This document discusses bilingualism and learning a second language. It defines bilingualism as using two languages fluently like a native speaker. Code-mixing involves combining words and grammar from two languages in one sentence, typically during early acquisition. Code-switching means switching between languages according to the speaking situation. Young children can learn languages simultaneously by being exposed to both from birth, developing separate but equal language systems in their brains. Older sequential learners use different strategies like relying on a more mature conceptual understanding and analytical skills.

1. Chapter 3
Learning a Second/Third
Language at Home and at School

2. What is bilingualism?
Having or using two languages especially as
spoken with the fluency characteristic of a
native speaker.
Possessing a minimal competence in only
one of the four language skills in a language
other than the mother tongue.
The ability to speak a second language while
following the concepts and structures of it
rather than paraphrasing your mother
tongue.

3. Code-mixing VS Code-switching
All cases where lexical items and grammatical
features from two languages appear in one
sentence. The first two years is the phase of
mixing the languages.
Switching from one language to the other
according to appropriate changes in speech
situation. On the age of three, they start to
separate the two languages and to address
people in different languages depending on
their relevant language background.

4. Early Bilingualism
• The 'simultaneous acquisition' is the
process of the earliest chance of learning
two languages or more. It starts at birth.
• Bilingual children generally appear to
develop more slowly in linguistic terms.
They may say their first words a little
later and learn fewer words and
grammatical structures.

5. Early Bilingualism
• Bilingual children are more aware to
language systems as bilingualism helps in
Meta-linguistic awareness, the ability to
reflect on and manipulate the structural
features of language. They are also more
conscious of language structures and
patterns and learn to reflect on these
earlier.

6. The critical Period Hypothesis (CPH)
• Psycholinguists suggest that brain
flexibility was only helpful to language
learning until puberty. In terms of
language acquisition, it is suggested that
children who start acquiring younger
than 11-12 years of age have a plenty of
input and interaction in the second
language environment.

7. Younger VS older learners
• Children are sensitive to the sounds and
the rhythm of new languages. They enjoy
copying new sounds and patterns of
intonation. Younger learners are less
anxious and less inhibited and they can
spend more time devoted to the
language compared with those who start
later.

8. Younger VS older learners
• On the other hand, older learners use
more efficient strategies, have more
mature conceptual world to rely on, have
a clearer sense of discourse and have a
clearer sense of why they are learning a
new language. Older learners are more
analytical and give attention to detail.

9. Learning a Second Language in the Playground
and at School
• Familiar routines and games offer great
opportunities for hearing the same language
again and again and learning to take part in
simple conversations.
• In case of school language, it takes much
longer to catch up with the academic language
skills necessary to participate in school
discourse.

10. What About the Native Language?
• developing child's mother tongue and his
second language literacy skills in parallel
is essential.
WHY?

11. How Do Children Learn a Second
Language?
• there are two ways in which children
may learn a second language:
simultaneously or sequentially:

12. Simultaneous Second Language Learning
• include children under the age of 3 who are
exposed to two languages at the same time.
• Before 6 months of age children learn both
languages at similar rates and do not prefer one
language over the other as they build separate but
equally strong language systems in their brains for
each language they hear. These separate systems
allow children to learn more than one language
without becoming confused.
• At 6 months, children begin to notice
differences between languages and may begin
to prefer the language they hear more.

13. Sequential Second Language Learners
• Include children who have become familiar
with one language, but are then introduced or
required to learn a second language.
• It can occur at any age.

14. The Four Stages of Sequential Second
Language Learning
1- Home Language Use.
2-Silent Period.
3-Telegraphic & Formulaic Speech.
4-Productive Language.