caa a22 4500 386359067 CHVBK 20180307111909.0 cr unu---uuuuu 161130e198902 xx s 000 0 eng 10.1017/S0305000900013490 doi S0305000900013490 pii (NATIONALLICENCE)cambridge-10.1017/S0305000900013490 Genesee Fred McGill University Early bilingual development: one language or two? [Elektronische Daten] [Fred Genesee] It is commonly thought that children learning two languages simultaneously during infancy go through a stage when they cannot differentiate their two languages. Virtually all studies of infant bilingual development have found that bilingual children mix elements from their two languages. These results have been interpreted as evidence for a unitary, undifferentiated language system (the unitary language system hypothesis). The empirical basis for these claims is re-examined and it is argued that, contrary to most extant interpretations, bilingual children develop differentiated language systems from the beginning and are able to use their developing languages in contextually sensitive ways. A call for more serious attention to the possible role of parental input in the form of mixed utterances is made. Copyright © Cambridge University Press 1989 Journal of Child Language Cambridge University Press 16/1(1989-02), 161-179 0305-0009 16:1<161 1989 16 JCL https://doi.org/10.1017/S0305000900013490 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1017/S0305000900013490 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Genesee Fred McGill University NATIONALLICENCE 773 0- Journal of Child Language Cambridge University Press 16/1(1989-02), 161-179 0305-0009 16:1<161 1989 16 JCL CC0 http://creativecommons.org/publicdomain/zero/1.0 nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-cambridge