Chua, Maria Concepcion Loren R 2012-22091 BA Linguistics Language covers a great fraction of the verbal communication pie.

Over 6000 languages are spoken by a rough estimate of 7 billion speakers all over the world. These languages are not just words stringed by grammar to form sentences; they also convey a cultural expression, a speakers identity. The whole vocabulary of a language may vary from Magandang Umaga to Good Morning to Zoshang Ho to Annyeonghaseyo but these word variations only explain a portion of what we call language diversity. Languages differ dramatically from one another in terms of how they describe the world (Broditsky 2001). The idea that thought is shaped by language is commonly associated with the writings of Benjamin Lee Whorf of the Sapir-Whorf hypothesis. He proposed that speakers differ in how they perceive and process information. Languages, more than pronunciation and vocabulary, may also differ in spatial relations, aspect of time, object groups etc. Different languages appear to, in some way, control how our mind works, our cognitive skills in general. If this is so, the advantages of bilingualism, or even multilingualism in that matter, are not restricted to being polyglots. Filipinos are generally bilingual. a multilingual setting such as the Philippines where majority, if not all, of speakers are multilingual, or at least, bilingualmost Filipinos, whether in urban or rural areas, whether schooled or unschooled, know at least one more language other than their mother tongue (Hernandez 2004). Majority of the Filipinos can speak Filipino and English. Some are able to speak their provincial lingua franca. Although Filipino is the official, national language as designated by the Filipino constitution, English is the language often associated with high social status and high socio-economic class in the Philippines (Social Weather Station Survey, 1994). It is also an enduring symbol of power which appears not to have been affected by the transition from military rule under Ferdinand Marcos to democracy under Corazon Aquino (Tollefson, 1993). If we, Filipinos, are already bilingual, then why should we still bother to learn a new language?

learning a second language isnt merely about ordering a meal in a foreign country. It is about perspective. Every language is a lens. If you were born wearing pink glasses and could never take them off or exchange them for another shade, you would assume that the world is pinkFluency in a second tongue gives you a chance to see through a different lens (Ansary, 2007) In a country where English is already one of the lingua franca, I believe that, the Philippines should encourage multilingualism for it enhances cognitive skills, improves mental health and builds a bridge for communication to take place more efficiently. As mentioned earlier, it was said that multilingualisms effects are not restricted to speaking different languages. It does not only make us a literal speaker of different languages, but also helps us to think better, to perceive the world as it should be. Modern experiments have led to the discovery of unexpected advantages which multilingual speakers have over monolingual ones. Each language embodies various cultures which can show us broader worldviews. Multilingual speakers, therefore, are not limited to a single worldview. It is possible that they have a better understanding and perception on other views. This idea explains why some words do not have direct translations in another language; the culture embodied by one language may not be the same with another. Take the English word siblings as an example; it does not have a Mandarin equivalent. We had to use xiongdi [] and jiemei, [] brothers and sisters respectively. This could mean that the Chinese are particular in gender. Given that xiongdi is usually put beefore jiemei, it could also mean that they have a masculine gender bias. Gender is surprisingly present in inanimate nouns in German and Spanish. Inanimate nouns female gender in Spanish translates into a male gender in German. Translation is a very limited thing. Basically, no message can be mapped directly from one language to another (Ansary, 2007). Through fluency, we can put ourselves into any languages point of view, and eventually learn to think in that language. Another difference between multilingual and monolingual speakers with regard to the cognitive discipline is the heightened ability of multilingual speakers to monitor the environment. It requires keeping track of changes around you in the same way that we monitor our surroundings when driving. In a study comparing German-Italian bilinguals

with Italian monolinguals on monitoring tasks, Albert Costa and his colleagues found that the bilingual experiments not only performed better but they also did so with less activity in parts of the brain involved in monitoring, indicating that they were more efficient at it (Bhattacharjee, 2012). A multilingual speakers brain has these multiple active language systems; he is able to choose his language. Based from this information, we could say that the multilingual brain is able to exercise cognitive muscles while experiencing this exchange of language code. Whereas people normally take extra efforts to keep mind sharp by solving crossword puzzles etc., for bilinguals, simply using another language does it (Jirage 2012). Some advantages can already be seen even on young multilingual children. [children] learn more rapidly in their native language (L1), e.g. to read, as well as display improved performance in other basic L1 skills, regardless of race, gender, or academic level (www.buzzle.com/articles/benefits-of-being-bilingual.html) It is because children become aware of the concepts of different languages at an earlier age. They begin to develop a language proficiency in their mother tongue due to the brains understanding of the different vocabularies and ideas. Multilingual children are also able to maintain a stronger sense of identity because of this sensitivity to various cultures. They tend to, at an early age, integrate diverse perspectives. Two distinct characteristics are seen on multilingual children: code-switching and interliteracy. Code-switching is a linguistic phenomenon in which children blend two languages. Children tend to borrow words because the native tongue may lack vocabulary for something that a second language may explicitly express. Interliteracy is defined as applying grammatical rules of a certain language to another. This phase seems to be normal in multilingual children as they as they make sense of rules that apply to a specific language. These advantages are acquired effortlessly by children in a multilingual environment. Multilingual speakers can think up two or more phrases or words for each idea and object, in different cultures and perspectives. They can utilize this not only to sharpen the mind but also to hone creativity. Mental flexibility indeed improves to a vast degree via language switching. Building up on a single idea as well as coming to a conclusion after scrutinizing various arguments becomes more rational. it could be possible that

communication in a [second] learned language forces people to deliberate [in their decisions] The differentiation between implied meanings and literal ones becomes clearer in multilingual speakers. They are able to think beyond what is norm because their minds are not restrained in a single language. They are also aware about what language to speak with a person in a particular situation. Thus, they are more sensitive to the needs of the listener than the monolingual people. Latest research has proved that the bilinguals are better at IQ tests as compared to the monolinguals. (www.buzzle.com/articles/benefits-ofbeing-bilingual.html) Multilingual speakers tend to be better than monolingual speakers when it comes to personality psychology. They have the ability to express some psychological traumas in their second language with relatively greater ease than in their mother tongue. (De Zulueta, 1984) Being able to speak two or more languages likewise seems to reduce negative thinking such as, anxiety, loneliness, and poor self-esteem, and negative behaviors such as arguing, fighting, or acting impulsively. The hypothesized reason is that, multilingual children understand different languages, different cultures, and this in turn, help them appreciate socio-cultural diversity and get along with their peers and teachers. (www.alert.psychiatricnews.org/2012/04/being-bilingual-brings-mental-health.html) It is surprising that the gift of multilingualism can not only enhance cognitive skills but also improve mental health. It was found out that individuals with a higher degree of multilingualism were more resistant than others to be the onset of dementia and other symptoms of Alzheimers disease. Researchers at Torontos York University reviewed the hospital records of patients who were either monolingual or bilingual and who all had been diagnosed with dementia. They discovered that multilingual patients were diagnosed three to four years after people who spoke one language. The average age at diagnosis of dementia was 75.4 years for monolinguals and 78.6 years for bilinguals. Another study presented on the journal Neurology, looked at the medical records of 211 patients diagnosed with probable Alzheimer's disease and found those who have spoken two or more languages experienced a delay in the onset of their symptoms by as much as five years. The researchers, however, stressed that they multilingualism does not totally prevent these mental diseases. Rather, bilingualism appears to contribute to "cognitive reserve," which helps the brain to compensate and delay the onset of symptoms, said Dr. Fergus

Craik

of

the

Rotman

Research

Institute.

(http://www.cbc.ca/news/health/story/2011/10/13/bilingual-alzheimer-delay.html) The idea is that, being multilingual sharpens the mind. It becomes a stimulus for more brainwork. The more the brain is exercised, the less likely people are to have mental strains. In a globalized world industry, communication is essential. We should prevail over language barriers because of the increasing international relations. Multilingual speakers are, with no doubt, in great advantage in jobs that require communication. Besides the fact that they can speak different languages, they also get a deeper knowledge of traditions and cultural ideas which can make them be superior in communication while in a foreign country. Multilingual speakers acquired cognitive skills are requirements for good conversationalists. Though English is widely used in the global market, Spanish (language) is also getting into the spotlight. China is making its name through marketing expansions too. Multilingualism is indeed advantageous for people who want to make their way in the global communication industry. As mentioned earlier, multilingual children tend to experience code-switching and interliteracy. These can be characterized as effective means of communication. Expressing and explaining different concepts and identities explicitly call for communication skills that are acquired through multilingualism. Children experience these two linguistic phenomena because they want to express themselves in a way which is clear and understandable. Communication is not verbally limited; it can also include ideas and perceptions. Like what is said earlier, each language represents a unique culture. Once you speak a language, you are immersing yourself into its culture. This immersion can lead to a certain degree of sensitivity that is acquired when a multilingual speaker communicates with native speakers of a foreign language. Moreover, multilingualism can be a tool for understanding foreign mass media e.g. foreign newspapers and telecasts which disseminate important information. Multilingualism is essential in communication between language groups and cultural traditions they represent. Every culture exchange requires a multilingual speaker. Significant exchange also requires a line of bilingual institutions and situations through which ideas and arts expressed in language can reach wider audiences. The importance of communication between communities spreads beyond the language barrier to involve

everyone. (Kelly 1969) It encourages interaction between different communities. It may not always create harmony between them but it will certainly promote the exchange of ideas and even the development of common social objectives. The understanding brought by breaking language barriers leads to acceptance. This acceptance promotes tolerance and diversification of one's vision of the world. Although Philippines is already a bilingual nation, with the advantages of multilingualism stated above, we should never stop improving our language acquisition skills. Although English is deeply patronized in the country, we should not settle to what is normal for us. We should not be contented with the knowledge we have now. Moreover, we cannot survive with English and Filipino alone if we are to communicate with the world. Encouraging multilingualism can be a step closer to our goal of better communication and international relations that can result to peace and harmony. I strongly believe that the data above suffices the argument for added second language learning courses to the education curriculum of the Philippines. It would be of great assistance to the country if the government were to start multilingual planning. Investments on projects like these would never be regretted for multilingualism would be a great weapon for the Filipino youth of today. The ability to speak different languages could show us, a new world, whereas, speaking only one language would limit us to a single point of view. Communication between different parties could only take place if these groups are able to share a common meaning together, a shared point of view. Nobody ever doubted the power of language. But who would have imagined that the words we hear and the sentences we speak might be leaving such a deep imprint?

REFERENCES

Bialystok, E. (2001). Bilingualism in Development. United States of America: Cambridge University Press Diamond, J. (1993). Speaking with a Single Tongue. DISCOVER, Vol. 14 (Issue No. 2), p.6 Dingwall, W. O. (1998). Psycholinguistics, 2nd Ed. United States of America: Hartcourt Brace College Publishers Fabbro, F. (1999). Neurolinguistics of Bilingualism: An Introduction. United Kingdom: Psychology Press Ltd, Publishers Hakuta, K. (1986). Mirror of Language. United States of America: Basic Books Inc. Kelly, L. G. (1969). Description and Measure of Bilingualism. Canada: University of Toronto Press Owens, R. E. (1996). Language Development. United States of America: Allyn & Bacon Spolsky, B. & Hult, F. (2010). The Handbook of Educational Linguistics. United Kingdom: Blackwell Publishing Ltd Ansary, T. (July 2006). Why Learn a Second Language?. Retrieved http://www.speakezlanguages.com/Pages/article4vol3.html from

Barawid, R. C. (2009). English vs. the Mother Tongue? Retrieved from http://layap.blogspot.com/p/linggwistiks-online-library-applied.html Bhattacharjee, Y. (March 2012). Why Bilinguals Are Smarter. Retrieved from http://www.nytimes.com/2012/03/18/opinion/sunday/the-benefits-ofbilingualism.html?_r=1 Crystal, D. (2000). Language death. Retrieved from http://layap.blogspot.com/p/linggwistiks-online-library-applied.html Hernandez, Viveca V. (2004). Conversation Analysis in a Multilingual Setting. Retrieved from http://layap.blogspot.com/p/linggwistiksonline-library-applied.html

Kleim, B. (April 2012). Thinking in a Foreign Language Makes Decisions more Rational. Retrieved from www.wired.com/wiredscience/2012/04/language-and-bias/ Nolasco, Ricardo Ma. (2008). The Prospects Of Multilingual Education and Literacy In The Philippines. Retrieved from http://layap.blogspot.com/p/linggwistiks-online-library-applied.html The Associated Press. (April 2012). Thinking in a Foreign Language Makes Decisions more Rational. Retrieved from CNN.com Watters, M. F. & Watters, P. A. . The Prospects Of Multilingual Education and Literacy In The Philippines. Retrieved from http://layap.blogspot.com/p/linggwistiks-online-library-applied.html