Dual Language Exposure and Early Learning

doi:10.1017/9781108351959.024

24 - Dual Language Exposure and Early Learning

from Part V - Language

Published online by Cambridge University Press: 26 September 2020

Natalie H. Brito

Edited by

Jeffrey J. Lockman and

Catherine S. Tamis-LeMonda

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Jeffrey J. Lockman: Affiliation:
Tulane University, Louisiana
Catherine S. Tamis-LeMonda: Affiliation:
New York University

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Summary

With close to 7,000 languages in use around the world today (Lewis, Simons, & Fennig, 2009) and only 195 countries (United Nations, 2018), being completely monolingual is quite rare as multilingualism is often the norm (Grin, 2004). Looking through the research literature, however, it would appear as though bilinguals are a unique population with distinct advantages or disadvantages from monolinguals. Spear (1984) proposed that what infants of all species learn and remember at any time in development is determined by the ecological challenges posed by their current environment and the survival value of responding successfully to them. Learning trajectories of monolingual and bilingual children are more similar than different, with differences reflecting the bilingual brain’s adaptations to the surrounding linguistic conditions. The rate and ease at which children learn language is surprising, as language acquisition is a very complex task, with infants having to quickly learn how to identify patterns within a continuous string of speech sounds (Saffran, Aslin, & Newport, 1996).

Keywords

dual language exposure bilingual language development dual-language learners phonetic perception word learning bilingualism and memory bilingualism and neurocognitive development bilingualism and social interactions

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Type: Chapter
Information: The Cambridge Handbook of Infant Development
Brain, Behavior, and Cultural Context
, pp. 661 - 684
DOI: https://doi.org/10.1017/9781108351959.024 [Opens in a new window]
Publisher: Cambridge University Press
Print publication year: 2020

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