ArticleAdvances in child development and behavior2021
Why bilingual development is not easy.
Article in Advances in child development and behavior, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
8 citing papers in PubMed, 29 citations in OpenAlex.
- Development of a Vocabulary Inventory for English-Mandarin Dual-Language-Learning Infants and Toddlers.Behavioral sciences (Basel, Switzerland) · 2026Article
- Early experience is not enough: Evidence from differences between heritage and host language trajectories.Developmental psychology · 2026Article
- Children with speech and language delay aged 2-10 Years in Palestine: A case-control study of socio-demographic, biological, familial, and environmental factors.SAGE open medicine · 2026Article
- Skin Carotenoids Are Related to Cognitive Abilities among Toddlers.The Journal of nutrition · 2024Article
- Stability and change in young children's linguistic experience during the COVID-19 pandemic: insight from a citizen-science sample in the United States.Multilingua · 2024Article
- Commonalities, differences, and differences that matter between monolingual and bilingual development.Journal of child language · 2023Article
- Understanding language processing in variable populations on their own terms: Towards a functionalist psycholinguistics of individual differences, development, and disorders.Applied psycholinguistics · 2023Article
- Bilingual Development in the Receptive and Expressive Domains: They Differ.International journal of bilingual education and bilingualism · 2022Article
Corrections and comments
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Authors and funding
1 author at 1 institution in 1 country.
Funding
Abstract
All normal children in normal environments acquire language. However, all normal children in normal bilingual environments do not acquire two languages. This chapter asks what makes the simultaneous acquisition of two languages more difficult than the acquisition of one. Focusing on children in immigrant families whose two languages are a minority language used more at home and a majority, societal language, this chapter describes common patterns and individual differences in bilingual development. The most frequently occurring outcome in that circumstance is strong skill in the majority language with more varied and weaker skills in the minority language. This chapter also reviews research that identifies factors that contribute to individual differences in order to identify the experiences and abilities that support bilingual development. Those factors include the quality and quantity of children's exposure to each language, children's use of each language, and the functional value of proficiency in each language. We conclude that two languages are more difficult to acquire than one because language acquisition requires substantial and continued environmental support. It is not easy for children to acquire strong and comparable skills levels in two languages because environments tend not to provide high and comparable levels of support for two languages.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.