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Grammatical Development Within a Context of Early Bilingual Education and Language Support Programs

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Handbook of Early Language Education

Part of the book series: Springer International Handbooks of Education ((SIHE))

Abstract

This chapter provides an outline of research on grammatical development within the context of early bilingual education and offers an overview of language support programs and their impact on the early grammatical development of bilingual preschool children. In particular, this chapter addresses studies investigating how grammar develops within various constellations of first and second languages and examining the vulnerable areas of bilingual grammatical acquisition. The choice of studies was governed by their thematic matching, actuality, as well as their quality as defined via the peer-review process.

Studies on children’s bilingual grammatical development in various countries give rise to diverse results, providing evidence of great variability. The overall picture of the results dealing with the impact of language support or language support programs is inconclusive. Some studies report positive effects of such programs on some (vulnerable) domains of grammatical development, while others do not. The reviewed studies often do not disentangle grammatical development from lexical development. Separating grammatical skills, given their complex composite nature, from general language proficiency skill has proven to be very difficult. The desideratum for future research in order to develop language support programs which will effectively boost early bilingual lexicon and grammar in preschool and primary school children is the following: to elaborate reliable language assessment instruments, to identify vulnerable domains in grammar production and perception (and comprehension), to establish the impact of background factors on these domains, and to perform intervention studies comparing the effectiveness of language support programs.

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    1. Leibniz-Centre General Linguistics (ZAS), Berlin, Germany, Humboldt University of Berlin, Berlin, Germany

      Natalia Gagarina

    2. Language Teaching Institute (SLI), Albert-Ludwigs University, Freiburg im Breisgau, Germany

      Alessandra Milano

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    1. Natalia Gagarina
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      Mila Schwartz

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    Gagarina, N., Milano, A. (2022). Grammatical Development Within a Context of Early Bilingual Education and Language Support Programs. In: Schwartz, M. (eds) Handbook of Early Language Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-91662-6_4

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