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?

???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

???. 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

???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).

???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?

· ???Difficult to define boundaries between different languages

Encourage students to use the target language

· ???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

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