The pros and cons of bilingualism Shoqulova Lobar Bahridinovna Bukhara State University, Bukhara Abstract

The pros and cons of bilingualism
Shoqulova Lobar Bahridinovna
Bukhara State University, Bukhara
Abstract
Bilingualism is the ability of an individual or community member to use two languages ​​effectively. Children can acquire it when people speak two or more languages. Children also automatically become bilingual by learning two languages ​​and cultures. According to the Encyclopedia Britannica, the term is defined as: Bilingualism, the ability to speak two languages. In areas where most adults speak her two languages, a child can learn early. Children can also become bilingual by learning languages ​​in two different social environments. For example, British children in British India learned Indian from nurses and family servants. A second language can also be learned at school. Bilingualism can also refer to the use of her two languages ​​in the classroom, especially to facilitate learning for students trying to learn a new language. Proponents of bilingual education in the United States argue that it facilitates foreign-language-speaking children's learning in all subjects at home and prevents them from being marginalized in English-speaking schools. It prevents such children from mastering the language of the larger society and limits their opportunities for employment and higher education, argues. In this work, I analyzed a number of scientific works performed by various scientists on this topic.
Introduction
Some people are rarely trilingual or even multilingual. There are several regions in the world where bilingualism is prevalent. Canadian French - English. Where there are many ethnic minorities in the culture. Traditionally, the first language learned is called L1, and the second language learned is L2. However, this is not a perfect nomenclature. Sometimes L1 and L2 are learned at the same time, and the first language learned can become the second language later in life.
Research shows that being bilingual has both pros and cons, but the pros outweigh the cons. Some researchers have argued that there is no cost to bilingualism (see, e.g., Nishimura, 1986), and others have found links between L1 and L2 (for a review, see B. Harley & Wang , 1997). For example, increased L2 proficiency among immigrant children is associated with decreased access to L1 (Magiste, 1986). Harley and Wang (1997, p-44) conclude that "monolingual performance in either of two bilingual languages ​​is probably a myth (at any age)."
The next thing parents worry about raising children in bilingual homes is confusion. But is there scientific evidence that young bilinguals are confused? The first question to ask is what does confusion look like? Except in cases of neuropathy (Paradis, 2004), fluent bilingual adults can speak their current language of choice and are apparently not confused. But what about bilingual children and toddlers?
A misleading behavior often cited as evidence of confusion is the mixing of words from the two languages ​​in the same sentence by a bilingual child. This is called code mixing. In fact, code shuffling is a normal part of bilingual development, and bilingual children have good reasons to code shuffle (Pearson, 2008). One of the reasons some code mixtures are common among children is because they are common in language communities. A second reason is that bilingual youth, like monolingual youth, may have limited language resources. Just as a monolingual 1-year-old initially uses the word "dog" to refer to a four-legged creature, so do bilingual children imaginatively use their limited vocabulary. A bilingual child may borrow words from other languages ​​if she does not know or cannot readily find the appropriate word in one language (Lanza, 2004). Code shuffling can be viewed less as a sign of confusion, but as a path of less resistance, a sign of resourcefulness for bilingual children. Moreover, bilingual children do not appear to use their two languages ​​arbitrarily. Even two-year-olds show the ability to adjust their language to match that of their interlocutor (Genesee, Boivin & Nicoladis, 1996). There is also evidence that early code-mixing in children follows predictable grammar-like rules that broadly resemble those governing code-mixing in adults (Paradis, Nicoladis, & Genesee, 2000).
What about bilingual babies? Again, the research is clear. Bilingual infants easily distinguish between the two languages ​​and show no signs of confusion. Languages ​​differ in many ways. Even if you don't speak Russian or Mandarin, you can probably tell them apart. Even small children are sensitive to these differences in perception and are especially familiar with the rhythms of language. Infants are able to rhythmically distinguish different languages ​​such as English and French at birth (Byers-Heinlein, Burns & Werker, 2010; Mehler et al., 1988), and by 4 months of age develop rhythmically similar You can even distinguish between languages. as French and Spanish (Bosch & Sebastián-Gallés, 1997, 2001; Nazzi, 2000). Bilingual toddlers may be even more sensitive than monolingual toddlers when it comes to discriminatory language. A recent study showed that 4-month-old monolingual and bilingual infants can distinguish quiet faces speaking different languages ​​(Weikum et al., 2007). However, by eight months of age, only bilinguals are still sensitive to discrimination, and monolinguals pay less attention to subtle changes in facial movements (Sebastián-Gallés, Albareda-Castellot, Weikum & Werker, 2012; Weikum et al., 2007). Bilingual infants appear to be sensitive to information that distinguishes their language rather than confusing them.
The costs and benefits of bilingualism are numerous. Children who achieve high levels of proficiency at L1 are more likely to do so at L2, especially in the more academic measures of language achievement. Finally, a bilingual child does not appear to suffer the overt linguistic disadvantage of learning her two languages ​​at the same time (Snow, 1993). Bilingual people tend to show significant advances in metalinguistic perception and cognitive flexibility (Ben-Zeev, 1977; Cook, 1997; Pearl & Lambert, 1962). For example, Lambert, Tucker, and d'Anglejan (1973) found that children in Canadian immersion programs (for learning French) tended to perform better on creativity tests than monolingual children. Bilingual children have the advantage over monolingual children of knowing that words are arbitrary names for something (Hakuta & Diaz, 1985).
Popular books such as The Bilingual Edge (King & Mackey, 2009) and articles such as The Power of the Bilingual Brain (TIME Magazine; Kluger, 2013) tout the potential benefits of early bilingual education. I'm here. One of the main advantages of early bilingualism is often taken for granted. A bilingual child will be fluent in multiple languages. This is important for travel, employment, talking to relatives, staying connected to family culture and history, and making friends from different countries. Diverse background. However, apart from the obvious linguistic advantages, researchers have investigated whether bilingualism has other non-verbal advantages (Akhtar & Menjivar, 2012).
Some studies suggest that being bilingual has certain advantages when it comes to social comprehension. In some ways this is not surprising given that differently bilingual people have to navigate a complex social world with different language skills. They appear to be slightly better at understanding the perspectives, thoughts, desires, and intentions of others than their peers (Bialystok & Senman, 2004; Goetz, 2003; Kovács, 2009). Bilingual young children are also more sensitive to certain communicative traits, such as tone of voice (Yow & Markman, 2011)
To conclude, linguistic researchers have argued that there is both merits and demerits of bilingualism. Although they have found some negatives like decreasing access of L1 and confusion, the advantages of bilingualism outweigh the disadvantages. In my opinion bilingual or multilingual children can success vital professional and social achievements in their later life.