Multilingualism

Multilingualism refers on the one hand a person's ability to speak more than one language. On the other hand, is meant by this term the validity or widespread use of multiple languages in a society, a linguistic or a state.

4.1 colonization
4.2 migration
4.3 Political unification of territory
4.4 Europeanization and globalization

8.1 Communication skills
8.2 Language as a linguistic resource - Cognitive Benefits
8.3 Language Pragmatic aspect

9.1 time
9.2 Decreased sense of language
9.4 multilingualism as language barrier

Term

Multilingualism refers to:

A person's ability to speak more than one language ( multilingualism ). See also: Bilingualism ( bilingualism ), immersion.
The validity or widespread use of multiple languages in a society, a language area or a country ( polyglossia ). See also: diglossia.
The use of multiple languages in order to make information to the largest possible number of individuals of different languages available, such as on signs, billboards, product labels, in manuals as well as websites or computer programs. See also: translation, internationalization and localization.

The terms are not always clearly distinguished in everyday use, are in scientific disciplines, however, accurate and defined as mutually exclusive. A person who speaks several languages is called a polyglot.

Acquisition

Simultaneous acquisition takes place when, for example, a child in a natural way, learn multiple languages simultaneously.
Successive acquisitions means that different languages are learned at different times.
Natural acquisition means that a language is learned without formal instruction.
Controlled acquisition means that the knowledge of a language is acquired through targeted lessons.
Balanced acquisition means that multiple languages are controlled in the same way.
Asymmetric acquisition means that a language other dominates.

Types of multilingualism

Individual multilingualism

Under individual Multilingualism refers to when a person several languages regularly used in their everyday life. The person may switch from one language to another, if this is required to maintain, for example, a conversation. ( See also code-switching, code mixing ). It is more a matter that the person can communicate in several languages in everyday life, as they dominated every language perfectly. The multilingualism of a person is caused by different learning processes and is dependent on many external and internal factors, such as age, location, type, and the circumstances in which a person is located, as well as the motivation of the learning person.

The acquisition may be very different. On one hand, can learn multiple languages simultaneously an individual. This is the case, for example, when both parents are speaking different languages. He can be successively however, when a child learns another language, for example in school after his mother tongue. The acquisition may be uncontrolled, so done, for example in the context of everyday communication or controlled, for example by means of lessons. One can also distinguish between symmetric and asymmetric multilingualism. At first you have mastered the languages equally well without that, as with the asymmetric, one language is less well controlled.

The individual multilingualism has many causes; for example, life in language border areas in linguistically mixed regions, living together and marriage with foreign speakers, the access to higher education, faith and belonging to a religion etc. ( Yilmaz, 2004).

Territorial multilingualism

Under territorial Multilingualism refers to the simultaneous presence of multiple languages in a territory.

Societal multilingualism

Under social Multilingualism refers to when an interpenetration of language communities occurs. This means that individuals make in everyday life of more than one language use. This occurs, for example in areas of overlap to language barriers.

Institutional multilingualism

The institutional multilingualism means that is spoken verschiedensprachig in administrations or institutions. In Switzerland, for example, the national and cantonal services in different languages are offered.

Diglossia

The use of language is distributed across different domains, it is called, for example in the workplace differently than in the family or among friends. It is a functional distribution of two varieties of a language. An example would be the default language and the vernacular. This is known as diglossia when the varieties do not have the same language as the basis, such as when immigrants who involve their native language often.

Causes

There are several causes for multilingualism. These are mostly political and historical nature.

Colonization

A first important cause is the spread of a country at the time of colonization. " In a territorial conquest by the expansion of a state Eroberland brings his language in the conquered country and install them there by force. " ( Roos, 2005, p.5 ). This was for example the French colonial conquests in Africa the case. Although now the formerly conquered countries are no more colonies, so the French language, however, has established and became the official language of those countries. " It should be added that the arbitrary boundaries has contributed to the partition of Africa by the colonial powers that individual states accommodate multiple language groups, since the state borders largely run by tribal boundaries in the middle. Thus, if before the colonial invasion, each tribe had its country and language, then the different language groups spread across various territories. This creates multilingualism not only by contact with indigenous languages of French, but also by the contact of indigenous languages among themselves. " ( Roos, 2005, p.5 ).

Migration

Another cause of multilingualism is migration. The people who immigrate to a country where they form a linguistic minority. In order to integrate into this country, it is often considered necessary and requires that immigrants learn the foreign language to them.

Political unification of territory

A third cause for the emergence of multilingualism is the political unification of territory. Often an ethnic group, which wants to establish their own language as the state language, to demonstrate the unification defends itself. An example of this situation can be observed in China. Here Mandarin is spoken as a state and universal language, however, exist in China, many other languages.

Europeanization and globalization

Last Europeanization and globalization of politics and the economy plays an important role in the development of multilingualism. The ability to speak several languages , a basic requirement for modern vocational education is increasingly seen. "Through the integration processes in the European Union multilingual skills on the part of citizens of the European countries are needed. " ( Albayrak, 2007, p.7). This has a major impact on the school, which has the task of preparing children for their future.

Due to globalization, multilingualism, multilingualism and polyglossia are increasingly becoming key concepts to understanding many social changes:

The global migration pressure promotes diglossia and polyglossia.
For migrants who live in foreign language areas, bilingualism and multilingualism is most vital.
Bilingual and multilingual competence is increasingly becoming a requirement for many jobs.
In business, in science and in technology creates new global " code " and technical languages , often from members of the English with the addition of elements of other languages. Multilingual speakers can gain by knowing the " codes " and " slang " of global networks of multilingual informational and economic benefits. The diversity of languages in heterogeneous societies is productive both economically as well as from a cultural point of view. Therefore, multilingualism is a sign of normality (see publications of the SFB Multilingualism, University of Hamburg ).
The European Union is promoting multilingualism through a new framework strategy. The task " Bilinguism " is part of the Department of Education Commissioner Androulla Vassiliou.

Code-switching

In response to the impact of globalization, it can be useful, for instance to promote the early multilingual language acquisition by infants and specific phenomena such as Code-switching linguistically to explore. As such, it refers to the " switch between different language varieties in bilingual or multilingual speakers, depending on the requirements of the communication situation " ( Bussmann 1990 and Foldes 2005, pp. 210 ff as " code - switching" ). If the phenomenon previously seen as a deficit, it is now considered as the ability of multilingual speakers to adapt to different Gesprächsmodi (see Chilla, Rothweil hamlets and Babur ).

Natural and school multilingualism

Upon acquisition of multilingualism There are two different ways:

Uncontrolled (or natural ) second language acquisition ( acquisition) and controlled second language acquisition through teaching ( learning). The uncontrolled multilingualism is an unconscious and implicit process that takes place in a natural environment. The newly learned language is achieved through everyday social contact such as when playing with playmates.
In the controlled multilingualism, the new language is learned consciously and explicitly, and thus finds with teachers within institutions such as the school eg instead of ( Ribeaud ).

In Germany both types, of controlled and uncontrolled language acquisition through the various acquisition contexts the terms German as a foreign language ( DAF) and German as a second language ( DAZ ) are assigned.

German as a foreign language is didactically transmitted and learned in school by a teacher, so here is done, a controlled language acquisition.
German as a second language however, is made in a natural way and in a natural environment.

However, let the controlled and uncontrolled of language acquisition disconnect not always clear. Both possibilities are often coupled. This is always connected with the country. For example, if a DAF classes are held in a German speaking country, the controlled and uncontrolled language learning can no longer be clearly distinguished. Because the teachers have the same contact with native German speakers in a natural environment. You will acquire the language including uncontrolled about listening and speaking. This also applies to migrant children. For example, you learn the language of the host country at school ( controlled), but also in dealing with peers ( uncontrolled ).

Ribeaud explains that the first language acquisition takes place uncontrolled. Infants aged 0 to 3 years old learn from their parents, siblings and family, they suck the language like a sponge. The children learn with and indirectly, such as when they hear talk about the parents and they themselves are not addressed.

There are two possibilities in the natural multi- language acquisition. If the children already at the same time acquire the second language to the first language, is spoken by a bilingual first language acquisition (up to the age of three years). However, it is also a language as older child or as an adult learning ( Riehl 2004). When bilingual first language acquisition (simultaneous learning of two languages ), we find again different constellations ( Romaine 1995).

A home language (L1 ), an environmental language ( L2) (kindergarten, outside world )
Mixed -language families (father speaks L1, L2 mother speaks, the environment speaks L1 or L2)
Mixed -language families (father speaks L1, L2 mother speaks ) in a different language environment ( L3)

Riehl explains that in mixed-language families, the, une personne - une langue is ' principle. This is every parent to talk with the children 's native language, because the language is thus tied to specific people. Children can therefore between, Papa language 'and' mother tongue ' differentiate if they build their multilingual lexicon. It becomes difficult, however, if one of the partners is only one language, and is therefore excluded in family conversation. The children are, however, in which, one person - one Language ' principle aware very early on that they speak several languages. For immigrant children who speak a single language family, but growing up in a different environment language, it is very important that parents stay with their language of origin and not mix the languages.

When uncontrolled ( natural ) second language acquisition, the children have two ways to learn the new language. The children can acquire the second language on the one hand as a small child at the same time with the first language, then one speaks of the so-called " bilingual first language acquisition " (up to the age of three years). On the other hand, the language at a later stage, be acquired as older child or as an adult (over ten years ). However, this last possibility brings problems. When you purchase at a later stage the accent-free command of a language is hardly possible. Therefore one speaks in this case of a "critical period" for multiple language acquisition ( Riehl, 2004).

When bilingual first language acquisition is the development and formation of a strong and weak language, despite striving for balance in language input, not inevitable ( Bilingual with dominant primary or home language ). The child reached only in the rarest cases, a balanced bilingualism ( double first language acquisition ). The promotion of both languages is very important, so it can not come by too little linguistically appropriate input to a " two-sided semilingualism " ( Riehl, 2004). However, Riehl explains that the brain is already aligned to the acquisition of multiple languages and does not provide for their own areas for each language. The language ability is inborn and therefore not the knowledge of a particular language system.

Fundamental problem

While the language can be learned by immersion in a different language society, however, the acquisition of written language is usually to institutional placement, ie to education, coupled. The same applies in reverse for the first language: migrant children, for example, go to Germany in the school, usually learn only the German language as a written language. The native language, however, often remains merely "House language ," which affects the vast number of migrants in the world. The children grow up in a country with a different language and become literate in that language. " Balanced multilingualism is acquired but only if you also learn the written language in the respective language. That when visiting bilingual schools or schools with so-called " immersion education " " ( Riehl, 2004). In the so-called " immersion education ", the " students get a, language bath 'in which other subjects are held as language teaching in this language. These immersion programs can be very diverse. " ( Riehl, 2004).

Chances of multilingualism

In terms of multilingualism, this is considered by theorists from two perspectives. For one, it is still considered as a drawback of a society, and secondly to provide a number of advantages dar. these opportunities multilingualism be made clear here now.

Communication skills

An obvious advantage of multilingualism is the increased social communication skills ( Reimann, 2009). Firstly, this promotes an international exchange (Roth, 2006). People with different native languages and from different countries can still understand each other and communicate in many situations. The communication possibilities are not only outwardly but also inwardly: Within a company the possibilities of understanding be promoted. Since the communication between the majority and minority groups is possible, a common interaction may be possible. In this way, different minorities integration into and participation in society facilitates (Roth, 2006).

Languages as a linguistic resource - Cognitive Benefits

The languages spoken by a man, may serve him in many ways as a linguistic resource. Children and young people who grow up with multiple languages , get used to it early, to contrast the languages. This particular comparison a meta-linguistic awareness is established. This is an advantage for them when it comes to learning new languages and thus new linguistic structures (Roth, 2006).

As Riel (2006) explains that the advantage of multilingualism in learning new languages not only to the sense of language, but also on the metalinguistic knowledge is limited. Multilingual people here are superior to monolingual, as they learn new languages may use different linguistic strategies that they can draw from their multilingualism ( such as paraphrasing and the code-switching ), they go even safer approach to texts and seek more deliberately familiar structures and words. You can also better determine word boundaries and understand grammatical rules, since they are more likely to pay attention to these aspects as monolingual ( Riel, 2006).

Different studies in brain research (see Franceschini, 2001) bring out clearly that early multilingualism ( from the age of six ) in the learning of new languages shows considerable advantages. The other languages can be linked to the areas of the existing languages and thus facilitate learning ( Riel, 2006). In further studies, psycholinguists have observed that there is an undeniable connection between the metalinguistic awareness and learning to read. One of these studies ( cf. Clyne, 2005) has shown that multilingual children to monolingual children here are a few months ahead. This is evidenced by their ability to word recognition based ( Riel, 2006).

Language Pragmatic aspect

Multilingualism brings further sprachpragmatische aspects with it. Bilingualism and multilingualism broadens the mind of the individual. This relates in part to cross-cultural understanding, but also for other individual educational opportunities. To be able to speak and understand multiple languages, provides educational, or professional field represents many advantages (Roth, 2006).

For the purposes of the said pragmatic aspect speaks Riel (2006) of the " differentiated view of the world " the multilanguage because they can look " the eyes of other languages " by, so get to know other perspectives and be flexible in action.

Difficulties of multilingualism

The through the migration multilingualism is often seen as a disadvantage, and it is alluded to again and again to their difficulties in the literature. So asserts Stoelting (1980 ) that multilingualism not lie in the nature of man. We are a monolingual creatures and it would speak against our nature to learn more languages and to speak ( Ostendoerfer, 2009).

Time

One of the difficulties of multilingualism is the way that leads to it. Learning a second or third language, the learner will cost much time. This represents a major effort, which often takes place at the expense of other activities and the many people keeps them from learning other languages ( Krieger, 2011). Depending on the context in which one learns, one must start from different high costs, such as, among others, through language courses and books to support the learning process.

Decreased sense of language

When you learn different languages and she speaks, it is clear, according to Krieger ( 2011) that languages influence each other. This leads to a weakening of the feeling for language, since a Multilingual can never focus on a single language without oriented in speaking and writing also in the other languages . Other factors that may be adversely affected by multilingualism, the uncertainty of the expression and the poverty of the living vocabulary. This is due to the fact that again and again the languages , the vocabulary and the grammar of each language upsets.

According to Eichinger (1994 ) a community is held together, among others, the language of each participant. However, where several languages are spoken, the community is not as strong as a group of people who speak only one language. In this case, the togetherness is stronger and the people even more aware. However, this negative aspect of multilingualism is in contrast to the factor of integration and participation of members of a society through the multilingualism that is listed above under "Opportunities of multilingualism ".