Case Study 4: Bilingualism in Diego PDF

IPLES AN D THEO I NC R IE P GUAGE CQUISI S R A LA N TIO OF N  Case Study 4: A Functional Approach to Bilingualism in Diego Background: Diego is a 7-year-old boy who was raised in a bilingua...

IPLES AN D THEO I NC R IE P GUAGE CQUISI S R A LA N TIO OF N  Case Study 4: A Functional Approach to Bilingualism in Diego Background: Diego is a 7-year-old boy who was raised in a bilingual household where Spanish is spoken at home, and English is the primary language used in school. His parents are both fluent in both languages, and they encourage Diego to use both languages regularly. He demonstrates proficiency in both languages, switching between them effortlessly in various contexts. At home, he uses Spanish with his parents and grandparents, while he converses in English with his friends and teachers at school. His parents have noticed that Diego's language use adapts seamlessly to the communicative demands of each setting. At Home: Diego, ¿Qué tipo de comida quieres cenar hoy? Quisiera paella, por favor. At School: Sure, that Hey Diego, sounds wanna play fun! soccer?  i onal Approa c t che un s F Functional approaches to language acquisition emphasize the communicative functions of language. They focus on how individuals adapt language to serve their communication needs in different situations.  Questions for Analysis: 1. How does a functional approach help us understand Diego's bilingualism? 2. What are the communicative functions of language that Diego uses in his daily life, both in Spanish and English? 3. How does Diego's language use change depending on the context (e.g., at home, at school, with friends)? 4. What role does code-switching play in Diego's language acquisition, and how does it serve his communicative needs?  How does a functional approach help us understand Diego's bilingualism? Through a functional approach, we tend to understand or appreciate Diego's bilingualism by understanding the purpose of his using words when he is conversing or interacting with other people depending on who they were in Diego's life and the environment they were in. What are the communicative functions of language that Diego uses in his daily life, both in Spanish and English? The informative function, expressive function, directive function, phatic function, metalinguistic function, and poetic function are the communicative functions of language that Diego uses in his daily life that allow him to share his ideas, thoughts, and feelings with others.  How does Diego's language use change depending on the context (e.g., at home, at school, with friends)? Diego interacts with his peers and teachers in English at school and in Spanish at home. He shows good bilingual ability by adapting his language use to the situation. His ability to switch between languages based on his surroundings and the people he is with shows how adept he is at managing both languages in a variety of situations.  What role does code-switching play in Diego's language acquisition, and how does it serve his communicative needs? Being a bilingual individual, Diego was driven to learn the language because his communicative needs. Due to this reason, code-switching is probably his last resort whenever he runs out of vocabulary words on one language. It implies that he is building his vocabulary through the usage of both English and Spanish language by scaffolding his language learning development, eventually strengthening his proficiency in both languages. Members of the group: Molina, Karolle Rin, Kimberly Manjares, Johnred Asis, Athena Samantha Rubia, Jan Reinielle Po, Kristine Mae THANK YOU!