Study Highlights Multilingualism in Infants from Ghana…

A study of 121 infants in Accra, Ghana, shows these children are regularly exposed to two to six languages from multiple caregivers. This finding challenges the Western model of single-language learning through primary caregivers, highlighting a richer linguistic environment. Local languages are learned through direct interactions, while English is primarily acquired indirectly via media. The study calls for a broader understanding of global language acquisition.

A study conducted in Accra, Ghana, involving 121 infants aged three to twelve months reveals that these children are exposed to between two and six languages from multiple caregivers. This contrasts with the predominant Western model of language learning, which often emphasizes a single primary caregiver teaching one language. Instead, Ghanaian infants grow up in rich social environments that promote dynamic linguistic interactions.

Ghanaian families often live in compounds where interactions occur freely among family, neighbors, and caregivers. These social structures facilitate language acquisition through direct engagements, primarily in local languages such as Akan, Ga, and Ewe. Conversely, English is typically learned through indirect means, primarily via media and formal communications.

Researchers highlight the importance of distinguishing between direct and indirect language input. While direct contact is crucial for learning local languages, indirect input, particularly from media, plays a significant role in English language acquisition, especially in urban settings. The study suggests that both input forms contribute meaningfully to children’s language experience.

This research emphasizes the need for a broader lens in language acquisition studies that reflects diverse cultural contexts. Common Western assumptions of language learning do not align with the vibrant multilingual realities observed in Ghana. The variety of languages and forms of input children receive impacts their language development and identity.

In conclusion, the findings challenge existing notions of multilingualism, indicating that it is an integral part of sociocultural identity for children in Ghana. The researchers advocate for recognizing the complexities involved in language learning environments, urging the academic community to expand research paradigms to include diverse linguistic landscapes like those found in Accra.

The study denotes a significant shift in understanding language acquisition by illustrating the rich, multilingual environment in which Ghanaian infants develop linguistic skills. It asserts that both direct and indirect input are vital for this process, urging further research on language learning in diverse cultural contexts. Overall, the findings promote a recognition of multilingualism as a foundational aspect of children’s identity in Ghana.

Original Source: neurosciencenews.com