Childhood Bilingualism: Research on Infancy through School Age
P. McCardle & E. Hoff (eds.)
Clevedon, UK: Multilingual Matters
2006
Pp. x + 170
ISBN 1-853598-70-4 (hbk).
ISBN 1-853598-69-0 (pbk).

Reviewed by Mariana Souto-Manning and Melissa Scott
University of Georgia

Many children in the United States and around the world grow up exposed to more than one language…Despite its prevalence, however, the phenomenon of bilingual development is neither well described nor well understood. (Hoff & McCardle, 2006, p. vii).

In order to address the dearth of information regarding bilingual development in the childhood years, Erika Hoff and Peggy McCardle co-edited a book entitled Childhood Bilingualism: Research on Infancy through School Age. This bookis a succinct compilation of diverse papers on childhood bilingualism spanning from infancy to school age. Chapters represent distinct studies and were written by scholars in many fields, including bilingual development, language development, and adult bilingualism. Chapters address topics such as speech sound processing and the cognitive and social psychology of childhood bilingualism.

This edited volume is a result of a childhood bilingualism workshop held in Washington, DC in April 2004 and collaboratively sponsored by the National Institute of Child Health and Human Development (NICHD) and the US Department of Education (Office of English Language Acquisition and Office of Special Education and Rehabilitation Services). Support for the workshop was provided by professional societies such as the American Federation of Teachers and the International Reading Association. The reason for this coordinated effort was to identify and assess where the field of childhood bilingualism was at the time and where it needed to go. To undertake such a task, international leaders in their respective disciplines came together.

The thrust for this workshop was to assess the current work being done in childhood bilingualism and to devise a future research plan that would address unanswered questions and investigate unmet needs. They sought to fully encompass all developmental aspects of bilingualism while employing a multidisciplinary perspective. Within the context of this workshop, researchers found a need for more connections across fields as well as more observations at the micro and macro levels. They believed that would allow policy makers, educators, and future researchers to gain more insight into the intricacies and influences of bilingual language learners’ every day lives, and thereby apply it to practice.

Chapter authors range from research scientists to academics holding faculty positions at American, Canadian, and British institutions, with backgrounds in psychology and developmental fields. Their research interests in communication sciences and language acquisition brought them together during the workshop on childhood bilingualism. Because they are from diverse backgrounds, the information presented spans across disciplines and varying theoretical perspectives. The chapters represent multiple orientations and span across age and ethnicity, bringing culturally and linguistically diverse perspectives (e.g. Welsh, Spanish, Catalan, Chinese, Hebrew).

Structurally, the book is clear. The content of the book was presented in an organized manner that allows the reader to easily identify the topics to be discussed. It is divided into five parts: (1) processing two languages, (2) learning two languages, (3) literacy in two languages, (4) perspectives on childhood bilingualism from related fields, and (5) closing comments--which include multiple perspectives and an agenda for future research in the field.

Part I presents chapters that discuss speech processing and word recognition among infants and adults. It is comprised of three chapters. In Chapter 1, the authors (Werker, Weikum, and Yoshida, University of British Columbia) examine the phonological processes in bilingual children. They seek to reengage professionals and policy makers on this topic. In doing so, they highlight the need for more experiments, so that the reasons behind the lesser importance of visual information to L2 learners may be ascertained. Werker, Weikum, and Yoshida suggest various methods that could be used to help bilingual children learn a first language, knowing that all aspects of their speech processing are affected, and that the trajectory for language acquisition for a bilingual child is different from that of a monolingual child. In Chapter 2, Fernald (Stanford University) looks at children interpreting two languages, pinpointing the problems that arise in researching this topic. Fernald criticizes the field for shortcomings on studying the environment of the children, and suggests that a higher degree of understanding can be reached if a detailed analysis of phonetic variability (p. 28) and the environment were included. Chapter 3 presents a quantitative study about the timing of word form recognition. Vihman, Lum, Thierry, Nakai, and Keren-Portnoy (University of Wales at Bangor) question whether the age of onset word form recognition changes without training or situational context. They also investigate whether bilingualism affects this timing. While their findings reiterate those of previous studies, their findings may not be representative of the community at large due to the limited nature of their sample.

Part II examines children learning two languages and is comprised of two chapters. Chapter 4 is a summary of current research and gives a brief but comprehensive overview of the history of bilingual first language acquisition (BFLA) research. This chapter focuses on language development of bilingual children from birth. Genese reviews past research in an organized way, detailing the commonalities that dual language learners face across the field, considering areas such as lexical and phonological development. The sections on language socialization and communicative competence provide a good review of literature from these perspectives. The conclusion is that bilingual language learners’ patterns resemble those of monolinguals. The author stresses the need for further research on the relationships between input and learning outcomes of bilingual learners (p. 63). In Chapter 5, Eilers, Pearson, and Cobo-Lewis (University of Maine) present a summary and analysis of various studies conducted in Miami focusing on how social factors may affect bilingual development. Language attitudes and perceptions reflected by inhabitants of Miami are discussed to assess whether or not the rich cultural environment affects the development of language. All the studies point toward a declining rate of Spanish as a second language in home and community settings.

Part III is an overview of biliteracy comprised of two chapters. Chapter 6 situates the topic within a context of low literacy performance throughout the United States. August, Calderon, Carlo and Eakin investigate which aspects of bilingual programs positively impact English language learners. This chapter looks at two types of programs currently used in English Language Arts instruction (grades 2-5): native language use for core subjects, and no use of native language. Findings emphasize the role of context and the quality of the instruction to a child’s learning experience. Chapter 7 looks at bilingualism in schools and focuses on the effect of bilingualism on literacy. Bialystok (York University) seeks to determine if bilingual children develop literacy skills differently from monolingual children. Based on previous studies of elementary school age children and the relationship between languages and writing systems, Bialystok determined that second language development affects literacy development. Nevertheless, Bialystok believes that other factors may influence literacy development in bilingual children and suggests further research.

Part IV offers two commentary chapters from two leading scholars (Kroll, Penn State, and Waxman, Northwestern University) in adult bilingualism and cross-linguistic study of L1 acquisition. These differing perspectives offer valuable insights to the reader. In Chapter 8, Judith Kroll looks specifically at how bilingual adults restructure their L1 while developing their L2. She suggests a sequence to be followed by second language learners, offering implications for children. Based on these implications, Kroll urges future researchers to continue looking at the links between childhood and adult bilingualism. She proposes that we must better understand the influences of literacy on the acquisition of a second language in order to move the field forward. In Chapter 9, Sandra Waxman introduces the importance of cross-linguistic studies within the context of the influx of bilingual children and the “serious challenges” (Waxman, 2006, p. 135) they bring to educational, research, and political fields. Waxman’s proposed primary goal for future research is to determine the consequences of learning a second language as a child. She predicts that advantages will be notable in multilingual speakers, but highlights the need for a multidisciplinary developmental perspective, so results will be multifaceted, covering the many aspects of knowledge needed to enhance theories, education systems, and social awareness.

Finally, Part V discusses current bilingual practices, both politically and scientifically. It also situates the importance of the issues that shaped the workshop convened in Washington, D.C. in 2004. The two chapters that comprise Part V highlight how this workshop stimulated new issues and directions for the field of bilingualism. Chapter 10 (written by Crago, McGill University) addresses multiple research perspectives discussed in the workshop in D.C. and compares bilingualism agendas in the US and Canada. According to Crago, the goal of the workshop discussion was to permeate the clear and evident chasms in past and current research. Crago proposes that these chasms exist due to the multiplicity of cultures, ethnicities, and social classes that are and have been represented across studies. Crago highlights the need for more connections across fields and disciplines, as well as more observations at both the micro and macro levels. According to Crago, these connections and situated observations will enable policy makers, educators, and future researchers to gain more insight into the intricacies of bilingual learners’ everyday lives and draw implications for practice. Chapter 11 (authored by the editors of this book) pinpoints the dearth of research in the development of bilingual children. McCardle and Hoff propose that this book can serve as a guide for future researchers so they may see the value in using monolingual research to study bilingual language learners. A broader and interdisciplinary approach is once more emphasized with the goal of considering bilingualism within the context of child development and its varying facets. The editors suggest the need for studying bilingualism across the lifespan in order to see the change over time, favoring longitudinal studies that have not yet found a place in the field of bilingualism. All in all, editors propose that researchers must look at all aspects of language to gain a multidisciplinary perspective.

While the goal of the editors and authors was to provide thorough information to policy makers, educators, and future researchers on bilingualism, the book is written in such a way that some background in language acquisition is necessary to fully understand the studies and issues presented. As such, we believe that the book is geared towards researchers. We posit this thin yet rich volume could be a valuable asset in a university graduate setting to enhance researchers’ knowledge on childhood bilingualism from an interdisciplinary perspective.

Childhood Bilingualism: Research on Infancy through School Age is a very valuable resource. Contributors review large amounts of information in a concise book that portrays many aspects of bilingual development. Their goal of enhancing research through multidisciplinary studies is clear and illustrated by passionate yet precise representations of their fields’ current research on bilingualism. Within the context of immigration and national demographic changes, this book takes the reader through a tour of how disciplines such as linguistics, psychology, and education study and seek to understand bilingual development.