Bilingualism refers to proficiency in two or more languages. About half the world's population is bilingual. Children can become bilingual by acquiring two languages simultaneously from birth or learning a second language after mastering the first. Bilingualism exists on a spectrum from balanced proficiency in both languages to dominance in one. Being bilingual provides cognitive advantages such as better concept formation and analogical reasoning skills.
Bilingualism || Introduction to BilingualismAjEmpire
Introduction to bilingualism. This is for educational purposes. In this everything related to bilingualism such as overview, introduction, etymology, Bilingual and its types, Bilingualism and its types, advantages and disadvantages have been discussed. This would be helpful in better understanding bilingualism.
Bilingualism || Introduction to BilingualismAjEmpire
Introduction to bilingualism. This is for educational purposes. In this everything related to bilingualism such as overview, introduction, etymology, Bilingual and its types, Bilingualism and its types, advantages and disadvantages have been discussed. This would be helpful in better understanding bilingualism.
The Acculturation Model is a model of second language acquisition designed by John H. Schumann (1978) and it is based on the social-psychology of acculturation
The Acculturation Model is a model of second language acquisition designed by John H. Schumann (1978) and it is based on the social-psychology of acculturation
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. Bilingualism
What is it?
• Proficiency in two or more languages.
• Bilingualism is evident in reading, writing,
speaking & listening.
• 50% of the world’s population is bilingual
3. Who are bilingual children?
• A bilingual has full fluency in two languages.
• Children can acquire two languages at the
same time in early childhood and be
proficient in both.
• Children may also learn a second language
after mastering the first to become bilingual.
• It is rare for proficiency in both languages to
be perfectly balanced in the child.
4. Concepts Related to Bilingualism
Consecutive versus Simultaneous Bilingual
Early versus Late Bilingual
Balanced versus Dominant Bilingual
Additive versus Subtractive Bilingual
Elite versus Folk Bilingual
5. Consecutive vs. Simultaneous
• Consecutive (or Successive) bilingual:
– Learning one language after already knowing another. This
is the situation for all those who become bilingual as adults,
as well as for many who became bilingual earlier in life.
Sometimes also called consecutive bilingualism.
• Simultaneous bilingual:
– Learning two languages as "first languages". That is, a
person who is a simultaneous bilingual goes from speaking
no languages at all directly to speaking two languages.
Infants who are exposed to two languages from birth will
become simultaneous bilinguals.
• Receptive bilingual:
– Being able to understand two languages but express oneself
in only one. This is generally not considered "true"
bilingualism but is a fairly common situation.
5
7. •Studies have shown that features of L1 can
have a powerful influence on L2.
• L1 “transfer” can be positive or negative.
8. • Studies examining true simultaneous
bilinguals are rare.
• Brain imaging studies show a spread in
activation across left and right hemispheres.
9. Early vs. Late Bilinguals
• Early age of bilingual exposure has a
significant impact on multiple aspects of a
child’s development: linguistic, cognitive and
reading.
• Children who experince early and extensive
exposure to both of their languages quickly
grasp the fundamentals of both of their
languages and in a manner similar to that of
monolingual language learners
10. Early vs. Late Bilinguals
Categorizing bilingual acquisition by
the age at which the two languages
are acquired:
infants
child
adoloscent
adult
11. Early vs. Late Bilinguals
Infant bilingual acquisiton involves the child
learning two languages almost simultaneously
from the outset.
Sometimes this results from having parents
who have different native languages, but also
speak the other parent’s language.
12. Early vs. Late Bilinguals
Child bilingual acquisiton may start
quite early in life, but involves the
successive acquisition of two
languages, as do adolescent and adult
bilingualism.
13. Early vs. Late Bilinguals
Adolescent bilingual acquisition refers
to the acquisiton of a second
language after puberty.
Adult bilingual acquisition refers to
acquisition after the teen years.
14. Early vs. Late Bilinguals
• Early learners of a second language can speak
it like a native speaker.
• Late (older) learners make faster progress in
acquiring morphosyntactic and semantic
aspects of a second language.
16. Balanced vs. Dominant Bilinguals
• Balanced bilingual:
– someone whose mastery of two languages is
roughly equivalent.
• Dominant bilingual:
– someone with greater proficiency in one of his or
her languages and uses it significantly more than
the other language.
• Semilingual:
– someone with insufficient knowledge of either
language.
16
17. Types of processes in becoming
bilingual
• Additive bilingualism
– Gain a second language while retaining a first
language
– Acquisition of a second language is treated as an
asset.
• Subtractive bilingualism
– Lose fluency of a first language when acquiring a
second language
– Special heritage language schools can help children
maintain the language and culture of their parents.
18. Additive vs. Subtractive Bilinguals
• Additive bilingual:
– The learning of a second language does not interfere
with the learning of a first language. Both languages
are well developed.
• Subtractive bilingual:
– The learning a second language interferes with the
learning of a first language. The second language
replaces the first language.
• Additive or subtractive bilingualism is related to the
different status associated with the two languages in a
society.
18
19. Elite vs. Folk Bilinguals
• Elite bilingual:
– Individuals who choose to have a bilingual
home, often in order to enhance social status.
• Folk bilingual:
– Individuals who develop second language
capacity under circumstances that are not often
of their own choosing, and in conditions where
the society does not value their native language.
19
20. Effects of the second language on the
first language
FIRST LANGUAGE
SECOND LANGUAGE
TRANSFER
22. Language Mixing
• Switching from one language to another is
termed a “crutch” syndrome. There are two
types of language mixing:
code-switching
code-mixing
23. Language Mixing
• Code-switching involves inserting whole
utterances (inter-sentence) in a second, nondominant language during conversation.
• Code-mixing (or borrowing) involves the
blending of non-dominant language words or
phrases within an utterance (withinsentence).
24. Language Mixing
• Using this definition, and presuming that
English is the dominant language in the
following utterances:
• ‘Is this what we are having for dinner
today? Sira naba tuktok mo? [Are you
crazy?] It’s not Saturday and I don’t eat
tuyo [smoked/dried fish] except on
Saturdays. It just doesn’t seem right!’
25. Language Mixing
• The first italicized utterance is a
code-switch, while the second
italicized word in the next utterance
is a code-mix.
• Some say that this crutch syndrome
is a model of incompetence.
26. Language Mixing: Example
• An Turkish Arabic bilingual boy,knew the word
for an object in each of his languages,but
would choose the one which was easier for
hım to pronounce.
FOR EXAMPLE:
Arabic = tiyyara
English = plane
• He knew both the English word 'plane' and its
Arabic equivalent 'tiyyara'.On the other hand,
he preferred the English 'plane' to the Arabic
'tiyyara'.
28. Translation
• Forward Translation – Where the
bilingual translates words from the
first to second language by
conceptual mediation (or forward
translation).
• This means that the person must first
access the meaning of a word in
order to translate it.
29. Translation
• Backward Translation – In
contrast, the bilinguals will translate
from the second language into the
first by word association (or
backward translation) – that is, we
use direct links between items in
the lexicon.
30. COGNITIVE ADVANTAGES OF BILINGUALISM
Growing up bilingual can be a
tremendous blessing. In addition to
the obvious benefit (i.e., the ability to
speak and understand more than one
language), recent research has
revealed a number of cognitive
advantages to bilingualism.
31. COGNITIVE ADVANTAGES OF BILINGUALISM
1. Better metalinguistic awareness (ability to identify
and describe characteristics and features of
language);
2. Better classification skills;
3. Better concept formation;
4. Better analogical reasoning;
5. Better visual-spatial skills;
6. Better storytelling skills;
7. Better semantic development.
8. Prevention of some neurological disabilities??
33. Bilingualism:
Difference versus Disorder
• For the SLP, there are challenges in regard to
both the diagnosis and treatment of bilingual
individuals. Is it a communication
“difference” or a communication disorder?
• When to treat & when NOT to treat?