STUDENT:

SUSANA MARTÍNEZ GAYTÁN

SUBJECT:

ENGLISH IN THE COMMUNITY

CHAPTER:

UNIT V: BILINGUALISM

TEACHER:

RAYMEL ANDRÉS CARBAJAL TRUJILLO

ASSIGNMENT:

MIND MAP

___________________
VO.BO.
 " Nevertheless, it was the
adolescents who retained
the highest levels of
performance
overall." (Carreño, 2020)

children take " By the end of the year,

many years in the children were
acquiring catching up or had
" Their early proficiencyin
imperfect efforts " ...Developmental surpassed the adults on
their several measures. "
are often praised changes in the
mother-tongue
or, at least, brain, it is (Carreño, 2020)
accepted" (Carreño, argued, affect
2020) the nature of
language individual societal
acquisition." (Carreño, bilingualism bilingualism
2020) " The Critical Period Hypothesis " ...it was found that adolescents
suggests that there is a time in human and adults learned faster than
development (before puberty) when children in the first few months of
the brain is predisposed to success in exposure to L2." (Carreño, 2020)
language learning..." (Carreño, 2020)

bilingualism
Snow and refers to two
perform Hoefnagel-Hohle
better on language
Thresholds Theory (Cummins Cummins?(1976) sexisting 1. Diglossia and Almost everyone
morphology individual bilingualism is able to use both
1976; Toukomaa & Iceberg Analogy diglossia side by side
and H and L.
Skutnabb-Kangas 1977) grammar within a
Phonology is
geographical
enhanced by early "native-like areas.
control of Small pockets of minority
two or more language speakers may exist,
This is a whose inhabitants insist on not
older learners languages? basically having anything to do with the
" it is also regulated Young learners arners arners monolingual majority language?
by principles and are those who use society.
two languages but 2. Neither
mechanisms of often represent the two bilingualism
language languages as balanced on a Bloomfield nor
use." (Meisel, 2020) scales inside the brain. (1933) diglossia
" ...is constrained not only
by grammatical properties of Semilingual Fishman, Any society which
the languages individuals as produces functionally
that the allocation of
involved..." (Meisel, 2020) Simplistic quoted balanced bilinguals
functions of the
" ... Most importantly, functional models of 3. by who use both
languagesis normally
categories have to be 5.7. THE Bilingualism Romaine languages equally
diglossia imbalanced.
implemented in the child's YOUNGER-THE- without (1989) well in all contexts
5.2. WHAT IS
grammar." : (Meisel, 2020) BILINGUALISM?T diglossia would soon cease to
the practice of alternating bebilingual because
between two or more Fishman no society needs two
languages or varieties of 4. languages for the
5.6. COGNITIVE Diglossia There are (at least)
language in conversation One group same set of functions.
Code-switchin THEORIES OF without two languages within
("Oxford Languages and BILINGUALISM speaks one
bilingualism a particular
Google - English | Oxford AND THE language, the
geographical area.
Languages", 2020) CURRICULUM other a different
" Code-switching is nevertheless a high language
used from early, as soon as a Chapter 5 variety (H one
5.3.
certain kind of grammatical
knowledge is accessible. " (Meisel,
BILINGUALISM BILINGUALISM
tends to be used in
2020)
interaction outside
is the language of
a low language official
5.5. variety (L)
LANGUAGE
PLANNING 5.4. TYPES OF
from James BILINGUALISM
Tollefsen?s POLICIES is more common
in modern societies, book within the home
5.4.2. ADDITIVE
language policy is Planning AND
used to sustain Language SUBTRACTIVE
existing power (1991)
relationships, e., it is 5.4.1.
ideological (1991: 11) COMPOUND
" In some
Edwards
circunstances the
(1994: 59) learning of another
Compound co-ordinate language represents
have been
bilinguals bilingualism an expansion of the
included here to
linguistic
trigger a few
repertoire..,"
thoughts about
language
policies and
The policy of requiring ideology. are
everyone to learn a thought to
single dominant use two are said
languageis widely seen linguistic to have
as a common-sense systems two
solution to the which are functionally
communication fused independent " Subtractive
problems of Exclusionary tactics of together systems
bilingualism,... reflects a
multilingual Societies dominant groups are society where one
{1991:10) normally languageis valued more
institutionalized and than the other, where one
protected by the legal dominates the other,
system, and therefore where one is on the
may be difficult to ascendant and the other
recognize as examples is waning."
of exploitation.
(1991:15)
 REFERENCES

• Hockly, N. Madrid, D. Elements of Sociolinguistics IEXPRO anthology Mexico. Chiapas, 2010

• Oxford Languages and Google - English | Oxford Languages. (2020). Retrieved 23 November 2020, from
https://languages.oup.com/google-dictionary-en/
• Meisel, J. (1994). Code-Switching in Young Bilingual Children. The Acquisition of Grammatical
Constraints. Studies in Second Language Acquisition, 16(4), 413-439.Carreño, V. (2020). Younger is
better to learn an L2?. Retrieved 23 November 2020, from
https://www.cambridge.org/core/journals/studies-in-second-language-acquisition/article/codeswitching-
in-young-bilingual-children/F6C6B2482928AF547949516C74A6CED7#
• Carreño, V. (2020). Younger is better to learn an L2?. Retrieved 23 November 2020, from
https://englishlanguagelearningstudio.wordpress.com/2018/03/25/younger-is-better-to-learn-a-l2/
 STUDENT:

SUSANA MARTÍNEZ GAYTÁN

SUBJECT:

ENGLISH IN THE COMMUNITY

CHAPTER:

UNIT I: LANGUAGE AND CULTURE.

UNIT II: LANGUAGE AND CULTURAL IDENTITY

TEACHER:

RAYMEL ANDRÉS CARBAJAL TRUJILLO

ASSIGNMENT:

REFLECTION

___________________
VO.BO.
 UNIT I: LANGUAGE AND CULTURE.
UNIT II: LANGUAGE AND CULTURAL IDENTITY
Reflection

Language is a means by which human beings communicate with each other and in which it has accompanied us
from our origins. The human being is designed by nature to live in a group, which makes language a necessity for
coexistence and for existing in society. Each culture has its own thoughts, customs, ideologies of a collective
consciousness by which each one is delimited. “Culture is a problematic term… Collins Concise Dictionary offers
the following definitions: 1. The total of inherited ideas, beliefs, values and knowledge that constitute the shared
foundations of social action. 2. The full range of activities and ideas of a people. 3. A particular civilization in a
particular period. 4. The artistic and social searches, expressions and tastes valued by a society or class. 5. The
enlightenment or refinement that results from these searches. 6. The cultivation of plants to improve stocks or
produce new ones. 7. The breeding and reproduction of animals, esp. with a view to improving tension ”(Hockly,
N. Madrid, D, 2010) Each culture has its own characteristics, so the language is adapted to each one of them. And
you are seeing more and more watering the sculpture itself and it is transmitted from generation to generation,
thus generating a cultural identity. Language is the vehicle for transmitting cultural knowledge and at the same
time an instrument for the knowledge and acquisition of culture, so we understand that in order to know a language
sufficiently, for the development of good linguistic competence, it is necessary to acquire a certain cultural
competence of the community that uses that language. (Cervantes, 2020). Enchanting the teaching of a second
language is essential to know and understand the environment that surrounds the students, since we must be aware
that all of them have a worldview of the world along with their attitudes towards learning a second language.
“Adaskouet a /. (1990). They suggest distinguishing between four separate senses of culture. These are the
aesthetic sense, the sociological sense, the semantic sense and the pragmatic sense. " (Hockly, N. Madrid,
D, 2010); In my opinion, culture determines the way in which students will show interest in developing their
language skills in SLA. In the sociological sense, I believe that it is important to understand that you didn’t great
working on their way of thinking influences a large percent age one the motivation of students to grow at an
educational level. Find the semantic sense I understand that the semantic sense causes each of us to give a meaning
to the words and the context they refer to. This point is important to consider since we must be aware that the
students have a semantic sense perhaps different from ours and it is often difficult to establish adequate
communication to transmit knowledge. And finally, the pragmatic sense, in teaching a second language, the
pragmatic sense is important in terms of the meanings and uses and customs of the culture where we are, just as
it is also important to introduce students to the culture of the language that is being taught so that they can have a
rough pragmatic sense of it. "Edward Sapir, German anthropologist, student of Native American languages
and professor at Yale University argued that: No two languages are similar enough to be considered as
representatives of the same social reality." (The role of culture within the learning of a foreign language,
2020), in my personal case it is difficult to meet the academic objectives established since my students are of
indigenous origin and who come with a Tzotzil mother tongue, and very few They have 100% knowledge of
Spanish, this hinders teacher-student communication, which causes slow progress, according to the cited author,
the pragmatic sense that they bring is very different, the Spanish language of most of the students just leaves
becoming familiar with it, so in each session of the English class they have to deal with the worldview of three
cultures. “Clarke (1996: 11) also offers what he calls 'three basic categories' for discussing culture in
terms that are relevant to ELT. These are i) culture as content, ii) high culture and iii) cultural practice or behavior.
The first category includes' knowledge about food, clothing, weather, chain stores, newspapers, pop stars,
politicians, etc. '(ibid: 11), The second category includes what is often referred to as culture with a capital
C, which is the art and literature associated with the language. The third category includes linguistic behavior,
and Clarke (ibid: 11) elaborates on this as follows: This includes obvious characteristics such as ritual behavior,
courtesy systems, but extends for example to taking turns in conversations and meetings, and speech conventions
of certain discursive communities and their genres ”(Hockly, N. Madrid, D, 2010) Many times there is confusion
regarding the third category since the use and custom of each culture is different and each one has its principles
about the same while for a culture there is the same phrase but a certain situation such as good night, in another
culture there are different ways of saying good night in terms of the formality of the phrase. For Geertz, culture
is external to the individual "embodied in public symbols … through which members of a society
communicate their worldview, value orientations, values, and all the rest to each other" (Ortner 1984: 129)
The General Survey of Aspects of Foreign Language Teacher Training, in its Marburg Final Report (UNESCO,
1986), expressly states: “Understanding between peoples and peace in the world depend largely on the ability of
men to communicate among themselves. Them in a constructive way. Language teachers have, therefore, the very
special opportunity to contribute to the achievement of one of the most important goals of Humanity. ”This trust
placed in the L2 teacher seems to require the delimitation of the objectives appropriate to promote such
understanding from the cultural connections that it can transmit together with the language it teaches; for this
purpose, perhaps the methodological orientation and the elaboration of e concrete proposals to be used ”(Hockly,
N. Madrid, D, 2010)“ Some texts are of excessive and some complex literariness; This type of text, obviously,
will not be helpful to the L2 learner for his functional or communicative learning, ready would constitute a task
selection or forecasting problem; in this case, the student should be warned about the convenience and
appropriateness of certain uses, not suitable for everyday communication. " (Cervantes, 2020). Whatever
the type of text -literary, journalistic, functional, etc.- that we use to develop an activity or class task, an effective
reading comprehension is necessary prior to any methodological orientation of teaching practice. For each word,
each sentence, is the product of a different culture. Together with a particular vision and conception of the world,
everyone who learns a foreign language must be aware that: a) A foreign language cannot be translated word for
word; all languages have idiomatic expressions that have connotations beyond the meaning of each of their
constituent parts; b) the intonation with which a phrase is said is loaded with meaning; c) each language is
accompanied by a different mimicry, according to what you want to express; d) each language has a different
grammar; e) there are taboo terms in every language; f) there are rules for addressing people (Dunnet: 148) or for
certain situations. : (The role of culture within the learning of a foreign language, 2020) It is in the process of
confronting the mother tongue with the foreign language when the student will begin to understand the culture of
others, as well as to evaluate their own. The new acquired culture, as he perceives it, will serve as an intersection
point between L2 and the revision of Ll, of his own experience, from another perspective. Speaking of cultural
identity. "We can see how the labels that individuals use to identify their ethnicity and membership can tell
us a lot about how they see themselves." (Hockly, N. Madrid, D, 2010) and how they see themselves,
implies self-worth and real awareness of their own intellectual capacities, and although they may have a good
capacity, if the students themselves do not see it or They believe it is very difficult for them to overcome academic
challenges. "… the notion of categorizing people in ways that they themselves have not devised."
(Hockly, N. Madrid, D, 2010). It is important to note that teachers must eliminate from our vision the cataloging
of students with stereotypes that only hinder communication and delays our work, since many times I have
observed that teachers box students with certain stereotypes that take away their motivation to teach and the whole
course returns a tedious work. Therefore we must find a way to attract the student and sell our
"product" and make it attractive, and also generate in the student a mental change of themselves,
being in addition to teachers of an L2, a personal group couch class. “Kramsch (1998: 128) as" the need for
a person to belong to a group and be independent from that group ". She continues: Members of a cultural
group should feel respected and unaffected by their autonomy, pride, and self-sufficiency (negative side). They
also need to be reinforced in their view of themselves as educated, considerate and respectful members of their
culture (positive side). ” (Hockly, N. Madrid, D, 2010) I conclude with these words from Kramsch (1988: 77),
about cultural identity that “…. It can be seen as the most sensitive indicator of the relationship between an
individual and a given social group '. The signs and symbols that we use in the construction of our identities
are complex and easily misinterpreted even within our own speaking community. Yes, as teachers, we train our
students to become effective intercultural communicators, sensitize them to the complexity of problems and the
need to understand more linguistic systems.
 REFERENCES

• Hockly, N. Madrid, D. Elements of Sociolinguistics IEXPRO anthology Mexico. Chiapas, 2010

• Cervantes, B. (2020). Biblioteca Virtual Miguel de Cervantes. Retrieved 15 November 2020, from
http://www.cervantesvirtual.com

• Ayora Esteban, M. C. (2011). Diversidad lingüística y cultural en un ámbito educativo de lenguas en

contacto. Pragmalingüística, (18), 30-52. https://doi.org/10.25267/Pragmalinguistica.2017.i25

• C.E.L.E.-U.NA.M. (2020). El papel de la cultura dentro del aprendizaje de una lengua extranjera [Ebook].