Verplaetse, L. S., & Schmitt, E. (2010). Bilingualism and Learning.

Li, W. (2009). Bilingualism and multilingualism.

Romaine, S. (2013). 18 The Bilingual and Multilingual Community. The handbook of

bilingualism and multilingualism, 445.

CONCLUSION

Being bilingual has a positive effect on language and educational development in children.
If children’s
bilingual or multi-lingual abilities are grown in the early periods of their life, their linguistic
understandingwill be deeper and learn how to apply these abilities. They will be required with
more experiences,especially if they learn the written form of these languages. They can
recognize using conflictingcomparison that how their different languages organize reality.
Children’
s language proficiency to secondlanguage can be predicted according to their knowledge and
proficiency in their native language. Childrenwho come to school with a strong linguistic
foundation and native language knowledge show higherabilities and talents in terms of common
language education and
school’s educational process.
If parents and close relatives of children such as grandparents can spend times with their
children andgrandchildren, tell them stories and speak with them about their problems in such a
way that children canexpand their vocabulary and concepts in the native language, they will be
better prepared in their schooland learn the educational language more better and faster and
have more better development andposition.
Children’s information and abilities can be transferred as moved in different languages
, that is what theyare learnt in their native language at home and outside school pass to their
educational language and fromeducational language to their mother language
In other words

Teacher tak bagi chance to speak

- Chalk and talk

Compentency of learner

3. 8 Social environment, including the role of parents

Social environment has a tremendous influence on linguistic development. uistic ability and vocabulary
extension is closely related to the socio-economic status of the family (Vrey 1984: 134). Hamachek
(1985: 85) says that there are marked social class differences in language development and usage e.g.
the lower the social class the weaker the child's language skills. A child in an environment encouraging
the use of language will grow more proficient. Research (Hamachek 1975: 86) suggests a positive
relationship between the amount of time and effort mothers spend in encouraging pre-school verbal
activities and the child's language proficiency. Bernstein (Downey and Kelly 1979: 121) found that
families from different social backgrounds have different attitudes towards child rearing, thus forming
different kinds of relationships between parents and children and these relationships in turn affect the
use of language. Middle class children are encouraged to play, talk, join libraries, ask questions and are
ready to play an active role when they go to school. Lower class children are not encouraged to ask
questions, are told what to do rather than being helped to work things out for themselves and are
therefore prepared to play a passive role at school. ol. Many working class parents are more concerned
that their child should behave well in school rather than achieve well academically. The general attitude
of parents is likely to be more important than specific encouragement for the child to study for
examinations or complete language homework. The child's perception of parental support, which is not
necessarily the same thing as the parents' perception of support, does not relate directly to
performance in class but is related to his willingness to continue language study and the amount of
effort he puts into learning the second language (Gardner 1985: 122). The conclusion of the 1975 NFER
(National Foundation for Educational Research) report, studying minority groups in England, mentions a
finding that children who speak English at home have a distinct advantage over those who never or
hardly ever do so. Social environment is also a factor in that the language learner may acquire
knowledge in the formal setting of a classroom or in a natural setting. For a second language learner of
school going age, as opposed to a foreign language learner, it will most probably be a combination of
both as he will be living in a society where the language surrounds him.
Some Students’ Psychological Factors in
SLA
Psychological factor is a factor that is
mentally or
spiritually concerned with the aspects
in
students’ acquisition. It, at least,
involves four of
many factors, such as anxiety, attitude,
aptitude,
and motivation since they have been
proved
through some research findings.
Anxiety
Language anxiety is conceptualized as a
situation-
specific personality trait having two
psychological components: emotional
arousal
and negative self-related cognition
(MacIntryre in
David:148). He further statad that
these
components ostensibly interfere with
behavior
instrumental to language learning, and
are more
intense in people who are dispositionally
high in
language anxiety. In line with David,
Brown
(1994) states that second or foreign
language
learning is a complex task that is
susceptible to
human anxiety, which is associated with
feelings
of uneasiness, frustration, self-doubt,
and
apprehension. In addition, Shumin
(1997) found
that the anxiety provoked her students
in
speaking English in China. It happened
especially
when they speak the target language
in public,
especially in front of native speakers.
Sometimes extreme anxiety occurs when
English
Foreign Language (EFL) leaner
become tongue-
tired or lost for words in expected
situation,
which often leads to discouragement and
general
sense of failure. Brown (1994) says
that adults,
unlike children, are concerned with how
they are
judged by others. They are very
cautious about
making errors in what they say, for
making errors
would be a public display of ignorance
that would
be an obvious occasion of “losing
face” in some
cultures such as in Indonesia, China and
in other
oriental countries. Clearly, the sensitivity
of adult
learners to making mistakes has been
the
explanation for their inability to speak
English
without hesitation
Some Students’ Psychological Factors in
SLA
Psychological factor is a factor that is
mentally or
spiritually concerned with the aspects in
students’ acquisition. It, at least, involves
four of
many factors, such as anxiety, attitude,
aptitude,
and motivation since they have been
proved
through some research findings.
Anxiety
Language anxiety is conceptualized as a
situation-
specific personality trait having two
psychological components: emotional
arousal
and negative self-related cognition
(MacIntryre in
David:148). He further statad that these
components ostensibly interfere with
behavior
instrumental to language learning, and are
more
intense in people who are dispositionally
high in
language anxiety. In line with David,
Brown
(1994) states that second or foreign
language
learning is a complex task that is
susceptible to
human anxiety, which is associated with
feelings
of uneasiness, frustration, self-doubt, and
apprehension. In addition, Shumin (1997)
found
that the anxiety provoked her students in
speaking English in China. It happened
especially
when they speak the target language in
public,
especially in front of native speakers.
Sometimes extreme anxiety occurs when
English
Foreign Language (EFL) leaner become
tongue-
tired or lost for words in expected
situation,
which often leads to discouragement and
general
sense of failure. Brown (1994) says that
adults,
unlike children, are concerned with how
they are
judged by others. They are very cautious
about
making errors in what they say, for making
errors
would be a public display of ignorance that
would
be an obvious occasion of “losing face”
in some
cultures such as in Indonesia, China and in
other
oriental countries. Clearly, the sensitivity of
adult
learners to making mistakes has been the
explanation for their inability to speak
English
without hesitation
At one stage it was believed that codeswitching was a sign of a poor level of bilingualism. However,
recent research has shown the opposite. Poplack and Sankoff (1980) found in their study of Puerto
Ricans in New York, that codeswitching is characteristic of fluent bilinguals.

Codeswitching has been divided in the following categories: tag-switching, intersentential switching and
intra-sentential switching. Tag switching involves the insertion of a tag in the language that is not being
used as the base. Some examples of tags in English are "you know" "I mean". These can be inserted
easily in the speech at the end of a thought, without regard for any grammatical equivalence. For this
reason, it is presumed that the person who uses this type of switching need not be a balanced bilingual.

Language aptitude, which refers to learners’ specific capability for language learning (Carroll & Sapon,
2002), has been found to influence child bilingual vocabulary learning as well. Aspects of internal
abilities such as phonological shortterm memory, nonverbal intelligence, and phonological awareness
are assumed to underlie language aptitude. These aspects were found to be associated with vocabulary
outcomes in child bilinguals (e.g., Alexiou, 2009; Knell et al., 2007; Paradis, 2011). In general,
phonological awareness enables children to segmentalize the global lexical representation,
accommodating the pressure of children’s enlarging vocabulary size (Metsala & Walley, 1998; Pi-Yu &
Rvachew, 2007); short-term memory helps children retain the novel sequence of the phonological
properties of a language, facilitating word articulation and semantic memory (Gathercole & Baddeley,
1989; Paradis, 2011); and nonverbal intelligence may help children impute structures and reorganize
patterns, allowing them to approach the linguistic tasks in an analytic way (Daller & Ongun, 2017;
Hakuta & Diaz, 1985).