The journal chosen for this assignment, “ International Journal of Education and Bilingualism” discusses the aspect of how one feels while conversing in a different language. The aim of the journal article chosen, “ What has personality and emotional intelligence to do with ‘ feeling different’ while using a foreign language?” was to find a link, between the individual’s personality, emotional intelligence and feelings while talking in the foreign language. In order to test this, two sets of people were chosen who spoke Polish-English. The first set, were immigrants who had learnt the language after migrating and the second had been students who had been in the country for a considerable amount of time. The study focused primarily upon two major things – Firstly, how the culture and language affected the person’s feelings and expression and secondly whether this feeling was identified by specific personality traits.
The journal article also made a distinction between personality traits before divulging into the study itself. It discussed how personality traits were organized in a hierarchical fashion, that is, they were arranged according to whether they were “high order” traits – Openness, Extraversion, Agreeableness, Conscientiousness and Neuroticism ( or “ Low order” traits – Emotional Intelligence and others. This distinction was made in order to test the effect and degree of change each order felt when dealing with bilingualism. After which, the article proceeded to lay out the questions, methodology, selection criteria, participants and results section of the study.
The method adopted in order to obtain the results, was an online questionnaire, which consisted of subcategories that tested individuals on their high order and...
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...tion than the one given in the study.
The news story seems trustworthy, as it is an article of psychology today, which I believe, is a credible source. However, in terms of whether it adequately represented the journal article I believe it to be partially trustworthy – primarily due to the fact that it did cover the material only it was done in a very brief format and had left out key parts of the study. Having gone through both the news article and the journal article I have realized that some news article , may reference a journal article but will not entirely give all the details necessary to understand the study itself.
Works Cited
Katarzyna Ozanska-Ponikwia (2012). What has personality and emotional intelligence to do with 'feeling different' while using a foreign language? International Journal of Bilingual Education and Bilingualism, 15(2), 217-234.Print.
The reason I want to be a teacher is so I can make a positive impact in the lives’ of children similar to the teachers that taught me who impacted my life growing up. When I was six years old my family left Mexico and migrated to Greenville, Texas. The transition was challenging; I left behind everything I knew and was forced to adapt to a brand new world where I could not understand the language that everyone spoke. Luckily for me, Greenville had a bilingual program and I was placed in the classroom of Ms. Ramirez. I will never forget how she treated all her students, she truly is one of my biggest inspirations as to why I decided to become a bilingual teacher. Every time I stepped foot in her classroom, I always felt safe, secured, and
Richard Rodriguez offers an alternate yet equally profound truth: While our heritage and culture may remain forever tied to and expressed in our native or "home" language, only through the dominant language of our country (English in most cases) can we achieve a place in society that gives us a feeling that we belong amongst everyone else. The only way we can truly become a part of our community and fit in is to dominate the current spoken language. In the United States, the dominant language is Standard English. In this excerpt from "Aria," a chapter in his autobiography entitled "Hunger of Memory": The Education of Richard Rodriguez, Rodriguez discusses public and private languages, and agrees that his achievements in English separated him from his Spanish family and culture but also brought him "the belief, the calming assurance that [he] belonged in public." We as human beings want to feel we belong. We search for that place in society where we are most comfortable all our lives. One should consider the benefits of mastering the dominant language of the society they live in, but should also take into account the harm of taking your native language for granted. I will attempt to explore both of these considerations and examine Rodriguez place in life now, by stating the facts of who is now by the childhood decisions that were made.
Bilingual education offers a completely different world for students of different ethnic background and thus creates a comfort zone limiting the risk-taking factor necessary for the maturation of a child to an adult. Rodriguez argues supporters of bilingualism fail to realize "while one suffers a diminished sense of private individuality by becoming assimilated into public society, such assimilation makes possible the achievement of public individuality" (Rodriguez 26). He explains that the imperative "radical self-reformation" required by education is lost by offering bilingual education and such a program suggests a place where the need for a sense of public identity disappears. A bilingual program gives a student the opportunity to be separated from real life and institutes a life that leaves out an essential understanding of the world. Bilingual students do not know the complexities of their world, including emotion, ethics, and logic, because the bilingual program secludes the eager minds to a much simpler, more naïve idea of how the society works, leaving out the confidence of belonging in public. This situation not only limits the education experience for non-English speaking students, but also hinders the further education of English speaking students by erecting a communicat...
The author Maria de la Luz Reyes explains through several characters born and raised in a family that spoke different native languages but he managed to excel in learning English. Biliteracy refers to the ability to communicate and write more than one language and this represents a major achievement because it takes a lot of sacrifice and dedication to realize it. The situation surrounding biliteracy is controversial because some parents appreciate when their children learn more than one language but others are not as Collins explains in the book, Foundations of Bilingual Education and Bilingualism. Biliteracy and its influence differs and Collin Baker identifies that diverse bilingual classes and schools, culture and language, influence dissimilar
Hammers, J.F., & Blanc, M.A. (1989). Social and psychological foundations of bilinguality. In P. Mardaga (Ed.), Bilinguality and Bilingualism (pp. 110-133). Cambridge, NY: Cambridge University Press.
The linguistic and cultural clashes that children encounter, and how they negotiate between their ethnic and American “mainstream” cultures, and how these clashes and problems influence their relationship with their parents and their ethnic identities as a whole and how they were dealt with differently as we look at two stories dealing with two girls who are both coming of age in different society from where they originally came from. Jairy’s Jargon a story written by Carmen-Gloria Ballista, is a story that encounters the life of a young girl coming of age in Puerto Rico, except she’s originally from New York. Milly Cepeda’s story, Mari y Lissy, is a story about twin sisters who differ in personality and are often at odds with each other, but are both learning to live in a city that is very different from where they came from.
“After the Immigration Act of 1965, legislation law was passed to contribute the public schools in dealing with the arrival of non-English-speaking students. Title VII of the Elementary and Secondary Education Act of 1965 supported programs for educating these students with English as a second language, including transitional bilingual education programs” (Echevarria and Graves 2011, p.350). This Act did not completely articulate how to go about educating these students. An unclear message was received or not received in whether there was going to be a process of their first languages or a complete transition to English. “The outcome of Title VII was that most ELs were consigned in English-only classrooms without suitable instructional
In order to learn more about the bilingual education program in the Public School system, we felt it would be essential to discuss a few controversial issues with some bilingual teachers, and ask them for their opinion on the effectiveness of the system and the concept of bilingual education. We also questioned the benefits and disadvantages of the program. We wrote and asked these question with Latino (Puerto Rican) migrants in mind, however the Public School system consists of many ethnic groups which speak other languages other than Spanish. As one of the teachers stated, the political connotation that Bilingual Education carries is that of concerning only Spanish and English. We interviewed Mrs. Aida Ramos (Vice-Principal), Ms. Clara Velez (Bilingual Math Teacher), Mrs. Irene Killian (TESOL), Ms. Zoraida Ortiz (Bilingual Science Teacher), and Ms. Nancy Harrison (TESOL/Bilingual Computer Lab Teacher).
When visiting just about any school across America, students who attend come from all over the globe. This raises the question across America about bilingual education. This can create many challenges in and out of the classroom. The classroom should be a safe place for all students regardless of what native language they speak. In the essay Lost in translation written by Eva Hoffman, describes a foreign student who tries hard to fit in. Instead, Eva begins to feel angry, hurt and confused because people laugh at her. In Guiding Principles for Dual Language Education by Elizabeth R. Howard, Julie Sugarman, Donna Christian Center for Applied Linguistics Kathryn J. Lindholm-Leary San José State University David Rogers Dual Language Education of New Mexico. Guiding principles gives great ideas to educators to stop kids from making other students feel the way that Eva felt. After reading several articles about bilingual education, it is evident that all children in school should learn English but never lose their native language. When all the students speak one language, students will be less likely to make fun of each other. A good educator should learn enough foreign languages to aid them in effective communication in their classroom although; if an educator does not speak a foreign language, they should recruit within the classroom students to be peer mentors. However, a teacher should be willing to listen and encourage the students. Above all a good educator should be a good role model to their students by respecting their heritage and their language.
...determine a person’s creativity and intelligence. Here comes the dichotomy of reactions. As for bilingual speakers, they sympathize for Tan and become agreeable with her argument because they have walked miles in her shoes. As for the scholars, professors, teachers, and the people who do not speak multiple languages, they might find it hard to relate to Tan because the education system values the standard tests’ results as they determine whether one will get into a good college, a great university and a dream job.
What do we know about the effects bilingualism has on cognitive development? Our world is becoming progressively bilingual; in the US 21% of school age children between the ages of 5-17 years old can speak other than English at home and this number is expected to increase in the coming years. On top of social reasons, the positive effects to the cognitive development of the brain when introduced to a second language are of many. The age of acquisition is vital due to the plasticity of the brain, which according to the critical period hypothesis, begins to level after five years of age. In addition to plasticity, bilingual speakers are more capable of focusing their attention to solve complex problems compared to monolingual speakers. Therefore an individual will have more of a cognitive advantage if he/she is more adept in his/her languages. Bilingualism itself can be held responsible for increased levels of executive control; in order to maintain a balance between two languages the bilingual brain depends on a monitoring system of general cognitive abilities that includes attention and inhibition processes. Furthermore, studies have proven that bilingual patients suffer less from dementia and other aging diseases in the brain versus monolingual patients.
Also bilinguals do less than monolinguals in ‘VOCABULARY TESTS’ and also picture choosing and naming different objects in it. LANGUAGE FLUENCY is also affected for bilinguals because they become confused and double minded before choosing appropriate words for particular object in particular situations. If a child is seeking school language (academics required language) which is totally different from home language then this type of child “experiences increased difficulty in coping with both academically and socially”. “BILINGUALS are weak at perceiving the verbal and non-verbal tasks that require controlled attention and selectivity in conceptual categories”. Also, the cognitive problems such as memory-span development is reduced and speaking age time period also becomes late due to confused speaking problems of bilingualism.
The development of the brain of a bilingual individual is better than a monolingual individual. Few years ago, researchers from the University of Washington (as cited in Klass, 2011, para 4.) found that the brains of bilingual infants (from families where two languages were spoken) are able to discriminate the different of the phonetic sound of the languages they usually heard when they grew up than monolingual infants in where their brains were adapted to only identify their mother tongue only. Dr. Patricia Kuhl, one of the members of this research team thus believe that bilingual education can shape infants’ brains and keep them ready for future challenges. Concurrently, a renowned psychologist, Dr. Ellen...
Additive Bilingualism promotes the development of both the L1 and the L2 and encourages the users’ flexibility in them (Baker, 2006). In additive bilingualism, the bilingual ‘feels enriched socially and cognitively by an additional language’ (Malmkjaer, 1991:58). The addition of a second language or culture is unlikely to replace or displace the L1 and its culture. Also, the L1 is not dispensed with as the language of instruction (Baker,
Experts have contended that a sense of self is altered when students whose second language is the one in which instruction is being communicated. Further it has been argued that the native language people use greatly influence the perspectives of their world (Kay & Kempton, 1984). If this is true, it explains the complexity teachers of any discipline encounter while functioning in a multicultural classroom with speakers of differing languages and