Dominant and Non-Dominant Language, English Language Teaching
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Dominant and Non-Dominant Language, language dominance, Global phenomenon, bilingualism, balanced bilingualism, Dil se Dil tak, Gujrati girl, migrated people, Home language and Heritage language
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individuals:
What does it mean to
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multilingual?
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But to what level of competence?
Basic/minimal Advanced
Balanced bilingualism is rare
Very few bilinguals have equal competence or use their languages
equally.
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listening, speaking, reading, and writing.
• ‘Passive’ BL = stronger comprehension (listening) than speaking
competence
• Others may have advanced competence in more than 1 language
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When, where,
with whom do
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rate your ability
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speaking,
reading and
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competency
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First language (L1)
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Second language (L2)
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acquisition (of L1) vs learning (of L2)
How do we become bilingual/multilingual?
Simultaneous bilingualism
2 or more languages are acquired simultaneously in early childhood.
Successive bilingualism
a person who already has competence in a L1 learns a L2 (or L3, L4 …)
How long does it take to acquire a L1?
Humans are biologically equipped to learn language in infancy:
We are born with brains that are ‘wired’ for language - the capacity to figure out
the grammar and words of the specific language(s) we hear spoken around us
Most of that learning is complete by 5 years of age for children in all cultures
How long does it take to learn a L2?
After puberty, deliberate effort or study is needed to master a language
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◦ Academic language proficiency up to 8 years
(Cummins 1984)
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üFrequent input data
üMeaningful and authentic opportunities for using the language
üPerceived value and/or need for the language
üWillingness & motivation
Bilingual education in schools
Typically the L2 is taught in a ‘foreign language class’.
Much less often it is the medium of instruction
Foreign language class teaching in countries where one language is dominant
often fails:
◦ too little exposure
◦ not often enough
◦ started too late
◦ too few opportunities to use the language actively and authentically.
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your L2, L3, L4…?
qForeign language class in
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If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
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The document discusses the concept of interlanguage, which refers to the unique language system that L2 learners develop that is between their L1 and L2. It arises from learners applying abstract linguistic rules and their grammar system is permeable and transitional. The concept of interlanguage is informed by mentalist learning theory, which views language learning as involving innate cognitive mechanisms rather than just habit formation from external stimuli alone. Learning strategies like language transfer, overgeneralization, and simplification shape a learner's interlanguage system.
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This document provides an introduction to materials development for language teaching. It defines instructional materials as classroom tools that contain instructions for learners and teachers and specify increments of learning. The development of materials involves considering principles of second language acquisition, learner factors, and designing based on frameworks that include syllabus, context, goals, and methods. The document outlines guidelines for developing materials such as conducting needs assessments, setting objectives, selecting and arranging content, and editing.
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- Mother tongue-based multilingual education (MLE) leads to better learning outcomes compared to only using English. However, legislators continue to ignore research and promote stronger English-only policies.
- This document aims to clarify issues around language in education in the Philippines by addressing 21 frequently asked questions about MLE. MLE uses multiple languages for literacy and instruction, starting in the learner's first language and gradually introducing additional languages.
- Research shows MLE produces learners who are multilingual, multi-literate, and able to work with diverse cultures. However, it requires well-developed curricula, well-trained teachers, good materials, and community support.
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This document discusses using literature in language learning and describes two main approaches: a language-based approach and using literature as content. It focuses on the language-based approach and stylistic analysis. With this approach, literary texts are analyzed closely to understand how linguistic features convey meaning and help students interpret the text. Stylistic analysis uses familiar grammatical terms and procedures to help students appreciate literature and expand their language knowledge. The document provides steps for identifying linguistic features in a text and developing questions to help students analyze and understand the text based on those features.
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Commercial instructional materials play an important role in many language teaching programs. They can serve as a resource for presentation materials, activities for learner practice, and a reference source. While textbooks provide structure and standardization, they may not reflect students' needs and can deskill teachers if used rigidly. Effective materials evaluation considers the program, teachers, learners, content, and pedagogical factors. Materials usually need adaptation to suit the local context.
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This is the 9th chapter of the book "Curriculum Development in Language Teaching" by Jack C Richards.
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Multilingual
societies:
Language and
Identity
This session introduces you to:
Multi-lingual individuals
Multi-lingual societies:
Language choice in multilingual societies
Code-switching
Language and identity
Multi-lingual
individuals
TOPIC 1
Bi-/multi-lingual
individuals:
What does it mean to
be bilingual or
multilingual?
The ability to use more than one language to communicate
But to what level of competence?
Basic/minimal Advanced
Balanced bilingualism is rare
Very few bilinguals have equal competence or use their languages
equally.
• Typically, each person has a different mix of the four skills:
listening, speaking, reading, and writing.
• ‘Passive’ BL = stronger comprehension (listening) than speaking
competence
• Others may have advanced competence in more than 1 language
but have degrees of competence in different domains (e.g. work
vs home)
What about you?
When, where,
with whom do
you use each
language?
For each one,
rate your ability
in listening,
speaking,
reading and
writing
List the languages
in which you have
a degree of
competency
Multi-lingual individuals
First language (L1)
mother-tongue(s), native language(s), that we hear spoken from birth
Second language (L2)
language(s) learned later in childhood or adulthood
Different learning processes are involved:
acquisition (of L1) vs learning (of L2)
How do we become bilingual/multilingual?
Simultaneous bilingualism
2 or more languages are acquired simultaneously in early childhood.
Successive bilingualism
a person who already has competence in a L1 learns a L2 (or L3, L4 …)
How long does it take to acquire a L1?
Humans are biologically equipped to learn language in infancy:
We are born with brains that are ‘wired’ for language - the capacity to figure out
the grammar and words of the specific language(s) we hear spoken around us
Most of that learning is complete by 5 years of age for children in all cultures
How long does it take to learn a L2?
After puberty, deliberate effort or study is needed to master a language
Up to 10 or more years for full control of oral and written language.
◦ Basic interpersonal communication skills within 2 years.
◦ Academic language proficiency up to 8 years
(Cummins 1984)
To be effective, L2 learning requires
üFrequent input data
üMeaningful and authentic opportunities for using the language
üPerceived value and/or need for the language
üWillingness & motivation
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Typically the L2 is taught in a ‘foreign language class’.
Much less often it is the medium of instruction
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often fails:
◦ too little exposure
◦ not often enough
◦ started too late
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Language shift, death and maintenance
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Language acquisition (2)
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The importance of learning another language.
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Dominant and Non-Dominant Language, English Language Teaching
- 1. Hema Goswami Sem 3 Paper no. 12- English language teaching Submitted to Department of English MKBU Enrollment no. 2069108420180020 Roll no. 13 email id- hemagoswami474@gmail.com Year-2017-19 Dominant and Non-dominant language
- 2. Language Dominance • It refers to the degree of bilingualism, those who knows two languages • Three situations i) Balanced bilingualism: A person knows both languages equally well ii) A person can exhibits greater control of one over other iii) In this case we consider first language to be dominant over the other
- 3. What will happen when a pure Gujarati girl speak Hindi • Colors TV show: Dil se Dil tak • There is dominance of native language over the speech of Teni, when she try to speak Hindi • Her First language L1 is dominant over other L2
- 4. Dominant and Non-dominant language: Global Phenomenon • Global measure of dominance • Bilinguals are globally dominant in one of their languages • But still they did not know that some domains in life are specific to a language • Migrants • Home language and heritage language • Balanced hardly exist in reality
- 5. Different concept for migrated people • Home language and heritage language • Dominated by the language which is in power • Balanced hardly exist in reality
- 6. Difference Home language • Acquisition of a language from very early age and the person achieves high amount of fluency and proficiency in that language. • Typically native language is a dominant language for a speaker Heritage language • It is more associated with a language in which proficiency was sacrificed in order to gain proficiency in the dominant language in a particular community
- 7. Education system • Education system in multilingual nations Ignored Non-dominant languages in favor of the dominant language. • Gross inequalities
- 8. Rise of Hinglish in India • The language Hinglish involves hybrid mixture of Hindi and English • Not yet official language on census reports • Lingua Franca: Widely used language in Internet
- 9. English language: Dominant language Advantage • English fluency is socially prestigious • Important for job success • Upward mobility Disadvantage • English fluency requires rich and consistent language exposure • In India this is largely limited to the urban upper class
- 10. Conclusion • As per my experience as a M.A Part II students, I have experienced the dominance of L2, whenever there is need of welcoming any guest from outside or mostly have to converse in L2. • Therefore what we are learning today is also can be consider as a dominant language. • We are speaking mother tongue in home but learning L2 outside, because of its dominant power. • In process of learning dominant language we cannot look at non dominant, and we keep on ignoring it.
- 11. Works Cited • Chand, Vineeta. "The rise and rise of Hinglish in India." The conversation (2016). • Cummins, Jim. "The entry and exit fallacy in bilingual fallacy." NABE journal (1980): 25. • Wikipedia contributors. "Heritage language learning." 25 september 2018. wikipedia the free encyclopedia. 1 november 2018 <https://en.wikipedia.org/w/index.php?title=Heritage_langua ge_learning&oldid=861101053>.