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BILINGUALISM AND COGNITION
Presented by:
Yoseph PayongSafitry WahyuniRinda FitrianaSumirah
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Points of Discussion
BILINGUALISM& COGNITION
BilingualsVarieties
Beneficial ordetrimental?
Transfer effect ofL1 on L2 learning
Learningsituation
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Varieties of bilinguals
A bilingual person is if he/she knows:
more than one realization of language in the same modality,
for instance two sound-based languages, such as spoken
English and spoken German, or two sign-based languages
such as American Sign Language and Japanese Sign Language,
or
more two languages based on different modalities, for
example spoken German and American Sign Language
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Is bilingualism beneficial or
detrimental?
Bilingualism is considered as something good.
Means,
1. By knowing another language enables us to communicate
with people or member of other culture using theirlanguage.
2. It is useful in terms of making cooperation and understanding
among people and nations.
This applies not only between countries but also withincountries, where there is more than prevalent or official
language like in Switzerland or Canada.
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Some cases about bilingualism.
1. There are some countries do not want to learn or acquire the
bilingualism. Like North Korea might wish tom curb contactwith other people by limiting the teaching any other language
at school.
2. Also occur in Soviet. In former Soviet Union regarded that
bilingual can destroy the culture. Thats why, Soviet bannedthe use of many languages.
These such situations are regarded as deplorable.
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In fact, Its really fun
and cultural benefits of
bilingualism.
One can go around theworld and make
everything easy by
being able to convey
something using the
language of the country
they visit.
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In this case, there is a question. How can one
reasonably be against bilingualism?Some of the arguments are not against bilingualism
itself, but the early acquisition of the second
language. There are two respects of acquiring.
Linguistically (retarding the acquisition of the first
and the second language). And Intellectually (
retarding to the development of thinking and
cognitive abilities as mathematics and reading).
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Effects on the development of language
Negative Reports
Smith (1930s)
The acquiring bilingualismcan caused retardation in
language development. Gathered the comparative
data in Iowa (Englishmonolinguals) and Hawaichildren( ethnically diverse).
Recorded the sentencesuttered by the children fromtwo groups and evaluated interms of standard usage inthe languages.
Positive Reports
Lambert (Canada)
Investigated English native
children in languageimmersion program
French was spoken and
exposed to academic
instruction and socialinteraction as L2
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Effects on the development of language (Cont.)
Negative Reports
The result is, bilingual
children from Hawai had
many more errors comparewith children from Iowa.
Positive Reports
Bruck et al. (1976)
Conducted one long-termstudy with native English-
speaking children in Frenchimmersion program.
By the fourth or fifth grade,the children were as good asthe French speaking children(including in writing and
reading skills) The immersion group children
got better scores on creativitytest than monolingual children
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Effects on the development of intelligence
Negative Reports
Goddard (1917)
Administered English languageversion of Binet intelligence test
to 30 Jewish adults immigrantswho recently arrived at Ellisisland.
The result showed that less thanhalf of the immigrant couldprovide 60 words, below with a11 years old American children
who could provide 200 words. The Jews adults were called
feeble-minded.
Positive Effects
Bain & Yu (1980)
Compared bilingual andmonolingual (English and French
or English and Chinese) youngchildren (6-8 months of age)
The bilinguals were raisedbilingually either monolinguallyby their parents as well as thevolunteers involved in the study.
When the children were 4, theywere given some cognitiveperformance tests (withlinguistically complex) and theresult showed that bilinguals tobe superior to the monolinguals.
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Effects on the development of intelligence
(Cont.)
Negative Reports
Brigham & Florence
Goodenough
Drew a conclusion thatforeigners (especially non-
Nordic Europeans were
inferior in intelligence,
proved by their poor
performance on intelligence
test administered in English.
Positive Effects
Hakuta (1986)
Claimed that the difference
of advantageous beliefs andattitudes between
monolingual and bilingual
parents could have biased
the findings.
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Another supported research
Diaz and Padilla (1985)
Investigated Mexican-American bilingual pre-school students.
They were videotaped while performing three different tasks: blockdesign, classification, and story-sequencing task.
There was significant portions of performance in both classificationand story-sequencing tasks.
Yoshida & Smith (2007)
Investigated 2-3 years old bilingual children in a novel word-learning
task.
The children demonstrated greater cognitive flexibility comparedwith monolingual children.
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Conclusion of effects of bilingualism to the
development of language and intelligence
From time to time, dozens of studies were conducted on the
relationship between learning a second language early in life
and cognitive ability.
Robinson summarized many of them in one of his articles by
concluding: the picture that emerges is ...... a youngster
whose experience with two language systems seems to have
left him or her with a mental flexibility, a superiority in
concept formation, and a more diversified set of mental
abilities. The studies also demonstrated that children who have studied
a foreign language perform better on standardized tests and
tests of basic skills in English, math and social studies.
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Conclusion (Cont.)
Researchers have discovered that the cognitive systems of
bilingual children differ from those of monolingual children in
some remarkable ways.
Learning, speaking, and using two languages may affect
fundamental aspects of cognitive and neural development,
potentially influencing the way those systems learn and
represent information (Bialystok, 1999; Bialystok, Craik, Klein,
& Viswanathan, 2004; Bialystok & Martin, 2004; Mechelli et
al., 2004).
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Learning Situation
two languages can be acquiredat the same time
only occurs in childhoodSimultaneous
Acquisition
L2 can be learned in childhood
L2 can be learned after theperson has become an adult
It can occurs both child oradult
SequentialAcquisition
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Simultaneous Acquisition
1)1P-1LIt is when speakers of different languages use only
one language each when talking to a child. For
example, a mother speaks only English while the
father speaks only French.
2). 1P-2L
It is when the same person uses two different
languages while speaking to the child.For example the mother and father use both French
and English when talking to a child.
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Sequential Acquisition
The sequential kind of bilingual situation occurs for achild when parents speak one language and the
community speak another.
For example
When an Indonesian couple move to America, The
parents speaks Indonesian to their children at home
but when the children play outside, go to school,
library or movie they use English. Thus, the childrenlearn two languages sequently.
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The children learn two languages sequentially. It is
where a second language is introduced after the first
language has started being learned. Some of theacquisition of the languages will occur
simultaneously.
What is sequential is the different starting times for the
introduction of each language.
In acquiring the second language, speed, proficiency
and fluency will be determined by certain
psychological and social variable.
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SUGGESTION
If parents want to raise their children bilingual
so it is better to use 1P 1L pattern.
The reason is
If the wait one or two years after then the
children will experience great psychological
difficulty in changing to another
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Transfer effect of L1 on L2 learning
SIMILARITY OF SYTAX, VOCABULARY, AND
SOUND SYTEM
No language is more complex overall than any
other language (linguist)
No language is easier to learn than any other
language (psycholinguist)
Not every pair of language can be acquired at
the same rate
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For example:
After learning English, learning French will beeasier rather than learning Japanese. ThoughEnglish syntax and French syntax is different,there is big differences between syntax of English
and Japanese. However, there is similarity onvocabulary between English and French
Japanese syntax is similar to Korean syntax
English syntax is similar to Chinese syntax, but
they are different in sound system. Meanwhile,English speaker will find the Japanese soundsystem is easier to handle
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So, the acquisition of second language will be
more rapid when L1 and L2 have similarity of
syntax, vocabulary, and sound system
Regarding to importance scale, syntax is the
greatest. However, for language success, it is
better to have syntax and vocabulary similarity
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Facilitation
L1 knowledge may facilitate L2 learning Facilitation is not as noticeable as errors
When L1 and L2 have a lot of similarities, such as thearticle (in English and French), Gender (Masculine and
feminine nouns as in French and Italian), a positivetransfer from L1 is occurred.
Moreover, learners will have no difficulty with thecomplexity of structure, morphology, and phonology,
since they have had them in L1 learning The best facilitation is to give natural situation for L2
learning. Since, L2 will be acquired more quickly
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Errors
Errors are as indicators of Learners L2
knowledge
L1 interference attributes to minority of errors
Most errors are the result of application of L2
strategy and L1 strategy. These strategies
apply when L2 knowledge is not yet known or
incompletely learned
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For examples:
L1 interference:
I go yesterday(Indonesian interference)
L2 strategy:(overgeneralized L2 rules)
Afterwards they ate the dinner
I am like Bakpao
L1 strategy: use L1 knowledge because learner
does not know how to say it in L2I am chased by dog
My finger is hurted by a knife
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The Double Trouble Phenomenon
The previous knowledge of particular language will
interfere us when learn another language
For example:
When we try to speak English, our knowledge ofIndonesian comes into our mind to construct the
sentences.
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THANK YOU