Cognate Facilitation in Child Third Language Learners in a Multilingual Setting

Abstract

Research has established cognate facilitation effects as a robust finding in bilingual adults and children. Recent studies suggest that cognate facilitation also occurs in highly proficient trilingual adults and can even accumulate across languages. The evidence for multilingual children is scarce and inconclusive. This study examines whether and in which direction cognate effects arise in 35 ten-year-old unbalanced trilingual children, who, in addition to their L1 Italian, acquired L2 German and L3 English in a three-way immersion class in the multilingual region of South Tyrol in Italy. We manipulated cognate status, comparing naming accuracy and latencies in both the L1 and the L3 across double, triple, and non-cognates. The results reveal cognate facilitation effects in naming accuracy, but not in naming speed, for all cognate conditions relative to non-cognates. Furthermore, cognate facilitation was restricted to the L3, replicating previously attested asymmetric effects in unbalanced speakers. In sum, the results indicate that cognate facilitation may boost lexical learning in unbalanced trilingual children who acquire the L2 and the L3 in mainly instructed settings. We discuss these findings in relation to the potential role of language proximity, the L2 status factor, and implications for lexical learning in diverse multilingual environments.