The Handbook of Bilingualism and Multilingualism 2012
DOI: 10.1002/9781118332382.ch6
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Multilingualism: New Perspectives on Syntactic Development

Abstract: There have been outstanding attempts within the generative framework for linguistic theory to determine the character of the language faculty and its deployment in language learning. First-language (L1) acquisition studies have provided important insights into how the mind and language work. The pioneering work of Braine (1963), followed by that of Brown (1973), argued for the child developing its grammar using its own rules independent of those of an adult speaker, an assumption that paved the way to institut… Show more

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Cited by 22 publications
(4 citation statements)
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“…The Cumulative Enhancement Model (CEM; Berkes and Flynn, 2012;Flynn, Foley, and Vinnitskaya, 2004) proposes that both previously acquired languages are available for transfer, at any point in the process of L3 acquisition. The model is predicated on the principles of nonredundancy and maximal facilitation in successive language acquisition, which entails that transfer from previously acquired languages is only expected to obtain when such facilitates the acquisition of the target L3/Ln property.…”
Section: The Cumulative Enhancement Modelmentioning
confidence: 99%
“…The Cumulative Enhancement Model (CEM; Berkes and Flynn, 2012;Flynn, Foley, and Vinnitskaya, 2004) proposes that both previously acquired languages are available for transfer, at any point in the process of L3 acquisition. The model is predicated on the principles of nonredundancy and maximal facilitation in successive language acquisition, which entails that transfer from previously acquired languages is only expected to obtain when such facilitates the acquisition of the target L3/Ln property.…”
Section: The Cumulative Enhancement Modelmentioning
confidence: 99%
“…It has been extensively used in the study of monolingual first-language acquisition with a variety of experimental designs targeting different linguistic areas across a variety of languages, testing children's competence with a variety of linguistic structures. In addition, it has been previously used to study second-and third-language acquisition in adults as well as in children (e.g., Berkes & Flynn, 2012;Cabrelli Amaro et al, 2012;Flynn, 1987). A foundation thus exists for the interpretation of bilingual children's data through the use of this EI task addressed to targeted language knowledge.…”
Section: Rationalementioning
confidence: 99%
“…Finally, property-specific accounts also assume that similarity provides the basis for transfer but they believe that CLI occurs on a property-by-property basis, because learners should transfer prior knowledge only when helpful to their learning (Berkes & Flynn, 2012;Flynn, Foley, & Vinnitskaya, 2004;Slabakova, 2017;Westergaard, Mitrofanova, Mykhaylyk, & Rodina, 2017).…”
Section: Multilingual Researchmentioning
confidence: 99%