Bilingual Language Quotes

I’m bilingual, speaking English and body language. I prefer the latter, because I can speak it silently and without listening and while my back is turned.

The fact that I am writing to you in English already falsifies what I wanted to tell you. My subject: how to explain to you that I don't belong to English though I belong nowhere else

German is my mother tongue and as such more natural to me, but I consider Czech much more affectionate, which is why your letter removes several uncertainties; I see you more clearly, the movements of your body, your hands, so quick, so resolute, it’s almost like a meeting.

Overly literal translations, far from being faithful, actually distort meaning by obscuring sense.

Looks like you've managed to completely embarrass yourself in both languages.

Annoyance has made me bilingual.

The next time you see a baby, remember that there is a powerful statistical computer in front of you

And although like most black males raised in Los Angeles, I’m bilingual only to the extent that I can sexually harass women of all ethnicities in their native languages, I understood the gist of the message.

Expansion History, and you came to the description of the triple sunrises you can see when you're hanging in Lsel Station's Lagrange point, and you thought, At last, there are words for how I feel, and they aren't even in my language―> Yes, Mahit says. Yes, she does. That ache: longing and a violent sort of self-hatred, that only made the longing sharper. We felt that way.

We are all bilingual. We speak the language of indoctrination, but our native tongue is the language of imagination.

I was a collection of hyphens and bilingual words. Always caught in between. Two schools, two languages, two countries. Never quite right or enough for either. My dreams were funded by a loan made long before me, and I paid it back with in guilt and success. I paid it back by tending a garden whose roots I could not reach

Think of it in terms of men's and women's cultures: women live in male systems, know male rules, speak male language when around men, etc. But what do men really know about women? Only screwed up myths concocted to perpetuate the power imbalance. It is the same situation when it comes to dominant and non-dominant or colonizing and colonized cultures/ countries/ people. As a bilingual/bicultural woman whose native culture is not American, I live in an American system, abide by American rules of conduct, speak English when around English speakers, etc., only to be confronted with utter ignorance or concocted myths and stereotypes about my own culture. -- Judit Moschkovich - "--But I Know You, American Woman

I grandi non capiscono mai niente da soli ed è stancante, per i bambini, dar loro continuamente delle spiegazioni...

Language is the highway to culture.

We are all bilingual. We speak the language of indoctrination, but our native tongue is the language of imagination. When we use the language of indoctrination—with its should and shouldn’t, right and wrong, good and bad—we are activating our minds. That’s not what we’re going for here. Because our minds are polluted by our training. In order to get beyond our training, we need to activate our imaginations. Our minds are excuse makers; our imaginations are storytellers. So instead of asking ourselves what’s right or wrong, we must ask ourselves: What is true and beautiful?

Speaking two languages may seem a relative affluence, but more often it entails the problems of maintaining a second establishment even though your body can be in one place at a time. When I return to Urdu, I feel shocked at my own neglect of a space so intimate to me: like relearning the proportions of a once-familiar room, it takes me by surprise to recollect that I need not feel grief, I can eat grief; that I need not bury my mother but instead can offer her into the earth, for I am in Urdu now.

you can only truly see with the heart. What is essential is invisible to the eye.

I have to put up with a few caterpillars if I want to get to know the butterflies.

At first, we should read with a blitheness practically bordering on superficiality; later on, with a conscientiousness close to distrust.

Language is present in a piece of writing like the sea in a single drop.

Crois-tu que la flamme de l’âme puisse périr dans les flammes du bucher?

Learning another language is not only learning how to do things with different words, but also learning how to do things in different world.

The truth is that bilingual babies are like machines.

Ma gli occhi sono ciechi. Bisogna cercare col cuore.

But, personally, I'm afraid I can't see sheep inside boxes. Perhaps I'm a bit like the grown-ups. I've had to grow old.

Kyiv is a bilingual capital, something unusual in Europe and unthinkable in Russia and the United States. Europeans, Russians, and Americans rarely considered that everyday bilingualism might bespeak political maturity, and imagined instead that a Ukraine that spoke two languages must be divided into two groups and two halves. "Ethnic Ukrainians" must be a group that acts in one way, and "ethnic Russians" in another. This is about as true as to say that "ethnic Americans" vote Republican. It is more a summary of a politics that defines people by ethnicity, proposing to them an eternity of grievance rather than a politics of the future.

imagine telling someone that learning French would ruin their kid’s English, hurt their brain. Usually people scoffed at her and February would nod. It did sound ridiculous. And yet, though fear of bilingualism in two spoken languages had been dismissed as xenophobic nonsense, though it was now desirable for hearing children to speak two languages, medicine held fast to its condemnation of ASL.

Bilingual individuals have been shown to have smaller vocabularies and to take longer in retrieving words from memory when compared to monolinguals.

Nicht jeder hat einmal einen Freund gehabt.

È talmente misterioso, il paese delle lacrime!

Language, as much as land, is a place. To be cut off from it is to be, in a sense, homeless.

It's the time you wasted on your rose that makes your rose so important.

If you speak three languages you're trilingual. If you speak two languages you're bilingual. If you speak the language of the opposite sex, you can communicate.

Bien des gens reçurent de cette funeste poussière dans l'œil. Une fois là, elle y restait, et les gens voyaient tout en mal, tout en laid, et tout à l’envers.

You know… when you're so sad, it's lovely to see sunsets … — The day you saw it forty-four times, were you so very sad?" But the little prince made no reply.

Learning another language diminishes prejudice towards those who are different

One small step towards a language is one giant leap towards inclusion.

The proof that the little prince existed is that he was fascinating, that he laughed, that he wanted a sheep. If someone wants a sheep it proves that they exist,

And this is my secret. It's very simple: you can only truly see with the heart. What is essential is invisible to the eye.

One must require from each one the duty which each one can perform" the king went on

I switch cultures like clothes, I switch sciences like pens. I switch scriptures like tides, I switch languages like seasons.

Why can't bilingualism be seen as an extra resource? Is it because kids who can think in two languages are smarter? (from the book Attitude, 2002)

My motivation for learning Japanese was to translate a chemical patent, a job that I had heroically (i.e., rashly) taken on.

I write for those who love the sound of words stretching across cultures.

Languages are but echoes of each other, Based on the environment each feels unique. No language is superior, no language is inferior, All are born of human mind to meet at heart's peak.

Children inherit the qualities of the parents, no less than their physical features. Environment does play an important part, but the original capital on which a child starts in life is inherited from its ancestors. I have also seen children successfully surmounting the effects of an evil inheritance. That is due to purity being an inherent attribute of the soul. Polak and I had often very heated discussions about the desirability or otherwise of giving the children an English education. It has always been my conviction that Indian parents who train their children to think and talk in English from their infancy betray their children and their country. They deprive them of the spiritual and social heritage of the nation, and render them to that extent unfit for the service of the country. Having these convictions, I made a point of always talking to my children in Gujarati. Polak never liked this. He thought I was spoiling their future. He contended, with all the vigour and love at his command, that, if children were to learn a universal language like English from their infancy, they would easily gain considerable advantage over others in the race of life. He failed to convince me. I do not now remember whether I convinced him of the correctness of my attitude, or whether he gave me up as too obstinate. This happened about twenty years ago, and my convictions have only deepened with experience. Though my sons have suffered for want of full literary education, the knowledge of the mother-tongue that they naturally acquired has been all to their and the country’s good, inasmuch as they do not appear the foreigners they would otherwise have appeared. They naturally became bilingual, speaking and writing English with fair ease, because of daily contact with a large circle of English friends, and because of their stay in a country where English was the chief language spoken.

It's a question of discipline, — the little prince said to me later. — When you've attended to your own needs in the morning, you've got to attend carefully to the needs of the planet. You've

The benefits are due in part to the fact that a bilingual person’s brain must actively suppress one language when speaking another. Being able to handle that extra workload results in stronger overall control of attention.

It's like those kids who grow up in houses where the parents speak different languages and turn out bilingual. If they're exposed to something at an early enough age, they absorb it naturally and becomes just something normal.

She had a beautiful perfume and lit up my life. I should never have run away from her. I should have guessed at the tenderness beneath her pathetic strategies. Flowers are so inconsistent! But I was too young to know how to love her…

Well then, you can judge yourself, — the King replied. — That's the most difficult thing of all. It's much more difficult to make a judgment on yourself than on anyone else. If you can manage to judge yourself well, you're a truly wise person.

The study of how injuries in different areas of the brain result in different verbal behaviour patterns has been fundamental to relating cognitive functional models of language, informed by linguistics and cognitive psychology, with neural correlates.

To look it at another way, surely there are many unfortunate people who have needed to undergo multiple stomach surgeries. Yet no one would hand a scalpel over to them and ask them to perform the same surgery they received on another person, simply because they themselves had undergone it so often.

Expansion History, and you came to the description of the triple sunrises you can see when you're hanging in Lsel Station's Lagrange point, and you thought, At last, there are words for how I feel, and they aren't even in my language―> Yes, Mahit says. Yes, she does. That ache: longing and a violent sort of self-hatred, that only made the longing sharper.

Finally, (and controversially) there might be a case – in monolingual classes – for allowing the learners to conduct some speaking activities, initially at least, in their mother tongue. Allowing learners to use their L1 in the interests of promoting talk and a sense of community may well be a necessary stage in the transition from a monolingual (L1) through a bilingual (L1 and L2) to finally a monolingual (L2) culture again. Certainly, if students are not used to having conversations in the classroom (in whatever language), they may become more disposed to the idea if there is an initial transition period of ‘L1 permissiveness’, or if tasks are first performed in the L1 (as a kind of rehearsal) before moving into the L2.

It's like any time a white friend suggests Korean barbecue. Or when I see a Food Network special where some tattooed white dude with a nineteenth-century-looking beard-and-mustache combo introduces viewers to this kimchi al pastor bánh mì monstrosity he peddles from a food truck that sends out location tweets. It's like when white people tell me how much they love kimchee and bull-go-ghee, and the words just roll off their tongues as if there exists nothing irreconcilable between the two languages. It's like, don't touch my shit. It's difficult to articulate because I know it's not rational. But as a bilingual immigrant from Korea, as someone who code-switches between Korean and English daily while running errands or going to the supermarket, not to mention the second-nature combination of the languages that I'll speak with my parents and siblings, switching on and switching off these at times unfeasibly different sounds, dialects, grammatical structures? It's fucking irritating. I don't want to be stingy about who gets to enjoy all these fermented wonders -- I'm glad the stigma around our stinky wares is dissolving away. But when my husband brings me a plate of food he made out of guesswork with a list of ingredients I've curated over the years of my burgeoning adulthood with the implicit help of my mother, my grandmother, and my grandmother's mother who taught me the patience of peeling dozens of garlic cloves in a sitting with bare hands, it puts me in snap-me-pff-a-hickory-switch mode.

It is natural for a child or adult to have different identities in different contexts which change across time. Identities are about becoming rather than being. It is not only ‘who we are’ or ‘where we have come from’, but also ‘how we are represented’ and ‘what we might become’ and ‘what we cannot be’. Cultural, ethnic or language identity is often about making sense out of our past, present and future.

I find attempts to create bilingual gospels laughable, in particular the attempt to translate the service from Church Slavonic into Russian. What for? In order not to make the effort and not to learn the divine, if somewhat artificial but solemn, language specially carved for this purpose? This language also provides a link with a tradition which is realized at depths and which the modern Russian language cannot plumb.

Bilingualism and diglossia are different. Bilingualism is about two languages you know having essentially the same functions, such that it is easy to translate from one to the other. Simultaneous translators are bilingual, or even trilingual as the United Nations requires, because they need to be able to say exactly the same things in their different languages. With diglossia, however, what you find is a child first learning one language and speaking it at home, and then later on, maybe at school, transiting to another language which is used for less basic things. The end result is not two separate languages that exist in parallel, but a single competence, where ground-level things are done in the first language and things to do with school, or the modern sector, in another. And since each of these languages is bound to its context, translation is not easy.

It is often important that the anchor language is retained. The home language gives assurance and a feeling of security when there are stormy seas. Even if the child is slow in sailing in that language with progress delayed, it is the boat known to the child. Being forced to switch to the majority language will not make the journey faster or less problematic. It is more important to learn to sail in a familiar boat (the home language) in minority language situations.

The principal of Bennett-Kew Elementary School in Inglewood, California, whose student body is 52 percent Hispanic and 45 percent black, raised these children’s reading levels from the third percentile to the fiftieth percentile in just four years. But she was threatened with loss of money because she used phonics instead of the mandated “whole-language” teaching methods and taught exclusively in English, instead of using the “bilingual” approach required by education authorities. The fact that she was succeeding where others were failing carried no weight with state education officials.

Language is Highway to A Culture (Diary of A Polyglot Neuroscientist, S.2392) Languages are not ornaments, languages are organs, channeling spirit from the heart. Language is highway to a culture, language requires a vessel, not translator. Soon earbuds will feature instant translation, which will render crosscultural conversation seamless, but at the same time, lifeless, hollow and cold. Until we develop the brain technology to communicate meaning telepathically without talking, no amount of translation can carry the warmth, nuances and sentiment of a lived language. As added perk, speaking more than one language delays age-related cognitive decline. Therefore no matter how you look at it, one broken second language is far more valuable than all the mass-produced subtitles.

For the consequence is that, as things now are, we Males have to lead a kind of bi-lingual, and I may almost say bimental, existence. With Women, we speak of “love,” “duty,” “right,” “wrong,” “pity,” “hope,” and other irrational and emotional conceptions, which have no existence, and the fiction of which has no object except to control feminine exuberances; but among ourselves, and in our books, we have an entirely different vocabulary and I may also say, idiom. “Love” them becomes “the anticipation of benefits”; “duty” becomes “necessity” or “fitness”; and other words are correspondingly transmuted. Moreover, among Women, we use language implying the utmost deference for their Sex; and they fully believe that the Chief Circle Himself is not more devoutly adored by us than they are: but behind their backs they are both regarded and spoken of—by all but the very young—as being little better than “mindless organisms.

There’s a whole lot of people don’t understand that you have to talk to a man in his own language before he’ll take you seriously. If you talk tough and quote Shelley they think you’re cute, like a performing monkey or something, but they don’t pay any attention to what you say. You have to talk the kind of lingo they’re accustomed to taking seriously. And it works the other way too. Half the political intelligentsia who talk to a working audience don’t get the value of their stuff across—not so much because they’re over their audience’s heads, as because half the chaps are listening to the voice and not to the words, so they knock a big discount off what they do hear because it’s all a bit fancy, and not like ordinary, normal talk. So I reckoned the thing to do was to make myself bilingual, and use the right one in the right place—and occasionally the wrong one in the wrong place, unexpectedly. Surprising how that jolts ‘em.

For example, in Spain, the Barcelona Age Factor (BAF) project studied the effects of changing the age of beginning to teach English to Catalan/Spanish bilingual students. When the starting age for teaching English was lowered, Carmen Muñoz and her colleagues took advantage of the opportunity to compare the learning outcomes for students who had started learning at different ages. They were able to look at students’ progress after 100, 416, and 726 hours of instruction. Those who had begun to learn later (aged 11, 14, or 18+) performed better on nearly every measure than those who had begun earlier (aged 8). This was particularly true of measures based on metalinguistic awareness or analytic ability. On listening comprehension, younger starters showed some advantages. Muñoz suggests that this may be based on younger learners’ use of a more implicit approach to learning while older learners’ advantages may reflect their ability to use more explicit approaches, based on their greater cognitive maturity. She points out that, in foreign language instruction, where time is usually limited, ‘younger learners may not have enough time and exposure to benefit fully from the alleged advantages of implicit learning’ (Muñoz 2006: 33).

This week we'll be learning about key elements of high quality picture books. Using the award winner lists in our course materials, select one picture book and share why it received its award. For example, Abuela is listed in the 100 Picture Books Everyone Should Know. According to Publishers Weekly, this is why it's so good: "In this tasty trip, Rosalba is "always going places" with her grandmother--abuela . During one of their bird-feeding outings to the park, Rosalba wonders aloud, "What if I could fly?" Thus begins an excursion through the girl's imagination as she soars high above the tall buildings and buses of Manhattan, over the docks and around the Statue of Liberty with Abuela in tow. Each stop of the glorious journey evokes a vivid memory for Rosalba's grandmother and reveals a new glimpse of the woman's colorful ethnic origins. Dorros's text seamlessly weaves Spanish words and phrases into the English narrative, retaining a dramatic quality rarely found in bilingual picture books. Rosalba's language is simple and melodic, suggesting the graceful images of flight found on each page. Kleven's ( Ernst ) mixed-media collages are vibrantly hued and intricately detailed, the various blended textures reminiscent of folk art forms. Those searching for solid multicultural material would be well advised to embark.

Study Questions Define the terms deaf and hard of hearing. Why is it important to know the age of onset, type, and degree of hearing loss? What is the primary difference between prelingual and postlingual hearing impairments? List the four major types of hearing loss. Describe three different types of audiological evaluations. What are some major areas of development that are usually affected by a hearing impairment? List three major causes of hearing impairment. What issues are central to the debate over manual and oral approaches? Define the concept of a Deaf culture. What is total communication, and how can it be used in the classroom? Describe the bilingual-bicultural approach to educating pupils with hearing impairments. In what two academic areas do students with hearing impairments usually lag behind their classmates? Why is early identification of a hearing impairment critical? Why do professionals assess the language and speech abilities of individuals with hearing impairments? List five indicators of a possible hearing loss in the classroom. What are three indicators in children that may predict success with a cochlear implant? Identify five strategies a classroom teacher can use to promote communicative skills and enhance independence in the transition to adulthood. Describe how to check a hearing aid. How can technology benefit individuals with a hearing impairment?

Quoting page 85: The OCR [Office for Civil Rights] in the early 1970s in effect experienced an internal capture shift. The black agenda activists who had dominated the office between 1965 and 1970 were joined and to some extend displaced by a new cadre of Latino activists. Not content with the transitional model of bilingual education, which used native-language instruction as a bridge to English language proficiency, the Latino nationalists called for Spanish-based cultural maintenance programs of indefinite duration. La Raza Unida’s 1967 founding statement captured the Chicano spirit of cultural nationalism and linguistic ethnocentrism: “The time of subjugation, exploitation, and abuse of human rights of La Raza in the United States is hereby ended forever,” the manifesto proclaimed. “[We] affirm the magnificence of La Raza, the greatness of our heritage, our history, our language, our traditions, our contributions to humanity and culture.

Page 12: The Bilingual Education Act expanded the idea of students’ right to their own language to their right to be educated in their own language, if their command of English was insufficient for them to learn on a par with native English-speaking students in classrooms where only English was spoken. While obviously conceived as a transition to an English program, in effect, bilingual education also strengthens students’ abilities to communicate in their own language, if that is the language in which it has been determined that they can learn more effectively. The social significance of this development, however unintentional, is that public schools—perhaps for the first time on a national scale—have become actively engaged in maintaining the native language of ethnic minority groups.

Bilingualism stimulates your brain, improving memory retention and overall cognitive function, which can contribute to a healthier mind.

Research has also suggested that bilingual and multilingual people experience the tip-of-the-tongue sensation more frequently than monolinguals and will often end up exchanging a word from one language for one they find they cannot access in another (as in, I’m going to take a bain). This has been taken to suggest that our brain does not store lexical information from separate languages discretely, and is not able to ‘switch off ’ a language in which a person is fluent, even in monolingual situations.

It has been found that bilinguals’ constant use of their different language practices strengthens the control mechanisms of the brain (the inhibitory control) and changes the associated brain regions

Bilingual speakers constantly select some features from their linguistic repertoire and inhibit others, relying on what psycholinguists call the executive function of the brain. Bialystok and her colleagues, who study how bilingualism affects the mind and brain, have used behavioral and neuroimaging methods to show that bilinguals, because of their constant use of two languages, perform better on executive control tasks than do monolinguals (Barac & Bialystok, 2012; Bialystok, 2011, 2015, 2016; Kroll & Bialystok, 2013).

it has been estimated that there are fewer monolingual speakers in the world than bilinguals and multilinguals.

Bilingual practices have been shown to strengthen certain cognitive mechanisms, which in turn may increase one’s creative potential.

There were so many kind of rich people in New York City. Alice was an expert, but not because she wanted to be; it was like being raised bilingual, only one of the languages was money. One rule of thumb was that the harder it was to tell where someone's money came from, the more of it they had.

Les enquêtes effectuées en 1830 démontrent, qu'en Basse-Bretagne, 70% de la population parle breton. Les grandes villes sont bilingues, le total des monolingues bretons s'élève à 80% des locuteurs, une grande partie de ces bretonnants sait lire et écrire le breton. Cette situation va perdurer jusqu'à la veille de la première guerre mondiale, à l'exception des villes dont la francisation s'est fortement accentuée. On évalue le nombre de locuteurs à 1300000 en 1914. p145

Language is my favorite tool, so I use it to help people build a bridge between what’s in front of them and what’s inside them. I have learned that if we want to hear the voice of imagination, we must speak to it in the language it understands. If we want to know who we were meant to be before the world told us who to be— If we want to know where we were meant to go before we were put in our place— If we want to taste freedom instead of control— Then we must relearn our soul’s native tongue. When women write to me in the language of indoctrination—when they use words like good and should and right and wrong—I try to speak back to them in the language of imagination. We are all bilingual. We speak the language of indoctrination, but our native tongue is the language of imagination. When we use the language of indoctrination—with its should and shouldn’t, right and wrong, good and bad—we are activating our minds. That’s not what we’re going for here. Because our minds are polluted by our training. In order to get beyond our training, we need to activate our imaginations. Our minds are excuse makers; our imaginations are storytellers. So instead of asking ourselves what’s right or wrong, we must ask ourselves: What is true and beautiful? Then our imagination rises inside us, thanks us for finally consulting it after all these years, and tells us a story.

A review of the literature on creativity and bilingualism found that twenty out of twenty-four studies on this topic reported that bilinguals performed better than monolinguals on various creativity tasks

To translanguage is to speak naturally and freely, without regard for the restrictions established by the boundaries of named languages, without heed for the constraints that give dual names and borders and limits to the bilingual’s unitary competence.

principles. In officially bilingual Brussels, street names and all public institutions are given in both official languages, French and Dutch, and all public services must by law be provided in both languages. Outside the capital, however, the Territory Principle applies, according to which French-speaking Belgians are required to use Dutch in the neerlandophone zone and vice-versa, with no official accommodation to the other language in either case.

Understanding consumer preferences, market trends, and business opportunities all depend on market research. However, a nuanced approach is required when conducting market research survey in Myanmar. Participation in surveys and the quality of the data can be significantly influenced by cultural norms, beliefs, and practices. The challenges and opportunities of conducting surveys in this one-of-a-kind cultural landscape are brought to light in this article, which examines the intricate connection between culture and market research in Myanmar. Researchers can gain valuable insights for informed decision-making and successful market strategies by comprehending and adapting to Myanmar's cultural nuances. Introduction to market research survey in Myanmar is a country with a lot of culture and tradition that makes it a special place to conduct market research. Understanding the cultural nuances that influence survey participation is essential for businesses trying to comprehend consumer preferences and behaviors in this diverse market. An Overview of Myanmar's Market Research Landscape Market research is rapidly evolving in Myanmar in tandem with the country's economic expansion. In order to gain useful insights from surveys, it is necessary to have a comprehensive comprehension of the cultural dynamics of a population with a wide range of languages and ethnic groups. Understanding How Culture Affects Survey Participation Culture has a big impact on how people respond to market research surveys. Survey response rates can be influenced by interpersonal dynamics, social norms, and traditional beliefs in Myanmar. Cultural Factors That Affect Survey Response Rates People's responses to surveys can be influenced by factors like respect for authority, communal decision-making, and communication styles. The key to maximizing survey participation is recognizing and adapting to these cultural differences. The willingness of respondents to participate in surveys can be influenced by traditional beliefs and practices like face-saving behaviors, hierarchical structures, and superstitions. Researchers can create survey environments that are conducive to honest and valuable feedback by recognizing and respecting these traditional beliefs. Tailoring Survey Designs to Match Cultural Preferences in Myanmar To guarantee the success of market research surveys in Myanmar, survey designs must be adapted to match cultural norms and preferences. In addition to increasing respondent engagement, this strategy encourages inclusivity and a respect for local customs. Adjusting Poll Arrangement for Social Awareness From the language utilized in study inquiries to the visual plan of overview materials, social responsiveness ought to be a core value in forming review surveys. Researchers can increase respondent trust and openness by avoiding potential taboos and including references that are culturally relevant. Respecting local customs, such as greeting rituals, gift-giving practices, and preferred modes of communication, can increase respondents' willingness to participate in surveys by incorporating them into the design of the survey. Researchers can create a more engaging and culturally appropriate research experience by incorporating these elements into survey design. Overcoming Language Barriers in Market Research Surveys Myanmar's language diversity makes conducting market research surveys a significant challenge. Language barriers must be overcome and multilingual survey administration must be promoted in order to ensure effective communication and data collection. Challenges of Myanmar's Language Diversity With over 100 languages spoken there, language barriers can make it hard to take surveys and understand them. Utilizing survey materials that are suitable for a particular language and, if necessary, the services of an interpreter, researchers must overcome these obstacles. The use of bilingual survey

Question, Dave. At what age is it appropriate to stop dreaming of the year I sweep the Nobels, and really hunker down and specialize on the talent that’s gonna win me international acclaim and sex? Fourteen? Eighteen? Six? I got to tell you, nothing discourages the ambitious twelve-year-old like a bilingual Japanese fifth grader who gets onstage at skits, all humble and nervous, and busts fiery concertos out her violin like it’s nothing, or like a linguist mom who tells me that if I were to make it my life’s pursuit to learn the little fiddle prodigy’s primary language, it’s already too late for my brain to pick up on the nuances necessary for fitting in. I’m too late to dominate at something, aren’t I? If I’m too late, it’s fine, I just need to hear you say it so I can transition out of having goals and start nudging whoever’s beside me at skits and going, “Yeah, but at least I’ve got a life.” Or, wait, “Yeah, but at least I’ve got a life.” Well. Not there yet. I’ll work on it.

For years, "Sorry, I don't speak French" has been the reflexive response of English-speaking Canadians to a request, a comment, or a greeting in the other official language. Part apology, part defiance, it is a declaration of the otherness. That is not me. I don't do that. The language barrier is her, at this counter, now.

Language is one of the more complex human cognitive functions,” Narly Golestani, Group Leader of the university’s Brain and Language Lab, tells me during a recent visit. “There’s been a lot of work on bilingualism. Interpretation goes one step beyond that because the two languages are active simultaneously. And not just in one modality, because you have perception and production at the same time. So the brain regions involved go to an extremely high level, beyond language"["In other words: inside the lives and minds of real-time translators," Mosaic, November 18, 2014].

There was a poem, she said, by Beckett that he had written twice, once in French and once in English, as if to prove that his bilinguality made him two people and that the barrier of language was, ultimately, impassable. I asked her whether she lived in Manchester, and she said no, she had just been up there to teach another course, and had had to fly straight from there to here.

In my opinion, dual language education is a great public good that ought to be developed everywhere, as it can positively transform a child, a family, a school, a community, and even a country. It is with this belief and with the conviction that parents can make a difference that I share this book in the hope that more bilingual programs will sprout in schools around the world.

Another area of thinking where bilinguals have been shown to excel is divergent thinking, the ability to come up with many different solutions rather than just one. Divergent thinking is considered to be one of the basic elements of creativity.

It's like any time a white friend suggests Korean barbecue. Or when I see a Food Network special where some tattooed white dude with a nineteenth-century-looking beard-and-mustache combo introduces viewers to this kimchi al pastor bánh mì monstrosity he peddles from a food truck that sends out location tweets. It's like when white people tell me how much they love kimchee and bull-go-ghee, and the words just roll off their tongues as if there exists nothing irreconcilable between the two languages. It's like, don't touch my shit. It's difficult to articulate because I know it's not rational. But as a bilingual immigrant from Korea, as someone who code-switches between Korean and English daily while running errands or going to the supermarket, not to mention the second-nature combination of the languages that I'll speak with my parents and siblings, switching on and switching off these at times unfeasibly different sounds, dialects, grammatical structures? It's fucking irritating. I don't want to be stingy about who gets to enjoy all these fermented wonders -- I'm glad the stigma around our stinky wares is dissolving away. But when my husband brings me a plate of food he made out of guesswork with a list of ingredients I've curated over the years of my burgeoning adulthood with the implicit help of my mother, my grandmother, and my grandmother's mother who taught me the patience of peeling dozens of garlic cloves in a sitting with bare hands, it puts me in snap-me-off-a-hickory-switch mode.

Many people, especially in countries like the U.S. with a monolingual mainstream culture, think that being monolingual is the most natural way to grow up. In fact, far from being the norm, monolingualism is the exception. There are very few, if any, places in the world where a society can exist in complete isolation from contact and interaction with people of other cultures.

how bilingualism has been shown to benefit • bilingual children’s precocious knowledge of language, • their enhanced cognitive development in general, and • the social and cultural growth they experience.

Although it permits the use of students’ native language “to clarify key concepts,” this weak form of bilingual instruction has no support in educational research.

It is not funny , rather stupid; We don't have bi-lingual dictionaries in African languages otjiherero/oshiwambo or khoekhoeb/Tswana or so , why are we much interested in oversees at our own expenses. Shame on us , shame on us the so called educated. Mental Independence is necessary , that's my new advocacy ..

Matthew, Mark, and Luke were all written in Greek. But Jesus probably did not speak Greek. He was a Jewish peasant. He might have known a little Greek, but his normal tongue would have been the Semitic dialect commonly spoken by the peasants of Palestine in the first century CE, Aramaic. The original oral tradition associated with Jesus would have been communicated among the peasants of Galilee also in Aramaic. Now, here is the problem. When we compare the same stories in Matthew, Mark, and Luke, they agree not just in general or in gist, but often word for word, verbatim. Not 100 percent verbatim, but often as much as 80 percent, and sometimes even more. How shall we explain this? Does a theory of oral transmission work? Say a set of stories circulated orally in Aramaic; they were told and retold in great variety. They usually communicated the gist but were never word for word the same. Then, gradually, bilingual listeners began to repeat the stories, now sometimes in Aramaic, sometimes in Greek. Greek versions began to circulate orally, told and retold in great variety, usually communicating the gist but never being told word for word the same. Imagine the various ways in which any particular story might have been told, in two different languages, by dozens of different people, in myriad different contexts. Now imagine a story from this oral tradition beginning with Jesus, spreading around in Aramaic, then trickling over into Greek, and spreading around again in the new language; finally one particular version falls on the ears of, say, the author of Matthew, who includes it in his gospel. Now imagine that a different author, say, the author of Luke, hears the same story, but a version of it that has taken a different route through that complex process of being passed on, and he also decides to include it in his gospel. What are the chances that these two versions of the story will agree with one another, in Greek, nearly verbatim? A clever mathematician could perhaps compute the odds. Let us just say, they would be astronomical. But that’s not all. Jesus was an aphorist and a storyteller. How many times would he have told one of his parables, a good one like the Sower? Dozens of times? Probably. But when a gospel writer includes a parable in his narrative, he can only really use it once. If he were to repeat it as Jesus actually had done, over and over again, that would be tedious. He has to choose one place to put it and one way to tell it. Now, when the authors of Matthew and Mark include the Parable of the Sower in their gospels, they both just happen to portray Jesus telling it right after a scene in which Jesus is accused of having a demon, Beelzebul, so that his family must come to try and take him away. And that story, in both gospels, follows close after a story in which Jesus is healing and exorcizing multitudes. And that story, in both gospels, follows one in which Jesus heals a man with a withered hand. And before that, in both gospels, there is a story about Jesus and his disciples passing through the grain fields of Galilee, feeding themselves from the gleanings. It is not just that Matthew, Mark, and Luke share a large number of stories, sayings, and parables, or that these common traditions often agree almost verbatim from gospel to gospel. They also present these things in the same order. Could oral tradition account for all of that? Never.

Ensure the child has the opportunity to read and write in the minority or heritage language. Parents can write with their children the important wise

If teenagers are to maintain both of their languages, it has to come from conviction rather than conformity.

To increase the chances of reversing the rejection of one language, parents can talk to the teenager in that language. The teenager may insist on responding in a different language, but at least ‘passive’ or ‘receptive’ bilingualism will be maintained by the child consistently hearing the other language. It makes it easier for them to speak that language again later in life.

All parents can do is to provide the conditions in which an individual makes up their own mind about the future of their language existence. The gardener can prepare the ground, sow the seeds and provide an optimal environment for language growth. The parent cannot force the growth, change the colour of the language flower or have control over its final blossoming.

When children are younger, one possible solution is to extend the range of language experiences in their less preferred language, for example, staying with grandparents or cousins, visits to enjoyable cultural festivals, a renewal in the language materials and other language stimuli in the home for that weaker language (e.g. videos, pop records, the visits of cousins). If both parents read to, or listen to the child reading before bedtime, or if the language of family conversation at the meal table is manipulated to advantage, then subtly the language balance of the home may be readjusted.

There may be occasional periods when the bilingual child seems a little behind the monolingual in learning a language. However, this lag is usually temporary. With sufficient exposure and practice, the bilingual child will go through the same language development stages as the monolingual child. Occasionally the speed of the journey may be slightly slower, but the route through the developmental stages is the same.

Keep in mind that the languages that you choose now will be the ones that you orchestrate mostly from home. There’s no reason that your child can’t take advantage of opportunities to learn a third language (or even more) in the future.

simply speaking the majority language will not cause a sudden change away from racism, discrimination and prejudice. Such negative attitudes by majority peoples tend to be based on anxieties about a different ethnic group, a fear of their economically privileged position being overturned, a fear of the unknown culture, and a fear about loss of political and economic power and status. Becoming monolingual majority language speakers does not change economic disadvantage nor racial prejudice. Bilingualism that includes a well-developed fluency and literacy in the majority language has the equal advantage of allowing potential access to different economic markets and employment, as well as retaining all that is good from the past. There is good reason for the family to become fluent in the majority language. This need not be at the cost of the first or minority language.

In teaching a child your native language, you are transmitting something about yourself, your heritage and the extended family.

One example of the pay-off for a parent using a minority language is when the children are in their teenage years. If a language minority mother or father has ignored their first language and speaks the majority language to her children, problems can arise. The majority language may be spoken with a ‘foreign’ accent (see Glossary), the language used may be perceived by the teenager as incorrect. One outcome might be that the teenager is embarrassed, the parent mocked and held in disdain, and the minority language hated. If such a language minority mother speaks her minority language instead, she may retain more prestige and credibility, and be more respected by the teenager.

The advice too frequently given is that the home, minority language should be replaced by the majority language. Such an overnight switch may well have painful outcomes for the child. The mother tongue is denied, the language of the family is buried, and the child may feel as if thrown from a secure boat into strange waters. This solution is likely to exacerbate the problem.

developed than another, it may be sensible to concentrate on developing the stronger language. When a child has severe educational needs or is severely cognitively challenged, then ensuring a solid foundation in one language first is important. This does not mean that the chance of bilingualism is lost forever. If, or when, language delay disappears, the other language can be reintroduced. If a child with emotional problems really detests using or even being spoken to in a particular language, the family may sensibly decide to accede to the child's preference. Again, once problems have been resolved, the ‘dropped’ language may be reintroduced, so long as it is immediately associated with pleasurable experiences.

There are other occasions where changing from bilingualism to monolingualism is unnecessary and wrong. If someone who has loved, cared for and played with the child in one language suddenly only uses another language, the emotional well-being of the child may well be negatively affected.

C18: A child is autistic or has Asperger's syndrome. Should we use one language only with the child?

C18: A child is autistic or has Asperger's syndrome. Should we use one language only with the child? Children diagnosed with a specific autism spectrum disorder have a greater or lesser degree of impairment in language and communication skills, as well as repetitive or restrictive patterns of thought and behaviour, with delays in social and emotional development. Such children use language in restricted ways, expecting much consistency in language and communication, and are less likely to learn through language. However, such children may experience the social and cultural benefits of bilingualism when living in a dual language environment. For example, such children may understand and speak two languages of the local community at their own level. Like many parents of children with language impairment, bilingualism was frequently blamed by teachers and other professionals for the early signs of Asperger's, and a move to monolingualism was frequently regarded as an essential relief from the challenges. There is almost no research on autism and bilingualism or on Asperger's syndrome and bilingualism. However, a study by Susan Rubinyi of her son, who has Asperger's syndrome, provides insights. Someone with the challenge of Asperger's also has gifts and exceptional talents, including in language. Her son, Ben, became bilingual in English and French using the one parent–one language approach (OPOL). Susan Rubinyi sees definite advantages for a child who has challenges with flexibility and understanding the existence of different perspectives. Merely the fact that there are two different ways to describe the same object or concept in each language, enlarges the perception of the possible. Since a bilingual learns culture as well as language, the child sees alternative ways of approaching multiple areas of life (eating, recreation, transportation etc.) (p. 20). She argues that, because of bilingualism, her son's brain had a chance to partly rewire itself even before Asperger's syndrome became obvious. Also, the intense focus of Asperger's meant that Ben absorbed vocabulary at a very fast rate, with almost perfect native speaker intonation. Further Reading: Rubinyi, S. (2006) Natural Genius: The Gifts of Asperger's Syndrome . Philadelphia & London: Jessica Kingsley Publishers.

It is often people who can't speak a second language who tend to poke fun at those who can speak two or three languages.

C19: People make fun of our speaking a minority language. How should I react? It is often people who can't speak a second language who tend to poke fun at those who can speak two or three languages.

Their poking fun may be a sense of their inadequacy in communication, their underlying jealousy, their worries about exclusion from the conversation, and meeting someone different from themselves. For bilinguals meeting this situation, it is a matter of diplomacy, building bridges and breaking down barriers, keeping a good sense of humour, and trying to be tolerant. Pragmatically, rather than idealistically, it is bilinguals who often have to forge improved relationships. Bilinguals have the role of diplomats and not dividers, showing that language diversity does not mean social divisions, that speaking a different language can still mean a harmonious relationship. Ironically, those who are the victims have to become the healers.

It is important for speakers of a minority language to have high self-esteem. Minority speakers can form cohesive, self-confident networks which take pride in language vitality.

Geographical isolation needs counteracting by creative means of communication to launch a language community. If there are self-doubts and derision by outsiders, there is strength to be gained from being part of a language community.

When language is separated along divisions of different people, different contexts, even different times of the week or day, a child is learning that language compartmentalisation exists. Mixing may still occur early on, but boundaries enable a smooth transition to a stage where children keep their languages relatively separate.

Children become socialized into the patterns of speaking that they hear others use. That includes both separating two (or more) languages and using both when this is acceptable.

When one language is much stronger than the other, achieving literacy in that one language first is preferable.

There are exceptions to this sequential pattern. In a language majority context, children sometimes learn to read in their second language. For example, in Canada children from English-speaking homes take their early years of education through French. Hence, they may learn to read in French first, and English a little later. This usually results in fully biliterate children. Learning to read in French first will not impede later progress in learning to read English.

As parents read to the very young child, they can gently hold a child's finger and show the movement of the words across the page from left to right (or right to left in some languages), in a rhythmical sequence. As favourite books are read night after night, a child will begin to recognize certain words and begin to associate meaning and word form.

Many reading skills (and attitudes) are simply transferred from one language to the next.

When children come from language minority backgrounds, working towards integration between their two cultures and languages may require more emphasis on the minority language, particularly in the early years. To counterbalance the effect of the dominant majority language, there may need to be two objectives. First, ensuring the child feels secure and confident in the minority language and culture. Second, to ensure that the child is taught the advantages of biculturalism (see Glossary), the value of harmony between cultures and languages, and not taught that conflicting competition is the inevitable outcome of two languages and cultures in contact.

There is as little likelihood of squeezing an adult into the intellectual framework of their childhood as there is into their first pair of pajamas.

we seem to be on a constant quest to keep America a country of citizens who can only talk to one another

I don’t know or understand any other language except the language of kindness.

Something critical happens when the cadre of bilinguals learns to read imported scrolls: they gain entry into a library. I use the word "library" to refer not to a physical building but, more broadly, to the collectivity of accumulated writings. . . . humans possess an ever-increasing store of writings, the totality of which I call the library. The transformation of an oral culture into a written one means, first and foremost, the potential entry of bilinguals into a library.

Becoming bilingual in English and Spanish language was a nice aspect of living in La Palma and having a Spanish girlfriend.

Being bilingual in English and Spanish language was useful during the Florida hurricane Ian disaster.

For decades now, I've been dreaming, thinking, making love, writing, fantasizing and weeping in French, in English, and sometimes in a monstrous mixture of the two. For all that, the two languages are neither superimposed nor interchangeable in my mind. Like most false bilinguals, I often have the feeling that they 'sleep apart' in my brain. Far from being comfortably settled in face to face or back to back or side by side, they are distinct and hierarchized: first English then French in my life, first French then English in my writing. The words say it well: your native or 'mother' tongue, the one you acquired in earliest childhood, enfolds and envelops you so that you belong to it, whereas with the 'adopted' tongue, it's the other ay around -- you're the one who needs to mother it, master it, and make it belong to you.

As the Hispanic population surges past 50%, Spanish will replace English as the dominant language. New waves of Mexican immigrants won’t have to learn English to work or collect welfare, so they won’t bother to. Thus, they will not be assimilated into American society as previous Mexican immigrants have been. Demographics and affirmative action will purge the Anglos out of police departments and other branches of local government. Bilingualism will increasingly be mandatory for both government and private employment. Eventually, a working knowledge of English will not be a requirement for government employment at all. Eventually, Anglo citizens who speak only English will be hard pressed to obtain any government employment or services. The southwest will be transformed into a Spanish-speaking, de facto province of Mexico. Enforcement of immigration laws by Hispanic-controlled police departments will disappear entirely. Some Hispanic-controlled police departments will publicly announce their defiant refusal to enforce immigration laws. Millions of desperate, poverty-stricken Mexicans will stream across the border.

The question of how Mexicans should be classified racially was decided in 1897 by Texas courts, which ruled that Mexican Americans were not White. In California, they were classified as “Caucasian” until 1930, when the state attorney general decided they should be categorized as “Indians,” though “not considered ‘the original American Indians of the US.’”13 In both Texas and California, Mexican Americans were confined to segregated schools, and in both states legislation was passed in the nineteenth century outlawing the use of Spanish for instruction in the public schools. During that time, Mexican families sought to preserve their culture and language by sending their children to Catholic schools or private Mexican schools where bilingual instruction was maintained.

Trick 5: Use monolingual mode in your own speech. I can’t emphasize enough the need to monitor your own behavior. Children are sensitive to subtle differences in adults’ rate of switching between languages, and then they match their own rate with that of the adult. If you are constantly switching out of the minority language, it will not be a surprise that the child does, too.

In the early 1990s, Moon and colleagues showed that two-day-olds can distinguish the sounds of their language from those of an unfamiliar language if the overall rhythms of the sentences are different between languages. Their tiny subjects could tell English from French and Japanese because they have different rhythmic structures, but not English from Dutch, because the rhythmic structures are very similar. By five months, English-learning babies could distinguish English from Dutch, too. At that same age, bilingual Catalan-and Spanish-learning infants could distinguish both of their languages from other languages and from each other.

If children start early in a monolingual preschool, they get the idea early—when their minority language is still not well established—that English is all that matters, so I do not recommend an English preschool at a time when you could be solidifying the child’s command of the minority language.

Nowhere in all this elaborate brain circuitry, alas, is there the equivalent of the chip found in a five-dollar calculator. This deficiency can make learning that terrible quartet—“Ambition, Distraction, Uglification, and Derision,” as Lewis Carroll burlesqued them—a chore. It’s not so bad at first. Our number sense endows us with a crude feel for addition, so that, even before schooling, children can find simple recipes for adding numbers. If asked to compute 2 + 4, for example, a child might start with the first number and then count upward by the second number: “two, three is one, four is two, five is three, six is four, six.” But multiplication is another matter. It is an “unnatural practice,” Dehaene is fond of saying, and the reason is that our brains are wired the wrong way. Neither intuition nor counting is of much use, and multiplication facts must be stored in the brain verbally, as strings of words. The list of arithmetical facts to be memorized may be short, but it is fiendishly tricky: the same numbers occur over and over, in different orders, with partial overlaps and irrelevant rhymes. (Bilinguals, it has been found, revert to the language they used in school when doing multiplication.) The human memory, unlike that of a computer, has evolved to be associative, which makes it ill-suited to arithmetic, where bits of knowledge must be kept from interfering with one another: if you’re trying to retrieve the result of multiplying 7 X 6, the reflex activation of 7 + 6 and 7 X 5 can be disastrous. So multiplication is a double terror: not only is it remote from our intuitive sense of number; it has to be internalized in a form that clashes with the evolved organization of our memory. The result is that when adults multiply single-digit numbers they make mistakes ten to fifteen per cent of the time. For the hardest problems, like 7 X 8, the error rate can exceed twenty-five per cent. Our inbuilt ineptness when it comes to more complex mathematical processes has led Dehaene to question why we insist on drilling procedures like long division into our children at all. There is, after all, an alternative: the electronic calculator. “Give a calculator to a five-year-old, and you will teach him how to make friends with numbers instead of despising them,” he has written. By removing the need to spend hundreds of hours memorizing boring procedures, he says, calculators can free children to concentrate on the meaning of these procedures, which is neglected under the educational status quo.

Speakers of two or more languages are said to be more creative thinkers.34 Studies have also shown that bilingual children have better-developed metalinguistic awareness (the ability to think about words and language as abstract things). This may help them learn to read earlier.35 Plus, being bilingual in childhood makes picking up another language easier.36

What do I write about? Basically, whatever happens to be bubbling in my mind at the time, but my short entries seem to be mostly about these three things: 1. Observations of their language development 2. Observations of their personal traits and interests 3. Noteworthy incidents and experiences

To become actively bilingual, the child must receive sufficient exposure to the minority language and feel a genuine need to use it expressively.

TV, as a supplement to other activities, can certainly be a helpful component, but in order to foster active ability, a significant amount of this exposure must be active. In other words, interaction with the language, involving flesh-and-blood human beings, is the key to effective language development.

No matter what it is we want a child to acquire—and that includes developing active ability in another language—the most effective way forward involves inspiring joy in the experience of that area of knowledge or skill.

じおょう

Earlier this year, a self-identified White, monolingual English-speaking teacher explained to me that, among other signs of her stupidity, Dr Baez’s English language skills are ‘horrible, and from what I hear, her Spanish isn’t that good either’...If Dr Baez, the bilingual school principal with multiple university degrees, including a doctorate in education, was subjected to such discriminatory thinking, then what could this mean for students, who were positioned in highly subordinate institutional positions?

While bilingual is understood as a valuable asset or goal for middle-class and upper-class students, for working-class and poor students it is framed as a disability that must be overcome

We are all talking heads.

[...] when faced with a new language, the bilingual has to learn to juggle with three balls, already knowing how to do so with two, while the monolingual has to learn from the beginning.

If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.

Knowing another language is like having a second soul.

Heijden (1999, 138) maintains that bilingual children follow the same order as native children during their course of acquiring word-formation paterns (compounding or derivation) of their target languages. Hence, bilingual children acquiring English show a preference for compounding of English language, while, on the other hand, if their other language favors derivation over compounding (e. g., Polish language), they show a preference for derivation. On the other hand, adult L2 learners, regardless of their L1 and L2 Productivity, show a common preference for compound words of their target of language; preference which is due to the morphological clarity that compound words own over derived words (Prude, C. 1993, 71).

The deepest connection you have with someone & their culture, is through learning their language.

We know that babies of around nine months old have had sufficient experience with language(s) to show a certain amount of sensitivity to phonotactic rules. We believe this to be true because babies demonstrate a preference for hearing words that contain highly frequent sound sequences in their language rather than less frequent sequences.

One of the primary jobs for a baby during the first months of learning is to build what we call a sound inventory of the language to which he or she is exposed.

There are those who eagerly learn another language to be one with another culture, then there are those morons who insist on the exclusive glorification of their so-called native language. The world is beautified by the former, whereas the latter only sustain disharmony - the latter only act as a prehistoric impediment to the unification of humankind.

Whenever we talk about social and academic language today, that’s really the legacy that we’ve inherited – a legacy of semilingualism, of suggesting that there’s something illegitimate about the language practices of racialized bilingual students. (4/10/2020 on Vocal Fries podcast)

This whole idea of a bilingual brain is still, from my opinion, coming from a monolingual perspective in the sense that most of the world is bi- or multilingual. Why are we exceptionalizing the, quote, “bilingual” brain instead of the quote, “monolingual” brain to begin with? Why aren’t we saying, “What are the unique cognitive traits of monolingual people who are the minority of the population?” Maybe a bilingual brain is just a brain and it’s the monolingual brain that’s actually this weird thing that we need to study. Of course, I don’t actually believe that, but I feel like some of the discourse exceptionalizing bilingualism, when we reverse it and really think about, well, if we describe monolingualism in that way, that would be really strange. Yet, “bilingual” describes more of the world’s population than “monolingual.” What exactly are we doing there?

On growing up internationally - from the Daughter of Copper. And so, with the greatest of ease, both as children and adults, we float back and forth between our two languages and cultures, seamlessly navigating the moments of time and place that define us.

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Culture shapes the language, Language shapes the culture. When you absorb another language, It reshapes your mental atmosphere.

I raised you to care deeply, too much so. About words, for one thing. All those years spent working as a bilingual teacher’s aide, undoing what Khmer children learned at home, perhaps it had made me paranoid. I thought I needed to ensure your fluency in English, in being American. The last thing I had wanted was for you to end up like your Ba—speaking broken English to angry customers, his life covered in the grease of cars belonging to men who were more American. So I read to you as much as I could, packed your room with dictionaries and encyclopedias, played movies in English constantly in the background, and spoke Khmer only in whispers, behind closed doors. No wonder mere words affected you so much. Even now, you still think language is the key to everything. And that’s my fault—I thought the same thing.

Even after speaking six languages, I say, the supreme language is love.

By learning a language, you permanently change structures in your brain. Bilingual brains are measurably different from monolingual brains—certain brain regions are more developed—and recent studies show that you don’t need to be bilingual from birth to show these telltale signs of bilingualism. You just need to learn a language and maintain it; the better you learn it and the longer you maintain it, the more your brain will change. How does this affect you in your daily life? When you learn a language, you permanently improve your memory—you’ll be able to memorize faster and easier. You’ll multitask better. Bilingual people are better at focusing on tasks and ignoring distractions. They’re more creative. They’re better problem solvers. Bilingual students beat monolinguals in standardized tests of English, math, and science. All these advantages—collectively known as the bilingual effect—aren’t the result of natural, inborn intelligence. Most bilinguals never choose to be bilingual; they just happen to grow up in bilingual families. The bilingual effect is a kind of learned intelligence, and by picking up a new language, you’ll get it too.

Not only does your brain get stronger, it gets healthier, too. Bilingual brains are more resistant to the wear and tear of age. Studies show a marked delay in the onset of dementia and Alzheimer’s disease for bilinguals. On average, elderly bilinguals will show symptoms of dementia five years later than monolinguals, and if they’ve learned more than two languages, then the effects are even stronger.

These were both supposed to be for you, but now I’m worked up.” He shoves a sprinkle doughnut in his mouth. “I wa’ gonna make ’nana pancakes fo’ him fo’ bweakfast tomowwow, ’cause he wikes dem.” He swallows, licking his fingers. “He can forget it now.” “I always wanted to be bilingual,” Emmett murmurs. “Never dreamed the second language I’d learn would be Carter with his mouth full.

The research evidence suggests that a better approach is to strive for additive bilingualism—the maintenance of the home language while the second language is being learned. This is especially true if the parents are also learners of the second language. If parents continue to use the language that they know best with their children, they are able to express their knowledge and ideas in ways that are richer and more elaborate than they can manage in a language they do not know as well. Using their own language in family settings is also a way for parents to maintain their own self-esteem, especially as they may have their own struggles with the new language outside the home, at work, or in the community. Maintaining the family language also allows children to retain family connections with grandparents or relatives who do not speak the new language.

What enables a child not only to learn words, but to put them together in meaningful sentences? What pushes children to go on developing complex grammatical language even though their early simple communication is successful for most purposes? Does child language develop similarly around the world? How do bilingual children acquire more than one language?

There had to be something near racial parity in the early stages because setting up the infernal machine required at least as many Europeans as Africans. Consequently, the original contact language had to be not too far from the language of the slave owners. Because at this stage Europeans were teaching Africans what they had to do, the contact language had to be intelligible to native speakers of the European language. Because so many interactions were between Europeans and Africans, the latter would have much better access to that European language than at any later stage in plantation history. We should remember that Africans, unlike modern Americans, do not regard monolingualism as a natural state, but expect to have to use several languages in the course of their lives. (In Ghana, our house-boy, Attinga, spoke six languages-two European, four African-and this was nothing out of the ordinary.) But as soon as the infrastructure was in place, the slave population of sugar colonies had to be increased both massively and very rapidly. If not, the plantation owners, who had invested significant amounts of capital, would have gone bankrupt and the economies of those colonies would have collapsed. When the slave population ballooned in this way, new hands heavily outnumbered old hands. No longer did Europeans instruct Africans; now it was the older hands among the Africans instructing the new ones, and the vast majority of interactions were no longer European to African, the were African to African. Since this was the case, there was no longer any need for the contact language to remain mutually intelligible with the European language. Africans in positions of authority could become bilingual, using one language with Europeans, another with fellow Africans. The code-switching I found in Guyana, which I had assumed was a relatively recent development, had been there, like most other things, from the very beginning. In any case, Africans in authority could not have gone on using the original contact language even if they'd wanted to. As we saw, it would have been as opaque to the new arrivals as undiluted French or English. The old hands had to use a primitive pidgin to communicate with the new hands. And, needless to add, the new hands had to use a primitive pidgin to communicate with one another. Since new hands now constituted a large majority of the total population, the primitive pidgin soon became the lingua franca of that population. A minority of relatively privileged slaves (house slaves and artisans) may have kept the original contact language alive among themselves, thus giving rise to the intermediate varieties in the continuum that confronted me when I first arrived in Guyana. (For reasons still unknown, this process seems to have happened more often in English than in French colonies.) But it was the primitive, unstructured pidgin that formed the input to the children of the expansion phase. Therefore it was the children of the expansion phase-not the relatively few children of the establishment phase, the first locally born generation, as I had originally thought-who were the creators of the Creole. They were the ones who encountered the pidgin in its most basic and rudimentary form, and consequently they were the ones who had to draw most heavily on the inborn knowledge of language that formed as much a part of their biological heritage as wisdom teeth or prehensile hands.

More recently, scholars have used computers to model how the brain’s neural networks behave. These show that, when the condition of child bilingualism is modelled (where two languages are being acquired more or less simultaneously), the network is able to separate out the vocabularies of each language quite comfortably. However, where a second language is overlaid on top of an existing one, there is much less separation. It’s as if the first language ‘blocks’ or ‘overshadows’ the independent establishment of the second. Nick Ellis (2006: 185) sums up the findings: ‘Adult second language simulations show relatively little L1–L2 separation at a local level and maximal transfer and interference.’ This tends to confirm the view that, as one writer put it, ‘second language is looking into the windows cut out by the first language’ (Ushakova 1994: 154).

Crews that fight forest fires in Oregon are now so heavily Hispanic that in 2003, the Oregon Department of Forestry required that crew chiefs be bilingual. In 2006, the department started forcing out veterans. Jaime Pickering, who used to run a squad of 20 firefighters, says the rule means “job losses for Americans—the white people.” Zita Wilensky, a 16-year veteran, was the only white employee of Miami-Dade County Domestic Violence Unit. Her co-workers made fun of her and called her gringa and Americana. Miss Wilensky says her boss gave her 60 days to learn Spanish, and fired her when she failed to do so. It is increasingly common, therefore, for Americans to be penalized because they cannot speak Spanish, but employers who insist that workers speak English are guilty of discrimination. In 2001, the Equal Employment Opportunity Commission forced a small Catholic college in San Antonio to pay $2.4 million to housekeepers who were required to speak English at work. There are now about 45 million Hispanics in the country. What will the status of Spanish be when there are 130 million Hispanics, as the Census Bureau projects for 2050? In 2000, President Bill Clinton decided that the prohibition against discrimination because of “national origin” in the Civil Rights Act of 1964 meant that if a foreigner cannot speak to a government agency in his own language he is a victim. Executive Order 13166 required all local governments that receive federal money (all of them, essentially) to translate official documents into any language spoken by at least 3,000 people in the area or 10 percent of the local population. It also required interpreters for non-English speakers. In 2002, the Office of Management and Budget estimated that hospitals alone would spend $268 million every year implementing Executive Order 13166, and state departments of motor vehicles would spend $8.5 million. OMB estimated that communicating with food stamp recipients who don’t speak English would cost $25.2 million per year.

Between 2000 and 2005, the Hispanic population increased at an annual rate of 3.7 percent, no less than 14 times the growth rate for whites, and more than three times the black rate. This increase was due both to high birthrates and to immigration of about 800,000 Hispanics every year. Much of that immigration was illegal. The Pew Hispanic Center estimated in 2009 that 12.7 million Mexican citizens were living in the United States in 2008, and that they accounted for 60 percent of the 11.9 million or so illegal immigrants in the country. The center has estimated that other Hispanics account for another 20 percent of illegal immigrants. Most Americans believe that a willingness to learn English is a prerequisite to full participation in American life, but this does not appear to be a high priority for many Hispanics. According to a 2006 poll conducted by Investor’s Business Daily, 81 percent of Hispanics spoke mostly or only Spanish at home. Even Hispanics who are comfortable in English prefer Spanish; according to a poll by P.C. Koch, nearly 90 percent of bilingual Hispanics get their news exclusively from Spanish-language sources. In 2003, 44 percent of Hispanics did not speak and read English well enough to perform routine tasks, up from 35 percent in 1992. English illiteracy therefore increased for Hispanics during the decade, whereas it declined for every other major population group.

The disadvantage of being (relatively) bilingual is that you are neither this nor that. You don't fully belong. We spent nine months in Hungary in 1989 watching the state collapse around us and, under those circumstances, it became clear that I wasn't truly Hungarian, but an observer – a visitor with privileges, who could be useful but not of the language or its poetry. In England, the rest of the time, a foreign-born poet is of the language until he isn't; the point at which he hits the thick glass of English Words, where he will be deemed never quite to understand cricket or, say, John Betjeman, because these things are not in his DNA. That may or may not be true. But there you are, with the exquisite zoology of both languages, slightly detached from the soil you tread on, and maybe you see some things that the soil-born cannot. Maybe you can see them at certain angles. And you can make a certain poetry out of this, if only because poetry only appears at the point at which language is both familiar and strange. Language and what happens is not the same thing although we are almost always lulled into thinking that it is. Great poems continue to appear fresh because they remind us of that gap while, at the same time, appearing to heal it. Philip Larkin thought a thing could not be both a window and a fenêtre at the same time. In fact it is neither. It is, as any Hungarian would tell you, an ablak. And between the three words for the same thing there is a kind of shimmering. It is the light shining through the window.

There are as many approaches as there are families, but linguists have defined three main ones with infinite variations: The one-parent-one-language approach, the minority language at home approach, and the mixed language approach.

Given our geography, our tolerant culture and the magnetic attraction of our economy, illegals will always be with us. Our first task, therefore, should be abolishing bilingual education everywhere and requiring that our citizenship tests have strict standards for English language and American civics. The cure for excessive immigration is successful assimilation. The way to prevent European-like immigration catastrophes is to turn every immigrant—and most surely his children—into an American.

Recent evidence from the field of neurobiology, including the use of neuroimaging techniques, seems to show that the languages of bilinguals are not differently located in the brain; rather, they share a common space. This fact alone might support a re-evaluation of the role of translation in the process of becoming bilingual.

Supporters of U.S. English argued that foreign languages are like flotation devices, preventing immigrants from entering American waters unassisted. In reality, they buoy not only the prospects of their speakers—scientists have found that bilinguals enjoy a number of advantages, among them enhanced cognitive skills and lower rates of dementia—but also the ideals of the nation.

Diana Enriquez, a dedicated dual-language social studies teacher at West Oak Middle School, teaches grades 6-8. She began her career as a special education paraprofessional after graduating from Illinois State University in 2016. Holding certifications in Social Science (6-12) and ESL/Bilingual Education, she is passionate about fostering an inclusive learning environment.

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you’ve just seen a woman in this room and nobody had a damn clue what she was saying! How are we expected to work side by side?” “The women believe that men will learn to understand them over time, just as women have learned to understand the language of men. All women speak man, they were raised bilingual. No men in this room speak woman. Surveys seem to suggest that women believe it should work both ways.

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Speaking more than one language delays age-related cognitive decline.

Until we develop the brain technology to communicate meaning telepathically without talking, no amount of translation can carry the warmth, nuances and sentiment of a lived language.

One broken second language is far more valuable than all the mass-produced subtitles.

I grew up speaking two languages, mother tongue and national tongue, then in my late teens I assimilated English from pirated dvds of American movies; soon after I absorbed another language, from the South of India, again from movies. Years later when I started writing and got WiFi, that's when an entire new horizon opened up. This time I found myself drawn to Turkish and Spanish, which became second languages in the canon, after my first English. I don't describe, I embody - I don't study a culture, I disappear into the culture.