Bilingual individuals may have specific advantages in reasoning. For example they have two or more words for each idea or object; this develops a creative thinking and an ability to think more flexibly in comparison to monolinguals. They are also more sensitive and considerate to the needs of a particular listener than monolingual people. They as well posses a positive effect on intellectual growth since bilingualism enhances and enriches an individual’s mental development. Recent research has evidenced that bilinguals are better at intelligent quotient tests as compared to the monolinguals. This then means importance attached to it is of great value to the individual as well as the country at the long- run. In terms of socialization, bilingual individuals are considered to be better placed in bridging the gap with the other communities. In other words, they can socialize and interact more easily since language will not act as a barrier to them as opposed to monolinguals ( Ibid).
Bilingual individual’s offer the society a bridge building potential, bridging between different groups within a country and also bridges cross fertilization among cultures. Smaller countries like Singapore have been given economic and cultural vitality by bilingualism. It also enhances the society to review about diversity and unity which translates to peaceful coexistence among different cultural and linguistic groups and to observe and respect the rights of one another. Bilingualism also indicates that tolerance and cohesiveness between different groups is only possible when linguistic diversity is encouraged and promoted. During World War II, Chinese used to be given badges to distinguish them from Japanese. The important thing is when they used English, they bridged the barrier that existed before and realized they shared a lot in common. It therefore true to say bilingualism can be used to meld people from different communities/countries. (English language, Hayakawa) It has therefore been realized that bilingualism is the norm for the person and society in general (Haugen, 1974).
The first article in this series explained the various meanings referred to when people use the word "bilingualism," then showed how a realistic meaning of bilingualism should be considered the goal of learning a second or foreign language. Bilingualism was shown to be a stance, a developmental state, a field of study, an educational goal, and the means to achieve it in a balanced way through bilingual education. Learning is a process of organic growth, and each person has a unique developmental path. The goal was therefore identified as bilingual functioning to a useful extent according to the needs of the individual.
Over long time, people have been having problems in communicating effectively with people from other communities/countries that they happen not to use a common language. A lot of money has been spent looking for translators who act as savior between the two or more groups that don’t understand one another in terms of communication. To overcome these challenges, some individuals/countries have been able to learn other countries/communities language, and translate it to others and in most cases at a fee. Bilingual has many advantages both to individual and country at large as it will be seen in the discussion below.
The Advantage Of Learning A Foreign Language Essay Importance and Advantages of Learning a Second Language Essay. Custom Student Mr. Teacher ENG 1001-04 11 May 2016
To connect bilingualism with language acquisition more precisely, consider the above chart of types of language acquisition. In terms of the levels of bilingualism illustrated in the first chart, this second chart is about the individual level of language development. In the title of this chart, acquisition refers in the broadest sense to internalized contents and patterns that form an individual's linguistic repertoire. The italicized terms in the subtitles of the types refer more specifically to the distinction between acquisition and learning introduced in the previous section. Each of the four types of language acquisition will next be discussed briefly in connection with bilingualism and applied to language teaching.
L2 education is a huge industry that often reaches learners too late. There is not much attention in the field to first language acquisition (Clark, 2009; Lust & Foley, 2004), and limited scope for such an industry to develop. With L1 acquisition a stark contrast between acquisition and learning becomes clear, as the idea of L1 learning with intentionality, teaching or study from age zero is developmentally impossible. First or native languages grow purely by natural acquisition in the earliest stage, with listening most essential. Native language acquisition theory is relevant to family bilingualism, and it can also inform second language education (Golinkoff & Hirsh-Pasek, 2000, pp. 182-194). The acquisition of languages after childhood still works effectively by natural acquisition, with listening essential, in addition to deliberate learning. Learning without acquisition in this sense is ineffective, because a language has too many details and possible patterns to develop consciously in memory at any age. This theory may explain much of what is misguided in L2 education and point the way to more effective approaches that lead to bilingual acquisition.
For the purposes of this paper, however, the FL-SL distinction is useful in terms of the need for frequent or sufficient exposure to both languages. Weekly foreign language lessons are thus ineffective, while some types of bilingual education such as immersion and dual language education are shown by research to be effective (Baker, 2006, pp. 268-274). The learning-acquisition distinction is similarly useful to show the ineffectiveness of most foreign language teaching systems and the need for authentic communication. This theory of acquisition explains the effectiveness of content-based language education (Baker, 2006, p. 217; Lightbown & Spada, 2006, pp. 193-194), where part of the regular curriculum is taught in the target language, or stronger forms of bilingual education such as immersion (Baker, 2006, pp. 228-250).
A more important distinction for bilingualism, utilized in the chart below, is sometimes drawn between learning and acquisition. In this view (e.g., Krashen, 1988), learning is a conscious process that builds a mental system about the second language and its rules, whereas acquisition more importantly builds a system subconsciously, similar to the native language acquisition process, through natural communication, focusing not on the features of a target language but rather on the present content or action. Some other applied linguists, particularly second language acquisition researchers, reject the distinction between second and foreign language, calling both of them second language or L2 (Ellis, 1997, p. 3). They also either reject the distinction between acquisition and learning, or call both of them acquisition and then debate what that means (Ellis, 1997, p. 11).
What is taught is not the same as what is learned, which raises questions such as what approaches or methods lead to more effective language acquisition. Much of the literature in applied linguistics is devoted to second language acquisition research, and yet the basic theories are still contested and findings remain inconclusive. To simplify for the purposes of this paper, second language acquisition means new language components that become part of an individual's linguistic repertoire while remaining intelligible in terms of the original language. In an educational context it is sometimes useful to distinguish between foreign language (FL) learning, where the surrounding society does not generally use the L2, and second language (SL) learning, where the L2 is the majority language of the surrounding society. Thus English learned in Japan is EFL, which is more difficult to learn than when the learner is immersed in an English native-speaking society (ESL).
In conclusion, when people go to another country and learn the new language, it becomes better and easier for them to adapt to the new system and their new life. These people can have more opportunities in several areas like personal, work environment as well as family. There are many advantages of being bilingual. It can get one many places in life and could help someone in times of need. Moreover, knowledge or the ability to learn other languages increases the career opportunities, offering several job options. In general it extends individuals social and professional limits. It is therefore imperative to promote bilingualism as an asset and not a defect or to uphold the appreciation and recognition of such non formal competencies as bilingualism, but that is not all. Language is intimately related to culture. Our history, customs, traditions and beliefs are expressed and transferred through our use of language. In a nut shell, current evidence indicates that to the bilingual capacity of the human mind and refutes earlier misconceptions which viewed bilingualism and bilingual acquisition as burdensome and a hindrance to development.