How to be bilingual

1. Bilingualism and Culture
 Bilingualism
 Bilingualism in different
countries
Culture, language and society I
Alejandra Avila Teacher

2. Bilingualism and Culture
As noted in the earlier section, language can play a large role in the intensity of culture shock and an
individual’s adaptation to a new culture. A bilingual or multilingual person can traditionally be defined as
an individual who uses (understands and produces) two (or more) languages on a regular basis (Grosjean,
2013). Globally, the majority of individuals who speak English also speak at least one other language
fluently.

3. BENEFITS OF BEING BILINGUAL

4. CHARACTERISTICS
rson’s initial exposure
ages may have started
ood (e.g. before age 3)
but exposure may also
n later in life.
It is often assumed that bilinguals
must be equally proficient in their
languages but proficiency typically
varies by domain.
A bilingual person may have greater
proficiency for work-related terms in
one language, and family-related
terms in another language
(Grosjean, 2013).
The behaviors change when they are
speaking English or Spanish. I asked
simultaneous bilinguals if they felt
differently when they spoke English
and when they spoke Spanish.
Virtually all said that they felt their
personality changed as they
switched between languages.
Most bilinguals indicate that they
experience more emotional weight in
response to the phrase “I love you”
in their first language (Dewaele,
2008). Cursing or taboo words
generally produce more emotional
intensity in the first language

5. BILINGUAL CULTURE
Cultural identity is a third characteristic of bilingualism.
Bilingualism can also be associated with multiculturalism; many simultaneous bilinguals learn
two languages while also learning about the cultures associated with the languages. These two
cultures may be internalized as part of their identity.
Individuals who have been exposed to, and have internalized, two cultures are referred to as
bicultural. For example, we expect our children to be bilingual (Spanish-English), and also
bicultural (Mexican-American). However, not all bilinguals necessarily internalize two cultures.
For instance, in Europe many individuals become second language learners of English and are
highly proficient in that language, yet they do not necessarily identify consciously with an
English dominant culture

6. COLOMBIA IS A BILINGUAL COUNTRY
Colombia has had a long tradition of
including foreign languages in the school
curriculum, languages such as French,
German and Italian, as well as English. It is
seen as important that Colombian school
graduates develop a pluralist vision of the
world, so that they are open to new ideas
and have contact with different ways of
thought and expression
RESULT OF BEING BILINGUAL:
The idea is that this recognition of
linguistic and cultural diversity in our
world may lead to recognition of the
importance of tolerance and respect
for the other.

7. Ministry of Education (M.E.N.)
The Ministry of Education (M.E.N.) promotion of the National Bilingual Programme
(2004-2010) a project which aims at ensuring that…
“Colombian citizens will be able to
communicate through English with
internationally comparable standards. This will
contribute to the insertion of the country in
the processes of universal communication, the
global economy and cultural openness” (M.E.N.
presentation, 2006)
The emphasis here is very clearly stated: the
reference is only to English and the aim is
competitivity in international markets, though
there is an interesting reference to cultural
openness.
https://www.youtube.com/watch?v=Hd4RR-SV3-c

8. COLOMBIAN CITIES
The German School in Medellín
(1995) states that they aim to
“prepare the student for encounters
with other nations and cultures so
that they will be open to the world in
a spirit of international
understanding.”
While Colegio Los Nogales, Bogotá
(1996) attempts to inculcate in its
students “the awareness and the
pride of being Colombian within a
universal context.”
The Colegio Colombo Británico in
Cali (1998offers a bilingual and a
bicultural education“which
strengthens the values and traditions
of the students`own culture,
stimulating respect for themselves,
for others and for other nations and
cultures, so that there may be a
greater understanding among all.”