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 affiliation, sex, gender, beliefs, values, social class, age, disability, religion, sexuality, race, ethnicity, language, nationality, beauty, occupation, education, criminality, sport 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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