Soumi Mandal

Assistant Professor

Department of Education

Vinaya Bhavana

Visva-Bharati

Santiniketan, West Bengal

India

Abstract

In a multilingual and multicultural society in which all the major languages are given the status of national languages, socio-political tongs and pulls may force a nation to accept an exoglossic language as an associate or auxiliary link language, which is one of the functions of English at national level in India. Many children in Indian context experience a striking difference between language and literacy practices in home and school as well, because their access to the target language is highly variable. But the multicultural classroom in itself is a socio-cultural tool which is taking place through dialogue and classroom discourse by reflecting the history, cultural values and social practices of school and communities in the context of Oriya speaking monolingual and bilingual children of Bhubaneswar, which is a newly evolving multicultural city. What do learners learn, how they learn, what is the role of socio-cultural factors in enhancing their linguistic abilities and socialization? And what are the individual factors in language learning? All these are very interesting issues which are going to be addressed in this paper. Moreover, the paper makes attempts to elucidate the socio-cultural aspects of language learning, their influence on second language acquisition and also explains how the multilingual classroom is itself a source of cultural artifact and helps in second language acquisition.

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Analogous Study of English Linguistic Knowledge of Odiya Speaking Children between Monolingual and Bi-Lingual Situations

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