Interference entails the aversion of an individual’s dialect to another due to the mother tongue’s impact on the language spoken at all levels. Interference can take either positive or negative forms depending on how a language is used. For instance, the primary source of difficulties is when a particular language is used in combination with another language. For easier language learning, positive energy transfer should be available to ensure the process is engaging and alive and that the students understand the taught dialect. Nevertheless, language learning can be impaired by factors such as mother tongue influence, making the taught language resemble the original language.
Interlanguage refers to the linguistic language systems that adults generate when they attempt to have productive communication. The most basic premise of the inter-language hypothesis is that the language is structured at every level: phonology, morphology, syntax, semantics, and pragmatics. The interlanguage cannot be categorized as a target or a native language. Additionally, the language lacks unsystematic faults and is classified as a different translational language that may be aired with changing linguistic regulations.
Code-switching entails changing one language, accent, or sound to another during a discussion. In multilingual communities, code-switching is more common than in other settings. Those fluent in more than one language are well-known for their capability to code-switch or combine the languages they use during conversation. While language switching is a communication choice open to a bilingual person of a linguistic community, switching between styles or dialects is an available option for unilingual members of the same linguistic community. Generally, code-switching involves changing from one language or accent to another, and this change depends on either the bilingual and multilingual nature of people.
Language fossilization refers to the apprehension of the learning process of a second language acquisition. During fossilization, people often speak an incorrect language whose correction cannot be established among such individuals. For instance, many people who have Spanish as their first language have the problem of distinguishing between ‘she’ and ‘he’ when they are learning English as their second language. Principally, language fossilization entails arresting the process of language acquisition such that individuals use the wrong language due to constant hearing.
Bilingual, Bilingualism, Bilingual Education and Biliterate
Bilinguals refer to the people or groups in a community who are capable of speaking two languages effectively. Bilinguals can switch from one language to the other while still maintaining their efficiency in communication. Most bilinguals are people who originate from two cultures, for instance, France and Germany, meaning they can speak German and French efficiently. Nevertheless, there may be bilinguals who are not competent enough to speak the two languages effectively, meaning that one is more fluent in the language than the other.
Bilingualism entails the ability of individuals or groups of a given community to speak two languages efficiently. Youngsters in areas where most people speak two languages may learn it at an earlier age, such as getting to know Spanish and dialectal German among those youths who live in Alsace. Individually, bilingualism is embedded inside a more significant cultural context that causes language interaction. This variability takes numerous forms. Growing raised in a multilingual community may lead to bilingualism.
Language acquisition in two separate social contexts may also help children become literate. For pupils studying a new language, bilingualism refers to using two languages in the classroom. For kids who speak a different language at home, bilingual education speeds up learning and keeps them out of English-only schools. Opponents claim it prevents youngsters from learning society’s language and limits their job and educational options.
The capacity to read and write fluently in two languages is referred to as biliteracy. When someone is biliterate, they are fluent in two or more languages. Biliteracy is characterized by ease both in reading and writing. A literate is fluent in both their native language and a second language and has the knowledge and ability to read and write in both of them. Unlike bilingualism where individuals can only speak two different languages, biliteracy involves speaking, writing and comprehending the content of two varying languages effectively.
Language Birth, Language Families and Language Planning
People use the term “language birth” in the wrong way. The term “birth” describes a stage in a divergence process when a variety is recognized as structurally different from its ancestor after the fact. For example, there is no single time when creoles became separate languages from the colonial European language families out of which they evolved. Unlike in the case of living things, but like in the particular instance of species, the birth of a language cannot be predicted. The acknowledgment of uniqueness is achieved by accumulating divergence features over time, even if linguists do not think about interaction with the other languages.
There are a lot of languages in a language family because they all came from the same ancestor or “parent. Those languages that are similar in terms of how they sound and how they look are called “family languages.” The branches of a family of languages are called when they make more minor parts. As a member of the Indo-European language family, English is like many other major languages in Europe.
Official agencies can take steps to make sure that one or even more languages are used in a particular area. This process is called language planning which includes language-in-education planning, prestige planning, corpus planning, and status planning. These are all about how a language is seen globally, how it works, and how it can be used, image. There are two ways to plan language: at the macro-level, the province, or the micro-level the school, the community.
Language Endangerment, Language Protection and Language Death
An endangered language entails that language that has a higher probability of becoming extinct in the upcoming future. Recently, there have been new emerging languages that have gained wide usage in the globe, allowing them a chance to replace others. Two excellent examples of emerging languages include English in the US and Spanish in Mexico, which have replaced the native languages such as Choctaw. There are numerous amounts of languages today that only have one native speaker now alive, and when that person dies, the language will die with them.
Language protection refers to the efforts that aim to prevent a language from becoming strange or unknown as every new generation arise. When the education about a given language on the youths is halted, a language is at risk of dying. Language preservation is essential as it prevents language extinction, allowing language to perform its functions such as developing a community’s culture. One option is to urge new generations to know the language so they can educate their offspring.
Language death entails the extinction of language where a person gradually shifts to using another language during their youthful age. Some of the factors that contribute to the extinction of a language include the political, cultural, and economic natures of a community. For instance, a given community may decide to teach their own children other languages for economic success in the future, leading to the death of their own language. Most of the Cornish people have shifted to English, thereby killing their language further.