Chapter 4. Influence of the Linguistic Environment on the Development of the Lexicon and Grammar of Basque Bilingual Children

Barreña, Andoni; Ezeizabarrena, Mª José; García, Iñaki

doi:10.21832/9781847690241-008

Cited by 12 publications

(15 citation statements)

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“…The observation that the bilingual acquisition of grammatical gender in Dutch and Greek is subject to input effects is in line with previous literature on the acquisition of vocabulary (e.g., Cobo-Lewis, Pearson, Eilers, & Umbel, 2002a;Pearson, Fernández, Lewedeg, & Oller, 1997), gender (e.g., Gathercole & Thomas, 2005;Unsworth, 2008), as well as and other aspects of morphosyntax (e.g., Austin, 2009;Barreña et al, 2008). It is worth noting that although we have discussed these effects in terms of amount of exposure, that is, in terms of input quantity, the way in which percentage of exposure to Dutch/Greek was operationalized means that this variable also incorporates qualitative aspects of the input, or what has also been dubbed "richness" of the input (Jia & Fuse, 2007;Paradis, 2011).…”

Section: Input Effectssupporting

confidence: 89%

“…In a survey of family language use, De Houwer (2007) found that bilingual children typically experience few problems acquiring the majority language (although this was not measured directly), but in order to successfully acquire the minority language, it is essential that one or both parents provide input in that language in the home. An effect of parental input, that is, whether both or just one parent (in two-parent households) speaks the target language at home, was also observed by Barreña, Ezeizabarrena, and García (2008). In a study of the early lexical and morphosyntactic development of Spanish/Basque bilingual children, they found that bilingual children with on average greater than 60% exposure to Basque at the time of testing performed similarly to monolinguals and often significantly better than bilingual children with less exposure (between 30% and 60% at time of testing).…”

Section: Input Effects In Early Child Bilingualismmentioning

confidence: 84%

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The role of age of onset and input in early child bilingualism in Greek and Dutch

Unsworth

Argyri

Cornips

et al. 2012

Applied Psycholinguistics

163

170

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The focus of this study is the acquisition of grammatical gender in Greek and Dutch by bilingual children whose other language is English. Although grammatical gender languages share the property of noun classification in terms of grammatical gender, there are important differences between the languages under investigation here in terms of both the morphological cues for gender marking available to the child and the developmental path followed by monolingual children. Dutch offers limited input cues for grammatical gender, but Greek shows consistent and regular patterns of morphological gender marking on all members of the nominal paradigm. This difference is associated with the precocious pattern of gender acquisition in Greek and the attested delay in monolingual Dutch development. We explore the development of gender in Dutch and Greek with the aim of disentangling input from age of onset effects in bilingual children who vary in the age of first exposure to Dutch or Greek. Our findings suggest that although bilingual Greek children encounter fewer difficulties in gender acquisition compared to bilingual Dutch children, amount of input constitutes a predictive factor for the pattern attested in both cases. Age of onset effects could be partly responsible for differences between simultaneous and successive bilinguals in Greek, but this is clearly not the case for Dutch. Our findings are also addressed from the more general perspective of the status of “early” and “late” phenomena in monolingual acquisition and the advantages of investigating these from the bilingual perspective.

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Section: Input Effectssupporting

confidence: 89%

Section: Input Effects In Early Child Bilingualismmentioning

confidence: 84%

The role of age of onset and input in early child bilingualism in Greek and Dutch

Unsworth

Argyri

Cornips

et al. 2012

Applied Psycholinguistics

163

170

View full text Add to dashboard Cite

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“…languages appears to be modulated by the source of exposure, that is, who is speaking to them in each language. For example, Barrena, Ezeizabarrena and Garcia (2008) reported that Basque-Spanish young bilinguals knew more words in the Additional Language (Basque) when both parents were Additional Language speakers as compared to when only one was an Additional Language speaker -although this factor could be confounded with the amount of exposure in this study. It is also possible that there may also be differences depending on which parent is the source of Additional Language (please note that at this stage, the wording in the various questionnaires follows the heterosexual family model).…”

Section: Source Of Each Language the Bilingual Child's Relative Profmentioning

confidence: 65%

“…Source of each language. First we examined whether the fact that two parents were native Additional Language speakers, or only one, had an impact on vocabulary knowledge, as was suggested by findings by Barrena et al (2008). This factor did not have any significant impact in our data, perhaps because much of the variance associated to this variable was already apportioned to the relative amount of exposure to each language.…”

Section: Study 2: Predicting Vocabulary Scores In Bilingual Toddlersmentioning

confidence: 86%

I: Introduction

Floccia¹,

Sambrook²,

Luche³

et al. 2018

Monographs Society Res Child

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The majority of the world's children grow up learning two or more languages. The study of early bilingualism is central to current psycholinguistics, offering insights into issues such as transfer and interference in development. From an applied perspective, it poses a universal challenge to language assessment practices throughout childhood, as typically developing bilingual children usually underperform relative to monolingual norms when assessed in one language only. We measured vocabulary with Communicative Development Inventories for 372 24-month-old toddlers learning British English and one Additional Language out of a diverse set of 13 (Bengali, Cantonese, Dutch, French, German, Greek, Hindi-Urdu, Italian, Mandarin, Polish, Portuguese, Spanish, and Welsh). We furthered theoretical understanding of bilingual development by showing, for the first time, that linguistic distance between the child's two languages predicts vocabulary outcome, with phonological overlap related to expressive vocabulary, and word order typology and morphological complexity related to receptive vocabulary, in the Additional Language. Our study also has crucial clinical implications: we have developed the first bilingual norms for expressive and receptive vocabulary for 24-month-olds learning British English and an Additional Language. These norms were derived from factors identified as uniquely predicting CDI vocabulary measures: the relative amount of English versus the Additional Language in child-directed input and parental overheard speech, and infant gender. The resulting UKBTAT tool was able to accurately predict the English vocabulary of an additional group of 58 bilinguals learning an Additional Language outside our target range. This offers a pragmatic method for the assessment of children in the majority language when no tool exists in the Additional Language. Our findings also suggest that the effect of linguistic distance might extend beyond bilinguals' acquisition of early vocabulary to encompass broader cognitive processes, and could constitute a key factor in the study of the debated bilingual advantage.Corresponding author: Caroline Floccia, School of Psychology, University of Plymouth, Drake Circus, Plymouth PL4 8AA, UK, email: caroline.floccia@plymouth.ac.uk DOI: 10.1111/mono.12348 # 2018 The Society for Research in Child Development, Inc. 7Parents eagerly await the moment their 1-year-old infant produces their first word, and professionals working with young children track the appearance of the two-word combination stage at around age 2. To developmental psycholinguists, these two milestones in healthy language acquisition are supported by an impressive range of achievements, from the attuning of perceptual abilities (Werker, Yeung, & Yoshida, 2012), the development of word segmentation skills (Bergmann & Cristia, 2016), and the retrieval of word meaning (Stevens, Gleitman, Trueswell, & Yang, 2017), to the discovery of syntactic, morphological, and conversational rules (Gleason & Ratner, 2017; Hoff, 2013). The co...

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“…The sample consists of 10 European language communities covering the following languages: three Germanic languages: Austrian‐German, (Marschik, Einspieler, Garzarolli, & Prechtl, 2007), Danish (Bleses, Vach, Wehberg, Faber, & Madsen, 2007), and Swedish (Berglund & Eriksson, 2000; Eriksson & Berglund, 1999); three Romance languages: French, (Kern, 2007), Galician (Pérez‐Pereira, 2008; Pérez‐Pereira & García‐Soto, 2003; Pérez‐Pereira & Resches, 2011), and Spanish (López Ornat et al ., 2005; Mariscal, López Ornat, Gallego, Karousou, & Martínez, 2007) two Slavic languages: Croatian (Kovacevic, Jelaska, Kuvac, & Cepanec, 2005) and Slovene (Marjanovič‐Umek et al ., 2008); one Finno‐Ugric language: Estonian (Tulviste, 2007); and one non‐Indo‐European language: Basque (Barreña, Ezeizabarrena, & García, 2008; Barreña et al ., 2008).…”

Section: Methodsmentioning

confidence: 99%

Differences between girls and boys in emerging language skills: Evidence from 10 language communities

Eriksson

Marschik

Tulviste

et al. 2011

British J of Dev Psycho

338

258

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The present study explored gender differences in emerging language skills in 13,783 European children from 10 non-English language communities. It was based on a synthesis of published data assessed with adapted versions of the MacArthur-Bates Communicative Development Inventories (CDIs) from age 0.08 to 2.06. The results showed that girls are slightly ahead of boys in early communicative gestures, in productive vocabulary, and in combining words. The difference increased with age. Boys were not found to be more variable than girls. Despite extensive variation in language skills between language communities, the difference between girls and boys remained. This suggests that the difference is caused by robust factors that do not change between language communities.

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Chapter 4. Influence of the Linguistic Environment on the Development of the Lexicon and Grammar of Basque Bilingual Children

Cited by 12 publications

References 0 publications

The role of age of onset and input in early child bilingualism in Greek and Dutch

The role of age of onset and input in early child bilingualism in Greek and Dutch

I: Introduction

Differences between girls and boys in emerging language skills: Evidence from 10 language communities

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