Why bilingual development is not easy.
Why bilingual development is not easy.
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DOI：
10.1016/bs.acdb.2021.03.002
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发表时间：
2021
影响因子：
--
通讯作者：
Hoff, Erika
中科院分区：
文献类型：
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作者：
Hoff, Erika
所有在正常环境中的正常儿童都能习得语言。然而，在正常的双语环境中，并非所有正常儿童都能习得两种语言。本章探讨是什么使得同时习得两种语言比习得一种语言更困难。本章重点关注移民家庭中的儿童，他们的两种语言是家庭中使用较多的少数民族语言和多数社会语言，本章描述了双语发展的共同模式和个体差异。在这种情况下，最经常出现的结果是，多数民族语言的技能很强，而少数民族语言的技能则更加多样化和较弱。本章还回顾了研究，以确定有助于个体差异的因素，以确定支持双语发展的经验和能力。这些因素包括儿童接触每种语言的质量和数量，儿童使用每种语言的情况，以及精通每种语言的功能价值。我们的结论是，两种语言更难获得比一个，因为语言习得需要大量的和持续的环境支持。儿童要掌握两种语言的强大和可比的技能水平并不容易，因为环境往往不会为两种语言提供高水平和可比的支持。
All normal children in normal environments acquire language. However, all normal children in normal bilingual environments do not acquire two languages. This chapter asks what makes the simultaneous acquisition of two languages more difficult than the acquisition of one. Focusing on children in immigrant families whose two languages are a minority language used more at home and a majority, societal language, this chapter describes common patterns and individual differences in bilingual development. The most frequently occurring outcome in that circumstance is strong skill in the majority language with more varied and weaker skills in the minority language. This chapter also reviews research that identifies factors that contribute to individual differences in order to identify the experiences and abilities that support bilingual development. Those factors include the quality and quantity of children’s exposure to each language, children’s use of each language, and the functional value of proficiency in each language. We conclude that two languages are more difficult to acquire than one because language acquisition requires substantial and continued environmental support. It is not easy for children to acquire strong and comparable skills levels in two languages because environments tend not to provide high and comparable levels of support for two languages.