Bilingual Analysis
Learning a second language is one of the most rewarding things a person can do in life. Learning a second language allows someone to view the world from a different perspective. Bilingualism can occur in two different ways, simultaneously and sequentially. Simultaneous bilingualism is when a child is learning multiple languages from the time they are born. Whereas, sequential bilingualism is when a child or adult learns a second language after already acquiring a first. For the purpose of this paper I will be discussing sequential bilingualism. Palea and Bostina-Bratu (2015), discuss how second language acquisition can often be a difficult task for an adult to acquire a new language once they have passed the critical period. However, I interviewed
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I think these similarities are highly dependent on their personality. Both individuals were highly motivated, outgoing, and not afraid to make mistakes. They were also open-minded and willing to learn. Despite their age and cultural attitudes, they acquired a second language in a fairly fast amount of time. Onwuegbuzie, Bailey, and Daley (2001), examined the cognitive, affective, personality, and demographic predictors of foreign-language achievement. They sampled 184 students ages 18-71, enrolled in four different language courses at a University. Students were given a questionnaire and were allotted two weeks to complete it. What the researchers found was that GPA was the highest predictor of foreign-language achievement, with foreign language anxiety following in second. This finding aligns with Travis and Leticia. They had low anxiety because they were not afraid to take risks. Since they had lower anxiety, they had a higher self-confidence leading to a higher motivation to learn a new language. A similar study conducted by Ozanska-Ponikwia and Dewaele (2012), studied the advantage of being open-minded and self confident in an immigration context. They collected data from 102 polish individuals ranging from the age of 17-58 years old. The participants were evaluated by personality and socio-biographical questionnaire. They found that openness and self-esteem were significantly beneficial to the use of a second language. Again, both Travis and Leticia immigrated to another country. While Travis was temporarily, their ability to take advantage of their situation and be open to their new culture, allowed them to have a smoother process of language
I think these similarities are highly dependent on their personality. Both individuals were highly motivated, outgoing, and not afraid to make mistakes. They were also open-minded and willing to learn. Despite their age and cultural attitudes, they acquired a second language in a fairly fast amount of time. Onwuegbuzie, Bailey, and Daley (2001), examined the cognitive, affective, personality, and demographic predictors of foreign-language achievement. They sampled 184 students ages 18-71, enrolled in four different language courses at a University. Students were given a questionnaire and were allotted two weeks to complete it. What the researchers found was that GPA was the highest predictor of foreign-language achievement, with foreign language anxiety following in second. This finding aligns with Travis and Leticia. They had low anxiety because they were not afraid to take risks. Since they had lower anxiety, they had a higher self-confidence leading to a higher motivation to learn a new language. A similar study conducted by Ozanska-Ponikwia and Dewaele (2012), studied the advantage of being open-minded and self confident in an immigration context. They collected data from 102 polish individuals ranging from the age of 17-58 years old. The participants were evaluated by personality and socio-biographical questionnaire. They found that openness and self-esteem were significantly beneficial to the use of a second language. Again, both Travis and Leticia immigrated to another country. While Travis was temporarily, their ability to take advantage of their situation and be open to their new culture, allowed them to have a smoother process of language