Language Acquisition For The Bilingual Child

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Language Acquisitionfor the Bilingual ChildRaising Bilingual Children in the United StatesTitle PageHeadline

Language Acquisitionfor the BilingualgChildRaising Bilingual Children in the United States

Presenters Lucia Quinonez SumnerB. A. Psychology, M.A. Special Education,Teacher of the Deaf and Hard of Hearing,Hearing ITFSlucia.sumner@esdb.nc.gov Jenni Campagna B.S. Speech, Language, and Auditory PathologyTeacher of the Deaf and Hard of Hearing, ITFSjenni.campagna@esdb.nc.govParent‐Infant EducatorsNorth Carolina Early Intervention Program for ChildrenWho Are Deaf or Hard of Hearing

Learner outcomes Participants will understand the concerns of parents and professionalsregarding second language acquisition Participants will understand the different approaches used to facilitatebilingualism Participants will explore whether and how bilingualism is possible for childrenwith hearing loss

Whyy is this an importantptopic?p Influx of immigrants presenting new challenges Immigrant families .Need to learn English? How do we retain our nativeculture and language? Research shows that children can learn more than one language withoutnegatively impacting their education. Current literature stresses the importance of providing services in thehome language when working with children with special needs (Hardin etal., 2009), as well as children without disabilities.

“In its simplest form, bilingualism is defined as‘knowing’two languages”(Valdez & Figueora, 1994 as cited in Gottardo & Grant, 2012).

Why does the US remain amonolingualgsociety?y Negative attitudes toward diversity Inability of programs and providers to deliver services in the nativelanguage of the immigrant families due to financial constraints or lack ofbilingual personnel High status of English in the USA The political climate toward immigrants impacting a family’s decision tohold onto the mother tongueg or to select Englishgas the onlyy languageg g fortheir child Lack of opportunities for the American monolingual parent to provideg languageg g exposurepfor their childrenforeign

BilingualismgMythsy1) Bilingualism diminishes the ability to learn English2) Bilingualism contributes to language delays(King & Fogle, 2006; Lowry, 2011).3) Bilingualism leads to language confusion(King & Fogle, 2006; Lowry, 2011).4) Children are wired to be monolingual

Dispellingpg BilingualismgMythsy1) Diminished Ability to Learn EnglishThere are still those who think that learning a second language interfereswith masteringg the pprimaryy languageg g and can lead to languageg g impairmentpespecially for children with cochlear implants. Nevertheless, the fact remainsthat current "Research suggests that children who learn a second languageare more creative and better at solving complex problems than those whodo not.not . .”(Cal Center for Applied Linguistics, n.d)

BilingualismgMythsy2) Bilingualism and Language Delay “No empirical evidence links bilingualism to language delay of any sort”. (King and Fogle, 2006) It is not uncommon for “preschool bilingual children to know fewer words in each language thanmonolingual children, when each language is examined separately” (Genesee, 2012, Pearson, 1993;PPearson,FFernandez,d LLewedeg,d& OllOller, 1997; HHoffff & Elledge;Ell d2003 as citedit d iin HHoffff & MMcKay,K 2005).) Bilingual children’s smaller vocabulary in each language is related to the learning environment. “Manybilingual children do not have totally equivalent vocabularies in both languages because they oftenlearn each language from different people and/ or in different settings” (Genesee, 2007). Researchers suggest that this ‘delay’ is a kind of flexibility that allows bilingual children to be open tothe great diversity of words to which they are exposed in both languages. If we count the total number of words a child has in both languages, bilingual children havevocabularies that are the same size or larger than those of monolingual children(Pearson, Fernández, & Oller, 1993 as cited in Hoff & MacKay, 2005), & (Genesee, 2012). The research is clear, “language development can be typical or atypical regardless of the number oflanguages in a child’s repertoire. Speech‐language and developmental clinical conditions affectmultilinguals and monolinguals alike, which means that there is no correlation betweenmultilingualism or monolingualism,multilingualism,monolingualism and disorder.”disorder ” (Cruz Ferrira,Ferrira 2011)2011).

What is a Bilingual VocabularyCount / Score?A bilingual score is the total number of labeled concepts in two languageswithoutith t countingti g duplicated li t wordsd forf a particularti l concept.t

Why is a Bilingual CountImportant?pUsing a single language score excludes a significant portion of bilingualchildren’s pproductive vocabulary,y, thus underestimatingg lexical knowledgeg(Pearson et al., 1993).

Obtaining a Bilingual VocabularyScore for Spanishp& Englishg Fereshteh Kunkel (2009) suggested using MacArthur‐Bates CommunicativeDevelopment Inventories for the purpose of obtainingg a bilingualg score Administer the Spanish and English versions of the MacArthur‐Bates. Scorethem normally to obtain scores in each language. For the bilingual score, be sure to only count one word for each labeledconcept regardless of whether the child has a label for that concept in bothlanguages. Example: Zapato shoe 1 concept The bilingual score, therefore, represents the number of concepts expressedregardless of language.

BilingualgScore ReportingpgMacArthur-Bates Communicative DevelopmentInventory II: Words and Sentences161 SPANISH words produced 23rd percentile (Spanish version)128 ENGLISH words produced 11th percentile (English version)219 BILINGUAL Vocabulary Count 35th percentile (Spanish version) 22nd percentile (English version)

BilingualismgMythsy3) Bilingualism & Language Confusion The fear that Bilingualism leads to language confusion comes fromg or “borrowing”:g“code switching”Code Switching: the alternate use of two or more languages, within thesame discourse.Borrowing:g “the incorporationpof lexical elements from one languageg g inthe lexicon of another language” (Muysken,1995 as cited in Dulm, 2007). “Research on child bilingual code‐mixing indicates that it is not a sign ofconfusion” (Genesee,confusion(Genesee 2003 as cited in Genesee 2012).2012) Children who code switch are not confused “because they are able to usetheir two languages appropriately with different people” (Genesee, 2012).

BilingualismgMythsy the ability to switch back and forth between languages, . is a sign ofmasteryy of two linguisticgsystems,y, not a signg of languageg g confusion,, andthat children as young as 2 are able to code‐switch in socially appropriateways” (Lanza, 1992 as cited by King and Fogle, 2006) previous views that bilingual babies exhibited language delays andconfusion because they possess a single, fused representation of theirtwo languages has been challenged by new findings that propose “thatvery young bilingual infants have distinct representations of their twoinput languages from their first steps into the language acquisitionprocess” (Petitto 20o2 as cited by Petitto, 2001)

BilingualismgMythsy4) Children are wired to be monolingualThere is no evidence that human beings are programed to be monolinguals.“ Recent brain scanningg studies of adult bilingualg brains have demonstratedthat the neural pathways for bilingual’s two languages are the same (andsimilar to monolinguals) but only if they had early bilingual languageexposure”(Klein, Milner, Zatorre, Evans & Meyer,1995 as cited by Petitto & &Kovelman, 2003)

A Real Parental Fear - ChildrenWill Lose Their First Languageg g The Christian Science Monitor (2011), reported that the United States hasgraveyardyof languages”g g for ppushingg Englishgandbeen called “the gexcluding other tongues. What can a parent do?( ) Formulate(1)landd sticki k withi ha““Language Plan”l ”(2) Insist that the child respond in the same language(3) Provide opportunities for use of the first language with others

BilingualgAcquisitionq

BilingualgAcquisitionq Simultaneous acquisition (dual language exposure)A child under the ageg of three who is exposedpto two languagesg g usuallyyexperiences simultaneous acquisition. Successive acquisitionIf a child is exposed to the second language at an older age (over agethree), successive acquisition usually occurs“(National Center for Research on Cultural Diversity and Second LanguageLearning, 1995).

Simultaneous Acquisition vs.Successive Acquisitionq “.early dual language exposure is most optimal toachieveace e highlyg ypproficiento c e t aandd equaequal duadual languagea guagemastery “ as well as to achieve “successful readingacquisition “. (Petitto, 2009). Researcher have “consistently found that proficiencyin the laterlater‐exposedexposed bilingual and/or secondlanguage learners declined dramatically if learnedafter puberty, if not earlier (Johnson & Newport,1989;McDonald 2000 as cited in Pettito&Dunbar,2004 ). But, “while early dual language exposure is mostoptimal children arriving late to a bilingual contextcan and do achieve language competence in theirnew language”. (Pettito &Dunbar,2004).

Equilingualismqg True balanced bilingualism, also called equilingualism, occurs whenindividuals are equallyq y fluent in two languages.g g The fact is that there aredifferent levels of bilingualism and that “native‐like proficiency in bothlanguages, referred to as ‘true’ bilingualism, is rare”(Cutler, Mehler, Norris, & Segui as cited by Gottardo & Grant, 2008). It is also accurate to say that most multilingual people have a dominantlanguage.

Two Approaches to FacilitateBilingualismg One parent speaks to the child in one language and the other parentpto the child in the other language.g g “This approachppcan be a goodgspeakscompromise for families who want their children to maintain theirheritage language but at the same time don‘t want them to arrive atschool not knowing English”(Hinton, 1999). Using the mother tongue at home and the language of the environment /society outside of the home.For example: at school, church or when they are playing withneighborhood kids. (it is advisable that therapy services provided in thehome be in the native tongue ‐ use an interpreter if necessary)

Successfully Raisinga BilingualgChildWhat it takes 1) At least one parent speaks only their mother‐tongue to the child.2) The child has some reason to learn the languages (motivation).3) There is reinforcement of some kind for the native languages, preferablyoutside the home.home (festivals,(festivals church,church peers)4) Consistent and meaningful language input.Based on work by Deborah D.K. RuuskanengList‐ Eastern Michigang Universityyfrom The Linguistics

Successfully Raisinga BilingualgChildWhat it takes (continued)5)Emphasize the separation of languages.6)Once the family has chosen a family language strategy, consistency iskey.7)Create and implement a languageg g plan.According to Rosenberg (1996), success in raising a bilingual child“appears to depend on whether a ‘language plan’ has been worked outin advance.”8)Immersion in both languages and constant input are critical9)Keep in mind just like in first language acquisition, there is a criticalperiod for second languagepg g acquisition.q

What is a Languageg g pplan? A language plan can be as simple asselectingg a strategygy and creatinggaplan. Writing it down helps parents aswell as providers involved with thechild.

Languageg g Plan SamplepGoal: BilingualismStrategy/plan: Both parent speaks language A Therapy sessions in the home use language A Home media in language A School – language B Additional ways to strengthen language A input: Involvement within theculturallt l communityit (festivals,(f ti l church,h h parades,d etc.)t ) IncidentalI id t l learningli inithe outside environment (movies, library, supermarket etc.) in language B

Approachppfor MultilingualismgOne parent speaks his/her nativelanguageg g to the child (e.g.( g Spanish)p) andthe other parent speaks his/ her nativelanguage to the child (e.g. Mandarin).The child obtains the country’slanguage from the outsideenvironment (e.g. school).

Bilingualism and Sign LanguageBimodal Bilingualism is This Possible? Hearing children exposed to two languages since early childhood, be it two spoken languages or asigned language and a spoken language, achieve their language milestone on the same maturationaltimetable .(Petitto et al., 2001, Journal of Child Language). “Being exposed to two languages from birth- and, in particular being exposed to a signed andspoken language from birth does not cause a child to be language delayed and confusedconfused”(Petitto, L. A., & Kovelman, I. ,2003). Yoshinaga-Itano (in press) as cited by Madden (2008), found that the three profoundly deaf childrenin his studyy who wore amplificationp(with(no speechpperceptionppof discrimination but someawareness of sound and some ability to produce vocalizations before implantation), had auditoryand speech instruction as well as sign language instruction and had a substantial sign vocabularyprior to CI implantation, appeared to fast map their speech production to their sign vocabulary afterci implantation. These children developed age appropriate or near age appropriate spokenvocabulary within 12 to 14 months post implant . Yoshinaga-ItanoYoshinaga Itano believes that this developmentappears to be evidence of an oral phonology piggy-back onto the lexical sign language foundation (remember- early exposure and simultaneous presentation are the key )

How is This Possible? According to Petitto et al (2000), “the human brain can entertain multiplepathwayspy for languageg g expressionpand reception,p, and the cerebralspecialization for language functions is not exclusive to the mechanismsfor producing and perceiving speech and sound.” “InfantsInfants are born with a propensity to acquire language.language Whether thelanguage comes as speech or sign language, it does not appear to matterto the brain”(Petitto, n.d).

Oral Bilingualismgand Hearingg Loss The historical consequences of hearing loss, that have included theinabilityy to interpretp speechpsounds thus affectingg communication ability,y,are changing due to new technologies, newborn hearing screening, andearly intervention efforts.

Cochlear Implants andBilingualismg “The results of the four studies reviewed indicate that children with cochlearimplants raised in bilingual oral environments can indeed learn more than onelanguage. (Cote and Gilliat, n.d) “Children implanted at younger ages tended to demonstrate better skills morequickly, and tended to reach levels similar to children with normal hearing atmuch faster rates.” “A cochlear implant can make oral proficiency in moreth one languagethanlpossibleibl ffor prelinguallylill ddeaff children.”hild”(Zwolan & Thomas, 2011) “New technology makes learning tonal languages a possibility for children withCIs.” They also stressed the importance of following “the principles of theAuditory‐Verbal Approach, for bilingualism to succeed when working withchildren with cochlear implants.” (Zwolan & Thomas, 2011)

Deafness / Hearing Loss andMultilingualismgResearch “.children, including deaf children, can become multilingual”(Gerner deGarcía,1993, 993 as cited in Call,, 2006)) Call (2006) reported “that three languages will not confuse a deaf or hard‐of‐hearing child”(Gerner de García 1993b, 1995a as cited in Call,2006) andthat as long as “selfself identity is not a dilemma,dilemma being trilingual can boost achild’s self esteem”.

Bilingualismgand Hearingg LossPreliminary conclusions from a study byDouglas and Zarate (2008) found: “With good speech perception and intervention and immersion in bothlanguagesg g children tended to make monthlyy ggains relativelyy equalq in bothlanguages ” “The children demonstrated the same bilingual phenomenon as reportedin normal hearing developing bilingualsbilinguals” “Bilingualism is a team effort and no less difficult than helping a hearingimpaired child to acquire one language”

THANK YOU!

Call, M (2006). ASL/Spanish/English Trilingualism of Hispanic/Latino Deaf Children in the United States.Retrieved March 21, 2012 from sm.htm Coté , H & Gilliat, K (n.d) Bilingual Oral Language Usage in Children with Cochlear Implants: A SystematicReview. Gallaudet University. Retrived March 21, 2012 from ism%20and%20CI%20.pdf Cruz Ferreira, M (2011) Recommending Monolingualism to Multilinguals – Why, and Why Not. ��and‐why‐not/ Douglas and Zarate (2008). Bilingual Auditory Learning: The Houston Experience. Bell International Dulm, O. ((2007)) The ggrammar of English‐Afrikaansgcode switching:g A feature checkingg account. Utrecht: LOT. 270. Retrieved March 17, 2012 /002423/bookpart.pdf Genesee, F. (2012) Simultaneous Bilingual Acquisition. Encyclopedia of Literacy and Language Development;01‐05 17:44:30. RRetrievedtid marchh 18,20128fromfhtt a items.show&topicId 305 Goldstein, B. A., & Fabiano, L. (2007, Feb. 13). Assessment and intervention for bilingual children withphonological disorders. The ASHA Leader, 12(2), 6‐7, 26‐27, 31. Gottardo, A. & Grant,A (2008) Defining Bilingualism. Encyclopedia of Language and Literacy Development.Retrieved on March 18, 2012 from http://literacyencyclopedia.ca/index.php?fa items.show&topicId 236References

Hardin, Belinda J.; Mereoiu, Mariana; Hung, Hsuan‐Fang; & Roach‐Scott, Marisa. (2009). Investigating parentand professional perspectives concerning special education services for preschool Latino children. EarlyChildhood Education, 37(2), 93‐102. Retrieve March 18, 2012 fromhttp://libres uncg edu/ir/uncg/f/B Hardin Investigating 2009 pdfhttp://libres.uncg.edu/ir/uncg/f/B Hardin Investigating 2009.pdf Hinton, L (1999), Involuntary Language Loss Among Immigrants: Asian‐American Linguistic Autobiographies.Cal Center for Applied Linguistics ‐Online Resources: Digests . Retrieved March 20, 2012 y.html Child\Raising\g Bilingualg Children Common Parental Concerns and Current Research.mht Hoff, E & McKay, J.(2005). Phonological Memory Skill in Monolingual and Bilingual 23‐ Month‐Olds. FloridaAtlantic University. Retrieved March 18, 2012 from http://www.lingref.com/isb/4/079ISB4.PDF King, K. & Fogle, L.(2006). Raising Bilingual Children: Common Parental Concerns and Current Research Centerfor Applied Linguistics. Retrieved March 18, 2012 from n\research paper\bilingual Kunkel (2009). MacArthur‐Bates Communicative Development Inventory: Words and Sentence.Adelante.Retrieved March 02, 2013 from pment‐inventory‐words‐and‐sentences/ MaddenMdd (2008).(2008) EarlyE l exposure tot signig llanguage:g g an advantagedt g tot parentst andd children.hildAussieA i DDeaff Kids.KidAussie Deaf ure‐to‐sign‐language.html Petitto L. A., (n.d). How Children Acquire Language: A New Answer by Dr. Laura Ann Petitto 0ESL%20Website/HowChildrenAcquireLanguage.pdf Petitto, L.A. (2009)New Discoveries From the Bilingual Brain and Mind Across the Life Span: Implications forEducation .International Mind, Brain, and Education Society and Blackwell Publishing, Inc.http://gallaudet.petitto.net/img fReferences continued

Petitto, L. A., Katerelos, Levy, G

Simultaneous acquisition (dual language exposure) A child under the age of three who is exposed to two langgguages usually experiences simultaneous acquisition. Successive acquisition If a child is exposed to the second language at an older age (o

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