This research paper focuses how children acquire two or more languages simultaneously from birth on, how their achievements can be measured and if their development proceeds similar to monolingual children. To a certain extend the argument includes theories of Applied Linguistics and Cognitive Linguistics . Therefore, this analysis can be used as overview or short introduction about the current research on bilingual first language acquisition and may encourage the reader, which might be also a teacher who is likely to face a multilingual environment in his classrooms, to enhance his knowledge in this specific area.
Table of Contents
1. Introduction
2. Theoretical Priciples
2.1 What is Bilingual First Language Acquisition?
2.2 Research Issues
2.3 Categories of Early Childhood Bilingualism
3. Linguistic Analysis
3.1 Morphosyntax
3.2 Lexicon
3.3 Phonology
4. Code-Switching in Early Bilinguals?
5. Conclusion
6. Bibliography
Research Objectives & Topics
This paper investigates the simultaneous acquisition of two or more languages from birth, examining whether bilingual development mirrors that of monolingual children. It aims to provide an introductory overview of current research regarding the cognitive and linguistic consequences of bilingual upbringing, while evaluating how bilingual performance is measured in academic contexts.
- Theoretical foundations of simultaneous bilingualism
- Categorization of early childhood bilingual exposure
- Morphosyntactic and lexical development in bilingual children
- Phonological processing and memory
- Communicative strategies such as code-switching
Excerpt from the Book
3.2 Lexicon
When speaking of the lexicon in language acquisition, it does not only mean vocabulary or words itself, but it includes bound morphemes, free morphemes and multi-word units, such as idioms and expressions (Bardovi-Harlig/Stringer, 2013:292). As early as during the holophrastic phase, where children normally use one-word utterances, indications for two distinct lexicons can be found in simultaneous bilingual children (Meisel, 2008:103). Most of the milestones in vocabulary acquisition are reached at roughly the same time for monolingual and bilingual children. Both groups for example, produce their first words at about the same age, which is typically 12 to 13 months. Moreover, the rates of vocabulary acquisition and the distribution of lexical categories in the early lexicon tend to be similar between mono- and bilingual children as well, with the addition that the vocabulary size of bilinguals itself can be affected by the amount of time spent in each language. (Genesee/Nicoladis, 2006:332)
The main principle of monolingual children’s vocabulary acquisition is exclusivity, because in most cases new words refer to new reference object (Genesee/Nicoladis, 2006:332). Although bilingual children employ the same learning mechanisms, the acquisition of translation equivalents contradicts the principle of exclusivity. In fact, depending on age and methods used to determine vocabulary items, up to 67 % of bilingual children’s early lexicons consists of translation equivalents (Paradis, 2009:19). Studies have shown that the production of translation equivalents starts from the time children first begin to speak but they are very rarely used up until the age of 1.5 after which the percentage of translation equivalents jumped subsequently to around 25 % of their total vocabulary. It may be argued that these violations of exclusivity originates from interpreting people’s intentions about word meanings and that it suggests that bilingual children have to manage two distinct lexical systems. (Genesee/Nicoladis, 2006:332) Linking between certain items of the two different languages makes the concepts and vocabulary easy to retrieve and may help with interpersonal communication.
Summary of Chapters
1. Introduction: This chapter introduces the topic of bilingualism, addresses common misconceptions regarding cognitive development, and outlines the paper's focus on simultaneous language acquisition.
2. Theoretical Priciples: This chapter defines core concepts such as simultaneous versus sequential bilingualism, discusses research challenges, and categorizes different forms of childhood bilingualism.
3. Linguistic Analysis: This chapter examines specific linguistic development areas, namely morphosyntax, lexicon, and phonology, comparing bilingual trajectories to those of monolingual peers.
4. Code-Switching in Early Bilinguals?: This chapter explores the communicative strategy of code-mixing, its prevalence in early childhood, and how it reflects linguistic competence.
5. Conclusion: This chapter summarizes findings, suggesting that early bilingual development is distinct rather than deviant, and highlights the need for continued research in the field.
6. Bibliography: This chapter lists all scientific sources and literature referenced throughout the study.
Keywords
Bilingualism, First Language Acquisition, Simultaneous Bilingualism, Morphosyntax, Lexicon, Phonology, Code-switching, Language Development, Cognitive Development, Multilingualism, Translation Equivalents, Linguistic Competence, Child Development.
Frequently Asked Questions
What is the core subject of this paper?
The paper focuses on "Bilingual First Language Acquisition," specifically how children simultaneously learn two or more languages from birth and how this process compares to monolingual language development.
What are the central thematic fields covered?
The study covers the theoretical principles of bilingualism, linguistic analysis (morphosyntax, lexicon, phonology), and the communicative phenomenon of code-switching.
What is the primary research goal?
The primary goal is to provide an introduction to current research on simultaneous bilingualism and to determine if bilingual children’s developmental paths and academic achievements differ from those of monolingual children.
Which scientific methods are employed?
The paper uses a comprehensive literature review and qualitative analysis of existing studies, including case studies and psychological research, to synthesize current knowledge in applied and cognitive linguistics.
What topics are discussed in the main body?
The main body breaks down the linguistic development of bilinguals into specific components, evaluates the impact of parental language models, and analyzes the role of code-switching as a communicative tool.
Which keywords best characterize this work?
Key terms include bilingualism, simultaneous language acquisition, morphosyntax, lexicon, phonological processing, and code-switching.
How does "translation equivalents" influence a child's lexicon?
Translation equivalents refer to children knowing the same word in two languages. Their presence indicates that children manage two distinct lexical systems, rather than just one fused system, contradicting the strict "exclusivity" principle seen in monolinguals.
What does the research suggest about "code-switching" in children?
Research suggests that code-switching is a valuable communicative resource that reflects linguistic and communicative competence, rather than a sign of linguistic confusion.
- Citar trabajo
- Adrian Müller (Autor), 2014, Bilingual First Language Acquisition, Múnich, GRIN Verlag, https://www.grin.com/document/283884
