Chapter 15: Aspects of Language Acquisition and Disorders in Turkish-French Bilingual Children

2010 ◽  
pp. 312-351
Author(s):  
Mehmet Ali Akıncı ◽  
Nathalie Decool- Mercier
Keyword(s):  
Language Acquisition ◽  
Bilingual Children

Variations dans l’acquisition du marqueur ergatif en basque par des enfants bilingues basque-français

2014 ◽  
Vol 5 (2) ◽  
pp. 227-251 ◽  
Author(s):  
Isabelle Duguine ◽  
Barbara Köpke ◽  
Jean-Luc Nespoulous
Keyword(s):  
Longitudinal Study ◽  
Language Acquisition ◽  
Age Of Acquisition ◽  
Bilingual Children ◽  
Research Protocol ◽  
Developmental Sequences ◽  
Task Differences

This paper presents the findings of a longitudinal study of seven Basque-French bilingual children and three monolingual Basque-speaking children concerning the acquisition of the morphological marking of the ergative case in Basque. Following the hypotheses put forth to account for the development of early bilingualism, the aim of the study was to establish whether bilingual children follow the same developmental sequences as monolingual children during the acquisition of the ergative case. The research protocol we have developed involves relatively unguided as well as constrained data focusing on the production of the ergative case in these two contexts. The data show significant inter-individual and inter-task differences in the production of the ergative case that contribute to some variation in language acquisition. The findings lead us to question classifications of early bilinguals based on age of acquisition alone.

scholarly journals Different sources of delay and acceleration in early child bilingualism

2017 ◽  
Vol 36 (1) ◽  
Author(s):  
Natascha Müller
Keyword(s):  
Language Acquisition ◽  
Speech Production ◽  
First Language ◽  
Bilingual Children ◽  
First Language Acquisition ◽  
Efficient Computation ◽  
Linguistic Development ◽  
The Difference ◽  
Acquisition Delay ◽  
Different Sources

AbstractThe present article argues that the two effects observed in bilingual first language acquisition, delay and acceleration, have different sources. Whereas delay can be due to cross-linguistic influence on the competence or the performance level and to the mere cognitive burden to process two languages, acceleration is always rooted in efficient computation in a non-linguistic sense. The evidence for the difference between delay and acceleration effects stems from children who are raised bilingually from birth and who are studied during spontaneous speech production. It falls out rather naturally that linguistic development is immune to acceleration, while it can be delayed in bilingual children as compared to monolinguals.

Bilingual first language acquisition at the interface between syntax and pragmatics

2000 ◽  
Vol 3 (3) ◽  
pp. 227-244 ◽  
Author(s):  
Aafke Hulk ◽  
Natascha Müller
Keyword(s):  
Language Acquisition ◽  
First Language ◽  
External Factors ◽  
The Other ◽  
Bilingual Children ◽  
First Language Acquisition ◽  
Internal Factors ◽  
Surface Level ◽  
Language Dominance ◽  
Starting Point

This paper has as its starting point the assumption that in acquiring two languages from birth, bilingual children separate their grammars from very early on. This does not, however, exclude cross-linguistic influence – the possible influence of one language on the other. The main focus of the paper is on the acquisition of syntax in a generative framework. We argue that cross-linguistic influence can occur if (1) an interface level between two modules of grammar is involved, and (2) the two languages overlap at the surface level. We show that both conditions hold for object drop, but not for root infinitives. Root infinitives satisfy the first condition: they involve the interface between syntax and pragmatics. However, they do not satisfy the second condition. Therefore, we expect cross-linguistic influence to occur only in the domain of object drop and not in the domain of root infinitives. Comparing the development of the two phenomena in a bilingual Dutch–French and a German–Italian child to the development in monolingual children, we show that this prediction is borne out by our data. Moreover, this confirms the hypothesis that cross-linguistic influence is due to language internal factors and not to language external factors such as language dominance: the periods during which we observe influence in the domain of object drop and non-influence in the domain of root infinitives are identical.

Syntax–pragmatic and morphology–pragmatic interfaces in sequential bilingual language acquisition: The case of Russia-Turkish and English-Turkish bilingual children

2018 ◽  
Vol 23 (5) ◽  
pp. 1137-1158
Author(s):  
Elena Antonova-Ünlü
Keyword(s):  
Language Acquisition ◽  
Age Of Onset ◽  
First Language ◽  
The Other ◽  
Bilingual Children ◽  
Cross Sectional ◽  
Bilingual Language Development ◽  
Direct Objects ◽  
Cross Sectional Design ◽  
Case Markers

Aims: This study examines sequential bilingual language development focusing on the acquisition of two domains that interact with pragmatics, precisely, post-predicate constituents and case marking for direct objects in Turkish, which are cases of syntax–pragmatic and morphology–pragmatic interface, respectively, by Russian-Turkish and English-Turkish sequential bilinguals who had been acquiring Turkish as their child second language (cL2). Design: A cross-sectional design was adopted in the study. Methods: Narratives were used as a method of data collection. The use of post-predicate constituents and case markers for direct objects produced by the sequential bilinguals in their cL2 Turkish was compared with that of Turkish monolingual and simultaneous bilingual children. Conclusions: The study provides evidence that cL2 may be similar to monolingual and bilingual first language acquisition in some domains, while the other domains may be affected by age of onset and cross-linguistic influence from the other language that has developed to a certain extent.

Transfer and language mode

1998 ◽  
Vol 1 (3) ◽  
pp. 175-176 ◽  
Author(s):  
FRANÇOIS GROSJEAN
Keyword(s):  
Language Acquisition ◽  
Quantitative Difference ◽  
Language Learner ◽  
The Other ◽  
Bilingual Children ◽  
Main Argument ◽  
Bilingual Learners ◽  
Main Thrust ◽  
Transfer Parameter ◽  
Parameter Values

Natascha Müller's proposal to view transfer as a relief strategy used by bilingual learners to cope with problematic input is very interesting and has far-reaching consequences for theories of bilingual language acquisition. The author makes a strong case for the fact that bilingual children transfer parameter values from the language presenting unambiguous input to the other “puzzling language”. In what follows, I will not question the main thrust of her argument. Rather I will return to the definitions that have been proposed for transfer in the literature and show that they are usually too broad. I will then propose that anyone interested in studying transfer must take into account the language mode the language learner or bilingual subject is in when being studied, and I will end by showing the consequences that this may have if it is not done. Natascha Müller's main argument is not affected by the language mode factor but the quantitative difference she finds between monolingual and bilingual children could be.

scholarly journals Input effects across domains: The case of Greek subjects in child heritage language

2018 ◽  
Vol 35 (3) ◽  
pp. 421-445 ◽  
Author(s):  
Evangelia Daskalaki ◽  
Vasiliki Chondrogianni ◽  
Elma Blom ◽  
Froso Argyri ◽  
Johanne Paradis
Keyword(s):  
Language Acquisition ◽  
North America ◽  
Heritage Language ◽  
Language Use ◽  
Bilingual Children ◽  
Heritage Speakers ◽  
Syntactic Structures ◽  
Heritage Language Acquisition ◽  
English Bilingual ◽  
Interface Hypothesis

A recurring question in the literature of heritage language acquisition, and more generally of bilingual acquisition, is whether all linguistic domains are sensitive to input reduction and to cross-linguistic influence and to what extent. According to the Interface Hypothesis, morphosyntactic phenomena regulated by discourse–pragmatic conditions are more likely to lead to non-native outcomes than strictly syntactic aspects of the language (Sorace, 2011). To test this hypothesis, we examined subject realization and placement in Greek–English bilingual children learning Greek as a heritage language in North America and investigated whether the amount of heritage language use can predict their performance in syntax–discourse and narrow syntactic contexts. Results indicated two deviations from the Interface Hypothesis: First, subject realization (a syntax–discourse phenomenon) was found to be largely unproblematic. Second, subject placement was affected not only in syntax–discourse structures but also in narrow syntactic structures, though to a lesser degree, suggesting that the association between the interface status of subject placement and its sensitivity to heritage language use among children heritage speakers is gradient rather than categorical.

The Sun is Feminine: A Study on Language Acquisition in Bilingual Children.

1985 ◽  
Vol 19 (1) ◽  
pp. 157
Author(s):  
Michael H. Gertner ◽  
Traute Taeschner
Keyword(s):  
Language Acquisition ◽  
Bilingual Children ◽  
The Sun

scholarly journals Language activities in a minority–majority language context: book-reading at home is more important for Frisian than for Dutch

2019 ◽  
Vol 47 (2) ◽  
pp. 289-308 ◽  
Author(s):  
Evelyn BOSMA ◽  
Elma BLOM
Keyword(s):  
Language Acquisition ◽  
Minority Language ◽  
Book Reading ◽  
Bilingual Children ◽  
Specific Language ◽  
Language Context ◽  
Watching Tv ◽  
Reading Activities ◽  
Reading At Home ◽  
At Home

AbstractPrevious research has shown that in a minority–majority language context, the quantity of language input at home is more important for the development of the minority language than for the development of the majority language. In the current study, we examined whether the same holds true for the frequency of specific language activities at home. In a group of five- and six-year-old Frisian–Dutch bilingual children (n = 120), we investigated to what extent vocabulary and morphology knowledge were predicted by reading activities, watching TV, and story-telling activities in both languages. The results showed that reading in Frisian predicted both Frisian vocabulary and morphology, while reading in Dutch only predicted Dutch vocabulary. This shows that reading at home is most important for the development of the minority language. This especially holds true for the acquisition of Frisian morphology, a domain that is known to be vulnerable in language acquisition.

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