When studying vocabulary acquisition of two languages among bilingual children, researchers focus majorly on the factors contributing to the differences observed. Some of these factors include the degree of exposure and the frequency of exposure to the languages…
Of concern to this paper is vocabulary acquisition in bilingual children and the impact that various factors have in determining children’s proficiency in their two languages. While little research exists in this area, a few researchers have since conducted research and came up with interesting results on the role these factors play in their children’s language development. It is also very important to compare the bilingual children with those from the monolingual families to see the extent of vocabulary acquisition of the two, though researches have since indicated that the language scores in bilingual children are lower than the scores of those from monolingual homes (Altarriba & Heredia, 2011, p.170). This calls for more studies so as to know the exact factors that contribute to this difference.
In their article, Quiroz et al., (2010) summarise their study findings on the impacts of a mother on the learning outcomes of their children, as regards to mastering the vocabularies of the different languages. The study was conducted mainly to examine the various home factors affecting language acquisition of children of 4-5 years old, in bilingual families. Another question of this research involved the impact of the mother-child book sharing activity in bilingual families, and how it compares with that of the monolingual families. Since this study used Latin American kids from families who also used English as their other langiage, it also endeavoured to find out whether the Spanish vocabulary input also impacted the English vocabulary outcomes.
The participants of this study were 250 Spanish-Speaking children. Family samples were from three communities living in Maryland and Massachusetts. A comparison sample comprised 150 children drawn from families living in Puerto Rico. The researchers made sure that the children participated came from families where at least Spanish was one of the languages spoken in the ...
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In fact, between 1980 and 1990, there were about 59% immigrants who did not speak English and 93% of this portion rose to spoke English very well (Waggoner, 1995).
In June 1998, voters in California were asked to consider initiatives to ban the use of foreign languages in the instruction of younger children with limited English proficiency that added sparks to the already controversial issue.
However, the purpose of the paper is to show that a child learning a second language or foreign language would not suffer in other subject areas. In this context, the ideas and opinion of Noam Chomsky is helpful on the guidelines of Language Acquisition Device and Universal Language.
Even before they turn one, babies are able to understand the meaning of words and by their first birthday, they begin to pronounce them in an effort to communicate to those around them. The starting point is usually simple words before they finally master the language to which they have been exposed, that is, their first language.
Hence, an understanding of second language acquisition can enhance the capability of mainstream teachers to provide objective education in culturally and linguistically diversified framework (Fillmore & Snow, 2000; Hamayan, 1990). Current studies encapsulating the theories of language acquisition have been developed through a thorough research in several interconnected fields such as linguistics, psychology, sociology, anthropology, and neurolinguistics (Freeman & Freeman, 2001).
While the concept of a universal grammar is helpful in explaining the starting point of first language acquisition, the question now remains if it can also be applied to second language acquisition. This paper will explore how this theory benefits, if it indeed does, second language acquisition.
All that a student requires is the willingness to learn, exposure to native or fluent speakers of the language and a positive attitude towards acquiring the required language skills. Learning a second language can be made simple. It is like learning the first language a
This paper will focus on and analyse Cummins’ 1986 empowerment theory and linked to related literature and observation and policy of present bilingual education in the UK. This paper will demonstrate an understanding of the policy and practice in the education of bilingual
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