Crosslinguistic influence in bilingual acquisition: subject omission in learners of Inuktitut and English

2005 ◽  
Vol 32 (4) ◽  
pp. 893-909 ◽  
Author(s):  
ELIZABETH E. ZWANZIGER ◽  
SHANLEY E. M. ALLEN ◽  
FRED GENESEE
Keyword(s):  
Language Development ◽  
Case Studies ◽  
The Other ◽  
Bilingual Children ◽  
English Only ◽  
Target Languages ◽  
Crosslinguistic Influence ◽  
Cross Language ◽  
Language Pair

This study investigates subject omission in six English-Inuktitut simultaneous bilingual children, aged 1;8–3;9, to examine whether there are cross-language influences in their language development. Previous research with other language pairs has shown that the morphosyntax of one language can influence the development of morphosyntax in the other language. Most of this research has focused on Romance-Germanic language combinations using case studies. In this study, we examined a language pair (English-Inuktitut) with radically different morphosyntactic structures. Analysis of the English-only and Inuktitut-only utterances of the children revealed monolingual-like acquisition patterns and subject omission rates. The data indicate that these bilingual children possessed knowledge of the target languages that was language-specific and that previously identified triggers for crosslinguistic influence do not operate universally.

Deutsch als schwächere Sprache bei deutsch-polnisch bilingualen Kindern: Studie zur Negation- und Verbstellung

2020 ◽  
Vol 48 (2) ◽  
pp. 269-297
Author(s):  
Aldona Sopata ◽  
Kamil Długosz
Keyword(s):  
Second Language Acquisition ◽  
Language Development ◽  
Language Use ◽  
The Other ◽  
Bilingual Children ◽  
Striking Difference ◽  
Final Position ◽  
Development Characteristic ◽  
Processing Mechanisms ◽  
Constrained Input

AbstractThis article examines the acquisition of German as the weaker language in the cases of German-Polish bilingual children. Focusing on negation and verb position, phenomena that have frequently been taken as diagnostic when distinguishing between the course of language development characteristic for first (L1) and second language acquisition (L2), we analyse experimental and productive data from six simultaneously bilingual children. Due to the constrained input, German is their weaker language. The results in Forced Choice and Grammaticality Judgements tasks are compared with the results of monolingual children. We show that in the area of negation the acquisition of German as the weaker language resembles L1, and in the area of inversion and verb final position the development of the weaker language is delayed. The striking difference between bilinguals’ results in the experimental vs. productive tasks points to specific processing mechanisms in bilingual language use. In narrative contexts of the production tasks the language of the performance is activated, while the other is inhibited, which leads to a target-like performance. Structural properties of the stronger language tend to be activated, however, in the experimental tasks involving the weaker language, resulting in non-target-like responses.

scholarly journals Code-switching in young bilingual toddlers: A longitudinal, cross-language investigation

2019 ◽  
Vol 23 (3) ◽  
pp. 500-518
Author(s):  
Erin Smolak ◽  
Stephanie de Anda ◽  
Bianka Enriquez ◽  
Diane Poulin-Dubois ◽  
Margaret Friend
Keyword(s):  
Case Studies ◽  
San Diego ◽  
Code Switching ◽  
Important Predictor ◽  
Current Work ◽  
Small Samples ◽  
Bilingual Children ◽  
Function Words ◽  
Preschool Period ◽  
Cross Language

AbstractAlthough there is a body of work investigating code-switching (alternation between two languages in production) in the preschool period, it largely relies on case studies or very small samples. The current work seeks to extend extant research by exploring the development of code-switching longitudinally from 31 to 39 months of age in two distinct groups of bilingual children: Spanish–English children in San Diego and French–English children in Montréal. In two studies, consistent with previous research, children code-switched more often between than within utterances and code-switched more content than function words. Additionally, children code-switched more from Spanish or French to English than the reverse. Importantly, the factors driving the rate of code-switching differed across samples such that exposure was the most important predictor of code-switching in Spanish–English children whereas proficiency was the more important predictor in French–English children.

EXPLORING CROSSLINGUISTIC INFLUENCE IN GENDER MARKING IN SPANISH

2021 ◽  
pp. 1-22
Author(s):  
Aarnes Gudmestad ◽  
Amanda Edmonds
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Development ◽  
First Language ◽  
Methodological Framework ◽  
L1 Influence ◽  
Quantitative Analyses ◽  
Crosslinguistic Influence ◽  
Cross Language

Abstract In the current study, we examined the role of first-language (L1) influence on the additional-language development of grammatical gender marking in Spanish. The participants were L1 speakers of English or French (N = 215), who were learning Spanish and who were at three instructional levels. The data came from their use of gender marking in noun-modifier pairs in an argumentative essay. We adopted the unified methodological framework developed by Scott Jarvis and we applied insights from variationist second language acquisition to contribute to the discussion about whether learners’ L1 impacts variability in targetlike gender marking in additional-language Spanish. Specifically, we designed our study to investigate four types of evidence that Jarvis identified (intragroup homogeneity, intergroup heterogeneity, cross-language congruity, and intralingual contrasts), and we used variationist methods to account for other factors that are known to impact variable use of gender marking. The quantitative analyses supported each type of evidence, consequently demonstrating that these learners’ L1 influenced their variable use of gender marking in Spanish. We concluded by reflecting on the contributions that the current study has made to the understanding of gender marking in additional-language Spanish and to research on L1 influence more generally.

scholarly journals The development of gender assignment and agreement in English-Greek and German-Greek bilingual children

2017 ◽  
Vol 9 (2) ◽  
pp. 253-288 ◽  
Author(s):  
Maria Kaltsa ◽  
Ianthi Maria Tsimpli ◽  
Froso Argyri
Keyword(s):  
Experimental Study ◽  
Maternal Education ◽  
School Setting ◽  
Vocabulary Knowledge ◽  
The Other ◽  
Bilingual Children ◽  
Gender Agreement ◽  
Gender Assignment ◽  
Crosslinguistic Influence

Abstract The aim of this experimental study is to examine the development of Greek gender in bilingual English-Greek and German-Greek children. Four gender production tasks were designed, two targeting gender assignment eliciting determiners and two targeting gender agreement eliciting predicate adjectives for real and novel nouns. Participant performance was assessed in relation to whether the ‘other’ language was a gender language or not (English vs. German) along with the role of the bilinguals’ Greek vocabulary knowledge and language input. The results are argued to contribute significantly to disentangling the role of crosslinguistic influence in gender assignment and agreement by bringing together a variety of input measures such as early and current amount of exposure to Greek, the role of area of residence (i.e. whether Greek is the minority or the majority language), the effect of maternal education and the amount of exposure to Greek in a school setting.

Within- and Cross-Language Relations Between Phonological Memory, Vocabulary, and Grammar in Bilingual Children

2021 ◽  
pp. 1-31
Author(s):  
Margaret Kehoe ◽  
Diane Poulin-Dubois ◽  
Margaret Friend
Keyword(s):  
Language Development ◽  
Free Play ◽  
Receptive Vocabulary ◽  
Bilingual Children ◽  
Phonological Memory ◽  
Grammatical Skills ◽  
Information Number ◽  
Mean Length Of Utterance ◽  
Cross Language ◽  
Age Range

Purpose This study investigated within-language and between-language associations between phonological memory, vocabulary, and grammar in French–English ( n = 43) and Spanish–English ( n = 25) bilingual children at 30, 36, and 48 months. It was predicted that phonological memory would display both within-language and between-language relations to language development and that these relations would be stronger at the youngest age. Method Bilingual children participated in free-play sessions in both of their languages at each age, from which vocabulary and grammatical information (number of different words and mean length of utterance) was extracted. Vocabulary information was also obtained from parent inventories completed when the children were 30 months and a standardized receptive vocabulary test administered at 36 and 48 months. The children were also administered nonword repetition tests in both of their languages at each age. Results Mixed logistic regression indicated that phonological memory was associated with vocabulary and grammar within the same language and phonological memory in the other language. In two of the four statistical models, phonological memory exhibited positive between-language relations, and in one model, it exhibited negative between-language relations to language development. Results also indicated that within-language and between-languages effects remained constant, or between-language associations decreased during the age range studied. Conclusion Overall, the findings provide some support for cross-language associations between phonological memory and lexical and grammatical skills.

Procedural versus narrative cross-language priming and bilingual children's reading and sentence sequencing of same genre and opposite genre text in the other language

2010 ◽  
Vol 14 (4) ◽  
pp. 547-561
Author(s):  
HEDVA VITAL ◽  
RACHEL KARNIOL
Keyword(s):  
Second Language ◽  
Mental Models ◽  
Priming Effect ◽  
Narrative Text ◽  
The Other ◽  
Bilingual Children ◽  
Main Effect ◽  
Text Reading ◽  
Procedural Text ◽  
Cross Language

How bilingual children represent procedural versus narrative text is important for both pedagogical and theoretical reasons. To examine this issue, bilingual children and children learning English as a Second Language (ESL) read Hebrew sentences comprising either a procedural (i.e., “how to”) or a narrative text (i.e., description of “doing”) and reading times were measured. Half the children were primed with the same text, in English, in either the same genre or the opposite genre. Text sentences were then randomly sequenced and sentence sequencing mistakes and correct sentence sequencing times were assessed. Irrespective of genre, primed children read the Hebrew test text more quickly, and they read it as quickly as the English prime text. The priming effect was only evident on the last five sentences of each task. Primed children made fewer sentence sequencing mistakes than unprimed children, except when they were primed and tested with procedural text. With text reading times covaried, time for correct sequencing of the sentences showed only a main effect for genre. These data indicate that procedural genre material is harder to process than narrative genre material for bilingual children but that they are not aware of this greater difficulty. The data have important implications for our understanding of the way bilinguals construct mental models.

scholarly journals Phonological development in the early speech of an Indonesian-German bilingual child

2016 ◽  
Vol 14 (3) ◽  
pp. 329-350 ◽  
Author(s):  
Ni Luh Putu Sri Adnyani ◽  
I Wayan Pastika
Keyword(s):  
Language Development ◽  
The Other ◽  
Phonological Development ◽  
Sound System ◽  
Phonological Processes ◽  
Bilingual Child ◽  
Dominant Language ◽  
Linguistic System ◽  
Early Speech ◽  
Crosslinguistic Influence

Current research in bilingual children’s language development with one language dominant has shown that one linguistic system can affect the other. This is called Crosslinguistic Influence (CLI). This paper explores whether CLI is experienced by a bilingual child raised in two typologically distinct languages in terms of phonological development. It uses data from the study of a child simultaneously acquiring Indonesian and German between the ages of 12 months - 20 months, with Indonesian as the dominant language. The sound segments developed by the child showed universal tendencies, with the appearance of bilabials prior to alveolar sounds, followed by velar sounds. The sounds were produced mostly in the form of stops, nasals and glides. Three phonological processes were displayed by the child: substitution, assimilation and syllable structures. The front rounded vowel [ʏ], which exists in German but not in the Indonesian sound system, was systematically replaced by the palatal approximant [j]. This approximant exists in the Indonesian sound system but not in the German phonemic inventory. This provides evidence that, in terms of phonological development, the child experienced CLI, but only for certain sound transfers.

The Propaganda Feedback Loop

2018 ◽  
Author(s):  
Yochai Benkler ◽  
Robert Faris ◽  
Hal Roberts
Keyword(s):  
Case Studies ◽  
Feedback Loop ◽  
The Other ◽  
Hillary Clinton ◽  
Donald Trump ◽  
The Public ◽  
False Reporting ◽  
Media Ecosystem ◽  
Crowd Out ◽  
Selection Of

This chapter presents a model of the interaction of media outlets, politicians, and the public with an emphasis on the tension between truth-seeking and narratives that confirm partisan identities. This model is used to describe the emergence and mechanics of an insular media ecosystem and how two fundamentally different media ecosystems can coexist. In one, false narratives that reinforce partisan identity not only flourish, but crowd-out true narratives even when these are presented by leading insiders. In the other, false narratives are tested, confronted, and contained by diverse outlets and actors operating in a truth-oriented norms dynamic. Two case studies are analyzed: the first focuses on false reporting on a selection of television networks; the second looks at parallel but politically divergent false rumors—an allegation that Donald Trump raped a 13-yearold and allegations tying Hillary Clinton to pedophilia—and tracks the amplification and resistance these stories faced.

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