Establishing Upper Bounds in English Monolingual and Heritage Spanish-English Bilingual Language Development

Autor/inn/en	Syrett, Kristen; Austin, Jennifer; Sanchez, Liliana
Titel	Establishing Upper Bounds in English Monolingual and Heritage Spanish-English Bilingual Language Development
Quelle	In: Language Acquisition: A Journal of Developmental Linguistics, 28 (2021) 1, S.39-64 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Syrett, Kristen) ORCID (Sanchez, Liliana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1048-9223
DOI	10.1080/10489223.2020.1803328
Schlagwörter	English; Monolingualism; Second Language Learning; Multilingualism; Cognitive Mapping; Form Classes (Languages); English (Second Language); Spanish; Heritage Education; Bilingualism; Language Processing; Pragmatics; Comparative Analysis; Semantics; Metalinguistics; Preschool Children; Elementary School Students; Undergraduate Students; Task Analysis; Video Technology; Vocabulary Skills; Language Acquisition + Suchen Sie Ihr Suchwort? English language; Englisch; Zweitsprachenerwerb; Mehrsprachigkeit; Multilingualismus; Analytischer Sprachbau; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; Bilingualismus; Sprachverarbeitung; Pragmalinguistik; Semantik; Metalanguage; Metasprache; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Aufgabenanalyse; Aktiver Wortschatz; Sprachaneignung; Spracherwerb
Abstract	Quantificational elements such as some pose a challenge to young language learners, given their vague meaning and ability to take on an upper-bounded interpretation (relative to "all") in certain contexts. The challenge is enhanced when a child is acquiring multiple languages that do not share a one-to-one mapping between their lexical entries with some. Such is the case with "some" in English and "unos" and "algunos" in Spanish. Indeed, Heritage Spanish-English bilinguals have been documented as diverging from monolingual children and adults in their interpretation of "algunos," which is said to lexically encode this upper-bounded meaning, although early Heritage bilinguals do not demonstrate this knowledge robustly. In this article, we ask how pervasive this challenge is by (a) investigating whether the same pattern holds in English, where there are not two words for "some," and (b) comparing the pragmatic process for some to other linguistic items that either invoke another pragmatic process (particularized conversational implicature) or a semantic upper bound. Our results strongly suggest that the extended process of fine-tuning of quantificational lexical entries within and across languages precedes a pragmatic comparison of alternatives, but at the same time, Heritage bilinguals demonstrate pragmatic awareness beyond generalized conversational implicatures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01