Morpho-syntactic properties of simultaneous bilingualism: Evidence from bilingual English-Turkish

2017 ◽  
Vol 23 (4) ◽  
pp. 793-803
Author(s):  
Belma Haznedar
Keyword(s):  
English Language ◽  
Null Subjects ◽  
Longitudinal Case Study ◽  
Verbal Morphology ◽  
Bilingual Child ◽  
Verb Agreement ◽  
Verb Forms ◽  
The One ◽  
Syntactic Properties

Aims and Objectives/Purpose/Research Questions: A number of studies on the acquisition of non-null subject languages in child grammars have suggested that while overt subjects are mainly used with finite forms, null subjects co-occur with non-finite forms. The purpose of this study is to explore the proposed relationship between subject realization and verbal morphology in a simultaneous bilingual context. Design/Methodology/Approach: Longitudinal case study Data and Analysis: The present study analyses longitudinal data from an English-Turkish bilingual child (2;4–3;9), with special reference to the distribution of finite forms and the suppliance of overt subjects on the one hand, and subject drop and the use of non-finite forms, on the other. The English/Turkish data comprise 37 recordings collected regularly for nearly 18 months. Findings/Conclusions: English-Turkish bilingual data show that the majority of the overt subjects in the English language of the bilingual child occur both with inflected and uninflected verb forms. At a time the child has consistent and productive suppliance of overt subjects in his English, he uses uninflected verb forms with overt subjects, suggesting that the proposed association discussed in the literature does not necessarily hold. Moreover, around the same time the bilingual child’s Turkish presents robust evidence for the productive and systematic use of inflected forms as well as omission of subjects. Originality and significance/implications: These data, based on a less commonly studied language pair, English-Turkish, challenge previous research that postulates an association between overt subjects and finite forms versus null subjects and non-finite root forms. Overall, there appears to be a relationship between the acquisition of subject–verb agreement in the bilingual child’s Turkish and the correct suppliance of overt subjects in his English, suggesting language-particular devices for the realization of person deixis.

Overt subjects in English: evidence for the marking of person in an English-Italian bilingual child

2002 ◽  
Vol 29 (2) ◽  
pp. 327-355 ◽  
Author(s):  
LUDOVICA SERRATRICE
Keyword(s):  
Significant Proportion ◽  
The Other ◽  
Verbal Morphology ◽  
Bilingual Child ◽  
Verb Agreement ◽  
Verb Forms ◽  
Person Agreement ◽  
The One ◽  
Finite Verb

Data from one English-Italian bilingual child (1;10–3;1) are presented in this study which challenge the hypothesis that the consistent realization of overt subjects in English is caused by the emergence of finite verbal morphology in the child's grammar. The argument is made for the emergence of subjects as an independent grammatical property of English, namely the marking of person deixis. Throughout the period of observation there is a significant proportion of overt subjects in the child's English utterances appearing both with finite and non-finite verb forms. Production of subjects stabilizes at 90% of obligatory contexts when no morphological correlates of finiteness have been acquired yet. While subjects are produced at significantly lower rates in Italian, we observe the consolidation of a number of inflected forms marking person agreement. The emergence of overt subjects in English on the one hand, and of subject–verb agreement in Italian on the other suggest that this bilingual child is grammaticalizing the all-important function of person deixis in language-specific ways: the same function is expressed by different forms in the child's two languages.

scholarly journals English Language University Teachers’ Difficulties in Research Engagement: A Case Study in Vietnam

2017 ◽  
Vol 2 (2) ◽  
pp. 91
Author(s):  
Huong Hoang Le
Keyword(s):  
English Language ◽  
Qualitative Case Study ◽  
Research Output ◽  
Structured Interview ◽  
Research Activity ◽  
University Teachers ◽  
Research Engagement ◽  
Cultural Framework ◽  
The One

The study uses a qualitative case study framed within a socio-cultural framework to investigate Vietnamese English language university teachers’ difficulties in their research engagement. The study was conducted among 21 English language university teachers in Hong Duc University in Vietnam. Skype semi-structured interview was employed to collect necessary data to explore teacher participants’ perceived obstacles to research. The findings of the study show that there was a gap between Vietnamese authorities’ expectations of research outputs and the realities of English language university teachers’ research capabilities. Such gap has caused serious challenges to those teachers and prevented them from effectively engaging in research. On the one hand, Vietnamese authorities hope to increase universities’ research output to keep up with the international academic ranking. On the other hand, the working realities of university teachers hinder their engagement in research. However, no official investigation has been done to reduce such gap and the enforcement of research activity in universities has been taken for granted. In this sense, the significance of this study is an opportunity for English language university teachers to voice their opinions about the enforced nature of research activity in universities in Vietnam.

scholarly journals Pemerolehan Bahasa dan Penggunaan Bahasa Anak Usia Sekolah Dasar

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Tri Mahajani, Ruyatul Hilal Muhtar
Keyword(s):  
Language Acquisition ◽  
English Language ◽  
School Level ◽  
Longitudinal Case Study ◽  
Making Meaning ◽  
System A ◽  
Language Structure ◽  
Learner Language ◽  
Descriptive Method

<p>Abstract. The present study aims to examine a description of language acquisition and its usage by pupils in their daily conversations. This study employed a longitudinal case study and applieda descriptive method, while it used a content analysis for the research technique. The resultrevealed a finding upon the young learner language acquisition and its usage, the language acquisition included Bahasa Indonesia, Javanese language, Sundanese language and English language. The uses of language for a system, a personal expression, and an interpersonal expression were broad good enough and were uttered structurally, however, mistakes were founded on applying structures and making meaning to language in use. To pupils whom are at elementary school level, they have acquired a range of language structure and its use for perfection. Their parents, teachers, and their society have any real and valuable<br />influence over them in the way language is structured and is used for exemplifying examples ofthe perfect language acquisition.</p>

The Schooling Experiences of African Youth From Refugee Backgrounds in South Australia

2019 ◽  
pp. 1479-1505
Author(s):  
Svetlana M. King ◽  
Laurence Owens
Keyword(s):  
English Language ◽  
Service Providers ◽  
South Australia ◽  
Educational Practice ◽  
Career Pathways ◽  
Longitudinal Case Study ◽  
African Students ◽  
African Community ◽  
African Youth

African students from refugee backgrounds constitute a special group in Australian schools because of their complex lives and previous schooling and life experiences that are unlike most of their non-refugee peers. This chapter draws upon findings from a collaborative, longitudinal case study that sought to understand the education and career pathways of African students from refugee backgrounds from the perspectives of African youth, educators, service providers, and South Australian African community leaders and elders. Qualitative analysis revealed six key influences that shape these pathways: previous schooling; English language skills; Australian schooling challenges and support; family support, academic achievement; and post-school preparation. This chapter presents the case study of a single student that, although unique in its circumstances, is representative of key findings from the larger study. Implications for educational practice are then described with a view to facilitating educational participation and success amongst this particular group of young people.

scholarly journals THE INFLUENCE OF CLASSROOM EXPERIENCE ON TEACHER BELIEF SYSTEMS: NEW FRENCH SECOND LANGUAGE TEACHERS’ BELIEFS ABOUT PROGRAM OPTIONS FOR ENGLISH LANGUAGE LEARNERS AND STUDENTS WITH LEARNING DIFFICULTIES

2019 ◽  
Vol 53 (3) ◽  
Author(s):  
Katy Arnett ◽  
Callie Mady
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Belief Systems ◽  
Learning Difficulties ◽  
Teacher Belief ◽  
Longitudinal Case Study ◽  
Structured Interviews ◽  
Teachers Beliefs

This longitudinal case study examines four new FSL teachers’ beliefs regarding the best and worst FSL program for English language learners and students with learning difficulties; the data are drawn from qualitative semi-structured interviews that occurred at the end of the participants’ Bachelor of Education program and near the end of each school year of their first three years of teaching. The case study considers how the teachers did or did not change their views as they gained experience in the classroom.

The Schooling Experiences of African Youth from Refugee Backgrounds in South Australia

2015 ◽  
pp. 100-124 ◽  
Author(s):  
Svetlana M. King ◽  
Laurence Owens
Keyword(s):  
English Language ◽  
Service Providers ◽  
South Australia ◽  
Educational Practice ◽  
Career Pathways ◽  
Longitudinal Case Study ◽  
African Students ◽  
African Community ◽  
African Youth

African students from refugee backgrounds constitute a special group in Australian schools because of their complex lives and previous schooling and life experiences that are unlike most of their non-refugee peers. This chapter draws upon findings from a collaborative, longitudinal case study that sought to understand the education and career pathways of African students from refugee backgrounds from the perspectives of African youth, educators, service providers, and South Australian African community leaders and elders. Qualitative analysis revealed six key influences that shape these pathways: previous schooling; English language skills; Australian schooling challenges and support; family support, academic achievement; and post-school preparation. This chapter presents the case study of a single student that, although unique in its circumstances, is representative of key findings from the larger study. Implications for educational practice are then described with a view to facilitating educational participation and success amongst this particular group of young people.

Parameter setting and acceleration

2021 ◽  
Vol 12 (1) ◽  
pp. 157-184
Author(s):  
Elena Scalise ◽  
Johanna Stahnke ◽  
Natascha Müller
Keyword(s):  
Bilingual Children ◽  
Parameter Setting ◽  
Null Subjects ◽  
Longitudinal Case Study ◽  
Present Contribution ◽  
Null Subject ◽  
Verb Classes

Abstract The present contribution analyzes the acquisition of subjects in French based on a longitudinal case study of a trilingual child aged 2;8–3;2 who acquired French, Italian and Spanish simultaneously. The three languages vary with respect to the null-subject property; French is traditionally characterized as a non-null-subject language, while Italian and Spanish are prototypical null-subject languages. Argument subject omissions in French are ungrammatical but frequently observed in monolingual children in early acquisitional phases, as are ungrammatical postverbal subjects which cluster with null-subjects. Bilingual children acquiring French produce fewer subject omissions and postverbal subjects. The present study also finds an acceleration effect in the trilingual child. The results are interpreted in light of a parameter setting which accounts for different verb classes at different locations with which the null-subjects occur, giving rise to ‘categorial CS’ or ‘congruent categorialization.’

ITALY'S INFORMAL IMPERIALISM IN TIANJIN DURING THE LIBERAL EPOCH, 1902–1922

2016 ◽  
Vol 59 (2) ◽  
pp. 447-468
Author(s):  
SABINA DONATI
Keyword(s):  
English Language ◽  
Historical Sources ◽  
Trade Finance ◽  
Italian Case ◽  
Fresh Perspective ◽  
Historical Investigation ◽  
Tianjin City ◽  
The One ◽  
Informal Imperialism

ABSTRACTThis article examines the notion of ‘informal imperialism’ in East Asia and extends the related historiographical debate to the Italian case-study by focusing on liberal Italy's concession at Tianjin city port from 1902 through 1922. By doing so, it provides a fresh perspective on Italy's sole concession in China as well as offering specific theoretical insights and historical details that have not been sufficiently discussed in the literature pertaining to Italian expansionism in the liberal years. Within the context of an Italian informal imperial structure at its inception, the study carries out an historical investigation by using the economic lens on the one hand, and the political-administrative one on the other. In this way, it advances the current discussion about informal imperialism(s) in Tianjin by surveying issues pertaining not only to Italian trade, finance, and investments in imperial settings but also to foreign self-government and the establishment of an Italian Municipal Council as tools of imperial power relations. Based on a variety of Italian-language historical sources, archival material, and related academic works, the analysis is further enriched with comparisons drawn from the English-language scholarship on the British and the Japanese informal empires.

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