Modeling the life and death of competing languages from a physical and mathematical perspective

Recent contributions address the problem of language coexistence as that of two species competing to aggregate speakers, thus focusing on the dynamics of linguistic traits across populations. They draw inspiration from physics and biology and share some underlying ideas -- e. g. the search for minimal schemes to explain complex situations or the notion that languages are extant entities in a societal context and, accordingly, that objective, mathematical laws emerge driving the aforementioned dynamics. Different proposals pay attention to distinct aspects of such systems: Some of them emphasize the distribution of the population in geographical space, others research exhaustively the role of bilinguals in idealized situations (e. g. isolated populations), and yet others rely extremely on equations taken unchanged from physics or biology and whose parameters bear actual geometrical meaning. Despite the sources of these models -- so unrelated to linguistics -- sound results begin to surface that establish conditions and make testable predictions regarding language survival within populations of speakers, with a decisive role reserved to bilingualism. Here we review the most recent works and their interesting outcomes stressing their physical theoretical basis, and discuss the relevance and meaning of the abstract mathematical findings for real-life situations.Comment: 22 pages, 4 figures. Fifth chapter of the book Bilingualism and Minority Languages in Europe: Current trends and developments by F. Lauchlan, M. C. Parafita Couto, ed

What is India speaking: The "Hinglish" invasion

While language competition models of diachronic language shift are increasingly sophisticated, drawing on sociolinguistic components like variable language prestige, distance from language centers and intermediate bilingual transitionary populations, in one significant way they fall short. They fail to consider contact-based outcomes resulting in mixed language practices, e.g. outcome scenarios such as creoles or unmarked code switching as an emergent communicative norm. On these lines something very interesting is uncovered in India, where traditionally there have been monolingual Hindi speakers and Hindi/English bilinguals, but virtually no monolingual English speakers. While the Indian census data reports a sharp increase in the proportion of Hindi/English bilinguals, we argue that the number of Hindi/English bilinguals in India is inaccurate, given a new class of urban individuals speaking a mixed lect of Hindi and English, popularly known as "Hinglish". Based on predator-prey, sociolinguistic theories, salient local ecological factors and the rural-urban divide in India, we propose a new mathematical model of interacting monolingual Hindi speakers, Hindi/English bilinguals and Hinglish speakers. The model yields globally asymptotic stable states of coexistence, as well as bilingual extinction. To validate our model, sociolinguistic data from different Indian classes are contrasted with census reports: We see that purported urban Hindi/English bilinguals are unable to maintain fluent Hindi speech and instead produce Hinglish, whereas rural speakers evidence monolingual Hindi. Thus we present evidence for the first time where an unrecognized mixed lect involving English but not "English", has possibly taken over a sizeable faction of a large global population.Comment: This paper has been withdrawan as the model has now been modified and the existing model has some error

Coupled dynamics of node and link states in complex networks: A model for language competition

Inspired by language competition processes, we present a model of coupled evolution of node and link states. In particular, we focus on the interplay between the use of a language and the preference or attitude of the speakers towards it, which we model, respectively, as a property of the interactions between speakers (a link state) and as a property of the speakers themselves (a node state). Furthermore, we restrict our attention to the case of two socially equivalent languages and to socially inspired network topologies based on a mechanism of triadic closure. As opposed to most of the previous literature, where language extinction is an inevitable outcome of the dynamics, we find a broad range of possible asymptotic configurations, which we classify as: frozen extinction states, frozen coexistence states, and dynamically trapped coexistence states. Moreover, metastable coexistence states with very long survival times and displaying a non-trivial dynamics are found to be abundant. Interestingly, a system size scaling analysis shows, on the one hand, that the probability of language extinction vanishes exponentially for increasing system sizes and, on the other hand, that the time scale of survival of the non-trivial dynamical metastable states increases linearly with the size of the system. Thus, non-trivial dynamical coexistence is the only possible outcome for large enough systems. Finally, we show how this coexistence is characterized by one of the languages becoming clearly predominant while the other one becomes increasingly confined to "ghetto-like" structures: small groups of bilingual speakers arranged in triangles, with a strong preference for the minority language, and using it for their intra-group interactions while they switch to the predominant language for communications with the rest of the population.Comment: 21 pages, 15 figure

The relationship between Cognitive Reserve and Math Abilities

Cognitive Reserve is the capital of knowledge and experiences that an individual acquires over their life-span. Cognitive Reserve is strictly related to Brain Reserve, which is the ability of the brain to cope with damage. These two concepts could explain many phenomena such as the modality of onset in dementia or the different degree of impairment in cognitive abilities in aging. The aim of this study is to verify the effect of Cognitive Reserve, as measured by a questionnaire, on a variety of numerical abilities (number comprehension, reading and writing numbers, rules and principles, mental calculations and written calculations), in a group of healthy older people (aged 65-98 years). Sixty older individuals were interviewed with the Cognitive Reserve Index questionnaire (CRIq), and assessed with the Numerical Activities of Daily Living battery (NADL), which included formal tasks on math abilities, an informal test on math, one interview with the participant, and one interview with a relative on the perceived math abilities. We also took into account the years of education, as another proxy for Cognitive Reserve. In the multiple regression analyses on all formal tests, CRIq scores did not significantly predict math performance. Other variables, i.e., years of education and Mini-Mental State Examination score, accounted better for math performance on NADL. Only a subsection of CRIq, CRIq-Working-activity, was found to predict performance on a NADL subtest assessing informal use of math in daily life. These results show that education might better explain abstract math functions in late life than other aspects related to Cognitive Reserve, such as lifestyle or occupational attainment

Importance of interlinguistic similarity and stable bilingualism when two languages compete

In order to analyze the dynamics of two languages in competition, one approach is to fit historical data on their numbers of speakers with a mathematical model in which the parameters are interpreted as the similarity between those languages and their relative status. Within this approach, we show here, on the basis of a detailed analysis and extensive calculations, the outcomes that can emerge for given values of these parameters. Contrary to previous results, it is possible that in the long term both languages coexist and survive. This happens only when there is a stable bilingual group, and this is possible only if the competing languages are sufficiently similar, in which case its occurrence is favoured by both similarity and status symmetry.Comment: to appear in New Journal of Physic

The SNARC effect in the processing of second-language number words: Further evidence for strong lexico-semantic connections

We present new evidence that word translation involves semantic mediation. It has been shown that participants react faster to small numbers with their left hand and to large numbers with their right hand. This SNARC (spatial-numerical association of response codes) effect is due to the fact that in Western cultures the semantic number line is oriented from left (small) to right (large). We obtained a SNARC effect when participants had to indicate the parity of second-language (L2) number words, but not when they had to indicate whether L2 number words contained a particular sound. Crucially, the SNARC effect was also obtained in a translation verification task, indicating that this task involved the activation of number magnitude

Trilingual conversations: a window into multicompetence

A recurrent theme in the literature on trilingual language use is the question of whether there is a specific “trilingual competence.” In this paper we consider this question in the light of codeswitching patterns in two dyadic trilingual conversations between a mother and daughter conducted in (Lebanese) Arabic, French, and English. Quantitative and qualitative analysis of codeswitching in both conversants shows that, despite the fact that both subjects are fluent in all three languages, uses of switching are significantly different for mother and daughter across a number of features, including relative frequency of different switch types, and the incidence of hybrid constructions involving items from two or more languages. The subjects appear to display qualitatively distinct profiles of competence in the trilingual mode. This in turn leads to the conclusion that the facts of trilingual language use are best characterized in terms of “multicompetence” (Cook, 1991). The paper concludes with some further reflections on the uniqueness of trilingual language use (an “old chestnut” in trilingualism research, cf. Klein, 1995)

Actions speak louder than words! The tension between stated beliefs and practices of a student-teacher during primary school English lessons

At times there seems to be a lack of consistency between what teachers state they do and what they actually do in classrooms. This mismatch between practice and beliefs may also be evident in the perception of language use of teachers or student teachers in a bilingual and multilingual setting. This departure from practice in line with stated intentions or beliefs might be undertaken consciously in order to respond to the situation in a responsible manner. In class teachers may engage in practices that do not support their beliefs or intentions about language teaching or learning due to various reasons. In this paper I delve into the experiences of a student-teacher during English lessons in Maltese Primary Schools to explore whether her practices tally with her stated beliefs. Reasons for tensions between stated beliefs and classroom practices will be studied through qualitative data collected through classroom observations, questionnaires and interviews with the student-teacher.peer-reviewe