Some Reflections on the Relationships between Bilingualism, Intelligence Quotient (IQ) and Error Making in Teaching of English as a Foreign Language in Mali

This paper focuses on the relationships between bilingualism, intelligence quotient (IQ) and errors made by learners in their attempt to master the rules of the target language(s). The first part of the paper explains the true nature of bilingualism contrarily to the controversial and stereotyped definitions found in the previous literature of the 1950’s: the author refers to Weinreich’s and Suzan Ervin Tripp’s definitions and explains that bilingualism is an asset instead of being something negative. The second part deals with the elusive, multifaceted and controversial nature of the concept of intelligence quotient and as a result, the author talks about the different trends in the literature related to intelligence quotient (IQ) and shows that the complex relationships between linguistic performance and intelligence quotient are co relational but not causal. The third part of the paper deals with the negative perceptions of mistakes and errors in second or foreign language learning. Actually, mistakes and errors are part and parcel of the learning process and must not be considered as signs of lack of intelligence on the part of the learners. Some interim constructions made by the learner are rather synonymous with linguistic creativity and the author alluded to the differences of perceptions between Anglophones and Francophones about the notions of mistakes and errors. In conclusion, the author urges learners and their parents not to have negative views about bilingualism, because he thinks that bilingualism is synonymous with linguistic creativity and open mindedness.