The Language and Literacy Development of Young Dual Language Learners: A Critical Review
Carol Scheffner Hammer1, Erika Hoff2, Yuuko Uchikoshi3
1Temple University, Davis.
Early Childhood Research Quarterly
|April 17, 2015
Summary
Research on young dual language learners (DLLs) shows they develop two separate language systems early on. Their language development may differ from monolinguals but they often catch up over time.
Area of Science:
- Child Development
- Linguistics
- Education
Background:
- The population of dual language learners (DLLs) in the U.S. is rapidly growing.
- Limited research exists on the early language and literacy development of these children.
Purpose of the Study:
- To critically analyze existing literature on young, typically developing DLLs.
- To summarize findings and guide future research in DLL development.
Main Methods:
- Conducted a literature search of major databases for peer-reviewed articles published between 2000-2011.
- Included studies focusing on young, typically developing dual language learners.
Main Results:
- DLLs establish two distinct language systems early in life.
- Vocabulary development in DLLs can vary based on the age of second language exposure.
- DLLs' language and literacy trajectories may differ from monolinguals but they tend to reach parity over time.
Conclusions:
- Early bilingualism involves separate language systems.
- The timing of second language acquisition impacts development.
- Environmental factors like language exposure and usage are crucial but understudied.
- More research is needed to understand DLL development comprehensively.
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