Bilingualism can be a virtue of growing up while using and learning two languages simultaneously. Argumentatively, human beings can naturally acquire bilingualism. The acquisition of an additional language is sequential bilingualism. Therefore, interpretation of bilingualism is subjective to individual definitions.
Bilingualism encompasses a significant amount of contexts and proficiency. In children, bilingualism may restrict the use of the first language for familial and domestic purposes. English language is mostly a second language with the highest preference for communication in official environments and outside home.
Sequential bilingual learning is similar to learning of a first language. The newly acquired language must be appropriate and accurate. The language learning processes are similar and have differences too. For instance, bilingual learners approach learning additional language with a background linguistic system, rules and structure. Additionally, the process of learning a second language starts at different ages and not from birth. Therefore, it involves different strategies for acquisition of the same.
Linguistic differences and primarily low proficiency in English is a cause of low academic achievement. Argumentatively, the statement is plausible as it implicates English medium for learning by students with limited comprehension of the language. The students with poor mastery of the teaching language have problems with instructions and expression as well.
Cultural difference also affects a student’s social life. In a case where the student cannot interact with colleagues, feeling of loneliness ensues. Moreover, solitude forms a fundamental foundation in acquisition of fear and low self-esteem (Meisel, 2013 p. 397). The manifestation of personal feelings is observable in withdrawal from extra-curriculum activities and poor participation in class work. For instance, bilingual students that are composed rarely do not ask questions ...Show more