Bilingual First Language Acquisition PDF

03/06/2021 Bilingual First Language Acquisition Dr. Ebrahim Safaie Islamic Azad University Lamerd Branch Myths and Facts about Bilingualism Over 50% of the world's population is bilingual. However, ideol...

03/06/2021 Bilingual First Language Acquisition Dr. Ebrahim Safaie Islamic Azad University Lamerd Branch Myths and Facts about Bilingualism Over 50% of the world's population is bilingual. However, ideological and political prejudices have established a deformed vision of reality, on the basis of which bilingual individuals are considered to be only a very restricted number (Fabbro 1999). Dr. E. Safaie Islamic Azad University, 03/06/2021 2 Lamerd Branch 1  03/06/2021 Some myths and facts: (Adapted from www.nethelp.no/cindy/biling-fam.html) Dr. E. Safaie Islamic Azad University, 03/06/2021 3 Lamerd Branch Myth 1  "Learning two languages confuses a child and lowers his intelligence." Old, poorly designed studies done primarily in the United States claimed to show that bilinguals had lower intelligence than monolinguals. Newer research has revealed several flaws in the studies. The most obvious flaw is that the bilingual children were recent immigrants, with poorer knowledge of English and more stressful life situations than their monolingual counterparts. Newer studies with more careful controls have shown that bilinguals are better at some specific tasks, such as language games, but that otherwise the differences between bilinguals and monolinguals are negligible. Dr. E. Safaie Islamic Azad University, 03/06/2021 4 Lamerd Branch 2  03/06/2021 Myth 2 "A child should learn one language properly first; then you can start teaching the other."  As in the myth above, this is an old belief based on flawed research. Children who learn two languages in a loving, supportive environment learn them both well.  Children who learn two languages in a stressful environment may have language development problems - but so will children learning only one language in that same sort of environment. Dr. E. Safaie Islamic Azad University, 03/06/2021 5 Lamerd Branch Myth 3 "A child who learns two languages won't feel at home in either of them. She'll always feel caught between two cultures."  Relatives, friends and strangers will often caution about the "identity problems" children may develop if their parents insist on maintaining a bilingual home. The children, they believe, will grow up without strongly identifying with either of the languages and, therefore, the groups that speak them. Dr. E. Safaie Islamic Azad University, 03/06/2021 6 Lamerd Branch 3  03/06/2021 Myth 4 "Bilinguals have to translate from their weaker to their stronger language."  The overwhelming majority of bilinguals can think in either of their two languages. They do not, as some monolinguals assume, think in one language only and immediately translate into the other language when necessary. Dr. E. Safaie Islamic Azad University, 03/06/2021 7 Lamerd Branch Myth 5  "Children who grow up bilingual will make great translators when they grow up."  By no means all bilinguals are good at translating. Nor have any studies shown that growing up bilingual gives one an advantage or a disadvantage over those who became bilingual as adults when it comes to translating.  There are many other skills involved, and bilinguals, just like monolinguals, are too different to allow for easy generalizations. There is one important exception here, however. The sign language interpreters you may have seen on television or at public events are most often hearing children of Deaf parents, who grew up bilingual. Dr. E. Safaie Islamic Azad University, 03/06/2021 8 Lamerd Branch 4  03/06/2021 Myth 6  "Real bilinguals never mix their languages. Those who do are confused 'semi-linguals'."  Bilinguals sometimes "mix" their languages, leading monolinguals to wonder if they are really able to tell them apart. Usually, the problem is not genuine confusion - that is, inability to tell the languages apart.  Far more common problems are interference, when words or grammar from the one language "leak" into the other language without the speaker being aware of it - analogous to a slip of the tongue - or "code-switching", when the speaker more or less intentionally switches languages for effect - analogous to mixing jargon or slang in with standard speech. Many, if not most, bilingual children will use both languages at once during the early stages of their language development. Semi-lingualism is a far more serious, and relatively rare, situation that occurs when a child in a stressful environment is trying to learn two or more languages with very little input in any of them. Dr. E. Safaie Islamic Azad University, 03/06/2021 9 Lamerd Branch Myth 7  "Bilinguals have split personalities."  Some bilinguals do report feeling that they have a different "personality" for each language. However, this may be because they are acting according to different cultural norms when speaking each of their languages.  When speaking English, they assume the cultural role expected of them in English-speaking society. This is different than the cultural role expected of them in German- speaking society, which they assume when speaking German.  The change in language cues a change in cultural expectations. Dr. E. Safaie Islamic Azad University, 03/06/2021 10 Lamerd Branch 5  03/06/2021 Myth 8 "Bilingualism is a charming exception, but monolingualism is of course the rule."  No accurate survey of the number of bilinguals in the world has ever been taken; for fairly obvious practical reasons, it is likely none ever will be.  But it is very reasonable to guess that over half the world's population is bilingual. Dr. E. Safaie Islamic Azad University, 03/06/2021 11 Lamerd Branch Myth 9  "Be very careful; if you don't follow the rules exactly, your children will never manage to learn both languages!"  Some people maintain that "the only way" to raise bilingual children is to follow one specific pattern, usually by speaking both languages in the home.  Practical experience, on the other hand, has shown that children learn both languages regardless of the pattern of exposure, as long as that pattern is reasonably consistent (and perhaps even that is not a requirement!). Dr. E. Safaie Islamic Azad University, 03/06/2021 12 Lamerd Branch 6  03/06/2021 Myth 10 "You'll never manage to make him bilingual now. People really can't learn a language after age X."  Language learning is easier the younger you are when you start, and there are biological reasons why very few adults can learn to speak a new language with a native accent. Dr. E. Safaie Islamic Azad University, 03/06/2021 13 Lamerd Branch Types of Bilingualism There is no widely accepted measure or definition of bilingualism. According to Bloomfield (1933), bilingualism is characterised by ‘native-like control of two languages’. Full native control of both languages is rarely achieved, though. Fabbro (1999) defines bilinguals as 'individuals who master, understand and speak: (a) two languages, (b) two dialects, or (c) a language and a dialect'. As a rule, the earlier the exposure to the two languages, the easier and more complete the acquisition. However, an individual can become bilingual at any age. Infant/early bilingualism: the child learns two languages simultaneously from birth Child bilingualism: the second language is learned before puberty (before 15) Adolescent bilingual acquisition: the second language is learned in teenage years (13-19 years of age) Adult bilingualism: the second language is learned after the teenage years (=Second language acquisition) Dr. E. Safaie Islamic Azad University, 03/06/2021 14 Lamerd Branch 7  03/06/2021 Critical features of bilingual child language acquisition: The amount and type of input from each of the two languages Bilingual children vary widely in the amount and type of input they receive for each of their target languages. The quantity of the child’s exposure/input to each language is much smaller at any given time than that of the monolingual child. Input is either separate (e.g. mother speaking one language, father another) or mixed (both mother and father and all sources alternating between two languages). Dr. E. Safaie Islamic Azad University, 03/06/2021 15 Lamerd Branch The possibility of an asymmetry or dominance of one language over the other When the two language systems are fully developed to form the linguistic and pragmatic competence of an adult bilingual, they do not form a symmetrical relationship: due to socio-psychological or temporal factors and input relationships, one of the bilingual child’s languages invariably becomes dominant (though he or she is competent in both) We distinguish grammar dominance and discourse dominance. As regards grammar dominance, due to differences in exposure over time, the development of one language may be delayed (the non- dominant system may even be lost). As regards discourse dominance, one language may be seen by the bilingual as more appropriate or better suited in a given situation with respect to audience, topic, etc. Dr. E. Safaie Islamic Azad University, 03/06/2021 16 Lamerd Branch 8  03/06/2021 The interaction or separation of the two language systems Bilingual children are not only capable of keeping the two linguistic systems separate, but they can also employ these two systems interactively. The result is code mixing and code switching behaviour on the part of the bilingual. Dr. E. Safaie Islamic Azad University, 03/06/2021 17 Lamerd Branch Code mixing vs. Code switching Code mixing is when someone uses one word or phrase from one language to another language, as in (1). Code switching is when the language is arranged structurally and grammatically in other language, as in (2). As a result, the speaker may be triggered into speaking in the other language for a while. (1) a. moi je va à la KÜCHE (French --> German, Iv 3;1) me I goes to the kitchen ‘I go to the kitchen’ b. je veux MILCH (French --> German, A3;7) I want milk (2) a. I sit-EGAA no (English-->Hindi) I sit-will neg ‘I will not sit’ b. ju BUY-ke aao (Hindi-->English) you buy-having come-imp ‘Come, after you buy it’ Dr. E. Safaie Islamic Azad University, 03/06/2021 18 Lamerd Branch 9  03/06/2021 Socio-psychological factors in bilingual acquisition and use Depending on changes in socio-psychological factors, the bilingual child may exhibit regression and progression of the two participating linguistic systems. In cases of extreme culture shock, one system may be totally turned off. Dr. E. Safaie Islamic Azad University, 03/06/2021 19 Lamerd Branch Romaine’s Typology of childhood bilingualism Romaine (1981) discussed 6 types of bilingual acquisition in childhood and considers variables such as the language of the parents, the community, the dominance relationship between them, and the strategy of the parents when interacting with child. Dr. E. Safaie Islamic Azad University, 03/06/2021 20 Lamerd Branch 10  03/06/2021 Type 1:‘One person-One language’ Parents: Each parent has a different native language and each one has a degree of competence in the language of the other. Community: The language of one parent is the dominant language of the community. Strategy: Each parent speaks their own native language to the child from the birth. Result: Due to the support by his/her parents and community, the child can learn both languages in order to become bilingual. It is the same case that happens in USA with the Mexican people; they talk Spanish in their home, and English will be acquired in the community because they go to school and the child has to learn English too. Author Mother Father Community My proposal language language language language Ronjar(1913) German French French German Leopold English German German English (1939-1949) Taeschner German Italian Italian German (1983) Dr. E. Safaie Islamic Azad University, 03/06/2021 21 Lamerd Branch Type 2: ‘Non-dominant home language’ Parents: Parents have different native languages. Community: The language of one parent is the dominant language of the community. Strategy: Both parents speak the non-dominant language to the child and the child is fully exposed to the dominant language only when outside home. Result: This type is exactly the same case that in type 1. The child acquires both languages due to the support by his/her parents and the community. Author Mother Father Community My proposal language language language language Fantini(1985) Spanish English English Spanish Dr. E. Safaie Islamic Azad University, 03/06/2021 22 Lamerd Branch 11  03/06/2021 Type 3:‘Non-dominant home language without community support’ Parents: Parents share the same native language. Community: The dominant language is not of his/her parents. Strategy: The parents speak their own language to the child. Result: Parents have to talk in their native language and the child is going to acquire the language of the community at the school. Because both languages are supported by the parents and the community, children are highly likely to acquire both languages. Author Mother Father Community Myproposal Language language language language Haugen Norwegian Norwegian English Norwegian (1953) Oksaar Estonian Estonian Swedish/German Estonian (1977) Ruke- Latvian Latvian Swedish Latvian Dravina (1967) Pavlovitch Servian Servian French Servian (1920) Dr. E. Safaie Islamic Azad University, 03/06/2021 23 Lamerd Branch Type 4:‘Double non-dominant home language without community support’ Parents: Parents do not share the same native language. Community: The dominant language is different from either of the parent’s languages. Strategy: The parents speak their own language to the child. Result: The child is likely to acquire both non-dominant home languages because they are supported by parents. He/She can also acquire the language of the community (a third language) due to the support by the community. Author Mother Father Community Myproposal language language language language Elwrt(1959) English German Italian English/German Dr. E. Safaie Islamic Azad University, 03/06/2021 24 Lamerd Branch 12  03/06/2021 Type 5: ‘Non-native parents’ Parents: Parents share the same native language. Community: The dominant language is the same as that of the parents. Strategy: One of the parents always addresses the child in a language which isnot his/her native language. Result: When the parent does not have a good command of the new language the child is less likely to acquire the new language. This is because the new language is not supported by the community and the parent might not have a good command of the new language. Note: Perhaps, this happens in the majority of contexts in Iran when the child learns English from Persian speaking parents) Author Mother Father Community Myproposal language language language language Saunders English English English German (1982) (German) Dr. E. Safaie Islamic Azad University, 03/06/2021 25 Lamerd Branch Type 6: ‘Mixed languages’ Parents: Parents are bilinguals. Community: Sector of community may also be bilingual. Strategy: Parents code-switch and mix languages. Result: The parents should choose one language for teaching the child at home but this language should be less dominant in the community. The dominant language is acquired at schools or in the community in general. In this case, the child can acquire both languages due to the support from his/her parents and the sector of community. Author Mother Father Community Myproposa l language language language language Tabouret- French/German French/German French/German French Keller (1962) Ellul(1978) Maltese/English Maltese/English Maltese/English Maltese Smith English English Chinese English (1935) Burling English English Garo English (1959) Dr. E. Safaie Islamic Azad University, 03/06/2021 26 Lamerd Branch 13  03/06/2021 Type 7: Foreign language learning in formal instruction Dr. E. Safaie Islamic Azad University, 03/06/2021 27 Lamerd Branch Factors affecting kids’ language learning? Explicit instruction? Implicit instruction? Interest? Motivation? Exposure? Practice? Teacher? Parents? Environment?.... Dr. E. Safaie Islamic Azad University, 03/06/2021 28 Lamerd Branch 14  03/06/2021 Type 7: Foreign language learning in formal instruction Parents: Parents share the same native language, e.g., Persian. Community: The dominant language is the same as that of the parents, i.e. Persian. Strategy: The child goes to schools/private institutes to learn a foreign language (like English) which is not spoken by parents or the community. This leads to two possible results: 1. When the teacher does not have a good command of the new language the child is less likely to acquire the new language. This is because the new language is not supported by the community and the teacher might not have a good command of the new language. 2. If the teacher is good enough in his/her skill, the child may need years and years of instruction to learn a second language. This is because the child forgets the new language if exposure/input to the new language decreases or stops. Note: Perhaps, this happens in the majority of contexts in Iran when the child learns English from formal instruction in schools or private institutes. Dr. E. Safaie Islamic Azad University, 03/06/2021 29 Lamerd Branch Type 7: Advantages vs. Disadvantages NB: The earlier language is learned, the better it would be! Advantages With a lot of exposure, the child is likely to learn the language at an early age, if teachers are qualified in terms of both teaching skills and mastery of the second language. Disadvantages Language obsession With a lot of exposure to a foreign language, the child is obsessed with that language only. In this case, it is less likely for him/her to be interested in other subjects (e.g. biology, math, …). So it is less likely s/he will learn biology, math and physics …. Perhaps, this language obsession will lead the child to lose his/her aptitudes in other subjects. Is it worth killing the child’s other aptitudes in order to learn a foreign language or to learn it later and let the child have the opportunity to show his/her other aptitudes? Cultural alienation The child is likely to be culturally alienated from his/her native culture in early years because language learning is mixed with culture learning as well. Dr. E. Safaie Islamic Azad University, 03/06/2021 30 Lamerd Branch 15  03/06/2021 Dear English-Obsessed Parents, Don't Steal Your Children's Right To Learn Their Mother Tongue Linguist and scholar of minority languages, Anvita Abbi says, "Development and progress are often associated with dominant state language or English. I don't think that kids should not learn them. But they can learn it at a later stage. What children need in their formative years is their mother language. It improves their cognitive abilities." Dr. E. Safaie Islamic Azad University, 03/06/2021 31 Lamerd Branch Dear English-Obsessed Parents, Don't Steal Your Children's Right To Learn Their Mother Tongue According to a list prepared by UNESCO, there are 40 languages in India that are supposed to be critically endangered and stand a chance of becoming extinct. Many of these languages are mother tongues of small communities and tribes. Dr. E. Safaie Islamic Azad University, 03/06/2021 32 Lamerd Branch 16