Art Un ticle I.1 ited Sta In the ates News - Woodring College of ...

More documents

Recommendations

Info

$Framework for Math - Western Washington University$

Article IV.2 Toward A Better Understanding of CodeSwitching and Interlanguage in BilingualityLuisa DuranThe Journal of Educational Issues of Language Minority Students, v14 p69-88, Winter 1994.IntroductionThis paper attempts to help teachers involved in bilingual instruction come to a betterunderstanding of two important aspects of the whole process of bilingual development.Developmental knowledge should aid instructional knowledge, and instructional knowledgeshould aid development.The two major aspects of the bilingual development process which will be outlined here are thenotion of interlanguage and the notion of code-switching. It is important that these nonnormativeaspects of bilingual development be understood better from linguistic perspectives.There seems to be much misunderstanding of these two phenomena and how to treat them in theclassroom.Before a focus on interlanguage and code-switching is done, it is important to summarize whatwe know about language in its broadest and most varied forms, that is, in its monolingual,bilingual, multilingual forms, and althea stages of each.Commonality of All Language FormsThe language development process is a creative process if it is anything at all. The latestaccounts on language development across cultures underscore the notion of an orderly andsystematic linguistic process which is half imitation and half invention (Pfaff, 1987; Berko-Gleason, 1993; Edmundson, 1985). At the same time that language development is orderly andsystematic it is also complete yet not totally complete. While it does arrive at significantconsolidations, accomplishments, and achievements (what we may call stages), Durkin et al.(1986) say that these "will be subjected to addition, elaboration, refinement, re application andre-organization in the years ahead" (p. ix). Acquisition or development as both a synchronic(short-term) and as a diachronic (long-term) process is now better understood by those who studylanguage. Because we have come to understand both the continuous and discontinuouscharacteristics of language development we have also begun to focus our attention on both thenormative and the non-normative patterns of language behavior along this more holisticcontinuum. Nonnormative forms of language are now a major focus of linguistic study inmonolingual, bilingual, and multilingual development. What was and still is many times thoughtof by lay people as "strange," "deviant," "confusing," or “broken" language is being appreciatedby linguists, psycholinguists, and sociolinguists as part of the total natural language developmentand acquisition process. Continued research efforts in this area, along with the traditionalnormative focus, are yielding a portrait of language development which may be more accurateand more helpful to many but especially to those concerned with how to support the naturalcapacities and learning strategies of language learners. This may lead us to a more holistic androbust explanation and description of the language development or the languagelearning/acquisition continuum, spiral, or cycle across the life span, across cultures, and acrosssituations, contexts, and domains.© 2008 Dr. Catherine CollierAll Rights Reserved130
We will now look at two examples of non-normative linguistic behavior found in bothdeveloping bilinguals and in more developed ones. The term non-normative is used here to meanthose aspects of language behavior which are not seen as normal as other language forms bymost lay people. In bilinguality there is the more general notion which linguists call crosslinguisticinteraction or cross linguistic influence. While several particular forms of crosslinguisticinteractions are found in the literature, I will review only two in this paper,interlanguage and code-switching, and only in an introductory way.The Interlanguage NotionThe notion of interlanguage is central in the explanation of bilingual-learner language or SecondLanguage Acquisition (SLA) (Hamers &Blanc, 1990). Interlanguage is the result of theinteraction among the many language acquisition device factors in any two ( in multilingualsituations) languages developing more or less simultaneously. This linguistic behavior isdescribed similarly by many researchers in second-language acquisition and bilinguality studies.The term was first coined by Larry Selinker in 1972, and many others have since expanded thenotion. According the Hamers and Blanc (1990), between the choice of one language or the otherthere exists for the bilingual speaker a whole range of intermediary strategies which include themodification of either code and the relative use of both (see figures 1-8 in appendix ii).Interlanguage maybe viewed as an adaptive strategy in which the speaker tries to speak theinterlocutor’s L1 although he has little proficiency in it. This strategy uses simplification,reduction, overgeneralization, transfer, formulaic language, omissions, substitutions, andrestructurings (Selinker, 1972).Ellis (1985) explains interlanguage as the theoretical constructwhich underlies the attempts of SLA researchers to identify the stages ofdevelopment through which L2 learners pass on their way to L2 or near L2proficiency. He sayslearners do not progress from zero knowledge of a target rule to perfect knowledge of the rule.They progress through a series of interim or developmental stages on their way to targetlanguage competence. Interlanguage is described by many as permeable, dynamic, changing, andyet systematic (Corder, 1975; Selinker, 1972). It may undergo relative fossilization and relativechange, but it reveals an underlying cognitive process even though its surface structure seems theopposite because it does not match conventional forms of what is linguistically correct.According to Andersen (1984), interlanguage goes from a nativization process to adenativization one. For Andersen there has been too much focus on the acquisition of targetlanguage features rather than on the process of interlanguage construction itself. For him secondlanguage acquisition by any other name can and should be characterized in positive terms andprinciples that govern the construction of meaning-to-form and function-to-form relationships.For Klein (1986) interlanguages or learner-language varieties should be viewed not only assystematic as well as variable but also as creative with rules unique to itself and not just aborrowed form of the other languages. He says that however imperfect from a normative point ofview, these means represent the learner's current repertoire and, as such, a learner variety of thetarget language. He concludes that the process of language acquisition can be construed as aseries of transitions from one variety to the next. Pit Corder (1981) defines the structuralproperties of interlanguage as: (a) a simple morphological system, (b) a more or less fixed wordorder, (c) a simple personal pronoun system, (d) a small number of grammatical function words,(e) little or no use of the copula, and (f) the absence of an article system. He describes theinterlanguage notion as "transitional language" and presents a model which is inaccurate invarious respects but is always more or less complete. For Corder it is a working model, a© 2008 Dr. Catherine CollierAll Rights Reserved131
Page 2 and 3:
"Those who arrive by age 12 or 13 m
Page 5:
Article I.2 Are Signed Languages "R
Page 8 and 9:
Biological analyses of the status o
Page 10 and 11:
and beyond, speaking and signing ch
Page 12 and 13:
Conclusion: Are Signed Languages Re
Page 14 and 15:
Article I.3 The Interpreter: Has a
Page 16 and 17:
A few weeks earlier, I had called F
Page 18 and 19:
“We struggled even getting to the
Page 20 and 21:
herself by strapping a cassette rec
Page 22 and 23:
In 1998, after nine years as the ch
Page 24 and 25:
momentary burst of excitement that
Page 26 and 27:
can shape core grammar. Because the
Page 28 and 29:
The authors compared animal and hum
Page 30 and 31:
monkey moved. He followed it with h
Page 32 and 33:
delight, fear, laughter, and surpri
Page 34 and 35:
Piipaío in a hut: Pirahã huts typ
Page 36 and 37:
LEP students, and equitable organiz
Page 38 and 39:
4. Second language development crea
Page 41 and 42:
curriculum or "teaching to the test
Page 43 and 44:
portfolio work was scanned and stor
Page 45 and 46:
experiences of many groups of stude
Page 47 and 48:
While not disagreeing that interpre
Page 49 and 50:
sound educational practice, however
Page 51 and 52:
arises from the efforts to abstract
Page 53 and 54:
Article II.2 Cross-Cultural Communi
Page 55 and 56:
males who can serve as positive rol
Page 57 and 58:
Understanding another culture is a
Page 59 and 60:
Pets and AnimalsWhich animals are v
Page 61 and 62:
to teach standard English is reflec
Page 63 and 64:
Asking personal questions of a pers
Page 65 and 66:
Using Cross Cultural Communication
Page 67 and 68:
Why Do Nonstandard English-Speaking
Page 69 and 70:
Before beginning to teach standard
Page 71 and 72:
• Negative attitudes toward low p
Page 73 and 74:
New standardized tests and assessme
Page 75 and 76:
Each of the behaviors listed above
Page 77 and 78:
Article II.3 Hard Work Hypothesis:
Page 79 and 80: each point higher in SES, students
Page 81 and 82: This case does not provide strong s
Page 83 and 84: Article II.4 Language Acquisition a
Page 85 and 86: 1992, p. XI). These researchers, wh
Page 87 and 88: comprehend a word within a specific
Page 89 and 90: more to the truthfulness of the chi
Page 91 and 92: This idea of “semilingualism” c
Page 93 and 94: Article III.1 A Brief Description o
Page 95 and 96: take different lengths of time to c
Page 97 and 98: example, should involve the same co
Page 99 and 100: As with all stages of BICS acquisit
Page 101 and 102: Assessment techniques at stage 3 ca
Page 103 and 104: different. Therefore, the social di
Page 105: integrative motivation. Basically,
Page 109 and 110: (Ellis, 1985; Hakuta, 1986). Howeve
Page 111 and 112: that sociocultural processes have o
Page 113 and 114: Article III.3 How Children Acquire
Page 115 and 116: phonetic units (unique to signed la
Page 117 and 118: Article III.4 Toward a Sociocultura
Page 119 and 120: emember is that the fundamental goa
Page 121 and 122: The best practices models can be th
Page 123 and 124: By focusing on the dialectic betwee
Page 125 and 126: intergenerational wisdom shared by
Page 127 and 128: Daily Realities RecappedThe above v
Page 129: traditions. At a time in our histor
Page 133 and 134: Speakers communicate fluently, main
Page 135 and 136: question the effects of such attitu
Page 137 and 138: Article IV.3 Culture Change: Effect
Page 139 and 140: and psychological characteristics o
Page 141 and 142: Contraryto what wewere expecting, t
Page 143 and 144: Article V.1 Assessment in ESL & Bil
Page 145 and 146: vocabulary does the student lack?Is
Page 147 and 148: whether they are LEP and to provide
Page 149 and 150: Fourth, ESL and bilingual program s
Page 151 and 152: competent reader/writer. All versio
Page 153 and 154: Table 1Comparison of Recent Accultu
Page 155 and 156: unilinear model, which measures the
Page 157 and 158: an English-only instructional progr
Page 159 and 160: Article V.3 Assessment of English L
Page 161 and 162: 8. Change answers only for a very g
Page 163 and 164: Riles, 1979; Jose P. v Ambac, 1983)
Page 165 and 166: proficiency is often underestimated
Page 167 and 168: Finally, when second language reade
Page 169 and 170: for their decisions, noting issues
Page 171 and 172: As mentioned above, when the transi
Page 173 and 174: ather than generic adjectives and t
Page 175 and 176: their imagined points of view. Ther
Page 177 and 178: English texts and demonstrate progr
Page 179: using inter-district teams). In the
show all

Art Un ticle I.1 ited Sta In the ates News - Woodring College of ...

Create successful ePaper yourself

Delete template?

Save as template?