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Elena Nicoladis - One of the best experts on this subject based on the ideXlab platform.
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i have three years old cross linguistic influence of fixed expressions in a Bilingual Child
Journal of Monolingual and Bilingual Speech, 2019Co-Authors: Elena NicoladisAbstract:There is evidence that adults store fixed expressions as both units and compositionally in their mental lexicon. According to Usage-Based theories, Children initially acquire memorized chunks of language (fixed expressions) and gradually abstract productive patterns (compositional representation). This study addresses whether a French-English Bilingual Child has compositional representation of fixed expressions using diary data on her use of fixed expressions requiring the verb to be in English and avoir ‘to have’ in French between the ages of 3;4 and 4;3. According to Usage-Based theories, Children should learn these fixed expressions as fixed expressions and therefore show little cross-linguistic influence. However, from the earliest age under study, this Child occasionally used the non-target verb, suggesting that her representation of these fixed expressions was already also compositional.
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the acquisition of english possessives by a Bilingual Child do input and usage frequency matter
Journal of Child Language, 2019Co-Authors: Elena Babatsouli, Elena NicoladisAbstract:Previous research in Child language shows that many aspects of language acquisition are frequency-linked. This study tests whether input or usage frequency predicts the order of acquisition and accuracy of a Bilingual Greek-English Child's English possessives. The Child was followed longitudinally from age 2;6 to 3;11. Order of acquisition was comparable to that of same-aged monolingual Children. The Child's usage frequency and order of acquisition were highly correlated with input frequency, while her accuracy was not. We argue that the Child's already-acquired Greek possessives facilitated acquisition of English possessives, even though the Child's English input and usage frequencies were lower than in monolingual English Children.
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the acquisition of complex deverbal words by a french english Bilingual Child
Language Learning, 2005Co-Authors: Elena NicoladisAbstract:This study explores the acquisition of complex words composed of both verbs and nouns through novel forms produced spontaneously by a French-English Bilingual Child. Diary recordings were kept by the Child's mother from ages 2:8 to 5:0. The results showed little support for a proposed developmental sequence based on cross-sectional data (e.g., Clark & Barron, 1988). Instead, the Child usually produced grammatical forms in both languages, though few were in French. In English, he often used -er attached to verbs before nouns and meaning something similar to -ing (and sometimes, although much less frequently, vice versa). These results suggest that Children use multiple cues in acquiring deverbal constructions, including existing grammatical forms and the frequency of these forms.
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where is my brush teeth acquisition of compound nouns in a french english Bilingual Child
Bilingualism: Language and Cognition, 1999Co-Authors: Elena NicoladisAbstract:This study had two purposes: (i) to see if Bilingual Children can differentiate their languages with respect to the ability to form compound nouns and (ii) to test the validity of previous explanations of the acquisition of compounds. Compound nouns are right-headed in English and left-headed in French. If the French–English Bilingual Child in this study could differentiate between the two compounding rules, his compounds should show differential order based on the language of the semantic head. The analysis was based on the Child's spontaneous compound productions from 2;9 to 3;3. The results showed that the language choice of the semantic head noun predicted the order of his compounds, suggesting that he had two distinct compounding rules. The pattern of errors made by the Child cannot be accounted for by any previous explanation alone. It is suggested that Children use various cues to learn compound structure.
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first clues to the existence of two input languages pragmatic and lexical differentiation in a Bilingual Child
Bilingualism: Language and Cognition, 1998Co-Authors: Elena NicoladisAbstract:While it is now commonly accepted that simultaneous Bilingual Children can differentiate their two languages from very early in development, it is still not very well understood how they come to understand that there are two languages in their input. The purpose of this study was to examine how a Bilingual Child might come to an understanding of the existence of two languages in terms of pragmatic differentiation (use of the appropriate language for the context) and lexical differentiation (use of translation equivalents). Using data from a Portuguese-English Bilingual Child from 1;0 to 1;6, this study showed that the Child showed evidence of pragmatic differentiation before lexical differentiation. If these results are replicated, they suggest that Bilingual Children's understanding of the appropriate social use of their two languages may lead to an understanding that the translation equivalents in their vocabulary belong to two distinct input languages.
Emily Krasinski - One of the best experts on this subject based on the ideXlab platform.
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the development of segmental phonological production in a Bilingual Child a contrasting second case
Journal of Child Language, 1996Co-Authors: Marc L Schnitzer, Emily KrasinskiAbstract:A longitudinal diary-and-videotape study of the production of phonological segments by a Spanish—English Bilingual Child, age 1;6–4;6, revealed a consistent separation of the phonological systems of the two languages from the earliest period, with minimal interference at later times. These results are in contrast to results obtained from another Child in a similar study (Schnitzer & Krasinski, 1994). The relevance of these data to the issue of whether Bilingual Children first use a single system before acquiring two discrete languages is discussed, as is the general question of how to interpret the early phonological production of Bilinguals.
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the development of segmental phonological production in a Bilingual Child
Journal of Child Language, 1994Co-Authors: Marc L Schnitzer, Emily KrasinskiAbstract:A longitudinal diary-and-videotape study of the production of phonological segments by a Spanish-English Bilingual Child, age I; I-3; 9, revealed four stages in consonantal acquisition: presystematic variation, formation of a single system, separation into two systems corresponding to the two languages, and achievement of adult target values with later interference of one language in the other. Vocalic acquisition proceeded with widespread variation, followed by stabilization at target adult values, without any apparent intermediate unitary-system stage. Relevance of the data adduced here to the issue of whether Bilingual Children first function with a single system before acquiring two discrete languages is discussed. The issue of what it may mean to have one or two systems of phonology is addressed.
Marc L Schnitzer - One of the best experts on this subject based on the ideXlab platform.
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the development of segmental phonological production in a Bilingual Child a contrasting second case
Journal of Child Language, 1996Co-Authors: Marc L Schnitzer, Emily KrasinskiAbstract:A longitudinal diary-and-videotape study of the production of phonological segments by a Spanish—English Bilingual Child, age 1;6–4;6, revealed a consistent separation of the phonological systems of the two languages from the earliest period, with minimal interference at later times. These results are in contrast to results obtained from another Child in a similar study (Schnitzer & Krasinski, 1994). The relevance of these data to the issue of whether Bilingual Children first use a single system before acquiring two discrete languages is discussed, as is the general question of how to interpret the early phonological production of Bilinguals.
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the development of segmental phonological production in a Bilingual Child
Journal of Child Language, 1994Co-Authors: Marc L Schnitzer, Emily KrasinskiAbstract:A longitudinal diary-and-videotape study of the production of phonological segments by a Spanish-English Bilingual Child, age I; I-3; 9, revealed four stages in consonantal acquisition: presystematic variation, formation of a single system, separation into two systems corresponding to the two languages, and achievement of adult target values with later interference of one language in the other. Vocalic acquisition proceeded with widespread variation, followed by stabilization at target adult values, without any apparent intermediate unitary-system stage. Relevance of the data adduced here to the issue of whether Bilingual Children first function with a single system before acquiring two discrete languages is discussed. The issue of what it may mean to have one or two systems of phonology is addressed.
Simona Montanari - One of the best experts on this subject based on the ideXlab platform.
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the acquisition of ser estar and be by a spanish english Bilingual Child the early stages
Bilingualism: Language and Cognition, 2008Co-Authors: Carmen Silvacorvalan, Simona MontanariAbstract:This article studies the acquisition of copulas by a Spanish–English Bilingual between the ages of 1;6 and 3;0, examines the possibility of interlanguage influence, and considers the distributional frequencies of copular constructions in the speech of the Child and in the language input from adults. The study is of interest because the Bilingual Child needs to acquire semantic and syntactic contrasts in Spanish that are not explicitly marked in English. This difference raises questions about the timing of acquisition of the Spanish copulas under pressure from a stronger language, in addition to the language-internal questions concerning the acquisition of the semantics and syntax of these verbs. The results show that copular constructions develop autonomously, but with a slight delay in the acquisition of estar interpreted as a possible type of influence from English. The distributional analysis reveals parallels between the Child's and the adults' uses of copulas, thus supporting a process of acquisition guided by the nature of the interactions that the Child enters into with the adults who surround him.
Ludovica Serratrice - One of the best experts on this subject based on the ideXlab platform.
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language mixing and learning strategy
International Journal of Bilingualism, 2005Co-Authors: Ludovica SerratriceAbstract:This paper investigates the relationship between language mixing and learning strategy in one English-Italian Bilingual Child between 1;10 and 2;2. (Mean Length of Utterance in words 1.1−2.0). The first 200 multiword combinations in each language were searched for occurrences of mixing broadly defined as any utterance or conversation including elements from both languages. An asymmetrical pattern was found where language mixing was low overall and unidirectional, only English words were used in Italian contexts. In order to assess the learning strategy adopted by the Child, all of the multiword utterances were further analyzed for level of lexical specificity following the criteria in Lieven, Pine and Baldwin (1997). The results showed a high proportion of frozen utterances and limited creativity in the range of constructed utterances.The comparison of these findings to those reported for another Bilingual Child raised in similar input conditions (Vihman, 1999) revealed a discrepancy between the two Child...
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overt subjects in english evidence for the marking of person in an english italian Bilingual Child
Journal of Child Language, 2002Co-Authors: Ludovica SerratriceAbstract:Data from one English-Italian Bilingual Child (1;10–3;1) are presented in this study which challenge the hypothesis that the consistent realization of overt subjects in English is caused by the emergence of finite verbal morphology in the Child's grammar. The argument is made for the emergence of subjects as an independent grammatical property of English, namely the marking of person deixis. Throughout the period of observation there is a significant proportion of overt subjects in the Child's English utterances appearing both with finite and non-finite verb forms. Production of subjects stabilizes at 90% of obligatory contexts when no morphological correlates of finiteness have been acquired yet. While subjects are produced at significantly lower rates in Italian, we observe the consolidation of a number of inflected forms marking person agreement. The emergence of overt subjects in English on the one hand, and of subject–verb agreement in Italian on the other suggest that this Bilingual Child is grammaticalizing the all-important function of person deixis in language-specific ways: the same function is expressed by different forms in the Child's two languages.