In today's era, society becomes more and more globalized, with the increase of languages in contact. As a result, more and more people get in touch with, learn and use new languages whether for private or occupational reasons. Therefore, the interest in studying people who use two or more languages in an equal manner has greatly increased. These people are called Bi- or Multilinguals. Due to the described development of society, the number of children growing up in multilingual communities and bilingual families is also increasing. Children achieve languages remarkable quickly and it is even more remarkable when they learn two languages simultaneously from the very beginning of their life.
The central point of interest for this paper is different theoretical approaches to the development of BFLA by children. Since the topic is studied for centuries, this paper has, of course, no claim for completeness. Thus the focus will be on Annick DeHouvwer’s work to Bilingual first language acquisition.
In Chapter 2 the mentioned work by DeHouvwer is introduced and explained on the basis of terminological definition. The following points specifie the importance of the environment for Bilingual First Language Acquisition before an overview of the major linguistic developments is made.
The focus of the third chapter is on three theories that aim at explaining the complex matter of Bilingual First Language Acquisition process. After that, these theories are compared with one another under several points of view. Subsequently, one of the named theories is applied on the introduced work of Annick DeHouvwer to show that it can certainly be applied.
Table of Contents
1. Introduction
2. Bilingual First Language Acquisition (BFLA)
2.1 The Environment of BFLA
2.2 Overview of language development by bilingual children
3. Theories of BFLA and their Comparison
3.1 Comparison of theoretical approaches
3.2 Comparison of theoretical approach to DeHouvwer’s milestones of BFLA
4. Conclusion
Objectives and Research Focus
This paper examines various theoretical frameworks concerning Bilingual First Language Acquisition (BFLA) in children, specifically analyzing how environmental factors and developmental milestones influence the process of simultaneous language acquisition from birth.
- Analysis of the definition and core characteristics of Bilingual First Language Acquisition.
- Investigation of environmental influences on the linguistic development of bilingual children.
- Comparative examination of the Gradual Differentiation Theory, Separate Development Theory, and the Threshold Theory.
- Correlation of theoretical models with established developmental milestones in early childhood.
Excerpt from the Book
2. Bilingual First Language Acquisition (BFLA)
The notion of Bilingual First Language Acquisition, in the following designated as BFLA, is understood as “the development of language in young children who hear two languages spoken to them from birth” (DeHouvwer; 2008:2). DeHouvwer (2008:2) further explains that there is no distinction between the languages referring to the time of the first contact. That means the languages are acquired simultaneously. It is important to use expressions for them that do not suggest one language heard after the other. Therefore DeHouvwer (2008:2) uses the terms “Language A and Language Alpha” to show clearly that they are acquired simultaneously. Other contexts of language acquisition are Monolingual First Language Acquisition (MFLA) and Early Second Language Acquisition (ESLA).
According to DeHouvwer (2008:4) in MFLA there is only one language heard from birth on whereas in ESLA there is a temporal distance between the contact with the first and the second language, in the latter case the use of terms that imply a successive acquisition is appropriate.
DeHouvwer (2008: xiv) points out that most of the research regarding BFLA concerns children under the age of six because it is searched for an explanation how children become bilingual the way other children become monolingual, that is, without anyone formally teaching them. Further DeHouvwer (2008: xiv) explains that children under the age of six typically learn a language without formal instruction. This may change as they start to go to school around the age of six. During that major time of interest for BFLA, it is presumably that children hear in almost all cases the languages from their family. That is why DeHouvwer (2008:7) calls the family “the primary socialization unit for BFLA”. Another reason for the amount of research on children until the age of six is explained by DeHouvwer (2008:14) as a rare occasion for investigation “since they are ‘natural linguistic laboratory’ in the sense that they are always at the same level of socio-psychological development”.
Summary of Chapters
1. Introduction: This chapter introduces the increasing relevance of bilingualism in a globalized society and outlines the paper's focus on Annick DeHouvwer’s work and various theoretical approaches to BFLA.
2. Bilingual First Language Acquisition (BFLA): This section defines the core concepts of simultaneous language acquisition and discusses the vital role of the family environment and the general stages of linguistic development in young children.
2.1 The Environment of BFLA: This chapter explores how external factors, such as verbal input and frequency of language exposure, influence a child's path toward becoming a fluent speaker of two languages.
2.2 Overview of language development by bilingual children: This chapter outlines the developmental stages of bilingual children, arguing that they parallel those of monolingual children and are not fundamentally confusing for the child.
3. Theories of BFLA and their Comparison: This chapter introduces three primary models—Gradual Differentiation, Separate Development, and Threshold Theory—used to explain the complexities of simultaneous bilingualism.
3.1 Comparison of theoretical approaches: This section evaluates the differences and similarities between the models, specifically focusing on the debate surrounding "mixed utterances" and shared lexical systems.
3.2 Comparison of theoretical approach to DeHouvwer’s milestones of BFLA: This chapter attempts to map the stages of the Gradual Differentiation Theory onto the specific age-based milestones identified by DeHouvwer.
4. Conclusion: The conclusion synthesizes the findings, affirming that despite the dynamic nature of environmental influences, the discussed theories remain essential and valid frameworks for understanding early bilingual development.
Keywords
Bilingual First Language Acquisition, BFLA, simultaneous acquisition, language development, linguistics, Gradual Differentiation Theory, Separate Development Theory, Threshold Theory, language environment, socialization, multilingualism, early childhood, language acquisition, lexicon, syntax.
Frequently Asked Questions
What is the primary subject of this research paper?
The paper focuses on theoretical approaches to Bilingual First Language Acquisition (BFLA), investigating how children simultaneously acquire two languages from birth.
What are the central themes discussed in this work?
The central themes include the influence of environmental factors, the definition of developmental milestones, and the comparison of three major linguistic theories concerning bilingualism.
What is the main research goal?
The goal is to analyze how children develop two languages simultaneously and to compare existing theories regarding the mechanisms behind this development.
Which scientific methods are employed?
The paper utilizes a literature-based theoretical analysis, comparing academic models and applying them to documented developmental milestones.
What topics are covered in the main section?
The main section covers the definition of BFLA, the role of the family as a socialization unit, environmental dynamics, and a detailed comparison of the Gradual Differentiation, Separate Development, and Threshold theories.
Which keywords best characterize this work?
Key terms include BFLA, simultaneous language acquisition, linguistic development, theoretical models, and environmental influences.
How does the environment influence a child's bilingual development according to the text?
The environment is considered a dynamic factor that influences whether a child achieves fluency in one or both languages, with input frequency and overheard speech playing significant roles.
What is the significance of the "Threshold Theory"?
The Threshold Theory is distinct as it examines the levels of linguistic competence required to potentially reap the benefits of bilingualism, thereby highlighting the effects of language proficiency on environmental interaction.
How does the author relate Volterra and Taeschner’s model to DeHouvwer’s milestones?
The author attempts to synchronize the three-stage model of Gradual Differentiation with specific age-related milestones, such as the emergence of two-word sentences and the ability to associate a language with a specific person.
- Quote paper
- Anonym (Author), 2016, Theoretical approaches to Bilingual First Language Acquisition, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/374511
