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<title>First language</title>

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<span id="openzim-page-title" class="mw-page-title-main"><span class="mw-page-title-main">First language</span></span>

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</style><div role="note" class="hatnote navigation-not-searchable">Several terms redirect here. For other uses, see <a href="First_Language_(journal)" title="First Language (journal)"><i>First Language</i> (journal)</a>, <a href="Mother_tongue_(disambiguation)" class="mw-disambig" title="Mother tongue (disambiguation)">Mother tongue (disambiguation)</a>, <a href="Father_tongue_hypothesis" title="Father tongue hypothesis">Father tongue hypothesis</a>, and <a href="Native_Speaker_(disambiguation)" class="mw-redirect mw-disambig" title="Native Speaker (disambiguation)">Native Speaker (disambiguation)</a>.</div>

<div role="note" class="hatnote navigation-not-searchable">For the hypothetical predecessor of all spoken languages, see <a href="Proto-human_language" class="mw-redirect" title="Proto-human language">Proto-human language</a>.</div>

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<p>A <b>first language</b> (<b>L1</b>), <b>native language</b>, <b>native tongue</b>, or <b>mother tongue</b> is the first <a href="Language" title="Language">language</a> a person has been exposed to from birth<sup id="cite_ref-1" class="reference"><a href="#cite_note-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup> or within the <a href="Critical_period_hypothesis" title="Critical period hypothesis">critical period</a>. In some countries, the term <i>native language</i> or <i>mother tongue</i> refers to the language of one's <a href="Ethnic_group" class="mw-redirect" title="Ethnic group">ethnic group</a> rather than the individual's actual first language. Generally, to state a language as a mother tongue, one must have full native fluency in that language.<sup id="cite_ref-2" class="reference"><a href="#cite_note-2"><span class="cite-bracket">[</span>2<span class="cite-bracket">]</span></a></sup>

</p><p>The first language of a child is part of that child's personal, social and cultural identity.<sup id="cite_ref-3" class="reference"><a href="#cite_note-3"><span class="cite-bracket">[</span>3<span class="cite-bracket">]</span></a></sup> Another impact of the first language is that it brings about the reflection and learning of successful social patterns of acting and speaking.<sup id="cite_ref-4" class="reference"><a href="#cite_note-4"><span class="cite-bracket">[</span>4<span class="cite-bracket">]</span></a></sup> Research suggests that while a non-native speaker may develop fluency in a targeted language after about two years of immersion, it can take between five and seven years for that child to be on the same working level as their native speaking counterparts.<sup id="cite_ref-5" class="reference"><a href="#cite_note-5"><span class="cite-bracket">[</span>5<span class="cite-bracket">]</span></a></sup>

</p><p>On 17 November 1999, <a href="UNESCO" title="UNESCO">UNESCO</a> designated 21 February as <a href="International_Mother_Language_Day" title="International Mother Language Day">International Mother Language Day</a>.

</p>

<div class="mw-heading mw-heading2"><h2 id="Definitions">Definitions</h2></div>

<p>A person qualifies as a "native speaker" of a language by being born and immersed in the language during youth, in a family in which the adults shared a similar language experience to the child.<sup id="cite_ref-Love_and_Ansaldo_2010_6-0" class="reference"><a href="#cite_note-Love_and_Ansaldo_2010-6"><span class="cite-bracket">[</span>6<span class="cite-bracket">]</span></a></sup> Native speakers are considered to be an authority on their given language because of their natural acquisition process regarding the language, as opposed to having learned the language later in life. That is achieved by personal interaction with the language and speakers of the language. Native speakers will not necessarily be knowledgeable about every grammatical rule of the language, but they will have good "intuition" of the rules through their experience with the language.<sup id="cite_ref-Love_and_Ansaldo_2010_6-1" class="reference"><a href="#cite_note-Love_and_Ansaldo_2010-6"><span class="cite-bracket">[</span>6<span class="cite-bracket">]</span></a></sup>

</p><p>The designation "native language", in its general usage, is thought to be imprecise and subject to various interpretations that are biased linguistically, especially with respect to bilingual children from ethnic minority groups. Many scholars<sup id="cite_ref-:0_7-0" class="reference"><a href="#cite_note-:0-7"><span class="cite-bracket">[</span>7<span class="cite-bracket">]</span></a></sup> have given definitions of "native language" based on common usage, the emotional relation of the speaker towards the language, and even its dominance in relation to the environment. However, all three criteria lack precision. For many children whose home language differs from the language of the environment (the "official" language), it is debatable which language is their "native language".

</p>

<div class="mw-heading mw-heading3"><h3 id="Defining_"native_language"">Defining "native language"</h3></div>

<ul><li>Based on origin: the language(s) or dialect one learned first (the language(s) or dialect in which one has established the first long-lasting verbal contacts).</li>

<li>Based on internal identification: the language(s) one identifies with/as a speaker of;</li>

<li>Based on external identification: the language(s) one is identified with/as a speaker of, by others.</li>

<li>Based on competence: the language(s) one knows best.</li>

<li>Based on function: the language(s) one uses most.</li></ul>

<p>In some countries, such as <a href="Kenya" title="Kenya">Kenya</a>, <a href="India" title="India">India</a>, <a href="Belarus" title="Belarus">Belarus</a>, <a href="Ukraine" title="Ukraine">Ukraine</a> and various East Asian and Central Asian countries, "mother language" or "native language" is used to indicate the language of one's <a href="Ethnic_group" class="mw-redirect" title="Ethnic group">ethnic group</a> in both common and journalistic parlance ("I have no apologies for not learning my mother tongue"), rather than one's first language. In <a href="Singapore" title="Singapore">Singapore</a>, "mother tongue" refers to the language of one's <a href="Ethnic_group" class="mw-redirect" title="Ethnic group">ethnic group</a> regardless of actual proficiency.<sup id="cite_ref-8" class="reference"><a href="#cite_note-8"><span class="cite-bracket">[</span>8<span class="cite-bracket">]</span></a></sup>

</p><p>In the context of population censuses conducted on the Canadian population, <a href="Statistics_Canada" title="Statistics Canada">Statistics Canada</a> defines the <i>mother tongue</i> as "the first language learned at home in childhood and still understood by the individual at the time of the census."<sup id="cite_ref-9" class="reference"><a href="#cite_note-9"><span class="cite-bracket">[</span>9<span class="cite-bracket">]</span></a></sup>

It is quite possible that the first language learned is no longer a speaker's dominant language. That includes young immigrant children whose families have moved to a new linguistic environment as well as people who learned their mother tongue as a young child at home (rather than the language of the majority of the community), who may have lost, in part or in totality, the language they first <a href="Language_acquisition" title="Language acquisition">acquired</a> (see <a href="Language_attrition" title="Language attrition">language attrition</a>). According to <a href="Ivan_Illich" title="Ivan Illich">Ivan Illich</a>, the term "mother tongue" was first used by <a href="Catholic" class="mw-redirect" title="Catholic">Catholic</a> monks to designate a particular language they used, instead of <a href="Latin" title="Latin">Latin</a>, when they were "speaking from the pulpit". That is, the "holy mother the Church" introduced this term and colonies inherited it from Christianity as a part of colonialism.<sup id="cite_ref-:0_7-1" class="reference"><a href="#cite_note-:0-7"><span class="cite-bracket">[</span>7<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-10" class="reference"><a href="#cite_note-10"><span class="cite-bracket">[</span>10<span class="cite-bracket">]</span></a></sup> <a href="J._R._R._Tolkien" title="J. R. R. Tolkien">J. R. R. Tolkien</a>, in his 1955 lecture "<a href="English_and_Welsh" title="English and Welsh">English and Welsh</a>", distinguishes the "native tongue" from the "cradle tongue". The latter is the language one learns during early childhood, and one's true "native tongue" may be different, possibly determined by an inherited linguistic taste and may later in life be discovered by a strong emotional affinity to a specific dialect (Tolkien personally confessed to such an affinity to the <a href="Middle_English" title="Middle English">Middle English</a> of the <a href="West_Midlands_(region)" title="West Midlands (region)">West Midlands</a> in particular).

</p><p>Children brought up speaking more than one language can have more than one native language, and be <a href="Simultaneous_bilingualism" title="Simultaneous bilingualism">bilingual</a> or <a href="Multilingual" class="mw-redirect" title="Multilingual">multilingual</a>. By contrast, a <i><a href="Second_language" title="Second language">second language</a></i> is any language that one speaks other than one's first language.

</p>

<div class="mw-heading mw-heading2"><h2 id="Bilingualism">Bilingualism</h2></div>

<p>A related concept is <a href="Multilingualism" title="Multilingualism">bilingualism</a>. One definition is that a person is bilingual if they are equally proficient in two languages. Someone who grows up speaking Spanish and then learns English for four years is bilingual only if they speak the two languages with equal fluency. Pearl and Lambert were the first to test only "balanced" bilinguals—that is, a child who is completely fluent in two languages and feels that neither is their "native" language because they grasp both so perfectly. This study found that

</p><ul><li>balanced bilinguals perform significantly better in tasks that require flexibility (they constantly shift between the two known languages depending on the situation),</li>

<li>they are more aware of the arbitrary nature of language,</li>

<li>they choose word associations based on logical rather than phonetic preferences.<sup id="cite_ref-11" class="reference"><a href="#cite_note-11"><span class="cite-bracket">[</span>11<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-12" class="reference"><a href="#cite_note-12"><span class="cite-bracket">[</span>12<span class="cite-bracket">]</span></a></sup></li></ul>

<div class="mw-heading mw-heading2"><h2 id="Multilingualism">Multilingualism</h2></div>

<p>One can have two or more native languages, thus being a native <i>bilingual</i> or indeed <i><a href="Multilingualism" title="Multilingualism">multilingual</a></i>. The order in which these languages are learned is not necessarily the order of proficiency. For instance, if a French-speaking couple have a child who learned French first but then grew up in an English-speaking country, the child would likely be most proficient in English.

</p>

<div class="mw-heading mw-heading3"><h3 id="Defining_"native_speaker"">Defining "native speaker"</h3></div>

<p>Defining what constitutes a native speaker is difficult, and there is no test which can identify one. It is not known whether native speakers are a defined group of people, or if the concept should be thought of as a perfect prototype to which actual speakers may or may not conform.<sup id="cite_ref-13" class="reference"><a href="#cite_note-13"><span class="cite-bracket">[</span>13<span class="cite-bracket">]</span></a></sup>

</p><p>An article titled "The Native Speaker: An Achievable Model?" published by the Asian EFL Journal<sup id="cite_ref-14" class="reference"><a href="#cite_note-14"><span class="cite-bracket">[</span>14<span class="cite-bracket">]</span></a></sup> states that there are six general principles that relate to the definition of "native speaker". The principles, according to the study, are typically accepted by language experts across the scientific field. A native speaker is defined according to the following guidelines:

</p>

<ol><li>The individual acquired the language in early childhood and maintains the use of the language.</li>

<li>The individual has intuitive knowledge of the language.</li>

<li>The individual is able to produce fluent, spontaneous discourse.</li>

<li>The individual is communicatively competent in different social contexts.</li>

<li>The individual identifies with or is identified by a language community.</li>

<li>The individual does not have a foreign accent.</li></ol>

<ul><li><a href="Heritage_language" title="Heritage language">Heritage language</a></li>

<li><a href="Child_of_deaf_adult" title="Child of deaf adult">Child of deaf adult</a></li>

<li><a href="Human_Speechome_Project" title="Human Speechome Project">Human Speechome Project</a></li>

<li><a href="Third_culture_kid" title="Third culture kid">Third culture kid</a></li>

<li><a href="List_of_languages_by_number_of_native_speakers" title="List of languages by number of native speakers">List of languages by number of native speakers</a></li>

<li><a href="Statistical_learning_in_language_acquisition" title="Statistical learning in language acquisition">Statistical learning in language acquisition</a></li>

<li><a href="Father_tongue_hypothesis" title="Father tongue hypothesis">Father tongue hypothesis</a></li>

<li><a href="Native_tongue_title" title="Native tongue title">Native tongue title</a></li></ul>

<div class="mw-heading mw-heading2"><h2 id="References">References</h2></div>

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<li id="cite_note-10"><span class="mw-cite-backlink"><b><a href="#cite_ref-10">^</a></b></span> <span class="reference-text">Ivan Illich, <a rel="nofollow" class="external text" href="http://www.preservenet.com/theory/Illich/Vernacular.html">"Vernacular Values"</a> <a rel="nofollow" class="external text" href="https://web.archive.org/web/20160720033517/http://www.preservenet.com/theory/Illich/Vernacular.html">Archived</a> 20 July 2016 at the <a href="Wayback_Machine" title="Wayback Machine">Wayback Machine</a></span>

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<li id="cite_note-11"><span class="mw-cite-backlink"><b><a href="#cite_ref-11">^</a></b></span> <span class="reference-text"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="http://www.alsintl.com/blog/language-proficiency/">"Language Proficiency: Defining Levels Avoids Confusion"</a>. Alsintl.com. 26 August 2013. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20130917082347/http://www.alsintl.com/blog/language-proficiency">Archived</a> from the original on 17 September 2013<span class="reference-accessdate">. Retrieved <span class="nowrap">13 November</span> 2013</span>.</cite></span>

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<li id="cite_note-12"><span class="mw-cite-backlink"><b><a href="#cite_ref-12">^</a></b></span> <span class="reference-text"><cite id="CITEREFHakutaDiaz1985" class="citation cs2">Hakuta, Kenji; Diaz, Rafael M. (1985), <a rel="nofollow" class="external text" href="http://faculty.ucmerced.edu/khakuta/research/publications/(1985)%20-%20THE%20RELATIONSHIP%20BETWEEN%20DEGREE%20OF%20BILINGUALISM%20AND.pdf">"The relationship between degree of bilingualism and cognitive ability: A critical discussion and some new longitudinal data"</a> <span class="cs1-format">(PDF)</span>, <i>Children's Language</i>, vol. 5, pp. <span class="nowrap">319–</span>344, <a rel="nofollow" class="external text" href="https://web.archive.org/web/20131024165613/http://faculty.ucmerced.edu/khakuta/research/publications/(1985)%20-%20THE%20RELATIONSHIP%20BETWEEN%20DEGREE%20OF%20BILINGUALISM%20AND.pdf">archived</a> <span class="cs1-format">(PDF)</span> from the original on 24 October 2013<span class="reference-accessdate">, retrieved <span class="nowrap">21 October</span> 2013</span></cite></span>

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<li id="cite_note-13"><span class="mw-cite-backlink"><b><a href="#cite_ref-13">^</a></b></span> <span class="reference-text"><cite id="CITEREFBauer2007" class="citation book cs1">Bauer, Laurie (2007). <i>The Linguistics Student's Handbook</i>. Edinburgh University Press. p. 78. <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>978-0-7486-2758-5</bdi>.</cite></span>

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<li id="cite_note-14"><span class="mw-cite-backlink"><b><a href="#cite_ref-14">^</a></b></span> <span class="reference-text"><cite id="CITEREFLee2005" class="citation journal cs1">Lee, Joseph J. (2005). <a rel="nofollow" class="external text" href="https://asian-efl-journal.com/June_05_jl.pdf">"The native speaker: An achievable model?"</a> <span class="cs1-format">(PDF)</span>. <i>Asian EFL Journal</i>. <b>7</b> (2). article 9. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20201229185102/http://asian-efl-journal.com/June_05_jl.pdf">Archived</a> <span class="cs1-format">(PDF)</span> from the original on 29 December 2020<span class="reference-accessdate">. Retrieved <span class="nowrap">26 May</span> 2020</span>.</cite></span>

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