State University of Makassar

Types of Childhood Bilingualism

MUSYAWIRAH SALMAN
201052501073

The Development of Bilingualism

Agenda Style
01 Introduction

02

02
Types of Childhood Bilingualism

04
 Introduction

“ There are various routes to Bilingualism. Such routes include : learning two languages
in the home, acquiring second language in the street, in the wider community, in the
nursery school, elementary or high school, and, after childhood, learning a second or
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foreign language by adult language classes and courses.

The Development of Bilingualism

“
While psychologist and linguists have studied the development of children’s two
languages, it is important to examine the simultaneously the social context in which
children acquire their languages. Being a member of an imigrant community, an elite
group, a counter-elite, a majority or minority language group are important macro
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influences in the acquisition of bilingualis. There are also micro social context of the
street, the nursery, the school, and the local community that similarly foster functional
bilingualism.
Types of Childhood Bilingualism

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There are two types of childhood bilingualism, :

1. Simultaneous childhood bilingualism. Example, where one parent speaks one

learn both languages simultaneously.

2. Sequential childhood bilingualism, example of sequential childhood bilingualism is

“
language to the child, and the other parent speaks different language, the child may

when a child learns the language of the home, then he goes to a nursery or
elementary shool and learns a second language (Thompson, 2000)
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In contrast, second language classes for children and adults foster bilingualism through
direct instruction. This provides a distinction between informal language acquisition and
more formal language learning. (Krasen, 1977, 1981, 1982, 1985).
However, The boundary between acquisition and learning is not distinct and separate.
There is a movement towards making second language acquisition more naturalistic in
an educational setting, developing communicative competence in a less formal way.
Thus, the distinction between naturally becoming bilingual and being taught to become
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bilingual may have imprecise borders.
Thank you
Musyawirah Salman