The following paper focuses on bilingual first language acquisition (BFLA).
While there is a quantity of fields researched in BFLA, the arguably prior question concerns the development of bilingual learners in comparison to monolingual learners regarding the developmental path and [the] timecourse of language development. This question is based on the assumption, that the acquisition of two languages might challenge a language learner, thereby impeding their process in comparison to monolingual child- learners.
To illuminate the different aspects of bilingualism and BFLA, this paper is going to have a look at morphosyntax, the lexicon and phonology, as well as code- mixing andcommunicative competence.
Table of Contents
1. Introduction
2. Bi & Multiculturalism
2.1 Balanced Bilingualism
3. Types of simultaneous Acquisition:
Categories of Early Childhood Bilingualism
4. Linguistics
4.1 Morphosyntax
4.2 The Lexicon
4.3 Phonology
5. Codeswitching & Codemixing in bilingual children
6. Communicative Competence
7. Conclusion
Research Objectives and Core Themes
This paper examines the developmental processes of children acquiring two languages simultaneously from birth, focusing on linguistic performance and communicative adaptation compared to monolingual development.
- Developmental paths of Bilingual First Language Acquisition (BFLA)
- Morphosyntactic and lexical growth in bilingual children
- Phonological perception and production mechanisms
- Functional roles of codeswitching and codemixing
- Communicative competence and language choice strategies
Excerpt from the Book
4.2 The Lexicon
The term lexicon in language acquisition does not only include a list of words and vocabulary needed to speak, but it depicts a network of all bound and free morphemes (including content and function words) and multi-word units, including idioms or expressions (Bardovi- Harlig/ Stringer 2013: 292).
Since most of the markers of improvement are accomplished at roughly the same pace in monolingual and bilingual language learning, as both for example produce their first words at the ages of 12 to 13 months, and similarities in vocabulary acquisition, as well as lexical aspects of language learning, can be seen, one can reason that bilingual language learning does not enduringly affect the processes of the lexicon. The only limitation being, that the vocabulary size of a bilingual learner in a respective language can be influenced by the dominance of the language and the time spent speaking it.
While vocabulary acquisition in monolingual language learners is directed by the appliance of a new word to a new reference object, thereby creating a principle of mutual exclusivity (Genesee/ Nicoladis 2008: 327), the acquisition of new vocabulary in bilingual language learning requires “translation equivalents” (Genesee/ Nicoladis 2008: 328), meaning a new word has to have the same referential meaning in both languages the child learns. Paradis even points out that, depending on the methods used for vocabulary acquisition and the age of the child learner, up to 67% of bilingual children’s lexicons are mostly composed of translation equivalents (Paradis 2009:19).
Summary of Chapters
1. Introduction: Outlines the rise of global multilingualism and establishes the scope of research regarding bilingual first language acquisition.
2. Bi & Multiculturalism: Explores definitions of bilingualism and the historical context of studies on simultaneous language acquisition.
2.1 Balanced Bilingualism: Discusses the theoretical concept of balanced bilingual proficiency and its limitations in practical application.
3. Types of simultaneous Acquisition: Categories of Early Childhood Bilingualism: Categorizes different strategies for bilingual upbringing, such as "one person – one language."
4. Linguistics: Provides an overview of structural aspects of language acquisition in bilingual settings.
4.1 Morphosyntax: Analyzes how bilingual children acquire grammar and word order rules across different languages.
4.2 The Lexicon: Examines vocabulary development, the role of translation equivalents, and the principle of mutual exclusivity.
4.3 Phonology: Investigates the ability of bilingual infants to distinguish phonetic contrasts and rhythmic patterns.
5. Codeswitching & Codemixing in bilingual children: Explains the functional usage of mixing languages as a communicative strategy.
6. Communicative Competence: Details how children learn to adapt their language choices based on social context and conversational partners.
7. Conclusion: Summarizes the key findings and highlights the need for continued, non-deviant research in the field of BFLA.
Keywords
Bilingual First Language Acquisition, BFLA, Morphosyntax, Lexicon, Phonology, Codeswitching, Codemixing, Communicative Competence, Translation Equivalents, Multilingualism, Language Development, Language Socialization, Simultaneous Acquisition, Bilingualism, Linguistic Systems.
Frequently Asked Questions
What is the primary focus of this paper?
The paper focuses on the development of children who are raised bilingually from birth, exploring how they navigate the acquisition of two linguistic systems simultaneously.
What are the central themes discussed?
Central themes include morphosyntactic development, lexical acquisition, phonological progression, the use of codeswitching, and the development of communicative competence.
What is the main research question?
The paper explores whether bilingual first language acquisition follows a similar path and timeframe as monolingual development, and how bilinguals manage the interplay between their two languages.
Which scientific methodology is primarily used?
The work utilizes a review of contemporary literature and key case studies to synthesize findings from the field of bilingual research.
What is covered in the main section?
The main sections address the linguistic foundations (syntax, lexicon, phonology), the usage of bilingual communication strategies, and the societal factors influencing language choice.
Which keywords define this work?
Key terms include BFLA, codeswitching, translation equivalents, communicative competence, and simultaneous language acquisition.
How does the author define "balanced bilingualism"?
The author notes that while "balanced bilingual" refers to someone equally fluent in two languages, it is often an idealized concept, as proficiency often fluctuates based on the context of language use.
What role does the "one person – one language" method play?
It is one of the most common strategies for bilingual upbringing, where each parent speaks a different language to the child to encourage the separation of linguistic systems.
Why is codemixing considered a functional tool?
Contemporary research views codemixing as a strategic tool for children to "fill gaps" in their lexicon or to adapt to specific social contexts and conversation partners.
What does the author conclude about the "deviance" of bilingual development?
The author argues that bilingual development should not be labeled as "deviant" but rather as a unique and specific linguistic configuration that functions differently than that of a monolingual.
- Citar trabajo
- Mirja Quix (Autor), 2016, Bilingual First Language Acquisition, Múnich, GRIN Verlag, https://www.grin.com/document/428699
