The document discusses language contact and bilingualism. It defines language contact as occurring when two languages are used in the same region and there is communication between speakers. This can result in language loss, bilingualism, or language change. Bilingualism is defined as an individual or society using two languages. Individual bilingualism depends on factors like language proficiency, acquisition context, age of acquisition, language domains, and social orientation. Code switching occurs when speakers alternate between two grammatical systems within a conversation and can be used for various social and communicative purposes.
Can bilingualism cause problems for children? Which language should parents speak? Should parents avoid mixing languages? This slideshare accompanies a RALLI film by Dr Vicky Murphy providing some basic information about bilingualism based on the research evidence. http://youtu.be/p9iWG0M5z40
For an index of the RALLI films and slides see: http://ralliindex.blogspot.co.uk
Can bilingualism cause problems for children? Which language should parents speak? Should parents avoid mixing languages? This slideshare accompanies a RALLI film by Dr Vicky Murphy providing some basic information about bilingualism based on the research evidence. http://youtu.be/p9iWG0M5z40
For an index of the RALLI films and slides see: http://ralliindex.blogspot.co.uk
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
This presentation is an introduction to some classic definitions and concepts in second language Acquisition. It is part of the seminar on applied linguistics offered at Universidad del Valle.
English for Specific Purposes by Tony Dudley EvansParth Bhatt
English for specific purposes (ESP) has for about 30 years been a separate branch of English
Language Teaching. It has developed its own approaches, materials and methodology and is
generally seen as a very active, even 'feisty' movement that has had considerable influence over the
more general activities of TESOL and applied linguistics.
ESP has always seen itself as materials-driven and as a classroom-based activity concerned
with practical outcomes. Most w riting about ESP is concerned with aspects of teaching, materials
production and text analysis rather than with the development of a theory of ESP.
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.com
Major distinctions:
Difference between first and second language
Difference between acquisition and learning
Difference between explicit and implicit learning
Difference between second and foreign language
Spolsky's Model of Language Learning
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
This presentation is an introduction to some classic definitions and concepts in second language Acquisition. It is part of the seminar on applied linguistics offered at Universidad del Valle.
English for Specific Purposes by Tony Dudley EvansParth Bhatt
English for specific purposes (ESP) has for about 30 years been a separate branch of English
Language Teaching. It has developed its own approaches, materials and methodology and is
generally seen as a very active, even 'feisty' movement that has had considerable influence over the
more general activities of TESOL and applied linguistics.
ESP has always seen itself as materials-driven and as a classroom-based activity concerned
with practical outcomes. Most w riting about ESP is concerned with aspects of teaching, materials
production and text analysis rather than with the development of a theory of ESP.
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.com
Major distinctions:
Difference between first and second language
Difference between acquisition and learning
Difference between explicit and implicit learning
Difference between second and foreign language
Spolsky's Model of Language Learning
Are You BI - Engaging a Bilingual and Bicultural Market on Social MediaAdriana Serna
A guide on how to engage bilingual and bicultural markets, such as the Hispanic Market, on social media. Should you post in English, Spanish or both? What is the best platform? What about the content? This presentation was given on Social Media Day, June 30th, 2013 at the Adrienne Arsht Center for the Performing Arts in downtown Miami. Thank you Alex Carballo and the board for selecting me to give this presentation. It was fun and a genuine thrill.
Morph: A morph is simply the phonetic representation of a morpheme, how the morpheme is said.
Morpheme: Smallest meaningful unit, cannot be further divided or analyzed
Allomorph: Allomorphs are different forms of the same morpheme, or basic unit of meaning.These can be different pronunciations or different spellings.
Multilingual societies Language and IdentityThi.docxroushhsiu
Multilingual
societies:
Language and
Identity
This session introduces you to:
Multi-lingual individuals
Multi-lingual societies:
Language choice in multilingual societies
Code-switching
Language and identity
Multi-lingual
individuals
TOPIC 1
Bi-/multi-lingual
individuals:
What does it mean to
be bilingual or
multilingual?
The ability to use more than one language to communicate
But to what level of competence?
Basic/minimal Advanced
Balanced bilingualism is rare
Very few bilinguals have equal competence or use their languages
equally.
• Typically, each person has a different mix of the four skills:
listening, speaking, reading, and writing.
• ‘Passive’ BL = stronger comprehension (listening) than speaking
competence
• Others may have advanced competence in more than 1 language
but have degrees of competence in different domains (e.g. work
vs home)
What about you?
When, where,
with whom do
you use each
language?
For each one,
rate your ability
in listening,
speaking,
reading and
writing
List the languages
in which you have
a degree of
competency
Multi-lingual individuals
First language (L1)
mother-tongue(s), native language(s), that we hear spoken from birth
Second language (L2)
language(s) learned later in childhood or adulthood
Different learning processes are involved:
acquisition (of L1) vs learning (of L2)
How do we become bilingual/multilingual?
Simultaneous bilingualism
2 or more languages are acquired simultaneously in early childhood.
Successive bilingualism
a person who already has competence in a L1 learns a L2 (or L3, L4 …)
How long does it take to acquire a L1?
Humans are biologically equipped to learn language in infancy:
We are born with brains that are ‘wired’ for language - the capacity to figure out
the grammar and words of the specific language(s) we hear spoken around us
Most of that learning is complete by 5 years of age for children in all cultures
How long does it take to learn a L2?
After puberty, deliberate effort or study is needed to master a language
Up to 10 or more years for full control of oral and written language.
◦ Basic interpersonal communication skills within 2 years.
◦ Academic language proficiency up to 8 years
(Cummins 1984)
To be effective, L2 learning requires
üFrequent input data
üMeaningful and authentic opportunities for using the language
üPerceived value and/or need for the language
üWillingness & motivation
Bilingual education in schools
Typically the L2 is taught in a ‘foreign language class’.
Much less often it is the medium of instruction
Foreign language class teaching in countries where one language is dominant
often fails:
◦ too little exposure
◦ not often enough
◦ started too late
◦ too few opportunities to use the language actively and authentically.
How did you learn
your L2, L3, L4…?
qForeign language class in
school/university?
...
Bingualism 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 (Hamers and Blanc 2000). A bilingual society is one in which two languages are used for communication. In a bilingual society, it is possible to have a large number of monolinguals (those who speak only one of the two languages used in that society), provided that there are enough bilinguals to perform the functions requiring bilingual competence in that society. There is therefore a distinction between individual bilingualism and societal bilingualism.
2. Language Contact
A situation that arises when
two or more languages are spoken in the same or
adjoining regions
And
when there is a high degree of communication
between the people speaking them
Can result in
Language loss or even language death
Bi- / multilingualism
Language change
3. Bilingualism
(Multilingualism)
Individual Bilingualism – the use of two (or more)
languages by an individual
E.g., an individual who speaks both English and Spanish
as described by many of the informants in the Hinton
article
Societal Bilingualism – the use of two (or more)
languages within a given community
E.g., the bilingual setting in India, Canada, Switzerland,
Malaysia, etc.
4. Societal Bilingualism
Identify a community here in California that
you are familiar with.
From your impressions, what languages are
used? In what domains?
5. Describing Individual
Bilingualism & Multilingualism
The term ‘bilingualism’ may mean different
things to different people.
To the average person, bilingualism can be loosely
defined as:
the use of two languages or
the native-like control of two languages.
6. What it means to be bilingual …
75% of the world’s population speak two or more
languages.
Not all bilinguals speak two languages at the same
level.
By the age of 2.5, a bilingual child begins to make
choices in language use, usually the majority language.
Parents who want their children to retain their heritage
language must work at it.
In the U.S. immigrants are strongly urged to assimilate
and discourages from retaining their heritage
language.
That is a national loss.
7. Describing Individual
Bilingualism
Bilingualism has often been defined in terms of
language competence. But a definition of
bilingualism must also account for the impact of
social, psychological and cultural variables on
the bilingual individual.
How did you (or someone you know) become
bilingual?
What is your (their) proficiency in each language?
When do you (they) use each language?
8. Describing Bilingualism &
Multilingualism
Is someone bilingual who:
has a slight non-native accent in one or both
languages?
makes occasional errors of syntax in one or both
languages?
doesn’t always know the right word to use in one or
both languages?
speaks both languages fluently but is culturally
comfortable in only one language?
9. Describing Bilingualism &
Multilingualism
Five important variables in relation to
bilingualism:
1] degree of bilingualism
2] context of bilingual language acquisition
3] age of acquisition
4] domain of use of each language
5] social orientation
10. Degree of Bilingualism -
Definitions
Bloomfield (1933): native-like control of two languages
(maximalist)
Mackey (1962): the ability to use more than one language
(minimalist)
Weinriech (1953): the practice of alternately using two
languages (minimalist)
Haugen (1953): the point where a speaker can first produce
complete meaningful utterances in the other language
(minimalist)
Maximalist approach: describes the ideal bilingual (not
reality)
Macnamara (1969): need to discuss the degree of
bilingualism / competence in sub-components (LSRW)
11. Degree of Bilingualism -
Rate your own bilingual abilities (1 = weak; 5 =
excellent) in your two languages
Lg A Lg B
Listening
Speaking
Reading
Writing
12. Degree of Bilingualism –
Balanced Bilinguals
Individuals fully competent in both languages
(Lambert et al. 1959)
Almost impossible to achieve (Baetens
Beardsmore 1982)
Sociolinguistic forces demand that bilinguals
organize their languages in functionally
complementary spheres. No society needs two
languages to perform the same set of functions.
Balanced bilingualism entails the death of
bilingualism. (Fishman 1972)
13. Degree of Bilingualism –
Dominant Bilinguals
Individuals who are dominant in one
language.
Less dominant language = ‘subordinate.’
Dominance does not apply to all domains.
One may be dominant in the subordinate
language in some domains.
14. Degree of Bilingualism –
Passive / Recessive
Bilinguals
Individuals who are gradually losing
competence in one language, usually because
of disuse.
common among immigrant groups
often loose productive skills while retaining
receptive skills
15. Degree of Bilingualism –
Semilinguals / Limited Bilinguals
Individuals who appear to have limited proficiency
in both languages. Deficit in six language
competencies:
size of vocabulary
correctness of language
unconscious processing of language (automation)
language creation
mastery of the functions of language (e.g., emotive,
cognitive)
meanings and imagery
16. Context of Bilingual Language
Acquisition
Individual who are labeled as ‘limited bilinguals’
are usually from lower SES groups. Their
language proficiency is the result of their SES and
not some cognitive deficit.
Can you think of individuals you know who might
fit into some of the categories listed above?
17. Context of Bilingual Language
Acquisition
Primary context / natural bilingualism:
situations in which a child acquires both
languages in a naturalistic setting without
any structured instruction
Secondary context / school bilingualism:
situations in which a child acquires one of the
languages in a structured setting, usually
school.
18. Context of Bilingual Language
Acquisition
Naturalistic fused setting: no separation of
context for both languages; child is exposed
to both languages in the same context.
Naturalistic separate setting: one parent, one
language model; but also applies to other
interlocutors, i.e., siblings, peers,
grandparents, etc.
19. Context of Bilingual Language
Acquisition
Elective bilinguals: individuals who have
some element of choice about learning a
second language.
Circumstantial bilinguals: individuals who
have no choice about learning a second
language; indigenous colonized or minority
groups.
Distinction is important especially with
respect to how bilinguals are measured.
20. Age of Acquisition
Sensitive age for language learning (from Lenneberg’s 1967
‘critical period’): We have a superior language learning
capacity early in life which will disappear or decline with
maturation.
evidence for exceptions
no clear cut-off age
Important references on age & acquisition:
Birdsong, D. 1992. Ultimate attainment in second language
acquisition. Language 684: 706-755
Birdsong, D. 2005. Interpreting age effects in second language
acquisition, In J. Kroll & A De Groot, eds., Handbook of
bilingualism: Psycholinguistic approaches. New York: Oxford
University Press.
21. Age of Acquisition
Possible factors:
neurological
aptitudes
attitude
identity and motivation
nature of exposure
What is a ‘native speaker’?
22. Age of Acquisition
Rate your competence in your first language in the
four macro skills (LSRW). Are you equally competent
in all skills? What would be considered ‘native-like’
proficiency for a learner of that language? What
levels of competence do you expect native speakers
to have?
Who would you rule out as a native speaker? What
standards of norms do you use in your assessment?
(Consider someone brought up in India or the
Philippines who speaks English as a first language.
Would you consider that person a native speaker?)
23. Domains of Use
Domains: the different spheres of influence in a
speaker’s life –
Family
Friendship
Religion
Education
Employment
etc.
24. Domains of Use
Interlocutors: a language relationship tends
to evolve naturally. And once established, it is
usually not easy to alter
Place or Location: work vs. home; physical
location like neighborhoods
Topic: language of technical discourse or
cooking, gardening, etc.
25. Social Orientation
Attitudes of bilinguals toward their bilingual
status;
Attitudes toward the larger community;
Attitudes of the larger community toward
them and their bilingual status.
26. Additive vs. Subtractive
Bilingualism
Subtractive bilingualism / differential bilingualism:
Without first language support, the learning of a
new language may entail the loss of that first
language.
Additive bilingualism: an environment conducive
to the development of the first language as well
as the development of the second language
results in the maintenance of both.
27. Code Switching –
The case of Spanglish Ana Celia
Zentella
Code switching: The juxtaposition within the
same speech exchange of passages belonging to
two different grammatical systems or
subsystems (Gumperz 1982)
Lexical borrowing: Words from one system
adapted phonologically and morph-syntactically
and used regularly in another system and
28. Why switch?
‘On the spot’ variables
The linguistic proficiency of the person(s) to
whom one is speaking
The language requirements of the setting, i.e.,
speak the language that is spoken to one
29. Why switch?
‘In the head’ variables
Where to switch
Switch at turn points
Switch within a turn
Switch to co-construct a unique identity
Footing (re-alignment)
Speaker to quoter; friend to protector; narrator to
evaluator
Clarification
Check for approval, attention, or hearer’s
knowledge
30. Why switch?
‘Out of the mouth’ variables
One’s own language proficiency
Lexical limitations
Syntactic constraints
31. Zentella’s conclusions
English-Spanish switching is a creative style
of bilingual communication
To negotiate meaning with each other
To construct a unique identity
To realign footing
To clarify
To emphasize a message
To control the interlocutor
Code switching was a way of saying that one
belongs to both worlds
32. Discussion
Code switching is especially noticeable to those
who don’t speak one of the languages involved in
the switching, yet even monolinguals engage in
style shifting, moving from one style or variety of
their language to another (for example, when a
minister or politician who is speaking Standard
English switches to a regional or ethnic dialect
for humor or to make a point). When do you shift
styles? Why? Can you give an example?