Level of language fluency - (3) - (2)

Beginner, intermediate, advanced learner "Native speaker," "native-like command"

midterm ch. 8 Flashcards by Desiree Panghulan

refers to the coexistence of more than one language system within an individual. It is a product of extensive language contact

Bilingualism (multilingualism)

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age of acquisition

parallel acquisition of two languages in early childhood (simultaneous bilingualism of two first languages before the age of three, McLaughlin, 1984)

Early (simultaneous) bilingual

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Age of acquisition

regular exposure to two languages within the first month of birth (De Houwer, 1990)

BFLA

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age of acquisition

exposure starting later than one month after birth but before the age of two

bilingual second language acquisition

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age acquisition

acquisition of two languages with the L2 usually before the age of six (Beatens Beardsmore, 1986)

Early sequential bilingual

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age of acquisitionn

sequential acquisition of two languages with the L2 usually after the age of three (or six) (e.g., Lambert, 1985; McLaughlin, 1984)

Late bilingual/late language learner

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Acquisition/learning context - environmental details
(3)

Circumstances of acquisition/manner of acquisition
Sociocultural environment
Linguistic environment

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Circumstances of acquisition/manner of acquisition
(2)

formal & informal

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(natural setting) = at home, in the family

informal

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(educational, institutional setting) = at school, with textbooks

formal

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Circumstances of acquisition/manner of acquisition

Migration status and experience
Length of residence/exposure Socioeconomic status (SES)
Communicative habits of the speech environment (two separate cultures with one using only one language vs. one culture that uses both languages)

Sociocultural environment

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Circumstances of acquisition/manner of acquisition

Amount of time spent with monolinguals and with bilinguals (using one language only) or using both languages (De Houwer, 1990)
(Continuity of) exposure to each language (e.g., Byers-Heinlein, 2015)
Quality and quantity of input (e.g., Unsworth, 2016)

linguistic environment

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Language use context - social psychological details

Language status/prestige

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Language status/prestige

Both languages valued = ???; both languages and cultures bring complementary positive elements to a person’s overall development

additive bilingualism

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Language status/prestige

One language (usually the minority language) being socially devalued, social pressure to avoid its use, replacement through prestigious language of the majority = ??? (e.g., Lambert, 1975

subtractive bilingualism

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Language outcome/competence - language skill details (3)

language dominance
level of language fluency
literacy

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Language dominance

??? = same level of proficiency in both languages: “native-like” competence in both (Haugen, 1973) or same ability in both but not “native-like”

Balanced bilingual

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language dominance

??? = language dominance in one language (better skills in that language compared to the skills in the other language)

Unbalanced bilingual

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Level of language fluency

Beginner, intermediate, advanced learner
“Native speaker,” “native-like command”

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literacy

Ability to read and write

literate

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literacy

Lack of ability to read and write

illiterate

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literacy

??? vs. ???

Monoliterate vs. biliterate bilingual

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Language use/contact - language use details (3)

Individual speaking habits
Switching habits
Domains of language use and context of exposure

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Language use/contact - language use details

Daily language use, frequency of language use per language
Ease with translation and interpreting and frequency of acting as translator/interpreter

Individual speaking habits

# Language use/contact - language use details * Weinreich (1953) considers bilingualism "the practice of alternately using two languages" (p. 1); see Rodriguez-Fornells et al. (2012) for language switch habits * More recently, different language contexts have been suggested (Green & Abutalebi, 2013): * In single-language contexts, each of the languages is used separately (e.g., home vs. school * In dual-language contexts, the languages are both used but separately with different interlocutors, and * In dense code-switching contexts, speakers switch freely between their languages with their multilingual interlocutors.

switching habits

# Language use/contact - language use details Family, leisure, work (e.g., Grosjean, 1998); superior knowledge in certain domains of language use (and topics), e.g., work, school

Domains of language use and context of exposure

considers bilingualism "the practice of alternately using two languages"

Weinreich (1953)

# switching habits In ??? contexts, each of the languages is used separately (e.g., home vs. school

single-language

# switching habits In ??? contexts, the languages are both used but separately with different interlocutors

dual-language

# switching habits In ??? contexts, speakers switch freely between their languages with their multilingual interlocutors.

dense code-switching

# bilingualism advantages They possess strong ??? skills, which enables them to maintain and create relationships.

interpersonal

Disadvantages of Bilingualism (2)

Not being able to fully master either language Possibility of losing one’s cultural identity

# bilingualism disadvantages not being able to fully master either language (3)

A. Dealing with language dominance B. Mixing languages by accident C. Code switching

# bilingualism disadvantages Possibility of losing one’s cultural identity (2)

A. Facing prejudice B. Having different personalities

# the same/a different Acquiring a new language utilizes ??? cognitive processes that are employed when learning one’s first language.

the same

# bilingual brain is responsible for language production and grammatical processing. It is highly active when switching between languages.

Broca's Area

# bilingual brain is crucial for language comprehension. It is where the brain processes the meaning of words and sentences.

Wernicke's area

# bilingual brain helps in the understanding of written language. | located near the Wernicke’s area

angular gyrus

# bilingual brain is involved in phonological processing and helps in the articulation of words. | positioned near the angular gyrus

supramarginal gyrus

# bilingual brain is involved in executive functions like decision-making, problem-solving, and managing cognitive tasks. It is crucial for the cognitive control required for switching between languages.

prefrontal cortex

# bilingual brain involved in motor control and procedural learning. It plays a role in language switching and maintaining fluency in both languages | a part of the basal ganglia

caudate nucleus

# bilingual brain is essential for memory formation. It is involved in the retention and recall of vocabulary and language rules

hippocampus

# bilingual brain is the bundle of nerve fibers connecting the two hemispheres of the brain. It facilitates communication between the hemispheres, which is vital for coordinating bilingual language processing.

corpus callosum

involves the influence that one language can have on another during the process of learning and using multiple languages.

lanuage transfer

It happens when similarities between the first language (L1) and the second language (L2) facilitate learning.

positive language transfer

It occurs when differences between L1 and L2 create challenges or lead to errors.

negative language transfer

Stages of Bilingual Literacy Development (6)

- pre-production stage - early production stage - speech emergent stage - beginning fluency stage - intermediate fluency stage - advanced fluency stage

* It is also called as the silent period. * Learners are exposed to the new language but do not produce it yet. * They listen and absorb vocabulary and phrases, building a foundation for future language use.

pre-production stage

* Performing read alouds and listening to music * Using visuals * Speaking slowly and using shorter words, but using correct English phrasing * Modeling "survival" language by saying and showing the meaning * Using gesture * Encouraging collaboration and assistance among peers * Avoiding excessive error correction

pre-production stage, instructional strategies

* Learners begin to produce simple words and phrases. * They can understand and use basic vocabulary but may still rely heavily on their first language for comprehension and expression. * The emphasis is still on listening and absorbing the new language.

early production stage

* Giving the learners opportunities to produce simple language * Asking learners to point to pictures and say the new word * Asking yes/no and either/or questions * Having learners to work in pairs or small groups to discuss a problem * Modeling a phrase and having the learners repeat it and adding modifications. * Reinforcing learning by modeling correct usage

early production stage, instructional strategies

* Learners start to form simple sentences and engage in basic conversations. * They still rely heavily on context clues and familiar topics. * Their vocabulary expands, and they become more comfortable using the new language in familiar contexts.

speech emergent stage

* Introducing charts and graphs * Having learners re-tell stories or experiences and having another student write these down * Providing the learners with the necessary vocabulary * Providing minimal error correction through focusing only on correction that directly interferes with meaning

speech emergent stage, instructional strategies

* Speech is fairly fluent in social situations with minimal errors. * New contexts and academic language are challenging, and learners struggle to express themselves due to gaps in vocabulary and appropriate phrases.

beginning fluency stage

* Modeling more advanced academic language structures * Introducing nuances of language * Asking the learners to present and providing them with the phrases to be used during the presentations * Providing visual and vocabulary development support * Correcting errors that interfere with meaning, and pre-identifying errors that will be corrected in writing * Asking learners to repeat key vocabulary and discuss how different languages have different sounds

beginning fluency stage, instructional strategies

* Learners can communicate more complex ideas and thoughts. * They have a broader vocabulary and can understand and produce more sophisticated language structures. * They may still make errors, but their overall proficiency is improving.

intermediate fluency stage

* Asking learners to produce the language in class activities * Using graphic organizers and thinking maps * Helping the students make connections with new vocabulary by familiarizing them with the etymology of words or word families * Providing learners with opportunities to practice in pairs or small groups * Introduce skills such as brainstorming, prioritizing, categorization, summarizing, comparing, and contrasting * Introducing idioms * Correcting errors that do not directly affect meaning * Discussing language goals with the learners

intermediate fluency stage, instructional strategies

* Learners achieve a high level of proficiency in the new language. * They can understand and produce complex language, engage in in-depth conversations, and use the language effectively in various contexts.

advanced fluency stage

* Offering challenging activities that could expand the learners’ vocabulary knowledge * Demonstrating effective note-taking and providing a template * Offering error correction on academic work and on oral language.

advanced fluency stage, instructional strategies