Bilingual Language Development in Infancy: What Can We Do to Support Bilingual Families?

Fibla, Laia; Kosie, Jessica E.; Kircher, Ruth; Lew‐Williams, Casey; Byers‐Heinlein, Krista

doi:10.1177/23727322211069312

Cited by 11 publications

(7 citation statements)

References 72 publications

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“…Previous research has shown that such support measures are most likely to be effective if they are tailored to families' specific situations (for more detail, see e.g. Fibla et al, 2022). Given the often disadvantaged standing of HL-speaking communities and the fact that they are commonly overlooked or ignored by official policies, tailored support measures for HL-transmitting parents could make a particularly meaningful difference and constitute a contribution to more social justice.…”

Section: Discussionmentioning

confidence: 99%

The attitudes at the heart of multilingual family language policies

Kircher,

Brouillard,

Ahooja

et al. 2024

Preprint

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Family language policies encompass three components: language beliefs, language practices, and language management. This study focuses on language beliefs, which we approach from an attitudes perspective, presenting a corpus-assisted discourse study of parental attitudes towards childhood multilingualism. Based on corpora (over 30,000 words) comprising 742 Quebec-based parents’ responses to an open-ended survey question, we analyse frequencies, collocations, concordance lines, and longer text segments. Our findings confirm the multidimensionality of parental attitudes, providing new insights into the nature of the three previously-established dimensions – that is, status, solidarity, and cognitive development – as well as revealing a potential fourth dimension: namely personality development. Moreover, the findings show systematic differences between parents transmitting multiple societal languages versus parents transmitting heritage languages alongside one/more societal languages. The study makes an important contribution to the family language policy framework and language attitude theory more generally, and it facilitates the development of support measures for different types of multilingual families.

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Section: Discussionmentioning

confidence: 99%

The attitudes at the heart of multilingual family language policies

Kircher,

Brouillard,

Ahooja

et al. 2024

Preprint

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“…This research has made critical contributions to understanding how children learn language, and has informed recommendations for supporting multilingualism that emphasize communicative interactions between caregivers and children as well as increasing support for multilingualism in preschool programs (Fibla et al, 2021; Hoff, 2018). Yet traditional cognitive science approaches to multilingualism also have important limitations.…”

Section: Introductionmentioning

confidence: 99%

“…Social and political forces also influence children's opportunities for multilingualism through their effects on a family's language policies (i.e., explicitly planning the use of language within the family unit; King & Fogle, 2013). Multilingual children's early language development is largely shaped by interactions that take place within the family (Fibla et al, 2021; Hoff, 2018). Typically, immigrant parents view multilingualism as an asset for their children, because it allows them to remain connected to the parent's heritage culture and supports intergenerational communication with extended family (King & Fogle, 2013; Song, 2019; Surrain, 2021).…”

Section: Introductionmentioning

confidence: 99%

Supporting Multilingualism in Immigrant Children: An Integrative Approach

Weisleder,

Reinoso,

Standley

et al. 2023

Policy Insights from the Behavioral and Brain Sciences

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Immigrant children are a growing and demographically important segment of the world's population. One key aspect of immigrant children's experience is navigating multiple languages, creating both opportunities, and challenges. However, the literature on bilingualism rarely centers the experiences of immigrant children. Focusing on immigrant children in the United States, this article brings together cognitive science research on bilingualism with the integrative risk and resilience model of adaptation in immigrant-origin children to elucidate how common contexts that immigrant children encounter can support or discourage multilingualism. Policy must consider immigrant children's intersecting identities—both as immigrants and as learners of minoritized, and often racialized, languages. A proposed framework can guide policies to support multilingualism in immigrant children, with downstream consequences for their health and development.

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“…Given the current migration patterns and socioeconomic changes around the world, it has become more common for children to learn a second language from a young age. Thus, both research and educational policy makers are interested in how this process impacts children’s socio-cognitive development [ 50 , 51 ]. One way of accommodating a second language is through bilingual education [ 52 ].…”

Section: Introductionmentioning

confidence: 99%

Interpretive Diversity Understanding, Parental Practices, and Contextual Factors Involved in Primary School-age Children’s Cheating and Lying Behavior

Prodan

Moldovan

Cacuci

et al. 2022

EJIHPE

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Dishonesty is an interpersonal process that relies on sophisticated socio-cognitive mechanisms embedded in a complex network of individual and contextual factors. The present study examined parental rearing practices, bilingualism, socioeconomic status, and children’s interpretive diversity understanding (i.e., the ability to understand the constructive nature of the human mind) in relation to their cheating and lie-telling behavior. 196 school-age children (9-11 years old) participated in a novel trivia game-like temptation resistance paradigm to elicit dishonesty and to verify their interpretive diversity understanding. Results revealed that children’s decision to cheat and lie was positively associated with their understanding of the constructive nature of the human mind and with parental rejection. Children with rejective parents were more likely to lie compared to their counterparts. This may suggest that understanding social interactions and the relationship with caregivers can impact children’s cheating behavior and the extent to which they are willing to deceive about it. Understanding the constructive nature of the mind was also a positive predictor of children’s ability to maintain their lies. Finally, being bilingual and having a higher socioeconomic status positively predicted children’s deception, these intriguing results warranting further research into the complex network of deception influences.

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Bilingual Language Development in Infancy: What Can We Do to Support Bilingual Families?

Cited by 11 publications

References 72 publications

The attitudes at the heart of multilingual family language policies

The attitudes at the heart of multilingual family language policies

Supporting Multilingualism in Immigrant Children: An Integrative Approach

Interpretive Diversity Understanding, Parental Practices, and Contextual Factors Involved in Primary School-age Children’s Cheating and Lying Behavior

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