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Causes and effects of bilingualism
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Implications of Research on Bilingual and Polyglot Aphasia
Research conducted on bilingual and polyglot aphasics has brought interest into the field of linguistics mainly because of its contribution to L2 research, especially in providing explanations for the organization of distinct languages in the brain. Since there exists such a variation between individual cases, the most important thing to come out of this research is a set of factors involved in these aphasia cases as well as theories emerging from research. Some of these factors include: the language environment in which the aphasic recovers, influence of the L1, language mixing, brain lateralization for language, and the question of whether structurally similar languages follow a similar pattern of deficits and recovery. The main pathological implication—determining what is missing or misplaced inside a bilingual or polyglot aphasic’s brain—also shares importance with determining how different languages are structured in the brain.
The history of research on bilingual aphasia into the 20th century begins with the work of two Frenchmen at the end of the 19th century by the names of Ribot and Pitres. Ribot wrote his paper, Les maladies de la memoire, in 1881 (Lebrun 12). Pitres, using seven polyglot aphasic patients as the basis for his work, published Etude sur l’aphasie des polyglottes in 1895 (Lebrun 11). Ribot’s conclusion about recovery in polyglot aphasics is known as Ribot’s rule, which basically states that L1 will recover more than any L2’s. Pitres’ rule, built off of Ribot’s, takes a different approach in saying that the language used most often “pre-morbidly”(i.e. before the onset of aphasia) is the one which will be regained the fullest, irregardless of that language being an L1 or L2. Various individual cases have cropped up which match both theories, so further research has attempted to explain variances in recovery of specific languages through other means. Also, after Pitres, the research focus became more one of examining deficits in syntax and morphology in an attempt to explain brain construction, and less of an analysis of “interesting language recovery” in these patients.
Examining Theoretical Issues
Another important component of the study of polyglot aphasia came with the distinction between compound and co-ordinate bilingualism, as examined by Lambert and Fillenbaum (1959). Although the state of being a “bilingual” is a hazy one, the distinction between the two concepts comes with the context of acquisition.
In the United States there is an idea many pursue called the American dream, which differs from person to person. The American dream according to americanradioworks.publicradio.org is “a revolutionary notion: each person has the right to pursue happiness, and the freedom to strive for a better life through hard work and fair ambition”. Yet it has been said there is no real definition of American dream, instead it merely proves that it has an unconscious influence in American mentality (Ştiuliuc 1). The American dream is different for each person because everyone yearns for things that will they hope will in return make them happy. Whatever that may be, each person goes through different struggles to obtain what they want. According to Frederic Carpenter, the American dream “has never been defined exactly, and probably never can be. It is both too various and too vague” (3). The Madonnas of Echo Park by Brando Skyhorse depicts the different interpretations on what the American dream actually is through the opinions and actions of Hector Esperanza, Efren Mendoza and Mrs. Calhoun.
The American Dream can be described as a belief in freedom that allows all citizens and residents of the United States of America to achieve their goa...
A considerable amount of literature has been published on the impact of working hours (8 vs. 12 hour shifts) on fatigue among the nurses. These studies revealed that twelve-hour shifts increase the risk of fatigue, reduce the level of alertness and performance, and therefore reduce the safety aspect compared to eight-hour shifts (Mitchell and Williamson, 1997; Dorrian et al., 2006; Dembe et al., 2009; Tasto et al., 1978). Mills et al. (1982) found that the risk of fatigues and performance errors are associated with the 12-hour shifts. Beside this, Jostone et al. (2002) revealed that nurses who are working for long hours are providing hasty performance with increased possibility of errors.
Deterrence theorists view murder as rational behavior, and assume that in calculating the gains and losses from killing, potential offenders are aware of the death penalty and regard it as a more severe sanction than imprisonment. Because the threat of one's own death presumably outweighs the rewards gained from killing another, murder is not an option for most people and always discouraged. In addition, some noted proponents assert that capital punishment provides an important educative function in society by validating the sanctity of human life (Berns, 1979; van den Haag, 1975; van den Haag & Conrad, 1983). Despite this logic, some challenge the applicability of deterrence to murder. Rather than being a product of deliberation and calculation, it is known that most murders are emotionally charged and their crimes are spontaneous events; they are "acts of passion" or result from a situated transaction rather than from deliberation (Bowers & Pierce, 1980; Chambliss, 1967; Luckenbill, 1977). Indeed, a significant proportion of homicides may not be intended. The situation escapes calm discussion, or due to some extraneous factor, an assault victim dies. Under such conditions, it is unlikely that perpetrators ("killers") give serious thought to whether they reside in a death penalty jurisdiction, or the possibility of execution.
Nationally, murder rates are significantly lower in states that don’t use the death penalty than in those with a death penalty law. “Critics also point out that the United States has a higher murder rate than most western European nations that do not practice capital punishment, and that death sentences are racially discriminatory” (Mooney, Knox, & Schacht, 2015,
`There are two types of treatment options for aphasia, speech and language therapy. Some people with Aphasia do not completely regain their communication skills they had before the disorder. With speech and language therapy it can help the patient improved their language skills by relearning them, It can help better use of the residual language ability, It also can give the patient the ability to communicate in a different way, making up for missing words in speech.
Does the death penalty really deter crime? The death lobby wants you to believe the answer to that question is "yes." But, in fact, it is a resounding "NO." Consider this…the US is the only Western nation that still allows the death penalty, and we also have on the highest crime rates. During the 1980's, death penalty states averaged an annual rate of 7.5 criminal homicides per 100,000, while abolition states averaged a rate of 7.4 per 1000,000. That means murder was actually MORE common in states that use the death penalty. Also consider this…. in a nationwide survey of police chiefs and sheriffs, capital punishment was ranked LAST as a way of reducing violent crime. Only twenty-six percent thought that the death penalty significantly reduces the number of homicides. The theor...
The death penalty has been backed by statistical analysis that has provided arguments for and against the sentencing based off deterrence methods. People against the death penalty have documented states that do not have the death penalty and have shown a decrease in murder rate. David Cooper’s statistical article provides information for non-death penalty states showing lower murder rates by stating, “When comparisons are made between states with the death penalty and states without, the majority of death penalty states show murder rates higher than non-death penalty states. The average of murder rates per 100,000 population in 1999 among death penalty states was 5.5, whereas the average of murder rates among non-death penalty states was only 3.6,” (Cooper, p.1). The statistics have shown that the death penalty ha...
Although capital punishment may seem like the perfect deterrent it does not lower the crime rate. According to FBI data, states that have abolished the death penalty have homicide rates consistent with or below the national rate.(Diehm)
Throughout different era’s and periods of time the American dream has slightly varied, but the ultimate end goal remains the same; based on independence, a need for freedom, and the ability and desire to achieve greatness in one’s lifetime
According to the estimates, bilinguals make up more than half of the global population (Grosjean, 2010). Bilingualism can be described as the ability to use two with certain degree of proficiency, whereas linguistic skills of monolinguals are restricted to just one language (for further definitions of bilingualism, see Moradi, 2014). Being bilingual means that both languages are always active to some degree, even in contexts that require just one of the languages. The ability to manage attention to two languages the entire time requires higher involvement of the non-linguistic executive control system (Abutalebi & Green, 2007; Bialystok, Craik, & Luk, 2012). Numerous behavioural studies have demonstrated a beneficial effect of bilingualism
Salonen, L. (2013). L. S. Vygotsky 's psychology and theory of learning applied to the rehabilitation of aphasia: A developmental and systemic view. Aphasiology, 27(5), 615-635. doi:10.
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...
Wilder Penfield and Lamar Roberts first introduced the idea that there is a “critical period” for learning language in 1959. This critical period is a biologically determined period referring to a period of time when learning/acquiring a language is relatively easy and typically meets with a high degree of success. German linguist Eric Lenneberg further highlights Roberts and Penfield’s findings and postulated the Critical Period Hypothesis in 1967. According to the Critical Period Hypothesis (CPH), certain biological events related to language development can only happen in the critical period. During this time, the brain possesses a degree of flexibility (ability and ease of learning a language) and becomes lateralized (assignment of language functions becomes concrete – either in the left or right hemisphere) (Marinova-Todd, S; Marshall, D & Snow, C. 2000 9-10). This critical period lasts from childhood through the onset of puberty (usually at around 12 years of age). Once this period is over, it is more difficult to learn a language because language functions in the brain have become concrete. This hypothesis can be seen with the case of Genie, a woman who was isolated from human interaction and language up to the age of 13. By the time she was rescued, she was well after the critical period for language acquisition, and as such, she did not have a full command of the English language. Had she been rescued before the age of 13, she may have had more linguistic capability. However, this accounts for firs...
Harley (2008) describes Bilingualism as a speaker whom is proficient in two languages. It is not necessary for the individual to be fluent in both languages but they should be competent in the second language (Harley, 2008). Some theorists divide bilingualism into two, productive bilingualism, which is when speakers produce and understand both languages and receptive bilingualism, which is when speakers understand both languages but are limited with their ability to produce both languages (Harley, 2008). Harley (2008) describes 3 types of bilingualism. Simultaneous bilingualism, this is when the speaker learns language 1 (L1) and language 2 (L2) at the same time (Harley, 2008). Acquisition of these two languages occurs by the age of 3 years old. Sequential bilingualism is also known as second language acquisition (Harley, 2008). This is when L1 is learned first and then L2 is learned after but still early in the speaker’s childhood (5 – 9 years old) (Harley, 2008). Lastly, late bilingualism that is similar to sequential bilingualism but the speaker will L2 after L1 at a later stage in their life (adolescence and onward) (Harley, 2008). The type of bilingualism that an ...