study between japanese and vietnamese of a 5 year old child born in a bilingual family in japan

This study is conducted to research the code-switching phenomenon of children in bilingual families.. The actual use oflanguage has a specific existence and the use of minority language

This study is conducted to research the code-switching phenomenon of children

in bilingual families The study focuses on the language activities of a familyconsisting of a Japanese father, a Vietnamese mother, a child born in Japan, and

a family currently living in Japan The research method of interview andobservation is considered by the researcher to be the appropriate method for thisstudy Parents were interviewed by in-depth interview questionnaires todetermine their family's expectations and intentions of using language and theauthor observed and analyzed a fifteen-minute conversation of This family isrecorded to evaluate the actual use of language in the family by all familymembers The proportions of codeswitching are discussed on the basis ofBaker's (2006) summary The research results show that although familymembers' intention to use language and the fact that family members havesimilarities with language, there are still small deviations The actual use oflanguage has a specific existence and the use of minority language (Vietnamese)has a positive effect on the child's bilingual ability

TABLE CONTENTS

ABSTRACT 1

CHAPTER 1: INTRODUCTION 1

1.1 Background of the study 1

1.2 Aim and scope of the study 3

1.3 Research structure 4

CHAPTER 2: LITERATURE REVIEW 6

2.1 Theoretical background 6

2.1.1 Definition of Code-switching 6

2.1.2 Funcion of Code-switching 8

2.1.3 Types of Code Switching 9

2.1.4 Definition of Bilingualism 10

2.1.5 Fact about Bilingualism 11

2.1.6 Benefits of Bilingualism 12

2.2 Agency and Family Language Policy 14

2.3 Previous studies related to the research 15

CHAPTER 3: RESEARCH METHODOLOGY 18

3.1 Research Methodology 18

3.2 Data collection 19

3.3 Analysis of data 19

CHAPTER 4: RESULTS AND DISCUSSION 20

4.1 Expectations and intentions for family language’s implementation 20

4.2 How to use the actual language of family 22

4.2.1 Father 22

4.2.2 Mother 23

4.2.3 Child 24

4.3 Discussion 26

CHAPTER 5: CONCLUSION 28

REFERENCE 29

APPENDIX A 35

APPENDIX B 36

CHAPTER 1: INTRODUCTION 1.1 Background of the study

A study in Singapore revealed the cognitive advantages ofchildren exposed to two languages Early manifestation ofcognitive abilities, problem solving is better than children whouse only one language The study on cognitive development ofbilingual children has been published in the Journal of ChildDevelopment Comparing the cognitive processing of single andbilingual children has shown the advantage of bilingualism.Studies have demonstrated the advantage in thinking andcognition when children are exposed to two languages Theresearchers chose this method to test the child's cognitiveabilities Previous studies have shown that bilingual children,bored with fast familiar images, can outperform their peers inearly education In particular, in cognitive action, expressivelanguage and two-language acquisition and IQ test of childrenare dominant Bilingual children are intelligent, their memory issuperior For example, when encountering more novel wordsthan monolinguals, it is often difficult to memorize But bilingualchildren learn new words by learning to communicate.Researchers believe that the greater information-processingefficiency of learning two languages at the same time giveschildren a chance to develop skills Dominant when navigatingearly education." Children raised in bilingual families are doingtasks related to problem solving," said Dr Ramirez This showsthat bilingualism not only develops language, but more generalcognitive development.” Bilingual experiences improve brain

function better The attention command system children use toplan, solve problems, and perform other mentally demandingtasks These processes include ignoring distractions in order toconcentrate, shifting attention from one thing to another, andeffective memory of information.

For decades, studies devoted to understanding the impact

of bilingual environment on cognition have shown that positiveresults may far exceed those that enable bilinguals tocommunicate better And participate in new social experiences.Interesting Research Route of Barac, Bialystok, Castro &Sanchez and Other Scholars (2014); Bialystok (2017); Adesope,Lavin, Thompson & Ungerleider (2010) tested whether bilingualinterest appeared in early life's non-verbal cognitive abilitymeasurement tasks However, according to Kov á cs & Mehler(2009); Singh, fu, rahman, hameed, sanmugam, agarwal, jiang,chong, meaney & rifkin-graboi (2015), the basic cognitiveprocess of early bilingual advantage is still unclear, and someexperimental support shows that bilingual learners are betterthan bilingual learners Interestingly, this effect was reported asearly as childhood, with 6-month-old and 7-month-old childrenshowing more flexible attention than monolingual peers whenexposed to bilingual input E.g Carlson & Meltzoff (2008);Poulin-Dubois, Blaye, Coutya & Bialystok (2011) studied that 24-month-old bilingual children are better than monolingualchildren

According to the Japan Ministry of Justice, the Vietnamesepeople in Japan are the 3rd largest community of foreigners in

Japan As of 2017, there were 2,405 Vietnamese living in Japanwith a residence card and special permanent residencecertificate, accounting for 10.2% of other foreigners, regardless

of the status of no nationality At the end of 2018, Vietnameseresidents increased to 330,835 people By the end of 2019, thisnumber was 410,000 Vietnamese living in Japan There aremany families residing in Japan and there are also cases whereVietnamese women marry Japanese husbands or vice versa.There are also cases of families migrating from Vietnam toJapan Children are born and raised with the exposure of twolanguages, Vietnamese and Japanese

In this study, the author focuses on researching a familyconsisting of 3 people Father is Japanese and mother isVietnamese They have been married for 07 years and have a 5year old daughter together Since they got married, they haveboth been living in Japan The child is also born in Japan andholds Japanese nationality Every year, both mother and childreturn to Vietnam for 01 month During this month, the childregularly communicates with Vietnamese relatives and relativesand communicates in Vietnamese The 45-year-old husbandworked in Vietnam for 05 years before getting married.Husband and wife can communicate with each other inVietnamese at a basic level The wife can communicate inJapanese and English She has lived in Japan for 13 years Aftergetting married, she actively hone her Japanese skills withtextbooks, watched TV programs in Japanese, and tooklanguage classes And she passed the highest level of herJapanese proficiency exam and is now trying to work as a free

Japanese-Vietnamese translator Currently, she is continuing tostudy Japanese translation to improve her skills After gettingmarried, the couple's main language of communication isJapanese After giving birth, in order for her daughter to speakVietnamese, she actively communicated in Vietnamese whenshe had mother and daughter When there are Japanese aroundfor example, when there are butlers and in public places, shewill use Japanese to communicate with her children Shethought it was appropriate to do so so that no one was left out

of the conversation

1.2 Aim and scope of the study

Examining the code-switching activities of a Vietnamese bilingual family is a case study described in thisstudy The pragmatic reasons and motives behind their use oflanguage are determined according to Baker's (2006) 12 code-switching purposes This study will examine their attitudestowards bilingualism and code-switching, and will try todetermine whether their language use intention supports orcontradicts their actual language use Finally, this study willinclude a discussion of their hopes for future language use and

Japanese-a prediction of the impJapanese-act their choices mJapanese-ay hJapanese-ave on theirchildren's ability to become fully functional bilinguals

Code-switching is mentioned in many studies and researchers candiscover many aspects However, this study focuses on Code-Switching studybetween Japanese and Vietnamese of a 5 year old child born in a bilingualfamily in Japan

Chapter 2: Literature review

This chapter provides the theoretical basis on topics including thedefinition of Code-switching and the functionality of code-switching Inaddition, the researcher also presents some previous studies related to topic

Chapter 3: Research Methodology

In Chapter 3, researcher introduces research method and data collectionand processing procedure

Chapter 4: Results

The content of chapter 4 focuses on presenting the results of data analysiscollected from the interviews between the father, the mother and the datarecording of the conversation between family members

Chapter 5: Discussion

From research results carried out against theoretical basis, the results ofprevious studies related to the topic and discussion of issues related to languagetranscoding in bilingual families

Chapter 6: Conclusion

The main content of this chapter is to present conclusions about what isdiscovered after doing research on language activities in a bilingual family.

CHAPTER 2: LITERATURE REVIEW 2.1 Theoretical background

What is code switching: 言語を切り替えることを切り替えること切り替えることり替えること替えることえること

Some people are monolingual and speak just one language Others peopleare bilingual or multilingual and speak more than one language Bilingual ormultilingual people sometimes switch back ang fourth between two or moredifferent languages This is called code switching One situation in which codeswitching is common is within immigrant families For example: a Vietnamesefamily move from Vietnam to Japan and the children grow up speakingVietnamese as their native language but they learn Japanese outside of the homewhen the children in that family speak to their siblings they might codeswitching between Vietnamese and Japanese (Another situation in which codeswitching is common is in certain countries where a native language is spokenalongside a former colonial language One example that comes to mind it isIndia where Hindi English code switching is common and another example is inPhilippines where Tagalog English code switching is common)

Code switching is largely unpredictable and speakers often impulsivelyswitch language without any consious choice In code switching one language isthe dominant language Normally the native language of the group this is calledthe matrix language and the additional language is called the embeddedlanguage the matrix language lays out the basic for the communication and thenutterances from the additional language are embedded into the matrix language

2.1.1 Definition of Code-switching

Code-switching is defined as the pairing of speech fragments of twodifferent grammatical systems or subsystems in the same speech exchange(Gumpertz, 1982, in Romain 1989: 111) According to Baker (2006: 110), there

is another definition that describes code-switching as any switch in the course of

a conversation, whether at the word or sentence level or at the phonetic blocklevel In this article, Baker's (2006) definition will be followed, and any change

in language will be regarded as an example of code-switching

Code-switching has been tested from the perspectives of linguistics andsociolinguistics This article will only focus on the sociological reasons forcode-switching According to Gumpertz (1982, in Romaine 1989), code-switching in sociolinguistic context is used as a discourse model Also according

to Gumpertz, it is used as a communication choice, just as converting dialects of

a language or subscribing depends on the audience

According to Baker (2006), code-switching varies from interlocutor,context and topic Gumperz (1982) asserted that it can be described as asituation or metaphor According to JISA (2000), code-switching occurs whenthe language is passed due to changes in participants, topics, or settings AsRomaine (1989) said, metaphorical code-switching refers to the pragmaticreasons behind language changes Chung's (2006) research points out manyreasons for using code-switching Fotos (1995); Nishimura (1995); Romaine(1989), but the most comprehensive list was proposed by Baker (2006) Thefollowing Baker summarizes the twelve purposes of code-switching:

(1) Code-switching can be used to emphasize specific points in

conversation

(2) If a person does not know a word or phrase in one language, he can

replace a word with another language

(3) Words or phrases in the two languages may not correspond correctly,

and bilingualism may switch to one language to express concepts thathave no equivalent meaning in the culture of the other language

(4) Code-switching can be used to strengthen requests

(5) Repeating phrases or paragraphs in another language can also be used

to clarify a certain point

(6) Code-switching can be used to express identity, friendship or family

ties

(7) With regard to a previous dialogue, the person may report the

dialogue in the language or language used

(8) Code-switching is sometimes used as a way to interfere with

(12) In some bilingual situations, code-switching often occurs when

certain topics are introduced (2006: 111-113)

2.1.2 Funcion of Code-switching

Many linguists have found that code-switching reflects oracts as a social function in some communities For example,Scotton (1988) believes that the conversation style used inKenya plays an important role in demonstrating unity orinequality within the group Similarly, mcconvell (1988) believesthat the indigenous peoples of Victoria River participate in code-switching in the form of "social information" aimed at including

or excluding listeners In addition, Blonunaert (1992) reportedthat the use by educators of the Kiswahili campus (the English

of the Kiswahili spoken in Dar es Salaam, Tanzania, interfereswith the Kiswahili variant) has the function of excluding othereducational backgrounds Others (e.g Scotton 1976, Heller

1988a) believe that code-switching produces "ambiguity" or

"neutrality" In addition, code-switching can act as a exclusion tool when an individual wishes to separate himselffrom a specific language group

self-Some researchers who have studied the social function ofcode-switching have done this at the micro level (e.g Auer

1984, 1988, Blom and Gumperz 1972, Gumperz 1982, Heller1988a, Romaine 1989, Sanko 1972, Scotton 1988, Mcconvell

1988, Eastman 1992) These authors argue that each groupshows a socially permitted code-switching model in itsrepertoire, which is determined by shared group norms andvalues For example, Auer (1988) believes that code-switchingrepresents shared members in a particular social network Inother words, each group shows its own specific and establishedcode-switching model, which may be different from othergroups Some of the authors mentioned code-switching under

"discourse strategy" or "conversation strategy" and believedthat code-switching was set to achieve certain goals Christie(1990) explained that in Dominica, Creole French(Patua)/English bilinguals engage in code-switching to showtheir status as members of Dominican society For the speakers

in this study, switching from English to Patois has the function

of expressing more intimacy and is usually used whendiscussing specific issues and concerns directly related to thecommunity

However, Gumperz (1982), who introduced switching", believes that social identity and situational factors

"code-do not exist in the only decisive factors that explain why peopleuse language in their own way On the contrary, all kinds oflanguage choices are screened, and the ultimate goal is toconvey the intentional meaning of society-pragmatic essence.Gal (1988, P247) explained that code-switching is aconversational strategy It is used as a means of emphasis,referring to the change of 'steps' The results achieved can bedesigned to change interpersonal or group relationships.

2.1.3 Types of Code Switching

Some researchers split the transformation code into twodimensions (blom and gumperz (1972, saville-troike, 1986: 64).There are two types of transcoding based on the distinctionapplied to type conversions The first type is scenariotranscoding According to wardhaugh (1986: 103), situationalcode-switching occurs when the language used varies with whatthe interlocutors notice: they speak one language in onesituation and another in another There is no subject changeinvolved When a changing topic needs to change the languageused, we have metaphorical transcoding Metaphoricaltranscoding is also defined as transcoding that occurs in asingle situation but adds some meaning to those components(Saville-Troike, 1986, p 62) Situational code-switching in someuniversities, a ritual change takes place at the end of successfulthesis defense, when professors call (former) students doctorsand answer their names But according to Saville-Troike, 1986,

p 65), an example of metaphorical code-switching is that aGerman girl and a boy switch from du to sie to indicate that therelationship has cooled, or a wife calls her husband mr (smith)

to indicate her dissatisfaction The second classification isbased on the scope of the conversion or the nature of theconnection that the language occurs The fundamentaldifference in this range is usually between alternate conversion,

or changes between sentences or speech acts and contentconversion, or changes within a single sentence

2.1.4 Definition of Bilingualism

Baker's (1988) definition of bilingualism can be defined as

a person who can listen, read, speak and write two languages.The word "bilingual" is also conceived as mainly describingpeople who have two languages (Wei, 2000) For example, thefamily language or mother tongue, and then acquire anothermajor language in the community or school Moreover,bilingualism is described as language is the property of thegroup and bilingualism is the property of the individual.Individuals who use two languages assume that there are twodifferent language communities (Wei, 2000, p 26) However, itdoes not necessarily mean that a bilingual person is proficient

in both languages at the same time, but bilingualism meansbeing able to read and write both languages According tobaker (1988, p 2), one assumption is that students canunderstand spoken English and Welsh, speak English fluently,but Welsh only stops When they are six years old, they read inWelsh, and when they are eight years old, they read in English,and write poorly It is not an example of Welsh at all One of theadvantages of bilinguals is that they have two experiences oftwo cultures This is reflected in the school students coming tothese experiences Each language has different behavioral

systems, folklore, stories, traditions and history, etc In addition(Baker, 1995), speaking two languages means being able tocommunicate freely within the community and betweensocieties Another advantage is thinking Children have two ormore words for each object and idea Moreover, a bilingualperson may have more flexible and creative thinking ability Inessence, being able to shuttle between the two languages canlead to more language awareness and more sensitivecommunication (Baker, 1995, P.12) In addition, the training ofbilingual children has various consequences, namelyeducational, social, economic, cultural and politicalconsequences (Baker, 1995, p 10).

2.1.5 Fact about Bilingualism

Of course, children have the talent and ability to learnmore than one language at their age They are quite interested

in language This concept is inextricably linked to how childrenacquire languages and how their languages progress with thepassage of time In fact, there are many factors that affectthem, such as age, language contact and social interaction.Training bilingual children is not only a challenge, but also manyproblems There are some myths about bilingualism, especiallyabout teaching children a second language in the early stage.For example, slow language learning, personality division, braindisorder or language mixing will affect confusion In the past,bilingualism was believed to be the cause of children's languagedevelopment retardation Many parents are afraid that theirchildren are slow to speak if they learn two different languages

at the same time However, the fact is that the delay in speech

and language may be caused by a variety of reasons, most ofwhich are neurological or physiological reasons However, there

is no strong evidence of bilingualism In addition, a myth ofbilingualism is that bilinguals have dual or split personalities.The fact is that bilingualism is the same as non-bilingualism,which is in line with their attitudes towards different situationsand people This usually leads to bilingual language changes.This phenomenon shows that language is a unique system.According to the materials cited by Grosjean (2010, p 244),after self-reorganization, bilingualism usually reaches thelanguage level required for the new life of human beings One

of the things parents care about most about raising theirchildren in a bilingual environment is confusion When bilingualchildren mix words from two languages in the same sentence,they are often regarded as evidence of confusion This is what

we call code mixing According to Pearson (2008), in fact, codemixing is a regular and natural part of bilingual development,and bilingual children certainly have good motivation to mixcodes Heinlein and Williams (2013) believe that code mixing isnot a sign of confusion, but can be regarded as a sign ofbilingual children's creativity in language

2.1.6 Benefits of Bilingualism

Many researchers have analyzed and found that theupbringing of bilingual children brings many benefits andadvantages As note by Baker (2002: 12), bilingualism hasseveral advantages; Communication, culture, cognition,personality, curriculum and career advantages This article will

only discuss the cognitive, social affective andprofessional/learning aspects.

2.1.6.1 Cognitive benefits

Bilingual learning is related to some cognitive advantages.Cognitive function refers to the mechanism by which the brainobtains information Children who grew up in a bilingualenvironment were found to be more capable of focusing on atask and correcting interruptions than their monolingualchildren Their attention is better than that of non-bilingualpeople Results Among those who learned a second languagebefore the age of five, they were the strongest, and amongthose who had the strongest second language ability Thisfinding suggests that bilingualism from an early age has greatlychanged the structure of the human brain However, according

to rueda (1983) quoted by baker (2011: 160), when usinganalytical orientation in language tests, it is found thatcognitive advantages can be shared by children with lower-than-average abilities, not just children with higher-than-average abilities In addition, according to marzecova,bukowski, correa, boros, lupianez, wodniccka 2013), the use ofbilingualism makes cognitive mechanisms more flexible,applicable to the time domain (effective conversion betweenpreparation times at different time intervals), and extends tocognitive control processes in social classification tasks

2.1.6.2 Social-Emotional Benefits

Bilingual children are conducive to making new friendseasily They can also make good friends by using their secondlanguage, because they can speak more than one language

This is an important skill in creating new networks in this globalworld They can also learn new culture through language Theysay learning a language means learning culture Studies haveshown that bilingual children are more likely to make friendswith other language and cultural groups in language courses,and they also have positive attitudes and respect for othercultures and groups, which means that bilingual children may

be multicultural and they appreciate people from othercountries and cultures more (King and Mackey, 2007, p 8)

2.1.6.3 Academic and Career Benefits

The great expansion of children's chances of entering theirfavorite universities can be attributed to speaking more thanone language To enter a good university, one needs to passlanguage tests, especially English tests When they becomefamiliar with English from an early age, especially inkindergarten, it will have a positive impact in the future.According to Jafar (2011) 's research on Jordan, she found thatkindergarten years proved effective for bilinguals learninganother language to enter the mainstream community andlearn a third language at the same time As far as vocabularydevelopment is concerned, there is a close relationship betweenthe number of contacts with a language and performance(Thordardottir, 2011) Her research is about 5-year-old Montrealchildren learning French and English She said that childrenexposed to two languages scored the same as monolingualchildren in terms of receptive vocabulary, but more contact wasneeded to meet the monolingual standard of expressivevocabulary, that is, bilingual use had an impact on vocabulary

development However, this relationship is different fromreceptive and expressive words Encouraging children to learn asecond language also opens up competition in the future jobmarket Many workplaces and companies want their employees

to be proficient in multiple languages Mastering differentlanguages is a child's future asset

2.2 Agency and Family Language Policy

According to Huang and Benson (2013) and block (2009, p.219), agency is a complex and polysemous concept withseveral definitions and interpretations, which are usually usedwithout a clear definition Theo Norton and Toohey (2011); Duff(2012), which is closely related to other important concepts inthe field of applied linguistics, including autonomy and identity.Ahearn (2001) explained that the agency has aroused theinterest of social researchers, who want to understand the role

of human agencys in transforming or rebuilding socialstructures, especially after the social movements of recentdecades Agency is discussed under the background of agency/structure dualism According to Fuchs (2001), agency isregarded as the internal and internal attribute or state ofhuman beings, while structure is regarded as impersonal,external and objective This dualism is increasingly questioned

by scholars, who admit that every human behavior is always asocial and cultural intermediary event in its generation andinterpretation (Mercer 2011; Fuchs 2001; Ahearn 2001; Lantolfand Thorne 2006) Recognizing the importance of socioculturalfactors, Aearn (2001, 112) defined the agency as "the ability totake action through sociocultural intermediaries" From the

perspective of social and cultural theory, Rantov and Thorne(2006, 143) also believe that self-determination "is not onlyvoluntary control of behavior" According to them, self-determination is activated and restricted, on the one hand,through cultural system factors shaped by historical tracks, and

on the other hand, through revealing the motivation of everymoment of interaction (ibid., 234)

Agency can help people actively participate in certain rolesand make their learning meaningful and successful Forexample, according to some studies, language development isdriven by learners' agencies in investing in language learningand using strategies to overcome problems (Flowerdew andMiller, 2008) On the other hand, the right to self-determinationmay also lead to active resistance to certain beliefs, acts orpractices For example, Siegal's research (1996) revealed theresistance of Western women learning Japanese to use femininespeech patterns when speaking Japanese The concept ofrepresentation has received increasing attention in the newresearch field of family language policy King, Fogle, & Logan-Terry (2008, 907) defines a family language policy as a clearand open plan involving the use and choice of languages withinfamily members Its purpose is to understand how languageswithin the family are managed, learned and negotiated.According to Fogle and King (2013); King (2013) noted that theright of the child to self-determination (agency) is one of thethree topics addressed in recent research on family languagepolicy, involving the interaction of internal (or micro) and

external (or macro) forces within the family and the dynamics oftransnational and diverse families.

2.3 Previous studies related to the research

Bilingual families have two languages at their disposal.Research on the use of bilingual family languages shows thatinterlingual code-switching is a common factor incommunication (Comeau, Genesee & Lapaquette 2003; Harding

& Riley 1999; Jisa 2000; Ludi 2003; Nakagawa 1995; Nishimura1995) Although code-switching is usually considered to reflectthe negative aspects of lexical deficiency or laziness (Baker2006), it does not necessarily indicate these negative factors,but is often used to strengthen the dialogue betweeninterlocutors (Fotos 1995) It is structured, purposeful anduniversal in bilingual speeches (Baker 2006)

As evaluated by Comeau, Genesee & Lapaquette (2003),the mixing ratio of bilingual children is related to the mixingratio in the mentioned input One of the hypotheses is thatbilingual children are sensitive to input pairing and can adjusttheir online fees according to input Despite its extensiveappeals, the evidence of its effectiveness remains largelyinconclusive In the case of older bilingual children, thisassumption is largely non-contradictory, as evidenced by theiracceptance of the mixed model of the language community inwhich they live However, it is not clear whether bilingualchildren have cognitive and linguistic abilities related to thishypothesis Current research has sought to directly test thishypothesis Six French-English bilingual children (average 2; 4

years old) were recorded in the game with an assistant, whosemixing rate was relatively low (15%) or relatively high (40%) atthree separate times The results show that these children aresensitive to the interlocutors' language choices, and they canadjust their mixing speed accordingly Moreover, they seem to

do this by matching their language choices with theinterlocutors' languages one by one

Previous studies on children's bilingual ability haveprovided a large amount of evidence, which strongly supportsthe statement that learning two or more languages at the sametime can only be qualified when acquiring multiple 'firstlanguages' (Houwer 1995, Meisel, 2004) The most importantfindings on which this assessment is based are that 1) the earlylanguage systems are different, 2) grammatical development iscarried out through a similar sequence of development aslanguage acquisition, and 3) the grammatical generality finallyachieved by bilingual children in each language is essentiallythe same as that of their respective monolingual peers It isreasonable to assume that all three abilities can be attributed

to the abilities created by the natural language department ofhuman beings

Many literatures focus on the impact of exposure tomultiple languages on children's development Some expertsbelieve that bilingualism confuses children (Genesee, 1989),while others believe that bilingual children develop theirlanguage skills slowly because their language learning ability isdivided into multilingual acquisition (Macnamara, 1967; hoff,

2013) Research focusing on verbal intelligence tests forbilingual children seems to support these concerns, concludingthat bilingual children, on average, show slower cognitivedevelopment (Darcy, 1953; Bai Tian, 1986; Bhatia and Ritchie,2008) and initially have a small vocabulary in each language(Oller and Eilers, 2002; Clifton-sprigg, 2016) In view of the factthat among the first and second generations of children, thelack of English proficiency is considered to be the main reasonfor poor primary school performance (Rosenthal et al., 1983)

However, there is emerging evidence of the importance ofbilingualism to certain forms of cognitive activity Bilingualism isassociated with executive function and higher attention inchildren (Bialystok, 2001; Yang et al., 2011) and young people(Costa et al., 2008), and with the prevention of cognitiveimpairment in old age (Bialystok et al., 2012) In addition,learning a foreign language is considered to improve thedevelopment of analytical and communication skills (Saiz andXoido, 2005; Kamh ö fer, 2014), while exposure to bilingualism

in childhood has a positive impact on reading ability,phonological awareness and language ability in both languages(Kovelman et al., 2009)

CHAPTER 3: RESEARCH METHODOLOGY

3.1 Research Methodology

In this study, the author uses the main researchmethodologies which is the method of observation andinterview

How does the method of observing language activities ofthe family help the author collect data on the child's use ofJapanese and Vietnamese in different circumstances? Fromthere, analyze and evaluate the trend of using bilingual andcode-switching of the child Arshall and Rossman (1989) defineobservation as "the systematic description of events, behaviors,and artifacts in the social setting chosen for study".Researchers such as Erlandson, Harris, Skipper, & Allen (1993)provided "written photos" of the situation studied by observingthe current situation described by five senses According todemunck and sobo (1998), participants' observation is the mainmethod used by anthropologists in field research Dewalt &Dewalt (2002) explained that field research involves activesearching, improving memory, informal interviews, writingdetailed field notes, and perhaps most importantly patience.Participant observation is a process in which researchersunderstand the activities of the researchers in the naturalenvironment and participate in such activities throughobservation According to DeWalt (2002), it provides abackground for the formulation of sampling criteria andinterview criteria Participants' observation is defined as the