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Language Mixing In Language Acquisition

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In bilingual communities, there is an existing debate over the issue of whether language mixing in input is detrimental to the child’s language development. Linguist use the term language mixing as a cover term for a number of different types of utterances the child produce (Myers-Scotton, 2005). One type of mixing is referred to as code mixing which refers to instances in which people alternate between at least two languages in a single conversation (Herk, 2012). A group of researchers held view that introducing language mixing from young can be detrimental to child language acquisition as it might trigger confusion between languages (Antón Eneko, 2015). Another group held the view that children have the ability to acquire more than one language …show more content…

We can examine this by comparing language skills of early and late bilinguals. Early bilinguals became bilingual as early as before the age of 5 and that they are have equal proficiency in both their languages. Late bilinguals only acquire their second language after the age of 10. By looking at these two type of bilinguals, we can compare their cognitive differences in the age range of 5 to 10 and monitor their speech and comprehension skills. During this period, we can keep in control the variable - the number of language input in each group of bilinguals (early bilinguals mixing in language input and late bilinguals with only one language input). We can then test the hypothesis of whether the number of language input and timing of second language exposure impacts bilinguals’ language development. According to this hypothesis, differential outcomes for early and late bilinguals occur because late bilinguals do not acquire native-like proficiency levels in their second language and as a result, language competence does not increase at a steady …show more content…

Results from a number of studies of bilingual children have indicated poorer phonological skills in young bilinguals than their monolingual counterparts. Gildersleeve-Neumann, Kester, Davis, and Peña (2008) examined the English phonological skills of typically developing, bilingual (English–Spanish) 3-year-olds. The results indicated that the bilingual children showed an overall lower intelligibility rating, made more consonant and vowel errors overall, and produced more uncommon error patterns than monolingual English speakers of the same

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Most individuals are apprehensive about changes, but there may be no reason. Changes can bring benefits to those who experience them. In the essay “Aria: A Memoir of a Bilingual Childhood” Richard Rodriguez explores his life as a bilingual child. He discusses the many changes he experiences as he goes from being fluent in Spanish to being fluent in English. Rodriguez dissuades the reader against bilingual education which is the education of nonnative English speakers in their native language.

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In the essay, "Aria: Memoir of a Bilingual Childhood", Richard Rodriguez explains his opinion on bilingual education based on his own childhood experience. He provides reasons why it would be retrogressive to permit the non-English speaking children use their family language as the language in school. In defending his positions, he provides three ideas to support his position: • The use of family language impedes child’s social growth. Insistence on using Spanish language at home made Rodriguez and his older sister and brother to be socially disadvantaged at school.

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Being bilingual can be both useful or irritating, having the ability to communicate and understand several languages or being raised to be an interpreter for your parents. As you become more exposed to a variety of languages you can often observe how society treats certain languages. Martin Espada is a lawyer and poet who defends Spanish speakers in America, makes it clear about the role of language in his essay, “The New Bathroom Policy at English High School.” He asserts that the importance of language is created from cultural identity. When Espada shared what he learned about maintaining and defending Spanish he proceeded to say, “Defending the right of all Latinos to use the tongue of their history and identity creates in me passion for Spanish itself.”

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Foreign language learning in pre- and elementary schools has seen a rapid development in Europe. “This movement’s impact can be recognized in Europe’s aim of fostering a plurilingual, multicultural society throughout the continent” (Jaekel 632-2). Across Europe, foreign language education in elementary schools has become the rule rather than the exception. As a result, research into early foreign language education has been growing steadily. “Primary aims are the promotion of multilingualism and multicultural understanding as well as a response to the growing demand of fluent second language (L2) speakers for the job market” (Jaekel 632-2).

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Adults who attempt to learn a new language can understand the logic of the new language but can’t fully master jargons, diction, and exceptions to grammar rules. Researchers discovered that when adults mastered two languages in childhood, both languages were located in the same areas of the brain with no influence on the cortex. Bilingual adults keep the two languages unconnected, starting one and temporarily stopping the other when speaking to an individual who only speaks one

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Speakers form and establish a pidgin language when two or more speakers who do not speak a common language form an intermediate, third language. On the other hand, speakers practice code-switching when they are each fluent in both languages. Code mixing is a thematically related term, but the usage of the terms code-switching and code-mixing varies. Some scholars use either term to denote the same practice, while others apply code-mixing to denote the formal linguistic properties of language-contact phenomena, and code-switching to denote the actual, spoken usages by multilingual persons. Literature scholars use the term code- switching to describe literary styles which include elements from more than one language, e.g. novels by Latino writers,

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The questionable and ambiguous nature surrounding the notion that children play an active role in acquiring language has been debated by many theorists of different perspectives. These three perspectives include the learning view, the nativist view and the interactionist view. In this essay I will discuss each perspective with reference to psychological theories and research that relates to each view. The learning perspective of language acquisition suggests that children acquire language through imitation and reinforcement (Skinner, 1957). The ideology behind this view claims that children develop language by repeating utterances that have been praised by their parent, therefore gaining a larger vocabulary and understanding of phrases over

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Being bilingual has got many advantages. It has been debated that bilingualism has multiple advantages such as cognitive, cultural, academic benefits as well. Cognitive benefit reveals that being bilingual help to facilitate human brain. People who are bilingual have two language systems which are working simultaneously. These systems don’t create hindrance in individual’s performance and ensure brain’s functioning of both cognitive aspects (Bialystok, 1999).

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The notion of bilingualism is frequently connected to the idea of code-switching since a person should have ability to speak using two or more than one variety. Researchers have made countless studies describing bilingualism as they create awareness in different ways. To begin with is Bloomfield (1933) who defined bilingualism as having the “native- like control of two languages”. However, Haugen (1953) pinpointed that bilingualism is the ability of a speaker to communicate and understand an additional variety. This is to mean that the concept of bilingualism exist only when an individual of a certain variety has the capability to communicate effectively in an additional variety.

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