ENG512 Highlighted Handouts Set 3

Table of Contents

Lesson No.

Title · Topic · Page · Lesson 1 · Definitions and Guiding Principles of

001-006 5-6

Lesson 2

007-011 7-8

Lesson 3 · Collective Aspects of Language · Behavior

012-016 9-10

Lesson 4 · Dimensions and Measurement of · Bilinguality

017-023

Lesson 5

Societal Bilingualism

024-026 12-14

Lesson 6

Languages in Contact

027-033

Lesson 7

Sociopolitics of Bilingualism

034-037 16-17

Lesson 8

What Does It Mean to Be a Bilingual?

038-043 18-20

Lesson 9

Advantages and Disadvantages of

044-048 21-22

Lesson 10 · Bilingualism: Four Essential · Characteristics

049-055 23-25

Lesson 11

Who Speaks to Whom and Which

Language?

056-060 26-27

Lesson 12

Domains of Language Behavior

061-065 28-29

Lesson 13 · Other Sources of Variance and Domain · Configuration

066-070 30-31

Lesson 14

Social Meaning in Linguistic Structure

071-077 32-34

Lesson 15

Code Switching

078-083

Lesson 16 · Linguistic Dimensions of Bilingualism- · Early Language Development

084-089 36-37

Lesson 17

Explanations of Language Mixing

090-095 38-39

Lesson 18 · Other Explanations of Language · Mixing

096-100 40-42

Lesson 19

Researching Bilingualism

101-105 43-44

Lesson 20

Bilingual Education

106-110 45-46

Lesson 21

Reimagining Bilingualism

111-116 47-48

Lesson 22 · Geopolitics and Language Orientation · in Bilingualism

117-121 49-50

Lesson 23 · Languaging, Education and Language · Construction

122-126 51-52

Lesson 24

Languaging and Language

127-132 53-54

Lesson 25

Languages in Education

133-137 55-56

Lesson 26 · Imposition of Standard Language: · Reasons

138-141 57-58

Lesson 27

Bilingualism and Translanguaging

142-146 59-60

Lesson 28

Translanguaging Framework

147-152 61-62

Lesson 29

Models of Bilingualism

153-160 63-64

Lesson 30

Questioning Assumptions

161-165 65-66

Lesson31 · Bilingual Abilities and Bilingual · Development

166-169 67-68

Lesson 32

Adult Vs. Child Bilingualism

170-174 69-70

Lesson 33 · Bilingualism: Language Maintenance · and Shift

175-180 71-73

Lesson 34

Language Policy and Language Rights

181-184 74-75

Lesson 35

Bilingualism in the Curriculum

185-188 76-78

Lesson 36 · Bilingual Arrangements-Flexible · Convergent

189-193 79-80

Lesson 37

Flexible Multiplicity

194-197 81-82

Lesson 38 · Five Flexible Multiple Bilingual · Arrangements

198-203 83-84

Lesson 39

Other Bilingual Arrangements

204-209

Lesson 40 · More Bilingual Arrangements for · Classrooms

210-213

Lesson 41

Translanguaging-A Closer Look

214-220

Lesson 42

Models of Bilingual Teaching

221-225

Lesson 43 · Bilingual Education Approach and · Methods

226-230 89-90

Lesson 44

21st Century Needs:Social Justice and

231-235 91-92

Lesson-01 · DEFINITIONS AND GUIDING PRINCIPLES OF BILINGUALISM · Topic No. 001-006

Introduction; Definitions of Bilingualism; Issues with Definitions of Bilingualism; Language Behaviour-Functionalist;

Language · Behaviour · Similarities; · Language · Literacy · and Bilingualism Approach

Bilingualism refers to the state of a linguistic community in which two languages are in contact with the result that two codes can be used in the same interaction and that a number of individuals are bilingual (societal bilingualism). It also includes the concept of bilinguality. Bilinguality is the psychological state of an individual who has access to more than one linguistic code as a means of social communication. The degree of access will vary along with a number of dimensions which are psychological, cognitive, psycholinguistic, social psychological, social, sociological, sociolinguistic, sociocultural and linguistic. Definitions of bilingualism range from a native-like competence in two languages to a minimal proficiency in a second language and raise a number of theoretical and methodological difficulties. Between these two extremes one encounters a whole array of definitions as, for example, the one proposed by Titone (1972) for whom bilingualism is the individual’s capacity to speak a second language while following the concepts and structures of that language rather than paraphrasing his or her mother tongue. They lack precision to be operationalized, while they also do not specify what is meant by native-like competence, which varies considerably within a monolingual population. These definitions also refer to a single dimension of bilinguality, namely the level of proficiency in both languages, thus ignoring non-linguistic dimensions. Language, in the first place is a tool which is developed and used to serve a number of functions, both social and psychological, which can be classified in two main categories: communicative functions and cognitive functions. Functions of language are universal but the linguistic forms vary across languages and cultures.

Functionalist Approach

There are at least two levels of language processing: the functional level, where all the meanings and intentions to be expressed are represented; and the formal level, at which all the surface forms used in the language are represented. Function plays a strong causal role in the way particular forms have evolved over time and in the way those forms are used by adults and acquired by children. The linguistic system is only one form of the realization of the more general semiotic system which constitutes the culture. It is good to make a distinction between social functions, cognitive functions and semiotic-linguistic functions. Although the study of language can be conducted at several levels of analysis, the nature of language behavior like that of other complex human behaviors, remains the same regardless of the level of analysis across the following: (1) There is a constant interaction between the dynamics of language behavior at the societal level and language behavior at the individual level. (2) There is a constant and complex mapping process between the form of language behavior and the