research: early child second lang acquisition

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In general, there are two ways in which children may learn a second language: simultaneously or sequentially (McLaughlin et al., 1995; Tabors, 2008).

How Children Learn a Second Language

In general, there are two ways in which children may learn a second language: simultaneously or sequentially (McLaughlin et al., 1995; Tabors, 2008).

“young children, then, certainly seem to understand that learning a second language is a cognitively challenging and time-consuming activity. Being exposed to a second language is obviously not enough; wanting to communicate with people who speak that language is crucial if acquisition is to occur. Children who are in a second-language learning situation have to be sufficiently motivated to start learning a new language” (Tabors, 1997, p. 81).

“young children, then, certainly seem to understand that learning a second language is a cognitively challenging and time-consuming activity. Being exposed to a second language is obviously not enough; wanting to communicate with people who speak that language is crucial if acquisition is to occur. Children who are in a second-language learning situation have to be sufficiently motivated to start learning a new language” (Tabors, 1997, p. 81).

Bilingualism Matters was set up in 2008 in order to communicate what research shows us about speaking more than one language.

Bilingualism Matters was set up in 2008 in order to communicate what research shows us about speaking more than one language.

"primary research project at the moment looks at discrimination of free phonetic variants in American English and its effect on infant word recognition"

"primary research project at the moment looks at discrimination of free phonetic variants in American English and its effect on infant word recognition"

We believe that the child's educational experience should encompass social, emotional, and imaginative aspects of life in concert with intellectual development. Further, we are concerned that schools and other institutions be developed as communities that attend to the interests and needs of children from diverse backgrounds.

We believe that the child's educational experience should encompass social, emotional, and imaginative aspects of life in concert with intellectual development. Further, we are concerned that schools and other institutions be developed as communities that attend to the interests and needs of children from diverse backgrounds.

An analysis of this data will be used to profile typical English language development in Cantonese-speaking children. Studying the language development of these children and their error patterns will provide information on the specific stages that second language learners go through as they acquire a second language.

An analysis of this data will be used to profile typical English language development in Cantonese-speaking children. Studying the language development of these children and their error patterns will provide information on the specific stages that second language learners go through as they acquire a second language.

Institute for Learning and Brain Sciences, University of Washington

Institute for Learning and Brain Sciences, University of Washington


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