A new study in U.S.-born children from Spanish-speaking families finds that minority language exposure does not threaten the acquisition of English by children in the U.S. and that there is no trade-off between English and Spanish. Rather, children reliably acquire English by age 5, and their total language knowledge is greater to the degree that they also acquire Spanish. Children’s level of English knowledge was independent of their level of Spanish knowledge.

A first-of-its kind study in U.S.-born children from Spanish-speaking families led by researchers at Florida Atlantic University finds that minority language exposure does not threaten the acquisition of English by children in the U.S. and that there is no trade-off between English and Spanish. Rather, children reliably acquire English, and their total language knowledge is greater to the degree that they also acquire Spanish.

Results of the study, published in the journal Child Development, show that children with the most balanced bilingualism were those who heard the most Spanish at home and who had parents with high levels of education in Spanish.

Importantly, these children did not have lower English skills than the English-dominant children. Children’s level of English knowledge was independent of their level of Spanish knowledge. U.S.-born children who live in Spanish-speaking homes and who also are exposed to English from infancy tend to become English dominant by age 5 — but some more so than others.

The study, conducted in collaboration with The George Washington University, is the first to describe the outcome of early dual language exposure in terms of bilingual skill profiles that reflect the relations in the data between children’s skill levels in their two languages. The study addresses the question of what level of English and Spanish skill can be expected in 5-year-old children who come from Spanish-speaking homes in which they also hear English in varying amounts.

«We found that early in development, children who hear two languages take a little longer to acquire each language than children who hear only one language; however, there is no evidence that learning two languages is too difficult for children,» said Erika Hoff, Ph.D., lead author and a professor in the Department of Psychology within FAU’s Charles E. Schmidt College of Science on the FAU Broward Campuses.

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Materials provided by Florida Atlantic University. Original written by Gisele Galoustian. Note: Content may be edited for style and length.