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COMPUTATION OF GRADES

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EL 105- Language
and Policies in
Multilingual
Society.

2. Incase of printed activities and written, all task should be printed in a

short bond paper following the given format.
• Name
• Year level, subject, Time / day submitted.

3. Printed material should be in font size 11 and font style “Bookman Old Style”.

4. Failure to follow the instructions would mean deduction on your submitted

task.
5. Compilation will be check at the end of the semester.
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What do you need to
know about this
course?

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LANGUAGE
System of arbitrary sounds
used by a community for
communication
Language represents the ethno-
linguistic diversity
(ethnolinguistics, that part of
anthropological linguistics concer
ned with the study of the
interrelation between a language
and the cultural behavior of those
who speak it. ) 6
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PROGRAMS
AND POLICY

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 LANGUAGE POLICY

This refers to what a government either through

legislation, court decisions or policy to determine how
language are used, cultivate language skills needed to
meet national priorities or to establish the rights or
individuals or groups to use and maintain languages.

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 LANGUAGE DEVELOPMENT

Language development is the result of the series of on-

going planned actions that language communities take
to ensure that they effectively use their languages to
achieve their social, cultural, political, economic and
spiritual goals.

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 FOUR MAJOR FACTORS THAT DETERMINE
LANGUAGE POLICY

1.The sociolinguistic Ecology – Language

practices of a certain community to
achieve social purposes, such as
maintaining identity and group
solidarity.

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2. A Social Beliefs (Language Ideology)-
Language ideology is a theory whereby people
are defined or judged by the language they
speak.
• This involves different aspects of language
including intonation, dialect, accent, grammar
and vocabulary.

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3. The effects of globalization (the pull
towards international languages, especially
English), and

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4. Pressure for attention to the rights of
indigenous or migrant linguistic minorities.

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What is Bilingualism? Bilinguals -- often
described as person/people who use two
languages, and Bilingualism is the ability
to speak two languages, or the habitual
use of two languages colloquially

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Multilingualism is the practice of more than THREE
language, either by an individual speaker or by a group of
speakers. It is believed that multilingual speakers be more
numerous than monolingual speakers in the world's
inhabitants.

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 TYPES OF BILINGUALISM
ACCORDING TO SOCIAL
STATUS
a. Additive bilingualism: the new language and culture develop together
with the mother tongue. Both the original language/culture and the
native one is perceived as positive and evolve in a complementary
way.
b. Subtractive bilingualism: the new language and culture are perceived
as more "prestigious" and are acquired "at the expense" of the mother
tongue, which is destined to a gradual, even if partial, loss.
Unfortunately, it happens too often that children are no longer able to
communicate with their grandparents in their country of origin, for they
have stopped using that language.

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 TYPES OF BILINGUALISM
ACCORDING TO FLUENCY AND
COMPETENCIES

1. Balanced Bilingualism - two languages are spoken

with the same level of fluency and competence; for
example, if a bilingual person maintains relations and
contacts with their original community while using the
new community's language regularly.

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2.Dominant Bilingualism - one of the languages is
spoken with greater fluency and competence than
the other. Language acquisition is a complex
process in which "forgetting" is as much part as
"acquiring" and in which the phrase "use it (the
language) or lose it" applies.

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 TYPES OF BILINGUALISM ACCORDING TO
AGE OF ACQUISITION

a. Simultaneous bilingualism: when parents speak two

different languages, they may decide to use their
respective mother tongues with their child. The child
will, therefore, be simultaneously exposed to two
languages from birth.

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b. Sequential bilingualism: when a family migrates to
another country, the child will be immersed in that
country's language. Consequently, they will develop
competence in one or more languages besides their
mother tongue. In some cases, if exposure is extreme
(school, play with friends), the new language may
become dominant compared to L1 (which may be used
with family members only).

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 LEARNING THEORIES ON BILINGUALISM
AND MULTILINGUALISM

1. Iceberg Analogy-CUP Model: It supports the

transfer of skills across languages and emphasizes
that the common aspects of two languages not only
do they transfer, but they are interdependent. (ibid)

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2. The Thresholds Theory Explains the relationship
between cognition and bilingualism and refers to people
who have a certain level of foundation and competence
in the two languages. The picture below is provided to
understand the analysis of this theory easily.

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3. Basic Interpersonal Communicative Skills (BICS)
and cognitive academic language proficiency (CALP:
There are two major aspects of language proficiency
that must be acquired by second language learners.
Jim Cummins has identified these as Basic
Interpersonal Communicative Skills (BICS), or
conversational proficiency, and Cognitive Academic
Language Proficiency (CALP), or academic proficiency.
The chart below outlines the differences between BICS
and CALP.

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Characteristics of BICS: Conversational Proficiency
•The basic language system used in face-to-face
communication in informal contexts (intimate or
colloquial registers)
•Largely acquired in the native language by children in
all societies by the age of five
•Does not include literacy
•Includes the vocabulary of conversations
•Proficiency only weakly correlated with academic
success
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Characteristics of CALP: Academic Proficiency
•Includes formal and academic registers of the
language
•Acquired mostly after the age of five, and
acquisition continues throughout life
•Includes high levels of literacy
•Includes tens of thousands of specialized words
relating to academic and formal register
•Proficiency strongly correlated with academic
success
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4. The Natural Approach Theory: Stephen Krashen and
Tracy Terrell introduced the Natural Approach theory in
1997 to develop a teaching approach that integrates the
principles of the "naturalistic" character in SLA research.

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 This approach was developed by
Krashen's language acquisition theory,
which consists of five
principles/hypotheses.

2. Natural 3. The Input 4. Affective 5.Acquisition/

Order Hypothesis Filter Learning
Hypothesis Hypothesis Theory

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5. The socio-cultural theory: The Sociocultural
Learning Theory is constructed upon the
knowledge that a learner's atmosphere plays a
pivotal role in his/her learning development.
According to Vygotsky, the learning process
involves three key themes: culture, language,
and the "zone of proximal development."

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 CULTURE

According to Vygotsky, the LANGUAGE-

learning process involves
three key themes: culture,
language, and the "zone of
proximal development."
ZONE PROXIMAL DEVELOPMENT

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 MYTHS CONCERNING
MULTILINGUALISM

NO:
 MYTHS CONCERNING
MULTILINGUALISM

NO
 MYTH CONCERNING
MULTILINGUALISM

NO: Bilingual children switch from one language to the other,

but the changes always follow precise rules. Children are not
confused by the use of two languages. On the contrary, they
develop the ability to select the appropriate words from the
appropriate language based on the interaction context.
 MYTHS CONCERNING
MULTILINGUALISM

NO: If there is not enough exposure to the minority language

(the one that is not the language of the environment), the child
might not develop enough competence in this language.
 MYTHS CONCERNING
MULTILINGUALISM

NO: Multilingualism being the norm in the world, it is known that

practically all children can learn more languages in a naturalistic context.
Indeed, learning several languages in a school context with 3 to 4 lessons
a week and homework on top may be too much for some children.
However, there is no reason to exempt dyslexic students from starting to
learning another language.
CONCLUSION:

1. Bilingualism and multilingualism have both de facto existences

and essential places in the psychological, political, and social
debates that define social and ethnic groups, communities, and
regions.
2. Types of Bilingualism According to Social Status: Additive
bilingualism and Subtractive bilingualism.
3. Types of Bilingualism According to Fluency and Competence:
Balanced bilingualism and Dominant bilingualism.
4. Types of Bilingualism According to Age of acquisition of the
languages: Simultaneous bilingualism and Sequential
bilingualism.
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