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Part of
Bilingual Cognition and Language: The state of the science across its subfields
Edited by David Miller, Fatih Bayram, Jason Rothman and Ludovica Serratrice
[Studies in Bilingualism 54] 2018
► pp. 127–154

Chapter 7
The role of language input environments for language outcomes and language acquisition in young bilingual children

| University of Erfurt, Germany

This chapter outlines a holistic framework for approaching the study of language input to children under age 6 acquiring oral languages in bilingual settings. After a brief historical overview, the input factors discussed include relative timing of input in two languages, cumulative, absolute and relative frequency of overall language input, input frequency of linguistic categories, language models, the people speaking to children and language choice patterns, communicative settings and media use, and interactional style. The chapter addresses methodological issues and gives an indication of the extent to which particular aspects of the input have been investigated. It ends with a selective evaluation of links between input and bilingual language outcomes and early bilingual acquisition.

Article outline
  • 1.Introduction: A brief history and setting the scene
  • 2.The many facets of language input to young children growing up in bilingual settings
    • 2.1Relative timing of input in two languages
    • 2.2Cumulative and absolute frequency of language input
    • 2.3The claim of “reduced input” for bilingual children
    • 2.4Relative input frequency
    • 2.5Input frequency of linguistic categories
    • 2.6Language models
    • 2.7The people speaking to children and language choice patterns
    • 2.8Communicative settings and media use
    • 2.9Interactional style
  • 3.Language intake
  • 4. Links between input and bilingual children’s language development
  • 5.Conclusion
  • Acknowledgements
  • Notes
  • References
Published online: 8 March 2018
DOI logo
https://doi.org/10.1075/sibil.54.07hou
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SUN, He, Siew Chin NG, Beth Ann O'BRIEN & Tom FRITZSCHE
2020. Child, family, and school factors in bilingual preschoolers’ vocabulary development in heritage languages. Journal of Child Language 47:4 ► pp. 817 ff. DOI logo
Sun, Lichao, Christina D. Griep & Hanako Yoshida
2022. Shared Multimodal Input Through Social Coordination: Infants With Monolingual and Bilingual Learning Experiences. Frontiers in Psychology 13 DOI logo
Vaahtoranta, Enni, Sebastian Suggate, Jan Lenhart & Wolfgang Lenhard
2021. Language exposure and phonological short-term memory as predictors of majority language vocabulary and phonological awareness in dual language learning. Bilingualism: Language and Cognition 24:2 ► pp. 319 ff. DOI logo
Wang, Weihong & Xiao Lan Curdt-Christiansen
2021. Lost in translation: parents as medium translators in intergenerational language transmission. Current Issues in Language Planning 22:4 ► pp. 362 ff. DOI logo
Wu, Ruilin & Esli Struys
2021. Language Dominance and Sociolinguistic Experience Are Related to Language Control and Domain-General Monitoring Control: An Investigation in Bilinguals Who Live in a Minority/Majority Sociolinguistic Setting. Frontiers in Psychology 12 DOI logo
Wu, Ruilin & Esli Struys
2022. A Domain-General Monitoring Account of Bilingual Language Control in Recognition: The Role of Language Dominance and Bilingual Experience. Frontiers in Psychology 13 DOI logo
[no author supplied]
2022. Bilingualism, Language Development and Processing across the Lifespan [Bilingual Processing and Acquisition, 15], DOI logo

This list is based on CrossRef data as of 9 may 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.