Definition of Bilingualism and Bilingual Education - Assignment Example

Discussion Forum Name Institution Date Discussion Forum Bilingualism and Bilingual Education Topic 3.3 The process of going back and forth from one language to another that is engaged by most bilinguals is known as code switching. Bilingual speakers engage in the process of code switching naturally in the process of communication. Code switching therefore is considered as a necessary skill among the bilinguals that forms a characteristic of fluency in speech among the bilingual speakers. The process of code switching makes an assumption that whenever two or more codes exist the choice of a marked environmental setting for the purpose of differentiating it with unmarked environmental setting. Hence apart from code switching being considered as a symbol of insufficiency in language usage or deficiency of understanding it is regarded as an essential skill among the fluent bilinguals (Garret, 2009). The selection of a particular code is motivated through the marking of particular codes and assigning a social meaning to the code. Through the procedure of code selection in a particular code switching environmental setting bilinguals are in a position of exchanging interpersonal skills and associations. The process of code switching therefore involves the process of assigning certain social meaning to particular codes in the process of communication so as to facilitate interpersonal relationships and associations between bilinguals. Code switching is an important aspect among the bilinguals that involves the capability of a bilingual to choose the language in reaction to exterior signs and in accordance to the assets of the linguistic scheme (Hampel & Pleines 2013). Topic 3.5 Bilinguals engage in a varied use and competence in the languages in which they engage in. Therefore each language has a different linguistic feature that the bilinguals have to consider in the process of interaction. Language and interaction process involves assigning different meanings to words and phrases in the process of communication. In this case different languages assign different meaning to various words and phrases in the process of communication. When different words are assigned different meanings in the communication process translation becomes difficult as bilinguals need to switch between different meanings of words within different context of the languages. The process of switching between different codes and meanings within different languages leads to the loss of meaning of different words and phrases in the translation and communication process. Translation therefore involves internalization of different words and meanings in a different language with different meanings in varied words and phrases. The translation process in some instances leads to loss of meaning or distorted meaning of words and phrases. Hence it is important to note that a lot in terms of language features and meanings is lost during the translation process of the bilinguals. The process of translations involves the loss of certain linguistic aspects and features (Otto & Pusack 2009). Topic 4.1 Language education involves the process through which language acquisition takes place. Hence the main process of language acquisition is through education. It is argued that the early years of an individual plays an important role in language acquisition as opposed to the later years. Generally the main experience of language education involves a situation whereby the second language is acquired by the learner while the first language is retained. Thus in this process the learner is considered as a bilingual due to the fact that both languages are retained by the learner. In the education system the process whereby the learner acquires the second language but retains the initial language is referred to as an additive model of language learning (Son, 2007). The model therefore involves the process whereby the second language is added to an individual and the two languages that an individual has acquired are maintained. This model is mostly used in formal language education process whereby the students learn for instance English as a second language while at the same time maintaining their initial language. This model fosters a strong bilingual foundation. This is due to the fact that during the process of language education an individual acquires competence in both languages. The competences acquired in the process of learning ensure that an individual is able to communicate and make associations effectively within the languages that they have acquired proficiency and competence (Hubbard, 2013). Topic 4.2 In relation to the case study the parent should be made aware of the importance of his son learning English as a second language since all subjects in his school are taught in English as opposed to seeking for a school with an indigenous background. The process of language education especially in second language education is successful in early years of an individual. In this case the child being in grade 2 will acquire English as a second language more easily as opposed to the acquisition of the language later in life. The family also plays an important role in the child’s acquisition of the second language. The process of translanguaging is an important aspect that should be engaged in language learning process. Translanguaging involves all the family members. Translanguaging is an essential process especially among the language minority groups. Thus it is important to translanguage for the purpose of making out meanings and sense out the words and phrases. The process also facilitates the communication and association process between the language minority and majority groups in the society. The process will enable the child in the early years to effectively deal with the problems associated with second language learning process (Blake, 2011). Topic 4.3 Skutnabb-Kangas argues that a successful principle in bilingual education involves the concept that the instructors need to be bilingual. Hence bilingual type of education involves the use of two languages in the process of instruction. He further argued that the main advantage or the success of the bilingual education lies in the fact that the instructor is in a better position of understanding the cognitive and linguistic features in a language that the instructor is teaching. In any society the education system functions in the language of the majority that involves the type of language that is used and understood by the majority of the student population. The instructor therefore need to be bilingual in the sense that it will enable the minority groups within the classroom setting to be accommodated and the difficulty in language learning to be understood by the instructor. Within the minority groups in education system the target language is only spoken within the classroom context while the majority group the target language is spoken and used at both the classroom level and outside classroom contexts. In this case the bilingual nature of the instructor enables the full comprehension of both the foreign language or the second language situations of the students under instruction (Skutnabb-Kangas, 2004). Topic 5.1 Norm-referenced and criterion based involves two major testing methods among the bilinguals in the education system. Both the testing methods impact on the bilingual knowledge and skills in regards to language competence. Criterion based testing methodology involves the comparison of a specific knowledge and skills that is measured by the test in relation to the bilingual proficiency in regards to the similar knowledge and skills. Therefore the tests involve what the students capability in terms of language in relation to particular type of knowledge and skills. This type of test therefore makes a description in terms of capability of a bilingual within a specific level of performance. Norm referenced type of test on the other hand involves the comparison between a bilingual performance with other bilingual students. In this case the test is measured in relation to the level of performance between different bilinguals. Hence norm referenced compares bilingual performance without much regard to definite content. Despite the fact that norm referenced type of test presents important information regarding a bilingual score in comparison to the scores of a comparable group for instance same grade students within a particular class. However, the major weakness of norm referenced test is the fact that the test interpretations do not give a clear picture of mastery of a bilingual in a specific course or grade (Stockwell & Tanaka-Ellis 2012). Topic 5.2 Language testing is a process that is engaged in testing the proficiency in terms of skills and knowledge on individuals within a particular setting. Language testing however is regarded as a political tool that is engaged in the excise of power within the society rather that a tool in the language proficiency of bilingual skills of an individual within the society. The testing procedure therefore involves the use of census as an instrument that presents data in relation to language use within a population census. The census information presents an individual’s data in relation to mother tongue and other language(s) known by the respondents. Census as an instrument is mostly initiated by governments for the purposes of enacting language policies and for political boundaries purposes. For instance in some societies political boundaries are created in relation to the linguistic communities within a particular society. However, political boundaries in many cases may not essentially equivalent with linguistic and cultural approaches. Hence the testing procedures of linguistics through the use of tools such as census and survey are mainly done for political reasons. The political reasons involve the creation of political territories and the formulation of political based policies that govern the society at large (Bax, 2011). Topic 5.3 In any societal setting there is always the existence of the majority and minority groups. Therefore within the social setting there is the existence of both the bilinguals and linguistic minority groups. These two groups enjoy certain privileges and advantages as a result of their language status in the society. At the national level policies are usually formulated with the majority population or group in mind. In this case majority of the policies formulated at the national level favor the bilinguals or the majority group within the society. In many cases the plight of the minority groups are forgotten while the majority get the major share or favorability in terms of policy formulation and implementation at the national level. Census is conducted to ascertain both the majority and minority groups for the purposes of formulation of policies. At the institution or school level there is also the existence of both the majority and minority group of students. In this case the majority group of students involves the students that engage in native language or the language of the environmental setting of the school. This group of students are favored in terms of the school education system as opposed to the minority group of students as they are required to learn a second language for instance English in the process of learning or education system. At the lower level of the classroom setting the minority groups do both receive the same treatment as the majority group. Thus the education system favors the majority group as opposed to the minority group that has to struggle with the education system and classroom activities (Davies,Otto & Ruschoff 2012). Topic 5.4 Bilingual education involves the process whereby instructions are given with the use of two languages. In this case the majority language is used in the education system. The minority group therefore has to learn the majority language so as to facilitate the learning process within the education system. Bilingualism therefore involves the process whereby individuals have to learn a second language. The second language therefore is gained in terms of its competence and proficiency. In this case a student may be bilingual but not necessarily bicultural in nature. The bilingual nature may be acquired in terms of linguistics as opposed to the cultural aspects of the language being gained by the learner. It is therefore important to note that bilingual education and bilingualism are closely related in the sense that bilingualism involves the process of acquisition of two language proficiencies that is acquired through the education system. During the early years of an individual the acquisition of language is essential as the second language can be acquired more easily as compared to the acquisition of language later in life. The course is important in the sense that it allows individuals to be aware of the advantages of bilingualism and the appropriate time of the acquisition of the bilingual education as bilingualism is mostly acquired through formal means of education process (MacDonald, 2011). References Skutnabb-Kangas, T.: 2004, "How (unnecessary) political tension leads to confusion, controversies, inconsistencies and, ultimately, lack of linguistic human rights in education. Five years of monitoring the Framework Convention for the Protection of National Minorities. Strasbourg: Council of Europe Publishing, 234-254. Davies, G., Otto, S. E. K., & Ruschoff, B. (2012). Historical perspectives on CALL. In M. Thomas, H. Reinders, & M. Warschauer (Eds.), Contemporary computer-assisted language learning (pp. 19-38). Bax, S. (2011). Normalisation revisited: the effective use of technology in language education. International Journal of Computer-Assisted Language Learning and Teaching, 1 (2), 1- 15. from http://www.irma-international.org/viewtitle/53797/. Stockwell, G., & Tanaka-Ellis, N. (2012). Diversity in environments. In G. Stockwell (Ed.), Computer assisted language learning: diversity in research and practice (pp. 71-89). Retrieved from http://ezproxy.usq.edu.au/login?url=http://www.USQ.eblib.com.au/EBLWeb/patron/Full Record.aspx?=P_862405_0. Blake, R. J. (2011). Current trends in online language learning. Annual Review of Applied Linguistics, 31, 19-35. from http://ezproxy.usq.edu.au/login?url=http://journals.cambridge.org/action/displayFulltext?t ype=1&pdftype=1&fid=8364394&jid=APL&volumeId=31&issueId=-1&aid=8364392. Garrett, N. (2009). Computer-assisted language learning trends and issues revisited: integrating innovation. The Modern Language Journal, 93 (Winter), 719-740. Retrieved from Communication & Mass Media Complete database. Hubbard, P. (2013). Making a case for learner training in technology enhanced language learning environments. CALICO Journal, 30 (2), 163-178. from https://calico.org/html/article_1082.pdf. Otto, S. E. K., & Pusack, J. P. (2009). Computer-assisted language learning authoring issues. The Modern Language Journal, 93 (Winter), 784-801. Retrieved from Communication & Mass Media Complete database. Hampel, R., & Pleines, C. (2013). Fostering student interaction and engagement in a virtual learning environment: an investigation into activity design and implementation. CALICO Journal, 30 (3), 342-370. from http://journals.sfu.ca/CALICO/index.php/calico/article/view/975. Son, J. (2007). Learner experiences in web-based language learning. Computer Assisted Language Learning, 20 (1), 21-36. Retrieved from Academic Search Complete database. Stanley, G. (2013). Language learning with technology: ideas for integrating technology in the classroom (pp. 9-23). Cambridge, Cambridgeshire: Cambridge University Press. MacDonald, L. (2011). The virtual language lab: virtually painless simply real. The IALLT Journal for Language Learning Technologies, 41 (1), 137-160. from http://www.iallt.org/iallt_journal/the_virtual_language_lab_virtually_painless_simply_re al. Read More