Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-848d4c4894-hfldf Total loading time: 0 Render date: 2024-05-16T04:48:43.464Z Has data issue: false hasContentIssue false

24 - Dual Language Exposure and Early Learning

from Part V - Language

Published online by Cambridge University Press:  26 September 2020

By
Natalie H. Brito
Edited by
Jeffrey J. Lockman  and
Catherine S. Tamis-LeMonda
Jeffrey J. Lockman
Affiliation:
Tulane University, Louisiana
Catherine S. Tamis-LeMonda
Affiliation:
New York University
Get access

Summary

With close to 7,000 languages in use around the world today (Lewis, Simons, & Fennig, 2009) and only 195 countries (United Nations, 2018), being completely monolingual is quite rare as multilingualism is often the norm (Grin, 2004). Looking through the research literature, however, it would appear as though bilinguals are a unique population with distinct advantages or disadvantages from monolinguals. Spear (1984) proposed that what infants of all species learn and remember at any time in development is determined by the ecological challenges posed by their current environment and the survival value of responding successfully to them. Learning trajectories of monolingual and bilingual children are more similar than different, with differences reflecting the bilingual brain’s adaptations to the surrounding linguistic conditions. The rate and ease at which children learn language is surprising, as language acquisition is a very complex task, with infants having to quickly learn how to identify patterns within a continuous string of speech sounds (Saffran, Aslin, & Newport, 1996).

Keywords

dual language exposurebilingual language developmentdual-language learnersphonetic perceptionword learningbilingualism and memorybilingualism and neurocognitive developmentbilingualism and social interactions
Type
Chapter
Information
The Cambridge Handbook of Infant Development
Brain, Behavior, and Cultural Context
 , pp. 661 - 684
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Amabile, T. A., & Rovee-Collier, C. (1991). Contextual variation and memory retrieval at six months. Child Development, 62(5), 1155–1166Google Scholar
American Psychiatric Association (2016). Diagnostic and statistical manual of mental disorders (DSM-V) (5th ed.) Washington, DC: American Psychiatric Association.Google Scholar
Antovich, D. M., & Graf Estes, K. (2018). Learning across languages: Bilingual experience supports dual language statistical word segmentation. Developmental Science, 21(2), e12548.Google Scholar
Aslin, R. N., Saffran, J. R., & Newport, E. L. (1998). Computation of conditional probability statistics by 8-month-old infants. Psychological Science, 9(4), 321–324.Google Scholar
Aslin, R. N., Woodward, J. Z., LaMendola, N. P., & Bever, T. G. (1996). Models of word segmentation in fluent maternal speech to infants. In Morgan, J. L. & Demuth, K. (Eds.), Signal to syntax: Bootstrapping from speech to grammar in early acquisition (pp. 117–134). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Barr, R., & Brito, N. (2013). From specificity to flexibility: Developmental changes during infancy. In Bauer, P. (Ed.), The Blackwell handbook on the development of children’s memory (pp. 453–479). Hoboken, NJ: Wiley-Blackwell.Google Scholar
Bauer, P. J. (1997). Development of memory in early childhood. London: Psychology Press.Google Scholar
Ben-Zeev, S. (1977). The influence of bilingualism on cognitive strategy and cognitive development. Child Development, 48(3), 1009–1018.CrossRefGoogle Scholar
Bialystok, E. (1999). Cognitive complexity and attentional control in the bilingual mind. Child Development, 70(3), 636–644.Google Scholar
Bialystok, E. (2007). Acquisition of literacy in bilingual children: A framework for research. Language Learning, 57, 45–77.CrossRefGoogle Scholar
Bialystok, E. (2017). The bilingual adaptation: How minds accommodate experience. Psychological Bulletin, 143(3), 233.CrossRefGoogle ScholarPubMed
Bialystok, E., & Martin, M. M. (2004). Attention and inhibition in bilingual children: Evidence from the dimensional change card sort task. Developmental Science, 7(3), 325–339.CrossRefGoogle ScholarPubMed
Bornstein, M. H., Tamis-LeMonda, C. S., Hahn, C. S., & Haynes, O. M. (2008). Maternal responsiveness to young children at three ages: Longitudinal analysis of a multi-dimensional, modular, and specific parenting construct. Developmental Psychology, 44(3), 867.Google Scholar
Bosch, L., & Sebastián-Gallés, N. (2001). Evidence of early language discrimination abilities in infants from bilingual environments. Infancy, 2(1), 29–49.CrossRefGoogle ScholarPubMed
Bosch, L., (2003). Simultaneous bilingualism and the perception of a language-specific vowel contrast in the first year of life. Language and Speech, 46(2–3), 217–243.Google Scholar
Brito, N., & Barr, R. (2012). Influence of bilingualism on memory generalization during infancy. Developmental Science, 15(6), 812–816.Google Scholar
Brito, N., (2014). Flexible memory retrieval in bilingual 6-month-old infants. Developmental Psychobiology, 56(5), 1156–1163.Google Scholar
Brito, N. H., Grenell, A., & Barr, R. (2014). Specificity of the bilingual advantage for memory: Examining cued recall, generalization, and working memory in monolingual, bilingual, and trilingual toddlers. Frontiers in Psychology, 5, 1369.CrossRefGoogle ScholarPubMed
Brito, N. H., Leon-Santos, A., Fifer, W. P., Noble, K. G. (2017). Early linguistic environment and neurocognitive adaptations: Examining the bilingual experience. Talk presented at Society for Research in Child Development (SRCD) Biennial Meeting, Austin, TX.Google Scholar
Brito, N. H., Sebastián-Gallés, N., & Barr, R. (2015). Differences in language exposure and its effects on memory flexibility in monolingual, bilingual, and trilingual infants. Bilingualism: Language and Cognition, 18(4), 670–682.CrossRefGoogle Scholar
Burchinal, M. R., Pace, A., Alper, R., Hirsh-Pasek, K., & Golinkoff, R. M. (2016). Early language outshines other predictors of academic and social trajectories in elementary school. Paper presented at the Administration for Children and Families Conference (ACF), Washington, DC, July.Google Scholar
Burns, T. C., Yoshida, K. A., Hill, K., & Werker, J. F. (2007). The development of phonetic representation in bilingual and monolingual infants. Applied Psycholinguistics, 28(3), 455–474.Google Scholar
Byers-Heinlein, K., Burns, T. C., & Werker, J. F. (2010). The roots of bilingualism in newborns. Psychological Science, 21(3), 343–348.CrossRefGoogle ScholarPubMed
Byers-Heinlein, K., Morin-Lessard, E., & Lew-Williams, C. (2017). Bilingual infants control their languages as they listen. PNAS, 114(34), 9032–9037.Google Scholar
Cabrera, N. J., Beeghly, M., & Eisenberg, N. (2012). Positive development of minority children: Introduction to the special issue. Child Development Perspectives, 6(3), 207–209.Google Scholar
Campos, J. J., Anderson, D. I., Barbu-Roth, M. A., Hubbard, E. M., Hertenstein, M. J., & Witherington, D. (2000). Travel broadens the mind. Infancy, 1(2), 149–219.CrossRefGoogle ScholarPubMed
Carlson, S. M., & Meltzoff, A. N. (2008). Bilingual experience and executive functioning in young children. Developmental Science, 11(2), 282–298.Google Scholar
Castro-Vázquez, G. (2009). Immigrant children from Latin America at Japanese schools: Homogeneity, ethnicity, gender and language in education. Journal of Research in International Education, 8(1), 57–80.Google Scholar
Cenoz, J., & Genesee, F. (Eds.). (1998). Beyond bilingualism: Multilingualism and multilingual education (Vol. 110). Bristol, UK: Multilingual Matters.Google Scholar
Comeau, L., Genesee, F., & Mendelson, M. (2007). Bilingual children’s repairs of breakdowns in communication. Journal of Child Language, 34(1), 159–174.Google Scholar
Conboy, B. T., & Mills, D. L. (2006). Two languages, one developing brain: Event-related potentials to words in bilingual toddlers. Developmental Science, 9(1), F1–F12.CrossRefGoogle ScholarPubMed
Costa, A., & Sebastián-Gallés, N. (2014). How does the bilingual experience sculpt the brain? Nature Reviews Neuroscience, 15(5), 336.Google Scholar
Crosnoe, R. (2005). Double disadvantage or signs of resilience? The elementary school contexts of children from Mexican immigrant families. American Educational Research Journal, 42(2), 269–303.CrossRefGoogle Scholar
Crosnoe, R. (2007). Early child care and the school readiness of children from Mexican immigrant families. International Migration Review, 41(1), 152–181.Google Scholar
Cummins, J. (1978). Bilingualism and the development of metalinguistic awareness. Journal of Cross-Cultural Psychology, 9(2), 131–149.CrossRefGoogle Scholar
Cummins, J. (1989). A theoretical framework for bilingual special education. Exceptional Children, 56(2), 111–119.Google Scholar
de Angelis, G. (2007). Third or additional language acquisition (Vol. 24). Bristol, UK: Multilingual Matters.Google Scholar
de Bruin, A., Treccani, B., & Della Sala, S. (2015). Cognitive advantage in bilingualism: An example of publication bias? Psychological Science, 26(1), 99–107.Google Scholar
de Houwer, A. (2009). Bilingual first language acquisition. Bristol, UK: Multilingual Matters.Google Scholar
de Houwer, A., Bornstein, M. H., & Putnick, D. L. (2014). A bilingual–monolingual comparison of young children’s vocabulary size: Evidence from comprehension and production. Applied Psycholinguistics, 35(6), 1189–1211.Google Scholar
DeCasper, A. J., & Fifer, W. P. (1980). Of human bonding: Newborns prefer their mothers’ voices. Science, 208(4448), 1174–1176.CrossRefGoogle ScholarPubMed
Diamond, A. (1990). The development and neural bases of memory functions as indexed by the AB and delayed response tasks in human infants and infant monkeys. Annals of the New York Academy of Sciences, 608(1), 267–317.Google Scholar
Eichenbaum, H. (2000). A cortical–hippocampal system for declarative memory. Nature Reviews Neuroscience, 1(1), 41.Google Scholar
Eimas, P. D., Siqueland, E. R., Jusczyk, P., & Vigorito, J. (1971). Speech perception in infants. Science, 171(3968), 303–306.Google Scholar
Escobar, K., & Tamis-LeMonda, C. S. (2017). Conceptualizing variability in US Latino children’s dual-language development. In Cabrera, N. J. & Leyendecker, B. (Eds.), Handbook on positive development of minority children and youth (pp. 89–106). Cham, Switzerland: Springer.CrossRefGoogle Scholar
Espinosa, L. M. (2006). Social, cultural, and linguistic features of school readiness in young Latino children. In Bowman, B. & Moore, E. K. (Eds.), School readiness and social-emotional development: Perspectives on cultural diversity. Silver Spring, MD: National Black Child Development Institute.Google Scholar
Fagen, J. W., Morrongiello, B. A., Rovee-Collier, C., & Gekoski, M. J. (1984). Expectancies and memory retrieval in three-month-old infants. Child Development, 55(3), 936–943.Google Scholar
Fennell, C. T., & Byers-Heinlein, K. (2011). Sentential context improves bilingual infants’ use of phonetic detail in novel words. Conference on Language Development, 178, 189.Google Scholar
Fennell, C. T., Byers-Heinlein, K., & Werker, J. F. (2007). Using speech sounds to guide word learning: The case of bilingual infants. Child Development, 78(5), 1510–1525.Google Scholar
Ferjan Ramírez, N., Ramírez, R. R., Clarke, M., Taulu, S., & Kuhl, P. K. (2017). Speech discrimination in 11-month-old bilingual and monolingual infants: A magnetoencephalography study. Developmental Science, 20(1), e12427.Google Scholar
Fernald, A., Marchman, V. A., & Weisleder, A. (2013). SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science, 16(2), 234–248.Google Scholar
Fuligni, A. J. (1998). The adjustment of children from immigrant families. Current Directions in Psychological Science, 7(4), 99–103.Google Scholar
Garcia-Sierra, A., Ramírez-Esparza, N., & Kuhl, P. K. (2016). Relationships between quantity of language input and brain responses in bilingual and monolingual infants. International Journal of Psychophysiology, 110, 1–17.Google Scholar
Garcia-Sierra, A., Rivera-Gaxiola, M., Percaccio, C. R., Conboy, B. T., Romo, H., Klarman, L., … Kuhl, P. K. (2011). Bilingual language learning: An ERP study relating early brain responses to speech, language input, and later word production. Journal of Phonetics, 39(4), 546–557.CrossRefGoogle Scholar
Gilkerson, J., Richards, J. A., Warren, S. F., Montgomery, J. K., Greenwood, C. R., Oller, D. K., … Paul, T. D. (2017). Mapping the early language environment using all-day recordings and automated analysis. American Journal of Speech-Language Pathology, 26(2), 248–265.Google Scholar
Ginsborg, J. (2006). The effects of socio-economic status on children’s language acquisition and use. In Clegg, J. & Ginsborg, J. (Eds.), Language and social disadvantage: Theory into practice (pp. 9–27). Chichester, UK: John Wiley & Sons.Google Scholar
Greco, C., Hayne, H., & Rovee-Collier, C. (1990). Roles of function, reminding, and variability in categorization by 3-month-old infants. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16(4), 617.Google ScholarPubMed
Green, D. W. (1998). Mental control of the bilingual lexico-semantic system. Bilingualism: Language and Cognition, 1(2), 67–81.Google Scholar
Grin, F. (2004). Robert Phillipson. English-only Europe? Challenging language policy. Language Policy, 3(1), 67–71.Google Scholar
Halle, T., Forry, N., Hair, E., Perper, K., Wandner, L., Wessel, J., & Vick, J. (2009). Disparities in early learning and development: Lessons from the Early Childhood Longitudinal Study–Birth Cohort (ECLS-B). Washington, DC: Child Trends.Google Scholar
Hambly, C., & Fombonne, E. (2012). The impact of bilingual environments on language development in children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(7), 1342–1352.CrossRefGoogle ScholarPubMed
Hartanto, A., Toh, W. X., & Yang, H. (2018). Bilingualism narrows socioeconomic disparities in executive functions and self-regulatory behaviors during early childhood: Evidence From the Early Childhood Longitudinal Study. Child Development, 90(4), 1215–1235.Google Scholar
Hayne, H. (2006). Age-related changes in infant memory retrieval: Implications for knowledge acquisition. Processes of brain and cognitive development. Attention and performance, 21, 209–231.Google Scholar
Hayne, H., Boniface, J., & Barr, R. (2000). The development of declarative memory in human infants: Age-related changes in deferred imitation. Behavioral Neuroscience, 114(1), 77.Google Scholar
Hayne, H., MacDonald, S., & Barr, R. (1997). Developmental changes in the specificity of memory over the second year of life. Infant Behavior and Development, 20(2), 233–245.Google Scholar
Herbert, J., Gross, J., & Hayne, H. (2007). Crawling is associated with more flexible memory retrieval by 9-month-old infants. Developmental Science, 10(2), 183–189.Google Scholar
Hoff, E. (2003). The specificity of environmental influence: Socioeconomic status affects early vocabulary development via maternal speech. Child Development, 74(5), 1368–1378.Google Scholar
Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26(1), 55–88.Google Scholar
Hoff, E. (2013). Language development. Belmont, CA: Cengage Learning.Google Scholar
Hoff, E., Core, C., Place, S., Rumiche, R., Señor, M., & Parra, M. (2012). Dual language exposure and early bilingual development. Journal of Child Language, 39(1), 1–27.Google Scholar
Hoff-Ginsberg, E. (1998). The relation of birth order and SES to children’s language experience and language development. Applied Psycholinguistics, 19(4), 603–629.Google Scholar
Howe, M. L. (2011). The nature of early memory: An adaptive theory of the genesis and development of memory. Oxford: Oxford University Press.Google Scholar
Huttenlocher, J., Waterfall, H., Vasilyeva, M., Vevea, J., & Hedges, L. V. (2010). Sources of variability in children’s language growth. Cognitive Psychology, 61(4), 343–365.CrossRefGoogle ScholarPubMed
Jones, E. J., & Herbert, J. S. (2006), Exploring memory in infancy: deferred imitation and the development of declarative memory. Infant and Child Development, 15, 195–205. doi:10.1002/icd.436Google Scholar
Jusczyk, P. W., & Aslin, R. N. (1995). Infants′ detection of the sound patterns of words in fluent speech. Cognitive Psychology, 29(1), 1–23.Google Scholar
Kavé, G., Eyal, N., Shorek, A., & Cohen-Mansfield, J. (2008). Multilingualism and cognitive state in the oldest old. Psychology and Aging, 23(1), 70.Google Scholar
Kay-Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of bilingualism in autism spectrum disorders. International Journal of Language & Communication Disorders, 47(1), 52–64.Google Scholar
Kominski, R., Shin, H., & Marotz, K. (2008, April). Language needs of school-age children. Paper presented at the Annual Meeting of the Population Association of America, New Orleans, LA.Google Scholar
Kovács, Á. M., & Mehler, J. (2009a). Cognitive gains in 7-month-old bilingual infants. Proceedings of the National Academy of Sciences, 106(16), 6556–6560.Google Scholar
Kovács, Á. M., (2009b). Flexible learning of multiple speech structures in bilingual infants. Science, 325(5940), 611–612.CrossRefGoogle ScholarPubMed
Kuhl, P. K. (1994). Learning and representation in speech and language. Current Opinion in Neurobiology, 4(6), 812–822.Google Scholar
Kuhl, P. K. (2007). Is speech learning “gated” by the social brain? Developmental Science, 10(1), 110–120.Google Scholar
Kuhl, P. K., Conboy, B. T., Padden, D., Nelson, T., & Pruitt, J. (2005). Early speech perception and later language development: Implications for the “critical period.” Language Learning and Development, 1(3–4), 237–264.Google Scholar
Kuhl, P. K., Tsao, F. M., & Liu, H. M. (2003). Foreign-language experience in infancy: Effects of short-term exposure and social interaction on phonetic learning. Proceedings of the National Academy of Sciences, 100(15), 9096–9101.CrossRefGoogle ScholarPubMed
Kuipers, J. R., & Thierry, G. (2013). ERP-pupil size correlations reveal how bilingualism enhances cognitive flexibility. Cortex, 49(10), 2853–2860.Google Scholar
Learmonth, A. E., Lamberth, R., & Rovee-Collier, C. (2004). Generalization of deferred imitation during the first year of life. JECP, 88(4), 297–318.Google Scholar
Lewis, M. P., Simons, G. F., & Fennig, C. D. (2009). Ethnologue: Languages of the world (Vol. 16). Dallas, TX: SIL international.Google Scholar
Liberman, Z., Woodward, A. L., Keysar, B., & Kinzler, K. D. (2017). Exposure to multiple languages enhances communication skills in infancy. Developmental Science, 20(1), e12420.Google Scholar
Marchman, V. A., Fernald, A., & Hurtado, N. (2010). How vocabulary size in two languages relates to efficiency in spoken word recognition by young Spanish–English bilinguals. Journal of Child Language, 37(4), 817–840.Google Scholar
Marchman, V. A., Martínez, L. Z., Hurtado, N., Grüter, T., & Fernald, A. (2017). Caregiver talk to young Spanish-English bilinguals: Comparing direct observation and parent-report measures of dual-language exposure. Developmental Science, 20(1), e12425.Google Scholar
Marcus, G. F., Vijayan, S., Rao, S. B., & Vishton, P. M. (1999). Rule learning by seven-month-old infants. Science, 283(5398), 77–80.Google Scholar
Mattock, K., Polka, L., Rvachew, S., & Krehm, M. (2010). The first steps in word learning are easier when the shoes fit: Comparing monolingual and bilingual infants. Developmental Science, 13(1), 229–243.CrossRefGoogle ScholarPubMed
McGregor, K. K., Sheng, L., & Ball, T. (2007). Complexities of expressive word learning over time. Language, Speech, and Hearing Services in Schools, 38(4), 353–364.Google Scholar
Mills, D., Conboy, B. T., & Paton, C. (2005). How learning new words shapes the organization of the infant brain. Symbol Use and Symbolic Representation, 123–153.Google Scholar
Mills, D. L., Plunkett, K., Prat, C., & Schafer, G. (2005). Watching the infant brain learn words: Effects of vocabulary size and experience. Cognitive Development, 20(1), 19–31.Google Scholar
Morton, J. B., & Harper, S. N. (2007). What did Simon say? Revisiting the bilingual advantage. Developmental Science, 10(6), 719–726.Google Scholar
National Academies of Sciences, Engineering, and Medicine (2017). Promoting the educational success of children and youth learning English: Promising futures. Washington, DC: National Academies Press.Google Scholar
Nelson, C. A., & Webb, S. J. (2003). A cognitive neuroscience perspective on early memory development. In de Haan, M. & Johnson, M. H. (Eds.), The cognitive neuroscience of development (pp. 99–125). London: Psychology Press.Google Scholar
Newman, R., Ratner, N. B., Jusczyk, A. M., Jusczyk, P. W., & Dow, K. A. (2006). Infants’ early ability to segment the conversational speech signal predicts later language development: a retrospective analysis. Developmental Psychology, 42(4), 643.Google Scholar
Newport, E. L. (1990). Maturational constraints on language learning. Cognitive Science, 14(1), 11–28.Google Scholar
Newport, E. L., & Aslin, R. N. (2004). Learning at a distance I. Statistical learning of non-adjacent dependencies. Cognitive Psychology, 48(2), 127–162.Google Scholar
Newport, E. L., Bavelier, D., & Neville, H. J. (2001). Critical thinking about critical periods: Perspectives on a critical period for language acquisition. In Dupoux, E. (Ed.), Language, brain and cognitive development: Essays in honor of Jacques Mehler (pp. 481–502). Cambridge, MA: MIT Press.Google Scholar
Noble, K. G., Engelhardt, L. E., Brito, N. H., Mack, L. J., Nail, E. J., Angal, J., … PASS Network. (2015). Socioeconomic disparities in neurocognitive development in the first two years of life. Developmental Psychobiology, 57(5), 535–551.Google Scholar
Office of Head Start (2008). Dual language learning: What does it take? Head Start dual language report. Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/tta-.Google Scholar
Ohashi, J. K., Mirenda, P., Marinova-Todd, S., Hambly, C., Fombonne, E., Szatmari, P., … Volden, J. (2012). Comparing early language development in monolingual-and bilingual-exposed young children with autism spectrum disorders. Research in Autism Spectrum Disorders, 6(2), 890–897.Google Scholar
Oller, D. K., & Eilers, R. E. (Eds.). (2002). Language and literacy in bilingual children (Vol. 2). Bristol, UK: Multilingual Matters.Google Scholar
Olshtain, E., & Nissim-Amitai, F. (2004). Being trilingual or multilingual: Is there a price to pay. In Hoffman, C. & Ytsma, J. (Eds.), Trilingualism in family, school and community (pp. 30–50). Bristol, UK: Multilingual Matters.Google Scholar
Oyama, S. (1976). A sensitive period for the acquisition of a nonnative phonological system. Journal of Psycholinguistic Research, 5(3), 261–283.Google Scholar
Paap, K. R., & Greenberg, Z. I. (2013). There is no coherent evidence for a bilingual advantage in executive processing. Cognitive Psychology, 66(2), 232–258.Google Scholar
Paradis, J. (2007). Second language acquisition in childhood. In Hoff, E. & Shatz, M. (Eds.), The Blackwell handbook of language development (pp. 387–405). Malden, MA: Blackwell.Google Scholar
Pearson, B. Z., Fernandez, S. C., Lewedge, V & Oller, D. K. (1997). The relation of input factors to lexical learning by bilingual infants. Applied Psycholinguistics, 18, 41–58Google Scholar
Pearson, B. Z., Fernández, S. C., & Oller, D. K. (1993). Lexical development in bilingual infants and toddlers: Comparison to monolingual norms. Language Learning, 43(1), 93–120.Google Scholar
Petitto, L. A., Berens, M. S., Kovelman, I., Dubins, M. H., Jasinska, K., & Shalinsky, M. (2012). The “perceptual wedge hypothesis” as the basis for bilingual babies’ phonetic processing advantage: New insights from fNIRS brain imaging. Brain and Language, 121(2), 130–143.Google Scholar
Place, S., & Hoff, E. (2011). Properties of dual language exposure that influence 2-year-olds’ bilingual proficiency. Child Development, 82(6), 1834–1849.Google Scholar
Place, S., (2016). Effects and noneffects of input in bilingual environments on dual language skills in 2 ½-year-olds. Bilingualism: Language and Cognition, 19(5), 1023–1041.Google Scholar
Poarch, G. J., & van Hell, J. G. (2012). Executive functions and inhibitory control in multilingual children: Evidence from second-language learners, bilinguals, and trilinguals. Journal of Experimental Child Psychology, 113(4), 535–551.Google Scholar
Poulin-Dubois, D., Blaye, A., Coutya, J., & Bialystok, E. (2011). The effects of bilingualism on toddlers’ executive functioning. Journal of Experimental Child Psychology, 108(3), 567–579.Google Scholar
Proctor, B. D., Semega, J. L., & Kollar, M. A. (2016). U.S. Census Bureau, current population reports, P60-256(RV): Income and poverty in the United States: 2015. Washington, DC: US Government Printing Office.Google Scholar
Ramírez-Esparza, N., García-Sierra, A., & Kuhl, P. K. (2017). The impact of early social interactions on later language development in Spanish–English bilingual infants. Child Development, 88(4), 1216–1234.Google Scholar
Richmond, J., & Nelson, C. A. (2007). Accounting for change in declarative memory: A cognitive neuroscience perspective. Developmental Review, 27(3), 349–373.Google Scholar
Rivera-Gaxiola, M., Silva-Pereyra, J., & Kuhl, P. K. (2005). Brain potentials to native and non-native speech contrasts in 7-and 11-month-old American infants. Developmental Science, 8(2), 162–172.Google Scholar
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford: Oxford University Press.CrossRefGoogle Scholar
Rose, S. A., Feldman, J. F., & Jankowski, J. J. (2003). Infant visual recognition memory: independent contributions of speed and attention. Developmental Psychology, 39(3), 563.Google Scholar
Rovee-Collier, C., & Dufault, D. (1991). Multiple contexts and memory retrieval at three months. Developmental Psychobiology, 24(1), 39–49.Google Scholar
Rowe, M. L. (2008). Child-directed speech: Relation to socioeconomic status, knowledge of child development and child vocabulary skill. Journal of Child Language, 35(1), 185–205.Google Scholar
Rowe, M. L. (2012). A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development. Child Development, 83(5), 1762–1774.Google Scholar
Rowe, M. L., & Goldin-Meadow, S. (2009). Differences in early gesture explain SES disparities in child vocabulary size at school entry. Science, 323(5916), 951–953.Google Scholar
Saffran, J. R., Aslin, R. N., & Newport, E. L. (1996). Statistical learning by 8-month-old infants. Science, 274(5294), 1926–1928.Google Scholar
Singh, L., Fu, C. S., Rahman, A. A., Hameed, W. B., Sanmugam, S., Agarwal, P., … GUSTO Research Team (2015). Back to basics: A bilingual advantage in infant visual habituation. Child Development, 86(1), 294–302.Google Scholar
Singh, L., Fu, C. S., Tay, Z. W., & Golinkoff, R. M. (2018). Novel word learning in bilingual and monolingual infants: evidence for a bilingual advantage. Child Development, 89(3), e183–e198.Google Scholar
Singh, L., Poh, F. L., & Fu, C. S. (2016). Limits on monolingualism? A comparison of monolingual and bilingual infants’ abilities to integrate lexical tone in novel word learning. Frontiers in Psychology, 7, 667.Google Scholar
Spear, N. E. (1984). Ecologically Determined Dispositions Control the Ontogeny of Learning and. Comparative perspectives on the development of memory, 325.Google Scholar
Sundara, M., Polka, L., & Molnar, M. (2008). Development of coronal stop perception: Bilingual infants keep pace with their monolingual peers. Cognition, 108(1), 232–242.Google Scholar
Sundara, M., & Scutellaro, A. (2011). Rhythmic distance between languages affects the development of speech perception in bilingual infants. Journal of Phonetics, 39(4), 505–513.Google Scholar
Tamis-LeMonda, C. S., Custode, S., Kuchirko, Y., Escobar, K., & Lo, T. (2018). Routine language: Speech directed to infants during home activities. Child Development, 90(6), 2132–2152.Google Scholar
Tare, M., & Gelman, S. A. (2010). Can you say it another way? Cognitive factors in bilingual children’s pragmatic language skills. Journal of Cognition and Development, 11(2), 137–158.Google Scholar
Tulving, E., & Thomson, D. M. (1973). Encoding specificity and retrieval processes in episodic memory. Psychological Review, 80(5), 352.Google Scholar
United Nations (2018). United Nations General Assembly Member States. Retrieved from www.un.org/en/member-states/index.html.Google Scholar
Vagh, S. B., Pan, B. A., & Mancilla-Martinez, J. (2009). Measuring growth in bilingual and monolingual children’s English productive vocabulary development: The utility of combining parent and teacher report. Child Development, 80(5), 1545–1563.Google Scholar
Vygotsky, L. (1978). Interaction between learning and development. Readings on the Development of Children, 23(3), 34–41.Google Scholar
Weikum, W. M., Vouloumanos, A., Navarra, J., Soto-Faraco, S., Sebastián-Gallés, N., & Werker, J. F. (2007). Visual language discrimination in infancy. Science, 316(5828), 1159–1159.Google Scholar
Weiss, S. J., Goebel, P., Page, A., Wilson, P., & Warda, M. (1999). The impact of cultural and familial context on behavioral and emotional problems of preschool Latino children. Child Psychiatry and Human Development, 29(4), 287–301.Google Scholar
Werker, J. (2012). Perceptual foundations of bilingual acquisition in infancy. Annals of the New York Academy of Sciences, 1251(1), 50–61.Google Scholar
Werker, J. F., Cohen, L. B., Lloyd, V. L., Casasola, M., & Stager, C. L. (1998). Acquisition of word–object associations by 14-month-old infants. Developmental Psychology, 34(6), 1289.CrossRefGoogle Scholar
Werker, J. F., & Fennell, C. T. (2004). Listening to sounds versus listening to words: Early steps in word learning. In Hall, G. & Waxman, S. R. (Eds.), Weaving a lexicon (pp. 79–109). Cambridge, MA: MIT Press.Google Scholar
Werker, J. F., Fennell, C. T., Corcoran, K. M., & Stager, C. L. (2002). Infants’ ability to learn phonetically similar words: Effects of age and vocabulary size. Infancy, 3(1), 1–30.Google Scholar
Werker, J. F., & Tees, R. C. (1984). Cross-language speech perception: Evidence for perceptual reorganization during the first year of life. Infant Behavior and Development, 7(1), 49–63.Google Scholar
Yow, W. Q., & Markman, E. M. (2011). Bilingualism and children’s use of paralinguistic cues to interpret emotion in speech. Bilingualism: Language and Cognition, 14(4), 562–569.Google Scholar
Yow, W. Q., (2015). A bilingual advantage in how children integrate multiple cues to understand a speaker’s referential intent. Bilingualism: Language and Cognition, 18(3), 391–399.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×