Multilingualism in Infants: A Study in Ghana Challenges Western Language Learning Models

A study in Accra, Ghana, involving 121 infants found that they hear between two to six languages from multiple caregivers. This contrasts with Western models of language acquisition that typically emphasize one primary caregiver. Local languages are learned directly, while English is acquired indirectly. The findings call for a broader understanding of language learning reflective of global diversity.

According to a recent study, infants in Accra, Ghana, are exposed to a remarkable range of languages, hearing between two and six from multiple caregivers. Unlike the predominant Western model, which emphasizes learning one language from a single primary caregiver, Ghanaian infants acquire language in a dynamic social context that includes direct interactions with various adults. This study underscores the variability in language acquisition globally, emphasizing the importance of diverse linguistic environments.

The research, which involved 121 infants aged three to twelve months, highlights that children engage with caregivers in communal living settings, such as compound buildings, where diverse interactions thrive. Dr. Paul O. Omane, the study’s first author, noted that the traditional Western belief of single-language acquisition does not accurately reflect the multilingual reality faced by these children from the outset of their lives.

The study differentiates between direct and indirect language input. Local languages such as Akan, Ga, and Ewe are primarily learned through direct interactions, while English is mainly acquired indirectly through media and formal communication. Professor Dr. Natalie Boll-Avetisyan, the lead researcher, stated that although direct contact has been emphasized in language acquisition research, indirect sources like media play a significant role in the language development of children, especially in urban areas.

The researchers advocate for a broader perspective in language acquisition studies, as commonly held assumptions neglect the complexity found in diverse cultural settings like Ghana. They assert that the variety and richness of linguistic input are crucial factors influencing language development, stressing that multilingualism is not merely an advantageous addition but an integral aspect of the children’s identities and social structures.

The study conducted on Ghanaian infants reveals that early language acquisition is influenced by a diverse and dynamic input from multiple caregivers, challenging conventional Western assumptions. It emphasizes the significance of both direct interactions and indirect media exposure in language learning. This research urges a reevaluation of existing paradigms in the field of language acquisition to better align with the multilingual realities found in various cultural contexts.

Original Source: neurosciencenews.com