scholarly journals PEMERTAHANAN BAHASA DAERAH DI KOTA AMBON: STUDI KASUS BAHASA DAERAH DI NEGERI LAHA SEBAGAI SATU-SATUNYA BAHASA DAERAH DI KOTA AMBON [Local Language Maintenance in the city of Ambon: A Local Language Case Studying in the Laha Village as a Local Language only in the City of Ambon]

TOTOBUANG ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 331-342
Author(s):  
Harlin Turiah
Keyword(s):  
Language Acquisition ◽  
Random Sampling ◽  
Qualitative Method ◽  
Language Use ◽  
Language Maintenance ◽  
Mother Tongue ◽  
First Language ◽  
Local Language ◽  
The City ◽  
Language Mastery

The purpose of this research is to describe local language maintenance in Laha village as the only local language in the City of Ambon. The kind of this research uses quantitative desceiptive. The method of this research is qualitative method where questionnaires were specifically given to 50 respondents that were chosen randomly (random sampling). Beside that, the writer also interviewed some informants and did observation in Laha village and some decent villages in Ambon. The result of this research showed that the condition of local language in Laha village is in danger of extinction. It is shown from local language mastery in society, speakers’ age, first language use, mother tongue, mastery period of local language, and local language acquisition in Laha village. Most speakers of Laha local language can only communicate with little local language of Laha (passive speakers). In terms of age, most of the fluent speakers of local language of Laha are above 50. Those who are under 50 can communicate limitedly, passively understand the language, and even some of them can not communicate using the language at all.   Tujuan penelitian ini adalah untuk mendeskripsikan pemertahanan bahasa daerah yang ada di Negeri Laha  (setingkat desa) sebagai satu-satunya bahasa daerah yang ada di Kota Ambon. Jenis penelitian ini menggunakan deskriptif kuantitatif. Metode dalam penelitian ini adalah metode kuantitatif yang secara spesifik responden diberikan kuesioner atau daftar tanyaan dengan jumlah sampel sebanyak 50 orang yang diambil secara acak (random sampling).  Daftar tanyaan penelitian secara umum meliputi situasi dan kondisi bahasa daerah yang ada di Negeri Laha termasuk pemakai dan pemakaiannya. Hasil penelitian ini menunjukkan bahwa sekarang ini, kondisi bahasa daerah yang ada di Negeri Laha Kota Ambon terancam punah. Hal itu terlihat dari penguasaan bahasa daerah dalam masyarakat, usia penutur, bahasa yang digunakan ketika masa kecil (anak-anak), bahasa pertama yang dipelajari, masa penguasaan bahasa daerah, dan pemerolehan bahasa daerah di Negeri Laha. Kemampuan penguasaan berkomunikasi dalam bahasa daerah di Negeri Laha lebih banyak hanya bisa berkomunikasi secara sedikit-sedikit daripada bisa berkomunikasi secara aktif. Dari segi usia, kebanyakan yang dapat dan lancar berbahasa daerah Laha rata-rata usia di atas 50 tahun. Untuk usia di bawah usia 50 tahun, kebanyakan dapat berkomunikasi secara sedikit-sedikit, bisa memahami (pasif), dan sebagian pula tidak bisa berkomunikasi sama sekali.Abstrak

scholarly journals How much does parental language behaviour reflect their language beliefs in language maintenance?

2010 ◽  
Vol 20 (1) ◽  
pp. 1-22 ◽  
Author(s):  
Shanjiang Yu
Keyword(s):  
Language Use ◽  
Language Maintenance ◽  
Mother Tongue ◽  
First Language ◽  
Language Shift ◽  
Research Area ◽  
Home Language ◽  
Methodological Issues ◽  
Know How ◽  
Migrant Families

It has been widely accepted that parental language beliefs play a crucial role in language maintenance. Studies show that Chinese immigrants are not exempted from language shift although they are frequently reported cherishing their language as an important part of their culture. This paper attempts to find out how parental language beliefs reflect their daily language behaviour. Eight recent Chinese migrant families had 60 minutes of conversation recorded each month for one calendar year. Their language use has been analyzed and compared with the information gathered from a home language use questionnaire. Results show that there is a substantial gap between parental language beliefs and their actual language behaviour. Although the parents state they strongly support mother tongue maintenance, within 28 months, the use of mother tongue had dropped significantly and there is very little evidence showing much effort from the parents to prevent this from happening. This could be either because they want their children to keep their first language but do not know how to do this, or, their language beliefs are different from their behaviour. This should raise methodological issues regarding how to interpret parental language beliefs properly in the research area.

scholarly journals Finding One’s Place in a Host Space: A Small-Scale Study of Cultural Integration and Language Maintenance Among Croatian Immigrants in Canada

2021 ◽  
Vol 12 (1) ◽  
pp. 37-76
Author(s):  
Sanja Škifić ◽  
Antonia Strika
Keyword(s):  
British Columbia ◽  
Language Acquisition ◽  
Language Use ◽  
Language Maintenance ◽  
Small Scale ◽  
Cultural Integration ◽  
The Relationship ◽  
Cognitive Perspectives ◽  
Insight Into

This paper focuses on sociocultural and language-related issues among Croatian immigrants in Canada. It presents the results of thestudy conducted from November 2018 to February 2019 among Croatian immigrants of different generations in Ontario and British Columbia. Questions included in the questionnaire refer to different aspects of participants’ identity and their (families’) immigration, as well as issues related to their attitudes towards the homeland and engagement in Croatian associations in Canada. Participants were asked to provide feedback on their language acquisition, competence and use, as well as evaluations of the importance of the Croatian language for their identity. The questionnaire also contained questions related to participants’ language use from emotional and cognitive perspectives. Conclusions drawn on the basis of the collected data provide an insight into Croatian immigrants’ language use, the extent of cultural integration and language maintenance, and their attitudes towards the relationship between identity and language.

scholarly journals Living in several languages: Language, gender and identities

2011 ◽  
Vol 18 (4) ◽  
pp. 361-378 ◽  
Author(s):  
Charlotte Burck
Keyword(s):  
Family Relationships ◽  
Language Use ◽  
Research Study ◽  
Mother Tongue ◽  
First Language ◽  
Men And Women ◽  
Language Differences ◽  
Discursive Analysis ◽  
First Languages ◽  
Research Interviews

Living in several languages encompasses experiencing and constructing oneself differently in each language. The research study on which this article is based takes an intersectional approach to explore insider accounts of the place of language speaking in individuals’ constructions of self, family relationships and the wider context. Twenty-four research interviews and five published autobiographies were analysed using grounded theory, narrative and discursive analysis. A major finding was that learning a new language inducted individuals into somewhat ‘stereotyped’ gendered discourses and power relations within the new language, while also enabling them to view themselves differently in the context of their first language. This embodied process could be challenging and often required reflection and discursive work to negotiate the dissimilarities, discontinuities and contradictions between languages and cultures. However, the participants generally claimed that their linguistic multiplicity generated creativity. Women and men used their language differences differently to ‘perform their gender’. This was particularly evident in language use within families, which involved gendered differences in the choice of language for parenting – despite the fact that both men and women experience their first languages as conveying intimacy in their relationships with their children. The article argues that the notion of ‘mother tongue’ (rather than ‘first language’) is unhelpful in this process as well as in considering the implications of living in several languages for systemic therapy.

scholarly journals FIRST LANGUAGE ACQUISITION OF A THREE YEARS OLD CHILD: AN ANALYSIS OF PHONOLOGICAL COMPONENT (A CASE STUDY)

2018 ◽  
Vol 4 (2) ◽  
pp. 150-154
Author(s):  
Hilma Safitri ◽  
M. Nur Hakim
Keyword(s):  
Language Acquisition ◽  
Qualitative Method ◽  
First Language ◽  
First Language Acquisition ◽  
Human Beings ◽  
Semantics And Pragmatics ◽  
Biological Development ◽  
Consonant Sounds ◽  
Do So

The process of language acquisition undergone by each child in the world is more and less similar. This is because language is universal in which it is acquired through all language components namely phonology, semantics, and pragmatics. The component of phonology is more related to human neuro-biology. The process of sound produced is genetic and human biological development is not similar. Hence, the language development of human beings is not exactly the same. This paper explores first language acquisition particularly on the phonological component of a three years old child named Andi. The data is the transcripts of dialog taken from causal chit chats with the participant. A qualitative method is used to analyze the data. The findings reveal that the participant acquired vocal sounds of /a/, /i/, /u/, /o/, /e/ and consonant sounds of /p/, /b/, /m/, /t/ more dominant compared to others. He never produced /k/ consonant, fricative [s] and [j]. However, he produced nasal consonants of [m], [n], and [ɳ]. The participant also substituted omitted a few sounds. This might happen because his speech articulation has not developed well yet or genetic factor does not allow him to do so.

scholarly journals Przyswajanie języka pierwszego - imitacja czy wrodzony dar? Analiza na podstawie wybranych teorii akwizycji języka ojczystego oraz podstawowych systemów językowych

Adeptus ◽  
2013 ◽  
pp. 6-25
Author(s):  
Katarzyna Włodarska
Keyword(s):  
Language Acquisition ◽  
Physical Mechanism ◽  
Nursery School ◽  
Mother Tongue ◽  
First Language ◽  
English Teacher ◽  
First Language Acquisition ◽  
Human Beings ◽  
Basic Language

First language acquisition – imitation or innate gift? Analysis based on selected theories of first language acquisition and basic language systemsThis article deals with a surprising phenomenon typical only for human beings – first language acquisition. Its aim is to answer the question as stated in the title. The author, an English teacher working in a nursery school, looks for the answer using references to theories connected with this topic, and in addition, takes into consideration the speech of children she is in charge of. In order to demonstrate the sophisticated nature of human language, the author refers to several definitions of this term. She presents the term ‘mother tongue’ and analyses the ways of acquiring its phonetic, phonological, morphological and syntactic systems by children. She also gives numerous examples of the most common mistakes found in their speech, taken from Polish and English languages. Furthermore, three major theories regarding first language acquisition, presenting the approach of Piaget, Chomsky and Skinner to this phenomenon, are described in the article. The author reaches the conclusion that first language acquisition is a mixture of imitation and innate gift. The role of the physical mechanism enabling a human being to produce speech and that of contact with the language of a child’s parents merits emphasizing also. The result of these factors is the possibility of language acquisition.

First-Language Acquisition of Morphology

2019 ◽  
Author(s):  
Dorit Ravid
Keyword(s):  
Language Acquisition ◽  
Structural Information ◽  
Mother Tongue ◽  
First Language ◽  
Literacy Skills ◽  
Language Diversity ◽  
First Language Acquisition ◽  
Cognitive Changes ◽  
Ambient Language ◽  
Adolescents And Adults

First-language acquisition of morphology refers to the process whereby native speakers gain full and automatic command of the inflectional and derivational machinery of their mother tongue. Despite language diversity, evidence shows that morphological acquisition follows a shared path in development in evolving from semantically and structurally simplex and non-productive to more complex and productive. The emergence and consolidation of the central morphological systems in a language typically take place between the ages of two and six years, while mature command of all systems and subsystems can take up to 10 more years, and is mediated by the consolidation of literacy skills. Morphological learning in both inflection and derivation is always interwoven with lexical growth, and derivational acquisition is highly dependent on the development of a large and coherent lexicon. Three critical factors platform the acquisition of morphology. One factor is the input patterns in the ambient language, including various types of frequency. Input provides the context for children to pay attention to morphological markers as meaningful cues to caregivers’ intentions in interactive sociopragmatic settings of joint attention. A second factor is language typology, given that languages differ in the amount of word-internal information they package in words. The “typological impact” in morphology directs children to the ways pertinent conceptual and structural information is encoded in morphological structures. It is thus responsible for great differences among languages in the timing and pace of learning morphological categories such as passive verbs. Finally, development itself is a central mechanism that drives morphological acquisition from emergence to productivity in three senses: as the filtering device that enables the break into the morphological system, in providing the span of time necessary for the consolidation of morphological systems in children, and in hosting the cognitive changes that usher in mature morphological systems in both speech and writing in adolescents and adults.

Translation in Light of Bilingual Mental Lexicon: A Psycholinguistic Approach

2018 ◽  
Vol 7 (3) ◽  
pp. 165
Author(s):  
Congmin Zhao
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Language Use ◽  
Second Language Learners ◽  
First Language ◽  
Mental Lexicon ◽  
Insight Into

This paper gives insight into the translating process of second language learners in language use in light of the mechanism of bilingual mental lexicon. Structure and development of second language mental lexicon explains the existence of first language items and translation equivalents. Conversely translation can promote the construction of second language mental lexicon and ultimately second language acquisition.

Language and the Aboriginal Child

1983 ◽  
Vol 11 (4) ◽  
pp. 43-46
Author(s):  
J. Schmider
Keyword(s):  
Language Use ◽  
Mother Tongue ◽  
First Language ◽  
Standard English ◽  
Major Focus ◽  
Social Situations ◽  
Language Abilities ◽  
Language Programs ◽  
Language Difference ◽  
Language Deficit

The language used by Aboriginal and Islander children has become in recent years a major focus of attention, with concern being felt on two broad fronts. There has been an increasing awareness that many use a mother tongue which is not English; at the same time there has been a growing realisation that many of those Aboriginal and Islander children who do use English as a first language use a form of language which differs from that normally used in the school. Whereas originally the tendency was to see these deviations from mainstream language use in terms of language deficit, they are now increasingly accepted as examples of language difference. A major philosophical shift has therefore occurred in the area of language teaching: an early emphasis on remediation and compensation has given way to a stress on language development; and language programs are now based on a philosophy of acceptance of the child’s language, and on the belief that it is necessary to start from where the child is. Thus programs no longer aim to ‘stamp out’ the child’s language or to ‘overcome’ the influence of the home, but instead have as their goal the extension and broadening of the child’s already existing language abilities. The emphasis has shifted from ‘correctness’ in terms of standard English, to ‘appropriateness’ in terms of language use in different social situations.

scholarly journals The development of determiners in the context of French–English bilingualism: a study of cross-linguistic influence

2017 ◽  
Vol 45 (3) ◽  
pp. 767-787 ◽  
Author(s):  
Coralie HERVÉ ◽  
Ludovica SERRATRICE
Keyword(s):  
Language Acquisition ◽  
Language Use ◽  
First Language ◽  
First Language Acquisition ◽  
Longitudinal Development ◽  
Rate Of Development ◽  
Preliminary Results ◽  
Language Exposure ◽  
A Minor

AbstractThis paper reports the preliminary results of a study examining the role of structural overlap, language exposure, and language use on cross-linguistic influence (CLI) in bilingual first language acquisition. We focus on the longitudinal development of determiners in a corpus of two French–English children between the ages of 2;4 and 3;7. The results display bi-directional CLI in the rate of development, i.e., accelerated development in English and a minor delay in French. Unidirectional CLI from English to French was instead observed in the significantly higher rate of ungrammatical determiner omissions in plural and generic contexts than in singular specific contexts in French. These findings suggest that other language-internal mechanisms may be at play. They also lend support to the role of expressive abilities on the magnitude of this phenomenon.

scholarly journals The Relationship of Indonesian Language Learning with the Environment

2021 ◽  
Author(s):  
Tatik Sri Wahyuni
Keyword(s):  
Language Acquisition ◽  
Social Identity ◽  
Social Development ◽  
Language Learning ◽  
Mother Tongue ◽  
First Language ◽  
Communication Tool ◽  
The Social ◽  
Relationship Of ◽  
The Relationship

Indonesian language learning can be related to the environment, the environment becomes one of the components that influence the learning process. This can be related to language. Language is a communication tool that humans can acquire from birth. Suardi (et al, 2019) said that the mastery of a language by a child begins with the acquisition of the first language which is often called the mother tongue. Dardjowidjojo (in Suardi et al, 2019) says that language acquisition is a language acquisition process that is carried out by children naturally when they learn their mother tongue. The acquisition of the first language is closely related to the social development of children and the formation of social identity. In line with that, Yogatama (in Suardi et al, 2019) says that learning the first language is one of the overall developments of children to become members of asociety.

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