Early Childhood Bilingualism

Group 2

Members:
Abuzo, Rachel
Digal, Carmel Benedict
Dumao, James Beethoven
Lacre, Danica Jean
Lagaac, Amle
Macapas, Mae Ann
Salisig, Marchie
Tayone, Elijah Fe
Tayone, Jane Katrina
Tenepre, Merres Joy

Written Report
Early childhood Bilingualism – is a developmental milestone characterized by young
children, typically ranging from birth to around eight years old, acquiring proficiency in two
languages.

TYPES OF EARLY CHILDHOOD BILINGUALISM:

1. Additive Bilingualism – A child learns a second language while maintaining and

reinforcing the first one.
Example: a child may speak one language at home and another at school, with both
languages being equally important and not erasing anything from the other.

2. Subtractive Bilingualism – A child learns a second language without reinforcing the

first one, leading to a potential loss of knowledge in the initial language.
Example: if a family moves to an English-speaking country and stops speaking their
native language at home, the child may lose some of their ability in the first
language.

3. Receptive Bilingualism – Kids understand a second language but struggle to speak it

themselves.
Example: someone who lived in another country for a while as a child might
understand the language but not be able to speak it fluently.

4. Subordinate Bilingualism – Mostly adults learn a second language by relying on their

first language.
Example: a Spanish speaker learns English by translating it to Spanish.

5. Compound Bilingualism – Kids learn two languages together, usually from bilingual
parents.
Example: a child with one parent speaking English and the other speaking Spanish,
grows up using both languages at home.

6. Coordinate Bilingualism – Children learn each language in different environments and

keep them separate.
Example: a child speaks Spanish at home and English at school, not mixing the two.
7. Simultaneous Bilingualism – Kids learn two languages at the same time from birth.
Example: a child hears both English and Russian at home and learns to speak both
languages naturally.
8. Sequential Bilingualism – Children learn a second language after they've already
mastered their first one.
Example: a child grows up speaking Spanish and later learns English when they
move to an English-speaking country.

BENEFITS OF EARLY CHILDHOOD BILINGUALISM:

1. Social Understanding – Bilingual preschoolers are really good at understanding how

other people feel and what they want.
Example: they might be better at knowing when someone is happy or sad, and why.

2. Enhanced Sensitivity to Communication Features – Speaking two languages helps

kids pay attention to things like tone of voice.
Example: bilingual kids can pick up on small changes in how someone is talking, like
if they sound excited or worried.

3. Cognitive Advancement – Bilingual kids are often really smart.

Example: they're good at tasks that involve switching between different things or
stopping themselves from doing something they're not supposed to. This means they
can think quickly and solve problems easily.

IMPORTANCE OF EARLY CHILDHOOD BILINGUALISM:

Early childhood bilingualism is crucial as it offers cognitive, social, and cultural benefits. It
enhances cognitive flexibility, problem-solving skills, and social communication. Bilingual
children are better at understanding different cultures and can bridge communities. In
essence, early childhood bilingualism enriches children's minds and promotes harmony in
our diverse world.
DOWNSIDE OF EARLY CHILDHOOD BILINGUALISM:

1. Delayed language development – some research suggests that bilingual children may
initially have a slower rate of vocabulary development compared to monolingual children.
This is often referred to as "silent period" or "language lag" and can occur as children
navigate between two languages.
2. Code-switching confusion – bilingual children may experience difficulty in separating
and consistently using their two languages, leading to confusion or mixing of vocabulary and
grammar rules. This phenomenon, known as code-switching, can sometimes hinder
communication skills in either language.

3. Increased cognitive load – juggling two languages can require additional cognitive
effort, which may lead to mental fatigue or decreased performance in tasks that require
intensive cognitive processing, especially if the child is not proficient in both languages.

PROPONENT OF EARLY CHILDHOOD BILINGUALISM:

Obler and Albert (1978) suggest that learning a second language can boost mental abilities.
They proposed that people who speak more than one language use a larger portion of their
brain compared to those who only speak one language.
References:
Bialystok, E. (2015). Bilingualism and the Development of Executive Function: The Role of
Attention. Child Development Perspectives, 9(2), 117-121.
https://doi.org/10.1111/cdep.12116
Byers-Heinlein, K., & Lew-Williams, C. (2013). Bilingualism in the Early Years: What the
Science Says. Learn Landscapes, 7(1), 95–112.
https://doi.org/10.31436/learland.71.2013.95
Koubova, H. (2022, October 10). Kids and Languages: All the Types of Bilingualism Listed
Down and Explained. Linguist Today. https://linguisttoday.com/all-the-types-of-bilingualism-
listed-down-and-explained/
Obler, L. K., & Albert, M. L. (1978). Learning a second language expands mental abilities:
Bilinguals use a larger part of the brain than monolinguals. Proponents.
https://www.iasj.net/iasj/pdf/7805a783ff0d907e#:~:text=Obler%20and%20Albert
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