This document discusses teaching bilingually and the benefits of bilingualism. It begins by outlining the day's lesson on bilingualism, including thinking about bilingualism, types of bilingualism, and defining bilingual types. It then discusses different types of bilingualism such as compound vs coordinate bilingualism. Finally, it outlines several cognitive advantages of being bilingual such as better metalinguistic awareness, classification skills, and prevention of some neurological disabilities.
Can bilingualism cause problems for children? Which language should parents speak? Should parents avoid mixing languages? This slideshare accompanies a RALLI film by Dr Vicky Murphy providing some basic information about bilingualism based on the research evidence. http://youtu.be/p9iWG0M5z40
For an index of the RALLI films and slides see: http://ralliindex.blogspot.co.uk
How Languages Improve the Brain:
Bilingualism and Executive Functions
- Benefits of Bilingualism
- Bilingualism and its relation to Executive Functions
- Confirm definitions and characteristics of Executive Functions
* Five Premises
* Development and Training
* Relationship to "self-regulation," "emotional control"
Connections: The Learning Sciences Platform work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
This work is complemented with “in situ” accomplaniment and joint research.
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Mobile: +593 995 615 247
Can bilingualism cause problems for children? Which language should parents speak? Should parents avoid mixing languages? This slideshare accompanies a RALLI film by Dr Vicky Murphy providing some basic information about bilingualism based on the research evidence. http://youtu.be/p9iWG0M5z40
For an index of the RALLI films and slides see: http://ralliindex.blogspot.co.uk
How Languages Improve the Brain:
Bilingualism and Executive Functions
- Benefits of Bilingualism
- Bilingualism and its relation to Executive Functions
- Confirm definitions and characteristics of Executive Functions
* Five Premises
* Development and Training
* Relationship to "self-regulation," "emotional control"
Connections: The Learning Sciences Platform work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
This work is complemented with “in situ” accomplaniment and joint research.
Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
- Slideshare: https://www.slideshare.net/Lascienciasdelaprendizaje
- YouTube: https://www.youtube.com/channel/UCyUDsQmjsiJl8T2w5-EF78g
- Linkedin: https://www.linkedin.com/company-beta/16212567/
Contact us:
E-mail: info@thelearningsciences.com
Mobile: +593 995 615 247
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.
David Dodick[email protected]Bilingualism.docxedwardmarivel
David Dodick
[email protected]
Bilingualism
1.You cannot be a cultivated person without
knowing at least two languages.
2. You cannot know a people without knowing their
language.
3. In the modern world, it is useless to learn
foreign languages because everyone speaks
English.. .
He who has two languages
has two souls.
Anonymous
Bilinguals are a minority –
“exceptions” – to the default
monolingual norm.
Bilinguals are a minority and
“exceptions” to the default
monolingual norm.
More than half of the world’s
population is bilingual or
multilingual.
To be counted as bilingual, you
need to speak two languages
perfectly.
To be counted as bilingual, you
need to speak two languages
perfectly.
There may be a difference in
proficiency between the two.
Learning two languages confuses
children, and they will grow up
speaking neither well.
Learning two languages confuses
children, and they will grow up
speaking neither well.
Children have a ‘critical period’ during
which they are especially good at
learning (multiple) languages.
Bilingual children learn more slowly
because their minds are cluttered
with extra language information.
Bilingual children learn more slowly
because their minds are cluttered
with extra language information.
Bilingualism seems to be beneficial
to cognition.
Bilingual people have smaller
vocabularies than monolinguals.
Bilingual people have smaller
vocabularies than monolinguals.
True….
` Bilingualism: the ability to speak two (or
more) languages
◦ Individual bilingualism
◦ Societal bilingualism (in a particular speech
community of society)
` Various degrees of bilingualism
◦ Both languages equally fluent
◦ High degree of proficiency in both, but not native-
like skills
◦ One language is more dominant
x Tends to be related to domains of use
◦ Oral fluency in one, written fluency in another
` Bilingualism can develop in different types of
situations
◦ Being raised in bilingual household
x Parents speak different languages
x Parents speak a language different from majority
community language
◦ Moving to new country and learning new language
outside home
◦ Learning new language at school
◦ Having frequent & routine contact with other
languages
x e.g. at work
` Situation in which a community has more
than one official language
◦ Canada: English & French
◦ Belgium: French, Flemish & German
◦ Switzerland: French, German, Italian & Romansch
◦ India: English & Hindi
◦ Papua New Guinea: English, Tok Pisin & Hiri Motu
◦ Philippines: Filipino & English
◦ Singapore: English, Malay, Mandarin & Tamil
◦ Paraguay: Spanish & Guarani
` But fewer bilingual speakers in countries with
more than one official language!
◦ Their focus is maintenance & use of more than one
language, not making people bilingual
` More bilingual speakers in officially
monolingual countries
◦ Native speakers of other languages must learn
official language to get by.
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.
Multilingual societies Language and IdentityThi.docxroushhsiu
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
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.
How did you learn
your L2, L3, L4…?
qForeign language class in
school/university?
...
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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!
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
9. Knowing the
Benefits
Benefits of knowing a
country`s native language
when traveling
3xOver 20 years
Students
abroad
travel
Each year the
number of
international
students
increases by
Saving
money
safety Ordering
food
Making
friends
An
increase of
12%1975 2009
800.000
3.500.000
10. Knowing the
Benefits
Bilingual people are sexy
270British dating
agencies agreed
people who know
a foreign
language are
more
attractive
Love
Children raised by
bilingual couples
are more likely to
have better
memory and
overall
intelligence
hebrew russian
french german
spanish
11. Knowing the
Benefits
Mental benefits of learning
languages
4xLess likely to have
Cognitive
impairment
intelligence
Of those
surveyed think
that knowing a
second
language would
improve their
brain power
Memory Multi-
tasking
aptitude health
People who
know 2+
languages are
95%
3.500.000
✓✓
Bilinguals find easier to
learn a third language than
monolinguals to know a
second one
attention
¡
12. Knowing the
Benefits
Occupations in which knowing 2+
languages is beneficial
20%In certain jobs
money
Of those
surveyed think
that knowing a
second
language would
help their career
journalist Computer
games
designer
Marketing
manager
engineer
Multilingual
employees can
expect a salary
uplift of up to
98%
800.000
3.500.000
Over 1/3 of businesses
want people specifically for
their language skills
doctor
13. Knowing the
Benefits
Bilingual professionals can earn
at least
business
Of companies
take language
into account
when recruiting
50%
800.000
3.500.000
It is estimated that 1 in 8 companies
has lost business because of a lack
of language competence
10%
More than their
monolingual peers
31% know 2 languages31% know 2 languages
In a survey of international
executives
21% know 3 languages
9% know 4 languages
4% know more than 4
16. “New studies are showing that a multilingual
brain is nimbler, quicker, better able to deal
with ambiguities, resolve conflicts and even
resist Alzheimer’s disease and other forms of
dementia longer.”
- Jeffrey Kluger, Time Magazine Space & Science
17. Bialystock
(2001)
1. Productive Bilingualism – speakers can
produce and understand both languages.
2. Receptive Bilingualism – Speakers can
understand both languages but have
more limited production abilities.
19. Compound vs. Coordinate
• Compound bilingual:
Has one semantic system but two linguistic codes. Usually refers to someone
whose two languages are learnt at the same time, often in the same context.
• Coordinate bilingual:
Has two semantic systems and two linguistic codes. Usually refers to someone
whose two languages are learnt in distinctively separate contexts
• Subordinate bilingual:
The weaker language is interpreted through the stronger language
19
20. Semantic system Has wings
Has feathers
Can fly
Language code Orange Apple Bird
naranja manzana pajaro
20
The mental lexicon of monolinguals
21. The mental lexicon of bilinguals
21
Semantic
system
Semantic
System 1
Semantic
System 2
English Spanish English Spanish
Compound bilingual Coordinate bilingual
22. The mental lexicon of bilinguals
22
Semantic
system
English Spanish
Subordinate bilingual
23. The mental lexicon of bilinguals
23
Semantic
System 1
English Spanish
Semantic
System 2
English Spanish
Semantic
System 2
Semantic
System 1
24. The mental lexicon of bilinguals
Whether there are two or more systems
depends on:
–Age of acquisition
–Learning/teaching method
–Similarities and differences between the
two languages
24
25. Early vs. Late bilinguals
• Early bilingual:
someone who has acquired two languages early in childhood
(usually received systematic training/learning of a second
language before age 6).
• Late bilingual:
someone who has become a bilingual later than childhood
(after age 12).
• Discussion: Is there a “critical period” for second language
25
26. Early vs. Late bilinguals
26
How do we determine the age of
acquisition?
Early bilingual Late bilingual
age 0 6 12
?
28. Balanced vs. Dominant
• Balanced bilingual:
someone whose mastery of two languages is roughly equivalent.
• Dominant bilingual:
someone with greater proficiency in one of his or her languages and
uses it significantly more than the other language.
• Semilingual:
–someone with insufficient knowledge of either language.
28
29. Successive vs. Simultaneous
• Successive bilingualism:
Learning one language after already knowing another. This is the situation for all those who
become bilingual as adults, as well as for many who became bilingual earlier in life. Sometimes
also called consecutive bilingualism.
• Simultaneous bilingualism:
Learning two languages as "first languages". That is, a person who is a simultaneous bilingual goes
from speaking no languages at all directly to speaking two languages. Infants who are exposed to
two languages from birth will become simultaneous bilinguals.
• Receptive bilingualism:
Being able to understand two languages but express oneself in only one. This is generally not
considered "true" bilingualism but is a fairly common situation.
29
30. Additive vs. Subtractive
• Additive bilingual:
The learning of a second language does not interfere with the learning of a first
language. Both languages are well developed.
• Subtractive bilingual:
The learning a second language interferes with the learning of a first language.
The second language replaces the first language.
• Additive or subtractive bilingualism is related to the different status
associated with the two languages in a society.
30
31. Elite vs. Folk
• Elite bilingual:
Individuals who choose to have a bilingual home, often in order
to enhance social status.
• Folk bilingual:
Individuals who develop second language capacity under
circumstances that are not often of their own choosing, and in
conditions where the society does not value their native
language.31
32. Effects of the second language
on the first language
FIRST LANGUAGE SECOND LANGUAGE
TRANSFER
36. Language Mixing
Switching from one language to another
is termed a “crutch” syndrome. There
are two types of language mixing:
code-switching
code-mixing
37. Language Mixing
Code-switching involves inserting whole
utterances (inter-sentence) in a second, non-
dominant language during conversation.
http://www.youtube.com/watch?v=jbj6ceDOd7E
Code-mixing (or borrowing) involves the
blending of non-dominant language words
or phrases within an utterance (within-
sentence).
http://www.youtube.com/watch?v=c6wW4EAYuUA
38. Language Mixing
Using this definition, and presuming that
English is the dominant language in the
following utterances:
“Is this what we are having for dinner
today? Sira naba tuktok mo? [Are you
crazy?] It’s not Saturday and I don’t eat
tuyo [smoked/dried fish] except on
Saturdays. It just doesn’t seem right!”
39. Language Mixing
The first italicized utterance is a
code-switch, while the second
italicized word in the next utterance
is a code-mix.
Some say that this crutch syndrome
is a model of incompetence.
40. Language Mixing: Example
A Turkish-Arabic bilingual boy, knew the
word for an object in each of his
languages, but would choose the one
which was easier for hım to pronounce.
FOR EXAMPLE:
Arabic = tiyyara English = plane
He knew both the English word 'plane'
and its Arabic equivalent 'tiyyara'.On the
other hand, he preferred the English
'plane' to the Arabic 'tiyyara'.
42. Cognitive advantages of bilingualism
Growing up bilingual can be a
tremendous blessing.
In addition to the obvious
benefit (i.e., the ability to speak
and understand more than one
language),
43. 1. Better metalinguistic awareness (ability to
identify and describe characteristics and
features of language);
2. Better classification skills;
3. Better concept formation;
4. Better analogical reasoning;
5. Better visual-spatial skills;
6. Better storytelling skills;
7. Better semantic development.
8. Prevention of some neurological disabilities??
COGNITIVE ADVANTAGES OF BILINGUALISM