Abstract
It is commonly thought that children learning two languages simultaneously during infancy go through a stage when they cannot differentiate their two languages. Virtually all studies of infant bilingual development have found that bilingual children mix elements from their two languages. These results have been interpreted as evidence for a unitary, undifferentiated language system (the unitary language system hypothesis). The empirical basis for these claims is re-examined and it is argued that, contrary to most extant interpretations, bilingual children develop differentiated language systems from the beginning and are able to use their developing languages in contextually sensitive ways. A call for more serious attention to the possible role of parental input in the form of mixed utterances is made.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
