Abstract
Kidd and Garcia report that language acquisition studies are skewed toward monolingual and English-speaking populations. This commentary considers Kidd and Garcia’s arguments in light of our research on mother-preschooler discourse and non-verbal communication in Thai monolingual and Thai-English bilingual children. We discuss lessons learned from testing linguistically diverse children and underscore the importance of research on non-WEIRD (Western, Industrialized, Educated, Rich, and Democratic) populations. We advocate for the inclusion of children who speak understudied languages and those who speak multiple languages in developmental science.
Keywords
Get full access to this article
View all access options for this article.
