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A bilingual person is someone who speaks two languages. A person can become bilingual either by acquiring two languages simultaneously as a child or by learning a second language after acquiring the first. Children of immigrants often grow up speaking their native language at home and English at school, but many bilingual Americans speak one language at home and another at work or school. While it is possible to learn a second language after childhood, it becomes more difficult with age and is generally hardest after puberty when the brain structure changes. Children can acquire two languages simultaneously as long as they receive regular exposure to both through speaking with fluent speakers, and do not need special abilities to become bilingual. Being bilingual provides cognitive benefits and a cultural identity for
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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.
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This document discusses various aspects of bilingualism, including:
- Bilingualism is the ability to communicate in two languages, with greater proficiency in one. Children can acquire two languages simultaneously through the same stages of development as monolingual children.
- By age 3, bilingual children develop basic interpersonal skills in both languages and then cognitive academic proficiency. Accessing two languages early in life can accelerate verbal and non-verbal development.
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This document outlines 8 principles for fostering second language development in young children:
1) Bilingualism is beneficial and both languages should be encouraged.
2) Children's bilingual development ebbs and flows, with one language sometimes stronger than the other temporarily.
3) Different cultural patterns exist in language use.
4) Code-switching between languages is normal for young bilingual children.
5) Children acquire second languages in different ways depending on exposure and opportunities.
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Bilingualism.ppt
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1) Bilingualism is beneficial and both languages should be encouraged.
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3. The document also examines debates around whether language mixing in bilingual children indicates confusion or a sophisticated use of both language systems influenced by community patterns of language use.
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- Later studies classified bilinguals into different types based on factors like early vs late acquisition, balanced vs dominant proficiency levels, and additive vs subtractive impacts on the first language.
- The importance of maintaining the mother tongue for bilingual children's personal and educational development was also emphasized.
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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.
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2. An observation of an English language class was conducted over two weeks using observation sheets, teacher interviews, and student opinions. The results showed that using bilingualism supported students' learning of L2.
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This document discusses several myths about bilingualism and bilingual education. It addresses the myths that: 1) bilingualism is a single construct that can be defined in one way, when in reality there are many types of bilingualism defined based on levels of proficiency and use. 2) Knowledge and use of languages are separate, when Jim Cummins' theory proposes an interdependence between contexts-embedded and contexts-reduced language skills. 3) Students' home languages should be forbidden in school, when code-switching and translanguaging are effective practices. 4) Foreign language learning is different than becoming bilingual, when the goals are becoming proficient in two languages. 5) Bilingual education is only for elite
Connections Between Bilingualism, Cognition, and Academic Achievement
Current Challenges in Assessment, Models of Bilingualism (Proficiency, Cognition), and Theory to Practice.
The intent of this presentation is to highlight common challenges we face in all types of assessment with bilingual children, discuss the reason for the challenges, and discuss ways to overcome the challenges
Dis Connections. Sla Theories
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English Learners in 21st-Century Classrooms and Language Acquisition Theories
This is the PowerPoint presentation of my aforementioned topics in the subject LED 204: Teaching reading, Literary Appreciation, and Writing in Bilingual Context. The reference will be provided on the next update.
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The document discusses two methods for teaching second languages:
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Bilingualism and bilingual education 2017
1) The document discusses several myths about bilingualism and bilingual education, including that bilingual means English only, that there is only one view of bilingualism, and that bilingual education is only for elites.
2) It presents different types and models of bilingual education, from subtractive to additive to dynamic models, and explains concepts like common underlying proficiency and the difference between basic interpersonal communication skills and cognitive academic language proficiency.
3) Current bilingual methodologies mentioned include dual language programs, content-based instruction, and translanguaging, with the document advocating for dynamic bilingual education that sees language as a resource rather than a problem.
New York City & Bilingual Education: Challenges & Opportunities
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2015 Minnesota legislation for world language proficiency certificates, bilingual and multilingual seals provides ALL Minnesota students the opportunity to earn college credits. Assessing languages without ACTFL-based assessments presents a challenge to schools and teachers. This session provides resources and guidance for development of ACTFL-aligned assessments for those languages. English Language Teaching Models
This document outlines and describes several models for teaching English to students learning the language:
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2. Bilingual models incorporate the student's native language to varying degrees, from transitional programs that phase it out to two-way immersion that maintains both languages.
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The choice of which model to use depends on factors like the student population and available resources. While no single approach is best, effective programs share features like adjusting instruction to students' English
Power Point Bilingual Education Final 2
The document discusses the history and ongoing debate around bilingual education in the United States. It provides background on laws like the Bilingual Education Act of 1968 and studies that have compared student outcomes in bilingual programs versus English-only approaches. The research and conclusions presented in the studies reviewed in the document come to differing determinations on the effectiveness of bilingual education, with some finding positive impacts and others finding lower academic performance compared to English-immersion.
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Faryal Shuaib presented on bilingual education. Bilingual education involves teaching academic content in two languages, using varying amounts of each language according to the program model. The goals are to teach English as soon as possible while maintaining the native language and culture. There are several types of bilingual education programs, including transitional bilingual education where instruction transitions from the native language to English over several years, immersion programs where instruction is only in English, and two-way immersion programs where English-speaking and non-English speaking students are taught together in both languages.
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Connections Between Bilingualism, Cognition, and Academic Achievement
Connections Between Bilingualism, Cognition, and Academic Achievement
English Learners in 21st-Century Classrooms and Language Acquisition Theories
English Learners in 21st-Century Classrooms and Language Acquisition Theories
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The Grammar-Translation Method and Multiple Approach
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New York City & Bilingual Education: Challenges & Opportunities
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21202244123_bilingualism_Nadya Jasmine R_Nadya Jasmine R
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Disglossia, Bilingualism, and Multilingualism.pptx
This document discusses diglossia, bilingualism, and multilingualism. Diglossia refers to a situation where two distinct varieties of the same language are used within a community, with one variety regarded as "high" and formal and the other as "low" and informal. Bilingualism refers to the ability to speak two languages. People can become bilingual through simultaneous exposure to two languages as a child or learning a second language after the first. Multilingualism is the ability to communicate in three or more languages. A multilingual person has learned multiple languages either simultaneously as a child or sequentially over time.
Major4A, FINAL REPORT...GOGO DOLLS.pptx
This document discusses bilingualism, multilingualism, and strategies for acquiring multiple languages. It defines bilingualism as the ability to speak two languages and identifies three types of bilingual acquisition: sequential, simultaneous, and coordinate. Multilingualism is defined as using or promoting multiple languages and brings benefits like cognitive advantages and improved employment prospects. The document also outlines five strategies that can help teachers support multilingual students, such as incorporating home languages, teaching anchor words, using visuals, and layered questioning.
SELL in ECE presentation
The document discusses supporting English language learners in early childhood classrooms. It highlights that the preschool years are critical for development, especially emergent literacy skills. English language learners face learning these skills while also learning a new language. The document explores realities of working with young ELLs, language acquisition, and best practices. These include using repetition, concrete examples, expanding language, predictable routines, careful grouping, and selecting supportive activities and books.
language acquisition and development
This document discusses language development in bilingual children and adults. It explains that bilingualism can occur through simultaneous acquisition, when two languages are learned from birth, or sequential acquisition, when a second language is introduced after age three. Children who become bilingual before age five often do not have an accent in either language, while those learning a second language as teenagers or adults may. The document provides strategies for parents to encourage bilingualism in children and addresses common concerns, noting that being bilingual does not cause language problems.
Running Head Infant-Adult Interaction .docx
Running Head: Infant-Adult Interaction 1
2
Infant-Adult Interaction
Rona Harris
Language Development EDUC 2001-2
Instructor: Alicia Biggs
March 15, 2015
Infant-Adult Interaction
Abstract
Language is any complex system acquired by humans for communication purposes. More often than not, specific sounds are used to communicate. A good number of sounds make up a certain language spoken by a given group of people residing in some geographical location. When children are born, they gradually learn the language of their parents. However, before they speak they use non-verbal methods (pre-linguistics) to communicate with people around them. This paper gives an observation made on an infant (Marlin), 11 months old, interacting with her mother (Caroline) in a nearby homestead. The names used are not real so that their privacy can be protected. The findings help to comprehend how language develops.
Observing an Infant Interacting with an Important Adult
The observation exercise took place in Columbus, Georgia. Miss Caroline had been requested to allow the event to take place in her home. She was told its importance and absolute privacy guaranteed. On arrival at the venue, both were greeted warmly. Marlin was healthy and in a jovial mood. Observation was done from a hidden corner so that the infant would not be distracted. A tape-recorder was used to capture the audio produced during their interaction. Other notable activities were written down on a notebook.
A few minutes after everything was on place, Marlin started shaking her head when her mother turned on the radio. It was playing a common song. She was also smiling and swaying her hands from side to side. When it was switched of, she frowned and swayed her hands so furiously that she hit her sides. She even went ahead to throw a little toy she was carrying. Eventually, she started crying. It is no doubt that she was annoyed and was sending a message to her mother to turn on the radio. She stopped crying when her mom told her, “I will give you candy.”
The front door was then knocked. Marlin heard it and turned her head to see what it was. Her mother walked away to answer the door. Marlin was left behind sitting on the floor. On seeing her mother leave, she started shouting, “Mamma! Ma! Mama!” as she crawled towards her. After a short chat with the intruder, she came back and Marlin responded by wearing a smile on her face.
Moments later, Marlin started to point at the fridge babbling a word. It sounded like “Milk”. Indeed she meant it because her mum removed some milk from the fridge, warmth it and fed her. It was crystal that this was their daily routine. Afterwards, somebody telephoned Miss Caroline. Her daughter tried to mimic her as she answered the call. She managed to speak.
Farlin
Children develop linguistic and literacy skills from birth through adolescence through talking, singing, reading, and writing with others. Their language and literacy skills grow as they interact with people and experience written and spoken words. Several theories describe how children acquire language abilities, including reinforcement learning, imitation, and an innate language acquisition device. Development depends on children's experiences with language from caregivers, parents, and early interactions.
The role of mother tongue in early childhood education
This academic article discusses the important role that a child's mother tongue plays in early childhood education. It argues that using a child's native language as the primary language of instruction facilitates learning, breeds confidence, and helps preserve cultural identity. The article provides background on key concepts like mother tongue, second language, and medium of instruction. It also summarizes research showing cognitive and academic benefits of instructing young children in their mother tongue rather than a second language. The author concludes that stakeholders should renew their commitment to using mother tongue as the main language of instruction in early childhood.
Bilingual education
Bilingual education refers to educational approaches that use two languages for classroom instruction. The goals of bilingual education include teaching English, fostering academic achievement, preserving cultural heritage, and enabling students to learn a second language. There are two main patterns of bilingual language development - simultaneous bilingualism, where a child learns two languages at once, and sequential bilingualism, where a child learns a second language after establishing proficiency in their first language. Common types of bilingual education programs in the US include transitional bilingual education, where some academic classes are initially taught in a student's native language to support English acquisition.
Type of interlanguage in ten years old child
Type of interlanguage in ten years old childEduardo Hernández Rangel, MCC, PMP, ITIL Cer, Scrum Master
This document discusses second language acquisition in children. It outlines six types of bilingual language exposure for children, including one parent speaking one language and the other speaking another (type one). The document also describes the researcher's methodology, which involves recording and analyzing the interlanguage of the researcher's 10-year-old son in his English classes to observe how his second language system develops over time. Preliminary findings show the son making errors with verbs like "have" and omitting suffixes, indicating he is still developing rules of the new language.Language acquisition l2
Children can learn a second language simultaneously or sequentially. Simultaneous learners are exposed to two languages from a young age, such as from parents speaking different languages at home. Sequential learners learn a second language after establishing proficiency in their first language, such as learning English after already knowing Spanish. Overall, learning a second language at a young age can benefit areas of the brain related to language, memory, and attention.
The education system of bangladesh should be english or Bangla
The education system of bangladesh should be english or Bangla . Public speaking debate competition . This presentation is against of English . Main fucas on Mother tung
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,
Linguistic and literacy development of children and adolescents
1. The document discusses several theories of language development in children, including reinforcement theory, imitation theory, nativist theory, and interactionist theory.
2. It also discusses theories of literacy development, including emergent literacy and factors that influence reading development such as letter knowledge, vocabulary, and phonological awareness.
3. Bilingual language development is also addressed, outlining patterns of simultaneous and sequential bilingualism in children.
Chapter 1 Language Learning in Early Childhood
This chapter discusses language learning in early childhood. It covers topics such as first language acquisition milestones in the first three years including negation and question formation. It also discusses language development in pre-school and school-aged children. The chapter examines theoretical perspectives on first language acquisition such as behaviorist, innatist and interactionist views. It further discusses language disorders and delays in children as well as childhood bilingualism.
Benefit of bilingualism_session3_posting
The document discusses the advantages of being bilingual, biliterate, and multicultural. It notes that being bilingual provides cognitive benefits like improved executive function and multi-tasking abilities. It also fosters global perspectives and an appreciation for other cultures. Research shows that language immersion students develop more positive attitudes towards different ethnicities and a stronger sense of global citizenship.
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
W1 ashworth-teaching-children
This document discusses strategies for teaching English to young English language learners. It notes that while ESL children have already developed language skills in their native language, they must now transfer those skills to a new language and culture by learning English. It provides guidance for teachers on recognizing similarities and differences between first and second language acquisition, as well as strategies for supporting ESL students' English development through various learning centers that integrate language and content learning.
Language (1)[1].pptx
language, a system of conventional spoken, manual (signed), or written symbols by means of which human beings, as members of a social group and participants in its culture, express themselves.
Chapter 1 language learning in early childhood
The document summarizes key aspects of first language acquisition in children, including developmental milestones from crying and babbling to producing one-word and multi-word utterances. It also discusses children's acquisition of grammatical morphemes and question formation. Additionally, it examines various theories that aim to explain language learning, such as behaviorist, innatist, and interactionist perspectives, and discusses factors like the importance of interaction and the critical period hypothesis.
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- 1. BILINGUALISM By Prof. MarcelaIsraelsky misraelsky@hotmail.com misraelsky.blogspot.com TEFL Master´s Degree Program Material created by Marcela Israelsky for educational purposes.
- 2. A bilingual person is somebody who speaks two languages. Material created by Marcela Israelsky for educational purposes.
- 3. A person may become bilingual either by acquiring two languages at the same time during childhood or by learning a second language sometime after acquiring the first language. Material created by Marcela Israelsky for educational purposes.
- 4. BILINGUAL PEOPLE Children of immigrants in USA: They grow up speaking their parents´ native language at home while speaking English at school. Many bilinguals, however, are not immigrants. There are many people born in the USA that speak English at school or work and another language at home. Material created by Marcela Israelsky for educational purposes.
- 5. LEARNING A LANGUAGE AFTER EARLY CHILDHOOD It is possible to learn a second language sometime after early childhood, but the older you get, the hardest it is to learn to speak a new language. There´s a critical period, that is puberty. The structure of the brain changes at puberty, and after that it becomes harder to learn a new language. Material created by Marcela Israelsky for educational purposes.
- 6. HOW HARD IT IS FOR A CHILD TO ACQUIRE TWO LANGUAGES AT THE SAME TIME? As long as people are regularly speaking with the child in both languages, the child will acquire them both. A child does not have to be exceptional or to have any special language ability to become bilingual, what he or she needs is a lot of exposure to the two languages. Material created by Marcela Israelsky for educational purposes.
- 7. ADVANTAGES OF BEING BILINGUAL It benefits a child´s cognitive development. It gives the child a sense of identity and belonging (in the case of children of immigrants) Living in an increasingly globalization, it is an advantage for anyone to speak more than one language. For people of any age or profession, knowing a second language encourages cross-cultural awareness and understanding. Material created by Marcela Israelsky for educational purposes.
- 8. MYTHS Learning two languages confuses a child and lowers his intelligence. A child should learn one language properly first; then, you can start teaching the other. A child who learns two languages will not feel at home in either of them. She/he will feel caught between cultures. Children who grow up bilingual will become great translators when they grow up. Material created by Marcela Israelsky for educational purposes.
- 9. Teaching children a second language early in life is the best way for them to become bilingual adults. Whether it is out of necessity or a lifestyle choice, being bilingual can open many doors. Material created by Marcela Israelsky for educational purposes.