Language input and language learning
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Lara J. Pierce
Abstract
In this chapter we discuss how input during joint attention (JA) interactions between parents and children may vary in ways pertinent to language development in simultaneous bilinguals. In particular we discuss mother-father differences, exceptionally relevant in bilingual families where one parent may be the primary source of input for a given language. We illustrate the need to examine this interaction by presenting research on internationally-adopted (IA) children. While clearly not simultaneous bilinguals, IA children are relevant insofar as these children, like bilinguals, have reduced exposure to their new language. This, in turn, might affect the way parents verbally interact with their children, highlighting the importance of examining the role of input in simultaneous bilingual acquisition from an interactional perspective.
Abstract
In this chapter we discuss how input during joint attention (JA) interactions between parents and children may vary in ways pertinent to language development in simultaneous bilinguals. In particular we discuss mother-father differences, exceptionally relevant in bilingual families where one parent may be the primary source of input for a given language. We illustrate the need to examine this interaction by presenting research on internationally-adopted (IA) children. While clearly not simultaneous bilinguals, IA children are relevant insofar as these children, like bilinguals, have reduced exposure to their new language. This, in turn, might affect the way parents verbally interact with their children, highlighting the importance of examining the role of input in simultaneous bilingual acquisition from an interactional perspective.
Chapters in this book
- Prelim pages i
- Table of contents v
- List of contributors vii
- Introduction to “Input and experience in bilingual development” 1
- Language exposure and online processing efficiency in bilingual development 15
- The absolute frequency of maternal input to bilingual and monolingual children 37
- Language input and language learning 59
- Language exposure, ethnolinguistic identity and attitudes in the acquisition of Hebrew as a second language among bilingual preschool children from Russian- and English-speaking backgrounds 77
- Interactions between input factors in bilingual language acquisition 99
- Properties of dual language input that shape bilingual development and properties of environments that shape dual language input 119
- The typical development of simultaneous bilinguals 141
- French-English bilingual children’s sensitivity to child-level and language-level input factors in morphosyntactic acquisition 161
- Comparing the role of input in bilingual acquisition across domains 181
- Index 203
Chapters in this book
- Prelim pages i
- Table of contents v
- List of contributors vii
- Introduction to “Input and experience in bilingual development” 1
- Language exposure and online processing efficiency in bilingual development 15
- The absolute frequency of maternal input to bilingual and monolingual children 37
- Language input and language learning 59
- Language exposure, ethnolinguistic identity and attitudes in the acquisition of Hebrew as a second language among bilingual preschool children from Russian- and English-speaking backgrounds 77
- Interactions between input factors in bilingual language acquisition 99
- Properties of dual language input that shape bilingual development and properties of environments that shape dual language input 119
- The typical development of simultaneous bilinguals 141
- French-English bilingual children’s sensitivity to child-level and language-level input factors in morphosyntactic acquisition 161
- Comparing the role of input in bilingual acquisition across domains 181
- Index 203
