I had the opportunity to interview Karin Frazier who was born in Germany and raised in the United States. She initially learned English and German at the same time when she was young classifying her as a simultaneous bilingual learner. She was exposed to English more so than German because of her schooling on military bases but at home she would speak German. Therefore her heritage language began suffering because the dominant language, English, is what she was exposed to more. She moved to the United States at the age of five and immediately transitioned into an English only environment.
Off camera she made a comment about regretting not being able to still speak German and regretting not taking additional classes when she was younger. In the YouTube video “How Do Kids Learn a Second Language? Part 1” by EducationRoundTable is hosted by Aggie Sung Tang. One of the speakers Dr. Alejandro Brice states that “50-80 percent of most populations are bilingual.” He goes on saying that having enough input in both languages and incorporating the same amount of time learning the language is key to bilingualism. I still do not understand why in the United States some people believe only English should be spoken when a good majority of the world speaks multiple languages. As if knowing another language is a bad thing. In order to really have bilingual or multilingual students thrive we need to encourage not only learning English but also taking the time to nurture a student’s heritage language.
A good amount of students in the US would be categorized as sequential bilingual learners because they usually speak a language at home until they start school and then learn English. This is not always the case but is prominent. Dr. Mahchid Namazi from the YouTube video “How Do Kids Learn a Second Language? Part 1” by EducationRoundTable states that “sequential bilingualism is different from simultaneous bilingualism because the exposure is different to the two languages.” Which makes sense, a person learning in naturalistic setting is going to have more exposure and in a more meaningful way to the person. As oppose to learning in a more rigid instructed environment like a classroom.
I actually found it a little sad that Karin had lost her ability to speak German. Even though she lives in a society where it is not necessary for her to know German it is not like knowing another language is a bad thing.
Reference:
EducationRoundTable. "How Do Kids Learn a Second Language? Part 1". Online video clip. YouTube. YouTube, 14 Aug. 2012. Web. 13 Jun. 2018.
Again, sound problems that make it really difficult to hear what you and your interviewee are saying. Using no pictures makes the interview less appealing and goes against the rubric.
ReplyDeleteJerome, I must disagree when it comes to rigid versus naturalistic second-language acquisition. Ortega may be correct in his discussion of naturalistic learning aiding second-language learners in creating a more comprehensive and complete understanding of the language and the meanings in said language (2011). However, I value guided teaching in conjunction with natural learning.
ReplyDeleteI recognize that natural dialogue and conversational skills cultivate learning the language more than simply guided practice alone. I am simply stating that a blend of the two styles is the best method for second-language acquisition. Perhaps this is my personal bias - as I do well with organized instruction and routine use of guided practice - however I am not ignorant of the massive benefits of naturalistic learning for learning second-languages.