The impact of caregivers' interrogative styles in English and Japanese on early bilingual development

Nakamura, Janice; Quay, Suzanne

doi:10.1080/13670050.2012.665827

Cited by 41 publications

(4 citation statements)

References 30 publications

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“…New research is emerging that suggests input frequency as an important factor. The language that children hear most frequently is the one they will develop a larger lexicon in (Hoff et al, 2012;Nakamura & Quay, 2012;Pearson, Fernández, Lewedeg, & Oller, 1997). Blom (2010) and Hoff et al (2012) present data showing that grammatical development in young bilinguals may also be related to the relative input frequency in both languages.…”

Section: Children Speaking Two Languages At Similarly Good Levelsmentioning

confidence: 85%

Harmonious bilingual development: Young families’ well-being in language contact situations

Houwer

2013

International Journal of Bilingualism

154

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Harmonious bilingual development is the experience of well-being in a language contact situation involving young children and their families. While so far no systematic ethnographic studies of harmonious bilingual development exist, the following constituting elements are proposed: the use of parent-child conversations employing basically a single language, children's active use of two languages rather than just one, and children's more or less equal proficiency in each language. The factors contributing to these elements most likely are positive attitudes to early bilingualism, discourse socialization patterns and the frequency with which children hear each language.While some research investigating these factors has been initiated, a new theory-and practiceoriented research focus on harmonious bilingual development framed within the larger context of well-being research is needed for a deeper understanding of young children and their families' positive experience with bilingual development and the factors that may foster it.

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Section: Children Speaking Two Languages At Similarly Good Levelsmentioning

confidence: 85%

Harmonious bilingual development: Young families’ well-being in language contact situations

Houwer

2013

International Journal of Bilingualism

154

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“…Language is the main means by which an adult transmits information to a child. Parental language has been found to be related to child language acquisition (Nakamura & Quay, ), cognitive development (Kuhn, Willoughby, Wilbourn, Vernon‐Feagans, & Blair, ), theory of mind development (Ensor, Devine, Marks, & Hughes, ), emotional skills (Cole, Armstrong, & Pemberton, ), conscience development, moral understanding (Laible & Thompson, ), and even the development of brain structures (Takeuchi et al ., ). Furthermore, parental ability to be verbally sensitive to the child's needs and cues was found to be related to child language comprehension over time (Baumwell, Tamis‐LeMonda, & Bornstein, ).…”

Section: Introductionmentioning

confidence: 99%

Parent–child interaction: Does parental language matter?

Menashe

Atzaba‐Poria

2016

British J of Dev Psycho

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Although parental language and behaviour have been widely investigated, few studies have examined their unique and interactive contribution to the parent-child relationship. The current study explores how parental behaviour (sensitivity and non-intrusiveness) and the use of parental language (exploring and control languages) correlate with parent-child dyadic mutuality. Specifically, we investigated the following questions: (1) 'Is parental language associated with parent-child dyadic mutuality above and beyond parental behaviour?' (2) 'Does parental language moderate the links between parental behaviour and the parent-child dyadic mutuality?' (3) 'Do these differences vary between mothers and fathers?' The sample included 65 children (M = 1.97 years, SD = 0.86) and their parents. We observed parental behaviour, parent-child dyadic mutuality, and the type of parental language used during videotaped in-home observations. The results indicated that parental language and behaviours are distinct components of the parent-child interaction. Parents who used higher levels of exploring language showed higher levels of parent-child dyadic mutuality, even when accounting for parental behaviour. Use of controlling language, however, was not found to be related to the parent-child dyadic mutuality. Different moderation models were found for mothers and fathers. These results highlight the need to distinguish parental language and behaviour when assessing their contribution to the parent-child relationship.

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“…Some research has also reported on families using two minority home languages according to the OPOL approach while raising their children in a third-language environment (Montanari, 2009;Quay, 2012). There are also OPOL cases of minority language use in the home (Deuchar & Quay, 2000;Kennedy & Romo, 2013) and cases in which one parent uses a nonnative minority language in the home (King et al, 2008;Nakamura & Quay, 2012). Although no studies have reported unsuccessful outcomes for majority language development, the results are variable for the acquisition of minority languages.…”

Section: Input In the Home-parents Siblings And Grandparentsmentioning

confidence: 99%

Early bilingualism: From differentiation to the impact of family language practices.

Quay¹,

Montanari²

2016

Bilingualism Across the Lifespan: Factors Moderating Language Proficiency.

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In recent years, the field of language acquisition has come to recognize that exposure to two languages in infancy is almost as common as monolingual exposure and that any theory of language development should also explain the early acquisition of two languages. Consequently, bilingual first-language acquisition, or BFLA (referring to both bilingual and multilingual development), has become the focus of much research around the world. Despite this interest, however, studies of bilingual development have been dominated, at least until very recently, by a monolingual perspective with bilingual speakers being typically seen as "two monolinguals in one." Thus, one of the major issues that has preoccupied researchers has been that of language differentiation (i.e., whether and when young bilingual children differentiate language-specific sounds, words, and rules for each of their languages). This focus arose after Volterra and Taeschner (1978) proposed that bilingual children initially use their languages indiscriminately because of a unitary or fused system at the phonological, lexical, and syntactic levels (the unitary language system hypothesis). According to them, bilingual children differentiate their words into two separate lexicons only in a second stage, and around age 3-in a third stage-they differentiate their grammatical rules into two distinct sets, one for each language. Although many studies on BFLA followed Volterra and Taeschner's proposal, investigators also began to look at children's ability to differentiate languages in context, that is, while addressing speakers of distinct languages. The differentiated language system hypothesis, proposed by Genesee (1989), claimed that by the time bilingual-to-be children begin talking, they show signs of differentiating their phonology, lexicon, and language choices. Likewise, as soon as there is evidence for syntax, they use their two syntactic systems differentially.The proposal of an initially undifferentiated system in BFLA was the basis of bilingual-monolingual comparisons and implied that bilingually exposed babies experience prolonged language development during the process of learning two languages. However, there has been a trend in the past decade to move away from viewing, studying, and assessing bilingual children as two monolingual children in one. The literature reviewed in this chapter shows how studies related to BFLA have evolved over the years from an analysis of the emergence of separate linguistic systems to a focus on the particular features of bilingual speech or the characteristics of dual language environments and practices. After reviewing the work on differentiation and development in early bilingualism, this chapter discusses literature on the impact of the language environment in terms of family language policies and the role of input from parents, siblings and grandparents. Current perspectives that accept code-mixing

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The impact of caregivers' interrogative styles in English and Japanese on early bilingual development

Cited by 41 publications

References 30 publications

Harmonious bilingual development: Young families’ well-being in language contact situations

Harmonious bilingual development: Young families’ well-being in language contact situations

Parent–child interaction: Does parental language matter?

Early bilingualism: From differentiation to the impact of family language practices.

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