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Languages 2017, 2(4), 27; doi:10.3390/languages2040027

A Comparison of the Grammatical Production of Child Heritage Speakers of Spanish across Language and Grade: Kindergarten and Grade 1

1
School of Communication Science and Disorders, Florida State University, Tallahassee, FL 32306, USA
2
Department of Modern Languages and Linguistics, Florida State University, Tallahassee, FL 32306, USA
*
Author to whom correspondence should be addressed.
Academic Editors: Maria del Carmen Parafita Couto, Usha Lakshmanan and Osmer Balam
Received: 28 June 2017 / Revised: 27 November 2017 / Accepted: 27 November 2017 / Published: 13 December 2017
(This article belongs to the Special Issue Bilingualism in the Hispanic and Lusophone World)
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Abstract

In this study, we elicited grammatical forms (oral production) from a group of child heritage speakers of Spanish (N = 45) in English and Spanish, using the morphosyntax subtest of the Bilingual English–Spanish Assessment (BESA), (Peña et al. 2014). A cross-sectional design was used with 25 participants in kindergarten and 20 in first grade. All children spoke Spanish at home and attended English rural schools. We controlled for L2 class environment and socio-economic status. Research findings indicated children produced more target structures in L1 Spanish. This project supports the view that sequential bilingualism and continuous exposure to the heritage language may assist heritage speakers to maintain some L1 structures (Miller and Cuza 2013; Pascual y Cabo and Gómez Soler 2015). Patterns of L2 development are also addressed. View Full-Text
Keywords: bilingualism; heritage speaker; passive sentence; progressive; subjunctive bilingualism; heritage speaker; passive sentence; progressive; subjunctive
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

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Rodriguez, E.; Bustamante, K.; Wood, C.; Sunderman, G. A Comparison of the Grammatical Production of Child Heritage Speakers of Spanish across Language and Grade: Kindergarten and Grade 1. Languages 2017, 2, 27.

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