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Child second and heritage language acquisition in the school years| title | Child second and heritage language acquisition in the school years |
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| start_date | 2024/05/14 |
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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 | One of the most common questions I receive from parents, teachers and clinicians about child second language (L2) learners is “How long does it take for them to catch up”? “Catching up” means being indistinguishable from their monolingual peers. Another common question is “What language should immigrant families speak at home”? The common-sense belief underlying this question is that the societal language should be used more at home than the heritage language (HL) so that children can learn it faster and integrate into the new society. In this lecture I will discuss research on the developmental trajectories of the L2 and HL in sequential bilingual children. I will show that the “catching up” question is too simplistic because bilingual children acquire different linguistic subdomains at different rates, and can be heterogenous in their long-term L2 outcomes (Paradis, 2016; Soto-Corominas et al., 2020). Regarding the HL, I will show that, on balance, the evidence does not support common-sense beliefs about language use at home, and instead, it shows that maintenance of the HL can be challenging but is beneficial for child and family wellbeing and development of the L2 (Paradis et al., 2021). I will end this lecture discussing how the research on bilingual children indicates that the concept of a “native-speaker” should be problematized and redefined. |
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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 14:46 UTC |
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