Early coda production in bilingual Spanish and Basque

Segurola, María José Ezeizabarrena; Alegría, Alaitz

doi:10.1075/ihll.3.04eze

Cited by 5 publications

(5 citation statements)

References 22 publications

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“…A clear example of acceleration has been provided by Lleó et al (2003), who showed that German-Spanish bilinguals (HSs of Spanish) produced syllable-final codas in Spanish earlier than Spanish monolinguals, arguably due to experience with more complex codas in German. However, with regard to the same phenomenon in comparable language combinations other authors found deceleration or no influence (e.g., Gildersleeve-Neumann et al 2008;Almeida et al 2012;Ezeizabarrena and Alegria 2015), suggesting that language external factors also play a role. An example of deceleration comes from a study by Kehoe (2002) on the acquisition of vowel length in German-Spanish bilinguals.…”

Section: Cross-linguistic Influence In the Phonologies Of Hss During Early Childhoodmentioning

confidence: 85%

Foreign Accent in Pre- and Primary School Heritage Bilinguals

et al. 2021

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Previous research has shown that the two languages of early bilingual children can influence each other, depending on the linguistic property, while adult bilinguals predominantly show influence from the majority language to the minority (heritage) language. While this observed shift in influence patterns is probably related to a shift in dominance between early childhood and adulthood, there is little data documenting it. Our study investigates the perceived global accent in the two languages of German-Russian bilingual children in Germany, comparing 4–6-year-old (preschool) children and 7–9-year-old (primary school) children. The results indicate that in German the older children sound less accented than the younger children, while the opposite is true for Russian. This suggests that the primary school years are a critical period for heritage language maintenance.

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Section: Cross-linguistic Influence In the Phonologies Of Hss During Early Childhoodmentioning

confidence: 85%

Foreign Accent in Pre- and Primary School Heritage Bilinguals

et al. 2021

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“…For example, in the area of coda consonant development, some studies show that bilingual children acquire codas faster than monolinguals in the language with the more limited range of codas (Keffala et al, 2018;Lleó et al, 2003), whereas other studies show that they acquire codas slower than monolinguals in the language with the more extensive range of codas (Almeida et al, 2012;Gildersleeve-Neumann, Kester, Davis, & Peña, 2008). Yet, other studies indicate no differences in coda development in either language of the bilingual in comparison to monolinguals (Ezeizabarrena & Alegria, 2015). The range of outcomes in bilingual speech production makes it difficult to model cross-linguistic interaction, an ultimate goal of this field of research (Lleó & Cortés, 2013).…”

Section: Introductionmentioning

confidence: 99%

Bilingual phonological acquisition: the influence of language-internal, language-external, and lexical factors

Kehoe

Havy

2018

J. Child Lang.

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This study examines the influence of language-internal (frequency and complexity of linguistic properties), language-external (percent French input, socioeconomic status (SES), and gender), and lexical factors (size of total and French vocabulary) on the phonological production abilities of monolingual and bilingual French-speaking children, aged 2;6. Children participated in an object and picture naming task in which they produced words selected to test different phonological properties. The bilinguals’ first languages were coded in terms of the frequency and complexity of these phonological properties. Results indicated that bilinguals who spoke languages characterized by high frequency/complexity of codas and clusters had superior results in their coda and cluster accuracy in comparison to monolinguals. Bilinguals also had better coda and cluster accuracy scores than monolinguals. These findings provide evidence for cross-linguistic interaction in combination with a ‘general bilingual effect’. In addition, percent French exposure, SES, total vocabulary, and gender influenced phonological production.

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“…Nonetheless, phonological performance was overall better when children had to repeat nonwords with syllabic and stress phonotactics specific to the language they were overall more exposed to (Basque), despite the high phonological similarity between Basque and Spanish (Ezeizabarrena & Alegria, 2015). Altogether these findings support a relatively small and indirect role of AoE in the development of language-specific phonotactic sensitivity (Messer et al, 2010;Munson, 2001;Vitevitch & Luce, 2005) compared to other factors such as, for example, lexical knowledge (Gutiérrez-Clellen & Simon-Cereijido, 2010).…”

Section: Smaller and Indirect Influence Of Linguistic Input On Phonol...mentioning

confidence: 90%

The contribution of the amount of linguistic exposure to bilingual language development: Longitudinal evidence from preschool years

Pérez-Navarro,

Lallier

2023

Preprint

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This study examined the influence of linguistic input on the development of productive and receptive skills across three fundamental language domains: lexico-semantics, syntax and phonology. 71 (35 female) Basque-Spanish bilingual children were assessed at three time points, between 4 and 6 years of age, by specifically examining language knowledge and spontaneous language use in each language. A direct impact of the amount of linguistic exposure on the longitudinal growth of lexico-semantic and syntactic abilities was observed in both languages. While phonological skills were not directly influenced by exposure, they were more proficient in the more exposed language. The use of lexically diverse and syntactically rich utterances developed relatively later than language knowledge, both supported by the amount of linguistic exposure.

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Early coda production in bilingual Spanish and Basque

Cited by 5 publications

References 22 publications

Foreign Accent in Pre- and Primary School Heritage Bilinguals

Foreign Accent in Pre- and Primary School Heritage Bilinguals

Bilingual phonological acquisition: the influence of language-internal, language-external, and lexical factors

The contribution of the amount of linguistic exposure to bilingual language development: Longitudinal evidence from preschool years

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