||This article's lead section may not adequately summarize key points of its contents. (September 2009)|
Multilingualism is the use of two or more languages, either by an individual speaker or by a community of speakers. Multilingual speakers outnumber monolingual speakers in the world's population. Multilingualism is becoming a social phenomenon governed by the needs of globalization and cultural openness. Owing to the ease of access to information facilitated by the Internet, individuals' exposure to multiple languages is becoming increasingly frequent, thereby promoting a need to acquire additional languages.
- 1 Definition
- 2 Multilingual individuals
- 3 Learning language
- 4 Neuroscience
- 5 Psychology
- 6 Multilingualism within communities
- 7 Multilingualism between different language speakers
- 8 Multilingualism at the linguistic level
- 9 Multilingualism in computing
- 10 Multilingualism in the workplace
- 11 Multilingualism in music
- 12 See also
- 13 References
- 14 Further reading
- 15 External links
|This section does not cite any references or sources. (April 2013)|
The definition of multilingualism is a subject of debate in the very same way as the definition of language fluency. On one end of a sort of linguistic continuum, one may define multilingualism as complete competence and mastery in another language. The speaker would presumably have complete knowledge and control over the language so as to sound native. On the opposite end of the spectrum would be people who know enough phrases to get around as a tourist using the alternate language. Since 1992, Vivian Cook has argued that most multilingual speakers fall somewhere between minimal and maximal definitions. Cook calls these people multi-competent.
In addition, there is no consistent definition of what constitutes a distinct language. For instance, scholars often disagree whether Scots is a language in its own right or a dialect of English. Furthermore, what is considered a language can change, often for purely political purposes, such as when Serbo-Croatian was created as a standard language on the basis of the Eastern Herzegovinian dialect to function as umbrella for numerous South Slavic dialects, and after the breakup of Yugoslavia was split into Serbian, Croatian, Bosnian and Montenegrin, or when Ukrainian was dismissed as a Russian dialect by the Russian tsars to discourage national feelings.
Many small independent nations' schoolchildren are today compelled to learn multiple languages because of international interactions. For example in Finland, all children are required to learn at least two foreign languages: the other national language (Swedish or Finnish) and one alien language (usually English). Many Finnish schoolchildren also select further languages, such as German or Russian. In some large nations with multiple languages, such as India, school children may routinely learn multiple languages based on where they reside in the country. In major metros of Central, South and East India, many children may be fluent in four languages (the mother tongue, the state language, and the official languages of India, Hindi and English.) Thus a child of Gujarati parents living in Bangalore will end up speaking his or her mother tongue (Gujarati) at home and the state language (Kannada), Hindi and English in school and his or her surroundings.
A multilingual person is someone who can communicate in more than one language, either actively (through speaking, writing, or signing) or passively (through listening, reading, or perceiving). More specifically, the terms bilingual and trilingual are used to describe comparable situations in which two or three languages are involved. A multilingual person is generally referred to as a polyglot.
Multilingual speakers have acquired and maintained at least one language during childhood, the so-called first language (L1). The first language (sometimes also referred to as the mother tongue) is acquired without formal education, by mechanisms heavily disputed. Children acquiring two languages in this way are called simultaneous bilinguals. Even in the case of simultaneous bilinguals, one language usually dominates over the other.
In linguistics, first language acquisition is closely related to the concept of a "native speaker". According to a view widely held by linguists, a native speaker of a given language has in some respects a level of skill which a second (or subsequent) language learner cannot easily accomplish. Consequently, descriptive empirical studies of languages are usually carried out using only native speakers. This view is, however, slightly problematic, particularly as many non-native speakers demonstrably not only successfully engage with and in their non-native language societies, but in fact may become culturally and even linguistically important contributors (as, for example, writers, politicians, media personalities and performing artists) in their non-native language. In recent years, linguistic research has focused attention on the use of widely known world languages, such as English, as a lingua franca or a shared common language of professional and commercial communities. In lingua franca situations, most speakers of the common language are functionally multilingual.
Bilinguals who are highly proficient in two or more languages are reported to have enhanced executive function and are better at some aspects of language learning compared to monolinguals. Research indicates that a multilingual brain is nimbler, quicker, better able to deal with ambiguities, resolve conflicts, and resist Alzheimer’s disease and other forms of dementia.
There is also a phenomenon known as distractive bilingualism or semilingualism. When acquisition of the first language is interrupted and insufficient or unstructured language input follows from the second language, as sometimes happens with immigrant children, the speaker can end up with two languages both mastered below the monolingual standard. For example the East Bengal rooted bangali muslim community of Assam province in India. As mentioned, their mother tongue is Bangla. But they have no opportunity to study in the MT in the school. Their medium language of study is Assamese, i. e., the provincial language. So they communicate in a mean language standard mixing both the mother tongue and the medium language in an awesome way. As because they have no chance to study both the language separately, they can't differentiate between the two and maintain it in expression. Literacy plays an important role in the development of language in these immigrant children. Those who were literate in their first language before arriving, and who have support to maintain that literacy, are at the very least able to maintain and master their first language.
There are differences between those who learn a language in a class environment and those who learn through total immersion, usually living in a country where the target language is widely spoken.
Without the possibility to actively translate, due to a complete lack of any first language communication opportunity, the comparison between languages is reduced. The new language is almost independently learned, like the mother tongue for a child, with direct concept-to-language translation that can become more natural than word structures learned as a subject. Added to this, the uninterrupted, immediate and exclusive practice of the new language reinforces and deepens the attained knowledge.
Bilinguals might have important labor market advantages over monolingual individuals as bilingual people are able to carry out duties that monolinguals cannot, such as interacting with customers who only speak a minority language. A study in Switzerland has found that multilingualism is positively correlated with an individual's salary, the productivity of firms, and the gross domestic production (GDP); the authors state that Switzerland’s GDP is augmented by 10% by multilingualism. A study in the United States by Agirdag found that bilingualism has substantial economic benefits as bilingual persons were found to have around $3,000 per year more salary than monolinguals.
Receptive bilinguals are those who have the ability to understand a second language but who cannot speak it or whose abilities to speak it are inhibited by psychological barriers. Receptive bilingualism is frequently encountered among adult immigrants to the U.S. who do not speak English as a native language but who have children who do speak English natively, usually in part because those children's education has been conducted in English; while the immigrant parents can understand both their native language and English, they speak only their native language to their children. If their children are likewise receptively bilingual but productively English-monolingual, throughout the conversation the parents will speak their native language and the children will speak English. If their children are productively bilingual, however, those children may answer in the parents' native language, in English, or in a combination of both languages, varying their choice of language depending on factors such as the communication's content, context, and/or emotional intensity and the presence or absence of third-party speakers of one language or the other. The third alternative represents the phenomenon of "code-switching" in which the productively bilingual party to a communication switches languages in the course of that communication. Receptively bilingual persons, especially children, may rapidly achieve oral fluency by spending extended time in situations where they are required to speak the language that they theretofore understood only passively. Until both generations achieve oral fluency, not all definitions of bilingualism accurately characterize the family as a whole, but the linguistic differences between the family's generations often constitute little or no impairment to the family's functionality.
Receptive bilingualism in one language as exhibited by a speaker of another language, or even as exhibited by most speakers of that language, is not the same as mutual intelligibility of languages; the latter is a property of a pair of languages, namely a consequence of objectively high lexical and grammatical similarities between the languages themselves (e.g., Iberian Spanish and Iberian Portuguese), whereas the former is a property of one or more persons and is determined by subjective or intersubjective factors such as the respective languages' prevalence in the life history (including family upbringing, educational setting, and ambient culture) of the person or persons.
Because it is difficult or impossible to master many of the high-level semantic aspects of a language (including but not limited to its idioms and eponyms) without first understanding the culture and history of the region in which that language evolved, as a practical matter an in-depth familiarity with multiple cultures is a prerequisite for high-level multilingualism. This knowledge of cultures individually and comparatively, or indeed the mere fact of one's having that knowledge, often forms an important part of both what one considers one's own personal identity to be and what others consider that identity to be. Some studies have found that groups of multilingual individuals get higher average scores on tests for certain personality traits such as cultural empathy, openmindedness and social initiative.
The idea of linguistic relativity, which claims that the language people speak influences the way they see the world, can be interpreted to mean that individuals who speak multiple languages have a broader, more diverse view of the world, even when speaking only one language at a time.
Some bilinguals feel that their personality changes depending on which language they are speaking; thus multilingualism is said to create multiple personalities. Xiao-lei Wang states in her book Growing up with Three Languages: Birth to Eleven: "Languages used by speakers with one or more than one language are used not just to represent a unitary self, but to enact different kinds of selves, and different linguistic contexts create different kinds of self-expression and experiences for the same person." However, there has been little rigorous research done on this topic and it is difficult to define “personality” in this context. François Grosjean wrote: "What is seen as a change in personality is most probably simply a shift in attitudes and behaviors that correspond to a shift in situation or context, independent of language."
However, the Sapir-Whorf hypothesis, which states that a language shapes our vision of the world, may suggest that a language learned by a grown-up may have much less emotional connotations and therefore allow a more serene discussion that a language learned by a child and to that respect more or less bound to a child's perception of the world.
One view is that of the linguist [Norm Chomsy] in what he calls the human language acquisition device—a mechanism which enables an individual to recreate correctly the rules () and certain other characteristics of language used by speakers around the learner. This device, according to Chomsky, wears out over time, and is not normally available by puberty, which he uses to explain the poor results some adolescents and adults have when learning aspects of a second language (L2).
If language learning is a cognitive process, rather than a language acquisition device, as the school led by Stephen Krashen suggests, there would only be relative, not categorical, differences between the two types of language learning.
Rod Ellis quotes research finding that the earlier children learn a second language, the better off they are, in terms of pronunciation. See Critical period hypothesis. European schools generally offer secondary language classes for their students early on, due to the interconnectedness with neighbour countries with different languages. Most European students now study at least two foreign languages, a process strongly encouraged by the European Union.
Based on the research in Ann Fathman’s The Relationship between age and second language productive ability, there is a difference in the rate of learning of English morphology, syntax and phonology based upon differences in age, but that the order of acquisition in second language learning does not change with age.
In second language class, students will commonly face the difficulties on thinking in the target language because they are influenced by their native language and culture patterns. Robert B. Kaplan thinks that in second language classes, the foreign-student paper is out of focus because the foreign student is employing rhetoric and a sequence of thought which violate the expectations of the native reader. Foreign students who have mastered syntactic structures have still demonstrated inability to compose adequate themes, term papers, theses, and dissertations. Robert B. Kaplan describes two key words that affect people when they learn a second language. Logic in the popular, rather than the logician's sense of the word, which is the basis of rhetoric, is evolved out of a culture; it is not universal. Rhetoric, then, is not universal either, but varies, from culture to culture and even from time to time within a given culture. Language teachers know how to predict the differences between pronunciations or constructions in different languages, but they might be less clear about the differences between rhetoric, that is, in the way they use language to accomplish various purposes, particularly in writing.
Various aspects of multilingualism have been studied in the field of neuroscience. These include the representation of different language systems in the brain, the effects of multilingualism on the brain's structural plasticity, aphasia in multilingual individuals, and bimodal bilingualisms (people who can speak one sign language and one oral language). Neuroscientific studies of multilingualism are carried out with functional neuroimaging, electrophysiology, and through observation of people who have suffered brain damage.
Centralization of language areas in the brain
Language acquisition in multilingual individuals is contingent on two factors: age of the language acquisition and proficiency. Specialization is centered in the Perisylvian cortex of the left hemisphere. Various regions of both the right and left hemisphere activate during language production. Multilingual individuals consistently demonstrate similar activation patterns in the brain when using either one of the two or more languages they fluently know. Age of acquiring the second-or-higher language, and proficiency of use determine what specific brain regions and pathways activate when using (thinking or speaking) the language. In contrast to those who acquired their multiple languages at different points in their life, those who acquire multiple languages when young, and at virtually the same time, show similar activations in parts of Broca’s area and left inferior frontal lobe. If the second-or-higher language is acquired later in life, specifically after the critical period, the language becomes centralized in a different part of Broca’s area than the native language and other languages learned when young.
Brain plasticity in multilingualism
A greater density of grey matter in the inferior parietal cortex is present in multilingual individuals. It has been found that multilingualism affects the structure, and essentially, the cytoarchitecture of the brain. Learning multiple languages re-structures the brain and some researchers argue that it increases the brain’s capacity for plasticity. Most of these differences in brain structures in multilinguals may be genetic at the core. Consensus is still muddled; it may be a mixture of both—experiential (acquiring languages during life) and genetic (predisposition to brain plasticity).
Aphasia in multilingualism
Insights into language storage in the brain have come from studying mulilingual individuals afflicted with a form of aphasia. The symptoms and severity of aphasia in multilinguals depend on how many languages the individual knows, what order they have them stored in the brain, how frequently they use each one, and how proficient they are in using those languages. Two primary theoretical approaches to studying and viewing multilingual aphasics exist—the localizationalist approach and the dynamic approach. The localizationalist approach views different languages as stored in different regions of the brain, explaining why multilingual aphasics may lose one language they know, but not the other(s). The dynamical theory approach suggests that the language system is supervised by a dynamic equilibrium between the existing language capabilities and the constant alteration and adaptation to the communicative requirements of the environment. The dynamic approach views the representation and control aspects of the language system as compromised as a result of brain damage to the brain’s language regions. The dynamic approach offers a satisfactory explanation for the various recovery times of each of the languages the aphasic has had impaired or lost because of the brain damage. Recovery of languages varies across aphasic patients. Some may recover all lost or impaired languages simultaneously. For some, one language is recovered before the others. In others, an involuntary mix of languages occurs in the recovery process; they intermix words from the various languages they know when speaking.
PET scan studies on bimodal individuals
Neuroscientific research on bimodal individuals—those who speak one oral language and one sign language—has been carried out. PET scans from these studies show that there is a separate region in the brain for working memory related to sign language production and use. These studies also find that bimodal individuals use different areas of the right hemisphere depending on whether they are speaking using verbal language or gesticulating using sign language. Studies with bimodal bilinguals have also provided insight into the tip of the tongue phenomenon and into patterns of neural activity when recognizing facial expressions.
Role of the executive control system in preventing cross talk
There are sophisticated mechanisms to prevent cross talk in brains where more than one language is stored. The executive control system might be implicated to prevent one language from interfering with another in multilinguals. The executive control system is responsible for processes that are sometimes referred to as executive functions, and among others includes supervisory attentional system, or cognitive control. Although most research on the executive control system pertains to nonverbal tasks, there is some evidence that the system might be involved in resolving and ordering the conflict generated by the competing languages stored in the multilingual's brain. During speech production there is a constant need to channel attention to the appropriate word associated with the concept, congruent with the language being used. The word must be placed in the appropriate phonological and morphological context. Multilinguals constantly utilize the general executive control system to resolve interference/conflicts among the known languages, enhancing the system’s functional performance, even on nonverbal tasks. In studies, multilingual subjects of all ages showed overall enhanced executive control abilities. This may indicate that the multilingual experience leads to a transfer of skill from the verbal to the nonverbal. There is no one specific domain of language modulation in the general executive control system, as far as studies reveal. Studies show that the speed with which multilingual subjects perform tasks, with and without mediation required to resolve language-use conflict, is better in bilingual than monolingual subjects.
Health benefits of multilingualism and bilingualism
Despite the growth of multilingualism in different parts of the world, there are controversies on the positive and negative impacts of bilinguism on the education of children. Studies have brought part of the answer to frequent questions such as: are bilingual children distressed? Does multilingalism make children smarter? Defenders of multilingualism assert that speaking another language contributes to an intelligent and healthy brain whereas opponents of multilingualism vehemently insist that speaking another language does not make children smarter and that on the contrary, it can disturb their learning journey.Researcher Ellen Bialystok examined the effect of multilingualism on Alzheimer’s disease and found that it delays its onset by about 4 years. The researcher’s study found that those who spoke two or more languages showed symptoms of Alzheimer’s disease at a later time than speakers of a single language. Interestingly, the study found that the more languages the multilingual knows, the later the onset of Alzheimer’s disease. Multilingualism aids in the building up of cognitive reserves in the brain; these cognitive reserves force the brain to work harder—they, themselves, restructure the brain. Multilingualism leads to greater efficiency of use in the brain, and organizes the brain to be more efficient and conservative in using energy. More research is required to determine whether learning another language later in life has the same protective effects; nonetheless, it is evident from the variety of studies performed on the effects of multilingualism and bilingualism on the brain, that learning and knowing multiple languages sets the stage for a cognitive healthy life.
A study in 2012 has shown that using a foreign language reduces decision-making biases. It was surmised that the framing effect disappeared when choices are presented in a foreign tongue. As human reasoning is shaped by two distinct modes of thought: one that is systematic, analytical and cognition-intensive, and another that is fast, unconscious and emotionally charged, it was believed that a second language provides a useful cognitive distance from automatic processes, promoting analytical thought and reducing unthinking, emotional reaction. Therefore, those who speak two languages have better critical thinking and decision making skills.
In 2014, another study has shown that people using a foreign language are more likely to make utilitarian decisions when faced with a moral dilemma, as in the trolley problem. The utilitarian option was chosen more often in the fat man case when presented in a foreign language. However, there was no difference in the switch track case. It was surmised that a foreign language lacks the emotional impact of one’s native language.
Multilingualism within communities
Widespread multilingualism is one form of language contact. Multilingualism was more common in the past than is usually supposed[weasel words]: in early times, when most people were members of small language communities, it was necessary to know two or more languages for trade or any other dealings outside one's own town or village, and this holds good today in places of high linguistic diversity such as Sub-Saharan Africa and India. Linguist Ekkehard Wolff estimates that 50% of the population of Africa is multilingual.
In multilingual societies, not all speakers need to be multilingual. Some states can have multilingual policies and recognise several official languages, such as Canada (English and French). In some states, particular languages may be associated with particular regions in the state (e.g., Canada) or with particular ethnicities (e.g., Malaysia and Singapore). When all speakers are multilingual, linguists classify the community according to the functional distribution of the languages involved:
- diglossia: if there is a structural functional distribution of the languages involved, the society is termed 'diglossic'. Typical diglossic areas are those areas in Europe where a regional language is used in informal, usually oral, contexts, while the state language is used in more formal situations. Frisia (with Frisian and German or Dutch) and Lusatia (with Sorbian and German) are well-known examples. Some writers limit diglossia to situations where the languages are closely related, and could be considered dialects of each other. This can also be observed in Scotland where, in formal situations, English is used. However, in informal situations in many areas, Scots is the preferred language of choice. A similar phenomenon is also observed in Arabic-speaking regions. The effects of diglossia could be seen if you look at the difference between Written Arabic (Modern Standard Arabic) and Colloquial Arabic. However, as time goes, the Arabic language somewhere between the two have been created which we would like to call Middle Arabic or Common Arabic. Because of this diversification of the language, the concept of spectroglossia has been suggested.
- ambilingualism: a region is called ambilingual if this functional distribution is not observed. In a typical ambilingual area it is nearly impossible to predict which language will be used in a given setting. True ambilingualism is rare. Ambilingual tendencies can be found in small states with multiple heritages like Luxembourg, which has a combined Franco-Germanic heritage, or Malaysia and Singapore, which fuses the cultures of Malays, China, and India. Ambilingualism also can manifest in specific regions of larger states that have both a clearly dominant state language (be it de jure or de facto) and a protected minority language that is limited in terms of distribution of speakers within the country. This tendency is especially pronounced when, even though the local language is widely spoken, there is a reasonable assumption that all citizens speak the predominant state tongue (e.g., English in Quebec vs. Canada; Spanish in Catalonia vs. Spain). This phenomenon can also occur in border regions with many cross-border contacts.
- bipart-lingualism: if more than one language can be heard in a small area, but the large majority of speakers are monolinguals, who have little contact with speakers from neighbouring ethnic groups, an area is called 'bipart-lingual'. An example of this is the Balkans.
N.B. the terms given above all refer to situations describing only two languages. In cases of an unspecified number of languages, the terms polyglossia, omnilingualism, and multipart-lingualism are more appropriate.
Multilingualism between different language speakers
Whenever two people meet, negotiations take place. If they want to express solidarity and sympathy, they tend to seek common features in their behavior. If speakers wish to express distance towards or even dislike of the person they are speaking to, the reverse is true, and differences are sought. This mechanism also extends to language, as described in the Communication Accommodation Theory.
Some multilinguals use code-switching, a term that describes the process of 'swapping' between languages. In many cases, code-switching is motivated by the wish to express loyalty to more than one cultural group, as holds for many immigrant communities in the New World. Code-switching may also function as a strategy where proficiency is lacking. Such strategies are common if the vocabulary of one of the languages is not very elaborated for certain fields, or if the speakers have not developed proficiency in certain lexical domains, as in the case of immigrant languages.
This code-switching appears in many forms. If a speaker has a positive attitude towards both languages and towards code-switching, many switches can be found, even within the same sentence. If, however, the speaker is reluctant to use code-switching, as in the case of a lack of proficiency, he might knowingly or unknowingly try to camouflage his attempt by converting elements of one language into elements of the other language through calquing. This results in speakers using words like courrier noir (literally mail that is black) in French, instead of the proper word for blackmail, chantage.
Sometimes a pidgin language may develop. A pidgin language is a fusion of two languages that is mutually understandable for both speakers. Some pidgin languages develop into real languages (such as papiamento in Curaçao or Singlish in Singapore) while others remain as slangs or jargons (such as Helsinki slang, which is more or less mutually intelligible both in Finnish and Swedish).[clarification needed] In other cases, prolonged influence of languages on each other may have the effect of changing one or both to the point where it may be considered that a new language is born. For example, many linguists believe that the Occitan language and the Catalan language were formed because a population speaking a single Occitano-Romance language was divided into political spheres of influence of France and Spain, respectively. Yiddish is a complex blend of Middle High German with Hebrew and borrowings from Slavic languages.
Bilingual interaction can even take place without the speakers switching. In certain areas, it is not uncommon for speakers each to use a different language within the same conversation. This phenomenon is found, amongst other places, in Scandinavia. Most speakers of Swedish, Norwegian and Danish can communicate with each other speaking their respective languages, while few can speak both (people used to these situations often adjust their language, avoiding words that are not found in the other language or that can be misunderstood). Using different languages is usually called non-convergent discourse, a term introduced by the Dutch linguist Reitze Jonkman. To a certain extent, this situation also exists between Dutch and Afrikaans, although everyday contact is fairly rare because of the distance between the two respective communities. The phenomenon is also found in Argentina, where Spanish and Italian are both widely spoken, even leading to cases where a child with a Spanish and an Italian parent grows up fully bilingual, with both parents speaking only their own language yet knowing the other. Another example is the former state of Czechoslovakia, where two closely related and mutually intelligible languages (Czech and Slovak) were in common use. Most Czechs and Slovaks understand both languages, although they would use only one of them (their respective mother tongue) when speaking. For example, in Czechoslovakia it was common to hear two people talking on television each speaking a different language without any difficulty understanding each other. This bilinguality still exists nowadays, although it has started to deteriorate after Czechoslovakia split up.
Multilingualism at the linguistic level
Models for native language literacy programs
Sociopolitical as well as socio-cultural identity arguments may influence native language literacy. While these two camps may occupy much of the debate about which languages children will learn to read, a greater emphasis on the linguistic aspects of the argument is appropriate. In spite of the political turmoil precipitated by this debate, researchers continue to espouse a linguistic basis for it. This rationale is based upon the work of Jim Cummins (1983).
In this model, learners receive literacy instruction in their native language until they acquire a "threshold" literacy proficiency. Some researchers use age 3 as the age when a child has basic communicative competence in their first language (Kessler, 1984). Children may go through a process of sequential acquisition if they migrate at a young age to a country where a different language is spoken, or if the child exclusively speaks his or her heritage language at home until he/she is immersed in a school setting where instruction is offered in a different language.
The phases children go through during sequential acquisition are less linear than for simultaneous acquisition and can vary greatly among children. Sequential acquisition is a more complex and lengthier process, although there is no indication that non-language-delayed children end up less proficient than simultaneous bilinguals, so long as they receive adequate input in both languages.
In this model, the native language and the community language are simultaneously taught. The advantage is literacy in two languages as the outcome. However, the teacher must be well-versed in both languages and also in techniques for teaching a second language.
This model posits that equal time should be spent in separate instruction of the native language and of the community language. The native language class, however, focuses on basic literacy while the community language class focuses on listening and speaking skills. Being a bilingual does not necessarily mean that one can speak, for example, English and French.
Cummins' research concluded that the development of competence in the native language serves as a foundation of proficiency that can be transposed to the second language — the common underlying proficiency hypothesis. His work sought to overcome the perception propagated in the 1960s that learning two languages made for two competing aims. The belief was that the two languages were mutually exclusive and that learning a second required unlearning elements and dynamics of the first in order to accommodate the second (Hakuta, 1990). The evidence for this perspective relied on the fact that some errors in acquiring the second language were related to the rules of the first language (Hakuta, 1990). How this hypothesis holds under different types of languages such as Romance versus non-Western languages has yet to undergo research.
Another new development that has influenced the linguistic argument for bilingual literacy is the length of time necessary to acquire the second language. While previously children were believed to have the ability to learn a language within a year, today researchers believe that within and across academic settings, the time span is nearer to five years (Collier, 1992; Ramirez, 1992).
An interesting outcome of studies during the early 1990s however confirmed that students who do successfully complete bilingual instruction perform better academically (Collier, 1992; Ramirez, 1992). These students exhibit more cognitive elasticity including a better ability to analyse abstract visual patterns. Students who receive bidirectional bilingual instruction where equal proficiency in both languages is required perform at an even higher level. Examples of such programs include international and multi-national education schools.
Multilingualism in computing
Multilingualisation (or "m17n", where "17" stands for 17 omitted letters) of computer systems can be considered part of a continuum between internationalization and localization:
- A localised system has been adapted or converted for a particular locale (other than the one it was originally developed for), including the language of the user interface, input, and display, and features such as time/date display and currency; but each instance of the system only supports a single locale.
- Multilingualised software supports multiple languages for display and input simultaneously, but generally has a single user interface language. Support for other locale features like time, date, number and currency formats may vary as the system tends towards full internationalisation. Generally a multilingualised system is intended for use in a specific locale, whilst allowing for multilingual content.
- An internationalised system is equipped for use in a range of locales, allowing for the co-existence of several languages and character sets in user interfaces and displays. In particular, a system may not be considered internationalised in the fullest sense unless the interface language is selectable by the user at runtime.
Translating the user interface is usually part of the software localization process, which also includes adaptations such as units and date conversion. Many software applications are available in several languages, ranging from a handful (the most spoken languages) to dozens for the most popular applications (such as office suites, web browsers, etc.). Due to the status of English in computing, software development nearly always uses it (but see also Non-English-based programming languages), so almost all commercial software is initially available in an English version, and multilingual versions, if any, may be produced as alternative options based on the English original.
Multilingualism in the workplace
Globalization has led the world to be strongly interconnected. Consequences of this more and more companies are trading with foreign countries, and with countries that doesn't necessarily speak the same language. English became an important working knowledge for multinational companies, but also in the small companies.
Multilingualism in English speaking countries
According to Hewitt (2008) entrepreneurs in London from Poland, China or Kurdistan use English mainly for communication with customers, suppliers and banks, but others language are still use for the work task and social purpose. Even in English speaking countries immigrants are still able to use their own mother tongue on the working place thanks to other immigrants from the same place. Kovacs (2004) describe this phenomenon in Australia with Finnish immigrants in the construction industry who are speaking Finnish during the working hours. But even though foreign languages are used on the work place English is still a must-know working skill. Mainstream society justifies the divided job market, arguing that getting a low-paying job is the best newcomers can achieve considering their limited language skills. (britt louise guarnison)
Multilingualism in Asia South America and Africa
With companies going international they are now focusing more and more on the English level of their employee. Especially in South Korea since the 1990s, companies are using different English language testing to evaluate job applicant, and the criteria in those test are constantly upgrading the level for good English. In India is it even possible to see training to acquire the English accent, as the number of outsourced call centre has soared in India in the past decades. Not only in multinational companies English is an important skill, but also in the engineering industry such has chemical, electrical, aeronautical fields. A study directed by Hill and van Zyl (2002) shows that in South Africa young black engineers were using English most often for communication and documentation. But Afrikaans and local languages are as important as English to be able to explain the work and get the employees who doesn't speak English to cooperate.
Multilingualism in Europe
In Europe as domestic market is generally quite restricted international trade is a norm. But there is no predominant language in Europe ( Countries with English as an official language: United Kingdom, Ireland, Malta, second comes French with France, Belgium, Luxembourg, Switzerland, and then German with Germany, Austria, Switzerland and Belgium). Most of the time English is used as a communication language, but in Multilingual countries such as Belgium (French, Dutch and German) or Switzerland (German, French, Italian and Romanche) it is common to see employees mastering two or even three of those languages. Some languages such as Danish, Swedish and Norwegian are so close to each other that it is generally more common for meeting to use their mother tongue rather than English.
Continued global diversity has led to an increasingly bilingual workforce. Europe has become an excellent model to observe this newly diversified labor culture. The expanding of the European Union with its open labor market has provided opportunities both for well-trained professionals and unskilled workers to move to new countries to seek employment. Political changes and turmoil have also led to migration and to the creation of new and more complex multilingual workplaces. In most wealthy and secure countries, immigrants are found mostly in low paid jobs but also, increasingly, in high status positions. 
Multilingualism in music
It is extremely common for music to be written in whatever the contemporary lingua franca is. If a song is not written in a common tongue, then it is usually written in whatever is the predominant language in the musician's country of origin, or in another widely recognized language, such as English, German, Spanish, or French.
The bilingual song cycles "there..." and "Sing, Poetry" on the 2011 contemporary classical album Troika consist of musical settings of Russian poems with their English self-translations by Joseph Brodsky and Vladimir Nabokov, respectively.
Songs with lyrics in multiple languages are known as macaronic verse.
- Cultural diversity
- List of multilingual countries and regions
Policies and proposals
- European Commissioner for Multilingualism
- English-only movement
- Language legislation in Belgium
- Languages of Finland
- Languages of the European Union
- Multilingualism in Luxembourg
- Official bilingualism in Canada
- Bilingual name
- Bilingual sign
- Childhood Bilingualism Research Centre (in Hong Kong)
- Economics of language
- Linguapax Prize
- List of artworks known in English by a foreign title
- Spanish language in the United States
- The Multilingual Library
- Category:Multilingual broadcasters
- A Global Perspective on Bilingualism and Bilingual Education (1999), G. Richard Tucker, Carnegie Mellon University
- "The importance of multilingualism". multilingualism.org. Retrieved 2010-09-16.
- "Polyglot - definition of polyglot by the Free Online Dictionary, Thesaurus and Encyclopedia". Thefreedictionary.com. Retrieved 2010-07-10.
- A.J. Aitken in The Oxford Companion to the English Language, Oxford University Press 1992. p.894
- Ems Ukaz
- "Writing With English As A Second Language". Foreign-Language.org.
- Bialystok E, Martin MM (2004). "Attention and inhibition in bilingual children: evidence from the dimensional change card sort task". Dev Sci 7 (3): 325–39. doi:10.1111/j.1467-7687.2004.00351.x. PMID 15595373.
- Bialystok E, Craik FIM, Grady C, Chau W, Ishii R, Gunji A, Pantev C (2005). "Effect of bilingualism on cognitive control in the Simon task: evidence from MEG". NeuroImage 24 (1): 40–49. doi:10.1016/j.neuroimage.2004.09.044. PMID 15588595.
- Kaushanskaya M, and Marian V (2009). "The bilingual advantage in novel word learning". Psychonomic Bulletin & Review 16 (4): 705–710. doi:10.3758/PBR.16.4.705.
- Kluger, Jeffrey (July 18, 2013). "How the Brain Benefits from Being Bilingual". TIME. Archived from the original on July 21, 2013.
- Grin, François; Sfreddo, Claudio; Vaillancourt, François (2013). Economics of the multilingual workplace. [S.l.]: Routledge. ISBN 978-0-415-85106-0.
- Agirdag, O. (2014). "The long-term effects of bilingualism on children of immigration: student bilingualism and future earnings". International Journal of Bilingual Education and Bilingualism 17 (4): 449–464. doi:10.1080/13670050.2013.816264.
- "Ethnologue report for language code: spa". Ethnologue.com. Retrieved 2010-07-10.
- Halwachs, D.W. (1993). "Polysystem repertoire and identity". Grazer Linguistische Studien. 39-40: 71–90.
- Dewaele, J. (2012). "Multilingualism, empathy, and multicompetence" (PDF). International Journal of Multilingualism: 1–15.
- Dewaele, J. (2007). "The effect of multilingualism, sociobiographical, and situational factors on communicative anxiety and foreign language anxiety of mature language learners". International Journal of Bilingualism 11 (4): 391–409. doi:10.1177/13670069070110040301.
- Grosjean, F (2011). "Life as a bilingual: the reality of living with two or more languages". Psychology Today.
- Tokuhama-Espinosa, T. (2003). The multilingual mind: Issues discussed by, for, and about people living with many languages. Westport, Connecticut: Praeger Publishers.
- Wang, X. (2008). Growing up with three languages: Birth to eleven. Briston, United Kingdom: Multilingualism Matters.
- François Grosjean (author of chapter); Editor: I. Parasnis (1996). Living with two languages and two cultures, chapter in: Cultural and Language Diversity and the Deaf Experience. Cambridge University Press.
- Santrock, John W. (2008). Bilingualism and Second-Language Learning. A Topical Approach to Life-Span Development (4th ed.) (pp. 330–335). New York, NY: McGraw-Hill Companies, Inc.
- EurActiv: Most EU students learn two foreign languages: Study, 28 September 2009, retrieved november 2011
- Fathman, Ann. The Relationship between age and second language productive ability. 27 October 2006
- Kaplan, Robert B. "Cultural thought patterns in inter-cultural education language learning. 16.1-2(2006). 1-20. Wiley Online Library. Web. 9 November 2010.
- Gadda, George. Writing and Language Socialization Across Cultures: Some Implications for the classroom. Addison Wesley LongMan. Print.
- Collier, Virginia (1988). "The Effect of Age on Acquisition of a Second Language for School". The national cleringhouse for bilingual education 2.
- Dehaene, S. (1999). "Fitting two languages into one brain.". A Journal Of Neurology. doi:10.1093/brain/122.12.2207.
- Abutalebi, J., Cappa, S. F., Perani, D. (2001). The bilingual brain as revealed by functional neuroimaging. Bilingualism: Language and Cognition, 4, 179–190.
- Hyashizaki, Y. (2004). Structural plasticity in the bilingual brain. Nature, 431, 757.
- Poline, J. B., et al. (1996). NeuroImage, 4, 34–54.
- Warburton, E. A., et al. (1996). Brain, 119, 159–179.
- Connor L.T., Obler L.K., Tocco M., Fitzpatrick P.M., Albert M.L. (2001). Effect of socioeconomic status on aphasia severity and recovery. Brain & Language, 78(2), 254–257.
- L.K. (1978). The bilingual brain: Neuropsychological and neurolinguistic aspects of bilingualism. London: Academic Press.
- De Bot, Kess; Lowie, Verspoor (2007). "A Dynamic System Theory Approach to second language acquisition" (PDF). Bilingualism:Language and Cognition 10: 7–21. doi:10.1017/S1366728906002732. Retrieved 12 November 2012.
- Wanner, Anja. "Review: Applied Linguistics; Language Acquisition: Verspoor et al. (2011)". Retrieved 13 November 2012.
- Abutalebi, J.; Green, D. (2007). "Bilingual language production: The neurocognition of language representation and control". Journal of Neurolinguistics 20 (3): 242–275. doi:10.1016/j.jneuroling.2006.10.003.
- Green, D.W.; Abutalebi, J. (2008). "Understanding the link between bilingual aphasia and language control". Journal of Neurolinguistics 21 (6): 558–576. doi:10.1016/j.jneuroling.2008.01.002.
- Paradis, M. (1998). Language and communication in multilinguals. In B. Stemmer & H. Whitaker (Eds.), Handbook of neurolinguistics (pp. 417–430). San Diego, CA: Academic Press.
- Ronnberg, J., Rudner, M., & Ingvar, M. (2004). Neural correlates of working memory for sign language. Cognitive Brain Research, 20, 165-182.
- Pyers, J.E., Gollan, T.H., Emmorey, K. (2009). Bimodal bilinguals reveal the source of tip-of-the-tongue states. Cognition, 112, 323-329.
- Emmorey, K., & McCullough, S. (2009). The bimodal bilingual brain: Effects of sign language experience. Brain & Language, 109, 124-132.
- Bialystok, E. (2011). "Reshaping the Mind: The benefits of Bilingualism". Canadian Journal of Experimental Psychology. 4 60: 229-235.
- Costa, A. "Executive control in Bilingual contexts." Brainglot. http://brainglot.upf.edu/index.php?option=com_content&task=view&id=86.
- Peterson, R. (2011). "Benefits of Being Bilingual".
- Boaz Keysar, Sayuri L. Hayakawa, Sun Gyu An (April 18, 2012). "The Foreign-Language Effect : Thinking in a Foreign Tongue Reduces Decision Biases". Psychological Science 23 (6): pp.661-668. doi:10.1177/0956797611432178.
- Albert Costa1, Alice Foucart, Sayuri Hayakawa, Melina Aparici, Jose Apesteguia, Joy Heafner, Boaz Keysar (April 23, 2014). "Your Morals Depend on Language". PloS ONE 9 (4). doi:10.1371/journal.pone.0094842.
- Wolff, Ekkehard (2000). Language and Society. In: Bernd Heine and Derek Nurse (Eds.) African Languages - An Introduction, 317. Cambridge University Press.
- M.HBakalla(1984), Arabic Culture through its Language and Literature, Kegan Paul International,London
- Poplack Shana (1980). "Sometimes I'll start a sentence in Spanish y termino en español": toward a typology of code-switching". Linguistics 18 (7/8): 581–618. doi:10.1515/ling.1980.18.7-8.581.
- One Language or Two: Answers to Questions about Bilingualism in Language-Delayed Children
- Kovacs, M. (2004). Australian Finns on the verge of language shift. p. 108, 200-223.
- Gunnarson, Britt-Louise (2013). "Multilingualism in the Workplace". annual Review of applied linguistics 33: 162-189.
- Gunnarsson, Britt-Louise (2014). "Multilingualism in European Workplaces." 33. pp. 11–33.
- "Troika: Russia’s westerly poetry in three orchestral song cycles", Rideau Rouge Records, ASIN: B005USB24A, 2011.
- Bhatia, Tej; Ritchie, William C. (2004). The Handbook of Bilingualism. Oxford: Blackwell publishing. ISBN 978-0-631-22735-9.
- Burck, Charlotte (2007). Multilingual Living. Basingstoke: Palgrave Macmillan. ISBN 978-0-230-55433-7.
- Jared Diamond, The World until Yesterday: What Can We Learn from Traditional Societies? (especially chapter ten: "Speaking in many tongues"), Penguin Books, 2012 (ISBN 978-0-141-02448-6).
- Komorowska, Hanna (2011). Issues in Promoting Multilingualism. Teaching – Learning – Assessment. Warsaw: Foundation for the Development of the Education System. ISBN 978-83-62634-19-4.
- Kramsch, Claire (2011-06-03). "Are You Another Person When You Speak Another Language?". Berkeley Language Center. Retrieved 2013-06-02.
- Romaine, Suzanne (1995). Bilingualism. Oxford: Blackwell. ISBN 978-0-631-19539-9.
- Baker, Colin; Prys, Sylvia (1998). Encyclopedia of Bilingualism and Bilingual Education. ISBN 978-1853593628.
|Look up multilingual, multilingualism, bilingual, or bilingualism in Wiktionary, the free dictionary.|
|Wikimedia Commons has media related to Multilingualism.|