The Complexity of Bilingualism: Beyond Monolingualism

Introduction

Linguists often emphasize that bilingualism is not simply the sum of two incidents of monolingualism. This article explores the nuanced nature of bilingualism and the implications of various forms of language fluency. While some believe that bilingualism involves equal mastery of two languages, it is more accurate to view it as a spectrum of abilities that can vary greatly among individuals. This article delves into the complexities of bilingualism, providing valuable insights for both linguists and laypersons.

Understanding Bilingualism

Many linguists argue that bilingualism exists on a spectrum of abilities and fluency rather than being an equal and uniform acquisition. It is common for bilingual individuals to prefer one language over another, and there are various modes of language usage that complicate the measurement of language mastery. For example, a person may be more comfortable speaking one language when discussing specific topics, while another language may be more natural for everyday conversation.

Anecdotal Evidence and Personal Experience

Consider the personal experience of Ali Hamza. Despite being bilingual, he notes that the languages in his mind interact in a way that disallows it to be viewed as two separate instances of monolingualism. In many cases, bilinguals can achieve fluency and mastery that is as deep as that of monolingual speakers. Ali's background as a simultaneous bilingual, learning English at age 12 from non-English-speaking parents, highlights the complexity of language acquisition and usage. While his anecdotes are personal and anecdotal, they contribute to the broader understanding of bilingualism.

Simultaneous and Sequential Bilingualism

Linguists distinguish between simultaneous and sequential bilingualism. In simultaneous acquisition, children learn two languages from birth. Clear evidence suggests that full mastery is achievable under certain conditions, such as equal exposure to both languages from birth until approximately 16-18 years old. This is like a child learning to play two different motor-skill games or learning to play two different musical instruments.

In contrast, sequential bilingualism involves learning a second language later in life. Sequential bilinguals are more likely to prefer their first language and use the second language primarily in certain social and educational settings. Full mastery is not generally expected in sequential acquisition.

Adult Second Language Acquisition

For adults over 30 who start learning a second language, the process can be quite challenging. While they can develop proficiency in one or two out of the four main language skills—writing, listening, reading, speaking—speaking is often the most acquired skill due to its ease in language learning. Full native-like skills are rare in this age group. Further, extensive research is needed to understand the full range of second language acquisition (SLA) in adults and to refine our understanding of how language skills develop.

Further Reading

To gain a deeper understanding of second language acquisition, Stephen Krashen's book, Second Language Acquisition, is a valuable resource. His extensive research provides additional insights into the complexities of language learning and the gradual process of language acquisition. Krashen's work is part of a broader understanding of Second Language Acquisition and can be accessed through the provided link.