The Benefits Of Multilingual Education

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The Benefits of Multilingual Education

Multilingualism is a phenomenon used to the initial ability to understand various languages

after a systematic transition. This process begins with the initial first language and is followed by

educational measures taken on the additional languages. In fact, the school is an appropriate

transition zone where nondominant languages are substituted by the dominant languages. There

is much emphasis on the education on the first language to immigrant children born of an

immigrant parent. Although the move has an overall goal of streamlining the learning process, he

member speaking minority language feel disadvantaged. Due to the rapid globalization,

multilingual education is urgently needed for young generation due to its greater neuroplasticity,

cultural recognition and the need to offer student’s future professional opportunities worldwide.

Multilingual education is founded on two critical components which include firm language

foundation and strong transition (Aronin 179). A strong foundation entails the definite and

articulate knowledge of the first language in the early and tender ages. It creates a good

foundation for secondary language. The capacity to transition is based on the guided learning of

the second language to achieve a bilingual state. Consequently, this may transfer further to

several languages, which is defined as a multilingual state. The first language defines the cultural

identity of a child. There is a desire to shape the general worldview of the children through the

learning exercise. The learning is multistage and gives a systematic transition of the child’s

ability. The first stage entails the child’s basic language followed by the fluency in the mother

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language. The second stage ends with the introduction of the oral second language. The third

stage entails the development of oral fluency in the second language. The learners are exposed to

the literacy of the second language, which is defined by reading and writing. The last stage

involves the ability to use both languages interchangeably. This program recommends that both

languages need to be used interchangeably with regard to the literacy levels. However, there has

been a case where a literacy transition makes the first language obsolete. As a result, this breaks

the bridge as opposed to the expectations.

The significance of the bilingual system is that it builds a good platform for social

development. Learners are able to have strong foundation in the learning processes, such as

academic ground. Statistics have shown that these learners have better academic success

compared to the monolingual groups. Acquisition of English is much easier for a learner who has

undergone the program previously. There are some close ties which are created between the

family and the children when they have developed multilingual skills. Their social life is much

better owing to the ability to express themselves freely and seek the services they need. It gives a

diversified ground for learners to share their views and opinions, and such learners can launch

foreign trips comfortably. Besides, this improves flexibility among the multilingual individuals

since they have the ability to switch to the needed language. They are also of help in areas where

language barriers exist since that can facilitate interpretation of the language to both parties.

More so, at times, this may be used as an opportunity to earn a living at a later age.

Moreover, the multilingual culture promotes the ability to devise the grammatical and

language conventions or structures. There is much benefit on the cognitive aspect since there is

greater attention to the words, sentence structures, and essential elements. There positive link on

the neuroplasticity. Neuroplasticity is the condition where the brain has the capacity to adapt to

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the changes that the individual encounters (Li et al. 301). For instance, this may be defined by

the transfer of the brain activity to a different location. The condition allows the brain to have a

capacity of forming new neurons at all stages of the individual life. The nerve cells can actively

compensate the new situations and thereby enable coping with a new environment easier. The

brain cells get used to the first language and adapt the response to it. However, there has been the

element where the mind is able to perceive and exercise lifelong mental changes after

multilingualism. The brain is able to adapt to other languages faster. The neuroplasticity is

termed as an anatomy of the basic changes which occur in the human brain. A study on the

nervous system indicates that the brain has a behavior where the new ideas and language usage

are integrated into the mind and memory is extensive. The brain extends the new changes and

houses them without erasure or neglect of the previous knowledge. The cognitive effects have

been associated with Alzheimer’s disease from the behavioral symptom in the old age. However,

the benefits outweigh the challenges posed. The vocabulary and choice of words diverge from

multilingual culture and practices.

The multilingualism approach has been utilized in the higher education grounds where

the diversity in education is witnessed. Teachers have a role to ensure that students develop

precise skills irrespective of their cultural origin. However, the baseline requirements are

accuracy in the language and ability to express themselves. The ideas are founded on language

literacy, and communication of the technical procedures is based on the use of a universal

language. The ability to integrate the various groups together and disseminate the ideas in a

common language paves ways for better skill dispersion among the higher learning platforms.

Academic development is a critical resource for technological and social advancement since new

ideas are created from the rich knowledge base (Murray 166). The learning is based on the strong

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foundation of the language since it gives a good knowledge gap for learners to identify.

Multilingual nature is a component which is predestined to increase the knowledge and skill

extension among the particular beneficiaries. In this regard, the education system is based on

good systems that the multilingual base creates.

Language literacy has a cultural affiliation since it paves way for cultural pedagogy. The

learners understand their cultural framework better when their language literacy is defined.

Moreover, this has become a national concern since the teaching is aimed at establishing the first

language as the original ethnic mother tongue. A child is able to relate and track his or her

ancestry from his or her native language. In addition, the concept of the second language based

on the visual linkage between the existing first language vocabulary and consequent comparison

offers a good ground for memory. The concept had traversed the national boundaries, and the

effect is felt from an international scope where the language is taught. A good scenario is that of

the national emphasis on the learning by the English language. This forms the second language

for those who English is not their first language (Garcia et al. 56). Moreover, on other learning

institutions in China and Germany, all learners are passed through the host language such as

Chinese and Germany. The universities have eligibility criteria where the languages are offered

in the foreign universities to enable better learning atmosphere and successful cultural grounds.

On the other hand, the national level state includes the situations where the society is encouraged

to accommodate the variety of languages as basic in the primary learning outcomes. They are

basic for the other learning procedures and the successful pass determines qualification credited

for a variety of academic avenues. The multilingual capacity is a special asset whose significance

cannot be overlooked. The benefits have both local and international importance and this is

internationally recognized.

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In conclusion, it is essential for the language literacy to be advanced such that the

multilingualism achieved across the globe. The benefits have been ranked as higher than the

potential stumbling blocks, and therefore, most of the activities are geared toward the realization

of literacy. The activities are worthy from biological, social, and pedagogical perspectives. In

this regard, the first language is streamlined to give good ground for the second language

(Risager 102). A deeper approach to the practice entails the creation of awareness among parents

such that the beneficiaries are introduced and fitted into the practice in the early life. The

children ought to have the first language as perfect as possible, and the entire process must be

emphasized so that the benefits may be reaped in the next generations. On the other hand, the

education system needs to be streamlined to offer quality and systematic education system with

respect to the various age groups. The language literacy should not be a reason for total disregard

of one’s origin and the native language will still retain its value. Finally, the social constructs in

all levels of setting need to devise ways in which the minor languages are meant familiar to the

other groups too. As a result, this will ensure that all cultures are represented and recognized and

this will enhance national unity and peace.

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Works Cited

Aronin, Larissa. "Material Culture of Multilingualism and Affectivity." Studies in Second

Language Learning and Teaching, vol. 2, no. 2, (2012),pp. 179-191.

http://proxy.library.upei.ca/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx

%3fdirect%3dtrue%26db%3dedsdoj%26AN%3dedsdoj.59130223f2b4b129980b1892fb680

27%26site%3deds-live%26scope%3dsite, doi:10.14746/ssllt.2012.2.2.3.

Garcia, Ofelia, et al. . Imagining Multilingual Schools : Languages in Education and

Glocalization. Multilingual Matters, Clevedon

England,2006, http://proxy.library.upei.ca/login?qurl=http%3a%2f%2fsearch.ebscohost.

com%2flogin.aspx%3fdirect%3dtrue%26db%3dnlebk%26AN%3d164457%26site%3ded

s-live%26scope%3dsite

Li, Ping, et al. "Neuroplasticity as a Function of Second Language Learning: Anatomical

Changes in the Human Brain." Cortex: A Journal Devoted to the Study of the Nervous

System & Behavior, vol. 58, 2014a, pp. 301-

324, http://proxy.library.upei.ca/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.

aspx%3fdirect%3dtrue%26db%3dc8h%26AN%3d107801924%26site%3deds-

live%26scope%3dsite, doi:10.1016/j.cortex.2014.05.001.

Murray, Neil. "Dealing With Diversity in Higher Education: Awareness-Raising and a Linguistic

Perspective on Teachers' Intercultural Competence." International Journal for Academic

Development, vol. 21, no. 3, 2016, pp. 166-

177, http://proxy.library.upei.ca/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.

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aspx%3fdirect%3dtrue%26db%3deric%26AN%3dEJ1106507%26site%3deds-

live%26scope%3dsite http://dx.doi.org/10.1080/1360144X.2015.1094660.

Risager, Karen. Language and Culture Pedagogy: From a National to a Transnational

Paradigm. Multilingual Matters,

2007, http://proxy.library.upei.ca/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogi

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