Current Trends and Future Directions in Bilingual Language Acquisition

Dear Colleagues,

It is with pleasure that we announce the release of the Special Issue, Current Trends and Future Directions in Bilingual Language Acquisition. Across the globe, bilingualism is the norm. Bilingual speakers occupy unique sociolinguistic environments in that their language input and output are defined by variability, both in quality and quantity (Unsworth, 2016). Yet, many of our theories of language acquisition and current knowledge and practices are based on a monolingual model. Further research is necessary to delineate how variables unique to the bilingual environment such as non-native input (Hoff, Rumiche, Burridge, Ribot, & Welsh, 2014; Place & Hoff, 2011; 2016; Unsworth, Brouwer, de Bree, & Verhagen, 2019), code-switching (Gross, Lopez, Buac, & Kaushanskaya, 2019; Gross, López González, Girardin, & Almeida, 2022; Kaushanskaya & Crespo, 2019), speaker variability (Crespo & Kaushanskaya, 2021; Gangopadhyay & Kaushanskaya, 2022), social cues (Gangopadhyay & Kaushanskaya, 2020; 2021), and other variables impact language acquisition so that equitable educational and clinical practices can be implemented for all individuals. The goal of this Special Issue is to outline current findings related to bilingual language acquisition.

Topics include, but are not limited to:

• Exploring individual differences impacting language trajectories
• Exploring environmental factors impacting language trajectories
• Impact of learning from code mixed input
• Bilingual language development in neurodivergent children
• Clinical and educational considerations for bilingual speakers

We request that, prior to submitting a manuscript, interested authors initially submit a proposed title and an abstract of 400–600 words summarizing their intended contribution. Please send it to the Languages editorial office (languages@mdpi.com). Abstracts will be reviewed by the guest editors for the purposes of ensuring a proper fit within the scope of the Special Issue. Full manuscripts will undergo double-blind peer-review.

References

Crespo, K., & Kaushanskaya, M. (2021). Is 10 better than 1? The effect of speaker variability on children’s cross-situational word learning. Language Learning and Development, 17(4), 397-410.

Gangopadhyay, I., & Kaushanskaya, M. (2020). The role of speaker eye gaze and mutual exclusivity in novel word learning by monolingual and bilingual children. Journal of experimental child psychology, 197, 104878.

Gangopadhyay, I., & Kaushanskaya, M. (2021). Word learning in monolingual and bilingual children: The influence of speaker eye-gaze. Bilingualism: Language and Cognition, 24(2), 333-343.

Gangopadhyay, I., & Kaushanskaya, M. (2022). The effect of speaker reliability on word learning in monolingual and bilingual children. Cognitive Development, 64, 101252.

Gross, M. C., Lopez, E., Buac, M., & Kaushanskaya, M. (2019). Processing of code-switched sentences by bilingual children: Cognitive and linguistic predictors. Cognitive Development, 52, 100821.

Gross, M. C., López González, A. C., Girardin, M. G., & Almeida, A. M. (2022). Code-Switching by Spanish–English Bilingual Children in a Code-Switching Conversation Sample: Roles of Language Proficiency, Interlocutor Behavior, and Parent-Reported Code-Switching Experience. Languages, 7(4), 246.

Hoff, E., Rumiche, R., Burridge, A., Ribot, K. M., & Welsh, S. N. (2014). Expressive vocabulary development in children from bilingual and monolingual homes: A longitudinal study from two to four years. Early childhood research quarterly, 29(4), 433-444.

Kaushanskaya, M., & Crespo, K. (2019). Does exposure to code‐switching influence language performance in bilingual children?. Child Development, 90(3), 708-718.

Place, S., & Hoff, E. (2011). Properties of dual language exposure that influence 2‐year‐olds’ bilingual proficiency. Child development, 82(6), 1834-1849.

Place, S., & Hoff, E. (2016). Effects and noneffects of input in bilingual environments on dual language skills in 2 ½-year-olds. Bilingualism: Language and Cognition, 19(5), 1023-1041.

Unsworth, S. Quantity and quality of language input in bilingual language development. In: Nicoladis, E.,

Montanari, S., editors. Lifespan perspectives on bilingualism. Berlin, Germany: de Gruyter; 2016. p. 136-196

Unsworth, S., Brouwer, S., de Bree, E., & Verhagen, J. (2019). Predicting bilingual preschoolers’ patterns of language development: Degree of non-native input matters. Applied Psycholinguistics, 40(5), 1189-1219.

Dr. Milijana Buac
Dr. Ishanti Gangopadhyay
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Languages is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1600 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.