Sociolingualism In Linguistics

SOCIOLINGUISTICS AND BILINGUALISM IN TAMABELA INDIGENOUS “Indigenous minority languages have played crucial roles in many areas of linguistics - phonetics, phonology, morphology, syntax, typology, and the ethnography of communication”.(Duranti.A.2001) such languages have, however, received comparatively little attention from quantitative or variationist sociolinguistics. Without the diverse perspectives, which underrepresented language communities can provide, our understanding of language variation and change will be incomplete. To help filliing this gap and developing broader viewpoints, this anthology presents 21 original, fieldwork-based studies of a wide range of indigenous languages in the framework of quantitative sociolinguistics.

Children react to language stimuli with responses; if their responses are correct, their language is reinforced and those pattern become habitual. “ Learners language acquisition is mainly built through their interaction with the environment”. (B. F. Skinner, 1957) . In Huayna Capac High School where there are TAMABELA indigenous students have the opportunity to interact in two languages Kichuwa and Spanish according to their environments where they are growing during their life. The communication depends on who are students speaking with. They speak with friends in very informal way. They make jokes and laugh a lot. They talk about different kinds of topics like relationships, work, movies, social problems, memories etc. It does not matter if they are polite or rude. The point is just enjoying. They speak Kichwa during those moments. When they are at school with teachers, they speak Spanish because the majority of teachers do not speak Kichwa. The language is formal and polite with correct use of vocabulary and academic pronunciation. They are learning English as well. On the other hand, “ the simultaneous bilingualism is when L1 is presented as the same time as L2. Sequential bilingualism is when L1 introduced first, followed by the introduction of L2 before the age of 3” (Grosjean. F. 2010) so indigenous students have a

Teachers in some cases do not do anything to avoid this, and these students´ native culture is being lost. For this reason, it is necessary to take into consideration CLD learners before starting any subject. Teachers must observe the cultural and linguistically diversity among the students to take care and reinforce cultural roots. After observing the students´ diversity, Teachers try to make indigenous students feel proud of their ethnicity with activities that get them involved with other students in a respectful classroom environment that will help them to