#sidney sheldon

Bilingual language acquisition, or simultaneous bilingualism refers to the acquisition of two languages simultaneously from infancy

About half the people in the world are bilingual or multilingual

In many parts of the world, bilingualism (or multilingualism) is the norm

The Easier Word

As during monolingual language development, young bilingual children will first acquire what is easy in their languages:

Example: A bilingual child might find a word or structure much easier or more obvious in one language than in the other and use the easier word or the easier structure in both languages.

With time, the child will be able to process more and more language cues and eventually this strategy will be dropped and the correct form will be used in each language.

Short Words

Short words are easier for young children than long words.

Example: Young children shorten words and say nana instead of banana.

If mum's word is shorter than dad's, the bilingual child naturally goes for the shorter option.

Sound Combinations

Some sound combinations are harder to say than others.

Example: Young children change chair to tair.

If the word in one language has complex sound combinations and the equivalent in the other language does not, choosing the word in the other language is much the same as what monolingual children do when they choose a simpler word over a more complex word.

Frequency of Word Use

How often a child has heard a word is important.

Like monolingual children, words which are used all the time are learned first.

Example: Car, or its simplified form tar, is learned before the word van, unless there is more talk about vans in the child's environment than about cars.

Grammatical Structures

Frequency of use and simplicity of grammatical structures.

Examples:

The six verb endings in Italian are acquired very early by monolingual children because there is one ending for each person (I, you, he etc.) and they are used all the time - in present tense, in past tense, for the future and for the conditional.

The German system uses its verb endings all the time as well, but there are only four distinctly different endings for the six grammatical persons, which means that some endings overlap. As a result, German children master the verb system 6 to 12 months later than the Italian children.

There is only one personmarker in English, and it is only used in present tense (he runs). This takes the longest to acquire because it makes verb markings so infrequent in English.

Such differences may be reflected in bilingual children's acquisition. They may show themselves in the child learning a functionally comparable structure first in one language and only a few months later in the other.

In the meantime, the bilingual child might choose to draw on what s/he has already acquired to fill the gap.

There might be aspects of the grammatical development in the Language Other Than English (LOTE) which the bilingual child will never conquer 100%. There isn't much one can do about grammatical structures which are so unsystematic that children need massive amounts of input over many years to fully master them completely. An example of such structures are the article systems in German or French.

Consistency

The parent's consistency in language choice is very important.

Initially, the child will not know what a language is, but only understand that, for example, Mummy and Daddy speak in different ways.

Example: If the mother is consistent with their language choice, it is much easier for the child to realise that everything they say belongs to one system and everything the mother's partner or the grandparents or the staff at the child care centre say belongs to another. In time, the child will learn both systems.

Code-switching

Bilingual children engage in code-switching:

The alternate use of two or more languages within the same utterance or during the same conversation

The alternative used by bilinguals of two or more languages in the same conversation

Situational Code-switching

Also called transactional code-switching

Two different languages are assigned to two or more different situations. An individual may have knowledge of all the languages associated with different situations. Conversational etiquette, however, requires the use of only one language at a time.

Example: Speaking one language at home and switching to another at school.

Examples of Spanish-English Code-Switching

Switching between sentences: “I was going to tell you something. Pero no me acuerdo que, es.”

Switching between sentences—first sentence repeated in the second language: “Ella es bonita. She is pretty.”

Switching in the middle of a sentence: “I just can’t no puedo concentrame con tanto ruido.”

Borrowing & Loanword

Bilingual children also engage in borrowing:

The incorporation of lexical elements from one language in the lexicon of another language

The introduction of single words or short, frozen, idiomatic phrases from one variety into another

A loanword can also be called a borrowing:

Loanwords are words adopted by the speakers of one language from a different language.

Example: of an English loanword into Spanish dealing with organizations, restaurants, or institutions is, “Vamos al la United Nations en el carro” or “nos vamos al Disney World a ver a Mickie Mouse.”

Here we see a mixing from Spanish to English with the name of an organization and a restaurant used.

Examples. Spanish borrowing from English: “parqueadero,” “sandwich,” and “garaje.”

Examples. English borrowing from Spanish: are “armada,” “armadillo,” and “bravado.”

Take Note:

Contrary to popular belief, bilingual children acquire all the language milestones within the range of what's normal for monolingual children.

Rate of language development is more likely to be due to the child's abilities and the quality of interaction than hearing two languages as such.

Children who code-switch are not confused, because they are able to use their two languages appropriately with different people. In fact, the ability to switch back and forth between languages is a sign of mastery of two linguistic systems, not a sign of language confusion.

Children as young as 2 are able to code-switch in socially appropriate ways.

Bilingual children do not develop more slowly than monolingual children just because they are hearing two languages. Differences between monolingual and bilingual learners do exist but have nothing to do with delays or impairments.

THEORIES OF BILINGUAL DEVELOPMENT

1. Unitary system hypothesis - the idea that the child initially constructs only one lexicon and one grammar

Evidence for: language mixing similar to codeswitching; lexical items existing in only one language

Evidence against: there is a lot of overlap in the lexicon for each language, and children may have gaps because each language is used in different contexts and they can only learn so many words each day

2. Separate systems hypothesis - the idea that the child builds a distinct lexicon and grammar for each language

Evidence for:

where the two languages diverge grammatically, the child will acquire two different sets of rules

bilingual children select which language to use based on the context

children bilingual in sign language and a spoken language may say a word in one language and sign it in the other simultaneously

“Just remember, when someone has an accent, it means that he knows one more language than you do.” ―Sidney Sheldon, Windmills of the Gods

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