1. Dieter Wolff (Beijing, May 2007)
Bilingualism and Foreign Language Learning: Some reflections on a neglected topic
Dieter Wolff
(Beijing, May 2007)

2. Working hypothesis
Bilingual individuals (whether they speak
two or more languages) are better
language learners in institutionalised
learning contexts than monolinguals
because their language learning abilities
are more developed

3. Structure of the paper
Introduction
Types of bilingualism
The language learning abilities of the bilingual individual
Language awareness
Consequences for the foreign language classroom

4. Types of bilingualism
Enforced bilingualism which develops in migratory contexts leading to different sub-types
Elitist bilingualism which develops through bilingual education in the family

5. Types of bilingualism
Instructed bilingualism which develops through the teaching of foreign languages in the classroom
Geographically or socially induced bilingualism which develops because a person lives in a regional or social context in which several languages are spoken

6. The language learning abilities of the bilingual: Research results
Bilingualism is a positive feature
Elitist bilinguals have a more developed competence with respect to information processing than monolinguals
Under certain conditions enforced bilinguals develop higher thinking skills and language learning abilities than monolinguals

7. The language learning abilities of the bilingual: Research results
An enforced bilingual‘s school problems disappear when the child‘s first language is taken into account in the teaching/learning process
Under certain conditions children growing up with two languages develop semilingualism

8. Conclusions
Bilingualism has a positive influence on cognition especially with elitist bilinguals
The type of bilingualism influences the learning of another language
Competence in the learner‘s two languages plays an important role in learning another language

9. Conclusions
Promoting competence in the learner‘s two languages enhances the language learning abilities with respect to another language
Highly competent bilinguals have a specifically developed ability to recognise structures and functions of new languages

10. Language awareness: definition
Language awareness can be defined as an understanding of the human faculty of language and its role in thinking, learning, and social life. It includes an awareness of power and control through language, and of the intricate relationships between language and culture

11. Language awareness: domains
The cognitive domain which includes the development of an awareness for patterns, contrasts, categories, rules and systems
The performance domain which comprises an awareness for language processing and for language learning
The affective domain which relates to the development of attitudes, attention, curiosity, interests and esthetic feelings

12. Language awareness: domains
The social domain which relates to the development of an understanding for other languages and a tolerance for minorities and their languages
The power domain which relates to the ability of understanding language with respect to its potential to influence and manipulate others

13. Language awareness: research results
The cognitive domain is particularly well developed in elitist bilinguals (Danesi)
The performance domain is well developed in elitist and, to a lesser extent, in enforced bilinguals (Cummins)
The affective domain is highly developed in all types of bilinguals (Schumann, Byram)

14. Language awareness: research results
The social domain is well developed especially in elitist bilinguals (Hoffmann)
The power domain is best developed in elitist bilinguals

15. Language awareness: conclusions
Elitist bilinguals have a highly developed language awareness potential which they can use to a high degree of flexibility in instructed language learning situations
The language awareness potential of enforced bilinguals is lower probably even than that of monolinguals

16. Language awareness: conclusions
Instructed bilinguals have a low awareness potential probably not exceeding that of monolinguals
With respect to bilinguals speaking a standard language and a dialect the results available are so scarce that no valid indication can be given

17. Consequences for the foreign language classroom
In enforced bilingualism the promotion of focal awareness is highly important
In instructed bilingualism promotion depends on the language teaching approach. Learners in a communicative classroom are in need of promoting focal awareness.
Elitist bilinguals will probably need some help in developing their focal awareness