Multilingualism, sociolinguistics and theories of linguistic form: some unfinished reflections

Singh, Rajendra

doi:10.1016/j.langsci.2010.08.005

Cited by 4 publications

(3 citation statements)

References 17 publications

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“…This in turn gives them the self-confidence that they need to be successful in their courses (Polat, 2007). If students see that their mother language and culture are valued and vital, they will seek to retain their fluency in their mother language (Singh, 2010). When they become proficient readers and writers in their own language they can apply the same method to reading and writing in the target language.…”

Section: Literature Reviewmentioning

confidence: 99%

“…For the purpose of this study,monolingualismmeans a personwho does nothave access to more than one linguistic code as a means of social communication. Monolingual is said of a text, or conversation written or conducted in just one language, and of a subject in or at which a single language is either used or officially recognized (Singh, 2010).…”

Section: Key Termsmentioning

confidence: 99%

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Perceptions of Bilingual Education Model in Spain: How to Implement a Bilingual Education Model in Turkey

Özfidan

Burlbaw

2016

J Ethn Cult Stud

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The main target of the study is to examinethe bilingual education program in the Basque Country, and identify whether or not their bilingual education can be implemented in Turkey. In thisresearch study, we used a qualitative method including data collection through an open-ended survey and interview that illustrates the issues surrounding bilingual education in the Basque region. The survey and interviewencompassed30 participants from K-12 teachers and the scholars in the Basque Country. The participants’ answers from both survey and interviewwere gathered and analyzed. The researcher coded emergent themes in the survey and interview. According to results, the Basque region over the last decade has established a bilingual education model, which offers multiple options for the linguistic study of the Basque language, and this model is still a reputable ongoing bilingual education system. Since Turkey and Spain historically and politically have many similarities, the Basque bilingual model can be implemented in Turkey as well.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Key Termsmentioning

confidence: 99%

Perceptions of Bilingual Education Model in Spain: How to Implement a Bilingual Education Model in Turkey

Özfidan

Burlbaw

2016

J Ethn Cult Stud

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“…Chomsky (1957, and subsequent work) follows this idea and develops a notion of an idealized native speaker with a perfect competence and infallible intuitions about the system of their native language; such intuitions constitute the ultimate source of data for linguists who try to discover the underlying abstract properties of a given language and, ultimately, language in general. These assumptions are standard in most theoretical work in linguistics although some scholars have also pointed out the need for a linguistic theory based on multilingual rather than monolingual norms (Ferguson 1983;Haugen 1950;Singh 1985Singh , 1990Singh , 1996Singh , 2010Stampe 1979).…”

Section: Introductionmentioning

confidence: 99%

What is your ‘first’ language in bilingual Canada? A study of language background profiling at publicly funded elementary schools across three provinces

Slavkov

2015

International Journal of Bilingual Education and Bilingualism

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Canada is a country with a complex linguistic and cultural landscape characterized by two official languages (English and French), a steady influx of immigrants, and a number of aboriginal communities. Within this rich local context, and in a broader global environment where bilingualism and multilingualism are increasingly recognized as a norm rather than an exception, I review language background profiling practices at publicly funded Canadian elementary schools. A sample of 96 school intake/registration forms was collected from school boards in Canada's three largest English-speaking provinces: Ontario, Alberta and British Columbia. An analysis of the data indicates a high degree of variability in terms of the number, type and combination patterns of the language background questions asked. While school boards recognize various aspects of sequential bilingualism and multilingualism, most registration forms do not allow explicitly for the possibility of a child having more than one first/native language (simultaneous bilingualism).A discussion of what I call chronological-nativist (i.e. focused on the notion of a person's first/native/mother language) and synchronicfunctional (i.e. focused on a person's current language abilities) approaches to language profiling provides further insights into some underlying assumptions held by provincial educational systems with regard to monolingual, bilingual and multilingual norms. ARTICLE HISTORY

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A Personal and Professional Journey to Multilingualism

Slavkov¹

2022

Multilingualism and Education

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Multilingualism, sociolinguistics and theories of linguistic form: some unfinished reflections

Cited by 4 publications

References 17 publications

Perceptions of Bilingual Education Model in Spain: How to Implement a Bilingual Education Model in Turkey

Perceptions of Bilingual Education Model in Spain: How to Implement a Bilingual Education Model in Turkey

What is your ‘first’ language in bilingual Canada? A study of language background profiling at publicly funded elementary schools across three provinces

A Personal and Professional Journey to Multilingualism

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