children, but parents do not need to fear language confusion if they opt for another approach, such as using only the minority language in the home or using both languages in the same contexts. Parents instead should be encouraged to think about the total quantity and quality of exposure to both languages that their children receive.
Language Learning and Television Many parents we interviewed relied heavily on commercial language materials such as books, videos, television programs, and music CDs to help their children learn a second language. Likewise, much of the popular press and advice literature stresses the value of books and videos, oſten providing long lists of language learning television and video programs (Eisenberg et al., 1989; Langley, 1999; Lichtenberger, n.d.).
Yet research clearly indicates that some activities are more effective than others in promoting second language acquisition and bilingualism. In particular, we know a growing amount about the limits of television and video as instructional aides with young children. For instance, recent studies have examined the process of perceptual narrowing in infants, that is, infants’ gradual loss of the ability to perceive sounds unlike those in the language(s) to which they are regularly exposed. Researchers have found that live interaction (e.g., reading or talking to a child) is more effective than exposure to recorded sounds (e.g., television) in reversing the narrowing process (Kuhl, Feng-Ming, & Huei-Mei, 2003). Other studies have found that, for older children, being read aloud to in the second language increases second language vocabulary much more than watching television in that language (Patterson, 2002). In short, while audio and video materials can serve as a positive and entertaining source of support
for language learning, human interaction is the best method for fostering both first and second language development.
Bilingualism and Intelligence None of the parents in our survey feared any negative impact of bilingualism on their children’s intelligence. In fact, many felt that their children would benefit cognitively from being bilingual. However, both parents and the popular press overstate the known cognitive advantages of bilingualism, noting, for instance, that bilingualism will make children smarter overall, when in fact, research suggests advantages only in very specific areas.
For instance, while our knowledge is far from complete, leading researchers (e.g., Bialystok, 2001) have been careful to identify the benefits of bilingualism in specific areas such as metalinguistic awareness (awareness about language as a system) and cognitive processing. Tey note that other factors, such as the child’s level of mastery of each language and the child’s literacy skills, also influence the benefits derived from being bilingual. Terefore bilingualism may contribute to the strengthening of some specific cognitive skills for some children, but it should not be viewed as an overall indicator of greater intelligence or as a predictor of high academic performance.
Summary In responding to parents’ questions or concerns about raising bilingual children, professionals should warmly encourage the use of two languages in the home. We know that parents’ use of their first language is important in providing children a rich linguistic environment (Snow, 1990) as well as in promoting bilingualism, which can become an important resource for the child, family, and wider community. Parents
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