Ed52 - Professor Torres - Complete Notes for Entire Quarter PDF

Preview

Summary

Professor Torres - EDUC 52 Complete Notes for Entire Quarter...

Description

CH 1: BILINGUALISM DEFINITIONS & DISTINCTIONS PG 2-9 Intro - Distinction between bilingualism and multilingualism - Monolinguals - Sociolinguistics - Individual bilingualism - Societal bilingualism - Language maintenance - Language shift - Language death - Language ability vs language use - Difference between degree and function Some Dimensions of Bilingualism 1. ABILITY a. On a dimension/continuum with dominance and development varied across speakers 2. USE a. Domains/contexts where each language is acquired and used are varied 3. BALANCE a. One is often dominant 4. AGE a. Simultaneous bilingualism (infant bilingualism) b. Sequential bilingualism 5. DEVELOPMENT a. Incipient bilinguals b. ascendent vs recessive bilingualism (results in language attrition) 6. CULTURE a. Bilingual who is monocultural is possible 7. CONTEXTS a. Endogenous communities that use more than one language b. Exogenous = absence of a second language community c. Subtractive = politics of a country favors the replacement of the home language by the majority language d. Additive = learns second language at no cost to first language (elite/prestigious bilinguals) 8. CHOICE a. Elective bilingualism: characteristic of individuals who choose to learn a language (me learning chinese) b. Circumstantial bilinguals: learns another language to function effectively (i.e. immigrants) An Individual's Use of Bilingualism - Grosjean -- “bilinguals are those who use two or more languages in their everyday lives” - Valdes -- “bilingual/multilingual individuals share one key characteristic: they have more than

-

one language competence. They are able to function (speak, understand, read or write) even to a very limited degree in more than one language” Individual’s use of bilingual ability (functional bilingualism) moves into language production across a wide range of everyday contexts and events

Language Choice - Happens when bilinguals use both languages on frequent basis - If you already know someone’s bilingual and you are too → will likely -

-

-

use it to advantage Individual’s own attitudes and preferences will influence choice of language - Older ppl may prefer minority language - Teens may prefer majority Bilinguals may seek to avoid the dominant language to assert and reinforce status of the other language - Chinese speakers employed outside Chinese community: more likely to speak English with other Chinese speakers; those in less contact with English speakers more likely to use Chinese with other Chinese-English bilinguals Sayer’s ethnographic work in Mexico demonstrates ambiguities and tensions surrounding language choice Some minority languages are mostly confined to a private/domestic role (happens when minority language has been historically disparaged and deprived of status) Individual may switch languages to accommodate perceived preferences of the other participant of the conversation

Bilingual and Multilingual Ability -- The Four Language Skills - J Edwards -- “language repertoire expansion is not a particularly rare feat” “all normally intelligent people can at least become functional in another language” - 4 skills: Listening, speaking, reading and writing - Fit into two dimensions: - receptive or productive skills - oracy or literacy

-

-

Oracy

Literacy

Receptive skills

listening

reading

Productive skills

speaking

writing

^ suggests avoiding a simple classification of who is/isn’t bilingual Rather than bicycle, think of moon buggy w/ intricate wheel system capable of moving in multiple directions across varied terrains The 4 skills can be further refined into sub-scales and dimensions - Pronunciations, extent of vocab, grammer, convey exact meanings in diff situations and variations in style - Large and debated

-

Person’s ability in 2 languages is multidimensional and will tend to evade simple categorization

Minimal and Maximal Bilingualism - Classic definition like ‘the native-like control of two or more languages’ = MAXIMALIST (‘native-like’) and ambiguous - Diebold’s concept of incipient bilingualism = MINIMALIST - Allows people w/ minimal competence in a second language to squeeze into bilingual category - Valdes suggests one possibility is to view bilinguals as existing on a continuum

-

Grosjean and Li -- bilinguals usually acquire and use languages for diff purposes, domains, ppl → diff aspects of life often require diff languages - Complementarity principle: these diff uses of a bilingual’s languages for diff functions - ‘Stronger’ language may vary depending on the context -

i.e. Latina grad student who attends US university and Spanish-speakng church → feels more competent in English for education and Spanish for religion talk

-

-

-

- ^ more accurate view of a bilingual’s proficiency A high count of bilinguals in a country may indicate government success in language planning - In contrast, suppressive, assimilationist approach: immigrant minority languages and bilinguals may be minimized (like Asian languages in UK) Danger in making arbitrary cut-off points; alternative: move away from multi-colored canvas of proficiency levels to a portrait of the everyday use of two languages by individuals Balanced bilingual/equilingual/ambilingual: someone approx equally fluent in two languages across various contexts and domains - Mostly used as idealized concept - Rare - Problematic concept, balance may exist at low level of competence, or developed in non-standard varieties that are less valued by society - Implicit idea: of ‘appropriate’ competence in the standard variety of both languages, typically in academic contexts - What’s the use of the term?

-

Valued in research and theory, but categorizing into such groups raises issue of comparisons Argument: there are two contrasting views of individual bilinguals - Monolingual - evaluates the bilingual as ‘two monolinguals in one person’ - Holistic (multicompetence) - bilingual is not the sum of of two complete or incomplete monolinguals; unique linguistic profile

QUIZ 1 1. Societal multilingualism refers to examining multilinguals as a group. True False 2. Individual bilingualism such as a person's language attitudes cannot affect the maintenance of their minority language. True False 3. The ability of a person to speak two languages can be referred to "language ability"; whereas, the exclusive use of one of the languages in the home is "language use." True False 4. Emergent bilinguals are those who grew up speaking two languages and have gained advanced proficiency in both languages. True False 5. A bilingual who cannot read in one of her languages is considered a receptive bilingual. True False 6. A bilingual child who grew up with two languages at home can be considered a simultaneous bilingual. True False 7. Language attrition is characterized as the loss of language at the individual level. True False 8. Valdés (2015) characterized (multi-)bilinguals as having at least some limited degree of competence in two languages. True False 9. One issue with a maximal view of bilingualism is defining a 'native' speaker. True False 10. The complementarity principle states that bilinguals can easily use both languages for a range of contexts because they can transfer their knowledge.

True False

WEEK 1 LECTURE Who is a bilingual person? A person who has a grammar in a second language that allows them to minimally understand another language Not all bilinguals are created equal Passive receptive bilingual Key Terms 1. receptive bilingualism refers to the idea of being able to understand/listen and read a certain language, but not necessarily being able to produce in that language. 2. emergent bilingualism: beginning to develop skills in a second language. 3. simultaneous bilingualism: learns two languages at the same from birth - to about 3 or 4 years old. 4. sequential bilingualism: a child learns a second language after the age of 3 or 5 when they enter the school. 5. language attrition: the process of losing the ability to communicate in one of their languages. 6. acculturation: when an individual assimilates into the dominant language of the host country. 7. endogenous communities: multilingual endogenous communities use more than one language on a daily basis. 8. elective bilingualism: individuals who come from majority language groups and add a second language without risk of losing their first language. 9. circumstantial bilingualism: someone who did not have a choice in learning a second language, and mostly in cases in which a person needs to learn a second language to communicate/function in that particular society. 10. complementarity principle: a bilinguals ability to acquire language skills and use or vary their skills for the intended purposes, situations, or individuals

CH 1 PG 9-16 The Monolingual View of Bilingualism - Danger of early bilinguals, negative effects of ‘unbalanced’ bilingualism on individuals, and the expectation that the ‘true’ or ‘real’ bilingualism will be identical to native speakers in both their languages - Embedded with the discourse (conversation) of monolingualism are strong beliefs about: - Dangers of early bilingualism - Negative effects of ‘unbalanced’ bilingualism on individuals - Expectations that ‘true’ or ‘real’ bilingualism will be identical to native speakers in both languages - Monolingual view leads many to treat the 2 languages of a bilingual as separate distinct systems - Two monolinguals in one ← oversimplified -

Language-as-a-problem orientation → education restricts or only temporarily uses home language to switch to the dominant language

-

-

-

-

If not equally proficient in both languages, especially dominant one → bilinguals classified as inferior semilinguals/double semilinguals: label from the 1970s that suggests students lack vocab, grammar knowledge and ability to express themselves fully - ‘Non-nons’ = ‘non-English speaking’ and ‘non-Spanish speaking’ - More recently, ‘long-term English language learners’ (LTELLs) used to describe ‘limited English proficient’ (LEP) students Labels evoking the construct of ‘semilingualism’ from a monolingual view of bilingualism = unfair and politically-motivated Major problems with ‘semilingualism’ and associated terms: 1. Disparaging and belittling overtones that invoke expectations of underachievement and failure 2. Undeveloped languages may be because of economic, political, social conditions, not bilingualism 3. Most use the 2 languages for diff purposes in diff contexts → may be competent in some domains and not others 4. Tests used to measure proficiency only measures standard varieties of languages; only measure small, unrepresentative sample of daily language behavior 5. Misrepresent and marginalize the language practice of language minority communities of color Flores -- ‘are not students lacking language, but (emergent) bilinguals with a repertoire that allows them to maneuver multiple languages and contexts in ways that are complex and dynamic’ More equitable approach: emphasize that students are capable of competence in a standardized language variety under the right conditions ‘Emergent bilinguals’ (ELLs) is preferred over “English Language Learners’ (ELLs) and “Limited English Proficient’ (LEP)

-

Because it includes most second and third language learners, but with no obvious endpoint when ‘emergent’ finishes + suggests holistic view of bilinguals The Holistic View of Bilinguals - Heteroglossic (holistic) perspective: view bilingualism as norm, treat languages as interconnected, co-existing, making up a single linguistic system - Hopewell and Escamilla -- all languages contribute to a single and universally accessible linguistic and cognitive system - O. Garcia -- introduced dynamic bilingualism to focus on ways bilinguals draw on range of features associated with socially-constructed languages within linguistic repertoire in complex ways - O. Garcia & Li Wei -- dynamic conceptualization of bilingualism goes beyond two autonomous languages, first & second language (L1 and L2), and additive or subtractive bilingualism - Dynamic bilingualism suggests that language practices are complex and interrelated, do not emerge in a linear way or function separately since there is only one linguistic system - Garcia extends translanguaging to describe ways bilinguals use their languages in everyday lives, argues for use of translanguaging as pedagogical tool for teaching and learning - Grosjean asks whether we can fairly judge a sprinter or a high jumper (one skill) against a hurdler (two skills); hurdler unable to sprint or jump as well - Comparing language proficiency of monolingual and bilingual is similarly unjust - Political reality sometimes deters holistic view of bilingual - Assessments - Bilingual is a complete linguistic entity, an integrated whole Language Proficiency - J.W. Oller and Perkins -- suggested single factor of global language proficiency - Led to view of singular ‘academic language’ proficiency - Contentious b/c evidence indicates both global and specific aspects of language proficiencies (most tests focus narrowly on language use in academic contexts) - Narrow view academic language proficiency led to proposal that there is conceptually distinct category of conversational competence - Includes ability to hold simple conversations in a shop, street, playground - Dichotomy suggests it may be acquired fairly quickly, but not enough to cope with classroom instruction - Divide between ‘conversational’ and ‘academic’ language proficiency called a false dichotomy/misrepresentation of complex nature of language

-

Communicative Competence 1960s language theories centered on language skills and components - Skills: listening, speaking, reading, writing - Components: grammar, vocab, phonology, graphology - Didn’t indicate how they were integrated - Earlier models fail to probe competence of ‘other’ people in a conversation (negotiation)

-

-

Earlier models: purely linguistic, ignore social contexts - Sociolinguistic approach examines actual content and context (‘speech acts’ or ‘ethnography of communication’) Various holistic models of language competence: - Communicative competence: founded by Hymes (leading founds of sociolinguistics), contrasted Chomsky’s cognitive theory of language - Focus on ability of native speakers to produce grammatically correct sentences - Language proficiency considerations must include types of knowledge speakers needed to communicate competently with others in a speech community - Canale and Swain further developed Hyme’s construct - Identified four dimensions of communicative competence 1. Grammatical: sentence level grammatical forms, interpret and form words/sentences 2. Discourse: interconnectedness of a series of utterances, written words, phrases; bottom-up and top-down processing 3. Sociocultural: understanding of social context 4. Strategic: coping strategies used in unfamiliar contexts - Richards and Rodgers -- attempts to further refine communicative competence provides evidence of usefulness - communicative competence provides foundation for communicative language teaching (CLT) = prevalent today, influential on frameworks like ACTFL, Common European Framework of Reference - Model of communicative competence: inclusive of types of linguistic knowledge in earlier models of language proficiency, but emphasis is on use of skills within social context, hence integration with sociocultural (3rd one): - Sensitivity to differences in local geographical dialect, differences in register - Ability to interpret cultural references and figures of speech - Expressing feelings, politeness, style/formality, body language - How speakers ocpe communicatively when in unfamiliar contexts and vocab/expressions - Compensate by asking to repeat, speak slower, clarification, paraphrase -

Emphasis has moved from linguistic → communicative,

-

interactional competence, adaptivity Difficult to measure communicative proficiency in an unbiased, comprehensive, valid, reliable way

Conclusion - Defining who is bilingual is elusive and maybe impossible, but some categorization necessary and helpful - Languages are not static, bilingualism is dynamic/ever changing and evolving - Importance of considering domain or context - Finding middle ground between multidimensional, elaborate and ease of conceptualization and brevity is paradoxical - Linking linguistic view of language competence with social communicative competence view

QUIZ 2 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

A monolingual view of bilingualism essentially expects the languages of the bilingual to be identical of monolingual native speakers. a. True b. False Language-as-a-problem orientation promotes children's quick transition to the dominant language of the society in school entities. a. True b. False A heteroglossic perspective of bilingualism makes the claim that bilinguals' languages are independent linguistic systems. a. True b. False García's (2009) dynamic bilingualism promotes that bilinguals make use of both languages when engaging in communicative tasks. a. True b. False Grosjean (2008)'s multicompetence view of bilingualism also endorses that bilinguals' languages are monolingual-like in different contexts. a. True b. False Academic language proficiency differs from global language proficiency in that it focuses more on knowledge needed in classroom contexts. a. True b. False A sociolinguistic approach to bilingualism would state that the social context of language use does not play an important role as the mental representation of a bilingual's grammar. a. True b. False A bilingual's speech community consists of individuals that share norms of communicative competence. a. True b. False Conversational competence is one of the components of Hymes' communicative competence. a. True b. False To dominate different registers means that a speaker can use different variations of language depending on the situation. a. True b. False

WEEK 2 TUES LEC Recap - A bilingual has a grammar system (with rules), which entails a sound system, formation of words, word order… that minimally allows that person to understand two languages -

Continuum of bilingualism: receptive → biliterate Dimensions of bilingualism: - Ability -- receptive, emergent, highly proficient, biliterate - Use -- contexts where/when each language uses - COMPLEMENTARITY PRINCIPLE - Age -- early simultaneous or sequential bilinguals; late bilinguals (12-13 yr old) - Contexts -- endogenous vs. exogenous communities - More than one vs only one language community - Choice -- elective vs circumstantial bilingualism - Choosing to learn by will vs being forced to learn based on a factor (country, home language, etc.) - Culture -- monocultural, bicultural, multicultural - Learning german for a class only, but just use english in everyday life

Why is it important to gather information about students’ dimensions of bilingualism? - To further understand their language use and ability in the classroom - To pair students strategically in class - English dominant w/ Spanish dominant student - To differentiate instruction - Doing diff activities to accomplish same goal KEY TERMS - Language-as-a-problem orientation - Being (unbalanced) bilingual is a problem that needs a solution - Heteroglossic perspective of bilingualism - Bilingualism is normal, majority of world population is bilingual - Individuals languages interconnect with each other, part of same bilingual system - Opposite of monolingual perspective - NOT two monolinguals in one - Dynamic bilingualism - Using all languages to accomplish task - Translanguag...