The influence of child-directed speech in early trilingualism

Barnes, Julia

doi:10.1080/14790711003671861

Cited by 17 publications

(11 citation statements)

References 30 publications

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“…The context of language acquisition was analysed in order to identify the most salient reasons for the levels of active trilingualism of each child (research question 3). The factors explored were based on previous findings from both bilingual (Döpke, 1992;Lanza, 2004) and trilingual language acquisition research (Barnes, 2006(Barnes, , 2011Barron-Hauwert, 2000;Braun and Cline, 2010;Cruz-Ferreira, 2006;De Houwer, 2004;Dewaele, 2000Dewaele, , 2007Kazzazi, 2007Kazzazi, , 2011Maneva, 2004;Montanari, 2005;Quay, 2001Quay, , 2008Wang, 2008).…”

Section: Resultsmentioning

confidence: 99%

“…In the studies of Barnes (2006Barnes ( , 2011, Cruz-Ferreira (2006), Dewaele (2000Dewaele ( , 2007 and Wang (2008), the parents followed the "one person, one language principle" (that is, each parent consistently speaking their native language to the child). They also insisted that the children speak these languages with their parents.…”

Section: Motivation For Young Children To Speak Another Languagementioning

confidence: 99%

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Active trilingualism in early childhood: the motivating role of caregivers in interaction

Chevalier

2012

International Journal of Multilingualism

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The present paper is concerned with the language development of two young children from two different families growing up exposed to three languages. The children live in Switzerland and have been exposed to English, French and Swiss German from infancy. The focus is on the children's production of these languages, and the contextual and affective factors which have influenced their levels of active trilingualism. The method consists of two longitudinal case studies. Monthly recordings were made by each caregiver (mother, father and third caregiver) in dyadic interactions with the children from ages 2;1 to 3;1. It was found that one child had a high level of active trilingualism, speaking the language of the caregiver with that caregiver over 90% of the time (measured in utterances). By contrast, the other child had a low level of active trilingualism. An analysis of the children's language exposure, such as the position of the community language in the home, the variety of exposure, the interactional style of the caregivers, and the prestige of the languages involved indicates the importance of motivation, largely influenced by the caregivers in interaction, in explaining the children's different levels of active trilingualism. Active trilingualism in early childhood: The motivating role of caregivers in interactionThe present paper is concerned with the language development of two young children from two different families growing up exposed to three languages. The children live in Switzerland and have been exposed to English, French and Swiss German from infancy. The focus is on the children's production of these languages, and the contextual and affective factors which have influenced their levels of active trilingualism. The method consists of two longitudinal case studies. Monthly recordings were made by each caregiver (mother, father, and third caregiver) in dyadic interactions with the children from ages 2;1-3;1. It was found that one child had a high level of active trilingualism, speaking the language of the caregiver with that caregiver over 90% of the time (measured in utterances). By contrast, the other child had a low level of active trilingualism. An analysis of the children's language exposure, such as the position of the community language in the home, the variety of exposure, the interactional style of the caregivers, and the prestige of the languages involved indicates the importance of motivation, largely influenced by the caregivers in interaction, in explaining the children's different levels of active trilingualism.

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Section: Resultsmentioning

confidence: 99%

Section: Motivation For Young Children To Speak Another Languagementioning

confidence: 99%

Active trilingualism in early childhood: the motivating role of caregivers in interaction

Chevalier

2012

International Journal of Multilingualism

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“…Montanari 2013, p. 63 for a summary of studies that defend this view). In fact, Montanari (2013, p. 63) argues that the quality of the input (in terms of the variety of contacts in the minority language(s) in order to have not only one main language provider, as noted by Barnes (2011)) and language-internal properties play a role in how well each language is mastered by the trilingual child. This brings Quay (2011a, p. 3) to conclude that "trilingual children need to be considered as speakers in their own right".…”

Section: Issues In Early Child Multilingualismmentioning

confidence: 99%

“…Studies of trilingual children often analyze language mixing (Chevalier 2015;Davidiak 2010;Edwards and Dewaele 2007;Hoffmann and Stavans 2007;Ivir-Ashworth 2011;Oksaar 1977;Stavans 1992Stavans , 2001Stavans and Swisher 2006;Widdicombe 1997as cited by Hoffmann (1999. ; compare also Hoffmann and Widdicombe 1999) and most often language use according to interlocutors (Barnes 2006(Barnes , 2011Chevalier 2015, Faingold 1999. Several factors influence active trilingualism, such as the absence of the community language at home Cline 2010, 2014;De Houwer 2004), the mastery of both minority languages by both parents (De Houwer 2004), and the variety of contacts to whom the child is exposed.…”

mentioning

confidence: 99%

French Postverbal Subjects: A Comparison of Monolingual, Bilingual, Trilingual, and Multilingual French

Gil

Müller

2018

Languages

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“…Unlike BFLA, the study of early trilingualism has not received much attention, at least until very recently, and research on the simultaneous development of three languages is literally in its infancy (Barnes, 2011;Chevalier, 2011;Kazzazi, 2011;Montanari, 2009aMontanari, , 2009bMontanari, , 2010Montanari, , 2011aQuay, 2001Quay, , 2008Quay, , 2011b. Most studies on trilingualism deal indeed with the acquisition of a third language later in childhood (such as through schooling), or with the role bilingualism plays when acquiring a third language (see Cenoz, 2003, Cenoz & Hoffman, 2003, and Stavans & Swisher, 2006, to name a few).…”

Section: Introductionmentioning

confidence: 99%

Productive Trilingualism in Infancy: What Makes it Possible?

Montanari¹

2013

WJEL

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This article summarizes the results of a case study on the development of three languages in a child exposed to Tagalog, Spanish, and English from birth. The paper brings together findings from phonology, lexicon, word order, and language choice, providing a detailed picture of the emergence of the four components of three languages in infancy. The paper further explores the possible mechanisms upon which multiple language representations could be built, and then, it examines what characteristics of the environment and of the individual child might lead to the development and active use of three languages in infancy. The results suggest that the build-up of multiple language systems might follow naturally from trilingual exposure; yet, factors such as quantity and quality of language exposure, linguistic relatedness among languages, the child's personality, and the nature of the social context may dramatically influence trilingual competence in infancy and early childhood.

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The influence of child-directed speech in early trilingualism

Cited by 17 publications

References 30 publications

Active trilingualism in early childhood: the motivating role of caregivers in interaction

Active trilingualism in early childhood: the motivating role of caregivers in interaction

French Postverbal Subjects: A Comparison of Monolingual, Bilingual, Trilingual, and Multilingual French

Productive Trilingualism in Infancy: What Makes it Possible?

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