The article, written by Ithaca College focuses on a hypothesis that ‘(if) bilingual children differ in their productions between languages, they will nevertheless maintain a similar level of overall approximation,’ according to Freedman. According to this article, this hypothesis was confirmed due to a study done using English-Hungarian bilingual children. However, this hypothesis has never been tested in Spanish, which is surprising considering it is the fastest-growing language currently in the United States and therefore was tested in this article.
Freedman’s study compared the languages productions of five English-Spanish bilingual children during a picture-naming task, to the production of five English-only and five Spanish-only speaking children. Through these results, Freedman was able to confirm his hypothesis. He found that bilingual children produce more complex forms in Spanish than in English. However, they approximated English and Spanish to the same degree. In addition to this, Freedman found that there was no production differences between bilingual children and the children who only spoke on language, indicating a sufficient amount of independence between a bilingual child’s two sound systems. According to Freedman, the finding in this study make a case against “not exposing children to more than one language at birth because they might be confused or overwhelmed,” since the bilingual children in this study managed to learn two sets of words at the same time and keep those two systems separate, thus proving that they can keep the sound systems separate.
See full article here: https://www.sciencedaily.com/releases/2013/07/130715151106.htm