Bilingualism in Early Childhood

2022 ◽  
pp. 26-48
Author(s):  
Halil Uzun ◽  
Gülen Baran
Keyword(s):  
Early Childhood ◽  
Second Language ◽  
Language Acquisition ◽  
Language Development ◽  
Point Of View ◽  
Early Years ◽  
Geographical Proximity

Bilingualism that arises from different reasons (such as wars, migrations, geographical proximity, and trade, tourism, marriages, living to better standards, work and education) affects children, so children have to grow up in environments where more than one language is spoken. There are various arguments about whether being a bilingual for a child is advantageous or disadvantageous. The studies carried out in this field have shown that the disadvantage can be converted into advantageous situations on condition that the process about the acquisition or learning of the second language has been managed well. From this point of view, the importance of concepts such as language development in early childhood period, views on language development, bilingualism, language acquisition and teaching in early years will be explained in detail in the bilingualism in the early childhood section.

Bilingualism in Early Childhood

2020 ◽  
pp. 233-255
Author(s):  
Halil Uzun ◽  
Gülen Baran
Keyword(s):  
Early Childhood ◽  
Second Language ◽  
Language Acquisition ◽  
Language Development ◽  
Point Of View ◽  
Early Years ◽  
Geographical Proximity

Bilingualism that arises from different reasons (such as wars, migrations, geographical proximity, and trade, tourism, marriages, living to better standards, work and education) affects children, so children have to grow up in environments where more than one language is spoken. There are various arguments about whether being a bilingual for a child is advantageous or disadvantageous. The studies carried out in this field have shown that the disadvantage can be converted into advantageous situations on condition that the process about the acquisition or learning of the second language has been managed well. From this point of view, the importance of concepts such as language development in early childhood period, views on language development, bilingualism, language acquisition and teaching in early years will be explained in detail in the bilingualism in the early childhood section.

What is the Role and Nature of Language and Language Development?

2020 ◽  
Vol 20 ◽  
pp. 60-71
Author(s):  
Alessandro Benati
Keyword(s):  
Complex System ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Development ◽  
Limited Role ◽  
System Input ◽  
Knowledge Of Language

In this paper, the role and nature of language and language development will be discussed. Research and theory in second language acquisition has demonstrated that (i) language is an abstract, implicit and complex system. Input (ii) plays a key role in language development; despite the fact that some knowledge of language is innate (iii). Overall, language development (iv) is ordered and stage-like and instruction (v) has a limited role. Theoretical and pedagogical implications will be highlighted.

scholarly journals PROSES PEMEROLEHAN BAHASA: DARI KEMAMPUAN HINGGA KEKURANGMAMPUAN BERBAHASA

2011 ◽  
Vol 3 (1) ◽  
Author(s):  
Rohmani Nur Indah
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Development ◽  
Language Disorder ◽  
Applied Linguistics ◽  
Human Beings ◽  
Second Language Development ◽  
The Relationship

Studies on language acquisition become the pillar of Psycholinguistics as a branch of Applied Linguistics that deals with the relationship between human’s thought and language as well as how human beings comprehend, acquire and develop their language. Language acquisition does not merely involve children’s first or second language development, but also temporer language disorder –which does not belong to permanent language disorder. Deviation on language development to some extent gets little attention from psycholinguists. Most references on psychology of language discuss language disorder in general, whereas the current issues on this area are still rarely found. The following article deciphers what and how language acquisition can be done and cannot be completed.

Something “Very” Happens: Language Acquisition in Early Childhood

1995 ◽  
Vol 20 (1) ◽  
pp. 28-32
Author(s):  
Glenda Shopen ◽  
Tim Shopen
Keyword(s):  
Early Childhood ◽  
Language Acquisition ◽  
Language Development ◽  
Cultural Activities ◽  
Successful Students

Children acquire language as part of cultural activities. When cultural activities are different language development is different. One example of this is language development by twins, which is universally reported to be late. In this study we report on five year old twin boys, Jeremy and David and show that their language development is delayed. Yet they go to kindergarten and are judged to be articulate and successful students. The evidence suggests that the process by which they have learnt to recreate the forms of their language has been slower than for other children because most of their interaction has been with each other. However, the evidence also suggests that through their family these children have received a good orientation to the kinds of discourse activities that are valued at school.

First-Language Acquisition After Childhood Differs From Second-Language Acquisition

1993 ◽  
Vol 36 (6) ◽  
pp. 1258-1270 ◽  
Author(s):  
Rachel I. Mayberry
Keyword(s):  
Early Childhood ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Sign Language ◽  
Sentence Processing ◽  
First Language ◽  
Fine Motor ◽  
Late Childhood ◽  
First Language Acquisition

This study determined whether the long-range outcome of first-language acquisition, when the learning begins after early childhood, is similar to that of second-language acquisition. Subjects were 36 deaf adults who had contrasting histories of spoken and sign language acquisition. Twenty-seven subjects were born deaf and began to acquire American Sign Language (ASL) as a first language at ages ranging from infancy to late childhood. Nine other subjects were born with normal hearing, which they lost in late childhood; they subsequently acquired ASL as a second language (because they had acquired spoken English as a first language in early childhood). ASL sentence processing was measured by recall of long and complex sentences and short-term memory for signed digits. Subjects who acquired ASL as a second language after childhood outperformed those who acquired it as a first language at exactly the same age. In addition, the performance of the subjects who acquired ASL as a first language declined in association with increasing age of acquisition. Effects were most apparent for sentence processing skills related to lexical identification, grammatical acceptability, and memory for sentence meaning. No effects were found for skills related to fine-motor production and pattern segmentation.

scholarly journals PRINCIPLES OF SECOND LANGUAGE ACQUISITION IN CHILDREN

2020 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Haerazi Haerazi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Nursery School ◽  
First Language ◽  
Early Years ◽  
Home Culture ◽  
Language Studies ◽  
School Day

To understand the principles of second language acquisition, we could adopt a variety of perspective. Research on second language acquisition (SLA) by children and adults is characterized by many different subfields and perspectives, both cognitive and social in orientation. Although children feature as participants in this research, it is relatively rare to find reviews or overviews of SLA that deal specifically with child SLA although there are a few important exceptions. This general lack of focus on children’s SLA is somewhat surprising, considering that data from children as first language learners have often provided a basis and impetus for SLA theorizing. Among the best-known first language studies to prove influential was Brown’s seminal work showing a predictable order of morpheme acquisition by children under the age of three. Many early years settings now welcome children and families from different cultures who use languages other than English. Young children who are starting to learn English as an additional language may also be attending a nursery school, pre-school, day nursery or child-minder perhaps for the first time. They will bring with them many skills and experiences from their home culture and will be both anxious and excited about their new situation. A good foundation for learning English as an additional language is embedded in quality early years practice. To know more about the principle of second language acquisition in children, this paper will present some issues related with it such as the nature and the role of language learning and the logical problem in language learning.

scholarly journals The use of storytelling techniques in extratextual activities for the development of children's expressive language skills

2021 ◽  
Vol 7 (2) ◽  
pp. 212
Author(s):  
Dewi Fitriani ◽  
Umar Bin Abdul Aziz
Keyword(s):  
Early Childhood ◽  
Language Acquisition ◽  
Language Development ◽  
Learning Process ◽  
Language Skills ◽  
Expressive Language ◽  
Positive Influence ◽  
Children's Development ◽  
Children’S Development

Language skills, the key elements for children’s development, are often used as a benchmark to measure the development of all abilities he/she possessed. For early childhood, time spent at school is an opportunity for them to develop their language skills, especially expressive language. The storytelling method often found in PAUD is still less innovative. This triggers boredom and result in neglecting learning process that is detrimental to students, especially in improving expressive language skills. The use of relevant techniques in extratextual activities during the learning process combined with the storytelling method will be very helpful for children. There are 12 extratextual techniques for teachers to do and nine techniques that can be done by children. These two categories of extratextual activities can make the storytelling method richer and ensure the achievement of learning targets specifically related to children’s language acquisition. This extratextual activity can trigger the development of children's expressive language in terms of adding new vocabulary, increasing the meaning of old and new vocabulary and developing vocabulary into sentences in everyday conversation. The conditioning carried out in the application of this extratextual activity also has a positive influence in terms of four aspects of language development, namely the development of phonology, semantics, grammar and pragmatics. In phonology, children are strengthened how to pronounce the alphabet correctly; in semantics, children get meaning reinforcement and additional meaning from a vocabulary; on grammar and pragmatics, improvement is given to the arrangement of correct grammar when old and new vocabulary is used in conversation.

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