ENG512 Final Term Subjective by Syeda Zahra Naqvi and UH

Virtual University of Pakistan · ENG 512 · Bilingualism · Final Term · Subjective · By Syeda Zahra Naqvi & UH

1:Three characteristics of linguicism?

1. Discrimination: Favouring one language over others, leading to unfair treatment of people who speak different languages.
2. Language Hierarchy: Believing that some languages are superior and others are inferior.
3. Restricted Opportunities: Limiting access to education, jobs, or social services based on the language someone speaks.

2:Difference between adults and children in learning bilingual language:

Children and adults learn a bilingual language differently. Children learn languages quickly and naturally through play and talking with others. They tend to pick up native-like pronunciation easily. On the other hand, adults take more time to learn a new language and usually do so through formal classes and practice. They often retain an accent from their first language. While children learn because of their environment or school, adults are usually motivated by specific reasons like work or travel.

3:Flexible convergent arrangement:

In flexible convergent language use, aimed at encouraging a shift from one language to another, there are two common strategies:

1. Random Code-Switching: Frequently mixing two languages in conversation, which gradually leads to the dominance of the target language.
2. Monoliterate Bilingualism: Developing literacy (reading and writing) skills in only one language, encouraging its use over the other.

4. Need for Bilingual Languages in the 21st Century:

1. Global Communication: Helps in connecting with people from different countries.
2. Career Opportunities: Opens up more job options and can lead to better salaries.
3. Cultural Understanding: Promotes understanding and appreciation of different cultures.
4. Cognitive Benefits: Improves brain function, problem-solving skills, and multitasking.

5. Key Points for Scholars Preparing Bilingual Education Material:

1. Cultural Relevance: Ensure the material respects and reflects both cultures.
2. Language Balance: Provide equal focus on both languages to promote proficiency in each.
3. Engaging Content: Use interactive and interesting resources to keep students engaged.
4. Age Appropriateness: Tailor the material to be suitable for the age and developmental level of the learners.
5. Clear Instructions: Offer clear and concise explanations in both languages.
6. Support Resources: Include tools like glossaries and translations to aid understanding.
7. Inclusivity: Make sure the material is accessible to all students, regardless of their language background.

6. Two examples of "co-language" in a classroom setting:

1. Bilingual Presentations: Teachers use PowerPoint slides with text in both languages, such as English and Spanish. Each language is in a different colour, helping all students understand the material.
2. Subtitled Videos: A history teacher shows a documentary in English with subtitles in Spanish. This helps students who speak either language understand the content.

7. Characteristicsof Co-languaging:

Using both languages at the same time, known as co-language, is increasingly common in education, especially in Africa. For instance, universities are integrating students who speak different languages by presenting curriculum materials in both Afrikaans and English on PowerPoint slides, using different colours for each language. This approach ensures inclusion of all students while respecting Afrikaans traditions. Co-language also occurs when teachers show videos in one language with subtitles in another, or when students use computer programs that support learning in different languages simultaneously. In primary classrooms, students may listen to books in two languages, sometimes switching between them as they learn.

8. Responsible Code-Switching:

Responsible code-switching means carefully managing language switching in the classroom to support the lesson, ensuring it is meaningful and not random. Most instruction should be in the main language being developed.

9. Time Allocation in bilingualism:

In bilingualism, time allocation refers to the distribution of time spent using and learning each language to ensure balanced development and proficiency in both languages.

10. Semilingualism:

Semilingualism in bilingualism refers to the idea that some bilingual individuals have limited proficiency in both of their languages, compared to monolingual speakers. This concept suggests that these individuals may struggle with language skills in both languages, rather than being fully proficient in one or both.

11. Subtractive Bilingualism:

Subtractive bilingualism occurs when learning a second language leads to the loss or reduction of proficiency in the first language.

12. Three models of Bilingualism:

1. Subtractive Bilingualism
2. Additive Bilingualism
3. Recursive Bilingualism
4. Dynamic Bilingualism
5. Plurilingualism
6. This is why there is no consensus on the number of language in the world.

Languages are socially constructed. This is the reason why there is no consensus on the number of languages in the world. Any attempt to count distinct languages will be an artefact of classificatory procedures only. How a language is defined depends on the purpose one has in identifying a language.

14. UNESCO 1953 :

In 1953, UNESCO, responding to the educational failure of children in colonial situations, issued an important resolution declaring that it was axiomatic that a child be taught to read in their home language. Based on this principle, efforts to use the children’s language in education, especially in the early grades, gained strength, leading to the first official uses of what has since been termed “transitional bilingual education,” that is, the use of the child’s heritage language in the early grades and only until the child is fluent in the majority or colonial language.

15. kindergarten learning language borrowing :

In an autonomous region of Italy, bilingual education for all was introduced at kindergarten in 1983, at primary school in 1988, and in the middle school (ages 10 to 13) in 1994, backed up by extensive research from Italian, French, and Swiss specialists. Teachers and learners alternate between languages in order to eliminate linguistic obstacles. By exploiting both languages intelligently and in a relaxed fashion for pedagogic reasons, teachers use codeswitching effectively. The goal is not to teach code-switching, but to capitalize on its natural occurrence in order to transmit knowledge and skills.

16. How translanguaging help in bilingualism :

Translanguaging helps in bilingualism by allowing individuals to use their entire linguistic repertoire flexibly, enhancing communication, learning, and understanding. It promotes cognitive and linguistic development by enabling bilinguals to draw on all their language skills, supports identity and cultural expression, and improves engagement and