Hi
linguists,
I have a question, Do you think that L2 has an effect on L1? – Adary
Nelson
Surfing the net I came across this question on the wall of a facebook
user. Although I gave an explicit answer, I felt the need to do a laborious
explanation on it, to clear the fear and confusions.
Acquiring language can be so strenuous for a child who is exposed to more
than one language at the same time and sometimes same frequency, exposure and
speaking rate. The positive fear in the mind of the child’s parents will be the
aftermath effect on the child.
A further concern is that a child exposed to a first language (henceforth
L1), when in later days get exposed to the second Language (L2) what becomes
the L1. Thus, this has made some parents lag in the conscious effort to teach
the child their languages.
Furthermore, there is the assumption that the native language is
naturally the first language of the child, thus if the child does not acquire
his/her native language, the child has successfully thrown away his/her L1;
since L2 is naturally viewed as foreign languages.
What exactly do we mean by L1, L2 and more? Can there be L3 and Lx (x=Numbers
of languages learnt/known/acquired)
Defining
Terms
Defining
the terms L1, L2 can be so deceiving and tiring. There have been various
assertions to what these terms are and how they apply to human and its language
acquisition.
Traditionally, L1 is viewed
as the native language and L2 is any other language that is not the native
language/mother tongue. This view claims that a child by the virtue of birth
acquires the mother tongue/language first before acquiring any other language. This
is not exactly true as studies and practical life experiences have shown that
some children do not acquire their mother tongue/native language first before
any other language.
In Nigeria where there are
about 520 languages excluding English and Pidgin (known as Nigerian
Pidgin/Naija), a child from a particular tribe can actually acquire English,
Pidgin or any other language that is not his/her mother tongue/native language
first before acquiring his/her native language. As such it becomes confusing to
assert native language as L1.
This therefore brings to
mind that L1, L2 and so on is seen in the form of acquisition-the way a child
acquires his/her languages that he/she speaks. The L stands for Language while
the 1 stands for how it was acquired. Thus, L1 implies the first language. By
implication, the first language a child acquires is its L1. If the child
acquires another, that is her L2. By this, a child from a Hausa origin could
have Yoruba as L1 if he acquires Yoruba first. So also English or Pidgin if
they are acquired first.
WHAT’S THE POSITION OF THE MOTHER TONGUE/NATIVE LANGUAGE
In African setting, it is somewhat expected
that the mother tongue should be the first language the child acquires while
growing up. While this worked very well in the old days, it does not hold so
now due to many reasons.
The multi-dimensional
system of the existing languages in Africa especially Nigeria, the influence of
English and Pidgin, lukewarm attitude of younger generations, lack of exposure
to the language alphabet are some of the reason for the shift.
Thus, the position of
mother tongue/native language depends on when the child is able to acquire it.
The mother tongue becomes the L1 of a child if the child in its language
acquisition acquires the mother tongue first. But if English is the first,
English become L1. In some cases, the mother tongue could be L3 or L0 (was not
acquired by the child).
CAN ACQUIRING L2 HAVE AFFECT L1?
While the straight answer
to this may be No, it does not seem that way. There are different factors that
necessitate whether or not the acquisition of L2 can affect L1.
Exposure Rate:
In the process of acquiring
or learning the L2 language, what is the exposure rate of the L1? Did it increase,
decrease or maintained statoscope? If the exposure to L1 during the
acquisition/learning process decreases, L1 one will be affected negatively.
Usage Rate:
The process of
acquiring/learning L2 can be time consuming and stressful. And since the aim is
to ensure the language is acquired/learnt, all energies and focus are channelled
to the acquisition/learning of L2. This effort sometimes hampers L1 because the
child/adult may neglect or pay attention to using L1 frequently or at all
thereby, reducing the usage rate which may eventually lead to diminishing.
Rules and Regulations
This might sound absorbed,
yes but it is a “killer” of L1-it has a great effect on L1. In some
institutions like schools where policies banning the usage of native languages
in formal settings are instituted, it becomes difficult to express oneself
using the native language, thus affecting the growth of native languages in
that environment. A child whose L1 is the mother tongue, finds himself in such
situation, begin to force himself to communicate with the L2 two approved.
Thus, the child unconsciously neglects the L1.
Social/Economic Status Myth
Some languages in the
society had been regarded as not having a formidable social status. The claimants
argue that those languages do not have economic viability in the society. This
wrong assertion sink into the mind of the growing child and thus scarce a scare
on his/her L1 which he/she has presumed as not been able to meet his/her need
or regarded as a “second hand” language.
If the factors mentioned
above are positively in favour of the L1 while acquiring/learning L2, the
collaboration helps to develop both languages faster and better with no
negative effect on the child’s mental and cognitive development.
Egbilika, Josiah Chijindu
Linguist, Language/Communication Expert, Consultant, Editor, Public Speaker, Research Consultant
Turn In to #LanguageHealth Radio Programme, 9-10pm Every Wednesday, 92.3 Nigeria Info. Twitter: @megastarjec | languagehealth.blogspot.com | #LanguageSense Initiative
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