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In:Input and Experience in Bilingual Development
Edited by Theres Grüter and Johanne Paradis
[Trends in Language Acquisition Research 13] 2014
► pp. 59–76

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Language input and language learning

An interactional perspective

 | McGill University
 | McGill University
Published online: 24 October 2014
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https://doi.org/10.1075/tilar.13.04pie
In this chapter we discuss how input during joint attention (JA) interactions between parents and children may vary in ways pertinent to language development in simultaneous bilinguals. In particular we discuss mother-father differences, exceptionally relevant in bilingual families where one parent may be the primary source of input for a given language. We illustrate the need to examine this interaction by presenting research on internationally-adopted (IA) children. While clearly not simultaneous bilinguals, IA children are relevant insofar as these children, like bilinguals, have reduced exposure to their new language. This, in turn, might affect the way parents verbally interact with their children, highlighting the importance of examining the role of input in simultaneous bilingual acquisition from an interactional perspective.
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