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Seminar paper from the year 2013 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 1,0, The University of Arizona, language: English, abstract: In this paper, I will be focusing on the treatment of bilingualism in schools both as a -problem- and a -benefit-, thereby analyzing the notions of -immigrant bilingualism- and -elite bilingualism-. It is interesting to me how bilinguals are perceived in German and American societies in general, something that I have already alluded to in this introduction, and how they are perceived in the school environment. I will also be looking at programs and schools that promote bilingualism in both countries and different languages, as well as the reception of bilingual students in -normal- schools. Finally, I will explore some of the research done on the success of (mainly immigrant) bilinguals in the school environment: whether and in which situations or subjects their bilingualism helps or hinders students during their educational career.
"No one can say for sure how many people are multilingual, but a reasonable estimate is that at least half of the world-s population is in this category. Multilingualism is thus by no means a rare phenomenon, but a normal and common occurrence in most parts of the world."
This statement by Saville-Troike might some surprising to some, given that in many Western societies, the ability to use two (or more) languages is seen as something -special- - however, I intentionally do not give away whether this characterization of -special- is seen as something positive or negative. The fact is that in many of those same societies, whether being -special- is good or bad depends on the languages that are spoken by that bi- or multilingual person.
