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Multilingualism is the act of using polyglotism, or using multiple languages, either by an individual speaker or by a community of speakers. Multilingual speakers outnumber monolingual speakers in the world's population.1 Multilingualism is becoming a social phenomenon governed by the needs of globalization and cultural openness.2 Owing to the ease of access to information facilitated by the Internet, individuals' exposure to multiple languages is becoming increasingly frequent thereby promoting a need to acquire additional languages.
- 1 Definition
- 2 Multilingual individuals
- 3 Learning language
- 4 Neuroscience
- 5 Multilingualism within communities
- 6 Multilingualism between different language speakers
- 7 Multilingualism at the linguistic level
- 8 Multilingualism in computing
- 9 Multilingualism in music
- 10 See also
- 11 References
- 12 Further reading
- 13 External links
|This section does not cite any references or sources. (April 2013)|
The definition of multilingualism is a subject of debate in the very same way as the definition of language fluency. On one end of a sort of linguistic-continuum, one may define multilingualism as complete competence and mastery in another language. The speaker would presumably have complete knowledge and control over the language so as to sound native. On the opposite end of the spectrum would be people such as tourists who know enough phrases to get around using the alternate language.
Because of the lack of any true definition for multilingualism, it is very difficult to define an individual as being multilingual. Having no specification of how much knowledge of a language is required for a person to be classified as bilingual makes it difficult for language teaching institutions to teach languages to students to the point of fluency. As a result, since most speakers do not achieve the maximally ideal level, language learners may come to be seen as deficient and by extension, language teaching may come to be seen as a failure.
Since 1992, Vivian Cook has argued that most multilingual speakers fall somewhere between minimal and maximal definitions. Cook calls these people multi-competent.
There are variations in what it means to "speak a language". A tourist who can handle a simple conversation with a waiter may be completely lost when it comes to discussing current affairs or even using multiple tenses. A diplomat or businessman who can handle complicated negotiations in a foreign language may not be able to write a simple letter correctly. A four-year-old French child would usually be said to "speak French fluently", but it is possible that he cannot handle the grammar as well as even some mediocre foreign students of the language do and may have a very limited vocabulary despite possibly having perfect pronunciation. On the other hand, it is quite common that even very highly accomplished linguists may speak the language(s) of which they are experts with a distinct accent and to have gaps in their active vocabulary when it comes to everyday topics and situations.
Because the development of spoken fluency requires prolonged exposure to a given language, claims of extensive polyglottism must generally be understood to refer to the mastery of basic communicative skills along with the grammatical rules and (possibly) an extensive vocabulary in the target languages, rather than a near-native level of spoken fluency. In historical times prior to audio and video recordings which can be used to facilitate artificial language exposure, quite unusual circumstances would have been needed for an individual to achieve high-level spoken fluency in several languages. Although it is possible to learn the grammatical rules and vocabulary of a language from books alone, such an individual might not be able to communicate in the language at all, neither understanding the language as it sounds spoken out loud nor being able to produce the sounds him- or herself.
As another example, a person who has learned five different languages such as French, Spanish, Catalan, Italian and Portuguese, all belonging to the closely related group of Romance languages, has accomplished something less difficult than a person who has learnt Hebrew, Chinese, Finnish, Navajo, and Welsh, none of which are remotely related to another.
Furthermore, what is considered a language can change, often for purely political purposes, such as when Serbo-Croatian was assembled from South Slavic dialects, and after the breakup of Yugoslavia dissolved into Serbian, Croatian, Bosnian and Montenegrin, or when Ukrainian was dismissed as a Russian dialect by the Russian tsars to discourage national feelings.5
Many small independent nations' schoolchildren are today compelled to learn multiple languages because of international interactions. For example in Finland, all children are required to learn at least two foreign languages: the other national language (Swedish or Finnish) and one alien language (usually English). Many Finnish schoolchildren also select further languages, such as German or Russian. In some large nations with multiple languages, such as India, school children may routinely learn multiple languages based on where they reside in the country. In major metros of Central, South and East India, many children may be fluent in four languages (the mother tongue, the state language, and the official languages of India, Hindi and English.) Thus a child of Gujarati parents living in Bangalore will end up speaking his or her mother tongue (Gujarati) at home and the state language (Kannada), Hindi and English in school and his or her surroundings.
A multilingual person, in a broad definition, is one who can communicate in more than one language, be it actively (through speaking, writing, or signing) or passively (through listening, reading, or perceiving). More specifically, the terms bilingual and trilingual are used to describe comparable situations in which two or three languages are involved. A multilingual person is generally referred to as a polyglot. Poly (Greek: πολύς) means "many", glot (Greek: γλώσσα) means "language".
Multilingual speakers have acquired and maintained at least one language during childhood, the so-called first language (L1). The first language (sometimes also referred to as the mother tongue) is acquired without formal education, by mechanisms heavily disputed. Children acquiring two languages in this way are called simultaneous bilinguals. Even in the case of simultaneous bilinguals one language usually dominates over the other.
In linguistics, first language acquisition is closely related to the concept of a "native speaker". According to a view widely held by linguists, a native speaker of a given language has in some respects a level of skill which a second (or subsequent) language learner can hardly reliably accomplish. Consequently, descriptive empirical studies of languages are usually carried out using only native speakers as informants. This view is, however, slightly problematic, particularly as many non-native speakers demonstrably not only successfully engage with and in their non-native language societies, but in fact may become culturally and even linguistically important contributors (as, for example, writers, politicians, media personalities and performing artists) in their non-native language. In recent years, linguistic research has focused attention on the use of widely known world languages such as English as lingua franca, or the shared common language of professional and commercial communities. In lingua franca situations, most speakers of the common language are functionally multilingual.
Bilinguals who are highly proficient in two or more languages are reported to have enhanced executive function67 and are better at some aspects of language learning compared to monolinguals.8 Research indicates that a multilingual brain is nimbler, quicker, better able to deal with ambiguities, resolve conflicts, and resist Alzheimer’s disease and other forms of dementia longer.9
There is also a phenomenon known as distractive bilingualism or semilingualism. When acquisition of the first language is interrupted and insufficient or unstructured language input follows from the second language, as sometimes happens with immigrant children, the speaker can end up with two languages both mastered below the monolingual standard.citation needed Literacy plays an important role in the development of language in these immigrant children.citation needed Those who were literate in their first language before arriving, and who have support to maintain that literacy, are at the very least able to maintain and master their first language.citation needed
There is, of course, a difference between those who learn a language in a class environment, and those who learn through total immersion, usually living in the country where the target language is the exclusive.
Without the possibility to actively translate, due to a complete lack of any first language communication opportunity, the comparison between languages is reduced. The new language is almost independently learned - like the mother tongue for a child - with direct concept-to-language translation that can become more natural than word structures learned as a subject. Added to this, the uninterrupted, immediate and exclusive practise of the new language reinforces and deepens the attained knowledge.
Receptive bilinguals are those who have the ability to understand a second language but who cannot speak it or whose abilities to speak it are inhibited by psychological barriers. Receptive bilingualism is frequently encountered among adult immigrants to the U.S. who do not speak English as a native language but who have children who do speak English natively, usually in part because those children's education has been conducted in English: While the immigrant parents can understand both their native language and English, they speak only their native language to their children. If their children are likewise receptively bilingual but productively English-monolingual, throughout the conversation the parents will speak their native language and the children will speak English. If their children are productively bilingual, however, those children may answer in the parents' native language, in English, or in a combination of both languages, varying their choice of language depending on factors such as the communication's content, context, and/or emotional intensity and the presence or absence of third-party speakers of one language or the other. The third alternative represents the phenomenon of "code-switching" (also styled "code switching"), in which the productively bilingual party to a communication switches languages in the course of that communication. Receptively bilingual persons, especially children, may rapidly achieve oral fluency by spending extended time in situations where they are required to speak the language that they theretofore understood only passively. Until both generations achieve oral fluency, not all definitions of bilingualism accurately characterize the family as a whole, but the linguistic differences between the family's generations often constitute little or no impairment to the family's functionality.citation needed
Receptive bilingualism in one language as exhibited by a speaker of another language, or even as exhibited by most speakers of that language, is not the same as mutual intelligibility of languages: The latter is a property of a pair of languages, namely a consequence of objectively high lexical and grammatical similarities between the languages themselves (e.g., Iberian Spanish and Iberian Portuguese), whereas the former is a property of one or more persons and is determined by subjective or intersubjective factors such as the respective languages' prevalence in the life history (including family upbringing, educational setting, and ambient culture) of the individual person or persons in question.10
Because it is difficult or impossible to master many of the high-level semantic aspects of a language (including but not limited to its idioms and eponyms) without first understanding the culture and history of the region in which that language evolved, as a practical matter an in-depth familiarity with multiple cultures is a prerequisite for high-level multilingualism. This knowledge of cultures individually and comparatively, or indeed the mere fact of one's having that knowledge, often forms an important part of both what one considers one's own personal identity to be and what others consider that identity to be.11 Some studies have found that groups of multilingual individuals get higher average scores on tests for certain personality traits such as cultural empathy, openmindedness and social initiative.1213
The idea of linguistic relativity, which claims that the language people speak influences the way they see the world, can be interpreted to mean that individuals who speak multiple languages have a broader, more diverse view of the world, even when speaking only one language at a time.14
Some bilinguals feel that their personality changes depending on which language they are speaking;1516 thus multilingualism is said to create multiple personalities. Xiao-lei Wang states in her book Growing up with Three Languages: Birth to Eleven: “Languages used by speakers with one or more than one language are used not just to represent a unitary self, but to enact different kinds of selves, and different linguistic contexts create different kinds of self-expression and experiences for the same person.” However, there has been little rigorous research done on this topic and it is difficult to define “personality” in this context. François Grosjean wrote: “What is seen as a change in personality is most probably simply a shift in attitudes and behaviors that correspond to a shift in situation or context, independent of language.”17
One view is that of the linguist Noam Chomsky in what he calls the human 'language acquisition device '— a mechanism which enables an individual to recreate correctly the rules (grammar) and certain other characteristics of language used by speakers around the learner.18 This device, according to Chomsky, wears out over time, and is not normally available by puberty, which he uses to explain the poor results some adolescents and adults have when learning aspects of a second language (L2).
If language learning is a cognitive process, rather than a language acquisition device, as the school led by Stephen Krashen suggests, there would only be relative, not categorical, differences between the two types of language learning.
Rod Ellis quotes research finding that the earlier children learn a second language, the better off they are, in terms of pronunciation. See Critical period hypothesis. European schools generally offer secondary language classes for their students early on, due to the interconnectedness with neighbour countries with different languages. Most European students now study at least two foreign languages, a process strongly encouraged by the European Union.19
Based on the research in Ann Fathman’s The Relationship between age and second language productive ability,2021 there is a difference in the rate of learning of English morphology, syntax and phonology based upon differences in age, but that the order of acquisition in second language learning does not change with age.
In second language class, students will commonly face the difficulties on thinking in the target language because they are influenced by their native language and culture patterns. Robert B. Kaplan thinks that in second language classes, the foreign-student paper is out of focus because the foreign student is employing rhetoric and a sequence of thought which violate the expectations of the native reader.22 Foreign students who have mastered syntactic structures have still demonstrated inability to compose adequate themes, term papers, theses, and dissertations. Robert B. Kaplan describes two key words that affect people when they learn a second language. Logic in the popular, rather than the logician's sense of the word, which is the basis of rhetoric, is evolved out of a culture; it is not universal. Rhetoric, then, is not universal either, but varies, from culture to culture and even from time to time within a given culture.22 Language teachers know how to predict the differences between pronunciations or constructions in different languages, but they might be less clear about the differences between rhetoric, that is, in the way they use language to accomplish various purposes, particularly in writing.23
Various aspects of multilingualism have been studied in the field of neuroscience. These include the representation of different language systems in the brain, the effects of multilingualism on the brain's structural plasticity, aphasia in multilingual individuals, and bimodal bilingualisms (people who can speak one sign language and one oral language). Neuroscientific studies of multilingualism are carried out with functional neuroimaging, electrophysiology, and through observation of people who have suffered brain damage.
Language acquisition in multilingual individuals is contingent on two factors: age of the language acquisition and proficiency.2425 Specialization is centered in the Perisylvian cortex of the left hemisphere. Various regions of both the right and left hemisphere activate during language production. Multilingual individuals consistently demonstrate similar activation patterns in the brain when using either one of the two or more languages they fluently know. 26 Age of acquiring the second-or-higher language, and proficiency of use determine what specific brain regions and pathways activate when using (thinking or speaking) the language. Contrast to those who acquired their multiple languages at different points in their life, those who acquire multiple languages when young, and at virtually the same time, show similar activations in parts of Broca’s area and left inferior frontal lobe. If the second-or-higher language is acquired later in life, specifically after the critical period, the language becomes centralized in a different part of Broca’s area than the native language and other languages learned when young.26
A greater density of grey matter in the inferior parietal cortex is present in multilingual individuals. It has been found that multilingualism affects the structure, and essentially, the cytoarchitecture of the brain. Learning multiple languages re-structures the brain and some researchers argue that it increases the brain’s capacity for plasticity.27 Most of these differences in brain structures in multilinguals may be genetic at the core. Consensus is still muddled; it may be a mixture of both—experiential (acquiring languages during life) and genetic (predisposition to brain plasticity).2829
An abundance of insight about language storage in the brain comes from studying bilingual/ mulilingual individuals afflicted with a form of aphasia. The symptoms and severity of aphasia in bilinguals/ multilinguals depend on how many languages the individual knows, what order they have them stored in the brain, how frequently they use each one, and how proficient they are in using those languages.30 Two primary theoretical approaches to studying and viewing bilingual/ multilingual aphasics exist—the localizationalist approach and the dynamic approach. The localizationalist approach views different languages as stored in different regions of the brain; and therefore, is the reason why bilingual/ multilingual aphasics may lose one language they know, but not the other(s).31 The dynamical theory approach suggests that the language system is supervised by a dynamic equilibrium between the existing language capabilities and the constant alteration and adaptation to the communicative requirements of the environment.3233 The dynamic approach views the representation and control aspects of the language system as compromised as a result of brain damage to the brain’s language regions.343536 The dynamic approach offers a satisfactory explanation for the various recovery times of each of the languages the aphasic has had impaired or lost because of the brain damage. Recovery of languages varies across aphasic patients. Some may recover all lost or impaired languages simultaneously. For some, one language is recovered before the others. In others, an involuntary mix of languages occurs in the recovery process; the aphasic would intermix words from the various languages he/she knows when speaking.36
Neuroscientific research on Bimodal individuals—those who speak one oral language and one sign language—has been carried out. Pet scans from these studies show that there is a separate region in the brain for working memory related to sign language production and use. These studies also find that Bimodal individuals use different areas of the right hemisphere depending on whether if they are speaking using verbal language or gesticulating using sign-language.37 Studies with bimodal bilinguals have also provided insight into the tip of the tongue phenomenon and into patterns of neural activity when recognizing facial expressions.3839
There are sophisticated mechanisms to prevent cross talk in brains where more than one language is stored.25 The executive control system might be implicated to prevent one language from interfering with another in multilinguals.The executive control system is responsible for processes that are sometimes referred to as executive functions, and among others includes supervisory attentional system, or cognitive control. Despite the fact that most research on the executive control system pertains to nonverbal tasks, there is some evidence that the system might be involved in resolving and ordering the conflict generated by the competing languages stored in the multilingual’s brain.40 During speech production there is a constant need to channel attention to the appropriate word associated with the concept, congruent with the language being used. The word must be placed in the appropriate phonological and morphological context.41 Multilinguals constantly utilize the general executive control system to resolve interference/conflicts among the known languages, enhancing the system’s functional performance, even on nonverbal tasks. In studies, multilingual subjects of all ages, showed overall enhanced executive control abilities. This may indicate that the multilingual experience leads to a transfer of skill from the verbal to the nonverbal.40 There is no one specific domain of language modulation in the general executive control system, as far as studies reveal. Studies show that the speed with which multilingual subjects perform tasks, with-and-without mediation required to resolve language-use conflict, is better in bilingual than monolingual subjects.41
Researcher Ellen Bialystok examined the effect of multilingualism on Alzheimer’s disease and found that it delays its onset by about 4 years. The researcher’s study found that those who spoke two or more languages showed symptoms of Alzheimer’s disease at a later time than speakers of a single language.40 Interestingly, the study found that the more languages the multilingual knows, the later the onset of Alzheimer’s disease. Both bilingualism and multilingualism aid in the building up of cognitive reserves in the brain; these cognitive reserves force the brain to work harder—they themselves, restructure the brain.42 Multilingualism and bilingualism lead to greater efficiency of use in the brain, and organize the brain to be more efficient and conservative in using energy. More research is required to determine whether learning another language later in life has the same protective effects; nonetheless, it is evident from the variety of studies performed on the effects of multilingualism and bilingualism on the brain, that learning and knowing multiple languages sets the stage for a cognitive healthy life.
Widespread multilingualism is one form of language contact. Multilingualism was more common in the past than is usually supposedweasel words: in early times, when most people were members of small language communities, it was necessary to know two or more languages for trade or any other dealings outside one's own town or village, and this holds good today in places of high linguistic diversity such as Sub-Saharan Africa and India. Linguist Ekkehard Wolff estimates that 50% of the population of Africa is multilingual.43
In multilingual societies, not all speakers need to be multilingual. Some states can have multilingual policies and recognise several official languages, such as Canada (English and French). In some states, particular languages may be associated with particular regions in the state (e.g., Canada) or with particular ethnicities (Malaysia/Singapore). When all speakers are multilingual, linguists classify the community according to the functional distribution of the languages involved:
- diglossia: if there is a structural functional distribution of the languages involved, the society is termed 'diglossic'. Typical diglossic areas are those areas in Europe where a regional language is used in informal, usually oral, contexts, while the state language is used in more formal situations. Frisia (with Frisian and German or Dutch) and Lusatia (with Sorbian and German) are well-known examples. Some writers limit diglossia to situations where the languages are closely related, and could be considered dialects of each other. This can also be observed in Scotland where in formal situations, English is used. However, in informal situations in many areas, Scots is the preferred language of choice. Similar phenomenon is also observed in Arabic spoken region. The effects of diglossia could be seen if you look at the difference between Written Arabic (Modern Standard Arabic) and Colloquial Arabic. However, as time goes, the Arabic language somewhere between the two have been created which we would like to call Middle Arabic or Common Arabic. Because of this diversification of the language, the concept of spectroglossia44 have been suggested.
- ambilingualism: a region is called ambilingual if this functional distribution is not observed. In a typical ambilingual area it is nearly impossible to predict which language will be used in a given setting. True ambilingualism is rare. Ambilingual tendencies can be found in small states with multiple heritages like Luxembourg, which has a combined Franco-Germanic heritage, or Malaysia and Singapore, which fuses the cultures of Malays, China, and India. Ambilingualism also can manifest in specific regions of larger states that have both a clearly dominant state language (be it de jure or de facto) and a protected minority language that is limited in terms of distribution of speakers within the country. This tendency is especially pronounced when, even though the local language is widely spoken, there is a reasonable assumption that all citizens speak the predominant state tongue (E.g., English in Quebec vs. Canada; Spanish in Catalonia vs. Spain). This phenomenon can also occur in border regions with many cross-border contacts.
- bipart-lingualism: if more than one language can be heard in a small area, but the large majority of speakers are monolinguals, who have little contact with speakers from neighbouring ethnic groups, an area is called 'bipart-lingual'. An example of this is the Balkans.
N.B. the terms given above all refer to situations describing only two languages. In cases of an unspecified number of languages, the terms polyglossia, omnilingualism, and multipart-lingualism are more appropriate.
Whenever two people meet, negotiations take place. If they want to express solidarity and sympathy, they tend to seek common features in their behavior. If speakers wish to express distance towards or even dislike of the person they are speaking to, the reverse is true, and differences are sought. This mechanism also extends to language, as described in the Communication Accommodation Theory.
Some multilinguals use code-switching, a term that describes the process of 'swapping' between languages. In many cases, code-switching is motivated by the wish to express loyalty to more than one cultural groupcitation needed, as holds for many immigrant communities in the New World. Code-switching may also function as a strategy where proficiency is lacking. Such strategies are common if the vocabulary of one of the languages is not very elaborated for certain fields, or if the speakers have not developed proficiency in certain lexical domains, as in the case of immigrant languages.
This code-switching appears in many forms. If a speaker has a positive attitude towards both languages and towards code-switching, many switches can be found, even within the same sentence.45 If, however, the speaker is reluctant to use code-switching, as in the case of a lack of proficiency, he might knowingly or unknowingly try to camouflage his attempt by converting elements of one language into elements of the other language through calquing. This results in speakers using words like courrier noir (literally mail that is black) in French, instead of the proper word for blackmail, chantage.
Sometimes a pidgin language may develop. A pidgin language is basically a fusion of two languages, which is mutually understandable for both speakers. Some pidgin languages develop into real languages (such as papiamento at Curaçao or Singlish in Singapore) while other remain as slangs or jargons (such as Helsinki slang, which is more or less mutually intelligible both in Finnish and Swedish). In other cases, prolonged influence of languages on each other may have the effect of changing one or both to the point where it may be considered that a new language is born. For example, many linguists believe that the Occitan language and the Catalan language were formed because a population speaking a single Occitano-Romance language was divided into political spheres of influence of France and Spain, respectively. Yiddish language is a complex blend of Middle High German with Hebrew and borrowings from Slavic languages.
Bilingual interaction can even take place without the speakers switching. In certain areas, it is not uncommon for speakers each to use a different language within the same conversation. This phenomenon is found, amongst other places, in Scandinavia. Most speakers of Swedish and Norwegian, and Norwegian and Danish, can communicate with each other speaking their respective languages, while few can speak both (people used to these situations often adjust their language, avoiding words that are not found in the other language or that can be misunderstood). Using different languages is usually called non-convergent discourse, a term introduced by the Dutch linguist Reitze Jonkman. To a certain extent this situation also exists between Dutch and Afrikaans, although everyday contact is fairly rare because of the distance between the two respective communities. The phenomenon is also found in Argentina, where Spanish and Italian are both widely spoken, even leading to cases where a child with a Spanish and an Italian parent grows up fully bilingual, with both parents speaking only their own language yet knowing the other. Another example is the former state of Czechoslovakia, where two languages (Czech and Slovak) were in common use. Most Czechs and Slovaks understand both languages, although they would use only one of them (their respective mother tongue) when speaking. For example, in Czechoslovakia it was common to hear two people talking on television each speaking a different language without any difficulty understanding each other. This bilinguality still exists nowadays, although it has started to deteriorate after Czechoslovakia split upcitation needed.
Sociopolitical as well as socio-cultural identity arguments may influence native language literacy. While these two camps may occupy much of the debate about which languages children will learn to read, a greater emphasis on the linguistic aspects of the argument is appropriate. In spite of the political turmoil precipitated by this debate, researchers continue to espouse a linguistic basis for it. This rationale is based upon the work of Jim Cummins (1983).
In this model, learners receive literacy instruction in their native language until they acquire a "threshold" literacy proficiency. Some researchers use age 3 as the age when a child has basic communicative competence in L1 (Kessler, 1984).46 Children may go through a process of sequential acquisition if they migrate at a young age to a country where a different language is spoken, or if the child exclusively speaks his or her heritage language at home until he/she is immersed in a school setting where instruction is offered in a different language.
The phases children go through during sequential acquisition are less linear than for simultaneous acquisition and can vary greatly among children. Sequential acquisition is a more complex and lengthier process, although there is no indication that non language-delayed children end up less proficient than simultaneous bilinguals, so long as they receive adequate input in both languages.
In this model, the native language and the community language are simultaneously taught. The advantage is literacy in two languages as the outcome. However, the teacher must be well-versed in both languages and also in techniques for teaching a second language.
This model posits that equal time should be spent in separate instruction of the native language and of the community language. The native language class, however, focuses on basic literacy while the community language class focuses on listening and speaking skills. Being a bilingual does not necessarily mean that one can speak, for example, English and French.
Cummins' research concluded that the development of competence in the native language serves as a foundation of proficiency that can be transposed to the second language — the common underlying proficiency hypothesis. His work sought to overcome the perception propagated in the 1960s that learning two languages made for two competing aims. The belief was that the two languages were mutually exclusive and that learning a second required unlearning elements and dynamics of the first in order to accommodate the second (Hakuta, 1990). The evidence for this perspective relied on the fact that some errors in acquiring the second language were related to the rules of the first language (Hakuta, 1990). How this hypothesis holds under different types of languages such as Romance versus non-Western languages has yet to undergo research.
Another new development that has influenced the linguistic argument for bilingual literacy is the length of time necessary to acquire the second language. While previously children were believed to have the ability to learn a language within a year, today researchers believe that within and across academic settings, the time span is nearer to five years (Collier, 1992; Ramirez, 1992).
An interesting outcome of studies during the early 1990s however confirmed that students who do successfully complete bilingual instruction perform better academically (Collier, 1992; Ramirez, 1992). These students exhibit more cognitive elasticity including a better ability to analyse abstract visual patterns. Students who receive bidirectional bilingual instruction where equal proficiency in both languages is required perform at an even higher level. Examples of such programs include international and multi-national education schools.
- A localised system has been adapted or converted for a particular locale (other than the one it was originally developed for), including the language of the user interface, input, and display, and features such as time/date display and currency; but each instance of the system only supports a single locale.
- Multilingualised software supports multiple languages for display and input simultaneously, but generally has a single user interface language. Support for other locale features like time, date, number and currency formats may vary as the system tends towards full internationalisation. Generally a multilingualised system is intended for use in a specific locale, whilst allowing for multilingual content.
- An internationalised system is equipped for use in a range of locales, allowing for the co-existence of several languages and character sets in user interfaces and displays. In particular, a system may not be considered internationalised in the fullest sense unless the interface language is selectable by the user at runtime.
Translating the user interface is usually part of the software localization process, which also includes adaptations such as units and date conversion. Many software applications are available in several languages, ranging from a handful (the most spoken languages) to dozens for the most popular applications (such as office suites, web browsers, etc.). Due to the status of English in computing, software development nearly always uses it (but see also Non-English-based programming languages), so almost all commercial software is initially available in an English version, and multilingual versions, if any, may be produced as alternative options based on the English original.
It is extremely common for music to be written in whatever the contemporary lingua franca is. If a song is not written in a common tongue, then it is usually written in whatever is the predominant language of the musician's country of origin, or in another largely-recognized language, such as German, Spanish, or French.citation needed
The bilingual song cycles "there..." and "Sing, Poetry" on the 2011 contemporary classical album Troika consist of musical settings of Russian poems with their English self-translations by Joseph Brodsky and Vladimir Nabokov, respectively.47
Songs with lyrics in multiple languages are known as macaronic verse.
- Cultural diversity
- List of multilingual countries and regions
- European Commissioner for Multilingualism
- English-only movement
- Language legislation in Belgium
- Languages of Finland
- Languages of the European Union
- Official bilingualism in Canada
- Bilingual name
- Bilingual sign
- Childhood Bilingualism Research Centre (in Hong Kong)
- Economics of language
- Linguapax Prize
- List of artworks known in English by a foreign title
- Spanish language in the United States
- The Multilingual Library
- Category:Multilingual broadcasters
- A Global Perspective on Bilingualism and Bilingual Education (1999), G. Richard Tucker, Carnegie Mellon University
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- A.J. Aitken in The Oxford Companion to the English Language, Oxford University Press 1992. p.894
- Ems Ukaz
- Bialystok E, Martin MM (2004). "Attention and inhibition in bilingual children: evidence from the dimensional change card sort task". Dev Sci 7 (3): 325–39. doi:10.1111/j.1467-7687.2004.00351.x. PMID 15595373.
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- Dewaele, J. (2012). "Multilingualism, empathy, and multicompetence". International Journal of Multilingualism: 1–15.
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