Language and the mind Prof. R. Hickey SS 2006

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Language and the mindProf. R. HickeySS 2006

• Types of Bilingual Acquisition in Childhood
• Sabine Rubach
• Hauptstudium LN

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Types of Bilingual Acquisition in Childhood

• Type 1 One Person One Language
• Type 2 Non-dominant Home Language / One
  Language One Environment
• Type 3 Non dominant Home Language without
  Community Support

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• Type 4 Double Non-dominant Home Language
  without Community Support
• Type 5  Non native Parents
• Type 6 Mixed languages

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Type 1 One Person One Language

• Parents have different native languages with
  each having some degree of competence in the
  others language
• Community the language of one of the parents is
  the dominant language of the community
• Strategy the parents each speak their own
  language to the child from birth

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Type 1 One Person One Language

• Study
• Author Leopold (1939-49)
• Language mother (English )
• Language father (German)
• Community English
•  

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Type 1 One Person One Language

• Leopold studied the acqusition of English and
  German by his daughter Hildegard
• Leopold spoke only German to his wife and to
  Hildegard
• Mrs Leopold (American of German descent) spoke
  only English
• The family lived in the US

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Type 1 One Person One Language

• Leopold made a complete record of Hildegards
  speech in a diary
• H did not seperate the two languages in her
  vocabulary, and she did not associate the
  languages with specific persons
• during the first 2 years H had a vocabulary of
  377 words

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Type 1 One Person One Language

• of her active verbs, 19 percent had both English
  and German prototypes
• she acquired most of them during a three-month
  visit in Germany when she was 1.0
• In her third year H treated the two languages as
  a separate linguistic system and was able to
  translate between them

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Type 1 One Person One Language

• After she returned to the US, she attended school
  and English became her dominant language
• Leopold observed more evidence of interference,
  mostly at the level of vocabulary
•     eg But manchmal I make mistakes , in German
  and in English
• Foolish Kinder have to go to school

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Type 1 One Person One Language

• Leopold believed that bilingualism has positive
  advantages
• he said that H came to seperate word from
  referent at an early stage and was aware of the
  arbitrary nature of the relationship between word
  and meaning through using two languages.
• Monolingual children arent aware of this in such
  an early stage of development

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Type 2 Non-dominant Home Language / One
Language One Environment

• Parents the parents have different native
  languages
• Community the language of one of the parents is
  the dominant language of the community
• Strategy both parents speak the non dominant
  language to the child, who is fully exposed to
  the dominant language only when outside the home,
  and in particular in nursery school

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Type 2 Non-dominant Home Language / One
Language One Environment

• Study
• Author Fantini (1985)
• Language mother (Spanish)
• Language father (English)
• Community English

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Type 2 Non-dominant Home Language / One
Language One Environment

• Fantini examined his son Mario, who spoke Spanish
  with his mother and English with his father
• Only Spanish was spoken at home, by both, father
  and mother
• Mario learned English when he was 2.6 and Spanish
  when he was 1.4

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Type 2 Non-dominant Home Language / One
Language One Environment

• Comparing to Hildegard, who used at the end of
  her second year 337 words Mario used only 21
  words
• By the age of 3.0 he had a productive lexicon of
  503 words
• at age 3.6 Mario became aware of the names of the
  two languages
• at the age of 5.0 Mario was bilingual and
  bicultural with full awareness on these facts

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Type 3 Non dominant Home Language without
Community Support

• Parents they share the same native language
• Community the dominant language is not that of
  the parents
• Strategy the parents speak their own language to
  their child

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Type 3 Non dominant Home Language without
Community Support

• Study
• Author Oskaar (1977)
• Language mother (Estonian)
• Language father (Estonian)
• Community Swedish/ German

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Type 3 Non dominant Home Language without
Community Support

• The study of Oskaar (1977) shows that children
  can learn three languages simultaneously
• Oskaars son was 3.11 when he came to Germany and
  he was raised bilingually in Swedish and Estonian
• German became his third language

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Type 4 Double Non-dominant Home Language
without Community Support

• Parents have different native languages 
• Community the dominant language is different
  from either of the parents languages
• Strategy the parents each speak their own
  language to the child

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Non-dominant Type 4 Double Home Language
without Community Support

• Study
• Author Elwert (1959)
• Language mother (English)
• Language father (German)
• Community Italian

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Type 4 Double Non-dominant Home Language
without Community Support

• Elwert was brought up in Italy and addressed in
  three languages from birth
• He doesnt remember at what stage he became aware
  that he spoke different languages
• it is difficult for him to say which of the
  languages is his mother tongue

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Type 5  Non native Parents

• Parents  share the same native language
• Community the dominant language is the same as
  that of the parents
• Strategy One of the parents always addresses the
  child in a language which is not his/her native
  language

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Type 5  Non native Parents

• Study
• Author Saunders (1982)
• Language mother (English)
• Language father (English) (German)
• Community English

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Type 5  Non native Parents

• Saunders divides the childs learning process
  into a three stage developmental sequence
• Stage 1 lasts from the onset of speech until
  about age 2.0. the majority of the childs
  utterances consists of one word until about 1.6.

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Type 5  Non native Parents

• Stage 2 the child uses utterances which contain
  words from both languages, but will increasingly
  differentiate the languages according to person
  and context
• Stage 3 the child differentiates the two
  linguistic systems

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Type 6 Mixed languages

• Parents are bilingual
• Community Sectors of community may also be
  bilingual
• Strategy Parents code-switch and mix languages

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Type 6 Mixed languages

• Study
• Author Tabouret-Keller (1962)
• Language mother (French/German)
• Language father (French/German)
• Community French/German

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Type 6 Mixed languages

• both parents mixed both languages in speaking to
  their child
• at 2.0 the child had a much larger French than
  German vocabulary and about 60 percent of the
  sentences were mixed
• more code-switching than the other bilingual
  children