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24 - Dual Language Exposure and Early Learning

from Part V - Language

Published online by Cambridge University Press:  26 September 2020

By
Natalie H. Brito
Edited by
Jeffrey J. Lockman  and
Catherine S. Tamis-LeMonda
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 exposurebilingual language developmentdual-language learnersphonetic perceptionword learningbilingualism and memorybilingualism and neurocognitive developmentbilingualism and social interactions
Type
Chapter
Information
The Cambridge Handbook of Infant Development
Brain, Behavior, and Cultural Context
 , pp. 661 - 684
Publisher: Cambridge University Press
Print publication year: 2020

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