Successful Bilingualism in Children Aged 3 and Below

Successful Bilingualism in Children Aged 3 and Below

Document details
Category: Linguistics Essay
Subcategory: Second Language Acquisition
Words: 329
Pages: 2

Children age 3 and under can successfully become bilingual if they are exposed to both languages in appropriate amounts, and live with a family and attend a school that values bilingualism. While language acquisition takes time, patience, and guidance, children can learn this through support and a perceived need to learn a second language. There are several ways that student may achieve the acquisition of the English language. Three ways their proficiency in their home language can influence how they acquire the English language include successive bilingualism, receptive bilingualism, and regression for a lack of a better term.Successive bilingualism applies to children who have already established the learning needed in their first language and are continuing on to learning their second language. Children go through an observational period in which they are mostly quiet and have little to no verbal communication (California Department of Education, 47-48). Through support and patience, the child can take up to 6 months to finally speak in the second language that theyre learning (California Department of Education, 47). The transition of moving onto the second language is hugely in part by exposing the child to both languages in appropriate amounts. With receptive bilingualism, because the childs home language appears to become the dominant language in their life, they tend to not be able to speak the second language they are learning (California Department of Education, 42). Receptive bilinguals are able to understand the second language through listening but unable to express most of anything in return since their proficiency is stronger in their home language. Lastly, some children take longer than others. For a lack of better terms, some children may regress or bounce back and forth between levels of understanding. Depending on how well the school implements their home language and second language as well as how much the parents do, children often go back and forth with the two, staying in the observational period longer or talking one...

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