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Outline for bilingual education
The importance of bilingual education
Outline for bilingual education
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Bilingualism has been commonly used in scientific and common nomenclature to refer to the knowledge and/or use of two languages, though the specifics of the definition have been widely debated (e.g. Altarriba & Heredia, 2008; De Groot & Kroll, 1997; Grosjean, 2010). In fact, one half (Grosjean, 2010) to two-thirds (Walraff, 2000) of all people in the world have been estimated to routinely use more than one language in everyday communicative contexts. Given this global linguistic profile, it has been suggested that an increasing number of people with communication difficulties post-brain injury are likely to be bilingual (Ansaldo, Marchotte, Scherer, & Raboyeau, 2008; Centeno, 2009). Bilingual aphasia refers to difficulties in comprehension and/or production of language in one or more modalities in the presence of intact intellect, observed in speakers of two or more languages. The projected incidence of bilingual aphasia is at least 45,000 new cases per year in just the United States (Paradis, 2001).
One of the most fascinating aspects of bilingualism is the ability of bilingual speakers (particularly those with high proficiency in their constituent languages) to effectively communicate in one language without interference from the non-target language. The cognitive process underlying this ability is often referred to as cross-language control (e.g., Green, 1998; Calabria, Hernandez, Branzi & Costa, in press; Costa and Santesteban, 2004; Crinion et al., 2006; Abutalebi and Green, 2007). External cues such as language environment and linguistic knowledge of the communicative partner have been found to impose some constraints on non-target language interference (e.g., Hoshino & Kroll, 2008). But the underlying cognitive-linguisti...
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...and Sabatini (2009) also report the absence of any language switching errors in a highly proficient bilingual who recovered both languages equally post-stroke. Similar findings have also been reported in English-Japanese (Watamori & Sasanuma, 1978), Mandarin-English (McCann, Lee, Purdy and Paulin, in press) and German-English-Spanish (Green et al., 2011) highly proficient speakers with parallel recovery using language assessments and conversational speech tasks.
Taken together, these findings indicate that evidence for cross-language control failure in bilingual aphasia with parallel recovery is inconclusive at best. Given that cross-language control is not always impaired in individuals with parallel recovery of bilingual aphasia, it is not clear what role, if any, impaired cross-linguistic control plays in lexical retrieval failure in this clinical population.
The two types of aphasia discussed in class is non-fluent aphasia and fluent aphasia. Aphasia can occur when there is damage to the left hemisphere of the brain, which is the language center of the brain. People with non-fluent aphasia will say or sign random words, there will be little or no function words/signs, similar to the telegraphic stage of language development. People with fluent aphasia will be able to produce sentences with function words, but the sentences will contain miss-selected words/signs.
Valdes, G., & Figueroa, R. A. (1994). Bilingualism and testing: a special case of bias. Norwood, N.J.: Ablex.
Bilingualism can be defined as the ability to speak and/or write in two languages. In Australia English is the main language although in 1996, statistics show that 15% (2.5 million people) of the Australian population communicate in a language other than English at home and 42% of the population is born overseas (Australian Bureau Statistics, 1996). Most recently there are around 22 million Australians that speak in approximately 400 different languages (Australian Bureau Statistics, 2009). These statistics highlight the fact that there is an increasing rate of people who communicate in more than one language hence language is increasingly changing throughout society (Arthur, 2001). This suggests the need for support and understanding of bilingualism within children, families and the community.
Donegan, Craig. “Debate over bilingualism.” CQ Researcher. 19 January 1996. 6, 49-72. Web. 17 Feb. 2011.
The brain has always had an amazing ability to adapt to its circumstances, an evolutionary edge, coupled with humanities capacity for reason and logic has made for quite a versatile organ. Researching neuroplasticity and non-synaptic plasticity can lead to a better understanding of how the brain adapts as well as how a normal brain functions. Neuroplasticity has the potential to affect brain mechanism related to emotional, motivational and cognitive processes (Crocker, Heller, Warren, O'Hare, Infantolino & Miller, 2012). Another functional and extraordinary ability of the brain is language. Language can define so much about how we think and yet after a brief window of time we find it very difficult to learn new languages. It is certainly not impossible to learn a second or third language but, it seems to be the case that plasticity occurs more with children (Giannakopoulou, Uther & Ylinen, 2013). Perhaps because plasticity can occur during developmental stages when language development is taking place or younger brains are just have more plastic potential. Understanding how plasticity and bilingualism interrelate can give us a better picture of how the brain deals with language, how this stimuli causes neuroplasticity to occur and how that plasticity can effect language functions. Does developing bilingual skills cause brain plasticity?
Aphasia is an acquired communication disorder that disrupts communication and it can deteriorate a person’s coping potential and quality of life (Parr, 2001) which involve damage to the parts of brain that contain language (ASHA, 2013). Statistics from United States indicated around 25-40% of stroke survivors developed aphasia (National Association of Aphasia, NAA, 2013). Aphasia will affect both the ability to produce or comprehend spoken language and written language while intelligence is left intact (NAA, 2013). In US, it is found that the most common cause of aphasia is stroke (85%) and others including Traumatic Brain Injury (TBI), brain tumor or other degenerative diseases (NAA, 2013).
Aphasia can be defined as a disorder that is caused by damage to parts of the brain that are responsible for language (“Aphasia” n.p.). Wernicke’s aphasia is a type of fluent aphasia (with the other type being nonfluent). It is named after Carl Wernicke who described the disorder as “an amnesiac disorder characterized by fluent but disordered speech, with a similar disorder in writing, and impaired understanding of oral speech and reading” (“Wernicke’s” n.p.). Wernicke’s aphasia can also be known as sensory aphasia, fluent aphasia, or receptive aphasia. It is a type of aphasia that is caused by damage to Wernicke’s area in the brain, in the posterior part of the temporal lobe of the left hemisphere. This area of the brain contains motor neurons responsible for the understanding of spoken language and is believed to be the receptive language center (“Rogers” n.p.). Wernicke’s aphasia can be most efficiently defined as a fluent language disorder commonly caused by strokes and characterized by difficulty comprehending spoken language and producing meaningful speech and writing which is both assessable by an SLP and treatable by a variety of methods.
As I have read multiple articles about what bilingualism means, I have come to understand that it’s more complex than just speaking two or more languages. The Merriam-Webster dictionary provides three definitions of bilingualism: (1) the ability to speak two languages, (2) the frequent use (as by a community) of two languages, and (3) the political or institutional recognition of two languages. Espada’s view of bilingualism seems more in line with the third definition, and Rodriguez’s view identifies with the second one. I have developed my personal view as a mix of the second and third definitions. Although Merriam-Webster provides concrete definitions for bilingualism, people like Espada, Rodriguez, and myself have developed their own interpretation of bilingualism based on our cultural backgrounds and community environments.
"My most valuable tool is words, the words I can now use only with difficulty. My voice is debilitated - mute, a prisoner of a communication system damaged by a stroke that has robbed me of language," stated A. H. Raskins, one of approximately one million people in the United States who suffer from aphasia (1), a disorder which limits the comprehension and expression of language. It is an acquired impairment due to brain injury in the left cerebral hemisphere. The most common cause of aphasia is a stroke, but other causes are brain tumors, head injury, or other neuralgic illnesses. Of the estimated 400,000 strokes which occur a year, approximately 80,000 of those patients develop some form of aphasia (2). Another important observation is that within the United States, there are twice as many people with aphasia as there are individuals with Parkinson's disease (2). Yet, what is so astounding is the lack of public awareness about aphasia. Aphasia attacks an intricate part of a person's daily life - the simple act of communication and sharing. The disbursement of such a tool deprives an individual of education learned through their life, often leaving the ill fated feeling hopeless and alone. In considering the effects of aphasia, a deeper analysis of the two most common forms of aphasia will be examined: Broca's aphasia and Wernicke's aphasia. While both forms occur usually as a result of a stroke in the left hemisphere of the brain, their particular site of impairment produces different side effects in an individual's comprehension and speech. These regions have been further studied through experimental researches such as positron emission tomography (PET). Moreover, although there is currently no cure for the disorder, there are treatments and certain guidelines to follow when encountering an aphasic.
Understanding more than one language has positive effects on the brain’s ability to think. In comparison to multilingual individuals, monolingual English speakers are at a considerable disadvantage when it comes to learning, cultural awareness, and effectiveness in global affairs.
Being bilingual always made my life differ as if I lived two lives, speaking Spanish at home and English everywhere outside of home. On the daily basis at my house, my family speaks Spanish. When we communicate we speak very fast, at times we can not even understand one another. After this occurs we all burst out in laughter super loud, no boundaries are enforced in our lexicon. The enforcement changes when entering a different discourse community.
Hypothesis: Bilingual brains are better at temporarily storing and manipulating information in working memory in their first language, but varying in the second.
In this world, humans and animals alike have come to communicate by using various mechanisms. Humans have advanced themselves beyond other organisms by using language, or a set of codes and symbols, in order to express themselves to others. Language has brought about a means to create new thoughts, to explore, and to analyze our everyday surroundings. It has also enabled us to retain past memories and to look deep into the advances for the future. However, for some individuals, this tool for communication has been plagued by a language and speech disorders, such as aphasia. Aphasia is the loss of the ability to speak or understand speech or written language. It is often detected at an early age, and contributes to the general class of speech and language disorders affecting "5% of school aged children" (1) . Aphasia is classified into three categories. The main two are receptive or sensory aphasia and expressive or motor aphasia. Receptive aphasia affects the input side and "the ability to understand spoken or written language may be partially or totally lost" (1) . Those with expressive aphasia "can speak but not find certain words or names, or may be totally unable to communicate verbally or by writing" (1) . For a majority of affected individuals, there is a combination of the two. The third type is conduction aphasia. This "involves disruption of transmission between the sensory and motor ends of the circuit" (1) . Here, individuals are able to produce speech despite the lack of connections to the input side. It seems that the ability to speak has a lot to do with your surroundings and how much emphasis was placed on developing this skill during the first few years after birth. Afterall, it's known that the first few years are critical because this is the time when the brain is "plastic" and is rapidly changing and being molded. By the time that adolescence is reached, the brain has become "less plastic". In this paper, I would like to explore theories proposed to try to understand the origins of this impairment.
The development of the brain of a bilingual individual is better than a monolingual individual. Few years ago, researchers from the University of Washington (as cited in Klass, 2011, para 4.) found that the brains of bilingual infants (from families where two languages were spoken) are able to discriminate the different of the phonetic sound of the languages they usually heard when they grew up than monolingual infants in where their brains were adapted to only identify their mother tongue only. Dr. Patricia Kuhl, one of the members of this research team thus believe that bilingual education can shape infants’ brains and keep them ready for future challenges. Concurrently, a renowned psychologist, Dr. Ellen...
He talks about a study done by, Tamer Gollan, a neuropsychologist of the University of California, San Diego. He did a study on 44 elderly Spanish-English bilinguals. Gollan measured the level of bilingualism in each subject. The results showed that the higher level of proficiency in two languages showed a lower onset of certain diseases (Bhattacharjee). In the article “The Power of the Bilingual Mind,” by Jeffrey Kluger, he talks about a study done by Ellen Bialystok. In this study she studied seniors suffering from “serious age-related cognitive decline”, she found that bilinguals got and extra 4.1 years more of clarity before symptoms of dementia set in. She also found that bilinguals gained 5.1 more years than monolinguals who develop Alzheimer’s specifically (Kluger). If put into perspective being bilingual doesn’t fully stop or prevent such diseases but being fluent in two or more languages shows a help in unset of the disease with the help of other medications to help. Simply put, the research shows that being bilingual helps with the unset of these diseases but will not prevent