Bilingualism in the Early Years: What the Science Says

Byers‐Heinlein, Krista; Lew‐Williams, Casey

doi:10.36510/learnland.v7i1.632

Cited by 126 publications

(74 citation statements)

References 63 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Menurut temuan Wei, satu dari tiga masyarakat dunia ,dua diantaranya merupakan bilingual bahkan multilingual. Bahkan bilingual juga dimulai di usia dini di seperti di negara America, "Many children in North America and around the world grow up exposed to two languages from an early age " (Heinlein & William, 2013)…”

Section: Bilingualunclassified

Kajian Program Bilingual Terhadap Perkembangan Kognitif Anak Usia Dini

Pransiska¹

2018

edukasi

View full text Add to dashboard Cite

Selama bertahun-tahun konsep bilingual mendapatkan respon pro dan kontra. Menjamurnya lembaga Pendidikan Usia dini yang menerapkan program bilingual menimbulkan kekhawatiran akan dampak yang dirasakan oleh anak, terutama yang berhubungan dengan aspek kognitif dan bahasa. Pihak yang kontra menyatakan anak akan mengalami kelambatan dalam berbicara, namun beberapa penelitian menunjukan hasil yang berbeda. Penelitian studi kepustakaan ini bertujuan untuk mengkaji perkembangan kognitif anak yang mengikuti program bilingual di Taman Kanak-kanak.

show abstract

Section: Bilingualunclassified

Kajian Program Bilingual Terhadap Perkembangan Kognitif Anak Usia Dini

Pransiska¹

2018

edukasi

View full text Add to dashboard Cite

show abstract

“…Gottardo and Grant (2008) as cited in Summer (2016: 20.1-20.2) says bilingualism as a complex term that is influenced by multiple factors, such as the age of acquisition of the second language, continued exposure to the first language, and the circumstances under which each language is learned. In its simplest form, bilingualism is defined as knowing two languages, it refers to the ability to use two languages in everyday life (Heinlein and Williams, 2013).…”

Section: Bilingualism In Early Childhoodmentioning

confidence: 99%

“…There are some pros and cons related to early bilingualism. Attitudes against early bilingualism are often based on myths and misinterpretations, rather than scientific findings (Heinlein and Williams, 2013). Some of them say that early bilingualism can cause speech delay.…”

Section: Bilingualism In Early Childhoodmentioning

confidence: 99%

“…Applied to bilingualism, the maturational and environmental differences between younger and older learners indicate that it is most advantageous to learn two languages early on in life. Bilinguals who learn two languages from birth are referred to as simultaneous bilinguals, and those who learn a first language followed by a second language are referred to as sequential bilinguals (Heinlein and Williams, 2013). The evidence points to advantages for simultaneous bilinguals relative to sequential bilinguals.…”

Section: Bilingualism In Early Childhoodmentioning

confidence: 99%

See 1 more Smart Citation

Early Mixing in Bilingual Children: A Psycholinguistics View

Rahayu¹

2018

TELL

View full text Add to dashboard Cite

Most studies on Bilinguals First Language Acquisition (BFLA) are concerned with giving explanation for language mixing in young bilinguals. It is commonly stated that language mixing in children has to be interpreted as evidence for confusions in the bilingual’s language acquisition, in the sense that the two languages are not acquired separately but start out as a single system. In other words, it is in contrast to adults’ code-switching. In this article, early mixing in bilingual children is explored based on psycholinguistics view. This article will first discuss the language acquisition, then the theories and assumptions on bilingualism in early childhood, and last the early mixing in bilingual children. According to the review of related literature, it can be inferred that from psycholinguistics view, language mixing cannot indicate the bilingual children’s lack of ability to differentiate the two language system. Spontaneous translation employed by the bilingual children shows that bilingual awareness and language differentiation is possible at an early stage. Bilingual infants can do language mixing as an evidence of their meta-linguistic awareness and language differentiation. As language mixing may be a good indicator of bilingual fluency, we can say that children who become bilingual in their early childhood will reach their fluency in the two languages by doing language mixing according to the two languages they have acquired.

show abstract

“…Thus, to obtain a more complete picture of language acquisition, many researchers are now examining how infants with other language backgrounds also acquire speech and language skills. This knowledge base is important not only for understanding language acquisition through a different lens, but also for informing research stakeholders (e.g., clinicians, educators, and parents) about the developmental trajectory and learning capabilities of young infants experiencing a common form of language acquisition (e.g., Byers-Heinlein & Lew-Williams, 2013;Core & Hoff, 2015).…”

Section: Chapter 1 Introductionmentioning

confidence: 99%

Growing up bilingual: examining the language input and word segmentation abilities of bilingual infants

Orena¹

2019

Preprint

View full text Add to dashboard Cite

Infants’ early language experiences play a critical role on their language development. In this dissertation, I explored the nature of this relationship in a bilingual context. Specifically, I investigated how bilingual caregivers are providing language input to their infants, and how global measures of this bilingual experience affect early word segmentation (i.e., the ability to recognize words in a sentential context). This work is important for understanding the factors that contribute to the developmental trajectory and processing capacities of bilingual infants. In the first part of this dissertation, I assessed research methods for examining the language input to bilingual infants. To do so, I recruited twenty-one French-English bilingual families with a 10-month-old infant from Montréal, Canada. These families completed language interviews and contributed three full-day recordings at home using the LENA (Language Environment Analysis) recording system. Chapter 2 provides support for using the LENA recording system for investigating the language input in bilingual infants, and Chapter 3 shows that caregivers are reliable at describing their infants’ language experience at home. Next, I described the variability in language experiences within bilingual infants, and how these language experiences might affect word segmentation. In Chapter 4, I recruited 8- and 10-month-old infants from monolingual and bilingual homes. Our findings confirm that monolingual infants can segment bisyllabic words in their native language, but not a non-native language. Critically, our findings reveal that some bilingual infants are able to segment bisyllabic words in both of their native languages by 8-months of age. Interestingly, exploratory analyses suggest that infants’ word segmentation skills in our dual-language task are bolstered if they hear more language mixing from their caregivers. In sum, this dissertation contributes to the growing literature that highlights the wide variability in bilingual language experiences, and their effects on early speech processing skills. Indeed, examining the language experiences and skills of bilingual-learning infants provides us with a unique lens for investigating language acquisition and development.

show abstract

Bilingualism in the Early Years: What the Science Says

Cited by 126 publications

References 63 publications

Kajian Program Bilingual Terhadap Perkembangan Kognitif Anak Usia Dini

Kajian Program Bilingual Terhadap Perkembangan Kognitif Anak Usia Dini

Early Mixing in Bilingual Children: A Psycholinguistics View

Growing up bilingual: examining the language input and word segmentation abilities of bilingual infants

Contact Info

Product

Resources

About