Myths – I’m too busy

I Don’t Have the Time to Learn a Foreign Language

We lead incredibly busy lives. However, there are 24 hours in a day and 168 hours in one week! Let’s look at where some potential time might be gained.

  1. Drive times: pop in a podcast or listen to music in your target language
  2. Shower time: podcasts and music!
  3. Breakfast time: enjoy a level appropriate book (or maybe a podcast or some music)
  4. Lunch break: great for a 5-10 minute Duolingo lesson
  5. Family dinner: find a pleasant music soundtrack to play quietly in the background
  6. T.V. / Netflix: Try watching in your target language or check out the subtitle feature
  7. Cooking time: try foreign recipies written in the original language… or it’s a podcast/music opportunity
  8. Make time: wake up 15 minutes early so you can read a book, do a lesson, listen to some jamz, etc.

Think about the time you spend on activities like these. They may last only 10 minutes to an hour but if you incorporate your new language into those activities the time will add up fast!

You don’t need a 3 hour study session, you need consistency.


Article Review: Ellen Bialystok’s “The Good, the Bad, and the Indifferent”

General description/purpose of article. What is the main premise of the research? How is it contextualized?

The purpose of the article is to summarize research on the effects of bilingualism over the lifespan. The effects on linguistic performance and cognitive performance are discussed as well as the potential mechanisms responsible for the effects. The author believes that since bilinguals regularly use both languages, and both languages are activated, that the speaker has a unique situation that “creates a problem of attentional control” (Bialystok 2009). Bialystok says that the need to control which system is utilized is the primary causes of the cognitive and linguistic consequences of bilingualism. The research article is contextualized in the area of cognition and brings together multiple research findings in order to support the proposal of the author.

What perspective on bilingualism do authors put forward? What are the theoretical underpinnings? How was the data collected? How do these methods reflect a perspective on the part of the researcher?

The author’s perspective comes from the field of cognitive linguistics. The first implication of bilingualism discussed is the negative effect on vocabulary size and rapid lexical retrieval. There are a number of studies cited and explained. The first is a study that sought to examine the vocabulary size of bilingual children versus the monolingual counterparts. The researchers used the standardized Peabody Picture Vocabulary Test for the participants. It was found that bilingual children control a smaller vocabulary in each language compared to the monolinguals. Another study cited found that bilingual adults had slower lexical retrieval in each language compared to monolinguals. A number of tests have been used to show this finding such as picture naming tasks, verbal fluency tasks, identification through noise tasks, lexical decision tasks, and others. These tasks show that there is some interference by the competing language in the mind of the bilingual. The researcher states that by “manipulating the relation between the words in the two languages… systematically changes bilingual performance, suggesting that there is a central role for the relation between the words in these effects” (Bialystok 2009). A further finding is that the deficits in lexical access for bilinguals persist  with aging. Three tests, the Boston Naming Test, the PPVT-III which is an English vocabulary test, and some verbal fluency tests were used by Bialystok to test the receptive vocabulary of the participants. In all the tests, bilinguals both old and young performed more poorly than the monolingual groups. Researchers offer the connectionist model for the explanation that the bilinguals have weaker links in the connection required for “rapid and fluent speech production” (Bialystok) because they use each of their languages less often than monolinguals. A different explanation proposed is that the “reduction in lexical access to the conflict that is created by the competition from the corresponding item in the non-target language” (Bialystok). In other words, in the bilingual mind there is competition between two words and the bilingual must use their executive processes to produce language. It is postulated that some of the increased abilities in executive processing that bilinguals obtain are due to a ‘practicing’ effect. These abilities are used so much in natural language production that they become practiced and more honed.

Bialystok then discusses the effects of bilingualism on conflict resolution and executive control. It is postulated that bilingualism has positive effects executive control which involves “inhibition, shifting of mental sets (task switching or cognitive flexibility), and updating information in working memory” (Bialystok). Children were given a grammaticality judgement task and it was found that bilingual children were better able to ignore the distraction from meaning and identify grammatically correct sentences. In general it was found that bilingual children are able to solve problems with conflicting/misleading cues earlier than monolingual children (Bialystok). A study by Carlson and Meltzoff (2008) is cited where the researchers examined various aspects of executive function with nine tasks to determine the specific advantages held by bilingual children. The authors point out that “It was not the case that the bilingual children were simply faster, or smarter, or more developmentally advanced” (Bialystok), but rather that the bilingual children simply did better on the tasks that mirrored the conflict in language selection. The bilingual children excelled on the tasks “that presented conflict between competing options” (Bialystok).  Bialystok also used a Stroop task on both young and old monolinguals and bilinguals to show the cognitive advantage bilingualism brings in executive control and conflict resolution. It was found that the bilinguals of all ages performed better than the monolinguals in this task.

The next topic discussed is free recall and working memory. Since working memory is a part of the executive control system and bilinguals experience benefits in that system, it is postulated that bilinguals may also have improved working memory. Bialystok points out that working memory tasks have often been tested with verbal memory measured by free recall. This is problematic since bilinguals have already shown disadvantages in regard to verbal tasks. It is then suggested that nonverbal tasks be used to test working memory to find any benefits. Bialystok ran such an experiment and found that when there were harder demands for control and inhibition that monolingual performance declined before bilingual performance lending some evidence to the conclusion that nonverbal working memory is improved by bilingualism.

Is there a cultural, racial, or gender component to this article? If so, what aspects are highlighted or omitted? Why are they important?

There are no overt cultural, racial, or gender components to this article. The author focuses on the aspect of bilingualism in itself. This is important because it is indicative of the all encompassing nature of the bilingual experience in that it does not matter the culture, race, or gender, the cognitive effects of bilingualism are evident. The author does point to the need for the incorporation of different cultures in continued research in order to better understand the effects of bilingualism for bilingual individuals. Bialystok makes note that for most studies, the bilinguals being studied were fully bilingual and used both languages regularly with great proficiency. It is clear that this sort of bilingualism is not always the case and that it is essential for future research to look at different degrees of bilingualism, how much bilingualism, and what language pairs maximize the potential benefits brought on by the bilingual experience. The importance of further studies regarding the different degrees of bilingualism stems is important because there is not just one sort of bilingual and it would be interesting to see if people who are not fully bilingual experience similar effects. It would also be of value to continue studies dealing with proficient and consistent L2 users of a language to see if the effects of bilingualism could be obtained by people who are just learning a foreign language. Studies following how much bilingualism is necessary for the cognitive benefits would help to establish any potential critical periods or quantities of input that need to be met in order for the benefits of bilingualism to occur. The importance of studying different language pairs is because it may be the case that there are indeed differences in bilinguals whose languages are similar versus those whose languages are far apart.

What are the theoretical, practical, or concrete implications of the conclusions and outcomes discussed in this article? What do the authors’ data and data analysis attempt to tell us? What does this knowledge contribute to our understanding of bilingualism?

The theoretical, practical, and concrete implications of this article are that clearly there are some benefits bestowed to individuals on account of being bilingual. The overall conclusion is that “bilingualism is one of the experiences capable of influencing cognitive function and, to some extent, cognitive structure” (Bialystok 2009). The research attempts to show that conclusion and does so successfully. The data and findings given in the article show the differences between the bilingual mind and the monolingual mind. They show that bilinguals have smaller lexicons in each language than their monolingual counterparts and that they also have slightly more difficulty in lexical retrieval. The data also show a certain cognitive advantage bestowed upon bilingual individuals as a result of their bilingualism. The findings provided evidence that bilinguals have greater executive processing abilities than their monolingual counterparts. This knowledge contributes to our understanding of bilingualism by further illuminating some of the effects of bilingualism and how the bilingual experience affects the individual on a cognitive level. The author then leaves the topic open for further investigation and makes it clear that research in this field is by no means concluded and that there are many more variables to research.

Sources Cited

  • Bialystok, Ellen. (2009). Bilingualism: The good, the bad, and the indifferent. Bilingualism: Language and Cognition. 12, (1), 3-11.
  • Grosjean, F., and Li, Pi. (2013). The Psycholinguistics of Bilingualism. West Sussex, UK: Wiley-Blackwell. Chapter 8 & 9.

Myth – I don’t have an aptitude!

I’ve Never had a Mind for Foreign Languages

Stop. Right. There. You most certainly do have a mind for foreign languages! When you were born every language was a foreign language. Babies come into the world as universal language learners.

They (you) are primed for learning any given language whether that be Mandarin, Russian, Afrikaans, or Korean!

Kids become specialized language learners as they are exposed to their mother tongue. While you may not be a baby anymore, you still have the mental capacity to learn a language. Some people even argue that adults are better language learners than children because you know what works best for you! You know how you learn best and you can manage your own time! At the end of the day, you most definitely have a mind for language.

Stay tuned for ideas, tools, and tricks to enhance your learning!

Myth – it’s too hard!

Learning a Language is too Hard!

This couldn’t be farther from the truth and especially when you break the language down into small manageable milestones to build up early successes and confidence. When you see how well you are doing and quickly you are coming along you will know that learning a language can be made easy! Keep the right mindset and keep moving forward.

It’s OKAY to make mistakes!

Think of how a child learns their first language, how many times does that child make a mistake? A lot. It’s a learning process and you learn from your mistakes, so don’t sweat it! Making mistakes is one of the beautiful parts of learning a language. While teaching English in Mexico to kids one student, while learning names of common animals, very boldly and excitedly exclaimed that the word for “abeja” (bee) in English was “sheep!” The class got a good laugh out of it and I corrected him. That memory stuck with him and he will forever know that “abeja” means “bee” and that “sheep” is “oveja.”

Its moments like these that remind me of my own mistakes I’ve made while learning a foreign language.

In my second year in high school Spanish, my teacher gave the class the speaking assignment to stand up in front and talk about an activity they liked doing. When it was my turn I stood up and tried to say, “I like mountain climbing without ropes!” so I said, “Me gusta escalar montañas sin ropa!” I felt proud that I nailed this line until I saw the look of confusion on my teacher’s (and classmates’) faces. I had actually declared, “I like mountain climbing naked!” So… needless to say I learned from that mistake and have never forgotten that “ropa” means “clothes” and not “rope” … false cognates will get you!