SOURCE 2
Hornby, Peter A. Bilingualism: Psychological, Social and Educational Implications. New York : Academic Press Inc. , 1977.
In his book Bilingualism: Psychological, Social and Educational Implications Hornby aims to induce amongst his readers’ awareness and appreciation of the scope and complexity of current thinking in bilingualism by bringing together historical developments, theoretical controversies and research findings in the disciplines of of psychology, linguistics and education and relating them to the effect bilingualism may have on an individual and and his or her society. Hornby aims to discover "which characteristics of a bilingual setting lead to its being viewed as a source of enrichment and diversity...rather than as a source of confusion, conflict and frustration." (Hornby ix) In his Introductory Chapter, Hornby provides his readers with a classification of the different types of bilingualism by providing the views of different researchers relating to the definition of bilingualism. For the purpose of this research, Bloomfield's (1933) definition of bilingualism will be used i.e. " the term should be applied only to those individuals who possess "native like" ability in both languages."
In order to accomplish his aims Hornby uses a civil tone to portray the views of others. Forwarding and countering these views, he forms an authoritative base for his arguments. Reflecting on Cummins' threshold hypothesis, Hornby talks about the importance of an assurance to
minority groups that their home language should be given a strong reading and writing base before or along with the introduction of the national language and describes it as a "potentially productive hypothesis to test" (Hornby 18). Hence, a slight interlink between Cummins and Hornby's views can be noticed. Shivanii’s father mimics this ideology of Hornby’s when he comes across as "adamant" on making her speaking their dying language. However, Hornby goes on to compare the different conclusions various researchers have deduced during their research projects. Referring to Peal and Lambert's study, he talks about their conclusion that "bilinguals were characterized by a more differentiated intelligence subtest profile than their monolingual comparison group." (Hornby 29) which he furthers by connecting to Anisfield's findings that contradicted those of Peal and Lambert's by concluding that bilinguals did not have superior cognitive skills when compared to monolinguals leading to Hornby's conclusion that "the response characteristics of bilinguals are a matter of response rather than basic ability difference." Hornby states that "only when both languages are spoken by individuals important to the child that the child rises to the challenge of becoming bilingual." However, this does not stand through in Shivanii's case as while both her parents can converse in Sindhi, she is unable to and end up at a cognitive disadvantage, mixing up the three languages while attempting to speaking in Sindhi.
In Chapter Three, Hornby forwards the views of authors such as Lambert, Darcy and Peal to illustrate his views. Borrowing the findings of Peal and Lambert’s study, he extends their findings to draw on a conclusion that with the provision of more evidence, the efficiency of the different proposed mechanisms by the researchers whose data he has illustrated and extended will become clearer. Hence, it is noticed that Hornby illustrates the point he is making by forwarding the views of authors/researchers including Lambert, Darcy, Peal, Anisfield and Torrance among others and cites each one of their views by citing them using the MLA system, thereby authorizing his claims. Thus, borrowing their data he extends it to apply it to the questions he aims to explore i.e. the psychological, social and educational implications of bilingualism.
Hornby, Peter A. Bilingualism: Psychological, Social and Educational Implications. New York : Academic Press Inc. , 1977.
In his book Bilingualism: Psychological, Social and Educational Implications Hornby aims to induce amongst his readers’ awareness and appreciation of the scope and complexity of current thinking in bilingualism by bringing together historical developments, theoretical controversies and research findings in the disciplines of of psychology, linguistics and education and relating them to the effect bilingualism may have on an individual and and his or her society. Hornby aims to discover "which characteristics of a bilingual setting lead to its being viewed as a source of enrichment and diversity...rather than as a source of confusion, conflict and frustration." (Hornby ix) In his Introductory Chapter, Hornby provides his readers with a classification of the different types of bilingualism by providing the views of different researchers relating to the definition of bilingualism. For the purpose of this research, Bloomfield's (1933) definition of bilingualism will be used i.e. " the term should be applied only to those individuals who possess "native like" ability in both languages."
In order to accomplish his aims Hornby uses a civil tone to portray the views of others. Forwarding and countering these views, he forms an authoritative base for his arguments. Reflecting on Cummins' threshold hypothesis, Hornby talks about the importance of an assurance to
minority groups that their home language should be given a strong reading and writing base before or along with the introduction of the national language and describes it as a "potentially productive hypothesis to test" (Hornby 18). Hence, a slight interlink between Cummins and Hornby's views can be noticed. Shivanii’s father mimics this ideology of Hornby’s when he comes across as "adamant" on making her speaking their dying language. However, Hornby goes on to compare the different conclusions various researchers have deduced during their research projects. Referring to Peal and Lambert's study, he talks about their conclusion that "bilinguals were characterized by a more differentiated intelligence subtest profile than their monolingual comparison group." (Hornby 29) which he furthers by connecting to Anisfield's findings that contradicted those of Peal and Lambert's by concluding that bilinguals did not have superior cognitive skills when compared to monolinguals leading to Hornby's conclusion that "the response characteristics of bilinguals are a matter of response rather than basic ability difference." Hornby states that "only when both languages are spoken by individuals important to the child that the child rises to the challenge of becoming bilingual." However, this does not stand through in Shivanii's case as while both her parents can converse in Sindhi, she is unable to and end up at a cognitive disadvantage, mixing up the three languages while attempting to speaking in Sindhi.
In Chapter Three, Hornby forwards the views of authors such as Lambert, Darcy and Peal to illustrate his views. Borrowing the findings of Peal and Lambert’s study, he extends their findings to draw on a conclusion that with the provision of more evidence, the efficiency of the different proposed mechanisms by the researchers whose data he has illustrated and extended will become clearer. Hence, it is noticed that Hornby illustrates the point he is making by forwarding the views of authors/researchers including Lambert, Darcy, Peal, Anisfield and Torrance among others and cites each one of their views by citing them using the MLA system, thereby authorizing his claims. Thus, borrowing their data he extends it to apply it to the questions he aims to explore i.e. the psychological, social and educational implications of bilingualism.