Bilingualism is a questionable issue

However, determining bilingualism and bilinguals is more difficult than what individuals think. This is due to bilingualism's multidimensional aspects as been explained by many linguists, educationalists, and psycholinguists. For example, Hofmann (1991), mentions that the multi-faceted occurrence of bilingualism is the most remarkable and significant feature which is expected to centre the point of difficulty when determining bilingualism in one dimension. In addition, Hamers & Blanc (2000, pp. 3 & 23) give a similar viewpoint and they highlight multidimensionality as being one weakness of bilingualism since when defining it, only one dimension would be studied into account, disregarding other edges of bilingualism. They add a number of varied explanations of bilingualism which can be one sided as they believe that. For example, a description of bilingualism may concern competence, minus the other significant proportions.

Baker & Jones (1998) are more specific in detailing the multidimensionality of bilingualism plus they assert that we now have five main conditions that show the difficulty of determining bilingualism very concisely. Also, they show that there might be degrees of bilingualism which differ in the same person over time. The five issues are as the following:

There is variation between ability in vocabulary and use of dialect. They may be two independent things. For example, a bilingual person has the ability to speak two dialects very fluently, but he or she uses and methods only one of the two languages regardless whether it's the native language or the next vocabulary. Another bilingual person has the capacity to speak two languages but she or he has some problems in speaking one of the two languages regardless whether it is the native terms or the second vocabulary, but this person uses and practices both dialects regularly. This differentiation can be described the amount of difference between proficiency or competence of terminology (capacity) and function of that dialect (use).

Proficiency may vary in a terminology. For example, the abilities of a bilingual person will change in by using a language among the four skills of this language (hearing, reading, speaking, and writing), where that person might be very good in speaking A vocabulary however when it involves writing, the person will use B language to create or read, because his / her ability of writing within a language is poor or low. Another bilingual person may have good talents (skills) in speaking and writing of the language, but she or he cannot use and practice (speak or write) that words, so he or she will use another words. This is called receptive competence.

Few bilingual people are equally experienced in both languages, but one terms is commonly stronger and better developed than the other vocabulary. It is called the dominant language which is definitely not to be the first or native language.

Few bilinguals have got the same competence as monolinguals in either of these languages. This is because bilingual individuals make use of the languages they received for different functions and purposes.

A bilingual's competence in a terminology may vary as time passes and matching to changing circumstances. For example, a child begins to learn a vocabulary at home or in the years as a child. As time goes, he or she learns another terms in the institution or community and she or he will gradually lose the minor language, since it is out useful and that person became away from the childhood; the situation where the small language is employed (Baker & Jones 1998).

Mackey (1967) helps Baker's & Jones' issues in different ways that we now have four aspects should be taken into account when defining and describing bilingualism. They can be overlapped to each other and can't be treated individually. These aspects are degree, function, alteration, and interference. The amount of bilingualism signifies the proficiency and competence of dialect, which is the level to which the bilingual knows each of the languages. The part of function targets the use and practice a bilingual has for the dialects. Just how much each language is used and applied by the bilingual? Alteration concentrates on the level to which the bilingual switches between your languages (code turning). And disturbance is the amount to which a bilingual manages to keep carefully the two languages independent or fused. Mackey provides that the four questions are overlapped to the other person and they cannot be treated separately. For example, a bilingual's knowledge of a vocabulary will somewhat specify the functions to which it is put; and the vice versa. The contexts where bilinguals have opportunity to use language will impact their competence in it Adding to the previous items, Romaine (1995), declares that proficiency and function will be the factors which are related to the definition and explanation of bilingualism.

Bilingualism should be carefully seen with great thought to certain variables showing in the arriving meanings. Auer (1995) demonstrates bilingualism can be described the linguistic competences in more than one terms. This bilingual competence can be "accessible via the research of well-formed phrases involving two dialects which may be cared for as a window on the bilingual mind" (Auer, 1995, p. 115). Plainly, psycholinguists consider bilingualism as concealed competence in bilinguals' imagination, and it could be discovered as bilinguals produce utterances. Conversely, Saunders (1988) declares that bilingualism has different associations in people's thoughts.

In the issue of the definition of bilingualism, two distinctive attributes have appeared which were opposing each other in the way of defining bilinguals and bilingualism. The issue is centred about two meanings. In one part, there are some individuals who believe that bilingualism has been experienced in speaking two languages just like the native speakers. That is related to Leonard Bloomfield the most well-known linguist on the first part of the issue. Corresponding to Hofmann (1991), Bloomfield gives special focus on users who become so proficient in the new terms that they cannot be distinguished from the native speaker systems and he considers these users are bilinguals. He relates bilingualism to prospects those who speak another words with high native level of skills. In 1933, Bloomfield printed a publication called Language which was an early book of modern linguistics and it defines bilingualism as "Inside the extreme case of foreign language learning, the loudspeaker becomes so skillful concerning be indistinguishable from the indigenous speakers rounded him. In this circumstance where this perfect foreign language learning is not associated with lack of the native terms, it leads to bilingualism, (the) native-like control of two languages (Bloomfield, 1933, p. 55-56).

As a rsulting consequence Bloomfield's explanation, Hoffmann (1991) boosts some questions, where he thinks that Bloomfield has a clear notion of bilingualism, but there exists some inconsistency on his classification of bilingualism. For example, if there is no classification for 'a amount of perfection' in bilingualism, just how could Bloomfield converse of 'perfect foreign language learning?' Continuing with Romaine (1995), who says that the prior definition recognizes 'native like control of two dialects as being the norm for bilingualism. Additionally, Hamers & Blanc (2000) add that Bloomfield specializes in the one aspect which is proficiency in language which is not gratifying, because it is one of the weaknesses in defining bilingualism. Because of Bloomfield's description, Also, Saunders (1988) strains that this classification is restrictively limited by bilingual people who get better at their two dialects completely.

The earlier views towards Bloomfield's classification show the reasons of experiencing another aspect of defining the word bilingualism. Moving to the other most different area of defining and explaining bilingualism, bilinguals who have no native audio system' competence in both languages reject that definition utterly and a number of explanations opposing Bloomfield's notion have been positioned by many linguists. For example, Saunders (1988) argues that many bilinguals comprehend a foreign language without having the capability to speak it fluently. Therefore, linguists define bilingualism as the bilinguals' capability of using and speaking two distinctive dialects at any degree of competency. After all these various quarrels regarding bilingualism's aspect, it is clear that bilingual individuals have different degrees of competence in the next language. Also, comes in the other area, Haugen (1953, p. 7) who demonstrates if a person of any terms could produce complete meaningful sentences in any other language, she or he will be a bilingual. Yet another definition contradicting Bloomfield's is Macnamara's definition. Macnamara (1967a) cited in Hamers & Blanc (2000, p. 6) who defines a bilingual as 'anyone who offers a minimal competence in mere one of the four skills, tuning in comprehension, speaking, reading, and writing in a terms other than his mother tongue. '

There is a assortment of other definitions of bilingualism between the above most two distinctive sides of meanings. That collection seemed to align for either side. For instance, Hamers & Blanc (2000, p. 6-7) note that Titone (1972) identifies bilingualism as 'the individual's capacity to speak another language while following concepts and structures of that language rather than paraphrasing his / her mom tongue. '

All the prior distinguishing definitions show the degree of difficulty in providing a concise meaning of a bilingual and bilingualism, because almost all of the definitions have emerged to be lacking specifity and clarity in the key points to them like 'native-like competence', 'little proficiency in a second words', and 'pursuing the concept of structures of the second terminology' (Hamers & Blanc, 2000, p. 6-7).

In the truth of bilingualism at HCT, Macnamara's meaning of bilingualism appears to be the most likely one to the foundation year students' capability of English which is due to their degree of English which is not as much as Bloomfield's notion of 'indigenous like control of two dialects'.

2. 2 Types of bilinguals:

Bilinguals on earth have been categorised into groups depending on certain items. The Finnish linguist Skutnabb-Kangas (1981) discusses this area of the issue of bilingualism and she proposes that bilinguals in the world can be classified into four different teams and there are some factors should be studied into account to tell apart between these organizations. The factors are: the pressure to become bilingual, the prerequisites for bilingualism, the method used to attain bilingualism, and the consequences regarding failure. Skutnabb-Kangas centers mainly on children bilinguals in her classification, but this classification to some extent might apply on bilinguals other than children. She classifies the groupings as the next:

Elite bilinguals: this group consists of individuals who have chosen to learn another dialect and be bilingual and in most cases they are not required to bilingualism. Most of the bilinguals in this group are higher and middle class people. For example, a few of them become bilinguals for the sake of learning or working in foreign countries such as wining scholarships or having business, while some move and change their country of home, so they would like to learn the words of the prospective country. Regarding the factor of pressure, elite bilinguals volunteer to learn another dialect and there is mostly no pressure, unless the children from the households who proceed to other countries might feel the pressure given that they have to learn the words of the new country. In such a group, the bilinguals' prerequisites have emerged to be most often suitable for them, because this is their choice of being bilinguals. Regarding children, the parents make their children acquire the mother tongue perfectly, so they'll not lose it when learning another language. If they live abroad, the children then will be urged to learn another terms which is likely to be used frequently, however they will still use the mother tongue at least within the home environment. The method of achieving bilingualism for elite bilinguals is a combination of the "natural method" and teaching as Skutnabb-Kangas says, where children or other bilinguals will face situations in which they need to speak and talk in the foreign language. Besides, they'll be taught the spanish in their home country as well as in the prospective country. In the case of failing for elite bilinguals, there are no serious implications you should definitely making a positive progress in learning a second language. For instance, children or bilinguals might have less contact with native speaker systems and in some instances they will go with audio speakers of their own mom tongue.

Children from linguistic majorities: this group consists mainly of children who learn a words at school apart from their mother tongue which language is much more likely to be always a minority dialect, where children or bilinguals from such categories will learn it for several reasons. This minority dialect can be used either for the enlargement of its prestige, Hoffmann (1991) provides an exemplory case of learning People from france in Canada. Skutnabb-Kangas (1981) proceeds that a dialect might be regarded as being highly beneficial in neuro-scientific education and also in getting good occupations in a country, which means this language will be used in immersion programmes or in foreign language classes, Hoffmann (1991) mentions the case of using English as a foreign language in Netherlands as an example for the next reason (Hoffmann, 1991). Another example for the later reason may be the situation of educating English in almost all the educational institutions in Oman and using it widely in the majority of the occupations in the various areas of work. There may be little if any strain on the children or other people of the group to learn another terminology. The family and the world might be considered a way to obtain pressure for the children; the parents will motivate their children to become bilinguals for either of the reason why been mentioned previously at least. The participants of the group are trained to learn another language and the methods used in teaching are thought to be better than the methods used for all of those other groups, because these procedures involve well-prepared materials that aid the learning of the second language. The consequences of inability in learning the dialect and being bilingual are small which might result that people of the group use the mother tongue in the society and they will have less opportunities of getting better jobs.

According to Hoffmann (1991) the users of the preceding two organizations come from monolingual backgrounds. Inside the contrary, the customers of the next two communities are from bilingual backgrounds

Children from bilingual young families: this group involves children who result from bilingual families which are the young families that the parents have two different mother languages. For example, a family in Finland where in fact the father's mother words is Finnish and the mother's is Swedish. In cases like this there may be some pressure on the children to have the ability to consult with their parents in their mom tongues. Besides, the contemporary society will push and encourage the children to learn the words used officially in the united states which is more likely to be the mom terminology of either mother or father, and this helps the kids to integrate in the world and to achieve success at college. However, in cases like this the children become monolingual and there are a few possible problems in the partnership between them and one or both of their parents, because these children lack complete bilingualism of both parents mother tongues. Regarding failure, the children of the group will face some problems and there might be negative outcomes within the family environment. For instance, a kid has negative relationship with one of the two parents because he or she fails in being bilingual and learning the mother language of the daddy or mom.

Children from linguistic minorities: this group involves children whose parents use a dialect of the minority. For example, a family group in Canada, where both parents speak French (minority). In cases like this, there will be strong pressure from the population and the family on this group of children to become bilingual and learn the language of the majority (British) to be able to successfully contact in that society and deal up with the others from majority groupings. The methods and materials used to achieve bilingualism need to be more developed, because they still have not reached the level of the high targets. In the case of failure, the kids of the group will face consequences that are usually greater than for just about any of the other earlier categories as Skutnabb-Kangas shows that the failure of being bilingual may be catastrophic. For example, the children might lose most of the educational and future opportunities and their connection with the culture will be not a lot of.

2. 3 Reasons of being bilingual:

Saunders (1988, p. 1) claims that Fishman, a well-known writer in bilingualism, declares that "over fifty percent of the world's society today uses several language while engaging in activities basic to individuals needs". Also, Baker & Jones (1998) add that nowadays, most people in the world are in bilingual surroundings where two or more languages are used. Numerous causes donate to the introduction and dominance of bilingualism. There are various optional or compulsory factors. Matching to Baker & Jones (1998), emigration, financial trade and colonisation are main factors that facilitated the dominance of bilingualism over monolingualism. Emigration is a significant factor to be bilingual, whereas emigrants move of their own countries abroad, because of varied reasons. For instance, a few of them escape from wars or poverty in their countries to search for better life in overseas linguistic communities. Because of this, they will be forced to learn the vocabulary of the coordinator countries and in order to acquire wider contact opportunities and much more employment availability. According to Saunders (1988), most emigrants speak the language of the new culture and environment. In Australia, for illustration, 86. 3% of emigrants speak their second words more than their home languages. Saunders also states that commerce and trade are critical factors motivating people to acquire a second language. Most economical business and commercial marketplaces involve bilingual individuals to deal with customers from multicultural areas.

Furthermore, Baker & Jones (1998) highlight that the life of bilingualism has also increased due to mass communication systems such as television, cell phone, radio and pcs which increased the connections between people of a number of languages. (Baker & Jones 1998). Another factor is the Geographical proximity of two countries which really is a possible factor leading to bilingualism, where people of the two neighborhoods need the communication among one another for different purposes like trade and other social relations like matrimony resulting in bilingual people.

2. 3. 1 Education as a great reason to be bilingual:

Education is one of the very most fundamental factors forcing or motivating individuals to learn a second vocabulary. Being bilingual through education can be optional or obligatory. I observe that, in every Arab Gulf countries, most institution students become bilingual because of their learning of British as a compulsory subject matter. However, there are some students, including colleges and universities students, who learn their second terminology British as an optional subject. The training of English in these countries seems to be the consequence of the international relationships between them and the uk. It is worthy of mentioning that the main concentrate of my research newspaper is being bilingual credited to education. Increasing the above motives of bilingualism, there will vary bilingual education programmes that contain been recommended as aiding the increase of bilingualism. (Baker & Jones 1998).

According to Baker & Jones (1998), bilingual education has been generally considered as the capability of using two languages at institution. However, it is a more complex occurrence. Baker (1988) notes that bilingual education could be described any program looking to teach students another terms besides their mom tongue at college Additionally, Hamers & Blanc (2000, p. 321) mentions that "the term 'bilingual education' is utilized to describe a number of educational programs affecting several languages to varying levels. While, Bialystok (2001) asserts that Brisk explains that the term 'bilingual education' is employed in a different way in several different countries. For example, in the USA, bilingual education means instructing British to children whose indigenous vocabulary is not British. In Europe, it identifies the education found in universities where two languages get excited about teaching different school things. These various definitions of bilingual education assure the complexness of this happening.

Ferguson et al. , (1977) cited in Baker & Jones (1998, p. 465) offers a number of seeks of bilingual education. Some of them are as the next:

Bilingual education used to assimilate individuals or teams into the mainstream of society to socialize with people for full contribution in the community.

To enable visitors to communicate with the exterior world.

To provide dialect skills which are remarkable, aiding job and status.

To deepen understanding of vocabulary and culture.

To give similar status in legislations of language of unequal position in lifestyle.

The above aims show that bilingual education does not always concern the utilization of two languages in the class and it takes various classifications, where there are 'poor' and 'strong' kinds of bilingual education programmes. The 'weakened' kinds of bilingual education programs aim to make children of minority language learn and transfer to the language and culture of bulk leading to monolingualism or limited bilingualism. On the other hand, the 'strong' forms of bilingual education try to make students proficient in their own dialect as well as the terms of majority resulting in full bilingualism.

According to Baker (1988), bilingual education is grouped to "elitist bilingualism" and "folk bilingualism" in accordance to the incentives of being bilingual. Elitist bilingualism is regarded as a reward offered to certain special individuals by administration. Some students, for occasion, are rewarded when you are allowed to review abroad or analyze in prestigious universities in their countries. On the other hand, folk bilingual education is regarded as an essential need people have to meet in order to stay alive. As mentioned in the previous section that when immigrants proceed to a fresh place, they acquire the language of that place so that they can connect to people there.

Bilingual education is also categorised into "immersion and submersion bilingual education" predicated on the use of both dialects in learning. The immersion education is belongs to the 'strong' kinds of bilingual education. In immersion education, students are allowed to speak their mom tongue while experiencing their things and interacting with instructors. They learn the second language gradually as time goes on. Baker (1993) claims that the immersion bilingual education were only available in Canada in 1965 where an experiment was done on a course of pupils and the goals were to make those pupils experienced in using French and also to reach good achievement levels in the curriculum involving the English terms as well as appreciating the culture and practices of French speaking Canadians and British speaking Canadians. Alternatively, students aren't allowed to speak their home dialect in the submersion bilingual education, which is one of the 'poor' kinds of bilingual education. They are simply taught almost all their subject matter in their second dialect.

According to the major used vocabulary, bilingual education can be also categorised into "transitional and maintenance or enrichment bilingual educations". The 'weak' form transitional bilingual education essentially seeks to develop and make students fluent in a single terminology only, which is almost all words. Therefore, this bilingual education focuses on the bilingual's first language in the training procedures with few extra classes to learn the next language leading to a restricted bilingualism. For instance, in the USA and Europe, the minority of dialects are considered and cured in order to make the minority communities to have the ability to continue the education in English or other majority languages. While, the 'strong' form maintenance or enrichment bilingual education seeks to instruct children their subject matter with both dialects to ensure that children get good levels of effectiveness in both dialects. Baker signifies that some students are trained some themes such as sentence structure in their indigenous dialect, while mathematics is learned in the next language. Subsequently, students expert both dialects, and the two dialects are developed all together with complete bilingualism. This type of education can be used for example in Canada and Wales as Baker (1988, p. 47) shows that "English audio speakers are taught France or Welsh to allow them to be fully bilingual" (Baker 1988). I suppose that maintenance or enrichment bilingual education identifies the same kind of education found in Oman but, here, the federal government uses the word dual education to make reference to it.

2. 4 Sociable behaviour towards bilingualism:

Attitudes are the internal thoughts, feelings and tendencies in behaviours an individual embodies in various contexts. They are really difficult to be measured and significant in the thinking plus they influence behaviours of individuals and groups. Language behaviour have a pivotal role in the training of a second language or the increased loss of the native language. For example, research indicates an individual will learn a dialect faster and much better than others if his or her behaviour towards that terms are positive. In addition, bilingual education is also affected by the behaviour of bilinguals being shown where their attitudes would be the reason behind the success and development or the inability of your bilingual education programme. (Baker & Jones 1998).

According to Baker & Jones (1998), there will vary types of attitudes to languages. The one related to the research study is the 'frame of mind to learning a fresh language' since this paper considers the effects of learning British as a fresh dialect on HCT basis year students' interpersonal life in Oman.

International research centered on the motivations and reasons that produce students learn new dialects has discovered that some individuals have the ability to learn another terminology quicker and better ways and this because of their positive behaviour towards that one language and this has been mentioned by a research as I mentioned in the first paragraph of this section that positive attitudes to a vocabulary will aid the training of that vocabulary.

Also, research has found that individuals in England and the USA have less positive behaviour towards learning a second dialect than people in Asia, Africa, Latin America, and mainland European countries, where in the second option places; bilingualism is more typical, desired, and valuable. The reasons might be the factor of English as a prominent language across the world, so people should try to learn it for better employments' purposes, wider selection of contacts and human relationships, as well as travel (Baker & Jones 1998).

Attitudes to a language are categorised into 'integrative' and 'instrumental' attitudes. 'Integrative behaviour' are the ones that people have when they look for example, jobs require a second language, browse the literature of another language, socialise with natives of another language and all of this in order to learn that second dialect and identify different words communities. Within the contrary, 'Instrumental attitudes' are the ones that people have when learning a second terminology for different purposes. For instance, they learn a language to go away exams, to find better and more job opportunities, or to help their children in their bilingual education programmes (Baker & Jones 1998).

Baker & Jones (1998) also note that research clarifies that 'integrative' behaviour and motivations will be more helpful to make individuals experienced in the second words, because they provide them with positive behaviour resulting in long-term motivation to learn a dialect, while 'instrumental' behaviour provide short term inspiration that will fade for example, a person has exceeded in the exam and reached the goals of learning another language. However, the contrary is a opportunity where 'instrumental' attitudes and drive would be more powerful than 'integrative' attitudes and desire in learning a dialect. For instance, in India, some Indian students provided 'instrumental' reasons for learning English alternatively than 'integrative' reasons. They show that British is important in education and future career and with no need to them; the students would not have learned English.

In accordance to the data collected because of this research study, the situation is that almost all of the foundation year students at HCT in Oman provided an assortment of both 'instrumental' and 'integrative' known reasons for learning English and it could be noticed that 'instrumental' reasons have higher result than the 'integrative' reasons and this will be mentioned in the following chapter.

Skutnabb-Kangas (1981) says that bilingualism has been observed in an extremely negative way in the past so when time was transferring by the behaviour towards bilingualism have altered and the negativity has reduced. For example, at the start of the twentieth century, there were many assertions and investigations that have negative attitudes to bilingualism. They mentioned that bilingual folks are for example, sluggish, ridiculous, unreliable, morally substandard, and so on.

Romaine (1995, p. 303) has conducted a study to investigate attitudes relating to a second terms in the "Punjabi/English bilingual community in Britain. " Romaine has found out that most of her subjects assume that culture is deeply influenced by terms, for culture can't be covered without conserving vocabulary. In this particular researched community, learners are only educated their second dialect, which is British, in classes regarding to the assumption that they have already mastered their house vocabulary. Therefore, Romaine has reported that the majority of her examples, including parents, like their children to be educated using their home language rather than the second language whatever the latter's language characteristics. Romaine's study implies that monolingual parents feel embarrassed when their bilingual children speak the second language, generally in the world and even before the traditional and older generation relatives and guests. Romaine's review somehow conforms to the results that Huddy and Sears (1984) have found in their survey implemented for 1, 570 non Hispanic content. They have found out that folks often consider bilingual education as a great factor impacting on their culture and terminology. However, it is obvious that a lot of countries worldwide putting into action bilingual education, no matter its classifications, coach their students English. Those countries have confidence in the great benefits associated with having a second language like English.

White et al. , (2002) declare that New Zealand offers non-English indigenous audio system great opportunities to learn British, for it believes that English happens to be very crucial in every life aspects. English skills should be upgraded as it "is crucial in facilitating social contacts, in boosting work and educational opportunities, and in providing the basis for productive engagement in the economic, social and ethnical life of New Zealand". Therefore, New Zealand considers the increasing volume of bilinguals speaking English is a superb sign of the countries' progress. However, communal views have an effect on individuals' motivation to acquire or learn a second vocabulary. O'Sullivan (2007) suggests that there surely is a study conducted to investigate the effect of motivation in the success of learning British. The subjects of this analysis are Omani and Emirati feminine students who examine in an Emirati College or university and an Omani School. O'Sullivan has mentioned that views towards the next vocabulary, such as protecting identity, affect learning English greatly. O'Sullivan's study stresses that curriculum planners and administrators should put in their things to consider the nationwide and local cultural, economic, and religious factors that have an impact on learning British, so students become able to achieve the appealing level.

According to Baker & Jones (1998) attitudes towards a dialect are changeable to either positive or negative ways as time passes and by the introduction of other generations. Later, in this study, you will see a dialogue about Omani society's views towards learning English and how they are changed as time passes and based on the different places in Oman as this paper aims to investigate the way learning English impacts HCT foundation time students' sociable life.

2. 5 Positive and negative areas of bilingualism:

2. 5. 1 Advantages of bilingualism.

Bilingualism "brings new opportunities to individuals as well as societies" (Wei, et al. , 2002, p. 2). Bilingual individuals believe that they are really superior in their societies as they have learned a terms that others in the modern culture or even their peers or relatives may lack. Furthermore, bilinguals speaking dominating languages are more likely the most prestigious individuals in their population because trade and business mainly involve bilinguals alternatively than monolinguals in high position professions. On top of that, bilinguals are more appreciative of different cultural values, thoughts and practices (Wei, et al. , 2002).

According to Baker & Jones (1998), benefits of bilingualism are divided into various categories which consist of sub-categories:

Communicative advantages:

Bilingual's relationship with parents: in the case if the parents come from two different backgrounds and they speak different local languages, it's important on their behalf that their children communicate with them in their indigenous languages. Here bilingualism will alleviate just how for children to learn the languages of the parents and talk to them and consequently this will lead to a strong family romance.

Bilingual's expanded family connections: bilingualism performs a central role in making individuals nearer to their relatives. For instance, if a person has some family members residing in another region where they use a dialect another than that individual's, so for the given individual to build strong and close associations with those family he or she must learn their words to be able to communicate with them and have the sense of belonging within the expanded family which monolinguals might lack.

Community romantic relationships: terminology is a one hindrance between different countries and cultures, since it sometimes hinders the communication. Bilingualism is the help for such hindrances. For example, when going to another country, monolinguals face challenges in communicating and have less chance of building relationships with members of that country because of terminology. While, bilinguals advantage that they have the capability to communicate with wider variety of individuals.

Language awareness: bilinguals have the capability to control their use of both languages which leads to awareness in communication where bilinguals use the more appropriate language for every single situation and in line with the listener's needs.

Cultural advantages: bilinguals have dual or even more systems, because they have experience of several languages and cultures. On the other hand, monolingual individuals face the language problem if they make an effort to identify other ethnicities.

Cognitive advantages: research shows that bilingualism boosts individuals' cognitive abilities. Their thinking will be developed and they'll be more brains and creative. For example, a bilingual will have two words for the main one object.

2. 5. 2 Negatives of bilingualism.

There are amounts of points that contain been regarded as the problems caused by the introduction of bilingualism. In the event where monolingual parents try to make their children become bilingual. These parents will find this issue more demanding and a sizable amount of work is required. Also, it would be difficult if parents increase their children's bilinguality in monolingual societies (Baker & Jones 1998). According to Hoffmann (1991) bilingualism sometimes poses a problem among minorities. On one hand, being bilingual and learning the terminology of majorities will accomplish the way for minorities to make political and economic relationships with the group of majorities in a country. On the other hand, bilingualism triggers diminishing those minorities' own terminology and identity that they find it important to protect. Furthermore, Wei, et al. , (2002) declare that you of the highest anxieties about bilingualism is bilinguals' lack of individuality. When bilinguals use their second terminology, it means they expose themselves to another culture. Baker & Jones (1998) add that the issues of dialect and identification are content of changeability. For instance, in Britain, some Asian emigrants tend to maintain their own individuality, however this have changed as time passes where these emigrants identify themselves as United kingdom Asians.

According to Wei, et al. , (2002), acquiring any two dialects is not enough to be "socially upwardly mobile" (p. 3), because certain dialects tend to be more required in the international communication and global business, "bilinguals have a problem with societal prejudices to the languages they have got possessed" (p. 4). Obeidat (1996) is a teacher that has taught English literature in some colleges and universities in the Arab world for a few years. He has discovered that his students in the United Arab Emirates and Jordan face strong obstacles while taking American literature courses.

He stresses that some students view the classes like any other classes aiming to achieve merely academics goals. However, most students not only assume that American literature imposes its beliefs upon them, but also they feel that it runs beyond that to influence their religion, traditions and contemporary society.

According to AL-Dhafiri (1998), in a study focusing on the effects of English terminology, unexpected conclusions have been proven in the Condition of Kuwait. They show that students' competence and skills in their Arabic native language intensely reduces as they commence to take British as an obligatory subject starting from their elementary levels. AL-Dhafiri (1998) stresses that students get started to view their mother tongue as a very difficult subject.

2. 6 Code-switching:

Gumperz (1982) cited in Romaine (1995, p. 121) identifies code-switching as 'the juxtaposition within the same conversation exchange of passages of talk belonging to two different grammatical systems or sub-systems'. Matching to Heredia & Dark brown (n. d. ), bilinguals frequently replace a term or a key phrase of one terms with its equal from the other vocabulary. The trend of mixing the languages is named code-switching.

Baker & Jones (1998, p. 58) remember that code-switching is 'a change of language within a discussion, frequently when bilinguals are together with other bilinguals'. Code-switching is a process in which specific bilinguals choose consciously or usually subconsciously the terms of their dialog. The chosen dialect has various brands. It could be called the bottom language, recipient dialect, or matrix dialect, while the second language is called the donor terminology or the embedded terminology. Code-switching occurs when bilinguals use items ranging from sole words to phrases from one or even more donor languages in to the base dialect (Baker & Jones 1998). Matching to Hoffmann (1991), code-switching is the utilization of two dialects otherwise or using different kinds in the same words within a talk.

2. 6. 1 Attitudes towards Code-switching.

Generally, folks have different views towards code-switching. Romaine (1995), states that Gumperz (1982), says that many people assume that the sensation of code-switching is due to the bilinguals' lack of learning another words and their impropriety in monitoring the two languages. While other people consider code-switching among the accepted forms of informal converse.

In addition, Baker & Jones (1998) remember that because of code-switching, monolingual individuals may have negative attitudes towards bilinguals where they feel that a bilingual suffers insufficiency in both dialects. As a result he or she tends to turn between the dialects. Also, Hoffmann (1991) mentions that a lot of people believe code-switching is an evident teaching bilinguals' insufficient full ability in using both languages. Alternatively, bilinguals themselves may consider code-switching as reason of 'laziness or sloppy dialect habits' (Baker & Jones, 1998, p. 58), however studies also show that code-switching is a highly deemed linguistic strategy which is not arbitrarily occurred, but scheduled to significant purposes (Baker & Jones 1998) and Hoffmann (1991), declares that in the bilingual speech, research perceives code-switching as the most creative aspect.

Haugen (1977) cited in Romaine (1995, p. 291) mentions that in the USA, a Norwegian visitor commented on the Norwegian dialect spoken by an immigrant and he said 'Strictly speaking, it is not a terminology whatever, but a gruesome mixture of Norwegian and British, and frequently one does not know whether to consider it humorously or critically. ' This example shows how people's behaviour towards code-switching differ where some of them have negative views towards it plus they do not recognize mixing two languages when speaking to them, because they could find it bothersome or a way of destroying the purity of the language with the addition of words from another vocabulary. While other organizations of folks see code-switching positively plus they consider the utilization of two dialects within a chat as being esteemed.

Heredia & Dark brown (n. d. ) declare that bilingual students combine their languages when they don't master both dialects completely. While bilinguals are speaking, they try to compensate for the unknown words of 1 words by using words from the other language. These could be related to some views towards code-switching, which were mentioned in the second paragraph of the section. However, Heredia & Dark brown (n. d. ) affirm that psycholinguists just lately have conducted studies spotlighting the idea of the normality of code-switching. They regard bilinguals' combination of their dialects as an all natural phenomenon of experiencing two languages.

Furthermore, Heredia & Brown (n. d. ) spotlight that the prevalence of languages is another vital factor in code turning. Astonishingly, some research workers believe bilinguals frequently code switch the words while connecting in their first vocabulary alternatively than their second dialect. Bilinguals speaking Spanish and English show a whole lot of code-switching in their communication in their mother tongue Spanish, while they just a little code change when they speak their second terminology British. More amusingly, some psycholinguists contend that bilinguals, speaking English as another language, can retrieve English interfered words faster than monolingual individuals. To explain this finding, analysts maintain that once bilinguals become fluent, appropriate and experienced in the second dialect because of the ongoing use than it, they begin to shift their languages. The second language becomes more available and ready to be used as though it had considered the first terms role. To clarify the reason behind bilinguals' reliance on the second vocabulary, researchers go back to the previous point regarding vocabulary dominance. As English language is more common and prevailing than Spanish, it should be retrieved first.

I suppose bilinguals' reliance on the second words is a major criticism of bilingualism. Bilinguals learn to shift their dialects, and they depend on their second terminology in retrieving switched words. As a result, they lose their proficiency in speaking their first terminology. The various reasons why foundation calendar year students at HCT use code-switching and the Omani society's attitudes towards this sensation will be reviewed in the following chapter and based on the data founded.

2. 6. 2 Functions of Code-switching.

According to Baker & Jones (1998), there are many various functions and uses of code-switching. The functions of code-switching are mainly related to different factors in which a bilingual tends to mix between several languages. For instance, the use of code-switching may differ in line with the subject of the chat, the context when a conversation takes place and the sound system in a talk. Baker & Jones add that some bilinguals code turn when they would like to put focus on certain tips or words in a dialog. Sert (n. d. ) as well highlights the same possible use of code-switching that it can be used to clarify or stresses a message if speakers may want to deliver the subject matter, but it isn't perceived correctly, so they may code transition it to the other dialect.

Moreover, it is highly pointed out that many bilinguals will borrow words or phrases from a specific language when they do not know the same words or phrases in the other language (Baker & Jones). Also, Sert (n. d. ) asserts the preceding point by stating that students may alter their language because of their incompetence in the second language. They try to compensate for his or her deficiency by getting the equivalent words in the other terminology. Therefore, code-switching is considered as a way to resume the communication when bilinguals have no idea certain words in a terminology. Baker & Jones (1998) continue that in situations where some words or phrases don't have equivalents in the dialect of the talk, bilinguals need to utilize the other dialect and the words which are frequently borrowed from one particular language to another will be called 'lending options' or 'borrowings'.

According to Sert (n. d. ), even though bilinguals may unintentionally switch their two dialects, language interference bears some beneficial or damaging functions. Sert (n. d. ) pretends that bilinguals also blend languages if indeed they want to portray indirect interpretation such as unwanted insults. In other words, bilinguals may move to the other dialect in uttering insolent words, so the monolingual individuals don't realize those words. This reason of using code-switching has been spotlighted by Baker & Jones (1998) that a lot of bilinguals use the strategy of code-switching in order to exclude people from conversations, most probably monolingual individuals. For instance, two different people are speaking Arabic in a bus in Oman may swap to their minority dialects (e. g. Swahili or Baluchi) or a second terminology e. g. (English) for the intended purpose of preventing other people's knowledge of the chat.

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