Factors Affecting Language Choice in a Multilingual Society
Chapter One
PURPOSE OF STUDY
The purpose of this research work is to identify those things that affect people’s language choice in a multilingual society. To examine the problems individuals encounter when trying to choose a particular language.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
This paper explores factors that inform language choices that are made by multilingual speakers in Larteh. People who speak more than two languages are often confronted with making the right language choice within a particular domain. Language choice is informed by the kind of participants in a communication situation, the topic, social distance, and also location. Studies on language use in multilingual communities in Africa abound (see Yakubu et al 2012; Kamwangamalu, 2000; Ncoko et al 2000; Bodomo et al 2009 among others). Brokensha (1966) and Johnson (1973, 1975) constitute significant research on language use in Larteh. Whereas Brokensha (1966), an ethnographic study, briefly discussed the subject of language use in Larteh in his introductory chapter, those by Johnson are thorough studies of the subject matter. In his introductory chapter, Brokensha presented an overview of the linguistic situation of Larteh, and also the functional distribution of the three major languages: Leteh, Twi, and English. Leteh was described as a domestic language, which was learnt by children as their first language. English was learnt at school and school lessons were taught in Twi. To some extent, Twi was considered to be a prestigious language, and associated with education and Christianity. In church, English was used out of necessity, especially when there were non-Africans in the congregation. Brokensha further commented that the language used in church was Twi even when the congregation was made up of only Leteh speakers. In this regard, he cited the example of the Pentecostal Church at Larteh where all the worshipers were Leteh speakers and yet, Twi was used. Besides the use of English in school, it was spoken by educated adults in conversation. School children who wished to practise their oral skills or impress non-literates also used English outside the classroom setting. The present study will verify if the functional distribution of the three languages as described by Brokensha still persists in Larteh. Johnson (1973) was an in-depth study of the patterns of language use in Larteh, as an example of a bilingual community. The work described all aspects of language use in the Larteh community, and his findings corroborated those by Brokensha (1966). Johnson further stressed the domestic function of Leteh by commenting that although school children spoke Twi and English for practice at home, it was often considered rude and disloyal, especially when spoken in the presence of adults. The author commented that the home was essentially a monolingual environment at Larteh. With regard to language choice at church, the author further noted that Twi was the language of the Bible, hymnals, and prayer books. English was used only when visitors were present, as was the case when the author and his wife visited the Larteh Presbyterian Church as part of his field trip. With regard to education, the Basel Missionaries supported the use of Twi, and made it the foundation of their educational system. Twi was the medium of instruction, and Larteh children only learnt it at school. Some attempts were therefore made by the Gold Coast educational authorities to post teachers who could speak Leteh or Kyerepong (Guan language) to Larteh to teach the lower primary classes. In school, the use of Leteh was permitted, but not encouraged. Codes witching between Leteh-Twi were also not encouraged as it was believed to have the potential of impeding the learning progress of school children. During traditional ceremonies, Leteh was the primary choice. However, in some instances of libation pouring, orations, and speeches, some Twi phrases were heard. In these instances, English was not used except among the audience. Finally, Johnson (1975) discussed the triglossic relationship among Leteh, Twi, and English. He described the language situation as one characterized by a division of communicative functions among the three languages, a situation which is the result of a gradual change over a long period. The author asserted that the functional distribution of languages in Larteh was not random, and proposed a set of rules which could be used to predict language choice in a multilingual community such as Larteh.
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This chapter deals with the method used in collecting data required in carrying out this research work it explains the procedures that were followed and the instrument used in collecting data.
- Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment, the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
Population of the study
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information for the study factors affecting language choice in multilingual society. The researcher randomly select 200 English lecturers from some selected universities in Nigeria as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to evaluate factors affecting language choice in a multilingual society.
In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of language choice in a multilingual society.
Summary
The study set out to explore factors that dictate language choices made by multilingual speakers in a multilingual community. The study was conducted within the framework of Markedness Model (Myers-Scotton, 1993, 1998). Three domains that were investigated are education, tradition, and Christian worship. The results of this study are founded on data gathered from a linguistic survey, interviews, and participant observation. Research done on language choice in multilingual communities has established that among many considerations that multilingual speakers make in selecting a language for communication are the domains of language use, topic/activity, and the language background of speech participants (Kamwangamalu, 2000). Within the framework of markedness, the social and psychological associations that speakers attach to languages inform choices that are made. A language choice may therefore be perceived as unmarked or marked, depending on the extent to which it matches community expectations. In this study, community expectations are aligned with the set functions of the three major languages, typical of a triglossic community. In this paper, these expectations which are shared by members of the Leteh community represent Myers-Scotton’s rights-and obligations sets. Johnson’s set of rules (1975) for predicting language choice were also applied to the data where relevant. This study has shown that in addition to factors of language choice documented in the literature, national language policies play significant roles in determining language spoken in some speech domains.
Conclusion
Multilingual problems in the „geographical expression‟ called Nigeria pre dated 1914 when the Northern and southern protectorates were fused into one by the colonial administrators. In fact, multilingualism has always been the norm in both protectorates. The real problem in our view is the near absence of well articulated solutions, concrete 65 implementation strategies and the political will to meet the scope and nature of these hydra headed sociolinguistic problems; hence the need to adopt a multilingual approach in solving Nigeria‟s linguistic problems in public and social life. Both national, subregional and regional interrelated needs summon political leaders, linguistics, language planners, educators, etc to evolve a more vibrant and articulate policy which, no doubt should be armed with political teeth in the field. Far from being a plague, multilingualism in the country should in fact be seen as a source of wealth and strength, which if properly harnessed and managed will act as a source of synergy for a more effective, directed, guided as well as vibrant evolution of a modern, economically viable and technologically developed nation. Rather than resorting to an ad hoc approach to linguistic policy, the government should be seen and heard to be more committed in the implementation of a more vibrant and articulated language policy which is expected to usher the country into the 21st century. Nigeria should embark at once on a vigorous drive for the training of professional interpreters and translators in European and Nigerian codes. In tune with Ajulo (1990:18), It may be necessary to create national or regional schools of translation and interpretation, a usual practice of multilingual countries, whose areas of specialization should cover political, scientific, cultural, literature, technical, literary and philosophical fields.
Recommendations
The government should be seen and heard to be more committed in the implementation of a more vibrant and articulate policy which is expected to usher the country into the twenty-first century. Nigeria should embark at once on a vigorous drive 67 for the training of professional interpreters and translators in European and Nigerian codes. In tune with Ajulo (1990:18), it may be necessary to create national or regional schools of translation and interpretation, a usual practice of multilingual countries, whose areas of specialisation should cover political, scientific, cultural, literature, technical, literary and philosophical fields. Armed with the academic and practical knowledge of what each linguistic code entails, as well the technical art of translation, which would be acquired from programmes run in the tertiary institutions, these disciples of nation-building should embark on the translation into Nigerian codes of books on agriculture, politics, technology, economy, philosophy and prose, poetry, drama, written by Nigerians and foreign authors, official documents, laws, edicts, constitutions, and other texts of the State and Federal Governments as well as those of sub-regional and regional statutory bodies such as ECOWAS and AU. This will enable Nigerians to understand and follow government works in either their own codes or those of their immediate environments. In addition, Nigerians should be encouraged to write in their material codes where they possess the linguistic ability. This means that printing and publishing houses may be needed to re-adapt themselves to the changing tide of events in the country. Readership in diversified linguistic codes need not to be small if and when the reading culture is systematically drummed home to Nigerians and cultivated. It is, in fact, the usual practice of multilingual societies. In all spheres of life as well as in subjects such as politics, economics, agriculture, history, geography, mathematics, physics, chemistry, linguistics and foreign languages, books, work books, and pedagogical materials should be written by Nigerians, either individually or collectively, as a matter of educational policy. For the purpose of quality these books should be edited by a competent body of experts with regard to ideas, theories methodology and style as well as technical qualities such as binding and presentation.
Reference
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