Abstract
Four predictions were derived from the integrative/instrumental distinction in language learning theory. They concerned differences between the behaviour, attitudes and expectations of bilingual mothers rearing bilingual children and those rearing monolingual children; the additional language of the bilingual children having to be a minority language. A study of 311 bilingual Welsh/English mothers in Wales provided a test of the predictions which were all confirmed. Compared with the bilingual mothers of monolingual (English) children, the bilingual mothers of bilingual children were more tolerant of baby talk, more frequently selected Welsh in a comparable setting, more often expected their children to settle in Wales, and more often saw Welsh as helpful for work. These confirmations are set against some additional findings, but overall support is adduced for extending to early bilingualism the distinction of integrative from instrumental motives in mastering languages.
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