A Research Study On Bilingual Infants

Bilingualism itself can be held responsible for increased levels of executive control and higher brain plasticity. In order to maintain a balance between two languages, the bilingual brain depends on executive functions, a monitoring system of general cognitive abilities that includes processes such as attention and inhibition. Laurent et. al 2010 aimed to determine bilingual experience enhances the development of phonological awareness. Children were exposed to early learning of a second language between the school grades 3-5 in primary school, ages ranging from 8 to 10 years old. The goal of this study was to promote the concept of “bilingual advantage” (Laurent, 2010) as researchers measured exactly how long children required second language exposure in order to influence phonological awareness. These researchers expected that after 4 years

There are many myths about bilingualism having negative effects. One of those myths are that babies are hopelessly confused by exposure to two languages. However, studies have proven that learning more than one language as an infant is actually very beneficial and not difficult to do. According to Judith F. Kroll, babies develop the ability to discriminate the languages that they listen to and are more open to learning a new language. A study by Ferran Pons and other colleagues, revealed how bilingual children show an earlier attentional shift to the mouth. This is due to the fact that bilingual infants rely more on the perceptual salient of audiovisual speech cues in order to to construct two different language systems. Furthermore, another

One of the most major myths out there is that your child will feel confused all the time if they grow up around multiple languages. Many people wrongly believe that a baby will not be able to tell the differences between the languages that are being spoken to them.

Likewise, a great expositor of early childhood sequential bilingualism is Titone, 1972 (as cited in Beardsmore, 1986), he states that when children are around four to five years

(2006)). In his article Kluger (2013) suggests that a person who learns two languages as a child might have a cognitive advantage. According to him, a bilingual brain may not be more intelligent, but it is more adaptable. He says people start learning languages earlier than delivery. The baby can hear her/his mother’s voice before birth, and when they are born they are already familiar with the language. He mentions that one study found that if a baby’s mother is monolingual, the baby only sucked his pacifier more vigorously when he heard English, while the baby with a bilingual mother sucked harder when they heard either language spoken by the parent. Vigorous sucking indicates the child is stimulated. These findings show that babies can figure out they are hearing different languages. Also, when they hear these languages their responses are different.

It is easier for babies to become bilingual because when they hear two different languages their brains start to pick up sounds and vowels that each language makes. Babies become bilingual because they are born with the ability to distinguish different sounds in languages. Being bilingual strengthens their ability to distinguish different sounds. This makes their brain more flexible.

In the beginning I talked about wanting to understand how when newborns develop their cognitive learning development of two different languages as they got older for example attending a bilingual Preschool, would they be able to continue with their development of learning both English and Spanish and be able to grow and become experienced in both languages and be able to transition from their first language they may use at home and their second language they may use at school. Now that we got to take a look at two studies that wanted to know if children from low income families either attending a bilingual preschool or a stay at home, are able to grow in both English and Spanish language. In those two studies they had many things in common

For the assignment I observed Moe for about half an hour. He is my husband’s nephew. Moe is 2 and ½ years old but his speech is very clear and understandable. He was in his own house with his older sibling who is 5 years old. There were three other kids of various ages ranging from 11 to 6. Moe usually speak english but he also understands urdu. Urdu is the language generally used in the household by elders. Kids use english with their peers and urdu when conversing with their parents or grandparents.

The first myth of the monolingual brain means that infant’s brains are monolingual and treat two different languages as the same language. This, however, is untrue; infants can learn two languages at the same time and will not get confused between the two. Evidence for the myth of the monolingual brain comes from developmental milestones, differentiated use of two languages, and grammatical constraints on bilingual code mixing. In regards to developmental milestones, bilingualism versus monolingualism has no known consequences for phonological

Byers-Heinlein, K., Fennell, C.T. and Werker, J.F (2013) conducted an experimental research study with infants, ranged from 12 months old and 14 month olds, to test how monolingual infants compare to bilingual infants when they are advancing their associative word learning on an exact same time table. Because bilingual infants are exposed to two groups of audible sounds and written vocabulary, some theorists argue that this causes a constraint on how quickly bilingual infants

Specifically, I would email people in my classes and ask on Facebook for people who are University of Maryland students who were either raised bilingual from an early age or raised speaking only English, in addition to being willing to anonymously disclose their standardized test scores and college GPAs. I would then provide them with a link to a very short and simple survey asking them about their test scores and GPAs, clearly illustrating my interest in finding a correlation between early childhood bilingual proficiency and academic performance later in life. The end of the survey would have a brief thank you note in exchange for their time and effort contributions, in addition to my contact email in case they have any

The case studies both deal with bilingual education programs in the public school setting. In my research paper I will provide evidence of how each program segregate the students and include my personal view of what I have seen in bilingual education happening on Navajo Nation in the public schools.

They begin to learn languages by how things sound and by hearing their parents speaking to them, sound is very important to little children because that is how they begin learning the languages that their parents now how to speak. The monolingual baby learns there native language much better than a bilingual baby because of how they distinguish the sounds and because the monolingual is only learning one language the have to 10,000 words already learned by grade school. On the other hand the bilingual baby learn there language a lot slower because they are trying to learn two languages which is more than monolingual babies learn. The babies learn their language at a faster pace than an adult because of how they understand what a word means

intend to expose in their studies how Educational Neuroscience can reshape educational policies and practices in teaching and learning the core content areas, especially in timing and sequencing content exposure. One approach was to study whether exposing a young child to two languages caused delay in language development and language confusion. Studies revealed that the optimal age for dual language development was before age five. Children were not delayed in phonetic contrasts acquisition. Imaging brains of monolingual and bilingual infants revealed that both groups presented similar neural activation. Regarding reading in bilingual children studies showed that children experiencing bilingual education in primary grades outperformed

Learning a language involves comprehension about the properties of that language. Infants need to learn the phoneme collection of the language, words, and syntactic information among a wide range of segments. A potential test confronted by bilingual infants is the need to separate the languages they are presented to. An inability to segregate may bring troubles in figuring out the phonetic codes of the two