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The Bilingual Brain: Language, Culture, and Identity

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The Bilingual Brain: Language, Culture, and Identity OUP UNCORRECTED PROOF – FIRSTPROOFS, Tue Mar 04 2014, NEWGEN CHAPTER The Bilingual Brain: Language, 3 Culture, and Identity Nairán Ramírez-Esparza and Adrián García-Sierra Abstract This chapter reviews studies of the bilingual brain from a variety of disciplines, employing multiple theoretical approaches and methodologies. For example, developmental psychologists and speech and hearing scientists focus on the development of the bilingual brain in infants and children using cognitive tasks, brain measurements, and observational techniques. Linguists and educational psychologists study the impact of bilingualism on language development and in the society at large with in-depth interviews, longitudinal-observational studies, and parental reports. Social psychologists and cultural scientists investigate the effects of switching languages on thoughts and feelings utilizing self-reports, observational techniques, priming, and laboratory studies. The goal of this chapter is to provide an in-depth analysis of the fascinating world of the bilingual brain, from infancy to adulthood. Key Words: bilingualism, biculturals, cultural identity, language development, speech perception, executive control, personality, emotion, LENA Young Henry Lee stopped talking to his parents when he was twelve years old. Not because of some silly childhood tantrum, but because they asked him to. That was how it felt anyway. They asked—no, told—him to stop speaking their native Chinese. It was 1942, and they were desperate for him to learn English. “No more. Only speak your American.” The words came out in Chinglish. “I don’t understand” Henry said in English. “Hah?” his father asked. Since Henry couldn’t ask in Cantonese and his parents barely understood English, he dropped the matter, grabbed his lunch and book bag and headed down the stairs and out into the salty fishy air of Seattle’s Chinatown. Excerpt from the book Hotel on the Corner of Bitter and Sweet (pp-12–13) Although the United States has been historically this trend has changed in recent years. As parents populated by immigrants from all over the world, who are raising two bilingual children in the United parents taught their children to speak only English States, we see that the advantages of bilingualism as soon as they arrived in the United States. Parents are beginning to be recognized by the larger soci- believed one must speak English to be an American, ety. For example, many of our friends and neigh- and that English is the gateway to becoming a part bors mention that they wished their children of American society (Fillmore, 2000). However, could become bilingual; and bilingual day care, 35 02_Martinez_Part01.indd 35 3/4/2014 8:59:56 PM OUP UNCORRECTED PROOF – FIRSTPROOFS, Tue Mar 04 2014, NEWGEN immersion schools, and bilingual nannies are very The mother tongue is the first language and, in the popular among monolingual parents. Not only is case of our children, English is considered their sec- this trend apparent in everyday life, there has been ond language. Simultaneous bilinguals are the focus increasing scientific interest in understanding the of many developmental studies since they provide bilingual brain. an opportunity to study the effects of exposure to In this chapter, we discuss three characteristics two languages on the representation of language in of bilingualism: age of second language acquisi- the brain. Defining simultaneous bilingualism has tion, competence in first and second languages, been a challenge for researchers, which we will dis- and cultural identity. We first review research on cuss later in this chapter. infant bilingualism. This research provides infor- Second language learners are bilinguals who learn mation about the bilingual brain early in develop- a second language after the mother tongue has been ment as well as implications for raising a bilingual established. We are second language learners. We child. Then, we concentrate on research that has learned English as a second language in a bilingual attempted to understand the effects of language school in Mexico after our first language was very mode on perception, personality and emotion in well established, around 5 years of age. Although bilinguals. Specifically we discuss the role of culture second language learners can become bilinguals at and cultural identity in the relationship between any point in development, there is some consensus thoughts and feelings in bilinguals as they alternate that second language learners are those who learn between their two languages. This is particularly the second language after 3 years of age (Genesee relevant to the goals of this handbook demonstrat- et al., 2004). ing the close coupling of language, culture, and Language competency also has various defini- cultural identity, which together influence thought tions. McNamara (1967), for example, proposes that and emotion. Please note that the experience of a bilingual possesses a minimal competence in one bilingualism can be different across cultures, and of four language skills (i.e., listening comprehen- in this chapter we focus on bilingualism from an sion, speaking, reading, and writing) and in a lan- American perspective. However, we also consider guage other than the mother tongue. Simultaneous international research, which provides information bilinguals and second language learners may or may about the bilingual brain and insight into raising a not be fully competent in each of their languages. bilingual child. Many bilinguals can speak two languages fluently but have difficulty writing in their second language. Bilingualism and Biculturalism For some researchers, the most important charac- Bilingualism is the ability of an individual to teristic of bilingualism is language competency speak two languages. This broad definition is dif- regardless of age of acquisition. For example, many ficult to operationalize, and researchers have speci- bilingual studies discussed in this chapter required fied a variety of definitions. For example Hamers reading proficiency in both languages from bilin- and Blanc (1989) identify different dimensions gual participants. Other studies required bilingual of bilingualism, including competence, cogni- participants to be competent speaking two lan- tive organization, age of acquisition, the usage of guages, focusing on social interactions in which the second language in the community, social sta- spoken language confidence was required. tus of the two languages and group membership. Cultural identity is a third characteristic of In this chapter we ask the question: How does an bilingualism. Bilingualism can also be associated individual become bilingual? We attempt to answer with multiculturalism (LaFromboise, Coleman, this question by considering three characteristics & Gerton, 1993). Many simultaneous bilinguals of second language acquisition: Age of acquisition, learn two languages while also learning about the language competence, and cultural identity. Some cultures associated with the languages. These two bilinguals learn two languages simultaneously from cultures may be internalized as part of their identity. birth and are described as simultaneous bilinguals Individuals who have been exposed to, and have (Genesee, Paradis, & Grago, 2004). For example, internalized, two cultures are referred to as bicul- our children have been exposed to both English tural (Benet-Martínez, Leu, Lee, & Morris, 2002, and Spanish from birth: They listen to English from Chapter 13 in this volume). For example, we expect their nanny and Spanish from their parents. In this our children to be bilingual (Spanish-English), and case Spanish would be considered the children’s also bicultural (Mexican-American). However, not mother tongue because that is the family language. all bilinguals necessarily internalize two cultures. 36 The Bilingual Brain 02_Martinez_Part01.indd 36 3/4/2014 8:59:56 PM OUP UNCORRECTED PROOF – FIRSTPROOFS, Tue Mar 04 2014, NEWGEN For instance, in Europe many individuals become associated with assimilation of their two cultures, second language learners of English and are highly and the social status of first and second languages. proficient in that language, yet they do not necessar- This linkage between culture and language is ily identify consciously with an English dominant crucial to investigations of the bilingual/bicultural culture. Therefore, they are considered monocul- brain from the perspective of social and psychologi- tural. Here in the United States, however, many cal phenomena including studies of language as a bilinguals are bicultural, and each language is asso- cultural identity capable of affecting personality ciated with a culture. This is the case in the excerpt and emotion. For example, Hong and colleagues Hotel on the Corner of Bitter and Sweet. Young (Hong, Morris, Chiu, & Benet-Martínez, 2000, see Henry Lee is bicultural: English is associated with also chapter 2 in this volume) showed that bicultur- the American culture, Cantonese with the Chinese als are able to switch their perceptions in response culture. Relative ability to speak two languages can to cultural cues: Chinese-American biculturals dis- be related to the degree that bilinguals “perceive play more internal attributions when primed with their mainstream and ethnic cultural identities as American icons (e.g., American flag, Superman), compatible and integrated vs. oppositional and and more external attributions when primed with difficult to integrate” (Benet-Martínez, Leu,
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