201issues in bilingual and multicultural education31013061032bil6044 issues in bilingual and...

8/9/2019 201ISSUES IN BILINGUAL AND MULTICULTURAL EDUCATION31013061032bil6044 Issues in Bilingual and Multicultural Education (Week 4) Sem 1 2013 & 2014

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Week 4


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Achieved bilingual, late bilingual = someonewho has become a bilingual later thanchildhood.

Additive bilingual = someone whose twolanguages combine in a complementary andenriching fashion.


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Ambilingual, equilingual, symmetrical,

balanced bilingual= someone whose mastery

of two languages is roughly equivalent.

Ascribed bilingual, early bilingual = someonewho has acquired two languages early in

childhood.


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Asymmetrical, receptive bilingual,

semibilingual, passive bilingual = someone

who understands a second language, in

either its spoken or its written form, or both,but does not necessarily speak or write it.

Compound bilingual = someone whose two

languages are learnt at the same time, often

in the same context.


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Consecutive, successive bilingual= someone

whose second language is added at some

stage after the first has begun to develop.

Coordinate bilingual = someone whose twolanguages are learnt in distinctively separate

contexts.


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Dominant bilingual = someone with greater

proficiency in one of his or her languages and

uses it significantly more than the other

language (s. Dormant bilingual = someone who has

emigrated to a foreign country for a

considerable period of time and has little

opportunity to keep the first languageactively in use.


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Functional bilingual = someone who can

operate in two languages with or without full

fluency for the task in hand.

Horizontal bilingual = someone who isbilingual in two distinct languages which

have a similar or equal status.


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Incipient bilingual = someone at the early

stages of bilingualism where one language is

not fully developed.

Maximal bilingual = someone with nearnative control of two or more languages.


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Minimal bilingual = someone with only a few

words or phrases in a second language.

roductive bilingual = someone who not only

understands but also speaks and possiblywrites in two or more languages.


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!econdary bilingual = someone whose second

language has been added to a first language

via instruction.

!emilingual= someone with insufficientknowledge of either language.


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!ubordinate bilingual = someone who

exhibits interference in his or her language

usage by reducing the patterns of the second

language to those of the first. !ubtractive bilingual = someone whose

second language is acquired at the expense

of the aptitudes already acquired in the first

language.


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!imultaneous childhood bilingualism refers toa child acquiring two languages at the sametime early in life ("aker, #$$%.

&xp. Where one parent speaks one languageto a child, and the other parent speaks adifferent language, the child may learn bothlanguages simultaneously.


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(1). What language(s) is each parent ABLEto speak?

' re both parents bilinguals) *onolinguals)

etc. ' what about relatives)

' are the parent+s languages minority ormaority languages)

' does the context concern additive orsubtractive bilingualism)


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(2). What language(s) does each parentspeak to the child IN PA!"I!E?

' decision on which language to use with thechild from birth upwards.

' may choose to use both languages with thechild.

' one parent speaks one language to thechild, the other parent speaks a differentlanguage.

' both parents speak the minority languageto their children, leaving the child to learnthe maority language outside the home.


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(#). What language(s) do other $a%il&%e%'ers speak to the child?

' both parents use the same language in

speaking to their children, but the childrenspeak to each other in the -outside+

language.

' grandparents and other relations use a

different language with the child than thehome language.

&xp. hinese children in /!


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(). What language(s) does the childeperience in the co%%unit&?

' !ometimes a child may experience both the

languages of home in the outside world at anearly age.

' a child raised monolingually might pick up a

second language outside the home.


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!equential childhood bilingualism is when thechild learns one language first, and then asecond language later in life ("aker, #$$%.

&xp. Where a child learns the language ofthe home, then goes to a nursery orelementary0primary school and learns asecond language.

' normally by the age of three upwards(*c1aughlin, %23


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!equential acquisition ofbilingualism takes us into the fieldof second language acquisition (!1

("aker, #$$%.


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child sometimes rapidly acquires alanguage in addition to that of the homewithout planning or intent by parents.

&xp. 5he street, screen, newspaper (massmedia, television shows, cartoons, etc.

s influential as formal education.


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Where a second language cannot be acquiredin the community, 56& !6771 has been themaor institution expected to producesecond language learning.

&xp. !econd language and foreign languagelessons, via language laboratories andcomputer aided language learning, drill andpractice routines, immersion classes, dramaand dance, etc.


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5here is no single -best+ route by which

learners above the age of three become

competent in a second language.

5here are a variety of informal and formaleducational means of acquiring competency

in a second language.


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5he relationship between the age in learninga second language and success in gaininglanguage proficiency is a much debated issuein second language acquisition (6arley, %238(cited in "aker, #$$%.

review provided by !ingleton (%232(citedin "aker, #$$%.


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(%. omparatively, younger second languagelearners are neither globally more nor lessefficient and successful than older learnersin second language acquisition.

' there are many factors that intervene.


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(#. hildren who learn a second languageduring childhood have an advantage. 5heytend to achieve higher levels of proficiencythan those who begin after childhood.

' (may be related to social contexts in whichlanguage is acquired and maintained or lost,as well as to the psychology of individuallearning.


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(9. 5here are no age related differences inthe process of language learning.

' younger and older second language learners

tend to show a similar developmentalsequence and order.


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(4. :n the formal classroom languagelearning situation, older learners tendinitiall&to learn quicker than youngerlearners.

' but, the length of exposure (e.g. thenumber of years of second languageinstruction is very important.


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(. Where the second language is used inschools as the medium of instruction, andwhere that second language is a maoritylanguage replacing the home minoritylanguage, early use of the second languagemay have negative educational and linguisticeffects.


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(8. !upport for second language instructionsat an early age in school needs to find itsrationale and support from areas other thansecond language research.

(' second language instruction in theelementary"primary school rests on thesuitable provision o# language teachers,suitable materials and resources, #avorableattitudes o# the teachers and parents, andthe need to ma$e the learning experienceen%oyable #or such children.


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(;. 5here are no critical periods in a child+sdevelopment in childhood or adolescencewhen a second language should or should notbe introduced in the school.


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6appens when a bilingual talks to another

bilingual with the same linguistics background

and changes from one language to another in

the course of the conversation. ode'switching is an extremely common

practice among bilinguals and takes many forms

(1i Wei, #$$;


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(i. ode switching involves skilled manipulation

of overlapping sections of two (or more

grammars, and that there is virtually no instance

of ungrammatical combination of two languagesin code'switching, regardless of the bilingual

ability of the speaker (1i Wei, #$$;.


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(ii. :n bilingual code switching, the twolanguages involved do not play the same rolein sentence making.

7ne language sets the grammaticalframework, with the other providing certainitems to fit into the framework.


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(iii. ode switching is not a simple combination

of two sets of grammatical rules but

grammatical integration of one language in

another (1i Wei, #$$;.


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(iv. "ilingual speakers of different proficiencylevels in the their two languages or speaking

two typologically different languages, can

engage in code switching and vary it accordingto their needs.


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(v. ode switching provides strong evidencefor what some researchers have termed as

-bilingual competence+ < the capacity to

coordinate two or more languages inaccordance with the grammatical constraintsof both or all languages (1i Wei, #$$;.


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(vi. "ilingual speakers have a unique linguistic

and psychological profile their two languages

are constantly in different states of activation

5hey are able to call upon their linguisticknowledge and resources according to the

context and adapt their behavior to the task inhand (1i Wei, #$$;

&xp. :nterpreters, translators, etc.


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:s the mother more important than thefather in the child+s language development)

201issues in bilingual and multicultural education31013061032bil6044 issues in bilingual and...

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