Babies brought up in bilingual homes learn languages by devoting their attention to the general associations between words and objects for a longer period, whereas infants raised by monolingual families learn new words by focusing on detailed sound information, researchers have found.
The discovery of different mechanics employed by monolingual and bilingual babies in learning languages is a result of a research conducted by researchers at the University of British Columbia and Ottawa.
Published in the journal Child Development, the new findings attain significance as almost all experimental works in infant language development so far have focused on children who are monolingual, a cause of scant availability of details about the learning processes involved in acquiring two languages from birth.
The researchers conducted two experiments with 14, 17 and 20 month old infants who were being raised in homes where two different languages were spoken. The first experiment involved a heterogeneous sample of babies who were exposed to English and another language, while the second experiment involved two homogeneous groups of bilingual infants exposed either to English and French or to English and Chinese.
In both experiments, infants were repeatedly presented with a crown-shaped object that was called “bih”, and a molecule-shaped object called “dih”. It was then tested whether the children were able to notice any change when the names of the crown-shaped and molecule-shaped objects were swapped.