3000-word paper abt plurilingual, for tesol student

The influence of plurilingualism on second language acquisition

Plurilingual Background

With the development of globalization, more and more people are no longer limited to their native language, they want to learn a second language or a foreign language. The reason and purpose of each person who wants to learn a second language is different. In this article, we are not concerned with the purpose of learning a second language, but with the relationship between the first language and the second language. The reason I want to explore this topic is that the process and results of second language acquisition are influenced by many factors. There are two main factors: one is emotion, and the other is mother tongue. Therefore, the first language is the most insignificant and influential factor in the acquisition of the second language. Although many researchers have conducted in-depth research on the relationship between mother tongue and second language acquisition, and proposed various similar or contradictory theories,

Thesis statement：

· Although plurilingualism may affect the separation and purity of languages, cause SLA could be impeded and have some negative impacts on language classroom such as less use of target language;

· it will keep the development of plurilingualism, contribute to understanding the target language, and it will have the full encouragement for sociocultural development.

· Therefore, language teacher should use plurilingual approach in English language teaching.

1: Should plurilingualism be promoted?

反方：Research has started to challenge traditional visions of lan learning and teaching. As recently as a few decades ago, the s and purity of languages was unquestioned, both socially and cally (Baker, 1988). Consequently, bilingual education was see gerous, as a source of reduced language proficiency, lin insecurity, psychological problems, and exclusion from a la specific community (Baker, 1988). The language learning pr social elites did not contradict this vision, as attention was br learning selected foreign languages as clearly separate entities goal of developing general culture and bala

正方：. A human language is not a closed and homogeneous "mono- system"; it is rather a unique, complex, flexible dynamic "polysystem," a conglomerate of languages constantly moving and overlapping inter- nally and reaching other languages externally (Wandruszka, 1979, p. 39). As Wandruszka suggested, "already in our mother tongue we are plurilingual in all the colours of the socio-cultural spectrum. Therefore it is also difficult to say what exactly our own personal language is, what constitutes the individual use of language of each of us" (1979, p. 38, my translation). Overall, he asserted, languages are essentially composita , in the same way as archeological sites show different cultures and their influences, superimposed or harmoniously integrated; how- ever, unlike archeological sites, languages are neither static nor achieved. They are dynamic and flexible, accepting of further contact with other languages, and in a continuous process of creation and modification. Typical human language learning is a constant work in progress. It is not only when children are brought up bilingually that they are they exposed to (and learn) more than one language; even those who learn only one language learn several layers of that lan- guage - regional and social variations, as well as "technical" language which they will continue to expand later in life, the unique plurilin- gualism of each individual being a yield of his or her life journey (Wandruszka, 1979, p. 41).

2. Does Plurilingualism Affect Second Language Acquisition

反方：Contrastive analysis was used extensively in the field of  second language acquisition  (SLA) in the 1960s and early 1970s, as a method of explaining why some features of a  target language  were more difficult to acquire than others. According to the behaviourist theories prevailing at the time, language learning was a question of  habit formation , and this could be reinforced or impeded by existing habits. Therefore, the difficulty in mastering certain structures in a  second language  (L2) depended on the difference between the learners' mother language (L1) and the language they were trying to learn.

Words that express unfamiliar meanings or concepts in L1

Explaining unknown words in the target language will increase the total amount of input of target language, which facilitate language acquisition (learning) (e.g., Ellis, 2012).

正方：Words that can be easily translated into the target language；Providing learners with L1 translations can be a more effective way of learning the form - meaning connection of words than providing them with L2 definition (Lado, Baldwin, & Labo, 1967; Laufer & Shmueli , 1997; Yanagisawa, Webb, & Uchihara, in press)

3. Does Plurilingualism Affect Language Classroom?

· 反方：Difficult to define boundaries between different languages

Encourage students to use the target language

· 正方：Reduce the gap with each other

Improve cognitive ability

References

Baker, C. (1988). Key issues in bilingualism and bilingual education. Clevedon, England:

Multilingual Matters.

Kramsch, C. (2007). Re‐reading Robert Lado, 1957, Linguistics across Cultures.

Applied linguistics for language teachers. International Journal of Applied

Linguistics, 17(2), 241-247

PICCARDO, E. (2013). Plurilingualism and Curriculum Design: Toward a Synergic

Vision. TESOL Quarterly, 47(3), 600-614. Retrieved from www.jstor.org/stable/43268036

一种多元的方法强调了学习者在学习英语作为另一种语言时以及在社交环境中使用其语言时如何将其语言中的语言相互联系。现在是TESOL专业人士利用机会，通过将多元语言主义作为资源而不是障碍，通过设定可实现的目标，利用学习者的多元语言资源，整合教学大纲以及将学习者的语言创造力作为资源来加速学习过程

鉴于对多元语言1交流实践的研究

 由于说多国语言的人通常会合并来自不同语言的元素，因此通常会在学校环境中定义或很难定义语言之间的界限。在课程中，有一个强烈的概念将英语教学与其他语言教学区分开来。因此，经常期望英语老师不仅使用英语，而且还避免任何对第一语言（LI）或其他语言元素的引用。这些思想深深植根于整个社会以及第二语言和外语教学中。 Liidi和Py（2009）解释了自18世纪以来在欧洲由于一种民族一语言的意识形态如何强化了“原始状态”的概念（第155页），并且在世界许多地方仍然流行。在教育背景下，这种单语原则不包括在第二语言和外语课堂中使用LI。与直接方法相关的原理已经被广泛接受了很多年（Cummins，2007）。与英语教学相关的单语政策与目标语言的母语化目标有关，这对于大多数英语作为外语的学生来说是一个无法实现的目标（Cook，1999）。语言分离的思想和以母语为母语的人在英语教学中的理想参考，在欧洲教育中根深蒂固。旨在使用多种语言的学校经常尝试让每种语言使用不同的教师，而教师则假装只使用目标语言。这种分离的另一个指标是使用不同语言的教室。通过英语在内容和语言集成学习（CLIL）程序中进行的内容主题教学，鼓励语言和内容的集成，但不鼓励语言的集成，因为CLIL将英语教学与课程中其他语言的教学隔离了（Cenoz，2013年）。同时，单语的意识形态鼓励学生和老师表现得好像他们是说英语的人，从而实现说英语的无法实现的目标，就好像他们不懂其他语言一样。

在本节中，我们将了解如何在欧洲范围内挑战在语言之间建立硬性界限以及以理想的母语作为参考的观念。语言之间的界限并不是什么新鲜事物。几十年前，Grosjean（1985）和Cook（1992）讨论了双语说话者的具体特征。 Grosjean（1985）认为双语者是完全称职的演讲者，具有独特的语言特征，不能将其分为不同的部分。 Cook（1992）提出了“多能力”一词，作为一种复杂的能力类型，它在质量上与以一种语言说一种语言的人的能力不同。这种观点的含意是，双语或多语种人的交际能力与单语讲话者的交际能力不相上下。 Cook（1999）讨论了将L2学习者与母语使用者进行比较的谬误，因为这些新的语言

多元论提高了人们对语言多样性的认识，各种语言手段的功能使用，对语言之间相似性和差异的认识，语言与文化之间的联系以及最终每种语言的特定特征（包括母语）的认识。 Piccardo，Berchoud，Cignatta，Mentz和Pamula，2011年）。对于北美的主流教学中的英语教学来说，教室越来越多的语言和多元的文化，采用多语制作为基本哲学具有很大的潜力。从发展整个学习者的角度来看，这种哲学意味着教师应该意识到英语学习者已经获得了很多生活经验；根据他们的个性，先前的学习经历和接触，动机和/或学习/口语的焦虑，具有许多认知能力（Hufeisen＆Neuner，2004）；最后，通常已经学习（或接触过）其他语言或多种语言。教师可以利用这些跨语言和跨文化的综合能力，使学习者了解他们拥有的元语言和元认知资本，从而提高他们的自尊，代理和自我效能感。要实现后者，教师不必具备学习者所用语言的能力，但他们确实确实需要克服其“单语性”（Gogolin，1994）：专注于教导整个人而不是仅仅教导语言，从而帮助学习者变得自主，整合正式和非正式学习并有效地反思他们的学习。教育者需要将一些学习能力委托给学生，并接受和探索与每种语言所具有的不同文化观点相关的理解力的局限性。各种形式的代码混合和翻译都应视为进步的积极标志，是熟练程度的提高。因此，不应禁止或忽略此类技术，而应将其用作学习的顿悟。与语言结构和词汇相关的元语言和元文化洞察力的时刻也应如此。通过促使学习者和老师更加了解英语的特殊功能，这种观点将产生积极的反冲洗效果。英语从其历史的一开始就围绕着来自完全不同的各种元素的融合而构造了自己语言和文化。