本科生课程论文论文题目：Care for Bilingual Children 课程名称：Introducing Sociolinguistics 任课教师：刘承宇专业：英语班级：2012级英语1班学号：222012310032017姓名：魏宗琴2015 年11 月17 日Care for Bilingual ChildrenAbstract:Nowadays, raising bilingual children is more and more appealing to many families, but obviously it is not a easy course.This paper is to present some social linguistic phenomenons concerning some children raised in bilingual families and appeal to care for them.Key Words:individual bilingualism, language interference, language accommodation，bilingual language-planningI. IntroductionHaving more than one language at children’s fingers provides them more accessibilities to another world; therefore, the idea of raising bilingual children is appealing to more and more parents. These parents believe that bilingual kids have the advantage of knowing two cultures, of being able to communicate with a wider variety of people and of possible higher economic status in the future. Nevertheless, in the planning for children’s bilingual language development, parents should take some social linguistic factors into consideration as well as children’s self identity, self esteem,and schooling options etc. .II. The Definition of Individual Bilingualism and A Bilingual The coexistence of two languages used by individuals is referred to as individual bilingualism. Then, Should one get to a certain degree of proficiency in two languages to be called a bilingual? Generally there are two kinds of standards for reference:1.The proficiency of both languages reaches the level of mother tongue.2.The proficiency in one language can get to the degree of mother tongue, while the other language can be used for general communication with i t’s native speakers; in this sense one who learns a foreign language can be also called a bilingual.Further more, according to the degree of proficiency in two languages and their time sequences of acquisition, bilinguals fall into two categories: co-ordinate and compound. The former acquire two languages in different linguistic environments while the latter in the same environment. Most English learners in China belong to the second category.This paper will focus on children as co-ordinate bilinguals, and two typical families are taken for examples.III. Introduction of the two familiesThe Hunan TV variety show，Daddy Where To Go, is well received by audience. Among the six children who are nearly of the same age, little girl Poppy and little boy Noe, both of mixed-blood, have gainedwide popularity. These two are typical examples of children raised in bilingual families.Poppy’s father Chris is a Canadian, living in Taipei for more than ten years, and just as his Chinese wife, Jiaqian Huang, he has been known as an actor and a presenter of entertainment TV programs in Taipei. Within the family, English and Chinese are both spoken; moreover, even though for most time of the year, Poppy stays in China, there will be two or three months every year that the whole family spend in Canada, because Chris insists that Poppy should not lose Canadian culture. In such an environment, Poppy becomes a bilingual who can speak both Chinese and English.Noe’s mother Anna is a French, now the wife of Ye Liu who is a film star from Jilin province. Anna started to study Chinese in Paris University when she was 15 years old and has ever been a member of French Embassy to China. She has been also in China for more than ten years and can speak Chinese fluently; thus she is highly identified with Chinese culture. Noe has been raised as a bilingual of Chinese and French.IV. Social Linguistic Phenomenons Happening to These Two Children A. Language interferenceEven though Poppy can shift comparatively freely between English and Chinese, it has been found that Poppy’s proficiency in Chinese is inferior to her Chinese native peers, while proficiency in English inferiorto her Canadian native peers.The reason may be that these two languages mutually interfere with each other during the processes of acquisition. As a result, while her peers who speak just one language, either English or Chinese, have formed a relatively complete language system, Poppy has not yet. At least at this stage, she can not get control of the mutual interference of these two languages. Such kind of interference shows up in pronunciation, vocabulary,grammar and language application etc. .E.G.1. “外国人” is pronounced as “歪果仁” by Poppy.2.“ Mother’s Day is interpreted as “ 妈妈的天” by Poppy.3.When Poppy says goodbye to other kids and fathers in the end of each episode of the TV program Daddy Where to Go , she uses the phrase “ 周末开心” or “ 周末愉快” (In English speaking countries , it is a norm to use “ have a nice weekend” as good wishes to others. In Chinese, to say “ 周末愉快” is also acceptable, but native Chinese people seldom use it ).4. Once a time, one worker of Daddy Where to Go asked the six children “ 你觉得什么是爱？”Following are their answers, and it can be seen that compared with the rest 4 children Poppy’s words are a little bit strange, and some pronunciations are not correct.(Noe)爱就是大家在一起。