Search Results (12)

A number of different language measures are used in child language acquisition studies. This raises the issue of comparability across tasks, and whether this comparability diverges depending on the specific language domain or the language population (e.g., monolinguals versus bilinguals). The current study investigates the comparability across tasks in the domains of vocabulary, morphology, and syntax in primary-school-aged sequential bilingual children with L1 Arabic/L2 English (N = 40, 5;7–12;2) and age-matched monolinguals (N = 40). We collected narrated speech samples to produce measures across language domains, and additional measures from separate vocabulary, morphology, and syntax assessments. Using a logistic regression analysis, we find a correspondence between syntax measures in monolinguals; however, we find no further correspondences in the other domains for monolinguals, and no correspondences at all in bilinguals. This suggests that assessment measures are highly task-dependent, and that a given assessment measure is not necessarily indicative of language as a whole, or even of language within a domain. We also find selective effects of age for monolinguals and both age and length of exposure (LOE) for bilinguals; in particular, while LOE predicts variation between the first and second language, age effects reflect underlying similarity across languages. We consider the implications of these effects for language assessments across populations. Full article

Understanding the role of input in bilingual phonological acquisition is revealing for deciphering the workings of language acquisition processes. Input and usage distributional frequencies guide and differentiate speech sound acquisition patterns cross-linguistically. Such processes are operant in first- and second-language acquisition. There is an under-representation of investigations on how context-specific input in bilingualism influences the early acquisition of rhotics in child developmental speech longitudinally. This study addresses the gap by tracing a Greek/English bilingual girl’s rhotic development between ages 2;7 and 3;11, utilizing naturalistic data during daily interactions with an adult interlocutor. The study reports and schematically illustrates the child’s bilingual usage frequencies, informing language choice in her production variables, which demonstrate, quantitatively and qualitatively, the effects of context-specific input on rhotic accuracy levels and substitution patterns in both languages. Specifically, distributional frequencies in the input govern the child’s phonemic and phonetic tendencies in the languages. Findings are compared with previous reports in the literature and enhance language acquisition theory, revealing the pivotal role of input in the dynamic interplay with developmental universals, language-specific tendencies, transfer, and individual variation. Full article

This article traces the developmental trajectory of a Mandarin-English bilingual child’s acquisition of wh-questions from China to Australia between the ages of 3;04 and 5;05. There is an assumption that age 3 is the dividing line between Bilingual First Language Acquisition (BFLA) and Early Second Language Acquisition (ESLA). Determining the similarities and differences between them is of great theoretical and methodological significance. While BFLA studies show consistent results under conditions of adequate input and meaningful interaction, ESLA studies indicate that these children develop their early English skills differently from BFLA children. Previous studies mainly focused on young children’s English development in English-speaking countries without prior English input. However, an increasing number of children migrate to English-speaking countries after age 1 with limited English input. This study examines whether there is a qualitative difference between BFLA and ESLA children’s bilingual wh-questions. Drawing upon the naturalistic data before and after the child’s migration from China to Australia and CLAN analysis, our 25-month longitudinal case study indicates that the ESLA child’s bilingual wh-question developmental trajectories are qualitatively similar to, but quantitatively different from the child’s Mandarin-English BFLA peers. This study could be the first to investigate a bilingual child who acquires two languages and experiences a change of environmental language (Lε), contributing theoretically and practically to early childhood bilingualism. Full article

This study shows two parallelisms between (i) the acquisition process of English verb–particle constructions (VPCs) by children in the process of acquiring English as a native language (henceforth ENL children) and (ii) that of Japanese verb–verb compounds (VVCs) by children in the process of acquiring Japanese as a native language (henceforth JNL children) using the CHILDES database. First, both JNL and ENL children produce creative N–N compounds and complex predicates during the same period, in line with the proposal by Snyder that the Compounding Parameter (TCP) is set to positive for both Japanese and English languages. Second, particles or verbs which are used to represent the path of motion in English VPCs and Japanese VVCs are produced before the VPCs and VVCs they are used in because complex predicates are created by the combination of two or more constituents, such as verbs and particles. Thus, our findings corroborate the proposal that Japanese is a [+TCP] language and suggest that Japanese makes use of VVCs instead of VPCs. Furthermore, this parallelism observed among ENL and JNL children in the acquisition process of creative N–N compounds and VPCs/VVCs, respectively, suggests that English VPCs and Japanese VVCs are related expressions in a grammatical sense. This in turn implies that VPCs and VVCs are connected by more than their semantics; indeed, it implies that they are realizational variations of the same abstract linguistic structure. Full article

In this paper, we discuss a child Kazakh speaker’s acquisition of English as her second language. In particular, we focus on this child’s development of the English segments |f, v, θ, ð, ɹ, ʃ, ʧ|, which are not part of the Kazakh phonological inventory of consonants. We begin with a longitudinal description of the patterns that the child displayed through her acquisition of each of these segments. The data reveal patterns that range from extremely rapid to rather slow and progressive acquisition. The data also reveal patterns that were unexpected at first, for example, the slow development of |ʧ| in syllable onsets, an affricate that occurs as a contextual allophone in syllable onsets in Kazakh. We analyze these patterns through the Phonological Interference hypothesis, which was recently extended into the Feature Redistribution and Recombination hypothesis. These models predict the transfer into the L2 of all of the relevant phonological features present within the learner’s first language and their recombination to represent segments present in the L2. We also discuss contexts where feature-based approaches to L2 acquisition fail to capture the full range of observations. In all such contexts, we show that the facts are modulated by phonetic characteristics of the speech sounds present in either the child’s L1 or her L2. Full article

In acquiring a meaningful and rich religious language, children need to build up semantic knowledge about religious words. Most religious concepts do not refer directly to visible entities. Instead, their meanings are often abstract and emerge from the social observation of the world. In our pilot study, we investigate the acquisition of the religious word merciful in 7–8-year-olds during dialogic reading of a biblical story. Merciful is a prototypical religious concept and therefore a fruitful subject for research on the acquisition of religious concepts. First, following the perspective of religious education, we present theological models that identify relevant semantic aspects that constitute mercy. Two of these models relate to interpersonal behavior, which is most common in contemporary understanding. In a second step, we analyze which theological models of mercy are evoked in dialogic reading between caregivers and their children and how they are expressed linguistically. In a third step, we designed a picture story test that allowed us to investigate how children apply their knowledge to novel (secular) contexts and which theological models are evident in children’s problem solving. Our results show that two different theological models of mercy prevail during dialogic reading: the model of forgiveness and the model of compassion. Although the model of forgiveness is central in our settings, the language data show that the model of compassion is also present in the caregiver’s and children’s language. During dialogic reading, the frequency of the semantic aspects of the model of forgiveness expressed between child and caregiver is significantly related. In the picture story test, children are more likely to select semantic aspects of the model of forgiveness in religious contexts than in secular contexts. Interestingly, in secular contexts, children chose semantic neighbors more often, indicating a more diffuse understanding of merciful. Full article

Teachers of the deaf, signed language interpreters, and associated staff (e.g., secretaries and sanitation workers) are a salient part of a deaf child’s community often because hearing parents and other family members of deaf children do not become proficient signers leading many deaf children and adults to feel alienated in the home environment (e.g., dinner table syndrome). Because the school environment provides another way for deaf children to acquire language, professional signed language fluency is critical. Yet, in other second language acquisition contexts, fluency is not necessary for effective teaching and often highly racialized. If perceived fluency is often dependent on proximity to whiteness, and language fluency is not necessary for effective teaching, then why is it necessary to require professionals to be fluent in signed languages before teaching and working with deaf children? Full article

Research on child heritage speakers (HSs) has shown successful language acquisition, comparable to monolinguals, whereas research on adult HSs often claims incomplete acquisition. This seems to be an evident contradiction in the current state of research, which may be explained by a possible language shift during adolescence or adulthood, but which does not necessarily have to be equated with a lack of competence. In an overview of the existing studies on child and adult HSs of French in Germany, we show that HSs are not incomplete acquirers of French and we suggest theoretical and practical implications following these findings. Our aim is to show, first, that HSs of French in Germany are not unanimously disadvantaged compared with French speakers in countries where French is a majority language, and second, that complete acquisition is independent of language dominance, a notion that has received particular attention in studies on multilingual and HL acquisition. Full article

This longitudinal study examined morphosyntactic development in the heritage Arabic-L1 and English-L2 of first-generation Syrian refugee children (mean age = 9.5; range = 6–13) within their first three years in Canada. Morphosyntactic abilities were measured using sentence repetition tasks (SRTs) in English and Syrian Arabic that included diverse morphosyntactic structures. Direct measures of verbal and non-verbal cognitive skills were obtained, and a parent questionnaire provided the age at L2 acquisition onset (AOA) and input variables. We found the following: Dominance in the L1 was evident at both time periods, regardless of AOA, and growth in bilingual abilities was found over time. Cognitive skills accounted for substantial variance in SRT scores in both languages and at both times. An older AOA was associated with superior SRT scores at Time−1 for both languages, but at Time-2, older AOA only contributed to superior SRT scores in Arabic. Using the L2 with siblings gave a boost to English at Time−1 but had a negative effect on Arabic at Time-2. We conclude that first-generation children show strong heritage-L1 maintenance early on, and individual differences in cognitive skills have stable effects on morphosyntax in both languages over time, but age and input factors have differential effects on each language and over time. Full article

Lexical ambiguity abounds in languages and multiple one-to-many form-function mappings create challenges for language learners. This study extends the theoretical approaches to the acquisition of polysemy to the Mandarin verb 打 dǎ, which is highly polysemous and among the earliest verbs in child speech. It analyzes longitudinal naturalistic data of nine children (1;05–3;10) from two Mandarin child speech corpora to explore the developmental trajectory of different senses of 打 dǎ and the role of input. The results support a continuous derivational and restricted monosemy approach: children initially extract a core feature of 打 dǎ, but only apply it in a restricted way, reflected in a small number of senses in a limited set of semantic domains and syntactic frames, revealing an early preference for initial unambiguous form-meaning mappings. Mandarin-speaking children’s production mirrors the semantic and syntactic distribution of the input, supporting the usage-based approach to the acquisition of polysemy that meaning is derived from the confluence of lexical and syntactic cues in the usage patterns in the input. Our research is the first longitudinal study of the emergence and development of polysemous verbs in Mandarin and has pedagogical implications for teaching Mandarin as a second language. Full article

How does the bilingual child assemble her first multiword constructions? Can switch placement in bilingual combinations be explained by language usage? This study traces the emergence of frozen and semi-productive patterns throughout the diary collection period (0;10.10–2;2.00) to document the acquisition of constructions. Subsequently the focus falls on most frequently produced monolingual and bilingual combinations captured through 30 video recordings (1;10.16–2;5.11) which are linked to the diary data to confirm their productivity. First, we verify that like in monolingual development, frequency-based piecemeal acquisition of constructions can be reproduced in our bilingual diary data: in the child’s earliest combinations 87% are deemed as semi-productive slot-and-frame patterns. Second, video recordings show that productivity, understood as a function of type frequency, plays a role in determining the switch placement in early bilingual combinations only to some extent. A more accurate explanation for why frames from one language take slot fillers from another is their autonomous use and semantic independence. We also highlight limitations of input: while the child was raised with two languages separated in the input, she continued to switch languages which suggests that switching is developmental. Full article

Monosyllabic place holders (MPHs) have been studied extensively in first-language (L1) acquisition of Spanish and other Romance languages. However, the study of MPHs in second-language (L2) acquisition, both by children and adults, has received much less attention. This study provides evidence for the presence of MPHs in the L2 Spanish of two L1 Moroccan Arabic children living in Spain. The age difference between the children (10;9 for Rachida and 6;10 for Khalid) allows us to address the issue of whether the younger child would use MPHs, as is the case in L1 acquisition. However, what the data show is that both children used MPHs, although Khalid’s MPH rate was slightly higher than Rachida’s. Therefore, based on these findings we argue that MPHs can constitute a strategy available for all child learners of Spanish. Full article