Bilingual Myth-Busters Series Language Confusion in Bilingual Children

Abstract

No AccessPerspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) PopulationsBilingual Myth-Busters Series1 Apr 2013Bilingual Myth-Busters Series Language Confusion in Bilingual Children Mark Guiberson Mark Guiberson University of Wyoming, Division of Communication Disorders Laramie, WY Google Scholar More articles by this author https://doi.org/10.1044/cds20.1.5 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In This article is the first in a series that will attempt to deconstruct myths about bilingualism. Language confusion is the popularly held belief (or myth) that children are incapable of becoming bilingual without experiencing confusion. The purpose of this article is to provide an integrative review of relevant research that sheds light on the existence of language confusion. To better understand bilingual language development, the author describes theoretical frameworks of bilingualism. Next, the article provides a cursory review of research that is relevant to the concept of language confusion. Topics include infant processing skills, bilingual toddlers ability to separate and use languages, code-mixing, bilinguals cross-linguistic transfer abilities, and bilingualism in disordered populations. In conclusion, this integrative literature review revealed no evidence to support the existence of language confusion in bilingual children. Finally, the author highlights several research findings and summarizing points that may help providers in future conversations with families and colleagues when planning assessment, intervention, and programming for children from linguistically diverse backgrounds. References American Speech-Language-Hearing Association. (2011a). Cultural competence in professional service delivery [Position Statement]. 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