What is it about?
This study examines how maternal education and family language policy affect Hebrew plural acquisition in 146 children (72 monolinguals, 74 Russian-Hebrew bilinguals, ages 5-8). Results show maternal education predicts monolingual children's success with irregular plurals, but not bilinguals'. For bilingual children, increased Russian use at home correlates with lower Hebrew performance. These findings suggest assessment and intervention for bilingual children should focus on home language practices rather than parental education alone.
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Why is it important?
The study shows that factors predicting language success in monolingual children don't necessarily work the same way for bilingual children. Many researchers and educators assume maternal education universally predicts language outcomes, but this study reveals it matters for monolinguals, but not for bilinguals. Moreove, by testing both rule-based aspects of morphosyntax and their exceptions, the study reveals nuanced patterns that simpler measures would miss. This shows that different aspects of language learning may be influenced by different environmental factors.
Perspectives
This study directly impact how speech-language pathologists and educators should assess and support bilingual children. Instead of using parental education as a key indicator of expected language ability (which works for monolinguals), clinicians should focus on home language exposure patterns when working with bilingual children.
Professor Sharon Armon-Lotem
Bar Ilan University
Read the Original
This page is a summary of: Mothers’ Education, Family Language Policy, and Hebrew Plural Formation among Bilingual and Monolingual Children, Languages, September 2024, MDPI AG,
DOI: 10.3390/languages9090300.
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