Musical, audio-visual, poetic, and narrative input: A longitudinal case study of French- English bilingual first language acquisition

2016 ◽  
Author(s):  
Catrin Bellay
Keyword(s):  
Language Acquisition ◽  
First Language ◽  
First Language Acquisition ◽  
Longitudinal Case Study ◽  
English Bilingual ◽  
Musical Audio

scholarly journals Interaction between two determiner systems: The acquisition of English articles by a Hebrew-speaking child

2018 ◽  
Vol 39 (1) ◽  
pp. 111-136 ◽  
Author(s):  
Yarden Kedar
Keyword(s):  
Language Acquisition ◽  
First Language ◽  
Equivalent Form ◽  
First Language Acquisition ◽  
Functional Categories ◽  
Longitudinal Case Study ◽  
Long Period ◽  
English Articles

This longitudinal case study followed a Hebrew-speaking child acquiring L2-English, focusing on her production of articles. Although the child had already developed significant aspects of the Hebrew determiner system, her acquisition of English followed a typical developmental route for first language acquisition: single words; telegraphic speech; and complete sentences, including articles. The child’s acquisition of definite and indefinite English articles was based on different strategies: the was dropped for a long period, but was then incorporated in full sentences; whereas a, which lacks an equivalent form in Hebrew, appeared earlier in the child’s utterances, but only in memorized templates of [ a + Noun]. Moreover, the proportion of cases in which English articles were omitted in obligatory contexts decreased over time, whereas additions and substitutions increased. These findings bear upon the role of functional categories in language acquisition and the endeavor to understand the extent to which children’s L1-based knowledge may guide or interfere with their mastery of a second language.

scholarly journals Lexical and morphological development: A case study of Malay English bilingual first language acquisition

2021 ◽  
Vol 25 (1) ◽  
pp. 29-61
Author(s):  
Rabiah Tul Adawiyah Mohamed Salleh ◽  
Bruno Di Biase ◽  
Satomi Kawaguchi
Keyword(s):  
Language Acquisition ◽  
First Language ◽  
Morphological Development ◽  
First Language Acquisition ◽  
Early Language ◽  
Grammatical Development ◽  
Longitudinal Investigation ◽  
English Bilingual ◽  
The Family

Abstract Many first language acquisition (FLA) studies have found a strong correlation between lexical and grammatical development in early language acquisition. For bilingual first language acquisition (BFLA), the development of grammar is also found to be correlated with the size of the lexicon in each language. This case study investigates how a Malay-English bilingual child developed the lexicon and grammar in each of her languages and considers possible evidence of interaction between the languages during acquisition. The study also aims to show that the predominant linguistic environment to which the child was alternatively exposed might have played an important role in her lexical and grammatical development. Thus, the study presents two sets of data: (a) a 12-month longitudinal investigation when the child was 2;10 up till 3;10 in Australia and (b) a one-off elicitation session at age 4;8 when the family was in Malaysia. The findings show that not only the emergence of grammar is linked to the lexical size of the developing languages, but that other variables, mainly the linguistic environment and the bilingual language mode, also influenced the child’s language productions.

Subject realization in the syntactic development of a bilingual child

2000 ◽  
Vol 3 (3) ◽  
pp. 173-191 ◽  
Author(s):  
Maria Juan-Garau ◽  
Carmen Pérez-Vidal
Keyword(s):  
Language Acquisition ◽  
Word Order ◽  
First Language ◽  
The Other ◽  
Major Influence ◽  
Dependent Manner ◽  
First Language Acquisition ◽  
Null Subject ◽  
Syntactic Development

The present article reports on the findings of a case study of bilingual first language acquisition in Catalan and English. It first presents a general overview of a child's syntactic development from the age of 1;3 to 4;2 and then focuses on the question of subject realization in the two contrasting languages he is acquiring simultaneously. In this case, Catalan is a null subject language in opposition to the overt subject properties of English. Such data allow us to provide evidence on a key issue in bilingual acquisition research: the question of language separation in the early stages of acquisition. The data available suggest the absence of any major influence of one language on the other. In other words, our subject seems to be acquiring word order patterns which are different in the two adult systems in a language-dependent manner from the beginning of his production in both languages.

scholarly journals FIRST LANGUAGE ACQUISITION OF A THREE YEARS OLD CHILD: AN ANALYSIS OF PHONOLOGICAL COMPONENT (A CASE STUDY)

2018 ◽  
Vol 4 (2) ◽  
pp. 150-154
Author(s):  
Hilma Safitri ◽  
M. Nur Hakim
Keyword(s):  
Language Acquisition ◽  
Qualitative Method ◽  
First Language ◽  
First Language Acquisition ◽  
Human Beings ◽  
Semantics And Pragmatics ◽  
Biological Development ◽  
Consonant Sounds ◽  
Do So

The process of language acquisition undergone by each child in the world is more and less similar. This is because language is universal in which it is acquired through all language components namely phonology, semantics, and pragmatics. The component of phonology is more related to human neuro-biology. The process of sound produced is genetic and human biological development is not similar. Hence, the language development of human beings is not exactly the same. This paper explores first language acquisition particularly on the phonological component of a three years old child named Andi. The data is the transcripts of dialog taken from causal chit chats with the participant. A qualitative method is used to analyze the data. The findings reveal that the participant acquired vocal sounds of /a/, /i/, /u/, /o/, /e/ and consonant sounds of /p/, /b/, /m/, /t/ more dominant compared to others. He never produced /k/ consonant, fricative [s] and [j]. However, he produced nasal consonants of [m], [n], and [ɳ]. The participant also substituted omitted a few sounds. This might happen because his speech articulation has not developed well yet or genetic factor does not allow him to do so.

scholarly journals First Language Acquisition, Developmental Errors in Vocabulary: A Case Study of a Four -Year- Old Iranian Child

2020 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Nastaran Sadeghi ◽  
Mohammad Hashamdar
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Learning Process ◽  
First Language ◽  
First Language Acquisition ◽  
Iranian Child ◽  
Interval Recording ◽  
Do So

This case study aims to discover the process of first language acquisition of a 4–year-old Iranian child. The focus of the research is on developmental errors the child has created in his language development, i.e. the words which are not correct. To do so, the researcher, during four months, observed and recorded the subject's produced strange words. The recording was done by two ways, Interval recording strategy and event sampling.Developmental errors or strange words are part of the learning process. These words are created due to different reasons. The research shows that during four months and in thirty three records, eleven strange words and expressions were produced. These eleven errors were investigated in this study in details. A table was presented by the researcher in which these errors were thoroughly described.

scholarly journals The acquisition of dative alternation by German-English bilingual and English monolingual children

2015 ◽  
Vol 5 (2) ◽  
pp. 252-284 ◽  
Author(s):  
Rebecca Woods
Keyword(s):  
Language Acquisition ◽  
First Language ◽  
Bilingual Children ◽  
First Language Acquisition ◽  
Dative Alternation ◽  
English Bilingual ◽  
Interface Phenomena ◽  
L1 Attrition ◽  
L1 Acquisition ◽  
English Monolingual

The vulnerability of the syntax–semantics interface in simultaneous bilingual first language acquisition is still up for debate; while some scholars have found crosslinguistic transfer at this interface, others found no such influence. To determine which kinds of syntax–semantics interface phenomena may be vulnerable, this study examines the acquisition and use of dative alternation by German-English bilingual children and adults compared with English monolingual children and German and English monolingual adults. The study shows that bilingual children interpret and comprehend dative constructions in English like their monolingual peers but their production of dative constructions in German is influenced by English. This suggests that syntax–semantics interface phenomena relating to the representation of verbs’ objects are vulnerable to influence. However, bilingual adults perform like monolinguals in both languages. These results suggest that any indeterminacy in the use of dative alternation in the adult state is due to L1 attrition rather than incomplete L1 acquisition.

The impact of typological factors in monolingual and bilingual first language acquisition

2011 ◽  
Vol 2 (1) ◽  
pp. 101-128 ◽  
Author(s):  
Anne-Katharina Ochsenbauer ◽  
Helen Engemann
Keyword(s):  
Language Acquisition ◽  
First Language ◽  
The Other ◽  
Bilingual Children ◽  
First Language Acquisition ◽  
Response Patterns ◽  
Developmental Patterns ◽  
English Bilingual ◽  
Adults And Children ◽  
The Impact

The present study compares (1) monolingual English vs. French adults and children and (2) simultaneous French-English bilingual children who describe caused motion events. The results concerning L1 speakers showed developmental progressions in both languages, e.g., utterance complexity increases with age. However, response patterns differed considerably across languages in that responses were denser and more compact in English than in French. The results concerning bilingual children showed unidirectional crosslinguistic interactions. Responses elicited in English paralleled monolingual developmental patterns, whereas bilinguals’ French productions differed from those of monolingual French peers. The findings suggest that bilingual children transfer lexicalisation patterns from one of their languages to the other when the former provides more transparent means of achieving high semantic density.

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