Bilingualism Introduction The Bilingual Child Bilingualism Interdisciplinary field

Bilingualism Introduction. The Bilingual Child

Bilingualism = Interdisciplinary field Historical Linguistics n Language Acquisition n Language Contact n Sociolinguistics n Psychology n Sociology n Education n Public Policy n

Definitions n n n Native-like control of two languages (Bloomfield, 1933) Maximum def. Bilingualism begins when the speaker of one language can produce complete, meaningful utterances in other language (Haugen, 1953) Developmental def. First stages of contact between two languages (Diebold, 1964) Minimal def.

Other definitions n n n Ideal vs partial Passive bil. Semi-lingualism Alternate use of two or more languages (Mackey)

Description

Bilingual Brain n Weinrich (1953) n Compound – Fused representation silla=chair • silla chair n Coordinate – Separate representation silla chair • silla chair n Sub-coordinate – silla – chair or subordinate

Bilingual Acquisition n n Gradual Differentiation model n Separate Development Model (Padilla & Lindholm) (Swain, Volterra & Taeschner) n Mixing n L 1 (lexicon) L 1 (lex. & syntax) n L 2 (lexicon) L 2 (lex. & syntax) n little mixing separation Synt. Fusion – L 1 (lexicon) Separation L 1 (lex. & syntactic system) n L 1 + L 2 – (syntactic system) – L 2 (lexicon) – L 2 (lex. & syntactic system)

Bilingual Brain: Neuroanatomical Organization n 3 hypothesis – – – Left hemisphere dominance for both languages Weaker left lateralization Differential lateralization

Storage and organization of languages in the brain n Extended system – – One large language stock. Same neural mechanisms. n Dual System – – Two lang. systems represented separately. Different neural networks underlying each level of language.

Three-store model (Paradis, 1980) Difference between general conceptual memory and more linguistically specific n One store for each language and a more general conceptual store n CM French English

Bilingual Processing n Interaction between both languages – – The extent of the interaction depends on proficiency, relationship between the languages’ features, etc. Context dependence vs. independence, agreement, word order, etc.

Bilingualism and Intelligence n Before 1960 s – It is, of course, an advantage for the child to be familiar with two languages: but without doubt the advantage may be, and generally is, purchased too dear. First of all the child in question hardly learns either of the two languages as perfectly as he would have done if he had limited himself to one. It may seem on the surface, as if he talked just like a native, but he does not really command the fine points of the language… Secondly, the brain effort required to master the two languages instead of one certainly diminishes the child’s power of learning other things which might and ought to be learnt. (O. Jespersen, Language: 148, 1922)

Bilingualism and Intelligence n After 1960 s – There is, then, an impressive array of evidence accumulating that argues plainly against the common sense notion that becoming bilingual, that is, having two strings to one’s bow or two linguistic systems within one’s brain, naturally divides a person’s cognitive resources and reduces his efficiency of thought. Instead, one can now put forward a very persuasive argument that there is a definite cognitive advantage for bilingual children in the domain of cognitive flexibility. (W. E. Lambert, “The effect of bilingualism on the individual: Cognitive and socio-cultural consequences”, 1977)

Threshold Theory (Cummins, 1987) n n n Additive. +cognitive effects Dominant. Neither + nor - cognitive effects. Semi-lingualism. cognitive effects.

Bilingualism and Intelligence. Conclusion Effects of bilingualism can not be reduced to single dimension n Effects of bilingualism can not be evaluated independently from the social circumstances. n

Code-switching Definition and types n n n “The juxtaposition within the same speech exchange of passages of speech belonging to 2 different grammatical systems or subsystems. ” (Gumperz (1982) Borrowing == code-swtiching depending on degree of integration of the borrowed term in the base language. 3 types – Tag-switching – Intersentential – Intrasentential

Pragmatics of Code-switching Interjection n Direct vs. reported speech n Reiteration n Qualify the message n Specify the addressee n Define or avoid to define the social interaction n

The Bilingual Child. Different scenarios 1) One parent, one language n 2) Non-dominant home language n 3) Non-dominant home language without community support n 4) Double non-dominant home language without community support. n 5) Non-native parents n 6) Mixed languages n

Sources n n Hakuta, Kenji. Mirror of Language. The debate of Bilingualism. New York: Basic Books, 1986. Lyon, Jean. Becoming Bilingual. Language Acquisition in a Bilingual Community. Clevedon/ Philadelphia/Toronto/Adelaide/ Johannesburg: Multilingual Matters, 1996. Mackey, W. F. Bilingualism as a World Problem/ Le bilinguisme: phenomene mondial. Montreal: Harvest House, 1967. Romaine, Suzanne. Bilingualism. Cambridge, Massachusetts: Basil Blackwell, 1989.