Many bilinguals are not bicultural, but some are. What factors make a bilingual bicultural?





Introduction
When talking about bilingual and bicultural people or teachers, two fundamental fields of research, bilingualism and biculturalism, come to the fore. Giving full importance to the importance of learning and mastery of a second language. Research on bilingualism has reached a level of recognition that it is quite impressive, but the scope of biculturalism research has not yet reached this level, although the amount of work devoted to this relatively new field is in uncertainty. .

The terms "bicultural" and "bilingual" often come together in the same text, there is very little work that attempts to encompass in a single reality, bicultural bilinguals. This comes in part from the fact that the two components of the concept belong to very different fields of the academy. Bilingualism is studied primarily by linguists, psycholinguists, cognitive psychologists and sociolinguists, while biculturalism is investigated by social and intercultural psychologists, as well as personality researchers. Unfortunately, there is a shortage of competent academics in several, or all, of these domains at once or, at least, who collaborate with those in other domains in order to study this interdisciplinary topic.


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The terms "bicultural" and "bilingual" are often seen together in the same text or in some of the social contexts in which people who do not know their difference take it as one and the same thing. There is very little work that attempts to encompass in a single reality, bicultural bilinguals. This work addresses a series of topics that refer to bicultural bilinguals, especially the way they are described in literature, how they become both bilingual and bicultural, and how their languages ​​and cultures from which they tend to disappear with the weather. Other aspects discussed are their linguistic and cultural behavior as bicultural bilinguals, the way they identify both linguistic and cultural, as well as their personality as bicultural bilinguals.

The mastery of a person in the management of foreign languages ​​is a fundamental tool for all people who use this method at a professional level which leads to the time of working in a better field of work with countries around the world that are able to help the jobs that foreigners get (Ucha, 2013) says that: “bilingualism is the possibility that a person has to use and speak in a different way the use of two different languages”, and it is how human beings they become bilingual, since they have the ability to master two different languages. The acquisition and mastery at an earlier age its acquisition and mastery will be easier and faster its learning.

In this way there are people who are bilingual as bicultural, according to (Melgar, 2017) says that: “Bicultural people who have deeply internalized two cultural schemes. A cultural scheme is a set of knowledge about the values, norms and beliefs of a specific culture. ” Achieving an undertanding that bicultural people learn about foreign cultures, traditions and costumes from two different communities that are bilingual-bicultural, since they not only learn their traditions, but also speak and lead with a huge installation of a new language.

According to (Mejías, 2014) he says that: “A person can and should be qualified as bilingual, in addition to his or her native language skills, he has the skills in the 4 language skills that we know so far (read, speak, listening and writing) ”, which are the most used and important, and I said beforehand to get a person categorized as bilingual you must have teachers of the four skills perfectly or almost perfectly, so that person could share and live with foreigners without any problem, what they are allowed to learn to master this language. Once you learn them as a second language mastery person you will have a lot of ways to communicate and could easily learn about a new culture, but even your own and traditions, that would become a person, a bilingual-bicultural person .

In the same way, (García, 2016) says that: “he is the person who has managed to overcome the crisis over the cultural shock through the adaptation of a new one with whom he is in recent contact. He is able to live in two different worlds and be part of two cultures at the same time. ”

In conclusion, there are people who are bilingual but not bicultural and this because they have not had the opportunity to have a relationship or share with other people about their culture and traditions that does not help the person does not have the correct, complete and necessary knowledge about a foreign culture or tradition, which is how a person in spite of being bilingual, is not bicultural, it could be that the subject knows and very good teacher a foreign language, but does not have the knowledge about the new culture , so these are the reasons they demonstrate and the support of a person can be bilingual without being bicultural. But, in addition, there is the option that a person can be bilingual who at the same time is bicultural. However, the first does not depend on the second and as in the same way in the opposite direction.

A person may have acquired bilingualism, but for reasons of life he must move to a country where his language is neither native nor bilingual, even if it is so, his bilingualism could be difficult and if biculturalism already dominates two languages ​​he can communicate with some people, but you must start from the beginning with a new language to be able to communicate in another culture. Which means that having mastery of two languages ​​does not mean that in any part of the world you can communicate with another person without problems, if not that the contario will be with some people and their biculturalism will only have it from the languages ​​they dominate and obviously Have cultural knowledge of your second language.


In the same way, (García, 2016) says that: “he is the person who has managed to overcome the crisis over the cultural shock through the adaptation of a new one with whom he is in recent contact. He is able to live in two different worlds and be part of two cultures at the same time. ”



REFERENCE

Usma, J. (2009). Globalization and Language and Education Reform in Colombia: A Critical Outlook. Íkala, Revista de Lenguaje y Cultura, 14(22), 19-42. Retrieved May 21, 2019. Retrieved from https://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/article/view/2200
Valencia, M. (2013). Language Policy and the Manufacturing of Consent for Foreign Intervention in Colombia. Profile: Issues in Teachers´ Professional Development, 15(1), 27-43. Retrieved from https://revistas.unal.edu.co/index.php/profile/article/view/37859/40574
Grosjean, F. (2013). Bilingualism: A short introduction. In Grosjean, F. & Li, P. (2013), pp. 5-25. Retrieved from https://www.francoisgrosjean.ch/bilin_bicult/25%20Grosjean.pdf
Baker, C (2001). Bilingualism: definitions and Distinctions. In Foundations of bilingual education and bilingualism. Buffalo, NY: Multilingual Matters. pp. 2-16. Retrieved from https://criancabilingue.files.wordpress.com/2013/10/colin-baker-foundations-of-bilingual-education-and-bilingualism-bilingual-education-and-bilingualism-27-2001.pdf
COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: LEARNING, TEACHING, ASSESSMENT [PDF]. (n.d.). Strasbourg: Language Policy Division, Council of Europe. ISBN: HB 0521803136 - PB 0521005310 pp. 1-24. Retrieved from https://rm.coe.int/16802fc1bf

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