Does Bilingualism Expand the Cognitive Experience of the Students?

2022 ◽  
pp. 290-303
Author(s):  
María Bobadilla-Pérez ◽  
Suellen Pereira-Balado
Keyword(s):  
Qualitative Research ◽  
Early Childhood ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Theoretical Framework ◽  
The World ◽  
Cognitive Experience ◽  
The One

This chapter shows the results of a study carried out in an immersion early education classroom in Galicia (Spain). The study focuses on how children in a bilingual context develop their perception of the world according to the concepts they are able to build around things in their environment, using the language as a reference. A brief theoretical framework precedes the presentation of the study. On the one hand, attention is paid to the pedagogical implications of second language acquisition in early childhood. Secondly, and most importantly, the nature of the bilingual brain is discussed through the consideration of the works of relevant authors in the field. Later, the case study is explained. For the purpose of the qualitative research, participants were presented with different images to be described in English and Spanish, and an observation table was designed in order to classify the utterances produced by the students. As will be discussed, results showed that students in immersion educational contexts increase their sense of the world when using both languages.

Does Bilingualism Expand the Cognitive Experience of the Students?

2020 ◽  
pp. 1-14
Author(s):  
María Bobadilla-Pérez ◽  
Suellen Pereira-Balado
Keyword(s):  
Qualitative Research ◽  
Early Childhood ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Theoretical Framework ◽  
The World ◽  
Cognitive Experience ◽  
The One

This chapter shows the results of a study carried out in an immersion early education classroom in Galicia (Spain). The study focuses on how children in a bilingual context develop their perception of the world according to the concepts they are able to build around things in their environment, using the language as a reference. A brief theoretical framework precedes the presentation of the study. On the one hand, attention is paid to the pedagogical implications of second language acquisition in early childhood. Secondly, and most importantly, the nature of the bilingual brain is discussed through the consideration of the works of relevant authors in the field. Later, the case study is explained. For the purpose of the qualitative research, participants were presented with different images to be described in English and Spanish, and an observation table was designed in order to classify the utterances produced by the students. As will be discussed, results showed that students in immersion educational contexts increase their sense of the world when using both languages.

scholarly journals Not all grammatical features are robustly transmitted during the emergence of creoles

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Sandro Sessarego
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Theoretical Framework ◽  
The World ◽  
Creole Languages

Abstract This paper addresses the long-standing debate on the nature and complexity of creole languages. Contrary to what has been claimed in the literature, it is argued that grammars are neither robustly transmitted during the emergence of creoles nor that creole languages represent the simplest grammars in the world. On the contrary, after laying down a theoretical framework that spells out the existence of at least three distinct second-language acquisition (SLA) processes shaping creoles, it is shown how different aspects of the ancestor grammars (and their potential complexities) may or may not be transmitted to the emerging creoles and why.

A CASE STUDY OF NL INFLUENCE IN UNIS FKIP ENGLISH DEPARTMENT STUDENTS' INTERLANGUAGE

2018 ◽  
Vol 18 (1) ◽  
pp. 46-54
Author(s):  
Irmala Sukendra ◽  
Agus Mulyana ◽  
Imam Sudarmaji
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Native Speakers ◽  
Communicative Competence ◽  
Mother Tongue ◽  
Universal Grammar ◽  
Similar System ◽  
The One ◽  
L1 Acquisition

Regardless to the facts that English is being taught to Indonesian students starting from early age, many Indonesian thrive in learning English. They find it quite troublesome for some to acquire the language especially to the level of communicative competence. Although Krashen (1982:10) states that “language acquirers are not usually aware of the fact that they are acquiring language, but are only aware of the fact that they are using the language for communication”, second language acquisition has several obstacles for learners to face and yet the successfulness of mastering the language never surmounts to the one of the native speakers. Learners have never been able to acquire the language as any native speakers do. Mistakes are made and inter-language is unavoidable. McNeili in Ellis (1985, p. 44) mentions that “the mentalist views of L1 acquisition hypothesizes the process of acquisition consists of hypothesis-testing, by which means the grammar of the learner’s mother tongue is related to the principles of the ‘universal grammar’.” Thus this study intends to find out whether the students go through the phase of interlanguage in their attempt to acquire second language and whether their interlanguage forms similar system as postulated by linguists (Krashen).

English or Englishes?

2022 ◽  
pp. 1560-1574
Author(s):  
Aicha Rahal
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Applied Linguistics ◽  
World Englishes ◽  
Lingua Franca ◽  
The World ◽  
Considerable Debate

The discipline of World Englishes has been one of the most thriving branches of English linguistics. This branch has become the focal focus of considerable debate. The chapter mainly aims to show the multilingual reality of English. It is an attempt to answer the question “Do we have English or Englishes?” The chapter tries to study the recent situation of English as a lingua franca. It first gives an overview of the spread of English and the emergence of new Englishes. Then, it presents the principals of traditional applied linguistics and second language acquisition. It also discusses the concepts of World Englishes, multilingualism, and pluralism. After that, the chapter presents the World Englishes debate to show the gap between monocentrists and pluralists. Finally, the study sheds light on the fact that Englishes reflect the multilingual reality of English.

First-Language Acquisition After Childhood Differs From Second-Language Acquisition

1993 ◽  
Vol 36 (6) ◽  
pp. 1258-1270 ◽  
Author(s):  
Rachel I. Mayberry
Keyword(s):  
Early Childhood ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Sign Language ◽  
Sentence Processing ◽  
First Language ◽  
Fine Motor ◽  
Late Childhood ◽  
First Language Acquisition

This study determined whether the long-range outcome of first-language acquisition, when the learning begins after early childhood, is similar to that of second-language acquisition. Subjects were 36 deaf adults who had contrasting histories of spoken and sign language acquisition. Twenty-seven subjects were born deaf and began to acquire American Sign Language (ASL) as a first language at ages ranging from infancy to late childhood. Nine other subjects were born with normal hearing, which they lost in late childhood; they subsequently acquired ASL as a second language (because they had acquired spoken English as a first language in early childhood). ASL sentence processing was measured by recall of long and complex sentences and short-term memory for signed digits. Subjects who acquired ASL as a second language after childhood outperformed those who acquired it as a first language at exactly the same age. In addition, the performance of the subjects who acquired ASL as a first language declined in association with increasing age of acquisition. Effects were most apparent for sentence processing skills related to lexical identification, grammatical acceptability, and memory for sentence meaning. No effects were found for skills related to fine-motor production and pattern segmentation.

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