Motion Lexicalization in Chinese among Heritage Language Children in Canada

2018 ◽  
Vol 15 (3) ◽  
pp. 272-296
Author(s):  
Youran Lin ◽  
Elena Nicoladis
Keyword(s):  
Second Language ◽  
Heritage Language ◽  
First Language ◽  
Age Groups ◽  
Mainland China ◽  
Bilingual Children ◽  
Older Children ◽  
Second Language Speakers ◽  
Heritage Language Speakers ◽  
Two Age Groups

Heritage language speaking children often show signs of attrition, particularly as they get older and are educated in the majority language of the society where they live. In this study, we tested the hypothesis that simplification is one process of attrition for heritage language speakers. We tested this hypothesis on the expression of motion events among children who are first language speakers of Mandarin Chinese and early second language speakers of English, the majority language in this community. We compared their motion expressions to those of monolingual Mandarin-speaking children living in mainland China. Two age groups were included: younger children (4-6 years, not yet in school) and older children (8-10 years; in school for two to five years). The children watched a cartoon and recounted the story. We coded the motion expressions used in their retellings. The results showed that the older bilingual children showed clear signs of attrition, particularly simplification, but also some signs of cross-linguistic influence from English. These results suggest that attrition in a heritage language can quickly follow the onset of schooling in the majority language.

Narrative competence of Italian–English bilingual children between 5 and 7 years

2015 ◽  
Vol 37 (1) ◽  
pp. 49-67 ◽  
Author(s):  
MAJA ROCH ◽  
ELENA FLORIT ◽  
CHIARA LEVORATO
Keyword(s):  
Second Language ◽  
First Language ◽  
Relevant Information ◽  
Mental States ◽  
Bilingual Children ◽  
Typically Developing ◽  
Older Children ◽  
Story Retelling ◽  
English Bilingual ◽  
Mental State Terms

ABSTRACTThe study explored narrative production and comprehension in typically developing Italian–English sequential bilinguals. Thirty 5- to 6-year-olds and 32 6- to 7-year-olds were presented with story telling and retelling tasks, each followed by comprehension questions in Italian (their first language) and English (their second language). The macrostructure of narratives produced was analyzed, considering total amount of relevant information, story complexity, and mental state terms. Comprehension questions focused on implicit story information (i.e., characters’ mental states and goals). The results indicated that (a) older children outperformed younger ones on all measures; (b) an advantage of first language (Italian) over second language (English) emerged for younger children; and (c) comprehension and production were both more accurate in story retelling than in telling. Theoretical and methodological implications of these results are discussed.

scholarly journals How (not) to cross a boundary: Crosslinguistic influence in simultaneous bilingual children's event construal

2021 ◽  
pp. 1-13
Author(s):  
Helen Engemann
Keyword(s):  
Production Process ◽  
Age Groups ◽  
Boundary Crossing ◽  
Bilingual Children ◽  
Activation Patterns ◽  
Motion Event ◽  
Co Activation ◽  
Crosslinguistic Influence ◽  
Event Construal ◽  
Two Age Groups

Abstract Simultaneous bilingual children sometimes display crosslinguistic influence (CLI), widely attested in the domain of morphosyntax. It remains less clear whether CLI affects bilinguals’ event construal, what motivates its occurrence and directionality, and how developmentally persistent it is. The present study tested predictions generated by the structural overlap hypothesis and the co-activation account in the motion event domain. 96 English–French bilingual children of two age groups and 96 age-matched monolingual English and French controls were asked to describe animated videos displaying voluntary motion events. Semantic encoding in main verbs showed bidirectional CLI. Unidirectional CLI affected French path encoding in the verbal periphery and was predicted by the presence of boundary-crossing, despite the absence of structural overlap. Furthermore, CLI increased developmentally in the French data. It is argued that these findings reflect highly dynamic co-activation patterns sensitive to the requirements of the task and to language-specific challenges in the online production process.

scholarly journals The Development of Subject Position in Dutch-Dominant Heritage Speakers of Spanish: From Age 9 to Adulthood

Languages ◽  
2019 ◽  
Vol 4 (4) ◽  
pp. 88
Author(s):  
van Osch ◽  
García González ◽  
Hulk ◽  
Sleeman ◽  
Aalberse
Keyword(s):  
Word Order ◽  
Exploratory Study ◽  
Heritage Language ◽  
Age Groups ◽  
Judgment Task ◽  
Subject Position ◽  
Bilingual Children ◽  
Heritage Speakers ◽  
Heritage Speakers Of Spanish ◽  
Language Literature

This exploratory study investigates the knowledge of word order in intransitive sentences by heritage speakers of Spanish of different age groups: 9-year-olds, 13-year-olds and adults. In doing so, we aim to fill a gap in the heritage language literature, which, to date, has mainly focused on adult heritage speakers and preschool bilingual children. The results from a judgment task reveal that child- and adolescent heritage speakers do not entirely resemble monolingual age-matched children in the acquisition of subjects in Spanish, nor do they assimilate adult heritage speakers. The data suggest that several different processes can occur simultaneously in the acquisition of word order in heritage speakers: monolingual-like acquisition, delayed acquisition, and attrition. An analysis of the influence of extraneous variables suggests that most of these effects are likely to be the consequence of quantitatively reduced input in the heritage language and increased input in the majority language.

scholarly journals When Bilingualism is the Common Factor: Switch Reference at the Junction of Competence and Performance in Both Second Language and Heritage Language Performance

2018 ◽  
Vol 11 (3) ◽  
pp. 590-616 ◽  
Author(s):  
Tiffany Judy ◽  
Michael T. Putnam ◽  
Jason Rothman
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Heritage Language ◽  
Common Factor ◽  
Language Performance ◽  
Subject Pronouns ◽  
Different Populations ◽  
The Common ◽  
And Performance ◽  
Heritage Language Speakers

In this paper we take a closer look at the oft-touted divide between heritage language speakers and adult second language (L2) learners. Here, we explore whether some properties of language may display general effects across different populations of bilinguals, explaining, at least partially, why these two groups show some common differences when compared with monolinguals. To test this hypothesis, we adduce data from two unique populations of bilinguals: a moribund variety of heritage German spoken in southwestern Kansas (Moundridge Schweitzer German) and L2 adult learners of Spanish. Empirically, we investigate whether the confound of switch reference adds an additional cognitive burden to these bilinguals in licensing object control predicates in the former and referential subject pronouns in the latter. Our preliminary findings support the view that overarching concepts such as incomplete acquisition cannot capture the variability observed in these populations, thus further supporting approaches that interpret findings such as these to be the result of specific variables.

Lexical preference in second dialect acquisition in a second language

2021 ◽  
pp. 136700692110369
Author(s):  
Ksenia Gnevsheva ◽  
Anita Szakay ◽  
Sandra Jansen
Keyword(s):  
Second Language ◽  
First Language ◽  
Social Constraints ◽  
Second Languages ◽  
Positive Attitudes ◽  
Second Language Speakers ◽  
Dialect Acquisition ◽  
Second Dialect Acquisition ◽  
The Usa ◽  
Australian English

Aims and objectives/purpose/research questions: How does second dialect acquisition in a second language compare to that in a first language in terms of rates and predictors of second dialect vocabulary use? Design/methodology/approach: A lexical preference task was completed by four groups of participants residing in Australia: first language speakers of Australian (L1D1) and American (L1D2) English, and first language speakers of Russian who acquired Australian (L2D1) and American (L2D2) English first. The participants named objects which are denoted by different words in American and Australian English (e.g. bell pepper vs capsicum). Data and analysis: The response was coded as either American or Australian, and percentage of use of Australian items was calculated for each group. Findings/conclusions: L1D1 used Australian words the most and L1D2 the least. L2D1 and L2D2 fell between the two L1 groups. L1D2 rate of use was predicted by proportion of life spent in Australia. L2D1 were more likely to choose Australian words if they had lived in Australia longer and had positive attitudes toward Australia. L2D2 were less likely to use Australian words the longer they had lived in the USA. Similar, but not identical, factors predict second dialect acquisition in the first and second languages. Originality: The research is innovative in considering second dialect acquisition in second language speakers and creates a bridge between second language and second dialect acquisition research. Significance/implications: The finding that second language speakers may be more flexible in second dialect acquisition than first language speakers has important implications for our understanding of cognitive and social constraints on acquisition.

Remarks on the acquisition of Basque–Spanish bilingualism

2012 ◽  
Vol 17 (3) ◽  
pp. 392-399 ◽  
Author(s):  
Jürgen M. Meisel
Keyword(s):  
Role Models ◽  
Age Of Onset ◽  
First Language ◽  
Problem Area ◽  
Bilingual Children ◽  
Grammatical Development ◽  
Second Language Speakers ◽  
Developmental Sequences ◽  
Core Areas ◽  
Grammatical Change

This commentary on the preceding six articles focuses on three issues concerning simultaneous and successive acquisition in early childhood which are addressed directly or indirectly in the contributions under discussion. The first issue concerns crosslinguistic interaction. It is argued that the evidence presented here speaks in favour of autonomous grammatical development in simultaneous bilingualism. Crosslinguistic interaction seems to happen only when grammatical knowledge is activated, i.e. in language use. The second problem area discussed here concerns the respective roles of input, universal mechanisms, and age of onset of acquisition as factors determining the course of acquisition. The claim is that these and other variables all contribute to an explanation of developmental sequences in monolingual and bilingual first language acquisition but that quantitative properties of the input do not override universal principles in the domain of grammar. The third point consists in emphasizing the role of second language speakers as role models for bilingual children. This provides an explanation of contact-induced change in core areas of grammar where, otherwise, empirical evidence does not support the claim of crosslinguistic interaction in bilingual children acquiring two languages simultaneously. It also constitutes a plausible scenario accounting for diachronic grammatical change.

Audiovisual speech recalibration in children*

2008 ◽  
Vol 35 (4) ◽  
pp. 809-822 ◽  
Author(s):  
SABINE VAN LINDEN ◽  
JEAN VROOMEN
Keyword(s):  
Speech Sound ◽  
Age Groups ◽  
Audiovisual Speech ◽  
Age Group ◽  
Exposure Phase ◽  
Older Children ◽  
Younger Age ◽  
Audiovisual Stimuli ◽  
Speech Identification ◽  
Two Age Groups

ABSTRACTIn order to examine whether children adjust their phonetic speech categories, children of two age groups, five-year-olds and eight-year-olds, were exposed to a video of a face saying /aba/ or /ada/ accompanied by an auditory ambiguous speech sound halfway between /b/ and /d/. The effect of exposure to these audiovisual stimuli was measured on subsequently delivered auditory-only speech identification trials. Results were compared to a control condition in which the audiovisual exposure stimuli contained non-ambiguous and congruent sounds /aba/ or /ada/. The older children learned to categorize the initially ambiguous speech sound in accord with the previously seen lip-read information (i.e. recalibration), but this was not the case for the younger age group. Moreover, all children displayed a tendency to report the stimulus that they were exposed to during the exposure phase. Methodological improvements for adjusting such a response bias are discussed.

Early shifts in the heritage language strength: A comparison of lexical access and accuracy in bilingual and monolingual children

2020 ◽  
pp. 136700692093633
Author(s):  
Bozena Dubiel ◽  
Eithne Guilfoyle
Keyword(s):  
Response Time ◽  
Heritage Language ◽  
Language Maintenance ◽  
Age Groups ◽  
Early Years ◽  
Bilingual Children ◽  
Heritage Speakers ◽  
Relative Dominance ◽  
Similar Accuracy ◽  
Heritage Language Development

Aims and objectives/purpose/research questions: This study examines the characteristics of the child heritage language during the period of its relative dominance in early sequential bilinguals. Our objectives are twofold: to compare lexical accuracy and access in heritage and monolingual speakers across the primary school years, and to examine whether the results point to any early shifts in the heritage language strength. Design/methodology/approach: The participants are 38 Polish–English early sequential bilinguals and 24 Polish monolinguals aged 4;7–13;2, divided into four age groups. We use a new psycholinguistic tool, the Child HALA, to measure shifts in language strength by comparing lexical accuracy and access between the heritage and monolingual Polish. This picture-naming test is based on the HALA tool. Data and analysis: The data consists of accuracy and response time scores. The results are compared between the age groups and between the heritage and monolingual speakers to document any changes as a function of age and type of acquisition. Findings/conclusions: The heritage speakers achieve similar accuracy scores as the monolinguals; however, their rate of acquisition is slower. Their response time scores are lower across all age spans, which points to a slower language access. The results may suggest that the heritage language displays early shifts in its strength before a switch to a more dominant L2 between the mean age of 8–11;5. Originality: We document early changes in the heritage language strength that occur during a period of its relative dominance in bilingual children. The study employs a new psycholinguistic test applicable in the assessments of language maintenance in children. Significance/implications: The study provides insights into the heritage language maintenance during the early years of exposure to the majority language. The results may offer a greater understanding of the characteristics of the heritage language development in bilingual children.

scholarly journals Appendicitis in Children: Evaluation of the Pediatric Appendicitis Score in Younger and Older Children

2014 ◽  
Vol 2014 ◽  
pp. 1-6 ◽  
Author(s):  
Martin Salö ◽  
Gustav Friman ◽  
Pernilla Stenström ◽  
Bodil Ohlsson ◽  
Einar Arnbjörnsson
Keyword(s):  
Diagnostic Delay ◽  
Age Groups ◽  
Lower Sensitivity ◽  
Older Children ◽  
Suspected Appendicitis ◽  
Abdominal Examination ◽  
The Mean ◽  
Low Sensitivity ◽  
Appendicitis Score ◽  
Two Age Groups

Background. This study aimed to evaluate Pediatric Appendicitis Score (PAS), diagnostic delay, and factors responsible for possible late diagnosis in children <4 years compared with older children who were operated on for suspected appendicitis.Method. 122 children, between 1 and 14 years, operated on with appendectomy for suspected appendicitis, were retrospectively analyzed. The cohort was divided into two age groups: ≥4 years (n=102) and <4 years (n=20).Results. The mean PAS was lower among the younger compared with the older patients (5.3 and 6.6, resp.;P=0.005), despite the fact that younger children had more severe appendicitis (75.0% and 33.3%, resp.;P=0.001). PAS had low sensitivity in both groups, with a significantly lower sensitivity among the younger patients. Parent and doctor delay were confirmed in children <4 years of age with appendicitis. PAS did not aid in patients with doctor delay. Parameters in patient history, symptoms, and abdominal examination were more diffuse in younger children.Conclusion. PAS should be used with caution when examining children younger than 4 years of age. Diffuse symptoms in younger children with acute appendicitis lead to delay and to later diagnosis and more complicated appendicitis.

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