Group items tagged bilingualism - TOK@ISPrague

Is Bilingualism Really an Advantage? - The New Yorker - 1 views

www.newyorker.com/...ilingual-advantage-aging-brain

TOK language human sciences social studies bias

shared by Lawrence Hrubes on 26 Jan 15 - No Cached

Many modern language researchers agree with that premise. Not only does speaking multiple languages help us to communicate but bilingualism (or multilingualism) may actually confer distinct advantages to the developing brain. Because a bilingual child switches between languages, the theory goes, she develops enhanced executive control, or the ability to effectively manage what are called higher cognitive processes, such as problem-solving, memory, and thought. She becomes better able to inhibit some responses, promote others, and generally emerges with a more flexible and agile mind. It’s a phenomenon that researchers call the bilingual advantage.
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For the first half of the twentieth century, researchers actually thought that bilingualism put a child at a disadvantage, something that hurt her I.Q. and verbal development. But, in recent years, the notion of a bilingual advantage has emerged from research to the contrary, research that has seemed both far-reaching and compelling, much of it coming from the careful work of the psychologist Ellen Bialystok. For many tasks, including ones that involve working memory, bilingual speakers seem to have an edge. In a 2012 review of the evidence, Bialystok showed that bilinguals did indeed show enhanced executive control, a quality that has been linked, among other things, to better academic performance. And when it comes to qualities like sustained attention and switching between tasks effectively, bilinguals often come out ahead. It seems fairly evident then that, given a choice, you should raise your child to speak more than one language.
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Systematically, de Bruin combed through conference abstracts from a hundred and sixty-nine conferences, between 1999 and 2012, that had to do with bilingualism and executive control. The rationale was straightforward: conferences are places where people present in-progress research. They report on studies that they are running, initial results, initial thoughts. If there were a systematic bias in the field against reporting negative results—that is, results that show no effects of bilingualism—then there should be many more findings of that sort presented at conferences than actually become published. That’s precisely what de Bruin found. At conferences, about half the presented results provided either complete or partial support for the bilingual advantage on certain tasks, while half provided partial or complete refutation. When it came to the publications that appeared after the preliminary presentation, though, the split was decidedly different. Sixty-eight per cent of the studies that demonstrated a bilingual advantage found a home in a scientific journal, compared to just twenty-nine per cent of those that found either no difference or a monolingual edge. “Our overview,” de Bruin concluded, “shows that there is a distorted image of the actual study outcomes on bilingualism, with researchers (and media) believing that the positive effect of bilingualism on nonlinguistic cognitive processes is strong and unchallenged.”
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The Bitter Fight Over the Benefits of Bilingualism - The Atlantic - 0 views

www.theatlantic.com/...462114

language human sciences SocialScience psychology linguistics bilingualism reproducibility replicability experiment brain neuroscience bias confirmation bias publication bias

shared by Lawrence Hrubes on 29 Feb 16 - No Cached

It’s an intuitive claim, but also a profound one. It asserts that the benefits of bilingualism extend well beyond the realm of language, and into skills that we use in every aspect of our lives. This view is now widespread, heralded by a large community of scientists, promoted in books and magazines, and pushed by advocacy organizations.
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But a growing number of psychologists say that this mountain of evidence is actually a house of cards, built upon flimsy foundations.
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Jon Andoni Duñabeitia, a cognitive neuroscientist at the Basque Center on Cognition, Brain, and Language, was one of them. In two large studies, involving 360 and 504 children respectively, he found no evidence that Basque kids, raised on Basque and Spanish at home and at school, had better mental control than monolingual Spanish children.
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Similar controversies have popped up throughout psychology, fueling talk of a “reproducibility crisis” in which scientists struggle to duplicate classic textbook results. In many of these cases, classic psychological phenomena that seem to be backed by years of supportive evidence, suddenly become fleeting and phantasmal. The causes are manifold. Journals are more likely to accept positive, attention-grabbing papers than negative, contradictory ones, which pushes scientists towards running small studies or tweaking experiments on the fly—practices that lead to flashy, publishable discoveries that may not actually be true.
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How Birds and Babies Learn to Talk : The New Yorker - 0 views

www.newyorker.com/...-and-babies-learn-to-talk.html

Language ToK

shared by markfrankel18 on 08 Jun 13 -

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Few things are harder to study than human language. The brains of living humans can only be studied indirectly, and language, unlike vision, has no analogue in the animal world. Vision scientists can study sight in monkeys using techniques like single-neuron recording. But monkeys don’t talk. However, in an article published today in Nature, a group of researchers, including myself, detail a discovery in birdsong that may help lead to a revised understanding of an important aspect of human language development. Almost five years ago, I sent a piece of fan mail to Ofer Tchernichovski, who had just published an article showing that, in just three or four generations, songbirds raised in isolation often developed songs typical of their species. He invited me to visit his lab, a cramped space stuffed with several hundred birds residing in souped-up climate-controlled refrigerators. Dina Lipkind, at the time Tchernichovski’s post-doctoral student, explained a method she had developed for teaching zebra finches two songs. (Ordinarily, a zebra finch learns only one song in its lifetime.) She had discovered that by switching the song of a tutor bird at precisely the right moment, a juvenile bird could learn a second, new song after it had mastered the first one. Thinking about bilingualism and some puzzles I had encountered in my own lab, I suggested that Lipkind’s method could be useful in casting light on the question of how a creature—any creature—learns to put linguistic elements together.
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What 'The Simpsons' Says About Ukraine's Language Divide : Parallels : NPR - 1 views

www.npr.org/...about-ukraines-language-divide

TOK language ukraine history simpsons

shared by markfrankel18 on 12 Apr 14 - No Cached

And though Kostin and most of the people in eastern Ukraine are native Russian speakers, he prefers to download episodes dubbed not in Russian but in his second language, Ukrainian. All his friends in the city of Donetsk prefer the version dubbed in Ukrainian. "They talk in Russian, they think in Russian," and even their parents speak only Russian, he says of his friends. "But Simpsons? They like in Ukrainian."
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But Lykov says language in Ukraine has always been more a political tool of division than an actual divide. People in eastern Ukraine — especially those under 35, who came of age after the Soviet Union collapsed — like being bilingual, he says. "Unfortunately," he says, "the media likes to show that only Russians live here and only Ukrainians live in western Ukraine. Actually people here have no trouble understanding both languages. And Ukrainian is even funnier for Russian-speakers [because] it's got cleverer slang."
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How English Ruined Indian Literature - NYTimes.com - 1 views

www.nytimes.com/...-ruined-indian-literature.html

language culture India indigenous knowledge systems English

shared by Lawrence Hrubes on 23 Mar 15 - No Cached

“English is not a language in India,” a friend once told me. “It is a class.” This friend, an aspiring Bollywood actor, knew firsthand what it meant to be from the wrong class. Absurd as it must sound, he was frequently denied work in the Hindi film industry for not knowing English. “They want you to walk in the door speaking English. Then if you switch to Hindi, they like it. Otherwise they say, ‘the look doesn’t fit.’ ” My friend, who comes from a small town in the Hindi-speaking north, knew very well why his look didn’t fit. He knew, too, from the example of dozens of upper-middle class, English-speaking actors, that the industry would rather teach someone with no Hindi the language from scratch than hire someone like him.
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India has had languages of the elite in the past — Sanskrit was one, Persian another. They were needed to unite an entity more linguistically diverse than Europe. But there was perhaps never one that bore such an uneasy relationship to the languages operating beneath it, a relationship the Sanskrit scholar Sheldon Pollock has described as “a scorched-earth policy,” as English.India, if it is to speak to itself, will always need a lingua franca. But English, which re-enacts the colonial relationship, placing certain Indians in a position the British once occupied, does more than that. It has created a linguistic line as unbreachable as the color line once was in the United States.Continue reading the main story
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That student, Sheshamuni Shukla, studied classical grammar in the Sanskrit department. He had spent over a decade mastering rules of grammar set down by the ancient Indian grammarians some 2,000 years before. He spoke pure and beautiful Hindi; in another country, a number of careers might have been open to him. But in India, without English, he was powerless. Despite his grand education, he would be lucky to end up as a teacher or a clerk in a government office. He felt himself a prisoner of language. “Without English, there is no self-confidence,” he said.
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But around the time of my parents’ generation, a break began to occur. Middle-class parents started sending their children in ever greater numbers to convent and private schools, where they lost the deep bilingualism of their parents, and came away with English alone. The Indian languages never recovered. Growing up in Delhi in the 1980s, I spoke Hindi and Urdu, but had to self-consciously relearn them as an adult. Many of my background didn’t bother.
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