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...

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.

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.

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

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

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

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.

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.

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,

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.

È talmente misterioso, il paese delle lacrime!

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

Nicht jeder hat einmal einen Freund gehabt.

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

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

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

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

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.

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

Language is the highway to culture.

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.

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.

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.

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?

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.

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.

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.

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.

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.

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

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

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.

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.

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.

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

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)

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.

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.

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)

We are all talking heads.

じおょう

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.

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

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

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

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).

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.

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.

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.

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?

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