Bilingual First Language Acquisition
Bilingual Paradox
Bilingual Deficit Hypothesis
Unitary Language System Hypothesis
Bilingual Advantage Hypothesis
Differentiated Language System Hypothesis
Vocabulary Development
The MacArthur CDI
Linguistic Milestones
Lexical Identifiers
Translation Equivalents
Interlocutor Sensitivity
Language Choice
Codemixing
Parental Discourse Strategies
Early Constraints
It is common knowledge that all over the globe young children seem to effortlessly acquire two or more languages at one time. Yet some uphold the belief that children who are exposed to multiple languages too early (with the dividing line as to what is "too early" being a gray area) may experience developmental language delays and/or confusion. Scientific research has attempted to examine whether young bilinguals can ascertain that they are acquiring two separate and distinct languages early on. (Watson, 1996) We will examine the criteria for measuring early language development, the concepts associated with ascertaining a child's developmental progress, the research supporting the prevailing theories and the significant findings inherent in credible research in these areas.
Research and Analysis
Bilingual Paradox
The line of thought that resembles popular opinion about whether or not children should be raised bilingual from birth is called the "Bilingual Paradox." It is a paradox because there are conflicting contemporary theories about whether or not it is the preferred method of introducing two languages. While much research shows that, by several measures, children who are exposed to two languages simultaneously between the ages of zero and three achieve major milestones within the same timeframe and with similar results as monolinguals, the contemporary line of thought has been to teach a child one language early on, reserving the introduction of a second language for the later school years. The thinking associated with the latter opinion is that introducing two languages early on will confuse the child, or that the child will be disadvantaged in mastery of one or both languages. There are, however, steps parents can take early on based on proven research to give their child an advantage in learning language skills. Methodologies, tools, timing mechanisms and support strategies have been developed through testing and observation that aids children in successful and timely language development, specifically in the adoption of multiple languages.
Bilingual Deficit Hypothesis
One of the theories regarding bilingualism and its detrimental effects on children's language development is called the "Bilingual Deficit Hypothesis." According to this theory, being exposed to and learning two languages equally during language development requires more effort and causes more stress for children. Because of this, there is a fear that bilingualism delays children's initial production of the precursors to speech. One of the notions associated with this concept is the "babbling drift" hypothesis. According to this theory, when children begin to babble in their first two years of life, their sounds resemble the phonemes of their caregivers' language duality, without regard for substance. While some researchers have found predictable phonemic differences among babies of caregivers with different language backgrounds, others have found no evidence of acoustic differentiation among such babies. (Oller, et al., 408)
The Bilingual Deficit Hypothesis conveys the notion that children who are simultaneously exposed to two or more languages early on suffer language delays and confusion. Further, the theory assumes that these children suffer a disadvantage in lacking the mastery over one language in the same regard as a monolingual child. There are concerns over 'language mixing' and a lack of appropriate usage and development of syntax for each language. The Unitary Language System Hypothesis details a specific assumption about how early bilingual representation can cause developmental delay.
Unitary Language System Hypothesis
The 'unitary language system' hypothesis infers that, until the age of three, the child exposed to two languages has a single fused linguistic representation. This implies that a language delay is inherent in the need to sort out the two languages once the child is able to differentiate between them. The genesis for this line of thought was spawned by a study conducted in 1978 by Volterra & Taeschner. The study looked at bilinguals in the one word stage (one-year-olds) and noted that there were few semantically corresponding words across languages. The classic example used is: if a child uses the word "ball" in one language, he or she will not use the equivalent of ball in the second language to express the same idea, implying that the children are not using the duality of two languages for the same words at the same time. (Caputi, 1986)
Basically, the...
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