ERIC Number: ED255046
Record Type: RIE
Publication Date: 1984-Jan
Reference Count: 0
Language Acquisition Processes in Bilingual Children. Bilingual Education Paper Series, Vol. 7, No. 6.
A literature review and discussion of the language acquisition processes of young children looks at three types of child bilingualism: (1) simultaneous bilingualism in very young children, (2) sequential bilingualism in preschool children, and (3) sequential bilingualism in school-age children below the age of puberty. First, a theoretical framework for bilingual language acquisition is outlined, looking at the nature of communication, aspects of communicative competence (grammatical, sociolinguistic, discourse, and strategic) in the context of bilingualism, and language environment. Relationships between first and second language acquisition processes are then examined. A section focusing on simultaneous bilingualism in very young children looks at research on input characteristics and effects, language attitudes, two stages of language system development (single and differentiated), aspects of communicative competence, and the awareness of two languages. A section on sequential bilingualism in preschool children outlines research on developmental stages and aspects of communicative competence. A section on sequential bilingualism in school-age children reviews research on language environment and second language proficiency in school contexts. A bibliography is included. (MSE)
Descriptors: Bilingualism, Communicative Competence (Languages), Developmental Stages, Educational Environment, Elementary Education, Infants, Language Acquisition, Language Attitudes, Language Research, Learning Processes, Literature Reviews, Preschool Children, Second Language Learning, Young Children
Publication Type: Information Analyses
Education Level: N/A
Sponsor: Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC.
Authoring Institution: California State Univ., Los Angeles. Evaluation, Dissemination and Assessment Center.