Study Highlights Early Multilingual Exposure Among Infants in Ghana

A study of 121 infants in Accra, Ghana, shows children are exposed to two to six languages from multiple caregivers. This approach differs from Western models that typically emphasize single-language acquisition from a primary caregiver. Local languages are learned through direct interactions, while English is primarily acquired through media. The study advocates for a broader understanding of multilingualism in diverse cultural contexts.

A recent study conducted in Accra, Ghana, involving 121 infants, reveals that children are regularly exposed to two to six languages from various caregivers. This contrasts with the predominately Western model of language learning, which often assumes that children acquire a single language primarily from a primary caregiver. The infants in this study are immersed in a rich linguistic environment, learning local languages through direct interactions and English mostly through media and formal communication.

Ghanaian infants engage with a multitude of caregivers, leading to diverse linguistic inputs. Families typically reside in compound buildings where daily interactions occur in communal courtyards, allowing infants to benefit from the social engagement. The findings challenge the prevailing Western assumption regarding language acquisition by highlighting the necessity for a broader understanding of multilingual exposure in diverse cultural contexts in Ghana.

Researchers found significant differences between direct and indirect language input. Local languages, such as Akan, Ga, and Ewe, are primarily acquired through immediate interactions with caregivers, while English is learned indirectly through media. The study underscores the significance of both direct and indirect channels in language learning, suggesting that each plays a vital role in the urban settings where these children are raised.

The findings prompt a reevaluation of how multilingualism is perceived and researched, especially given that most studies focus predominantly on Western contexts. “The majority of studies on children’s language acquisition have been conducted in Western industrialized nations… Other societies show a much more vibrant multilingual environment,” says Prof. Dr. Natalie Boll-Avetisyan, the lead researcher. The authors advocate for a new perspective that emphasizes the complexity and variety of language input that influences language acquisition in different cultural contexts.

In conclusion, the study conducted on infants in Accra highlights the complexity and diversity of language learning in non-Western environments. By illustrating the dynamic nature of multilingualism among children exposed to multiple caregivers, it underscores the need for broader research perspectives that account for linguistic diversity. The implications of this research extend beyond Ghana, challenging existing assumptions about language acquisition prevalent in Western research contexts.

Original Source: neurosciencenews.com