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PubMed Publications| Keyword search (4,163 papers available) |  |
"Language acquisition" Keyword-tagged Publications:
| Title | Authors | PubMed ID | |
|---|---|---|---|
| 1 | Bilingual children s comprehension of code-switching at an uninformative adjective | Kremin LV; Jardak A; Lew-Williams C; Byers-Heinlein K; | 41821919 CONCORDIA |
| 2 | A year of nouns from English-learning infants daily lives: The SEEDLingS-Nouns dataset | Kalenkovich E; Koorathota S; Tor S; Amatuni A; Egan-Dailey S; Moore C; Laing C; Garrison H; Baudet G; Bulgarelli F; Uner S; Righter L; Bergelson E; | 41034519 CONCORDIA |
| 3 | Bilingual Language Development in Infancy: What Can We Do to Support Bilingual Families? | Fibla L; Kosie JE; Kircher R; Lew-Williams C; Byers-Heinlein K; | 35224184 CONCORDIA |
| 4 | Earlier age of second language learning induces more robust speech encoding in the auditory brainstem in adults, independent of amount of language exposure during early childhood | Giroud N; Baum SR; Gilbert AC; Phillips NA; Gracco V; | 32535187 CRDH |
| Title: | Bilingual Language Development in Infancy: What Can We Do to Support Bilingual Families? | ||||
| Authors: | Fibla L, Kosie JE, Kircher R, Lew-Williams C, Byers-Heinlein K | ||||
| Link: | https://pubmed.ncbi.nlm.nih.gov/35224184/ | ||||
| DOI: | 10.1177/23727322211069312 | ||||
| Publication: | Policy insights from the behavioral and brain sciences | ||||
| Keywords: | bilingualism; children; dual language learners; infancy; language acquisition; language experience; language input; language outcomes; | ||||
| PMID: | 35224184 | Category: | Date Added: | 2022-02-28 | |
| Dept Affiliation: |
CONCORDIA
1 Concordia University, Montreal, Quebec, Canada. 2 Princeton University, Princeton, NJ, USA. 3 Mercator European Research Centre on Multilingualism and Language Learning Fryske Akademy, Leeuwarden, the Netherlands. |
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Description: |
Many infants and children around the world grow up exposed to two or more languages. Their success in learning each of their languages is a direct consequence of the quantity and quality of their everyday language experience, including at home, in daycare and preschools, and in the broader community context. Here, we discuss how research on early language learning can inform policies that promote successful bilingual development across the varied contexts in which infants and children live and learn. Throughout our discussions, we highlight that each individual child's experience is unique. In fact, it seems that there are as many ways to grow up bilingual as there are bilingual children. To promote successful bilingual development, we need policies that acknowledge this variability and support frequent exposure to high-quality experience in each of a child's languages. |
