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https://view.genial.ly/63c5d0e05b72e200129614d7/presentation-presentacion-uni-educacion

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Exposure of babies to a second language
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New parents have concerns about children's language acquisition.

They are concerned about their performance when their babies are faced with two languages.

In 1970 a study indicated that many bilingual babies would later have complications in grammar and vocabulary.

Today, however, we know that this does not prove to be a problem.

Children have no problems speaking or saying sentences in two languages.

The children know the grammatical structures very well for both languages.

Current studies were carried out in 2000 and 2005 on children aged 1-6 years to test whether they had confusions in all skills.

The studies covered different types of exercises with different syntactic properties such as word order, pronoun placement, etc.

The results showed that the children did not confuse the two languages because they kept the two languages separate in their heads.

However, when it comes to sounds, babies have a different learning rhythm.
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In babies occur a process known as code shuffling and it can occur in any layer of the language such us from sounds to words and sentences:

Early research on code combining assumed that these children were confused.

Researchers for adults found that everything is conditioned.

There are evidences that suggest that learning two languages at a young age makes it easier to learn new languages later.
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Learning multiple languages as a baby or toddler is basically a successful process.

Parents are worried about what they hear about their children mixing their two languages, and they think that their babies are confused.

It changes depending on who you are talking, what are you talking about, how good are you in both languages, how formal are you being, and also other social factors.

Other linguists thought that bilingual adults also make these kinds of changes.

Researchers tracked three groups of babies to study their processes and differences in their learning

Babies nailed the sounds that they need for their language according to their ages.
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Exposure of babies to a second language 2 3 5 New parents have concerns about children's language acquisition. They are concerned about their performance when their babies are faced with two languages. In 1970 a study indicated that many bilingual babies would later have complications in grammar and vocabulary.

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A different situation occurs when one language is established first and a second is learnt subsequently. Here the first language-second language distinction is valid, and learning can be said to be successive.

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This happens  when  a  child  has one  established

language before learning a  second language,  whether in preschool or later.

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- Proposed by Ojemann and  Whitaker.
- Says that in the bilingual brain there are as many systems as there are languages ​​known to bilingual people.

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- Both stages culminate that there are advantages and disadvantages, but that creativity, motivation, spontaneity are factors to progress in the acquisition of a second language.
- It is advisable, regardless of age, to learn another language.

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- Early refers to childhood until the end of the critical period, up to the age of 12.
- Late refers to when a person passes the age of 12 and enters adulthood.

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-  “bilinguals  are  capable  of  differentiating grammatical  systems” Says Meisel  (1989)

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-Grosjean  (1982)  states  that  most  of bilingual  people  use  their  languages  for  different purposes  and  in  different  situations.  He  also  states  that  balanced bilinguals,  those  who  are equally fluent in both languages, are probably the exception and not the norm.

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- Unfortunatelly, this theory presented failures and it

does not explain the question how the bilingual brain organizes all languages, so another theory was created.

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 According to the context of acquisition

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 According to the context of acquisition

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McLaughlin  (1978)  considers  two  types  of  bilingualism  according  to  acquisition: simultaneous and success

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According to age a person can be in the "early" and "late" stage as each refers to the age at which a person focuses on learning a new language.

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According to Genesee (1989) Bilingual children can distinguish their language systems early on and may use them differently in context-sensitive ways. Comprender discursos orales.

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- Says that  the  bilingual  brain  has  two  different systems, one for each language.

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Bilingualism on First-Language Development and Cognition

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Bilingualism on First-Language Development and Cognition

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- This is the third theory proposed after two previous theories that have failed in explaining how the bilingual brain deals with  languages.

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-Costa  (2005,  p.  308)  also  claims  that  “individuals acquiring  a  second  language  (L2) usually report being better able to understand than speak their L2”.
-Steiner (2009, p. 3) says that “most bilinguals are more comfortable using one language than the other”. These statements clearly show us that people are not equally bilingual in all skills.

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This theory is considered a failure when referring to the learning of another language in which the question arises, how to create space for the third language, and also to keep in mind that injuries only one language or partially is affected.

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Those  who  hear  only one  language  from  birth  and  later  are exposed to another one are called sequential (or successive) bilinguals.

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The first is when the child has only one lexical system that includes both languages, the child exchanges words; in the second stage the child has both lexical systems but applies the same syntactic rules to both; in the third stage the child has already completed his bilingual process and is proficient in both languages.

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It tends to be affected by four key factor

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It tends to be affected by four key factor

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• The parents’ ability in one or more languages.

• The parents’ actual use of language with the child. The parents may have language ability in two or more languages but have made a decision about which language they speak with the child.

•  The language or languages other family members speak with the child.

• The language the child uses in

the community.

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It mentions that all languages known to a bilingual person are stored in a common place.

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-It states that "in the bilingual brain there is a langer system which contains each language in smaller subsystem".

-Each subsystem contains its own phonology, morphosyntax, semantics, and lexicon.

-The Subsystem Theory provides an adequate explanation for cases when the patient loses the capacity to speak one of the languages due to an accident.

-Each subsystem is nevertheless part of the overall language system, as distinguished from other higher cognitive systems.