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    srie novita winda
    1. Bilingualism can take many forms, such as understanding two languages but only speaking one fluently, or being fluent in speaking one language but not writing it. 2. Early research suggested that learning a second language could negatively impact development of the first language or intellectual development, but more recent studies found bilingualism can increase mental flexibility and abstract thought. 3. Learning a second language simultaneously from birth or sequentially later in childhood leads to different outcomes, with simultaneous learning often leading to stronger bilingual abilities.

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    Summary 7

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    srie novita winda
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    1. Bilingualism can take many forms, such as understanding two languages but only speaking one fluently, or being fluent in speaking one language but not writing it. 2. Early research suggested that learning a second language could negatively impact development of the first language or intellectual development, but more recent studies found bilingualism can increase mental flexibility and abstract thought. 3. Learning a second language simultaneously from birth or sequentially later in childhood leads to different outcomes, with simultaneous learning often leading to stronger bilingual abilities.

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    1. Bilingualism can take many forms, such as understanding two languages but only speaking one fluently, or being fluent in speaking one language but not writing it. 2. Early research suggested that learning a second language could negatively impact development of the first language or intellectual development, but more recent studies found bilingualism can increase mental flexibility and abstract thought. 3. Learning a second language simultaneously from birth or sequentially later in childhood leads to different outcomes, with simultaneous learning often leading to stronger bilingual abilities.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    11 views5 pages

    Summary 7

    Uploaded by

    srie novita winda
    1. Bilingualism can take many forms, such as understanding two languages but only speaking one fluently, or being fluent in speaking one language but not writing it. 2. Early research suggested that learning a second language could negatively impact development of the first language or intellectual development, but more recent studies found bilingualism can increase mental flexibility and abstract thought. 3. Learning a second language simultaneously from birth or sequentially later in childhood leads to different outcomes, with simultaneous learning often leading to stronger bilingual abilities.

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    © All Rights Reserved
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    Name: Srie Novita Winda

    Nim : 20018035
    Summary
    Bilingualism, Intelligence, Transfer, and Learning Strategies

    A. Varieties of Bilingualism

    Most people define bilingualism as a person who is able to speak and understand two

    languages, for example, Indonesian and English. If examined further, we take an

    example in real life, we must have found people who understand a language (let's say

    English). When they read writing in English they understand, but when asked to speak

    they cannot. Another example, when someone can be fluent in a second language but

    cannot write in that language. Such conditions can be categorized as bilingualism

    because language can be obtained through various modalities; sound, sight, visual

    motion. Then, we can say that someone is bilingualism if she or he knows; two

    languages in the same modality, two languages based on different modalities.

    B. Is bilingualism beneficial or detrimental?

    Some people believe that if a second language is learned at an early age, it can be

    harmful in two main respects: (1) the learning of the second language would retard or

    negatively influence the learning of the native language, or (2) it would intellectually

    retard the development of thinking and of such cognitive capacities as mathematics

    and reading. Many states in the USA after the First World War banned the teaching of

    a foreign language because the knowledge of that language was regarded as

    potentially detrimental to young children's cultural values.

    C. Effects of early bilingualism on first- language development and intelligence

    1. Effects on first language development


    Based on the results of a comparative study conducted by Smith (1939) he

    conducted research at pre-schools in Iowa and then taught children in Hawaii. The

    children at the pre-school in Iowa use English in their daily activities, they are

    monolingualism, while the children in Hawaii are bilingual because they come

    from various ethnicities, namely Korean, Chinese, Filipino, Japanese, Portuguese.

    Smith observed every English utterance uttered by the two groups of children, and

    the result was that children with bilingualism had more errors in their English

    speech than children with monolingualism. So, Smith's conclusion that

    bilingualism caused retardation in language development. However, Lambert and

    his associates in Canada found positive results, the children were native English

    speakers in the French immersion program, they learned a second language,

    namely French, including reading and writing, the results showed that these

    children had excellent abilities like children -Native French children and they

    don't lose their first language, namely English. These children have excellent

    creativity compared to children with monolingualism, and their math and science

    scores are also higher. However, other researchers pointed out that there were

    several aspects that these children did not master, such as productive skills,

    namely speaking, because they did not get direct exposure to native French

    speakers.

    2. Effects on intelligence

    Based on the results of research conducted by Goddard (1917) In the verbal

    fluency section of the test, it was found that less than half of adult immigrants

    could provide 60 words, a figure far below the 200 words that could be produced

    by 11-year-old American children. Based on these results, Goddard classified 25

    out of 30 people as 'weak minded'. and Saer (1922) Similar results were found in
    monolingual and bilingual comparisons in Wales (Saer, 1922, 1923). Saer tested

    the intelligence of 1400 children between the ages of 7 and 14. Based on the

    higher scores for monolinguals on IQ tests, he concluded that bilingual thought

    processes are confused by the use of two languages. What's wrong with this study

    and others like it is the fact that knowledge of the target language itself plays a

    large role in determining the outcome of scores on intelligence tests.

    Inversely proportional to the results of previous studies which showed negative

    results, research conducted by Peal and Lambert (1962) found positive results.

    they concluded that bilingualism results in greater mental flexibility and abstract

    thought.

    D. Sequential and Simultaneous Learning Situations

    1. Sequential learning of two languages

    An example of this section is, when a 5 years old child moves to America and

    goes to school there, while at school the child learns to use English while at home

    the child speaks his native language with his parents. conditions like this are

    called sequential learning because the children learning English have different

    starting times, namely a four years gap before the introduction of the second

    language.

    2. Simultaneous learning

    One person speaks one language only or one person speaks two languages.

    Typical of the first case is when the mother speaks one language while the father

    speaks another. Or it can be a frequent babysitter or other family member who

    speaks the other language. Each person uses one language exclusively. For

    example, the mother might speak to the child only in Spanish while the father

    speaks to the child only in English. This is the one-person uses-one-language-


    only situation. The other learning case is when the same person uses two

    different languages when speaking to the child. For example, the mother uses

    both Spanish and English, and the father does the same. The two languages are

    mixed by each parent. Thus, each person uses two languages.

    E. Strategies for Second-language Production

    1. The first-language strategy and the second-language strategy

    In this section, if someone learns a new language, such as Japanese, when that

    person does not have sufficient knowledge of the language being studied then

    applying first-language knowledge to the second language. When second

    language knowledge is lacking, this strategy is very useful. It is one that, we

    believe, all second-language learners automatically use and rely on, especially in

    conversation. Usually, it is better to say something, even if it is wrong than to say

    nothing. This strategy will allow for something to be said, even though it is based

    on knowledge of the first language.

    2. Strategies for sentence production and communication

    Communication strategies may also involve using words or phrases from the first

    language when they are unknown in the second language (codeswitching), or

    coining new words such as ‘airball’ for ‘balloon’.

    F. Teaching Reading in a Bilingual situation at home

    As for teaching reading, however, we recommend that the teaching be done

    sequentially, with the second language following the first after a year or two. Suppose

    that the parents start teaching the child to read English. At least one parent must be

    involved, the one who speaks English to the child. (It would be beneficial if the other

    parent joined in too, but just for reading and not for language teaching.)
    Which language should be read first it is better that the language to be learned first is

    the one that is most important for the child’s welfare. Basically, it should be the

    language that is used in community and in school.

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