Language Acquisition and
Baby Talk Synthesis
Babies’
language development is greatly influenced by their home language environments. Since babies in
their mothers’ wombs become able to hear at around 20 weeks, their language
acquisition starts before they are born. Even after they are born, “babies as young as seven months can
distinguish between, and begin to learn, two languages with vastly different
grammatical structures” (University of British Columbia, 2013). Bilingualism has
already started at this point. Around eight months of age, they start to
babble, which is a sign of trying to imitate spoken words. According to University of Iowa (2014), “infants whose mothers responded to what
they thought their babies were saying, showed an increase in developmentally
advanced, consonant-vowel vocalizations, which means the babbling has become
sophisticated enough to sound more like words”. This means babies learn
language based on what they hear. Since they attend to their caregivers’ conversations and
try to understand the meanings, they
will be able to separate the use of the two languages
if they are raised in bilingual
environments.
Therefore, the researchers
consider that “the best way for children to learn a second language is through
social interactions and daily exposure to the language” (University of Washington, 2011).
Language Acquisition and the
Impact of Speaking More Than One Language
Even though there may still be a concern that bilingual children may get
confused about the use of two languages, speaking more
than one language has positive impacts on the way languages are acquired. According
to Association for Psychological Science (2013), bilinguals have two different
sounds systems and they can switch between one language and the other by using
the sound systems, if they learn two languages at an early age. In addition, University
of Haifa (2011) explains “languages reinforce one another, and provide tools to
strengthen phonologic, morphologic and syntactic skills. These skills provide
the necessary basis for learning to read”. By gaining this strong basis,
bilinguals develop a critical cognitive function, which allows them to smoothly
learn another language. Moreover, “bilingualism serves as enrichment for the brain and has real
consequences when it comes to executive function (Northwestern University, 2012)”.
Therefore, “bilingual children develop a better working memory (University of
Granada, 2013)” and “are faster and more efficient in certain tasks in which
executive functions are used due to a different form of cerebral control
(Universitat Jaume I, 2010)”. Bilinguals seem to be
able to efficiently develop their language skills.
Impact of Second Language
Acquisition After Adolescence
According to Cell Press (2012), “lifelong experience
in managing attention to two languages reorganizes specific brain network,
creating a more effective basis for executive control and sustaining better
cognitive performance throughout the lifespan”. This means second language
acquisition after adolescence presents several benefits in daily life. One of
the benefits is that bilinguals can focus on what really matters and ignore
what doesn’t (Northwestern University, 2014). This is because they are better
at filtering out the competing words since their brains are used to controlling
two languages and inhibiting the irrelevant words (Northwestern University, 2014).
Since bilinguals develop better inhibitory control, they can work more effectively
and efficiently than monolinguals. Another benefit is that bilingualism may delay
aging. As one ages, his or her cognitive flexibility declines. However, since speaking
more than one language can constantly stimulate cognitive activity, consequently,
it can prevent cognitive function from slowing down. Northwestern University's
Viorica Marian (2014) describes, "Using another language provides the
brain built-in exercise. You don't have to go out of your way to do a puzzle
because the brain is already constantly juggling two languages". This may also
play a protective role against Alzheimer's disease and dementia.
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