Language Activation in Dual Language Schools: The Development of Subject-Verb Agreement in the English and Spanish of Heritage Speaker Children

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Autor/in	Goldin, Michele
Titel	Language Activation in Dual Language Schools: The Development of Subject-Verb Agreement in the English and Spanish of Heritage Speaker Children
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 8, S.3046-3067 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goldin, Michele)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2021.2005529
Schlagwörter	Language Acquisition; Second Language Learning; Second Language Instruction; Verbs; Form Classes (Languages); Bilingualism; Monolingualism; Spanish; Morphology (Languages); Morphemes; Grammar; Linguistic Input; English (Second Language); Language Usage; Accuracy; Language Dominance; Predictor Variables; Linguistic Theory; Task Analysis; Bilingual Education; Heritage Education; Preschool Children; Preschool Education; Kindergarten; Elementary School Students; Cross Cultural Studies; Comparative Analysis; Summer Programs; Foreign Countries; Spain (Madrid); New Jersey + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Zweitsprachenerwerb; Fremdsprachenunterricht; Analytischer Sprachbau; Bilingualismus; Spanisch; Morphology; Morphologie; Morphem; Grammatik; Sprachbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch; Sprachliche Dominanz; Prädiktor; Linguistische Theorie; Aufgabenanalyse; Bilingual teaching; Bilingualer Unterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Cultural comparison; Kulturvergleich; Sommerkurs; Ausland
Abstract	Cross-linguistically, monolingual children produce target-like inflected verbs much earlier than they can reliably distinguish between singular and plural subject-verb agreement morphology in comprehension (i.e. Johnson, V., J. de Villiers, and H. Seymour. 2005. "Agreement Without Understanding? The Case of Third Person Singular /s/." "First Language" 25: 317-333; Pérez-Leroux, A. T. 2005. "Number Problems in Children." In "Proceedings of the 2005 Annual Conference of the Canadian Linguistics Association," edited by C. Gurski, 1-12. https://cla-acl.artsci.utoronto.ca/wp-content/uploads/actes-2005/Perez-Leroux.pdf). In heritage speakers, Spanish agreement morphology shows optionality due to reduced input, especially when children transition to English schooling (i.e. Montrul, S. 2004. "The Acquisition of Spanish: Morphosyntactic Development in Monolingual and Bilingual L1 Acquisition and Adult L2 Acquisition." Amsterdam: John Benjamins; Jacobson, P. 2012. "The Effects of Language Impairment on the use of Direct Object Pronouns and Verb Inflections in Heritage Spanish Speakers: A Look at Attrition, Incomplete Acquisition and Maintenance." "Bilingualism: Language and Cognition" 15 (1): 22-38). We investigate how simultaneous heritage bilingual children's interpretation and use of subject-verb agreement in English and Spanish may be modulated by increased input and activation of Spanish in dual language education (DLE). 125 participants aged 3-7 (42 heritage children, 40 English monolinguals, 39 Spanish-dominant children) took part in a fill-in-the-blanks task and a picture-matching task. In English, bilingual comprehension accuracy surpassed that of the monolinguals. In Spanish, bilingual production lagged behind that of the Spanish-dominant children and language "output" was found to be a greater predictor of productive accuracy than increased activation of Spanish in DLE. The implications of these results for theories of bilingualism and DLE are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01