multiple languages, either by an individual speaker or by a community
of speakers.Multilingualism
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Multilingualism
Содержание
- 1. Multilingualism
- 2. is the act of using, or promoting
- 3. Multilingual speakers outnumber monolingual speakers in the world's
- 4. A multilingual person is one who can communicate in
- 5. The terms bilingual and trilingual are used
- 6. Poly (Greek: πολύς) means "many",glot (Greek: γλώττα) means "language".What is a multi-lingual person?
- 7. Multilingual speakers have acquired and maintained at
- 8. Children acquiring two languages are called simultaneous
- 9. There is a possibility for a child
- 10. ExampleAn English-speaking father married to a Mandarin Chinese speaking
- 11. Some group of academics argues for the
- 12. Another group of academics argues for the minimal
- 13. Bilingualism as an individual attribute:a psychological state
- 14. Bilingualism as a societal attribute:two languages are
- 15. “Even if someone is highly proficient in
- 16. Linguists have distinguished various types of multilingual
- 17. Compound Bilingualswords and phrases in different languages
- 18. Coordinate BilingualsWords and phrases in the speaker's
- 19. In these individuals, one language, usually the
- 20. In these individuals, one language, usually the
- 21. A sub-group of the latter is the subordinate bilingual,
- 22. Many theorists are now beginning to view
- 23. Distractive bilingualismorSemilingualism.Cognitive Ability
- 24. When acquisition of the first language is
- 25. Literacy plays an important role in the
- 26. Receptive bilinguals are those who have the
- 27. Receptive bilingualism is not the same as mutual
- 28. Widespread multilingualism is one form of language contact.Multilingualism
- 29. When all speakers are multilingual, linguists classify
- 30. When all speakers are multilingual, linguists classify
- 31. DiglossiaIf there is a structural functional distribution
- 32. Ambilingualisma region is called ambilingual if this
- 33. AmbilingualismExample:Malaysia and Singapore, which fuses the cultures of Malays, China, and India.Multilingualism within Communities
- 34. Bipart-lingualismif more than one language can be
- 35. Some multilinguals use code-switching, a term that describes
- 36. Sequential modelIn this model, learners receive literacy
- 37. Sequential modelIn this model, learners receive literacy
- 38. Bilingual modelIn this model, the native language
- 39. Coordinate modelThis model posits that equal time
- 40. Cummins' research concluded that the development of
- 41. Early vs. Late bilingualsEarly bilingual:someone who has
- 42. Balanced vs. Dominant bilingualsBalanced bilingual: someone whose
- 43. Successive vs. Simultaneous bilingualsSuccessive bilingualism: Learning one
- 44. Successive vs. Simultaneous bilingualsSimultaneous bilingualism: Learning two
- 45. Successive vs. Simultaneous bilingualsReceptive bilingualism: Being able
- 46. Additive vs. Subtractive bilingualsAdditive bilingual: The learning
- 47. Elite vs. Folk bilingualsElite bilingual: Individuals who
- 48. Cummins' research concluded that the development of
- 49. Слайд 49
- 50. Скачать презентанцию
is the act of using, or promoting the use of, multiple languages, either by an individual speaker or by a community of speakers.Multilingualism
Слайды и текст этой презентации
Слайд 3Multilingual speakers outnumber monolingual speakers in the world's population. Multilingualism is
becoming a social phenomenon governed by the needs of globalization
and cultural openness.Multilingualism
Слайд 4A multilingual person is one who can communicate in more than one
language, be it actively (through speaking, writing, or signing) or
passively (through listening, reading, or perceiving).What is a multi-lingual person?
Слайд 5The terms bilingual and trilingual are used to describe comparable
situations in which two or three languages are involved. A
multilingual person is generally referred to as a polyglot.What is a multi-lingual person?
Слайд 6Poly (Greek: πολύς) means "many",
glot (Greek: γλώττα) means "language".
What is a multi-lingual
person?
Слайд 7Multilingual speakers have acquired and maintained at least one language
during childhood, first language (L1).
The first language (the mother tongue)
is acquired even without formal education. What is a multi-lingual person?
Слайд 8Children acquiring two languages are called simultaneous bilinguals.
Take note!
In the
case of simultaneous bilinguals, one language usually dominates over the
other.What is a multi-lingual person?
Слайд 9There is a possibility for a child to become naturally
trilingual by having a mother and father with separate languages
being brought up in a third language environment.What is a multi-lingual person?
Слайд 10Example
An English-speaking father married to a Mandarin Chinese speaking mother with the
family living in Hong Kong, where the community language (and primary
language of education) is Cantonese.If the child goes to a Cantonese medium school from a young age, then trilingualism will be the result.
What is a multi-lingual person?
Dad
English
Son
Mandarin
English
Cantonese
Mom
Mandarin
School
Cantonese
Слайд 11Some group of academics argues for the maximal definition of
multilingualism.
Maximal: Speakers are as proficient in one language as they
are in others and have as much knowledge of and control over one language as they have of the others.Varied Perspective of Multilingualism
Слайд 12Another group of academics argues for the minimal definition of multilingualism,
based on use.
Minimal: Tourists who can successfully communicate phrases
and ideas even if not fluent in the native language of the foreign land can be considered as bilinguals.Varied Perspective of Multilingualism
Слайд 13Bilingualism as an individual attribute:
a psychological state of an individual
who has access to two language codes to serve communication
purposes.Individual vs. Societal Multilingualism
Слайд 14Bilingualism as a societal attribute:
two languages are used in a
community and that a number of individuals can use two
languages.Individual vs. Societal Multilingualism
Слайд 15“Even if someone is highly proficient in two or more
languages, his or her so-called communicative competence or ability may not be
as balanced”Comparing Two Multilingual Speakers
Слайд 16Linguists have distinguished various types of multilingual competence, which can
be put into two categories:
Compound Bilinguals
Coordinate Bilinguals
Comparing Two Multilingual Speakers
Слайд 17Compound Bilinguals
words and phrases in different languages are with the
same concepts.
Example: 'chien' and 'dog' are two words for the
same concept for a French-English speaker of this type. These speakers are usually fluent in both languages.Comparing Two Multilingual Speakers
Слайд 18Coordinate Bilinguals
Words and phrases in the speaker's mind are all
related to their own unique concepts.
Thus a bilingual speaker of
this type has different associations for 'chien' and for 'dog‘.Comparing Two Multilingual Speakers
Слайд 19In these individuals, one language, usually the first language, is
more dominant than the other, and the first language may
be used to think through the second language.Comparing Two Multilingual Speakers
Слайд 20In these individuals, one language, usually the first language, is
more dominant than the other, and the first language may
be used to think through the second language.Comparing Two Multilingual Speakers
Слайд 21A sub-group of the latter is the subordinate bilingual, which is typical
of beginning second language learners.
Comparing Two Multilingual Speakers
Слайд 22Many theorists are now beginning to view bilingualism as a
"spectrum or continuum of bilingualism" that runs from the relatively
monolingual language learner to highly proficient bilingual speakers who function at high levels in both languages (Garland, 2007).Comparing Two Multilingual Speakers
Слайд 24When acquisition of the first language is interrupted and insufficient
or unstructured language input follows from the second language, as
sometimes happen with immigrant children, the speaker can end up with two languages both mastered below the monolingual standard.Cognitive Ability
Слайд 25Literacy plays an important role in the development of language
in these immigrant children.
Those who were literate in their
first language before arriving, and who have support to maintain that literacy, are at the very least able to maintain and master their first language.Cognitive Ability
Слайд 26Receptive bilinguals are those who have the ability to understand
a second language, but do not speak it.
Receptive Bilingualism
Receptive bilinguals
may rapidly achieve oral fluency when placed in situations where they are required to speak the language.
Слайд 27Receptive bilingualism is not the same as mutual intelligibility, which is
the case of a native Spanish speaker who is able
to understand Portuguese, or vice versa, due to the high lexical and grammatical similarities between Spanish and Portuguese.Receptive Bilingualism
Слайд 28Widespread multilingualism is one form of language contact.
Multilingualism was more common
in the past. In early times, when most people were
members of small language communities, it was necessary to know two or more languages necessary for trade.Multilingualism within Communities
Слайд 29When all speakers are multilingual, linguists classify the community according
to the functional distribution of the languages involved:
Diglossia
Ambilingualism
Bipart-lingualism
Multilingualism within
Communities
Слайд 30When all speakers are multilingual, linguists classify the community according
to the functional distribution of the languages involved:
Diglossia
Ambilingualism
Bipart-lingualism
Multilingualism within
Communities
Слайд 31Diglossia
If there is a structural functional distribution of the languages
involved, the society is termed 'diglossic'. Typical diglossic areas are
those areas where a regional language is used in informal, usually oral, contexts, while the state language is used in more formal situations.Multilingualism within Communities
Слайд 32Ambilingualism
a region is called ambilingual if this functional distribution is
not observed. In a typical ambilingual area it is nearly
impossible to predict which language will be used in a given setting.Multilingualism within Communities
Слайд 33Ambilingualism
Example:
Malaysia and Singapore, which fuses the cultures of Malays, China, and India.
Multilingualism within Communities
Слайд 34Bipart-lingualism
if more than one language can be heard in a
small area, but the large majority of speakers are monolinguals,
who have little contact with speakers from neighboring ethnic groups, an area is called 'bipart-lingual'.Multilingualism within Communities
Serbia, Greece, Macedonia, Montenegro, Croatia, Bosnia, etc.
Слайд 35Some multilinguals use code-switching, a term that describes the process of
'swapping' between languages.
In many cases, code-switching is motivated by
the wish to express loyalty to more than one cultural group.Multilingualism Between Different Language Speakers
Слайд 36Sequential model
In this model, learners receive literacy instruction in their
native language until they acquire a "threshold" literacy proficiency. Some
researchers use age 3 as the age when a child has basic communicative competence in L1 (Kessler, 1984).Multilingualism at a Linguistic Level:
Models for Native Language Literacy Program
Слайд 37Sequential model
In this model, learners receive literacy instruction in their
native language until they acquire a "threshold" literacy proficiency. Some
researchers use age 3 as the age when a child has basic communicative competence in L1 (Kessler, 1984).Multilingualism at a Linguistic Level:
Models for Native Language Literacy Program
Слайд 38Bilingual model
In this model, the native language and the community
language are simultaneously taught. The advantage is literacy in two
languages as the outcome. However, the teacher must be well-versed in both languages and also in techniques for teaching a second language.Multilingualism at a Linguistic Level:
Models for Native Language Literacy Program
Слайд 39Coordinate model
This model posits that equal time should be spent
in separate instruction of the native language and of the
community language. The native language class, however, focuses on basic literacy while the community language class focuses on listening and speaking skills.Multilingualism at a Linguistic Level:
Models for Native Language Literacy Program
Слайд 40Cummins' research concluded that the development of competence in the
native language serves as a foundation of proficiency that can
be transposed to the second language — the common underlying proficiency hypothesis.
Слайд 41Early vs. Late bilinguals
Early bilingual:
someone who has acquired two languages
early in childhood (usually received systematic training/learning of a second
language before age 6).Late bilingual:
someone who has become a bilingual later than childhood (after age 12).
Слайд 42Balanced vs. Dominant bilinguals
Balanced bilingual:
someone whose mastery of two
languages is roughly equivalent.
Dominant bilingual:
someone with greater proficiency in
one of his or her languages and uses it significantly more than the other language.Semilingual:
someone with insufficient knowledge of either language.
Слайд 43Successive vs. Simultaneous bilinguals
Successive bilingualism:
Learning one language after already
knowing another. This is the situation for all those who
become bilingual as adults, as well as for many who became bilingual earlier in life. Sometimes also called consecutive bilingualism.
Слайд 44Successive vs. Simultaneous bilinguals
Simultaneous bilingualism:
Learning two languages as "first
languages". That is, a person who is a simultaneous bilingual
goes from speaking no languages at all directly to speaking two languages. Infants who are exposed to two languages from birth will become simultaneous bilinguals.
Слайд 45Successive vs. Simultaneous bilinguals
Receptive bilingualism:
Being able to understand two
languages but express oneself in only one. This is generally
not considered "true" bilingualism but is a fairly common situation.
Слайд 46Additive vs. Subtractive bilinguals
Additive bilingual:
The learning of a second
language does not interfere with the learning of a first
language. Both languages are well developed.Subtractive bilingual:
The learning of the second language interferes with the learning of a first language. The second language replaces the first language.
Слайд 47Elite vs. Folk bilinguals
Elite bilingual:
Individuals who choose to have
a bilingual home, often in order to enhance social status.
Folk
bilingual: Individuals who develop second language capacity under circumstances that are not often of their own choosing, and in conditions where the society does not value their native language.
Слайд 48Cummins' research concluded that the development of competence in the
native language serves as a foundation of proficiency that can
be transposed to the second language — the common underlying proficiency hypothesis.
