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SOCIOLINGUISTICS PAPER

BILINGUALISM AND MULTILINGUALISM

IN THE SOCIETY

By

WAHYU

15B01140

ENGLISH DEPARTMENT

GRADUATE PROGRAM

STATE UNIVERSITY OF MAKASSAR

2015


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A. INTRODUCTION

1. Ba!"#$%&'

Bilingualism--more generally, multilingualism--is a major fact

of life in the world today. To begin with, the world's estimated 5,000

languages are spoken in the world's 00 so!ereign states "or 5

languages per state#, so that communication among the citi$ens of

many of the world's countries clearly re%uires e&tensi!e bi- "if not

multilingualism. n fact, (a!id )rystal "*++# estimates that two-

thirds of the world's children grow up in a bilingual en!ironment.

)onsidering only bilingualism in!ol!ing nglish, the statistics that

)rystal has gathered indicate that, of the appro&imately 50 million

people world-wide who speak nglish, o!er * percent or /5 million

are bilingual in nglish and some other language. ne must conclude

that, far from being e&ceptional, as many lay people belie!e,

bilingualism and multilingualism which, of course, goes hand in handwith multiculturalism in many cases--is currently the rule throughout

the world and will become increasingly so in the future.

The linguistic di!ersity of the world has depended on the world

population and the number of languages in the world. The world

population grew from about /00 million at the time of )hrist to an

estimated * billion in *10, billion in *+, and 2 billion at the end

of *+++, and is projected to reach *0 billion around *1/. n *+50

there were only four countries with a national population greater than

*00 million persons. n 00/ the number of such countries had grown

to ele!en. The 3nited 4ations projects that in 050 such countries will

number eighteen. ndia, )hina, and the 3nited tates were the top

three countries at each of these points in time.


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3rbanism and migrations will increase the probability of

language contact between speakers of different languages. By themiddle of the twentieth century, more than half of the world's

population was considered urban. By the end of the twentieth century,

about percent of the world's population did not li!e in their country

of birth.

6s people across the world become increasingly mobile,

%uestions concerning bilingualism and multilingualism ha!e taken ongrowing importance from both scholarly and practical points of !iew.

The international circumstances that ha!e de!eloped o!er the last two

decades 7 in which linguistic and ethnic communities that had

pre!iously been politically submerged ha!e asserted themsel!es 7

ha!e pro!ided scholars with new opportunities to study the

phenomena of indi!idual and societal bilingualism and

multilingualism. This timely reference !olume e&plores these

%uestions, discussing the meaning and influence of the phenomena

and conceptuali$ation of 8hyper globali$ation9 in the field, and

assessing the latest de!elopments in worldwide linguistics, with

particular emphasis on geographical centers of global conflict and

commerce.

)ontrary to what is often belie!ed, most of the world's

population is bilingual or multilingual. :onolingualism is

characteristic only of a minority of the world's peoples. 6ccording to

figures cited in ta!enhagen "*++0# for e&ample, fi!e to eight

thousand different ethnic groups reside in appro&imately *20 nation

states. :oreo!er, scholars estimate that there are o!er 5000 distinct

languages spoken in that same small number of nation states. ;hat is


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e!ident from these figures is that few nations are either monolingual

or mono-ethnic. ach of the world's nations has groups of indi!idualsli!ing within its borders who use other languages in addition to the

national language to function in their e!eryday li!es.

The aims of this paper are to e&plain to the readers the

definition of bilingualism and multilingualism, to e&plain the

ad!antage of e!en the disad!antage of bilingualism and

multilingualism and also to describe the effect of them to the society.

B. DISCUSSION

1. D()*&*+*$& $) B*,*&"%a,*- a&' M%,+*,*&"%a,*-

6 bilingual indi!idual, generally, is someone who speaks two

languages. 6n ideal or balanced bilingual speaks each language as

proficiently as an educated nati!e speaker. This is often referred to as

an ideal type since few people are regarded as being able to reach this

standard. therwise, a bilingual may be anywhere on a continuum of

skills. There are some opinions of the e&perts about the definition of

bilingualism.

a. :ackey and


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c. (iebold said that the presence of bilingualism at the beginning of

the bilingualism rate e&perienced by the people, especiallychildren who are learning a second language in the early stages.

6t this stage it is still !ery simple bilingualism and the low le!el.

But cannot be ignored because at this stage of the base located

ne&t bilingualism.

:ultilingualism is the act of using, or promoting the use of,

multiple languages, either by an indi!idual speaker or by acommunity of speakers. :ultilingual speakers outnumber

monolingual speakers in the world's population. :ultilingualism is

becoming a social phenomenon go!erned by the needs of

globali$ation and cultural openness. 6 multilingual person, in a broad

definition, is one who can communicate in more than one language,

be it acti!ely "through speaking, writing, or signing# or passi!ely

"through listening, reading, or percei!ing#. :ore specifically, the

terms bilingual and trilingual are used to describe comparable

situations in which two or three languages are in!ol!ed. 6

multilingual person is generally referred to as a polyglot. ?oly

"@reekA CDEF# means GmanyG, glot "@reekA HDIJJK# means

GlanguageG.

:ultilingual speakers ha!e ac%uired and maintained at least

one language during childhood, the so-called first language "L*#. The

first language "sometimes also referred to as the mother tongue# is

ac%uired without formal education, by mechanisms hea!ily disputed.

)hildren ac%uiring two languages in this way are called simultaneous

bilinguals. !en in the case of simultaneous bilinguals one language

usually dominates o!er the other.


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6 further possibility is that a child may become naturally

trilingual by ha!ing a mother and father with separate languages being brought up in a third language en!ironment. 6n e&ample of

this may be an nglish-speaking father married to a :andarin

)hinese speaking mother with the family li!ing in Mong Nong,

where the community language "and primary language of education#

is )antonese. f the child goes to a )antonese medium school from a

young age, then trilingualism will result.

n linguistics, first language ac%uisition is closely related to

the concept of a Gnati!e speakerG. 6ccording to a !iew widely held

by linguists, a nati!e speaker of a gi!en language has in some

respects a le!el of skill which a second "or subse%uent# language

learner can hardly reliably accomplish. )onse%uently, descripti!e

empirical studies of languages are usually carried out using only

nati!e speakers as informants. This !iew is, howe!er, slightly

problematic, particularly as many non-nati!e speakers demonstrably

not only successfully engage with and in their non-nati!e language

societies, but in fact may become culturally and e!en linguistically

important contributors "as, for e&ample, writers, politicians and

performing artists# in their non-nati!e language. n recent years,

linguistic research has focused attention on the use of widely known

world languages such as nglish as lingua franca, or the shared

common language of professional and commercial communities. n

lingua franca situations, most speakers of the common language are

functionally multilingual.


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2. T/( A'a&+a"(- a&' D*-a'a&+a"(- $) B*,*&"%a,*- a&'

M%,+*,*&"%a,*-6ccording to Torry :iller, there are some ad!antages of being

bilingual or multilingual person, they areA

a. mpro!ed cogniti!e skills

The brain of a bilingual speaker %uickly gets used to managing

two languages at the same time. This helps to de!elop skills for

functions ranging from inhibition "a cogniti!e mechanism

responsible for discarding irrele!ant stimuli#, working memory

and switching attention. 6ll these cogniti!e skills ha!e an impact

on the brain's e&ecuti!e control system, which generally takes care

of acti!ities like high-le!el thought, multitasking, and sustained

attention. ince bilingual people constantly switch between their

two languages, they're likely to be also better at switching

between different tasks. This happens e!en if the tasks in %uestion

aren't of linguistic nature.

b. (elay of cogniti!e damageThere's nothing better for maintaining high cogniti!e function that

participating in stimulating physical or mental acti!ity.

c. Learning foreign languages

nce a child learns more than one language, it's fairly common

for him or her to pick up another one with ease. ome scientists

claim that bilinguals ha!e a better chance to easily learn other

languages in future, but this insight still needs research and

testing.

d. 6bility to learn new words easily

e. 6bility to use possessed information in new ways

f. )oming up with solutions to problems

g. mpro!ed communication skills

6ccording to ?radeep Numar, the disad!antages of

bilingualism and multilingualism in education areA


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a. )hildren who grow up multilingual, run the risk that they do not

speak the language properly and thus get a lot of problems in theschool system.

b. )hildren enjoying a bilingual education can be e&cluded from a

monolingual in the majority society, or whether their second

language teased. This can ha!e a negati!e impact on de!elopment,

such as reducing the self-confidence of the child.

c. Language problems in children, whether natural or physical

difficulties with pronunciation or grammar can be e!en more

difficult to resol!e for multilingual children growing up, as they

must be corrected in part in any language.

6 study pointed out that since in the brain of a bilingual

person there are two languages that are constantly acti!e and in!ol!e

an additional processing cost, it might lead to !erbal skills of a

bilingual person to be generally weaker that those noted in

monolingual speakers of the language.

6nother study showed how bilinguals know fewer words of

any semantic category in comparison to people that speak fluently

only one language 7 their !ocabularies seemed to be somewhat

smaller than those of monolingual speakers.

!en if there are costs to be paid for being fluent in twolanguages, the many ad!antages of bilingualism are really worth the

trouble. f you're worried that your children might encounter

communication problem if you choose to speak a different language at

home or mo!e to a different location, don't worry 7 their brains are

under de!elopment and will %uickly adjust to the new linguistic

en!ironment. Being bilingual, they will also find it easier to pick up

new languages once they're adult 7 all in all, bilingualism is something


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that will help them to lead richer li!es and de!elop understanding

towards different cultures.

. T/( E))(+ $) B*,*&"%a,*- a&' M%,+*,*&"%a,*- *& +/( S$*(+y

ome effects of bilingualism and multilingualism in the

society areA

a. )ode-witching and )ode-:i&ing

)ode-mi&ing refers to the mi&ing of two or more languages or

language !arieties in speech. ;hile code-switching occurs when a

speaker alternates between two or more languages, or language!arieties, in the conte&t of a single con!ersation. :ultilinguals,

speakers of more than one language, sometimes use elements of

multiple languages when con!ersing with each other. Thus, code-

switching is the use of more than one linguistic !ariety in a manner

consistent with the synta& and phonology of each !ariety.

b. Language nterference

Language interference "also known as L* transfer, linguistic

interference, and cross meaning# refers to speakers or writers

applying knowledge from their nati!e language to a second

language. (ulay et al define interference as the automatic transfer,

due to habit, of the surface structure of the first language onto the

surface of the target language. ;hen an indi!idual>s understanding

of one language has an impact on his or her understanding of

another language, that indi!idual is e&periencing language transfer.There can be negati!e transfers, otherwise known as interference,

when the understanding of one language complicates the

understanding of another language. 6lternati!ely, there can be

positi!e transfers such that knowing one language can aid in

de!eloping skills for a second language. Language interference is

the effect of language learners> first language on their production of


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the language they are learning. t means that the speaker>s first

language influences his=her second or and his=her foreign language.c. Language ntegration

6ccording to :ackey, language integration is the using of a

language elements that used in as another language and become the

element of the language itself.


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C. CONCLUSION

*. Bilingualism is the using of two languages by a speaker with his

association with the other people in the society. :ultilingualism is the

act of using, or promoting the use of, multiple languages, either by an

indi!idual speaker or by a community of speakers.

. The ad!antages of bilingualism and multilingualism are impro!ed

cogniti!e skills, (elay of cogniti!e damage, learning foreign

languages, ability to learn new words easily, ability to use possessed

information in new ways, coming up with solutions to problems,

good listening skills, and impro!ed communication skills. ;hile the

disad!antages of bilingualism and multilingualism are run the risk

that they do not speak the language properly can be e&cluded from a

monolingual in the majority society natural or physical difficulties

with pronunciation or grammar can be e!en more difficult to resol!e

for multilingual children.

/. The effect of bilingualism and multilingualism in the society is there

will beA

a. )ode-switching and code-mi&ing b. Language interference

c. Language integration.


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Revisi. ?T. 6neka )iptaA Pakarta. 00.

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