Multilingual Exposure Shapes Early Language Learning in Ghana

A study in Accra, Ghana, reveals that infants are exposed to two to six languages from multiple caregivers, contrasting with Western models focused on single-language acquisition. Local languages are learned through direct interactions, while English exposure occurs mainly through media. This research advocates for a broader understanding of language learning that acknowledges global linguistic diversity.

A study conducted in Accra, Ghana, involving 121 infants aged three to twelve months, demonstrates that these children are exposed to between two and six languages through interactions with multiple caregivers. This environment stands in contrast to the Western model of language acquisition, which typically emphasizes learning from a single primary caregiver. The varied linguistic exposure reflects the rich social fabric of Ghanaian life, where children benefit from diverse interactions.

In Ghana, local languages such as Akan, Ga, and Ewe are primarily learned through direct interactions with caregivers, while English is acquired more indirectly through media sources and official communication channels. The research emphasizes that both direct and indirect linguistic inputs are vital for language development, particularly within urban contexts where media plays a crucial role in language acquisition.

Prof. Dr. Natalie Boll-Avetisyan leads the study, noting the need to reassess commonly held Western assumptions surrounding language learning models. The findings indicate that the experiences of Ghanaian infants suggest a more dynamic and complex bilingual or multilingual reality. Hence, it is essential for researchers to broaden their frameworks to include these diverse cultural contexts.

The study advocates for a more comprehensive understanding of language acquisition that acknowledges the importance of both the quantity and diversity of linguistic inputs that children receive. The research outcomes confirm that multilingualism is not merely an advantage but an integral part of a child’s identity and social framework in such societies.

The study from Ghana challenges the prevailing Western notions of language acquisition by highlighting the importance of multiple caregivers and varied linguistic inputs. The findings underscore that local languages are primarily learned through direct communication, while English is often acquired indirectly through media. This research calls for a wider perspective to appreciate the complexities of multilingual environments in non-Western contexts, reaffirming that multilingualism is fundamental to children’s social identities.

Original Source: neurosciencenews.com