1966
DOI: 10.1111/j.1467-9582.1966.tb00531.x
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Language Acquisition in a Trilingual Environment: Notes From a Case‐study

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Cited by 18 publications
(24 citation statements)
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“…Other children exposed to more than one language from the start appear to have followed the same path. For example, Hildegard Leopold and Stephani Pitthan, both learning English alongside German, were both apparently slow to use German inflectional markers (Leopold, 1949;Pitthan, 1980); also Sandra Murrell, who learned Swedish, Finnish, and English simultaneously, began to develop English morphological affixes only at 2;9, though she already had a recorded mixed lexicon of 140 words by age 2, and thus could not be said to be delayed in lexical acquisition (Murrell, 1966). Finally, Fantini (1974) reports that "syntactic constructions [at age three] .…”
Section: Discussionmentioning
confidence: 99%
“…Other children exposed to more than one language from the start appear to have followed the same path. For example, Hildegard Leopold and Stephani Pitthan, both learning English alongside German, were both apparently slow to use German inflectional markers (Leopold, 1949;Pitthan, 1980); also Sandra Murrell, who learned Swedish, Finnish, and English simultaneously, began to develop English morphological affixes only at 2;9, though she already had a recorded mixed lexicon of 140 words by age 2, and thus could not be said to be delayed in lexical acquisition (Murrell, 1966). Finally, Fantini (1974) reports that "syntactic constructions [at age three] .…”
Section: Discussionmentioning
confidence: 99%
“…Early findings from studies on bilingual acquisition were interpreted as evidence that, although children are exposed to distinct sets of input, they go through an initial stage in which their two languages are represented in a unitary or fused system (UNITARY LANGUAGE SYSTEM hypothesis, Genesee, 1989), at the phonological (Schnitzer & Krasinski, 1994 ;Vogel, 1975), lexical (Clark, 1987 ;Volterra & Taeschner, 1978) and syntactic level (Murrell, 1966 ;Redlinger & Park, 1980;Volterra & Taeschner, 1978). Starting from the 1980s, an increasingly large number of investigators have indeed turned to the study of bilingual first language acquisition, focusing on whether bilingual children can differentiate their languages in production early on and whether they acquire languagespecific constraints at the same age as monolinguals.…”
Section: Introductionmentioning
confidence: 99%
“…According to this model, bilingual children do not possess distinct syntactic systems until the third stage of development (p. 322). Volterra and Taeschner were not alone in holding to such a conceptualization (in addition, see Mu È rrell, 1966;Leopold, 1978;Redlinger and Park, 1980). It is now generally accepted that children learning two languages simultaneously have differentiated linguistic systems from at least the stage of ®rst words, and possibly earlier.…”
Section: Introductionmentioning
confidence: 99%