use of, multiple languages, either by an individual speaker or
by a community of speakers.Multilingualism
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Презентация на тему Multilingualism
Содержание
- 2. is the act of using, or promoting
- 3. Multilingual speakers outnumber monolingual speakers in the world's
- 4. A multilingual person is one who can communicate in
- 5. The terms bilingual and trilingual are used
- 6. Poly (Greek: πολύς) means "many",glot (Greek: γλώττα) means "language".What is a multi-lingual person?
- 7. Multilingual speakers have acquired and maintained at
- 8. Children acquiring two languages are called simultaneous
- 9. There is a possibility for a child
- 10. ExampleAn English-speaking father married to a Mandarin Chinese speaking
- 11. Some group of academics argues for the
- 12. Another group of academics argues for the minimal
- 13. Bilingualism as an individual attribute:a psychological state
- 14. Bilingualism as a societal attribute:two languages are
- 15. “Even if someone is highly proficient in
- 16. Linguists have distinguished various types of multilingual
- 17. Compound Bilingualswords and phrases in different languages
- 18. Coordinate BilingualsWords and phrases in the speaker's
- 19. In these individuals, one language, usually the
- 20. In these individuals, one language, usually the
- 21. A sub-group of the latter is the subordinate bilingual,
- 22. Many theorists are now beginning to view
- 23. Distractive bilingualismorSemilingualism.Cognitive Ability
- 24. When acquisition of the first language is
- 25. Literacy plays an important role in the
- 26. Receptive bilinguals are those who have the
- 27. Receptive bilingualism is not the same as mutual
- 28. Widespread multilingualism is one form of language contact.Multilingualism
- 29. When all speakers are multilingual, linguists classify
- 30. When all speakers are multilingual, linguists classify
- 31. DiglossiaIf there is a structural functional distribution
- 32. Ambilingualisma region is called ambilingual if this
- 33. AmbilingualismExample:Malaysia and Singapore, which fuses the cultures of Malays, China, and India.Multilingualism within Communities
- 34. Bipart-lingualismif more than one language can be
- 35. Some multilinguals use code-switching, a term that describes
- 36. Sequential modelIn this model, learners receive literacy
- 37. Sequential modelIn this model, learners receive literacy
- 38. Bilingual modelIn this model, the native language
- 39. Coordinate modelThis model posits that equal time
- 40. Cummins' research concluded that the development of
- 41. Early vs. Late bilingualsEarly bilingual:someone who has
- 42. Balanced vs. Dominant bilingualsBalanced bilingual: someone whose
- 43. Successive vs. Simultaneous bilingualsSuccessive bilingualism: Learning one
- 44. Successive vs. Simultaneous bilingualsSimultaneous bilingualism: Learning two
- 45. Successive vs. Simultaneous bilingualsReceptive bilingualism: Being able
- 46. Additive vs. Subtractive bilingualsAdditive bilingual: The learning
- 47. Elite vs. Folk bilingualsElite bilingual: Individuals who
- 48. Cummins' research concluded that the development of
- 49. Скачать презентацию
- 50. Похожие презентации
is the act of using, or promoting the use of, multiple languages, either by an individual speaker or by a community of speakers.Multilingualism
Слайд 3 Multilingual speakers outnumber monolingual speakers in the world's population.
Multilingualism is becoming a social phenomenon governed by the
needs of globalization and cultural openness.Multilingualism
Слайд 4 A multilingual person is one who can communicate in more
than one language, be it actively (through speaking, writing,
or signing) or passively (through listening, reading, or perceiving).What is a multi-lingual person?
Слайд 5 The terms bilingual and trilingual are used to
describe comparable situations in which two or three languages
are involved. A multilingual person is generally referred to as a polyglot.What is a multi-lingual person?
Слайд 6
Poly (Greek: πολύς) means "many",
glot (Greek: γλώττα) means "language".
What is
a multi-lingual person?
Слайд 7 Multilingual speakers have acquired and maintained at least
one language during childhood, first language (L1).
The first language
(the mother tongue) is acquired even without formal education. What is a multi-lingual person?
Слайд 8
Children acquiring two languages are called simultaneous bilinguals.
Take
note!
In the case of simultaneous bilinguals, one language usually
dominates over the other.What is a multi-lingual person?
Слайд 9 There is a possibility for a child to
become naturally trilingual by having a mother and father
with separate languages being brought up in a third language environment.What is a multi-lingual person?
Слайд 10
Example
An English-speaking father married to a Mandarin Chinese speaking mother
with the family living in Hong Kong, where the community
language (and primary language of education) is Cantonese.If the child goes to a Cantonese medium school from a young age, then trilingualism will be the result.
What is a multi-lingual person?
Dad
English
Son
Mandarin
English
Cantonese
Mom
Mandarin
School
Cantonese
Слайд 11 Some group of academics argues for the maximal
definition of multilingualism.
Maximal: Speakers are as proficient in one
language as they are in others and have as much knowledge of and control over one language as they have of the others.Varied Perspective of Multilingualism
Слайд 12 Another group of academics argues for the minimal definition
of multilingualism, based on use.
Minimal: Tourists who can
successfully communicate phrases and ideas even if not fluent in the native language of the foreign land can be considered as bilinguals.Varied Perspective of Multilingualism
Слайд 13
Bilingualism as an individual attribute:
a psychological state of
an individual who has access to two language codes
to serve communication purposes.Individual vs. Societal Multilingualism
Слайд 14
Bilingualism as a societal attribute:
two languages are used
in a community and that a number of individuals
can use two languages.Individual vs. Societal Multilingualism
Слайд 15 “Even if someone is highly proficient in two
or more languages, his or her so-called communicative competence or ability
may not be as balanced”Comparing Two Multilingual Speakers
Слайд 16 Linguists have distinguished various types of multilingual competence,
which can be put into two categories:
Compound Bilinguals
Coordinate Bilinguals
Comparing
Two Multilingual Speakers
Слайд 17
Compound Bilinguals
words and phrases in different languages are
with the same concepts.
Example: 'chien' and 'dog' are two
words for the same concept for a French-English speaker of this type. These speakers are usually fluent in both languages.Comparing Two Multilingual Speakers
Слайд 18
Coordinate Bilinguals
Words and phrases in the speaker's mind
are all related to their own unique concepts.
Thus a
bilingual speaker of this type has different associations for 'chien' and for 'dog‘.Comparing Two Multilingual Speakers
Слайд 19 In these individuals, one language, usually the first
language, is more dominant than the other, and the
first language may be used to think through the second language.Comparing Two Multilingual Speakers
Слайд 20 In these individuals, one language, usually the first
language, is more dominant than the other, and the
first language may be used to think through the second language.Comparing Two Multilingual Speakers
Слайд 21 A sub-group of the latter is the subordinate bilingual, which
is typical of beginning second language learners.
Comparing Two Multilingual
SpeakersСлайд 22 Many theorists are now beginning to view bilingualism
as a "spectrum or continuum of bilingualism" that runs
from the relatively monolingual language learner to highly proficient bilingual speakers who function at high levels in both languages (Garland, 2007).Comparing Two Multilingual Speakers
Слайд 24 When acquisition of the first language is interrupted
and insufficient or unstructured language input follows from the
second language, as sometimes happen with immigrant children, the speaker can end up with two languages both mastered below the monolingual standard.Cognitive Ability
Слайд 25 Literacy plays an important role in the development
of language in these immigrant children.
Those who were
literate in their first language before arriving, and who have support to maintain that literacy, are at the very least able to maintain and master their first language.Cognitive Ability
Слайд 26 Receptive bilinguals are those who have the ability
to understand a second language, but do not speak
it.Receptive Bilingualism
Receptive bilinguals may rapidly achieve oral fluency when placed in situations where they are required to speak the language.
Слайд 27 Receptive bilingualism is not the same as mutual intelligibility,
which is the case of a native Spanish speaker
who is able to understand Portuguese, or vice versa, due to the high lexical and grammatical similarities between Spanish and Portuguese.Receptive Bilingualism
Слайд 28
Widespread multilingualism is one form of language contact.
Multilingualism was
more common in the past. In early times, when
most people were members of small language communities, it was necessary to know two or more languages necessary for trade.Multilingualism within Communities
Слайд 29 When all speakers are multilingual, linguists classify the
community according to the functional distribution of the languages
involved:Diglossia
Ambilingualism
Bipart-lingualism
Multilingualism within Communities
Слайд 30 When all speakers are multilingual, linguists classify the
community according to the functional distribution of the languages
involved:Diglossia
Ambilingualism
Bipart-lingualism
Multilingualism within Communities
Слайд 31
Diglossia
If there is a structural functional distribution of
the languages involved, the society is termed 'diglossic'. Typical
diglossic areas are those areas where a regional language is used in informal, usually oral, contexts, while the state language is used in more formal situations.Multilingualism within Communities
Слайд 32
Ambilingualism
a region is called ambilingual if this functional
distribution is not observed. In a typical ambilingual area
it is nearly impossible to predict which language will be used in a given setting.Multilingualism within Communities
Слайд 33
Ambilingualism
Example:
Malaysia and Singapore, which fuses the cultures of Malays, China, and India.
Multilingualism within
Communities
Слайд 34
Bipart-lingualism
if more than one language can be heard
in a small area, but the large majority of
speakers are monolinguals, who have little contact with speakers from neighboring ethnic groups, an area is called 'bipart-lingual'.Multilingualism within Communities
Serbia, Greece, Macedonia, Montenegro, Croatia, Bosnia, etc.
Слайд 35 Some multilinguals use code-switching, a term that describes the
process of 'swapping' between languages.
In many cases, code-switching
is motivated by the wish to express loyalty to more than one cultural group.Multilingualism Between Different Language Speakers
Слайд 36
Sequential model
In this model, learners receive literacy instruction
in their native language until they acquire a "threshold"
literacy proficiency. Some researchers use age 3 as the age when a child has basic communicative competence in L1 (Kessler, 1984).Multilingualism at a Linguistic Level:
Models for Native Language Literacy Program
Слайд 37
Sequential model
In this model, learners receive literacy instruction
in their native language until they acquire a "threshold"
literacy proficiency. Some researchers use age 3 as the age when a child has basic communicative competence in L1 (Kessler, 1984).Multilingualism at a Linguistic Level:
Models for Native Language Literacy Program
Слайд 38
Bilingual model
In this model, the native language and
the community language are simultaneously taught. The advantage is
literacy in two languages as the outcome. However, the teacher must be well-versed in both languages and also in techniques for teaching a second language.Multilingualism at a Linguistic Level:
Models for Native Language Literacy Program
Слайд 39
Coordinate model
This model posits that equal time should
be spent in separate instruction of the native language
and of the community language. The native language class, however, focuses on basic literacy while the community language class focuses on listening and speaking skills.Multilingualism at a Linguistic Level:
Models for Native Language Literacy Program
Слайд 40 Cummins' research concluded that the development of competence
in the native language serves as a foundation of
proficiency that can be transposed to the second language — the common underlying proficiency hypothesis.
Слайд 41
Early vs. Late bilinguals
Early bilingual:
someone who has acquired
two languages early in childhood (usually received systematic training/learning
of a second language before age 6).Late bilingual:
someone who has become a bilingual later than childhood (after age 12).
Слайд 42
Balanced vs. Dominant bilinguals
Balanced bilingual:
someone whose mastery
of two languages is roughly equivalent.
Dominant bilingual:
someone with
greater proficiency in one of his or her languages and uses it significantly more than the other language.Semilingual:
someone with insufficient knowledge of either language.
Слайд 43
Successive vs. Simultaneous bilinguals
Successive bilingualism:
Learning one language
after already knowing another. This is the situation for
all those who become bilingual as adults, as well as for many who became bilingual earlier in life. Sometimes also called consecutive bilingualism.
Слайд 44
Successive vs. Simultaneous bilinguals
Simultaneous bilingualism:
Learning two languages
as "first languages". That is, a person who is
a simultaneous bilingual goes from speaking no languages at all directly to speaking two languages. Infants who are exposed to two languages from birth will become simultaneous bilinguals.
Слайд 45
Successive vs. Simultaneous bilinguals
Receptive bilingualism:
Being able to
understand two languages but express oneself in only one.
This is generally not considered "true" bilingualism but is a fairly common situation.
Слайд 46
Additive vs. Subtractive bilinguals
Additive bilingual:
The learning of
a second language does not interfere with the learning
of a first language. Both languages are well developed.Subtractive bilingual:
The learning of the second language interferes with the learning of a first language. The second language replaces the first language.
Слайд 47
Elite vs. Folk bilinguals
Elite bilingual:
Individuals who choose
to have a bilingual home, often in order to
enhance social status.Folk bilingual:
Individuals who develop second language capacity under circumstances that are not often of their own choosing, and in conditions where the society does not value their native language.
Слайд 48 Cummins' research concluded that the development of competence
