189 82 5MB
English Pages 230 [232] Year 1986
Language Attrition in Progress
STUDIES ON LANGUAGE ACQUISITION This series w i l l focus on both first language acquisition and s e c o n d / foreign language learning. It w i l l include studies on language acquisition in educational settings, f i r s t / s e c o n d / f o r e i g n language loss, and early bilingualism. High quality dissertations and other individual w o r k s w i l l be considered for publication, and also collections of papers f r o m international w o r k s h o p s and conferences. The primary goal of the series is to d r a w international attention to current research in the Netherlands on language acquisition. Editors of SOLA: Guus Extra, Tilburg University Ton van der Geest, Groningen University Peter Jordens, Nijmegen University Also published in this series: Guus Extra and Ton Vallen (eds.) Ethnic M i n o r i t i e s and Dutch as a Second Language
Bert Weltens, Kees de Bot and Theo van Eis (eds.)
Language Attrition in Progress
ψ
1986 Foris Publications Dordrecht - Holland/Providence - U.S.A.
Published
by:
Foris Publications Holland P.O. Box 509 3300 A M Dordrecht, The Netherlands Sole
distributor
for the
U.S.A.
and
Canada:
Foris Publications USA, Inc. P.O. Box 5904 Providence RI 02903 U.S.A.
CIP-DA
TA
Language Language Attrition in Progress / ed. by Bert Weltens, Kees de Bot, Theo van Els. Dordrecht [etc.]: Foris - (Studies on Language Acquisition; 2) With ref. ISBN 90-6765-322-5 SISO 803.2 UDC 800.6 Subject heading: language attrition.
ISBN 90 6765 322 5 (Paper) © 1986 Foris Publications - Dordrecht No part of this publication may be reproduced of transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission from the copyright owner. Printed in The Netherlands by ICG Printing Dordrecht
Contents
Preface
/.
vii
General
papers
T h e o v a n E l s : A n o v e r v i e w of E u r o p e a n r e s e a r c h on l a n g u a g e a t t r i t i o n
Ralph B. G i n s b e r g :
Issues in t h e a n a l y s i s of l a n g u a g e loss: M e t h o d o l o g y of
the Language Skills A t t r i t i o n Koen J a s p a e r t ,
3
Sjaak
Kroon
Project
& Roeland
van
19 Hout:
Points
of
reference
in
f i r s t - l a n g u a g e loss r e s e a r c h
II.
Dialect
37
loss
Frans Hinskens:
T h e s e l e c t i o n of
linguistic
variables
in e m p i r i c a l
research
on v a r i a t i o n a n d c h a n g e in d i a l e c t s Henk Münstermann
& Toon
Hägen,
Functional
53 and
d i a l e c t loss: A r e s e a r c h p l a n a n d some f i r s t
III.
First-language
Sally B o y d ,
structural
aspects
of
results
75
loss
Using the
present
to p r e d i c t t h e f u t u r e
in
language
contact:
T h e case of i m m i g r a n t m i n o r i t y l a n g u a g e s in Sweden Alan Davies,
L a n g u a g e loss a n d s y m b o l i c g a i n :
maintenance
T h e m e a n i n g of
99 institutional 117
IV.
Second-
and
foreign-language
Kees d e B o t & T o k e L i n t s e n ,
loss
Foreign-language
proficiency
Andrew Cohen,
Forgetting foreign-language vocabulary
Peter J o r d e n s ,
Kees
de
Bot,
Charles
van
Os
& Jos
in t h e e l d e r l y
..
143
Schumans,
Regression
in G e r m a n c a s e m a r k i n g Richard
Lambert
& Sarah
159
Moore,
Problem
areas
in
the
study
of
language
attrition Elite Olshtain,
177 The
a t t r i t i o n of E n g l i s h as a s e c o n d l a n g u a g e w i t h
speakers
of H e b r e w B e r t Weltens guage:
131
&• T h e o
185 van
Els,
Interim results
L i s t of c o n t r i b u t o r s
The
attrition
of
French
as
a
foreign
lan205
223
Preface
The
papers
in t h i s
t h e Language Kerkrade, financed to
Loss
the by
bring
the
European
in
on
s t a t e of the
aspects the art
loss
research
mainly concern of
a more
Netherlands,
Great Britain,
Attrition
Project,
language-attrition
Special t h a n k s dinating
just
Foundation for Centre
for
and
Thus, as
this
Israel.
some
of
ElIy
everything
In a d d i t i o n ,
its f i n a n c i a l s u p p o r t , hospitality
September
1986.
and
for
the
symposium;
making
some
reflects research
the from
two
American Language
problems
that
with.
the
and
European
a n d t o t h e p e o p l e of t h e R o l d u c thus
but
the manuscript to
are
future.
in t h e
the methodological
Kersjes f o r t y p i n g
at
near
volume
represented by
was
who
research,
h i g h l i g h t t h e s t a t e of t h e a r t
discuss
a r e d u e t o ms.
t h e p r o g r e s s of l a n g u a g e
Nijmegen,
t o d o so in t h e
researchers f i n d themselves confronted
about
their
1986 -
Sweden,
which
and
nature.
Spring
was
the event
countries
to
Centre,
symposium
aim of
European
planning
Conference
The
i n t e r i m r e p o r t s of o n g o i n g
general
- as i t was in
1986.
T h e main
different
- or
most of t h e c o n t r i b u t i o n s
10-14,
Foundation.
from
of
h e l d at t h e R o l d u c
March
Cultural
c o n t r i b u t i o n s are included, Skills
from
researchers
language
The contributions
revised versions w h i c h was
Netherlands,
together
engaged
focus
volume are Symposium
a substantial
coor-
Cultural
Conference
contribution
to
attrition.
The
editors
I GENERAL PAPERS
An Overview of European Research on Language Attrition Theo van Els University of Nijmegen
1.
INTRODUCTION
T h e f i r s t major conference devoted to research on language s k i l l loss was convened b y Richard Lambert at t h e U n i v e r s i t y of Pennsylvania, May 1980. Its o r i entation was mainly American;
Lambert & Freed (1982) contains the
proceedings
of t h a t conference. On t h e European side a f i r s t modest attempt to discuss language loss research was a t w o - d a y w o r k s h o p held at t h e U n i v e r s i t y of Nijmegen October 1982. T h e i n s p i r a t i o n f o r o r g a n i z i n g it was d e r i v e d from the Pennsylvania Conference.
Richard Lambert and Richard T u c k e r of t h e Center f o r A p p l i e d
L i n g u i s t i c s (Washington, the field guage
in the
loss
U.S.
and
D . C . ) presented a paper on t h e latest developments in Other papers
dialect
research f i n d i n g s .
loss,
were on f o r e i g n - l a n g u a g e
mainly
discussing
research
loss,
plans
first-lan-
rather
than
The proceedings of t h e w o r k s h o p were not p u b l i s h e d ,
and
it was t h o u g h t - r i g h t l y - t h a t s e t t i n g up an organizational s t r u c t u r e f o r c o - o p eration
was
efforts
requiring
not called f o r any
yet,
kind
w o r k s h o p d i d do, however,
of
there
still
being f a r
co-ordination
or
too few actual
cooperative
action.
research What
the
was to create and f o s t e r an i n t e r e s t in the topic in
a number of researchers in t h e N e t h e r l a n d s .
The o v e r v i e w of European
research into language a t t r i t i o n which is t h e
subject
of t h i s p a p e r , I i n t e n d to d i v i d e into t h r e e p a r t s : - I will f i r s t deal w i t h t h e period u n t i l Bot & Weltens
(1985), Weltens
about 1980, mainly on t h e basis of De
(1987) and an informal presentation by
to an American-European conference at P r i n c e t o n , - I will then deal w i t h research developments
myself
1983;
in the recent past,
p a r t l y summa-
rized from the set of papers of t h i s volume; - I will, finally, future,
i.e.
discuss a number of issues t h a t may be of i n t e r e s t in t h e near
research topics t h a t one m i g h t , or o u g h t t o ,
consider
address-
ing.
2. THE YEARS UNTIL The
restriction
overview
of
that
European
1980 holds f o r research:
t h e whole we
only
of t h i s deal
volume,
with
also
research
holds f o r in the
field
this of
4
Van
natural'
language a t t r i t i o n ,
not with
'pathological'
attrition.
T h e field of
ral' language attrition we h a v e come to d i v i d e into f o u r c a t e g o r i e s , ful categorization
- we t h i n k
- than
one r e g u l a r l y comes a c r o s s , v i z . erational' within
language
individuals
attrition,
t h a t between
i.e.
respectively
the division
attrition
( see Weltens
'/ntergenerational' and
1987).
across
Following
of
the
types
(see figure
1. loss of L I
environment
in
resulting
in
that
intragen-
generations De Bot
(1985) we define t y p e s of a t t r i t i o n r e s e a r c h both in terms of what terms
'natu-
a more help-
into two main sub-fields
processes
Els
and
& Weltens
is lost and in
which
it is
lost,
the
following
in an L 1 - e n v i r o n m e n t ,
e.g.
dialect loss w i t h i n t h e dialect
four
1): commu-
nity; 2. loss of
LI
in an
L2-environment,
e.g.
loss
of
n a t i v e languages
by
migrant
workers ; 3. loss of L2 in an L l - e n v i r o n m e n t , 4. loss of
L2 in an
e.g.
L2-environment,
foreign-language
e.g.
loss;
second-language
loss b y
aging
mig-
rants .
Fig.
1: T y p e s of a t t r i t i o n
research.
It should be noted t h a t t h e f o u r t y p e s of language loss t h u s d i s t i n g u i s h e d still each
hold
respects.
Thus,
g u a g e loss,
a variety
of s u b - t y p e s
that d i f f e r
t h e example g i v e n of t h e t h i r d t y p e of
shows fundamental d i f f e r e n c e s
second-language
considerably
loss,
which
loss,
as to d e g r e e
also belongs to t h i s t y p e ;
and
in
i.e.
foreign-ian-
rate of
especially
during
returned
to
his
foreign-language
a
prolonged
native loss.
country, However,
stay
abroad,
contrasts foreign-
disappears
dramatically
and
once with
second-language
loss from
with
c h i l d r e n t h e speed w i t h w h i c h e v e n n e a r - n a t i v e competence in a n o t h e r acquired
the
what loss
younger language,
child
language loss,
that
has
happens
in
on t h e one
hand h a v e so much in common t h a t d i s t i n g u i s h e s t h e two of them t o g e t h e r all o t h e r t y p e s of
may
a number of
from
- at least f o r t h e time being - we would
O v e r v i e w European Research
5
p r e f e r not to break up the symmetry of o u r categorization. In general one may say that by f a r most of the research c a r r i e d out in Europe in the past belongs to the f i r s t c a t e g o r y , i . e . c o n c e r n s loss of L1 in an L I - e n v i r o n m e n t , in many cases more s p e c i f i c a l l y the loss of so-called minority l a n g u a g e s ' . A n overview of some of t h i s work is g i v e n in Haugen et al. (1981), which contains reviews of research projects i n v e s t i g a t i n g , f o r example, the loss of Welsh and Gaelic in G r e a t - B r i t a i n , of B r e t o n , B a s q u e and Provençal/Occitan in F r a n c e , of H u n g a r i a n in A u s t r i a , of F r i s i a n in the N e t h e r l a n d s , of RhaetoRomance in Italy and S w i t z e r l a n d , of German in Belgium, and of Swedish in F i n l a n d . Of c o u r s e , there are also a few i n v e s t i g a t i o n s of dialect loss, as e . g . of Alsatian dialects in F r a n c e . We do not want to go into these i n v e s t i g a t i o n s into any detail. C h a r a c t e r i s t i c of the r e s e a r c h in question is that it is mainly sociolinguistic in nature; that it i n v e s t i g a t e s L 1 - l o s s a c r o s s g e n e r a t i o n s , a n d , t h u s , to a g r e a t extent deals with ' l a n g u a g e death'; that it concentrates on functional aspects of a t t r i t i o n ; and that it relies on the questionnaire as its p r i n c i p a l research instrument (Weltens 1987). Besides r e s e a r c h of the f i r s t c a t e g o r y , t h e r e is also some r e s e a r c h of the second c a t e g o r y , c o n c e n t r a t i n g on L I - m a i n t e n a n c e among migrant w o r k e r s in E u r o p e . T h i s work is f o r the g r e a t e r p a r t f a i r l y recent; an example of it is the s t u d y of S e r b o - C r o a t i a n s p e a k i n g immigrants in Sweden and the Federal R e p u b lic of G e r m a n y , and of E n g l i s h s p e a k i n g residents of the N e t h e r l a n d s . In the European c o n t e x t , f i n a l l y , t h e r e is no research - in the period that we are reviewing in t h i s p a r t - c o n c e r n i n g categories 3 and 4. What research there is, is all of v e r y recent date. However, we must make a f u r t h e r comment in this connection (see also V a n Els 1986). It is - in a sense - not quite t r u e that there n e v e r was a n y second- or f o r e i g n - l a n g u a g e loss research until v e r y r e c e n t l y , that until now what happened to f o r e i g n l a n g u a g e p r o f i c i e n c y after i n s t r u c t i o n had been completed, was totally neglected. Important exceptions are the experimental studies of the 60s and 70s in which the effects of p a r t i c u l a r methods of teaching were measured. In these studies - most of them, it must be g r a n t e d , American and the best known of which were conducted by A s h e r (1969) on the Total P h y s i c a l Response - the l a n g u a g e p r o f i c i e n c y achieved by the learners was r e - t e s t e d after some time, be it u s u a l l y not more than 3 or 4 weeks after course completion (see Williamson 1982). However, t h e r e is also a fundamental difference between these studies and the f o r e i g n - l a n g u a g e loss research that we are dealing with here. In methods studies r e s e a r c h e r s are not interested in the loss phenomenon as s u c h , but only in the retention of what was t a u g h t in the p r e c e d i n g language c o u r s e . No interest is e x h i b i t e d by the r e s e a r c h e r s in the nature of, nor in any explanations f o r , the loss s u s t a i n e d when they have to conclude that the results shown at f i r s t by the method(s) tested are, at least p a r t l y , s u p e r f i c i a l and o n l y t e m p o r a r y . However, even if
6
Van
these
studies
very
little
conducted has
also been
Even
if
not
into,
and
although
on
L1-loss
Ll-loss an
secondly, and
was
in t h e
varieties
first
major
still
papers
by
is
Dressier
investigation Ll-loss
in
an
loss
is,
of
LI-skills
of
is
Properly
learning
effects
still
period
lack
of
factors
of
European
-
the
the as
major
I see
develop-
it:
1 research
dialect
loss
2 research
(that
outweighs
(that
is,
on
(L2-loss
in loss,
in t h e s e
a matter
is,
of
in
can
of
the
in
done
by
De
Dutch
major
languages
to
intragen-
of
be
this
volume.
seen
from
-
example
and
also
by
Wolf-
Another
concerned
& Lintsen
in e l d e r l y
research
the
of c o u r s e ,
Great-Britain. Bot
pro-
factors.
for
volume
shift,
attrition
can,
as
intergen-
the
papers
as
papers, this
the
status
Reference
standard
fact,
language
in o r i e n t a t i o n
the
Trudgill in
much
and
in p s y c h o l o g i c a l
dialect
work
- that
the
reflected
Peter
very
explain
a change
specifically is t h e
and
was
death
to
& Hagen.
mentioned by
research
interest
in
Münstermann
LI-skills
language
to t y p e 3 research
language
been
clearly
and
the
on
contact
has
interest
on
of
f i e l d of
of t y p e
type
mainly
is
lively
the
part
amount
in p a r t i c u l a r
and a concomitant
as
there
significantly;
there
L1-environment, of
greater
-
as
Austria
the
in
representative
in w h i c h
such
and
research
devoted to
sociolinguistic
reported
the deterioration
proper, context.
retention
major d e v e l o p m e n t s ,
with
such work
in not
and
preceding
development
Hinskens
research European
which
is a c o n s i d e r a b l e
focussed
a very
be made to o t h e r gang
volume,
the attention
involved,
processes
loss the
indeed.
L1-environment)
oriented,
investigated,
in
certainly
has g r o w n
cesses
There
is
still
or the
The
this
there
concerned
erational
in part
L2-environment)
while
in
European
are two such
LI-environment)
erationally
rare
on-going
research,
in a n
studies,
There
in an
LI-loss
language found
RESEARCH
and
that
as be
are v e r y
represented
in t h e f i e l d .
is,
to
methods
recent
is,
- firstly,
regarded type
ON-COINC
all
is
endeavour
other
be
this
gone
AND
attrition ments
to
of
experimental
2. RECENT
-
were
work
Els
with
regarding people;
question
in
the their
project. The
paper
by
LI-environment, research able
in
To-date that
is
field
there
is
research
Davies, Olshtain,
dealing and
Bot
& Lintsen
testifying
of t y p e the
De
clearly
3.
A
of
Ll-loss
no on
to
considerable in
research L2-loss
with type Weltens
is
&
an in
in 2,
an and
Van
one
of
the
a growth
increase
of
of
that
we
L2-environment. of Els,
De all
Bot
papers
interest
research
L2-environment, Europe
five
that know
is of
with
L2-loss
language
activity
But the
& Lintsen,
dealing
in
on
in
is
2
belonging papers
Cohen, type
by
notice-
research. to
type
Boyd
Jordens 3
an
attrition
also
type
in
et
language
4, and al., loss
Overview
European
research,
are
Research
ample e v i d e n c e
has v e r y much grown
type
3
not
devoted
to
e a c h of
L2-loss
in
an
the
types
However, five
the
L2-loss
so
far
projects
the field
projects
to
workers
in t h e
context
of t h i s
of
be
different
ent migration texts, both
One
Dutch-Belgian Italian
and
the
somewhat
language
shift
as
which
project and
the amount
tongue
and
schools
conducted
(LMP
pupils' patterns yielded
(and of
language
a wealth
t h a t is in an
of
processes that
on the
language a
our this
in two c o u n t r i e s ,
and
there and
Turkish
paper
speakers
from
a
are two
other
migrant
p a r t of B e l g i u m ;
have
differ-
a n d social point
of
the
fact
thirdly, and
et
its f o c u s on t w o
linguistic
and,
in t h e
by Jaspaert
moreover
phenomenon
is
in
this
"the
on
the
local in
English in
language
conview, that
attrition
purpose
document of
and
four
Minorities 1985). in
large-scale and
around
Needless
to
mother
surveys
were
throughout
monolingual
school
them and their
say,
linguistic
The
England
community-run
"bilingual
of
(see L M P
linguistic diversity"
languages
L1-loss
Linguistic
1985
linguistic minorities
state
r a n g e of
individual
death. language
I mentioned
a n d to a n i n t e r e s t
follow.
papers
of
to
that
Italian
the
minorities
own
research in
as a c h a r a c t e r i s t i c
a t t r i t i o n r e s e a r c h in E u r o p e ,
all
death'
For
major d e v e l o p m e n t t h a t
a long
with
an
investigated.
( o p . cit. : 1 5 ) .
no n e e d to dwell f o r the
whose
which
on
in
come
noted
project are, f i r s t l y ,
LI-teaching
information
language
/ntrcrgenerational
focussed
has
be
the two d i f f e r e n t national
perceptions
use"
L1-loss
also
England,
L2-environment.
The second present-day
of
by
was concluded
b u t a l s o to
own
3
papers
research
institution.
methodological
conducted,
1985:14).
system,
adults')
type
should
of t y p e
of
not f i g u r e in t h e v o l u m e b u t w h i c h is o n e of t h e
in o r d e r to i n v e s t i g a t e
the educational
on
L2-environment
the
language use
range
of it
L2-environments;
1979 a n d
s e t o u t to e x p l o r e
conclude that
is c o n c e n t r a t e d
intergenerational
recently
s t a r t e d in
research
development
number
research
work
L1-loss
phenomenon are
investigations
the
Flemish-speaking
project
T h e o t h e r project that does Project,
on
secondly,
an
to
and
an
Netherlands,
alike
as
as an i n t r a g e n e r a t i o n a l
largest
is
in
and T u r k i s h ,
backgrounds;
are
other
S p e c i a l f e a t u r e s of t h i s
viz.
led
- in j u s t o n e
research
mentioned.
Belgium
though,
no
L1-loss
research work
From
outnumbers
N e t h e r l a n d s a n d in t h e
Li's,
be
in an L I - e n v i r o n m e n t
L1-loss
al. w a s c o n c e i v e d .
t h e a m o u n t of
volume.
represented,
in o n e of t h e s e - t h e N e t h e r l a n d s In
the
far
other than
in t h e c o n t e x t of t h e f i r s t
one might
LI-environment
L2-environment. r e s e a r c h on
in
in
years.
and that c o n c e r n s
represented
notice
than
interest
p o i n t to be r a i s e d
t h a t we a r e d i s c u s s i n g , and
that the
in E u r o p e in r e c e n t
T h e r e is o n e final 2
7
time o n t h i s Research processes
Research as
such
into is
in p s y c h o l o g i c a l f a c t o r s .
development
into of
main
which
L2-loss
attrition
Li-attrition the
f e a t u r e of
is a c h a n g e in o r i e n t a t i o n
is,
and
in w h i c h
object
of
is s o e v i d e n t
by
can
There
its
never the
very be
is
from
nature, concerned
disappearance
investigation,
to
has
or also
Van Els
8 become v e r y guages
and
rare.
The
dialects
has
attention shifted
of
researchers
from
the
systems i n v o l v e d to t h e changes in t h e actual ers,
either individually
interested
structural
in
changes
minority
in t h e
lan-
linguistic
use of t h e language b y its speak-
o r as g r o u p s , both f r o m a s t r u c t u r a l
and a communica-
t i v e p o i n t of v i e w . T h e recency of t h i s major change in o r i e n t a t i o n also e x p l a i n s w h y in t h i s f i e l d of research - w h i c h o r i g i n a l l y was almost e x c l u s i v e l y
linguistic
in
-
so
methodology,
a
fact
papers of t h i s volume t h a n t h e ones s p e c i f i c a l l y
deal-
character,
attention
is
but
now
still
devoted
has
w e l l - a t t e s t e d also in o t h e r
become m u l t i d i s c i p l i n a r y to
matters
of
of
research
necessity
much
ing w i t h such q u e s t i o n s .
3. ASPECTS
OF AND FUTURE
From o u r s u r v e y growing
so f a r
interest
PLANS
it will
in t h i s f i e l d
of
FOR ATTRITION
have become e v i d e n t research,
RESEARCH that,
even
we have o n l y j u s t
if
now
t h e r e is a begun,
in
p a r t i c u l a r w i t h r e g a r d to research of t y p e s 2, 3 and 4. As a m a t t e r of f a c t , we have not even been able to mention one research
p r o j e c t of t y p e 4,
research on t h e loss of L2 in an L 2 - e n v i r o n m e n t .
B u t t h e o t h e r areas t o o ,
is
of
research
LI-environment of
applied
mention
on
LI-loss
in
an
L2-environment
( : t y p e s 2 and 3 r e s p e c t i v e l y ) ,
linguists
very
of language
recently.
attrition
less c o m p r e h e n s i v e ,
I t may
research
on
L2-loss
have o n l y come to t h e
is to be f o u n d y e t
in
Some general
that
no
more
or
such as S t e r n
f i r s t , to d i s c u s s a n u m b e r of aspects of
r e l a t i n g to language a t t r i t i o n
research;
second,
to
wind
plans.
aspects
Let us s t a r t t h e n b y d i s c u s s i n g , o r less general
an
attention
recent,
up b y p u t t i n g f o r w a r d a number of ideas c o n c e r n i n g new research 3.1.
that
(1984).
What I i n t e n d t o do in t h i s section is: nature
is of in
be said to be s i g n i f i c a n t
handbooks in t h e f i e l d of a p p l i e d l i n g u i s t i c s ,
(1983) o r Van Els et al.
a more general
and
that
nature, which
b r i e f l y , a small n u m b e r of aspects of a more
- it s h o u l d be added - have all p r i m a r i l y
in t h e c o n t e x t of f o r e i g n - l a n g u a g e loss (see also Van Els 1986); t h e i r
arisen
undoubted
relevance f o r t h e o t h e r areas of research will not be s p e l t o u t . (a)
T h e r e is an i m p o r t a n t p o i n t to keep in mind when d e f i n i n g language tion,
which
has t o do w i t h
its
relation
to
language
acquisition,
p a r t i c u l a r w i t h t h e stages of so-called i n t e r l a n g u a g e m a n i f e s t i n g in
the
process
(1982:84-85)
of
and
acquisition. the
The
essence of
it
point is
was
first
also d i s c u s s e d
raised
by
attri-
more
in
themselves Andersen
extensively
in
the
rview
European
paper
by
Jaspaert
Andersen, stage
X
Research
a n d of
pretation
of t h e
bly
in
the
surface of
so
fossilization
learning the
think,
is
partly
learning
process be
has
observation
occur
at
- or,
rather,
defining
one's
baseline
loss,
occur
in
There
to
one
a
language
point
issue
at
be
from
in
of is
assessments
that
at one
observations and
the
of a t t r i t i o n
and
observation
concerns
to
acquisition
obser-
or
imperfect
errors
during Another,
language
loss
may
competence; degrees
loss
does
made
on
acquisition
language
may
the
in
of
lan-
not
only
time.
be
language
resulting
was
1978).
of
language
who which
fossilization;
of
of f o r e i g n - l a n g u a g e for
competent
research
whether
that
an
inter-
similar
of
incomplete
is
of
considera-
in
A
correction
mind
further
case
& Lamendella
all s t a g e s
both
individual
the
Selinker
comparison keep
an
to
particular
differ
phenomenon
connection
a
interlanguage
insufficient
in t h i s
-
of
attrition
here
two processes
made
the
may well
as
according
resultant
completed.
the
regarded
who were fully
number
between
by
the
from
been
regarding been
about
should
individuals
are
not yet
X)
loss,
acquire':
concerns
stage
(see especially
final,
guage
only
brought
process
has
made
be
stage X
(which at
to
therefore,
of t h a t
loss
he
language
failure may
process;
features
can
True
from
competence
than
acquisition we
volume.
language
competent
vation, far
in t h i s
distinguished
an a c q u i s i t i o n
case
more
intended
be
foreign-language
attrition
once
et al.
should
of
9
the
relation
research.
proficiencies
be e x p e c t e d
The
of
to be v e r y
the much
alike. (i) of
The
first
language
language the
loss
are
typically
acquisition
negative.
For,
research. as
in f o r e i g n - l a n g u a g e language types
are
indications be
whatsoever
operative
research. in
error
Cohen
in
Just
in are
finds
competence, exhibited
that
the case
is
as
errors
errors
- for
acquisition.
such when
his
come
when are
that these
certain
other
loss.
with
altogether
subjects
-
when "new
the
than
he
their
previous
competence
or other
- they
have
foreign-
also
no
starts not
error
been
no
have
been
found
to
to
show
up
of
error
Thus, losing not
- only in
when second
that
they
referring to
down,
the
to
learning;
begin
to b r e a k made
loss found
even
patterns" is
in
their
second-language
unexpectedly
some r e a s o n
when
in
occur
have
sources
incorrect of
that may
are
transfer.
language,
from is
there
likely
gradually
untypical
rather
there
major
interlingual
learning
errors
errors
known mainly,
themselves
sources are
are
question,
of
and
the
possibly,
that
Moreover,
learning,
subjects, up
that
manifest
error
and
whether,
errors
to
down,
research,
intra-
that
have errors
that
from
all t y p e s
also
break
language
learning
language not
know,
foreign-language as
research
(1975)
to
to
question
answer
may
starts
unique
The
as w e
learning
competence
that
far
the
different
make which
process
of
Van The
reason
occurs, which
is
why
not
language
may w e l l errors haps
a phenomenon
known
as y e t .
attrition
be t h a t
to occur
the
l i k e t h e one o b s e r v e d
But,
errors
i t may
differ from
particular
language
circumstances
in a d i s t i n c t i v e p a t t e r n .
the errors
point to at
acquisition
language
As Dorian
(1975)
attrition
(1982:57)
in
errors.
It
cause
says:
"Pertoo
( t h a t i s , arise f r o m p r o p e r t i e s of t h e
language being forgotten or from
the
s t r u c t u r e a n d o r d e r of t h e f o r g e t t i n g
process
sources and the
from
those
found
in
s t r a t e g i e s of
performance
(ii)
Typical also
attention
the
by
Cohen
phenomenon
resumed
usage
after
learners
gests
-
period
and of
may t h e n
"digest"
material
with
cope
that
he
-
by
just
non-use.
been
that
in
some
areas
loss
in o t h e r
text
of
of
foreign-language
areas
could well
foreign-language
interlanguage patterns
(iii)
Our
third
loss
that
in l a n g u a g e
observation
phrases
and
other
elements
down
(see H a n s e n 1980,
"I sure strike
when
social
do" and the
ear
usage w h i c h ,
kinda
quite
in o t h e r
out
the
foreign-lanthe
they
may
respects,
-
with
-
all
the
the
have
in
of
resort
usage.
sug-
Also,
opportunity
a to
foreign-language so t h a t
Residual
combination
a very
loss to
so C o h e n
instruction,
patterns
"some
learning
with
actual
in t h e
interesting
fact
that
are
not
foreign-language & Olshtain place has
particular
native' flavour
-,
hot" sound of
the
way
confrom
acquisition.
fillers'
Berman
learn-
up d u r i n g
and
less a d v a n c e d
in
a
previous
that
can t a k e p l a c e .
differ
our
learning', of
Residual
showing
in i n t e r l a n g u a g e
concerns
a person's
"It's as
notice
loss
to
case
be
guage elements w h i c h even have a s t r o n g idiomatic
deviate
brought
residual
the
competence
result
foreign-
to
competence
during
s o r t of u n l e a r n i n g of i n c o r r e c t p a t t e r n s " in
is
the
learner
may to
factors
acquisition.
as
strategies,
the
exposed
different
new
concrete
1982:158).
In
reduced
provide
of
system
use of t h e f o r e i g n - l a n g u a g e
whatever
has
him
escaped
make f e w e r e r r o r s
may
the
that
learning only
linguistic
about the
non-use
properly
of
to
are not
if t h e
c o n t e x t of f o r e i g n - l a n g u a g e
1987; see also V a l d m a n in a d d i t i o n a l
more complex
new h y p o t h e s e s
to
completely
So, e v e n
number
cause
phenomenon
referred
a period
have
a
interlanguage
in t h e
another
not
consists
k n o w l e d g e of to
had
(see W e l t e n s
basically,
guage
of
(1975),
which
researchers ing,
result
...".
into foreign-language
interlanguage patterns
be
may
underlying
from those known from research
may
learning,
loss w h i c h
and the
itself)
l a n g u a g e use a p p l i e d
foreign-language
i n t e r v e n e in f o r e i g n - l a n g u a g e language
language
Cohen
least o n e a s p e c t
h a v e a l o g i c of t h e i r o w n
error
in a h a l f - f o r g o t t e n
of
by
Els
1983).
lost
the
same is
native-like, of
badly.
idioms, rate
as
breaking
Because phrases
context
deteriorated
- s u c h as the
competence
so g e n u i n e l y in
at
foreign-lan-
s u c h as
they
may
foreign-language Apparently
they
Overview
European
Research
11
are so ' d e e p l y
entrenched through
the original
man & O l s h t a i n
1983:233) that they
t e n d to be u s e d
quently.
formulaic e x p r e s s i o n s
Thus,
interlanguage that ensues use.
In
claim the
this
context
upon
Hansen
in
foreign-language
The order
in w h i c h
tence are
lost,
is t h e m i r r o r of
sequence aphasie
of c h i l d loss,
is
which
on
The
When
elements
even
s k i l l s in t h e
hand,
is
one very
similar
for
resemble
different
Such
any
lose t h e i r
of
in t h e
they
be
retained
(Andersen project
see
that,
of t h e r e g r e s s i o n
very
recently,
theory
are
a
or on
hypothesized, acquisition
the
that time
they
acquired "and
1982:97).
It is
started
investigated specifically
are
being,
longest
was
the
learners
learners
(see
in
that very which
Jordens
volume).
S o f a r no
r e s e a r c h seems to h a v e a d d r e s s e d t h e q u e s t i o n w h e t h e r
linguistic
levels
of t h e
sub-skills
in
same
the
in
themselves
is t h a t w h a t is a c t u a l l y
will
in
would
language.
also,
For
field
acquisition
be
and,
acquisition.
in
foreign-lan-
other
could only
backgrounds
t h e o r y c a n claim learning
with
of f o r e i g n - l a n g u a g e
of f i r s t - l a n g u a g e
few
proficiency
first-language found
the the
the o r d e r
loss,
in w h i c h
gratifying et a l . , t h i s
more
in
order
l a n g u a g e as a f i r s t
a link
that orders
foreign-language to
inverse
concerning
w h a t is a c q u i r e d latest will be lost e a r l i e s t " aspects
(d)
order
first-language
orders
t h e most t h a t r e g r e s s i o n in
in
in loss
that
w o u l d seem to be t h a t
acquisition
this
that
claim
in f o r e i g n - l a n g u a g e
inverse order
and
unlikely.
c o u l d be f o u n d
closely earliest
researchers
learners
compeof
developed
(1941)
hand,
the
foreign-language
if e v i d e n c e
was f i r s t
states
l i n k b e t w e e n a p a r t i c u l a r s e q u e n c e of
of
are
been p r o p o s e d
A direct
on
they
language
which
reproduced
to b e g i n w i t h
loss
the other
is
by many
order
out
function,
why
of t h e p a p e r s
that has
theory,
t h a t c h i l d r e n a c q u i r e t h e same
lose f o r e i g n - l a n g u a g e guage
several
Jakobson s
are affected
But, a reasonable hypothesis a c q u i r e d them.
Their
explain
it comes to h y p o t h e s e s
w a n t to u p h o l d t h a t f o r e i g n - l a n g u a g e inverse order
In
theory
but
acquisition
not a d v o c a t e d loss.
linguistic
may
"regression"
aphasia,
language
non(1976)
in.
image of a c q u i s i t i o n .
research
of p a t h o l o g i c a l
they are a c q u i r i n g " .
debated issue.
the so-called
by
Fillmore's
b a s i s f o r l e a r n e r s to s o r t
is made to a p a r t i c u l a r t h e o r y
connection,
context
to W o n g
e l e m e n t s of t h e o n c e a c q u i r e d f o r e i g n
is a h o t l y
volume reference this
refers
acquisition
r e t a i n e d so well w h e n a t t r i t i o n s e t s
fre-
i m p o r t a n t p a r t in t h e k i n d of
provide the
r u l e s a n d f o r m s of t h e l a n g u a g e
(Ber-
disproportionately
d e t e r i o r a t i o n of c o m p e t e n c e c a u s e d (1980:181)
'that formulaic e x p r e s s i o n s
therefore,
(c)
play an
learning experience"
way
(phonology,
morphology,
of s p e a k i n g , by
attrition
syntax
and
lexicon)
listening,
writing
and
reading
processes
(Weltens
1987).
In
different
within are the
each
affected research
Van project
reported
indication t h a t petence There
of
on
Dutch
is also
Weltens
speakers
& Van
before
some e v i d e n c e
linguistic levels. part,
by
Els
non-use a f f e c t s t h e specific
in
this
volume
linguistic
attrition
of d i f f e r e n t i a l
shows rates
in
of
r a t e and d e g r e e of loss on t h e phonological level
(see Weltens
f i r s t aspects of f o r e i g n
1987).
It
has
have
only
actually
been
lost.
made r e f e r e n c e
areas of d i s c o u r s e . Andersen
Finally,
to
the
h a v e been that
to be affected
various
acquired: the
one of
may be
even if t h e s e items
loss
be
noted
in t h e
the
speed
themselves
that
so f a r
traditional
In p a r t i c u l a r t h e level of " d o i n g t h i n g s with
recognized f o r
some time, of c o u r s e ,
is t h e k i n d of
g u a g e l e a r n i n g - t h e kind of
we
linguistic language",
may well t u r n out to be t h e most important.
No r e s e a r c h c o n c e r n i n g loss of d i s c o u r s e can be r e p o r t e d , It has been
skills.
level will be less t h a n on
it should
differential
(1982:84-85) t h i n k s ,
to a f f e c t loss,
some
Reduction of f l u e n c y will follow, w h e n , f o r exam-
p l e , access to lexical items is slowed d o w n , not
global
loss f o r
been s u g g e s t e d
language competence
of f l u e n c y of p r o d u c t i o n . have
the
is
F r e n c h com-
L a n g u a g e skills in w h i c h automated processes play a major
a r e likely to be less s u b j e c t to loss once t h e y
lexical
there
levels of
Els
input,
that
however.
t h a t what
is most
is - in t h e case of
likely
foreign-lan-
instruction that the learners have
undergone.
A l t h o u g h t h e r e h a v e been claims, t h e r e is no empirical e v i d e n c e to s u p p o r t any
specific claim as to t h e g r e a t e r
particular
teaching
methods.
The
methods t h a t we h a v e
referred
have yielded
findings.
no such
t h a t methods in w h i c h as
in
for
slowly
example
but
durable
that
the
the
than that
to a b o v e One
of
on
competence a c q u i r e d
foreign-language
(summarized by Williamson
of t h e
claims t h a t
grammar-translation
competence
acquired
learnt
through
is l a c k i n g ,
method,
has been
through
direct
may
them
methods.
is
1982), made is
perhaps more
place, proceed
stable
W h e r e empirical
an argument could possibly
such a h y p o t h e s i s on t h e basis of f i n d i n g s
by
teaching
explicit t e a c h i n g of s t r u c t u r a l f e a t u r e s t a k e s
d e n c e for t h i s assumption for
durability studies
and evi-
be made
concerning the v e r y
rapid
a n d a p p a r e n t l y total loss of competence a c q u i r e d u n d e r t h e n a t u r a l circumstances ever,
characteristic
of
second-language
learning
(Hansen
1980).
How-
it should be pointed out t h a t all t h e empirical e v i d e n c e on rapid sec-
ond-language
loss,
so f a r ,
concerns
be t h a t age is t h e main f a c t o r . on 14 Dutch c h i l d r e n , a prolonged correlation
aged 5 to 8 y e a r s ,
stay in North-America was
found
between
than the younger
children, by
vocabulary
( A e r t s s e n et al.
1985).
volume.
a significant
and
t h e older c h i l d r e n
a r e r e p o r t e d in O l s h t a i n ' s p a p e r in t h i s
so it may some of our
very
age:
during negative
even
within
p r o v e d to retain Comparable
well
students
who had a c q u i r e d E n g l i s h
(8 to 15 m o n t h s ) ,
loss of
t h e small a g e - r a n g e of t h e s t u d y vocabulary
young
In a pilot s t u d y
more
findings
O v e r v i e w European 3.2.
New
Research
13
research
From the
preceding
survey
and d i s c u s s i o n
of language
loss
research
in the
European context the conclusion may safely be drawn that a general increase in the amount of research is d e s p e r a t e l y needed and that in the European
context
t h e r e is a special need for an expansion of research activities in p a r t i c u l a r of t y p e s 2, 3 and 4. However, what I would like to do in this final p a r a g r a p h , not so much plead for a q u a n t i t a t i v e growth of research forward
a small
number
of ideas
concerning
research
as s u c h ,
topics,
is
but to put
or themes,
or
a p p r o a c h e s , that I t h i n k d e s e r v e our attention in the near f u t u r e (see also V a n Els 1986).
One or two of the developments that I will draw attention to,
have
already been p r e p a r e d or hinted at in student pilot w o r k . (a)
T h e w o r k that J o r d e n s et al. report on in t h i s volume c r o s s e s boundaries in a v e r y interesting w a y . A s a matter of f a c t , f o u r t y p e s of l a n g u a g e b e h a v i o u r are compared: the acquisition and the loss of German are i n v e s t i g a t e d , both from the point of view of f i r s t - l a n g u a g e and from the point of view of f o r e i g n - l a n g u a g e l e a r n e r s . Fundamental theoretical i s s u e s , like the r e g r e s s i o n hypothesis tested in t h i s p a r t i c u l a r project, may well be approached most f r u i t f u l l y by looking at them from two or more angles at the same time. In that w a y , for example, a p r o p e r assessment may be made of the effect that the w e l l - e s t a b l i s h e d d i f f e r e n c e s in rate of loss between f i r s t - , second- and f o r e i g n - l a n g u a g e attrition have on a meaningful interpretation of the r e g r e s s i o n h y p o t h e s i s .
(b)
A phenomenon t h a t , so f a r , has h a r d l y received any attention from lang u a g e attrition r e s e a r c h e r s is the influence of l e a r n i n g , simultaneously or s u c c e s s i v e l y , related f o r e i g n l a n g u a g e s (see Weltens 1987). T h e question w h e t h e r , if two or more f o r e i g n l a n g u a g e s have to be learned b y a g r o u p of p u p i l s , the l a n g u a g e s in question should be t a u g h t either simultaneously or s u c c e s s i v e l y a n d , if the latter, in what p a r t i c u l a r o r d e r , has - of c o u r s e - r e g u l a r l y been pondered by c u r r i c u l u m p l a n n e r s . In that connection it has been pointed out that the p r e v i o u s learning of French is likely to have a positive t r a n s f e r on the s u b s e q u e n t learning of Italian or S p a n ish by Dutch learners (see V a n Els et al. 1984:165). New light on this issue may well be shed by an investigation of the effect of instructional sequence on the loss of f o r e i g n l a n g u a g e s . Even if we should not e x p e c t to f i n d confirmation of the v e r y specific assumption that has been made on the basis of aphasia studies - that the language learned last should be affected most s e r i o u s l y and should recover slowest, it is not improbable that d i f f e r e n t instructional sequences have d i f f e r e n t consequences for retention and r e c o v e r y (see also V a n Els 1986).
V a n Els
14
(c)
Another of
i m p o r t a n t a s p e c t of t h e f i e l d t h a t
much
empirical
general
research,
question
is
not
is
so
re-learning
much
whether
a c q u i r e d is e v e r lost c o m p l e t e l y , degree
-
that the ther
the
re-learning
but rather
of w h a t
has
l e a r n e r has g o n e t h r o u g h
question
of
guage teaching,
so f a r
the
some i m p o r t a n c e ,
language
lost
certainly
Most
scholars
however,
it
re-learning concern
have
the
that
only
the is
facilitated
loss
with
specifically
to the
than
is
methods
possible
studies,
when
learning,
there
it comes t o
or
possible
research
plan
the
that
is
plan j u s t
guage a t t r i t i o n used study
for
research
measuring
at o u r
against
(Verkaik
viz. cases
also have been
a
wide
variety
the effects
owing
to
of of
may
non-use, Basically,
variables
are
fully
addresses
the
research re-training
has the
way,
actual £· V a n
viz.
in t h e
language
der Wijst
1986)
In
re-trainit can
in w h i c h
controlled. re-training
experimental
loss.
deterio-
but
r e f e r r e d t o also e x e m p l i f i e s a new a p p r o a c h
of
because
loss,
in q u e s t i o n
laboratory-like setting
which
in a n o t h e r
re-
over-hasty
language
the children
is
pattern
not o n l y
u n a l t e r e d classroom s i t u a t i o n ,
k n o w of
Han-
also t h a t
a p p r o a c h e s i t m a i n l y in a l a b o r a t o r y - l i k e
degrees
university
the
(2)
at least p a r t l y ,
also
that,
intervening I
(see t h e f o l l o w i n g p o i n t ) ,
and
general.
in an e x p e r i m e n t a l
of
less,
but
loss
in g e n e r a l
also because in t h e
investigating
competence
and they
negation.
(1980)
however,
but
grown older,
in t h e n o r m a l ,
also be a d m i n i s t e r e d
The research
lim-
language
issue
warning
for,
r a t e d o r has - t o all a p p e a r a n c e s - been f u l l y l o s t . i n g can t a k e place
(d)
disserare
viz.
a s p e c t of
more
A
called
learning may,
having
the foreign-language
only
of
such,
also b e c a u s e
structure,
language,
learning.
findings
but
re-learning
resembles,
have d e v e l o p e d i n t o b e t t e r l e a r n e r s in
as
pre-
As
studies
i n d e e d . What A l l e n d o r f f
regard
s t u d i e d t h e g a i n in speed of
many
fur-
have,
issue.
Both
cases,
important
l e a r n i n g of t h e
faster
d u e t o t h e age f a c t o r :
of
fact
A
in t w o d o c t o r a l
(1980).
grammatical very
pattern
the first
(much)
one
s c a n t data
from these
with
the
foreign-lan-
research,
re-learning
n u m b e r of
in t h e c o n t e x t of s e c o n d - l a n g u a g e
As
by
way.
t h e t w o s t u d i e s w e r e c o n c e r n e d w i t h o n l y one area of
designs
to what
experience before.
in
the
Hansen
into this
re-learning
developed d u r i n g learning
with
therefore,
have f o u n d
conclusions
of
and
restricted
are d e r i v e d from v e r y (1)
if so,
not o n l y in t h a t t h e y f o c u s on s e c o n d - l a n g u a g e l e a r n i n g
themselves
(1980)
once
in t h e c o n t e x t of
engaged
investigated
(1980)
in a v e r y
insights,
sen
been
importance
Aliendorff
i t e d in s c o p e ,
Our
who
has been o n l y
viz.
The
competence
is also w h e t h e r p a r t i c u l a r a s p e c t s a n d f e a t u r e s of t h e
recognized
tations,
subject
competence.
- and,
is
learning
v i o u s l e a r n i n g e x p e r i e n c e m a t t e r in some special
course,
lost
whether
been
the
has not been t h e of
a
issue
fashion.
to lanmethod
student
not o n l y
as The
was
pilot the
Overview
European
impact
of n o n - u s e
learners
-,
retrieval
but
with
project
(De
also
the
gotten,
but
factors
that
to
a part
in
My f i n a l
Cohen's
need was
man v o c a b u l a r y
under the
(see
that the first the
second
lary
new r e s e a r c h
there
pointed
can
be
that,
in g e n e r a l ,
ables
will
important
learners
seem t o
was
et a l .
of
countries such
will
be p r o b e d . variables
establishing
h a v e been of t h e
are
to
for-
various are
affected
has t o d o w i t h t h e
t h e f i e l d of
by
the
the
same
1985).
In t h e
it
is
Britain,
loss of
French
results
and
were
after
study
15*0.
In t h e
we
the
found
German
15% loss of
after the second. be d o n e b e f o r e It
has
as
cases years
in of
the different Dutch,
already
hand,
instruction
French i.e.
study
vocabu-
Further,
and
conflicting
been
suggested
as
USA,
of)
obtain
hand and
of the
interferbetween the
two
1986).
(see W e l t e n s
Germany,
age of
the important
loss a f r u i t f u l o p e n i n g
(one
vari-
a number
and
relations that
in r e p l i c a t i n g
French,
in
such
where
on t h e one
(see V a n Els
be f o u n d
the
had Ger-
b e t w e e n p e r i o d of n o n - u s e a n d o t h e r In t h e
learners,
taught
had
t h e loss of
year
in
dealt
r e s u l t in a n y loss at a l l , w h e r e a s
have to
such
language,
t h a t we d i d
conflicting
first
attri-
one of w h i c h
investigated very
in
need
language
s e c o n d a r y school p u p i l s who
h a v e been p r o p e r l y c o n t r o l l e d f o r ,
might
where
visual
is n o t j u s t
some p i l o t w o r k
satisfactorily.
may w e l l h a v e been
as G r e a t
in
and none w h a t s o e v e r
l a n g u a g e s on t h e o t h e r
the
-
student studies,
an a v e r a g e
research
loss of s e c o n d a r y s c h o o l loss
first
research
as t h e ones t h a t
in e x a c t l y t h e o p p o s i t e d i r e c t i o n :
l a n g u a g e of
comparisons
lexical
The
new
which
such
volume
in
circumstances,
In t h e f i e l d of f o r e i g n - l a n g u a g e tic
task.
the
moreover,
directions
vocabulary
the interaction
possibly
foreign
of
explained
have to
ing variable
of
r e l i a n c e on t h e
detail -
this
also
Two
by Dutch
similar
loss
in t h e f i r s t y e a r
the first
loss.
Schumans
more s o p h i s t i c a t e d , outcomes
in
a global sense,
greater
y e a r of n o n - u s e d i d n o t
year
the findings
aim,
a n d t h e o t h e r of w h i c h
obtained
year
in
demonstrated clearly
f o u r y e a r s of F r e n c h ,
second
that
p r o j e c t is aimed at
a word'
comparisons,
w i t h t h e loss of v o c a b u l a r y
to
decision
such
the
to
speed
Dutch
see t h i s
degree.
t h e a r e a of f o r e i g n - l a n g u a g e
as
much
knowing
£• V a n E l s ,
the
w i l l be f u l l
attrition as s u c h ,
p r o f i c i e n c y of
on
lexical
been
contribution
cross-linguistic
The
a visual
have
into
in
point concerning
more
established
In as f a r as t h e
investigate
French
as in W e l t e n s
1986) t h e r e
l e x i c a l items
play
just
was
in
approach
foreign-language
a t t r i t i o n to what
tion.
measured
new
out whether
for
impact
decision paradigm.
distinguished
(e)
its
B o t £· S c h r e u d e r
d e g r e e of
find
i n v e s t i g a t e d on t h e g e n e r a l
processes,
results
lexical
15
- measured b y a cloze t e s t ,
volume
the
Research
the
Dutch
& Van Els,
might the and
be
to
cross-linguis-
research
into
this volume).
investigated
in
the The
other
major
foreign
language(s),
(any
of) the
Scandinavian
16
V a n Els countries,
so that t h e effect
of d i f f e r e n t
first-language
losing one p a r t i c u l a r f o r e i g n l a n g u a g e might be s t u d i e d . ent f i r s t - l a n g u a g e b a c k g r o u n d s all
Germanic
in
origin,
have in common
whereas
the
foreign
backgrounds
is t h a t the l a n g u a g e s language
in
the loss
Romanic
language
of as
English
as
their
first
a foreign language,
language such
in
as
countries
France
is
inveswith
and
a
Spain,
w h e r e E n g l i s h is t a u g h t as (one of) the major f o r e i g n l a n g u a g e ( s ) in ondary
are
question
Romanic. T h i s c r o s s - l i n g u i s t i c comparison could be complemented b y tigating
on
What t h e s e d i f f e r -
sec-
education.
C r o s s - l i n g u i s t i c comparisons c o u l d ,
of c o u r s e ,
r e g a r d to L I - l o s s in an L 2 - e n v i r o n m e n t ,
also be u n d e r t a k e n
the second t y p e of l a n g u a g e
with loss
t h a t we have d i s t i n g u i s h e d . T h e r e is the w e l l - k n o w n project f u n d e d by the E u r o p e a n S c i e n c e Foundation c o n c e r n i n g the " S e c o n d L a n g u a g e by A d u l t Immigrants"
in W e s t e r n - E u r o p e
similar
international
project on an
(see P e r d u e 1982).
b a s i s to i n v e s t i g a t e the
Acquisition
S e t t i n g up a first-language
loss of the same g r o u p s of m i g r a n t w o r k e r s whose s e c o n d - l a n g u a g e tion is i n v e s t i g a t e d ,
acquisi-
c r o s s - n a t i o n a l l y a n d c r o s s - l i n g u i s t i c a l l y , might well be
considered. These concluding
r e m a r k s c o n c e r n i n g new d i r e c t i o n s f o r f u t u r e l a n g u a g e
tion r e s e a r c h h a v e , of n e c e s s i t y , been v e r y about o t h e r areas of n a t u r a l
language
limited.
loss t h a n the area of
loss to w h i c h I h a v e mainly r e s t r i c t e d m y s e l f . on
natural
language
loss,
the
reader
will
r e g a r d i n g the field of " p a t h o l o g i c a l " a t t r i t i o n .
attri-
More could h a v e been said foreign-language
S i n c e the f o c u s of the volume is not
have
T h e r e is,
expected
observations
h o w e v e r , one o b s e r v a -
tion that needs to be made in t h a t c o n n e c t i o n , w h i c h is t h a t t h e r e is a need f o r l i n k i n g up o u r field of n a t u r a l l a n g u a g e attrition with the other f i e l d , when the e x p l a n a t o r y
especially
power of theories developed f o r o u r f i e l d r e q u i r e s f u r t h e r
underpinning.
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Issues in the Analysis of Language Loss: Methodology of the Language Skills Attrition Project Ralph B. Ginsberg University of Pennsylvania
1.
INTRODUCTION
In t h i s p a p e r I d i s c u s s the methodology of the L a n g u a g e S k i l l s A t t r i t i o n (LSAP),
Project
e m p h a s i z i n g the connections between the s u b s t a n t i v e i s s u e s we want to
a d d r e s s a n d the s t a t i s t i c a l t e c h n i q u e s we shall employ in doing so. T h e motivation of the project and the s p e c i f i c s of the data collection effort a r e d i s c u s s e d more f u l l y in the p a p e r b y my colleagues R i c h a r d Lambert and S a r a h J a n e Moore ( L a m b e r t & Moore, t h i s
volume).
My c o n c e r n here is with the rationale of the
a n a l y t i c a l s t r a t e g y . A l t h o u g h I f o c u s on t h i s one p r o j e c t , the problems of i n t e r pretation and i n f e r e n c e t h a t I s h a l l d i s c u s s a r i s e q u i t e g e n e r a l l y in the s t u d i e s of l a n g u a g e loss - indeed t h e y a r e endemic to most i n t e r e s t i n g
non-experimental
s t u d i e s of c h a n g e in the social and b e h a v i o r a l s c i e n c e s . A s will be a p p a r e n t in the s e q u e l ,
however,
the r a n g e of methods reviewed relate to special f e a t u r e s
of the L S A P d a t a b a s e w h i c h d i s t i n g u i s h it from many s t u d i e s in applied l i n g u i s tics, viz.
e x t e n s i v e and detailed d i a g n o s t i c t e s t s in t h r e e l a n g u a g e s , the meas-
urement of a wide r a n g e of f a c t o r s related to a t t r i t i o n , and the a v a i l a b i l i t y of a l a r g e e n o u g h sample of s u b j e c t s
( p e r h a p s two h u n d r e d p e r l a n g u a g e ) to a p p l y
r e l a t i v e l y elaborate s t a t i s t i c a l methods in modelling the n a t u r e and of
the
attrition
process.
Correlatively
we
are
trying
to
test
h y p o t h e s e s t h a n can be a d d r e s s e d b y simpler data s t r u c t u r e s , d i s c u s s e d b u t seldom a d d r e s s e d e m p i r i c a l l y . play between q u e s t i o n s ,
determinants more
complex
h y p o t h e s e s often
Be t h a t as it may,
it is the
inter-
d a t a , and methods t h a t motivates the p a p e r and hope-
f u l l y will make it u s e f u l to o t h e r r e s e a r c h e r s , w h e t h e r o r not the s p e c i f i c methods d i s c u s s e d a r e d i r e c t l y a p p l i c a b l e to t h e i r p a r t i c u l a r s t u d i e s . In section 2 I g i v e an o v e r v i e w of the goals of L S A P
and the s t r u c t u r e of
the data with a view toward s p e c i f y i n g the methodology in the b r o a d e s t p o s s i b l e terms.
Against this background
I then t u r n to a d i s c u s s i o n of i s s u e s that a r e
e s p e c i a l l y problematic in L S A P and similar s t u d i e s of l a n g u a g e loss.
Sections 3
and 4 a r e c o n c e r n e d with methods of c h a r a c t e r i z i n g l a n g u a g e competence and its attrition.
Particular
attention
is paid
R a s c h model of item r e s p o n s e t h e o r y
to e x p l o r a t o r y (section 3 ) ,
methods,
and F i s c h e r ' s
including linear
the
logistic
model, w h i c h we use to i n v e s t i g a t e the a t t r i b u t e s of l i n g u i s t i c f e a t u r e s p a r t i c u l a r l y p r o n e to be lost (section 4 ) . ing the concomitants characteristics
of the
In sections 5 - 7 I review methods of s t u d y -
and c o r r e l a t e s respondents,
of l a n g u a g e motivation
loss
and
-
including
attitudes,
and,
background of
course,
Ginsberg
20
the r e s p o n d e n t s ' experiences between tests - when language proficiency ceptualized
and
measured
by
complex
testing
L S A P . Particular attention is paid to F i s c h e r ' s
procedures
like those
is conused
linear logistic model with
assumptions (section 6) and J ö r e s k o g ' s L I S R E L model (section 7 ) ,
in
relaxed
both of which
a d d r e s s the desiderata of section 2 head on.
2.
THE
LANGUAGE
SKILLS
ATTRITION
PROJECT:
GOALS,
DATA,
AND
METHODOLOGY T h e major goal
of L S A P ,
as
Clark
(1985:1)
has
put
it, is
"to determine
nature and extent of language skill attrition on the part of selected U . S .
the
popu-
lations in A r a b i c , C h i n e s e , and Japanese, both on a global basis and as a f u n c tion
of
student-specific,
language-specific,
interim e x p o s u r e / u s e - s p e c i f i c v a r i a b l e s " .
initial
instruction-specific,
and
T h e selected populations comprise the
three sources from which subjects are d r a w n : students in intensive
government
language p r o g r a m s , students in intensive y e a r - l o n g s t u d y p r o g r a m s abroad, and students
in academic
in the U . S . 1
programs
g u a g e attrition as " ( n e g a t i v e )
C l a r k continues
by defining
lan-
c h a n g e s in student performance on a battery of
tests administered at or near the end of an initial t r a i n i n g period (Time A ) and again during
(Time
B)
which
after a lapse of a specified
the students
may
have
period of
had a variety
of
instruction-free' informal
time,
exposure/use
opportunities". T h e principal components of the L S A P database and the overall s t r u c t u r e of the analysis follow directly from these succinct statements,
viz.
- a battery of tests in each of the three l a n g u a g e s , administered at two points in time - the dependent variables in the s t u d y , i.e. o u r measures of the phenomena we are t r y i n g to describe and explain, are d e r i v e d from these tests; - measures of characteristics of the r e s p o n d e n t s ,
including b a c k g r o u n d
charac-
teristics s u c h as education, age, etc.; and measures of attitudes and motivation (see G a r d n e r 1982, for relevant scales) - these are independent variables whose effects on attrition we want to a s s e s s and control; - measures of e x p o s u r e and use of the language between the tests - these are crucial
determinants of attrition, analogous
or clinical s t u d y ,
and o b v i o u s l y
to treatments
in an
experimental
no measures of attrition make sense without
adjusting for them. Some significant variables which p r o b a b l y affect the nature and extent of attrition but which are not measured in L S A P , or indeed in any other s t u d y of lang u a g e loss of which I am aware - linguistic aptitude, general intelligence, nitive
and
learning
styles,
facility
in
various
aspects
of
English,
cogand
t e s t - t a k i n g ability - should also be noted, because their absence is an important
21
A n a l y s i s of language loss consideration in e v a l u a t i n g t h e e f f e c t i v e n e s s of o u r methods. The
unique
contribution
of
LSAP,
and
the
largest
revolves
around the comprehensive
language t e s t i n g
acterize
the
language
guages,
r e s p o n d e n t s will be g i v e n t h r e e kinds of t e s t s :
nature
and
- general proficiency
extent
tests,
of
tests,
of
its
database,
program designed to For
each
s c o r e d on a s t a n d a r d i z e d scale,
o v e r a l l performance in realistic - proficiency-aspects
loss.
part
of
char-
the three
aimed at
lan-
measuring
situations;
aimed at measuring specific aspects of o v e r a l l
formance s u c h as reading s p e e d ,
per-
comprehension in noise, and ability to c a r r y
out c e r t a i n communicative f u n c t i o n s ; - diagnostic tests
intended
to determine w h e t h e r
lost a whole r a n g e of v e r y In each ing,
language t h e d i a g n o s t i c t e s t
and r e a d i n g ;
and s t r u c t u r e ing lexicon, various
feature quency
M o r e o v e r , t h e items comprising t h e six
h a v e been chosen
not
speakers which example,
Attributes
questions
only
for t h e i r
in t h e language
A t t r i b u t e s of
involved,
process a n d on
items in t h e former
of
subtests
intrinsic but also
of
importance
t h e second
raised by t h e
type
project.
languages;
a n d t h e possibility
of
at
vary
kinds of d i f f i c u l t i e s
pre-
category
introduction,
(read-
so as to
might be related to w h e t h e r or
point
similar terms across all t h r e e field to E n g l i s h
or
speak-
for
of use.
linguistic
c o v e r s t h r e e modalities,
in t h e i n s t r u c t i o n / l e a r n i n g
is lost.
retained
lexicon
etc.)
include,
has
listening,
(syntax).
sented to E n g l i s h
a respondent
features.
and w i t h i n each modality t h e r e a r e s u b t e s t s f o r both
levels of p r o f i c i e n c y
on f a c t o r s
cess)
specific linguistic
amount
relate
they
specific
(instructional
pro-
of
fre-
to t h e
F o r lexicon
not a
drill, most
can be
and
interesting defined
examples i n c l u d e similarity of
e x p r e s s i n g t h e concept
in
semantic
in o t h e r
words.
B y contrast,
structural
a t t r i b u t e s a r e language-specific a n d relate to t h e pecul-
iar
learning,
using,
problems
speakers; e.g. formations
and
retaining
the
in C h i n e s e s t r u c t u r a l a t t r i b u t e s
of
English
word order
required,
language p r e s e n t s
to
English
include t h e complexity of t r a n s -
and
the presence
of semantic
and
d i s c o u r s e level c o n s t r a i n t s on c o - o c c u r r e n c e . The
methodology
of
LSAP
can
now
be outlined
based on t h e fundamental premise implicit in language nents
a r e not
reasons. terms,
competence Its
is
a complex,
necessarily major
tasks
acquired are:
to
multidimensional or lost
at
t h e loss of specific diagnostic
items
subtests
multiple,
interdependent
measures
terms.
rates o r
linguistic
common
of
same
pedagogical
and to
deter-
e x p e r i e n c e associated emphasis
is
compo-
for the
and
t h a t a r e lost;
It
namely t h a t
whose
A n a l y s i s of t h e p r o f i c i e n c y
replaces t h e
c i e n c y with r i c h e r and more p r e c i s e d e s c r i p t i o n s . yield
in
and post-instructional
linguistic features.
and
broad
phenomenon
t h e same
characterize,
t h e specific a s p e c t s of language p r o f i c i e n c y
mine a t t r i b u t e s of r e s p o n d e n t s
in v e r y
L S A P ' s goals and d a t a ,
with
aspects and
on o v e r a l l
profi-
S i n c e t h e t e s t i n g program will
language
proficiency,
explanatory
Ginsberg
22 models of a t t r i t i o n must consequently be essentially m u l t i v a r i a t e , v a r i e d formulations
and statistical armamentarium
that that
models must take into account t h e e r r o r s
of measurement
best t e s t s ,
the
variables,
interactions
between personal
intervening
experience.
influence of
unmeasured
characteristics,
In the
next
five
initial
sections
w i t h all of t h e
implies. inherent
and t h e
Moreover, in even t h e
possibly
complex
language p r o f i c i e n c y , I discuss
and
t h e methods
models t h a t will be used to accomplish t h i s ambitious p r o g r a m ,
and
f o c u s i n g on t h e
analysis of t h e various diagnostic tests which is clearly central to both t a s k s .
3.
DEFINING
THE
DEPENDENT
VARIABLES:
ITEM
ANALYSIS
AND
ABILITY
MEASUREMENT A n a l y s i s of ( l o n g i s h )
diagnostic tests of language competence,
e x p l o r a t o r y and data
screening phases of a s t u d y ,
would
especially in the
p l a u s i b l y begin
with
t h e p o w e r f u l and r e l i a b l y implemented methods of item response t h e o r y and classical t e s t t h e o r y . 2
Here the Rasch
tone-parameter
logistic)
model has p r i d e of
place, not only because of its desirable statistical and epistemologica! p r o p e r t i e s but
also because
it forms
the basis of many
w i t h r i c h e r and more complex data s t r u c t u r e s .
generalizations
designed to
deal
Suppose all responses are b i n a r y
and let Ynj
= 1 if i n d i v i d u a l η responds c o r r e c t l y to item i = 0 otherwise.
T h e n t h e Rasch model postulates t h a t e x p ( a n - c¡ ) Probi Y n ¡ = 1 ) = 1 + e x p ( a n - c¡ ) where a n is person n's a b i l i t y (competence in t h e area t e s t e d ) ,
and
Cj is t h e d i f f i c u l t y of item i. More elaborate f u n c t i o n a l logistic models) at
the
cost,
forms
(e.g.
allow f o r d i f f e r e n t i a l however,
of
the
so-called two-
and
three-parameter
d i s c r i m i n a t i o n among items and
increasing
data
requirements.
guessing,
Discrimination,
for
example, is modelled by multiplying t h e exponent in the Rasch model by a scale factor,
bj.
As
bj
approaches
infinity
Prob(
Ynj
= 1 )
approaches
1 or
0,
A n a l y s i s of l a n g u a g e loss
23
d e p e n d i n g on whether a n is g r e a t e r o r less than c¡, and the model reduces the familiar
Guttman
scale;
but,
as
Hambleton
& Swaminathan
(1985:39)
pointed out, s u c h deterministic models are not likely to fit aptitude and tests,
like those d e s i g n e d for L S A P ,
models to handle polytomous & Masters prove
1982; M a s t e r s
especially
useful
(e.g.
Andersen
& Wright
1984;
and T h i s s e n
in
ability
v e r y well. M o r e o v e r , e x t e n s i o n s of
items
language
attrition
1977; Samejima 1979; & Steinberg
studies
where
1984)
partially
to
have Rasch Wright should
correct
a n s w e r s a n d p a r t i c u l a r t y p e s of e r r o r s p r o v i d e the main clues as to nature and mechanisms of l a n g u a g e loss. For both c r o s s - s e c t i o n a l and longitudinal d e s i g n s the measures Cj of item d i f f i c u l t y , on the one h a n d , the form of s c o r e s principal
dependent
attrition.3
variables
If the data
different
and a n of each r e s p o n d e n t ' s l i n g u i s t i c competence (in
and " p e r s o n
parameters")
in
domain of competence
cutting)
subsequent
are composed
each of three modalities
on the other, will analyses
of a n u m b e r of
- for
(listening,
example
speaking,
of
constitute the
the determinants
subtests,
in L S A P
there
reading),
and
each
are s u b t e s t s within
(or
the modalities there are s u b t e s t s for lexicon and s t r u c t u r e
r e s p o n d e n t measures can be g e n e r a t e d for each s u b t e s t separately. fit and
statistical tests of
scoring
procedures
criteria
of
a
parameters g e n e r a t e d b y
indicate w h e t h e r the
single
scale,
flag
items on
respondents
with
G o o d n e s s of and test
(sub-)test
aberrant
or
for
cross-
- item and
the item a n a l y s i s
a given
of
tapping a
meet the
uninformative
r e s p o n s e p a t t e r n s , a n d more g e n e r a l l y g i v e some clues r e g a r d i n g the validity of the a s s u m p t i o n s ( n u m b e r of p a r a m e t e r s , dimensionality, A t t h i s e x p l o r a t o r y , data reduction s t a g e , i n c l u d i n g both tions
and
(binary) give
classical
recently
variables
insight
into
"normal
developed (see M i s l e v y
the
or linguistic
tions among the items. b y maximum
of
models do not they
can
More importantly
likelihood or
Bayesian
specifically
- can also
competencies
satisfactorily
represent
p r o v i d e clues can be
involved. either item
about the
interrela-
scores,
u s e d like test
p e r s o n parameters as the d e p e n d e n t v a r i a b l e s in s u b s e q u e n t
correla-
categorical
linguistic
estimates of individual
methods,
for
review and comparison)
the
kinds -
b a s e d on tetrachoric
designed
1986, for a
processes,
factor a n a l y s e s of v a r i o u s
methods
methods
dimensionality
A l t h o u g h the factor a n a l y s i s structure
theory"
etc.).
derived
scores
and
analyses.
It s h o u l d be clear, b y the w a y , that the same methods a p p l y to the m e a s u r e ment of attitudes, motivation, and other latent ( u n o b s e r v e d ) factors revealed b y p r o b a b i l i s t i c indicators whose effects on attrition will be s t u d i e d or controlled. M a n y computer p r o g r a m s are available to c a r r y out t h i s p h a s e of the a n a l y sis.
In L S A P we plan to use T E S T F A C T
theory al.
(binary
1985a) for
data);
data);
(Mislevy
item r e s p o n s e models
MSTEPS, MSCALE tomous
BILOG
and
(Wilson et al. & Bock
(binary data);
( R o s s n e r et al. 1985a, L1SREL-VI
1984)
(Jöreskog
1984) for classical and M S T E P S
test et
(Thissen
1985),
1985b) for item r e s p o n s e models
(poly-
& Sörbom
M U L T I LOG
(Rossner
1985)
and
TESTFACT
for
24
Ginsberg
factor analysis.
t.
RICHER MODELS VARIABLES
OF
PERFORMANCE;
MORE
MEASURES
OF
DEPENDENT
Please note that for the most part the discussion in this section applies, mutatis mutandis, both to a test of language competence administered at a given point in time and to yes-no variables indicating whether or not there has been attrition on a set of diagnostic features. In the latter case the item response models of the previous section are largely irrelevant but the models of this section address the central questions of attrition studies, including LSAP. Whatever their convenience and heuristic value, it should be clearly understood that the test theory and item response models discussed above maintain a strong, not to say invalidating assumption which severely limits their applicability to many language attrition projects: namely that a single dimension of language proficiency underlies the responses to all items in a given analysis. Questions of what aspects of language are lost can hardly be raised, much less answered, when all that can be measured is the overall level of an individual's competence and the greater or lesser "difficulty" of the items. Of course, splitting a test into subtests, each measuring a domain of competence, and analyzing the subtests separately, goes part of the way. And, as noted, there are statistical procedures designed to assess the homogeneity of a set of items. But for LSAP, and I suspect for many other language attrition studies, subtests are not an adequate alternative. First of all, as with analysis of the test as a whole, investigation of the key links to linguistic and psychological theory, i.e. the cognitive and linguistic processes entailed in responding to the test items, is precluded. Presumably several such "components" of linguistic competence and "strategies" of performance must be employed to answer a given item correctly, or to make certain characteristic e r r o r s , no matter how simple the item may appear; and, conversely, a given component or strategy bears on many items. Components and strategies, rather than items per se, are the main object of analysis. Second, but no less important for a project like LSAP, the effects of exogenous characteristics of items, such as pedagogical emphasis, cannot be represented. These too are a source of variation in item response which cuts across any subtest boundaries that may be tenable on purely linguistic or psychological grounds; yet a model responsive to the hypotheses of the study must somehow or another build them in. What we need are models allowing us to place structure on either or both of the item and person parameters. If responses to items entail components of competence which can be specified a priori, as is often the case in aphasia studies
A n a l y s i s of l a n g u a g e (Obler
1982),
(1980,
1984,
the
loss
25
multicomponent
1985)
or
R a s c h model may be u s e d . component wise
abilities,
acteristic as t h e
of
components.
Indeed,
it c a n
incorrect answers
components t h e n
ences,
be a c h i e v e d categories
as
in
LSAP,
is
on
by
giving
model
is
usual
indicators
data
of t h e
charas
weaker
written
to t a p
structure
only
data
specific ability
compo-
a b i l i t y on t h e
and t h e y could
one
rather
one-dimensional
1973,
1977b,
F i s c h e r ' s model holds exp(
an
far
correct
linguistic
than
models,
on
be usespec-
and
Fischer
&
feature,
individual
and
differ-
in p a r t i c u l a r
a n d his c o l l e a g u e s ,
Yni
other-
c o n s i s t i n g of
1983a;
Prob(
or
errors
a n d has c o r r e s p o n d i n g l y
(Scheiblechner
its simplest f o r m ,
cues
less e l a b o r a t e
so-called " l i n e a r l o g i s t i c models" of F i s c h e r Fischer
the
involved.
response
constrained
1972;
of
a c r o s s p o p u l a t i o n s o r a c r o s s time, w h e n a r i c h e r
deliberately
centers
(Whitely)
extension
to c i r c u m v e n t
p l a y a role a n a l o g o u s to f a c t o r s c o r e s ,
items a r e
Embretson
r e q u i r e i n d e p e n d e n t e s t i m a t e s of
be f i t t e d to t h e
ification than overall p r o f i c i e n c y interest
of
e a c h item. M e a s u r e s of t h e r e s p o n d e n t s '
f u l in c o m p a r i n g g r o u p s , When
models
multidimensional
Stegelmann's
supplemented by
n e n t s r e q u i r e d to a n s w e r
when
may
response
r e s p o n s e mechanisms a r e c o n c e r n e d
requirements. and
which
items a n d
particular
trait
(1983)
E m b r e t s o n ' s methods
estimates
(re-)structuring
latent
Stegelmann's
seem
the
appropriate
Formann
1982).
In
that
- cYj
)
= 1 ) = 1
+
exp(
an
- c'r¡
)
where Γ| = ( r n r¡h ) c' = ( c - | , . . . , c ^ )
a r e k n o w n p r o p e r t i e s of item i, a n d a r e t h e p a r a m e t e r s to b e e s t i m a t e d .
H e r e c Y j models t h e " d i f f i c u l t y " b i n a t i o n of t h e h a t t r i b u t e s , attributes tion,
mentioned
similarity
implies t h a t t h e a fortiori, of items, model. also
(1973; data.
in
characterizing 2,
viz.
for
strong
see
conditional by
the
semantic
(unobserved)
formal
similarities
it.
also G i n s b e r g and
tests
1986)
field
(for
likelihood
approach
Fischer
& Formann
of
the
the r's are the point of items),
used
Fischer or
in
by
the
to t h e
parameters logit
an,
model
economics
c may
(1983a),
etc.
If h = m = t h e total
ability
to
marginal
of
the
Cj = 0
either in
a
likelihood
and,
number Rasch model
McFadden
analyze
be a c h i e v e d implemented
item
introduc-
difficulty
t h e model r e d u c e s
conditional
parameters
(1972);
lexical
it c o r r e c t l y .
commonly
of t h e
In L S A P
not d e t e r m i n e an item's
individual to
is s p e c i f i e d to be a l i n e a r com-
real-life f r e q u e n c y ,
item a t t r i b u t e does
t h e p r o b a b i l i t y of a n s w e r i n g
Estimation
program
English
i-th
r¡,
section
and r- = 1 for i = j and 0 otherwise, Save
has
to
in
of item i, w h i c h
choice by
the
FORTRAN approach
Ginsberg
26 described
by
Thissen
(1982)
but
not y e t
Note t h a t in a one g r o u p d e s i g n , e . g . p r i n c i p a l object of t h e
5.
ANALYZING
implemented
in
a transportable
form.
a s t u d y of a p h a s i e s , tests on c- a r e t h e
study.
ATTRITION
WITH
PANEL
DESIGNS:
SIMPLE
CATEGORICAL
CRITERIA Methods
of
studying
attrition
based
designs t u r n on how attrition and measured.
items
a few,
often
analyzed
LSAP
such
analysis
early
stages
of
specific
an a n a l y s i s
before one f i t s complicated
one
largely
must
models.
very
reliable
Moreover,
there
by
is no
fundamental
Certainly
the
interest.
gross features
regard
it is
of
necessary
of comparing
the data
see j u s t interven-
hand no single
a separate analysis, or
in
the
to
(respondent characteristics,
psychological
statistical method
or
heuristic
is so salient as to compel of
(attrition)
a binary
h o w e v e r , t h a t in
seem to be related to e a c h . On t h e o t h e r
indicator
relating
It should be c l e a r ,
this
w h i c h f e a t u r e s a r e lost and w h i c h f a c t o r s diagnostic f e a t u r e
f e a t u r e measured
examine
In
to attri-
and methods
measures d e r i v e d from a p r i o r anal-
diagnostic
limited,
panel)
is conceptualized
methods w h i c h a p p l y
simultaneously,
"one item t e s t s " .
is of
ing e x p e r i e n c e , e t c . )
after;
T h e r e remain methods r e l a t i n g to c h a n g e
j u s t one
polytomous item, i . e . o u r
( b e f o r e and
in l a n g u a g e p r o f i c i e n c y
( a t t r i t i o n ) on q u a n t i t a t i v e ability
y s i s of t e s t s and s u b t e s t s . in
(change)
longitudinal
In t h e next two sections I d i s c u s s
tion on s e v e r a l categorical to c h a n g e
on
nor
linguistic
is a n y a processes.
t h e item-by-item
effects
on attrition s h o r t of f i t t i n g a more complex model. S i m i l a r l y , t a k i n g each f e a t u r e one at a time makes
it impossible to t e s t a t t r i b u t e s of
t h e i r being lost, a c e n t r a l concern of For
two
(qualitative,
points
in
binary)
characteristics
time,
as
outcomes
in
LSAP,
responses
whose probabilities
and i n t e r v e n i n g
items t h a t might
lead to
LSAP.
experiences
by
to
an
can be
item define related to
logit or p r o b i t
various
individual
regressions.
For
example, when t h e r e is good reason to believe t h a t t h e r e is no l e a r n i n g between measurements, ignored and
respondents
who
the probability
of
did
could be confined to respondents g a i n i n g modelled If one
not
losing
have
the
it modelled
any
at
time
rest;
or
who c h a n g e , and t h e p r o b a b i l i t y of
(an analog of McNemar's t e s t ;
cannot make
feature
among t h e
assumptions
about
Bock,
personal
intervening
1 can
losing v s .
communication).
experience
loglinear
multinomial logit models of t h e two-way t a b l e of responses ( c o r r e c t - c o r r e c t , rect-incorrect, These
incorrect-correct,
regression
tions at
many
methods
points
are
incorrect-incorrect)
well-known
and
in time new possibilités
binary
(or
qualitative)
1984).
But
for
reasons
time
series
given
(e.g.
above
seem
straightforward.
arise,
Laird
limited
would
al.
effort
is
1984;
observamodels of
Stirateli!
probably
or
cor-
appropriate.
With
such as logistic
et
be
attention
better
et
al.
spent
A n a l y s i s of l a n g u a g e loss
27
elsewhere.
6.
ANALYZING
ATTRITION
WITH
PANEL
DESIGNS:
SEVERAL
CATEGORICAL
CRITERIA
Of t h e v a r i o u s models f o r been
m e a s u r i n g c h a n g e based on m u l t i - i t e m t e s t s t h a t
suggested within the framework
of t h e l i n e a r l o g i s t i c m o d e l , tions" the
(LLRA),
references
pre-school
seems
particularly
education programs
subtests
-
simultaneously.
speaking
jt
response t h e o r y ,
by
(Fischer
Rop
on n a m i n g ,
(1977)
verbal,
backgrounds,
1977a, of
lexicon,
comprehending
have
a close
relative
relaxed
assump-
1983a,
the effects
1983b of
and
several
and n o n v e r b a l intelligence
of
w h i c h he t a k e s as an e x a m p l e ,
analogs in LSAP w h e r e all of t h e items on t h e
T o make m a t t e r s c o n c r e t e ,
Y
promising
A study
c h i l d r e n of d i f f e r i n g socioeconomic
analyzed
item
F i s c h e r s " l i n e a r l o g i s t i c model w i t h
cited t h e r e ) .
has s t r o n g m e t h o d o l o g i c a l
of
structure,
etc.
-
should
various also
be
c o n s i d e r t h e f o l l o w i n g special case:
= 1 if p e r s o n η a n s w e r s item i c o r r e c t l y at t i m e t = 0 otherwise
exp( f n . ) Prob( Y n i l
= 1 ) = 1 - exp( f n j exp( f n i
)
- dn
)
Prob( Y n ¡ 2 = 1 ) = 1 + exp( f n j
d
+ dn )
n = *n'b
where f
ni
is some f u n c t i o n of p e r s o n n's location on t h e l a t e n t d i m e n s i o n s of corop e t e n c e u n d e r l y i n g item i ;
b =
( b - j , . . . , b ) ' a r e t h e e f f e c t s we w a n t t o m e a s u r e , trend,
main
effects,
("treatments"); x n ' = ( x n i , • • •, of t h e s e
x n
q)
and interactions
between
including
intervening
an o v e r a l l experiences
and a r e
effects.
design
variables characterizing
person
η in
terms
Ginsberg
28 Subject to constraints
on
identification,
change
effects can also be made
item
specific. Of course, this model also applies to single diagnostic items which can be viewed as battery
"one
item t e s t s " .
of polytomies,
tional and longitudinal
In
Fischer
comparison designs,
(1977a) analogs
of independent
covering
samples,
in both
one or a cross-sec-
and o b s e r v a t i o n s at several points
in time are
discussed. Several comments are in o r d e r . First, as Spada £· McGaw
(1985) point out in
a review of applications of these models to the assessment of learning letting f j depend
completely
generally on
unrealistic assumption of unidimensional
η and i avoids
effects,
the restrictive
item and individual ability which
and char-
acterizes the classical Rasch model. It is t h u s possible to investigate differential attrition on sets of items measuring different abilities.
Second,
in this form of
the model the d n , and hence the likelihood of attrition, depend on η x n ) but not on the item i. T h u s , stantively
crucial
(null)
(through
the fit of this model tests a s t r o n g and s u b -
hypothesis
about attrition,
namely
that g i v e n
condi-
tions, χ, affect all domains of language competence (i.e. all s u b s e t s of d i a g n o s tic
items)
uniformly.
alternative
Conversely,
parameterizations
of
rejection of
this
model
the form dj or even
between g i v e n conditions and instructional
dnj,
and
postulation
implies
p r o g r a m s on the one hand, and s p e -
cific domains of competence on the other. T h i r d ,
careful choice of the compo-
nents of the vector of exogenous variables, x , enables us to test another damental
class
"treatment"
of
hypotheses
( p r o g r a m ) affects
whether programs
about
of
interactions
attrition,
all population
namely
subgroups
whether
equally,
should be tailored to the needs of specific
fun-
a
or
given
conversely
groups.
Fourth,
with r e g a r d to estimation Fischer (1983a, 1983b) s u g g e s t s a conditional maximum likelihood approach which has desirable statistical properties and which can be economically
implemented.
The
conditioning
makes
it
possible
to
consistently
estimate the b ' s without estimating the f j (or even s p e c i f y i n g their
functional
form),
mentioned
thus
avoiding
the
hazards
ATTRITION
WITH
of
measuring
individual
changes
above.
7.
ANALYZING
QUANTITATIVE
CRITERIA:
THE
LISREL
MODEL Unquestionably the richest and most powerful methods for s t u d y i n g the determinants and concomitants of attrition (change) tative, better yet approximately nents and
of
individual
factor
language
analysis,
and
competence
"proficiency
statistical
apply when the criteria are q u a n t i -
normally d i s t r i b u t e d variables, s u c h as compo-
range
of available
methods
begin
to even outline them here.
derived
aspects" here
I shall
is
only
from the such
truly
as
(sub-)test reading
staggering
scoring
speed. and
I
The
cannot
call attention to one family
of
A n a l y s i s of l a n g u a g e models,
the
& Sörbom
LISREL-VI of t h e s e
models),
and
COFAMM
(Sörbom
tive
and
of
of
applications
of
bearing
very
attrition
studies.
(latent)
close
this
relatives
1976)
to
in
variables
manual
1973a,
a
and
2,
1973b,
is a l s o a p r i m e r (Jöreskog many and
et
data w i t h o u t
In its m o s t g e n e r a l f o r m t h e L I S R E L model
in
the
1971)
substan-
particular
structurally many
seeing
resemblances
is d e f i n e d
pro-
al.
of t h e in
multivariate,
methodological
1978,
used computer
a p a g e of J ö r e s k o g ' s
to l o n g i t u d i n a l
substantive
address
section
in
hardly turn
models
(1970a,
ACOVSM
- which
alluded
o n e can
these
Jöreskog
1985;
its c l o s e
issues
Indeed,
of
implemented in t h e w i d e l y
& Jöreskog
unobserved
setting.
-
& Sörbom
and
methodological
problems
models
1977)
(Jöreskog
use
ented
29
LISREL/ACOVS
1979; J ö r e s k o g gram
loss
an to
by three sets
the ori-
reviews example language of
equa-
t i o n s , a s t r u c t u r a l e q u a t i o n s y s t e m of t h e f o r m η
= Βη
+
Γξ
+
ζ
where τι
is a m χ 1 v e c t o r of latent e n d o g e n o u s
ξ
is
a
n
χ
1 vector
covariance matrix ζ
is a v e c t o r of
of
latent
(dependent)
exogenous
variables;
(independent)
variables
with
i ;
latent d i s t u r b a n c e s ,
uncorrelated with
ζ, with
covariance
matrix Τ ; and Β
a n d Γ a r e m a t r i c e s of p a r a m e t e r s m e a s u r i n g t h e e f f e c t s of i n t e r e s t (bjj =
0); a n d a p a i r of m e a s u r e m e n t models f o r t h e q χ 1 v e c t o r χ of o b s e r v e d of ξ , a n d t h e ρ χ 1 v e c t o r of o b s e r v e d χ
= Λχξ
+
δ
Cov(6)
= 06
y
= Α η y
+
ε
CovU)
= 0
Included
as s p e c i a l
attrition
studies.
just
confirmatory
models
will
be
test (reading
t
c a s e s a r e a n u m b e r of m e a s u r e m e n t m o d e l s
The
measurement
factor
analysis
same s t r u c t u r e
as
etc.)
equation
with
u s e d to e x a m i n e t h e lexicon,
indicators
i n d i c a t o r s of η:
ξ
(or
for η)
χ
(or
as the
interrelationships
y),
which pertain
taken
factors.
between
In
by
itself,
LSAP
the v a r i o u s
to is
these sub-
s c o r e s , w h i c h f r o m a formal p o i n t of v i e w h a v e t h e
multitrait-multimethod
matrices
(Jöreskog
1970c;
Werts
et al.
Ginsberg
30 1972).
When the factor model is f u r t h e r restricted to one latent ξ, the model of
classical test t h e o r y o b t a i n s ,
with χ =
) a set of test s c o r e s and ξ
(often denoted b y τ in the literature)
the " t r u e s c o r e " ; c o n s t r a i n i n g the X's to
be equal y i e l d s
In
analyzing
"parallel t e s t s " ,
several
subtests
etc.
general,
simultaneously
than one u n d e r l y i n g factor.
Taking
however,
there is
no bar to
and allowing an item to load on more
χ as o b s e r v e d
responses and starting
with
a matrix of tetrachoric correlations L I S R E L can, t h e r e f o r e , be u s e d in the datareduction p h a s e of the a n a l y s i s . T h e factor s t r u c t u r e in L S A P with
are the v a r i o u s test p o p u l a t i o n s ,
somewhat
which
more effort,
the factors
in the
by
in several g r o u p s ,
can be compared with
LISREL-VI.
Second
measurement model
(e.g.
order true
which
COFAMM
factor
or,
analysis,
s c o r e s on
LSAP
in
sub-
t e s t s ) themselves have a factor s t r u c t u r e , can be written y = Λ γ ( Γ ξ • ζ) * ε which
is
the
general
form of
the
covariance
structure
of
Jöreskog's
ACOVS
model. Note that at the other extreme, when all relevant v a r i a b l e s are o b s e r v e d and measurement c o n s i d e r a t i o n s are not relevant,
so that y = η a n d χ = ξ, one
has the usual simultaneous equation s y s t e m of econometrics. T h e most important applications of the L I S R E L model to attrition studies tain to the a n a l y s i s of time s t r u c t u r e d data
l a n g u a g e competence is measured at several points so-called
"simplex"
covariance
structure
Weiner p r o c e s s e s for the e r r o r s above; J ö r e s k o g
1970b; and Werts et al. of academic g r o w t h ) .
formulation growth
of g r o w t h
curves
and within
curves,
which
themselves a n d / o r
individuals.
originally
discussed
showed
allow f o r the
correlated
why
factor
by
model
Guttman of
the
of six
plexity
grammar,
punctuation,
- an example which
papers
include the
individual
errors
program
c o n c e r n e d the factor s t r u c t u r e ture)
autoregressive
and cited
1977; the examples are c o n c e r n e d with
must be u s e d to
(1954), previous
tests of
could as well
who
in
the
across
time
represent
the
structure
per-
o r d e r e d in time. coined
paragraph
verbal ability
vocabulary,
LISREL
variation
in test s c o r e s
r e s p o n s e s , not j u s t r e s p o n s e s
example
(spelling,
by
(see J ö r e s k o g ' s
I s h o u l d also mention that the simplex
tains to any set of o r d e r e d the
generated
Particular instances
(The A C O V S M
s t r u c t u r e of the c u r v e s . )
-
If
in time, then models with the
- are a p p r o p r i a t e
the measurement
per-
(for a review see J ö r e s k o g 1979).
the
cannot
and
apply,
ordered by
literature, f o r e i g n
a p p l y to s u b t e s t s of items
The
term
comlitera-
graded
by
d i f f i c u l t y or point of introduction in the L S A P d i a g n o s t i c t e s t s . In L S A P the relevant longitudinal L I S R E L models are t h o s e p e r t a i n i n g to twowave
panels.
Figure
1 illustrates
the p o s s i b i l i t i e s .
ables are r e p r e s e n t e d b y b o x e s , u n o b s e r v e d
Observed
(latent)
variables
(measured) are
vari-
represented
b y e l l i p s e s , and e r r o r s ( ζ , ε, a n d δ) are not enclosed at all; causal effects are represented by
arrows,
and
noncausal
relationships
by a r c s ;
and all
elements
A n a l y s i s of l a n g u a g e
loss
31
Correlated Errors : e
Fig.
1: A L I S R E L model f o r t h e l a n g u a g e a t t r i t i o n
a r e labeled b y t h e r e l e v a n t L I S R E L underlying scores
"ability"
(derived
which
is
p a r a m e t e r s . We a s s u m e h e r e t h a t t h e r e is an
measured
b y the methods
at t w o
reviewed
controlled
for
time 1 a b i l i t y ,
points
in
in s e c t i o n 3 ) ,
measurement for each s u b t e s t are correlated. ability
process.
for
the e r r o r s
the two t e s t s ,
r a t h e r t h a n t r y i n g to model t h e v e r y m u c h
of t h e c h a n g e
in a b i l i t y ,
of
in
the
scores tion, ables,
issues see
and
Linn
background,
have a
experience
representing & Slinde
is
similar
measured variables,
and
measured measurement
represented
as
f o r time 1 level.
change
1977,
by
time
Anderson
at
time 1,
which accordingly
six
subtest of
(For
vs.
key
in
discussion
"gain"
Attitudes,
("loss") motiva-
independent
however,
construct,
measurement
a general
1980.) are
Note,
of
l e s s reliable estimates
2 ability
et al. which
structure.
a theoretical
by
T o g e t at a t t r i t i o n we model time 2
allowing
controlled
time
and that the e r r o r s
that
determined
vari-
intervening by
several
h a v e a s i m p l e , joint effect on time 2 a b i l -
ity. 1 · T h e r ' s a n d t h e B ' s a r e t h e e f f e c t s we w a n t to estimate. To
keep t h i n g s
model of s t r u c t u r a l 1980;
Bentler
in p e r s p e c t i v e equations
1980 f o r
with
a review),
I should latent nor
is
stress
variables
that
LISREL
(see e . g .
Jöreskog's
the
only
is
not t h e
Bentler approach
only
& Weeks to
the
Ginsberg
32 problem
(see,
e.g.,
the chapters
models" a r e d e s c r i b e d ) . phases of t h e analysis LISREL.
In
in J ö r e s k o g
More i m p o r t a n t l y ,
& Wold 1982, w h e r e Wold's
especially
in t h e i n i t i a l ,
"soft
exploratory
it may not be necessary to use as elaborate a model as
particular,
when
there
are
no l a t e n t
variables,
or
rather
when
e r r o r s of measurement are small compared to t h e o t h e r sources of random v a r i a tion
(Ϋ in t h e LISREL m o d e l ) ,
two-wave
attrition
studies
like LSAP fall
t h e r u b r i c of repeated measures and panel s t u d i e s w h e r e w e l l - k n o w n used t e c h n i q u e s of
simultaneous equations
and m u l t i v a r i a t e
ance (see Bock 1979 f o r a clear statement) also
reliably
implemented
MULTIVARIANCE-VI of
in
( F i n n 1980),
hypotheses than
growth
(e.g.
curves,
more s t r a i g h t f o r w a r d t h a n when t h e models,
is
Bock
either
not t e n a b l e .
recently
1983, and
1981; a n d , Laird
et
LISREL o r m u l t i v a r i a t e parameters,
Finally,
i.e.
f o r applications
al.
1985)
are
analysis of
noted all of
reasonably a p p l i e d in small s t u d i e s . at t h e
same time it
govern
these
derive from a tightly
controlled,
be
recognized
require, say,
that
randomized e x p e r i m e n t a l
all
structural sev-
cannot be
For smaller data sets simpler methods should
to
perhaps
covariance
rates of a t t r i t i o n ,
it s h o u l d be
and indeed t h e logistic models of p r e v i o u s s e c t i o n s ,
but
as range
developed
eral h u n d r e d o b s e r v a t i o n s to o b t a i n reliable estimates a n d , t h e r e f o r e , be u s e d ,
are
such
Bayes approaches t o t h e estimation of v a r i a n c e
assumption t h a t f i x e d
individuals
programs,
Furthermore,
H a r v i l l e 1977; Dempster et al. 1982,
covari-
p e r m i t tests of a much w i d e r
LISREL when t h e y a p p l y .
Reinsel
analysis of
These t e c h n i q u e s
computer
and t h e y
maximum likelihood and empirical components
can be used.
standard
under
and w i d e l y
unless
design t h e
must
the
data
questions
a d d r e s s e d must be c o r r e s p o n d i n g l y simple as w e l l .
FOOTNOTES 1.
Although
it may appear t o be s t r a i g h t f o r w a r d ,
t h e selection of
f r o m s p e c i f i c p r o g r a m s poses s u b t l e t h r e a t s to v a l i d i t y which
LSAP
main
shares
problem
with
being
non-experimental
bias
in
the
studies
measurement
unmeasured v a r i a b l e s g o v e r n i n g t h e selection 2.
There see,
is a l a r g e l i t e r a t u r e e.g.
Wright
Lord
& Novick
& Stone 1979,
on t h e s e 1968;
in many
of
effects
respondents
generalizability settings, resulting
the from
process.
approaches.
and f o r
and Hambleton
and
item
For
classical t e s t
response
& Swaminathan
theory,
theory
see
1985; all t h r e e
e.g. refer-
ences c o n t a i n comparisons between classical and item response methods. 3.
Item
difficulty
emphasis,
parameters
contrast
with
t e n c e related to personal
will
be
the target
related
to
language,
characteristics
item a t t r i b u t e s etc.)
(attitudes,
and
(pedagogical
individual
motivation,
compe-
intervening
A n a l y s i s of l a n g u a g e loss
33
e x p e r i e n c e , e t c . ) : see section 4. 4.
Other
models
might
specify
" b a c k g r o u n d " and vice
intervening
experience
in
the
same
way
categories.
In:
as
versa.
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Points of Reference in First-Language Loss Research Koen Jaspaert,
1.
Sjaak Kroon & Roeland van Hout Tilburg University
INTRODUCTION
Language
loss can be
defined
as a form of
individual
language evolution
which an i n d i v i d u a l loses ( p a r t of) his competence or p r o f i c i e n c y
by
in a p a r t i c u l a r
language ( A n d e r s e n 1982:84). A d e f i n i t i o n f o c u j i n g on loss in the i n d i v i d u a l can cope e x c e l l e n t l y w i t h instances in which people lose p a r t of t h e i r p r o f i c i e n c y a second o r f o r e i g n language
(L2 loss).
in
It is also in t h i s specific research area
t h a t t h e terminology and methodology of t h e s t u d y of language loss have been developed and applied. T h e o v e r v i e w of studies t h a t & Freed's loss
(1982)
i n f l u e n t i a l book i l l u s t r a t e s t h i s
research v e r y
well.
Nevertheless,
is i n c o r p o r a t e d in Lambert
L2 p r e - o c c u p a t i o n of
language
it has been p o i n t e d out several
times
t h a t t h e concept of language loss should also i n c o r p o r a t e t h e process of p r i m a r y language loss ( L I
loss),
i.e.
t h e loss of one's f i r s t
guage of those responsible f o r one's socialization However, in studies on p r i m a r y is t h e
basic u n i t
of analysis.
proficiency
(Freed 1982,
Lambert
lan-
1982).
language loss it is often not the i n d i v i d u a l t h a t In studies
Hagen, t h i s volume) or language death studies on LI
language or the f i r s t
on dialect
(e.g.
of ethnic g r o u p s
loss ( e . g .
Münstermann &
Dorian 1980, 1982) as well as in immigrant c o u n t r i e s ,
the
evolution of p r o f i c i e n c y in specific g r o u p s forms t h e main focus of analysis.
living
in
The
main cause of the process of loss is not to be located in t h e i n d i v i d u a l
forget-
t i n g o r losing some elements o r rules of a language, b u t in an incomplete t r a n s f e r of a language f r o m one generation to t h e n e x t . This point nicely i l l u s t r a t e s t h a t t h e terminology and methodology of L2 loss cannot be t r a n s p l a n t e d into tions.
The
study
of
LI
research on LI
loss
is marked
which are h a r d l y dealt w i t h e x p l i c i t l y
loss w i t h o u t at
by
specific
in t h e
least some precau-
methodological
l i t e r a t u r e on
problems,
language loss.
We
encountered some of these problems when s e t t i n g up a research project on mary language ders,
the Dutch-speaking
problems dictor
loss of T u r k s and Italians of Belgium.
in t h e
(Jaspaert
research
& Kroon
design;
1986).
and
In t h i s paper we will not
related to t h e operationalisation and analysis
variables
elsewhere
part
l i v i n g in t h e Netherlands
some of
The discussion
discuss
of e x p l a n a t o r y or
these
have
here will
been
priFlanpre-
discussed
be r e s t r i c t e d
to
t h e operationalisation and measurement of t h e e x t e n t and nature of the process of p r i m a r y language loss. In section 2 some basic d i f f e r e n c e s between
research designs in L2 and L1
Jaspaert et
38
loss
will
be
so-called
described.
one-shot
A
measurements
is a b s e n t .
serve
point
as
the
establishing the onalisation
of
A
of
central
of
role in
the
aspects
research
which
the
or
the
reference
for
in
language
that are
of
hardly touched
and
than
in t h e
panied by
problems upon
focus
ence.
Section
with
the
kinds
5
aim
of
use
deals
of
data
w i t h t h e d e f i n i t i o n of a p o i n t of
the
of
control
with
the
establishing
sources.
In
2.
In
DIFFERENCES
the
Loss
IN
concept
may
of
simply
skills o v e r time but
not
(Xj,Xj
+1
) ·
Taking
most
natural
the
research
+^
design
a group
individuals
of
a
who
that
guage
level
Examples Weltens
of
comparison of
proficiency
this
& Van
Another a group
or
process part
approach
Els i n t h i s
approach
of d i f f e r e n t persons
cumstances
with
ent,
favourable
more
comparing
to
two
loss
of
be
time
of
can
L1
the
found
to
loss
two
the
factor
level
be
lost
unit
of
of
time.
language
by
in
during
the
the
carrying
out
by
following
a period
The
contributions
of
simplest i.e.
the
moments by
nondesign
a so-called
by comparing
different
X¡,
period
analysis,
is t r a c e d
language.
be d e t e c t e d
in
reference
k n o w n at moment
the change over time, at
of
the
dimension
a language
then
suggested
LOSS
by
is
central
with that
groups. acquired
the
time
factor
This
can,
for
or
used
a group that acquired or groups
the
different
is
in
lantime.
Olshtain
and
volume. grasping
that
in
said
of l a n g u a g e
individuals
can
played
change
as t h e
refer-
reference, of
points
L2 AND
is
of
of
basis it
loss.
accom-
research.
is
feature
far.
elabo-
section 4 we
point
section,
a
inter-
so
language
point
and various loss
role
speaker
forget
The
on
BETWEEN
has t w o p o i n t s o f m e a s u r e m e n t t o o b s e r v e design.
a the
negative
language o r minimal c o n t a c t
pretest-posttest
creating loss,
designs
incorporates
The
of LI
language
and
will be
In
the
and
play
done
designs
reference.
can
operati-
d e s i g n s may be
If a language f e a t u r e
individual
measurements.
use of t h a t
as
have
establishing
concluding
a crucial
1982:6).
longitudinal
the
DESIGNS
loss
moment
of
research
be d e s c r i b e d at
6,
in p r i m a r y
RESEARCH
(Lambert
anymore
amount
section
language
for
possibilities
the
t h a t a combination of d i f f e r e n t is a u s e f u l w a y t o p r o c e e d
groups
and should
l i t e r a t u r e on
In s e c t i o n 3 i t w i l l b e s h o w n t h a t a l s o s i m p l e l o n g i t u d i n a l
will
of data
the analysis
longitudinal
the
defining
loss
they
be
longitudinal
kind for
language
to
of
The definition
research
upon
appears
form
reference
loss.
research
aspects of
loss
becomes w h i c h
point
the
L1
in t h e
measuring
loss
some p r o b l e m a t i c
in
factor
language
t h e p l a n n i n g of
data
design
time
problem then
comparison
the point
A l s o in s e c t i o n 2 , rated,
of
in
n a t u r e and e x t e n t of
more i m p o r t a n t pretation
typical
design,
al.
conditions. (the
In
a
research
a language case
static
the group
design
be done b y
under
simplest
is
under
design
comparison),
the
comparing
unfavourable
u s e d t h e same l a n g u a g e
that
so-called
in
instance,
is
cir-
differthat
where
of the
Points of reference
39
l a n g u a g e loss process is detected by comparing the language level or p r o f i c i e n c y of those two g r o u p s . T h i s means that these g r o u p d i f f e r e n c e s are supposed to reflect the d i f f e r e n c e s in language p r o f i c i e n c y between the research g r o u p now and that same g r o u p earlier, or between the p r o f i c i e n c y of the g r o u p now and the p r o f i c i e n c y it would have had if the u n f a v o u r a b l e circumstances had not o c c u r r e d . In this way the static g r o u p comparison deals with the time f a c t o r without being longitudinal in the s t r i c t sense of the word. When, for instance, one wants to f i n d out whether second generation members of an ethnic minority g r o u p l i v i n g in Western Europe have a lower p r o f i c i e n c y in the minority l a n g u a g e , one would want to compare t h e i r p r o f i c i e n c y with that of a g r o u p who a c q u i r e d that l a n g u a g e in more natural conditions. T h e latter g r o u p f u n c t i o n s as the control g r o u p . However, it is not always s e l f - e v i d e n t when one uses the research s t r a t e g y of g r o u p comparison, what k i n d of g r o u p should be the control g r o u p , or - to use our own terminology - which g r o u p could g i v e the r e s e a r c h e r the optimum point of reference. There research between loss and
are at least two reasons w h y a longitudinal design is not feasible in on L1 loss. T h e f i r s t one c o n c e r n s the length of the time i n t e r v a l s measurements; the second has to do with differences between language language change.
In L2 loss a period of a couple of months of n o n - u s e may s u f f i c e to detect a substantial change in l a n g u a g e competence ( c f . O l s h t a i n , t h i s volume). O b v i o u s l y , the loss of a p r i m a r y l a n g u a g e - a l a n g u a g e one used to know so well for s u c h a long time - seems to be a rather slow process in most c a s e s . O n l y when some minor c h a n g e s are the essential v a r i a b l e s in a research plan, does it make sense to work with relatively s h o r t time i n t e r v a l s . In o r d e r to answer more t h o r o u g h questions on l a n g u a g e loss ( e . g . which informant c h a r a c t e r i s t i c s play an important role in the loss p r o c e s s , how fast and in what way does the loss s p r e a d in the g r o u p , how can loss data be used to p r e d i c t the f u t u r e lang u a g e situation, how do l a n g u a g e loss and l a n g u a g e s h i f t relate to each o t h e r ) , time i n t e r v a l s of at least s e v e r a l y e a r s seem to be needed. T h e necessity of long time i n t e r v a l s becomes even more acute when it is taken into account that the act of measuring l a n g u a g e p r o f i c i e n c y in L I may have a s t r o n g impact on the loss p r o c e s s . T h e confrontation with a certain amount of language loss may be all the stimulus an informant needs to remember aspects of the tested v a r i ables (or to go out and f i n d out about these v a r i a b l e s ) in an analogous test situation some months later. T h e n the d e s i g n itself has d i s t u r b e d the natural course of the language loss process it hoped to t r a c k down. A second argument a g a i n s t a longitudinal d e s i g n in research on L1 loss is that not only processes of l a n g u a g e loss may o c c u r in a g i v e n time period. ( N a t u r a l ) language c h a n g e or l a n g u a g e evolution may be the only cause for a l i n g u i s t i c element o c c u r r i n g at moment X¡ to have disappeared at moment X¡+·]· T h e element may have been replaced b y another element. Especially in the case
40
Jaspaert et al
of v e r y
long time i n t e r v a l s ,
t h e potential o c c u r r e n c e of p u r e change
has to be taken into account.
It is necessary
cesses f r o m change processes,
because o t h e r w i s e t h e concept of
will
lose its
and,
at
specificity
the
in comparison
same time,
Unfortunately,
its
with
usefulness
the empirical
as
observation
to c a r e f u l l y
other
forms
a concept
that
of
in empirical
a linguistic
too,
may
LI
element
evolution
linguistics. has
disap-
t h a t underlies
losers do not j u s t lose l i n g u i s t i c elements o v e r time.
lose lexical
items which
r e f e r to t h i n g s
peared because of c u l t u r a l change,
in
pro-
language loss
language
peared does not g i v e us a d i r e c t clue to t h e latent process disappearance.
processes
separate loss
reality
that
have
or t h e y may s u b s t i t u t e l i n g u i s t i c
its
They, disap-
elements.
T h e f a c t t h a t such a s u b s t i t u t e is b o r r o w e d f r o m another language system may be too u n i m p o r t a n t a f e a t u r e of language loss to w a r r a n t t h e claim t h a t language loss is a separate,
autonomous language change process.
A f t e r all, i t does not
make sense t o look upon all n o n - E n g l i s h Western Europeans as language
losers
because of the f a c t t h a t t h e y b o r r o w elements f r o m t h e English language. T h e conclusion has to be t h a t only in a v e r y limited way l o n g i t u d i n a l designs are useful in p r i m a r y problem
of
defining
language the
point
deserves special care as well.
loss research. of
reference
However, in
order
One solution is to
in o t h e r designs
to
trace
the
language
loss
i n t r o d u c e into t h e design a
c o n t r o l g r o u p (see section 4 ) , b u t t h i s s t r a t e g y is not always p r a c t i c a b l e . has to d r a w , t h e n , on o t h e r resources t h a t g i v e information on t h e
One
(supposed)
p r e v i o u s language p r o f i c i e n c y of t h e subjects or on t h e language p r o f i c i e n c y
of
p r e c e d i n g generations (see section 5 ) .
3.
THE POINT
OF REFERENCE
Part of the merits of
a simple p r e t e s t - p o s t t e s t
f a c t o r in language loss linear
IN PRET EST-POSTTEST
DESIGNS
design to
i n c o r p o r a t e the
research is based upon t h e assumption
relationship between time and t h e loss of language,
time
t h a t t h e r e is a
and p a r t i c u l a r l y
the
speed of language loss. T h e l i n e a r i t y assumption implies t h a t t h e amount of language
loss in a specific time p e r i o d ,
which
is equal to one's language
profi-
ciency at moment X j minus t h e p r o f i c i e n c y measured at some later moment X¡ + n / is independent relation
is
related to
not
of t h e degree of linear,
the
t h e speed of
period ( X j , X j
+n
language loss
degree of
language
language
loss t h a t
is
at moment X j . loss
However,
at moment Xj
to be expected
is
during
) . T h e d i f f e r e n c e between a linear and a n o n - l i n e a r
if
the
directly a time
relationship
between time and language loss is depicted in f i g u r e 1. T h e logistic r e l a t i o n s h i p in f i g u r e 1 clearly shows an i n t e r d e p e n d e n c y of t h e speed of language loss in a given time period and t h e degree of language
loss
at the b e g i n n i n g of t h a t p e r i o d .
pat-
terns,
it is n 2 c e s s a r y ,
Because of t h e o c c u r r e n c e of n o n - l i n e a r
if one is to draw conclusions on t h e speed of
language
Points of
reference
41
degree of LL
X F i g . 1:
X
X, '2
1
X 4
3
TIME
Hypothetical relationship between time and degree of language loss (A:
linear relationship;
B:
logistic relationship; X ^ ,
measuring moments; f ( A ) :
X1-X2=X3-X4; f ( B ) :
problem of
establishing
solved only p a r t l y , in the analysis Xj.
It
is
a point
of
reference
for
This means that
moment
X
in the sense that it is moved to moment X ¡ ;
requires the
important
to
establishment of
note
that
it
is
a point of
highly
X^:
X 1 -X2
/bRytJa
φ
/ bo'k/
->
/bpi'kska / ,
book
->
œ
/kop
/
->
/kœpka
/,
head
α
->
ε
/ pan
/
- >
/penaka
/,
pan
a
->
e
/ pa:r
- >
/pe:Rka
/,
pair
ou
- >
œy
->
/vRceyks
/,
woman
u
- >
o
- >
0
/ / VRDU /
In some cases t h e r e
/,
loaf
is a n o t h e r vowel mutation
instead of
umlaut,
especially
in
cases w h e r e umlaut is impossible: ι : -> e î J
/ IL : f
/ -> / Ι ε ϊ J f k a / ,
body
u : -> œy
/mu:s
/ -> /mceyska
mouse
ι, : -> ε
/ p e p i ì R , ' -> /pe'peRka/,
In t h e t e s t t h e emphasis
/,
piece of p a p e r
is on t h e p r e s e n c e o r absence of
(the correct)
vowel
mutation. Pluralisation,
t h e second v a r i a b l e ,
is
much
less t r a n s p a r e n t .
Houben
a r g u e s t h a t p l u r a l i s a t i o n in t h e dialect of M a a s t r i c h t is a h i s t o r i c a l l y m i x t u r e of r u l e s . The first
Nevertheless,
(1905)
inextricable
he d e s c r i b e s f i v e categories of p l u r a l s .
c a t e g o r y contains t h e p l u r a l s t h a t a r e formed by
umlaut and
have
no s u f f i x : /bo-k / -> / b j f k / '
book
/kop
head
/ -> /kœp / ,
S e c o n d , t h e r e is suffix
-s f o r all diminutives a n d most nouns w i t h final / - a l / ,
/- aR / or /- a / . In t h e t h i r d c a t e g o r y
t h e nouns a r e p l u r a l i s e d by t h e suffix / - a / ,
p r o b a b l y t h e most f r e q u e n t . ganized g r o u p of nouns, last c a t e g o r y contains
which is
T h e f o u r t h c a t e g o r y c o n s i s t s of a seemingly
which
are pluralised
by
suffix
/- aR / .
unor-
The fifth
and
nouns t h a t do not u n d e r g o any c h a n g e in pluralisation or
( a n d t h i s is in f a c t a sixth c a t e g o r y ) t e r n of t h e stem v o w e l :
o n l y in t h e q u a n t i t y
( l e n g t h ) or tone-pat-
Aspects of dialect loss / ηφ'ί
81
/ -> / n(á't / ,
nut
/ b e Rax / -> /b£R3x/,
mountain
Needless to say, t h e r e are many exceptions to these categories, b u t even w i t h out these, t h e complexity of p l u r a l i s a t i o n in t h e Maastricht dialect can h a r d l y be denied. The verb
next
system,
three
linguistic
in p a r t i c u l a r
variables
in t h e
the formation
of
acceptability past tense,
test focus
past
vowel mutation in t h e 2nd and 3 r d persons of t h e present tense. formation of past tense in the dialect f i n a l consonants,
the - d
in t h e
is v e r b stem
s u f f i x causes
+
/-
on
participle,
da / •
The
After
the and
regular voiceless
r e g r e s s i v e assimilation
of
voice.
T h e rule is t h e same in D u t c h , except t h a t t h e assimilation of voice is p r o g r e s sive (MA = Maastricht d i a l e c t ; SD = s t a n d a r d MA
/ Ra'gda
/
( f r o m rake,
SD
/
/
( f r o m raken,
Ra'kte
Dutch): "to touch") "to touch")
Many v e r b s t h a t have a s t r o n g conjugation in D u t c h , have a s t r o n g conjugation in t h e dialect as well. these exceptions
However,
t h e dialect
has
t h e r e are q u i t e a few exceptions. (or
had)
a weak conjugation
In most of
in cases
where
s t a n d a r d Dutch has a s t r o n g c o n j u g a t i o n . MA
/ Jœyvda
/
(from sjuive,
" t o shove")
SD
/ εχο'ί
/
( f r o m schuiven,
" t o shove")
T h e same goes f o r t h e past p a r t i c i p l e , where t h e general rule is: /
* stem * / X /
MA
/ysjeijnt
/
( f r o m sjijne,
SD
/ γθεχβηθ
/
( f r o m schijnen,
"to shine")
It is t h i s c o n t r a s t between weak conjugation
"to shine") in t h e dialect and s t r o n g
tion in s t a n d a r d equivalents t h a t is used as a v a r i a b l e in t h e t e s t . latter
two variables
both focus
on t h e
same c o n t r a s t ,
i.e.
conjugaSince the
weak v s .
strong,
also a combination of t h e two is presented in t h e tables below. In some i r r e g u l a r v e r b s in t h e dialect t h e r e is vowel mutation in t h e 2nd and 3 r d persons s i n g u l a r of the p r e s e n t tense.
T h i s phenomenon is comparable to
t h e German e-i-Wechsel
T h e r e is no such rule in s t a n d a r d
Dutch.
This
According
to
o r the a-Umlaut
vowel mutation Houben
(1905)
rule.
in the dialect it
seems to
can be umlaut b u t be conditioned
each of t h e seven classes he d i s t i n g u i s h e s f o r t h e i r r e g u l a r
also
shortening.
phonologically verbs.
within
Münstermann & Hagen
82 1 / ιχ le's
/
2 / ¿ ι χ IfS's
/ 3 /he'R
lyS's /
( " I read, you read, he r e a d s " , from leze, 1
/ ι χ
ba'yRip /
2
/ d i x
bayRips
/
3
/he'R
"to read") bayRip/
( " I u n d e r s t a n d , you u n d e r s t a n d , he u n d e r s t a n d s " , from
begriepe,
"to u n d e r s t a n d " ) T h e s i x t h v a r i a b l e in the test is pronominal s u b s t i t u t i o n . In contrast to s t a n d a r d D u t c h , in which masculine and feminine g e n d e r have merged into one cate g o r y , the dialect has a three g e n d e r s y s t e m . T h e g e n d e r of a noun is not only marked by the form of the article, but also by the flexion of adjectives a n d , N P - e x t e r n a l l y , by pronominal s u b s t i t u t i o n : / h e î J ï z an ncey ' t o t a l ("Here
wi ' v m s t a za
/.
s a ( f ) new ( f ) table; how do you like it ( f ) ? " )
T h e flexion of adjectives is also used as a v a r i a b l e . Generally the flexion of the adjective is the same for masculine and feminine ( s u f f i x / - a / ) , but f o r a phonologically conditioned g r o u p of a d j e c t i v e s , the flexion of adjectives before s i n g u l a r nouns with feminine g e n d e r is, as with neutral g e n d e r , without s u f f i x ( c f . H i n s k e n s & Muysken 1986 for a more e x a c t d e s c r i p t i o n of t h i s phonological c o n d i t i o n i n g ) . Houben (1905) a r g u e s that t h i s s t r o n g flexion goes for adjectives with final - f , -I, ~m, -n, -ng, -r, -d, and -/' from intervocalic d: /ana
YRute ma :n
/
/ ana 'doma ma:n
/
/an
yRuta vrou
/
/an
vrou
/
/a
YRut
/
/ a ( n ) dom
ke:nt
/
ke:nt
("a tall man, woman, c h i l d " )
dom
("a s t u p i d " e t c . )
T h e r e may be d i f f e r e n t forms of the adjective f o r masculine and feminine g e n d e r on the one hand, and neutral g e n d e r and p r e d i c a t i v e use on the other hand. In these cases the root vowel undergoes vowel mutation: / ana weiza ma:n ("a wise man")
/
/
de'
ma:n
i s
wi:s
/
" ( t h a t man is w i s e " )
T h e next v a r i a b l e is of a more s y n t a c t i c nature. It is the separability of the so called pronominal a d v e r b . A pronominal a d v e r b is composed of some anaphorical a d v e r b ( t h a t replaces a p r o n o u n ) and a preposition. If the anaphorical element is not s t r e s s e d ( " e r " instead of "daar" or " h i e r " ; E n g l i s h equivalents "it" instead of "that" or " t h i s " ) the pronominal a d v e r b is (or was) not separable in the dialect, while in s t a n d a r d D u t c h it is separable by other c o n s t i t u e n t s :
A s p e c t s of dialect loss SD
/ î k hep
83 nou y e ' n t e î t fo*R
/
( " I have it now no time f o r " ) MA
/ l X hœp nu' γε'ηθη t u t
dav^'R
/
( " I have now no time it f o r " ) T h e last v a r i a b l e to be d i s c u s s e d is the p r o d u c t i v e n e s s of the s u f f i x -etig, w h i c h , when added to v e r b stems, produces adjectives. T h e function of these adjectives is mostly similar to that of the p r e s e n t p a r t i c i p l e . T h e Dutch e q u i v alent is -erig, which has, however, not been as p r o d u c t i v e as -etig. T h e r e were three more variables in the t e s t , which will not be d i s c u s s e d here. Two of these are not d i s c u s s e d because t h e y only o c c u r once in the test (the p r e s e n t participle on -enteere, and the formation of a female denominator from a male denominator by a d d i n g -5e), and the t h i r d is left out here because its d i s c u s s i o n would t a k e as much time and space as the d i s c u s s i o n of the other v a r i a b l e s together. T h i s is the contrast between dialect and s t a n d a r d Dutch in several f u n c t i o n s of the a d v e r b er. T h e results of these variables are not d i s c u s s e d , but t h e y are included in the total test score. T h i s total test score should be r e g a r d e d as a v e r y global measure, since we cannot, a p r i o r i , estimate the relative importance or weight of the separate v a r i a b l e s . T h e results of the test were scored as follows. Each v a r i a n t was r e g a r d e d as a dichotomous v a r i a b l e . When a dialect loss v a r i a b l e was accepted, and also when an o r i g i n a l dialect v a r i a n t was rejected, the score would be 0. In r e v e r s e , when an o r i g i n a l v a r i a n t was accepted, and also when a loss v a r i a n t was rejected and adequately c o r r e c t e d , the score would be 1. Summing the scores f o r each pair of sentences resulted in an item score between 0 and 2. E v e r y v a r i a b l e was represented in several pairs of sentences, i . e . s e v e r a l items. Summing the scores of all items of the same v a r i a b l e , and d i v i d i n g this sum by the number of items per v a r i a b l e resulted in a score between 0 and 2 for each of the v a r i a b l e s . T h e results of the acceptability test for the entire sample are g i v e n in table 2. As has been made clear above, the h i g h e r the score for a l i n g u i s t i c v a r i a b l e , the more resistant it appears to be to dialect loss. From a f i r s t look at table 2 we may conclude that none of the variables shows complete loss of o r i g i n a l v a r i a n t s , nor does any of them show complete p r e s e r v a t i o n of original v a r i a n t s . If we go down the l i s t , it is clear that the formation of diminutives proves to be quite r e s i s t a n t . T h i s could be accounted for by the relative t r a n s p a r e n c y of the rules. It is all the more s t r a n g e that the mean score as well as the s t a n d a r d deviation for pluralisation are equal to those for diminutive formation. A s we demonstrated above, pluralisation in the dialect of Maastricht is almost complete chaos. Of c o u r s e , it is v e r y d i f f i c u l t to v e r i f y or f a l s i f y any
Münstermann & Hagen
84 Table 2:
Means and standard deviations for the variables in the acceptability test.
Variable
Mean
S.d.
Diminutive formation Pluralisation V e r b s : Past tense V e r b s : Past participle V e r b s : Past + perfect V e r b s : Vowel mutation Pronominal substitution Flexion of adjectives Pronominal adverbs Adjectives on -etig
1..51 .51 0 .67 1 .17 0.92 1 .44 1 .73 1 .83 1 .02 1 .17
0.23 0.24 0.46 0.39 0.36 0.34 0.32 0.27 0.13 0.44
Totale test score
1 .32
0.17
hypothesis on the relation between t r a n s p a r e n c y and language maintenance or loss, because t r a n s p a r e n c y or opaqueness is v e r y hard to quantify. But this finding certainly does not constitute an independent argument in f a v o u r of such a hypothesis. Dialect loss is evident in the v e r b system. T y p i c a l for the loss we found here is that it is the opposite of an increase of r e g u l a r i t y . Weak conjugations have become s t r o n g , where their standard Dutch equivalents were s t r o n g . Perhaps this is the clearest case of dialect loss as opposed to internal change. We would not expect internal change to increase i r r e g u l a r i t y . Another remarkable fact is that this loss does not affect the complete conjugation with the same s t r e n g t h . T h e score for the formation of past tense is considerably lower than the score for the formation of the past participle. Although we do not have any evidence of t h i s , a possible reason for this seeming discrepancy can be found in the frequency of use of both tenses. Perfect tense seems to be the more frequently used. Maybe the analysis of spontaneous speech, later on in the project, can shed some light on this problem. Vowel mutation in 2nd and 3 r d person s i n g u l a r of i r r e g u l a r v e r b s , and also pronominal substitution and the flexion of adjectives are rather well p r e s e r v e d . Of course, the latter two variables are closely related to one another, since they are both conditioned by the t h r e e - g e n d e r system. As expected there is not much difference in mean and standard deviation for these two variables. Separability of the unstressed pronominal adverb has become completely optional. A score of 1 with a small standard deviation means approval of both
Aspects of dialect loss
85
t h e o r i g i n a l v a r i a n t and t h e dialect loss v a r i a n t . T h e t o t a l t e s t score shows t h a t , far,
however,
in g e n e r a l , t h e dialect loss is moderate.
t h e o r e t i c a l maximum of 2 f o r each v a r i a b l e . down b y
So
we have o n l y compared t h e mean scores of t h e e n t i r e sample to a
generation.
In o r d e r to
t h e comparison o v e r g e n e r a t i o n s
In t a b l e 3 these scores are b r o k e n
exclude the
p o s s i b i l i t y of
bias due t o
sex,
was made o n l y f o r t h e male subjects (n=48,
16
in each c e l l ) . In t h i s comparison t h e p o i n t of t i o n (Gen.
1).
r e f e r e n c e is t h e score of t h e oldest
genera-
In t h e last t w o columns of t h e t a b l e , t h e r e s u l t s of oneway ana-
lyses of v a r i a n c e f o r each of t h e v a r i a b l e s are s h o w n .
If we compare t h e
results
of t h e y o u n g e r g e n e r a t i o n s w i t h those of t h e o l d e s t , dialect loss r e l a t i v e t o t h e results
from
the older
generation
is
clearly
more e v i d e n t .
For
all
variables,
e x c e p t d i m i n u t i v e f o r m a t i o n , t h e oldest g e n e r a t i o n has t h e h i g h e s t scores. Again dialect loss is most a p p a r e n t the youngest generation weak c o n j u g a t i o n equivalent
is
in t h e v e r b system.
has a score of
For t h e past
.43, w h i c h means t h a t ,
tense,
in t h i s
group,
in t h e dialect has v i r t u a l l y d i s a p p e a r e d w h e r e v e r t h e s t a n d a r d
strong.
Though
somewhat
less
dramatically,
the
results
for
the
past p a r t i c i p l e p o i n t in t h e same d i r e c t i o n . For vowel mutation
in i r r e g u l a r
tions are almost equal and f a i r l y s i g n i f i c a n t l y lower.
verbs,
the
scores of t h e t w o o l d e r
T h e same goes f o r t h e f l e x i o n of a d j e c t i v e s ,
seems q u i t e r e s i s t a n t
genera-
h i g h . T h e score of t h e y o u n g e s t g e n e r a t i o n is a variable
that
if we compare t h e scores t o t h e t h e o r e t i c a l maximum,
but
c l e a r l y shows a steep decline if we compare t h e scores of t h e t h r e e g e n e r a t i o n s . Looking at t h e t o t a l t e s t s c o r e s ,
we cannot
d i f f e r e n c e between t h e f i r s t t w o g e n e r a t i o n s t h e last t w o g e n e r a t i o n s seems to t a k e
place
is .15.
between
locate a p o i n t
is
the
results
The
between
For some of t h e v a r i a b l e s t h e s t r o n g e s t decline
t h e second
and
third
dialect loss in M a a s t r i c h t appears to be a g r a d u a l In table 4 ,
of d e c l i n e .
.12 and t h e d i f f e r e n c e
of t h e
middle
generations,
but
generally
process.
generation
are
broken
down
by
the
independent variable sex. For
only
one
variable
(pluralisation)
between male and female i n f o r m a n t s . that
women
are more c o n s e r v a t i v e
a
significant
I t i s , of
speakers
course,
of
difference
was
not enough
t h e dialect t h a n
t o t a l t e s t score also shows a t e n d e n c y in t h i s d i r e c t i o n .
to
men,
and p o s s i b l y even b e t t e r ,
contradict
(1983)
findings
of
Hoppenbrouwers
most s o c i o l i n g u i s t i c studies of language v a r i a t i o n , v a t i v e and more f r e q u e n t
speakers of d i a l e c t .
tions f o r t h e c o n t r a d i c t o r y f i n d i n g the
use and
certainly
not
subjective
suitability
a low-prestige
mentioned
men seem t o be more
in t h e p r e s e n t s t u d y . of t h e
variety.
One
dialect, of
above.
T h e r e are t w o possible
t h e r e l a t i v e p r e s t i g e of t h e dialect in q u e s t i o n . the
but
the
T h e f i n d i n g t h a t women
do not p e r f o r m worse on a dialect loss t e s t , the
found
conclude
seems to Also
in
conserexplana-
T h e f i r s t one lies
in
As we shall see f r o m data of t h e dialect reasons
of
Maastricht
brought
forward
is in
Münstermann & Hagen Table 3:
Results of the acceptability test f o r each of the three generations.
Variable Diminutive formation
Pluralisation
V e r b s : Past tense
V e r b s : Past participle
V e r b s : Past
+
perfect
V e r b s : Vowel mutation
Pronominal substitution
Gen.
Mean
S.d.
1
1.52
0.23
2
1.55
0.24
3
1.39
0.19
1
1.55
0.17
2
1.46
0.25
3
1.40
0.27
1
0.88
0.44
2
0.76
0.37
3
0.43
0.38
1
1.33
0.27
2
1.15
0.49
3
0.96
0.27
1
1.10
0.27
2
0.95
0.39
3
0.69
0.26
1
1.56
0.22
2
1.52
0.34
3
1.16
0.41
1
1.83
0.27
2
1.79
0.30
3
1.65
0.33
Flexion of adjectives
1
1.92
0.15
2
1.83 1.65
0.24
Pronominal adverbs
3 1
Adjectives on
-etig
Total test score
F
Sign.
2.59
0.09
1.82
0.17
5.55
0.01
4.41
0.02
7.24
0.00
7.18
0.00
1.71
0.19
4.46
0.02
0.12
0.88
0.26
0.27
15.35
0.00
0.35
1.04
0.16
2
1.02
0.08
3
1,02
0.15
1
1.19
2
1.09
0.25 0.46
3
1.09
0.52
1
1.42
0.11
2
1.30
3
1.15
0.15 0.14
Aspects of dialect loss Table 4:
87
Results of the acceptability test for sex (n=32, 16 per c e l l ) .
Variable Diminutive formation Pluralisation V e r b s : Past tense V e r b s : Past participle V e r b s : Past
+
perfect
V e r b s : Vowel mutation Pronominal substitution Flexion of adjectives Pronominal adverbs Adjectives on
-etig
Total test score
Sex
Mean
S.d.
m f m f m f m f m f m f m f m f m f m f
1..55 1..59 1..45 1,,64 0..76 0,.63 1..15 1..27 0 .95 0..95 1 .52 1 .53 1 .79 1 .65 1 .83 1 .92 1 .02 1 .00 1 .09 1 .31
0.24 0.22 0.25 0.18 0.37 0.53 0.49 0.39 0.39 0.39 0.34 0.21 0.30 0.35 0.24 0.19 0.08 0.12 0.45 0.48
m f
1 .30 1 .39
0.15 0.14
F
Sign.
0.26
0.61
5.27
0.03
0.72
0.40
0.64
0.43
0.00
0.96
0.01
0.92
1.60
0.22
1.15
0.29
0.32
0.58
1.75
0.20
3.45
0.07
sociolinguistics for the different performances of men and women is that women seek to derive prestige from speaking the standard language ( c f . T r u d g i l l 1974). Within the speech community of Maastricht, however, there is no need to do so, because of the high prestige of the dialect itself. T h e second explanation may sound a little more speculative. In spite of all efforts of emancipation, women still have the largest share in the education of children. In Maast r i c h t the f i r s t language for most of the children is still the dialect. Eventually they all become bidialectal. Most of our female informants stated that they wished to teach their children pure dialect, which means that they themselves must t r y to be aware of the norms for "pure" dialect. Another argument is that they must be able to clearly separate the dialect from the standard, and in order to do so, must have a detailed knowledge of the contrasts between the systems.
Münstermann £· Hagen
88 Table 5:
Results of the acceptability test for each of the two neighbourhoods (n=64, 32 in each c e l l ) .
Variable Diminutive formation Pluralisation V e r b s : Past tense V e r b s : Past participle V e r b s : Past
+
perfect
V e r b s : Vowel mutation Pronominal substitution Flexion of adjectives Pronominal adverbs Adjectives on
-etlg
Total test score
Neighb.
Mean
S.d.
BD VP BD VP BD VP BD VP BD VP BD VP BD VP BD VP BD VP BD VP
1..47 1..55 1..48 1,.54 0..81 0..53 1 .22 1 .14 1 .02 0.83 1 .35 1 .53 1 .74 1 .72 1 .77 1 .89 1 .02 1 .02 1 .17 1 .17
0.23 0.22 0.21 0.26 0.45 0.43 0.41 0.36 0.34 0.36 0.32 0.35 0.31 0.33 0.30 0.22 0.12 0.15 0.39 0.49
BD VP
1 .30 1 .34
0.17 0.17
F
Sign.
1.89
0.17
0.78
0.38
6.60
0.01
0.75
0.39
4.37
0.04
4.47
0.04
0.07
0.80
3.08
0.08
0.00
1.00
0.00
1.00
1.07
0.30
In table 5 the results of the entire sample are broken down by the variable neighbourhood ( B D stands for Blauw Dörrep, the working class neighbourhood, and V P for the V i l l a p a r k ) . Here also, the clearest differences are in the v e r b system, in particular the past tense. T h i s , however, is the only variable that confirms the suggestion by Lousberg (1961) that socially bound variation runs parallel to historical development. T h e other significant difference, for vowel mutation in i r r e g u l a r v e r b s , even contradicts this suggestion. As far as this variable is concerned, the upper-middle class informants are apparently more conservative. So, from the results of this acceptability test we cannot draw conclusions as to the relation between social variation and dialect loss. T h e r e is - we would like to add - a possible explanation for the opposite directions of the two significant differences found. Although this explanation
A s p e c t s of dialect loss could complicate the a n a l y s i s ,
89 it seems worth c o n s i d e r i n g .
past tense dialect loss manifests itself as a decrease
In the v a r i a b l e of
in r e g u l a r i t y ,
the v a r i a b l e of vowel mutation dialect loss means an increase
whereas in
in r e g u l a r i t y .
The
h i g h e r score of the people in Blauw Dörrep for past tense and t h e i r lower score f o r vowel mutation may t h u s have been caused by mere generalisation of
regu-
larity. 3.2.
The loss of
functions
Two domain questionnaires were used. T h e f i r s t one measures reported use of the dialect in several domains and the second one measures the s u b j e c t i v e s u i t ability of the use of dialect. In both questionnaires f i v e - p o i n t scales were u s e d , r u n n i n g from " n e v e r " to "always" in the use q u e s t i o n n a i r e , and from "not suitable" to " v e r y suitable" in the s u i t a b i l i t y questionnaire. T h e two q u e s t i o n naires were not made up of e x a c t l y the same list of domains. T h e domain " I n school d u r i n g l e s s o n s " , for example, can be p a r t of a s u i t a b i l i t y q u e s t i o n n a i r e f o r all informants, but in a use questionnaire it is only relevant to y o u n g people. T h e opposite goes for a domain like " c h i l d r e n " . T h e scores of both q u e s t i o n n a i r e s were f a c t o r - a n a l y s e d . We will not g i v e a detailed d e s c r i p t i o n of the a n a l y s e s , but will confine o u r s e l v e s to the general outcome. A f t e r removal of the items with low communalities, f o r both q u e s t i o n naires t h r e e - f a c t o r solutions were found that were interpretable and comparable. T h e f a c t o r s could be labelled "instrumentalism", " s o l i d a r i t y " and "family" ( c f . Münstermann & V a n Hout 1986). T h e percentages of v a r i a n c e explained were 63% for the s u i t a b i l i t y questionnaire and 67° f o r the r e p o r t e d - u s e - q u e s t i o n n a i r e . T h e f a c t o r s called "instrumentalism" are dominated b y s u c h domains as "with s t r a n g e r s in Maastricht", "with o f f i c i a l s " , "in school", etc. The solidarity factors were constituted b y domains like " n e i g h b o u r h o o d " , " f r i e n d s " , " c o l l e a g u e s " , " c l u b s " , etc. T h e label "family" s p e a k s for itself. It is remarkable that the family domains are on a separate factor instead of on the s o l i d a r i t y f a c t o r . T h i s may have been caused b y the extremely high scores and the low v a r i a n c e s . In table 6 the results of the reported use f a c t o r s are b r o k e n down b y n e i g h bourhood and generation. T h e v a r i a b l e sex has been left out of consideration here ( b u t does not c a u s e any s i g n i f i c a n t d i f f e r e n c e s ) . T h e scores for the f a c tors were computed by summing the scores of the items with high loadings on a factor and d i v i d i n g t h i s sum b y the number of items in the summation. T h i s results in a score between 1 and 5, like the o r i g i n a l item s c o r e s . In g e n e r a l , we can conclude that the scores are quite h i g h . T h e h i g h e s t , of c o u r s e , are the scores for "family", which is not v e r y remarkable, s i n c e all the informants are dialect s p e a k e r s . T h e lowest s c o r e s , as could also have been p r e d i c t e d , are for "instrumentalism". But even these scores are above the theoretical middle of the scale ( e x c e p t for one c e l l ) . T h e r e are s i g n i f i c a n t
M ü n s t e r m a n n & Hagen
90 T a b l e 6:
The
variables
of
the
reported
use
questionnaire
b r o k e n down b y n e i g h b o u r h o o d and g e n e r a t i o n . R e p o r t e d use: BD
Instrumentalism Tot
VP
G
1
4.17
4.04
4.10
E
2
3.92
3.31
3.60
Ν
3
3.44
2.98
3.21
Tot
3.84
3.44
3.64
F/Sign.
2.96
0.09 R e p o r t e d use :
BD
VP
F
5. 07
Sign.
0.01
Family Tot
G
1
5.00
4.83
4.92
E
2
4.92
4.29
4.60
Ν
3
4.92
3.87
4.40
Tot
4.94
4.33
4.64
F/Sign.
6.62
0.01
F
1 .63
Sign.
0.21
R e p o r t e d use: S o l i d a r i t y BD
VP
Tot
G
1
4.63
4.67
4.65
E
2
4.67
4.12
4.40
Ν
3
4.75
4.04
4.40
Tot
4.68
4.28
4.48
F/Sign,
6.74
0.01
differences
F
1 .16
Sign.
0.33
in r e p o r t e d use between t h e t w o n e i g h b o u r h o o d s : t h e i n f o r m a n t s
in
Blauw D ö r r e p claim t o use t h e dialect more o f t e n in all t h r e e g r o u p s of domains.
Aspects of dialect loss
91
A generation difference is only clear in the factor "instrumentalism". "Family" and the "solidarity" domains remain strong dialect domains, but in the more official domains the dialect seems to be losing g r o u n d . T h e results show that standard Dutch can only have an instrumental function, but in this function it becomes more important. T h e results of the suitability questionnaire are shown in table 7. A comparison of the results in this table with the results in table 6 shows that most suitability scores are lower than the comparable reported use scores. T h i s may have been at least partly caused by the fact that, as already mentioned, the two questionnaires were not identical. Normally we would expect subjective suitability to be higher than reported use ( c f . Münstermann 8· Van Hout 1986). T h e opposite outcome means that there are informants who speak the dialect in situations they consider the dialect less suitable for. T h i s can mean several t h i n g s . F i r s t , it may be that, if possible, an informant speaks the dialect in e v e r y situation, and that considerations of suitability are only made in the second instance, for example when other people present do not speak or understand the dialect. Second, and this could be t r u e for some of the informants in Blauw Dörrep, it could mean that an informant does not have enough skills in standard Dutch to speak it when n e c e s s a r y . T h e r e are no significant differences between the three generations nor between the two neighbourhoods as far as the suitability of the dialect for these three functions is concerned. As in table 6, the lower scores are to be found in "instrumentalism". T h e r e were no significant two-way interactions between the effects of neighbourhood and generation for any of the variables of reported use or suitability. In f i g u r e 1 the results for both the reported-use questionnaire and the suitability questionnaire are presented g r a p h i c a l l y . T h e g r a p h s clearly show that, as far as reported use is concerned, the smallest differences between the two neighbourhoods are to be found in the oldest generation. For "family" and "solidarity" the differences between the two neighbourhoods become larger with the decrease of age. For "instrumentalism" the middle generation shows the largest difference, but this is almost equal to the difference for the youngest generation. Since reported use in the working class neighbourhood, particularly for "family" and "solidarity", appears to be constant over the three generations and decreases in the upper-middle class neighbourhood, it is likely that the use of the dialect is becoming more socially bound than it used to be, even though the dialect generally holds a strong position. T h i s suggestion lines up with the fact that for "instrumentalism" the decrease of reported use is apparent for both neighbourhoods. These f i n d i n g s will be compared with attitudinal data later on in the project.
Münstermann & Hag' Table 7:
The variables of the suitability questionnaire broken down by neighbourhood and generation. Suitability: BD
VP
Instrumentalism Tot
G
1
3.02
3.60
3.31
E
2
2.60
3.17
2.89
Ν
3
3.04
2.81
2.93
Tot
2.89
3.10
3.04
F/Sign.
1.42
0.24
F
1.12
Sign.
0.34
Suitability : Family BD
VP
Tot
1
4.79
4.87
4.83
E
2
4.12
4.29
4.21
Ν
3
4.67
4.37
4.52
Tot
4.53
4.51
4.52
F/Sign.
0.00
0.95
G
F
2.51
Sign.
0.09
S u i t a b i l i t y : Solidarity BD
VP
Tot
G
1
4.88
4.72
4.80
E
2
4.65
4.32
4.49
Ν
3
4.60
4.35
4.47
Tot
4.71
4.47
4.48
F/Sign.
3.14
0.08
F
2.43
Sign.
0.01
A s p e c t s of dialect loss REPORTED
93 SUITABILITY
USE
BD
Instrumentalism 3
VP
3
GEN
3
GEN
BD
VP
Family
3
GEN
VP
3
GEN
3
GEN
4
Solidarity
3
GEN
F i g . 1: A g r a p h i c representation of the reported use and suitability
scores
b r o k e n down b y n e i g h b o u r h o o d a n d generation (cf. tables 6 & 7).
Münstermann & Hagen
94 3.3.
The
Since
relation
between
loss
it would be r a t h e r
between
of functions
and
structural
p r e m a t u r e to d r a w a n y
loss
conclusions about t h e
functional
and
s t r u c t u r a l loss on t h e basis of only
even a production
test
- we will only
touch
one t e s t
upon t h i s matter v e r y
relation
- and
not
briefly.
In
table 8 t h e c o r r e l a t i o n coefficients between t h e total t e s t s c o r e and t h e v a r i a b l e s T a b l e 8:
Correlations test
score
between t h e and
the
total
reported
use v a r i a b l e s . I nstrumentalism
.30
Solidarity
.11
Family
.19
of r e p o r t e d use a r e g i v e n . A more detailed tic variables
inspection of t h e c o r r e l a t i o n coefficients
and t h e scores f o r
o u r optimism.
For
t h e time b e i n g ,
we can only
loss a n d functional dialect loss a r e i n d e p e n d e n t
4.
between all
r e p o r t e d use and s u i t a b i l i t y suggest that
does
linguis-
not
increase
structural
dialect
processes.
SUMMARY
The
results
of t h e s t r u c t u r a l
phenomenon.
Not only do t h e
substantially
from
the
theoretical
h a v e also been f o u n d . guistic
resistant than others, and
past
which
are strong
loss t e s t show
maximum,
but
same e x t e n t .
even
participle
if t h e y in
t h a t dialect
clear
It is also c l e a r t h a t dialect
v a r i a b l e s to t h e
tense
dialect
r e s u l t s f o r most of t h e l i n g u i s t i c
the
Some
represent
conjugation
in s t a n d a r d D u t c h .
generation
loss does
variables
loss is a
variables
appear
be much
t h e same c o n t r a s t , of
weak
differences
not a f f e c t all to
verbs
in
real
differ
such as the
linmore past
dialect
Explanations for these differences
-
would,
f o r t h e moment, be mere s p e c u l a t i o n . T h e r e are practically
no s i g n i f i c a n t d i f f e r e n c e s c a u s e d b y t h e v a r i a b l e
neigh-
b o u r h o o d . T h e two d i f f e r e n c e s we d i d f i n d point in opposite d i r e c t i o n s . Female informants do not e x h i b i t more dialect loss t h a n male informants. some of t h e v a r i a b l e s t h e y
even
seem to be more c o n s e r v a t i v e
s p e a k e r s of
For the
dialect. A s f a r as t h e use of dialect is c o n c e r n e d , still
holds a v e r y f i r m position.
function,
but
in g e n e r a l
we can conclude t h a t t h e
Some loss has been shown for t h e
t h e s p e a k e r s of t h e dialect
in
dialect
instrumental
M a a s t r i c h t t e n d to
use
A s p e c t s of d i a l e c t their
dialect for
of t h e f a m i l y
loss all
95
purposes.
- crucial,
loss of o t h e r f u n c t i o n s informants
in t h e
often
informants
that
than it w a s
bourhood, trast are,
and
in
the
in t h e
(cf.
neighbourhoods
upper-middle
class
losing p r e s t i g e ,
correlations test
class
between
do
not,
production
use variables.
is
use
of
Given
latter,
sharper.
the
justify
Perhaps
from
F o r t h e time b e i n g ,
The more
the
quite
the
Since
high,
fact
neigh-
real con-
the
scores
we cannot
say
may p o i n t in t h e
future.
results
and
1986).
in t h e f o r m e r
in t h e
the
the dialect
neighbourhood.
but the observed difference
the
domain
to a c c e l e r a t e
& V a n Hout
informants
probably
f o r t h e moment,
tests,
in t h e c r u c i a l
likely
claimed to
neighbourhood,
b e t w e e n t h e t w o t y p e s of d i a l e c t loss. l y s i s of t h e
is
Münstermann
dialect-speaking
d i r e c t i o n of s u c h a d e v e l o p m e n t in t h e The
domain
neighbourhood
upper-middle
to f i n d
two
t h a t t h e d i a l e c t is
acceptability
loss w a s f o u n d this
somewhat more d i f f i c u l t to f i n d t h e m
between even
class
in t h e
easy
any
loss
considerably
working
very
Hardly
because
reported-use
test
the assumption
of
we cannot
the
relation
w e will l e a r n more f r o m t h e ana-
regression
a n d loss of f u n c t i o n s a p p e a r to b e r e l a t i v e l y
and a
analyses
with
but conclude that
independent
all
reported-
structural
loss
processes.
REFERENCES Bourhis,
R.,
H.
Subjective
Giles Vitality
Multilingual De B o t ,
Κ.
& D.
and
(1985),
Questionnaire
Multicultural Onderzoek
parent-time'-methode. Dorian,
Ν.
(1981),
Philadelphia: Edwards,
V.
et
Η.
terkunde H.
Boosten Gal,
S.
d e 'ap-
of a Scottish
Gaelic
dialect.
on n o n - s t a n d a r d d i a l e c t s
W.Viereck
(ed.),
Focus
Volume 4 ) .
of
on:
British England
Amsterdam/
97-139.
Beschaafd
I en
het g e b r u i k v a n
II.
Nederlands
Tijdschrift
of
la
force
voor
Nederlandse
van
't Mestreechs.
d'intercourse Taal-
en
Let-
194-208.
Woordenboek
of diksjenaer
Maastricht:
& Stols. Language
Austria.
J.
(1978),
W.
McCormack
issues.
Research
Benjamins,
of
Press.
English Around the World,
Algemeen
Journal
26:33-40.
life-cycle
In:
groups.
of a
2:144-155.
Letteren The
prospects.
65:101-114 a n d (1955),
(1979),
lingual Hill,
John
(1948),
on t h e c o n s t r u c t i o n
ethnolinguistic
of P e n n s y l v a n i a
(1985),
( V a r i e t i e s of
l'esprit de clocher
Endepols,
der
The University
Philadelphia: Endepols,
for
Notes
n a a r t a a l v e r a n d e r i n g en death.
Progress and
Wales
(1981),
Development
Forum
Language
& B . Weltens
English: and
Rosenthal
shift:
Social
New Y o r k :
Language & S.
T h e Hague:
death,
Wurm
language
(eds.),
Mouton,
determinants
Academic
contact
Approaches
45-78.
of linguistic
change
in
bi-
evolution.
In:
Press. and
language
to language.
Anthropological
M ü n s t e r m a n n & Hagen
96 Hinskens
F.
& P.
Muysken
diabetologische Ubach
over
(1986),
variatie:
Worms.
Formeie
De flexie
To
appear
en functionele
van
in:
het
benaderingen
adjectief
GLOT,
in
special
het
issue
van
dialect
in
van
honour
of
p r o f . d r . A . S a s s e n em. Hoppenbrouwers,
C.
(1983),
Het
genus
in
een
Brabants
regiolect.
TABU
13:1-25 Houben,
J.
(1905),
Het
dialect
der
stad
Maastricht.
Diss.
University
of
Amsterdam. Lousberg,
M.
(1961),
De
taalsituatie
in
Maastricht
en
Eijsden.
M.A.
thesis
U n i v e r s i t y of Nijmegen. Macnamara, J . (1971), tion
of
Irish.
planned?
J.
H.
gebruik.
& R.
In: J .
van
Momentopname R.
(1982),
In:
& W.
& B.
Bernud
(eds.),
Pee.
Limburg,
(1986),
Geerts & K. Jaspaert in
and
Lambert & B .
be
contra g e s c h i k t h e i d (eds.),
en
Werk-in-uitvoe-
Nederland
Nederlandse
conducting
Freed
Newbury House,
en
Vlaanderen.
van
Blanquaert, J.
(eds.),
research
in
language
The
of
language
loss
119-137.
Dialectatlassen
Part 8, Dialectatlas
b y E.
restaura-
languages
235-249.
in d e s i g n i n g
R.
Can
65-94.
Taalattitudes
de sociolinguistiek
ACCO,
Rowley, M a s s . :
R N D (1962), Reeks
G.
van
Issues
skill attrition. skills.
Hout
Creten,
Leuven/Amersfoort: Oxford,
Rubin
Hawaii: U n i v e r s i t y of Hawaii P r e s s ,
Münstermann, ring.
S u c c e s s e s a n d f a i l u r e s in the movement for the
In:
o n d e r leiding v a n E.
Belgisch
Ciaessens,
Limburg W. Goffin
en
Blanquaert
luid
& A.
Nederiands
Stevens.
Ant-
werpen . Shepherd, Trudgill,
P. (1946), Van P.
(1974),
The
taol naar social
bridge: Cambridge University Trudgill,
P. (1983),
nites
are
(1886),
manuscript Gent).
In:
is
in
the
known
Goffin.
of English
in
Norwich.
l a n g u a g e s h i f t and identity. W h y
P.Trudgill,
O x f o r d : Blackwell, Manuscript
Maastricht:
Cam-
Press.
L a n g u a g e contact,
not A l b a n i a n s .
perspectives. Willems
taal.
differentiation
as
collection
On
dialect.
Social
and
Arvaregional
127-140. "De of
enquete Willems". the
Koninklijke
Unpublished
Vlaamse
(The
Academie
in
Ill FIRST-LANGUAGE LOSS
Using the Present to Predict the Future in Language Contact: The Case of Immigrant Minority Languages in Sweden Sally University
1.
INTRODUCTION
Many
studies
of
and onwards contact
in
language
the
contexts
shift
or
to
spective... tion
that
have have
The
under
which
been
Later
no g e n e r a l
involved
of
in
mer call t h e
this
t h e mid
outcome of
takes
between
such
place.
1960's
language
However,
of
ethnic
and
ways"
viewed
factors
partially
as
in
different
broader
is a c l e a r
contributory of c o n t a c t
be
mainte-
in
required
per-
indica-
factors
...
situations
(as
before
greater
recognized".
the
attempts
(1981) to c o n s t r u c t schemata
vitality
when
may
influencing
both
a typology
change)
as
"cut
ambivalent
and that
sociocultural
area,
to
significance
so m a n y
interactions
be
a theory
research
from
purportedly
found
r e g u l a r i t y among s u c h f a c t o r s c a n b e
Allardt & Starck
shift
contact
cited factors
actually
p r e s e n c e of
complex
must f r e q u e n t l y well as
language
Boyd
Göteborg
(1972:122-123):
of t h e most p o p u l a r l y
nance and
and
an e x p l a n a t i o n f o r t h e o b s e r v e d
social c o n d i t i o n s
Fishman pointed out "Many
maintenance
have sought
of
linguistic
of
Giles
et a l .
(1977)
and
f o r an e v a l u a t i o n of w h a t t h e f o r minorities,
does
not seem to
have
b r o u g h t us all t h a t much c l o s e r to an u n d e r s t a n d i n g of t h e r e l a t i o n s h i p
between
t h e social c o n t e x t of l a n g u a g e c o n t a c t a n d t h e outcome of t h i s c o n t a c t :
minority
language maintenance or Another
approach
shift.
to t h e s t u d y
of
language contact
t h e p a t t e r n of l a n g u a g e u s e b y b i l i n g u a l s
nance
or
language
and the
shift.
Thus,
a stable language maintenance
tion
in
this
domain many shift, nance.
researchers
have or
Other
factors
language
mainte-
pattern
of
language
use
an o n g o i n g p r o c e s s of
situation. the
Following
Most
among
pattern
of
Fishman
language
of t h e
as an
however, pattern
i n d i c a t i o n of
use
(1972:115-116,
(e.g. of
Gal
language
a n d f o u n d t h e m i n d i c a t i v e of o n - g o i n g
stability,
1979 a n d use
i.e.
Dorian
in a s p e c i f i c
change.
bilingual
language shift,
studies approaching in
for
c o n s i d e r domain o v e r l a p as an i n d i c a t i o n of o n - g o i n g
scholars,
aspects
T h e p a t t e r n of lant h e social
investigated
overlap.
a n d domain s e p a r a t i o n
at other shift,
way
separation
investigate
ultimate outcome of c o n t a c t : the
variable,
to
between
s p e a k e r s c a n be t a k e n as i n d i c a t i v e of of
been
in t h e c o m m u n i t y .
g u a g e u s e c a n be v i e w e d as an i n t e r v e n i n g in t h e c o n t e x t of c o n t a c t
has
the
or
ques-
terms
of
example), language
l a n g u a g e mainte1981)
have
c a s e of
looked
language
100
Boyd T h e p u r p o s e of t h i s p a p e r is to examine both of these a p p r o a c h e s
in the
light of my
people in S w e d e n .
recent
research
among
s e c o n d generation
critically,
immigrant
young
T h e wide variation in the social conditions u n d e r which
dif-
ferent minority g r o u p s live in S w e d e n initially led me to the h y p o t h e s i s that the outcome of
l a n g u a g e contact would be d i f f e r e n t f o r
My
have c a u s e d me to re-evaluate the importance of some of the social
results
d i f f e r e n t minority
factors c o n s i d e r e d crucial to the outcome of contact,
groups.
and to look at the pattern
of l a n g u a g e use from a somewhat different p e r s p e c t i v e than that of domain c o n figuration .
2. THE
SOCIAL
CONTEXT
OF LANGUAGE
CONTACT
A s u r v e y of some of the literature of l a n g u a g e contact ( B o y d 1985, ch. p r i o r to and after F i s h m a n ' s
pessimistic statement
quoted above does
us reason f o r much g r e a t e r optimism than Fishman e x p r e s s e s t h e r e . of
such a s u r v e y ,
interacting
different c a s e s , cases
where
seems
to h a v e
have.
one
is left with
an extremely
social f a c t o r s , which are c o n s i d e r e d
We
and by
one are
or
different s c h o l a r s ,
more of these
factors
long list of o v e r l a p p i n g
a n d an either
effect to the one
still
from
way
give
A t the e n d and
relevant to l a n g u a g e contact in
had the opposite a long
2) both not
almost equally does
not seem
long list
of
to a p p l y
or
assumed
to
it is commonly
understanding
the
complex
relationship
between the social context of l a n g u a g e contact and the outcome of contact. Still, the factors mentioned in the s t u d i e s I s u r v e y e d , w h i c h concentrated on contact between
an immigrant minority
language
and a host
majority
language,
could be loosely g r o u p e d into six major c a t e g o r i e s : (1)
Historical
factors:
of m i g r a n t s
(i.e. p r i o r to contact) the social and l i n g u i s t i c situation
in the home c o u n t r y , relations between the home c o u n t r y
host c o u n t r y ,
the social situation of the majority a n d other minority
and com-
munities in the host c o u n t r y p r i o r to the a r r i v a l of immigrants. (2)
Demographic other
factors:
groups
g r o u p size, b i r t h
arriving,
length
s t a y , chain v s . s p o n t a n e o u s (3)
Geographic
factors:
tlement
host
in
Social
structural
immigration
period,
planned
number of length
of
migration.
distance to home c o u n t r y ,
country,
settlement, u r b a n v s . (4)
of
rate, m a r r i a g e p a t t e r n s ,
self-sufficiency
of
g e o g r a p h i c isolation of s e t community,
concentration
of
rural settlement.
factors:
social classes
r e p r e s e n t e d in m i g r a n t g r o u p ,
nomic niche o c c u p i e d , social s t r u c t u r e of majority, power
eco-
relations between
groups. (5)
Institutional
factors:
existence of separate minority
institutions,
acceptance
on equal or unequal terms in majority institutions ( c u l t u r a l , r e l i g i o u s , cational, mass media, g o v e r n m e n t s e r v i c e and
industry).
edu-
M i n o r i t y l a n g u a g e s in Sweden (6)
Attitudinal
factors:
101
minority in- and o u t - g r o u p attitudes, majority i n -
o u t - g r o u p attitudes in relevant contexts of i n t e r g r o u p Clearly,
it would
survival
b a s e d on s u c h a long a n d complex
be
impossible to evaluate the
chances
However,
as a preliminary
b a s i s for f o r m i n g
s u r v i v a l of v a r i o u s minority
for minority
list of social f a c t o r s .
clear that they are p r o b a b l y of d i f f e r e n t importance,
language
It is
equally
a n d s h o u l d be weighted.
hypotheses
l a n g u a g e s in S w e d e n ,
and
relations.
as to the chances
for
I have made an evaluation of
the p r o s p e c t s for different categories of ethnic minorities
in S w e d e n ,
based on
a consideration of as many of these factors as possible.
3. IMMIGRANTS In Sweden
IN
SWEDEN
today approximately
s e c o n d generation
be c o n s i d e r e d
first or
immigrants, if we use a broad definition of the term.
one million
persons
Table 1
s h o w s the number of f i r s t and s e c o n d generation the close of 1983, centage
of each
immigrants
listed b y c o u n t r y o r continent of o r i g i n ,
group
belonging
to the
the two c o u n t r i e s which are dominating more than one c o u n t r y of o r i g i n , and ranking.
can
Note that
" f i r s t generation
second
generation.
in the c o u n t r y
per-
I have also
listed
in each of the categories (in p a r e n t h e s e s )
immigrants"
representing
these c o u n t r i e s '
includes
at
i n c l u d i n g the
both f o r e i g n
overall citizens
r e s i d i n g in Sweden and naturalized Swedes b o r n a b r o a d , and " s e c o n d generation immigrants" broad
includes
category
children
of f i r s t
born
generation
to one
o r two
immigrants.
parents
Actually,
belonging
almost
to
this
half of
those
listed here as second generation immigrants have a native b o r n Swede as one of their parents. The spond ent
categories
into w h i c h
these
national
groups
have
been
divided
corre-
not o n l y to different areas of the w o r l d , but in some respects to d i f f e r -
p a t t e r n s of
living
and to S w e d e s '
in Sweden
stereotypes
and
(in
relation to the factors d i s c u s s e d
attitudes
in
regard
to
the different
above) national
g r o u p s . Of c o u r s e , a n y scheme of categorization must n e c e s s a r i l y o v e r l o o k c o n siderable variation both between different national g r o u p s in each c a t e g o r y , also
within
national
groups.
Group
6
may
seem
particularly
but
heterogeneous,
i n c l u d i n g g r o u p s of widely different size, d i f f e r i n g levels of education, and d i f ferent
reasons
for e m i g r a t i n g .
most concrete plans to maintain
What this g r o u p
has in
r e t u r n to the home c o u n t r y ,
common is
and
perhaps
the
a strong tendency
intimate and f r e q u e n t contact with other members of the g r o u p
to
(when
g r o u p size and concentration allow it), after coming to S w e d e n . Variation
within
Jugoslavian
and
groups
emigrating
Turkish
minorities
from in
the
Sweden
same for
nation example
is
also
great:
represent
a
the wide
102
Boyd
T a b l e 1:
Immigrants l i v i n g
in S w e d e n on December 31, 1983, b y
generation
and b y c o u n t r y / c o n t i n e n t of o r i g i n
( P e r c e n t a g e of total in
theses; sources: C B S
1984).
1985 and S I A
paren-
A r e a of
Nations best
Percentage
Total (1st &
origin
r e p r e s e n t e d in area
second
2nd gen.)
(ranking
generation
(% Total)
1. F i n l a n d
Finland
overaj) (1)
30.5
344,976 (39.6)
Denmark
2. S c a n d i n a v i a
Norway
(2)
30.6
125,308
(3)
(14.4)
3. N o r t h & West Europe
(excl.
Scand.),
N.Am.
West G e r m a n y USA
(4)
39.9
108,349
(10)
(12.4)
4. Eastern Europe
(incl.
Soviet Union)
Poland
(6)
Hungary
(9)
20.1
91,742 (10.5)
5. S o u t h e r n
Jugoslavia
Europe
(5)
35.0
99,588
Greece (8)
(11.4)
6. S . A m e r . , A f r i c a , A s i a , Oceania
Turkey
+
Chile (12
unknown
(7)
22.4
102.271 (11.7)
Total
30.2
872,234 (100.0)
variety
of
themselves. able.
ethnic
almost
T h i s makes t h e i r inclusion
However,
tongue)
backgrounds,
figures
below
are not available,
the
as
much
as
the
in a n y s i n g l e c a t e g o r y
level
of
national
origin
and some s o r t of categorization
home
countries
highly (e.g.
scheme is
question-
for
mother
necessary
in o r d e r to form h y p o t h e s e s o r make any c o m p a r i s o n s at all, when s u c h a large number of national g r o u p s is i n v o l v e d .
M i n o r i t y l a n g u a g e s in Sweden A
preliminary
category
of the
chances
for
language
maintenance
for
each
listed in the table above is shown below, from best chances to w o r s t
chances. These ation
ranking
103
r a n k i n g s have been made on the basis of a subjective c o n s i d e r -
of the factors
listed above,
and
are
information about the patterns of l i v i n g of
based in
some cases on
incomplete
some of the smaller g r o u p s .
Pros-
pects for l a n g u a g e s u r v i v a l among six categories of immigrants in Sweden are as follows : (1)
Southern
Europeans;
(2)
Latin A m e r i c a n s , A s i a n s a n d A f r i c a n s ;
(3)
Finns;
(4)
Eastern
(5)
N o r t h & West E u r o p e a n s and N o r t h
(6)
Scandinavians, excluding
Europeans;
In section 5 of t h i s p a p e r , multilingualism
among
Americans;
Finns.
I will p r e s e n t some of the r e s u l t s of my
second
generation
immigrant
young
people
study
in
of
Sweden,
g r o u p e d in p a r t a c c o r d i n g to t h i s s y s t e m of categorization. We shall then see to what
extent
the
pattern
of multilingualism
in the
second
generation
confirms
t h e s e h y p o t h e s e s f o r l a n g u a g e maintenance o r shift.
4. THE PATTERN The
pattern
of
OF LANGUAGE language
sociologists a n d
use
USE among
sociolinguists
multilinguals
dealing with
has
been
studied
l a n g u a g e contact.
A
by
many
commonly
used
concept in many s t u d i e s is that of domain c o n f i g u r a t i o n , w h e r e domain is taken to mean the set of contexts vidual
bilingual s p e a k e r
in w h i c h a p a r t i c u l a r
or by
a bilingual
domains of bilingual s p e a k e r s o v e r l a p , are
usually
a s s u m e d to be bleak;
group.
l a n g u a g e is u s e d b y an A s mentioned
the p r o s p e c t s for
if they
are clearly
above,
language
separated,
l a n g u a g e is c o n s i d e r e d to have better chances for long-term
the connection
if
the
maintenance the
minority
survival.
It is unclear whether the connection between domain separation a n d is based d i r e c t l y on empirical i n v e s t i g a t i o n s in multilingual
indi-
stability
societies, o r w h e t h e r
is b a s e d on some s o r t of functional a r g u m e n t .
It seems
unlikely
to me that a n y clear cases of domain separation can be e s t a b l i s h e d for multilingual
communities
multilingual g u a g e for etc.
(I
which
are
studied
carefully
s p e a k e r and g r o u p b e h a v e s various
purposes,
with different
have tried to formulate
and t h o r o u g h l y .
somewhat r e g u l a r l y interlocutors,
some of these
regularities
Clearly,
in their use of in in
different Boyd
each lan-
settings
1985,
ch.
6 ) . B u t I d o u b t v e r y much that a n y multilingual s p e a k e r ' s o r g r o u p ' s pattern of l a n g u a g e use can be d e s c r i b e d accurately without
reference to certain
contexts
Boyd
104
or activities where different l a n g u a g e s are u s e d on different o c c a s i o n s , that is, where the switch
domains
languages
communities
overlap.
in
Indeed,
conversation
most
with
bilingual
other
speakers
bilinguals,
and
h a v e occasion at
in
it is
impossi-
( e . g . the Puerto Rican community in New Y o r k C i t y )
ble to a s c r i b e to e v e r y c o d e - s w i t c h
a c h a n g e in communicative
or a n y other aspect of the c o n v e r s a t i o n a l situation ( P o p l a c k
to
least
some
context,
intent
1980).
O n e solution may be to weaken the demands f o r domain separation
somewhat,
and p r o p o s e that communities with a g r e a t e r amount of domain o v e r l a p are more likely to be u n d e r g o i n g
language
shift than
t h o s e whose domains
overlap
only
s l i g h t l y . E v e n if we d i s r e g a r d the problems of m e a s u r i n g the amount of o v e r l a p , I s u g g e s t that even t h i s relationship may be p r o v e n w r o n g study.
b y careful
empirical
It seems intuitively to be t r u e that p r o c e s s e s of l a n g u a g e s h i f t must
through
a p h a s e of c o n s i d e r a b l e domain o v e r l a p .
that g r e a t e r domain o v e r l a p
necessarily
However,
go
it need not be t r u e
leads to l a n g u a g e s h i f t , a n y more t h a n
sociolinguistic variation n e c e s s a r i l y is indicative of l i n g u i s t i c c h a n g e . A g a i n ,
the
Puerto Rican community in New Y o r k would seem to p r o v i d e a p r o b a b l e c o u n t e r example to s u c h a h y p o t h e s i s , s i n c e domain o v e r l a p is e x t e n s i v e ( i n c l u d i n g m a s sive code-switching munity)
(Poplack
in c o n v e r s a t i o n s
1980),
but w h e r e
Another
aspect of the pattern
guage
u s e among
multilingual
l a n g u a g e s h i f t does
place ( F i s h m a n 1966, Fishman et al. some i n v e s t i g a t o r s
between
older and
not seem to be t a k i n g
1971).
of l a n g u a g e
use which
is the aspect of a g e - g r a d i n g ,
L a b o v , for example,
members of the com-
younger
bilingual
some s c h o l a r s ( e . g .
i.e.
has
been s t u d i e d
by
different p a t t e r n s of lan-
speakers.
Following
Gal 1979, D o r i a n
the lead
1981) h a v e
of
explicitly
o r implicitly i n t e r p r e t e d a c h a n g e in the pattern of l a n g u a g e use between
gen-
erations as indicative of l a n g u a g e s h i f t in p r o g r e s s .
how-
e v e r , that a g e - g r a d i n g
It s h o u l d be noted,
in s o c i o l i n g u i s t i c variation has n e v e r been taken to be a
sufficient condition f o r h y p o t h e s i z i n g
change-in-progress
p r o b a b l y also the case f o r l a n g u a g e s h i f t - i n - p r o g r e s s .
( L a b o v 1981). T h i s
Gal
(1979), f o r
has s t u d i e d other aspects of l a n g u a g e u s e in the community, towards Dorian
languages (1981)
has
and
their
coupled l a n g u a g e
tence of
certain
grading,
a s t r o n g e r case
paper,
speakers,
speakers.
When
style
s h i f t with
this
specific c h a n g e s
evidence
is
taken
to c o n t i n u e d multilingualism,
attitudes
languages, in the
together
with
pattern of l a n g u a g e
interlocutors.
age-
In
here,
l a n g u a g e contact will lead to
namely, the
and
compe-
in p r o g r e s s .
I would like to a d d a f u r t h e r aspect to t h o s e enumerated
multilinguals in c o n v e r s a t i o n with different
example,
s u c h as
between
can be made for l a n g u a g e s h i f t
can be examined f o r clues as to w h e t h e r shift or
shifting
is
this
which
language use f o r
Minority
l a n g u a g e s in
5.
RESULTS
The
results
among
Sweden
presented
in
second generation
questionnaire survey m u n i c i p a l i t i e s of
105
this
section
immigrants
are
taken
in S w e d e n .
from
a
They
are based
among 700 i m m i g r a n t y o u n g p e o p l e ,
Boras and
Nacka,
a n d in p a r t on t w o
study
of
4).
description
B o t h methods r e l y
of t h e
study
and
s e r i e s of
its m e t h o d s ,
h e a v i l y on s e l f - r e p o r t s of l a n g u a g e
see
be
reflected
in
people c l a s s i f i e d active
different
as s e c o n d
u s e of more t h a n
active bilingualism for
the
example,
survival
the arrival
active
l a n g u a g e in e v e r y d a y
in a m i n o r i t y , of
of t h e m i n o r i t y
of
generation immigrants.
one
is h i g h
degrees
new
language are
of
better
(For
1985,
ch.
in S w e d e n a r e t a k e n among
young I mean
interaction.
If t h e d e g r e e
being equal
the minority), than
one
active bilingualism
all o t h e r t h i n g s
members
parents
Boyd
bilingualism
By
in t h e
interviews:
use.
T h e c h a n c e s f o r s u r v i v a l of d i f f e r e n t m i n o r i t y l a n g u a g e s to
p a r t on a
14-16 y e a r s o l d ,
w i t h 40 F i n n i s h y o u n g p e o p l e f r o m B o r a s a n d o n e w i t h t h e l e t t e r ' s a more d e t a i l e d
bilingualism in
the
in a g r o u p
of
(such
as,
prospects
for
where the
degree
of a c t i v e b i l i n g u a l i s m w i t h i n t h e s e c o n d g e n e r a t i o n is low. 5.1.
Ethnic
background
In o r d e r to s t u d y
the relative chances for minority
different language minorities, ground" (1)
language
s u r v i v a l among t h e
t h e p o p u l a t i o n w a s d i v i d e d into f i v e " e t h n i c
back-
categories: "fifi":
young
people
b o t h of w h o s e
parents
were
born
and
raised
in
and raised
in
Finland. (2)
"anan":
y o u n g p e o p l e b o t h of w h o s e p a r e n t s
a country other than Sweden or Finland (3)
"swefi":
young
people o n e of
t h e o t h e r b o r n a n d r a i s e d in (4)
"swan":
young
people o n e
were born
( b o t h in t h e same
whose parents
country).
is a n a t i v e
Swede,
and
is
Swede,
and
Finland.
of w h o s e
parents
a native
t h e o t h e r b o r n a n d r a i s e d in a c o u n t r y o t h e r t h a n S w e d e n o r (5)
"diff":
young
countries, T h i s categorization background
people w h o s e p a r e n t s w e r e b o r n
other than
and raised
Finland.
in
different
Sweden.
scheme a c t u a l l y
r e p r e s e n t s t w o d i f f e r e n t d i m e n s i o n s of
among t h e y o u n g people
(if
we ignore for
ethnic
a moment t h e " d i f f "
cat-
egory) : (1)
The
specific
vs.
"other").
paper.
minority This
background is
the
of t h e
dimension
young
discussed
person in
(i.e.
section
Finnish
2 of
this
Boyd
106 (2)
Whether t h e y o u n g p e r s o n ' s
background involves
both a m i n o r i t y
and
m a j o r i t y g r o u p a f f i l i a t i o n by b i r t h , o r o n l y a m i n o r i t y b a c k g r o u n d .
In
other
is
words,
clearly
if
minority
the
young
("fifi"
and
person's "anan")
ethnic or
is
group
membership
ambiguous
("swefi"
and
"swan"). In table 2
I present
the figures
for
the
degree
of
active
bilingualism
within
these f i v e e t h n i c b a c k g r o u n d c a t e g o r i e s . A c t i v e b i l i n g u a l i s m is d e f i n e d as a c t i v e use of
more t h a n one language
b i l i n g u a l i s m is d e f i n e d as p e r i o d of l i f e , ations
other
in e v e r y d a y ,
face-to-face
"lapsed bilingualism"
(i.e.
b u t not at t h e age i n v e s t i g a t e d ) ,
than
everyday,
face-to-face
bilingualism
Marginal
at an
earlier
o r a c t i v e b i l i n g u a l i s m in
interaction
t r a v e l l i n g to t h e p a r e n t s ' home c o u n t r y f o r vacations T a b l e 2:
interaction.
(e.g.
reading
situ-
magazines,
etc.).
Degree of b i l i n g u a l i s m among t h e e t h n i c b a c k g r o u n d categor i e s , in n u m b e r of r e s p o n d e n t s , and in p e r c e n t a g e s .
Active
"Fifi"
"Anan"
"Swefi"
176
"Swan"
"Diff"
68
25
32
11
bilinguals
74.3
79.1
17.7
15.4
36.7
Marginal
51
18
50
97
11
bilinguals
21.5
20.9
35.5
46.6
36.7
Monolinguals
10
in Swedish Total
4.2 237
T a b l e 2 shows
66
79
0.0
46.8
38.0
86
33.8 x 2 =269.24,
0
141
12.3
20.1
Total 312 44. 4 227 32. 3
8
208
163
26.7
23. 2
30
29.6
702 100. 0
4.3
d f =8, p= .0001
that
there
is a
clear
difference
in t h e
degree of
bilingualism
between " f i f i " and " a n a n " y o u n g people on t h e one hand compared w i t h and " s w a n " on t h e o t h e r .
" D i f f " takes an i n t e r m e d i a r y
position.
"swefi"
I t should also
be noted t h a t " s w e f i " and " s w a n " t a k e n t o g e t h e r are a l a r g e r g r o u p t h a n and
"anan" together.
The
domination
of y o u n g
people w i t h
both Swedish
"fifi" and
m i n o r i t y b a c k g r o u n d w i t h i n t h e g r o u p of i m m i g r a n t y o u n g people is even g r e a t er
for
the
c o u n t r y as a whole
than
it was
in t h e p o p u l a t i o n
studied
in
this
M i n o r i t y languages in Sweden investigation
(Reinans
107
1981).
It
seems
as
if
the
young
people whose
parents
b o t h belong to t h e same e t h n i c m i n o r i t y are in most cases a c t i v e l y b i l i n g u a l t h i s age.
However,
are o n l y "swefi"
rarely
if t h e y o u n g p e r s o n s
actively
and " s w a n "
bilingual
have a n a t i v e Swedish
in t h i s age g r o u p .
At the
parent,
same time,
y o u n g people belong t o t h e c a t e g o r y of marginal
T h e d i f f e r e n c e between " f i f i "
at
they many
bilinguals.
and " a n a n " as opposed t o " s w e f i " and " s w a n " was
shown t o have t h e s t r o n g e s t relation to what I have called a c t i v e b i l i n g u a l i s m of all t h e b a c k g r o u n d v a r i a b l e s
s t u d i e d in t h i s
investigation
(see Boyd 1985,
ch.
5). I will
now t u r n to t h e o t h e r dimension of e t h n i c b a c k g r o u n d ,
e t h n i c g r o u p t h e y o u n g p e r s o n belongs t o . difference
in t h e d e g r e e of
active
between " s w e f i " and " s w a n " . to distinguish
tion 3, this group A further
between
"fifi"
minorities
bilingualism
In o t h e r w o r d s ,
between
"fifi"
and
However,
breakdown
was
" a n a n " was
made to
(1)
due to t h e f a c t
widely d i f f e r i n g "North":
see w h e t h e r
degrees
of
that the
active
"anan"
the
lack
Africa.
(2)
in sec-
"South":
The former
sur-
difference
latter group
bilingualism.
and " s w a n "
of
included
Table 3
shows
b r o k e n down i n t o two
i n c l u d i n g y o u n g people whose p a r e n t s come f r o m
p a r t s of S c a n d i n a v i a , N o r t h e r n , Western and Eastern E u r o p e , and N o r t h and
and
t h e Finnish g r o u p does not seem
a c c o r d i n g to t h e hypotheses p r e s e n t e d
t h e d e g r e e of a c t i v e b i l i n g u a l i s m f o r
ca;
little
"anan"
had n e i t h e r t h e best nor w o r s t p r o s p e c t s f o r language
and
with
categories:
which
itself w i t h an u n u s u a l l y high o r low rate of a c t i v e b i l i n g u a l i s m in
t h e second g e n e r a t i o n . vival.
t h a t of
In table 2 we see s u r p r i s i n g l y
those
group
from
were
Southern
Europe,
predicted to
have
Latin
America,
relatively
other Ameri-
Asia
and
poor chances
for
language maintenance compared t o t h e F i n n s , and t h e l a t t e r g r o u p were p r e d i c t ed t o have r e l a t i v e l y good chances. T h i s b r e a k d o w n does not s u p p o r t t h e h y p o t h e s e s p r e s e n t e d in section 3 v e r y s t r o n g l y at a l l .
In f a c t ,
f o r " s w a n " t h e r e s u l t s go c o u n t e r to t h e
hypothesis.
While t h e r e is some d i f f e r e n c e in t h e d i r e c t i o n of t h e h y p o t h e s i s f o r " a n a n " , difference and
is
"swan"
not s t a t i s t i c a l l y were
tested,
significant.
but
Different
none p r o d u c e d
conclude t h a t t h i s aspect of e t h n i c
methods of
signficant
dividing
results.
We can
cuss t h i s f i n d i n g in t h e f i n a l section of t h i s social
factors
which
were
only
b a c k g r o u n d does not seem to have had a n y
major e f f e c t on t h e degree of b i l i n g u a l i s m in t h e second g e n e r a t i o n . Other
the
"anan"
found
I will
dis-
paper. to
have
significant
relations
to
the
d e g r e e of a c t i v e b i l i n g u a l i s m w e r e t h e f o l l o w i n g : (1)
The
social
status
of
the
parents'
occupations.
An
initial
analysis
t h i s v a r i a b l e showed t h a t y o u n g people whose p a r e n t s had e i t h e r or very
high
status
w o r k i n g class o r bilingual,
occupations
(i.e.
middle-working
u p p e r - m i d d l e class) were most l i k e l y
class,
of
low
lower-
t o be
actively
while those p u p i l s whose p a r e n t s had m i d d l e - r a n g e
occupa-
Boyd Table 3:
Degree of
bilingualism for
"Northern"
g r o u n d s , w i t h i n "anan" and
and
"A η a n" North
"Southern"
"S w a η
South
North
Μ
South
Active
39
29
27
bilinguals
75.0
85.3
16.2
11.4
76
21
45.5
60.0
13
bilinguals
25.0
14.7
Monolinguals
0
0
64
10
in
0.0
0.0
38.3
28.6
Total Ν
5
4
Marginal
Swedish
34
52 x2=1.21,
tions
df=2 ,
(lower-middle
marginally
bilingual
167
class
and
in t h e
in
ethnic
background
of p a r e n t s ' o c c u p a t i o n s parents'
occupations,
t o be a c t i v e l y (2)
The
density
likely
of
pupils
the
school
neighborhood
1983),
is
it
many
The
probably other
length
people
of
who
class
higher
their
lives
the
effect
for the young
the
person
class.
The
p u p i l s in t h e school c l a s s , t h e
the
more
reflects
in
which
true
that
immigrants time
were
much
whose
l o w e r t h e s t a t u s of
respondent's
school
quite
the pupil young
will
tend
the
lives
people to
bilingual.
well
be
the
born
degree
or
respondent had
actively
in S w e d e n .
lived
bilingual
However,
the
has in
(Amman
living more
been another
than former
Since
make-up
in
in
the
of
the
& Jonsson communities
actively
t h a n t h o s e w h o l i v e in c o m m u n i t i e s w i t h f e w i m m i g r a n t (3)
people
In o t h e r w o r d s ,
i t was t h a t t h e y o u n g p e r s o n was a c t i v e l y of
be high
disappeared when the fac-
the tendency
in
immigrant
immediate with
was c o n t r o l l e d .
to
the
bilingual.
of immigrant
greater the density make-up
tended
However,
small g r o u p o f y o u n g
seemed t o be t h a t t h e
the greater
class)
Swedish.
p a r e n t s had u p p e r - m i d d l e class o c c u p a t i o n s t o r of
df==2, p = . 2 9
upper-working
monolingual
r a t e of a c t i v e b i l i n g u a l i s m
35
x2=2.44,
P=.25
or
back-
"swan".
bilingual
pupils. Sweden.
country,
Young were
had
to
lived
a
those
who
group
made up o n l y 20%
all
Minority languages in Sweden
109
of the population as a whole, and of these the v a s t majority had lived at least 10 y e a r s in S w e d e n . (4)
Plans
to stay
Young
in Sweden
or return
to the parents'
people who reported that t h e i r families
the parents'
c o u n t r y of o r i g i n
country
of
origin.
planned to r e t u r n
to
were to a f a r g r e a t e r extent actively
bilingual than those whose families planned to remain in Sweden.
Both
t h i s factor and the p r e v i o u s one t u r n e d out to have a high correlation with the factor I called ethnic b a c k g r o u n d (see a b o v e ) , so that those y o u n g people who belonged to ''swefi" and "swan" were h i g h l y
over-
represented in the g r o u p s who were born in Sweden and who planned to remain here. T h e g r o u p of y o u n g people whose families planned to r e t u r n to the parents'
c o u n t r y of o r i g i n was also v e r y small - only
10% of the total population, while an additional 15% were uncertain of the family's
plans
( F o r a more detailed description
and a n a l y s i s
of
these and other social f a c t o r s and t h e i r relation to active bilingualism, see Boyd 1985, c h . 5 ) . 5.2.
Pattern
of language
use
T h e pattern of l a n g u a g e use was s t u d i e d for that p a r t of the population which was classified as a c t i v e l y b i l i n g u a l , i . e . 44.4% of the total population. T a b l e 4:
L a n g u a g e use with six c l a s s e s of interlocutor, for active b i l i n g u a l s : number of respondents and p e r c e n t a g e s . Boy/Girl
Mostly Swedish Mostly ML Both languages Total
Mother
Father
Siblings
friend
Best friend
56 18.1
60 20.5
200 73.0
142 79.8
252 82.4
Most friends 265 86.3
212
181
35
17
15
10
68.4
61.8
12.8
9.6
4.9
3.3
42
52
39
19
13.5
17.7
14.2
10.7
39 12.7
32 10.4
310
293
274
178
306
307
Boyd
110 Among t h e
most s i g n i f i c a n t
a c t i v e u s e of S w e d i s h o r 4 shows t h e language
results
in
a minority
this
analysis
most o f t e n u s e d
by the actively
c o n v e r s a t i o n s w i t h six d i f f e r e n t c a t e g o r i e s of Table 4 indicates
that
use of t h e
versations with the parents, siblings
and f r i e n d s ,
with
5 a
similar
conwith
in
each
was
explanation
i n g data f o r
the respondents
i n t e r l o c u t o r d i d not T a b l e 5:
Mother
ML
Total
use
with
ticular,
six
who
Note
that
excluded.
interlocutor, the question
classes
of
because
interacted the
of l a n g u a g e
In
only
was
of
miss-
use with
bilingual
interlocutor,
that
for
Most
Best
friend
friend
friends
44
177
19
73
150
71.4
45.2
70.9
83.8
205
173
33
10
6
8
73.0
66.3
13.3
23.8
5.8
4.5
36
44
38
13
24
21
12.8
16.9
15.3
31.0
23.3
11.7
281
261
248
42
103
179
interlocutors in
the
number
there
Boy/Girl Siblings
Father
apparent
are
language
cannot explain the strong language
people
16.9
important factor ity
young
be t h a t
in S w e d i s h .
bilinguals.
T h e t r e n d of t a b l e 4 is still monolingual
whom
p a t t e r n might
and the friends
40
Both languages
of
dominates
14.2
Mostly
Mostly
for
but
were
category
for this
(ML)
apply.
Language active
Swedish
for each
language
language
made,
category
varies
p e o p l e in in
calculation
monolinguals
bilingual young
the
Table
a n d u s e of S w e d i s h dominates in c o n v e r s a t i o n s
m possible
respondents
concerning
interlocutors.
interlocutor.
minority
p a r e n t s a r e monolingual in t h e m i n o r i t y table
were those
language with different
choice
tendency
with the parents
in t a b l e 5, e v e n
excluded.
and
(cf.
While
I
Boyd
when conversations
am
convinced
1985,
section
that
6.6.1.1),
among t h e s e y o u n g p e o p l e to Swedish
with
skill
I expected
an
alone
u s e t h e minor-
siblings and friends.
in t h e c a s e of c o n v e r s a t i o n s w i t h s i b l i n g s ,
it
with is
In
par-
u s e of t h e minor-
i t y l a n g u a g e to be much more common t h a n it w a s r e p o r t e d to b e . Siblings occupy the minority
a key
position in t h i s a n a l y s i s .
language was used with parents
t h e case
that
and siblings and Swedish was
If it h a d been
used
Minority languages in Sweden
111
with friends, then it could be argued that the minority language has a dominant position in interaction within the family and in the home. T h i s seems to be the case in many minority communities, for example among Sámis in Sweden (Helander 1984). Instead, among immigrant young people the language boundary seems to be drawn between generations: the minority language is used with the older generation and Swedish with age peers. That the boundary is clearly generational is confirmed by our interview material: many young people report using the minority language with adults other than parents ( e . g . friends' parents), while they use Swedish in the vast majority of conversations with other members of the second generation. Because the population investigated in the questionnaire survey represents only a narrow age range, it was possible to compare the patterns of language use of older and younger speakers only within the smaller group of Finnish informants studied in the two interview series. While the group of parents interviewed displayed wide variation in the pattern of language use, and the children a narrower range of variation, it was generally true that the parents used the minority language more often, and in a far wider range of contexts than their children did. For example, many parents had the opportunity to use Finnish on the job, with Finnish co-workers, while, as we have seen, their children use Finnish only rarely with friends. The pattern of language use for the young people can be said to display another sort of age-grading as well: use of different languages with interlocutors of different ages. T h i s sort of age-grading can also be an important indicator of language shift in progress. I will discuss this point further in the final section of this paper. One possible exception to the general pattern of domains following generational boundaries can be found in the results for language use with the boy or g i r l friend, which show that a sizeable proportion of young people in table 5 use ML at least sometimes in these conversations. The figures are based on a small number of cases, but it may be that use of a minority language in this relationship seems more natural (as it presumably follows the pattern of language use between the young people's parents) than in other cases of age-peer interaction, where Swedish dominates even between young people and their bilingual peers. ( 6.
DISCUSSION
Taken as a whole, the results of the study show a s u r p r i s i n g l y low degree of active bilingualism among second generation immigrants in Sweden. T h e picture seems comparable to what was commonly found earlier in this century among
112
Boyd
second
generation
result
is somewhat
the
"ethnic
towards
linguists
for the
in
States
has
led
particular
in
to
a
(e.g.
& Starck
general
to
a
relatively
in.
e.g.
Boyd
working
in
the
field
of
bilingualism
u n d e r normal c i r c u m s t a n c e s ,
I have
r e s u l t s of my
study
for
Boyd,
languages
even
resource
presented
1985 a n d
minority on
1966).
This
have
called
(1981)
more
positive
attitude
policy
towards
generous and
for
forthcoming),
in
Sweden
immigrants
individual,
position
also
be
in
other
discussed
supported.
Sweden,
minority
languages
then
group
advantage
larger society
If
I
feel
and
papers
he
(see
in w h i c h
is t r u e ,
as
an
society
I
the
assimilation
that
the
she or
ways it
that a large-scale linguistic
to
the
this
and
could
seem to i n d i c a t e ,
among
the
arguments
minority
b i l i n g u a l i s m is a d e f i n i t e
individual and a benefit for the community and
lives
Fishman
Allardt
Sweden.
today feel t h a t ,
going
and
United
since what
movement"
ethnicity,
Most
in t h e
unexpected,
revival
immigrants in
think
immigrants
is
important
at
large
is
g o i n g to w a s t e . 6.1.
Ethnic
background
T h e r e s u l t s p r e s e n t e d in s e c t i o n 5 as were
s h o w n to g i v e
sented
in section
different
ethnic
little support
3.
Despite
minorities
active
bilingualism
ethnic
minority
in t h e
wide
in
variations
Sweden,
second
background.
r e g a r d s t h e v a r i a b l e of e t h n i c
to t h e h y p o t h e s e s
for
in t h e
patterns
of
no
major
difference
generation
could
be f o u n d t h a t
Instead,
background
language s u r v i v a l in
it seemed to b e q u i t e
living the
an
was clear or ambiguous,
that
is, w h e t h e r
both
significant
or only
of
the
degree
coincided
o r not t h e y o u n g p e r s o n ' s m e m b e r s h i p in an e t h n i c m i n o r i t y a n d / o r majority
preof
with
whether
the
Swedish
one p a r e n t
was
immigrant. I
have
no immediate e x p l a n a t i o n
for the
lack of s i g n i f i c a n t
d e g r e e of b i l i n g u a l i s m among t h e v a r i o u s e t h n i c m i n o r i t i e s . course,
s h o r t c o m i n g s in t h e methods of a n a l y s i s ,
situation
of d i f f e r e n t
of a c t i v e
bilingualism.
Another have and
e x p l a n a t i o n may
in common:
generous even
minorities,
policy
the fact towards
or
in
regard
all r e s i d e
minorities
in t h i s
of
pluralism,
ethnic
in S w e d e n .
country, it
A rants
in t h e a g e g r o u p i n v e s t i g a t e d
recent in
state
Sweden
positive ( S O U
investigation reported
1984).
Still,
in t h i s
into t h e
that attitudes
extent
and
may
in
or
m i n o r i t i e s in
t h e official
be that
the
of
social
measurement
Despite the
is s t i l l e x t r e m e l y
the
is,
r e g a r d to t h e
to t h e d e f i n i t i o n
immigrant y o u n g p e o p l e to a s s i m i l a t e l i n g u i s t i c a l l y ticularly
in
lie in s o m e t h i n g all t h e e t h n i c
that they
encouragement
either
difference
One possibility
Sweden
relatively acceptance
pressure strong,
on par-
study. of d i s c r i m i n a t i o n
towards
immigrants
against
immig-
were
surprisingly
it is not d i f f i c u l t to d e t e c t a t t i t u d e s a n d
expectations
M i n o r i t y languages in S w e d e n on
the
part
saying
in
of
majority
113
group
S w e d i s h commonly
seden d i t man kommer", lish "When
members
c i t e d in
that
should
immigrants
assimilate.
A
"Man f â r
ta
is
w h i c h is more or less e q u i v a l e n t to t h e s a y i n g
in Rome, do as t h e Romans d o " .
milation may
immigrants
discussions of
be u n u s u a l l y
strong
in Eng-
One reason t h e expectation of assi-
in Sweden
is t h e
fact that Swedes
who emi-
g r a t e d to t h e U n i t e d S t a t e s in most cases assimilated l i n g u i s t i c a l l y w i t h i n one or two g e n e r a t i o n s . as
a country
variation
In many o t h e r r e s p e c t s ,
where
and
uniformity
individuality
the United States.
(Britten
In g e n e r a l ,
S w e d e n can be c h a r a c t e r i z e d
and conformity Austin
are highly
1968),
as
valued,
compared
it seems to be important to a n a l y z e c a r e f u l l y
norms a n d v a l u e s of t h e host c o u n t r y ,
and of t h e majority g r o u p
as well as t h e conditions u n d e r w h i c h t h e minorities themselves Language
the
in p a r t i c u l a r ,
live.
r e g a r d to t h e p a t t e r n of language
to indicate t h a t a rapid language s h i f t
is in p r o g r e s s
immigrants.
normally
Interaction
interaction w i t h use t h e
w i t h age
peers
among second
takes
place
if this
minority
p a t t e r n of language
language
less
and
use c o n t i n u e s ,
less
as
they
from home, t h e i r contacts with t h e i r p a r e n t s
minority
group
definite
risk t h a t
investigation
presumably many
would
become less
young
a f t e r moving away from home.
less
people categorized
be categorized
w h e r e m a r r i a g e between
and
as
marginally
older.
Clearly,
actively
young they in t h e
there
bilingual
within
only
As
and o t h e r adults
bilingual
while
It can
that these
grow
frequent. as
use seem generation
in S w e d i s h ,
p a r e n t s often t a k e s place in t h e minority language.
be e x p e c t e d t h a t , move away
to
use
T h e r e s u l t of my i n v e s t i g a t i o n w i t h
people
than
f o r example
in a s s e s s i n g t h e p r o s p e c t s of t h e s u r v i v a l of lin-
g u i s t i c a n d e t h n i c minorities,
6.2.
generally
rather
is a
in
a few
this years
M a r r i a g e p a t t e r n s among t h e f i r s t generation -
immigrants and S w e d e s is q u i t e common - s u g g e s t
that
m a r r i a g e w i t h i n t h e same minority in t h e second generation will not predominate. If t h e p a t t e r n of language other well,
immigrant
(see
use in homes
table 2 above)
t h e p r o s p e c t s of minority
tion seem v e r y There
are,
First,
true
for
the
is S w e d i s h and
second
the
generation
languages being passed on to t h e t h i r d
as
genera-
dim. however,
c e r t a i n aspects
languages in S w e d e n , w h i c h here.
w h e r e one p a r e n t
holds
of
t h e situation
of immigrant
minority
may c a u s e us to r e v i s e t h e p i c t u r e I h a v e s k e t c h e d
and most i m p o r t a n t l y ,
programs of education with minority
languag-
es as t h e medium of i n s t r u c t i o n h a v e s t a r t e d for many immigrant pupils belonging
to t h e
largest
should t h e s e classes
minority
in
particular
Finnish.
g i v e s u p p o r t to t h e minority
language
languages
by
y o u n g people's skills in t h e l a n g u a g e s ,
groups,
Not
increasing
only the
but t h e y should p r o v i d e them with much
g r e a t e r o p p o r t u n i t i e s f o r using t h e languages e v e n outside t h e classroom.
Boyd
114 Second,
t h e r e may
be a t e n d e n c y
S w e d i s h more f r e q u e n t l y a n d er, or even older particularly way
of
young
i m p o r t a n t to e x p r e s s
doing
young
bilingual
this
is
people can
through
express
non-standard speech,
in t h e a g e g r o u p i n v e s t i g a t e d
in c o n t e x t s w h e r e people.
T h e mid-teens
solidarity
language
their
it is not u s e d b y
with o n e ' s
(Labov
slang, swearing
is an
a n d an
Payne
1975).
orientation
etc, b u t b y
not
it is
important Bilingual
only
by
u s i n g t h e majority
e v e n in s i t u a t i o n s w h e r e t h e i r p a r e n t s a r e p r e s e n t , f o r
use
young-
age w h e n
peers,
1972,
reference g r o u p
h e r e to
either
using
language,
example.
F i n a l l y , t h e c o n t i n u e d immigration of a b o u t 3 5 , 0 0 0 i n d i v i d u a l s to S w e d e n each year
should
future
generation tinued ought
see to it that t h e
(Widgren
1981),
in t h e f u t u r e ,
movement to
even
of
provide
country
individuals
So far,
multilingual
proceeds
for the
rapidly
within
as it seems to do in t h e p r e s e n t .
a continued
their o f f s p r i n g .
remains
if assimilation
this
in
both
need need
for
directions bilingual
has o n l y
over
skills
led to
g u a g e m a i n t e n a n c e f o r l i n g u i s t i c m i n o r i t i e s in t h i s
Actually,
the
second
the
Swedish
among
a very
foreseeable the
con-
border
immigrants
limited s o r t
of
and lan-
country.
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Language Loss and Symbolic Gain: The Meaning of Institutional Maintenance A/an Davies of Edinburgh
University
1.
INTRODUCTION
In addition to the general issues of language loss and the standard v e r s u s
the
dialect in language education, the issues addressed in this paper are the indeterminacy
of the notion
'mother tongue'
provision within normative s e t t i n g s ,
and t h e
problem of
language
teaching
itself always a practical question but made
also a theoretical concern in the context of minority language education because of
mother tongue
Scotland
is
indeterminacy.
discussed
and
the
Institutional
particular
language maintenance
problems
of
the
policy
Chinese
in
community
highlighted with a brief analysis of i n t e r v i e w data.
2.
ETHNIC
BOUNDARIES
Anthropological
l i t e r a t u r e on ethnic boundaries and ethnic identity
compellingly
accepts t h a t boundaries a r e indeterminate and that identity can be attained conscious Barth
choice.
(1969),
Kaufman
Horowitz
1984), Rosen & B u r g e s s (1985),
indicate
the
(1961),
(1975), (1980),
saliency
Sherif
followed
& Hovland by
e.g.
(1961),
Giles
Le Page & T a b o u r e t - K e l l e r
of ethnic
indeterminacy
erminacy
has
competence, as necessary
always
been acknowledged:
the
Tosi
(1982),
and Le Page
linguistic idealisations,
since
abstractions/concepts
not to speak
(1979,
language
Linguistically
speech community and even of language itself,
cholinguistic and sociolinguistic g r o u n d s .
by
(1965),
(1977),
and,
seen as itself an e t h n i c i t y , of language indeterminacy.
Moerman
is
this indetof
langue,
have been
proposed
of being necessary
on psy-
Horowitz (1975) points to t h e dilemma
in terms of e t h n i c i t y : " O n what precise basis p r e v i o u s l y unrelated groups come to r e g a r d themselves as possessing a common identity while excluding others from sharing it,
remains
an
essentially
know that the indicia
unresearched
what
do the criteria follow?
most
influential
in
contact with ethnic likeness
and
question.
Put
of identity tend to follow the criteria shaping
Generally, and
two t y p e s
altering
group
The
second
is
the
boundaries.
size
and
we
may
of i d e n t i t y ,
of v a r i a b l e
s t r a n g e r s p e r c e i v e d as possessing
difference.
starkly,
seem to The
first
but be is
v a r y i n g degrees of importance of
the
Davies
118 political unit w i t h i n w h i c h g r o u p s f i n d t h e m s e l v e s . related. which
Political
group
T h e two a r e , of c o u r s e ,
b o u n d a r i e s t e n d to set t h e dimensions of t h e f i e l d w i t h i n
contact o c c u r s .
That contact,
in t u r n ,
renders
it
necessary
f o r g r o u p s to s o r t out a f f i n i t i e s and d i s p a r i t i e s . It
is
not
"choice" of t h e
really
accurate
process
is t h e
considerations
entirely,
entangled
with
(but
others)
not
"(...)
but,
it
within still
Research
on scales (weight,
where
and u n l i k e n e s s ? " What t h a t v i e w
group Y ,
rather
group
Non-speakers
has
so on)
b r e a k t h e bond
always
change:
language X because of
I speak
Western
" t h e common
in e i t h e r
type
characteristic made
a
little
and
of
I am c u l t u r a l l y
it
X that
learning.
points
man who
groups context"
unanswered.
but
stimulus
that of
is t h e likeness
language
etc.
I claim membership of
likely
t h e r e f o r e to
Petersen
to t h e attempt
(1975), by
race and l a n g u a g e "
persists
in
a member of move
discuss-
scholars (178).
confusing the
two
"to
But
he
(genetic
is h a l f - r i g h t , f o r t h e effect on c u r r e n t b e h a v i o r of heritage
is t h a t in
is
likely
marks
to
the
their
be t h e same"
separation
intensity
of
of As
r e q u i r e s a "pool of s y m b o l s " .
contributes
to t h e
pool
but
is
(179).
ethnic
feeling,
Indeed,
groups
their
has
typical
Petersen and others
B r a s s 1974, Khleif 1980, B o u r h i s 1984),
reminds u s ,
religion,
e i t h e r colour or
some
heavily
identity.
as much a c a u s e of political d i s p u t e as a n y o t h e r e t h n i c i t y . colour
of
with the
in a d v a n c e ,
language are
Europe,
difference
L e v y 1962,
Brass (op.cit.)
are
specific
proceeded
demands, o r e v e n t h e i r symbols of communal a d h e r e n c e . show ( e . g .
in
of
result
strategic
they
w h a t a r e t h e criteria
language
t h e minority
and l i n g u i s t i c c l a s s i f i c a t i o n s )
usually
relatedness
specified
in t h e popular mind between
goes on to s a y :
whatever
involved,
the
a choice o r an act of
it is because
s u b n a t i o n s of
belief
are
s u b s t a n t i v e questions
from c u l t u r a l allegiance to second language
a
one
v i r t u e of
or
implies f o r t h e discussion of e t h n i c b o u n d a r i e s is t h a t
I do not speak
the
as
(123).
can itself be an i d e n t i t y ,
ing
process
a r e alike by
encountered
major
of judgement and
of
series
leaves t h e
size,
these
judgements the
t h i n g most at issue in b o u n d a r y
Y.
sifting
T h a t is not to rule out instrumental
perceptual
property
Thus
this
conclusion t h a t some g r o u p s
imputed common a n c e s t r y .
(121);
to d e s c r i b e
in t h e sense t h a t one chooses f r i e n d s or allies f o r t h e e n d
l a n g u a g e can be Nation
formation,
Language,
probably
like
race,
less salient
than
race.
From t h e point of v i e w of P e t e r s e n ' s "common man" t h e r i g h t s of g r o u p s and individuals
in t h e U S A
& Hiller (1979:21) "the
landmark
presented consitute
a r e legally
defined b y Lau ν
Nichols (1974).
Teitelbaum
comment: case in bilingual education was
to t h e
courts
national-origin
the
issue
minority
of
whether
groups
Lau ν Nichols. non-English
receive
an
It
squarely
students
education
free
who from
L a n g u a g e loss and symbolic gain unlawful discrimination understand. tion,
the
(...)
Lau
119
when i n s t r u c t e d in E n g l i s h ,
Although
decision
it d i d not e x p r e s s l y
legitimized
and g a v e
a language t h e y
do not
e n d o r s e bilingual
educa-
impetus
to t h e movement
equal educational o p p o r t u n i t y f o r s t u d e n t s who do not speak The
E C analogue for Lau is t h e Directive
Children,
which
reception
system
guages of for
in
1976 i n c l u d e d
w h i c h would
include
t h e host c o u n t r y "
teaching
these
and
children
on the Education
provision
for
intensive
"providing
their
mother
s t u d y of
and
and
culture,
of o r i g i n " .
Workers'
developing
t h e language
more o p p o r t u n i t i e s
tongue
school a n d in collaboration w i t h t h e c o u n t r y
of Migrant
"organizing
removed
the
element
of
compulsion
and
the
absolute
issue.
The
Lau
Remedies
t h a t commitment means. are
helpful
in t h e
appropriate
if
possible
legal
t w e n t y o r more c h i l d r e n of a p a r t i c u l a r e x t e n s i v e or sophisticated p r o g r a m . p a r t s of t h e Indeed
UK
has been slow
in
grounds. to
mother
T h e problem has
context,
a
key
recommending
that
national-origin g r o u p a r e needed f o r an
T h e t a k e - u p of t h e E C D i r e c t i v e
partly
it may be t h a t numerosity
right
Numbers a r e o b v i o u s l y
USA
a
lan-
T h e 1977 revision of t h e
t o n g u e t e a c h i n g , and was accepted by t h e B r i t i s h g o v e r n m e n t . remained of w h a t e x a c t l y
or
as
D i r e c t i v e was more acceptable in t h e U K on political and a d m i n i s t r a t i v e It
for
English".
because of t h e
has been
in v a r i o u s
small numbers
involved.
used as an e x c u s e f o r t h e lack of
action.
3. In
PUBLIC
LANGUAGE
Scotland,
itself
legal p u r p o s e s , The
education
largest
an ethnic
are
The three
unit
in to
"unofficial
in Scottish
in
in
the
in S c o t l a n d a r e found primary
(...)
in S t r a t h c l y d e , enrol
in t h e c i t y , the
de
facto
and
on
the
roll
in
(civil) report:
Strathclyde
Scotland Overall
some
is
66
per
numbers
of
Pakistan,
of
India
ethnic (...)
Kong.
On
pupils
w i t h Glasgow a c c o u n t i n g for almost 80 p e r
cent
of
ethnic
is f u r t h e r
minority
concentration:
pupils
in
primary
schools accommodate 70 p e r cent of all T h i s t r e n d of concentration demon-
occurring
provision
individual
and Hong
some 70 p e r cent of e t h n i c minority
while 4 s e c o n d a r y segregation
the
educational
s u g g e s t t h a t t h e r e a r e at least 6500 -
Within Glasgow t h e r e
about t h e n a t u r e of educational majority
and
region.
Glasgow's s e c o n d a r y e t h n i c minority p u p i l s . strates
educational
recently published a
government.
surveys
S t r a t h c l y d e total. schools
for
Strathclyde
Scotland local
UK
Department
major g r o u p i n g s o r i g i n a t e from
c e n t of t h a t schools
SCOTLAND
schools whose e t h n i c o r i g i n s a r e outwith t h e U K .
t h e basis of t h e global f i g u r e s
10
area
Education
devolved
minorities a r e small:
IN
minorities
government
responsibilities 7000 pupils
autonomous
the Scottish of
local
MAINTENANCE
in
these
areas,
w h e r e ethnic
schools"
(Scottish
raising
questions
'minorities'
constitute a
Education
Department
120
Davies
1983:4). In other words the report points to the typical situation of density within s p a r s i t y . If overall Scottish numbers are used then attention to ethnic minority languages would appear unjustified: it is not a 'Scottish' problem. If, however, the view is taken, as in the Lau Remedies and quite explicitly in the civil liberties view as expressed in the Lau judgement itself, that it is the school that is the unit, even more the c l a s s , then within S t r a t h c l y d e and p a r ticularly within Glasgow numerosity can be used to the advantage of ethnic minority language maintenance. In Glasgow the decision has now been taken and implemented to mount community (not 'minority') language teaching in two secondary schools as a beginning. In one of these Urdu and Punjabi are now being taught in Secondary 1, each with its own teacher. Punjabi has 9 pupils and Urdu 14. T h e community languages are organised and supported on the same terms as any so-called f o r eign language ( e . g . F r e n c h ) : that is to s a y , they are taught as foreign languages for three or four hours per week. It is to be hoped that the teaching methods and materials are as good as they are for French for "if it means c h i l dren being taught by unprepared teachers, possibly against their will, b y medieval methods, it could do more harm than good" (Rosen & B u r g e s s 1980:107). In the other school a smaller g r o u p , between 6 and 9, have started Chinese from Secondary 3. T h e problem here has been which Chinese, Mandarin or Cantonese. A d v i c e is conflicting. T h e children all have connections with Hong Kong as do most of the Chinese UK community. T h e home language is Cantonese or Hakka; it is unlikely to be Mandarin. Cantonese is a language of wide provenance with a long tradition, literature, etc. If the children return to Hong Kong, it is Cantonese they are likely to need. On the other hand, Mandarin is the Chinese national language: the writing system is the same and since learning Chinese at school is largely a process of becoming literate, why not learn spoken Mandarin as well? A n d in these children's lifetime contact with China (including perhaps Hong Kong) is likely to be t h r o u g h Mandarin. Notice that this is a different argument from that concerning a choice between Urdu and Punjabi, i . e . whether for those whose ethnic connection is with Pakistan, where Urdu is the national language, it is thought more appropriate to receive education, to become literate in Urdu rather than in Punjabi: this is the familiar extension of the diglossia polarity, from Creole or French in Haiti, English or Swahili in T a n z a n i a , and in such cases the likely choice is what Ferguson (1959) in his discussion of diglossia has called the High or Η-code. T h e r e is a f u r t h e r dimension as Rosen & B u r g e s s (1980:107) point out: "It is by no means clear what is meant by 'the mother tongue' of the pupils. We understand, for example, that the Punjabi spoken in this count r y [ i . e . the U K ] has changed significantly and that this changed Punjabi is already f i n d i n g its way into the printed form. T h i s is the Punjabi children know. Is it the Punjabi they should be taught?".
L a n g u a g e loss a n d symbolic g a i n They
a r g u e that this
121
is the same i s s u e as that of the Italian s p e a k i n g
community
(Tosi
1979,
1984) where c h i l d r e n
connection
have
received
instruction
in
standard
maintenance i n p u t has been the f r a g m e n t a r y is in a p r o c e s s of swift attrition.
Bedford
of families with a S o u t h e r n Italian while the
Italian
only
home
S o u t h e r n Italian home dialect w h i c h
B u t in terms of choice t h i s t h i r d case is d i f -
ferent from the other two.
H.
A CASE OF
DIGLOSSIA
In the f i r s t case ( C h i n e s e : M a n d a r i n o r C a n t o n e s e ) , the i s s u e is classic d i g l o s sia and has Cantonese common.
to do with need a n d u s e f u l n e s s a n d practical
is u s e d
as the
Although
s p o k e n medium
the community
itself
must be c o n s u l t e d ,
d i s p u t e that the code to teach s h o u l d be C a n t o n e s e . jabi and the
Urdu),
typical
time
and the o r t h o g r a p h y
considerations. is
in a n y
there is
really
In the second case
we h a v e the e x t e n s i o n to d i g l o s s i a p l u s bilingualism
addition
of v a l u e
and
among p a r e n t s that the p r o p e r
prestige
to
Urdu
and
the
l a n g u a g e of l e a r n i n g is U r d u :
case no
(Pun-
b u t with
possible
attitude
"Educated
Pakis-
tani families and Indian Muslim families p r e f e r to speak U r d u at home, w h a t e v e r the
mother
there
tongue"
is really
(S.
Hamid,
no d o u b t , when
personal there
communication).
Again,
however,
must be a choice, as to which code
to
teach, v i z . that the code to teach s h o u l d be U r d u . In the t h i r d situation
case,
that of the
changing
v a r i e t y of
in P a k i s t a n o r
the U K .
Punjabi and
the
Italian s p e a k e r s
Indeed the solution in t h e i r situation might be to teach them,
in the
Strathclyde
experiment,
albeit false b e g i n n e r s . s e c o n d examples
Punjabi,
(Illich 1981). Punjabi
ensure
that the
codes.
But
forms
rather
or
as if t h e y
U r d u or s t a n d a r d
Where is the d e s c r i p t i o n that
changed
Italian?
to stipulate
that,
to b e h a v e
and with
learners,
problem of teaching Italian.
and
anything
For what else could be
a n d where the materials f o r that
The
only
are themselves to
language
in
exactly
and different from the f i r s t
t h e r e is a real
teachers employed
than
were f o r e i g n
For in t h e i r situation,
of maintenance,
other than s t a n d a r d changed
Italian,
Italy a n d s p e a k i n g local dialects w i t h , of c o u r s e , the
important difference of l a n g u a g e attrition among
taught?
or
is quite d i f f e r e n t and is o n l y qualitatively different from that of c h i l -
dren living
as
Punjabi
require
possible
proficient
teachers
characteristic
to
teacherly
compromise in those
use
these
normative
is
to
changed changed attitudes
t o w a r d s the s t a n d a r d codes t h e y h a v e themselves a c q u i r e d would be u n r e a l i s t i c . In
terms
of
the
taxonomic/model
typologies
proposed
L o v a s (1970) reported in T r u e b a & B a r n e t t - M i z r a h i
by
e.g.
Fishman
(1979), the S t r a t h c l y d e
t u r e does not fit neatly a n y w h e r e , since it b e g i n s too late to be p r o p e r l y sitional,
monoliterate,
compensatory,
it
is
partial or full b i l i n g u a l i s m . no
doubt
a
kind
of
ventran-
Since it may be r e g a r d e d
transitional
programme,
&
as
perhaps
Davies
122
a d d i t i o n a l w o u l d be a b e t t e r t e r m : rather,
as w i t h
French
as
in no sense is it i n t e n d e d t o r e p l a c e
a foreign
language,
i t is
an a t t e m p t t o
English;
provide
an
a d d i t i o n a l t o o l . O r is it?
5.
TWO VARIETIES
Let
me now
return
approach.
I want
tion,
(1)
viz.
largely
OF MINORITY
LANGUAGE
to
examples
the
earlier
now t o d i s t i n g u i s h
standard'
second
language
(e.g.
Cantonese).
(into e.g.
whose
(e.g.
e.g.
take
different educa-
home e n v i r o n m e n t
UK),
Urdu,
a
language
and
(2)
Mandarin
in
the
'Maintenance plus
to
mother
tongue
speakers
of
English)
ways
of a n d
cause
even
school
use,
for
maintenance.
even
foreign
Languages
language
a r e lost
type
is t o
(after
lllich
1981)
' T a u g h t mother tongue'
t a u g h t w h i c h in t h e c o m m u n i t y ' s v i e w T h e p u r p o s e of expansion')
child already type
the first
is to indicate belongs;
('Taught
mother
mother tongue
is
instruction
membership
t o secure
lack of
mother
type
('Maintenance
that
learners
of
an
'official'
or
plus
of a c o m m u n i t y t o w h i c h official
membership
of f a c t t h e s e c o n d t y p e may in p r a c t i c e be j u s t
being
tongue.
language' of
the
instruction
a community
t h e c h i l d ( o r t h e c h i l d ' s p a r e n t s on b e h a l f of t h e c h i l d ) w i s h e s t o j o i n . sense
use:
tongue
T h e second i n s t r u c t i o n t y p e I
t h e p u r p o s e of t h e s e c o n d tongue')
speakprovide
s i n c e h e r e a new code is
stands for' the mother
a n d symbolise
to
(e.g. expand
also t o
through
instruction
s p e a k e r s p r o v i d e s some s u p p o r t f o r m a i n t e n a n c e . label
speakers)
to
Pun-
expansion'
i n t o l i t e r a c y a n d o t h e r v a r i e t i e s a n d in t h e case of t h e m i n o r i t y l a n g u a g e e r s ( b u t n o t in t h e case of t h e m o t h e r t o n g u e E n g l i s h
or
UK)
s i n c e t h e reason f o r t e a c h i n g t h e m o t h e r t o n g u e
English
is
official'
n o n - s t a n d a r d l a n g u a g e at home ( e . g .
T h e f i r s t i n s t r u c t i o n t y p e I label
literacy skills)
Cantonese,
to children
instruction
but
of m i n o r i t y
C a n t o n e s e in t h e
c h i l d r e n w h o speak a n o n - o f f i c i a l o r jabi,
I discussed,
two varieties
mother tongue education
in t h e m o t h e r t o n g u e
MAINTENANCE
which
In p o i n t
as s y m b o l i c as t h e f i r s t in
'standard'
language
in
such
the
community
l a n g u a g e l e a r n i n g p r o g r a m m e s may g e t no f u r t h e r t h a n t h e a l p h a b e t a n d elementary literacy
(Indeed,
if b e y o n d b e g i n n e r F r e n c h
is r a r e l y a c h i e v e d b y most UK
c h i l d r e n , w h y s h o u l d M a n d a r i n o r U r d u be a c q u i r e d a n y b e t t e r w h e n t h e o p p o r tunity
for their
munity
child?).
represent
use is more Learning
a symbolic statement
no d i f f e r e n t f r o m l e a r n i n g nance
plus
community
remote t h a n
a 'Taught
expansion ) membership
guage class,
a n d in t h i s
Cantonese.
may is
also
both
i.e. the children
is,
be
say,
French f o r the minority
mother tongue',
therefore,
may
sense l e a r n i n g U r d u
in
or Mandarin
In t h e same w a y my f i r s t t y p e membership
indicated
securing
and secured
(or parent for the child)
by
in
com-
practice
that
the
attendance
desired
at a
makes an act of
lan-
identity
t h a t s t a t e s t h a t t h e c h i l d ( w h o may be a s p e a k e r of B e d f o r d c h a n g e d I t a l i a n , B r i t i s h changed Punjabi)
r e a l l y is a s p e a k e r
of I t a l i a n ,
Punjabi e t c . ,
is
('Mainte-
i.e.
or
really
L a n g u a g e loss a n d symbolic belongs.
is l a c k i n g
functional
value:
in
use.
indeed,
both
the
it is p r e c i s e l y
language.
initially,
as
pose
and
directing
enough external
will
Neither i.e.
But
them
both
into
d e m a n d s will
language
be
value that
informs
purposes can,
subject
for
(e.g.
purposes
can
learning
both
either
by
are
l i k e l y to
cause
grammes,
or
provision
for
above
all,
language
establishing
or
start
individual
demands that
by
providing
foreign
a s in t h e C o u n c i l of example
of
the U S S R
Hebrew
problems
them with
languages,
examinations.
teaching for
defining
If
teacher
surveys
bilingualism, downward students use
a
regard
as
use
is
in
of
terms
and
academia), in w h i c h , and
ritualised)
was
of
being
was
given
In t h e W e l s h
i.e.
possible.
over public
Such
and,
functional, must
then itself, The
dissidents
v a l u e of a n
which
in
overpower-
case what
has
It
is
the
helped
function
w o r s h i p of e n r i c h i n g t h e a c q u i s i t i o n
in t h e s h a p e of H a u g e n ' s
what one
of
intimate
maintain
language
in eisteddfodau
input (because
recognition
to my
themselves
c o n t i n u e d to p r o v i d e a p u b l i c no d o u b t
societal
leading
speakers
l i t e r a t e role
insistence on
a 'modern'
of
language by
evidence
immediate f a m i l y ,
and
function routinised
of t h e
need
for
receptive use, that so much
a Welsh has
the
language inestimable
e n v i r o n m e n t a n d of
t h e m o d e r n i t y of t h e l a n g u a g e as well as itself r e q u i r i n g neering
pro-
teaching
materials
Jewish
experience
kitchen,
H superposed
in Wales to t h e
made a v a i l a b l e .
is
heritage
o t h e r p u b l i c u s e , a g a i n p r o v i d i n g a b o v e all o n g o i n g attention
language
about the possibility
else, a continued comprehensible made
of
among
the
variety
is r e l i g i o u s w o r s h i p w h i c h h a s if n o t h i n g
which
language
( L M P 1985) b a s e d on t h e
in t h e W e l s h
p o t jam' W e l s h ,
( a p a r t f r o m t h e élite formal
Project
attrition
self-stigmatised
non-standard.
teach-
i n t e r n a l d e m a n d s of f u n c t i o n .
maintenance
not o p t i m i s t i c
manifested
labelled
secret
com-
language
methods,
case, w h e r e sentimental
England,
fossilisation, once
of
in
except
Soon
such
instrumentality.
O p i n i o n of t h e L i n g u i s t i c M i n o r i t i e s of t h e i r
purmoti-
programmes,
minority
learning
least their
languages.
h a s to a c c e p t t h a t a n d
create
and/or
s e e m s to b e a s p e c i a l
i n g k i n d c a n c r e a t e its o w n
language
at
off,
must treat
array
training,
languages
Europe schemes, acquisition
most
the complete
successful
community
for
and
need-
any specific learners
languages-for-specific-purposes
purpose
symbolic
in t e r m s of
m u n i t y l a n g u a g e t e a c h i n g as e n t i r e l y e q u i v a l e n t to o t h e r f o r e i g n ing,
outlined,
sentimental
be t h e m s e l v e s
History)
of
to
be p r e s e n t e d ,
a time,
can only
be n e c e s s a r y ,
identity. I have
preferred
p u r p o s e is f u n c t i o n a l
they
the
is an act of
minority always
same time b o t h
functional,
learning.
for
sentimental
- just like a n y school
language
vating
need
purposes. At the
wholly
own function
the p u r p o s e s
Instrumental
securing-membership ing
123
A t t e n d i n g a language class indicates that,
What is
gain
TV-channel advantage symbolising
informal l a n g u a g e
( 1 9 6 6 ) e l a b o r a t i o n of f u n c t i o n s .
engi-
Davies
124 6.
DOUBTS
ABOUT
LANGUAGE
MAINTENANCE:
THE
CASE
OF
CHINESE
IN
EDINBURGH In t h e UK at p r e s e n t some 10,000 l e a r n e r s a t t e n d w e e k - e n d community classes
in
Chinese ( H o n g
Kong
Government
Office
1985),
a huge
language
commitment.
In t h e case of t h e Chinese community in E d i n b u r g h , w h i c h we have b e g u n
stud-
ying,
it
the
maintenance
noticeable
how l a r g e
language
a part
t h r e e w e e k - e n d schools the
provision
encouraging involved
itself", the
use
the
community
of
the
the
it,
LMP,
"is
language
as well
other
of
than
pupils
Cantonese;
plays
again
is
in t h a t t w o of
Christian churches:
a form
as t h e
is
religion
are u n d e r t h e auspices of says
in o r g a n i s i n g
of
institutionalised
collective
English
"(...)
activity
among
themselves"
often
the
(LMP
the
adults
1985:265).
T h e LMP's pessimism is shared b y Fishman (1985), whose summary of t h e e t h n i c revival
in t h e USA
e x c e p t as a m a r k e r
seems t o
accept
of i d e n t i t y .
the
i m p o s s i b i l i t y of
He goes f u r t h e r
and
language
maintenance
concludes t h a t
what
the
rise and f a l l of t h e e t h n i c r e v i v a l d e m o n s t r a t e is t h a t language is not necessary in o r d e r t o claim e t h n i c i t y . 60s and
He admits t h a t t h e rationale f o r t h e r e v i v a l
70s was t h a t " l a n g u a g e
ethnocultural behavior"
(505).
r e q u i r e an e t h n i c language: but ( . . . )
is both p a r t
However,
of,
indexical
the ethnocultural
"Non-English mother
In t h e
Edinburgh
Chinese
languages,
since members of t h e community
community
community,
New T e r r i t o r i e s of Hong Kong) are o f t e n language of l i t e r a c y and e n c o u r a g e
- the official
literacy
-
i.e.
Cantonese
in t h e
symbolic of
s e l f - c o n c e p t does
tongues
it is a small role r a t h e r t h a n a c e n t r a l one"
of and
have a role to
not
play,
(275). is o n l y
one of
the
three
(largely drawn from
the
h e r i t a g e s p e a k e r s of Hakka and of t h e
reason f o r t h e schools' e x i s t e n c e is t o teach
Mandarin.
If we agree t h a t
the official
role of
community language maintenance is to a d d r e s s t h e ' T a u g h t mother t o n g u e ' , speech may lose its essential power
to teach i t "
(LMP 1985:268), t h e n t h e f u t u r e of Cantonese in t h e Chinese com-
munity
schools f o r t h o s e f r o m Hakka s p e a k i n g
if t h e r e is an a t t e m p t
that
"vernacular
homes is bleak i n d e e d .
formally There
is
l i t t l e i n c e n t i v e and l i t t l e demand on c h i l d r e n f r o m t h e s e homes t o a c q u i r e Cantonese: t h e available i n p u t
is o n l y
in these w e e k - e n d 2 - h o u r classes.
Little
won-
d e r t h a t Hakka s p e a k e r s ' c h i l d r e n abandon H a k k a , do not a c q u i r e Cantonese o r Mandarin
and s h i f t
dence s u g g e s t s ,
more o r
along w i t h
less completely
to
English,
or
so a p o c r y p h a l
evi-
stories of s e m i - l i n g u a l i s m and c h i l d r e n ' s i n a b i l i t y
or
u n w i l l i n g n e s s to i n t e r a c t w i t h t h e i r Hakka s p e a k i n g p a r e n t s in Hakka o r in E n g lish
(but
see M a r t i n - J o n e s
& Romaine
1986, f o r
a denial
of t h e
possibility
of
semilinguaiism). Fifteen speakers
we have r e c e n t l y
i n a b i l i t y to r e t r i e v e k i n s h i p terms typical
example one y o u n g
adult,
interviewed
in Cantonese have
all
shown
in Cantonese o u t s i d e t h e n u c l e a r f a m i l y . aged
18,
resident
in Scotland
for
8
In a
years,
b o r n in Hong Kong and a n a t i v e s p e a k e r of Cantonese, was able t o p r o d u c e t h e
Language loss and symbolic gain
125
formal code t e r m s f o r m o t h e r ' s f a t h e r and m o t h e r ' s mother ( / d z o u 2 5
mou /) poV).
but
was
unable to
t h e colloquial
referents
(/guo
/dzou2
guo/,
/po*
D i r e c t lexical b o r r o w i n g f r o m English was endemic in tasks d e s c r i b i n g a
picture, Year.
a group Reduction
nation p a t t e r n from
retrieve
fu6/,
English,
shapes,
and
relating
with
at t h e
recent
Chinese
New
open
vowels becoming
into-
interference
close and a t e n d e n c y to
acculturate
labialisation.
communicative
strategy
of
overgeneralisation
r e l a t i v e s b e i n g r e f e r r e d t o not b y ' f r i e n d ' and general terms like referents.
events
and in some case phonological as well as p h o n e t i c
towards English The
of
in tones was common, as was t h e adoption of an English
There
common,
for
example
k i n s h i p name b u t b y t h e Cantonese w o r d f o r
t h i n g ' and ' s t u f f
was f r e q u e n t
was
use of
used f o r n o n - r e t r i e v e d
an emphasis
marker
(/ge/)
p h a t i c d e c l a r a t i v e sentences as if t o lay claim t o some d i s t i n c t
specific
in
non-em-
i n d i c a t o r of
the
i n t e n d e d code. T h e g r o u p contained t h r e e c h i l d r e n f r o m Hakka s p e a k i n g families, all b o r n in Scotland. Two, tonese;
both aged 11, had g r e a t d i f f i c u l t i e s
t h e s e t w o showed most r e d u c t i o n
in c o m p r e h e n d i n g any Can-
in p r o d u c t i v e Cantonese. When asked
t o add up a set of f i g u r e s , all t h r e e used E n g l i s h and not Chinese n u m b e r s . In g e n e r a l ,
in t h e sample of Cantonese and Hakka speakers a t t r i t i o n
tonese was most m a r k e d in t h e y o u n g e r
children.
Counting
in Can-
in English and
not
( o r not o n l y ) in Cantonese was noted in two of t h e y o u n g e r Cantonese speakers as well as in t h e t h r e e Hakka
7.
IMPLICATIONS
speakers.
FOR PUBLIC
LANGUAGE
MAINTENANCE
If community schools f i n d maintenance and language gain d i f f i c u l t , l i k e l y f a t e of p u b l i c
i n s t r u c t i o n w i t h i n t h e state system
process we have y e t to evaluate?
w h a t is t h e
( r e f e r r e d to a b o v e ) ,
It is possible t h a t it w i l l be more
because of t h e attachment of p r e s t i g e t h r o u g h p u b l i c
recognition,
but our
diction
is t h a t w h i l e its e x i s t e n c e as an o f f i c i a l s u b j e c t of i n s t r u c t i o n w i l l
strong
symbolic
minority
value
language will
to
in t h e
maintenance
of
t o be seen
the
to those who
set of
that group.
ethnic
symbolise and p e r h a p s maintain Language a t t r i t i o n
communities,
be limited
nance and t o a r e s t r i c t e d role
the
minority
uptake
among
do not in f a c t In o t h e r w o r d s ,
languages
though
a
successful
learners
pregive of
a
require
mainte-
it w i l l
have no
it
will
serve
to
ethnicity.
and loss are aspects of language change.
as both p o s i t i v e and
negative.
Language s h i f t has
We may s h a r e d r Johnson's
regret
( " I am always s o r r y when any language is lost because languages are t h e p e d i g r e e of language
nations"; gain
Boswell
as well
as
1773),
but
language
recognise
loss.
too t h a t
Edwards
(1985)
language is
quite
shift
means
forthright:
Davies
126 "language
maintenance
doomed to f a i l u r e "
and
revival
efforts
are
usually
munity and public maintenance classes e x i s t to maintain ity not
language.
on social f a c t o r s
artificial
(...)
and
(169). We a g r e e ; but what we h a v e a r g u e d is that both comContinuing
enthusiasm
( a n d symbolise)
for s u c h programmes
but p a r t l y too on t h e i r s u c c e s s
ethnic-
depends
in i m p r o v i n g
largely
language
profi-
c i e n c y : the s i g n s are not hopeful.
ACKNOWLEDGEMENT I wish to a c k n o w l e d g e with g r a t i t u d e the a s s i s t a n c e of T A N G Wai L a n , g r a d u a t e s t u d e n t in the Department of A p p l i e d b u r g h , with the i n t e r v i e w s a n d their
Linguistics,
a post-
U n i v e r s i t y of
Edin-
analysis.
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groups
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(1773), The life of Samuel
B o u r h i s , R . (1984),
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Little ε. B r o w n . Bell & D a l d y .
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Mul-
tilingual M a t t e r s . Brass,
P.
(1974),
Language,
Cambridge University Edwards, J.
(1985), Language,
Ferguson, C. Fishman, J .
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Language,
ethnicity
and
intergroup
relations.
London:
Press. (1966),
Dialect,
language,
nation.
American
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immigrants
Horowitz, D . tions.
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I n : M. Glazer & D . M o y n i h a n
I. (1981),
tanayak H.
theory.
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(1961),
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Ethnicity.
Cambridge,
rela-
Mass.:
111-140.
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(ed.),
Oxford University Kaufman,
seminar
(1975), T o w a r d s a general t h e o r y of racial and ethnic g r o u p
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In: D.
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PatDelhi:
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behave
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as
they
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outline
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B.
(1980),
127
Language,
ethnicity
and
education
in
Wales.
The
Hague:
Mouton. Lau ν Nichols 414 US 563 1974. Le Page, R .
(1985), Acts
Le Page,
& A.
R.
and
of identity.
London: Cambridge University
Tabouret-Keller
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Journal
(1982),
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Models and
Press.
s t e r e o t y p e s of
Multilingual
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Multicultural
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language Development
3:161-192. Levy,
P.
(1962),
La
mort
du
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Nouvelle
18:145-154. Linguistic
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M. & S .
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Semilingualism:
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Pergamon.
multicultural House.
educa-
IV SECOND- AND FOREIGN-LANGUAGE LOSS
Foreign-Language Proficiency in the Elderly Kees de Bot 8ι Toke Lintsen University of Nijmegen
1.
INTRODUCTION
In t h i s
article
a description
is g i v e n of
some investigations
into
foreign-lan-
guage p r o f i c i e n c y in e l d e r l y Dutchmen. T h r e e g r o u p s of informants were t e s t e d : a g r o u p of y o u n g e r informants (mean age 37) and a g r o u p of e l d e r l y
informants
(mean
informants
age 72)
were
tested
in German;
another
group
of e l d e r l y
(mean age 75) was tested in F r e n c h . The f i n d i n g s are compared w i t h data from B a h r i c k ' s (1984) s t u d y on l o n g - t e r m retention of Spanish as a f o r e i g n
2. FOREIGN-LANGUAGE
PROFICIENCY
IN THE
ELDERLY
T h e number of studies on f o r e i g n / s e c o n d - l a n g u a g e t h e e l d e r l y is remarkably small. eign-language
attrition
language.
p r o f i c i e n c y and its decline in
Weltens' (1987) review of t h e l i t e r a t u r e on f o r -
shows t h a t
attention
has
merely
been focused
on
g r o u p s u n d e r 25, especially f o r m e r secondary-school pupils and u n i v e r s i t y dents.
age stu-
Empirical data on f o r e i g n / s e c o n d - l a n g u a g e p r o f i c i e n c y in the e l d e r l y are
available f r o m several studies by Clyne (1977, 1981) and f r o m t h e by Bahrick
investigation
(1984).
Clyne's w o r k on language loss and language maintenance in Dutch and German m i g r a n t s
in A u s t r a l i a
has been
pioneering
in t h i s
respect.
He
recorded
spontaneous speech in English f r o m 200 postwar Dutch migrants and t h e i r d r e n and 600 German-English Australian-born), their
respective
languages.
number
of e l d e r l y
migrants
guage,
while
number
the
increased (1981:27). to t h e f i r s t
retirement,
value
of
English,
the
(half
of them m i g r a n t s ,
pattern
of
switching
One of t h e outcomes of t e n d e d to become of
transfers
and
and
the other
his research
less f l u e n t
switches
into
in t h e the
the but
T h e most l i k e l y absence "the
of
half
interference
in
was t h a t a second
first
Clyne lists a number of explanations f o r t h i s
language.
ting,
bilinguals
and analyzed
chil-
lan-
language
"reversion"
explanation is t h e change in social set-
children,
phenomena
and
t h e decreased
described
are
not
socio-economic
restricted
to
r e t i r e d o r those whose c h i l d r e n live away f r o m home. T h e y are even f o u n d e l d e r l y migrants active in t h e w o r k f o r c e who are married to English ( C l y n e 1977:50).
Clyne f u r t h e r
suggests t h a t
physiological f a c t o r s may play a p a r t in t h i s
psycho-physiological
the in
speakers"
and
neuro-
reversion p a t t e r n as well.
Elderly
De B o t & L i n t s e n
132 immigrants
c o n s t i t u t e an
specific situation The
most
extensive
undoubtedly learned Each the
was
T h e data
first
remains
tested
the
study. a
For
the
to
six
for
years
periods
purpose
of
of
of
this
in B a h r i c k ' s
show a r e m a r k a b l e sion,
the
for
drop
grammar
vocabulary on
recognition.
effect,
old,
the
of
so t h e r e
to
(group
study
is
Spanish
language
of
is
individuals. profi-
decline exponentially
interval.
After
memory
8).
the
that
for
retention
curves
is
show
speculating
8 in
his s t u d y .
or
a
"It
whether
result
of
provided
for
is
that
in
assuming
too
some
about
possi-
In his early
other
subjects
an
was
com-
to
tell
i t is an age e f f e c t ,
Bahrick's
these
decline
English-Spanish
from
says:
in
comprehen-
No
and
the
subjects
groups,
reading
recall.
oldest
after
these
to y o u n g e r
vocabulary
refrains
not
at t h e
average)
word-order,
Spanish-English
suggests
ground
closely (on
compared
(1984:34)
effect,
age
more
In t h e a n a l y s e s
s c o r e s in g r o u p
50 y e a r s some
of
aspects
Then
is u n i v e r s a l o r p a r t i c u l a r ;
of
retention 733
look
when
recall,
Neisser
about
their
attrition
period for
50 y e a r s
recognition,
himself
a time-in-storage interval
want
English-Spanish
Bahrick
Information
post-training
study
number
scores
idiom
because of
foreign-language
year
retention
we
the different
Bahrick's
unknown". years
in t h e i r
and
whether this downturn cohort
this a 50
who were tested
process
recall,
ble e x p l a n a t i o n s f o r ments
research
(1984:1).
paper
regard to grammar
Spanish-English
found
of
u p t o 30 y e a r s .
study
completion of t h e a c q u i s i t i o n particular with
In
large
w h a t B a h r i c k calls a " f i n a l d e c l i n e "
informants
field
throughout on
future
1985).
show t h a t memory c u r v e s f o r Spanish
three stable
group for
in
(1984)
s c h o o l was t e s t e d
individual
ciency.
study
Bahrick's
in
interesting
(Hyltenstam & Stroud
are
effect1
age
factor
study, at or
yet
but least
a
a a 65
cohort
effect. Although maintain
a
because
his
Bahrick
wanted
particular
level
informants
to of
investigate
the
performance,
rehearsed
so l i t t l e
in t h e a m o u n t o f the
interaction
knowledge forgotten
between
The
behaviour and
aging.
In
in
the
The
in
what
respects
Van
Els's
typology
c e r n s t y p e 1 loss: d a t a t o be
elderly.
rehearsal
to
needed
accomplish
correlations
this
could
be
In o u r s t u d y we w e r e n o t period
of
and
age
proficiency
in
in t h i s
environment
a r o l e in t h e d e f i n i t i o n
to
goal found
interested
non-use,
but
cases
b e l o w is p a r t o f a l a r g e r
main
goal of
this
language
behaviour
(Van
this
Els,
project
p r o j e c t on is
changes
in
where
volume),
the
article
(type 3).
are on
the
larger
important
of t y p e 1 loss a n d t y p e 3 l o s s :
to
what
process project
second-/foreign-language
T h e r e are two
language
t o assess in
f i r s t - l a n g u a g e loss in a f i r s t - l a n g u a g e e n v i r o n m e n t ,
presented
first-language
of
place.
i n v e s t i g a t i o n t o be d e s c r i b e d
extent
failed no
due to a long
foreign-language
rehearsal actually did take
he that
between retention and rehearsal variables.
amount
while
of
conthe
loss
in a
factors that
play
n o n - u s e / l a c k of
contact
F L - p r o f i c i e n c y in t h e e l d e r l y
133
and t h e n u m b e r of languages i n v o l v e d .
For t y p e 3 loss t h e f a c t t h a t a language
has not been used f o r a longer p e r i o d of time m i g h t e x p l a i n t h e o c c u r r e n c e of loss ( a l t h o u g h one m i g h t d o u b t t h e e x p l a n a t o r y
power of n o n - u s e as s u c h ,
cf.
De Bot ε· Weltens 1985). Even in t y p e 1 loss, defined.
it is not always clear how 'lack
of contact'
Changes in t h e social e n v i r o n m e n t may lead to changes in social
t i o n s a n d c o n s e q u e n t l y t o a change of use of t h e language. especially f o r that
should
adult
e l d e r l y people.
speakers
when
Research b y A s h b u r n
communicating
with
rela-
T h i s may be t r u e
& Gordon
elderly
(1981)
residents
of
suggests
rest
homes
make use of a simplified r e g i s t e r s h o w i n g many of t h e f e a t u r e s of b a b y - t a l k foreigner-talk.
be
and
I t could be t h e case t h a t t h e use of such a r e g i s t e r means t h a t
t h e q u a l i t y of language i n p u t f o r t h e e l d e r l y is i m p o v e r i s h e d , w h i c h t o a c e r t a i n e x t e n t is a f o r m of lack of c o n t a c t w i t h t h e l a n g u a g e . In n e a r l y evidenced
all t y p e s of language loss more t h a n one language is i n v o l v e d ,
by the other
the elderly
is,
contributions
if it o c c u r s ,
the
to t h e
present
major e x c e p t i o n .
investigated
Language loss
Here t h e e x p l a n a t i o n f o r
o c c u r r e n c e of language loss w o u l d have to be s o u g h t ones normally
book.
in language loss r e s e a r c h ,
particular the
in the
in o t h e r f a c t o r s t h a n in
as
the
amount
of c o n t a c t w i t h t h e language and t h e l e n g t h of t h e p e r i o d of n o n - u s e .
Accord-
i n g l y , i t is not so easy t o compare t y p e 1 and t y p e 3 loss, because t h e f a c t o r s t h a t come i n t o play in t h e t w o t y p e s d i f f e r . ever,
It is s t i l l an open q u e s t i o n ,
t o w h a t e x t e n t f i n d i n g s on f i r s t - l a n g u a g e
how-
loss w i t h age s h o u l d be t a k e n
i n t o account when l o o k i n g at f o r e i g n - l a n g u a g e p r o f i c i e n c y in t h e e l d e r l y .
In view of t h e main theme of t h i s book we w i l l o n l y p r e s e n t data on f o r e i g n - l a n guage p r o f i c i e n c y .
F i r s t - l a n g u a g e data are used o n l y to compare g r o u p s .
detailed i n f o r m a t i o n a b o u t t h e l a r g e r
p r o j e c t on language b e h a v i o u r in t h e
e r l y is t o be f o u n d in De Bot (1984) and L i n t s e n & De Bot ( i n
3.
THE
3.1.
More eld-
prep.).
INVESTIGATION Informants
For t h e language in t h e e l d e r l y p r o j e c t 100 i n f o r m a n t s , all males w i t h at least 10 years of education and s t i l l l i v i n g in t h e i r own homes ( w i t h o r w i t h o u t a p a r t n e r ) , w e r e selected. A l l of them had had at least t h r e e t o six years of f o r e i g n language test,
training.
the
During
the
i n f o r m a n t s were asked
interview about
that
their
preceded
the
command of o t h e r
Dutch
language
languages.
We
also asked them t o i n d i c a t e w h e t h e r t h e y w o u l d mind being t e s t e d in one of t h e foreign English
languages t h e y 55
times
and
had some mastery o f . German
53
times.
French was mentioned 37 Several
other
languages
times, were
De Bot & Lintsen
134 mentioned,
but not often e n o u g h to be
test each informant bias.
in only one f o r e i g n
included
in the s t u d y .
We decided to
l a n g u a g e in o r d e r to avoid
T h e time lapse between the two test s e s s i o n s
(Dutch
test-retest
- foreign
language)
was at least three m o n t h s . T w e l v e informants were selected for t e s t i n g in man a n d 12 in In
an earlier
stage of the investigation
age 37, n=19, all of them u n i v e r s i t y The
aim of
Ger-
French.
this
test
session
applicability of the s u b t e s t s . were adapted.
Therefore,
was
a younger group
of informants
to collect
some more
information
about
On the b a s i s of these data most of the
data
(mean
staff members) had been tested in German.
from the older a n d
younger groups
the
subtests
in German
can o n l y be compared on the s u b t e s t s that remained the same. 2 3.2.
The
test
T h e test we u s e d is b a s e d on the P a r a d i s / G o l d b l u m ' T e s t of A p h a s i a in B i l i n g u als'.
T h i s test was selected because it a p p e a r s to c o v e r a wide r a n g e of
of p r o f i c i e n c y . ders
in
A l t h o u g h t h i s test was developed to i n v e s t i g a t e
aphasia,
Irigaray
(1973)
applied
a
similar
battery
language of
tests
levels disorin
her
r e s e a r c h on l a n g u a g e in normal and demented e l d e r l y . G i v e n the fact that the D u t c h v e r s i o n of the P a r a d i s / G o l d b l u m test was used in the l a r g e r project to test f i r s t - l a n g u a g e p r o f i c i e n c y , we t h o u g h t it reasonable to u s e an adapted v e r s i o n of the German and guage proficiency. for
morphology,
other h a n d ,
In
a number of respects
syntax
and
(partly)
F r e n c h tests to test the test is rather
lexicon
are
relatively
foreign-lan-
basic:
subtests
simple.
some s u b t e s t s and the part of the test on s p o n t a n e o u s
On
the
speech
are
difficult e n o u g h to get some i m p r e s s i o n of h i g h e r levels of p r o f i c i e n c y as well. T h e D u t c h v e r s i o n of the test u s e d c o n s i s t s of the following (1)
Anamnesis: tional
parts:
in t h i s p a r t personal statistics are g a t h e r e d like age,
history,
languages
learned
at school
and/or
after
school,
residential situation, h e a r i n g and v i s i o n impairments, a n d general (2)
S h o r t - t e r m memory:
educapresent
health.
informants are a s k e d to repeat series of three to nine
digits. (3)
SPMSQ
(Short
Deelman
Portable
Mental
Status
Questionnaire,
Pfeiffer
1975;
see
& Rozema 1984 for the p s y c h o m e t r i c s of the D u t c h v e r s i o n of the
S P M S Q ) : this q u e s t i o n n a i r e is u s e d in o r d e r to s c r e e n all informants in o u r s t u d y on demonstrable n e u r o p s y c h o l o g i c a l (4)
ADIT
(Auditory
Discrimination T e s t ,
Crul
deficits. & Peeters 1976):
included with the aim to detect general and specific (5)
A l a n g u a g e test c o n s i s t i n g of the following - auditory
auditory
subtests:
discrimination;
- repetition of w o r d s , n o n s e n s e w o r d s and s e n t e n c e s ;
t h i s test deficits.
was
F L - p r o f i c i e n c y in t h e e l d e r l y
135
- sentence c o m p r e h e n s i o n ; - grammatical
transformation;
- verbal fluency: (animal
phonological
(the letters:
p,
f,
I) and semantic
fluency
category);
- sentence f o r m a t i o n ; - spontaneous
speech: a 5 m i n u t e m o n o l o g u e / d i s c u s s i o n on any s u b j e c t
i n f o r m a n t wanted to t a l k In t h e German
and
French
the
about.
sessions o n l y
the
tests
mentioned u n d e r
(5)
were
administered. In o r d e r t o get i n f o r m a t i o n a b o u t f o r m e r and p r e s e n t p r o f i c i e n c y eign l a n g u a g e , we a p p l i e d a number of had
to
writing,
rate
their
and
reading,
proficiency
on
four
language
w i t h t h r e e scales each,
levels of assumed d i f f i c u l t y .
in t h e
c a n - d o ' scales ( C l a r k 1981). skills:
for-
Informants
speaking,
listening,
d e s c r i b i n g a c t i v i t i e s of
different
To g i v e an example f r o m t h e s p e a k i n g scale:
Is y o u r knowledge of G e r m a n / F r e n c h s u f f i c i e n t f o r : 1. o b t a i n i n g i n f o r m a t i o n a b o u t meals d u r i n g y o u r 2. c o n v e r s i n g w i t h f r i e n d s on an e v e r y - d a y 3. discussing social/political The informants very
good)
had t o
to what
matters.
rate on a f i v e - p o i n t
extent they
holidays.
topic.
were
scale ( f r o m 1 = i n s u f f i c i e n t t o 5 =
able t o
had to r a t e t h i s f o r t h r e e moments in t h e i r
perform
these a c t i v i t i e s . 3
Time I:
how was y o u r p r o f i c i e n c y at t h e end of s e c o n d a r y school?
Time I I :
how is/was y o u r p r o f i c i e n c y at t h e peak of y o u r command?
Time I I I :
how is y o u r p r o f i c i e n c y
During the
interview
some i n f o r m a t i o n
They
lives:
now?. was g a t h e r e d
on how t h e y
had
reached
t h e peak of p r o f i c i e n c y and in w h a t s i t u a t i o n s t h e y s t i l l used t h e f o r e i g n
lan-
guage.
4. ANALYSIS There
were
AND
RESULTS
three
groups
(n=12), German/Young the
German
and
the
of
(G/Y) French
informants
in
the
analysis:
(n=19) and F r e n c h / O l d ( F / O ) tests
seemed a p p r o p r i a t e to compare G / O
were
based
and F / O .
on
the
German/Old (n=12).
same
original
We compared G / O
(G/O)
Since both test,
it
and G / Y
on
t h e s u b t e s t s t h a t were identical f o r t h e t w o g r o u p s (see 3 . 1 ) . In o r d e r t o proficiency,
get
some more
an analysis
information
about
was made of e r r o r s
(productive)
in spontaneous
at lexical e r r o r s and grammatical e r r o r s in some more d e t a i l .
foreign-language speech.
We looked
136
De Bot & L i n t s e n
4.7. CIO
vs.
FIO
F i r s t , w e looked at some general T h e age d i f f e r e n c e between
aspects
of t h e informants
t h e two g r o u p s
d i f f e r e n c e s f o r a u d i t o r y discrimination
in t h e s e two g r o u p s .
is not s i g n i f i c a n t ;
neither
and short-term memory.
is a d i f f e r e n c e w i t h r e g a r d to t h e S P M S Q scores on t h i s q u e s t i o n n a i r e a r e w i t h i n
(Mann-Whitney's
the
are
However,
the
there
U=27.5, p