Early and Late Bilingualism
{"Image DocumentName": "Early and Late Bilingualism", "Image ImageDescription": "Late: e.g. at school, moving countries \u2013 after the age of 12 (roughly) Early: moving countries, bilingual parents or multilingual community \u2013 before 12 (roughly) Early bilingualism: research suggests that children are aware of two language systems very early on. E.g. bilingual children know they are learning two languages at 2 years old, will communicate the right language to the right person very early. Language systems develop as  two  languages, not a welded together version \u2013 the development of particular structures in both languages is identical to monolingual speakers of both languages. Late bilingualism: tends to be less complete, L1 accent tends to remain in L2, \u2018interference\u2019 and transfer of pragmatic and syntactic norms from L1 > L2, or L2 monolingualism causes \u2018fossilisation\u2019 of L1 (though this may be social) Critical period hypothesis: younger children learn a L2 as if it was L1, even if not exposed to it from birth. Adults seem to find it hard to get rid of old habits. Also, one explanation (Chomsky!) is that adults have less/no access to Universal Grammar (theoretically, the underlying ability of humans to learn  any  language.", "Image XResolution": "37", "Image YResolution": "37", "Image ResolutionUnit": "Pixels/Centimeter", "Image Software": "SlidePlayer", "Image YCbCrPositioning": "Centered"}