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• W2391338049 abstract "Parental efforts to provide children with early dual language exposure in the home bring about bilingualism in their progeny. Nevertheless, the capacity of communicating in two languages in children receiving bilingual input on a regular basis may result quite differently across various families. Some bilinguals may acquire their two languages in a “balanced” manner, that is, they develop the necessary linguistic skills to interact in each language similarly, while others do not display comparable skills in both languages. Normally developing “balanced” bilinguals (possessing comparable skills in either language) are able to choose between two languages of interaction in a conversation. Moreover, bilingual acquisition in a “balanced” manner would imply the normative development of each language, comparably to monolinguals developing within the norm. This paper introduces an original tool of assessment to predict whether a child exposed to two languages from birth in a familial environment will develop as a “balanced” bilingual or not. In short, the research question poses as follows: is it possible to predict if children receiving dual input will have availability of language choice; namely, is there a way to measure to what extent they should possess normative knowledge of two languages and would be able to apply it appropriately (i.e., sensitive to context and interlocutor) in conversation? It is hypothesized that availability of language choice is driven by input conditions and subsequently determined by the level of linguistic competence (grammatical knowledge of two languages) and performance (appropriateness of language use as a response to input). Conversely, bilingual knowledge and use in conversation are highly dependent on the input, i.e. the kind of linguistic exposure the speaker receives. By analyzing different aspects of the linguistic setting for the child, it is practicable to predict whether s/he will acquire reasonably balanced skills in each language s/he is exposed to. The current tool for predicting linguistic development in incipient bilinguals is based on an interdisciplinary, multidimensional analysis carried out in several steps. Empirical evidence to verify these hypotheses was obtained from original longitudinal case studies. The participants are six subjects between the ages of 1;8 and 3;3, exposed from birth to two languages at home, English and Spanish, in nuclear middle-class families of mixed marriages living in areas of the USA without minority language support. The corpus comprises 50 hours of audio recordings with children and parents (as main caregivers) in dyadic and triadic interactions. The data were analyzed according to dependent variables based on aspects of parental input, and independent variables related to child linguistic behavior. To begin with, a number of experimental variables, which reflect the bilingual situation with respect to linguistic exposure and ability (or bilinguality, using Hamers’ 1981 term) were pre-selected, analyzed and tested, based on the available original data. Variables which proved to be non-relevant were eliminated from further analyses. A sequence of statistical tests carried out in the study exposed which particular elements are more relevant in determining whether an individual child is likely to become a balanced bilingual. The resulting independent variables, which correspond to decisive factors in bilingual development based on the data available, build a structure of analysis. This operating scheme allows contrasting relevant aspects of exposure circumstances (setting conditions) and bilingual ability (competence and performance situation), thus yielding predictions for new subjects in a similar linguistic environment, namely, very young children exposed simultaneously to two languages in the" @default.
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• W2391338049 date "2005-01-01" @default.
• W2391338049 modified "2023-09-27" @default.
• W2391338049 title "¿Qué será, será?: A Methodological Tool for Predicting Early Bilingualism in a Family Setting" @default.
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