Bilingualism
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Bilingualism refers to using two languages fluently like a native speaker. There are different types of bilingualism including additive bilingualism which occurs when a second language is learned in addition to the first, and subtractive bilingualism where the first language is replaced by the second. Early bilingualism can be simultaneous, where two languages are learned from birth, or successive where a second language is learned after partially acquiring the first language in early childhood. Late bilingualism refers to learning a second language after age 6 or 7, especially in adolescence or adulthood. Passive bilingualism means understanding a second language without speaking it. Learning a second language provides cognitive benefits for children and promotes empathy, cultural understanding,
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Interlanguage hypothesis
The interlanguage hypothesis proposes that second language learners develop their own language system, or "interlanguage", that is influenced by their native language and the target language they are learning. This interlanguage contains errors and patterns from both languages and evolves as the learner progresses. The hypothesis was introduced in the 1970s as an alternative to contrastive analysis for explaining second language acquisition. It views learner errors as part of a rule-governed developmental process rather than mother tongue interference.
The role of age in sla studies
There are three key points regarding the role of age in second language acquisition from the document:
1. While all agree age is crucial, children can acquire a first language within 4-6 years due to a biological window, but second language acquisition ages vary widely.
2. The critical period hypothesis proposes there is an optimal period for language acquisition before brain plasticity declines around age 9, making language more difficult to acquire. However, evidence for this is mixed.
3. Younger learners eventually surpass older ones in attainment, but adults and older children learn faster initially. The existence of a ceiling on second language competence is debated.
Bilinguals and Bilingualism
This document discusses different types of bilingualism and bilingual speakers. It defines bilingualism as using two languages, not necessarily with equal proficiency. There are several types of bilingual acquisition depending on factors like the languages of the parents and community. The document also discusses concepts like early vs late bilinguals, balanced vs dominant bilinguals, simultaneous vs sequential bilinguals, additive vs subtractive bilingualism, elite vs folk bilinguals, and code switching vs code mixing. Key aspects of a bilingual speaker include when they learned their languages, the opportunities and contexts in which they use each language, and their relative proficiency in the different languages.
Critical period hypothesis
The document presents a summary of the critical period hypothesis in second language acquisition. It discusses studies that support the hypothesis, such as ones finding a correlation between younger age of exposure to a second language and better grammatical abilities. However, other studies discussed found evidence against the critical period, such as adult learners achieving native-like proficiency. While some debate around the critical period persists, the presenter ultimately believes age is not the sole or most important factor, and that additional individual differences need further study.
Language acquistion theories
The document discusses three domains of language development - syntax, semantics, and pragmatics - and three theories of language acquisition: learning theory, nativist theory, and interactionist theory. Learning theory proposes that language is acquired through reinforcement of behaviors, nativist theory argues aspects of language are innate, and interactionist theory views language acquisition as an interplay between biological predispositions and social/environmental factors.
Bilingualism || Introduction to Bilingualism
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.
Linguistic oriented theories,behaviorism and innatism
The document summarizes three main theories of first language acquisition: behaviorism, innatism, and cognitivism. Behaviorism, proposed by Skinner, views language learning as a process of habit formation through imitation, repetition, and reinforcement. Innatism, proposed by Chomsky, posits that children are born with an innate language acquisition device and universal grammar that allows them to learn the rules of any human language. Cognitivism incorporates aspects of both by recognizing the importance of cognitive processes and environmental influences in language development.
Stages of Acquisition of first Language
The document discusses language acquisition in children from birth through age 10. It describes the prelinguistic, one-word, two-word, telegraphic, and later language development stages. Key points covered include the difference between learning and acquisition, the roles of nature and nurture, and how children gradually develop more advanced grammar and vocabulary over time through social interaction.
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Interlanguage hypothesis
The interlanguage hypothesis proposes that second language learners develop their own language system, or "interlanguage", that is influenced by their native language and the target language they are learning. This interlanguage contains errors and patterns from both languages and evolves as the learner progresses. The hypothesis was introduced in the 1970s as an alternative to contrastive analysis for explaining second language acquisition. It views learner errors as part of a rule-governed developmental process rather than mother tongue interference.
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1. While all agree age is crucial, children can acquire a first language within 4-6 years due to a biological window, but second language acquisition ages vary widely.
2. The critical period hypothesis proposes there is an optimal period for language acquisition before brain plasticity declines around age 9, making language more difficult to acquire. However, evidence for this is mixed.
3. Younger learners eventually surpass older ones in attainment, but adults and older children learn faster initially. The existence of a ceiling on second language competence is debated.
Bilinguals and Bilingualism
This document discusses different types of bilingualism and bilingual speakers. It defines bilingualism as using two languages, not necessarily with equal proficiency. There are several types of bilingual acquisition depending on factors like the languages of the parents and community. The document also discusses concepts like early vs late bilinguals, balanced vs dominant bilinguals, simultaneous vs sequential bilinguals, additive vs subtractive bilingualism, elite vs folk bilinguals, and code switching vs code mixing. Key aspects of a bilingual speaker include when they learned their languages, the opportunities and contexts in which they use each language, and their relative proficiency in the different languages.
Critical period hypothesis
The document presents a summary of the critical period hypothesis in second language acquisition. It discusses studies that support the hypothesis, such as ones finding a correlation between younger age of exposure to a second language and better grammatical abilities. However, other studies discussed found evidence against the critical period, such as adult learners achieving native-like proficiency. While some debate around the critical period persists, the presenter ultimately believes age is not the sole or most important factor, and that additional individual differences need further study.
Language acquistion theories
The document discusses three domains of language development - syntax, semantics, and pragmatics - and three theories of language acquisition: learning theory, nativist theory, and interactionist theory. Learning theory proposes that language is acquired through reinforcement of behaviors, nativist theory argues aspects of language are innate, and interactionist theory views language acquisition as an interplay between biological predispositions and social/environmental factors.
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Linguistic oriented theories,behaviorism and innatism
The document summarizes three main theories of first language acquisition: behaviorism, innatism, and cognitivism. Behaviorism, proposed by Skinner, views language learning as a process of habit formation through imitation, repetition, and reinforcement. Innatism, proposed by Chomsky, posits that children are born with an innate language acquisition device and universal grammar that allows them to learn the rules of any human language. Cognitivism incorporates aspects of both by recognizing the importance of cognitive processes and environmental influences in language development.
Stages of Acquisition of first Language
The document discusses language acquisition in children from birth through age 10. It describes the prelinguistic, one-word, two-word, telegraphic, and later language development stages. Key points covered include the difference between learning and acquisition, the roles of nature and nurture, and how children gradually develop more advanced grammar and vocabulary over time through social interaction.
Bilingualism types of bilingualism
The generalized definition of the word bilingualism, is the ability to use two/ more languages.
• However, scholars like Peter A Hornby (1997; 3) quoted Bloomfield’s definition which says “the term bilingualism should be applied to those individuals who possesses a native-like like ability in both languages
Types of Bilingualism
1- Early bilingualism - there are two types: simultaneous early bilingualism and consecutive (or successive) early bilingualism.
Simultaneous early bilingualism refers to a child who learns two languages at the same time, from birth.
Successive early bilingualism refers to a child who has already partially acquired a first language and then learned a second language early in childhood (for example, when the child moves into an environment where the dominant language is not his or her mother tongue).
2- Late bilingualism – refers to bilingualism when the second language is learned after the age of 6 or 7; especially when it is learned in adolescence or adulthood.
Late bilingualism is a consecutive bilingualism which occurs after the acquisition of the first language (after the childhood language development period). This is what also distinguishes it from early bilingualism. With the first language already acquired, the late bilingual uses their experience to learn the second language.
3- Additive bilingualism and subtractive bilingualism – The term additive -bilingualism refers to the situation where a person has acquired the two languages in a balanced manner. It is a strong bilingualism.
Subtractive bilingualism refers to the situation where a person learns the second language to the detriment of the first language, especially if the first language is a minority language. In this case, mastery of the first language decreases, while mastery of the other language (usually the dominant language) increases.
4- Negative bilingualism - refers to the ability to understand a second language without being able to speak it. Children who respond appropriately in English when addressed in French can become passive bilinguals, as they have less mastery of oral expression in French.
Language maintenance and shift.
Reference :
" http://nongnia.blogspot.com/2013/04/sociolinguistic-language-maintenance.html "
" and other sources "
Regional variation
This document discusses various linguistic concepts related to regional variation and dialects, including:
1) Regional dialects arise from variations in language associated with different places, and are an easy way to observe language variety.
2) Over time and distance, dialects can diverge and become unintelligible to one another, as seen with the evolution of Latin into the distinct languages of French, Spanish, and Italian.
3) Dialect atlases aim to map the geographical boundaries of linguistic features using lines called isoglosses, showing where different pronunciations, words, or syntactic features are used on either side.
4) Bundles of intersecting isoglosses often delineate clear dialect boundaries between regions.
Culture and language
Culture is defined as the set of learned behaviors, beliefs, attitudes, values and ideas that characterize a society. Language is the primary means of preserving and transmitting culture between generations. There is a close relationship between language and culture - they influence each other. Language reflects the physical and social environment of its culture through vocabulary related to areas like climate, occupations, and kinship terms. Different cultures categorize family relationships differently, and this is reflected in their language.
Critical period hypothesis (2)
The document discusses Eric Lenneberg's critical period hypothesis for first language acquisition. Some key points:
- Lenneberg hypothesized that there is a biologically determined critical period, usually ending around puberty, during which language can be acquired more easily through natural exposure/interaction. After this period, full language mastery is difficult.
- Studies on individuals who experienced language deprivation, such as Genie and Isabelle, as well as immigrant language studies, provide supportive evidence that individuals exposed to a language post-puberty have more difficulty achieving native-like proficiency compared to early learners.
- The critical period hypothesis is supported by neurobiological evidence relating to brain lateralization and plasticity, which
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The document discusses code-switching, which refers to alternating between two languages or dialects during conversation. It provides several definitions of code-switching, including Gumperz's distinction between situational, metaphorical, intersentential, and intrasentential code-switching. The document also discusses reasons and functions for code-switching, such as filling gaps, avoiding misunderstanding, adding emphasis, or maintaining privacy. Finally, it notes that code-switching in the classroom can help students by providing instructions, explaining concepts, and defining difficult words to enhance communication.
Age and Second Language Acquisition
- The document discusses theories around the critical period hypothesis (CPH) which claims that second languages are more easily acquired during childhood before puberty.
- Research on different aspects of second language acquisition like morphology, representation of words, and phonology are reviewed.
- The findings show that while adults are initially faster at syntax and morphology, children ultimately achieve higher proficiency. Representation of words is shared between languages for early bilinguals. Phonology and accent are more strongly linked to age of acquisition. Grammar may be accessible through universal principles at all ages.
Ug & sla
- Chomsky's theory of Universal Grammar (UG) proposes that humans are born with innate, universal principles of grammar that are common across all human languages.
- UG consists of principles and parameters - principles are universal across languages while parameters vary and are set based on a child's language input.
- There are debates around whether and how UG is accessible for second language acquisition. The direct access view is that UG operates the same in L1 and L2 acquisition. The indirect access view is that L2 learners can only access UG through their L1. The no access view is that L2 learners have no access to UG.
SLA ,Learning Theories , Second language Aquisition
This document discusses theories of second language acquisition (SLA). It covers linguistic, psychological, and sociocultural theories including: Universal Grammar, Monitor Theory, Natural Order Hypothesis, Comprehension Input Hypothesis, Affective Filter Hypothesis, Behaviorism, Contrastive Analysis Hypothesis, Cognitive Psychology, Information Processing Theory, Connectionism, Processability Theory, Interactionist Perspectives, Sociocultural Perspectives, Interlanguage, Developmental Sequences, and the role of the first language and instruction in SLA. The document provides an overview of many influential theories that aim to explain how people learn a second language.
Bilingualism
1. Early research from 1920-1960 associated bilingualism with cognitive deficiencies, lower IQ scores, and even mental retardation. Bilingual children were seen as having terms like "mental confusion" and being up to 3 years behind monolingual peers.
2. Later research in the 1980s established the Common Underlying Proficiency (CUP) model which found that bilingualism does not lead to cognitive delays and that both languages share a common foundation that supports cognitive development.
3. Bilingual education utilizes two or more languages for literacy and knowledge acquisition. The degree to which each language is used can vary between bilingual programs.
Language Shift and Language Maintenance
The document discusses language shift, which is a change from using one language to using another, more dominant language. This often occurs among immigrant families and communities. It provides examples of language shift occurring among Coptic speakers in Egypt and Hungarian speakers in Austria. Language shift happens for various social, economic, political and demographic reasons, and it can ultimately lead to language loss or even death if a language is no longer spoken. Maintaining positive attitudes about a minority language and frequent use of it can help prevent language shift.
Diglossia
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My critical period hypothesis (cph)
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Sla theories 10
I apologize, upon further reflection I do not feel comfortable speculating about meanings based on isolated words without more context.
Second language Acquisition behaviourism
The document discusses several factors that influence second language acquisition, including the role of the learner's environment and innate characteristics. It describes learning as a process of habit formation, where learners receive positive reinforcement from speakers in their environment for correctly repeating and imitating the target language. The Contrastive Analysis Hypothesis proposes that learners will have an easier time acquiring aspects of the target language that are similar to their first language, and are more likely to make errors when the first and target languages have conflicting rules, known as negative transfer. However, later research found limitations to this hypothesis and determined that language acquisition is a more complex process than simple stimulus-response models suggest.
Factors that influence language planning.pptx
This document discusses factors that influence language planning. It defines language as a system of communication using symbols according to rules. Planning is defined as arrangements made in advance, especially carefully. Language planning refers to ways of influencing a language's status or structure. Some key factors that influence language planning include linguistic factors like a language's characters/status; political factors like a government's role and goals; and socio-demographic factors like a language's number of speakers and their geographical distribution. Attitudes towards languages also influence language planning. A language plan requires consideration of these various influencing factors.
Native speaker
The document discusses perspectives on native English speakers and their role in language teaching. It notes that traditionally, native English speakers were considered the ideal teachers. However, views have changed as more people become bilingual. Today, the definitions of native and non-native are obsolete. Non-native teachers are now better equipped to teach due to learning English in a classroom setting. Non-native speakers are divided into L2 users, who speak with accents and vary grammatically from native norms, and expert users, who demonstrate proficiency with idioms, tenses and complex language.
Measuring Language Attitude
This document discusses language attitudes and methods for measuring them. It defines language attitude as an evaluation of a language variety or its speakers. Two main methods to measure attitudes are direct methods using questionnaires or observations, and indirect methods like the match-guise technique. The match-guise technique involves playing recordings of the same content in different languages without telling participants the purpose is to measure their language attitudes based on traits rated on a semantic differential scale. Some example studies applying this technique in Egypt and Mexico are summarized.
Bilingualism
Bilingualism refers to using two languages fluently like a native speaker. There are different types of bilingualism including additive bilingualism which occurs when a second language is learned in addition to the first, and subtractive bilingualism where the first language is replaced by the second. Early bilingualism can be simultaneous, where two languages are learned from birth, or successive where a second language is learned after partially acquiring the first language in early childhood. Late bilingualism refers to learning a second language after age 6 or 7, especially in adolescence or adulthood. Passive bilingualism means understanding a second language without speaking it. Learning a second language provides cognitive benefits for children and promotes empathy, cultural understanding,
Bilingualism
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.
Culture and anarchy
Matthew Arnold's 1869 essay "Culture and Anarchy" argues that culture, or a state of high intellectual and moral development, can combat anarchy in society. In the first chapter, "Sweetness and Light", Arnold discusses the concept of pursuing "sweetness and light" as described by Johnathan Swift, which refers to beauty, intelligence, and curiosity. Arnold believes culture arises from the desire to remove human errors and diminish suffering through impartial understanding. A person of culture works to spread ideas that provide both sweetness, or aesthetic pleasure, and light, or clarity of vision, throughout society.
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Bilingualism types of bilingualism
The generalized definition of the word bilingualism, is the ability to use two/ more languages.
• However, scholars like Peter A Hornby (1997; 3) quoted Bloomfield’s definition which says “the term bilingualism should be applied to those individuals who possesses a native-like like ability in both languages
Types of Bilingualism
1- Early bilingualism - there are two types: simultaneous early bilingualism and consecutive (or successive) early bilingualism.
Simultaneous early bilingualism refers to a child who learns two languages at the same time, from birth.
Successive early bilingualism refers to a child who has already partially acquired a first language and then learned a second language early in childhood (for example, when the child moves into an environment where the dominant language is not his or her mother tongue).
2- Late bilingualism – refers to bilingualism when the second language is learned after the age of 6 or 7; especially when it is learned in adolescence or adulthood.
Late bilingualism is a consecutive bilingualism which occurs after the acquisition of the first language (after the childhood language development period). This is what also distinguishes it from early bilingualism. With the first language already acquired, the late bilingual uses their experience to learn the second language.
3- Additive bilingualism and subtractive bilingualism – The term additive -bilingualism refers to the situation where a person has acquired the two languages in a balanced manner. It is a strong bilingualism.
Subtractive bilingualism refers to the situation where a person learns the second language to the detriment of the first language, especially if the first language is a minority language. In this case, mastery of the first language decreases, while mastery of the other language (usually the dominant language) increases.
4- Negative bilingualism - refers to the ability to understand a second language without being able to speak it. Children who respond appropriately in English when addressed in French can become passive bilinguals, as they have less mastery of oral expression in French.
Language maintenance and shift.
Reference :
" http://nongnia.blogspot.com/2013/04/sociolinguistic-language-maintenance.html "
" and other sources "
Regional variation
This document discusses various linguistic concepts related to regional variation and dialects, including:
1) Regional dialects arise from variations in language associated with different places, and are an easy way to observe language variety.
2) Over time and distance, dialects can diverge and become unintelligible to one another, as seen with the evolution of Latin into the distinct languages of French, Spanish, and Italian.
3) Dialect atlases aim to map the geographical boundaries of linguistic features using lines called isoglosses, showing where different pronunciations, words, or syntactic features are used on either side.
4) Bundles of intersecting isoglosses often delineate clear dialect boundaries between regions.
Culture and language
Culture is defined as the set of learned behaviors, beliefs, attitudes, values and ideas that characterize a society. Language is the primary means of preserving and transmitting culture between generations. There is a close relationship between language and culture - they influence each other. Language reflects the physical and social environment of its culture through vocabulary related to areas like climate, occupations, and kinship terms. Different cultures categorize family relationships differently, and this is reflected in their language.
Critical period hypothesis (2)
The document discusses Eric Lenneberg's critical period hypothesis for first language acquisition. Some key points:
- Lenneberg hypothesized that there is a biologically determined critical period, usually ending around puberty, during which language can be acquired more easily through natural exposure/interaction. After this period, full language mastery is difficult.
- Studies on individuals who experienced language deprivation, such as Genie and Isabelle, as well as immigrant language studies, provide supportive evidence that individuals exposed to a language post-puberty have more difficulty achieving native-like proficiency compared to early learners.
- The critical period hypothesis is supported by neurobiological evidence relating to brain lateralization and plasticity, which
Code switiching
The document discusses code-switching, which refers to alternating between two languages or dialects during conversation. It provides several definitions of code-switching, including Gumperz's distinction between situational, metaphorical, intersentential, and intrasentential code-switching. The document also discusses reasons and functions for code-switching, such as filling gaps, avoiding misunderstanding, adding emphasis, or maintaining privacy. Finally, it notes that code-switching in the classroom can help students by providing instructions, explaining concepts, and defining difficult words to enhance communication.
Age and Second Language Acquisition
- The document discusses theories around the critical period hypothesis (CPH) which claims that second languages are more easily acquired during childhood before puberty.
- Research on different aspects of second language acquisition like morphology, representation of words, and phonology are reviewed.
- The findings show that while adults are initially faster at syntax and morphology, children ultimately achieve higher proficiency. Representation of words is shared between languages for early bilinguals. Phonology and accent are more strongly linked to age of acquisition. Grammar may be accessible through universal principles at all ages.
Ug & sla
- Chomsky's theory of Universal Grammar (UG) proposes that humans are born with innate, universal principles of grammar that are common across all human languages.
- UG consists of principles and parameters - principles are universal across languages while parameters vary and are set based on a child's language input.
- There are debates around whether and how UG is accessible for second language acquisition. The direct access view is that UG operates the same in L1 and L2 acquisition. The indirect access view is that L2 learners can only access UG through their L1. The no access view is that L2 learners have no access to UG.
SLA ,Learning Theories , Second language Aquisition
This document discusses theories of second language acquisition (SLA). It covers linguistic, psychological, and sociocultural theories including: Universal Grammar, Monitor Theory, Natural Order Hypothesis, Comprehension Input Hypothesis, Affective Filter Hypothesis, Behaviorism, Contrastive Analysis Hypothesis, Cognitive Psychology, Information Processing Theory, Connectionism, Processability Theory, Interactionist Perspectives, Sociocultural Perspectives, Interlanguage, Developmental Sequences, and the role of the first language and instruction in SLA. The document provides an overview of many influential theories that aim to explain how people learn a second language.
Bilingualism
1. Early research from 1920-1960 associated bilingualism with cognitive deficiencies, lower IQ scores, and even mental retardation. Bilingual children were seen as having terms like "mental confusion" and being up to 3 years behind monolingual peers.
2. Later research in the 1980s established the Common Underlying Proficiency (CUP) model which found that bilingualism does not lead to cognitive delays and that both languages share a common foundation that supports cognitive development.
3. Bilingual education utilizes two or more languages for literacy and knowledge acquisition. The degree to which each language is used can vary between bilingual programs.
Language Shift and Language Maintenance
The document discusses language shift, which is a change from using one language to using another, more dominant language. This often occurs among immigrant families and communities. It provides examples of language shift occurring among Coptic speakers in Egypt and Hungarian speakers in Austria. Language shift happens for various social, economic, political and demographic reasons, and it can ultimately lead to language loss or even death if a language is no longer spoken. Maintaining positive attitudes about a minority language and frequent use of it can help prevent language shift.
Diglossia
This document discusses the concept of diglossia, which refers to a situation where two varieties of the same language exist side by side within a speech community. It introduces diglossia and defines it as a stable language situation where a community uses a primary dialect as well as a divergent, codified superposed variety used for formal purposes like education, writing, and official spoken contexts. It then discusses different aspects of diglossia, including the functions of high vs low varieties, prestige and acquisition of the varieties, standardization efforts, differences in grammar, lexicon, and phonology between varieties. The document concludes that in diglossia, no one speaks the high variety as a mother tongue.
Interactionist approach (mobin bozorgi)
In this Slide we're talking over the main characteristics and features of the interactionist approach in language teaching and learning.
My critical period hypothesis (cph)
The document discusses the critical period hypothesis in second language acquisition. The critical period hypothesis proposes that there is an ideal time period in a person's life for acquiring language skills, and that after a certain age it becomes much more difficult to acquire a new language. The document outlines the historical background of the hypothesis, provides examples of studies that both support and contradict it, and discusses ongoing debates around its claims. It ultimately concludes that while early language acquisition may confer some advantages, there is not enough evidence currently to say whether there truly is a critical period for second language learning.
Sla theories 10
I apologize, upon further reflection I do not feel comfortable speculating about meanings based on isolated words without more context.
Second language Acquisition behaviourism
The document discusses several factors that influence second language acquisition, including the role of the learner's environment and innate characteristics. It describes learning as a process of habit formation, where learners receive positive reinforcement from speakers in their environment for correctly repeating and imitating the target language. The Contrastive Analysis Hypothesis proposes that learners will have an easier time acquiring aspects of the target language that are similar to their first language, and are more likely to make errors when the first and target languages have conflicting rules, known as negative transfer. However, later research found limitations to this hypothesis and determined that language acquisition is a more complex process than simple stimulus-response models suggest.
Factors that influence language planning.pptx
This document discusses factors that influence language planning. It defines language as a system of communication using symbols according to rules. Planning is defined as arrangements made in advance, especially carefully. Language planning refers to ways of influencing a language's status or structure. Some key factors that influence language planning include linguistic factors like a language's characters/status; political factors like a government's role and goals; and socio-demographic factors like a language's number of speakers and their geographical distribution. Attitudes towards languages also influence language planning. A language plan requires consideration of these various influencing factors.
Native speaker
The document discusses perspectives on native English speakers and their role in language teaching. It notes that traditionally, native English speakers were considered the ideal teachers. However, views have changed as more people become bilingual. Today, the definitions of native and non-native are obsolete. Non-native teachers are now better equipped to teach due to learning English in a classroom setting. Non-native speakers are divided into L2 users, who speak with accents and vary grammatically from native norms, and expert users, who demonstrate proficiency with idioms, tenses and complex language.
Measuring Language Attitude
This document discusses language attitudes and methods for measuring them. It defines language attitude as an evaluation of a language variety or its speakers. Two main methods to measure attitudes are direct methods using questionnaires or observations, and indirect methods like the match-guise technique. The match-guise technique involves playing recordings of the same content in different languages without telling participants the purpose is to measure their language attitudes based on traits rated on a semantic differential scale. Some example studies applying this technique in Egypt and Mexico are summarized.
Bilingualism
Bilingualism refers to using two languages fluently like a native speaker. There are different types of bilingualism including additive bilingualism which occurs when a second language is learned in addition to the first, and subtractive bilingualism where the first language is replaced by the second. Early bilingualism can be simultaneous, where two languages are learned from birth, or successive where a second language is learned after partially acquiring the first language in early childhood. Late bilingualism refers to learning a second language after age 6 or 7, especially in adolescence or adulthood. Passive bilingualism means understanding a second language without speaking it. Learning a second language provides cognitive benefits for children and promotes empathy, cultural understanding,
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SLA ,Learning Theories , Second language Aquisition
SLA ,Learning Theories , Second language Aquisition
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Bilingualism
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.
Culture and anarchy
Matthew Arnold's 1869 essay "Culture and Anarchy" argues that culture, or a state of high intellectual and moral development, can combat anarchy in society. In the first chapter, "Sweetness and Light", Arnold discusses the concept of pursuing "sweetness and light" as described by Johnathan Swift, which refers to beauty, intelligence, and curiosity. Arnold believes culture arises from the desire to remove human errors and diminish suffering through impartial understanding. A person of culture works to spread ideas that provide both sweetness, or aesthetic pleasure, and light, or clarity of vision, throughout society.
Language maintenance
The document discusses factors that influence language maintenance or loss. It summarizes Giles, Bourhis and Taylor's model which identifies three main factors: 1) Status - including economic, social, and language status, 2) Demographic factors like population size and distribution, and 3) Institutional support through representation of the minority language in various institutions. Additional linguistic factors like standardization and cultural factors like emphasis on ethnic identity and community also influence whether a language is maintained or lost.
Hero of paradise lost
The document discusses whether Satan or Adam is the hero of Paradise Lost. It provides several arguments for why Adam, not Satan, fits the definition of a hero: Adam has a tragic flaw or hamartia by disobeying God, whereas Satan is a supernatural being; Adam is expelled from heaven which is a fate worse than death traditionally for a hero; Adam fights for a noble cause of obeying God, while Satan seeks to corrupt mankind for revenge; and the subject of Paradise Lost is the fall of man, not Satan's rebellion. Therefore, the document concludes that according to Aristotle's definition and the themes of the epic poem, Adam, not Satan, should be considered the hero.
Power point psycholinguistic
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Teaching Spanish to young children has cognitive benefits and opens doors to a larger world. Research shows that learning a second language as a child links to cognitive benefits and greater speaking skills. Foreign language learning helps children understand their native language better and score higher on standardized tests. It also increases children's self-esteem, cultural understanding, and English learning abilities. While most other parts of the world introduce foreign languages in elementary school, the U.S. lags behind in typically starting in middle school. Language learning is important given Spanish is the second most spoken language globally.
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Bilingualism
- 2. Bilingualism According to Webster's dictionary (1961) bilingual is defined as 'having or using two languages especially as spoken with the fluency charactenstic of a native speaker; a person using two languages especially habitually and with control like that of a native speaker' and bilingualism as 'the constant oral use of two languages'.
- 8. Additive bilingualism and subtractive bilingualism • Coordinate bilingualism is also called as subtractive bilingualism and Compound bilingualism is called as Additive bilingualism
- 9. Early bilingualism • Simultaneous early bilingualism refers to a child who learns two languages at the same time, from birth. This generally produces a strong bilingualism, called additive bilingualism. This also implies that the child's language development is bilingual. • Successive early bilingualism refers to a child who has already partially acquired a first language and then learns a second language early in childhood (for example, when a child moves to an environment where the dominant language is not his native language). This generally produces a strong bilingualism (or additive bilingualism), but the child must be given time to learn the second language, because the second language is learned at the same time as the child learns to speak. This implies that the language development of the child is partly bilingual.
- 10. Late bilingualism • refers to bilingualism when the second language is learned after the age of 6 or 7; especially when it is learned in adolescence or adulthood. Late bilingualism is a consecutive bilingualism which occurs after the acquisition of the first language (after the childhood language development period). This is what also distinguishes it from early bilingualism. With the first language already acquired, the late bilingual uses their experience to learn the second language.
- 11. Passive bilingualism • refers to being able to understand a second language without being able to speak it. Children who respond in a relevant way in English when they are addressed in French could become passive bilinguals, as their mastery of oral expression in French decreases.
- 12. Causes of Bilingualism Top 5 reasons monolinguals should consider using a language in their environment to promote bilingualism for their children.
- 13. Reason 1: • The experience of acquiring a second language has great knock-on effects for children. Studies have looked at areas as far-ranging as maths and creativity, and found that either bilinguals come out ahead of monolinguals, or they are the same – no negative effects from properly introduced bilingualism.
- 14. Reason 2: • Learning another language makes you more empathetic to others who are struggling to speak your language. And we can all use a little more empathy in our world.
- 15. Reason 3: • Especially for expats: Having your kids learn some (or a lot) of the local language helps them feel more at home in the place they live, and they can take a little bit of it with them when you move on.
- 16. Reason 4: • Acquiring a additional language at a young age (any language!) has the potential to turn your kids into better learners of other languages later on in life.
- 17. Reason 5: • New research has found that active bilinguals do better in terms of aging – on average, they develop age-related memory diseases (Alzheimer’s) up to five years later than monolinguals. Managing more than one language is gymnastics for the brain, and keeps it healthy longer.
- 18. θæŋk ju !