Babies in bilingual families learn words differently
Infants who are raised in bilingual homes learned two similar-sounding words in a laboratory task at a later age than babies who are raised in homes where only one language is spoken. This difference, which is thought to be advantageous for bilingual infants, appears to be due to the fact that bilingual babies need to devote their attention to the general associations between words and objects (often a word in each language) for a longer period, rather than focusing on detailed sound information. This finding suggests an important difference in the mechanics of how monolingual and bilingual babies learn language.
These findings are from new research conducted at the University of British Columbia and Ottawa. They appear in the September/October 2007 issue of the journal Child Development.
Immigration, official language policies, and changing cultural norms mean that many infants are being raised bilingually. Because nearly all experimental work in infant language development has focused on children who are monolingual, relatively little is known about the learning processes involved in acquiring two languages from birth.
The researchers sought to determine whether the demands of acquiring more sounds and words lead to differences in language development. An important part of language development is the ability to pay attention to native speech sounds to guide word learning. For example, English learners expect that the nonsense words