example, who have lived here in the Estonia for forty years and still have learned nary a word of Estonish! So the logical, success-promotive strategy is to learn one or more languages of a higher Tier. And such must be the policy in the schools, from the first day of pre-school or kindergarten. Children who do not speak Estonish (for example) are little disadvantaged in Estonia. I do not propose any one method or program over another, but rather assert that the policy of bilingualism is necessary for the success of every individual and thus also for the success of local and regional society. Bilingualism is good thing for every one, beachause it trains your brain and it will be only good for you. Every child who have born in bilingual famili should be happy, beachause they can have twice as much more friend than child who can speak only one language and its much easier to travel around the world, if you have chance to use two language.
Maritime provinces (New Brunswick, Prince Edward Island, and Nova Scotia), along with Newfoundland and Labrador. Eastern Canada refers to Central Canada and Atlantic Canada together. Three territories (Yukon, Northwest Territories, and Nunavut) make up Northern Canada. Provinces have a large degree of autonomy from the federal government, territories somewhat less. Each has its own provincial or territorial symbols. Canada's two official languages are English and French. Official Bilingualism in Canada is law, defined in the Canadian Charter of Rights and Freedoms, the Official Languages Act, and Official Language Regulations; it is applied by the Commissioner of Official Languages. English and French have equal status in federal courts, Parliament, and in all federal institutions. The public has the right, where there is sufficient demand, to receive federal government services in either English or French, and official language minorities are
intiaanikieliä ja skandinaavisia, romaanisia ja slaavilaisia kieliä. Viime vuosituhannen lopulta on tutkittu myös sitä, miten hyvin hollannin puhujat ymmärtävät friisiä ja afrikaansia. Yhden alan perusteoksen, Ten Thijen ja Zeevaertin toimittaman Receptive Multilingualism (2007) on julkaissut työnsä jo loppuun saattanut Research Center on Multilingualism (University of Hamburg). Uusia näkökulmia tutkimukseen avaavat julkaisujen International Journal of Bilingualism ja International Journal of Multilingualism hiljattain ilmestyneet teemanumerot. Lisäksi Freiburgin yliopistossa toimii Institute of Multilingualism, jonka yksi tutkimusala on positiivinen transfer reseptiivisessä monikielisyydessä. Reseptiivisen monikielisyyden nykytutkimus toisin kuin aiempi ei enää fokusoidu pelkästään läheiseen kielisukulaisuuteen. Keskinäistä ymmärrettävyyttä ei pidetä kielten luontaisena
The writer then highlights the fact that English is envied by many other language speakers in Europe, for example the French. It is envied for its liberal attitude to different variations in English. He implies that there are other languages, like Spanish, which become more and more important partners to English. To conclude, Graddol concedes that in his opinion, English is not threatened by Chinese, although he thinks that it is possible to have bilingualism in the future. Graddol is almost sure that no language will take over English and it will stays as a global lingua franca.(Graddol, 2011)
Ü. Rannut (2002) rõhutab, et kakskeelsuse õpetamise eesmärk on lapse identiteeti säilitav mitmekultuursus. Beker (1995:6) defineerib kakskeelsuse käsitlemisel nelja erinevat keelevõimet, mille osas võivad kakskeelse inimese keelevõimed erineda: kuulamine, kõnelemine, lugemine ja kirjutamine. Erinevate kakskeelsuse olukordade puhul on vajalik välja tuua üks oluline eristus. Nende spekter ulatub nimelt rikastav kakskeelsusest (additive bilingualism) taanduva kakskeelsuseni (subtractive bilingualism). Kui lapsed räägivad mingit enamuskeelt ja neil on võimalus saada kakskeelseks mingi teise enamus- või vähemuskeele omandamise kaudu, siis käsitletakse seda valdavalt rikastava kakskeelsuse olukorrana. Esimene keel, milleks on antud juhul prestiizne enamuskeel, ei ole ohus. Seda ei asendata teise keelega, ükskõik kas uus keel on enamus- või vähemuskeel. Kodu ja/või kooli kaudu lisab laps senisele mingi uue keele ja kultuuri ning
lastel on potensiaali omandada kaks keelt. Sellisel lapsel ei ole keele omandamise ega keelekasutuse seisukohalt erisusi. Kakskeelsed autismispektri häiretega lapsed erinevad kõikides keeltes ükskeelsetest eakaaslastest. Spetsialistid peavad edendama ja toetama kindlasti emakeele kasutamist peres, eriti just keelelistest vähemustest pärit laste perekondades. Samuti peab jätkuma ka spetsialistide kultuuripädevuse alane haridus. Kasutatud kirjandus: Shannon Lewis Bilingualism in Autism Spectrum Disorders: What do Speech- Language Pathologists Need to Know? Külastatud 28.09 – 10.10.2020 aadressil: https://www.msudenver.edu/media/content/rowdyjournal/documents/Lewisfinal.p df
bilingual nation on paper only. With English being the lingua franca, it has come to dominate the economy. Even in Québec, English was the language of prestige and choice for business, and French-speakers were often discriminated against when applying for work. The relative status of French had declined to an unacceptable extent, it did not pay to speak French even in Quebec. 1963 the Royal Commission on Bilingualism and Biculturalism was created. It was a response to the growing unrest among French Canadians in Québec, who called for the protection of their language and culture, and opportunities to participate fully in political and economic decision making. The commission's findings led to changes in French education across the country, and the creation of the federal department of multiculturalism and
CONCLUSION There are no precedents in human history for what happens to languages, in such circumstances of rapid change. There has never been a time when so many nations were needing to talk to each other so much. There has never been a time when so many people wished to travel to so many places. There has never been such a strain placed on the conventional resources of translating and interpreting. Never has the need for more widespread bilingualism been greater, to ease the burden placed on the professional few. And never has there been a more urgent need for a global language. [3, p.14 ] The aim of this work was to find the answere to the questions concerning the widespread of the English language all over the world, the role it plays in the modern world and its possible future perspectives, as well as to explore the thoughts and feelings of Estonian students to the issue.
Keeled, murded, regionaalkeeled, riigikeeled jne. Psühholingvistiline mõiste: keeled ühe inimese meeles: valdamise määr: kui vabalt räägid? omandamise vanus: kui vanalt omandasid? kasutuse intensiivsus: kui tihti kasutad? keelte staatuse ja kasutatavuse alusel ühiskonnas (nt vähemuskeel vs enamuskeel) Mõlemast mitmekeelsuse käsitlemise valdkonnast lähtub palju praktilisi probleeme. Keegi ei oska defineerida, mis/kes on kakskeelne inimene (bilingualism). Inimene peab ise tundma, kas ta on kakskeelne või ei ole – identiteedi küsimus. Kaht keelt perfektselt võrdselt õppida ei suudeta, sest inimesed kasutavad keeli eri ümbruses ja eri asjadest rääkimisel. Emergentsionistlikud lähenemised: keel pole kaasasündinud, ent on tekkinud aeglaselt evolutsiooni käigus. Emakeel ja teisena omandatud keel (L2) kasutavad samu võimeid. Generativistlikud lähenemised: keel tekkis mingi sündmuse tagajärjel äkitselt ja hiljem. Kui inimene ei
annaabi.ee 
