Bilingual children Overview n n n Learning

Bilingual children

Overview n n n Learning two languages in childhood and language development Types of Bilingualism Variables Affecting Learning Review of Normal Language Development Receptive Language Expressive Language Thoughts on Simultaneous Bilingualism Communication Development in Simultaneous Learners Bilingualism & Language Disorder Practical Considerations What are the most important things for parents to know

When defining bilingualism, n n age of second language acquisition, proficiency, continued exposure, context of language use must be considered. n Bilingualism should be regarded as a continuum of skill levels.

Learning two languages in childhood and language development n n Children who learn two languages from birth understand use both languages as separate entities. Bilingual learners sometimes codemix, in which both languages are used in the same sentence. This is not a marker for confusion; instead, it provides evidence that children use vocabulary from one language to fully express themselves where a particular word or word meaning does not suffice in another language.

Learning two languages in childhood and language development n n For optimal bilingual acquisition, children require a substantial amount of exposure to both languages. With increased exposure comes increased proficiency. There is no evidence indicating that one parent must speak one language while the other parent speaks a different language. However, it may be a useful strategy to ensure that there is adequate exposure to both languages.

Types of Bilingualism n Simultaneous ‒ Learning two languages at the same time before age 1 (up to age 3) n Sequential ‒ Learning a 2 nd language after age 3

Types of Bilingualism 4 types of bilingual language learners n n Simultaneous learner from majority language group Simultaneous learner from minority language group Sequential learner from majority language group Sequential learner from minority language group

Variables Affecting Learning n n n Quantity of language input Quality of language input Variety of contexts of language exposure and opportunities for language use Environment Attitude and motivation of child

Review of Normal Language Development *Source: Ontario Preschool Speech & Language Milestones Age 12 month 18 month 2 years Words used 3 -5 words 20 words 100 -150 words Length of message 1 word 1 -2 words 2 -4 words Clarity of speech 40% 50% 60% 3 years 4 years 500 -2000 + words tells stories; 5 -8 - words adult type of grammar 80% 100%

Receptive Language n Understanding, comprehension of ¨ – Words ¨ – Concepts ¨ – Questions ¨ – Directions ¨ – Stories

Expressive Language Non-Verbally n. Eye Contact n. Vowels n. Reaching/Pulling n. Consonants n. Pointing n. Babbling n. Gestures n. Word combinations n. Sentences n. Stories

Thoughts on Simultaneous Bilingualism n It is now believed that babies & young children have the innate ability to learn more than 1 language ¨ Show preference for mother's voice ¨ Distinguish between L 1 and other languages ¨ Ability to discriminate between sounds of all languages at 6 months of age ¨ Ability to distinguish between words of different languages around 7. 5 months of age ¨ Ability to use language specific grammatical rules at 2 years of age

Communication Development in Simultaneous Learners A simultaneous dual language learner has 2 separate language systems (“Dual Language Systems Model”) n 2 language systems interact together, the child is not 2 monolinguals n ¨ Deceleration ¨ Acceleration ¨ Transfer

Communication Development in Simultaneous Learners n Determine child’s dominant language ¨ Longer sentence length and more advanced grammatical structures ¨ Larger vocabulary ¨ Fewer pauses or hesitations ¨ Greater volubility n Source: Genesse, Paradis & Crago, 2006

Communication Development in Simultaneous Learners n Children tend to go through 4 stages ¨ Use of the first language (L 1) in the second language (L 2) environment ¨ Non verbal period ¨ Telegraphic phase ¨ Productive use of L 2 (interlanguage) n Source: Toppelburg 2005, Tabors 1997

Communication Development in Simultaneous Learners n Two types of L 2 proficiency ¨ Basic Interpersonal Communication Skills (BICS) can take 1 -3 years. n Language needed to interact socially ¨ Cognitive Academic Language Proficiency (CALP) can take 5 -7 years. n Language needed to learn in school

Bilingualism & Language Disorder n Simultaneous bilingualism: ¨ Learning 2 languages at a young age will NOT cause a language delay/disorder ¨ If a true delay exists, it will be present in both languages ¨ Types of errors and severity noted will be similar to monolingual peers with language disorder

Bilingualism & Language Disorder n Sequential Bilingualism: ¨ It takes time to learn L 2! ¨ If a disorder is truly present, it will be observed in L 1 ¨ Immersion schooling debate

Practical Considerations n Babies and children have the ability to learn more than 1 language at a very young age ¨ It should not be assumed that a language delay is caused by exposure to 2 languages ¨ Parents should be encouraged to ensure sufficient exposure in both languages ¨ Referral to speech-language pathologist should be encouraged if a simultaneous bilingual child is not hitting major communication milestones on time

What are the most important things for parents or early childhood educators to know about early childhood bilingualism? n n n Bilingual acquisition is a common and normal childhood experience. All children are capable of learning two languages in childhood. Bilingual acquisition is facilitated if children have sustained, rich, and varied experiences in both languages.

Question Period

Learning two languages in childhood is difficult and can result in delays in language development

Bilingual children have less exposure to each of their languages than monolingual children. As a result, they never master either language fully and, compared to monolingual children, they never become as proficient.

Young bilingual children can't keep their languages separate; they use both at the same time; they are obviously confused.

Using both languages in the same sentence or conversation is bad. Parents can discourage and even prevent their children from doing this by making sure that each of them uses one and only one language with their child at all times. The same goes for other adults who interact with the child.

Is it true that children in bilingual families start talking later?