THEORITICAL

Martin J. Ball (2005: 57) Ferguson defines diglossia as follows: Diglossia is

the language situation is relatively stable in which, besides the main dialects, there
are very different, highly codified (often grammatically more complex) various
superposed, the vehicle of a large body of respected and written literature, both
from the previous period or in the community said another, who learned largely by
formal education and used for purposes that pronounced the most written and
formal but not used by every sector of society for ordinary conversation,

and the based on wikipedia that Diglossia is a situation where there is

language in the division of functions on the language variants that exist in society.
Every division of fungtion will be divide the based on condition interaction doing to
each other speaker comunication.

The use of students' native languages by teachers and other students has
been associated with better social skills and students' well-being in schools
moreover, a bilingual setting defines "students' linguistic and cultural resources as
assets" (Michael, Andrade, & Barlett 2007: 169), positioning students as successful
from the start. In bilingual schools, the norm is bilingualism, posing no threat to
students' identity. In monolingual schools, students struggle with cultural adaptation
Often, elements of Whether they should or should not make apparent Reviews their
language and culture of .. Further, the presence of bilingual personnel facilitates
students' immediate connection with adults in the school without having to wait to
master English. And the based on wikipedia Bilingual is the use of two languages by
someone speakers in interaction with others in turn.

The term bilingualism is associated with the use of two languages or two
of code language. In sosiolinguistics in general, bilingualism is defined as the use of
two language support by a speaker in interaction with others in turn abdul Chaer
(2010: 84). To be Able to use two languages would have to master both languages.
First, his own mother tongue or first language (in short B1), and the second is the
which another language is the language of both (in brief B2). People who use both
language support was called bilingual. whereas the ability to use two languages
called bilingualitas, in addition to the term bilingualism with all there is Also a term
that is the state of multilingualism in use more than two languages by a person in
interaction with others in turn.

Robert lado (1964: 214) says that bilingualism is the ability to use
language by someone with the same good or nearly equal. The technically Refers to
the knowledge of two languages, no matter what level '.
 DISCUSSION

DIGLOSIA
William Stokoe and others (eg Stokoe 1969-1970; Woodward 1973;
Washabaugh 1981) argues that American Deaf This community is described as
diglossic, with various forms signed, serves both spoken and written English as H
prestigious (and used in formal contexts), while ASL can be described as the
language L (And it is only used in the context of informal). Differences prestige is
related to educational attainment: the competent signatories (signed) Russia called
gramotnye ( 'literate'), while they are only used RSL labeled negramotnye
( 'illiterate'). , For many of the American community situation seems to be one of
the comprehensive bilingualism (English, ASL). This raises for various phenomena of
contact in both formal and informal contexts , As marked shift between different
segments of the continuum by sociolinguistic familiar categories such as recipients,
subject, situation and the desire to build a social identity

Diglossia a widespread phenomenon in the world, also evidenced in

space and time in a language related natural language communities diglossic
.Situation exist in today's society has two different codes that indicate a clear
functional separation; the code used in one set of circumstances and the other in
completely different. diglossic main phenomena: Arabic, Swiss German, Haiti
(French and Creole), and Greece.
In a situation of two classic varieties Arab Emirates (H) and various
varieties of everyday local (L). Although they are long-time mutual knows, based on
literature, language of dialect.

A main characteristic of diglossia is that two varieties are kept quite

separate in their functions. One is used in a set of circumstances and the other in
completely different. For example, varieties of H can be used to deliver sermons and
formal lectures, especially in parliament or legislative body, to give a political
speech, to broadcast news on radio and television, and to write poetry, literature
well, and editorials in the newspaper. Conversely, varieties of L can be used to give
instructions to workers in jobs lower the prestige or the housekeeper, in a
conversation with a familiar, in the 'soap opera' and popular programs on the radio,
in the description of the political cartoons in newspapers, and on the 'folk literature.
' on occasion, someone might

H variety is a prestigious variety, strong; L shortcomings prestige and

power various H likely to be reinforced by the fact that a large body of literature to
be found in a variety of it. literature which can also be regarded as reflecting the
essential values of the culture and, when parts of it is classical literature, considered
feasible given the allusions and quotations in a suitable opportunity to work with H
setting, for example, in the classroom or as part of a religious or cultural
indoctrination. So far, various H is 'Taught,' while the L variety is 'learn.' Teaching
requires the availability of grammar, a dictionary, and some widely accepted about
the nature of what is taught and how it is most effective to teach. They also tend to
be unknown to people who use their language to describe or are well received by
people,

L variety often showed a tendency to use the words learned from the
various H, especially when the speaker is trying to use the L variety of a more
formal way. The result is a mixture of H vocabulary specific to L.

Haiti and the linguistic situation in Greece very closely with the relations
of power between social groups. Traditionally, in every country has been associated
with a variety of H and L elite variety with others. Diglossia strengthen social
differences. It is used to define social position and to keep people in their place,
especially at the lower end of the social hierarchy. Any move to extend the various
L, even in the case of Haiti to make the population of any variety, may be
considered to be a direct threat to those who wanted to maintain the traditional
relationship and the existing power structure.

Using the concept of 'diglossia' as theoretical constructs to consider the

environment of the classroom where the children who come to school only speaking
regions or social language is well removed from the standard range taught
exclusively in a variety of standards, taught him a variety of uses, especially their
use in writing and constantly told that the variety they bring with them are 'corrupt,'
'bad,' 'unacceptable', etc. (See also chapter 14.) Consider the issues of 'power,'
'solidarity' and 'identity 'in doing so. You may also want to take a close look at your
local schools and consider both the historical record and the current situation there.

They require the use of very different varieties of the same language,
and there are some good examples. Fishman has been to expand or extend the
term to include more types of the language situation. To diglossia is' an endur-ing
social setting, extending beyond the period of at least three generations, so that the
two "languages" each have a safe function, phenomenological legitimate and widely
implemented them. He added, though, that in the case of two varieties of the same
language, they become 'quite different from one another that, with-out schools, an
increasing range can not be understood by speakers of regional languages'.
Fishman's proposal expands the concept of 'diglossia' to post bilingual and
multilingual situations where different languages have different functions. For
example, the language used in one set of circumstances and the other in a totally
different and that difference is felt normal and appropriate.

This extended definition of diglossia shows that diglossia and bilingualism can
berinteraksi. We can therefore have diglossia with bilingualism as in German-
speaking parts of Switzerland, and the Paraguay
Mentioned just example. Such a situation requires different groups within
an area to speak different languages (where one is H and one L in terms of the
society), but where members of one group rarely if ever speak the other group's
language. Such situations were common in countries roomates were
colonies of another power; The simplest reason is that both concern the
fundamental realities of our communicative lives. It is unfortunate that most
speech-language professionals are monolingual, and that linguistic and Clinical
Reviews their education has operated under the tacit assumption that
monolingualism is the norm. since CS is a normal part of a bilingual's
communicative behavior, and since increasing numbers of children and adults
Referred to speech-language clinics are bi- or multilingual, we can not ignore what
amounts to a substantial part of Reviews their communicative repertoires.

BILINGUAL

These professionals provide a strong bilingual adult in building models of

academic success Tej K. Bhatia and William C. Ritchie (2006: 49) .gracia think high-
quality bilingual program that promotes learning from and in two languages is a
major educational settings to support the content and language new demands of
the new Standards. These programs (1) facilitating the language, literacy, and
content-area learning by providing students with the opportunity to function in the
language in which they are best able to carry out tasks that are relevant and (2)
promote a high level of bilingualism that positively impact literacy and cognitive
development that is consistent with the demands of the New Standards.

Facilitation of such linguistic Bilingual program, which has grown increasingly

rare in recent years, offering great affordances in reducing implementation New
Standards for teaching and learning, particularly in the areas of content, occur in
the language in which most students are fully proficient. So students are far more
likely to be able to access the complex integration of language and content that
characterizes the New Standard. In the field of literacy, studies have shown the
positive impact of the acquisition of reading the first language (L1). Furthermore, L1
literacy has been consistently shown to be associated with the second language
(L2) reading and writing regardless of their mother tongue. However, the
association is strongly associated with the level of L2 capabilities, underlining the
need for a bilingual program is actively developing both L1 and L2.

New Standard for spoken language expects students to present their own
thinking and understand the perspectives of others). classroom interaction that
allows negotiation of ideas and meanings encourage this kind of learning. In an
environment that promotes bilingualism students tend to feel constrained to
participate because all the channels linguistics open for use, which makes it
possible to switch codes and thus free to concentrate on the topic rather than
struggling to find the words .Next, when students function in the weaker language,
content acquisition becomes more challenging. When English learners are exposed
instruction content in a more powerful, they are more likely to understand the
concept of instruction, which sets the stage to promote the acquisition of a second
language. With the conceptual foundations established through language, English
language teaching can begin to attract the attention of students for a more
prominent aspects of second language acquisition, including syntax, semantics, and
morphology development. As this component of the English language evolved,
access to the New Standards provided through native language instruction should
begin to show across languages.

Benefits of Bilingualism. The new standard is attractive for a number of

reasons, not least of which is that they require students and teachers to improve
their cognitive, pay strict attention to the language and how it is used New
Standards require students to understand the symbolic representation and to solve
problems. Literacy is embedded in the content standards for grades of school
makes it very clear as a student should be able to integrate visual information into
written text .translate quantitative or technical information expressed in words and
translate visual information into words Because Framework for Education found that
children who come from varied cultural backgrounds bring with them specialist
knowledge of events and phenomena are the foundation on which to build. The
bilingual program is uniquely positioned to support students who speak a language
other than English in this way. Interactions between adults and children differ
between people from different cultural backgrounds (Conklin & Lourie, 1983; Heath,
1983) and these norms are brought into the classroom setting with positive or
negative consequences. grade bilingual-bicultural more usually accept and
understand the way students behave and speak comes from their cultural heritage.
Acceptance of this way to invite learners to engage in discourse in the classroom
and as a consequence For instance, argues that letting children Indonesia to
combine the personal and moral stand them in discussions of science students
actively involved in discussions and learning. Although science is embedded in
student's personal experience, they are able to keep their focus on the question of
science. Finally, students are usually adjusted discourse science of personal and
moving toward the goal.

Although there are many benefits attached to the bilingual programming and
their application to the New Standards, there are some obvious challenges that face
bilingual program that operates at the level of federal, state, county, and school.
One of the perennial challenge is the idea of the people that apply in most areas of
the US are learning the letters and learning content in languages other than English
and most of the time spent not learning English. the perspective of English and
other languages that have been foisted on the state education system in recent
years, and has made the implementation of the bilingual program is very
challenging in some countries. However, bilingual education programs do exist in
many countries, and here we characterize the challenges of ensuring the
implementation of New Standards quality in three domains: assessment, teacher
training, and curriculum.

Assessment paradigm troublesome in the realm of bilingualism, as a

challenge to harmonize standards for the actual test item compounded when two
languages are candidates for media ratings (see Bailey & Wolf, 2012). Despite the
potential affordances of quality learning programs that promote bilingualism, New
Standards also poses challenges that need to be considered when preparing
teachers for bilingual education programs. Research has shown that successful
teachers of bilingual learners need knowledge of students, content, language, and
effective practices. They also should understand and have experience learning a
second language and have a positive attitude towards learners bilingual (Clayton,
2008; Lucas & Villegas, 2011). New Standards raises additional demands. prepared
teachers must demonstrate knowledge of the language of instruction to levels
consistent with the demands of the standard of literacy and content. They need to
be prepared to support students when analyzing and producing texts of the
increasing demand for cognitive and language.

They should encourage involvement in academic discussions, coverage of

grammar and language conventions, and the use of multimedia and technology. For
bilingual education programs, this means that the material in both languages
should follow these criteria. This is a serious challenge, especially for materials in
languages other than English

CONCLUSION
 Bilingual education and educators have the opportunity to play an
important role in the context of a New Standard for this program and their teachers
always have a core of language instruction and literacy development, including
academic language functioning in various areas of the curriculum. In turn, the New
Standards can positively influence the programs and educators to emphasize that
the content acquisition as important as language acquisition. So, Bilingualism and
diglossia community is people who mastered two or more languages are used
interchangeably, but each other languages have their respective roles

High-quality bilingual education and promoting the full development of the

two languages beyond just utilizing native language students in English language
service better. It provides an ideal context and desirable to promote content and
language learning demands of a New Standard by allowing students to use all their
languages and cultural resources. Finally, bilingual schools prepare individuals to
function in a global society, which has become the foundation of education in the
twenty-first century. The author hopes that bilingual have an influence to fix around
the English language proficiency.

References
Martin J. Ball (2005) Clinical Sociolinguistics .india: Replika Press

Ronald Wardhaugh (2010) An Introduction to Sociolinguistics , Singapore : wiley-black well

Chaer A. dan Agustina L. (2010). Sosiolinguistik Perkenalan Awal. Jakarta: Rineka Cipta.

Tej K. Bhatia and William C. Ritchie (2006) the handbook of bilingualism.

Hongkong : Blackwell publishing

Rajend mesthrie, joan swann,ana deumert and william l. Leap (2009) introducing
sociolinguistics, george square :edinburgh university press

http://id.m.wikipedia.org>wiki>diglosia