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STUDENT: SUSANA MARTÍNEZ GAYTÁN SUBJECT: ENGLISH IN THE COMMUNITY CHAPTER: UNIT V: BILINGUALISM

TEACHER: RAYMEL ANDRÉS CARBAJAL TRUJILLO

ASSIGNMENT: MIND MAP

___________________ VO.BO.

" Nevertheless, it was the adolescents who retained the highest levels of performance overall." (Carreño, 2020)

" Their early imperfect efforts are often praised or, at least, accepted" (Carreño, 2020)

children take many years in acquiring proficiencyin their mother-tongue

" ...Developmental changes in the brain, it is argued, affect the nature of language acquisition." (Carreño, 2020)

" The Critical Period Hypothesis suggests that there is a time in human development (before puberty) when the brain is predisposed to success in language learning..." (Carreño, 2020)

perform better on morphology and grammar

Phonology is enhanced by early

Snow and Hoefnagel-Hohle

1. Diglossia and individual bilingualism

This is a basically monolingual society.

are those who use two languages but

5.7. THE YOUNGER-THEthe practice of alternating between two or more languages or varieties of language in conversation ("Oxford Languages and Google - English | Oxford Languages", 2020)

3. Bilingualism without diglossia

diglossia

5.2. WHAT IS BILINGUALISM?T

Almost everyone is able to use both H and L.

Small pockets of minority language speakers may exist, whose inhabitants insist on not having anything to do with the majority language?

2. Neither bilingualism nor diglossia

Bloomfield (1933)

Simplistic models of

Fishman, as quoted by Romaine (1989)

that the allocation of functions of the languagesis normally imbalanced.

Fishman Code-switchin

5.6. COGNITIVE THEORIES OF BILINGUALISM AND THE CURRICULUM

4. Diglossia without bilingualism

Chapter 5 BILINGUALISM

5.3. BILINGUALISM

There are (at least) two languages within a particular geographical area.

a high language variety (H tends to be used in interaction outside

from James Tollefsen?s book Planning Language (1991)

in modern societies, language policy is used to sustain existing power relationships, e., it is ideological (1991: 11)

a low language variety (L)

5.5. LANGUAGE PLANNING POLICIES

5.4. TYPES OF BILINGUALISM 5.4.2. ADDITIVE AND SUBTRACTIVE

is the language of official

is more common within the home

5.4.1. COMPOUND Edwards (1994: 59)

The policy of requiring everyone to learn a single dominant languageis widely seen as a common-sense solution to the communication problems of multilingual Societies {1991:10)

refers to two language sexisting side by side within a geographical areas.

Semilingual individuals

" ... Most importantly, functional categories have to be implemented in the child's grammar." : (Meisel, 2020)

" Code-switching is nevertheless used from early, as soon as a certain kind of grammatical knowledge is accessible. " (Meisel, 2020)

bilingualism

"native-like control of two or more languages?

often represent the two languages as balanced on a scales inside the brain. " ...is constrained not only by grammatical properties of the languages involved..." (Meisel, 2020)

societal bilingualism

diglossia

older learners arners arners

Young learners

" it is also regulated by principles and mechanisms of language use." (Meisel, 2020)

individual bilingualism

" ...it was found that adolescents and adults learned faster than children in the first few months of exposure to L2." (Carreño, 2020)

Cummins?(1976) Iceberg Analogy

Thresholds Theory (Cummins 1976; Toukomaa & Skutnabb-Kangas 1977)

" By the end of the year, the children were catching up or had surpassed the adults on several measures. " (Carreño, 2020)

have been included here to trigger a few thoughts about language policies and ideology.

Exclusionary tactics of dominant groups are normally institutionalized and protected by the legal system, and therefore may be difficult to recognize as examples of exploitation. (1991:15)

Compound bilinguals

are thought to use two linguistic systems which are fused together

co-ordinate bilingualism

are said to have two functionally independent systems

" In some circunstances the learning of another language represents an expansion of the linguistic repertoire..,"

" Subtractive bilingualism,... reflects a society where one languageis valued more than the other, where one dominates the other, where one is on the ascendant and the other is waning."

One group speaks one language, the other a different one

Any society which produces functionally balanced bilinguals who use both languages equally well in all contexts would soon cease to bebilingual because no society needs two languages for the same set of functions.

REFERENCES

•

Hockly, N. Madrid, D. Elements of Sociolinguistics IEXPRO anthology Mexico. Chiapas, 2010

•

Oxford Languages and Google - English | Oxford Languages. (2020). Retrieved 23 November 2020, from https://languages.oup.com/google-dictionary-en/

•

Meisel, J. (1994). Code-Switching in Young Bilingual Children. The Acquisition of Grammatical Constraints. Studies in Second Language Acquisition, 16(4), 413-439.Carreño, V. (2020). Younger is better

to

learn

an

L2?.

Retrieved

23

November

2020,

from

https://www.cambridge.org/core/journals/studies-in-second-language-acquisition/article/codeswitchingin-young-bilingual-children/F6C6B2482928AF547949516C74A6CED7# •

Carreño, V. (2020). Younger is better to learn an L2?. Retrieved 23 November 2020, from https://englishlanguagelearningstudio.wordpress.com/2018/03/25/younger-is-better-to-learn-a-l2/

STUDENT: SUSANA MARTÍNEZ GAYTÁN SUBJECT: ENGLISH IN THE COMMUNITY CHAPTER: UNIT I: LANGUAGE AND CULTURE. UNIT II: LANGUAGE AND CULTURAL IDENTITY

TEACHER: RAYMEL ANDRÉS CARBAJAL TRUJILLO ASSIGNMENT: REFLECTION

___________________ VO.BO.

UNIT I: LANGUAGE AND CULTURE. UNIT II: LANGUAGE AND CULTURAL IDENTITY Reflection Language is a means by which human beings communicate with each other and in which it has accompanied us from our origins. The human being is designed by nature to live in a group, which makes language a necessity for coexistence and for existing in society. Each culture has its own thoughts, customs, ideologies of a collective consciousness by which each one is delimited. “Culture is a problematic term… Collins Concise Dictionary offers the following definitions: 1. The total of inherited ideas, beliefs, values and knowledge that constitute the shared foundations of social action. 2. The full range of activities and ideas of a people. 3. A particular civilization in a particular period. 4. The artistic and social searches, expressions and tastes valued by a society or class. 5. The enlightenment or refinement that results from these searches. 6. The cultivation of plants to improve stocks or produce new ones. 7. The breeding and reproduction of animals, esp. with a view to improving tension ”(Hockly, N. Madrid, D, 2010) Each culture has its own characteristics, so the language is adapted to each one of them. And you are seeing more and more watering the sculpture itself and it is transmitted from generation to generation, thus generating a cultural identity. Language is the vehicle for transmitting cultural knowledge and at the same time an instrument for the knowledge and acquisition of culture, so we understand that in order to know a language sufficiently, for the development of good linguistic competence, it is necessary to acquire a certain cultural competence of the community that uses that language. (Cervantes, 2020). Enchanting the teaching of a second language is essential to know and understand the environment that surrounds the students, since we must be aware that all of them have a worldview of the world along with their attitudes towards learning a second language. “Adaskouet a /. (1990). They suggest distinguishing between four separate senses of culture. These are the aesthetic sense, the sociological sense, the semantic sense and the pragmatic sense. " (Hockly, N. Madrid, D, 2010); In my opinion, culture determines the way in which students will show interest in developing their language skills in SLA. In the sociological sense, I believe that it is important to understand that you didn’t great working on their way of thinking influences a large percent age one the motivation of students to grow at an educational level. Find the semantic sense I understand that the semantic sense causes each of us to give a meaning to the words and the context they refer to. This point is important to consider since we must be aware that the students have a semantic sense perhaps different from ours and it is often difficult to establish adequate communication to transmit knowledge. And finally, the pragmatic sense, in teaching a second language, the pragmatic sense is important in terms of the meanings and uses and customs of the culture where we are, just as it is also important to introduce students to the culture of the language that is being taught so that they can have a

rough pragmatic sense of it. "Edward Sapir, German anthropologist, student of Native American languages and professor at Yale University argued that: No two languages are similar enough to be considered as representatives of the same social reality." (The role of culture within the learning of a foreign language, 2020), in my personal case it is difficult to meet the academic objectives established since my students are of indigenous origin and who come with a Tzotzil mother tongue, and very few They have 100% knowledge of Spanish, this hinders teacher-student communication, which causes slow progress, according to the cited author, the pragmatic sense that they bring is very different, the Spanish language of most of the students just leaves becoming familiar with it, so in each session of the English class they have to deal with the worldview of three cultures. “Clarke (1996: 11) also offers what he calls 'three basic categories' for discussing culture in terms that are relevant to ELT. These are i) culture as content, ii) high culture and iii) cultural practice or behavior. The first category includes' knowledge about food, clothing, weather, chain stores, newspapers, pop stars, politicians, etc. '(ibid: 11), The second category includes what is often referred to as culture with a capital C, which is the art and literature associated with the language. The third category includes linguistic behavior, and Clarke (ibid: 11) elaborates on this as follows: This includes obvious characteristics such as ritual behavior, courtesy systems, but extends for example to taking turns in conversations and meetings, and speech conventions of certain discursive communities and their genres ”(Hockly, N. Madrid, D, 2010) Many times there is confusion regarding the third category since the use and custom of each culture is different and each one has its principles about the same while for a culture there is the same phrase but a certain situation such as good night, in another culture there are different ways of saying good night in terms of the formality of the phrase. For Geertz, culture is external to the individual "embodied in public symbols … through which members of a society communicate their worldview, value orientations, values, and all the rest to each other" (Ortner 1984: 129) The General Survey of Aspects of Foreign Language Teacher Training, in its Marburg Final Report (UNESCO, 1986), expressly states: “Understanding between peoples and peace in the world depend largely on the ability of men to communicate among themselves. Them in a constructive way. Language teachers have, therefore, the very special opportunity to contribute to the achievement of one of the most important goals of Humanity. ”This trust placed in the L2 teacher seems to require the delimitation of the objectives appropriate to promote such understanding from the cultural connections that it can transmit together with the language it teaches; for this purpose, perhaps the methodological orientation and the elaboration of e concrete proposals to be used ”(Hockly, N. Madrid, D, 2010)“ Some texts are of excessive and some complex literariness; This type of text, obviously, will not be helpful to the L2 learner for his functional or communicative learning, ready would constitute a task selection or forecasting problem; in this case, the student should be warned about the convenience and appropriateness of certain uses, not suitable for everyday communication. " (Cervantes, 2020). Whatever

the type of text -literary, journalistic, functional, etc.- that we use to develop an activity or class task, an effective reading comprehension is necessary prior to any methodological orientation of teaching practice. For each word, each sentence, is the product of a different culture. Together with a particular vision and conception of the world, everyone who learns a foreign language must be aware that: a) A foreign language cannot be translated word for word; all languages have idiomatic expressions that have connotations beyond the meaning of each of their constituent parts; b) the intonation with which a phrase is said is loaded with meaning; c) each language is accompanied by a different mimicry, according to what you want to express; d) each language has a different grammar; e) there are taboo terms in every language; f) there are rules for addressing people (Dunnet: 148) or for certain situations. : (The role of culture within the learning of a foreign language, 2020) It is in the process of confronting the mother tongue with the foreign language when the student will begin to understand the culture of others, as well as to evaluate their own. The new acquired culture, as he perceives it, will serve as an intersection point between L2 and the revision of Ll, of his own experience, from another perspective. Speaking of cultural identity. "We can see how the labels that individuals use to identify their ethnicity and membership can tell us a lot about how they see themselves." (Hockly, N. Madrid, D, 2010) and how they see themselves, implies self-worth and real awareness of their own intellectual capacities, and although they may have a good capacity, if the students themselves do not see it or They believe it is very difficult for them to overcome academic challenges. "… the notion of categorizing people in ways that they themselves have not devised." (Hockly, N. Madrid, D, 2010). It is important to note that teachers must eliminate from our vision the cataloging of students with stereotypes that only hinder communication and delays our work, since many times I have observed that teachers box students with certain stereotypes that take away their motivation to teach and the whole course returns a tedious work. Therefore we must find a way to attract the student and sell our "product" and make it attractive, and also generate in the student a mental change of themselves, being in addition to teachers of an L2, a personal group couch class. “Kramsch (1998: 128) as" the need for a person to belong to a group and be independent from that group ". She continues: Members of a cultural group should feel respected and unaffected by their autonomy, pride, and self-sufficiency (negative side). They also need to be reinforced in their view of themselves as educated, considerate and respectful members of their culture (positive side). ” (Hockly, N. Madrid, D, 2010) I conclude with these words from Kramsch (1988: 77), about cultural identity that “…. It can be seen as the most sensitive indicator of the relationship between an individual and a given social group '. The signs and symbols that we use in the construction of our identities are complex and easily misinterpreted even within our own speaking community. Yes, as teachers, we train our students to become effective intercultural communicators, sensitize them to the complexity of problems and the need to understand more linguistic systems.

REFERENCES

•

Hockly, N. Madrid, D. Elements of Sociolinguistics IEXPRO anthology Mexico. Chiapas, 2010

•

Cervantes, B. (2020). Biblioteca Virtual Miguel de Cervantes. Retrieved 15 November 2020, from http://www.cervantesvirtual.com

•

Ayora Esteban, M. C. (2011). Diversidad lingüística y cultural en un ámbito educativo de lenguas en contacto. Pragmalingüística, (18), 30-52. https://doi.org/10.25267/Pragmalinguistica.2017.i25

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C.E.L.E.-U.NA.M. (2020). El papel de la cultura dentro del aprendizaje de una lengua extranjera [Ebook].