Language Attainment In Children Essay

778 words - 4 pages

There are various myths about language attainment. One of them is the myth that it is easier to absorb a new language at a young age. We frequently hear statements such as kids absorb new languages like sponges. For the reason that they think that children learn languages easily, many people take it for granted that it is best to feed them with new languages very young.
It is not unusual for children to obtain more than one language for the duration of their preschool years, often in homes where one parent communicates in one language to the child while the other parent uses another makes it is easier for a child to pick the language up(McLaughlin, 1977). The research shows that children with satisfactory acquaintance to more than one language can develop each language at a rate and in a method that is in most respects similar to the growth of monolingual children learning only one of these languages. When children effectively obtain two languages in early childhood, they must distribute their learning time between the languages. It is frequently supposed that a child owns a volume for language that the adult have lost (Jakobovits, 1972).
Early bilingualism has revealed that, while children can acquire languages when they are very young, they can be unable to remember them. When children apply many hours gone from their parents, they may show what has been called subtractive bilingualism (Lambert, 1974). In this circumstance, when their second language (L2) comes to substitute their native-language (L1), they can misplace the skill to converse with members of their own families (Wong Fillmore, 1991). The role of native-language (L1) information in second language (L2) attainment is well recognized, and growth of second-language phonological list lexical skills, grammatical competence (e.g., Gottardo & Mueller, 2009) has been connected to native-language skills. Former work on bilingual language processing points that native-language skills can impact second-language acquirement. The objective of the study was to inspect the effect of second-language skills on native-language vocabulary and reading skills in two groups of bilingual speakers. Contrasts through the two bilingual groups shown that both groups did likewise on native-language vocabulary and reading measures. In English Spanish bilinguals, greater self-reported reading skills in Spanish were related with greater English reading-fluency, while in English...

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