7.4 Second Language Acquisition and Bilingualism

Second language acquisition and bilingualism are crucial aspects of language development. They involve learning new communication skills, from basic conversations to academic proficiency, and navigating between multiple languages and cultures.

Understanding these processes helps educators support language learners effectively. Strategies like immersion and code-switching, along with recognizing different types of bilingualism, can foster successful language acquisition and maintain linguistic diversity.

Language Proficiency

Basic Interpersonal Communication Skills and Cognitive Academic Language Proficiency

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• BICS (Basic Interpersonal Communication Skills) refers to the language skills needed for everyday, face-to-face communication, such as casual conversations with friends and family
• Develops relatively quickly, usually within 2-3 years of exposure to a new language
• CALP (Cognitive Academic Language Proficiency) refers to the language skills needed for academic learning and success in school, such as understanding and using specialized vocabulary, complex sentence structures, and abstract concepts
• Takes much longer to develop than BICS, typically 5-7 years or more
• Proficiency in BICS does not necessarily indicate proficiency in CALP, which is why some students may appear fluent in conversational English but still struggle with academic tasks

Interlanguage and Language Development

• Interlanguage is the developing language system of a second language learner, which is influenced by both their first language and the target language
• Represents a continuum of language development as learners progress from beginner to advanced levels
• Characterized by unique grammatical structures, vocabulary usage, and pronunciation patterns that may differ from both the first language and the target language
• Errors and non-native-like features are a natural part of the interlanguage development process as learners test hypotheses about the new language and refine their understanding over time

Language Strategies

Code-switching and Language Transfer

• Code-switching is the practice of alternating between two or more languages or language varieties within a single conversation or utterance
• Often used by bilinguals to express complex ideas, convey cultural nuances, or establish group identity
• Can serve as a bridge between languages and cultures, helping learners navigate different linguistic and social contexts
• Language transfer refers to the influence of a learner's first language on their acquisition and use of a second language
• Positive transfer occurs when similarities between languages facilitate learning (cognates in Spanish and English, such as "familia" and "family")
• Negative transfer, or interference, occurs when differences between languages lead to errors or non-native-like structures (word order differences between English and Japanese)

Language Immersion and Acquisition

• Immersion is an approach to second language acquisition that involves extensive exposure to and use of the target language in authentic contexts
• Can be implemented through various programs, such as dual-language schools, study abroad experiences, or language camps
• Provides learners with opportunities to develop both BICS and CALP through meaningful interaction and content-based instruction
• Research suggests that immersion programs can lead to high levels of second language proficiency, as well as cognitive benefits such as enhanced problem-solving skills and cultural awareness

Types of Bilingualism

Additive and Subtractive Bilingualism

• Additive bilingualism occurs when an individual learns a second language without losing or replacing their first language
• Often associated with positive cognitive, social, and educational outcomes, as both languages are valued and maintained
• Commonly observed in contexts where multilingualism is encouraged and supported, such as in immigrant families or international schools
• Subtractive bilingualism occurs when an individual learns a second language at the expense of their first language, leading to a loss or decline in first language proficiency
• May result from social, political, or educational pressures that prioritize the dominant language over minority languages
• Can have negative effects on academic achievement, self-esteem, and cultural identity, particularly when the first language is not adequately supported or maintained
• Efforts to promote additive bilingualism, such as heritage language programs and bilingual education, can help mitigate the risks of subtractive bilingualism and foster more positive outcomes for language minority students