THE THE BILINGUAL BILINGUAL

CHILDCHILD

EBRU GÜRSOYEBRU GÜRSOY(2007177027)(2007177027)

GÜLDEN BORANGÜLDEN BORAN(2007177050)(2007177050)İPEK BİLGİNİPEK BİLGİN

(2006177146)(2006177146)

BilingualismBilingualism is the ability to is the ability to speak or write fluently in two speak or write fluently in two languages. languages.

It refers to those children who It refers to those children who speak/have been spoken to in speak/have been spoken to in two languages in the home two languages in the home since birth and who are spoken since birth and who are spoken to in only or both of those two to in only or both of those two languages at daycare or schoollanguages at daycare or school

Aside from the obvious Aside from the obvious advantage of being able to advantage of being able to

speak more than one speak more than one language,it impacts the child language,it impacts the child positively in the sense of self positively in the sense of self

esteem ,future job esteem ,future job opportunities and ability to opportunities and ability to

live and travel abroad.live and travel abroad.

There are two major There are two major patterns inpatterns in

bilingual language bilingual language acquisition:acquisition:

Simultaneous BilingualismSimultaneous BilingualismSequential Bilingualism.Sequential Bilingualism.

In In simultaneous simultaneous bilingualism,bilingualism,the child the child acquires two languages at the acquires two languages at the same time before the age of 3 same time before the age of 3 yearsyears

In the first stage they may mix In the first stage they may mix words or parts of words from words or parts of words from both languages in the first both languages in the first stage.stage.

e.g. I like e.g. I like dondurmadondurma

Stage 2 occurs at 4 years Stage 2 occurs at 4 years and older when and older when distinction between the distinction between the two languages takes place two languages takes place ,and the child uses each ,and the child uses each language seperatelylanguage seperately

e.g. e.g. I like ice-cream.I like ice-cream.

Dondurmayı seviyorum.Dondurmayı seviyorum.

Sequential bilingualismSequential bilingualism also occurs before the also occurs before the child is 3 years old, but child is 3 years old, but the child can draw on the the child can draw on the knowledge and experience knowledge and experience of the first language while of the first language while acquiring the second acquiring the second languagelanguage

Ages of bilingual Ages of bilingual acquisitonacquisiton One way of One way of

categorizing types of categorizing types of bilingual acquisition is bilingual acquisition is by the age at which the by the age at which the

two languages are two languages are acquired- acquired- infants, infants,

child, adoloscent, and child, adoloscent, and adult.adult.

Infant or early bilingual acquisiton

involves the child learning two languages virtually simultaneosly from the outset. Sometimes this

results from having parents who have different native languages, but also speak

the other parent’s language.

Early age of bilingual exposure has Early age of bilingual exposure has a significant impact on multiple a significant impact on multiple aspects of a child’s development: aspects of a child’s development: linguistic, cognitive and linguistic, cognitive and reading.Children who experince reading.Children who experince early and extensive exposure to early and extensive exposure to both of their languages quickly both of their languages quickly grasp the fundamentals of both of grasp the fundamentals of both of their languages and in a manner their languages and in a manner similar to that of monolingual similar to that of monolingual language learnerslanguage learners

Child bilingual Child bilingual acquisitonacquisiton may start may start quite early in life, but quite early in life, but involves the successive involves the successive acquisition of two acquisition of two languages, as do languages, as do adolescent and adult adolescent and adult bilingualismbilingualism. .

This may be occasioned by This may be occasioned by the family moving to the family moving to

another country, the arrival another country, the arrival of a caregiver who speaks a of a caregiver who speaks a different language, or the different language, or the child starting a nursery child starting a nursery

class or school is taught in class or school is taught in a different language from a different language from

the one used at home.the one used at home.

Adolescent bilingual Adolescent bilingual acquisitionacquisition refers to the refers to the acquisiton of a second language acquisiton of a second language after puberty, while after puberty, while adult adult bilingual acquisitionbilingual acquisition refers to refers to acquisition after the teen years. acquisition after the teen years.

SECOND LANGUAGE SECOND LANGUAGE LEARNING LEARNING

STRATEGIESSTRATEGIES

MMonolingual children can onolingual children can differ in the types of differ in the types of

strategies they use when strategies they use when first to start to talk.first to start to talk.

Analytic learners Gestalt Analytic learners Gestalt learnerslearners

(left brain dominant) (right (left brain dominant) (right brained)brained)

Analytic LearnesAnalytic Learnes

learn single words and later string learn single words and later string them together in multiword them together in multiword uttereances. uttereances.

e.g e.g top, kapı, ağaç, çiçektop, kapı, ağaç, çiçek…… then then kapıyı aç, topu tutkapıyı aç, topu tut…… learn more quickly in large part learn more quickly in large part

because things are usually taught in because things are usually taught in an analytic manner in the public an analytic manner in the public schoolschool

Gestalt learners Gestalt learners

Concentrate on acquiring multiwords Concentrate on acquiring multiwords expressions(You know what? I wanna expressions(You know what? I wanna do it, etc) , which they initially treat do it, etc) , which they initially treat as a whole, and only break down into as a whole, and only break down into their constituent parts.their constituent parts.

e.g. e.g. Dışarı çık,Dışarı çık,

ne yapıyorsun?ne yapıyorsun?

bu nedir?bu nedir?

A comparison between analytic A comparison between analytic and gestalt modes in language and gestalt modes in language

acquisitionacquisition

Analytic Mode Gestalt Mode•Basic units of language are single words.

•Basic units of language may be words, multiword utterances, phrases, and/or clauses

Analytic Mode Gestalt Mode•Early language acquisition involves movement from single words to two and three-words utterances

•Early language acquisition involves acquisition of multiword utterances functioning as single units.

In and out of bilingualismIn and out of bilingualism AA child named Ian was monolingual in child named Ian was monolingual in

English and had American parents. He English and had American parents. He was exposed to Turkish at the age of 2 was exposed to Turkish at the age of 2 at a day-care center in Adana, Turkey at a day-care center in Adana, Turkey while playing with other Turkish while playing with other Turkish children.children. He would sometimes answer He would sometimes answer his parents in English, however his his parents in English, however his control of English was control of English was receptivereceptive in that in that he could understand but rarely used it he could understand but rarely used it spontaneously.spontaneously.

At the age of three and a half , the At the age of three and a half , the family moved back to the USA. family moved back to the USA. Within ten months, he had Within ten months, he had forgotten all his Turkish words, but forgotten all his Turkish words, but had acquired an almost native had acquired an almost native fluency in English.fluency in English.

Because young children have Because young children have acquired a second or third language acquired a second or third language by the speed with which they can by the speed with which they can lose a language if it no longer lose a language if it no longer serves their communication needs.serves their communication needs.

InterferenceInterference

The use of one language’s features The use of one language’s features while speaking or writing in another while speaking or writing in another languagelanguage

the interference was observed in the interference was observed in three main linguistic domains: syntax, three main linguistic domains: syntax, lexicon, and semantics. Accordingly lexicon, and semantics. Accordingly they are categorized as syntactic they are categorized as syntactic (Example 1), lexical (Example 2), and (Example 1), lexical (Example 2), and semantic transfers (Examples 3). semantic transfers (Examples 3).

Ex.1.Ex.1. * Where * Where areare my my shoeshoe?? * It' * It's s like like aa scissors. scissors.

In English some nouns are used in In English some nouns are used in the plural form only as in the plural form only as in

"scissors," or the plural form is "scissors," or the plural form is generally utilized due to the fact generally utilized due to the fact

that they are composed of pairs as that they are composed of pairs as in "shoes and stockings." In in "shoes and stockings." In

Turkish, however, these nouns do Turkish, however, these nouns do not necessarily take any plural not necessarily take any plural

marker.marker.((syntactic syntactic ))

Ex. 2. Ex. 2. I like I like dondurma.dondurma. ((lexicallexical)) Ex. 3. It's a Ex. 3. It's a water star.water star. (To mean "star (To mean "star

fish")fish")

The subject knows the Turkish word The subject knows the Turkish word "deniz y"deniz yıldızııldızı" (star fish), and when he is " (star fish), and when he is forced to name the same item in English, forced to name the same item in English,

he tries to translate it. Not knowing he tries to translate it. Not knowing what "deniz" (sea) means in English, he what "deniz" (sea) means in English, he

uses "water" instead. The translated uses "water" instead. The translated phrase, however, does not denote to any phrase, however, does not denote to any

item in English nor does it help the item in English nor does it help the listener to think of the "star fish," which listener to think of the "star fish," which

the subject had in mind. the subject had in mind. ((semanticsemantic))

CODE-SWITCHING AND CODE-SWITCHING AND CODE-MIXINGCODE-MIXING

Several scholars have attempted to Several scholars have attempted to define code-switching and code-mixing. define code-switching and code-mixing. Among them are Amuda (1989), Atoye Among them are Amuda (1989), Atoye (1994) and Belly (1976). For instance, (1994) and Belly (1976). For instance, Hymes (1974) defines only code-Hymes (1974) defines only code-switching as “switching as “a common term for a common term for alternative use of two or more alternative use of two or more languageslanguages, varieties of a language or , varieties of a language or even speech styles” while Bokamba even speech styles” while Bokamba (1989) defines both concepts thus: (1989) defines both concepts thus:

Code-switchingCode-switching is the mixing of words, is the mixing of words, phrases and sentences from two distinct phrases and sentences from two distinct grammatical (sub) systems across grammatical (sub) systems across sentence boundaries within the same sentence boundaries within the same speech event.speech event.

For example:For example:

Arabic English TurkishArabic English Turkish

Ene play voleybolEne play voleybol

I play volleyballI play volleyball

Teacher: Teacher: Bak bu Bak bu arabaaraba. (Look this [is a] . (Look this [is a] carcar.).)

Subject:Subject: HayırHayır it's a it's a car.car.

Code-mixingCode-mixing is the embedding of is the embedding of various linguistic units such as affixes various linguistic units such as affixes (bound morphemes), words (unbound (bound morphemes), words (unbound morphemes), phrases and clauses from morphemes), phrases and clauses from a co-operative activity where the a co-operative activity where the participants, in order to infer what is participants, in order to infer what is intended, must reconcile what they intended, must reconcile what they hear with what they understand hear with what they understand

Code-mixing refers to the unsystematic Code-mixing refers to the unsystematic use of two languages in one utterance use of two languages in one utterance and view its appearancein the early and view its appearancein the early stages bilingual development stages bilingual development

An Turkish Arabic bilingual An Turkish Arabic bilingual boy,knew the word for an object in boy,knew the word for an object in each of his languages,but would each of his languages,but would choose the one which was easier choose the one which was easier for hım to pronounce.for hım to pronounce.

FOR EXAMPLE:FOR EXAMPLE:

Arabic tiyyara English plane Arabic tiyyara English plane He knew both the English word He knew both the English word

'plane' and its Arabic equivalent 'plane' and its Arabic equivalent 'tiyyara'.On the other hand, he 'tiyyara'.On the other hand, he preferred the English 'plane' to the preferred the English 'plane' to the Arabic 'tiyyara'.Arabic 'tiyyara'.

COGNITIVE ADVANTAGES OF COGNITIVE ADVANTAGES OF BBIILLIINGUALNGUALIISMSM

Growing up bilingual can be a Growing up bilingual can be a tremendous blessing. In addition tremendous blessing. In addition to the obvious benefit (i.e., the to the obvious benefit (i.e., the ability to speak and understand ability to speak and understand more than one language), recent more than one language), recent research has revealed a number research has revealed a number of cognitive advantages to of cognitive advantages to bilingualismbilingualism. .

Bilingual children have been Bilingual children have been shown to have: shown to have:

1. better metalinguistic 1. better metalinguistic awareness (ability to identify awareness (ability to identify and describe characteristics and and describe characteristics and features of language); features of language);

2. better classification skills; 2. better classification skills; 3. better concept formation; 3. better concept formation; 4. better analogical reasoning; 4. better analogical reasoning; 5. better visual-spatial skills; 5. better visual-spatial skills; 6. better storytelling skills; 6. better storytelling skills; 7. better semantic development7. better semantic development. .