Connecting Perception and Production in Early Catalan-Spanish Bilingual Children: Language Dominance and Quality of Input Effects

Autor/inn/en	Ramon-Casas, Marta; Cortes, Susana; Benet, Ariadna; Lleo, Conxita; Bosch, Laura
Titel	Connecting Perception and Production in Early Catalan-Spanish Bilingual Children: Language Dominance and Quality of Input Effects
Quelle	In: Journal of Child Language, 50 (2023) 1, S.155-176 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ramon-Casas, Marta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000921000787
Schlagwörter	Bilingualism; Young Children; Spanish; Language Dominance; Language Usage; Task Analysis; Accuracy; Vowels + Suchen Sie Ihr Suchwort? Bilingualismus; Frühe Kindheit; Spanisch; Sprachliche Dominanz; Sprachgebrauch; Aufgabenanalyse
Abstract	This study investigates perception and production of the Catalan mid-vowel /e/-/[epsilon]/ contrast by two groups of 4.5-year-old Catalan-Spanish bilingual children, differing in language dominance. Perception was assessed with an XAB discrimination task involving familiar words and non-words. Production accuracy was measured using a familiar-word elicitation task. Overall, Catalan-dominant bilingual children outperformed Spanish-dominant bilinguals, the latter showing high variability in production accuracy, while being slightly above chance level in perception. No correlation between perception and production performance could be established in this group. The effect of language dominance alone could not explain the Spanish-dominant participants' performance, but quality of Catalan input (native vs. accented speech) was identified as an important factor behind familiar-word production and the inaccurate representation of the target contrast in the lexicon of the bilinguals' less-dominant language. More fine-grained measurements of experience-related factors are needed for a full understanding of the acquisition of challenging contrasts in bilingual contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01