3-b Learn, Play and Grow together

Sunday, November 26, 2023

Multilingualism and Bilingual education

1.Multilingaulism and bilingualism.

The terms bilingual and multilingual are widely used to refer to individuals who have obtained the ability to use more than one language. Multilanguage users are defined as individuals who obtain communicative competence in more than one language, with various degrees of proficiencies, in oral and/or written forms, in order to interact with speakers of one or more languages in a given society. One type of multilanguage user uses two languages and is referred to as 'bilingual', while 'multilingual' describes users proficient in more than two languages, such as trilingual, quadrilingual, and others. Multilingualism is widespread, with approximately 65% of the population being bilingual or multilingual. Throughout human history, speaking multiple languages was far more commonplace.

2.My personal experience.

My interest in studying multilingualism and bilingual education sparked from raising my four sons, who are bilingual. They were born and educated in the USA, and upon our return to Estonia, they began learning Estonian while maintaining Russian as our native language. Observing their language practices stirred confusion and concern within me; they didn't speak English or Russian flawlessly but often mixed the languages. I questioned whether this indicated a lack of proficiency in either language. At that time, I wasn't familiar with the term "code-switching."

During my master's program, I was assigned to watch a TED Talk presented by linguist Professor Kim Potowski, delving into issues surrounding bilingual education and multilingualism within families. Watching her presentation provided clarity to many of the queries I had.

3. Summary and reflection on "No child left monolingual."

In the TED Talk, "No Child Left Monolingual" by linguist Kim Potowski, the discussion revolves around multilingualism, language ideologies, and their intersection with immigration in the USA, particularly focusing on bilingual transitional programs for immigrant children. Potowski challenges two prevailing myths: the societal and individual damage caused by multilingualism.

She begins by examining the status of immigrant heritage languages. A typical picture unfolds as follows:

1. First Generation (immigrants from a foreign country) usually tend to be monolingual in their heritage language.

2. Second Generation (children of immigrants) typically become bilingual, although English predominates due to school attendance.

3. Third Generation (grandchildren of immigrants) presents three scenarios: Group A develops proficiency in their heritage language, Group B, though receptive bilinguals, struggle to speak it fluently, and Group C exhibits zero proficiency. This progression is termed "generation shift," leading to communication challenges between grandchildren and their parents.

This raises crucial questions posed by the professor: Do we truly wish to evolve into a monolingual nation?

Professor Potowski evaluates various educational programs in American schools: English-only immersion, bilingual programs (25% heritage language, 75% English), and two-way immersion (90% heritage language in early grades). Her analysis reveals that students receiving more instruction in their heritage language outperform their peers in bilingual or full-immersion classes in all subjects. She emphasizes that stronger instruction in the heritage language correlates with better performance in English.

In conclusion, Potowski dispels myths: bilingualism doesn't harm society, and abandoning the home language doesn't accelerate English learning.

In other words, bilingualism is absolutely an advantage both to individuals and to society.

Estonia has a governmental trend towards fostering a monolingual society and promoting monolingual education in the Estonian language. I anticipate significant challenges associated with this initiative. Firstly, there is a possibility of increased anxiety among students who do not have a basic understanding of the Estonian language.

Secondly, I foresee a significant knowledge gap in academic achievement between those who speak Estonian as their first language and those who must understand content and instructions in a foreign language.

I would propose that our educational authorities consider examining the educational models used in the US education system, evaluating the outcomes of these programs, and making decisions based on such evaluations.

The final question I would suggest our educational authorities ask themselves is:

“Do we really want to be a monolingual society, or do we aim to be an Estonian-plus country?"

English as a lingua franca

Radio program analysis.BBC on English as a lingua franca 'The Battle for English' https://www.bbc.co.uk/sounds/play/m000gkv4

The Global Influence of English as a Lingua Franca

In today's world, English stands out as the dominant language, serving as the language of negotiation, trade, and international communication - essentially, the global lingua franca. The term "lingua franca," also known as a bridge language, common language, trade language, or auxiliary language, captures its pivotal role.

The reasons behind English's current dominance and whether it has always held this position were explored in the BBC radio program, 'The Battle for English.' Linguistics expert Professor David Crystal sheds light on the main factors contributing to English's rise as a lingua franca, which he refers to as "powers." These powers are fourfold.

The first power lies in political or military influence, with the British Empire spreading the language worldwide since the 16th century, a legacy that continues today with the reinforcement of American power. The second power relates to scientific and technological advancements, often associated with the industrial revolution. The third power stems from economic influence, and the fourth power is cultural, exemplified by the fact that about 80% of movies are produced in English.

The question arises: Was English always this dominant, or did other languages hold sway throughout history? Will English remain the lingua franca for an extended period? I totally agree with the idea that English might not always be the top language. Looking at history, we can see that even big languages like Greek, Latin, and French had their time and then changed. Nicholas Oster makes a good point about English not being as secure as we might think. It's interesting to consider that Chinese Mandarin or Spanish could become the next widely used language.

The Indispensability of English Today

Regardless of English's future, its current significance is evident. Numerous schools worldwide teach English as a foreign language, highlighting its perceived indispensability for students globally. The overwhelming demand for English education stems from several compelling reasons.

Firstly, English serves as the language of international communication, with over 2,5 billion people using it daily. It is the official language in 67 countries, making it a crucial tool for cross-cultural interaction. Secondly, English's role in global business cannot be overstated. Major corporations have designated it as their official language, emphasizing its importance for career success. Thirdly, English provides access to a vast array of entertainment, from blockbuster films to bestselling books and music. Lastly, it is the language of the internet, with 65% of the world's population using English online.

Challenges in Modern English as a Lingua Franca

However, the surge in non-native English speakers raises concerns about the potential dilution of the language. Professor Jenny Jenkins, a linguistics expert, suggests that users of English as a Lingua Franca (ELF) know the rules but choose not to use them. I disagree with her on this point. As a non-native English speaker myself, I don't believe it's a matter of choice because everyone wants to speak correct English. The real reason for incorrect English lies in the way we learn and teach English in ESL classrooms.

Students are taught grammar rules and are expected to apply them when they speak. However, this approach doesn't work effectively. Grammar rules might work well in tests where students can focus on the form, think about correctness, and analyze sentences with time on their side. However, in spoken language, people don't have that luxury of time. In other words, applying grammar correctly in spoken language is extremely challenging.

Balancing Accuracy and Fluency in Language Teaching

Taking all of the above into account, another question arises: What is more important in language teaching - accuracy or fluency? What should be prioritized?

Accuracy in language learning refers to how correctly learners use the language system, encompassing grammar, pronunciation, and vocabulary. On the other hand, fluency is about how smoothly a learner can express themselves, indicating how well they can communicate without pauses or hesitation. The majority of learners aim to use their language skills outside of the classroom.

In this context, the answer to the question of whether accuracy or fluency is more important becomes clear—it's fluency. As long as students are accurate enough to be understood, the emphasis should be on building fluency. Developing confident and competent communicators takes precedence.

Conclusion: English's Changing Role Around the World

The path of English as a lingua franca reflects the dynamic interaction of historical, political, economic and cultural factors. Its current indispensability is evident due to its role in international communications, business, entertainment and the digital sphere. Let's hope that English will continue to exist as an international language for a long time to come.

Questions.

1.Do you think English will continue as a Lingua Franca after Brexit? Why/Why not? What might change?

I don't think it will make a big difference if Britain leaves or stays. People all over the world use English as a common language, and they will keep using it even if Britain is no longer part of the European Union. This is because English is more than just about politics; it's a language that helps people communicate.

Even if there are changes in how Britain relates to other countries, I believe English will still be a language that everyone understands. So, even with Brexit, English will likely stay important for talking with people from different places, doing business, and more.

2.If you are a non-native speaker, what is your own reason for learning English? Do you use it as a Lingua Franca or with Native Speakers?In what way is speaking English with other non-native speakers different/the same?

As a non-native English speaker, my motivation for learning the language has been shaped by various life experiences. Originally hailing from Russia, I currently reside in Estonia, where English has become an essential tool for communication, particularly in official contexts such as contacting banks or law offices. Due to the limited prevalence of Russian speakers in these situations, English serves as a shared language.

I didn't have clear reasons for learning English at first; it just happened gradually.Beginning in school and continuing through university, my proficiency further developed during a decade-long stay in America. Today, English is not only a means of communication with native speakers but also serves as a lingua franca when engaging with other non-native English speakers, such as fellow residents in Estonia.

Saturday, November 25, 2023

Age, language learning and some myths

Introduction:

In the world of language learning, age is often seen as a decisive factor in success. However, it's time to dispel some prevalent myths and misconceptions surrounding age and language acquisition. Contrary to popular belief, the ability to learn a new language isn't exclusive to the young; adults can be proficient language learners too.

Myth 1: Children Learn Faster

One widely held belief is that children outpace adults in language acquisition. However, research sponsored by the US Department of Education challenges this notion. While children may eventually achieve native-like fluency, adults, especially in the initial stages, often learn languages more rapidly. This undermines the idea that youth always equates to better language learning.

Myth 2: Decline in Learning Ability with Age

Another common misconception is that learning ability diminishes with age. Contrary to this, studies reveal that as long as older individuals remain healthy, there's no substantial decline in their ability to learn. In fact, adults possess unique advantages, such as developed cognitive systems, making them efficient language learners.

The Older Language Learner Report:

The "Older Language Learner" report underscores the pivotal role of the learning context for adults. While challenges like hearing and vision loss may exist, the report suggests that addressing these through adjustments in the learning environment is crucial. Emphasizing effective teaching methods and paying attention to affective factors prove that older adults can indeed excel in language learning.

Critical Period Hypothesis: Challenging the Age Barrier:

The Critical Period Hypothesis suggests a specific time frame in which language learning is purportedly easier. Carmen Muñoz challenges this theory, especially concerning age. Contrary to the belief that younger learners are always superior, Muñoz's research indicates that adults, due to their unique skills, can learn faster, more efficiently, and have better cognitive abilities.

Muñoz highlights the significance of motivation in language learning, debunking the notion that only children can become highly proficient in a new language. Her research underscores that adults can be adept language learners at any age.

Perspectives from Polyglot Steve Kaufmann:

Polyglot Steve Kaufmann shares a similar perspective, asserting that age is more of a mindset than a barrier in language learning. Kaufmann contends that adults can learn languages quickly, even outpacing children, due to their larger vocabulary and more reference points in their native language. He emphasizes the importance of a motivated mindset and provides key strategies for language acquisition, challenging the belief that learning becomes harder past one's 20s.

Conclusion:

In conclusion, the collective findings indicate that age is not a hindrance to language learning. There's no decline in the capacity to learn as individuals age, and, aside from minor factors, the age of adult learners doesn't significantly impact language acquisition. The crucial factor influencing adults' language learning ability is the learning environment.

Contrary to common beliefs, older adults can excel as foreign language learners. Making language learning accessible for older adults involves changing learning approaches, understanding emotions, and implementing effective teaching methods. Ultimately, the key takeaway is that a motivated mindset and approach matter more than age in language acquisition. It's time to celebrate the diversity of language learners and foster inclusive environments that empower individuals of all ages to thrive in their language-learning endeavors.

Refernces:

1. Author: Schleppegrell, Mary Source: ERIC Clearinghouse on Languages and Linguistics Washington DC.

2. Myths surrounding age and language learning https://www.youtube.com/watch?v=zLd9efUhGTQ

3. Language learning-Does Age Matter?https://www.youtube.com/watch?v=VLz9-jlJ-fA