Bilingualism, International

Bilingualism is the ability to speak two languages fluently. Effectively bilingual persons can switch easily from one language to another and can distinguish the context in which they could use each one (Fantini, 1985). With increased global trading, emigration, and ease of international travel, there is greater need now than before for children as well as adults to learn one or more languages in addition to their national language.

Being bilingual is advantageous from both cultural and personal standpoints. Use of one's native language allows for intracommunity communication ballast. Mastery of spoken and written English is increasingly essential for international communication, trade, and investment. This is especially crucial for countries dependent on foreign investments. Singapore is one such country; it has a population that is 77% Chinese, 14% Malays, and 7.6% Indians. Its national language is Malay, and it has four official languages: English, Malay, Tamil, and Chinese. English is the most frequently used official language and is the principal language of instruction in school. But all students from primary to preuniversity levels need to take the Mother Tongue (Malay, Chinese, Tamil) as a compulsory curricular subject. Also, most countries in Asia and Southeast Asia have recognized English as an important lingua franca and have included it as a compulsory subject in their school curricula. This is gaining impetus with the wide adoption of information technology in business setups and educational systems. A number of European countries like Luxemburg also practice bilingual and multilingual education.

Two international approaches are commonly used to teach a second language effectively. In the immersion approach to second language instruction, students hear and speak the language almost exclusively within the classroom. This method is recommended for children learning a second language in their own country. Total immersion helps students become proficient in a second language quickly, and any adverse effects of the immersion on achievement of either academic subject appear to be temporary (Collier, 1992). Children best learn a second language in their newly adopted country through the bilingual education approach. In this approach, students are instructed in academic subject areas in their native language while simultaneously being taught to speak and write in the second language. Such bilingual education has been found to produce higher overall academic achievement, especially in reading vocabulary and grammar, continuing development of the native language, greater self-esteem, and a better attitude toward schools (Cunningham & Graham, 1997; Wright, Taylor, & Macarthur, 2000). Instruction in a second language also promotes cross-communication and peer interaction in the classrooms and interpersonal understanding among people with diverse linguistic and cultural backgrounds (Reich, 1986).