1. Bilingualism Julia Litz LN HS Dina Friderich LN GS Jada Dasser LN HS
Thorben Such LN GS
Daniel Glaubitz LN GS
Rachel Van Zandt TN GS
Jassamin Ulfat TN HS

2. Bilingualism What is bilingualism?
What are the pros and cons of bilingualism?
Are bilinguals two monolinguals in one person or a complete linguistic entity?
How are the two languages organised in the brain?
What are reasons for foreign accents?
What is code switching?
What are the speach patterns of bilingual families like ?
What are the aims of bilingual educational systems?

3. Defining Bilingualism
Julia Litz LN HS

4. Defining Bilingualism
What is bilingualism?
It is a quite difficult task to define who is and who is not bilingual. Bilingualism involves a number of dimensions.
there is a distinction between ability in language and use of language
people’s ability or proficiency in two languages may be separate from their use of two languages
 the difference between degree (= proficiency or competence in a language) and function (= actual use of two languages)

5. Defining Bilingualism
A person’s proficiency in a language may vary across the four language skills of speaking, listening, reading and writing.
A person who is able to understand a language in its spoken or written form, but may not be able to speak or write it well (if at all) can be said to have a passive or receptive competence in a second language.
Few bilinguals are equally proficient in both languages, even though it is often thought to be the case.
 One language tends to be stronger and better developed. This is described as the dominant language
Few bilinguals possess the same competence as monolingual speakers in either of their languages: This is because bilinguals use their languages for different functions and purposes.

6. Defining Bilingualism
Minority Language:
A language is a minority language when it has less power and status than a majority language.
Majority Language:
Consequently the majority language is the language with more power and a higher status in a given area.
Example: Catalan can be perceived as a minority language in Spain, despite its 6 million or more speakers, because it has less status at a national level than Spanish. Spanish is of course the majority language in Spain.

7. Defining Bilingualism
A bilingual person’s competence in a language may vary over time and according to changing circumstances.
Thus there is no overall definition for the term bilingualism, but we can see that many degrees of bilingualism do exist.

8. Bilingualism -Advantages and Disadvantages-
Jada Dasser LN HS

9. Advantages Disadvantages
Language
Education
Identity
Communication
Culture
Cognition

10. Communication Advantages
Relationships with parents
Extended family relationships
Community relationships
Transnational communication
Language sensitivity

11. Cultural Advantages Cognitive Advantages
Experience of more than one culture
Economic advantages in trade
Creative and flexible thinking
Greater sensitivity in communication
Awareness of language

12. Disadvantages of Bilingualism
Language:
Education:
Identity:
Underdevelopment
Monolingualism vs. Bilingualism
Conflicts and crises

13. Two Views on Bilinguals
Dina Friderich LN GS

14. Two Views on Bilinguals
The fractional view
Two halves
Two monolinguals in one person
The holistic view
One whole
Bilingual person
Unique linguistic profile

15. The Fractional View Definition Bilinguals here: Tests
people, who are equally fluent in their two languages, with proficiency comparable to monolinguals
Tests
Bilinguals normally compared to monolingual averages and norms
Don‘t take into account that bilinguals use their two languages in different situations and with different people

16. Dominant View of the World
monolingual is seen as normal
although: between 1/2 - 2/3 of the world‘s population is bilingual
Monolingual view of bilinguals:
negative consequences in cognitive processing
Effect on bilinguals: being critical of their own language competence

17. The Holistic View François Grosjean (1946 - )
Professor of Psycholinguistics at the University of Neuchâtel in Swizerland
is bilingual: English and French
consistently advocated a holistic view
Bilingual = complete linguistic entity, an integrated whole
book:
Life With Two Languages

18. Book: Life With Two Languages
Def. Bilingualism here:
Use of two (or more) languages in one‘s everyday life
NOT: knowing two languages equally well and optimally
The bilingual uses two languages -separately or together- for different purposes, in different domains of life, with different people
The book isn‘t only succesfull because of its clarity, but because it is written by a bilingual  rooted in authentic experiences, written in a personal way

19. What does this mean for testing a bilingual‘s language proficiency?
Should competence only be compared with other bilinguals ?
Not realistic
In the real world (e.g. job market) bilinguals also have to compete with monolinguals
BETTER: Move away from traditional language tests
Emphasis on form and correctness
To an evaluation of the general communicative competence
Based on the totality of the bilingual‘s language use

20. Bilingualism and the Brain
Daniel Glaubitz LN GS

21. 2nd Language Learning Ability and IQ
2nd language learning ability is independent of general intellectual ability
Patient referred to as “Christopher” (Smith and Tsimpili) who has an IQ of 60-70
He knows 16 languages well enough to provide translations into English

22. Bilingual Aphasics
Linguists argue about whether bilingual information is stored in joined or separate spatial systems
If the systems were joined one would expect equivalent deficits in each language when there is damage to the language area in the brain
This is not always the case

23. Bilingual Aphasics
Languages which have been equally deficited by brain injury recovered to the same extent in more than the half of the cases (Paradis 1987)
Non-parallel recovery in the other cases
Leads to the suggestion that there might be differential processing of the two languages in the brain

24. Bilingual Aphasics: Non-Parallel Recovery
Some patients recover one language after the other, some patients never recover one of their languages
Famous case of a Swiss-born patient investigated by Minkowski
1st language: Swiss-German; further languages: Italian, German, French
After a stroke all of his languages recovered except his native one

25. Bilingual Aphasics: Non-Parallel Recovery
The most recently used language(s) is (are) likely to recover
NB: This does not necessarily have to be one's native language

26. Bilingual Aphasics: Non-Parallel Recovery
Paradis also demonstrated a pattern of recovery referred to as “alternate antagonism”
A patient is able to speak one language, e.g. for a day; the next day he is able to speak only the other
Green (1986) suggested that the patient has not lost the ability of using one language but is not able to switch back and forth between the languages anymore

27. Lateral Dominance Monolinguals tend to have left-hemisphere dominance
Vaid (1983) found out that age of acquisition is most crucial in determining lateral organization for bilingualism
Wuillemin and Richardson (1994) suggest a left-hemisphere dominance for those who learned the 2nd language before the age of 4; rather more right-hemisphere participation for those who learned it later

28. Conclusion
2nd language learning ability is independent of general intellectual ability
Bilingual aphasics: Languages might recover parallel; one after the other; “alternate antagonism”
Some languages might never recover

29. Conclusion
Monolinguals tend to have left-hemisphere dominance like those who acquire a language before the age of 4 whereas rather more right-hemisphere participation is found in those who learned it later

30. Some Features of Bilingual Speach – Foreign Accent and Codeswitching
Thorben Such LN GS

31. “Foreign Accent“ and Bilingual Phonology
A child easily acquires two languages simultaneously
If children learn two languages early in life, they sound like native speakers in both of them
As a comparison, adults often struggle to learn a second language
Adults as learners of a second language will in most cases be distinguishable from native speakers
There are many differences between adult language learners and native speakers
 we will focus on the phonological system!

32. The “Foreign Accent“ Example 1
Speakers whose two languages share a particular sound may give that sound the same phonetic realization in both of their languages
For instance, Italian and English both have a phoneme /t/
The English [t] is generally articulated with the tongue tip at the alveolar ridge whereas the Italian [t] has a more dental articulation

34. The “Foreign Accent“ Example 2
Another reason for “foreign accent“ is a difference in the phoneme inventory of two languages
A sound which is not in the first language may be substituted for by a phonetically similar sound from the first language
Example: Speakers of English as second language will often substitute other sounds which are close in place and / or manner of articulation
 [s] and [z] or [t] and [d]

35. The “Foreign Accent“ Example 3
If both languages have the same sounds with the same phonetic status, the second-language learners will experience the foreign accent phenomenon if the phontactic conditons of the two languages differ
Example: Spanish and English have the phonemes /s/, /t/ and /r/
English permits syllable-initial consonant clusters like /st/ or /str/, Spanish does not permit such clusters
A Spanish speaker might have no problems to pronounce the word estrogen but he might have difficulty to pronounce stress

36. Codeswitching
Codeswitching is a change of language within conversation, most often when bilinguals are in the company of other bilinguals
When bilinguals converse together, they consciously or subconsciously select the language in which the conversation will take place
This selected language is called base language, items that are introduced from a second language are called donor language or embedded language

37. Codeswitching
Codeswitching may occur in large blocks of speech, between sentences or within sentences
Codeswitching within sentences may involve single words or phrases
Example: “You didn´t have to worry que somebody te iba a tirar con cerveza o una botella or something like that.“
 “You didn´t have to worry that somebody was going to throw beer or a bottle at you or something like that.“

38. The Monolingual and the Bilingual Mode
Grosjean (1992) distinguishes between the monolingual and bilingual mode
The monolingual mode: when biligual speakers use one of their languages with monolingual speakers of that language
The bilingual mode: when bilinguals are in the company of other bilinguals and have the option of switching language

39. The Bilingual Mode
One language may influence the other, and often the bilingual´s dominant language influences his or her less dominant language
Such influence is called interference (transfer)
Grosjean (1992) distinguishes between ‘static interference‘ and ‘dynamic interference‘

40. Static Interference
Static interference occurs when influence from one of the bilingual´s language is present relatively permanently in the other language
Accent, intonation and pronunciation of individual sounds are areas where static interference may be present
Example: A native German speaker may speak English with a German accent and intonation, and pronounce various sounds in a ‘German‘ way, such as hardening soft consonants at the end of words (like ‘goot‘ instead of ‘good‘)

41. Dynamic Interference
Dynamic interference occurs when features from one language are transferred temporarily into the other language
Interference can occur at any level of language (syntax, phonology,vocabulary) and in either written or spoken language
Example: A native English speaker who also has some competence in French using the word librairie to mean library

42. Language Borrowing
Language borrowing is the term used to indicate foreign loan words or phrases that have become a permanent part of the recipient language
Examples: “le weekend“ from English into French or
“der Computer“ from English into German
All languages borrow words from other languages and codeswitching may often be the first step in this process

43. Speach Patterns in Bilingual Families
Rachel Van Zandt TN GS

44. Speach Patterns in Bilingual Families
Children form language boundaries:
boundaries for subconcious language choice
Language target
mental boundary: which language to speak to which person
Language domain
mental boundary: which language to speak in which
place or situation or about which topic

45. Speach Patterns in Bilingual Families
Example:
Spoken in the community: German
Spoken at home: English
Mother Father
English speakers
German Community
Child Child 2
majority language
minority language
minority
majority

46. Speach Patterns in Bilingual Families
Example:
Grandma Oma
Grandpa Opa
Elliot
Uncle Tante
Mom Papa
English
German

47. Bilingual Speach in the Monolingual Mode
Example: Elliot (2 ½ years old)
-What are you playing?
-I’m at work. I have some tools and (am) working
with tools.
-Are you fixing something?
-Yeah, the door. I’m fixing the door.
-Oh look, its Opa on the phone.You talk to Opa.
-Ja, ich spiele Opa. Ja. (Ich) will runter. Down,
Mama. Hallo, hallo.
Monolingual Mode: German Monolingual Mode: English

48. Speach Patterns in Bilingual Families
Example:
Grandma Oma
Grandpa Opa
Elliot
Uncle Tante
Mom Papa
monolingual mode: English bilingual mode: base language English
monolingual mode: German bilingual mode: base language German

49. Bilingual Mode - Codeswitching
„With the Kreisspiegelung a Gerade gets abgebildet onto a circle“
„I have to go to the Einwohnermeldeamt to meld myself um.“
Base language: English (here: mother tongue, minority language)
Donor Language: German (here: majority language)
Situation: bilingual family in Germany with English as the normal language at home (family members are English language targets.)
Context: Words concerning special knowledge (sciences) or administration are in German. (They belong to a German language domain)

50. Bilingual Mode - Codeswitching
Other examples:
„Meine Mutter war früher immer voll delighted wenn ein Auto Power Steering hatte.“
(German/English)
„Man toro abholen mikonam“ (I will pick you up)
„Mo emruz nohor Kartoffelauflauf chordim“
(We ate Potato Casserole for lunch today)
(Iranian/German)

51. Bilingual or Multilingual Education
Jassamin Ulfat TN HS

52. Bilingual or Multilingual Education
What does bilingualism or multilingualism mean in the field of education?
Two or more languages are used in school.
But how are those languages used in school?
Are both languages used in the classroom?
For how long are the languages being used in school?
Are two languages used by all or some students?
Are two languages used by the teachers or just by the students?
Is the aim to teach a second language or to teach in a second language?
Is the aim to support the home language or to move to an alternative majority language?

53. Important Distinctions
There are schools where…
…bilingual children are taught.
…bilingualism is promoted.
Schools can…
…teach a second language.
…teach through the medium of a second language.

54. Social Aims of Bilingual Education
Assimilating individuals or groups into the mainstream of society, full participation in the community
Unifying a multilingual society (multiethnic)
Preserving ethnic and religious identity
 Do we identify through language?

55. Weak and Strong Forms
Weak and strong forms of bilingual education have different aims…
Weak: Language minority children are taught to use the majority language
Strong: Children are given full bilingualism and biliteracy, where two languages and two cultures are seen as mutually enriching

56. Example of the Strong Eduction Form
European Schools
Aim:
Children are supposed to become at least bilingual and biliterate in two
languages of the European Union.
Learning process:
1. step  Supporting and extending the child’s first language.
Primary years focus on instructing the children in their native languages.
They become literate in their native language and are taught its attendant
culture.
2. step  All children are taught a second language from the beginning
of primary school by native speakers. Second language is only taught as a
subject the first two years.
3. step  Second language starts to be used as a teaching language
from Grade 3 on. By the end of primary school, approximately 25 percent of the
curriculum is taught through the second language.

57. Further Steps of Education
From Grade 6 on…
…the second language will be taught as a subject and as the teaching language in:
Design Technology
Music
Physical education
and complementary activities.
From Grade 9 on…
…the second language is the teaching language in:
History
Geography
and options such as Economics
or Social Sciences.
From Grade 7 on…
…a third language will be taught for a minimum of 360 hours. Another language can be chosen as well.

58. European Hours as Communal Lessons
Seen on  European School of Karlsruhe (established in 1960)
The words of Jean Monnet, which express the essential aims of the European Schools, have been sealed, in parchment, into the foundation stones of all the Schools:
"Educated side by side, untroubled from infancy by divisive prejudices, acquainted with all that is great and good in different cultures, it will be borne in upon them as they mature that they belong together. Without ceasing to look to their own lands with love and pride, they will become in mind Europeans, schooled and ready to complete and consolidate the work of their fathers before them, to bring into being a united and thriving Europe."

59. References
Baker, Colin: Encyclopedia of bilingualism and bilingual education. - Clevedon, 1998
Obler, Loraine K. and Kris Gjerlow: Language and the Brain. – University Press. Cambridge, 1999