![]() Presenting comprehensive data on heritage languages from around the world, it covers issues ranging from individual aspects of heritage language knowledge to broader societal, educational, and policy concerns in local, global and international contexts. Bringing together contributions from a team of internationally renowned experts, this Handbook provides a state-of-the-art overview of this emerging area of study from a number of different perspectives, ranging from theoretical linguistics to language education and pedagogy. In the last two decades, heritage languages have become central to many areas of linguistic research, from bilingual language acquisition, education and language policies, to theoretical linguistics. These include immigrant languages, aboriginal or indigenous languages and historical minority languages. Heritage languages are minority languages learned in a bilingual environment. Secara umum, temuan-temuan atau hasil-hasil penelitian dengan pasangan bahasa Indo Eropa ada tiga kategori, yaitu (1) pada awalnya anak menyatukan dua sistem linguistik yang berbeda dan bilingualisme menyebabkan keterlambatan berbahasa, (2) anak sejak awal perkembangan bahasanya mampu membedakan dua sistem linguistik, setiap sistem berkembang secara otonomi dan bilingualisme tidak menyebabkan gangguan perkembangan bahasa pada anak, dan (3) anak sejak usia dini mampu membedakan dua sistem linguistik, namun dalam perkembangannya kedua sistem linguistik tersebut saling bergantung atau terjadi interferensi dalam perkembangan bahasanya. ![]() DeHouwer (2002), yang mendata penelitianpenelitian longitudinal yang terfokus terhadap perkembangan bahasa anak bilingual prasekolah yang mendapat masukan bahasa yang berbeda sejak lahir, mengungkapkan bahwa hanya ada 13 bahasa yang diteliti dengan sedikitnya 14 kombinasi bahasa, di antaranya pasangan bahasa Indo-Eropa, yaitu Inggris-Belanda (Dehouwer, 1990), Inggris-Jerman, Inggris-Jerman (Leopold, 1978), Prancis-Jerman (Meisel, 1989), Inggris-Portugis (Nicoladis, 1998), Italia-Jerman (Volterra & Taeschner, 1978). Sangat disayangkan, penelitian-penelitian mengenai pemerolehan bahasa anak yang diekspos dalam dua bahasa secara simultan masih tergolong langka. Specifically for bilingual acquisition, the paper relies on findingsĬhild is growing up with two languages or just one. Basis for the comparison is the acquisition literature. This paper compares monolingual acquisition to the acquisition of two languages from infancy. The acquisition process, then, appears to be very robust, and quite immune to the fact whether aĬhild is growing up with two languages or just one. ![]() There are also striking similarities between bilingual and monolingual children for one particular language-in-acquisition. The data available to date strongly suggest that in essence, bilingual and monolingual children go through the primary language development process in fundamentally similar ways. Specifically for bilingual acquisition, the paper relies on findingsįrom studies on young bilingual children who together are acquiring 13 languages in 14 different combinations. ![]()
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