THE APPLICATION OF TRILINGUAL IN
: 2007 and Abidin: 2010), establish
EARLY CHILDHOOD
DIAN SURYA APRILYANTI
Depelovment of Early Childhood Education. Postgraduate
Course.
Universitas Pendidikan Indonesia
Jl. Dr. Setiabudi No/229, Bandung 40154, Indonesia
aprilyantidian@yahoo.co.id
ABSTRACT
Language is a bridge to communicate in early
childhood, adapt, and acquire knowledge. Language is
one of the development aspects that gives significance to
a child's life. Children are love to explore the
environment with their high curiosity. The more
children master the various languages the easier it is for
them to gain knowledge and explore the environment
Trilingual is a learning effort that supports the
development of language in children, it even affects
various aspects of children’s development, such as
cognitive and social-cultural awareness. In early
childhood education trilingual delivered through fun
activities such as playing. Trilingual learning would
become much easier if it is done in a balanced manner
between one and other languages. Although children
will feel difficult at first place, so usually they will
undergo a silent period, but their language development
will be getting better hereinafter, for their vocabulary
keep on accrue through the application of trilingual.
Some studies suggest that trilingual can support children
to improve language production in the future through
good language skills. Trilingual can help children to
access information, be able to understand and keep up
with the development of times, and maintain and take up
social-culture awareness. All the more so, ones will
continue to learn the language all the time
Key words : Trilingual, Early Childhood
A. INTRODUCTION
Language is the one of the children
development aspects that supports the children’s
productivity in their growth and development stages.
The results of Gillen's (2003: 3) and Stakanova, E.,
Tolstikhina, E. . (2014) studies suggest that language
development will be more optimal if stimulated
early, therefore there will be differences in a
language development that are stimulated early on
with the development of language which began in
adulthood. Language will be more productive when
used by children because of the various benefits that
foster their growth and development. Multiple
language fluency for children constitutes a learning
process. In the learning process, they can produce
words, learning words and their meanings, and
incorporate words into sentences with the correct
structure hereinafter (Brock and Rankin; 2008:7).
B.
The language has many functions such as the
intermediaries in communication (Gillen J.: 2001;
Whitehead M.R: 2007; and Barbera M.L.: 2007),
expressing feelings (Barbera M.L.: 2007 and Abidin:
2010), letting others know their needs (informative)
(Barbera M.L.
meaningful relationships, respond to other people's
sayings and to understand the circumstances
(Barbera M.L.: 2007). These functions can help
children to grow and develop optimally, both in the
language aspect or other aspects of development.
The fluency of language can also help children to
gain knowledge and develop their cognitive abilities.
Oates J. and Grayson A. (2007) suggested that
language significantly indicates the cognitive aspects
of the children in which they are able to name the
characteristics of an object, recognize and name
objects, learn new things from others, construct and
communicate something, make plans and understand
what is existing and happening around them.
Language provide good impacts for children, and if
they are mastering more than one language, they will
be able to learn to manage/situate the language
which is the requirement for cognitive ability
(Barack R., Bialystok E., Castro D.C. and Sanchez
M.: 2014). Exceedingly, when children get trilingual
learning they learn three combinations of language
structures that will greatly affect their cognitive
abilities, as well as their social and cultural abilities.
Language support children socially and
culturally in recognizing the characteristics of
others and enabling them to grow along with the
culture, although it becomes problematic when it is
seen that the child is influenced by other cultures
(Bruner J., 2001). Language can help preserve the
social-cultural aspects and their values contained
and help children retain their social identity and
cultural identity of their ancestral heritage. There are
various benefits can be obtained through trilingual
implementation. However, it does not mean that
trilingual implementation will not encounter any
obstacles in its process. Consistency is required for
the process to run smoothly, in order to minimize the
silence period.
Silent period is a period in which children are
remaining silent and digest a foreign language that is
less dominant in their daily lives (Yip V. and
Matthews S.: 2007). To overcome this silent period
teacher can modify learning through fun activities
such as playing. Playing can develop many aspects
of the development of children, one of which is the
development of the language (Gillen J.: 2001; Philp
J., Mackey A. and Olive. R.: 2008; Cook G.; 2000).
Children’s play activities is not free of the use of
language to construct the delightful playing. Thus,
playing can directly or indirectly develop the
language, and the language can be developed
through unrestrained and restrained playing
activities. In addition to play activities there are
various activities that could support the application
of trilingual in early childhood.
DISCUSSION
1. TRILINGUAL IN THE LANGUAGE
DEVELOPMENT OF CHILDREN
Trilingual supports children's language
productivity in their developmental stages.
Gillen (2003: 1) asserts that children who are
mastering multiple languages will increase
their language skills, the more languages they
learned, their language skills will increase here
in after. The more children are stimulated to
speak, the more they will gain the increasingly
rich vocabulary, their language development
improved. Children's productivity in language
promotes their communication skill. Arranging
two languages at the same time is a competitive
control mechanism between the various
languages used effectively for communication
(Poarch, G. J., & Hell, J. G. Van, 2012). As
learning the language children need to show
their language skills to gain recognition
(Stakanova E. and Tolstikhina E.: 2014).
Recognized language proficiency of children is
very meaningful to them and will affect their
motivation in learning language. So it is not
impossible when Crosse (2007: 1) states,
research in multi-cultural countries such as the
UK found that many early children who study
2-3 different languages at once. Brock and
Rankin (2008: 3) added that some children who
use more than one language have varying
language usage patterns.
The language skill of children includes
the skills in delivering language and
understanding the meaning effectively,
including words and knowledge (Goodrich
J.M., Lonigan C.J., Ann J. and Farver M.:
2017). There is also a supportive statement that
children who speak two or more languages will
have more awareness of how languages
function and improve sensitivity in the using of
language(s) (Crosse, 2007 : 6). The language
skills improvement by using their vocabulary
has been raising the expectation that children
can be directed to the use of language with
heuristic functions. According to Halliday,
(1973: in Tarigan, 2011: 8) the heuristic
function is the use of language to gain
knowledge and discover the environment in the
future. So that in addition to the increase of the
language skills of children, they can also gain a
lot of knowledge through an understanding in
interpreting language, especially if they have a
trilingual ability.
Trilingual abilities support children to
improve their future reading skills, to utter
language, to increase the phonological
awareness, and to describe knowledge
(Goodrich J.M., Lonigan C.J., Ann J., and
Farver M. : 2017; Whorall. J. and Cabell S.Q. :
2016 ). Language skills – such as listening,
speaking, reading and writing – will also
increase by the application of trilingual.
"The analysis of knowledge of linguistics is an
implicit process of mental representation that is
rearranged and reloaded that it becomes
explicit hereinafter. In learning to write, for
instance, it requires the more explicit
knowledge (or higher levels of analysis) of
similar rules that are successfully used in
implicit ways in term of conversation." (Barac
R., Bialystok E., Castro D.C., and Sanchez M. :
2014).
From the above description we can see
that the development of language skills of
children also takes effect on their cognitive
abilities. A study in America suggests that most
of children aged 5-17 years are limited in the
quantity of writing and reading foreign
languages (Moon K. and Reifel S.: 2008).
Thereat, in early childhood the introduction of
foreign language is better be done through the
introduction of several nouns in the first place.
There is a speculation suggests that children
who are mastering more than one language
evince that the knowledge of the use the
language denotes an advantage of nonverbal
intelligence (Barac R., Bialystok E. Castro
D.C., and Sanchez M.: 2014). Therefore,
children's language skills will increase by the
application of trilingual both verbal and
nonverbal, which also designates the
improvement of the cognitive development of
children.
2. TRILINGUAL IN THE COGNITIVE
DEVELOPMENT OF CHILDREN
Language immensely affects the various
developments of children. Stakanova, E.,
Tolstikhina, E. . (2014) argues that language
psychologically and cognitively supports the
development of linguistic, musical, visual,
mathematical, kinesthetic, intra-personal and
interpersonal intelligence. Language has a
considerable contribution in the cognitive
development of children. There is a tendency to
conceive that the mastery of more than one
language is a language experience that affects
the language itself and the cognitive of
children, since the ability to manage more than
one language constitutes an intellectual
potential (Barac R., Bialystok E., Castro DC,
and Sanchez M.: 2014). Cognitively
challenging conversations are connected
children with participants in conversations,
including explaining, narrating, playing to
produce something, analyze experiences and
share ideas (Masyy: 2004, in Whorall. J. and
Cabell S.Q.: 2016). This cognitive ability can
continue to grow through the process of
communication and fluency of children.
There are three cognitive skills of
children who use more than one language, i.e.
the skills of managing or responding to relevant
information(s), using memory or renewing
their thinking ability and flexible cognitive
skills (Barac R., Bialystok E., Castro DC, and
Sanchez M.: 2014 ). The more they are
applying their trilingual the more obvious their
cognitive development. Language affects
 communication as an environmental facility,
improves children's focus, maximizes cognitive
abilities in the development of children
(Landry et al. : 2006 in Justice L.M., Jiang H.,
and Strasser K.: 2016). In fact the learning of
trilingual application drills and strengthen the
focus of children at once. "Many students
should be guided by other trilingual users from
different language backgrounds and deal with
other pragmatic issues" (Jorda S.P.S.: 2013).
The guidance done by other trilingual users -
especially by adults - can increase the
confidence to applying trilingual and accelerate
the trilingual learning in children.
In the development of language, the
term of language search terms is classified into
3 categories, i.e.: language experience
("bilingual learner," bilingual, second language
learning), age (infant, or pre-school), and
cognitively functioning (as executive function,
metalinguistic abilities, brain development, and
abstract reasoning), (in Barac R., Bialystok E.,
Castro D C., and Sanchez M.: 2014). The more
trilingual of children develops, the more
identifiable their cognitive ability. Trilingual
specifically identifies the indistinguishable
characteristics of two languages as an
acquisition of the first language and the context
of one language (Jorda S.P.S.: 2013). The
combination of language can be spoken more
trimly when the cognitive abilities of children
are also increasing. Teachers are expected to
support the speak ability of children with the
aim of the achievement of vocabulary target,
support children to be interested in the
language, effectuate the open discussion, and
improving the cognitive development through
challenging topics (Whorall. J. and Cabell
S.Q.: 2016). Moreover, other activities that can
support the implementation of trilingual of
children are required.
3. TRILINGUAL IN THE SOCIAL AND
CULTURE DEVELOPMENT OF CHILDREN
Various languages mastered by children
can expand their reach in acquiring knowledge
and understanding the global and local
situations. Child language knowledge and skills
also affect social and cultural development.
Multi-language fluency supports the global and
local balance, and internationally optimize the
maintenance of cultural and community
identity (Madiba M.: 2013). Learning a second
and/or third language in early childhood is a
part of the value on good mother tongue
fluency (Stakanova, E., Tolstikhina, E., 2014).
The development of the language of children
also has an impact on the social and cultural
understanding of their inhabitation, or the
socio-culture of the language, both locally and
internationally, from which the language
originated, as well as the socio-culture of the
speaker. To gain a socio-cultural
understanding, children need examples and
guidance as learners in language fluency,
especially in applying more than one language
such as trilingual. Multilingual is included in
the use of three or more different languages,
where multilingual implies the use of language
in various classroom situations of the various
using of language, and communicating with
many students from different backgrounds
(Madiba, M.: 2013).
Moon K. and Reifel S. (2008) argued
that the implications of multicultural
understanding and language development that
are practiced by children are the result of
teacher guidance, because of the
comprehension of the teacher. The example
shown by the teacher in the trilingual
implementation is that there are some socio-
cultural issues that become the focus of the
teacher. It is easier for children to understand
and designated the various languages they
learned. Teachers who involved in
multicultural and multilingual situations should
pay attention to dialects, language differences
and differences in previous language structures
(Moon K. and Reifel S.: 2008). Moreover,
there is a different background of every child
and socio-cultural background that influences
every language development. The real trials for
teachers on multicultural issues are not just
culture, language, and economic status, in a
multicultural class the physical appearance will
become very obvious (Moon K. and Reifel S.:
2008).
The implementation of trilingual is a
part of the process of recognizing differences in
every human being and tolerance in a broader
social and cultural development. Using foreign
languages is a manifestation of teacher's effort
for children to be able to distinguish cultures
on the one hand, and in other hand to sharpen
children's concern and tolerance for different
cultures/ethnicities (Stakanova, E., Tolstikhina,
E. 2014). Children of early age begin to show
their cultural identity of their country as they
speak in the target vocabulary, they grow up to
be the tolerant children and have sympathetic
to other children (Stakanova, E., Tolstikhina,
E., 2014). The advantages of multilingual are
associated with multicultural tolerance and
uniformity in language acceptance in children
and adults (Mcleod S., Harrison L.J., Whiteford
C., and Walker S., 2015). Trilingual can
represent a different entity that becomes a
manifestation of their own language, the
interaction between attitudes and socio-cultural
factors and their choice on the specific form of
language they used (Jorda S, P. S, 2013).
There are some children who must learn
and be in situations of trilingual and socio-
cultural application that must be faced.
Children who have to learn a foreign language
because of certain situations such as having to
 move, such as immigrant (Moon K. and Reifel
S., 2008). Children who learn more than one
language other than the language used will
experience the transition, not only on language
but also on culture (Moon K. and Reifel S.:
2008). There are usually some teacher attempts
to create fun learning activities. The teacher
changes the situation / atmosphere of learning
for the sake of creativity, supports play as the
characteristics of children (Moon K. and Reifel
S. 2008). Through this experience, along with a
structured and socially motivated culture,
children are developing the comprehension of
the written language, on what it is for, how it
works, what it looks like, what it feels like, and
how to use it (Halliday: 1975; Rogoff: 1990;
NK: 2006). Children need some process to get
language ability
4. SILENT PERIOD
The application of trilingual in children
allows them to experience the silent period due
to the existence of several structures and phrase
that must be learned at once. Roberts, Theresa
A. (2014) suggests that the silent period
follows the introduction of a foreign language
in which they cannot produce the word in a
foreign language orally. However, it does not
mean that they are just dwelling and not
progressing in the development of language. In
the use of a foreign language they may
encounter some difficulties, such as the
presence of delays in speech or some difficult
pronunciation, but this makes them keep on
learning until they are able to use the language
correctly (Stakanova, E., Tolstikhina, E.,
2014).
A silent period is a stage in which a
child cannot produce words and experience
confusion in understanding the meaning of
words and the language structure she/he
encounter in the 2-3 languages. Furthermore,
Roberts and Theresa A. (2014) added that the
silent period includes the stages of learning a
nonverbal language, the recipient of the
language or the word pre-production phase.
Therefore, the silent period can also be said to
be a process of learning a language or digesting
a language in an application of trilingual. In
this case, Crosse (2007: 8) states that children’s
brain is like boxes to place the word, the silent
period is the phase in which children are still in
the stage of remembering the words of those
different languages they learned, and figuring
to which boxes are those words should be
stored.
The silent period is not an indicator that
children encounter learning barriers, even if
they do not produce a word at this stage. After
this stage is passed, they will experience a
period of understanding which followed by an
increase in learning, i.e. in which they produce
words (Dublin, 2005: 2). The process of
language dissolving in the application of
trilingual in children does require time and
motivation that take the form of consistently
acceptance of trilingual. Researchers found that
children use more foreign language at school
than at home, thus causing the second language
to be a "hidden language" or "missing" for the
absence of continuity of using in
communication and socialization in the family
(Rodriguez J., Diaz RM, Duran D., and
Espinosa L.: 1995). This means that the
optimization of trilingual implementation can
not be accomplished if trilingual acceptance in
children is not optimal, this can lead children to
not use trilingual and the incomprehension of
the various languages they studied.
Centre (2015) conducted a study
showing that children learn foreign languages
more quickly than their mothers when the
family occupies a new place. For children
found that the different foreign language they
heard can be very interesting and memorable, it
does not take long time to learn and be in the
silent period hereinafter. Although children
have a biological risk of tardiness of language
development, environmental factors contribute
more significantly to the delay (Reznik-Nevet
R.C.L., and Korona-gaon S.: 2016). The
environment is expected to support children in
the application of trilingual in the development
of language, so that they achieve optimal
results in the trilingual development.
5. TRILINGUAL LEARNING IN EARLY
CHILDHOOD
Developing language in children is a
provision for the future, it is necessary to
further improve the development of the
language of children through the application of
trilingual. Some adjustments between
children’s learning needs, the learning style of
children and the differences in learning
structure with age, cognitive ability, needs, and
educational background should be made
(Er.M.,2012). In this case, the trilingual
application for children must be tailored to
their characteristics. As an effort of stimulation
in conveying and improving the trilingual
ability is an adjustment to the characteristics of
children, that is by learning through playing.
Moon (2000: 20) argues that there are reasons
students do not like when learning a foreign
language, that is learning is not through play,
they are just learning in order to pass the exam
and they reluctant to communicate (producing
words), and the limited research on how to
teach the language, so that teachers have
difficulty in getting children interested in
language.
The activity of playing helps students to
be interested and becomes motivated to learn,
to better practice and interpret the language
(Stakanova, E., Tolstikhina, E. .: 2014; Levy A.
K., Schaefer L., & Phelps P.C: 1986). If
children love the game given by their teacher,
then they will use the language very massively.
Playing can improve all language skills,
namely listening, speaking, reading and writing
skills. Loannidou E. (2017) added, that in play
activities, children who have knowledge of
various languages can influence the ethics of
other children. The results showed that the role
plays can build children's language skills and
enacting play activities as a good part of
childhood kindergarten (Levy A.K., Schaefer
L., and Phelps P.C.: 1986).
Aside from playing, there are other
activities that can be done as an application of
trilingual for children, such as conversation,
questioning, poetry recital, singing and stories
telling. Among them, according to Moon,
(2000: 65) is the routine activities that can help
create a sense of comfort, so that children will
be able to learn because they are familiar with
habituation or those routine activities.
Conversations that not included in the teacher's
learning plan are when children eatings, while
the children are paying attention to other
children, while they using nonstandard
vocabulary, while attempting topics that
challenge their cognitive ability, and in the
middle of a discussion (Gest et al. : 2006; in
Whorall. J. and Cabell SQ: 2016). Poems and
singing are very useful, just like stories, short
games, cartoons and various visuals that could
be the support, such as drawing and various
images that can be used for language learning
(Stakanova, E., Tolstikhina, E. .: 2014).
Teachers who missed out on connecting
children in good conversation will miss out on
opportunities to improve language skills in
talking to children (Whorall. J. and Cabell
S.Q.: 2016).
The results of Moon.J (2000: 63)
discussion on the conditions for better language
learning, is by using national language to teach
national languages, local languages to teach
local languages and foreign languages in
foreign language teaching, for it provides an
opportunity for children to show their language
skills they have learned. Similarly, the use of
formal language when the child is wrong to say
in the language that will be taught to make will
left children in confusion, because they must
shift between formal language and foreign
language (in Moon, 2000: 67). Moreover, the
delivery of a balanced language is necessary to
optimize the language development of children
in trilingual skills. Bernardini and Schlyter (in
Cunningham; 2011 : 170) claim that the use of
unbalanced language (dominant) in the
trilingual learning can be a bulwark that will
block one other language so that it does not get
support and then become a weaker language. In
this case, there is no doubt, the applying of
trilingual will develop the children’s language,
because children are able to receive trilingual
in a good manner, in accordance with the
characteristics of the children. Stakanova E.
and Tolstikhina E. (2014), added that children
will easily absorb trilingual or various
languages because they have the ability as a
copycat.
C. CONCLUSION
Trilingual is when children learn three
combinations of language structures that will greatly
affect their cognitive abilities, as well as their social
and cultural abilities. Children whose learn trilingual
will construct language ability in the same time. The
children very interested to learn something new in
their life and happy to show their skill to another
especially in language ability. Trilingual can icrease
children in cognitive ability up to their social and
cultural abilities. Trilingual employing train the
children to keep the different language structure
include meaning from the language moreover in
each word. When children learn another language
they are learn about social and culture from the
language too. But half of the children cant accept
trilingual easily especially in school. That situation
can creat silent period on trilingual learning process
The teacher need fun activity to transfer trilingual
for young learner like play, sociodrama, song, rhyme
and games in order to trilingual. Trlingual have great
effect for children development and other ability
today or in the future.
REFERENCE
Abidin, Y. (2010).Kemampuan berbahasa Indonesia di perguruan
tinggi. Bandung: Maulana Grafika.
Barac, R., Bialystok, E., Castro, D. C., & Sanchez, M. (2014). The
cognitive development of young dual language learners: A
critical review. Early Childhood Research Quarterly, 1–17.
https://doi.org/10.1016/j.ecresq.2014.02.003
Barbera.M.L. (2007). The verbal behavior approach. London: Jessica
Kingsley.
Bruner, J. (1983). Child let’s talk learning to use language. London:
Oxford.
Centre, G. S. (2015). Women â€TM s Studies International Forum
Mothering in a foreign language : Silent and / or multilingual
mothers in Dalia Staponkut ė â€TM s The Silence of the
Mothers. https://doi.org/10.1016/j.wsif.2015.06.004
Cook.G. (2009). Learning play and language learning. London: Oxford.
Cross.K. (2007). Introducing english as an additional language to
young children. London: Paul Chapman SAGE.
Cunningham, U. (2011). Growing up with two languages a practical
guide for the bilingual family. USA dan Canada: Routledge.
Dublin. (2005). English as a second language activities for very young
learners in early childhood education and early primary
education. Integrate Ireland Language and Training: Ireland.
Er. M. (2012). Boosting Foreign Language Self-Concept in Language.
Procedia - Social and Behavioral Sciences, 69(Iceepsy), 535–
544. https://doi.org/10.1016/j.sbspro.2012.11.443
Gillen, J. (2001). The Language of Children. London: Routledge.
Goodrich. J. M., Lonigan, C. J., Ann, J., & Farver, M. (2017). Early
Childhood Research Quarterly Impacts of a literacy-focused
preschool curriculum on the early literacy skills of language-
minority children. Early Childhood Research Quarterly, 40,
13–24. https://doi.org/10.1016/j.ecresq.2017.02.001
Guhn. M., Milbrath, C., & Hertzman, C. (2016). school readiness : A
population-based study. Early Childhood Research Quarterly.
https://doi.org/10.1016/j.ecresq.2015.11.003
Jorda S. P. S. (2013). Early stages of trilingual pragmatic development .
A longitudinal study of requests in Catalan , Spanish and
 English. Journal of Pragmatics, 59, 68–80.
https://doi.org/10.1016/j.pragma.2013.01.007
Justice. L. M., Jiang, H., & Strasser, K. (2016). Early Childhood
Research Quarterly Linguistic environment of preschool
classrooms : What dimensions support children ’ s language
growth ? Early Childhood Research Quarterly, 42(November
2016), 79–92. https://doi.org/10.1016/j.ecresq.2017.09.003
Levy. A. K., Schaefer, L., & Phelps, P. C. (1986). increasing Preschool
Effectiveness : Enhancing the Language Abilities of through
Planned Sociodrama tic Play, 140, 133–140.
Loannidou,E. (2017). Performing registers and registering performance:
Young children’s linguistic practice during play in the Greek
Cypriot context, 55-68.
http://dx.doi.org/10.1016/j.langcom.2017.04.003
Madiba. M. (2013). Multilingual education in South African
universities : Policies , pedagogy and practicality. Linguistics
and Education, 24(4), 385–395.
https://doi.org/10.1016/j.linged.2013.09.002
Mcleod, S., Harrison, L. J., Whiteford, C., & Walker, S. (2015). Early
Childhood Research Quarterly Multilingualism and speech-
language competence in early childhood : Impact on academic
and social-emotional outcomes at school. Early Childhood
Research Quarterly, 34, 53–66.
https://doi.org/10.1016/j.ecresq.2015.08.005
Moon, K., & Reifel, S. (2008). Play and Literacy Learning in a Diverse
Language Pre-kindergarten Classroom, 9(1), 49–65.
https://doi.org/10.2304/ciec.2008.9.1.49
Moon.J. (2000). Children Learning English. London: Mc Millan
Meinemann.
Oates.J., & Grayson.A. (2004). Cognitive and Language Development in
Children. London: Blackwell.
Poarch, G. J., & Hell, J. G. Van. (2012). Journal of Experimental Child
Executive functions and inhibitory control in multilingual
children : Evidence from second-language learners , bilinguals ,
and trilinguals. Journal of Experimental Child Psychology,
113(4), 535–551. https://doi.org/10.1016/j.jecp.2012.06.013
Reznik-nevet, R. C. L., & Korona-gaon, S. (2016). An Activity-Based
Language Intervention Program for Kindergarten Children : A
Retrospective Evaluation. Early Childhood Education Journal,
69–78. https://doi.org/10.1007/s10643-014-0676-z
Roberts, T. A. (2014). Early Childhood Research Quarterly Not so silent
after all : Examination and analysis of the silent stage in
childhood second language acquisition. Early Childhood
Research Quarterly, 29(1), 22–40.
https://doi.org/10.1016/j.ecresq.2013.09.001
Rodriguez, J., Diaz, R. M., Duran, D., & Espinosa, L. (1995). The
Impact of Bilingual Preschool Education on the language
Development of Spanish-Speaking Children, 490, 475–490.
Stakanova, E., Tolstikhina, E. (2014). Diff fferent Ap pproache es to
Teac ching En nglish as a Foreig gn Langu age to Yo oung Lea.
Procedia - Social and Behavioral Sciences, 146, 456–460.
https://doi.org/10.1016/j.sbspro.2014.08.154
Tarigan. (2011). Pengajaran kosa kata. Bandung: Angkasa.
Whitehead.R.M. (2007). Children, Developing language and literacy
with young (3rd ed.). London: SAGE.
Whorrall, J. (2016). Supporting Children ’ s Oral Language
Development in the Preschool Classroom. Early Childhood
Education Journal, 44(4), 335–341.
https://doi.org/10.1007/s10643-015-0719-0
Yip.V., dan Matthews. S. (2007). The Bilingual Child. Chicago:
Cambridge.