This factor affects lexical-semantic structures across dual language learners and monolingual development. When there are greater phonological features, there are always higher facilitation effects in learning words. (2016) identified that word learning is often limited by the phonological similarities of the two languages that children acquire. Many similar environmental factors facilitate vocabulary and word learning among both bilinguals and monolinguals. Therefore, children who are more exposed exhibit high language growth compared to kids with minimal exposure. (2020) also observed that language growth relies on the quality and amount of language exposure the environment offers. (2020) verified that language exposure from birth is a common human experience and significantly informative in understanding that language acquisition hinges on learners and their environment. The number of vocabularies and how proficiently children speak certain languages depend on the environment and not on whether they are dual language learners or monolingual. This lack of translation equivalents might compel that vocabulary item to be learned separately in every language and setting. Consequently, various words recognized in each language might be different, and successive bilingual learners might not have translation equivalents for all words in their two languages. Therefore, some words might only be encountered at school in the approved language and others at home in the native language. (2021) observed that exposure to input in two languages from various caregivers in dissimilar settings amplifies the variation between the degrees of vocabulary in the two languages. Therefore, there is an insignificant distinction in vocabulary among exposed dual language and monolingual speakers.ĭual language speakers regularly exhibit diverse vocabulary depths in their two languages, with an inconsistency between productive and receptive vocabulary. (2020) noted that children’s vocabulary could only be affected when they have fairly limited exposure to the language of the target. Accordingly, children taught in a common environment are exposed in the same way and could acquire similar vocabularies regardless of being monolingual or bilingual. (2020) asserted that academic language considerably promotes the acquisition of vocabulary across primary school age. Most preschool children spend time learning words and vocabulary at school. The reason is that the amount of time spent with children speaking a target language proportionately corresponds with the number of known words in the said dialect for a dual language learner. In a survey carried out with fifty-four families, the results showed that higher preference, as well as frequency in using English at home, leads to lower heritage language proficiency for children (Sun et al., 2020). These external dynamics influence both language input quantity and quality. External factors refer to socioeconomic statuses, input quality and quantity, and output. Examples of internal elements include variables such as linguistic distance, children’s cognitive maturity, gender, and age (Sun et al., 2020). Not that I’d want them to do otherwise, just an interesting thought to me.Factors affecting children who are dual-language learners are both internal and external. The cultural references are appropriate for DS’s intended purpose, but do somewhat hurt its ability to function (in an abstract way) as a universal resource for the language. So that’s what made Dreaming Spanish interesting to me not that “non English speakers use CI”, but that we have a relatively universal, standalone monolingual language resource. Understanding an unknown language with no clear reference to known languages is quite hard. That is, they’re not really standalone resources.Īnd historically, people attempting to decipher Egyptian scripts had to rely on a multilingual text (the Rosetta Stone) to get their feet in the door, as it were. I’ve never heard someone recommend a monolingual textbook over a standard bilingual (NL-> TL) book, and (to my knowledge) monolingual textbooks are written with an understanding that they’ll be used in conjunction with a teacher. It always struck me as a fairly curious idea if you picked up such a book knowing none of the language, how effective could they be? They don’t naturally rely on knowledge of other languages, but it’s still a pretty severe handicap. What I had in mind was more the existence of what are known as monolingual textbooks: there exist textbooks for learning a language that are written entirely in that language.
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