V for Vivian Cook's Multi-Competence

Vivian Cook’s Multi-competence

Multi-competence refers to the “knowledge of more than one language in the same mind” (Cook, 1995). It views a second-language learner as having a single mind consisting of his first language and his inter-language. The second language, however, does not exist in the learner’s mind and it is unrelated to his mind. The L1 and the inter-language are referred to as “multi-competence” and they are seen as having a relationship in the same mind. (Cook, 1995)

Cook (1995) argues that it is unfair and unproductive to compare L2 learners to native speakers since, by definition, L2 learners will never be able to become native speakers. Instead, L2 learners should be compared to L2 users: people who can meet their own needs by using the L2 successfully. The target of an L2 learner should be to become a successful L2 user and not to become a native-speaker.

Cook (1995) also shows that a multi-competent person has a different state of mind to a monolingual person. On many levels, people with more than one language function better than monolinguals because 1) the L1 is affected and 2) it leads to improved cognitive processes.

1) The L1 is affected

Just as the L1 affects the L2, so too does the L2 affect the L1 in various subtle ways, including vocabulary, pronunciation, syntax, gestures, and the things that are noticed. Research has shown that a person’s vocabulary in his L1 is influenced by the various languages he knows. For example, English children who were learning Italian had higher word awareness in English than children who were not taught another language. (Yelland, Pollard & Mercuri, 1993, as cited in Wikipedia) Also, multi-competent people have a different metalinguistic awareness compared to people who do not use an L2. (Cook, 1995) For instance, English speakers who have learned French evaluate the grammaticality of English sentences differently from English speakers who have not learned a second language. (Balcom, 1995, as cited in Wikipedia) French speakers who learned English as an L2 pronounced the /t/ sound in French differently from French speakers who didn’t know a second language. (Flege, 1987, as cited in Wikipedia) Another study showed that when Chinese people who learned English looked at a fish tank, they were inclined to remember more fish and less plants than Chinese people who didn’t know a second language. (Cook, 2008) All this suggests that the different languages in a person’s mind are one connected system, rather than each language being a separate system. (Cook, 1995)

2) Cognitive processes are improved

L2 users also have different cognitive processes from monolinguals. Children who learn second languages score better on tests of creativity and cognitive flexibility. (Cook, 1995) The onset of Alzheimer’s disease is delayed by knowing another language (Bialystok, Craik, Klein & Viswanathan, 2004, as cited in Cook's website) and the areas of the brain responsible for control are developed. (Green, 2010, as cited in Cook's website)  Learning a second language also strengthens the connections in the corpus callosum area where the left and right hemispheres of the brain connect. (Coggins et al, 2004, as cited in Cook's website) All this suggests that someone who uses a second language is a different kind of person to someone who doesn’t use a second language. (Cook's website)

Implications for the classroom

Since it is unrealistic to compare L2 leaners to native speakers, school syllabuses should aim to make students effective users of second languages and not aim at having them imitate natives. Cook (2008) Before I learned about multi-competence I assumed that my aim as an ESL teacher was to have my students sound as native-like as possible. I will definitely take this perspective into account in my teaching.

Cook (2008) also argues that teaching materials should provide positive examples of L2 users. Showing successful L2 users could contribute to the motivation and confidence of the students. The text books used in the school in which I teach do comply with Cook’s suggestion.

Cook (2008) explains that because the first and second languages are one interconnected system that can never be separated in the mind, it should be acceptable to use the first language in the L2 classroom. Students will always use their first language in order to acquire their L2 and teachers should, therefore, make use of both languages in the classroom. I’ve always found that using the L1 to explain the meaning of a new lexical item is the most efficient method.

Cook (2002) also advocates for the use of non-native speaker teachers in the classroom. Students are more likely to identify with and be able to emulate non-native speaker teachers compared to native speaker teachers. Also, these teachers may be more sensitive to the difficulties faced by the students and can share their own experiences of learning the L2. Oops! As a native-speaker teacher, this is something I will have to be sensitive to. I feel that I can draw on my experience of learning two foreign languages in order to identify with any difficulties faced by my students.

I feel that Cook's idea of multi-competence is an interseting perspective on foreign language acquisition that empowers the L2 user by allowing him to not feel deficient compared to native-speakers.

References

Cook,V.J. (1995). Multi-competence and the learning of many languages. Language,

Culture and Curriculum, 8, 93–98.

Cook, V. J. (2002) (Ed.). Portrait of the language learner. Clevedon: Multilingual Matters.

Cook, V.J. (2008). Second Language Learning and Language Teaching. 4th edition. London: Hodder Educational

Cook, V. J. (n.d.) Multicompetence. Retrieved from  http://homepage.ntlworld.com/vivian.c/SLA/Multicompetence/index.htm

Wikipedia (2013, May 11). Retrieved from http://en.wikipedia.org/wiki/Multi-competence