Friday, 4 December 2020

Assignment English Language Teaching 1

 

Bilingualism: Skill or limitation?

 

 

Abstract

 

Our native language shapes the ways in which we see the world, demarcating the boundary between what we can name, and what is beyond our experience. Logically, the more words we know, the more things we know about the world. Now think about a child that grows up speaking two or more different languages – the world of meanings available to this child will be much wider than one experienced by other children. Bilingualism is closely related to the phenomenon of language acquisition – the particular way in which we all learn our native language as children. We acquire the skill, and even if we have to work on our writing, speaking seems as natural as breathing. Scientists claim that language acquisition is a process that starts at the beginning of our lives and ends around puberty.

This study pointed out that since in the brain of a bilingual person there are two languages that are constantly active and involve an additional processing cost, it might lead to verbal skills of a bilingual person to be generally weaker that those noted in monolingual speakers of the language

Researcher has tried to evaluate skills and limitations of Bilingualism.

 

Key Words: Bilingualism, Skill, limitation, language

 

 

 

 

What is Language and role of language

 

The principal method of human communication, consisting of words used in a structured and conventional way and conveyed by speech, writing, or gesture.

 

A language is a structured system of communication. Language, in a broader sense, is the method of communication that involves the use of – particularly human – languages. The scientific study of language is called linguistics. Language is a vital part of human connection. Although all species have their ways of communicating, humans are the only ones that have mastered cognitive language communication. Language allows us to share our ideas, thoughts, and feelings with others. It has the power to build societies, but also tear them down.

 


Language is what makes us human. It is how people communicate. By learning, it means you have mastered a complex a complex system of words, structure and grammar to effectively a communicate with others.

Language is more than a means of communication.

It is used all over the world and every single minute. Not only when we talk, read, and write even when we socialize, we drive, we trade everywhere we use language in one form or other. Every aspect of our life involves language.

 

What is bilingualism?

Bilingualism is the ability to use two languages.

 

The field of bilingualism is very complex and that, in part, makes defining what it is more difficult. Definitions come from different disciplines including linguistics, psycholinguistics, sociolinguistics, educationists, and international studies. The expected outcome is that each discipline places emphasis on one aspect and neglects others (Romaine, 1989), thus making any definition incomplete.



Put simply, bilingualism is the ability to use two languages. However, defining bilingualism is problematic since individuals with varying bilingual characteristics may be classified as bilingual. Definitions of bilingualism range from a minimal proficiency in two languages, to an advanced level of proficiency which allows the speaker to function and appear as a native-like speaker of two languages. A person may describe themselves as bilingual but may mean only the ability to converse and communicate orally. Others may be proficient in reading in two or more languages (or bi-literate). A person may be bilingual by virtue of having grown up learning and using two languages simultaneously (simultaneous bilingualism). Or they may become bilingual by learning a second language sometime after their first language. This is known as sequential bilingualism. To be bilingual means different things to different people. Bilingualism encompasses a range of proficiencies and contexts. A young child entering school may be called bilingual but it may be that she uses her first or home language for domestic and familial purposes and that English is her preferred language for communication outside the home. Or she may be largely monolingual in her first language only when she starts school.

 

Types of bilingualism

Liddicoat Anthony explains types of bilingualism in his article, ‘Bilingualism: An Introduction’ and emphasis on.



 

(1)Co-ordinate and compound bilingualism

A discussion of bilingualism and second language learning distinguishes three types of bilingualism, namely, compound, coordinate, and sub-coordinate. A compound bilingual is an individual who learns two languages in the same environment so that he/she acquires one notion with two verbal expressions. A coordinate bilingual acquires the two languages in different contexts (e.g., home and school), so the words of the two languages belong to separate and independent systems. In a sub-coordinate bilingual, one language dominates

 

(2)Simultaneous and successive bilingualism

Simultaneous bilingualism is when bilingualism is achieved via acquiring a first and second language concurrently. Sequential bilingualism is when bilingualism is achieved via learning a second language later than the first language. Some also call it subsequent bilingualism.

 

(3)Additive and subtractive bilingualism

Additive bilingualism is when a student's first language continues to be developed while they're learning their second language. ... Subtractive bilingualism, however, is when a student learns a second language at the expense of their first language.

                                            

(4) Elite and folk bilingualism

In this sense, there is a close relationship between elite and additive bilingualism, and folk and subtractive bilingualism. Elite bilinguals acquire another language and maintain their L1, as happens in additive bilingualism; this is possible because the L2 has great prestige and is used by the majority of speakers for most activities in the context where they live. Their L2 embodies an advantage in social and economic terms. Folk or circumstantial bilingualism could be associated with subtractive bilingualism in that individuals acquire an L2 and tend to lose the L1 because the latter has low prestige in the context where the individuals live; hence, a likely consequence of subtractive is monolingualism.

 

 

“bilingualism” and the processes and features of
 “second language acquisition” (SLA)




Language researchers have traditionally drawn distinctions between phenomena of “bilingualism” and the processes and features of “second language acquisition” (SLA). Accounts have generally relied upon factors of context, age of acquisition, degree of proficiency or ability, “nativeness,” or “native-likeness,” and social identity.

 

While exemplifying this bilingualism Andrew Lynch brings example of Canada talks in ‘Bilingualism and Second Language Acquisition’ as Canada is a bilingual country because French and English are both official languages even though many citizens of Canada are monolingual English speakers. So, Even those who are bilingual are also not exactly bilingual.

 

Limitations




 

DeKeyser (2013) explains that:

 

The difference that everybody can observe within one and the same immigrant

family, where the children soon overtake their parents, reflects implicit acquisition

processes only; adolescents and adults do not have any more problems than children

with the kind of learning that is typical of most foreign language learning, on the

contrary

 

 

 

How problem turns into limitation?

For better understanding of this, we can have example of the character from the film Happy new year that how Mohini get unnecessarily impressed by Charlie just because he knew little English. Many times it happens that unnecessarily it gets affected unconsciously too.



 

This image will help in exemplifying this.

 

This chart reflects limitations of bilingualism.



Now let’s try to understand this with the help of our day-to-day life.

 

(1)Mixing Languages



This is the most fundamental limitation among every bilingual person. Languages keeps on mixing up with first language and because of that what needs not to be happen, happens! Some words are rooted into specific language so, when one tries to have literal translation or goes into urge of finding the meaning it kills the actual meaning of that phrase or sentence.

 

Researcher wants to specify that indirectly it harms psychological condition even towards the first language.

 

(2)Language Fluency Delay




What does the word “fluent” actually mean? In lay circles, this term has come to equal "native-level proficient", with no grey area between the bumbling beginner and the mellifluous master. An outsider overhearing a conversation in a foreign language only hears a fog of sounds, thus perceiving anyone who can cobble together a sentence as “fluent”.

 

How important are accuracy and grammatical range? That depends on the speaker’s needs. Due to this it becomes Gujlish or Hinglish.

 

(3)Reading and Writing



Speaking is something very different than writing and reading.  There are people who don’t know to speak and write their second language yet then can understand second language.  There is double process on going while thinking and speaking.

 

(4) The dominance of one language over the other and psychological prejudice



Prejudice is an affective feeling towards a person based on their perceived group membership. The word is often used to refer to a preconceived, usually unfavorable, evaluation of another person based on that person's political affiliationsexgenderbeliefsvaluessocial classagedisabilityreligionsexualityraceethnicitylanguagenationalitybeautyoccupationeducationcriminalitysport team affiliation or other personal characteristics.

Language dominance is, on its face, a relatively simple concept. It refers to the degree of bilingualism manifested by individuals who know two languages, that is, the relative level of proficiency in each of the languages. A person may know both equally well, in which case we speak of balanced bilingualism.

 

Take away points

Tries to learn with some of constructed biases

Typical mindset doesn’t allow something new to enter easily

Learns just for the sake of learning at some level

 


(5)Being receptively bilingual



A receptive bilingual is someone who has native-fluency in one language and can understand but not speak a second language. The second language is often the language of one or both of their parents. Many second-generation immigrant populations in native English speaking countries have receptive bilinguals, where they understand their mother tongue, but respond in English.

The real damage had begun.

 

(6)Biases

Both you and your audience bring cultural bias to your speech: how you perceive and communicate with them and how they perceive and receive your words. Cultural bias can impact mannerism, speech, and gesture as well as the rhetorical compenents of your speech.

Learner unconsciously uses structure of first language over other.

After exemplifying this term and examples related to this, researcher positively agrees with the statement that Bilingualism is a skill but it can become limitation too!

Even if there are costs to be paid for being fluent in two languages, the many advantages of bilingualism are really worth the trouble. If you're worried that your children might encounter communication problem if you choose to speak a different language at home or move to a different location, don't worry – their brains are under development and will quickly adjust to the new linguistic environment.

Being bilingual, they will also find it easier to pick up new languages once they're adult – all in all, bilingualism is something that will help them to lead richer lives and develop understanding towards different cultures.

 

 

Epilogue

Most importantly, we found a significant effect of balanced bilingualism (balanced usage of and balanced proficiency in two languages) on the Stroop and number–letter task (mixing cost only), indicating that a more balanced use and a more balanced level of proficiency in two languages resulted in better executive 

Learning a language is a great way to keep your brain healthy and sharp. Being bilingual can improve a person's multitasking skills, attention control, problem solving and creativity as it promotes outside-the-box thinking. It can also help improve your memory – handy when shopping and remembering people's names!

Bilingualism is a skill but it can become limitation too!

 

 

 

 

 

 

 

 

 

 

 

 

 

References

 

Abutalebi, J., Tettamanti, M., & Perani, D. (2009). The bilingual brain: Linguistic and non-linguistic skills. Brain and Language, 109, 51–54.

Anthony, Liddicoat. “Bilingualism: An Introduction.” files.eric.ed.gov/fulltext/ED404847.pdf. Accessed 3 Dec. 2020.

Askildson, Lance. “Effects of Humor in the Language Classroom: Humor as a Pedagogical Tool in Theory and Practice.” www.researchgate.net/publication/253763402_Effects_of_humor_in_the_language_classroom_Humor_as_a_pedagogical_tool_in_theory_and_practice. Accessed 3 Dec. 2020.

Benmamoun, E., Montrul, S., & Polinsky, M. (2013a). Heritage languages and their speakers: Opportunities and challenges for linguistics. Theoretical Linguistics, 39, 129–181.

Guerrero, Carmen Helena. “Elite Vs. Folk Bilingualism: The Mismatch between Theories and Educational and Social Conditions.” files.eric.ed.gov/fulltext/EJ1127950.pdf.

Lynch, Andrew. PDF Bilingualism and Second Language Acquisition. www.researchgate.net/publication/315846897_Bilingualism_and_Second_Language_Acquisition

Maria Rosaria, D'Acierno. “Three Types of Bilingualism.” files.eric.ed.gov/fulltext/ED321574.pdf.

 


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