All of us raising multilingual children know this. Find out more at https://www.princeton.edu/news/2017/08/07/bilingual-babies-listen-languages-and-dont-get-confused.
Lew-Williams suggests that this study not only confirms that bilingual infants monitor and control their languages while listening to the simplest of sentences, but also provides a likely explanation of why bilinguals show cognitive advantages across the lifespan. Children and adults who have dual-language proficiency have been observed to perform better in “tasks that require switching or the inhibiting of a previously learned response,” Lew-Williams said.
Read more: In young bilingual children 2 languages develop simultaneously but independently at https://www.eurekalert.org/pub_releases/2017-04/fau-iyb041917.php
Detailed results of the study are described in the article, “What Explains the Correlation between Growth in Vocabulary and Grammar? New Evidence from Latent Change Score Analyses of Simultaneous Bilingual Development.”
Read “Real talk. For decades, the idea of a language instinct has dominated linguistics. It is simple, powerful and completely wrong” at https://aeon.co/essays/the-evidence-is-in-there-is-no-language-instinct for answers
New Focus Bulletin: Supporting Dual Language Learners
This bulletin is the second in a series that builds on the foundational information delivered in WIDA Focus on the Early Years: Dual Language Learners. In this second part, we look at what Early Years Programs can do to support young dual language learners and their families. The concepts come alive through the examples and reflections provided by various early care and education practitioners and administrators from Massachusetts. Questions for reflection are included to support practitioners and program leaders in thinking about effective language supports, partner with families of DLLs, and the language policies.
Focus on the Early Years – Supporting Dual Language Learners (March, 2015)
Focus on the Early Years – Dual Language Learners (August, 2014)