Ludovica Serratrice, Ph.D.
Director of the Centre for Literacy and Multlingualism
University of Reading, School of Psychology and Clinical Language Sciences
Ludovica Serratrice obtained her Ph.D. from the University of Edinburgh in 2000. Over the last 20 years she has been conducting research on language development in bilingual and monolingual pre-school and school-aged children. She is the current director of the Centre for Literacy and Multilingualism at the University of Reading.
Language Development in Bilingual Children: From Sounds to Sentences
Children’s task is essentially the same regardless of the number of languages they are learning: They need to map meaning to form, convey, or decode a linguistic message. At the same time, bilingual children are not the sum of two monolinguals and dealing with two languages creates situations that do not arise in the learning of just one language. Issues of language differentiation and cross-linguistic interaction are core to the development of bilingual children from their early sound discrimination to the production of complex sentences. Evidence from the role of relative amount of language exposure, individual differences in processing efficiency, and the shared nature of syntactic representations contributes to our understanding of different stages of language development in young bilinguals.
- How bilingual babies differentiate between their two languages.
- How bilingual children learn words in their two languages and how they organise their knowledge
- How bilingual children’s two languages interact and how they use them in conversation