Second Language Acquisition in Early Childhood

Meisel, Jürgen M.

doi:10.1515/zfsw.2009.002

Cited by 196 publications

(179 citation statements)

References 31 publications

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“…In der Literatur werden Kinder mit einem Erwerbsbeginn um den dritten Geburtstag als frühe kindliche Zweitsprachlerner (Paradis/Gennessee/Crago 2011; Rothweiler 2015) und Kinder mit einem Erwerbsbeginn nach dem 6. Geburtstag als späte kindliche Zweitsprachlerner bezeichnet (Meisel 2009; …”

Section: Sprachlerner Im Vergleichunclassified

Warum man bei mehrsprachigen Kindern dreimal nach dem Alter fragen sollte: Sprachfähigkeiten simultan-bilingualer Lerner im Vergleich mitmonolingualen und frühen Zweitsprachlernern

Grimm¹,

Schulz²

2016

Diskurs

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Section: Sprachlerner Im Vergleichunclassified

Warum man bei mehrsprachigen Kindern dreimal nach dem Alter fragen sollte: Sprachfähigkeiten simultan-bilingualer Lerner im Vergleich mitmonolingualen und frühen Zweitsprachlernern

Grimm¹,

Schulz²

2016

Diskurs

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“…before age 3;0 (Karmiloff-Smith, 1979), although agreement with certain adjective forms may be delayed (Royle and Valois, 2010). In general, bilingual children have no problems acquiring gender either (Müller, 1990(Müller, , 1999Granfeldt, 2005), except when French constitutes the weaker language and develops very slowly (Kupisch, Müller and Cantone, 2002), or if it is acquired as an early second language (Granfeldt et al, 2007;Meisel, 2009). Gender can be subject to attrition, even if the contact language has gender (Håkansson, 1995;Polinsky, 2008;Montrul, Foote and Perpinán, 2008).…”

Section: Gendermentioning

confidence: 99%

Acquisition outcomes across domains in adult simultaneous bilinguals with French as weaker and stronger language

Kupisch

Lein

Barton

et al. 2013

French Language Studies

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This study investigates the adult grammars of French simultaneous bilingual speakers (2L1s) whose other language is German. Apart from providing an example of French as heritage language in Europe, the goals of this paper are (i) to compare the acquisition of French in a minority and majority language context, (ii) to identify the relative vulnerability of individual domains, and (iii) to investigate whether 2L1s are vulnerable to language attrition when moving to their heritage country during adulthood. We include two groups of German-French 2L1s: One group grew up predominantly in France, but moved to Germany during adulthood; the other group grew up predominantly in Germany and stayed there. Performance is compared in different domains, including adjective placement, gender marking, articles, prepositions, foreign accent and voice onset time. Results indicate that differences between the two groups are minimal in morpho-syntax, but more prominent in pronunciation.

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“…Bilingual development is crucially influenced by age of onset (AoO), which leads to the definition of simultaneous (AoO ≤ 3) bilingualism, early (3 < AoO < 4) and late (AoO ≥ 4) sequential child bilingualism (also called child L2), as well as to a clear distinction of child and adult L2 speakers, see Meisel (2009) for a discussion of early and late child L2.…”

Section: Introduction Bilingual Language Development and Language Impmentioning

confidence: 99%

Methods for Identifying Specific Language Impairment in Bilingual Populations in Germany

Hamann

Ibrahim

2017

Front. Commun.

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This study investigates the performance of 22 monolingual and 54 bilingual children with and without specific language impairment (SLI), in a non-word repetition task (NWRT) and a sentence repetition task (SRT). Both tasks were constructed according to the principles for LITMUS tools (Language Impairment Testing in Multilingual Settings) developed within COST Action IS0804 and incorporated phonological or syntactic structures that are lin guistically complex and have been shown to be difficult for children with SLI across languages. For phonology these are in particular (non)words containing consonant clusters. In morphosyntax, complexity has been attributed to factors such as embedding and/or syntactic movement. Tasks focusing on such structures are expected to identify SLI in bilinguals across language combinations. This is notoriously difficult because structures that are problematic for typically developing bilinguals (BiTDs) and monolingual children with SLI (MoSLI) often overlap. We show that the NWRT and the SRT are reliable tools for identification of SLI in bilingual contexts. However, interpretation of the performance of bilingual children depends on background information as provided by parental questionnaires. To evaluate the accuracy of our tasks, we recruited children in ordinary kindergartens or schools and in speech language therapy centers and verified their status with a battery of standardized language tests, assessing bilingual children in both their languages. We consider a bilingual child language impaired if she shows impairments in two language domains in both her languages. For assessment, we used tests normed for monolinguals (with one exception) and adjusted the norms for bilingualism and for language dominance. This procedure established the following groups: 10 typical monolinguals (MoTD), 12 MoSLI, 46 BiTD, and 8 bilingual children with SLI (BiSLI). Our results show that both tasks target relevant structures: monolingual children are classified with 100% accuracy. Crucially, both our tasks distinguish BiTDs from MoSLIs and BiTDs from BiSLIs. The NWRT shows high accuracy and only minimal influence of language dominance. The SRT can be scored as "identical repetition" or as "target structure," the latter aiming for scoring the mastery of a syntactic structure, ignoring lexical and specific case or gender errors. Focusing on the latter measure, we examine individual cases of BiTDs with unexpected, low scores. We identify first-language dominance as a factor influencing performance but crucially find that testing in the home language in a heritage context might lead to unreliable classifications and that our procedure for determining the clinical group of bilinguals missed cases of selective impairments such as syntactic SLI.

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Second Language Acquisition in Early Childhood

Cited by 196 publications

References 31 publications

Warum man bei mehrsprachigen Kindern dreimal nach dem Alter fragen sollte: Sprachfähigkeiten simultan-bilingualer Lerner im Vergleich mitmonolingualen und frühen Zweitsprachlernern

Warum man bei mehrsprachigen Kindern dreimal nach dem Alter fragen sollte: Sprachfähigkeiten simultan-bilingualer Lerner im Vergleich mitmonolingualen und frühen Zweitsprachlernern

Acquisition outcomes across domains in adult simultaneous bilinguals with French as weaker and stronger language

Methods for Identifying Specific Language Impairment in Bilingual Populations in Germany

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