pidgins and creole

30
How do men of different languages interact and understand each other?

Upload: ina-francesca-deuna

Post on 08-Aug-2015

28 views

Category:

Presentations & Public Speaking


4 download

TRANSCRIPT

How do men of different languages interact and understand each other?

4 Possibilities:

① Dispensing of Speech

② Speaking a third language

③ Learning the other group’s language

④ Creating a trade language

PIDGINS and CREOLES

Brief History: Creoles and pidgins were deemed unworthy of academic concern No grammar and structure Aberrations by speakers with no prestige

Hugo Schuchardt (1842-1927) first scholar of international standing to take the study of creoles and pidgins seriously

Reasons for studying:① Sociohistorical settings are important for the

formation of these languages

② Wonderful data sources for theory testing of models of sociolinguistic variation and change

③ Shows social stratifications

④ Just plain fun to study~

Pidgins Contact/simple languages between speakers of different languages who want to communicate but do not share a common language; which happens during:

discovery trade conquest migration slavery

Mixture of their source languages Have NO native speakers NOT stable languages Except for:

Sabir Tok Pisin

Pidgins

Examples: Tok Pisin

Moustache grass belong mouth

Creoles In classical theory, is a pidgin that has acquired native speakers

Full-fledged language Made up of two languages:

① Superstrates

② Substrates

① SUPERSTRATES languages the supply most of the material,

especially vocabulary, in a creole

② SUBSTRATES other languages that are blended in

Haitian Creole

French = superstrate

Several African languages = substrates

Creoles

Examples: Haiti

Rive Jan rive Mari Pati

As soon as John arrived, Mary left

*rive = arriver (predicate doubling)

*pati = partir

Language attitudes are complicated: language of home and heart language of intimacy and solidarity has low social status considered as ignorant and slang= very existence is denied by its speakers

Creoles

Patois Catch-all adjective to describe nonstandard languages or dialects

usually called as “broken English”

Marginal languages Term proposed by John E. Reinecke Arises in areas of pronounced culture contacts, in situations where it is impossible or impracticable for the people concerned to learn each other’s languages well

Structure is greatly broken down and simplified

Marginal languages Known as:

LingoesHodge-podgeKauderwelschNo language

× bad grammar× dialect

Marginal in reference to: parent languages cultural environment

Connotations of the term ‘Marginal’ lack of full participation in a society standing on the border between 2 societies and

cultures

A distinct field under Sprachsoziologie

Marginal languages

Marginal Classes: Professor Ernst Schultze of Leipzig Slaves and Servants’ Languages (1933) Masters-and-dependent relationship

① Trade jargons

② Settler’s creole dialects

③ Plantation creole dialects

Trade Jargons According to Reinecke, trade jargons are supplementary languages

Least developed form of marginal languages that have attained considerable fixity

Characterized as very fluid and full of circumlocutions

Arises from short-lived, casual interaction of traders modicum of mutual respect and freedom of actionForeign traders sometimes adopt the indigenous

language as the basis of a jargon Examples: Chinook Jargon (Nootka + Chinook)Eskimo trade jargon of Alaska (Inuit pidgin)

Trade Jargons

Disappearance of jargons:① Consolidation of trade relations and the foreign

conquest② Jargon is similar to the native language and is easy

to acquire

Longevity of jargons: Cantonese-English Issuance of restrictions on Foreign trade before

1842

Trade Jargons

Settlers’ Creoles Creole languages are primary languages Result of dominating another group popularly applied to any European tongue spoken

overseas in a debased for m used two distinct classes of language

Similar to the trade jargons in its origin A group of foreigners settle as colonists or traders

in a foreign land with larger native populationImposed their language through commercial,

cultural and military-political advantages

Characterized in a simplified and corrupted form reduction of flexionsIntroduction of idioms and words

Settlers’ Creoles

With the decline of the parent language, creole dialects remain in use as the domestic language of the mixed blood

examples: Portuguese speaking communities of Southern

Asia and formerly of West Africa

Settlers’ Creoles

Plantation CreolesA result of the introduction of African Slave labor

Make shift means of communication between masters and field servants

True Sklavensprachen (language of the slaves)

Tend “to constant leveling-out and improvement in the direction of the masters’ tongue”Improvement of speechEnrichment of vocabulariesBuilding up of new conjugations

Plantation Creoles

Whites use of a creole dialect were influenced by creole-speaking nurses and playmates during childhood

Whites’ language attitude towards creoles were ambivalent, because:

① Despised it as a low-caste dialect

② Have sentimental attachment towards it

Plantation Creoles

Language attitude of the colored: similar to European patois-speaker patois is sentimentally dear not using it in one’s group is considered snobbish to speak crude patois to an educated person is impolite and displays one’s ignorance

educated negroes are insulted if addressed in patois

Plantation Creoles

Language attitude of both races: slower to give up the traditional linguistic distinction

between classesInferiors should still speak creole to them

Causes for slow attitudinal change: Immobilization of the hopelessly poor, geographically

and culturally isolated colored masses

Maintenance and development of an attitude of pride in the creole as a regional dialect

Plantation Creoles

Examples of creoles with superior statusTaki-taki EnglishPapiamento Spanish

Plantation Creoles

Broken speech of immigrantsOf great social significance and considerable literary importance

Individual Corruptions attempts to reach the norm of native languages show common resemblance but have no common

denominator Italian – Spanish & Yiddish - English