Learning Languages in Society with Gabi.
Learning Languages in society with Gabi is your podcasting and blogging go-to resource especially designed for advanced language learners like you so that you can feel better integrated in a new linguistic and social environment with the help of sociolinguistics.
By listening to this podcast you will:
1. Find useful tips to keep up the high level you have achieved in your favorite languages and brush up on your language skills.
2. Learn how to decode the linguistic and cultural intricacies of our societies so you can deepen your knowledge of the culture whose language you are studying and become part of that new society.
3. Learn about what the science of linguistics is and its different constituents.
4. Learn interesting facts about foreign language acquisition.
5. Listen to interesting interviews with multilingual guests and learn about their work.
6. Learn about the benefits of mindfulness meditation to learning and using a new language in public.
7. Learn about the medical benefits to learn new languages.
8. Learn about the migrations and history of people whose languages have had an influence on the local languages we speak today and realize you are also making history.
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Learning Languages in Society with Gabi.
#024 -The perks of bilingualism.
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#024 - In this episode gabi explain the different definitions of the term of bilingualism and all the different stages of becoming one!
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Thanks!
Hi everybody, my name is Gabi and today we’re going to talk about bilingualism.First of all I have to excuse myself for being absent for the past few weeks.
I will surely compensate you with much more fabulous content now that I’m on vacation.
I was trapped in a see of running errands and personal stuff that came out last minute, but I have not forgotten you. You are ever present in my thoughts. And this podcast if for you,
Bilingualism is a huge topic, so I am not going to go very deep explaining it, but I would like to offer you a taste of it.
I will first try to provide you with a definition, but first I have to give you a disclaimer which is the following:
Bilingualism is in itself a pretty controversial word, because there’s no consensus about its full and complete meaning. It depends on how you look at it or what you actually mean by it.
I will first go with the definition of the Annual Review of Applied Linguistics also cited by Cambridge University Press.
The area of bilingualism is essentially interdisciplinary; therefore, it has been studied from linguistic, educational, psychological, and sociological perspectives.
In defining the term various classificatory, normative, and methodological criteria have been used but no one definition of the term bilingualism is generally accepted.
Bloomfield defines bilingualism as “native–like control of two languages” ––a very high goal indeed. For Haugen a bilingual produces “complete and meaningful utterances in other languages.” Weinreich considers bilingualism “the practice of alternately using two languages.”
In the first part of the previous definition we can see that there is no consensus of the meaning of this phenomenon because it is studied from different academic perspectives.
And in the second part we can see that Bloomfield defines it as native-like control of 2 languages, but for other scholars the conditions for bilingualism are not so strict. In other words you are considered a bilingual person if you can make meaningful and understandable utterances in a language other than your own or if you simply use two languages in your everyday life.
Being bilingual is the ability to communicate in more than one language and can be thought of as a continuum of language skills in which proficiency in any of the languages used may fluctuate over time and across social settings, conversational partners, and topics, among other variables.
As you can see, there are different narrower definitions of what a bilingual person is. You can think of a bilingual person as someone who masters two languages with the proficiency of a native speaker or someone who uses both languages in his everyday life.
Again if you think about bilingualism in a functional sense then yeah using two languages at the same time is enough to be considered bilingual.
Others will simply say that bilinguals are people who have some degree of of competence in a second language. period.
There are different kinds of bilingualism:
There is simultaneous bilingualism: the acquisition of two languages prior the age of three at the same time.
Sequential bilingualism: this is when a second language is introduced to a person after the age of three, at which time some level of proficiency has been established in the primary language. This phenomenon is also called second language acquisition.
There are many converging factors we use in order to differentiate bilinguals such as: age of acquisition of the second language, circumstances leading to bilingualism, description of function ability of l2, description of relationship between l1 and l2, description of contexts of acquisition and of its effects on bilingual’s two language systems and description of stages in the lives of bilinguals.
By age of acquisition of the second language we mean:
Early bilingual acquired l2 in infancy, late bilingual acquired l2 in adolescence.
By circumstances leading to bilingualism we mean that:
Circumstances matter: person who choose to study l2, persons with academic formation in l2, persons who value a particular l2
Persons who grow up in communities where several languages are spoken.
Second language may be imposed to an individual and may result in resentment to the language.
description of function ability of l2
Receptive bilingual: can comprehend spoken/written l2
Incipient bilingual: beginning to acquire l2
Productive bilingual can speak/write l2
description of relationship between l1 and l2
ambilingual: speaker with native competency in 2 languages
equilingual: has proficiency in both languages
description of contexts of acquisition and of its effects on bilingual’s two language systems
Coordinate bilingual: languages acquired in different cultural contexts. Speaker learn l1 at home like Spanish and learn l2 English for academic purposes at school. Separate languages in Childs mind
Compound bilingual: languages acquired in same cultural contexts. Both languages acquired at home from bilingual parents.
Ascendant bilingual: l2 is growing
Recessive bilingual: l2 is decreasing
description of stages in the lives of bilinguals
5 stages: 1 reproduction, silent or receptive, 2 early production, 3 speech emergence, 4 intermediate fluency, 5 advanced fluency.
There are 4 theories of bilingual acquisition:
1, bics, calp
Basic interpersonal communication skills:
These are skills which describe the development of conversation fluency in l2, the communicative skills of listening and speaking needed in social situations, the interactions occur in authentic social contexts and are usually contact embedded (include many physical and visual supports to support the communicative exchange. Not considered demanding tasks, the skills develop quickly.
Cognitive academic language proficiency, call describes the use of l2 in decontextualized academic situations, the student’s academic learning in various subject areas, essential to succeed in school, includes speaking, reading, listening and writing, as student gets older the context of academic tasks is reduced and the language is more cognitively demanding, the academic proficiency takes much longer to develop.
2 Common underlying proficiency model.
Every language contains surface features, however underlying those surface features of language are proficiencies that are common across languages.
When students learn one language they acquire a bank of skills and implicit metalinguistic knowledge that equips them to learn a subsequent language,
This common underlying proficiency provides the base language support for both the students first and second language.
Anything that is learned in either language becomes part of the individual’s bank to be drawn upon when needed across languages.
This theory is used to explain why it is easier to learn subsequent languages.
3 threshold theory
A minimum threshold in both languages must passed before a second language speaker can reap any benefits from the second language.
This theory explain the relationship between bilingualism and cognition. Having a high proficiency in both languages makes you experience cognitive language advantages as opposed to not having them.
Two distinct process of bilingualism. Additive bilingualism: process by which students develop both fluency and proficiency in a second language while continuing to develop proficiency in their second language.
Substantive bilingualism: a process by which students replace their first language with their second language.
4, the communicative proficiency model
It focuses attention on the level of linguistic and contextual challenges in classroom activities it acts as a reminder that cognitive challenge can. Be kept high for students learning a second language
If the activities are sourced in a supportive context and appropriate scaffolding is provided.