2. Text 14
This text discussed the various levels of
bilingualism and how to determine if someone is
a bilingual.
-Monolingual: one language
-Bilingual: Someone who speaks 2 languages
-Degrees of bilingualism: Assessed in
four skills, listening, speaking, reading,
and writing.
-Balanced bilingual: Someone whose skills in
two languages are basically equal.
3. Teaching: Using ESL placement test data to
differentiate instruction.
Learning: Students may benefit from bilingual
instruction in content area classes as English
proficiency improves.
4. Text 15
This text discussed codeswitching and its
role with people who are bilingual.
-Codeswitching is the term used to
identify alterations of linguistic varieties in
the same conversation.
-Codeswitching is initially used to bridge
gaps between first and second language.
-Codeswitching amongst “stable” bilingual
populations is used to identify ethnic
groups and to show group solidarity.
5. Teaching: Teachers must know how to manage
codeswitching. Cultures must be values but class
time should focus on formal English language
teaching. Teaching students how to codeswitch is
a valuable skill. Students will develop social
language but they need to learn how to “translate”
this speech into formal/academic English.
Learning: Students who are allowed to codeswitch
and feel like their language is valued are more
likely to feel welcome at school. Completely
banning their language will only alienate them
from the class and dampen their developing
English skills.
6. Resources
https://www.youtube.com/watch?v=xX1-
FgkfWo8
◦ Codeswitching Lesson
http://www.ascd.org/publications/educational_le
adership/apr08/vol65/num07/Becoming_Adept_
at_Code-Switching.aspx
◦ How to teach codeswitching
file:///C:/Users/krobin10/Downloads/The%20C
olor%20of%20Language%20(2).pdf
◦ The Color of Language: This article discussed how
bilingual education leads to higher test scores for ELL
students.
7.
8. Text 16
Overview: Languages in Nigeria are categorized
into three types – 400 indigenous languages,
three languages attain through colonization,
Arabic, English, and French, and Pidgin English.
English is the language of prestige, used in
judicial proceedings, commerce, education, etc.
The indigenous languages of Hausa, Igbo, and
Yoruba finding position just below English.
These languages are used in media
communications such as newspapers, radio,
television, etc.
9. Text 16
Learners: So as Nigerians must learn the
language of prestige to survive in their
homeland, so must our ELLs learn the
language of prestige to survive in their new
homeland. Until students and parents alike
attain proficiency in English, they are without
access to news, communications, etc. which
can create a feeling of isolation.
10. Text 16
Teachers: Educators need to learn to embrace
multilingualism in the classroom, allowing
students to share their languages and cultures.
In doing so, educators can raise the symbolic
value of home languages which in turn could
elicit pride and confidence in the classroom,
leading to greater interest and enthusiasm of
ELLs in the classroom. Even if the only steps
educators take to introduce multilingualism in
the classroom society by using literature that
incorporates others languages alongside English,
ELLs will feel more welcomed in the classroom
community.
11. Text 17 Overview
◦ Pidgin language evolves from circumstances where
there are limited relations between speakers of
different languages such as at the marketplace.
◦ Learned informally used mainly for trade.
It is a language only used in contact of people for
a certain purpose (market communication) while
the people still hold on to their native language
inside their communities.
Lack of recognition of pidgin/creole results in
them being viewed as local jargon and linguistic
abnormality.
12. Text 17 Learners-
The major take away for ELLs is the principle
of developing the habit of using the right
language. When pidgin language is present, it
is usually the preference of the speaker to
use it, even if the native language does not
lack words to express. However, learners
need to avoid using it to avoid mixing
languages. The focus of the ELL should be to
learn and speak English and to separate it
from the pidgin language.
13. Text 17 Teachers-
Teachers need to be aware of the difficulty of
teaching students of pidgin/creole
background, because of their language and
its complex blend. Typically there is a
blended phonology and two or more
grammatical and lexical bases exist. It could
result in an issue of learning English.
14. Text 18
Language is a defining characteristic of ethnic group
membership. The link between language and
ethnicity is strong.
Multilingual national states may have ethnic groups
which may of may not have language similarity.
Among indigenous groups native languages may
continue in isolated domains, but may be non-
existent in the mainstream. Limited number of
peoples may continue the native tongue only for
community pride, but the language has not status
outside the group.
Keywords are: Language rights, language and ethnic
identity, language loyalty.
15. Text 19 Overview
The author’s belief of loss language does not mirror other
linguists, such as using the analogy of the extinction of an
animal species, because it appeals to our emotion rather than
reason.
He believes we should not always assume we know what is best
in regards to language preservation. Human societies are not
like animal species, because of unequivocal resilience in
preserving diversity. As old or different cultures die out, new
ones rise up.
He does not see the validity behind saving languages from
extinction, because he argues linguists can be self-serving and
who can say how the money should be used for the people the
linguists are studying? Especially if the funding to save a
language could instead be used to save people from genocide or
tuberculosis eradication. “The task of the linguist is to lay out the
facts of the given linguistic situation” (105).
Humans are not like animals in that they will be resilient and
react to change to produce subgroups with language following
suit. Hands off or “natural selection” mentatlity.
16. Text 19 Learners
As a learner of English as a second language, I would learn it,
but not replace it with my first language. It is important to
learn English to understand the new culture and rules, how to
travel, get food, essentially, how to communicate. Without
being able to express myself, I would not be able to function.
However, I would not neglect my roots and heritage, because
they are invaluable and so I will use it at home and even share
my culture to new friends. (EX: Kenyan Dahalo)
If I do not and my native companions have the same mindset,
our culture and language will become endangered and could
be lost forever. It is equally important to learn English as it is
to preserve my first language. I know being bilingual can
increase my potential job offers and studies have shown that
bilinguals have higher problem solving and critical thinking
skills. That, along with preserving heritage, are my
motivations to maintain my first language and it would be my
argument to anyone I know considering abandoning their first
language.
17. Text 19 Teachers
As a teacher, I would encourage my ELL students to put forth their best
effort to learning English and the new culture they live in, but to not
abandon their first language. If students start to abandon their first
language, they will inadvertently lose their culture and lose hold of
their rich heritage. Also, it is proven that bilinguals have higher
problem solving skills. Encouraging my students to speak their first
language not only helps them keep up with their first language, but
also helps them increase their success rate of problem solving.
To preserve my students’ bilingualism, I would call to the attention
their parents during conferences to encourage their child to speak the
first language at home as much as possible. I would not ask them to
forbid English, but to come to a realization and perspective that their
language and culture are invaluable.
For students: I would introduce an international culture week in school,
at the very least, in the classroom. The students could take this time
to expose the school and classmates of their language and culture.
Make presentations with information and even food of their culture. In
doing this, it not only builds up their confidence, it creates awareness
and acceptance inside the school, and gives the ELLs pride of their
language and background. These approaches would certainly see to it
the preservation of their culture and the prospect of not letting their
language become endangered.
19. https://www.teachingchannel.org/videos/multilingual-
classroom-teaching
European Commission: Language Teaching and Learning in
Multilingual Classrooms:
http://ec.europa.eu/languages/library/studies/multilingual-
classroom_en.pdf
3 Simple Ways Differentiated Instruction in a Multilingual
Classroom Can Make a Difference
http://www.teachhub.com/3-simple-ways-differentiate-
instruction-multilingual-classroom
Teaching Mathematics in a Primary Multilingual Classroom
http://www.jstor.org/stable/30034945?seq=1#page_scan_ta
b_contents
Translanguaging in the Bilingual Classroom: A Pedagogy for
Learning and Teaching?
http://onlinelibrary.wiley.com/doi/10.1111/j.1540-
4781.2009.00986.x/abstract?userIsAuthenticated=false&deni
edAccessCustomisedMessage=
DuoLingo
21. Text 20
Overview:
A centripetal language policy is when many speakers of many
languages converge to speak one common language, as is the
case in the United States. A centrifugal language policy is
when a common language, like English in Britain was
disseminated to the Celtic lands in order to assimilate the
peoples of Britain to a common language.
The writer considers the problem of relations of linguistic
unity and diversity to be intractable, or hard to deal with or
control, due to the fact that cultural identity is so closely
linked to the language a person speaks.
22. Text 20 – Learners
The application of the problems of language
diversity and language unity mirrors the struggle
English language learners face, torn between
learning and embracing the new American culture
and maintaining their home languages and
cultures.
American classrooms look and sound different to
these students and for some, they have no one in
the classroom or even in the school building who
speaks the same language. For survival, they are
forced into language unity.
23. Text 20 – Teachers
The application of the relationship between linguistic unity
and linguistic diversity for educators is simple. Educators
need to strive to create a classroom environment that
promotes the learning of the unifying language of the United
States – English – while celebrating the cultures and heritages
of every student in the classroom, not just the English
Learners.
An important aspect of establishing linguistic unity while
respecting linguistic diversity is involving the parents in the
process. Teachers should work with in-school translators
and district translators to make as much information available
as possible to parents. Often the parents of ELLs feel remove
from the educational process due to the language barrier.
24. Text 21
This text describe about the language preference in
the province Quebec. During mid-1970, although
Francophones comprise about 80% of the population,
the Anglophone minority and foreign Anglophones
control economic and financial institutions.
Anglophones also dominant the top managerial level
of large business firms.
In 1974, Liberal party’s Bill 22, the “official language
Act”, which made French the official language of
Quebec. Also in 1977, the provincial government
adopted Bill I0I, the charter of French language,
which strengthen Bill 22.
25. Learning Analysis:
Speak slowly, distinctly and write down key terms.
Emphasize visual literacy
Graphic organizer
Use charts, graphs and figures.
Group projects and cooperative learning.
Teaching Analysis:
Engage students in a number of blended learning activities (like
turn and talk)
Design curriculum based on 4 themes.
(Listening, Speaking, reading and writing)
Have conversational activities such as role-play and peer work.
Text 21
26. Text 22
The effect of Bill 22, which made French the official
language of Quebec in 1974, and Bill 101, enacted in
1977, had serious effects on the Francisation of the
workplace in Quebec. This political action changed
the status of the French language by making it the
official language. English was suddenly disfavored
and the demographics of native English speakers has
dropped to only 7.7% in Quebec. Names “Language
Politics,” one is constantly reminded that French has
become the most regulated language in the world,
particularly, since the Parti Quebecois won a minority
in government.
This has led to a segregated society and the division
between the two languages.
27. Resources
Many Languages, Many Cultures by Hedy Chang
http://www.scholastic.com/teachers/article/many-
languages-many-cultures
Speaking Their Languages by Betsy Lindeman
http://www.scholastic.com/teachers/article/speaki
ng-their-language
Raphan, D. & Gertner, M. (1990). ESL and Foreign
language: A Teaching and Learning Perspective.
https://www.youtube.com/watch?v=_Ub0NJ6UClI
