LPAPMS

• Polyglossia

  Functional distribution of language use. Different languages are used for different purposes.
• Polyglossia societies

  • Haiti (Haitian Creole used in homes and streets, French used in schools, government, formal occasions)
  • Arab countries (local Arabic dialects used in homes and streets, Modern Standard Arabic used in schools and media, Classical Arabic used for religious purposes)
  • Bali (Indonesian used in schools and government, Balinese used in homes, streets, temples)
• Omnilingual


  Equal or near-equal use of languages. Languages are not domain-specific.
• Omnilingual societies


  • Catalonia (Catalan and Spanish used interchangeably)
  • Luxembourg (French and German used interchangeably)
  • Montreal, Canada (French and English used in almost every domain)
  • Davao, Philippines (Visayan and Tagalog used interchangeably)
• Multipart-lingual


  Side-by-side existence of multiple languages whose speakers represent distinct populations. Individuals are mostly monolingual, using their respective mother tongues.
• Multipart-lingual societies


  • Israel (Jewish population uses Hebrew, Arab population uses Arabic)
  • Balkans, Eastern Europe
  • Cotabato and Sultan Kudarat, Philippines (Hiligaynon, Maranao, Ilokano communities exist but do not commonly learn each other's languages)
• Code-switching


  Mixing languages in speech. Multilingual people may switch between languages within the same conversation or even sentence.
• Code-switching is a common behavior of people living in multilingual societies
• Reasons for code-switching


  • Lack of competence in one language
  • Conveying power and prestige
  • Expressing emotions
  • Being fun or light-hearted
  • Creating intimacy or emotional distance
  • Indicating knowledge of multiple languages
  • Communicating more efficiently
• Code-switching is not always a negative practice, and there are times when it should be allowed in the classroom to facilitate greater comprehension and fluid discussion
• Borrowing


  The use of individual words originating from another language. The language the word comes from is the "donor language", the language it is imported into is the "recipient language".
• Borrowing


  • Use of the English word "follow-up" in a Philippine language sentence
  • The Spanish word "corriente" adopted into many Philippine languages
• Bilingual classifications based on...


  • Age of exposure and acquisition
  • Order of acquisition
  • Extent of acquisition
  • Way languages are mentally organized
• Language and society deal with issues pertinent to sociolinguistics. Language is societal and we cannot talk about society without language and vice-versa.
• The language faculty in the cerebrum is the mighty and sophisticated powerhouse of the language to process and produce language.
• Factors affecting language use

  • Age-grading
  • Professional continuum
  • Economic status/continuum
  • Social context
  • Social status/structure
  • Authority continuum
  • Religious structure
• Sexistness of language


  Variety of meanings due to connotative or denotative meaning of words used/understood
• Aspects of language use to consider


  • Who & To whom
  • What & To whom
  • When & Where
  • Why
• Denotative meaning


  Literal or dictionary meaning of a word
• Connotative meaning


  Subjective and emotional association
• Types of multilingual persons

  • Early
  • Late
  • Simultaneous
  • Sequential
  • Balanced
  • Dominant
  • Compound
  • Coordinate
  • Subordinate
  • Folk/Natural/Circumstantial
  • Elite/Academic/Elective
  • Additive
  • Subtractive
  • Incipient
  • Receptive
  • Productive
• Language and society deal with Issues pertinent to sociolinguistics Language is societal; we cannot talk about society without language and vice-versa.
• The way human is configured physiologically and anatomically is totally different from capable animals: ape, chimpanzee, dogs, monkeys, bees, parrots, rats, cats, etc.
• The language faculty In the cerebrum is the mighty and sophisticated powerhouse of the language to process and produce language.
• Factors that affect language use

  • Age-grading
  • Professional continuum
  • Economic status/continuum
  • Social status/structure
  • Authority continuum
  • Religious structure
• Age-grading


  Categorized a person into the different ages
• Professional continuum


  Gain/acquire continuous skills and learning
• Economic status/continuum


  Social Context
• Social status/structure


  Social Class
• Authority continuum


  Profession for something to match with your audience or listeners
• Religious structure


  Your language should be noble and sacred
• Types of multilingual persons

  • Early
  • Late
  • Simultaneous
  • Sequential
  • Balanced
  • Dominant
  • Compound
  • Coordinate
  • Subordinate
  • Folk/Natural/Circumstantial
  • Elite/Academic/Elective
  • Additive
  • Subtractive
  • Incipient
  • Receptive
  • Productive
• Early


  Acquires one language in the adolescent ways of life
• Late


  Acquires a second language after the adolescent ways of life
• Simultaneous


  Acquires two or more languages at around the same time in early life
• Sequential


  Acquires for more languages at different stage of life one after another
• Balanced


  Has similar degree of proficiency and mastery in two or more languages
• Dominant


  Have the greater proficiency in one language compared to the other language he knows
• Compound


  This is one semantic meaning for the two or more languages you know usually arises if the person learns the language in the same context
• Coordinate


  Uses separate semantic system for two or more languages you know usually arises if the person learns a language in different context