MARK CHRISTIAN R.

CATAPANG DEVELOPMENT OF
TEACHER III
ALITAGTAG NATIONAL HIGH SCHOOL BILINGUALISM
Contents:

• Introduction
• Types of Childhood
Bilingualism
• The Simultaneous
Acquisition of Bilingualism
• One-Parent Families and
Bilingualism
• Stages of Development
• The Sequential Acquisition
of Bilingualism
INTRODUCTION
 HOW DO
CHILDREN
BECAME
BILINGUALS?
TWO ROUTES • learning two • acquiring a second
language in the
TO languages street, in the wider
BILINGUALISM: early in in community, in the
the home nursery school,
elementary or high
school; and, after
childhood, learning
a second or foreign
language by adult
language classes
and courses
 Types of Childhood
Bilingualism
• An initial distinction is between
simultaneous and sequential
childhood bilingualism. This
separates children who are
exposed to two languages from
birth from those who acquire a
second language later.
Simultaneous childhood
bilingualism
• refers to a child acquiring two
languages at the same time
early in life, sometimes called
infant bilingualism
Sequential language bilingualism
• occurs when a
• refers to a child
acquiring a second
language through
formal and informal
means later in life
person becomes
bilingual by first
learning one
language and then
another
THE SIMULTANEOUS ACQUISITION OF
BILINGUALISM
 Bilingual acquisition

• According to De Houwer (1996), there is

no established normal development
pattern for simultaneous bilinguals.
Language acquisition in simultaneous
bilinguals generally takes two common
forms of exposure to a second language:
 A one-person–one-language pattern, where each parent
communicates in only one of the two languages to the child
both parents speak both languages to the child
There are four basic dimensions along which the
simultaneous acquisition of bilingualism in
childhood varies. These four dimensions may be
translated into four questions.
1.What
language(s)
is each
parent ABLE
to speak?
 2. What
language(s)
does each
parent speak
to the child IN
There are four basic dimensions along which the PRACTICE?
simultaneous acquisition of bilingualism in
childhood varies. These four dimensions may be
translated into four questions.
 3. What
language(s) do
other family
members speak
to the child?
There are four basic dimensions along which the
simultaneous acquisition of bilingualism in
childhood varies. These four dimensions may be
translated into four questions.
 4. What
language(s)
does the child
experience in
the
There are four basic dimensions along which the community?
simultaneous acquisition of bilingualism in
childhood varies. These four dimensions may be
translated into four questions.
ONE-PARENT
FAMILIES AND
BILINGUALISM

• A second language is often

acquired outside the home.
• In some cases, the
maintenance of a family’s
bilingualism may be challenged
by the absence of a parent.
THEORIES OF
SIMULTANEOUS
BILINGUAL
ACQUISITION
 Unitary
language
system
hypothesis
Virginia Volterra and Traute
positing that bilingual children move from a stage Taeschner (1978)
where the two languages are lexically mixed into
eventual structural differentiation between the
languages. They theorized that until age two, a
child does not differentiate between languages
 There are 3 main stages
identified by this hypothesis:
• Stage One – L1 and L2 comprise
one language system until
approximately 3 years of age.
• Stage Two – L1 vocabulary
separates from L2 but the
grammar remains as one language
• Stage Three – The language
systems become differentiated.
The child is fully bilingual
Dual language system
hypothesis
• In contrast, the dual
language system
hypothesis states that
bilinguals have a
separate system for the
L1 and L2 which they
learn right from the
start, so both languages
can be acquired
simultaneously
 • Though the simultaneous
Dominance bilingual child learns two
languages at once, this
does not mean that he or
she speaks them with
identical competence. It
is common for young
simultaneous bilinguals
to be more proficient in
one language than the
other, and this is
probably related to each
child's relative exposure
to each language.
 • In particular, children from
language minorities
(indigenous and particularly
immigrant children) are
sometimes at risk of losing
their minority language.
• With a higher status
majority language ever
present on the screen, in the
street, at school and in
shops, children quickly learn
which language has prestige,
Language Loss in Children power and preference.
THE SEQUENTIAL ACQUISITION
OF BILINGUALISM
 • Sequential acquisition of bilingualism
refers to the situation where a child
acquires a first language, and later
becomes proficient in the second
language. The sequential acquisition of
bilingualism takes us into the field of
second language acquisition. Such
THE SEQUENTIAL acquisition may be through formal or
informal means; informally through
ACQUISITION OF street, nursery school and community,
or formally through school, adult
BILINGUALISM classes and language courses. There is
no single ‘best’ route by which
learners, young or old, become
competent in a second language.
There are a variety of informal and
formal educational means of acquiring
proficiency in a second language.
 Informal Second Language
Learning

• Bilingualism is often achieved through the

informal acquisition processes of the street and
screen, neighborhood and newspaper. A child
sometimes rapidly acquires a second or third
language in addition to that of the home
without planning or intent by parents. Peers in
the street, cartoons and shows on television
are two examples of language influences that
may informally lead to bilingualism in the child
and teenager.
Formal Second Language Learning
• Where a second language is not acquired in
the community (natural second language
acquisition), the school has been the major
institution expected to produce second
language learning.
• Through second language and foreign
language lessons, via language laboratories
and computer-assisted language learning,
drill and practice routines, immersion
classes, drama and dance, the initial stages
of monolingualism to bilingualism may
occur.
 • Voluntary language classes
Formal Second Language Learning
sometimes exist for school-
age children, local
community groups have
developed extra schooling
for their children. In England
and Canada, for example,
evening classes, vacation
classes, Saturday schools
and Sunday schools are
organized by various
communities for children to
learn
 • VOLUNTARY PROVISIONS -providers are
often religious institutions
• such as synagogues, mosques, temples
and Orthodox churches. Jewish families
attending a local synagogue are often
enthusiastic for Hebrew to be taught to
their children to maintain a Jewish
Other means of identity and for religious observance

language • COMMUNITY LANGUAGE CLASSES-

acquisition Spanish, Italian, Portuguese, Greek,
Turkish, Urdu, Hindi, Panjabi and Bengal
in the United Kingdom
 • EVENING CLASSES. night schools or
classes, a second or foreign
language is taught on a once or
twice a week basis for several weeks
to several years
• ULPAN COURSES. intensive Hebrew
ADULT PROVISION Baker language course in a short time to
& Jones, 1998; Spolsky & large numbers of people as a living,
spoken language.
Shohamy, 1999)
• DISTANCE LEARNING METHODS. A
variety of media-based courses for
learning a second language are
often available to adults.
•Circumstantial bilingualism
Elective bilingualism means that
MODES OF L2 is acquired through voluntary
language learning, such as
ACQUISITION choosing to take foreign
language classes
Elective bilingualism
Circumstantial bilinguals, on the
other hand, are those who are
forced to learn a second
language due to their social,
geographical, or political
situations
 • Formal Informal Learning

MODES OF typically takes place in take place in a variety of

ACQUISITION a classroom settings outside of a
environment classroom
 • Linguists generally agree
that age of onset has an
effect on L2 proficiency
and performance, as
children who are exposed
to a second language
earlier tend to fare better
on performance tests later
in life
• SLA (second language
acquisition), with
estimates ranging
The Age Factor between 2 and 13 years of
age
A comprehensive Younger second language learners are
neither globally more nor less efficient and
and balanced successful than older learners in second
review of this language acquisition.
area is provided Children who learn a second language in
by Singleton childhood do tend to achieve higher levels of
(1989). Singleton’s proficiency than those who begin after
childhood
analysis may be
briefly In a formal classroom language learning
summarized as situation, older learners tend initially to
learn quicker than younger learners.
follows:
A comprehensive Support for foreign language
and balanced instruction at an early age in
review of this school needs to find its rationale
and support from areas other than
area is provided second language research.
by Singleton
(1989). Singleton’s In the United States, one pressure
analysis may be is for immigrant children to learn
briefly English as soon as possible
summarized as
follows:
 TRILINGUALISM

 people who are multilingual

Cenoz and Genesee
(1998)  polyglot or multilingual
CODESWITCAHING
(codemixing)when one language is mixed
with another
 Language borrowing

used to indicate
foreign loan words
or phrases that have
become an integral
and permanent part
of the recipient
Language interference language
used when people acquiring two languages
mixed their languages. “crosslinguistic
influence” (see Sharwood Smith, 1989)
 SPANISH FILIPINO ENGLISH
ventana bintana window
viaje biyahe travel
silla silya/upuan chair
queso keso cheese
diario diyaryo newspaper
estudiante estudyante/ mag-aaral student

The following terms in varied

languages:
 silya salumpuwit
suka salumpia
wheelchair salumpo
panty salungguhit
brief salonganisa
Convert the terms in “Tagalog”
 Codeswitches may be used to emphasize a
particular point in a conversation. If one word
Twelve over-lapping needs stressing or is central in a sentence, a
purposes of switch may be made.
codeswitching will
now be considered If a person does not know a word or a phrase in
(Heller, 1992; a language, that person may substitute a word
Treffers-Daller, 1992, in another language.
1994; Poplack et al.,
1988) Words or phrases in two languages may not correspond
exactly and the bilingual may switch to one language to
express a concept that has no equivalent in the culture of
the other language.
 4. Codeswitching may be used to
Twelve over-lapping reinforce a request.
purposes of
codeswitching will
now be considered 5. Repetition of a phrase or
(Heller, 1992; passage in another language may
Treffers-Daller, 1992, also be used to clarify a point.
1994; Poplack et al.,
1988) 6. Codeswitching may be used to
communicate friendship or family
bonding.
 7. In relating a conversation held
previously, the person may report the
Twelve over- conversation in the language or languages
lapping purposes
used.
of codeswitching
will now be
considered (Heller,
1992; Treffers- 8. Codeswitching is sometimes used as a
Daller, 1992, 1994; way of interjecting into a conversation.
Poplack et al.,
1988)
9. Codeswitching may be used to ease
tension and inject humor into a
conversation.
Twelve over-
10. Codeswitching often relates to a
lapping purposes change of attitude or relationship.
of codeswitching
will now be
considered (Heller,
1992; Treffers- 11. Codeswitching can also be used to
Daller, 1992, 1994; exclude people from a conversation.
Poplack et al.,
1988)
12. In some bilingual situations,
codeswitching occurs regularly when
certain topics are introduced (e.g.
money)
 • In language minority
families, children
often act as
Children as interpreters or
Language Brokers language brokers for
their parents and
others.
 • First, it can bring parental praise, reward
and status within the family for playing a
valuable role.
• Second, the child learns adult information
quickly and learns to act with some
Language brokering authority and trust. Early maturity has its
own rewards in the teenage peer group.
also has many • Third, Kaur and Mills (1993) found that
children accustomed to acting as
positive outcomes. interpreters learned to take the initiative.
• Fourth, when parents become dependent
on their children for language brokering, it
may make the family more close, trusting
and integrated.
 Fifth, the cognitive outcomes
for child language brokers
may be valuable.
Language brokering
also has many
Sixth, another advantage for
positive outcomes. the child language broker is
in character formation, for
example, possibly gaining
more empathy.
THANK YOU!