Multilingualism In English

Multilingualism is the capacity of a speaker to write, talk and function in two or more distinct language communities. “ you probably know that many parents are jumping on the bandwagon of introducing their child to a second language. Whether it’s Latin, Mandarin, Spanish or any other language, parents everywhere are insisting that Multilanguage children have an edge over kids who speak only one language. And, this isn’t some elitist craze, the overwhelming thoughts of the experts is that children should really be learning a new language.” – Skila Brown. Multilingualism is a rather difficult topic as it may seems. In this topic we will cover Students’ the importance of learning new languages, Linguistic diversity and the spread of the English

Nowadays, many elementary schools are programming English as their local content subject. It seems that interest in teaching of English of elementary school students has been growing in recent years. Here is no deny that English is the top most widely spoken language in the world. The practice of speaking and writing in English came into existence since centuries. It continued to be popular and familiar to various nation, majorly because of the British influence. However most of the people, agree that learning a foreign than English is waste of time when asked, student responses during grouped questions were much more consistent with survey data, if not even more negative. Students often referred to others as feeling embarrassment, shame, or worrying about the responses of their classmates when speaking French. For example, when students were asked to indicate which boy (from the pictures used during the focus group discussion) looked the most 60 like them when someone asked them a question in French, they pointed to the sad boy. Emma stated that, “I’m not saying who, but one of my friends, she struggles with, um, different things, and I try to help her, but sometimes she’s just like, ‘Oh man, I just can’t do this.’” After the interviews, when asked again, Emma said, “I work with Kaylee, but she gets discouraged. I do too. Sometimes I don’t understand, but I don’t want other people to know.” Emma’s response was similar to those given by others. She was unwilling to ‘out’ either herself or a friend as someone who struggles with French, but instead, expressed her own concerns and frustrations about the difficulties of learning French in the abstract. Student responses to the question “How do you feel about French?” asked at the end of the focus group discussion, were also more consistent with the survey data. Most students indicated that they felt that they liked