Bilingual first language acquisition
Bilingual first language acquisition describes the simultaneous acquisition of two languages in early childhood.
One also speaks of simultaneous bilingual language acquisition or simultaneously acquired bilingualism (or more generally in the case of multilingualism of simultaneous multilingual language acquisition or simultaneously acquired multilingualism ).
If, on the other hand, the mother tongue or first language is acquired first ( first language acquisition , L1) and then a second language acquired ( second language acquisition , L2), one speaks of successive bilingual language acquisition or successively acquired bilingualism .
The demarcation between simultaneous and successive bilingual language acquisition is fluid and is defined differently in the literature.
Studies have shown that there are prerequisites for successful bilingual language acquisition. The input must be “sufficient and sufficiently differentiated in all target languages”. The prerequisites also include:
- a positive attitude towards bilingualism,
- the appreciation of both languages and cultures,
- intensive emotional and linguistic affection from both parents and
- regular and permanent contact with speakers of both languages.
See also
literature
- Stefan Schneider, Bilingual first language acquisition , Ernst Reinhardt Verlag 2015, ISBN 978-3-8252-4348-7
Web links
- ↑ Veronika Jansen: Dislocation in bilingual first language acquisition: An investigation using the example of German-French children , De Gruyter 2015, ISBN 978-3-11-035863-6 , p. 19 .
- ↑ Multilingualism in Early Childhood: Conditions, Risks, and Opportunities. A summary of the talk by Rosemarie Tracy (University of Mannheim) by Judith Heide. Retrieved December 13, 2017 .
- ↑ Lothar Unzner: Stefan Schneider: Bilingual first language acquisition. socialnet GmbH, January 22, 2016, accessed on December 13, 2017 (review of the work by Stefan Schneider: Bilingualer Erstspracherwerb, ISBN 978-3-8252-4348-7 ).