Is the heritage language like a second language?

2012 ◽  
Vol 12 ◽  
pp. 1-29 ◽  
Author(s):  
Silvina A. Montrul
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Heritage Language ◽  
Learning Experience ◽  
Linguistic Knowledge ◽  
Theoretical Frameworks ◽  
Heritage Speakers ◽  
Heritage Languages ◽  
L2 Learners ◽  
Family Language

Many heritage speakers (bilinguals in a minority language context) turn to the second language (L2) classroom to expand their knowledge of the heritage language. Critical questions arise as to how their linguistic knowledge compares to that of post puberty L2 learners. Focusing on recent experimental research on grammatical domains typically affected in both L2 learners and heritage speakers, this article addresses whether exposure to the family language since birth even under reduced input conditions leads to more native-like linguistic knowledge in heritage speakers as opposed to L2 learners with a later age of acquisition of the language, how differences in input and language learning experience determine the behavioral manifestations of linguistic knowledge, and whether formal instruction in the classroom is beneficial to heritage speakers. I argue that the extension of theoretical frameworks and methodologies from SLA has significantly advanced the field of heritage language acquisition, but deeper understanding of these speakers will also need more fruitful integration of the psycholinguistic and sociolinguistic factors that contribute to the acquisition and maintenance of heritage languages.

Assessing Differences and Similarities between Instructed Heritage Language Learners and L2 Learners in Their Knowledge of Spanish Tense-Aspect and Mood (TAM) Morphology

2011 ◽  
Vol 8 (1) ◽  
pp. 90-133 ◽  
Author(s):  
Silvina Montrul ◽  
Silvia Perpiñán
Keyword(s):  
Heritage Language ◽  
Language Instruction ◽  
Linguistic Knowledge ◽  
L2 Acquisition ◽  
Heritage Speakers ◽  
Tense And Aspect ◽  
Classic Problem ◽  
L2 Learners ◽  
Advanced Proficiency ◽  
L1 Acquisition

The acquisition of the aspectual difference between the preterit and imperfect in the past tense and the acquisition of the contrast between subjunctive and indicative mood are classic problem areas in second language (L2) acquisition of Spanish by English-speaking learners (Collentine, 1995, 1998, 2003; Salaberry, 1999; Slabakova & Montrul, 2002; Terrell, Baycroft & Perrone, 1987). Similarly, Spanish heritage speakers in the U.S exhibit simplification of the preterit/imperfect contrast and incomplete acquisition/attrition of subjunctive morphology (Merino, 1983; Montrul, 2002, 2007; Potowski, Jegerski & Morgan-Short, 2009; Silva-Corvalán, 1994). This raises the question of whether the linguistic knowledge of a developing L2 learner is similar to incomplete L1 acquisition in heritage language (HL) learners. Because heritage speakers are exposed to the heritage language from infancy whereas L2 learners begin exposure much later, Au et al. (2002, 2008) have claimed that heritage speakers are linguistically superior to L2 learners only in phonology but not in morphosyntax. The present study reexamines this claim by focusing on the interpretation of tense, aspect and mood (TAM) morphology in 60 instructed HL learners and 60 L2 learners ranging from low to advanced proficiency in Spanish. Results of four written tasks showed differences between the groups both in tense and aspect and in mood morphology, depending on proficiency levels. Implications of these findings for heritage language instruction are discussed.

How similar are adult second language learners and Spanish heritage speakers? Spanish clitics and word order

2009 ◽  
Vol 31 (1) ◽  
pp. 167-207 ◽  
Author(s):  
SILVINA MONTRUL
Keyword(s):  
Second Language ◽  
Word Order ◽  
Second Language Learners ◽  
Judgment Task ◽  
Heritage Speakers ◽  
Oral Production ◽  
Grammaticality Judgment ◽  
L2 Learners ◽  
Family Language ◽  
Spanish Heritage Speakers

ABSTRACTRecent studies of heritage speakers, many of whom possess incomplete knowledge of their family language, suggest that these speakers may be linguistically superior to second language (L2) learners only in phonology but not in morphosyntax. This study reexamines this claim by focusing on knowledge of clitic pronouns and word order in 24 L2 learners and 24 Spanish heritage speakers. Results of an oral production task, a written grammaticality judgment task, and a speeded comprehension task showed that, overall, heritage speakers seem to possess more nativelike knowledge of Spanish than their L2 counterparts. Implications for theories that stress the role of age and experience in L2 ultimate attainment and for the field of heritage language acquisition and teaching are discussed.

MORPHOLOGICAL ERRORS IN SPANISH SECOND LANGUAGE LEARNERS AND HERITAGE SPEAKERS

2011 ◽  
Vol 33 (2) ◽  
pp. 163-192 ◽  
Author(s):  
Silvina Montrul
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Morphological Variability ◽  
Minority Languages ◽  
Heritage Speakers ◽  
Oral Production ◽  
L2 Learners ◽  
Age Appropriate ◽  
Family Language

Morphological variability and the source of these errors have been intensely debated in SLA. A recurrent finding is that postpuberty second language (L2) learners often omit or use the wrong affix for nominal and verbal inflections in oral production but less so in written tasks. According to the missing surface inflection hypothesis, L2 learners have intact functional projections, but errors stem from problems during production only (a mapping or processing deficit). This article shows that morphological variability is also characteristic of heritage speakers (early bilinguals of ethnic minority languages) who were exposed to the family language naturalistically in early childhood but failed to acquire age-appropriate linguistic competence in the language. However, because errors in heritage speakers are more frequent in written than in oral tasks, the missing surface inflection hypothesis does not apply to them. The discussion considers how morphological errors in the two populations seem to be related to the type of experience.

scholarly journals Second language acquisition and first language loss in adult early bilinguals: exploring some differences and similarities

2005 ◽  
Vol 21 (3) ◽  
pp. 199-249 ◽  
Author(s):  
Silvina Montrul
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Proficiency ◽  
First Language ◽  
Target Language ◽  
Linguistic Knowledge ◽  
Heritage Speakers ◽  
L2 Learners ◽  
The Usa ◽  
English Dominant

This study compares the linguistic knowledge of adult second language (L2) learners, who learned the L2 after puberty, with the potentially ‘eroded’ first language (L1) grammars of adult early bilinguals who were exposed to the target language since birth and learned the other language simultaneously, or early in childhood (before age 5). I make two main claims: (1) that the L1 grammar of bilinguals at a given stabilized state (probably endstate) resembles the incomplete (either developing or stabilized) grammars typical of intermediate and advanced stages in L2 acquisition; and (2) that despite similar patterns of performance, when language proficiency is factored in, early bilinguals are better than the L2 learners, probably due to exposure to primary linguistic input early in childhood. I offer empirical evidence from an experimental study testing knowledge of the syntax and semantics of unaccusativity in Spanish, conducted with English-speaking L2 learners and English-dominant Spanish heritage speakers living in the USA. I consider recent treatments of unaccusativity and language attrition within the generative framework (Sorace, 1999; 2000a; 2000b), that offer a unifying account of the formal parallels observed between these two populations I discuss how input, use and age may explain differences and similarities in the linguistic attainment of the two groups.

scholarly journals PRIMING DATIVE CLITICS IN SPOKEN SPANISH AS A SECOND AND HERITAGE LANGUAGE

2021 ◽  
pp. 1-24
Author(s):  
Irati Hurtado ◽  
Silvina Montrul
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Heritage Language ◽  
Structural Priming ◽  
Heritage Speakers ◽  
Baseline Study ◽  
Second Language Speakers ◽  
Picture Description ◽  
Description Task

Abstract Spanish monolingual speakers often produce recipient (Pedro le da un lápiz a María) and nonrecipient constructions (Antonio le lava la camiseta a Carmen) doubled by a dative clitic. Second language speakers and heritage speakers usually avoid clitics. This study examined whether structural priming could effectively increase the production of clitics in monolingual speakers (N = 23), L2 speakers (N = 28), and heritage speakers (N = 24). Participants completed a baseline study that measured the use of clitics in a picture description task, followed by a priming treatment, an immediate posttest, and a posttest a week later. Results showed that priming increased clitic production for all groups, and that the increase was still significant a week later in L2 speakers and heritage speakers. These findings support the view that structural priming may implicate implicit language learning and considers its pedagogical implications.

To What Extent is the Innate Linguistic Knowledge Involved in Second Language learning?

2016 ◽  
Vol 8 (4) ◽  
pp. 20
Author(s):  
Azhar A. Alkazwini
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Linguistic Knowledge ◽  
L2 Acquisition ◽  
Detailed Explanation ◽  
L2 Learners ◽  
L2 Learning

<p>A number of theoretical possibilities regarding UG and L2 learning have emerged in recent years. Some theories lend support to the fact that UG plays a role in L2 acquisition, where as other hypothesis claims that L2 learners have no access to UG. In this paper, a detailed explanation of these hypothesis in the light of different studies shall be presented, and the claim that L2 learners have no access to UG is falsified by studies that prove the opposite.</p>

Bilingual perceptual benefits of experience with a heritage language

2014 ◽  
Vol 19 (4) ◽  
pp. 791-809 ◽  
Author(s):  
CHARLES B. CHANG
Keyword(s):  
Second Language ◽  
Heritage Language ◽  
American English ◽  
Linguistic Knowledge ◽  
Language Performance ◽  
Language Experience ◽  
Heritage Speakers ◽  
First Language Transfer ◽  
Potential Benefits ◽  
Speech Research

Research on the linguistic knowledge of heritage speakers has been concerned primarily with the advantages conferred by heritage language experience in production, perception, and (re)learning of the heritage language. Meanwhile, second-language speech research has begun to investigate potential benefits of first-language transfer in second-language performance. Bridging these two bodies of work, the current study examined the perceptual benefits of heritage language experience for heritage speakers of Korean in both the heritage language (Korean) and the dominant language (American English). It was hypothesized that, due to their early bilingual experience and the different nature of unreleased stops in Korean and American English, heritage speakers of Korean would show not only native-like perception of Korean unreleased stops, but also better-than-native perception of American English unreleased stops. Results of three perception experiments were consistent with this hypothesis, suggesting that benefits of early heritage language experience can extend well beyond the heritage language.

APTITUDE AND SECOND LANGUAGE ACQUISITION

2005 ◽  
Vol 25 ◽  
pp. 46-73 ◽  
Author(s):  
Peter Robinson
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Cognitive Abilities ◽  
Theoretical Frameworks ◽  
Aptitude Tests ◽  
Advanced Level ◽  
Learning Success ◽  
And Performance

Recent second language acquisition (SLA) research into the cognitive abilities implicated in implicit, incidental, and explicit learning, and in learning and performance on tasks differing in their information processing demands has prompted new theoretical frameworks for conceptualizing L2 aptitude. This research is reviewed and related to measures of abilities operationalized in existing aptitude tests, as well as to measures of abilities that are the focus of more recent research in cognitive psychology. Finally, prospects for developing aptitude tests to serve the purposes of predicting both early and advanced level language learning success are discussed in the light of the SLA findings and aptitude frameworks reviewed.

How “Native” Are Heritage Speakers?

2013 ◽  
Vol 10 (2) ◽  
pp. 153-177 ◽  
Author(s):  
Silvina Montrul
Keyword(s):  
Language Learning ◽  
Experimental Evidence ◽  
Native Speakers ◽  
Learning Experience ◽  
Age Of Acquisition ◽  
The Other ◽  
Gender Agreement ◽  
Heritage Speakers ◽  
High Incidence ◽  
Incomplete Acquisition

One of the chief characteristics of heritage speakers is that they range in proficiency from “overhearers” to “native” speakers. To date, the vast majority of linguistic and psycholinguistic studies have characterized the non-target-like linguistic abilities of heritage speakers as a product of incomplete acquisition and/or attrition due to reduced exposure and opportunities to use the language during childhood. This article focuses on the other side of the problem, emphasizing instead the high incidence of native-like abilities in adult heritage speakers. I illustrate this issue with recent experimental evidence from gender agreement in Spanish, a grammatical feature that is mastered at almost 100% accuracy in production by native speakers;yet it is one of the most difficult areas to master for non-native speakers, including near-natives.I discuss how age of acquisition and language-learning experience explain these effects.

scholarly journals Factors Affecting Language Proficiency in Heritage Language: The Case of Young Russian Heritage Speakers in Spain

2021 ◽  
Vol 14 (2) ◽  
pp. 303-329
Author(s):  
Tamara Vorobyeva ◽  
Aurora Bel
Keyword(s):  
Language Proficiency ◽  
Significant Relationship ◽  
Heritage Language ◽  
Language Use ◽  
Age Of Onset ◽  
The Other ◽  
Significant Variable ◽  
Heritage Speakers ◽  
Factors Affecting ◽  
Family Language

Abstract This study focuses on the issue of language proficiency attainment among young heritage speakers of Russian living in Spain and examines factors that have been claimed to promote heritage language proficiency, namely, age, gender, age of onset to L2, quantity of exposure and family language use. A group of 30 Russian-Spanish-Catalan trilingual children aged 7–11 participated in the study. In order to measure heritage language proficiency (L1 Russian), oral narratives were elicited. The results demonstrated a significant relationship between L1 proficiency and three sociolinguistic variables (age of onset to L2, quantity of exposure and family language use). Additionally, the multiply regression model demonstrated that the only significant variable affecting language proficiency was family language use and it accounted only for 33% of the variation of children’s language proficiency. The study raises the question about what are the other, yet unknown factors, which can affect heritage language proficiency.

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