Who Are Bilinguals? Surfacing Teacher Candidates’ Conceptions of Bilingualism
Abstract
:1. Introduction
1.1. Language Ideologies of Bilinguals
1.2. Statement of Purpose
2. Translanguaging Framework
Translanguaging and Teacher Education
3. Challenging Monolingual and Monoglossic Language Ideologies
3.1. Challenge 1: Idealization of Bilinguals
3.2. Challenge 2: Minimalist and Monoglossic View
4. Materials and Methods
Research Context
5. Data Collection and Analysis
6. Findings
6.1. Cultural, Linguistic, and Opportunity Aspects of Bilingualism
Opportunity! Being bilingual opens up many doors professionally. Many employers seek bilingual candidates to run and expand their businesses. Having the ability to communicate effectively to nonnative English speakers requires patience and sophistication. It is a highly marketable skill.
This response reveals one common aspect of the realities of bilinguals, who appreciate the benefits of being bilingual but also acknowledge the challenges. The participant seemed to hold a maximalist perspective, which included translanguaging, and described it as the “fun” part in which she can “fully express meaning”. She also described the more frustrating aspects of being bilingual when having to communicate within a monolingual context. In this way, she also hinted at a monoglossic or deficit perspective of bilingualism by saying, “I know a little less of both languages,” and relying on fluency by characterizing herself as 70% rather than the 90% of a monolingual English speaker.[It is] fun and frustrating at the same time. I enjoy switching back and forth, using Korean and English which allows myself to fully express meaning using the specific language depending on situations. At the same time, it is frustrating to know how to pick the right phrase and word to meet the correct or more appropriate cultural and social meaning because by knowing both languages and culture, I know a little less of both languages. For example, I would have 70% Korean and 70% English when a monolingual English speaker would know 90% of the English language.
6.2. Beliefs in Bilingualism Based on a Minimalist/Monoglossic View
While acknowledging bilinguals’ ability to communicate in more than one language, this student was allowing for the recognition of different domains and registers within language use, highlighting the importance of communicative intelligibility over adherence to a specific academic or formal standard.A bilingual person can communicate one’s ideas in more than one language. A bilingual person is able to ‘switch’ between languages. To be bilingual, a person doesn’t necessarily need to speak the ‘correct’ or ‘academic’ version of a language but should be intelligible and be able to express ideas.
Although this student emphasized the ability to use more than two languages regularly, they also claim that a “fully fluent” status in all four language skills should not be a prerequisite for being considered bilingual.A bilingual person is someone who uses two or more languages regularly. A bilingual person doesn’t necessarily have to be “fully fluent” (whether it be spoken, writing, reading, or understanding) in their second language to be considered bilingual.
6.3. Challenging the Notion of 50:50 Bilingualism
6.4. Positive Expectations for the Bilingual Potential of Future Students
7. Discussion
Limitations
8. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A
- Survey Questionnaire
- Part I
- 1.
- Are you bilingual? If yes, which languages?
- 2.
- What does it mean to be a bilingual person? Define a bilingual person briefly.
- 3.
- What comes to your mind when you hear the term “bilingualism”?
- Part II (Answer Yes or No. You can explain more in the “other” option if you want.)
- 4.
- Is this person bilingual: Someone who understands perfectly in English but cannot speak any English?
- 5.
- Some people argue that people who have near-perfect language competencies in two languages 50:50 are balanced bilinguals (e.g., English 50: Spanish 50). How about people who have 40:60 language proficiency? Are they still bilingual?
- 6.
- How about people who have 30:70 language proficiency? Are they bilinguals?
- 7.
- How about people who have 20:80 language proficiency? Are they bilinguals?
- 8.
- How about people who have 10:90 language proficiency? Are they bilinguals?
- Part III (Answer Yes or No. You can explain more in the “other” option if you want.)
- 9.
- Do you think every child can become bilingual?
- 10.
- Can a child become bilingual when the parents are monolinguals?
- 11.
- Do you think every child CAN learn in the bilingual education system, learning two languages?
- 12.
- Do you think every child SHOULD learn in the bilingual education system, learning two languages?
- 13.
- Do teachers have to be bilingual in order to teach bilingual students?
1 | A named language refers to a language that has a clear association with a country and ethnicity within defined boundaries of named areas (e.g., Korea––Korean, Finland––Finnish, France––French: Otheguy et al. 2015). |
2 | Pseudonym. |
3 | We put Mandarin, Chinese, and Cantonese in different categories based on how the students indicated their language. |
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Language | n | % |
---|---|---|
Spanish | 25 | 42% |
Korean | 5 | 8% |
Mandarin | 4 | 7% |
Greek | 3 | 5% |
French | 2 | 3% |
Chinese | 2 | 3% |
Cantonese | 2 | 3% |
American Sign Language | 1 | 2% |
Bengali | 1 | 2% |
Haitian Creole | 1 | 2% |
Italian | 1 | 2% |
Jamaican Creole | 1 | 2% |
Tagalog | 1 | 2% |
Taiwanese | 1 | 2% |
Urdu | 1 | 2% |
Description | Examples | Reduced Data | Codes |
---|---|---|---|
Ability to speak two languages | “Someone who can speak two languages” | General description: two languages | Gen |
“Someone who is able to communicate, think and write in two different languages”. | |||
“To be a bilingual person you speak another language other than your native one”. | |||
Ability to speak two or more languages | “A bilingual person is someone who speaks and/or understands two or more languages”. | Two or “more” languages | Broader Gen |
“A bilingual person is a person that speaks multiple languages” | |||
“A person who speaks more than one language”. | |||
Ability to speak two or more languages fluently, accurately, and proficiently | “Being bilingual is to be fluent in two languages. A bilingual person has the ability to communicate effectively in two languages. They are able to express themselves both orally and written”. | Focusing on fluency | Fluent |
“In my perspective, I think the definition of a bilingual person is straightforward; a person that can speak, read, or write two or more languages proficiently”. | |||
“A bilingual person is an individual who is clearly and fluently able to communicate in two languages via oral language and/or writing”. | |||
Ability to speak two (or more) languages to a certain extent, allowing a wide range of proficiency | “A bilingual person doesn’t necessarily have to be ‘fully fluent’ (whether it be spoken, writing, reading, or understanding) in their second language to be considered bilingual”. | Wider, broader, and more flexible definition | Flexible |
“A bilingual person can communicate one’s ideas in more than one language. A bilingual person is able to ‘switch’ between languages. To be bilingual, a person doesn’t necessarily need to speak the ‘correct or ‘academic’ version of a language but should be intelligible and be able to express ideas”. | |||
“Having good knowledge of two languages, but not necessarily at same proficiency levels”. | |||
Ability not only to communicate in two languages but to identify with two cultural backgrounds | “A bilingual person is someone that can not only speak, read, and write in two languages but is also immersed in the culture of both languages”. | Language + culture: including and emphasizing cultural part of bilingualism | Culture |
“A bilingual person is someone who can not only speak more than one language but is able to blend the culture of their native language and the other languages they have learned. They are automatically aware of other ideals outside of their native culture and language”. | |||
“A bilingual person to me is someone who is able to communicate in two languages. Being able to communicate and being accustomed to the culture” | |||
“Someone who speaks two languages and identifies with two different cultural backgrounds”. |
Survey Items | Overall Sample |
---|---|
Bilingual status * n = 60 | 75% |
Bilingualism n = 60 | |
40:60 language proficiency | 97% |
30:70 language proficiency | 75% |
20:80 language proficiency | 43% |
10:90 language proficiency | 34% |
Survey Items | Overall Sample |
---|---|
Bilingual potential of students n = 60 (%) | |
Every child can become bilingual | 97% |
A child can become bilingual when parents are monolingual | 98% |
Bilingual education n = 60 (%) | |
Every child CAN learn two languages in a bilingual education class | 97% |
Every child SHOULD learn two languages in a bilingual education class | 70% |
Teachers have to be bilingual in order to teach bilingual students | 31% |
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Son, M.; Kim, E.H. Who Are Bilinguals? Surfacing Teacher Candidates’ Conceptions of Bilingualism. Languages 2024, 9, 208. https://doi.org/10.3390/languages9060208
Son M, Kim EH. Who Are Bilinguals? Surfacing Teacher Candidates’ Conceptions of Bilingualism. Languages. 2024; 9(6):208. https://doi.org/10.3390/languages9060208
Chicago/Turabian StyleSon, Minhye, and Elisabeth H. Kim. 2024. "Who Are Bilinguals? Surfacing Teacher Candidates’ Conceptions of Bilingualism" Languages 9, no. 6: 208. https://doi.org/10.3390/languages9060208