Language Structure Is Partly Determined by Social Structure

Background

Languages differ greatly both in their syntactic and morphological systems and in the social environments in which they exist. We challenge the view that language grammars are unrelated to social environments in which they are learned and used.

Methodology/Principal Findings

We conducted a statistical analysis of >2,000 languages using a combination of demographic sources and the World Atlas of Language Structures— a database of structural language properties. We found strong relationships between linguistic factors related to morphological complexity, and demographic/socio-historical factors such as the number of language users, geographic spread, and degree of language contact. The analyses suggest that languages spoken by large groups have simpler inflectional morphology than languages spoken by smaller groups as measured on a variety of factors such as case systems and complexity of conjugations. Additionally, languages spoken by large groups are much more likely to use lexical strategies in place of inflectional morphology to encode evidentiality, negation, aspect, and possession. Our findings indicate that just as biological organisms are shaped by ecological niches, language structures appear to adapt to the environment (niche) in which they are being learned and used. As adults learn a language, features that are difficult for them to acquire, are less likely to be passed on to subsequent learners. Languages used for communication in large groups that include adult learners appear to have been subjected to such selection. Conversely, the morphological complexity common to languages used in small groups increases redundancy which may facilitate language learning by infants.

Conclusions/Significance

We hypothesize that language structures are subjected to different evolutionary pressures in different social environments. Just as biological organisms are shaped by ecological niches, language structures appear to adapt to the environment (niche) in which they are being learned and used. The proposed Linguistic Niche Hypothesis has implications for answering the broad question of why languages differ in the way they do and makes empirical predictions regarding language acquisition capacities of children versus adults.     

Language and imagery: effects of language modality

Across spoken languages, properties of wordforms (e.g. the sounds in the word hammer) do not generally evoke mental images associated to meanings. However, across signed languages, many signforms readily evoke mental images (e.g. the sign HAMMER resembles the motion involved in hammering). Here we assess the relationship between language and imagery, comparing the performance of English speakers and British sign language (BSL) signers in meaning similarity judgement tasks. In experiment 1, we found that BSL signers used these imagistic properties in making meaning similarity judgements, in contrast with English speakers. In experiment 2, we found that English speakers behaved more like BSL signers when asked to develop mental images for the words before performing the same task. These findings show that language differences can bias users to attend more to those aspects of the world encoded in their language than to those that are not; and that language modality (spoken versus signed) can affect the degree to which imagery is involved in language.     

Language Differences in the Brain Network for Reading in Naturalistic Story Reading and Lexical Decision

Differences in how writing systems represent language raise important questions about whether there could be a universal functional architecture for reading across languages. In order to study potential language differences in the neural networks that support reading skill, we collected fMRI data from readers of alphabetic (English) and morpho-syllabic (Chinese) writing systems during two reading tasks. In one, participants read short stories under conditions that approximate natural reading, and in the other, participants decided whether individual stimuli were real words or not. Prior work comparing these two writing systems has overwhelmingly used meta-linguistic tasks, generally supporting the conclusion that the reading system is organized differently for skilled readers of Chinese and English. We observed that language differences in the reading network were greatly dependent on task. In lexical decision, a pattern consistent with prior research was observed in which the Middle Frontal Gyrus (MFG) and right Fusiform Gyrus (rFFG) were more active for Chinese than for English, whereas the posterior temporal sulcus was more active for English than for Chinese. We found a very different pattern of language effects in a naturalistic reading paradigm, during which significant differences were only observed in visual regions not typically considered specific to the reading network, and the middle temporal gyrus, which is thought to be important for direct mapping of orthography to semantics. Indeed, in areas that are often discussed as supporting distinct cognitive or linguistic functions between the two languages, we observed interaction. Specifically, language differences were most pronounced in MFG and rFFG during the lexical decision task, whereas no language differences were observed in these areas during silent reading of text for comprehension.     

The Role of Language in Nation-Building within the European Union

Europe is home to a vast array of indigenous languages, not to mention numerous immigrant languages. European Union (EU) acknowledgement of “national” languages as official languages results in a privileged status for these languages vis-à-vis the minority languages with which they cohabit. This support prevents hegemony by a single language such as English, yet the EU simultaneously undermines these national languages domestically by promoting their minority language competitors. This paradox can only be understood by examining the developing model for European identity whereby identity is viewed as variable and multi-faceted, rooted in multilingual facility and the absence of a single, monolithic source of identity. If the project of creating a European identity is viewed as nation-building,it is central to consider how the issue of language diversity is addressed at the European level. The paper begins by discussing the concept of national identity and the central role that language plays in its determination, as well as what modern conceptions of language planning bring to this process. After exploring the European language terrain, the paper considers whether the EU can even be said to have a language policy. The discussion focuses on multilingual education programs, the treatment of minority languages, and the issue of languages spoken by immigrant populations. Having presented these conceptual tools and policy surveys, an analytical framework is introduced that situates the nation-building process in relation to the creation of a common European identity.     

Language choices in the teaching of human reproduction

The choice of which language strategies to use in schools in Africa is the subject of much debate. In the Life Sciences, cultural issues associated with the use of biological terminology add to this debate. In our study, we examined the language choices made by Grade 7 Natural Sciences teachers in South Africa during their teaching of human reproduction. A mixed method approach was employed, involving firstly a survey questionnaire amongst 40 teachers in urban schools followed by a multiple case study of 10 of these teachers. Data were collected during classroom observations by means of field notes and audio-recordings followed by interviews which were transcribed and coded. We found that teachers used a variety of language strategies including use of home languages, English or code switching. The teacher’s and/or learners’ fluency in English and the teacher’s perception of the need for learners to feel at ease when discussing human reproduction influenced their choices. In addition, teachers’ belief in the importance of using biological terminology rather than traditional metaphors in order to create a more formal and thus respectful discourse, led them to use the English version of the biological terms. We argue that different language choices are appropriate for different urban contexts, and that teachers should use the language/s in which learners are most comfortable in order to enable deep and rich discussions on the sensitive subject of human reproduction.     

Constraints on Negative Prefixation in Polish Sign Language

The aim of this article is to describe a negative prefix, NEG-, in Polish Sign Language (PJM) which appears to be indigenous to the language. This is of interest given the relative rarity of prefixes in sign languages. Prefixed PJM signs were analyzed on the basis of both a corpus of texts signed by 15 deaf PJM users who are either native or near-native signers, and material including a specified range of prefixed signs as demonstrated by native signers in dictionary form (i.e. signs produced in isolation, not as part of phrases or sentences). In order to define the morphological rules behind prefixation on both the phonological and morphological levels, native PJM users were consulted for their expertise. The research results can enrich models for describing processes of grammaticalization in the context of the visual-gestural modality that forms the basis for sign language structure.     

Évaluation de BabelMeSH en français

BabelMeSH is a multilingual search tool for Medline/PubMed. It is intended for users whose primary language is not English. The languages currently supported are: Arabic, Chinese, French, German, Italian, Japanese, Korean, Portuguese, Russian, Spanish and Swedish. The goal of this work is to evaluate the usability and effectiveness of the French version. This study consisted of two parts: (1) evaluation of translation of French keywords by BabelMeSH, (2) user feedback. We used two sets of keywords: a list of authors’ keywords in medical journals published in French and a list of terms derived from Web server logs submitted by French-speaking users to search BabelMeSH. English translations by the authors were compared with those translated by BabelMeSH. The accuracy of translation of user submitted terms was evaluated. An online questionnaire using the 5-point Likert scale was used to evaluate user opinion on the usefulness of BabelMeSH. One hundred and seventy-four author keywords and 179 user keywords in French were randomly selected to search Medline/PubMed via BabelMeSH. With the author-generated keywords, BabelMeSH exactly matched (word-for-word) the authors’ translations for 69 terms; translations were accurate (similar concept) for 69 keywords; multiple suggestions were given for 19, one of which was the same as the authors’ translation or considered accurate. Partial matches (compound words) were found for 22 keywords. BabelMeSH translations were incorrect for 21 terms. For user search terms, 135 translations and suggestions were considered accurate, 15 partially accurate, 21 were incorrect. Of the eight with multiple suggestions, only one was accurate. Six responses were received from the online questionnaire. The average ratings (5: agree, 1: disagree) for the following statements were: (1) that BabelMeSH was useful: 4.3; (2) the overall quality of citations retrieved was excellent: 4.3; and (3) that they would continue to use BabelMeSH: 4.6. All declared that they had previously searched Medline in English and all, except one, stated that they would recommend it to others. BabelMeSH is an alternative resource for researchers whose native language is other than English. Limited user feedback and the results of an objective evaluation seem to indicate that it could be a useful addition to multilanguage search tools for Medline/PubMed. However, at the time we conducted this study, the development of BabelMeSH was not finished. Therefore, it might be necessary to evaluate BabelMeSH French version in future.     

Positivity of the English language

Over the last million years, human language has emerged and evolved as a fundamental instrument of social communication and semiotic representation. People use language in part to convey emotional information, leading to the central and contingent questions: (1) What is the emotional spectrum of natural language? and (2) Are natural languages neutrally, positively, or negatively biased? Here, we report that the human-perceived positivity of over 10,000 of the most frequently used English words exhibits a clear positive bias. More deeply, we characterize and quantify distributions of word positivity for four large and distinct corpora, demonstrating that their form is broadly invariant with respect to frequency of word use.     

Prospects for the Survival of the Navajo Language: A Reconsideration

What is the role of schools in the loss of indigenous languages? A study 25 years ago of prospects for the survival of Navajo placed most of the blame for the spread of English on increasing access to schools. Reconsidering that evidence and recent developments, the central role of the introduction of Western schooling is seen still to be highly relevant. But other factors have worked through the school, the major effect of which has been the ideological acceptance of English. Vernacular literacy, traditional or introduced religion, and political structure all have failed to establish a counterforce. Economic changes also led to new living patterns that, together with improved communication, broke down isolation and supported the threat to the survival of language. This study confirms the importance of seeing language and education in the full social, cultural, religious, and political context recognized by educational anthropology.     

Language policy,language ideology,and visual art education for emergent bilingual students

ABSTRACT

In 1968 the Bilingual Education Act marked the first comprehensive federal intervention in the schooling of language minoritized students by creating financial incentives for bilingual education in an effort to address social and educational inequities created by poverty and linguistic isolation in schools. Since that time federal education policies related to language instruction for emergent bilingual students have undergone a number of shifts that reflect changing ideological perspectives on language and citizenship. These shifts, in turn, frame seemingly neutral educational requirements for preservice and practicing art educators related to language and visual art instruction, implicating art educators in ideological stances toward students and families who primarily speak languages other than English. This article reviews the Elementary and Secondary Education Act in its most recent reauthorization as the Every Student Succeeds Act, and offers insight into ideological implications of standards and assessments that impact art educator preparation and art teaching practices with regard to language in the art classroom, including the National Core Arts Standards and the Education Teacher Performance Assessment. Implications regarding ways art education, framed by ideological policies, might support or undermine social and educational inequities educational policies are intended to address are discussed.     

Language shift, bilingualism and the future of Britain's Celtic languages

'Language shift' is the process whereby members of a community in which more than one language is spoken abandon their original vernacular language in favour of another. The historical shifts to English by Celtic language speakers of Britain and Ireland are particularly well-studied examples for which good census data exist for the most recent 100-120 years in many areas where Celtic languages were once the prevailing vernaculars. We model the dynamics of language shift as a competition process in which the numbers of speakers of each language (both monolingual and bilingual) vary as a function both of internal recruitment (as the net outcome of birth, death, immigration and emigration rates of native speakers), and of gains and losses owing to language shift. We examine two models: a basic model in which bilingualism is simply the transitional state for households moving between alternative monolingual states, and a diglossia model in which there is an additional demand for the endangered language as the preferred medium of communication in some restricted sociolinguistic domain, superimposed on the basic shift dynamics. Fitting our models to census data, we successfully reproduce the demographic trajectories of both languages over the past century. We estimate the rates of recruitment of new Scottish Gaelic speakers that would be required each year (for instance, through school education) to counteract the 'natural wastage' as households with one or more Gaelic speakers fail to transmit the language to the next generation informally, for different rates of loss during informal intergenerational transmission.     

Language Universals Engage Broca's Area

It is well known that natural languages share certain aspects of their design. For example, across languages, syllables like blif are preferred to lbif. But whether language universals are myths or mentally active constraints—linguistic or otherwise—remains controversial. To address this question, we used fMRI to investigate brain response to four syllable types, arrayed on their linguistic well-formedness (e.g., blif≻bnif≻bdif≻lbif, where ≻ indicates preference). Results showed that syllable structure monotonically modulated hemodynamic response in Broca''s area, and its pattern mirrored participants'' behavioral preferences. In contrast, ill-formed syllables did not systematically tax sensorimotor regions—while such syllables engaged primary auditory cortex, they tended to deactivate (rather than engage) articulatory motor regions. The convergence between the cross-linguistic preferences and English participants'' hemodynamic and behavioral responses is remarkable given that most of these syllables are unattested in their language. We conclude that human brains encode broad restrictions on syllable structure.     

Internal and External Dynamics in Language: Evidence from Verb Regularity in a Historical Corpus of English

Human languages are rule governed, but almost invariably these rules have exceptions in the form of irregularities. Since rules in language are efficient and productive, the persistence of irregularity is an anomaly. How does irregularity linger in the face of internal (endogenous) and external (exogenous) pressures to conform to a rule? Here we address this problem by taking a detailed look at simple past tense verbs in the Corpus of Historical American English. The data show that the language is open, with many new verbs entering. At the same time, existing verbs might tend to regularize or irregularize as a consequence of internal dynamics, but overall, the amount of irregularity sustained by the language stays roughly constant over time. Despite continuous vocabulary growth, and presumably, an attendant increase in expressive power, there is no corresponding growth in irregularity. We analyze the set of irregulars, showing they may adhere to a set of minority rules, allowing for increased stability of irregularity over time. These findings contribute to the debate on how language systems become rule governed, and how and why they sustain exceptions to rules, providing insight into the interplay between the emergence and maintenance of rules and exceptions in language.     

The intergenerational transmission of Australian Indigenous languages: why language maintenance programmes should be family-focused

By 2050, the majority of Australia’s surviving Indigenous languages are likely to become extinct. The intergenerational transmission of languages in which children acquire languages from their parents and grandparents is a key mechanism for reversing language shift, but many Australian children whose parents speak an Indigenous language do not speak that language. Using a unique, national survey of Australian Indigenous children, I identify factors associated with the successful intergenerational transmission of Indigenous languages within Aboriginal and Torres Strait Islander families. Results highlight the importance of parents’ language use. Although community-level characteristics account for some of the variance in successful language transmission, parents who use Indigenous languages at home, speak them as well as they speak English, and do not also speak a creole language are more likely to pass those languages onto their children.     

The Neurophysiology of Language Processing Shapes the Evolution of Grammar: Evidence from Case Marking

Do principles of language processing in the brain affect the way grammar evolves over time or is language change just a matter of socio-historical contingency? While the balance of evidence has been ambiguous and controversial, we identify here a neurophysiological constraint on the processing of language that has a systematic effect on the evolution of how noun phrases are marked by case (i.e. by such contrasts as between the English base form she and the object form her). In neurophysiological experiments across diverse languages we found that during processing, participants initially interpret the first base-form noun phrase they hear (e.g. she…) as an agent (which would fit a continuation like … greeted him), even when the sentence later requires the interpretation of a patient role (as in … was greeted). We show that this processing principle is also operative in Hindi, a language where initial base-form noun phrases most commonly denote patients because many agents receive a special case marker ("ergative") and are often left out in discourse. This finding suggests that the principle is species-wide and independent of the structural affordances of specific languages. As such, the principle favors the development and maintenance of case-marking systems that equate base-form cases with agents rather than with patients. We confirm this evolutionary bias by statistical analyses of phylogenetic signals in over 600 languages worldwide, controlling for confounding effects from language contact. Our findings suggest that at least one core property of grammar systematically adapts in its evolution to the neurophysiological conditions of the brain, independently of socio-historical factors. This opens up new avenues for understanding how specific properties of grammar have developed in tight interaction with the biological evolution of our species.     

The unmet need for interpreting provision in UK primary care

Background

With increasing globalisation, the challenges of providing accessible and safe healthcare to all are great. Studies show that there are substantial numbers of people who are not fluent in English to a level where they can make best use of health services. We examined how health professionals manage language barriers in a consultation.

Methods and Findings

This was a cross-sectional study in 41 UK general practices . Health professionals completed a proforma for a randomly allocated consultation session.Seventy-seven (63%) practitioners responded, from 41(59%) practices. From 1008 consultations, 555 involved patients who did not have English as a first language; 710 took place in English; 222 were in other languages, the practitioner either communicating with the patient in their own language/using an alternative language. Seven consultations were in a mixture of English/patient''s own language. Patients'' first languages numbered 37 (apart from English), in contrast to health practitioners, who declared at least a basic level of proficiency in 22 languages other than English. The practitioner''s reported proficiency in the language used was at a basic level in 24 consultations, whereas in 21, they reported having no proficiency at all. In 57 consultations, a relative/friend interpreted and in 6, a bilingual member of staff/community worker was used. Only in 6 cases was a professional interpreter booked. The main limitation was that only one random session was selected and assessment of patient/professional fluency in English was subjective.

Conclusions

It would appear that professional interpreters are under-used in relation to the need for them, with bilingual staff/family and friends being used commonly. In many cases where the patient spoke little/no English, the practitioner consulted in the patient''s language but this approach was also used where reported practitioner proficiency was low. Further research in different setting is needed to substantiate these findings.     

Language as a multimodal phenomenon: implications for language learning,processing and evolution

Our understanding of the cognitive and neural underpinnings of language has traditionally been firmly based on spoken Indo-European languages and on language studied as speech or text. However, in face-to-face communication, language is multimodal: speech signals are invariably accompanied by visual information on the face and in manual gestures, and sign languages deploy multiple channels (hands, face and body) in utterance construction. Moreover, the narrow focus on spoken Indo-European languages has entrenched the assumption that language is comprised wholly by an arbitrary system of symbols and rules. However, iconicity (i.e. resemblance between aspects of communicative form and meaning) is also present: speakers use iconic gestures when they speak; many non-Indo-European spoken languages exhibit a substantial amount of iconicity in word forms and, finally, iconicity is the norm, rather than the exception in sign languages. This introduction provides the motivation for taking a multimodal approach to the study of language learning, processing and evolution, and discusses the broad implications of shifting our current dominant approaches and assumptions to encompass multimodal expression in both signed and spoken languages.     

Language development: breaking the code

This paper reviews the major achievements of the preschool years regarding language acquisition. Although most children appear to master their native language with little apparent effort, learning a language is a complex task. It requires the ability to extract clues from environmental stimuli and to discover how those stimuli convey meanings and are modified according to the meaning conveyed. In general, language learning follows a similar sequence regardless of the language being learned. The major accomplishments in the areas of speech perception, early sound production, phonology, lexicon, syntax, and morphology are described, with specific examples from recent studies of acquisition of French in young children from Québec. These examples confirm major milestones observed in other languages, but also illustrate how comparisons across languages and across children learning the same language can be challenging. For each area, current issues are identified regarding the bases (neurological, genetic) of language development, as well as the processes (social, cognitive, linguistic) involved. Current hypotheses regarding language acquisition and language disorders are briefly discussed.