Bilingual parents' modeling of pragmatic language use in multiparty interactions

Tare, Medha; Gelman, Susan A.

doi:10.1017/s0142716411000051

Cited by 29 publications

(19 citation statements)

References 45 publications

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“…At 20M most research assistants communicated with mothers in Dutch. The Tare and Gelman (2011) findings would suggest that mothers who mainly addressed their children in Dutch would stick to just Dutch if the research assistant’s language persona was an important factor, and that French-speaking mothers would be more likely to use Dutch utterances in their CDS during the recordings. The data do not support this conclusion: only five Dutch-speaking mothers stuck to using only Dutch (and 12 mainly Dutch-speaking mothers used some French as well), whereas the majority of French-speaking mothers (nine) used only French, and only six mainly French-speaking mothers also used some Dutch.…”

Section: Results Summary and Discussionmentioning

confidence: 99%

“…Tare and Gelman (2011) showed that in interactions with their children bilingual mothers limited their use of a language that was not spoken by a monolingual investigator who was silently present during the recordings (thus, for instance, they spoke relatively less Marathi when an investigator they believed did not speak any Marathi was present than when a bilingual Marathi-speaking investigator or no investigator was present). The findings in the present study do not correspond to these results, because mothers were less apt to use two languages in the presence of a bilingual investigator (at 53M) and more apt to use two languages in the presence of a research assistant they had only heard using a single language (at 20M).…”

Section: Results Summary and Discussionmentioning

confidence: 99%

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Bilingual mothers’ language choice in child-directed speech: continuity and change

Houwer

Bornstein

2016

Journal of Multilingual and Multicultural Development

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An important aspect of Family Language Policy in bilingual families is parental language choice. Little is known about the continuity in parental language choice and the factors affecting it. This longitudinal study explores maternal language choice over time. Thirty-one bilingual mothers provided reports of what language(s) they spoke with their children. Mother-child interactions were videotaped when children were pre-verbal (5M), producing words in two languages (20M), and fluent speakers (53M). All children had heard two languages from birth in the home. Most mothers reported addressing children in the same single language. Observational data confirmed mothers' use of mainly a single language in interactions with their children, but also showed the occasional use of the other language in over half the sample when children were 20 months. Once children were 53 months mothers again used only the same language they reported speaking to children. These findings reveal a possible effect of children's overall level of language development and demonstrate the difficulty of adhering to a strict “one person, one language” policy. The fact that there was longitudinal continuity in the language most mothers mainly spoke with children provided children with cumulative language input learning opportunities.

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Section: Results Summary and Discussionmentioning

confidence: 99%

Section: Results Summary and Discussionmentioning

confidence: 99%

Bilingual mothers’ language choice in child-directed speech: continuity and change

Houwer

Bornstein

2016

Journal of Multilingual and Multicultural Development

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“…The final study found that unlike their parents, 3- and 4-year-old DLLs did not adjust their language to the language of a third-party when engaged in a conversation. Children tended to use English, which was the language of their schooling (Tare & Gelman, 2011). …”

Section: Resultsmentioning

confidence: 99%

The language and literacy development of young dual language learners: A critical review

Hammer

Hoff

Uchikoshi

et al. 2014

Early Childhood Research Quarterly

321

198

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The number of children living in the United States who are learning two languages is increasing greatly. However, relatively little research has been conducted on the language and literacy development of dual language learners (DLLs), particularly during the early childhood years. To summarize the extant literature and guide future research, a critical analysis of the literature was conducted. A search of major databases for studies on young typically developing DLLs between 2000–2011 yielded 182 peer-reviewed articles. Findings about DLL children’s developmental trajectories in the various areas of language and literacy are presented. Much of these findings should be considered preliminary, because there were few areas where multiple studies were conducted. Conclusions were reached when sufficient evidence existed in a particular area. First, the research shows that DLLs have two separate language systems early in life. Second, differences in some areas of language development, such as vocabulary, appear to exist among DLLs depending on when they were first exposed to their second language. Third, DLLs’ language and literacy development may differ from that of monolinguals, although DLLs appear to catch up over time. Fourth, little is known about factors that influence DLLs’ development, although the amount of language exposure to and usage of DLLs’ two languages appears to play key roles. Methodological issues are addressed, and directions for future research are discussed.

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“…This ability to use the appropriate code with the appropriate person in the appropriate setting has long been demonstrated by young bi-/multilinguals who are able to use the relevant language in relation to their interlocutors and context (see e.g. Deuchar and Quay 1999;Paradis and Nicoladis 2007;Tare and Gelman 2011).…”

Section: Discussionmentioning

confidence: 99%

Reaching out to the other side: Formal-linguistics-based SLA and Socio-SLA

Leung

Young-Scholten

2013

Applied Linguistics Review

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Generative linguistics has long been concerned with the linguistic competence of the “ideal speaker-listener, in a completely homogeneous speech-community, who knows its language perfectly” (Chomsky 1965: 3). Research in formal-linguistics-based second language acquisition takes as its starting point the second language (L2) speaker's underlying mental representation. Here the factors of interest are influence of the learner's native language and, in generative SLA, the operation of innate linguistic mechanisms (Universal Grammar). Similar to methodology in formal syntax, lxSLA adopts techniques such as grammaticality judgment, comprehension and perception tasks supplementing spontaneously produced oral data. While there may be individual differences in oral production, tasks that tap learners' mental representations reveal commonalities across learners from a given native language background with the same amount/ type of exposure and age of initial L2 exposure. When it comes to phonology, age has long been a central factor with numerous comparative studies showing younger learners far outperforming older learners (see Piske et al. 2001). This paper discusses a case of possible non-acquisition by L2 children who had had considerable exposure to the L2. Children's non-acquisition is only apparent, and this allows us to consider the value of lxSLA methodology on the one hand, and and raises issues about what might be lacking in the current socio-SLA paradigm, on the other. We argue that only when we return to the cooperation that marked its birth in the 1960s will we have a comprehensive picture of SLA.

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Bilingual parents' modeling of pragmatic language use in multiparty interactions

Cited by 29 publications

References 45 publications

Bilingual mothers’ language choice in child-directed speech: continuity and change

Bilingual mothers’ language choice in child-directed speech: continuity and change

The language and literacy development of young dual language learners: A critical review

Reaching out to the other side: Formal-linguistics-based SLA and Socio-SLA

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