Professional Documents
Culture Documents
Ikidillilik Çalışma Planı
Ikidillilik Çalışma Planı
Julia Swan
swanj@reed.edu
Eliot 101B
Office Hours: Mondays (9-10am) Tuesdays (1:30-3pm) and by appointment
Prerequisites
L212 or instructor approval
Course Description
Bilingualism has the power to reshape our brains as well as society and linguistic structure. Reasons for
bilingualism vary across communities around the globe ranging from unplanned circumstances to an
increasingly internationally mobile population to deliberate choices made for one’s education or the
education of one’s children. Around the world, bilingualism is more the norm than the exception, and this
holds even in our mythically “monolingual” country. This course will begin with a brief overview of the
varied types of “bilingualism” within the individual and the community. We will then turn our attention to
the outcomes of community bilingualism: language contact. The course will develop a more in depth
understanding of the varied socio-historical contexts of language contact, the societal effects of community
bilingualism, and the structural outcomes with respect to the linguistic varieties involved. We will consider
the following important concepts: lexical and grammatical borrowing, code-switching, diglossia,
convergence, language maintenance and shift, as well as pidgins, creoles, and mixed languages. Finally,
implications for education and policy will be discussed.
Course Requirements
Discussion Leader
Discussions are a vital part of class as they strengthen our understanding of the materials and critical
thinking about key theories and concepts in the field. Your class participation will be assessed during
discussions in which you are not the leader and those in which you are the discussion leader. When you are
not the leader, you are expected to post at least one question per assigned reading on the Moodle page (see
Announcements and select the appropriate week to respond to a thread). You may also respond to your
classmate’s questions online or in class. We will have a discussion leader for each class session beginning
in Week 2. The discussion leader will be responsible for guiding the group’s discussion of the assigned
readings and collecting questions from the Moodle page prior to class to generate discussion. You may
choose to compile these in a brief handout or PowerPoint. (It is not your responsibility to answer all of the
questions asked by your classmates, though you may share insights; it is your responsibility to structure
them in a way that will yield fruitful discussion.) There are approximately 20 discussion leader slots, so you
should expect to be a discussion leader for five different class meetings.
Assignments
1- TBA, Due on October 13th (Week 7)
2- Contact Variety in Music, Due on November 10th (Week 10)
1
Final Paper
The final paper is a particularly important aspect of this course. This should be a work in progress over the
course of the semester, not just in the last two weeks of the course. It is an opportunity to develop your
understanding of a particular topic or variety that may even serve as a foundation for a thesis project.
Deadlines are structured to facilitate your progress over the semester. The paper should be no longer than
15 pages. Suggested topics: an investigation of a specific contact variety or of a particular structural process
observed in contact languages. I would be happy to discuss your topic with you further and/or provide
additional reading in office hours or in an appointment. Deadlines for the final paper include:
• November 22nd- Submit one-page prospectus outlining the topic you will address plus an
annotated bibliography of sources relevant to your topic.
Course Texts
Wei, Li, ed. 2000. The Bilingualism Reader, Second Edition. Routledge: London.
Course Policies
On Accommodations: If you are a student with a disability and believe you will need accommodation for
this class, it is your responsibility to contact and register with Disability Support Services and provide them
with documentation of your disability, so that they can determine what accommodations are appropriate for
your situation. With your permission they will discuss with me those reasonable and appropriate
accommodations. To avoid any delay you should contact the DSS office as early as possible in the
semester, and contact me for assistance in developing a plan to address your academic needs in this course.
Please note that accommodations are not retroactive and that reasonable disability accommodations cannot
be provided until I have received an accommodation letter from and discussed your case with the DSS
office. You can reach Disability Support Services at (503) 517-7921 or disability-services@reed.edu
On Incompletes: I will not give incompletes except in the event of a serious emergency.
On Late Submissions: I will accept one late homework assignment from you during this semester with no
need for explanation. Any additional assignments will be dropped by a full letter grade for every 24 period
after the due date.
On Availability:
Timely communication and feedback between students and instructors are an important part of our learning
community. As such, I will be available by email and strive to respond to your emails within 24 hours
during the school week. I will be more likely to respond to emails in the early morning hours than in the
evenings, especially if you email after 8 or 9pm. Please plan ahead by emailing questions regarding
homework or papers well in advance of their due dates.
2
Abbreviated Course Outline
Week Date Readings Leader Due
1 8.30 Wei, Introduction -
9.1 Wei, FIRST EDITION, Mackey chapter -
2 9.6 Wei, Ch. 1
Lambert et al. 1960
9.8 Wei, Ch. 2 & 3
3 9.13 Wei, Ch. 13 & Ch. 14
9.15 Winford, Ch. 7 & Christoffersen 2013
4 9.20 Winford, Ch. 2 & Thomason & Kaufmann
1988
9.22 Winford, Ch. 3 & Heine & Kuteva 2003
5 9.27 Thomason 2000 & Lindstedt 2000
9.29 Campbell et al. 1986, Haspelmath 2002
6 10.4 Winford, Ch. 4 & Wei, Ch. 4
10.6 Winford, Ch. 5 & Wei, Ch. 5
7 10.11 Winford, Ch. 8 & Thomason 1983
10.13 - - Assignment #1
Fall Break
8 10.25 Winford, Ch. 9 & Mufwene 1996
10.27 Bickerton 1984 & Siegel 2007a
9 11.1 Chaudenson 2001 & McWhorter 1998
11.3 Mufwene 1998 & Spears 2008
10 11.8 Irvine 2004 & Lipski 2011 -
11.10 Presenter Assignment #2
1:
- Presenter
2:
Presenter
3:
Presenter
4:
Week 1: Introduction and the Bilingual Individual: What are the characteristics of bilingual
individuals?
August 30
Wei (p.3-25), “Introduction: Dimensions of bilingualism” by Li Wei
3
September 1
We, FIRST EDITION, (p.26-56), Ch. 1 “The description of bilingualism” by William Mackey
Week 2: Social Dimensions of Bilingualism: What are the characteristics of bilingual societies?
September 6 Diglossia and Social Psychology of Bilingualism
Wei, 2nd edition, p.33 – 46, Introduction by Wei plus Ch. 1 “Diglossia” by Charles Ferguson
Lambert, W.E., R.C. Hodgson, R.C. Gardner, and S. Fillenbaum. 1960. Evaluational reactions to spoken
language. Journal of Abnormal and Social Psychology 60.1: 44-51
September 8
Wei (p.47-72), Ch. 2 and Ch. 3 by Joshua Fishman “Bilingualism with and without diglossia; diglossia with
and without bilingualism” and “Who speaks what to whom when?”
Supplemental Readings
Lambert, W.E. (1967) A social psychology of bilingualism. Journal of Social Issues. Volume 23: 2, p. 91-
109.
Supplemental Readings
Wei (p. 336- 359), Ch 15 by Jürgen M. Meisel “Code-switching in young bilingual children: the acquisition
of grammatical constraints.”
Supplemental Reading
Taeschner, Traute. 1983. The Sun is Feminine: A study on language acquisition in bilingual children.
4
September 20- Lexical Borrowing
Winford (p.29-60), Ch. 2
Thomason, Sarah Grey and Kaufmann, Terrence. 1988. Contact-induced language change: an analytic
framework. Ch. 3 in Language Contact, Creolization, and Genetic Linguistics. Berkeley: UC Press, 35-64.
Heine, Bernd & Kuteva, Tania. 2003. “On contact-induced grammaticalization” Studies in Language 27.
Supplemental Readings
King, Ruth. 2008. “Chiac in context: Overview and evaluation” In Meyerhoff , Miriam and Nagy, Naomi
(eds). Social Lives in Language- Sociolinguistics in Multilingual Speech Communities: Celebrating the
Work of Gillian Sankoff. John Benjamins: p. 137-178.
Lindstedt, Jouko. 2000. Linguistic Balkanization: Contact Induced Change by Mutual Reinforcement. In
Dicky Gilbers, John Nerbonne, and Jos Schaeken (eds)., Languages in Contact. Amsterdam: Rodopi, p.
231-246.
Haspelmath, Martin. 2002. “The European Linguistic Area: Standard Average European.” In Haspelmath et
al. (eds.), Language Typology and Language Universals, vol 2. 1492-1511.
Wei (p.75-96), Ch. 4 Jan-Petter Blom and John J. Gumperz “Social Meaning in Linguistic Structure in
Norway”
October 6
Winford (p.126-167), Ch. 5 “Code Switching: Linguistic Aspects”
5
Winford (p268-303), Ch. 8 “Pidgins and Pidginization”
Thomason, Sarah Grey. 1983. Chinook Jargon in areal and historical context. Language 59 (4): 820-870.
Required Sections: 1-5 (820-835) and Section 7 (859-867)
***Assignment #1 due***
Week 8: Creole Genesis: Where do creoles come from? How do they develop?
October 25
Winford (p.304-358), Ch. 9 “Creole Formation”
Mufwene, Salikoko. 1996. “The founder principle in creole genesis.” Diachronica 13: 83-134.
Supplemental Reading
Baker, Philip and Mulhausler, Peter. 2007. “Creole Linguistics from its Beginnings through Schuchardt to
the Present Day.” In Stewart, Charles Creolization: History, Ethnography, Theory, ch.5, p. 84- 107.
October 27
Bickerton, Derek. 1984. The language bioprogram hypothesis. Behavioral and Brain Sciences 7: 173-188.
Siegel, Jeff. 2007. Recent evidence against the Language Bioprogram Hypothesis: The pivotal case of
Hawai’i Creole. Studies in Language 31 (1): 51-88.
Week 9: Creole Languages: What are the features of creoles? (Social and structural)
November 1
Chaudenson, Robert. 2001. “Theories of Linguistic Creolization: Creolization of Language and Culture,
with Salikoko Mufwene.
McWhorter, John H. 1998. Identifying the creole prototype: Vindicating a typological class. Language 74
(4): 788-813.
Spears, Arthur K. 2008. “Pidgins/Creoles and African American English.” In Silvia Kouwenberg and John
Victor Singler (eds.) The Handbook of Pidgin and Creole Studies, p. 512- 542.
6
Irvine, Alison. 2004. A good command of the English language: Phonological variation in the Jamaican
acrolect. Journal of Pidgin and Creole Studies 19 (1): 41-76.
Lipski, John M. 2011. Decreolization as emergent grammar(s): Some Afro-Bolivian data. Journal of Pidgin
and Creole Languages. 26 (2): 276-340. (skip section 11).
Supplemental Readings
Mufwene, Salikoko S. 1994. On Decreolization: The case of Gullah. In The Social Construction of Identity:
Creole Situations. 63-87 (skip notes). Nov 20 1.
Escure, Geneviève. 1982. Contrastive Patterns of Intragroup and Intergroup Interaction in the Creole
Continuum of Belize. In Language (11): 239-264. 2.
Presenter 2: _______________________
Presenter 3: _______________________
Presenter 4: _______________________
Bakker, Peter. 2000. “Convergence Intertwining: An alternative way towards the genesis of mixed
languages” In Dicky Gilbers, John Nerbonne, and Jos Schaeken (eds)., Languages in Contact. Amsterdam:
Rodopi, p. 29-35.
November 17
Papen, Robert. 2004. "Michif spelling conventions: Proposal for a unified Michif writing system. In L.
Barkwell (ed.) La lawng: Michif peekishkwewin. Winnipeg, MB: Pemmican Publications, p. 29-53.
Sasse, Hans-Jürgen. 1992. “Theory of language death.” In Matthia Brenziger (ed.), Language Death:
Factual and Theoretical Explorations with Special Reference to East Africa. Berlin: Mouton de Gruyter, 7-
11.
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Campbell, Lyle & Muntzell, Martha C. 1989. “The structural consequences of language death.” In Nancy
C. Dorian (ed.), Investigating Obsolescence. Cambridge University Press, 181-196.
November 24
Thanksgiving- No Class
Week 13: Attitudes and Ideologies toward Bilingualism and Contact Varieties
November 29
Garret, Paul B. 2006. Contact languages as endangered languages: What is there to lose? Journal of Pidgin
and Creole Languages 21 (1): 175-190.
Rickford, John R. and Sharese King. 2013. “Justice for Jeantels: Fighting Linguistic Prejudice and Racial
Inequity in Courts and Schools, after Florida v. Zimmerman.” Presentation at NWAV 42, Pittsburgh,
10/19/2013
Supplemental Readings
Wendy Kempsell-Jacinto- Attitudes about Turkish-German Bilinguals in Film, CWSL 2014
December 1
Wassink, Alicia Beckford. 1999. Historic low prestige and seeds of change: Attitudes towards Jamaican
Creole. Language in Society 28: 57-92.
Rigoglioso, Marguerite. 2014. Prejudice toward African American dialect can result in unfair rulings.
Retrieved 30 August 2016 from http://phys.org/news/2014-12-prejudice-african-american-
dialectresult.html
Siegel, Jeff. 2007. Creoles and Minority Dialects in Education: An update. Language in Education 21 (1):
66-86.
December 8
Özerk, Kamil. 2013. “The Norwegian Educational System, the Linguistic Diversity in the Country and the
Education of Different Minority Groups.” International Electronic Journal of Elementary Education, 2013,
6(1), 43-60.
Wheeler, Rebecca and Thomas, Julia. 2013. “And still the children suffer: The dilemma of standard
english, social justice, and social access,” JAC: A journal of composition theory, 33(1):363-396.