“Dual Language Learning:

Expanding the Mind”

By

Dr. Fred Genesee

This presentation is a part of the 2004 Barbara Gordon Lecture Series

The FIU Linguistics Program presents 2004 Barbara Gordon Lecture “Dual Language Learning:

Expanding the Mind” By Fred Genese  Monday, February 23, 2004

Dual Language Development and Disorders

Fred Genesee

McGill University

        The simultaneous acquisition of two languages is often thought to challenge the developing child’s ability to acquire language fully and efficiently. Under this view, bilingual acquisition can result in delayed and incomplete language competence. Bilingual children with language disorders are even thought to have language learning difficulties because of their exposure to two languages. These views have been shared by professionals, scientists, and laypersons alike. They have important implications for children’s upbringing, education, and, in the case of children with language impairment, treatment.  In this presentation, I will discuss research findings that challenge these views.  Studies of children with typical as well as children with impaired capacities for learning language will be discussed. The implications for child-rearing, education, and professional treatment will be considered.

Dual Language Learning: Expanding the Mind

Fred Genesee

McGill University

Research on monolingual children is providing an ever-expanding view of the human neuro-cognitive capacity for the acquisition of a single language. The evidence suggests that children cannot help but learn language, except under unusual and pathological circumstances. Children who grow up learning two, or more, languages simultaneously provide a unique opportunity to explore the limits of the language faculty. Under some early views, the language faculty was thought to be limited so that children with simultaneous dual language exposure were thought to be at risk for delayed or, worse, higher incidence of impaired language development in comparison to monolingual language learners. Under this view, the language faculty is seen to be monolingual. Findings from recent research paint a radically different picture. In this presentation, I will review the growing body of recent research on language acquisition in simultaneous bilingual infants. Discussion of the cognitive as well as linguistic implications of recent findings on bilingual infants will be highlighted. The picture that is emerging is one of bi- and possible even multilingual innate competence for language acquisition.