The document discusses various perspectives on bilingualism from different studies: - Thompson (1952) argued that bilingual children are handicapped in their language development. - McLaughlin (1987) suggested that first and second language acquisition follow common principles. - 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.

4. ö (Thompson, 1952) wrote in summarizing this body of literature, “There
can be no doubt that the child reared in a bilingual environment is
handicapped in his language growth. One can debate the issue as to
whether speech facility in two language is worth the consequent
retardation in the common language of the realm”.
ö (McLaughlin, 1987) said that, second-language acquisition and first-
language acquisition are apparently guided by common principles
across languages and are part of the human cognitive system.
ö Rampton (1990) suggests replacing terms such as 'native speaker' and
'mother tongue' with language expertise, language affiliation and
language inheritance.

5. ö Rosenberg (1996) stated that sequential or successive bilingualism happens when a
child has one established language before learning a second language, whether in
preschool or later (the age of three usually separates simultaneous and sequential
language learning).
ö Baker (2000), Cummins (2000), and Skutnabb-Kangas (2000) stresses on the importance
of the importance of bilingual children's mother tongue for their overall personal
and educational development
ö Transfer across languages can be two-way
ö Baetens Beardsmore (1986), he stated that bilingualism is regarded as occurring on a
continuum.

6. – 5 types of Classification of bilinguals.
Early and later
bilinguals
Balanced and
dominant
bilinguals
Compound,
coordinate, and
subordinate
bilinguals
“folk” and “elite”
bilinguals
Additive and
subtractive
bilinguals

7. ö Early and late bilinguals (Baetens Beardsmore (1986))
early bilingualism is defined as the acquisition of more than one language in the pre-
adolescent phase of an individual attain native-like linguistic competence in both
languages.
Late bilingualism has been defined as the acquisition of one language before and the
other language after the age of eight years old.
ö Balanced and dominant bilinguals (Peal and Lambert (1962))
Balanced bilinguals- individual acquire similar degrees of proficiency and mastery in
both languages equally
Dominant bilinguals- individuals whom their proficiency in one language is higher
than that in the other languages.

8. ö Compound, coordinate, and subtractive bilinguals (Weinreich (1953)
compound bilinguals- one system of meaning for words which is used for both L1 and
L2.
coordinate bilinguals- one system of meaning is for words that the individuals know
in the L1 and the other is for words they know in L2.
subordinate bilinguals- linguistic codes of bilinguals’ second language are assumed to
be understood and interpreted through their first language L1.
ö Folk and elite bilinguals (Fishman (1977)
Folk bilinguals- language minority community whose own language does not have a
high status in the predominant language society in which they dwell.
Elite bilinguals- individuals who speak a dominant language in a given society and
also those who can speak another language which provides them additional value
and benefit within the society.

9. ö Additive bilinguals and Subtractive bilinguals (Lambert (1974)
Additive bilinguals- Bilinguals who can improve their L2 without losing their
L1 proficiency
Subtractive bilinguals- Those whose L2 is acquired or learned at the cost of
losing their L1

10. # Observation is observing the action, statement, process of something or
someone. With observing you can have the ability to see or identify the
significant things that you want to identify by watching or listening
carefully of the subject in order to collect the data for your task.
# OBSERVATION fall under QUALITATIVE method

11. types
Casual and Scientific
observation
Natural Observation
Subjective and Objective
observation
Participant and Non
Participant observation
Direct and Indirect
observation
Controlled and Non
Controlled observation
Structured and
Unstructured observation

12. # We choose this two type of observation because of this type of
observation is easy for us to collect data that we need.
# Using natural observation we can observe our subject in a any
place and can be oberserve in normal setting. This method have do
not change the behavior of the contestant and we will have zero
effort to change the behavior. We collect the data using participant
observation, where we observe our subject to get the information
that we need.

13. Questionnaire is one of the method used to collect data. Using this method, we
can acquire the evidence that we need from a numerous number of people that
become our subject. Most people had a busy day even for student, by using this
method we can save time and people can take part by answering the question.

14. Type of
Questionnaires
Structured
disguised
questionnaire
Structured non
disguised
questionnaire
Non structured
disguised
questionnaire
Non structured
non disguised
questionnaire
The arrangement of the question
are listed in a pre-arranged order
and the subject does not know the
purpose of this survey.
The arrangement of the question are listed in
a pre-arranged order and the respondent
know the purpose of this survey.
The arrangement of the questions are
not structured and the facilitator can
ask questions in any sequence freely.
Respondents do not know the
purpose of this survey.
The arrangement of the questions are
not structured and the facilitator can
ask questions in any sequence freely.
Respondents know the purpose of
this survey.

16. We choose
Structured-
disguised
questionnaire
Closed ended
questions
Data
collected

17. STRENGTH AND WEAKNESSES
An Investigation through Different Types of Bilinguals and
Bilingualism (Karen)
Strength
The way individual acquire each language, the skills such as
reading, writing, speaking, and understand of speech, and
bilinguals’ repertoire of domain-related rules of language
choice are mentioned.
Weakness
The nature of bilinguals is not explain in detail. Such as the
performance of the bilingual in certain internal functions is not
discussed.

18. Bilingual Children's Mother Tongue: Why Is It Important for
Education?(Amie)
STRENGTH
1) Discuss about how bilingualism has positive effects on children's
linguistic and educational development and how the level of
development of children's mother tongue is a strong predictor of
their second language development.
2) mention about how promotion of mother tongue in school helps
to develop student ability in acquiring school language.
WEAKNESS
Does not explain in detail about the type of bilingualism such as
compound bilinguals and co-ordinate bilinguals and also about code
mixing and code switching which is very curial to know about this for
the reader to know, what type of bilingual and problem that occurs
when people have bilingual language in order to understand more
about this topic.

19. Raising Bilingual Children (Asha)
&
Bilingualism in Education (Shasha)
STRENGTH
1) Contain adequate information, arguments, explanation,
descriptions, definitions and examples that very helpful for the
readers.
2) Use clear and useful language that provides simple opportunity
for the readers to comprehend the text comprehensibly.
3) choices of vocabulary and sentence pattern are not
complicated and most importantly author avoid ambiguity that
enable the readers identify the abstract meaning of the
intended information clearly.

20. # All these articles provides a clear and precise description of the types and the
characteristics of various bilingualism.
# The bilinguals were classified according to the distinction between the degree
of fluency and competence in the languages spoken.
# Knowing two or more languages truly gives kids so many advantages in life.
# Bilingual kids have the advantage of knowing two cultures, of being able to
communicate with a wider variety of people, and of possible economic
advantages in their future.
# Research has even shown advantages in thinking skills among bilingual
individuals
# But deciding to raise bilingual kids is a decision that should be carefully
considered as it affects children for the rest of their lives.

21. APPENDIX – JOURNAL and
ARTICLE

25. APPENDIX - QUESTIONNAIRE

30. SAMPLE OF ANSWERED
QUESTION

32. APENDIX - PICTURE