Bilingual Language Acquisition
Cambridge University Press978-1-107-02426-7 - Bilingual Language Acquisition: Spanish and English in the First Six YearsCarmen Silva-CorvalánFrontmatterMore informationBilingual Language AcquisitionHow do children develop bilingual competence? Do bilingual children developlanguage in the same way as monolinguals? Set in the context of findings onlanguage development, this book examines the acquisition of English andSpanish by two brothers in the first six years of their lives. Based on in-depthand meticulous analyses of naturalistic data, it explores how the systems of bothlanguages affect each other as the children develop, and how different levels ofexposure to each language influence the nature of acquisition. The authordemonstrates that the children’s grammars and lexicons follow a developmentalpath similar to that of monolinguals, but that cross-linguistic interactions affecting lexical, semantic and discourse-pragmatic aspects arise in Spanish whenexposure to it diminishes around the age of four. The first of its kind, this originalstudy is a must-read for students and researchers of bilingualism, child development, language acquisition, and language contact.carmen silva-corvalán is Professor of Spanish in the Department ofSpanish and Portuguese at the University of Southern California. in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-1-107-02426-7 - Bilingual Language Acquisition: Spanish and English in the First Six YearsCarmen Silva-CorvalánFrontmatterMore informationCambridge Approaches to Language ContactGeneral Editor:SALIKOKO S. MUFWENE, University of ChicagoEditorial Board:r o b e r t c h a u d e n so n , Université d’Aix-en-Provenceb r a j k a c h r u , University of Illinois at Urbanar a j me s th r i e, University of Cape Townl e sl e y m i l r o y , University of Michiganshana p opla ck , University of Ottawam i c h a e l s i l v e r s t e i n , University of ChicagoCambridge Approaches to Language Contact is an interdisciplinary series bringingtogether work on language contact from a diverse range of research areas. The seriesfocuses on key topics in the study of contact between languages or dialects, including thedevelopment of pidgins and creoles, language evolution and change, world Englishes,code-switching and code-mixing, bilingualism and second language acquisition, borrowing, interference, and convergence phenomena.Published titlesSalikoko Mufwene, The Ecology of Language EvolutionMichael Clyne, Dynamics of Language ContactBernd Heine and Tania Kuteva, Language Contact and Grammatical ChangeEdgar W. Schneider, Postcolonial EnglishVirginia Yip and Stephen Matthews, The Bilingual ChildBernd Heine and Derek Nurse (eds.), A Linguistic Geography of AfricaJ. Clancy Clements, The Linguistic Legacy of Spanish and PortugueseUmberto Ansaldo, Contact LanguagesJan Blommaert, The Sociolinguistics of GlobalizationCarmen Silva-Corvalán, Bilingual Language AcquisitionFurther titles planned for the seriesLotfi Sayahi, DiglossiaEmanuel J. Drechsel, Language Contact in the Early Colonial PacificRakesh Bhatt, Language Contact and DiasporaEnoch Aboh, Hybrid GrammarsGregory D. S. Anderson, Language ExtinctionBridget Drinka, Language Contact in EuropeFredric Field, Spanish and English in the United StatesBao Zhiming, The Making of Singapore EnglishRalph Ludwig, Steve Pagel, and Peter Mühlhäusler, Linguistic Ecology and LanguageContactKingsley Bolton, Samuli Kaislaniemi, and Anna Winterbottom, Language Contact andthe East India Company in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-1-107-02426-7 - Bilingual Language Acquisition: Spanish and English in the First Six YearsCarmen Silva-CorvalánFrontmatterMore informationBilingual Language AcquisitionSpanish and English in the First Six YearsCarmen Silva-CorvalánUniversity of Southern California in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-1-107-02426-7 - Bilingual Language Acquisition: Spanish and English in the First Six YearsCarmen Silva-CorvalánFrontmatterMore informationUniversity Printing House, Cambridge CB2 8BS, United KingdomPublished in the United States of America by Cambridge University Press, New YorkCambridge University Press is part of the University of Cambridge.It furthers the University’s mission by disseminating knowledge in the pursuit ofeducation, learning and research at the highest international levels of excellence.www.cambridge.orgInformation on this title: www.cambridge.org/9781107673151 Carmen Silva-Corvalán 2014This publication is in copyright. Subject to statutory exceptionand to the provisions of relevant collective licensing agreements,no reproduction of any part may take place without the writtenpermission of Cambridge University Press.First published 2014Printing in the United Kingdom by TJ International Ltd. Padstow CornwallA catalogue record for this publication is available from the British LibraryISBN 978-1-107-02426-7 HardbackISBN 978-1-107-67315-1 PaperbackCambridge University Press has no responsibility for the persistence or accuracy ofURLs for external or third-party internet websites referred to in this publication,and does not guarantee that any content on such websites is, or will remain,accurate or appropriate. in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-1-107-02426-7 - Bilingual Language Acquisition: Spanish and English in the First Six YearsCarmen Silva-CorvalánFrontmatterMore informationFor Nicolas and Brennan,porque no tomaron el camino más fácil.And for all bilingual children. in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-1-107-02426-7 - Bilingual Language Acquisition: Spanish and English in the First Six YearsCarmen Silva-CorvalánFrontmatterMore information in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-1-107-02426-7 - Bilingual Language Acquisition: Spanish and English in the First Six YearsCarmen Silva-CorvalánFrontmatterMore informationContentsList of figuresList of tablesSeries editor’s forewordPrefaceAcknowledgmentsList of gual language acquisitionTheoretical preliminariesModels and issues in bilingual first language acquisitionDominance, proficiency, and the language inputConclusion and research questionsOverview of the bookMethodology2.1 Introduction2.2 A longitudinal case study2.3 The children and their social context: grandmother’s languagein a two-language home2.4 The language data2.5 Determining language dominance and bilingual proficiency2.6 Qualitative and quantitative methods of analysis2.7 Summary3Bilingual development: a linguistic profile of the first six years3.13.23.33.43.53.63.74IntroductionFrom words to sentences: an overviewSeparate development and crosslinguistic interactionBeing bilingualFrom sentences to discourse: narrating in Spanish and EnglishLater developmentsConclusionSubjects in English and Spanish4.1 Introduction4.2 Subjects in English and Spanish: the adult systemspage 84102117117120120123vii in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-1-107-02426-7 - Bilingual Language Acquisition: Spanish and English in the First Six YearsCarmen Silva-CorvalánFrontmatterMore informationviiiContents4.34.44.54.64.74.85The order of constituents: subject position in Englishand Spanish5.15.25.35.45.56IntroductionFactors conditioning subject position in SpanishSubject position in child languageSubject position in the speech of English-Spanish bilingualsSummary and conclusionsThe acquisition of ser, estar, and be6.16.26.36.46.56.66.76.86.96.106.117Subjects in bilingual acquisitionThe siblings’ acquisition of subjects from 1;6 to 1;11.30Subjects from 2;0 to 2;11.30Subjects from 3;0 to 5;11Spanish subjects in discourseSummary and conclusionsWhy study copulas?Distribution of ser, estar, and beCopulas in the speech of bilingual children: questions raisedThe siblings’ acquisition of English and Spanish copulasfrom 1;6 to 2;11.30Copulas from 3;0 to 5;11Tense and person marking of copulas: from 1;6 to 5;11Selection of ser or estar in various syntactic contexts: from 1;6 to 5;11Comparison with monolingualsCrosslinguistic interactionThe extension of estarSummary and conclusionsThe development of verb morphology: learning howto mark tense, aspect, and mood7.1 Introduction7.2 Tense, mood, and aspect in English and Spanish: complexity in the adultsystems7.3 Issues in the acquisition of verb morphology7.4 Methodological preliminaries7.5 The first verbs in English and Spanish7.6 Tense, mood, and aspect development in English: from 2;0 to 2;11.307.7 Tense, mood, and aspect development in English: from 3;0 to 5;117.8 Tense, mood, and aspect development in Spanish: from 2;0 to 2;11.307.9 Tense, mood, and aspect development in Spanish: from 3;0 to 5;117.10 The preterite–imperfect aspectual opposition7.11 Summary and conclusions8Discussion and conclusions8.1 Introduction8.2 Effect of differential amounts of exposure on the siblings’ bilingualdevelopment8.3 Input complexity and frequency8.4 Crosslinguistic interaction in this web service Cambridge University 2318326337343348348350352354www.cambridge.org
Cambridge University Press978-1-107-02426-7 - Bilingual Language Acquisition: Spanish and English in the First Six YearsCarmen Silva-CorvalánFrontmatterMore informationContentsix8.5 Linking developing bilinguals and heritage speakers8.6 Brief conclusion357361Appendices1 Transcription instructions2 Calculation of MLUw3 Spanish adjectives used with copulas up to age 6;04 The siblings’ early verb lexicon in English and Spanish5 Excerpt from an adapted Goldilocks story362364366371379ReferencesIndex of authorsGeneral index380399403 in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-1-107-02426-7 - Bilingual Language Acquisition: Spanish and English in the First Six YearsCarmen Silva-CorvalánFrontmatterMore informationFigures2.12.22.32.4Nico’s and Brennan’s English MLUwNico’s and Brennan’s Spanish MLUwBrennan’s MLUw in English and SpanishNico’s MLUw in English and Spanishpage 49505051x in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-1-107-02426-7 - Bilingual Language Acquisition: Spanish and English in the First Six YearsCarmen Silva-CorvalánFrontmatterMore 4.34.44.5Approximate percentages of exposure to English andSpanish (to 6 years)page 34Number of utterances containing a verb produced by Nicoin each language by month of age, and number of differentdays when diary notes were made by month of age36Number of utterances containing a verb produced by Nico ineach language by month of age, and number of different dayswhen audio recordings were made by month of age40Number of utterances containing a verb produced by Brennanin each language by month of age, and number of differentdays when audio recordings were made by month of age41Nico’s and Brennan’s mean MLUw values in English andSpanish (1;5–3;7)47Developmental order for English wh-words in bilingual andmonolingual children. Age of first appearance for bilinguals;average age of acquisition for monolinguals63Developmental order of Spanish Q-words. Age of firstappearance in Nico’s and Brennan’s data65Information on the recordings of the frog story109Temporal perspective, verb types, and longest sentence in thefrog stories at two times (Nico and Brennan)115Percentages of overt subject pronouns in adult speech in LosAngeles, Madrid, Caracas, and Santiago de Chile129Percentage of overt versus null subject pronouns (bilingualtwins and monolinguals)131Overall percentage of use of overt subject pronouns byManuela and three monolingual children133Overt versus null subject use in Spanish and English(to 1;11.28)139Percentage of overt subject pronouns by language and age(1;7–1;11)141xi in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-1-107-02426-7 - Bilingual Language Acquisition: Spanish and English in the First Six YearsCarmen Silva-CorvalánFrontmatterMore 45.155.16List of tablesOvert versus null subjects in Spanish and English(2;0–2;11.30)Overt versus null subjects in the adult inputPercentage of overt subjects by language and age (2;0–2;11)Percentage of overt subject pronouns by person of the subject(adults)Percentage of overt subject pronouns by person of the subject:Nico and Brennan (2;0–2;11), and their adult inputPercentage of overt subject pronouns with querer ‘to want’and creer ‘to believe’ (Nico, Brennan, and their adult input)Subject realization in Spanish (3;0–3;11 and 4;0–5;11)Percentage of overt subject pronouns by person of the subject(3;0–3;11 and 4;0–5;11) – SpanishPercentage of overt subject pronouns with querer ‘to want’and creer ‘to believe’ (3;0–3;11 and 4;0–5;11)Subject pronoun realization by coreferentiality (4;0–5;11)Native speakers’ judgments on the appropriateness of overtsubject pronounsSubject position in spoken Caracas SpanishSubject position in written SpanishSubject position in spoken adult SpanishSubject position by type of verb in the adult input to thesiblingsSubject position by animacy and transitivity of the subject inthe adult input to the siblingsPosition of subject pronouns in spoken and written SpanishPreverbal pronominal subjects. Siblings (3;0–5;11), adultinput, and monolingual childrenOverall rates of preverbal nominal subjects in adult and childSpanishSubject position by type of verb. Siblings (1;7–1;11.30)Subject position by animacy of the subject. Siblings(1;7–1;11.30)Overall rates of preverbal and postverbal subjects. Siblings(2;0–2;11.30)Subject position by type of verb. Siblings (2;0–2;11.30)Subject position by animacy of the subject. Siblings(2;0–2;11.30)Overall rates of preverbal and postverbal subjects. Siblings(3;0–5;11)Subject position. Monolinguals and bilinguals comparedSubject position by child and type of verb (3;0–5;11) in this web service Cambridge University org
Cambridge University Press978-1-107-02426-7 - Bilingual Language Acquisition: Spanish and English in the First Six YearsCarmen Silva-CorvalánFrontmatterMore informationList of Subject position by type of verb. Siblings (3;0–5;11) andChilean monolinguals (4;6–4;11)Frequency of be, ser, and estar in the structural frames studied(1;6–2;11)Frequent conceptual frames in which ser and estar occurFrequent conceptual frames in which be occursAppearance of various functions of Spanish copularconstructions with expressed copula by month of ageFrequency of zero-copula in three types of structuresFrequency of be, ser, and estar by tense (1;6–2;11)Development of person marking of copulas with varioustensesFrequency of copula selection errors with predicate adjectives(1;6–2;11)Percentage of copula encroachment (1;6–2;11)Proportion of copula selection errors in predicate adjectives,predicate nominals, and progressives (1;6–2;11)Frequency of copula selection errors (3;0–5;11)Relative hierarchy of tense complexity in Latin AmericanSpanish and American EnglishEnglish verb tensesSpanish verb tensesNico’s first English verbs and age of first appearance in the dataBrennan’s first English verbs and age of first appearance inthe dataNico’s first Spanish verbs and age of first appearance in the dataBrennan’s first Spanish verbs and age of first appearance inthe dataEarly tense forms used by Nico (English and Spanish to1;11.30) and Brennan (English to 2;1.11, Spanish to 1;11.30)English tenses added (2;5–2;11.30)English auxiliaries appearing (2;0–2;11.30)English tenses, modals, and auxiliaries used (3;0–5;11)Spanish tenses used (2;0–2;11.30)Tense substitutions in Spanish and age of last occurrence(1;7–2;11.30)Spanish tense-mood-aspect forms used (3;0–5;11)Tense substitutions in Spanish and age of last occurrence(3;0–5;11)Spanish tense-mood-aspect usage compared across bilingualsand (near-)monolingual children (5;0–5;11), and two bilingualadults in this web service Cambridge University bridge.org
Cambridge University Press978-1-107-02426-7 - Bilingual Language Acquisition: Spanish and English in the First Six YearsCarmen Silva-CorvalánFrontmatterMore informationSeries editor’s forewordThe series Cambridge Approaches to Language Contact (CALC) was set up topublish outstanding monographs on language contact, especially by authorswho approach their specific subject matter from a diachronic or developmentalperspective. Our goal is to integrate the ever-growing scholarship on languagediversification (including the development of creoles, pidgins, and indigenizedvarieties of colonial European languages), bilingual language development,code-switching, and language endangerment. We hope to provide a selectforum to scholars who contribute insightfully to understanding language evolution from an interdisciplinary perspective. We favor approaches that highlightthe role of ecology and draw inspiration both from the authors’ own fields ofspecialization and from related research areas in linguistics or other disciplines.Eclecticism is one of our mottoes, as we endeavor to comprehend the complexity of evolutionary processes associated with contact.We are very proud to add to our list Carmen Silva-Corvalán’s BilingualLanguage Acquisition: Spanish and English in the First Six Years. The authorprovides detailed analyses of language development data collected over severalyears from two siblings who happen to be her own grandchildren. She comparesthe data and her findings with those of other English-Spanish bilingual childrenreported in the literature, and with other interesting cases involving other languages, such as the Cantonese-English bilingual children that were the focus of aprevious publication in the CALC series: The Bilingual Child by Virginia Yip andStephen Matthews (2007). Thus the book provides findings that facilitateinformed comparisons that raise questions about universals of bilingual languagedevelopment and the role of the social environments provided by the home andthe extended family in determining ecology-specific peculiarities. Other interesting questions include whether there are learning differences between her childsubjects and how to interpret them. Are there differences that reflect interindividual variation in learning skills and contribute partly to shaping the singularity ofspeakers’ idiolects? Or can one also go as far as to claim that such differences, ifthey obtain, may also reflect the likelihood that humans may not be equally giftedin “social learning?” The question also applies to other cultural domains, assuming that language is a cultural phenomenon, although one may still invoke somexiv in this web service Cambridge University Presswww.cambridge.org
Cambridge University Press978-1-107-02426-7 - Bilingual Language Acquisition: Spanish and English in the First Six YearsCarmen Silva-CorvalánFrontmatterMore informationSeries editor’s forewordxvUniversal Grammar or “language organ” to account for some of its ontogeneticand architectural properties. On the other hand, are there differences that have todo with one child having benefited, at the same age, from more interactionswith the older population, including the other sibling, tha
5.3 Subject position in child language 185 5.4 Subject position in the speech of English-Spanish bilinguals 189 5.5 Summary and conclusions 215 6 The acquisition of ser, estar, and be 219 6.1 Why study copulas? 219 6.2 Distribution of ser, estar, and be 222 6.3 Copulas in the speech of bilingual children: questions raised 225 6.4 The siblings’ acquisition of English and Spanish copulas from .
Use of a bilingual glossary in addition to a bilingual dictionary. An approved glossary is defined as word-to-word and may include content specific glossary. Evidence of Bilingual Dictionary Extended Time Flexible Setting Bilingual Support for Lowest-Level ELLs ELL Engagement in Lesson ELL Consideration in Lesson Plans
3. the inevitability of child directed speech 62 matthew saxton 4. universal grammar approaches to language acquisition 87 maria teresa guasti 5. second language acquisition 109 susan gass part 2. windows on language acquisition 6. language and the many faces of emotion 143 judy s. reilly 9780230_500303_01_prexx.indd v 4/15/2009 8:43:26 PM. vi language acquisition 7. complements enable .
Language Acquisition Module 1: First language acquisition, second language acquisition, bilingualism: definitions, differences and similarities "When we study human language, we are approaching what some might call the human essence, the distinctive qualities of mind that are, so far as we know, unique to [humans]." (Chomsky, 1968, p. 100)
The influence factors of second language acquisition . The main factors that affect second language acquisition. Individual factors of learners . The main process of second language acquisition includes perception, understanding, consolidation and application is very important for the study of the second language acquisition ,it .
Simultaneous acquisition (dual language exposure) A child under the age of three who is exposed to two langgguages usually experiences simultaneous acquisition. Successive acquisition If a child is exposed to the second language at an older age (o
Bilingual Education Teacher Handbook: Strategies for the Design of Multicultural Curriculum. Boston Univ., Mass. Bilingual Resource and Training Center.: National Assessment and Disseaination Center for Bilingual Education, Cambridge, Ras,. Office of Bilingual Education and Minority Languages. Affairs (ED) ,
Multilingual School Contexts” by Cummins, this volume). The title of this volume, Bilingual and Multilingual Education, reflects the necessary extension of bilingual education to also encompass multilingual education. Many of our authors use bilingual education as
It is not strictly a storage tank and it is not a pressure vessel. API does not have a standard relating to venting capacities for low-pressure process vessels. It is recommended that engineering calculations be performed based on process and atmospheric conditions in order to determine the proper sizing of relief devices for these type vessels. However, it has been noted that may people do .
