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Current babbling research supports The Continuity Hypothesis. For example, it has been noted that infants raised in French speaking environments display greater amounts of rising intonation in comparison to infants raised in English speaking environments. This is likely due to the differences between French and English intonations while speaking.
One of Humphries' arguments is that many hearing children learn multiple languages and do not lose the motivation to do so. [29] Other studies have shown that sign language actually aids spoken language development. [50] Understanding and using sign language provides the platform that is needed to develop other language skills. [52]
R.L Trask also argues in his book Language: The Basics that deaf children acquire, develop and learn sign language in the same way hearing children do, so if a deaf child's parents are fluent sign speakers, and communicate with the baby through sign language, the baby will learn fluent sign language. And if a child's parents aren't fluent, the ...
Once children reach school-age, they learn abstract words (e.g. "love", "freedom", "success"). [60] This broadens the vocabulary available for children to learn, which helps to account for the increase in word learning evident at school age. [61] By age 5, children tend to have an expressive vocabulary of 2,100–2,200 words.
French immersion is a form of bilingual education in which students who do not speak French as a first language will receive instruction in French. In most French-immersion schools, students will learn to speak French and learn most subjects such as history, music, geography, art, physical education and science in French.
Baby sign programs encourage parents to improve their communication skills between themselves and their infants before they have developed speech. [7] Kirk and colleagues have found that the results of their study with hearing infants provided no evidence to support that a child's language development would benefit from learning baby sign. They ...
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