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Name: Mehta Kavita Dineshbhai
Course: M.A English
Semester: 3
Batch: 2016 – 2018
Roll No: 11
Enrollment No: 2069108420170020
Submitted to: S M T S.B Gardi
Department Of English
MK Bhav University.
Email id: kavitamehta164@gmail.com
Paper No: 12: English Language
Teaching-1
Topic: Bilingualism
My Assignment’s
Bilingualism:
“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.”
What is
bilingualism? :
“Defining bilingualism in just a few words is not easy, as each
individual has different bilingual characteristics. There may be
distinctions between ability and use of a language, or differences in
proficiency between the two languages.”
Bilingualism refers to the phenomenon of competence and
communication in two languages. A bilingual individual is someone who has the
ability to communicate in two languages alternately. Such an ability or
psychological state in the individual has been referred to as bilinguality. A
bilingual society is one of in which two languages are used for communication.
In a bilingual society, it is possible to have a large number of monolinguals (those
who speck only one of the two languages used in the society), provided that
there are enough bilinguals to perform the function between individual
bilingualism and societal bilingualism.
Apart from bilingualism abilities involving two languages:
1) Bidialectal
2) Biscription
Bidialectalism refers to the phenomenon whereby someone can
communicate in more than two dialects of the same language. Example for,
Cantonese and Putonghua for a Chinese speaker. Biscriptural competence is the
ability to read more than one script of the same language, Example for: the Chinese
language can be written both in the new simplified script and the traditional
complex script.
BILINGUALISM
AND MULTILINGUALISM:
The final definition issue concerns the relationship
between bilingualism and multilingualism. Discussion of bilingualism often
include multilingual context, because in many multilingual societies there are
more bilingual than multilingual individuals. There are many pattern of
multilingual based on various combination of bilingual competencies. For
example, individuals in a multilingual society could be bilingual in the
dominant language and the another non – dominant language. The non – dominant
language may vary for individuals. Increasingly, however, with the recognition
that many societies are multilingual. Multilingualism is often discussed as a
phenomenon in its own right.
A multifaceted phenomenon, bilingualism requires
multidisciplinary investigation for it to be more completely understood. In
their attempt at linguistic representation, linguistic descriptions of
languages have often disregarded bilingual. Until recently, lingual consideration,
focusing instead on the monolingual speaker hearer competence in the language. Recently,
however, with the emergence of sociolingualistic concerns in the late 1950s and
the renewed interest in variation studies as a whole, language change arising
from the use of two or more language in a society is now studies with greater
vigor. Bilingualism is now directly linked with studies in contact linguistic.
The bilingual individual is now recognized as the ultimate locus of contact and
accepted as one of the agents of language change arising from contact
situations.
Psycholinguistic studies of
bilingualism have asked question such as:
·
How do we
become bilingual?
·
How are the
two languages represented in the
Bilingual brail?
·
What happen
in real time when a bilingual communicates?
To the answer the question of how someone become bilingual.
It is useful to draw a distinction between simultaneous and successive
bilingualism.Simultaneous bilingualism refers to the acquisition of two
languages at the same time, while successive bilingualism refers to the
acquision of the one language after another. In the latter, the first language
(L1) will have been established in some way before the learner is exposed to
the second language (L2). To distinguish between the two, McLaughlin uses the
operational definition that if two languages are acquired below three year old,
then it is considered simultaneous bilingualism with both languages acquired as
L1s; if the learner only starts learning the L2 after three tear old, then it
is defined as successive bilingualism. The learner of the L2 in successive
bilingualism is also referred to as second language acquisition.
Several governments around the world
have attempted to provide bilingual education: Education using billings as media
of instruction and having bilingualism as a goal of education. Educations are
connected about the types of teaching programmes and classroom techniques that
can facilitate the development of bilingual abilities. A whole range of
bilingual education models is now available. Some of these models can encourage
maintenance of the non dominant languages, while other are likely to lead to
language shift. If becoming bilingual helps learner to developed positive
attitude to their native languages and themselves, the phenomenon is called
dditive bilingualism. If they develop negative attitude towards then own
language in the process of becoming bilingual, then it is called subtractive
bilingualism. Some researcher have related these positive and negative attitude
cognitive advantages. In bilingual education , which in turn was the result of
a mixture of interacting effects from post-war population movements, post
colonial language policies and the the propagation of humanistic and
egalitarian ideologies.
With population movement s occurring in various part
of the world for two or three decades after the second World war, laws were
passed in some countries to allow members of non- dominant groups to learn in
their own languages while at same time trying to learn the dominant language.
In America, the Bilingual Education Act was passed in 1968, while in Canada the
Official Languages Act was adapted in 1969. Though not a center for immigration
as America has been in recent decades, the People’s Republic of china has 55
minorities or non- dominant groups. Soon after the establishment of the present
government in 1949. China passed legislation from the 1950s onwards to provide
for education in the non dominant languages while encouraging, but not
requiring, some of these speakers to learn Putonghua. The national mode of
communication. Likewise, in multilingual India the three Language formula (the
regional language and the mother tongue- Hindi or another India language – and
English or a modern European language) was first devised in 1956 and modified
in 1961. Similar events took place in other countries well in to the 1970s.
It is important to note the historical background to studies of bilingual education because
it sheds light on their motivation and expected outcomes. Many of the early
studies in bilingualism were case studies of particular countries or
communities, involving an appreciation of history, politics and demography. The
International Handbook of Bilingualism and Bilingual Education, is one of the
most comprehensive research efforts document the circumstances in countries
such as China, India, South Africa, the UK. Other studies appearing from the
1980s include Paulson on Sweden, Shapson, and D’opration and Developnt
countries and Baetens Beardsmore on Europe. As part of many pilot programmes in
bilingual education, model for facilitating bilingual development in schools
have been developed. A review of all the model developed shows that they hinge
on two main issues:
·
Whether the non-dominant language is used as a
medium of instruction.
·
Whether the
non-dominant language is valued as a cultural asset worth acquiring for self.
These two parameters can be used to categories a whole
range of bilingual education models. Four examples illustrate this.
1. The
submersion model of bilingual education: the non-dominant language is neither
valued nor used as a medium of instruction.
2. Transitional bilingualism: the non-dominant
language is not used as a medium of instruction for a period but is not
eventually valued as a target language.
3. Heritage language programmes: the non-dominant
language is not used as a medium of instruction but is valued as a target
language to be learned.
4. The language exposure time model the learner’s own
language is valued as a target language and also used also used as a medium of
instruction for some subjects.
Research in bilingualism in the 1980s, there are several introductory
texts to the field such as Baetens Beardsmore, Alatis and Staczek, Cummins and
swain, Baker and Hamers and Blanc.Other new books include Hoffman and in
primary or secondary school setting, there is also a body of research for
sub-areas, such as bilingualism and language contact, cognitive processing in
bilinguals and even what parents can do at home to help children become
bilingual.
When one
more components in two languages become fused in to one code for communication,
then there is change in the linguistic system themselves this phenomenon is
called language conversation. The systematic merging of forms between languages
which are in the same geographical speech area or sprachbund. Complete merging
of two languages may result in mixed languages may result in mixed languages
such as pidgins mixed languages with no native speaker or creoles. It is
possible therefore that societal bilingualism over time may give rise to the
emergence of a mixed language which in turn may become the common mode of
communication.
Another
approach to the study of language mixing is to consider what happen in the
bilingual’s brain. One of the first attempts was Weinreich’s delmeation of
bilingual memory organization. In weinreich’s model there are three types of
bilingual memory systems:
1. Coexistent bilingualism
2. Merged bilingualism
3. Subordinative bilingualism
In the first type, the two language are kept separate , in the second
the representation of the two languages are integrated in to one system, in the
last ,L2 is based on the representation of L1.It has been postulated that the
way the memory organize the two languages is related to how they are acquired.
In the first type , the languages are kept apart in the memory system because
they are learned in different environments in the second type, bilingual have
acquired the languages while using them interchangeably, in the last, L2 is
lerned on the basis of L1. Ervin and Osgood refer to the first as co-ordinate
bilingualism and the second as compound bilingualism. They consider the third
type as a form of the second type since the mental representation of L2 are
based on L1 and are therefore not separately stored.
Conclusion:
The multifaceted nature of the phenomenon of
bilingualism need to be fully appreciated for any pedagogical programme
designed to foster bilingual development to succeed. To study bilingualism is
to study the interaction between linguistics, psycholinguistics,
sociolinguistics, pedagogy and the real world of language politics and policy.
To be able to appreciate such interaction in changing times and adjust
classroom practice in the light of changes is the hallmark of a professional
language teacher.
Work cited:
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