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Early bilingual development and the Limited Capacity Hypothesis| title | Early bilingual development and the Limited Capacity Hypothesis |
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| start_date | 2024/05/07 |
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| schedule | 16h-18h |
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| online | no |
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| location_info | Salle H432 |
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| details | Série de 4 séminaires sur le thème "Bilingualism in Children with Typical and Atypical Development". |
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| summary | From the mid 20th century until now, much research has focussed on whether learning two languages in the early years would be detrimental for children’s linguistic development. Essentially, researchers have asked if dual language learning would cause confusion and delay in early development, and their interpretations of these findings form the basis of the Limited Capacity Hypothesis (Paradis et al., 2021). In this lecture, I will discuss the research on early bilingual development that pertains to the Limited Capacity Hypothesis with a critical eye and show that learning two languages does not place an undue burden on young children’s development. I will argue that interactions between two languages in development (crosslinguistic influence and code-switching) are more likely signs of resourcefulness than confusion. While research shows that bilingual development is sensitive to the quantity of input received in each language, I will argue that delay is not an appropriate characterization of bilingual-monolingual differences in rates of development. I will end this lecture by discussing recent debates on the use/misuse of bilingual-monolingual comparisons in research, and on deficit ideologies of bilingualism which are inconsistent with the fact that, globally, bi-/multilingual children and youth are the majority. |
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| responsibles | Hemforth |
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Workflow history| from state (1) | to state | comment | date |
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| submitted | published | | 2024/04/17 14:38 UTC |
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