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Arranged alphabetically, this accessible glossary provides a quick source of reference for a range of readers, from students of linguistics to educators who need help navigating the vocabulary of Bilingualism. Cross-referenced throughout, this guide considers a range of concepts that relate to the interdisciplinary nature of the field.
Seminar paper from the year 2005 in the subject English Language and Literature Studies - Linguistics, grade: 1,0, Free University of Berlin, course: First and Second Language Acquisition, language: English, abstract: [...] This extract from the Book of Genesis is perhaps the oldest recorded attempt to explain the thrilling diversity of languages in the western societies. Moreover, the tale of the Tower of Babel is probably the best-known story about language among ordinary citizens. Though virtually everyone has heard about Babel at some point, only few would link it to the concept of ‘multilingualism’ or be able to give an exact definition of the term. Scholars, on the other hand, have not come up with a universally accepted definition so far, either. The term ‘multilingualism’ is used here synonymously with ‘bilingualism’ and therefore applied in its broadest sense. For the time being, we consider as multilingualism / bilingualism the competence in more than one language or, in other words, we “encompass both the individuals who are fluent in two languages only and those whose linguistic repertoire consists of three or more languages”. Admittedly, this definition is rather inaccurate and vague. In the course of this work we will therefore seek for a much more elaborate understanding of bilingualism / multilingualism. But let us go back to the biblical story for a moment. Unfortunately, a negative attitude towards different languages, which is implicitly expressed in the curse of Babel, is nowadays still widely held when it comes to judging bilinguals and bilingualism. Even in this day and age many people see the simultaneous occurrence of several languages in one place not as a blessing but as an aberration. To them, monolingualism is the norm and hence the natural way of life. However, if we direct our attention to facts rather than fiction, it becomes immediately clear that multilingualism is neither abnormal nor unnatural. Instead, as BHATIA / RITCHIE veraciously state, “[b]ilingualism, – more generally, multilingualism – is a major fact of life in the world today.” For a start, let us consider the domain of economics. The process of globalisation as well as improved travel opportunities have been causing increased mobility throughout the world. It is thus becoming a smaller place and interactions between people of different nations and cultures are getting much more frequent than in the past. As a result, ever more individuals are required to speak two or more languages. Despite these recent developments, the need to communicate with people who do not speak the same language as oneself is probably as old as history itself. [...]
Arranged alphabetically, this accessible glossary provides a quick source of reference for a range of readers, from students of linguistics to educators who need help navigating the vocabulary of Bilingualism.
This revised edition of a major textbook provides an introduction to the queries that arise in connection with bilingualism and the effect it has on the personality. It underlines the normality of speaking and using more than one language and aims to dispel many myths and fears. It should interest all types of reader - parents, educators and policy makers, as well as language specialists.
The seventh edition of this bestselling textbook has been extensively revised and updated to provide a comprehensive and accessible introduction to bilingualism and bilingual education in an everchanging world. Written in a compact and clear style, the book covers all the crucial issues in bilingualism and multilingualism at individual, group and societal levels. Updates to the new edition include: Thoroughly updated chapters with over 500 new citations of the latest research. Six chapters with new titles to better reflect their updated content. A new Chapter 16 on Deaf-Signing People, Bilingualism/Multilingualism, and Bilingual Education. The latest demographics and other statistical data. Recent developments in and limitations of brain imaging research. An expanded discussion of key topics including multilingual education, codeswitching, translanguaging, translingualism, biliteracy, multiliteracies, metalinguistic and morphological awareness, superdiversity, raciolinguistics, anti-racist education, critical post-structural sociolinguistics, language variation, motivation, age effects, power, and neoliberal ideologies. Recent US policy developments including the Every Student Succeeds Act (ESSA), Seal of Biliteracy, Proposition 58, LOOK Act, Native American Languages Preservation Act, and state English proficiency standards and assessments consortia (WIDA, ELPA21). New global examples of research, policy, and practice beyond Europe and North America. Technology and language learning on the internet and via mobile apps, and multilingual language use on the internet and in social media. Students and Instructors will benefit from updated chapter features including: New bolded key terms corresponding to a comprehensive glossary Recommended readings and online resources Discussion questions and study activities
In this third, fully revised edition, the 10 volume Encyclopedia of Language and Education offers the newest developments, including an entirely new volume of research and scholarly content, essential to the field of language teaching and learning in the age of globalization. In the selection of topics and contributors, the Encyclopedia reflects the depth of disciplinary knowledge, breadth of interdisciplinary perspective, and diversity of socio-geographic experience in the language and education field. Throughout, there is an inclusion of contributions from non-English speaking and non-western parts of the world, providing truly global coverage. Furthermore, the authors have sought to integrate these voices fully into the whole, rather than as special cases or international perspectives in separate sections. The Encyclopedia is a necessary reference set for every university and college library in the world that serves a faculty or school of education, as well as being highly relevant to the fields of applied and socio-linguistics. The publication of this work charts the further deepening and broadening of the field of language and education since the publication of the first edition of the Encyclopedia in 1997 and the second edition in 2008.
The papers in this volume have been written by leading scholars in the field of bilingualism and deal with individual bilingualism, societal and educational phenomena, addressing issues such as bilingual usage, acquisition, teaching, and language planning and policy. The volume's major asset lies in its diversity, not only in depth of investigation and in topical variety but also in the range of languages and geographical regions covered. Another important feature of the volume is its multidisciplinary perspective. Among the contributors are linguists, sociologists, psychologists and sociolinguists.
This important text provides a general overview of the methods and theories used in the broad domain of bilingualism. The unique interdisciplinary approach, which is reflected in the various topics covered, gives students a global picture of the field. Topics range from early childhood intellectual development to educational and social-cognitive challenges to the maturing bilingual brain. Important developing areas such as cognitive aging, creativity, the social and cultural context perspective, communication disorders and sentence processing are also covered within the volume. This text is aimed towards undergraduate courses and graduate courses in psycholinguistics, especially those with an emphasis on bilingualism or second language learning.
The publication of Hugo Baetens Beardsmore’s book Bilingualism: Basic Principles by Multilingual Matters in 1982 coincided with an unprecedented upsurge of interest in bilingualism. A major reason for this was the acknowledgement that bilingualism is far more common than was previously thought, and perhaps even the norm. The number of bilinguals at the turn of the third millennium is probably greater than ever before and will continue to grow as a result of the combined forces of globalisation, automatisation, increased mobility and migration, and modernisation of foreign language teaching. The contributions in this book prove that, given the right conditions, bilingualism can confer distinct benefits like intellectual, psychological, social, cultural and economic improvement on the individual. The papers in this volume have been written by leading scholars in the field of bilingualism and deal with individual bilingualism, societal and educational phenomena, addressing issues such as bilingual usage, acquisition, teaching, and language planning and policy. The volume’s major asset lies in its diversity, not only in depth of investigation and in topical variety but also in the range of languages and geographical regions covered. Another important feature of the volume is its multidisciplinary perspective. Among the contributors are linguists, sociologists, psychologists and sociolinguists.
This volume provides a unique cross-disciplinary perspective on the external ecological and internal psycholinguistic factors that determine sign bilingualism, its development and maintenance at the individual and societal levels. Multiple aspects concerning the dynamics of contact situations involving a signed and a spoken or a written language are covered in detail, i.e. the development of the languages in bilingual deaf children, cross-modal contact phenomena in the productions of child and adult signers, sign bilingual education concepts and practices in diverse social contexts, deaf educational discourse, sign language planning and interpretation. This state-of-the-art collection is enhanced by a final chapter providing a critical appraisal of the major issues emerging from the individual studies in the light of current assumptions in the broader field of contact linguistics. Given the interdependence of research, policy and practice, the insights gathered in the studies presented are not only of scientific interest, but also bear important implications concerning the perception, understanding and promotion of bilingualism in deaf individuals whose language acquisition and use have been ignored for a long time at the socio-political and scientific levels.