This document discusses various types and definitions of bilingualism. It defines early vs late bilingualism, simultaneous vs successive bilingualism, and other categories. It also addresses common myths and misconceptions about bilingualism, such as the ideas that it leads to cognitive delays or linguistic confusion. In reality, with proper input in both languages, bilingual children develop normally. The document advocates for additive bilingualism programs that support learning in both the first and second languages.
Critical Language Awareness commonly described CLA is a prerequisite technique to Critical Discourse Analysis. CLA is primarily an understanding that makes us competent socially, politically, ideologically and among various discourses and contexts of different linguistic variations.
Critical Language Awareness commonly described CLA is a prerequisite technique to Critical Discourse Analysis. CLA is primarily an understanding that makes us competent socially, politically, ideologically and among various discourses and contexts of different linguistic variations.
Product Syllabus : product syllabuses are those in which the focus is on the knowledge and skills which learners should gain as a result of instruction.
4.2. process syllabuses are those which focus on the learning experiences themselves.
. Synthetic syllabus: segment the target language into discrete linguistic items.
Different parts of language are taught separately.
4.4 . Analytic Syllabi: focus on the learner and his needs and on the kinds of linguistic
performance necessary to achieve those goals .
4.5. Type A: This type deals with what should be learned in a second language classroom.
4.6. Type B : Consider the question of how a second language should be learned.
Bilingualism || Introduction to BilingualismAjEmpire
Introduction to bilingualism. This is for educational purposes. In this everything related to bilingualism such as overview, introduction, etymology, Bilingual and its types, Bilingualism and its types, advantages and disadvantages have been discussed. This would be helpful in better understanding bilingualism.
Second-Language Acquisition (Cross-Linguistic Influence and Learner Language)Satya Permadi
The matter of how to correct errors is exceedingly complex.
Research on error correction methods is not at all conclusive about the most effective method or technique for error correction.
It seems quite clear that students in the classroom want and expect errors to be corrected.
Product Syllabus : product syllabuses are those in which the focus is on the knowledge and skills which learners should gain as a result of instruction.
4.2. process syllabuses are those which focus on the learning experiences themselves.
. Synthetic syllabus: segment the target language into discrete linguistic items.
Different parts of language are taught separately.
4.4 . Analytic Syllabi: focus on the learner and his needs and on the kinds of linguistic
performance necessary to achieve those goals .
4.5. Type A: This type deals with what should be learned in a second language classroom.
4.6. Type B : Consider the question of how a second language should be learned.
Bilingualism || Introduction to BilingualismAjEmpire
Introduction to bilingualism. This is for educational purposes. In this everything related to bilingualism such as overview, introduction, etymology, Bilingual and its types, Bilingualism and its types, advantages and disadvantages have been discussed. This would be helpful in better understanding bilingualism.
Second-Language Acquisition (Cross-Linguistic Influence and Learner Language)Satya Permadi
The matter of how to correct errors is exceedingly complex.
Research on error correction methods is not at all conclusive about the most effective method or technique for error correction.
It seems quite clear that students in the classroom want and expect errors to be corrected.
Hispanic Association of Colleges and Universities Phoenix, 2005
Analyze the need for Accelerated Dual Language education
Discuss the characteristics of the Accelerated Dual Language model
Share the experience of the implementation & assessment of the Accelerated Dual Language model
Present services and opportunities to establish Accelerated Dual Language programs
Bingualism refers to the phenomenon of competence and communication in two languages. A bilingual individual is someone who has the ability to communicate in two languages alternately. Such an ability or psychological state in the individual has been referred to as bilinguality (Hamers and Blanc 2000). A bilingual society is one in which two languages are used for communication. In a bilingual society, it is possible to have a large number of monolinguals (those who speak only one of the two languages used in that society), provided that there are enough bilinguals to perform the functions requiring bilingual competence in that society. There is therefore a distinction between individual bilingualism and societal bilingualism.
A presentation on the concepts, theories and role of sociocultural factors in second language acquisition. Primary source is Chapter 7 of H. Douglas Brown, 2007.
Guía educación Bilingüe para padres / Bilingual Education Guide for parentsBaby Erasmus
Esta guía trata de mostrar a los padres en qué consiste el aprendizaje precoz de un segundo idioma y como pueden ayudar a sus hijos a ser bilingües. Esta guía también aporta recursos educativos e ideas que los padres pueden utilizar con sus hijos en diferentes idiomas.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
There is no link between bilingualism and general ‘ intelligence ’ . Early research in the 60s suggested that bilinguals have a cognitive handicap, while subsequent studies in the 70s seemed to find that bilinguals are more intelligent than monolinguals. More recently, however, both conclusions have been found to be marred by failing to take important sociological and cultural effects into account (Grosjean 1982). The fact appears to be that bilingual children are neither more nor less intelligent than their monolingual peers. The idea that learning two languages from birth represents a burden is based on the assumption that the brain is naturally predisposed to deal only with one language. However, research in psychology and neuroscience research indicates that there are no foundations to the belief that monolingualism is somehow the biological norm. While is it true that the onset of speech in bilinguals may be slightly later than average, both monolingual and bilingual children go through the same major milestones in language development at approximately the same time. If the brain were set up to acquire only one language, bilinguals would be at a disadvantage: they might be expected to reach the milestones later, or at different times in their two languages. The fact that they follow the same developmental timetable as monolinguals points to the brain ’ s capacity to deal with multiple types of language input.
Bilinguals can ‘distance themselves’ from language, so to speak, and talk about the form of language separately from its meaning. Many parents also report that bilingual children have more precocious reading skills, and this has recently been confirmed experimentally Bilinguals seem to have an advantage with respect to some aspects of reading that are related to metalinguistic awareness. A further spin-off of bilingualism is higher awareness of language and greater ability to think about it and talk about it. Bilingual children have a greater ability to focus on the form of language, abstracting away from meaning. Parents of bilingual children often report that their children engage in ‘ language play ’ that may take the form of ‘ funny accents ’ or impossible literal translations between one language and another.
bilingual children do not mix the grammars; their errors are to a large extent predictable by the characteristics of the languages and those of particular structures. Language mixing (or code-switching) is not a sign of linguistic confusion (competent bilingual adults do it all the time for a variety of very good reasons). Many parents think that it is better to wait to introduce one of the languages until the other one is ‘well established’: this is wrong and deprives the child of input in the most crucial years. Early research on bilingual children actually seemed to show that children are unable to distinguish between the two languages to which they are exposed. The result – it was claimed – is a single unitary system in which both the vocabularies and the grammars of the two languages are fused. Language mixing – it was believed – was a telling sign of this lack of differentiation. Another sign was the fact that in some bilingual children the early words often involve a mix of words taken from both languages, with many referents named by only one word. So for example a German-Italian bilingual child might have either Apfel or mela for ‘ apple ’ , but not both. This led to the hypothesis that there was a unitary lexicon, which could not contain two words, one from Language A and one from Language B, for the same referent. More recent research has completely discredited the idea of the unitary system. First, there are new techniques for studying whether babies can tell the difference between one outside stimulus and another. If you show a child a picture of a ball it will eventually get bored and look away, but if you then show it a picture of a car it will look again. There are now experimental techniques that let us present pictures or sounds to a child until it gets bored, then present it with something subtly different and see if the child notices the difference (Jusczyk 1997). Using techniques like these, we have learned that monolingual babies ’ perceptual abilities are remarkably fine-tuned very early on: they know a lot about what their language sounds like long before they start producing their first words, and even at the age of a few months will notice when someone who was speaking English switches to speaking, say, Japanese. This makes it very implausible that bilingual children do not realize that they are hearing two languages. research on ‘ code-switching ’ – swapping back and forth between languages – shows that bilingual children, like bilingual adults, often switch from one language to another in order to achieve particular communicative effects. code-switching is not random but generally obeys a remarkably strict grammar. For example, a Spanish-English bilingual child is much more likely to say ‘ La house ’ than ‘ The casa ’ (Spanish article + English noun, rather than ‘ English article + Spanish noun), The most interesting counter-evidence to the confusion hypothesis comes from research that compares the order of acquisition of grammatical structures in monolingual and bilingual children. There is little evidence that the bilinguals ’ languages affect each other – they neither speed up nor delay normal acquisition processes.
input is necessary, some effort and consistency too, that’s why acquiring four+ languages at the same time is not normally possible. So many people just assume that children will grow up bilingual if the parents speak two different languages and this is just not true. All typically developing children will learn one language, to learn two they need the opportunity and the motivation. Importance of input> give children as many opportunities as possible to realize that language X is not just mummy’s or daddy’s language but the language of a whole community of speakers (children included!). Do tell them about when Marco realized that all children in Italy spoke Italian!
not true, apparently an early start is necessary to attain the same results as monolinguals, especially for phonetic/phonology (accent & pronunciation) but also for aspects of grammar. There are qualitative changes that seem to happen significantly earlier than is generally assumed, approximately between 3 and 4 years of age. So the best ‘ window of opportunity ’ is in the first 2-3 years of life. This does NOT mean that it ’ s a waste of time to introduce languages after age 3, though. Later childhood is still a privileged time for acquiring languages in a naturalistic way, and the results are often very good.
not true, there are lots of non-linguistic advantages resulting from bilingualism, regardless of WHICH languages are involved, possibly over the whole lifespan. Bilinguals are better at coordinating different types of information and at ignoring irrelevant information, paying attention only to relevant cues. Evidence suggests that bilinguals are somewhat protected against the deterioration of cognitive abilities in old age. , the experience of dealing with two languages does seem to give bilingual children some cognitive advantages in several domains. Such advantages are particularly evident in tasks that involve cognitive flexibility and the control of attention (Bialystok 1991; 2001): bilinguals seem to be better at selectively paying attention, at inhibiting irrelevant information, and at switching between alternative solution to a problem. Bilingual speakers must develop a powerful mechanism for keeping the two languages separate, so that fluency in one language can be achieved without intrusions from the unwanted language. Therefore, the bilingual child ’ s constant experience of having two languages available and inhibiting one when the other is activated (Green 1986; 1998) enhances their ability to multitask in other domains.
wrong, children are very sensitive to these issues and know whether a language is considered ‘ unimportant ’ , either by parents or by the community. Perhaps equally important, depriving children of exposure to one of the family languages may have other, more sociological, consequences. Children in this situation may feel that the second language is ‘ less important ’ than the first, and not really worth speaking. Children need to feel that the minority language is not just Mummy ’ s or Daddy ’ s language, but that it works exactly like the other language (anectode on Marco) Children do not know about the cognitive benefits of bilingualism, but they are exquisitely sensitive to the status and prestige of each language within the family and in the outside world. Even if the cognitive windows are still open, closed attitudes may put bilingualism out of reach.
monolingual and bilingual children do not differ substantially in their linguistic behaviour, they tend to make the same developmental mistakes