Bilingualism on first-language development and cognition
Members: Guadalupe Achiña Dayana Andrade Cori Analuisa Kimberly Armas Fabian Arias
Theme 6
Content
Hi!!!! Hola !!
- Introduction
- Bilingualism theories
- Main ideas how the child learn the second language
Introduction
Some authors, give to know how is the process for become a bilingual person. They try to explain the process that a person acquiring a second language. Since we are child to adult. So, a bilingual person can switch or mix his language based on the context
Two-level and interactive
+ info
+ info
+ info
Similar to monolingual
Spanish
+ info
A higher cognitive processing
The process how language is mixed in the brain.
DUAL SYSTEM THEORY
TWO SYSTEMS
English
Can use one of the many languge inmediately
+ info
If the children have problems, with one of the languages, they could use the other language immediately.
Separate systems
+ info
Link between the systems
+ info
Bilingualbrain
Common system
+ info
+ info
Information storage
+ info
The Tripartito System Theory
inf
Incidence of the theory in brain injuries
+ info
Representatives of the theory
Loremipsum
+ info
+ info
+ info
1978
Tomioka (2002)
+ info
inf
Flaws in the theory
Paradis (2009)
+ info
Paradis (1997)
Each subsystem contains its own phonology, morphosyntax, semantics, and lexicon
Info
The Subsystem Hypothesis
Language functionality
Main features
Each language constitutes a subsystem
Info
Statement about the theory
It is currently the most reliable and accepted theory among authors around the world.
TWENTY MAIN IDEAS OF THE VIDEO
IN 1980s PEOPLE THOUGHT THAT BABIES WON'T DEAL WITH TWO OR MORE LANGUAGES AT A TIME
FORTUNATELLY NOWADAYS PEOPLE KNOW MORE ABOUT BILINGUALISM THAN BEFORE.
01
06
WHEN BABIES LEARN TWO LANGUAGES AT ONCE IS KNOWN AS SIMULTANEOUS BILINGUAL 1ST LANGUAGE ACQUISITION
LONGITUDINAL DATA ARE DATA COLLECTED OVER A LONG PERIOD OF TIME
02
07
A PAPER FROM 1970 SAID THAT GRAMMAR AND VOCABULARY IS ACQUIRED IN THE BABY'S MIND AND THEN IT WILL BE SORTED OUT.
A 2005 SYSTEMATIC REVIEW TO 29 BILINGUAL KIDS FROM 1/6 YEARS OLD SHOWED THAT THEY KEEP THE TWO LANGUAGES SEPARATED.
03
08
A PAPER FROM 1970 SAID THAT GRAMMAR AND VOCABULARY IS ACQUIRED IN THE BABY'S MIND AND THEN IT WILL BE SORTED OUT.
YOUNGER BABIES HAVE THE ABILITY TO DIFERENTIATE BETWEEN ANY TWO SOUNDS THAT ARE PHONEMES IN ANY LANGUAGE.
04
09
A STUDY IN 2000 TO 15 FRENCH/ENGLISH BILINGUAL CHILDRENS FROM 2/4 YEARS OLD SHOWED THEY PUT NEGATION IN CORRECT PLACES
NORMALLY, PEOPLE TEND TO LOSE THE ABILITY TO TELL THE SOUNDS OF THE 2ND LANGUAGE AND ONLY CAN LISTEN HIS OWN LAGUAGE.
05
10
TWENTY MAIN IDEAS OF THE VIDEO
In one study (2003) they analyzed infants learning Catalan: they were concerned about the difference between the two vowels [e] and [3], but in Spanish both are part of the same phoneme.
11
In the case of children there is more mixing when they are in their weaker language, and less mixing is observed when they talk to someone they know who speaks only one of their languages.
16
It was said that 4-month-old babies differentiated any sound, 8-month-olds only the vowels, and 12-month-olds were locked into the sound system of their language.
12
There is evidence to suggest that learning two languages at an early age facilitates learning new languages later in life.
17
By the time babies were one year old, they had mastered the sounds needed for their language, and it was not just vowels, but similar patterns for consonants, as in the case of bilinguals in French and English.
13
And starting to learn multiple languages as an infant or toddler is basically a total win.
18
All of these studies focus on the explicit and smooth learning that children have over adults in learning new languages, controlling that no two languages have the same grammar.
Parents worried when their children mixed two languages because they believed that they would get confused and never understand both languages, which is why this process is known as code-mixing.
19
14
Even if children get a little confused about the code, it doesn't mean they are confused about their different grammars, as bilingual children have a wealth of speech and perceptual data.
v
Linguists thought that in adults everything is conditional: it depends on who you talk to, what you talk about, your command of the two languages, formality and other factors.
20
15
THANK YOU
Bilingualism on first-language development and cognition
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Transcript
Bilingualism on first-language development and cognition
Members: Guadalupe Achiña Dayana Andrade Cori Analuisa Kimberly Armas Fabian Arias
Theme 6
Content
Hi!!!! Hola !!
Introduction
Some authors, give to know how is the process for become a bilingual person. They try to explain the process that a person acquiring a second language. Since we are child to adult. So, a bilingual person can switch or mix his language based on the context
Two-level and interactive
+ info
+ info
+ info
Similar to monolingual
Spanish
+ info
A higher cognitive processing
The process how language is mixed in the brain.
DUAL SYSTEM THEORY
TWO SYSTEMS
English
Can use one of the many languge inmediately
+ info
If the children have problems, with one of the languages, they could use the other language immediately.
Separate systems
+ info
Link between the systems
+ info
Bilingualbrain
Common system
+ info
+ info
Information storage
+ info
The Tripartito System Theory
inf
Incidence of the theory in brain injuries
+ info
Representatives of the theory
Loremipsum
+ info
+ info
+ info
1978
Tomioka (2002)
+ info
inf
Flaws in the theory
Paradis (2009)
+ info
Paradis (1997)
Each subsystem contains its own phonology, morphosyntax, semantics, and lexicon
Info
The Subsystem Hypothesis
Language functionality
Main features
Each language constitutes a subsystem
Info
Statement about the theory
It is currently the most reliable and accepted theory among authors around the world.
TWENTY MAIN IDEAS OF THE VIDEO
IN 1980s PEOPLE THOUGHT THAT BABIES WON'T DEAL WITH TWO OR MORE LANGUAGES AT A TIME
FORTUNATELLY NOWADAYS PEOPLE KNOW MORE ABOUT BILINGUALISM THAN BEFORE.
01
06
WHEN BABIES LEARN TWO LANGUAGES AT ONCE IS KNOWN AS SIMULTANEOUS BILINGUAL 1ST LANGUAGE ACQUISITION
LONGITUDINAL DATA ARE DATA COLLECTED OVER A LONG PERIOD OF TIME
02
07
A PAPER FROM 1970 SAID THAT GRAMMAR AND VOCABULARY IS ACQUIRED IN THE BABY'S MIND AND THEN IT WILL BE SORTED OUT.
A 2005 SYSTEMATIC REVIEW TO 29 BILINGUAL KIDS FROM 1/6 YEARS OLD SHOWED THAT THEY KEEP THE TWO LANGUAGES SEPARATED.
03
08
A PAPER FROM 1970 SAID THAT GRAMMAR AND VOCABULARY IS ACQUIRED IN THE BABY'S MIND AND THEN IT WILL BE SORTED OUT.
YOUNGER BABIES HAVE THE ABILITY TO DIFERENTIATE BETWEEN ANY TWO SOUNDS THAT ARE PHONEMES IN ANY LANGUAGE.
04
09
A STUDY IN 2000 TO 15 FRENCH/ENGLISH BILINGUAL CHILDRENS FROM 2/4 YEARS OLD SHOWED THEY PUT NEGATION IN CORRECT PLACES
NORMALLY, PEOPLE TEND TO LOSE THE ABILITY TO TELL THE SOUNDS OF THE 2ND LANGUAGE AND ONLY CAN LISTEN HIS OWN LAGUAGE.
05
10
TWENTY MAIN IDEAS OF THE VIDEO
In one study (2003) they analyzed infants learning Catalan: they were concerned about the difference between the two vowels [e] and [3], but in Spanish both are part of the same phoneme.
11
In the case of children there is more mixing when they are in their weaker language, and less mixing is observed when they talk to someone they know who speaks only one of their languages.
16
It was said that 4-month-old babies differentiated any sound, 8-month-olds only the vowels, and 12-month-olds were locked into the sound system of their language.
12
There is evidence to suggest that learning two languages at an early age facilitates learning new languages later in life.
17
By the time babies were one year old, they had mastered the sounds needed for their language, and it was not just vowels, but similar patterns for consonants, as in the case of bilinguals in French and English.
13
And starting to learn multiple languages as an infant or toddler is basically a total win.
18
All of these studies focus on the explicit and smooth learning that children have over adults in learning new languages, controlling that no two languages have the same grammar.
Parents worried when their children mixed two languages because they believed that they would get confused and never understand both languages, which is why this process is known as code-mixing.
19
14
Even if children get a little confused about the code, it doesn't mean they are confused about their different grammars, as bilingual children have a wealth of speech and perceptual data. v
Linguists thought that in adults everything is conditional: it depends on who you talk to, what you talk about, your command of the two languages, formality and other factors.
20
15
THANK YOU