Bilingualism
Age of Acquisition and Success with a Second Language
GROUP 1:
RAWAN,TAIF,SHAHAD,
RAHAF,GHAIDA
INSTRUCTOR:
DR.MATHER ALRAWI
Content
01. Introduction
02. Grammatical constraints on a frame,social
constraints on a discourse
03. Is bilingualism an advantage or disadvantage?
Mixed results on demonstrated development in a given language
04. Pronunciation & acquisition of morphology and syntax.
05. Metalinguistic knowledge: Is there a bilingual advantage here?
06. Does early acquisition affect some systems the most?
CONTENT PAGE 02
INTRODUCTION
We are going to explore how parental input and discourse strategies
influence language preferences and usage patterns of bilingual
children.Bilingual children’s acquisition of grammar & pronunciation
and if early acquisition affects some systems the most.
PAGE 03
11.3.4 Grammatical constraints on a frame,
social constraints on a discourse
Grammatical rules and social factors affect how bilingual children use their
languages. Some children mostly use language A for longer sentences, while using
language B mainly for single words. Other children often switch between languages.
Research findings vary regarding the influence of parental or caregiver input on a
child's language preference.
PAGE 04
11.3.4 Grammatical constraints on a frame,
social constraints on discourse
In the first study, Siri, a Norwegian-English bilingual child, demonstrates how language
switching is influenced by both parental language choices and discourse strategies. Siri
mostly uses Norwegian as the framework for her utterances, even when integrating
English words.
The second study focuses on Japanese-English bilingual boys raised in the United
States, examining the impact of parental language choices on the children's language
use. It was found that children who received more exposure to Japanese from their
parents showed an increased use of the language.
PAGE 05
Overall,..
These studies highlight the significant effect of parental language
input and discourse strategies in the language development of
bilingual children.
PAGE 06
11.3.5 Summing up on
early bilinguals
- Early bilingual children experience smooth language
development.
- Bilingual children develop separate grammatical systems for
each language and can appropriately use each language
based on the listener.
PAGE 07
11.3.5 Summing up on
early bilinguals
-Language preferences and strategies may be influenced by input, but
the impact of input varies.
- Codeswitching in bilingual children does not indicate a language
deficiency.
- When using both languages in a single utterance, one language typically
serves as the grammatical framework for that utterance.
PAGE 08
11.4. Is bilingualism an advantage or
disadvantage?
The evidence suggests that early bilingualism has advantages,
although results from studies are mixed.
PAGE 09
What do studies say about the language development of monolinguals and
bilinguals?
Studies have shown mixed results when comparing the language
development of monolinguals and bilinguals. Some have found that
bilingual children may lag behind in certain language abilities, while others
have found no significant difference or even advantages for bilingual
children.
What factors contribute to these mixed results?
One factor that may contribute to these mixed results is the different
language experiences of bilingual children. For example, if a child learns
one language at home and another language at school, their competence
in each language may vary. Assessing linguistic skills in bilingual children
requires understanding their unique language experiences.
PAGE 10
How does vocabulary acquisition differ between bilingual and monolingual
children?
Spanish-English bilingual children in Miami, researchers found that the
total production vocabulary for bilingual children was not significantly
different from that of monolingual children in their dominant language.
However, bilinguals fell below monolinguals in their less dominant
language.
Are there variations among bilingual children's vocabulary development?
Yes, another study found a wide range of variability among bilingual
children's vocabulary development. Some were within the same ranges as
monolinguals, while others were well below those ranges. This suggests
that there is not a one-size-fits-all answer when it comes to the language
development of bilingual children.
PAGE 11
11.4.1 Mixed results on demonstrated development in a
given language
.
studies that compared monolinguals and bilinguals on language achieve- ment tests
seemed to show bilinguals lagged behind on many tests that were intended to
demonstrate language abilities.
PAGE 14
Does early bilingualism result in delayed development?
early bilingualism does not result in delayed development. In fact, there
may be advantages to being bilingual, such as enhanced metalinguistic
knowledge. However, more studies are needed to fully understand the
effects of bilingualism on cognitive and linguistic abilities.
Do bilinguals perform differently on achievement tests and mental abilities
compared to monolinguals?
bilinguals lagged behind on language achievement tests, but more recent
studies have shown mixed results. Some bilingual children had similar
vocabulary to monolingual children in their dominant language but fell
below in their less dominant language. Overall, the research indicates that
early bilingualism does not result in delayed development.
PAGE 12
What is the overall deficit in the vocabulary of bilingual children?
Bilingual children may have an overall deficit in their vocabulary.
Do bilinguals display better verbal fluency compared to monolinguals?
Yes, some studies suggest that bilinguals display better verbal fluency
compared to monolinguals.
PAGE 13
Questions
1- Do bilinguals display better verbal fluency compared to
monolinguals?
2- What is the overall deficit in the vocabulary of bilingual
children?
PAGE15
11.4.2 Metalinguistic knowledge: Is there a bilingual
advantage here?
Metalinguistic is knowledge about the abstract character of language/ Knowledge beyond how to
produce certain utterance.
many conclude that bilingual chidren may be excellent in having the mental flexibility associated with
this type of knowledge.
PAGE 15
11.4.2 Metalinguistic knowledge: Is there a bilingual
advantage here?
Bialystok refer to metalinguistic knowledge as linguistic knowledge beyond the details of specific linguistic
structures/ but knowledge that becomes accessible through knowledge of a particular language.
She gave these examples; Children with Metalinguistic knowledge would understand that changes in word
order can change meaning, or changes in a verb form change the time at which an event occurred.
PAGE 16
11.4.2 Metalinguistic knowledge: Is there a bilingual
advantage here?
Why is Metalinguistic knowledge is important?
Because children would know how “language in general” works.
Thus, as Bialystok (2001a: 127) puts it, “To the extent that a learner has
metalinguistic knowledge, second-language acquisition is facilitated because a
language template is available.”
PAGE 17
11.4.2 Metalinguistic knowledge: Is there a bilingual
advantage here?
Research has shown that bilingual children have an advantage over monolingual children in
demonstrating mental agility.
Ben-Zeev (1977) developed a substitution task to test children’s awareness that words are symbols, ,
and their awareness that in a game one symbol can be substituted for another.
, in the game, children were told that the word spaghetti was to be substituted for the word we. Children
were told this new meaning of spaghetti and then were asked to use this word in a sentence to indicate we
are good children.
The response called for would be “spaghetti are good children”. Bilinguals did significantly better in
making such substitutions than monolinguals. PAGE 18
11.5 Does early acquisition affect some systems the
most?
An issue that some researchers do is referring to language as if it were a single
system.
Well, In fact:
Any language is a set of at least three systems (phonology, morphology–
syntax, and vocabulary).
The three systems of language are not acquired by the same age; acquisition in
general begins at a very early age but vocabulary increases through life.
PAGE 19
Questios
1- T/F bilingual children and monolingual children are
equall in their demonstrating mental agility.
2- What’s the three systems of language?
PAGE 20
11.5.1 Pronunciation comes early.
Infants can distinguish many pronunciation features of what will be their L1
from other sounds at a very early age. So by the age of two months, infants
can tell the difference between languages that have different prosodies.
Young children can perceive differences between two languages to which
they have been exposed. Researchers found out that before children even
speak their first words, they can perceive differences in phonological
sequences. This ability would be needed for children to establish different
mental representations of the two languages. PAGE 22
11.5.2 Later acquisition of morphology and syntax.
The acquisition of patterns of word formation and sentence structure
(morphology and syntax) seem to come later but still are complete by
age three or four.
no matter what language children acquire all over the world, they show
similar developmental steps in their acquisition of the various systems.
Studies on whether such similarities extend to bilingual children and
their two languages give mixed results.
PAGE 23
11.5.2 Later acquisition of morphology and syntax.
This is called the “lead-lag” issue, meaning does a bilingual child lead in
acquiring certain grammatical structures in one language first?
A case study of a German-English bilingual child and a Latvian-English
child in the same age range showed that both children produced correct
verb endings, and used word order and grammatical patterns on the
same level as monolingual children.
So whether progress in one language is usually faster remains an issue.
PAGE 24
Questios
1- Children show different developmental steps in their
acquisition of language systems. True/false
2- Young children can't perceive differences between two
languages they have been exposed to. True/false
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