"I was never at War With My Tongue": The Third Language and the Performance of Bilingualism in Richard Rodriguez

Biography ◽  
2010 ◽  
Vol 33 (3) ◽  
pp. 518-542 ◽  
Author(s):  
Jeehyun Lim
JURNAL SPHOTA ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 56-69
Author(s):  
Chendy Sulistyo ◽  
Nunung Supriadi

The development of foreign language learning in Indonesia in the millennial era nowadays requires the child to speak at least two foreign languages fluently. As in the case that the researcher founded which is a dual citizenship 10 years old child studying French as his third language. The study then focuses on 1) what third language learning’s steps for a 10 years old goes through, 2) at which stage each method is properly used, and 3) what factors influence that success. The data of this research is processed quantitatively and qualitatively. This study uses Skinner’s behaviorism theory, conventional reading and audio visual learning methods. The researcher found that the two methods complement to each other in the third language learning for dual citizenship Abstrak Perkembangan pembelajaran bahasa asing di Indonesia pada era milenial sekarang menuntut anak dapat menguasai minimal dua bahasa asing. Kasus yang ditemukan oleh peneliti yaitu seorang anak berusia 10 tahun dengan dwi kewarganegaraan yang mempelajari bahasa Prancis sebagai bahasa kedua. Penelitian ini kemudian fokus menjawab 1) tahapan pembelajaran bahasa kedua apa saja yang dilalui anak usia 10 tahun, 2) pada tahapan yang mana setiap metode itu tepat digunakan, dan 3) faktor-faktor apa saja yang mempengaruhi keberhasilan itu. Data penelitian ini diolah dengan metode kuantitatif dan kualitatif. Penelitian ini menggunakan teori behaviorisme Skinner, metode pembelajaran konvensional membaca dan audio visual. Peneliti menemukan bahwa kedua metode tersebut saling melengkapi dalam pembelajaran bahasa kedua bagi anak dwi kewarganegaraan


2015 ◽  
Vol 32 (2) ◽  
pp. 225-245 ◽  
Author(s):  
Nader Fallah ◽  
Ali Akbar Jabbari ◽  
Ali Mohammad Fazilatfar

This study investigates the role of previously acquired linguistic systems, Mazandarani and Persian, in the acquisition of third language (L3) English at the initial stages. The data have been obtained from 31 students (age 13–14 years), testing the placement of attributive possessives in a grammaticality judgment task, an element rearrangement task and an elicited oral imitation task. The participants consist of three groups: The first two groups have Mazandarani as the first language (L1) and Persian as the second language (L2), but differ from each other with respect to the language of communication, Mazandarani and Persian, respectively. The third group has Persian as the L1 and Mazandarani as the L2, with Persian as the language of communication. English and Mazandarani pattern similarly in the target structures. That is to say, possessors precede possessed nouns and possessive adjectives come before nouns. In contrast, in Persian, possessives occur post-nominally. The results of this study reveal that none of the proposals tested (e.g. the L1 Factor, Hermas, 2010, 2014a, 2014b; the L2 Status Factor, Bardel and Falk, 2007; Falk and Bardel, 2011; the Cumulative Enhancement Model (CEM), Flynn et al., 2004; the Typological Proximity Model (TPM), Rothman, 2010, 2011, 2013, 2015) could account for the results obtained. This study provides support that at the initial stages of L3 acquisition, syntactic transfer originates from the language of communication, irrespective of order of acquisition.


2018 ◽  
Vol 15 (01) ◽  
pp. 194-225 ◽  
Author(s):  
Elisabeth Alber ◽  
Marc Röggla ◽  
Vera Ohnewein

The article compares deliberative practices within the two constituent units of the Italian Autonomous Region of Trentino-South Tyrol: the Autonomous Province of Bolzano/Bozen (South Tyrol) and the Autonomous Province of Trento (Trentino). South Tyrol’s ‘Autonomy Convention’ and Trentino’s ‘Consulta’ are consultative processes that are differently structured but have the same aim: the elaboration of proposals as to the revision of the region’s basic law, the Autonomy Statute of 1972. The article highlights differences in structures and procedures of both deliberative practices and it gives evidence on the implications such differences have in the respective sociopolitical contexts. Unlike Trentino, South Tyrol is characterized by a power-sharing system between its major language groups, German- and Italian speakers; some special rules also apply to the third language group, the Ladins. The argument developed is that, in South Tyrol, the successful settlement of conflict by means of consociational arrangements favoured the institutionalization of deliberative practices. However, the same arrangements pose challenges to deliberative practices. The article contributes to the emerging literature on pitfalls and potential of deliberative practices implemented in multilingual and divided societies.


1984 ◽  
Vol 47 (2) ◽  
pp. 324-330 ◽  
Author(s):  
R. J. Hayward

One major problem which comes to the fore in comparing Omotic languages is the wide diversity seen in the inflectional morphology of the verb. To the linguist coming from Ethiopian Semitic or East Cushitic the variety encountered from language to language in Omotic is bewildering. The problem may be illustrated by comparing paradigms of three languages of the Ometo cluster—a group which on the basis of lexicostatistic calculations is considered to be fairly close-knit. Two of the languages, Zayse and Koyra, have been classified (together with Haruro, Ganjule, Harro and Zargula) as East Ometo, a label which is intended to convey a genetic as well as a geographical affiliation. The third language is Gofa, which, as a member of the dialect cluster which includes Wolaitta, Kullo, Konta, Gemu, Zala, Malo, Oyda, etc., is classified as Central Ometo. The paradigms compared are: (i) the perfect (or past) declarative, (ii) the perfect (or past) interrogative, (iii) the imperfect (or present) declarative, (iv) the imperfect (or present) interrogative. The verb employed in the illustration is wod'-‘kill’.


1974 ◽  
Vol 2 (1) ◽  
pp. 1-13
Author(s):  
Paul M. Austin

Fears have often been expressed outside the Soviet Union that the influx of Russian words into the non-Russian languages is part of an attempt to russianize them with a view to make them ultimately superfluous. These fears now seem to be greatly exaggerated, as there is little evidence to show that these languages are losing their vitality or are doomed to extinction. While the total lexicon of any given language, in this case Uzbek, the third language numerically (after Russian and Ukrainian) and the largest non-Slavic language, may have a significant number of Russian loanwords, it does not necessarily follow that all these words are in fact an essential segment of the language. The life and viability of a language depend not upon the percentage of so-called foreign words in its vocabulary, but upon its daily use in ordinary situations and in creative writing. The major problem in this area has been the apparently large number of Russian borrowings seen in the non-Russian languages, especially those in non-Slavic ones using Cyrillic. Words are often taken in their Russian orthographic shape without regard for the internal rules of the various languages. Even a cursory glance at any newspaper is enough to show the casual observer that these languages have been russianized to a certain extent. Soviet sources have always emphasized that there has been a “sovietization” of non-Russian languages, while admitting that Russian is the main source for new vocabulary. However it is pointed out that most of these borrowings are “international” words taken into the several languages via Russian. Counter arguments have emphasized that the “common-spelling” principle, by which all words from Russian, be they “international” or not, are borrowed in their exact Russian spelling, proves that russianization, not sovietization, is taking place.


2013 ◽  
Vol 10 (1) ◽  
pp. 62-76 ◽  
Author(s):  
Ágnes T. Balla

Abstract The central aim of my research is to investigate the third language learning processes of L1 Hungarian high-school learners learning L2 English and L3 German. More specifically, I aim at revealing to what extent Hungarian learners rely on their knowledge of their L1 and L2 as well as on the learning strategies they have developed while learning their L2.


2015 ◽  
Vol 1 (2) ◽  
pp. 182
Author(s):  
Tonny Dian Effendi

This paper discussing the comparison of Korean Pop Culture and Japan Pop Culture to the youth in Malang.One of the important of this research is about public diplomacy using pop culture which creating many fans and lovers. The main purpose of the research is to show how the globalization in culture has influencing the youth in developing country like Indonesia. Malang is one of the city that have many K-Pop lovers and J-Pop lovers. This research is qualitative and using depth interview to get information from the participant as the member of the pop lovers. The result shows that both Korea and Japan's government have role on their public diplomacy by using this pop culture. They are often held the events like competition on music, dance and another shape of pop culture. J-pop has more focus on the animation (anime), cartoon (manga) and costume-player (cosplay). Whereas K-pop has more focus on the drama movie and music. From observation to the pop lovers, the J-pop lovers is more creative because they have a challenge, especially for cosplay to create their own costume to the competition. But for K-pop, they are more focused to learn and imitate the dance style of the Korean artist. But, both of them have significant influence to the options for the university students in Department of International Relations, University of Muhammadiyah Malang to choose Japanese and Koreans as their subject as the third language after Bahasa Indonesia and English.


2019 ◽  
Vol 2 (1) ◽  
pp. 42
Author(s):  
Umi Handayani

Code switching and code mixing is one phenomenon in social interaction. Thisphenomenon often arises in bilingual or people who speak more than two languages(multilingual). Japanese Literature Students of Universitas Ngudi Waluyo, 2017/2018 aspart of a multi-lingual society, also experienced events called code switching and codemixing. Mastery of Japanese is certainly influential on student interaction outside theclassroom. This research needs to be done to fnd out the events of code switchingand code mixing that occur. This research is based on the idea that the language usedby Japanese Literature students at Universitas Ngudi Waluyo in class of 2017/2018 ininteracting with each other outside the classroom also includes the Japanese languageas a second language, even the third language that students master. Besides that, it alsolooks at how the 2017/2018 Japanese literature students enter Japanese in interacting, asa choice of language that they think is appropriate.Keywords: code, code switching, code mixing


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