Open Writing

Learning a second language is relatively easy for a young child. The popular belief is that second language acquisition becomes more difficult as one ages, but a considerable body of research shows that the reality is not as clear-cut as that, and that further studies are needed to establish a more definitive theory. Probably the most convincing studies supporting the idea that younger brains are more amenable to learning language are those associated with brain damage.

These studies reveal that children who suffer brain damage before puberty typically recover normal language, or develop it if they did not possess it beforehand, whereas adults rarely recover it fully. As a result, there is general agreement that children have a neurological advantage in learning languages, and that puberty correlates with a turning point in ability. It seems that language acquisition occurs primarily during childhood, and the brain loses plasticity after a certain age when it becomes rigid and fixed, and loses the ability.

Currently, the world is going through an unprecedented period of population movement from one country to another. Driven by economic, political, cultural or religious pressures, or a combination of all these factors, peoples are seeking peace, safety and prosperity in another land. Congruent with this upheaval is a rapidly escalating need to learn a second language. In the US, attempts to meet this need are spotty at best.

In the state of New Jersey for example, elementary level students who are not fluent in English enter what is called an “English as a Second Language” (ESL) course. Teachers in the ESL program speak only English to the students, relying on show and tell techniques to explain what they are saying. The students’ native languages may differ from one another. The students must remain in the program until they are able to speak and write English.

At the college and university level, courses are aimed at those mature students who already possess a degree earned in another country, are not fluent in English, but wish to qualify for professional jobs in the USA, such as teaching. They are permitted to study core subjects such as math and history in their native tongue for 2 years, but must then transfer to English speaking classes.

In the year 2000, the United States Census Bureau on languages in the United States, produced data on “Language spoken at home,” collected from a questionnaire that was distributed to 1 out of 6 households. The data is directed at state and local governments, and other organizations, to assist in the determination of which languages to use in a specific geographic area, for instance in voting machines, literature for voters, and material for public libraries.

The published data apply principally to 30 languages, chosen for their nationwide distribution, though there are many other languages making up the US total. These other languages however, are spoken only by an insignificant proportion of the population. Data from households that specify languages other than the main 30 are reported under 10 language groupings. Examples are Albanian, Lithuanian and Welsh, Yoruba and Somali, Indonesian and Syriac. Other minority languages include Punjabi, Pennsylvania German and Navajo.

Given the unprecedented influx of non-English speaking immigrants into the US, and the less-than-adequate English language teaching resources in the Country’s education systems, it would seem that many immigrants will learn some form of English by usage and exposure. Unfortunately, much of this exposure will be to forms of English that don’t bear much resemblance to correct spelling, grammar and pronunciation. The children will most likely watch cartoons on TV, with all their linguistic distortions; while the adults will watch sit-coms and sports programs, and perhaps cooking and DIY shows.

Yet others will unfortunately be exposed to “Ebonics,” to give the almost unintelligible argot spoken by many African Americans its polite name, especially if they listen to Rap songs. Thus their speech will be littered with such handy phrases as: “Where you at?” “Whas goin’ on bro?” and "You gots to git dose Benjamins so you cin git dat bling-bling fo yo ride." This latter phrase translates into “You have to get some dollars so that you can buy fancy accessories for your car.”

There is a cooking show, currently on TV here, that features southern recipes. The producers must have decided, mistakenly I think, that the hostess’ southern accent adds authenticity to the program. The woman delivers probably the most tortured English pronunciation I have ever heard, layered on top of some pretty sketchy grammar, and liberally sprinkled with y’alls when she remembers. The result is a barely understandable, linguistic goulash.

The stock in trade of a southern accent, which in its natural form can be very musical and quite charming, is the introduction of an extra syllable into most words. In the style of this lady-cook, a phrase she often uses comes out like this: “Theyis is goin’ tayist sooo gooud.” Her presentation also includes plentiful use of the double negative, as in: “Neow, ah don’t want nobody t’go home hungrayi – y’all. One can only wonder about the impact of this kind of tutorial on some unfortunate Sumatran fugitive from the last Tsunami.

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