04 11月 留学 论文代写-互动对儿童学习双语的好处
Early childhood is the time when a child rapidly develops emotionally, physically, socially and cognitively. Some families may prioritize the development of bilingualism, while other may like to focus on other aspects of development. In certain cases, where the family lacks fluency in the second language, bilingualism cannot be developed during the early childhood. As a general rule, it should be remembered that bilingualism is one of the means of promoting early development successfully, and secondly the second language can be learnt even more successfully at any age. Language is a window through which a child sees the world. Therefore, it is for the parents to provide numerous listening inputs and outputs in the shape of interacting in one language. They should not be restrained to do so just because of lack of their fluency in the language.
Languages spoken by parents to their children play an important role in the acquisition of bilingual language. The languages spoken by those who are closest to the children are equally important. Technically, this kind of exposure of a child to language is known as “comprehensible input’. It has been claimed by Carolyn Kessler, in Bilingual Education, Paper Series of 1984 edition that children have faster development in spoken in their environment. This may not be a reflection of the language used in the surrounding locality. Other factors responsible for affecting the language developments are the quantum, separation and the stability of input and the attitude with regard to bilingualism.
Language of each person, interacting with a child makes significant effect on bilingualism. The quantum of language input depends upon the extent of time such person spends in interacting with the child. It has been found from research that a child having lesser exposure to a language will have lower receptive vocabulary score for that particular language. On the contrary, the receptive vocabulary of bilingual children is no less than that of the monolingual. The vocabulary size of each language is affected by two factors, namely how frequently the child is exposed and to what extent the exposure differs. The more variable is the contexts of exposure and the more opportunities of input are fed to the child.