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HM 2

The document discusses the differences between monolingual and multilingual competence, highlighting cognitive flexibility in multilingual individuals. It explores motivations for older adults to learn a second language, such as personal fulfillment and career advancement. Additionally, it defines simultaneous and sequential bilingualism, outlines various types of bilingualism, and emphasizes the significance of Interlanguage and insights from Steven Pinker on language acquisition for teaching strategies.

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19 views3 pages

HM 2

The document discusses the differences between monolingual and multilingual competence, highlighting cognitive flexibility in multilingual individuals. It explores motivations for older adults to learn a second language, such as personal fulfillment and career advancement. Additionally, it defines simultaneous and sequential bilingualism, outlines various types of bilingualism, and emphasizes the significance of Interlanguage and insights from Steven Pinker on language acquisition for teaching strategies.

Uploaded by

ash.18castillo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Reading Discussion: Chapter 2.

1. Compare monolingual to multilingual competence.

It’s important to differentiate between monolingual and multilingual competence, as they


refer to different language skills.

- Monolingual competence involves proficiency in a single language, including its


syntax, phonology, morphology, and cultural nuances. For example, a native English
speaker with no other language knowledge is considered monolingual.
- Multilingual competence, on the other hand, refers to proficiency in two or more
languages. This includes navigating and switching between languages based on
context, like a Spanish-English bilingual speaker who uses English professionally and
Spanish at home.
- A significant distinction is cognitive flexibility: multilingual individuals often exhibit
better problem-solving skills and metalinguistic awareness. Additionally, phenomena
such as code-switching and cross-linguistic influence are present in multilingual
contexts but absent in monolingual ones.

2. What motivates an older adult to learn a second language?

Learning has no age limit, and many older adults who didn’t have the chance to learn a
second language earlier in life—whether due to time constraints, financial limitations, or lack
of interest—often find themselves motivated to take on this challenge later in life. Their
reasons vary and can include:

● Personal Fulfillment: Achieving a long-held goal or experiencing the joy of


acquiring a new skill can be deeply rewarding.
● Career Advancement: Many older adults learn a second language to improve their
job prospects, secure a promotion, or stay competitive in the workforce.
● Economic and Social Opportunities: In countries like ours, where foreign
companies increasingly establish operations, proficiency in a global language like
English opens doors to better job opportunities.
● Intellectual and Cognitive Benefits: Some may see language learning as a
stimulating challenge that sharpens their minds and keeps them mentally active.
3. What is the difference between simultaneous multilingualism and sequential?

The process of becoming bilingual by learning a first and second language at the same time is
known as simultaneous bilingualism. The process of becoming bilingual by acquiring a
second language later than the first is known as sequential bilingualism.

4. Which disciplines mentioned in the chapter do you consider have made the
greatest contributions to SLA?
● Linguistics
● Psychology
● Psycholinguistics
● Sociology

5. There is more to bilingualism than speaking two languages. Name eight types
and explain what each means (Refer to the table provided in the chapter). Which
type are you? Explain
● recessive bilingual: someone who begins to feel some difficulty in either
understanding or expressing him or herself with ease,due to lack of use
● secondary bilingual: someone whose second language has been added to a first
language via instruction
● semi bilingual: same as receptive bilingual
● simultaneous lingual: someone with insufficient knowledge of either language
● simultaneous bilingual: someone whose two languages are present from the onset of
speech
● subordinate bilingual : someone who exhibits interference in his or her language
usage by reducing the patterns of the second language to those of the first
● subtractive bilingual: someone whose second language is acquired at the expense of
the aptitudes already acquired in the first language
● successive bilingual: someone whose second language is added at some stage
● vertical bilingual: someone who is bilingual in a standard language and a distinct but
related language or dialect

In my case, I consider that my type is later bilingual because I started learning English when I
was 12.
6. What is Interlanguage and why is this concept salient?

Interlanguage is a linguistic system used by second language learners. Learners create this
language when they attempt to communicate in the target language.

7. As you watch Steven Pinker's VIDEOLinks to an external site, take notes on the
most insightful points he makes and write a short reflection on its relevance for
language teachers

According to Pinker, language is a natural ability that is a component of our human biology
rather than just a learned habit. This concept has the potential to revolutionize the way
teachers teach languages. Teachers can create instructional strategies that better reflect how
language is naturally acquired by students by realizing that language is composed of
grammatical structures produced by syntactic rules rather than only word connections. This
suggests that teachers can create an atmosphere where students can investigate and
comprehend the fundamental rules that underlie grammar and syntax rather than
concentrating only on memorization of words and phrases. In addition, the concept that
language functions as a window into human nature implies that studying language can be an
effective way to gain a greater understanding of both communication and aspects of
cognition. In the same way, the video demonstrates that incorporating ideas from
anthropology, sociology, and psychology can enhance teaching and give language acquisition
a deeper context.

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