Multilingualism in Infants: New Study from Ghana Reframes Language Acquisition

A study in Accra, Ghana, involving 121 infants shows they are exposed to two to six languages from multiple caregivers, challenging Western norms of language acquisition. Local languages are learned through direct interaction, while English is primarily acquired via media. This research emphasizes a need for a broader understanding of multilingualism that aligns with global diversity in language learning.

A recent study conducted in Accra, Ghana, involving 121 infants, reveals that babies are regularly exposed to between two and six languages, and this exposure largely stems from a dynamic social environment, contrasting with Western models that emphasize a single-language acquisition from one primary caregiver. Local languages, such as Akan, Ga, and Ewe, are primarily learned through direct interactions, whereas English is often acquired indirectly via media and formal communication channels.

In Ghana, where families frequently reside in “compound buildings,” the interaction among multiple caregivers enhances the linguistic exposure of infants. Research highlights that the number of caregivers and the diversity of interactions significantly influence language acquisition, allowing children to absorb a rich spectrum of languages from an early age. “The idea that a child learns only one particular language from a single caregiver… does not apply to these communities,” states Paul O. Omane, the first author of the study.

The findings challenge conventional Western assumptions about language learning, revealing a broader view of multilingualism. The study indicates that while direct input is crucial for local languages, indirect exposure, especially to English, plays a critical role in the urban Ghanaian context. “Our results suggest that indirect input … also plays an essential role in the children’s daily lives, particularly in urban contexts,” explains Prof. Dr. Natalie Boll-Avetisyan, the lead researcher, emphasizing the importance of diverse sources of language input.

Moreover, the study’s outcomes suggest that multilingual environments are integral to children’s identities in Ghana, where language diversity is not merely supplementary but foundational to social interactions. The research calls for an expansive perspective on language acquisition to better reflect the complexity of multilingual experiences in non-Western cultural contexts.

This study highlights the significant impact of social settings on language acquisition among infants in Ghana, emphasizing a rich environment of multilingual exposure that diverges from typical Western models. The distinctions between direct and indirect language input illustrate the necessity of reconsidering language learning research to incorporate diverse cultural contexts adequately. Ultimately, the findings advocate for an appreciation of multilingualism as a fundamental aspect of identity and social structure for children.

Original Source: neurosciencenews.com