Fortalece destrezas de pensamiento más alto Beneficios cognitivos: (conciencia metalingüística, creatividad, sensibilidad para comunicarse) Beneficios sociales: Integración, apreciación de otras culturas
Beneficios económicos:
Destrezas bilingües en comercialización, necesitado por gobiernos y negocios
Beneficios personales:
Bienestar psicológico, auto confianza, sentido de pertenencia
Beneficios comunicacionales:
Beneficios culturales: Mayor tolerancia, menor racismo y mayor sentido intercultural
Beneficios académicos:
La alfabetización en varios idiomas permite el acceso a una literatura más extensa, una red de comunicación más amplia, las conexiones y vínculos internacionales
Mayor facilidad para aprender un tercer idioma. Incrementa los logros de aprendizaje en general - impacto en otras asignaturas
Lingüista John Maher, de “International Christian University” en Tokio (2002). The Practical Linguist: Make the most of the bilingual advantage. The Daily Yomiuri. Japan.
Tracey Tokuhama-Espinosa Daniela Bramwell y Virginia Sanguinetti, Traducci贸n 11 de septiembre 2009 IIDEA, Universidad San Francisco de Quito
1. 2. 3. 4.
Antecedentes Juego: Mitos del Multilingüismo Estado actual de la investigación Preguntas y discusión general
Madre de tres hijos (formados en los idiomas inglés, español, alemán y parcialmente en francés) con raíces japonesas. Enfoque de disciplinas entrelazadas, comparando hallazgos en neurología, psicología, pedagogía, antropología cultural y lingüística. 20+ años de investigación comparativa basada en estudios de casos de familias (Japón, Ecuador, EEUU, Canadá, Francia, Suiza, Alemania).
1. Momento apropiado (las ventanas de oportunidad) 2. Aptitud
3. Motivación 4. Estrategia 5. Consistencia 6. Oportunidad y apoyo en el hogar, escuela y comunidad 7. La relación lingüística entre los primeros y segundos idiomas 8. Hermanos
9. Género 10. Ser zurdo o diestro como muestra de la dominancia hemisférica para los idiomas 11. ¿Qué factor no está listado? Tokuhama-Espinosa, T. (2000). Raising Multilingual Children: Foreign Language Acquisition and Children
¿Cree Usted que la declaración es verdadera o falsa? ¿Por qué?
(Orígenes: Éstas son declaraciones realizadas por profesores, doctores y padres de familia a quienes conocí mientras elaboraba mi investigación.)
Al aprender más de un idioma, el niño puede sufrir una “sobrecarga del cerebro.”
Ciertos idiomas son mรกs fรกciles de aprender que otros.
Las personas multilingües son más creativas que las monolingües.
El multiling端ismo puede causar problemas de lenguaje, tales como el tartamudeo y dislexia.
Es imposible para un adulto aprender un nuevo idioma tan rĂĄpido como un niĂąo.
Los adultos no pueden aprender a hablar un idioma extranjero sin un acento.
La habilidad de hablar varios idiomas es un tipo de inteligencia.
Cuando un niĂąo aprende dos idiomas desde que nace, estĂĄ aprendiendo los dos idiomas tan eficazmente como si fueran un primer idioma
Las imágenes del cerebro muestran que las personas que han aprendido dos idiomas desde que nacieron los tienen ubicados en el mismo sitio del cerebro que los monolingües. Las personas que aprenden el segundo idioma después de los 7 meses de edad, utilizan otras áreas del cerebro para procesar sonidos o a veces no perciben sonidos que no existan en su idioma nativo.
1. 2. 3.
Los idiomas están separados y no se superponen. El segundo idioma está aprendido a través del primero. Los idiomas tienen un lugar separado en el cerebro pero se superponen en algunas ocasiones.
No se recomienda que aprendan a leer y a escribir en dos idiomas a la vez.
Hasta el momento, en las investigaciones realizadas acerca de los cerebros de las personas triling眉es no se ha podido encontrar un patr贸n en el aprendizaje de los idiomas.
Al nacer, los niĂąos estĂĄn preparados a aprender cualquier idioma sin tener acento.
Se ha comprobado que los multilingües son más rápidos en tareas de la memoria de trabajo que los monolingües.
Un ni単o de nueve a単os tiene el cerebro del mismo tama単o del de un adulto; por lo tanto, aprenden idiomas de la misma manera.
La mayor parte del mundo es monoling端e.
Cuanto mรกs idiomas se sabe, mรกs fรกcil es la adquisiciรณn de uno nuevo.
Neurología Lingüística (Neurolinguística) Socio-Psicología Teoría de la Educación, Planificación curricular
Los bilingües lidian con niveles de abstracción antes que los monolingües (1) Los bilingües aprenden a realizar cambios entre reglas de lenguaje a un ritmo mayor que los monolingües (2) Los bilingües aprenden a inhibir- o a no prestar atención-a un aprendizaje previo, destreza que depende del desarrollo la corteza prefrontal (3). Los bilingües usan más su cerebro que los monolingües (3). Los multilingües son más creativos que los monolingües en 30 de 33 estudios (4).
1. Suzanne Flynn professor of linguistics and second-language acquisition at the Massachusetts Institute of Technology; Ellen Bialystok, professor of psychology at York University in Toronto. 2. Adele Diamond, director of the Center for Developmental Cognitive Neuroscience at the University of Massachusetts Medical School in Waltham. 3. Patricia Kuhl of the University of Washington . 4. Lena Riccardelli (1992).
¿Qué motivación existe para aprender un segundo idioma?
Psicológica/Emocional Social/Educacional
Rol: La Memoria Emocional Consecuencias deseadas obtenidas (premios) o escape/evasión de consecuencias desagradables no deseadas
Pregunta: ¿Qué importancia tiene esto en el aprendizaje de lenguas extranjeras?
“Cuando un concepto lucha con una emoción, la emoción casi siempre gana.”
Rol: Imitar modelos positivos Ser parte de un grupo o ser un miembro valioso de una comunidad
Pregunta: ¿Qué importancia tiene esto en el aprendizaje de lenguas
extranjeras?
Un niño debería estudiar su lengua nativa primero y, después de consolidarla, estudiar otras (Narváez, 2009). Aprendiendo dos lenguas simultáneamente el niño se confunde y baja su inteligencia (Gutiérrez, s.f). Un niño que aprende dos lenguas no se sentirá seguro en ninguna de ellas (Gutiérrez, s.f). Un niño bilingüe tiene problemas de identidad, crecerá con el sentimiento de no pertenecer a ninguna de las culturas involucradas y de no ser aceptado por ninguna de ellas (Gutiérrez, s.f). Los bilingües tienden a traducir de su lengua más frágil a la más fuerte (Gutiérrez, s.f). Los verdaderos bilingües nunca mezclan las dos lenguas (Gutiérrez, s.f). Las personas bilingües tienen que traducir conceptos de su idioma débil a su idioma fuerte (Kandolf, 1998).
Todos los que son bilingües desde nacimiento tienen gran facilidad como traductores (Kandolf, 1998) Los bilingües verdaderos nunca confunden sus idiomas. Los que se confunden son semi-bilingües (Kandolf, 1998). Los niños que aprenden a ser bilingües desde pequeños nunca se sentirán a gusto en ninguna de las dos culturas (Kandolf, 1998). Algunos programas son capaces de enseñar un segundo idioma en cosa de días o semanas, así que no hay razón por la cual aprender un segundo idioma debería tomar mucho tiempo si la persona se encuentra motivada (Kandolf, 1998). La facilidad para aprender un idioma está directamente relacionada con el nivel de inteligencia de una persona. Los bilingües tienen doble personalidad. Una persona mayor de cierta edad nunca podrá ser bilingüe.
Ejes: 1. 2. 3. 4.
Generalidades del Bilingüismo y Multilingüismo Metodologías en la Enseñanza de Idiomas Multilingüismo y Multiculturalismo Políticas de la Enseñanza de Idiomas Extranjeros y Marco Legal
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Sikogukira, M. (1993). Influence of languages other than the L1 on a foreign language: the case of transfer from L2 to L3. Edinburgh Working Papers in Applied Linguistics 4:110-132. Swain, M. et al. (1990). The role of mother tongue literacy in third language learning", Language, Culture and Curriculum 3(1), 65-81. Schecter, S.R. & Bayley, R. (1997). Language socialization practices and cultural identity: contrastive relevance in bilingual maintenance strategies of Mexicandescent families in California and Texas. Paper given at International Symposium on Bilingualism, University of Newcastle upon Tyne. Schmidt, P. (1991, February 20). Three types of bilingual education equally effective, E.D. study concludes. Education Week, pp.1, 23. Secada, W. G. (1990). Research, politics, and bilingual education. The ANNALS of the American Academy of Political and Social Sciences, 508, 81-106. Skutnabb-Kangas, Tove. 1984. Bilingual or not: The education of minorities. Clevedon: Multilingual Matters. (transl. by Lars Malmberg & David Crane). Snow, M. A., A. M. Padilla, et al. (1988). Patterns of second language retention of graduates of a Spanish immersion program. Applied Linguistics 9(2),183-197. Snow, C.E., Barnes, W.S., Chandler, J., Goodman, I.F., & Hemphill, L. (1991). Unfulfilled expectations: Home and school influences on literacy. Cambridge, MA: Harvard University Press. Swain, M. et al. (1990). The role of mother tongue literacy in third language learning", Language, Culture and Curriculum 3(1), 65-81.
Taboors, P.O. (1997). One child, two languages: A guide for preschool educators of children learning English as a second language. Tokuhama-Espinosa, T. (2000). Raising multilingual children: Foreign language acquisition and children. Westport, CT: Greenwood. Tokuhama-Espinosa, T. (2003). The multilingual mind: Questions by, for, and about people living with many languages. Westport, CT: Praeger Press. Tokuhama-Espinosa, T. (2008). Living languages: Multilingualism across the lifespan. Westport, CT: Greenwood. Toohey K. (2000). Learning English at school: Identity, social relations and classroom practice. Clevedon: Multilingual Matters (background reading) UNESCO. (July-Sept. 2003). The mother-tongue dilemma. Education Today Newsletter. UNESCO. (July-Sept. 2003). UNESCO and multiliongualism. Education Today Newsletter. Valadez, C.. M., MacSwan, J. and MartĂnez, C. (1997). Toward a new view of low achieving bilinguals: Syntactic competence in designated "semilinguals." Paper presented at the Annual Meeting of the American Educational Research Association (AERA). http://www.public.asu.edu/~macswan/aera97.pdf
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Tracey Tokuhama-Espinosa, Ph.D. IIDEA, Universidad San Francisco de Quito Edif. Galileo #101 Telf: 297-1700 x1338 ttokuhama@usfq.edu.ec Tracey Tokuhama-Espinosa es Directora del Instituto de Investigación, Desarrollo y Excelencia Académica de la Universidad San Francisco de Quito, Ecuador. Tracey tiene su BA y BS de la Universidad de Boston (Comunicación y Relaciones Internacionales), Maestría en Educación de la Universidad de Harvard en Desarrollo Internacional (Ed.M), y recibió su doctorado (PhD) en Educación con su tesis en Neuroeducación / la Ciencia de Mente, Cerebro y Educación / Neurociencia Educacional (Universidad de Capella, EEUU). Tracey ha sido profesora de alumnos kindergarten-universitario, es autora de cinco libros sobre educación, y trabaja con colegios en 15 países.