By Colin Baker
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Additional resources for Foundations of Bilingual Education and Bilingualism (Bilingual Education and Bilingualism, 1)
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Change in syntax, semantics and lexicon) that is not covered in this or the following chapter on language < previous page page_35 next page > < previous page page_36 next page > Page 36 revival (see Aitchison, 1991; McMahon, 1994 and Romaine, 1995 for a linguistic discussion of these topics). The sociolinguistic perspective begins by examining a central idea in sociolinguistics, that of diglossia. Diglossia The term bilingualism is typically used to describe the two languages of an individual. When the focus changes to two languages in society, the term often used is diglossia (Ferguson, 1959; Fishman, 1972, 1980).
Besides 'to whom and where', a 'how often' question is necessary. Further problems of language background and functional bilingualism scales are discussed by Baker & Hinde (1984) and Baker (1985). < previous page page_21 next page > < previous page page_22 next page > Page 22 Self Rating on Proficiency Two examples of self rating on language proficiency are provided: the first from Census questions; the second from survey research. In a Census, questions are sometimes included about speaking a minority language.
In the factory, classroom, mosque) (4) What is the topic of conversation? g. sport, work, food) (5) For what purpose? To what effect? As one or more of these five factors changes, so may the language used. This suggests that language choice can be the result of a large and complex set of factors. In trying to predict 'who will speak what language, when and to whom' (Fishman, 1965), an individual's decision may be intricate. Sankoff(1972) uses a decision tree to give a taste of the complexity of choice.