Fiction: Some
Myths about Bilingualism
#1. Bilingualism causes language delay.
FALSE. While a
bilingual child’s vocabulary in each individual language may be smaller than
average, his total vocabulary (from both languages) will be at least the same
size as a monolingual child (10, 15). Bilingual children may say their first
words slightly later than monolingual children, but still within the normal age
range (between 8-15 months) (11). And when bilingual children start to produce
short sentences, they develop grammar along the same patterns and timelines as
children learning one language (5). Bilingualism itself does not cause language
delay (10). A bilingual child who is demonstrating significant delays in
language milestones could have a language disorder and should be seen by a
speech language pathologist.
#2. When children mix their languages it
means that they are confused and having trouble becoming bilingual.
FALSE. When children
use both languages within the same sentence or conversation, it is known as
“code mixing” or “code switching”. Examples of English-French code-mixing: “big
bobo” (“bruise” or “cut”), or “je veux aller manger tomato” (“I
want to go eat..”) (10). Parents sometimes worry that this mixing is a sign
of language delay or confusion. However, code mixing is a natural part of
bilingualism (17). Proficient adult bilinguals code mix when they converse with
other bilinguals, and it should be expected that bilingual children will
code-mix when speaking with other bilinguals (5).
Many researchers see code mixing as a sign of bilingual
proficiency. For example, bilingual children adjust the amount of code-mixing
they use to match that of a new conversational partner (someone they’ve never
met before who also code mixes) (5). It has also been suggested that children
code-mix when they know a word in one language but not the other (13).
Furthermore, sometimes code-mixing is used to emphasize something, express
emotion, or to highlight what someone else said in the other language. For
example, “Y luego él dijo STOP” (Spanish mixed with English: "And
then he said STOP!") (10). Therefore, code-mixing is natural and should be
expected in bilingual children.
#3. A person is not truly bilingual
unless he is equally proficient in both languages.
FALSE. It is rare to find an individual who
is equally proficient in both languages (16). Most bilinguals have a “dominant
language”, a language of greater proficiency. The dominant language is often
influenced by the majority language of the society in which the individual
lives (6). An individual’s dominant language can change with age, circumstance,
education, social network, employment, and many other factors (16).
#4. An individual must learn a second
language as a young child in order to become bilingual.
FALSE. There is a “Critical Period” theory
that suggests that there is a window of time (early childhood) during which a
second language is most easily learned. This theory has led many people to
believe that it is better to learn a second language as a young child. Young
children have been found to achieve better native-like pronunciation than older
children or adult second language learners. And they seem to achieve better
long-term grammatical skills than older learners (10). But other findings have
called the idea of a critical period into question. For example:
- older
children (in middle elementary school) have been shown to have advantages
when learning “academic” English. “Academic” language refers to the
specialized vocabulary, grammar, and conversational ability needed to
understand and learn in school (10). This is likely easier for older
children because they learn their second language with more advanced
cognitive skills than younger children, and with more experience with
schooling and literacy (10).
- older
children and adults seem to be advantaged when initially learning
vocabulary and grammar (10, 16, 18).
Therefore, while
younger children seem to become more “native-like” in the long-term, older
children may pick up vocabulary, grammar, and academic language more easily in
the initial stages of language learning.
#5. Parents should adopt the “one
parent-one language” approach when exposing their child to two languages.
FALSE. Some parents
may choose to adopt the “one parent-one language” approach, where each parent
speaks a different language to the child. While this is one option for raising
a bilingual child, there is no evidence to suggest that it is the only or best
way to raise a child bilingually, or that it reduces code mixing (10). Parents
should not worry if they both speak their native language to the child or if
they mix languages with their child (19), as it has been recognized that
children will mix their languages regardless of the parents’ approach (10).
Many approaches can lead to bilingualism. Parents should speak to their child
in a way that is comfortable and natural to them.
#6. If you want your child to speak the
majority language, you should stop speaking your home language with your child.
FALSE. Some parents attempt to speak the
majority language to their child because they want their child to learn that
language, even if they themselves are not fluent in the majority language. This
can mean that conversations and interactions do not feel natural or comfortable
between parent and child. There is no evidence that frequent use of the second
language in the home is essential for a child to learn a second language (10).
Furthermore, without knowledge of a family’s home language, a child can become
isolated from family members who only speak the home language. Research shows
that children who have a strong foundation in their home language more easily
learn a second language. Children are also at great risk of losing their home
language if it is not supported continually at home.
//www.hanen.org/Helpful-Info/Articles/Bilingualism-in-Young-Children--Separating-Fact-fr.aspx
조회 : 1,412
