Truncated multilingualism

Linguistically The ideal native speaker is able to produce each and every sentence grammatically possible in a language. The ideal native speaker is able to produce each and every sentence grammatically possible in a language. ‘Using’ language is an effect of ‘knowing’ language – competence ‘Using’ language is an effect of ‘knowing’ language – competence SLA: focused on the acquisition of such competence SLA: focused on the acquisition of such competence

Sociolinguistically Nobody ever knows ALL of a language Nobody ever knows ALL of a language Multilingualism ALWAYS consists of unevenly organised resources: always ‘truncated’ Multilingualism ALWAYS consists of unevenly organised resources: always ‘truncated’ Resources are SPECIALISED: genre-specific, register-specific, function-specific Resources are SPECIALISED: genre-specific, register-specific, function-specific The use of language is NOT ALWAYS predicated on competence in the language The use of language is NOT ALWAYS predicated on competence in the language Because the functions of language are broader than linguistic ones Because the functions of language are broader than linguistic ones

From competence to knowledge What is it to know a language? What is it to know a language? ‘maximal’ knowledge: fluency in multi-genres and varieties, ‘voice’ ‘maximal’ knowledge: fluency in multi-genres and varieties, ‘voice’ ‘intermediate’ knowledge: specific genres, registers, varieties ‘intermediate’ knowledge: specific genres, registers, varieties ‘minimal’ knowledge: single-word, restricted registers and functions (« sayonara », « hasta la vista », « ni hao »…) ‘minimal’ knowledge: single-word, restricted registers and functions (« sayonara », « hasta la vista », « ni hao »…) ‘recognizing’ language: attributive identity functions ‘recognizing’ language: attributive identity functions

All of this belongs to a repertoire: a biographical complex of functionally organised linguistic resources All of this belongs to a repertoire: a biographical complex of functionally organised linguistic resources And is the result of entirely different modes of acquisition And is the result of entirely different modes of acquisition From ‘encountering’ language (in informal learning environment) From ‘encountering’ language (in informal learning environment) To ‘learning’ language (in formal learning environment) To ‘learning’ language (in formal learning environment)

My repertoire ‘Maximum’: Dutch, English ‘Maximum’: Dutch, English ‘Internediate’: French, German, Latin, Spanish, Swahili ‘Internediate’: French, German, Latin, Spanish, Swahili ‘Minimal’: Japanese, Chinese, Italian, Greek, Finnish, Russian, Portuguese, a number of African languages… ‘Minimal’: Japanese, Chinese, Italian, Greek, Finnish, Russian, Portuguese, a number of African languages… ‘Recognising’: Turkish, Arabic, Korean, Northern Sami, Gaelic, Berber, Polish, Albanian, Hungarian, Czech, Swedish, Danish, Serbo-Kroatian, Hebrew, Yiddish, Schwytsertüütsch, several African languages… ‘Recognising’: Turkish, Arabic, Korean, Northern Sami, Gaelic, Berber, Polish, Albanian, Hungarian, Czech, Swedish, Danish, Serbo-Kroatian, Hebrew, Yiddish, Schwytsertüütsch, several African languages…

Encountering language

Turkish bakery, African female customer Gij voor mij brood? Twee Gij voor mij brood? Twee Twee brood. Welk? Twee brood. Welk? Grote, this one [points] Grote, this one [points] Deze? Deze? Ja. Kost hoeveel? Ja. Kost hoeveel? Eén Euro tachtig cent Eén Euro tachtig cent [pays] [pays] You for me bread? Two Two bread. Which? Big ones, this one (points) These ones? Yes? Costs how much? One Euro eighty cent [pays]

You take whatever is (cheaply) available You take whatever is (cheaply) available Assemble it into a functionally adequate variety Assemble it into a functionally adequate variety Functions: Functions: Linguistic, communicative Linguistic, communicative Indexical Indexical Emblematic Emblematic Aesthetic … Aesthetic …

Can be close to ‘maximum’ competence Can be close to ‘maximum’ competence

‘A gringo like me’ ‘A gringo like me’ The outcome of an informal learning process The outcome of an informal learning process Organised around polycentric normativity (the norms of the street vs norms of the school) Organised around polycentric normativity (the norms of the street vs norms of the school) Increasingly important in globalization contexts Increasingly important in globalization contexts Demanding an entirely different frame for thinking about language acquisition, knowledge and functions Demanding an entirely different frame for thinking about language acquisition, knowledge and functions