Source:

https://www.google.com.ph/search?
q=bilingual&biw=1164&bih=768&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiqyOma5qDPAhVLChoKHTmS

Source:
https://www.google.com.ph/search?
q=bilingual&biw=1164&bih=768&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiqyOma5qDPAhVLChoKHTmS

Bilingual
Language
Development
Presented by GROUP 4
Source: https://www.google.com.ph/search?
q=bilingual&biw=1164&bih=768&source=lnms&tbm=isch&sa=
X&ved=0ahUKEwiqyOma5qDPAhVLChoKHTmSBXIQ_AUIBigB&dp
r=1.1#imgrc=MaKadM0D-DKf5M%3A

OBJECTIVES
At the end of the 15-minute lecture, the
learners will be able to:
Define Bilingualism and Bilinguals
Enumerate the pathways to bilingualism
Differentiate the stages of bilingual
development
Explain the components of language
Discuss the typical and typical markers of

Bilingualism and
Bilinguals
Bilingualism1 is the ability to know two different
languages at a single time. It is a skill that
requires the acquisition of the two languages
that use two different speech sounds, vocabulary
and grammatical rules.
Bilingual2 is a person able or fluent in two
languages.
1. American Speech Language Hearing Association 2004
2. Merriam-Webster Dictionary

POLL QUESTION 1
CHILDREN ARE BORN
READY TO LEARN
MULTIPLE
LANGUAGES.
TRUE OR FALSE?

BILINGUAL ACQUISITION
The most influential factor in bilingual language
acquisition is the languages spoken by parents to their
children, and the languages spoken by others with
whom the child comes into contact.
This language exposure is called comprehensible input.
In 1984 edition of Bilingual Education Paper Series,
Carolyn Kessler claimed that the children develop faster
language which is used most in their environment.
Wikipedia, the free encyclopedia

Source:
https://www.google.com.ph/search?
q=bilingual&biw=1164&bih=768&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiqyOma5qDPAhVLCho
KHTmSBXIQ_AUIBigB&dpr=1.1#imgdii=tH5c0_IaJ848eM%3A%3BtH5c0_IaJ848eM%3A

LANGUAGE ACQUISITION
SIMULTANEOU
S
SEQUENTIAL
BILINGUALISM
BILINGUALISM

Had significant and

meaningful exposure to two
languages from birth. (from
birth -3 years)
Develop two separate, but
connected linguistic
systems
Have two native languages

Had significant and

meaningful exposure to a
second language
Learn one language first,
then are introduced to a
second language (after
3)
age
Often have a home
language that differs from
the language of instruction
at school

1. Wikipedia, the free encyclopedia

2. Contemporary Pediatrics Bilingual Children
3. DeHouwer, A. (2009). Bilingual First Language Acquisition. Bristol: Multilingual Matters.

Pathways to
Bilingualism

Caregivers use a variety of language

strategies to support their childrens
bilingualism:
one person-one language
language A at home, language B
outside home

Baker, C. (2007) A Parents and Teachers Guide to Bilingualism (3rd Edition). Buffalo, NY: Multilingual Matters.

Bilingual Situations
Bilingual Home
Situation
Parents use their own
language or speak in
different language when
talking to their children

Bilingual Setting
Situation
The parents speaks same
language but live in a
community that most
people speak something
else

Raising Bilingual Children by Antonella Sorace and Bob Ladd an eBook via online www.linguisticsociety.org/sites/default/files/
Bilingual_Child.pdf

Factors Influencing Bilingual

Development Process:
Quantity of use and exposure to
each language
Quality of language context and
input in each language
Opportunity to use language/s
across a variety of contexts
Baker, C. (2007) A Parents and Teachers Guide to Bilingualism (3rd Edition). Buffalo, NY: Multilingual Matters.

POLL QUESTION 2
BILINGUALISM
CAUSES DELAYS IN
EARLY LANGUAGE
DEVELOPMENT
MILESTONES.

Stages of Bilingual
Development
SIMULTANE
OUS
BILINGUALS

SEQUENTIAL
BILINGUALS

SIMULTANEOUS BILINGUALS

1. First words emerge at around 12

months
2. Vocabulary includes words from
each language
3. Use similar strategies to
communicate
4. Over-extending the meaning of

5. under-extending word
meanings
(e.g., dog = the familys dog)
6. Two-word stage emerges at
around 18 months
7. At 3-4 years, begin to produce
longer and more complex
sentences

IMULTANEOUS ACQUISITION OF TWO LANGUAGE

AGE

STAGE

MILESTONE

RED FLAG FOR

LANGUAGE
DEVELOPMENT
PROBLEM

Birth to
2
months

Undifferentiated
(contains elements from
both languages).

Cooing

2-6
months

Undifferentiated

Babbling

No bilabial sounds.

6-15
months

Undifferentiated

First words

Less than one new word

per week

Contemporary Pediatrics: Bilingual Children Volume 18 No.7, Victoria Fierro-Cobas, MD, and Eugenia Chan, MD

1-2
years

Undifferentiated

Language blend (parts

of words in both
languages are blended
in the same word)

Less than 20 words

(2 languages
combined) by 20
months

2-3
years

Undifferentiated

Language mixing (words of A countable number of

different languages are
words by 30 months. No
used in the same phrase)
word combinations.

4 years
and
older

Differentiated

Use each language as a

separate system

Contemporary Pediatrics: Bilingual Children Volume 18 No.7, Victoria Fierro-Cobas, MD, and Eugenia Chan, MD

SEQUENTIAL BILINGUALS
STAGE 1: Home language (L1) use
Children draw on what they know
Attempt to use their home language to
communicate
STAGE 2: Observation and listening period
Children appear to be in a non-verbal period
During this time, they collect data about the new
language
They are listening, watching, and rehearsing quietly
what they are learning

No
go!
STAGE 3: Limited use of new language
Manny
Use telegraphic communication
color

Single words, very short phrases

Use formulaic phrases

Learn entire chunks of language/phrases

Dont necessarily know what each component
of phrase means
I want to
play

STAGE 4: Selected use of new language

Break up formulaic phrases into meaningful
smaller pieces
Begin to build their own phrases, sentences
with those pieces
"I want to go
out."
"I want to
eat."
"I want to
color."

EQUENTIAL ACQUISITION OF TWO LANGUAGE

STAGE

MILESTONE

RED FLAG FOR

LANGUAGE
DEVELOPMENT
PROBLEM

First language

Normal acquisition
sequence

Milestone abnormal

Use of nonverbal
communication and fixed
phrases

Echolalia

Second language
Interactional period

Contemporary Pediatrics: Bilingual Children Volume 18 No.7, Victoria Fierro-Cobas, MD, and Eugenia Chan, MD

Inference period

Grammatical rules of
the first language are
applied to the second
language

Syntactic errors in the

first language

Silent period

Selective mutism (can be

longer in anxious children)

Prolonged or true mutism

Code-switching

Switches between
languages in the same
conversation

Word retrieval difficulties

Contemporary Pediatrics: Bilingual Children Volume 18 No.7, Victoria Fierro-Cobas, MD, and Eugenia Chan, MD

Components of Language
The sound
System

PHONOL
OGY

The structure
of
sentences/phr
ases

SYNTAX

Meaning and
vocabulary

SEMANTI
CS

The structure
of words

MORPHOL
OGY

Language use
in social
contexts

PRAGMAT
ICS

POLL QUESTION 3
MOST LANGUAGE
ERRORS THAT YOUNG
BILINGUALS MAKE ARE A
NATURAL PART OF THE
LANGUAGE LEARNING
PROCESS.

Typical and Atypical Bilingual

Development
Language Learning Errors
Are a natural part of the language learning
process
Show childrens meaning making and evolving
understanding of language patterns
Represent strategies that learners use to
create language
Provide evidence of progress in language

POLL QUESTION 4
WHEN A CHILD IS LEARNING
A NEW LANGUAGE, HER
NATIVE LANGUAGE MAY
INFLUENCE HOW SHE
PRONOUNCES AND
ORGANIZES THE NEW
LANGUAGE.

Transfer: Influence of Other Language

Variations in linguistic patterns across
languages leads to nonstandard language, or
transfer errors
phonological influence accent
syntactic influence word order
the hat blue vs. the blue hat

POLL QUESTION 5
LANGUAGE MIXING IN
YOUNG BILINGUALS IS A
SIGN THAT THEY CANNOT
TELL APART THEIR TWO
LANGUAGES AND ARE
PROBABLY CONFUSED.

Codemixing
A normal, natural aspect of bilingual acquisition
NOT a sign of confusion, or inability to separate
languages
Maschler (1998) defines code mixing or a mixed code as
using two languages such that a third, new code
emerges, in which elements from the two languages are
incorporated into a structurally definable pattern
Ping Liu, 2006, Code-switching and Code-mixing, Munich, GRIN Verlag, http://www.grin.com/en/ebook/92496/code-switching-and-code-mixing

Examples
Code switching
(changing Languages)

Code mixing
(Combining Languages)

I am going to read
the directions.
Prestes atencin?
(Pay Attention)

Open your books to

pagina diez (page
ten)

POLL QUESTION 6
DO CHILDREN GET
CONFUSED WHEN HEARING
TWO LANGUAGES SPOKEN
AROND THEM?
YES OR NO?

Because children are...

- incredibly sensitive to the
different ways people speak
- learn very quickly about
differences between the way
men and women talk
- Can differentiate between
polite and impolite ways of
talking

Language Disorder
The inability to understand and process
language either expressively or
receptively

Commonly Misinterpreted Behaviors of Young

Bilinguals
Child speaks infrequently
Declines to answer questions
Confuses similar sounding words e.g (cash vs.
catch)
Is unable to tell or retell stories in target language
Has limited recall
Uses non-standard pronunciation (says estop for
stop)

Principles Commonly Used to

Diagnose Language Disorders
Is there delayed speech sound development in
both languages?
Do error patterns persist past point in
development that is considered typical?
Does frequency of error patterns affect ones
ability to understand childs speech in both
languages?
Are there uncommon error patterns in both

 Access to a larger world.

Better ability to focus.
Intellectual gymnastic.
Better at multi tasking.
Linguistic facilities.
Deep understanding of the concept of language.
More job opportunities.
Travel.
thebilingualadvantage.com

Thank
you for
attentive
listening!

References
Langdon, H.W. (2008). Assessment and intervention for
communication disorders in culturally and linguistically diverse
populations. Clifton Park, NY: Delmar, Cengage Learning.
DeHouwer, A. (2009). Bilingual First Language Acquisition.
Bristol: Multilingual Matters.
Baker, C. (2007) A Parents and Teachers Guide to Bilingualism
(3rd Edition). Buffalo, NY: Multilingual Matters.
www.asha.org
Roseberry-Mckibbin, C., Brice, A.(n.d.). Acquiring English as a 2nd
language: Whats normal, whats not.
http://www.asha.org/public/speech/development/easl.htm#learn

 American Speech, Language Hearing Association (n.d.). Second

language acquisition.
http://www.asha.org/public/speech/development/second.htm
www.eclkc.ohs.acf.hhs.gov/hslc
American Speech Language Hearing Association 2004
Wikipedia, the free encyclopedia
Contemporary Pediatrics Bilingual Children
DeHouwer, A. (2009). Bilingual First Language Acquisition.
Bristol: Multilingual Matters
Contemporary Pediatrics: Bilingual Children Volume 18 No.7,
Victoria Fierro-Cobas, MD, and Eugenia Chan, MD (July 2001)
Ping Liu, 2006, Code-switching and Code-mixing, Munich, GRIN
Verlag, http://www.grin.com/en/e-book/92496/code-switchingand-code-mixing

 "Children and Bilingualism."American Speech-Language-Hearing

Association.Available online at
http://www.asha.org/public/speech/development/Bilingual-Childre
n.htm

http://www.healthofchildren.com/B/Bilingualism-Bilingual-Educa
tion.html#ixzz4Kuo2sGDU
"Language Development in Bilingual
Children."KidsGrowth.com.Available online at
http://www.kidsgrowth.com/resources/articledetail.cfm?id=1229
Raising Bilingual Children by Antonella Sorace and Bob Ladd an
eBook via online www.linguisticsociety.org/sites/default/files/
Bilingual_Child.pdf