A study in Accra, Ghana reveals infants are exposed to two to six languages from multiple caregivers, unlike the Western model of single-language learning. Local languages are learned directly through interaction, while English is primarily acquired indirectly through media. This research calls for a reevaluation of language acquisition models to embrace global linguistic diversity.
A recent study involving 121 infants in Accra, Ghana, indicates that babies are frequently exposed to two to six languages from numerous caregivers. This contrasts with the Western norm of learning a singular language from one primary caregiver. The findings underscore that children in these communities gain language skills through a richly interactive social environment from an early age.
In Ghana, languages such as Akan, Ga, and Ewe are acquired primarily through direct interactions with caregivers. Conversely, English exposure primarily occurs through indirect means such as media and official communication. The research proposes a reevaluation of existing models of language acquisition, prompting a broader understanding of how diverse linguistic environments influence learning.
The study’s first author, Paul O. Omane, emphasizes that the expectation for children to learn only one language from a single caregiver is an oversimplification. He notes that the children in the study are immersed in a vibrant spectrum of linguistic inputs. Lead researcher Prof. Dr. Natalie Boll-Avetisyan points out that existing studies have predominantly focused on Western societies, neglecting the complex multilingual realities of other cultures.
A significant finding highlights the distinction between direct and indirect language input. While local languages are primarily learned through direct interaction, the study revealed that English is predominantly acquired through indirect channels like television. Boll-Avetisyan asserts that both direct and indirect inputs are essential for language acquisition, particularly in urban contexts where multilingualism is prevalent.
The study calls for a redefined perspective in language research that accounts for the rich cultural and linguistic diversity found globally. It emphasizes that a child’s language experience is not only about the number of languages heard but also the variety of people and forms of input that significantly shape language development. Multilingual environments are integral to children’s identities and social structures, playing a crucial role in their development from the outset.
This study illustrates the necessity of recognizing and integrating diverse linguistic environments in understanding language acquisition among infants. The exposure to multiple languages from various caregivers shapes not only the language skills of children in Ghana but also contributes significantly to their social and cultural identities. A broader perspective on language learning is essential to reflect the rich multilingual realities present in different societies.
Original Source: neurosciencenews.com
