Language choice in the earliest utterances: a case study with methodological implications

Abstract

In this case study we investigate how early a developing bilingual exposed simultaneously to English and Spanish can make appropriate language choices. We propose two methodological requirements for studies of this kind: (1) detailed records of the development of the child's lexicon; and (2) data collection in more than one language context. Our own study relies on detailed records of the child's cumulative vocabulary from the first word at ten months, and on weekly audiovideo recordings in both English and Spanish contexts from age 1;3. Analysis of the data shows a strong tendency for the language of the child's utterances to match that of the context at ages 1;7–1;8.

Semantic facilitation in bilingual first language acquisition

“…This is similar to the process of competition described by Hernandez et al (2005). Producing one name is potentially sufficient to communicate the object of reference, a phenomenon potentially indicated by the prevalence of code-mixing (Deuchar & Quay, 1999;Genesee et al, 1995). If its use is systematic in favor of dominant words, this would inhibit the learning of translational equivalents.…”

Language-based Social Preferences among Children in South Africa

“…Bilingual infants maintain perceptual discrimination of phonetic boundaries in both of their languages (Burns, Yoshida, Hill, & Werker, 2007), and also demonstrate improved cognitive control abilities when compared to monolingual children within the first year of life (Kovács & Mehler, 2009). As early as 2 years of age, bilingual children show proficient interlocutor sensitivity, making the appropriate choice of which language should be used to address which person (Deuchar & Quay, 1999; Petitto et al, 2001). Nonetheless, bilingual children’s code-switching reflects influences of majority/minority language status.…”

Linguistic and narrative development in a Japanese–English bilingual's first language acquisition: a 14-year longitudinal case study

“…These observations have led to the formulation of the Separate Development Hypothesis (hereafter SDH), which claims that two languages in a bilingual develop independently of each other. Thus the development of one language has no fundamental effect on the development of the other, provided there is continuous exposure to both languages from birth (De Houwer 2005;Schelletter et al 2001 Deuchar and Quay 1999;Junker and Stockman 2002;Leopold 1939Leopold , 1978, with relatively less research so far on morphosyntactic and narrative development (e.g. Meisel 2007;Berman and Slobin 1994, respectively).…”

“…In research design, well-cited longitudinal studies can be divided into two strands of research Á single case studies or small group studies: Leopold (1939), a GermanÁ English child from the 8th week to 16 years of age; Deuchar and Quay (1999), a SpanishÁEnglish child 0;10 to 2;03 years of age; and Arias and Lakshmanan (2005) looked at a SpanishÁEnglish child from age 3;00 to 3;09, while small group studies include Lanza (1997), who followed two EnglishÁNorwegians 1;11Á2;07 and 2;00Á 2;03; Anderson (2001), two SpanishÁEnglish children from the age of 6;05 to 8;05 and 8;05 to 10;05; Serratrice (2007), 12 EnglishÁItalian 8-year-olds; and finally Yip and Matthews (2007), who studied six CantoneseÁEnglish speakers 1;00Á4;05.…”