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Kreisfreie Stadt Erfurt, Alemania
Before bilingual children can say anything, they must learn to distinguish between the two languages that are spoken to them, and they must learn to make useful perceptual distinctions in each of them in order to understand what is said to them. Conversational interaction and non-verbal communication, such as pointing and gaze, aid children in attending to and processing aspects of their “language input environment” (De Houwer, 2009, 2011), “exposure” in Carroll's terms. As Carroll points out, children must build up their linguistic categories based on their intrinsically category-free “exposure”: they must process speech to acquire language. This reminds me of Wijnen's (2000) notion of language intake, which is the “data base children use to derive hypotheses on the structure of the target grammar” (p. 174), and which constitutes children's selection from what I will continue to call input, pace Carroll.
