual polity and according to Rosenthal (2000), home use of many of the second languages is considerably widespread. However, since proficiency in the destination languages is important in adjusting to the destination labour market, the Australian immigration policy is somewhat different as it gives significant emphasis on English language, age at migration, and educational attainment. This is however should not be seen as cultural denigration but ensuring better opportunities for educational, economic, and social life (Wiley, 2009). In general, despite multilingualism, English remains the determining factor. According to Foster & Stockley (1988), teaching English as a second language is to ensure that all Australians that regardless of the language they use at home can have strong working knowledge of the nation’s language thus should be available at all levels of the country’s education system. The Australian Bureau of Statistics (1983) explains that the concept of multicultural society enabled the expansion of English as a second language intended primarily for children coming from non-English speaking backgrounds as well as adult migrants who requires employment, education, and welfare. However, concept seems to have some implications according to OECD’s Programme for International Student Assessment or PISA conducted in 2000 where 5,477 students across Australia participated. The study compared students speaking in five different language categories for reading, mathematics, and scientific literacy. The result of study suggest there were no significant different in student performance for native and non-native students. In contrast, a student whose home language is English performs much better in reading and scientific literacy than those students with different home language except Asian (Chinese and other who performed equally well). However, there is no noticeable difference in mathematics literacy in all students. In terms of gender, Australian female students perform better than boy in all categories including those with different home language backgrounds. Similar to home language, there is no significant difference between girls and boys in mathematical and scientific literacy (Cresswell, 2004, Executive Summary). The study also suggests that engagement with reading is the most important factor in students reading literacy performance. This is because non-native and non-English speaking home backgrounds students are more engaged in with reading compared to native students despite the fact that they on average have fewer books in their home. Similarly, these groups spent more time doing homework and more determined to complete a higher level of education compared to natives. More importantly, they generally have a positive experience of their teachers but with little negative view of disciplinary policies of schools (Cresswell 2004, Executive Summary). It thus appears that non-English speaking students have a more positive and engaged approach to learning probably because they want to overcome the difficulties associated with settling in another country. 3. Method The method used in this study is inspired by a number of sociolinguistic studies reviewed where questionnaires are used to determine the language capability of speakers and an observation table to record the rating. There were six participants mostly students studying in the same school but in different circumstances. They were given separate speaker codes for confidentiality. Two of the participants were native English speaker (a male and a female); two were born in Australia (both male) but with different home language while the others are immigrants (male and female). They are all nineteen years of age and living in the same community within Brisbane. The participants were given a questionnaire (see Appendix A) each and were asked to provide their age, gender, place of birth, and the country they were raised. There are 10 strategic questions in the questionnaire each of which is intended to determine their ability to communicate and interact using the English in a learning environment. For instance, Q3 is intended to determine the language use at home that can be use to assess the issues involved in English reading (Q6) and writing literacy (Q7). These questions are linked to each other which will be discussed in the analysis and discussions later. The logic behind the question (Q1) whether or not the speaker is familiar with English is to determine his own belief in his capacity to read, write, understand, and speak the language. Similarly, Q2 or asking the participant’s fluency in English is aimed to determine the extent of his familiarity when the participant answered “Yes” in Q1. Determining the language used at home as in Q3 can help this study understand why such student is having difficulty speaking with his or her classmate in English as in Q4. All other questions that follow are designed in similar mutually beneficial manner so that this case study can easily organize and generalized the results. The results were summarized in a table with speaker code and corresponding assessment for each question (see Appendix A). In this table, green stands for less learning assistance while red stands for full learning support. The purpose of this table is to readily identify students with language difficulties that can affect the rate and quality of learning. Similarly, it can also provide this study with readily available data to compare and evaluate the kind of support required for each type of student. To support the results of the questionnaires, participants were observed and given respective rating on their individual and actual capacity to read and write in English, understand instructions, and communicate effectively in English. Using the scale of 1 to 10, the study rate each participants’ actual ability and made a generalization of the effects of each sociolinguistic variables in terms of learning. 4. Analysis and Discussion This case study is generally aimed to describe and account for the significant sociolinguistic variables which can help define an individual and determine the educational implications of these variables to this individual. For this reason, the study conducted a survey by asking ten important questions to carefully selected participants. As mentioned in the method section, although they are all in the same age bracket, these participants differ in their home language and geographical origin which will likely facilitate identification of their language differences. In the table below, those areas coded in green are considered positive in terms of learning (less assistance or support) while those coded in red requires additional support. This table may be viewed as educational implications of two important variables – home language used and geographical origin. Table 1- Result Summary of Questionnaires Summary of Results Speaker Code Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 01 02 03 04 05 06 The above table clearly demonstrate each speaker’s linguistic ability starting from participant 01 which is a student born and raised in Australia but with different home language. Note that Q2 and from Q4 to Q9 were marked red meaning that he needs additional support in terms of English fluency, speaking, understanding English instructions, reading and writing, learning, and teaching. In contrast, speaker 02 which is a native English speaker born and raised in Australia requires less assistance in terms of learning using English instructions and text. Speaker 3 on the other hand needs more support as he is not familiar with English and was only migrated to Australia months ago. However, speaker 3 gets a green like many others because he perceived English as an essential factor in his learning and that is positive in terms of future learning experiences. Considering the outcome of the observation conducted, the graph below suggests some interesting possibilities regarding the educational implications of home language used and geographical origin. Figure 1- Actual Language Ability Two native speakers top the chart simply because they both exhibit acceptable ability in reading, writing, understanding, and communicating in English as observed. In contrast, students using different home language and originate outside Australia gets the lower rating in all category. However, this does not necessarily mean there is no longer an opportunity to learn. The chart simply distinguishes the capacity of each participant using two sociolinguistic variables which may affect their performance at school. Taking into account the outcome of different studies discussed in the literature review, the outcome of this study may be analysed correctly. For instance, the PISA 2000 study of Australian students suggests that using English as a home language does not necessarily mean competence in all areas of literacy. Take for example the case of native students whose home language is English taking the lead in reading and scientific literacy but their performance is equal with students with different home language when it comes to mathematics. Similarly, Australian female students perform better than males in all categories regardless of home language used. More importantly, in terms of learning, non-native English speaking students seems more dedicated and engaged. In another study conducted by Vaish et al in 2006 with around seven hundred culturally different students in Singapore, English is very much part of their home language and being use as reference to mother tongue language and vice versa. However, the study also suggests the relationship between social circumstances and additional language support. In other words, students English language proficiency depends on their social class or economic standing which may be influencing their home language used. In general, both studies suggest that linguistic variables such ethnicity, cultural background, and geographical origin is not a barrier to English language learning and better educational performance. More importantly, these studies seems to suggest that non-English speaking students coming from different cultural backgrounds are very much interested in educating themselves on things they are not familiar with such English and other aspect of education. Contrary to Ammon (2005)’s argument that students coming from families that do not allow children to freely express their thoughts are unlikely participants in classroom discussions, outcome of several studies discussed earlier are supporting the notion that age and generation-specific differences have little impact on children’s’ education. Similarly, Bell (1984) in Rickford (1999) argument that an older person talks differently with younger person is only applicable to social conversion since there is no evidence to prove that older students will also speak differently in terms of learning or education. However, it may be true that male talks differently to female and higher class may sound a little different from those at the lower class but in terms of education male students may not perceived his teacher as female but an authority he should respect. Ngefac (2008) study of age-based correlation may be applicable since the older the students are, the more they are learned and able to express their thoughts in the English language much better than younger students. Similar to this case study, the age of participants are all 19 to ensure that they are at the same level in terms of expected English proficiency. In this manner, only home language used and geographical origin will remain as sociolinguistic variables. In general, the analysis and discussion find home language used and geographical origin are the most likely determinant of an individual in terms of language and learning performance in schools. 5. Educational Implications The education implications of sociolinguistic variables such home language used and geographical origin may be determined by the students’ capacity to learn with additional support from their school. For instance, since most non-native English speaking students who knows the importance of language in their learning are eager to learn, their ability expands through their own effort. As the case study suggest, those who differs from home language used and geographical origin needs more support than those who are native and familiar with the language. These findings are relevant to other studies in terms of non-English speaking students desire to learn and be supported by the educational system. Being a non-native English speaker is not a barrier because what matters most is the students desire to learn and the support they will get from their teacher as part of the system that recognize them as they are. Based on other studies presented here, there is no evidence to suggest that a native speaker have significant advantage in terms of literacy. In fact, they only excel in reading but equal to scientific and mathematical literacy with other non-native students. In the case study itself, English fluency is not necessarily an advantage but only requires less support from the educational system. Similarly, the inability to readily understand instructions, speaks fluently, read and write effectively does not necessarily mean disadvantage but merely more support from the educational system. 6. Conclusion Sociolinguistic variables are sometimes used to determine the implication of such variables to learning and other social functions. This case study presented two sociolinguistic variables that can help to define the individual. More importantly, to determine the educational implications of these variables for the selected individual that needs more support in terms of language and education. The outcome of the study suggests that variables such as home language used and geographical origin are important factors in defining an individual in terms of language, interest in learning, and knowledge acquisition. They also show non-English speaking needs for additional educational support and recognition of their desire to learn. In general, these sociolinguistic variables are important determinants of an individual ability to learn and perform in school. 7. References Ammon U., (2005), Sociolinguistic: An International Handbook of the Science of Language and Society, Germany: Walter de Gruyter Australian Bureau of Statistics, (1983), Year Book Australia No. 67, 1983, Australia: Bureau of Statistics Centeno J. & Anderson R., (2007), Communication disorders in Spanish speakers: Theoretical, Research, and Clinical Aspects, United Kingdom: Multilingual Matters Publications Craig D., (1971), Pidginization and Creolization of Language, United Kingdom: Cambridge University Press Cresswell J., (2004), Immigrant Status and Home Language Background: Implications for Australian Student Performance in PISA 2000, Australian Council for Educational Research, Camberwell Victoria, pp. 1-36 Forster L. & Stockley D., (1988), Australian multiculturalism: A Documentary History and Critique, United Kingdom: Multilingual Matters Publications Kuper A., (2003), The Social Science Encyclopaedia, United Kingdom: Taylor & Francis Ngefac A., (2008), Social Differentiation in Cameron English: Evidence for Sociolinguistic Fieldwork, United States: Peter Lang Rickford J., (1999), African American Vernacular English: Feature, Evolution, and Educational Implications, United States: Wiley-Blackwell Rosenthal J., (2000), Handbook of Undergraduate Second Language Education, United Kingdom: Routledge Vaish V., Jamaludeen A., & Roslan M, (2006), The Sociolinguistic Survey of Singapore 2006: Findings and Policy Implications, National Institute of Education, NIE Research Brief No. 09-001, pp. 1-4 Wiley T., (2009), The Education of Language Minority Immigrants in the United States, United Kingdom: Multilingual Matters Publications 8. Appendix A. Questionnaires for Individual Learner and Summary of Results Speaker code:_________________Age:_________________Gender:_______ Place of Birth:_____________________Grew up in:___________________ Questions Responses Yes No Comments 1. Are you familiar with the English language? 2. Do you consider yourself fluent in English? 3. Are you using another language at home? Specify 4. Do you find it difficult to speak with your classmates in English? 5. Can you understand your teacher’s instructions very well? 6. Do you find it hard to read in English? 7. Do you find it hard to write in English? 8. Do you think difficulty in language affects your learning? How? Please specify 9. Is your teacher needs to be more specific when explaining things to you? 10. Do you think fluency in English is an advantage in terms of learning? Why? Summary of Results Speaker Code Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 01 02 03 04 05 06 B. Observations Speaker Code Ability to read in English Ability to write in English Ability to understand instructions in English Ability to communicate verbally in English Comments 01 5 5 5 5 02 10 10 10 10 03 4 4 4 4 04 5 5 5 5 05 4 4 4 4 06 10 10 10 10 Read More