Last week in Part 1, we learned about what bilingualism means and we dove into two ways bilingualism can be classified, by fluency and learning environment. In research, these classifications are crucial to identify before gathering data and which type can heavily depend on the aim of the study. In Part 2, we will learn the third way to classify bilingualism and we will discuss the concept of biliteracy.
Types of Bilinguals: Time of Acquisition
Identifying when a second language is acquired can be important to note not due to potential fluency, but the effects that learning two languages can have on the brain. Bilinguals who learn multiple languages at a young age have greater impacts on executive functioning, such as cognitive flexibility.
Simultaneous bilingualism: This type is when a child gets exposure and learns two languages at the same time. This typically happens before the child is 3 years old, before the mother tongue is fully acquired. The approach most used is the "one parent, one language" method, where each parent uses a different language with the child. In the early years, the two languages will be mixed together for the child, but they will learn and practice separating the two as they grow.
Sequential bilingualism: This type is when the individual learns a second language after they are 3, having already acquired one language. These bilinguals actively use their mother tongue to learn and understand the language they are learning, it's an anchor in their mind and they will formulate words and sentences with their first language to then translate them. This typically continues to happen, but depending on the level of proficiency and use of the second language, some sequential bilinguals can "think" in their second language.
Not all Bilinguals are Biliterate
While bilingualism can often be used to indicate individuals who can speak, read and write in two languages, biliteracy is the correct term to indicate this. Through my studies on bilingualism, I found many researchers note that their bilingual participants may not be biliterate or they learned English as their second language. The latter can have tremendous implications on these studies because they are often administered in English. When this happens, the scores or outcomes of the tests are likely not completely accurate because the participant could have misunderstood a word or a whole question.
Biliteracy can also be challenging among bilinguals that were raised on two languages should only one language be taught at school and the other not cultivated at home outside of being spoken. This is especially true if the two languages differ completely in terms of alphabets. Furthermore, if both parents or caregivers work outside the home, they might not have the time to teach reading and writing in the non-school used language at home. Being biliterate has great positive effects that all parents should seek to cultivate, but they cannot always do it alone.
The growing bilingual population in the United States means it is time for schools to adjust. Many other countries teach a second, and sometimes even a third language, to their children starting as early as elementary age. This allows people to grow up and feel comfortable travelling or working with foreign customers. We owe it to our children to, not only allow them to acquire the cognitive benefits of being bilingual, but also allow them to view the world through a different lens.
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