Journal articles: 'Infant bilingualism'

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Döpke, Susanne. "Language Mixing in Infant Bilingualism." International Journal of Bilingualism 2, no. 1 (March 1998): 106–9. http://dx.doi.org/10.1177/136700699800200108.

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Deuchar, Margaret, and Angeles Clark. "Infant bilingualism: are there two voicing systems." First Language 7, no. 21 (October 1987): 234. http://dx.doi.org/10.1177/014272378700702110.

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SINGH, LEHER. "He said, she said: effects of bilingualism on cross-talker word recognition in infancy." Journal of Child Language 45, no. 2 (May 30, 2017): 498–510. http://dx.doi.org/10.1017/s0305000917000186.

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AbstractThe purpose of the current study was to examine effects of bilingual language input on infant word segmentation and on talker generalization. In the present study, monolingually and bilingually exposed infants were compared on their abilities to recognize familiarized words in speech and to maintain generalizable representations of familiarized words. Words were first presented in the context of sentences to infants and then presented to infants in isolation during a test phase. During test, words were produced by a talker of the same gender and by a talker of the opposite gender. Results demonstrated that both bilingual and monolingual infants were able to recognize familiarized words to a comparable degree. Moreover, both bilingual and monolingual infants recognized words in spite of talker variation. Results demonstrated robust word recognition and talker generalization in monolingual and bilingual infants at 8 months of age.

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Mercure, Evelyne, Peter Bright, Isabel Quiroz, and Roberto Filippi. "Effect of infant bilingualism on audiovisual integration in a McGurk task." Journal of Experimental Child Psychology 217 (May 2022): 105351. http://dx.doi.org/10.1016/j.jecp.2021.105351.

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Halmari, Helena. "Elizabeth Lanza: Language Mixing in Infant Bilingualism: A Sociolinguistic Perspective. Oxford: Clarendon Press, 1997. 397 pp." Nordic Journal of Linguistics 21, no. 1 (June 1998): 83–89. http://dx.doi.org/10.1017/s0332586500004170.

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Byers-Heinlein, Krista. "Bilingual advantages, bilingual delays: Sometimes an illusion." Applied Psycholinguistics 35, no. 5 (August 19, 2014): 902–5. http://dx.doi.org/10.1017/s0142716414000204.

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Studying bilingualism is complicated. Baum and Titone's Keynote Article concludes with a discussion of three particularly thorny issues in bilingualism research: (a) bilinguals are not a homogeneous group, (b) bilingualism is not randomly assigned, and (c) the effects of bilingualism are often more complicated than simple advantages or disadvantages/delays. On this latter point, Baum and Titone consider how binary thinking about bilingualism as good or bad can limit the kinds of research questions that we ask. Here, I expand on this issue by showing how some apparent bilingual advantages and disadvantages can be illusory. I describe two examples of reasonable, justifiable, and prudent experimental designs that initially led to misleading conclusions about the effects of bilingualism on development. While both of these examples are drawn from research with bilingual infants, they nonetheless have implications for how we interpret the results of studies of bilingualism across the life span.

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Schroeder, Scott R., and Viorica Marian. "Cognitive consequences of trilingualism." International Journal of Bilingualism 21, no. 6 (April 1, 2016): 754–73. http://dx.doi.org/10.1177/1367006916637288.

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Aims and objectives: The objectives of the present research were to examine the cognitive consequences of trilingualism and explain them relative to the cognitive consequences of bilingualism. Approach: A comparison of cognitive abilities in trilinguals and bilinguals was conducted. In addition, we proposed a cognitive plasticity framework to account for cognitive differences and similarities between trilinguals and bilinguals. Data and analysis: Three aspects of cognition were analyzed: (1) cognitive reserve in older adults, as measured by age of onset of Alzheimer’s disease and mild cognitive impairment; (2) inhibitory control in children and younger adults, as measured by response times on behavioral Simon and flanker tasks; and (3) memory generalization in infants and toddlers, as measured by accuracy on behavioral deferred imitation tasks. Results were considered within a framework of cognitive plasticity, which took into account several factors that may affect plasticity including the age of learning a third language and the extent to which additional cognitive resources are needed to learn the third language. Findings: A mixed pattern of results was observed. In some cases, such as cognitive reserve in older adults, trilinguals showed larger advantages than did bilinguals. On other measures, for example inhibitory control in children and younger adults, trilinguals were found to exhibit the same advantages as bilinguals. In still other cases, such as memory generalization in infants and toddlers, trilinguals did not demonstrate the advantages seen in bilinguals. Originality: This study is the first comprehensive analysis of how learning a third language affects the cognitive abilities that are modified by bilingual experience, and the first to propose a cognitive plasticity framework that can explain and predict trilingual-bilingual differences. Significance: This research shows that the cognitive consequences of trilingualism are not simply an extension of bilingualism’s effects; rather, trilingualism has distinct consequences, with theoretical implications for our understanding of linguistic and cognitive processes and their plasticity, as well as applied-science implications for using second and third language learning in educational and rehabilitative contexts to foster successful cognitive development and aging.

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Morett, Laura M. "The Influence of Tonal and Atonal Bilingualism on Children’s Lexical and Non-Lexical Tone Perception." Language and Speech 63, no. 2 (March 12, 2019): 221–41. http://dx.doi.org/10.1177/0023830919834679.

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This study examined how bilingualism in an atonal language, in addition to a tonal language, influences lexical and non-lexical tone perception and word learning during childhood. Forty children aged 5;3–7;2, bilingual either in English and Mandarin or English and another atonal language, were tested on Mandarin lexical tone discrimination, level-pitch sine-wave tone discrimination, and learning of novel words differing minimally in Mandarin lexical tone. Mandarin–English bilingual children discriminated between and learned novel words differing minimally in Mandarin lexical tone more accurately than their atonal–English bilingual peers. However, Mandarin–English and atonal–English bilingual children discriminated between level-pitch sine-wave tones with similar accuracy. Moreover, atonal–English bilingual children showed a tendency to perceive differing Mandarin lexical and level-pitch sine-wave tones as identical, whereas their Mandarin–English peers showed no such tendency. These results indicate that bilingualism in a tonal language in addition to an atonal language—but not bilingualism in two atonal languages—allows for continued sensitivity to lexical tone beyond infancy. Moreover, they suggest that although tonal–atonal bilingualism does not enhance sensitivity to differences in pitch between sine-wave tones beyond infancy any more effectively than atonal–atonal bilingualism, it protects against the development of biases to perceive differing lexical and non-lexical tones as identical. Together, the results indicate that, beyond infancy, tonal–atonal bilinguals process lexical tones using different cognitive mechanisms than atonal–atonal bilinguals, but that both groups process level-pitch non-lexical tone using the same cognitive mechanisms.

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Paradis, Johanne. "E. LANZA, Language mixing in infant bilingualism: a sociolinguistic perspective (Oxford studies in language contact). Oxford: Clarendon Press, 1997. Pp. xii+397." Journal of Child Language 25, no. 3 (October 1998): 723–33. http://dx.doi.org/10.1017/s0305000998223609.

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Rahayu, Dwi Ide. "Early Mixing in Bilingual Children: A Psycholinguistics View." Tell : Teaching of English Language and Literature Journal 6, no. 1 (February 2, 2018): 39. http://dx.doi.org/10.30651/tell.v6i1.2080.

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Most studies on Bilinguals First Language Acquisition (BFLA) are concerned with giving explanation for language mixing in young bilinguals. It is commonly stated that language mixing in children has to be interpreted as evidence for confusions in the bilingual’s language acquisition, in the sense that the two languages are not acquired separately but start out as a single system. In other words, it is in contrast to adults’ code-switching. In this article, early mixing in bilingual children is explored based on psycholinguistics view. This article will first discuss the language acquisition, then the theories and assumptions on bilingualism in early childhood, and last the early mixing in bilingual children. According to the review of related literature, it can be inferred that from psycholinguistics view, language mixing cannot indicate the bilingual children’s lack of ability to differentiate the two language system. Spontaneous translation employed by the bilingual children shows that bilingual awareness and language differentiation is possible at an early stage. Bilingual infants can do language mixing as an evidence of their meta-linguistic awareness and language differentiation. As language mixing may be a good indicator of bilingual fluency, we can say that children who become bilingual in their early childhood will reach their fluency in the two languages by doing language mixing according to the two languages they have acquired.

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Sebastian-Galles, Nuria, and Chiara Santolin. "Bilingual Acquisition: The Early Steps." Annual Review of Developmental Psychology 2, no. 1 (December 15, 2020): 47–68. http://dx.doi.org/10.1146/annurev-devpsych-013119-023724.

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How different is the process of language learning in infants exposed to two languages from birth? Not so long ago, the available evidence pointed to a delay in language learning in bilinguals and suggested differences in several linguistic aspects between monolinguals and bilinguals. At present, the bulk of studies indicates the existence of specific adaptations to the process of language learning. In the current review, we discuss the existing evidence in several abilities in language acquisition in young bilingual infants and toddlers. We also examine studies investigating the impact of bilingual exposure in the emergence of cognitive and social abilities beyond language. We analyze the importance of clarifying several methodological issues and challenges, including the definition of bilingualism itself, for the field to advance.

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D’Souza, Dean, and Yousra Dakhch. "Is Early Bilingual Experience Associated with Greater Fluid Intelligence in Adults?" Languages 7, no. 2 (April 19, 2022): 100. http://dx.doi.org/10.3390/languages7020100.

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Emerging evidence suggests that early bilingual experience constrains the development of attentional processes in infants, and that some of these early bilingual adaptations could last into adulthood. However, it is not known whether the early adaptations in the attentional domain alter more general cognitive abilities. If they do, then we would expect that bilingual adults who learned their second language early in life would score more highly across cognitive tasks than bilingual adults who learned their second language later in life. To test this hypothesis, 170 adult participants were administered a well-established (non-verbal) measure of fluid intelligence: Raven’s Advanced Progressive Matrices (RAPM). Fluid intelligence (the ability to solve novel reasoning problems, independent of acquired knowledge) is highly correlated with numerous cognitive abilities across development. Performance on the RAPM was greater in bilinguals than monolinguals, and greater in ‘early bilinguals’ (adults who learned their second language between 0–6 years) than ‘late bilinguals’ (adults who learned their second language after age 6 years). The groups did not significantly differ on a proxy of socioeconomic status. These results suggest that the difference in fluid intelligence between bilinguals and monolinguals is not a consequence of bilingualism per se, but of early adaptive processes. However, the finding may depend on how bilingualism is operationalized, and thus needs to be replicated with a larger sample and more detailed measures.

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Werker, Janet F., Krista Byers-Heinlein, and Christopher T. Fennell. "Bilingual beginnings to learning words." Philosophical Transactions of the Royal Society B: Biological Sciences 364, no. 1536 (December 27, 2009): 3649–63. http://dx.doi.org/10.1098/rstb.2009.0105.

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At the macrostructure level of language milestones, language acquisition follows a nearly identical course whether children grow up with one or with two languages. However, at the microstructure level, experimental research is revealing that the same proclivities and learning mechanisms that support language acquisition unfold somewhat differently in bilingual versus monolingual environments. This paper synthesizes recent findings in the area of early bilingualism by focusing on the question of how bilingual infants come to apply their phonetic sensitivities to word learning, as they must to learn minimal pair words (e.g. ‘cat’ and ‘mat’). To this end, the paper reviews antecedent achievements by bilinguals throughout infancy and early childhood in the following areas: language discrimination and separation, speech perception, phonetic and phonotactic development, word recognition, word learning and aspects of conceptual development that underlie word learning. Special consideration is given to the role of language dominance, and to the unique challenges to language acquisition posed by a bilingual environment.

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Mercure, Evelyne, Samuel Evans, Laura Pirazzoli, Laura Goldberg, Harriet Bowden-Howl, Kimberley Coulson-Thaker, Indie Beedie, Sarah Lloyd-Fox, Mark H. Johnson, and Mairéad MacSweeney. "Language Experience Impacts Brain Activation for Spoken and Signed Language in Infancy: Insights From Unimodal and Bimodal Bilinguals." Neurobiology of Language 1, no. 1 (March 2020): 9–32. http://dx.doi.org/10.1162/nol_a_00001.

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Recent neuroimaging studies suggest that monolingual infants activate a left-lateralized frontotemporal brain network in response to spoken language, which is similar to the network involved in processing spoken and signed language in adulthood. However, it is unclear how brain activation to language is influenced by early experience in infancy. To address this question, we present functional near-infrared spectroscopy (fNIRS) data from 60 hearing infants (4 to 8 months of age): 19 monolingual infants exposed to English, 20 unimodal bilingual infants exposed to two spoken languages, and 21 bimodal bilingual infants exposed to English and British Sign Language (BSL). Across all infants, spoken language elicited activation in a bilateral brain network including the inferior frontal and posterior temporal areas, whereas sign language elicited activation in the right temporoparietal area. A significant difference in brain lateralization was observed between groups. Activation in the posterior temporal region was not lateralized in monolinguals and bimodal bilinguals, but right lateralized in response to both language modalities in unimodal bilinguals. This suggests that the experience of two spoken languages influences brain activation for sign language when experienced for the first time. Multivariate pattern analyses (MVPAs) could classify distributed patterns of activation within the left hemisphere for spoken and signed language in monolinguals (proportion correct = 0.68; p = 0.039) but not in unimodal or bimodal bilinguals. These results suggest that bilingual experience in infancy influences brain activation for language and that unimodal bilingual experience has greater impact on early brain lateralization than bimodal bilingual experience.

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Pearson, Barbara Zurer, Sylvia Fernández, and D. K. Oller. "Cross-language synonyms in the lexicons of bilingual infants: one language or two?" Journal of Child Language 22, no. 2 (June 1995): 345–68. http://dx.doi.org/10.1017/s030500090000982x.

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ABSTRACTThis study tests the widely-cited claim from Volterra & Taeschner (1978), which is reinforced by Clark's Principle Of Contrast (1987), that young simultaneous bilingual children reject cross-language synonyms in their earliest lexicons. The rejection of translation equivalents is taken by Volterra & Taeschner as support for the idea that the bilingual child possesses a single-language system which includes elements from both languages. We examine first the accuracy of the empirical claim and then its adequacy as support for the argument that bilingual children do not have independent lexical systems in each language. The vocabularies of 27 developing bilinguals were recorded at varying intervals between ages 0;8 and 2;6, using the MacArthur GDI, a standardized parent report form in English and Spanish. The two single-language vocabularies of each bilingual child were compared to determine how many pairs of translation equivalents (TEs) were reported for each child at different stages of development. TEs were observed for all children but one, with an average of 30% of all words coded in the two languages, both at early stages (in vocabularies of 2–12 words) and later (up to 500 words). Thus, Volterra & Taeschner's empirical claim was not upheld. Further, the number of TEs in the bilinguals' two lexicons was shown to be similar to the number of lexical items which co-occurred in the monolingual lexicons of two different children, as observed in 34 random pairings for between-child comparisons. It remains to be shown, therefore, that the bilinguals' lexicons are not composed of two independent systems at a very early age. Furthermore, the results appear to rule out the operation of a strong principle of contrast across languages in early bilingualism.

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Plannels Hernani, Begona. "Bilingualism and expressive vocabulary in infants." Képzés és gyakorlat 14, no. 1-2 (2016): 107–36. http://dx.doi.org/10.17165/tp.2016.1-2.6.

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Cabrera, Laurianne, Ranka Bijeljac-Babic, and Josiane Bertoncini. "The development of consonant and lexical-tone discrimination between 3 and 6 years: Effect of language exposure." International Journal of Bilingualism 23, no. 6 (June 25, 2018): 1249–63. http://dx.doi.org/10.1177/1367006918781077.

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Aims and objectives:The present study explored children’s discrimination capacities for lexical tones and consonants between 3 and 6 years of age and the effect of native language on this ability. Recent studies in infants have shown a perceptual rebound for non-native listeners during the second year of life, but only for lexical tones. However, the later stages of development, and particularly when children start pre-school, are yet not clear.Design:Discrimination abilities of 134 children were measured in three age groups between 3 and 6 years using a behavioural task where children detected a change in lexical tones or consonants. Children were either French monolinguals, French bilinguals exposed to an Asian tone language or French bilinguals exposed to a second non-tone language at home.Data and analysis:Overall, results indicated that higher detection scores for consonants were observed from 4 to 5 years, while for lexical tones the highest scores were observed only at 5–6 years. Moreover, bilingual children exposed to an Asian tone language had higher scores for tones compared to monolingual French children. Interestingly, both bilingual groups, whether exposed to an Asian tone language or to a non-tone language, had better scores for tones than for French consonants, while monolinguals performed equally with both.Conclusions:Language exposure from an early age influences phonological development and bilingualism seems to enhance the perception of prosodic information.Originality:This study is the first to show a different developmental trajectory for consonant and lexical-tone discrimination between 3 and 6 years according to the native language.Significance:Similar detection scores for tones and consonants for monolingual French children and better detection for tones than for consonants for both groups of bilinguals suggest that the perception of lexical tone is determined by both language-specific influences and non-linguistic/auditory processing during childhood.

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Alexandrova, Nina Sh. "Bilinguism and other manifestations of the functioning of the Language System in light of Brain Plasticity." Philological Sciences. Scientific Essays of Higher Education 2, no. 6 (November 2020): 170–76. http://dx.doi.org/10.20339/phs.6-20.170.

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The work is devoted to the biological basis of bilingualism. The manifestations of the functioning of the language system — mastering the native language in a monolingual environment, natural bilingualism, artificial bilingualism, written speech and the functioning of the language system in pathology — are analyzed in the light of ideas about the plasticity of the brain, the differences in the processes of forgetting the language material are discussed. Issues of practical importance are discussed: who can be called bilingual and when a child can become bilingual. The concept of natural bilingualism as a biological adaptation, which occurs when it is necessary to understand two languages, is substantiated. This adaptation is impossible until the moment the child's understanding of the language is formed, i.e. bilingualism is impossible in infancy.

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KIMBROUGH OLLER, D., REBECCA E. EILERS, RICHARD URBANO, and ALAN B. COBO-LEWIS. "Development of precursors to speech in infants exposed to two languages." Journal of Child Language 24, no. 2 (June 1997): 407–25. http://dx.doi.org/10.1017/s0305000997003097.

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The study of bilingualism has often focused on two contradictory possibilities: that the learning of two languages may produce deficits of performance in each language by comparison with performance of monolingual individuals, or on the contrary, that the learning of two languages may produce linguistic or cognitive advantages with regard to the monolingual learning experience. The work reported here addressed the possibility that the very early bilingual experience of infancy may affect the unfolding of vocal precursors to speech. The results of longitudinal research with 73 infants aged 0;4 to 1;6 in monolingual and bilingual environments provided no support for either a bilingual deficit hypothesis nor for its opposite, a bilingual advantage hypothesis. Infants reared in bilingual and monolingual environments manifested similar ages of onset for canonical babbling (production of well-formed syllables), an event known to be fundamentally related to speech development. Further, quantitative measures of vocal performance (proportion of usage of well-formed syllables and vowel-like sounds) showed additional similarities between monolingual and bilingual infants. The similarities applied to infants of middle and low socio-economic status and to infants that were born at term or prematurely. The results suggest that vocal development in the first year of life is robust with respect to conditions of rearing. The biological foundations of speech appear to be such as to resist modifications in the natural schedule of vocal development.

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Ramacciotti, Mirela. "Bilingualism as a resource for neuroplasticity: a hypothesis to be considered." Revista da ABRALIN 19, no. 2 (October 1, 2020): 1–6. http://dx.doi.org/10.25189/rabralin.v19i2.1543.

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This is a review of the lecture Does Bilingualism Affect Cognitive and Brain Structures? Facts and Fictions by Ellen Bialystok on June 30th, 2020 for Abralin. Aspects of bilingualism, inhibition and selective attention are examined to demonstrate where research shows positive correlations (life endpoints: infancy and old age) and where it remains unclear (young adults). Reasons for this are examined and the unity and diversity model upon which predictions have been made is disputed. A contention for a different outlook in research on bilingualism posits that better explanations can be found in looking at attentional network reconfiguration and neuroplasticity adaptations.

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Byers-Heinlein, Krista, Elizabeth Morin-Lessard, and Casey Lew-Williams. "Bilingual infants control their languages as they listen." Proceedings of the National Academy of Sciences 114, no. 34 (August 7, 2017): 9032–37. http://dx.doi.org/10.1073/pnas.1703220114.

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Infants growing up in bilingual homes learn two languages simultaneously without apparent confusion or delay. However, the mechanisms that support this remarkable achievement remain unclear. Here, we demonstrate that infants use language-control mechanisms to preferentially activate the currently heard language during listening. In a naturalistic eye-tracking procedure, bilingual infants were more accurate at recognizing objects labeled in same-language sentences (“Find the dog!”) than in switched-language sentences (“Find the chien!”). Measurements of infants’ pupil size over time indicated that this resulted from increased cognitive load during language switches. However, language switches did not always engender processing difficulties: the switch cost was reduced or eliminated when the switch was from the nondominant to the dominant language, and when it crossed a sentence boundary. Adults showed the same patterns of performance as infants, even though target words were simple and highly familiar. Our results provide striking evidence from infancy to adulthood that bilinguals monitor their languages for efficient comprehension. Everyday practice controlling two languages during listening is likely to explain previously observed bilingual cognitive advantages across the lifespan.

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Havy, Mélanie, Camillia Bouchon, and Thierry Nazzi. "Phonetic processing when learning words." International Journal of Behavioral Development 40, no. 1 (March 3, 2015): 41–52. http://dx.doi.org/10.1177/0165025415570646.

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Infants have remarkable abilities to learn several languages. However, phonological acquisition in bilingual infants appears to vary depending on the phonetic similarities or differences of their two native languages. Many studies suggest that learning contrasts with different realizations in the two languages (e.g., the /p/, /t/, /k/ stops have similar VOT values in French, Spanish, Italian and European Portuguese, but can be confounded with the /b/, /d/, /g/ in German and English) poses a particular challenge. The current study explores how similarity or difference in the realization of phonetic contrasts affects word-learning outcomes. Bilingual infants aged 16 months were tested on their capacity to learn pairs of new words, differing by a phonological feature (voicing versus place) on their initial consonant. Two groups of infants were considered: bilinguals exposed to languages (French and either Spanish, Italian or European Portuguese) in which the contrasts tested are realized relatively similarly (“similar contrast” group) and bilinguals exposed to languages (French and either English or German) in which the contrasts are realized very differently (“different contrast” group). In the present word-learning situation, the “similar contrast” bilinguals successfully processed the relevant phonetic detail of the word forms, while the “different contrast” bilinguals failed. The present pattern reveals the impact on word learning of phonological differences between the two languages, which is consistent with studies reporting slight time course differences among bilinguals in phonological acquisition. In line with a larger literature on bilingual acquisition, these results provide further evidence that linguistic similarity or difference in the two languages influences the pattern of bilingual acquisition.

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Byers-Heinlein, Krista, and Casey Lew-Williams. "Bilingualism in the Early Years: What the Science Says." LEARNing Landscapes 7, no. 1 (July 1, 2013): 95–112. http://dx.doi.org/10.36510/learnland.v7i1.632.

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Many children in North America and around the world grow up exposed to two languages from an early age. Parents of bilingual infants and toddlers have important questions about the costs and benefits of early bilingualism, and how to best support language acquisition in their children. Here, we separate common myths from scientific findings to answer six of parents’ most common questions about early bilingual development.

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Brito, Natalie, and Rachel Barr. "Influence of bilingualism on memory generalization during infancy." Developmental Science 15, no. 6 (October 29, 2012): 812–16. http://dx.doi.org/10.1111/j.1467-7687.2012.1184.x.

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Souto-Manning, Mariana, and Melissa Scott. "Childhood Bilingualism: Research on Infancy through School Age." Critical Inquiry in Language Studies 5, no. 4 (December 17, 2008): 265–70. http://dx.doi.org/10.1080/15427580802536940.

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Fennell, Christopher, and Krista Byers-Heinlein. "You sound like Mommy." International Journal of Behavioral Development 38, no. 4 (June 4, 2014): 309–16. http://dx.doi.org/10.1177/0165025414530631.

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Previous research indicates that monolingual infants have difficulty learning minimal pairs (i.e., words differing by one phoneme) produced by a speaker uncharacteristic of their language environment and that bilinguals might share this difficulty. To clearly reveal infants’ underlying phonological representations, we minimized task demands by embedding target words in naming phrases, using a fully crossed, between-subjects experimental design. We tested 17-month-old French-English bilinguals’ ( N = 30) and English monolinguals’ ( N = 31) learning of a minimal pair (/k∊m/ – /g∊m/) produced by an adult bilingual or monolingual. Infants learned the minimal pair only when the speaker matched their language environment. This vulnerability to subtle changes in word pronunciation reveals that neither monolingual nor bilingual 17-month-olds possess fully generalizable phonological representations.

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Kovács, Ágnes Melinda, and Jacques Mehler. "Flexible Learning of Multiple Speech Structures in Bilingual Infants." Science 325, no. 5940 (July 9, 2009): 611–12. http://dx.doi.org/10.1126/science.1173947.

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Children acquire their native language according to a well-defined time frame. Surprisingly, although children raised in bilingual environments have to learn roughly twice as much about language as their monolingual peers, the speed of acquisition is comparable in monolinguals and bilinguals. Here, we show that preverbal 12-month-old bilingual infants have become more flexible at learning speech structures than monolinguals. When given the opportunity to simultaneously learn two different regularities, bilingual infants learned both, whereas monolinguals learned only one of them. Hence, bilinguals may acquire two languages in the time in which monolinguals acquire one because they quickly become more flexible learners.

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Werker, Janet F., and Krista Byers-Heinlein. "Bilingualism in infancy: first steps in perception and comprehension." Trends in Cognitive Sciences 12, no. 4 (April 2008): 144–51. http://dx.doi.org/10.1016/j.tics.2008.01.008.

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Abutalebi, Jubin, and Harald Clahsen. "Heritage languages, infants’ language recognition, and artificial grammars for bilingualism research." Bilingualism: Language and Cognition 23, no. 1 (November 28, 2019): 2–3. http://dx.doi.org/10.1017/s1366728919000762.

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Weiss, Daniel J. "Introduction: The use of artificial languages in bilingualism research." Bilingualism: Language and Cognition 23, no. 1 (October 31, 2019): 72–73. http://dx.doi.org/10.1017/s1366728919000750.

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For close to a century, experiments using artificial languages (hereafter ALs) have been a staple of psycholinguistic research (Esper, 1925). Contemporary AL research has spanned numerous levels of linguistic inquiry, from phonetic learning through syntax (see Culbertson & Schuler, 2019). This approach has also been successfully applied across development, from infants and children (see Saffran & Kirkham, 2018) through older adults (e.g., Schwab, Schuler, Stillman, Newport, Howard & Howard, 2016), even spanning cross-species comparisons (e.g., Wilson, Slater, Kikuchi, Milne, Marslen-Wilson, Smith & Petkov, 2013). Given the proliferation of AL methods for investigating issues related to first language acquisition, it is not surprising that research on bilingualism has also embraced this approach. This special themed section comprises four concise review articles describing how AL research has informed questions related to bilingualism and second language learning. The articles also discuss the strengths and limitations of this approach, as well as pointing to future directions for the field.

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Lanvers, Ursula. "Language alternation in infant bilinguals: A developmental approach to codeswitching." International Journal of Bilingualism 5, no. 4 (December 2001): 437–64. http://dx.doi.org/10.1177/13670069010050040301.

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Soto-Boykin, Xigrid T., Anne L. Larson, Arnold Olszewski, Veena Velury, and Anna Feldberg. "Who Is Centered? A Systematic Review of Early Childhood Researchers’ Descriptions of Children and Caregivers From Linguistically Minoritized Communities." Topics in Early Childhood Special Education 41, no. 1 (March 15, 2021): 18–30. http://dx.doi.org/10.1177/0271121421991222.

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Young children with and without disabilities who are bilingual or in the process of learning multiple languages have many strengths; however, educational policies and bias related to bilingualism for children from linguistically minoritized groups have typically included deficit-based views. The purpose of this systematic review was to identify how researchers describe these children and their caregivers. Thirty research studies were included in the review. Each study was published in Infants and Young Children, Journal of Early Intervention, or Topics in Early Childhood Special Education between 1988 and 2020. Studies were coded to determine participant characteristics and whether deficit- or strength-based descriptions of participants were used. Although researchers’ descriptions of participants’ linguistic backgrounds varied, most were English-centric, and deficit-based descriptions of bilingualism were more prevalent than strength-based descriptions. Preliminary recommendations are provided for describing children and families from linguistically minoritized communities and including strength-based language in research and practice.

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Pons, Ferran, Laura Bosch, and David J. Lewkowicz. "Bilingualism Modulates Infants’ Selective Attention to the Mouth of a Talking Face." Psychological Science 26, no. 4 (March 12, 2015): 490–98. http://dx.doi.org/10.1177/0956797614568320.

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Bijeljac-Babic, Ranka, Josette Serres, Barbara Höhle, and Thierry Nazzi. "Effect of Bilingualism on Lexical Stress Pattern Discrimination in French-Learning Infants." PLoS ONE 7, no. 2 (February 17, 2012): e30843. http://dx.doi.org/10.1371/journal.pone.0030843.

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Quinn, Tina. "Book Review: Childhood bilingualism. Research in infancy through school age." Child Language Teaching and Therapy 23, no. 1 (February 2007): 120–22. http://dx.doi.org/10.1177/0265659007072374.

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Filippi, Roberto, Dean D’Souza, and Peter Bright. "A developmental approach to bilingual research: The effects of multi-language experience from early infancy to old age." International Journal of Bilingualism 23, no. 5 (January 1, 2018): 1195–207. http://dx.doi.org/10.1177/1367006917749061.

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Aims and objectives: In this commentary article we consider the benefits of adopting a neuroconstructivist approach in the study of bilingualism in order to promote empirical and theoretical progress on the fiercely debated issue of whether bilingualism confers genuine cognitive advantages. Significance/implications: Although there is a general consensus that exposure to multilingual environments does not impair cognitive development, there are still doubts on the possible beneficial advantages of bilingualism. Critics argue that the evidence for this advantage might have been confounded by unsound or questionable methodological practices. Some investigators have abandoned research in this area, indicating either that there is no bilingual advantage or that it is impossible to capture and therefore rule out alternative explanations for group differences. Rather than dismissing this important theme in the literature, we advocate a more systematic approach in which the effects of multilinguistic experience are assessed and interpreted across well-defined stages of cognitive development. Conclusions: We encourage a broad, developmentally informed approach to plotting the trajectory of interactions between multi-language learning and cognitive development, using a convergence of neuroimaging and behavioural methods, across the whole lifespan. We believe that, through studying infants, children, young adults, adults and the elderly within a coherent and systematic developmental framework, a more accurate and valid account of potential cognitive and neural changes associated with multi-language learning will emerge.

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LEGACY, JACQUELINE, PASCAL ZESIGER, MARGARET FRIEND, and DIANE POULIN-DUBOIS. "Vocabulary size, translation equivalents, and efficiency in word recognition in very young bilinguals." Journal of Child Language 43, no. 4 (June 5, 2015): 760–83. http://dx.doi.org/10.1017/s0305000915000252.

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ABSTRACTThe present study examined early vocabulary development in fifty-nine French monolingual and fifty French–English bilingual infants (1;4–1;6). Vocabulary comprehension was assessed using both parental report (MacArthur-Bates Communicative Development Inventory; CDI) and the Computerized Comprehension Task (CCT). When assessing receptive vocabulary development using parental report, the bilinguals knew more words in their L1 versus their L2. However, young bilinguals were as accurate in L1 as they were in L2 on the CCT, and exhibited no difference in speed of word comprehension across languages. The proportion of translation equivalents in comprehension varied widely within this sample of young bilinguals and was linked to both measures of vocabulary size but not to speed of word retrieval or exposure to L2. Interestingly, the monolinguals outperformed the bilinguals with respect to accuracy but not reaction time in their L1 and L2. These results highlight the importance of using multiple measures to assess early vocabulary development.

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Arredondo, Maria M., Richard N. Aslin, Minyu Zhang, and Janet F. Werker. "Attentional orienting abilities in bilinguals: Evidence from a large infant sample." Infant Behavior and Development 66 (February 2022): 101683. http://dx.doi.org/10.1016/j.infbeh.2021.101683.

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Missaglia, Federica. "The acquisition of L3 English vowels by infant German–Italian bilinguals." International Journal of Multilingualism 7, no. 1 (February 2010): 58–74. http://dx.doi.org/10.1080/14790710902972289.

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Manganaro, Maria. "DALLA LINGUA MATERNA ALLA SECONDA LINGUA." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 1, no. 2 (October 28, 2016): 359. http://dx.doi.org/10.17060/ijodaep.2016.n2.v1.677.

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Abstract.Learning a second language, in addition to the mother tongue, helps to significantly improve the maturation and cultural education of the child, and to enhance its expressive and communicative skills. The 85 New Programs for the Primary School, emphasize the need to strengthen the pupils’ ability to make linguistic relationship with various interlocutors using the language in its variety of codes and its main functions. You need to direct the child to take account of extra-linguistic elements (situations, characters, topics, roles) as a fundamental condition for understanding texts and to produce oral and written messages, in relation to cognitive situations. On 1 September 2012, the Minister Profumo issues the New Indications, maintaining continuity with the previous ones. They assume an intercultural aspect, which concerns, not only the presence of foreign students in the classes, but also an open attitude towards the world and the reality of which the younger generation will be part. In recent years, mankind has achieved a considerable progress in the field of mass communication, the economic and cultural exchanges with different peoples and in the field of science and technology; hence the use of foreign languages is becoming indispensable tool of modern man, open to a broader vision of life. In this regard, school is primarily called to make its contribution, because it first must fulfill these needs, as an institution to which it is specifically entrusted with the task of preparing the new generations in society. So the early teaching of a second language is possible, as long as you lay down clearly achievable goals and implement a suitable educational mediation. In addition, to know how one acquires a language, you have to observe the evolution in the period of growth of the child since he is infant and, above all, the relationship between language and thought.Keywords: Learning a second language - L2 - Bilingualism - Learning motivationRiassunto.Apprendere una seconda lingua oltre a quella materna contribuisce a migliorare in modo considerevole la maturazione e la formazione culturale del bambino, nonché a potenziare le sue capacità espressive e comunicative. I Nuovi Programmi dell’85, per la Scuola Elementare, mettono in evidenza la necessità di potenziare nell’alunno la capacità di porsi in relazione linguistica con interlocutori diversi usando la lingua nella sua varietà di codici e nelle sue numerose funzioni. Bisogna avviare il bambino a tener conto degli elementi extralinguistici (situazioni, personaggi, argomenti, ruoli) come condizione fondamentale per comprendere testi e per produrre messaggi, orali e scritti, rapportati alla situazione cognitiva. Il 1° Settembre 2012 il Ministro Profumo emana le nuove indicazioni, mantenendo una continuità con quelle precedenti. Esse assumono un carattere interculturale, che non riguarda soltanto la presenza di alunni stranieri nelle classi, ma anche un atteggiamento di apertura verso il mondo e la realtà in cui si troveranno le giovani generazioni. Negli ultimi anni l’umanità ha raggiunto un notevole progresso nell’ambito delle comunicazioni di massa, degli scambi economico-commerciali e culturali con diversi popoli e nel campo delle scienze e della tecnologia, di conseguenza l’uso delle lingue straniere è diventato strumento indispensabile dell’uomo moderno, aperto ad una visione più ampia ed universale della vita. A tal proposito, la scuola è chiamata principalmente a dare il suo contributo, perché essa in primo luogo, come istituzione a cui è specificatamente affidato il compito di preparare le nuove generazioni alla vita sociale, deve assolvere a queste necessità. Dunque l’insegnamento precoce di una seconda lingua è possibile, purché si fissino chiaramente gli obiettivi raggiungibili e si attui un’ idonea mediazione didattica. Inoltre, per sapere come si acquisisce una lingua, bisogna osservare le evoluzioni nel periodo di crescita del bambino sin da quando è infante e, soprattutto il rapporto intercorrente tra linguaggio epensiero.Parole Chiave: Apprendere una seconda lingua- L2- Bilinguismo- Motivazione all’apprendimento

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GAMPE, Anja, Leonie HARTMANN, and Moritz M. DAUM. "Dynamic interaction patterns of monolingual and bilingual infants with their parents." Journal of Child Language 47, no. 1 (December 23, 2019): 45–63. http://dx.doi.org/10.1017/s0305000919000631.

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AbstractBilingual children show a number of advantages in the domain of communication. The aim of the current study was to investigate whether differences in interactions are present before productive language skills emerge. For a duration of 5 minutes, 64 parents and their 14-month-old infants explored a decorated room together. The coordination of their behaviors in the modalities of action, language, and gesture was coded. The results showed no differences in interactions across different language statuses. In two additional analyses, we first compared monolinguals and bilinguals with caregivers who shared the same language and culture. Results showed the same pattern of non-difference. Second, we compared bilinguals with caregivers from different cultures. The rate and duration of coordination differed across infants with different cultural backgrounds. The findings suggest that exposure to two languages is not sufficient to explain the previously identified beneficial effects in the communicative interactions of bilingual children.

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Bosch, Laura, and Marta Ramon-Casas. "First translation equivalents in bilingual toddlers’ expressive vocabulary." International Journal of Behavioral Development 38, no. 4 (June 4, 2014): 317–22. http://dx.doi.org/10.1177/0165025414532559.

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Translation equivalents (TEs) characterize the lexicon of bilinguals from the early stages of acquisition, as reported in studies involving English and other languages in which most cross-language synonyms are dissimilar in phonological form. This research explores the emergence of TEs in Spanish-Catalan bilinguals who are acquiring two languages with many cognate words and thus languages with many cross-language synonyms with identical or similar phonological forms. Expressive vocabulary was obtained in two 18-month-old groups (monolingual and bilingual, N = 24 each) through parental report using a bilingual questionnaire. Four different vocabulary size measures were computed in bilinguals, correcting for different types of phonological overlap in words across their two languages. Bilinguals were found comparable to monolinguals in every measure except for Total Vocabulary Size (Spanish + Catalan words) in which they outscored monolinguals due to the high number of form-identical cross-language elements in their expressive vocabularies. Form-similar and dissimilar TEs accounted for less than 2% of the words produced and were only present in infants with larger vocabularies. Results support the hypothesis that phonological form proximity between words across bilinguals' two languages facilitates early lexical acquisition.

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Quay, Suzanne. "The bilingual lexicon: implications for studies of language choice." Journal of Child Language 22, no. 2 (June 1995): 369–87. http://dx.doi.org/10.1017/s0305000900009831.

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ABSTRACTLexical gaps in vocabulary development have been acknowledged as a reason for language mixing in young bilingual children. In spite of this, most studies do not take into account whether young bilinguals have the lexical resources to make a choice between their two languages. Inferences are nevertheless still being made about whether or not young bilinguals differentiate between their two languages based on language choice. It is widely believed, however, that young bilinguals do not have the resources to make lexical choices at a pre-syntactic stage of development before age two. A bilingual case study of an infant acquiring Spanish and English from birth to age 1;10 is used to address this issue. Daily diary records and weekly video recordings in the two language contexts are used to construct the child's lexicon and to establish that translation equivalents that make possible language choice are available from the beginning of speech. The results are used to discuss the importance of translation equivalents in the bilingual lexicon for viable interpretations of language choice.

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Fort, Mathilde, Alba Ayneto-Gimeno, Anira Escrichs, and Nuria Sebastian-Galles. "Impact of Bilingualism on Infants’ Ability to Learn From Talking and Nontalking Faces." Language Learning 68 (November 24, 2017): 31–57. http://dx.doi.org/10.1111/lang.12273.

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Byers-Heinlein, Krista. "Bilingualism affects 9-month-old infants’ expectations about how words refer to kinds." Developmental Science 20, no. 1 (November 9, 2016): e12486. http://dx.doi.org/10.1111/desc.12486.

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BURNS, TRACEY C., KATHERINE A. YOSHIDA, KAREN HILL, and JANET F. WERKER. "The development of phonetic representation in bilingual and monolingual infants." Applied Psycholinguistics 28, no. 3 (June 11, 2007): 455–74. http://dx.doi.org/10.1017/s0142716407070257.

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The development of native language phonetic representations in bilingual infants was compared to that of monolingual infants. Infants (ages 6–8, 10–12, and 14–20 months) from English–French or English-only environments were tested on their ability to discriminate a French and an English voice onset time distinction. Although 6- to 8-month-olds responded similarly irrespective of language environment, by 10–12 months both groups of infants displayed language-specific perceptual abilities: the monolinguals demonstrated realignment to the native English boundary whereas the bilinguals began discriminating both native boundaries. This suggests that infants exposed to two languages from birth are equipped to phonetically process each as a native language and the development of phonetic representation is neither delayed nor compromised by additional languages.

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Sundara, Megha, Nancy Ward, Barbara Conboy, and Patricia K. Kuhl. "Exposure to a second language in infancy alters speech production." Bilingualism: Language and Cognition 23, no. 5 (January 29, 2020): 978–91. http://dx.doi.org/10.1017/s1366728919000853.

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AbstractWe evaluated the impact of exposure to a second language on infants’ emerging speech production skills. We compared speech produced by three groups of 12-month-old infants while they interacted with interlocutors who spoke to them in Spanish and English: monolingual English-learning infants who had previously received 5 hours of exposure to a second language (Spanish), English- and Spanish-learning simultaneous bilinguals, and monolingual English-learning infants without any exposure to Spanish. Our results showed that the monolingual English-learning infants with short-term exposure to Spanish and the bilingual infants, but not the monolingual English-learning infants without exposure to Spanish, flexibly matched the prosody of their babbling to that of a Spanish- or English-speaking interlocutor. Our findings demonstrate the nature and extent of benefits for language learning from early exposure to two languages. We discuss the implications of these findings for language organization in infants learning two languages.

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Genesee, Fred. "Bilingual first language acquisition: exploring the limits of the language faculty." Annual Review of Applied Linguistics 21 (January 2001): 153–68. http://dx.doi.org/10.1017/s0267190501000095.

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Most general theories of language acquisition are based on studies of children who acquire one language. A general theory of language acquisition must ultimately accommodate the facts about children who acquire two languages simultaneously during infancy. This chapter reviews current research in three domains of bilingual acquisition: pragmatic features of bilingual code-mixing, grammatical constraints on child bilingual code-mixing, and bilingual syntactic development. It examines the implications of findings from these domains for our understanding of the limits of the mental faculty to acquire language. Findings indicate that infants possess the requisite neuro-cognitive capacity to differentially represent and use two languages simultaneously from the one-word stage onward, and probably earlier. Detailed analyses of the syntactic organization of bilingual child language indicates, moreover, that it conforms to the target systems and, thus, resembles that of children acquiring the same languages monolingually, for the most part. At the same time, bilingual children acquire the distinctive capacity to coordinate their two languages in grammatically constrained ways and in conformity with the target grammars during online production. In short, current evidence attests to the bilingual capacity of the human mind and refutes earlier conceptualizations which viewed bilingualism and bilingual acquisition as burdensome and potentially disruptive to development.

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RAMON-CASAS, MARTA, CHRISTOPHER T. FENNELL, and LAURA BOSCH. "Minimal-pair word learning by bilingual toddlers: the Catalan /e/-/ɛ/ contrast revisited." Bilingualism: Language and Cognition 20, no. 3 (November 18, 2016): 649–56. http://dx.doi.org/10.1017/s1366728916001115.

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Twelve-month-old bilingual and monolingual infants show comparable phonetic discrimination skills for vowels belonging to their native language/s. However, Catalan–Spanish bilingual toddlers, but not Catalan monolinguals, appear insensitive to a vowel mispronunciation in familiar words involving the Catalan–Specific /e/-/ɛ/ contrast. Here bilingual and monolingual toddlers were tested in a challenging minimal-pair word learning task involving that contrast (i.e., [bepi]-[bɛpi]). Both groups succeeded, suggesting that bilinguals can successfully use their phonetic categories to phonologically encode novel words. It is argued that bilinguals’ impoverished vowel representations in familiar words might be the result of experiential input factors (e.g., cognate words and mispronunciations due to accented speech).

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Head, Lauren M., Melissa Baralt, and Ashley E. Darcy Mahoney. "Bilingualism as a Potential Strategy to Improve Executive Function in Preterm Infants: A Review." Journal of Pediatric Health Care 29, no. 2 (March 2015): 126–36. http://dx.doi.org/10.1016/j.pedhc.2014.08.015.

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Journal articles on the topic 'Infant bilingualism'

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