Identifying some bilingual features

Identifying some bilingualism features

Colombian Education Elda Liliana Méndez Group 551035-7

Introduction

Nowadays more than in the past; it is relevant to learn new languages and to communicate with other people and other cultures. People wish to express ideas and connect with others and it is necessary develop the skills in the native language just in a new language. It is true that not ever people can reach to develop all skills in a great way, however, it is important to considerate the strengths developed in L1, and other languages learned or in developing. In this presentation there are some general views about monolingualism, bilingualism and multilingualism. There are some summarized definitions and relevant aspects from the readings.

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Readings’ analysis

Readings’ analysis

The readings present the aspects and points of view related to concepts and definitions of bilingualism and one of them present its developing in our country. Baker (2001) presents the concepts related to bilingualism, multilingualism and monolingualism, the abilities of the language, the differences between the terms and present the authors that support the concepts. On the other hand, Mejía (2006) presents some criticism in Colombian education about the focus only in English and not in other languages such as native languages. However, her point of view and perspective can awake some ideas that can lead to improve the education in Colombia, it is important to take measures to progress.

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Definitions and distinctions

Definitions and distinctions

Incipient bilingualism people who use the language just with some phrases or greetings. Balanced bilingualism is people that is fluent in both languages. Semilingualism have some characteristics in the domain of the languages that avoid master them, for example incorrect grammar. Circumstantial bilinguals it is a due to learn a new language because the situations the person is living, for example, immigrants that need to study or work in another culture.

Bilinguals (at least two languages or dialects) and multilinguals (also two languages or more than two languages or dialects) use them in everyday life and not necessary they master the languages, that depends on the use and context they have. The skills on languages are developed in different ways and they use them for different purposes.Monolinguals currently It must be with just a language or dialect, and it is developed in the culture that the person is surrounded. Elective bilingualism is when a person chooses to study and learn a new language different from his/her native language.

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Relevant aspects of the readings

Relevant aspects of the readings

Baker (2001) expresses that balanced bilinguals are people who use the languages and the competences of both languages and those competences are well developed, also he expresses that Bilinguals may be stronger in some domains according to the use of the languages in different contexts, situations or people and there are many circumstances that bilinguals use their two languages and its proficiency depends how often they use the language and the context they use it. Semilingualism have some characteristics in the domain of the languages that avoid master them, for example incorrect grammar. According to Hansegard (1975) cited by Baker (2001), Semilingual people tend to have small vocabulary and incorrect grammar and can struggle expressing their emotions in the language. Baker says that semilingualism is criticized because people use languages in different contexts and in some of them they are competent but in others no.

Relevant aspects of the readings

Mejía (2006) criticize that is called “bilinguismo” in Colombia because the globalization has made that English is considered the second language in Colombia, also talks about the culture of the foreign language is presented to students in a superficial level and that the own culture it is not so real as it is presented in the texts books or is biased and this responds to many books are created by foreign people. Mejía (2006) also says that it is necessary to create policies to regulate the intercultural development of teaching languages to find the balance between the own culture and understand the another one.

Conclusion

To give a definition of bilingual is not just as simple as it seems because is a big concept that has many branches and contexts, and the abilities can be mastered in different levels. Baker (2001) mentions that it is different the use of languages and the ability. The abilities such as listening, writing, reading, speaking, and thinking can be developed depending on the use a person have of them and according to the context they are developed. Colombia has been making efforts to develop bilingualism and it is true that for the globalization; English is focused, but also, I consider that there are focus on the natives cultures from Colombia and there are efforts to create spaces (Licenciatura en etnoeducación from UNAD) to give importance to other cultures in Colombia such as indigenous and ethnic groups.

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References

Baker, C. (2001). Foundations of Bilingual Education and Bilingualism.Vol. 3rd ed. Multilingual Matters. pp. 2-16. https://bibliotecavirtual.unad.edu.co/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=90953&lang=es&site=eds-live&scope=site&ebv=EB&ppid=pp_2

Mejía, A. (2006). Bilingual Education in Colombia: Towards a Recognition of Languages, Cultures and Identities. Colombian Applied Linguistics Journal, (8), 152–168. https://revistas.udistrital.edu.co/index.php/calj/article/view/176