Project 2 Abstract
The purpose of our exhibit Multilingualism and the Brain is to focus on the cognitive, social and academic effects of multilingualism. Bethanie goes beyond talking about cognitive effects on her essay and writes about how multilingualism affects culture, while Margaux focuses on the mental shuttling between languages. In my analysis, I focus on the academic and social effects of multilingualism and how teachers can help multilingual students adapt to the American education system. Each of us contributes to our exhibit by looking at the specific aspects of multilingualism. I compare the obstacles that multilingual students face with some of the obstacles that Native English students face. I used fours sources to write my analysis. Two of them are interviews of Emory students, one of them is a text that we used in class about the obstacles that multilingual students face in academic settings and the last one is a primary source article. The first part of my essay focuses on how multilingualism can have a positive effect on academics and how Native English might face obstacles in academic and social settings. In the next part of the analysis, I talk about how multilingualism can enhance social relationships and add more to someone’s sense of identity. The last parts of my essay emphasize mostly the effect that teachers have on the success of multilingual students and how they can help them succeed. I also mention and expand the idea that multilingualism has an additive effect, instead of an obstructive effect. I end my essay by mentioning why learning about the effects of multilingualism is important and other topics that I could write about in the future.
Works Cited:
Canagarajah, Suresh A. " A Rhetoric of Shuttling between Languages." Cross-language Relations in Composition. By Bruce Horner, Min-Zhan Lu, and Paul Kei. Matsuda. Carbondale: Southern Illinois UP, 2010. 158-79. Project Muse. Web. 22 Mar. 2015.
Cikopana, Doris. "Interview with Doris Cikopana." Interview by Bethanie Tabachnik and Margaux Nijkerk. YouTube. N.p., 19 Mar. 2015. Web. 22 Mar. 2015. <https://www.youtube.com/watch?v=9420v8BiM-8&feature=youtu.be>.
Rodriguez, Julian. "Julian Rodriguez Interview." Interview by Kelvin Camilo. YouTube. N.p., 2 Dec. 2013. Web. 22 Mar.2015. <http://www.youtube.com/watch?v=uvte6f5Ix6Y>.
Zawacki, Terry Myers, and Anna Sophia Habib. ""Will Our Stories Help Teachers Understand?": Multilingual Students Talk about Identity, Voice, and Expectations across Academic Communities." Reinventing Identities in Second Language Writing. By Michelle Cox, Jay Jordan, and Christina Ortmeier-Hooper. Urbana: National Council of Teachers of English, 2010. 54-73. Print.
The purpose of our exhibit Multilingualism and the Brain is to focus on the cognitive, social and academic effects of multilingualism. Bethanie goes beyond talking about cognitive effects on her essay and writes about how multilingualism affects culture, while Margaux focuses on the mental shuttling between languages. In my analysis, I focus on the academic and social effects of multilingualism and how teachers can help multilingual students adapt to the American education system. Each of us contributes to our exhibit by looking at the specific aspects of multilingualism. I compare the obstacles that multilingual students face with some of the obstacles that Native English students face. I used fours sources to write my analysis. Two of them are interviews of Emory students, one of them is a text that we used in class about the obstacles that multilingual students face in academic settings and the last one is a primary source article. The first part of my essay focuses on how multilingualism can have a positive effect on academics and how Native English might face obstacles in academic and social settings. In the next part of the analysis, I talk about how multilingualism can enhance social relationships and add more to someone’s sense of identity. The last parts of my essay emphasize mostly the effect that teachers have on the success of multilingual students and how they can help them succeed. I also mention and expand the idea that multilingualism has an additive effect, instead of an obstructive effect. I end my essay by mentioning why learning about the effects of multilingualism is important and other topics that I could write about in the future.
Works Cited:
Canagarajah, Suresh A. " A Rhetoric of Shuttling between Languages." Cross-language Relations in Composition. By Bruce Horner, Min-Zhan Lu, and Paul Kei. Matsuda. Carbondale: Southern Illinois UP, 2010. 158-79. Project Muse. Web. 22 Mar. 2015.
Cikopana, Doris. "Interview with Doris Cikopana." Interview by Bethanie Tabachnik and Margaux Nijkerk. YouTube. N.p., 19 Mar. 2015. Web. 22 Mar. 2015. <https://www.youtube.com/watch?v=9420v8BiM-8&feature=youtu.be>.
Rodriguez, Julian. "Julian Rodriguez Interview." Interview by Kelvin Camilo. YouTube. N.p., 2 Dec. 2013. Web. 22 Mar.2015. <http://www.youtube.com/watch?v=uvte6f5Ix6Y>.
Zawacki, Terry Myers, and Anna Sophia Habib. ""Will Our Stories Help Teachers Understand?": Multilingual Students Talk about Identity, Voice, and Expectations across Academic Communities." Reinventing Identities in Second Language Writing. By Michelle Cox, Jay Jordan, and Christina Ortmeier-Hooper. Urbana: National Council of Teachers of English, 2010. 54-73. Print.