Here’s a taster:
What language is she singing in, though?
Reading the comments thread on the YouTube site is revealing:
In a new book, Suresh Canagarajah (2013) reminds us that this blending, mixing and meshing of languages, rather than being the exception, is the norm. Quoting Pattanayak (1984), he cites the example of south Asia, to the effect that, ‘if one draws a straight line between Kashmir and Kanyakumari and marks, say, every five or ten miles, then one will find that there is no break in communication between any two consecutive points.’ That is to say, a message passed down the line would reach its destination, irrespective of all the languages it traverses.
Nor is this linguistic intermingling and hybridization a purely Asian or Middle Eastern phenomenon. ‘All spaces are contact zones’ says Canagarajah (2013: 26), a view echoed in a recent article by Sewell (2013: 6):
It is important to appreciate that all language use – among whatever combination or grouping of native and non-native speakers – is situated, variable, and subject to hybridizing influences.
This has never been more true than now, where immigration, tourism, and globalization, among other influences, coerce communication between speakers of different languages, with all the blendings, fusions, pidgins and macaronics that result. However much the ‘language police’ struggle to enforce the integrity of languages like (to choose a local example) Catalan, their efforts are foredoomed.
It’s not just that languages vary from region to region; they vary from person to person – and even within one person. As Labov (1969, 2003: 234) long ago pointed out: ‘One of the fundamental principles of sociolinguistic investigation might simply be stated as: There are no single-style speakers. By this we mean that every speaker will show some variation in phonological and syntactic rules according to the immediate context in which he is speaking.’
The fact of the matter is that none of us speaks the same language. Nor even a language. As Pennycook (2012: 98) argues, ‘None of us speaks “a language” as if this were an undifferentiated whole. We do not learn languages as if these were discrete listings of syntax and lexicon (despite what years of schooling and tests may try to tell us). Rather, we learn how to do certain things with words, and with varying success.’
And, from a psycholinguistic view, too, as Block (2003: 39) argues, all is flux:
Linguistic competence is not stored in the mind in neat compartments with clear boundaries; rather, a more appropriate image is that of a mass with no clear divisions among parts. Nor is linguistic competence in different languages stable over time as there is constant bleeding between and among languages as well as additions and losses in terms of repertoires.
Thus, the idea that we are primed to speak a preordained language from birth has given way to the ‘complex systems’ view that language acquisition is the ‘soft assembly’ of meaning-making resources, or what Larsen-Freeman and Cameron (2008: 17) call ‘a “statistical ensemble” of interacting elements… constantly changing’. They add that ‘learning is not the taking in of linguistic forms by learners, but the constant adaptation of their linguistic resources in the service of meaning-making in response to the affordances that emerge in the communicative situation, which is, in turn, affected by the learners’ adaptability’ (2008: 135).
By these accounts, is it any longer valid to talk about ‘a language’ or ‘languages’ (countable) as opposed to simply ‘language’ (uncountable)? Canagarajah (2013: 6) thinks not:
“Languages” are always in contact with and mutually influence each other. From this perspective, the separation of languages with different labels needs to be problematized. Labelling is an ideological act of demarcating certain codes in relation to certain identities and interests.
So, to fence a language off and give it a name (Aramaic, Chaldean, Assyrian, Syrian, and so on) is less a linguistic decision than a political one, although, as Bourdieu (1992: 45) warns, linguists are often complicit:
To speak of the language, without further specification, as linguists do, is tacitly to accept the official definition of the official language of a political unit. This language is the one which, within the territorial limits of that unit, imposes itself on the whole population as the only legitimate language.
And, in order to legitimate it, squadrons of lexicographers and grammarians are recruited, not only to describe and prescribe the language, but to circumscribe it. But where do you set the limits? Where does one language end and another begin? In a recent review of a history of the Oxford English Dictionary (Hitchings, 2013: 7), the reviewer notes that
When [the dictionary's editor, James Murray] asked members of the Philological Society, ‘At which Englishman’s speech does English terminate?’, he drew criticism for his unwillingness to provide an exact answer. One reason for doing so was his awareness that the British Empire was expanding. Murray and his paymasters differed on the question of how this should be recognised.
The same question might well be asked of any so-called language. At which Spaniard’s speech does Spanish terminate? At which Croatian’s speech does Croatian terminate? And so on.
So, if there are no languages, only language, what is it that we teach? Or, as Pennycook (2010: 132) puts it, ‘The question to ask is what language education might look like if we no longer posited the existence of separate languages.’
The short answer, perhaps, is that we would facilitate a kind of creative DIY approach – semiotic bricolage, perhaps – by means of which learners would become resourceful language users, cutting and pasting from the heteroglossic landscape to meet both their short-term and their long-term goals. Maybe it also means that we can dispense with the need to ‘teach the grammar’ of the language: if the language does not have a fixed shape, neither does the grammar that infuses it.
Or, as Larsen-Freeman and Cameron (2008: 198-9) sum it up:
Language as a separate entity is a normative fiction…; it only exists in the fluxes of language use in a given speech community. For the language classroom this implies that what has previously been taken as the goal of learning, the “target language”, ceases to exist in any simple form…. Inside the language classroom, the dynamics of language-using by teachers and students leads to the emergence of individual learners’ growing language resources and of classroom dialects, and, beyond the classroom, to the emergence of lingua franca varieties.
No longer are we Teachers of English as a Foreign Language. Rather, Teachers of Language as a Semiotic Resource, perhaps.
Block, D. (2003) The Social Turn in Second Language Acquisition, Edinburgh: Edinburgh University Press.
Bourdieu, P. (1991) Language and Symbolic Power, Cambridge: Polity Press.
Canagarajah, S. (2013) Translingual Practice: Global Englishes and cosmopolitan relations, London: Routledge.
Hitchings, H. (2013) ‘At which Englishman’s speech does English terminate?’, a review of Ogilvie, S. (2012) Words of the World: A global history of the ‘Oxford English Dictionary,’ Cambridge, in London Review of Books, 7 March 2013.
Labov, W. 1969. ‘Some sociolinguistic principles’. Reprinted in Paulston, C.B., & Tucker, G.R. (eds.) (2003) Sociolinguistics: The Essential Readings. Oxford: Blackwell.
Larsen-Freeman, D. & Cameron, L. (2008) Complex Systems and Applied Linguistics, Oxford: Oxford University Press.
Pennycook, A. (2010) Language as Local Practice, London: Routledge.
Pennycook, A. (2012) Language and Mobility: Unexpected Places, Bristol: Multilingual Matters.
Sewell, A (2013) ‘English as a lingua franca: ontology and ideology’, ELT Journal, 67/1.