Growing Up With Two Languages

Table of Contents

1. Introduction

1.1 The Meaning of Bilingualism in the 21st Century

1.2 What Is Exactly Meant by “Bilingualism”?

1.3 Reasons for Choosing Bilingualism as the Topic of my Thesis

1.4 Outline of the Paper

2. Theoretical Background of Bilingualism

2.1 Current Status of Research

2.2 Categorization of Bilinguals

2.2.1 Categorization According to the Age of the Speaker

2.2.2 Categorization According to Skills

2.2.3 Other Possibilities of Categorization

2.3 One Person – One Language

2.4 Interference and Code-mixing/-switching in Bilingual Acquisition

2.4.1 Different Types of Interferences

2.4.2 Code-Mixing and -Switching

3. The Case Study

3.1 Introduction of the Family and Their Special Situation

3.2 Design of the Case Study

3.2.1 Aim

3.2.2 Methodology and Material

3.3 Results of the Case Study Related to Linguistic Theory

3.3.1 Categorization of the Children

3.3.2 Abilities in the Four Basic Language Skills

3.3.3 Interferences and Code-Mixing

4. Findings with Respect to the Four Questions and Further Thoughts

Objectives & Core Themes

This thesis examines the linguistic development and bilingual status of three children raised in a German-English environment. The research aims to evaluate their proficiency in their nondominant language (English), investigate the presence of interference and code-mixing despite minimal active usage, and determine whether school-related difficulties can be attributed to their bilingual upbringing.

• Categorization of bilingual children based on age and skill proficiency.
• Analysis of the 'one person – one language' principle and its practical challenges.
• Examination of language denial and the impact of parental interaction strategies.
• Documentation of phonological, syntactic, and lexical interferences in a case study context.
• Evaluation of the relationship between bilingualism and academic performance.

Excerpt from the Book

Summary of Chapters

1. Introduction: Defines bilingualism in the 21st century and outlines the motivation and methodology of this specific case study.

2. Theoretical Background of Bilingualism: Provides a comprehensive overview of existing research, categories of bilingualism, and the mechanics of language interference and mixing.

3. The Case Study: Introduces the subject family, the research design, and the qualitative analysis of the children's language performance.

4. Findings with Respect to the Four Questions and Further Thoughts: Synthesizes the empirical findings to answer the core research questions and offers reflections on future bilingual education.

Keywords

Bilingualism, Language Acquisition, Case Study, Code-Switching, Code-Mixing, Interference, First Language Acquisition, Second Language Acquisition, Dominant Language, Nondominant Language, Language Denial, Language Proficiency, Phonology, Syntax, Psycholinguistics

Frequently Asked Questions

What is the core focus of this academic work?

The paper focuses on a case study of three children raised in a German-English bilingual household, analyzing their language proficiency, usage patterns, and the challenges they face regarding their nondominant language.

What are the primary themes discussed in the thesis?

Key themes include the categorization of bilinguals, the "one person – one language" strategy, the occurrence of interferences and code-mixing, and factors contributing to language denial.

What is the central research question?

The research explores how these children are categorized as bilinguals, why they experience language denial, whether they utilize interferences or code-mixing despite low usage, and if their school struggles are linked to their bilingual upbringing.

Which scientific methods were employed for this study?

The author utilized a qualitative case study method, incorporating extensive audio recordings of family interactions, observations, and an analysis of the children's school-related English language tests.

What is the main subject matter of the main chapters?

The chapters cover the theoretical framework of bilingualism, the background of the specific family involved, the detailed design of the case study, and an evaluation of the results related to their linguistic skills.

What key terms are essential for understanding this work?

Essential terms include "simultaneous bilingualism," "dominant/nondominant language," "interference," "code-mixing," and "language denial."

How does the author define "unnatural bilingualism"?

The term describes a scenario where a non-native speaker (the mother) consistently speaks a foreign language (English) to her children, a strategy the author examines in relation to the children's language proficiency.

What conclusion does the author draw regarding school performance?

The author concludes that school difficulties are likely not caused by bilingualism, noting that such challenges occur in monolinguals as well, and suggests that other factors like genetic issues or school system transitions play a more significant role.