Bilingual ChildrenBilingual Children

Do They Really Have an Advantage?Do They Really Have an Advantage?

Russell RowleyRussell Rowley

Bilingual ChildrenBilingual Children

Side One – 2/Multiple languages as a Side One – 2/Multiple languages as a Hindrance to Child Development...Hindrance to Child Development...

Side Two – Raising one’s Child(ren) Bilingual Side Two – Raising one’s Child(ren) Bilingual as Beneficial to Their Development...as Beneficial to Their Development...

Methodology – Adult PolyglotsMethodology – Adult Polyglots Analysis – Looking at the Polyglot DataAnalysis – Looking at the Polyglot Data Conclusion – Yea or NeyConclusion – Yea or Ney Future WorkFuture Work

Why shouldn’t I raise my child(ren) Why shouldn’t I raise my child(ren) bilingual?bilingual?

Students older than 11 and adults are Students older than 11 and adults are observedly faster learners of L2 than children observedly faster learners of L2 than children under the age of 11. (Cook, 133-134)under the age of 11. (Cook, 133-134)

Children learning more than one 1st language Children learning more than one 1st language are known to take longer to develope their are known to take longer to develope their language and communication skills.language and communication skills.

Children abondon languages which are not Children abondon languages which are not spoken in their community of peers. spoken in their community of peers.

Why might I consider raising my Why might I consider raising my children bilingual?children bilingual?

Youth corrisponds to learning sensitivity and Youth corrisponds to learning sensitivity and therefore response to “environmental therefore response to “environmental influences.” (Han, 57)influences.” (Han, 57)

Critical Period Hypothsis – Humans are only Critical Period Hypothsis – Humans are only capable of language learning between two capable of language learning between two years and early teens.years and early teens.

““The majority of [L2] students fall by the The majority of [L2] students fall by the wayside before they get to a high level.” wayside before they get to a high level.” (Cook, 149)(Cook, 149)

MethodologyMethodologyFaimous PolyglotsFaimous Polyglots

Raised Bi/Multilingual:Raised Bi/Multilingual:

--Maria Gaetana Agnesi Maria Gaetana Agnesi (5+)(5+)

-Jose Rizal-Jose Rizal (10+) (10+)

--Ziad Youssef FazahZiad Youssef Fazah (50+) (50+)

Raised Monolingual:Raised Monolingual:

--Pamulaparthi Venkata Pamulaparthi Venkata Narasimha Rao (13)Narasimha Rao (13)

-Walter Laquer (11+)-Walter Laquer (11+)

Methodology IncompleteMethodology Incomplete

Unknown:Unknown:

--Anthony BurgessAnthony Burgess

--Paul RobesonPaul Robeson

--Cardinal Giuseppe Caspar Mezzofanti (38 Cardinal Giuseppe Caspar Mezzofanti (38 languages, 50+ Dialects)languages, 50+ Dialects)

0

5

10

15

20

25

Monolingual Bilingual

L1 Languages

Nu

mb

er o

f L

ang

uag

es S

po

ken

Future WorkFuture Work

Same Methodology with more data (language Same Methodology with more data (language speakers and whether they were raised speakers and whether they were raised bi/multilingual or not).bi/multilingual or not).

Survey determining the ease/difficulty with Survey determining the ease/difficulty with which people read, write, and speak, then which people read, write, and speak, then which was/were their mother tongues.which was/were their mother tongues.

Each Methodology observing data of equal Each Methodology observing data of equal numbers from each side, then compared numbers from each side, then compared together.together.