Bilingualism: Views of Language

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Table of Contents

Introduction
Main body
Conclusion
Works cited

Introduction

Bilingualism became one of the brightest phenomena of the intercultural communications defined as “communication of the people representing different cultures “. According to of some researchers, there are more bilingual people in the world, than monolingual. It is known, that by the present moment children’s Bilingualism covers almost half of children on our planet. They assume that this tendency will grow further. The degree of development of speech inevitably affects feeling of the child when skill to state the ideas and to understand speech of associates influences their place and a role in a society (a circle of friends and estimations at school, an opportunity to become the leader in a group, etc.). The level of use of language depends on a variety, depth and correctness of speech impressions which the child receives since the early childhood. Therefore so important to give the kid high-grade language development at that age when bases of the person are formed, the intelligence wakes up (Adler, 1995).

Main body

According to the standard representations, Bilingualism is a free possession of two languages simultaneously. It is considered by the classical U.Vajnraha’s definition where he approves, that Bilingualism is a possession of two languages and their alternate use depending on conditions of speech dialogue.

As in the work by Kit Yuen Quan “The Girl Who Wouldn’t Sing” the author describes a difficult situation of a Chinese girl who appeared in America and wanted to find her own place in the society. It appeared that language is one of the most important factors for this. So, the girl tries to communicate with different groups of people and tries herself in different types of communications. She starts to learn her native Chinese background and finds that she is not ready to reply the question if she wants to identify herself as an American or Chinese. To my mind, this is the problem of rather sociological character than of the linguistic one.

In case of Richard Rodriguez (“Aria, A Memoir if a Bilingual Childhood”)we can see the opposite situation. Richard’s parents are not able to help their child and that is why it causes a lot of problems inside of the family. The parents try to speak English to their son but it is rather embarrassing for him. His noisy home is very different from the atmosphere that he can observe outside (Rodriguez, 2004). Here, in my opinion, it is possible to see the sociological and psycholinguistic problems. I think that Richard is ashamed of his origin and this thing makes the bilingual development process very difficult.

From the positions psycholinguistics, Bilingualism is an ability to use two language systems for communication. Bilingualism positively affects the development of memory, skill to understand, analyze and discuss the phenomenon of language, ingenuity, and speed of reaction, mathematical skills and logic. It is high-grade developing bilinguals, as a rule, well study and it is better than others acquire abstract sciences, the literature and other foreign languages. The the child is younger, the they are more at it than chances to know the second language in the greatest possible volume and with a natural pronunciation. It is possible to tell unequivocally: children have conclusive advantage in studying foreign language before adults. Memory of the child is more susceptible, unlike the adult it is not constrained by complexes, is not afraid to make a mistake, to not recollect in time the necessary word.

The child-bilinguals, in difference from monolinguals, are interested in the linguistic phenomena as their language experience is much wider. Interest to semantics of words, to that the same concept can be expressed both in English and in their native language is early shown. It promotes development of translational skills, and also interest to motivation of names. Deducing own ethymology of words, children actively use knowledge of two languages. Bilingualism develops spontaneously if parents do not plan in advance languages of communication with the child, mix them, do not supervise speech of the child, do not pay attention to its lacks. Sometimes spontaneous Bilingualism develops in the event that in the street children talk in language, other, than houses, or “house” and “street” languages mix up without any attention to such speech development from parents. In case of spontaneous development of bilingualism in speech of the child there are too many mistakes. If parents meaningly approach to the formation of Bilingualism the child, they in advance think over, by what principle, in what volume and during what time dialogue in each language will be spent (Challener, 1997).

At studying a phenomenon the scientists consider a degree of mastering a language, for example, E.M.Vereschagin allocates three levels of Bilingualism (Cahan, 1996):

receptive – understanding of speech products;
reproductive – skill to reproduce the heard;
productive – skill not only to understand and reproduce, but also to build the integral intelligent statements.

All children-bilinguals pass these stages of Bilingualism development. Undoubtedly, for formation the simultaneous Bilingualism the beginning of the communications conterminous on time with the child in both languages, i.e. from first month of their life is ideal. Than after the second language is entered into dialogue with the child, especially obviously first language dominates over the second. After three years already probably special training of the child to the second language in the game form, by means of books, audio records and videofilms. Occurrence during this period of new toys can be connected with studied language.

If both languages are acquired during the communications as it occurs at their simultaneous development, instead of at special training, Bilingualism is formed as natural. The child concerns to each of two languages as to means of the communications, they are ready to communicate in any of them, expresses the ideas and feelings. Gradually the child gets used to that one of languages is not native for them and their parents (Adler, 1995).

At special training the child concerns to the second language as to a subject of studying, to the new game, a new kind of activity, they do not consider it as one of means of the communications. It is an attribute artificial Bilingualism. However at creation of special conditions, active connection of communication with the carrier of the second language for a long time, the second language too can become for the child to one of means of the communications.

Conclusion

In conclusion, it should be said that Bilingualism is a very complicated phenomena and demands great attempts of psycholinguistic thinking.

Besides Bilingualism is closely connected with the problem of intercultural relations. It is very important for every bilingual person to connect two cultures inside. Only then the process of qualitative Bilingualism is possible.

Works cited

Adler Bill (1995) Growing Up Asian American, Perennial Currents.

Challener Danie (1997) Stories of Resilience in Childhood: The Narratives of Maya Angelou, Maxine Hong Kingston, Richard Rodriguez, John Edgar Wideman, and Tobias Wolff (Children of Poverty) Routledge; 1 edition.

Cahan Susan (1996) Contemporary Art and Multicultural Education, Routledge; 1 edition.

Kit Yuen Quan “The Girl Who Wouldn’t Sing”.

Richard Rodriguez Aria:A Memoir Of A Bilingual Childhood.

Rodriguez Richard (2004) Hunger of Memory: The Education of Richard Rodriguez, Dial Press Trade.

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Bilingualism: Views of Language

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